Monday, December 23, 2019

Book Review of Great Expectations - 985 Words

Great Expectations Introduction In his novel Great Expectations, published in1861, Charles Dickens examines the class system of Victorian England and the effect wealth and position had on the lives of the people living during the period. The novel follows the life of Philip Pirrip (Pip) from his childhood as an orphan being raise by Joe Gargery (his brother-in-law) and his sister (simply known as Mrs. Joe in the novel). The story concerns Pips efforts to become a gentleman and win the affections of Estella, the adopted daughter of Miss Havisham a lady of means. This paper will explore the effects wealth and money had on Pip, Miss Havisham and Joe. Throughout the novel the actions of these characters demonstrate the values of loyalty, affection, and benevolence is more important than wealth and class. Discussion The protagonist of the novel, Pip, is deeply driven to better his position in life and marry Estella. Toward this end he disassociates himself from the people who care about him the most because he is embarrassed by their course dress and manners. Pip was mortified to learn that Joe, who was a blacksmith from the working class and had taken him in when he was orphaned, was coming to London to visit him while he was learning to be a gentleman, If I could have kept him away by paying money, I certainly would have paid money (209). At this point in the story Pip desire for status outweighs his loyalty and affection for Joe. However, later in the taleShow MoreRelated Book Review of Great Expectations Essay870 Words   |  4 PagesBook review of Great Expectations ================================= Great Expectations is a tale of a young man raised high above his position in society by a mysterious person. Despite the book lacking in length, it more than makes up for in its remarkable characters and gripping story. It was published serially in 1860 and issued in book form in 1861. The third person mixed with first person narrative takes Pip (Philip Pirrip) through a journey he would never forget. He was broughtRead MoreEssay on Book Review on Dickens Great Expectations788 Words   |  4 PagesThere are reasons why novels become classics, and â€Å"Great Expectation† by Charles Dickens is certainly a beloved classic with an exceptional plot and a great deal of rich themes and symbolism. This classic is filled with eccentric characters, themes and symbolism. Themes play an important part in â€Å"Great Expectations†, there are a few major themes in this novel. Dickens explores the England social class system thoroughly, criminals (the lowest end of the system) to high aristocrats are describedRead MoreA Darwinian Reading of Great Expectations700 Words   |  3 PagesA Darwinian Reading of Great Expectations Goldie Morgentaler, assistant professor of English at the University of Lethbridge, compares Charles Dickens’s Great Expectations with Charles Darwin’s The Origin of Species, suggesting that a Darwinian influence can be found within its text. Morgentaler argues her point using the time the two books were written and the sudden disregard of heredity as a formative influence of human identity in Dickens’s writing. Morgentaler’s arguments are somewhatRead MoreThe Importance Of Activity752 Words   |  4 PagesBehavior Progress: During this review period, Connor has continued to participate in all aspects of the program with difficulty. Connor acquired 9 sanctions this review period. 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Howard great Literature?548 Words   |  3 Pagesbeautifully into language, aesthetically strung across a blank canvas. There is good literature and sub-par literature alike, but there is also great literature. What is great literature? What makes good literature great literature? Johannes Cabal: The Necromancer by Johnathan L. Howard is a tale splendidly spun with roots in macabre and dark humour. But is it great literature? In a way, it may be. Howard’s writing is witty and eye-opening. His characterization is interesting and really makes the readerRead More Reviews of Notes of a Native Son Essay1238 Words   |  5 Pages Reviews of Notes of a Native Son Notes of a Native Son, a widely acclaimed and celebrated book by James Baldwin was subjected to many reviews upon its first publication. There were many opposing views between reviewers but almost all came to the conclusion that Baldwin’s use of words was extremely eloquent and intelligent. Specifically an article titled â€Å"Rage unto Order† by Dachine Rainer was very adamant about Baldwin’s genius as a writer but hardly did anything to explain or exemplify thatRead MoreGreat Expectations1707 Words   |  7 PagesGreat Expectations Human nature is the psychological and social qualities that characterize humankind. Human nature separates humans from the rest of the animal kingdom. The underlining theme of human nature is evident in Great Expectation by Charles Dickens use of his characters. A main characteristic that Dickens displays is friendship. The friendship between Pip and Herbert is strong. Herbert was significant to Pip’s growth in social class and eventual to his revelation. â€Å"Friendship was oneRead MoreMy Philosophy : Teaching Philosophy1071 Words   |  5 Pagesteaching philosophy it is quite evident he takes great consideration for his students and their learning opportunities. As I reflect on and review my understanding and my learning philosophy I am given the chance to reflect on past classes and possibly what could have been different on my behalf and the professor’s behalf. Also at this time I relish the opportunity to contimplate what my values, principles, achievement skills and also my expectations for this class are. Values and principlesRead MoreThe Impact of Social Media on Online Dating1131 Words   |  5 Pagesdating is becoming popular and how the individuals are usually deceived by it. I have also discussed how the new television show Catfish is turning out to be a great example of how social media has changed online dating. All in all, I have covered the negative outcomes of online dating. Introduction In todays world, the expectations to fall in love have perhaps become online. This is because dating sites are no more regarded as a tricky way for getting in touch with and bonding with new

Sunday, December 15, 2019

Chapter 9 Grim Defeat Free Essays

Professor Dumbledore sent all the Gryffindors back to the Great Hall, where they were joined ten minutes later by the students from Hufflepuff, Ravenclaw, and Slytherin, who all looked extremely confused. â€Å"The teachers and I need to conduct a thorough search of the castle,† Professor Dumbledore told them as Professors McGonagall and Flitwick closed all doors into the hall. â€Å"I’m afraid that, for your own safety, you will have to spend the night here. We will write a custom essay sample on Chapter 9 Grim Defeat or any similar topic only for you Order Now I want the prefects to stand guard over the entrances to the hall and I am leaving the Head Boy and Girl in charge. Any disturbance should be reported to me immediately,† he added to Percy, who was looking immensely proud and important. â€Å"Send word with one of the ghosts.† Professor Dumbledore paused, about to leave the hall, and said, â€Å"Oh, yes, you’ll be needing†¦Ã¢â‚¬  One casual wave of his wand and the long tables flew to the edges of the hall and stood themselves against the walls; another wave, and the floor was covered with hundreds of squashy purple sleeping bags. â€Å"Sleep well,† said Professor Dumbledore, closing the door behind him. The hall immediately began to buzz excitedly; the Gryffindors were telling the rest of the school what had just happened. â€Å"Everyone into their sleeping bags!† shouted Percy. â€Å"Come on, now, no more talking! Lights out in ten minutes!† â€Å"C’mon,† Ron said to Harry and Hermione; they seized three sleeping bags and dragged them into a corner. â€Å"Do you think Black’s still in the castle?† Hermione whispered anxiously. â€Å"Dumbledore obviously thinks he might be,† said Ron. â€Å"It’s very lucky he picked tonight, you know,† said Hermione as they climbed fully dressed into their sleeping bags and propped themselves on their elbows to talk. â€Å"The one night we weren’t in the tower†¦Ã¢â‚¬  â€Å"I reckon he’s lost track of time, being on the run,† said Ron. â€Å"Didn’t realize it was Halloween. Otherwise he’d have come bursting in here.† Hermione shuddered. All around them, people were asking one another the same question: â€Å"How did he get in?† â€Å"Maybe he knows how to Apparate,† said a Ravenclaw a few feet away, â€Å"Just appear out of thin air, you know.† â€Å"Disguised himself, probably,† said a Hufflepuff fifth year. â€Å"He could’ve flown in,† suggested Dean Thomas. â€Å"Honestly, am I the only person who’s ever bothered to read Hogwarts, A History?† said Hermione crossly to Harry and Ron. â€Å"Probably,† said Ron. â€Å"Why?† â€Å"Because the castle’s protected by more than walls, you know,† said Hermione. â€Å"There are all sorts of enchantments on it, to stop people entering by stealth. You can’t just Apparate in here. And I’d like to see the disguise that could fool those Dementors. They’re guarding every single entrance to the grounds. They’d have seen him fly in too. And Filch knows all the secret passages, they’ll have them covered†¦Ã¢â‚¬  â€Å"The lights are going out now!† Percy shouted. â€Å"I want everyone in their sleeping bags and no more talking!† The candles all went out at once. The only light now came from the silvery ghosts, who were drifting about talking seriously to the prefects, and the enchanted ceiling, which, like the sky outside, was scattered with stars. What with that, and the whispering that still filled the hall, Harry felt as though he were sleeping outdoors in a light wind. Once every hour, a teacher would reappear in the Hall to check that everything was quiet. Around three in the morning, when many students had finally fallen asleep, Professor Dumbledore came in. Harry watched him looking around for Percy, who had been prowling between the sleeping bags, telling people off for talking. Percy was only a short way away from Harry, Ron, and Hermione, who quickly pretended to be asleep as Dumbledore’s footsteps drew nearer. â€Å"Any sign of him, Professor?† asked Percy in a whisper. â€Å"No. All well here?† â€Å"Everything under control, sir.† â€Å"Good. There’s no point moving them all now. I’ve found a temporary guardian for the Gryffindor portrait hole. You’ll be able to move them back in tomorrow.† â€Å"And the Fat Lady, sir?† â€Å"Hiding in a map of Argyllshire on the second floor. Apparently she refused to let Black in without the password, so he attacked. She’s still very distressed, but once she’s calmed down, I’ll have Mr Filch restore her.† Harry heard the door of the hall creak open again, and more footsteps. â€Å"Headmaster?† It was Snape. Harry kept quite still, listening hard. â€Å"The whole of the third floor has been searched. He’s not there. And Filch has done the dungeons; nothing there either.† â€Å"What about the Astronomy tower? Professor Trelawney’s room? The Owlery?† â€Å"All searched†¦Ã¢â‚¬  â€Å"Very well, Severus. I didn’t really expect Black to linger.† â€Å"Have you any theory as to how he got in, Professor?† asked Snape. Harry raised his head very slightly off his arms to free his other ear. â€Å"Many, Severus, each of them as unlikely as the next.† Harry opened his eyes a fraction and squinted up to where they stood; Dumbledore’s back was to him, but he could see Percy’s face, rapt with attention, and Snape’s profile, which looked angry. â€Å"You remember the conversation we had, Headmaster, just before — ah — the start of term?† said Snape, who was barely opening his lips, as though trying to block Percy out of the conversation. â€Å"I do, Severus,† said Dumbledore, and there was something like warning in his voice. â€Å"It seems — almost impossible — that Black could have entered the school without inside help. I did express my concerns when you appointed –â€Å" â€Å"I do not believe a single person inside this castle would have helped Black enter it,† said Dumbledore, and his tone made it so clear that the subject was closed that Snape didn’t reply. â€Å"I must go down to the Dementors,† said Dumbledore. â€Å"I said I would inform them when our search was complete.† â€Å"Didn’t they want to help, sir?† said Percy. â€Å"Oh yes,† said Dumbledore coldly. â€Å"But I’m afraid no Dementor will cross the threshold of this castle while I am Headmaster.† Percy looked slightly abashed. Dumbledore left the hall, walking quickly and quietly. Snape stood for a moment, watching the headmaster with an expression of deep resentment on his face; then he too left. Harry glanced sideways at Ron and Hermione. Both of them had their eyes open too, reflecting the starry ceiling. â€Å"What was all that about?† Ron mouthed. ******** The school talked of nothing but Sirius Black for the next few days. The theories about how he had entered the castle became wilder and wilder; Hannah Abbott, from Hufflepuff, spent much of their next Herbology class telling anyone who’d listen that Black could turn into a flowering shrub. The Fat Lady’s ripped canvas had been taken off the wall and replaced with the portrait of Sir Cadogan and his fat gray pony. Nobody was very happy about this. Sir Cadogan spent half his time challenging people to duels, and the rest thinking up ridiculously complicated passwords, which he changed at least twice a day. â€Å"He’s a complete lunatic,† said Seamus Finnigan angrily to Percy. â€Å"Can’t we get anyone else?† â€Å"None of the other pictures wanted the job,† said Percy. â€Å"Frightened of what happened to the Fat Lady. Sir Cadogan was the only one brave enough to volunteer.† Sir Cadogan, however, was the least of Harry’s worries. He was now being closely watched. Teachers found excuses to walk along corridors with him, and Percy Weasley (acting, Harry suspected, on his mother’s orders) was tailing him everywhere like an extremely pompous guard dog. To cap it all, Professor McGonagall summoned Harry into her office, with such a somber expression on her face Harry thought someone must have died. â€Å"There’s no point hiding it from you any longer, Potter,† she said in a very serious voice. â€Å"I know this will come as a shock to you, but Sirius Black –â€Å" â€Å"I know he’s after me,† said Harry wearily. â€Å"I heard Ron’s dad telling his mum. Mr. Weasley works for the Ministry of Magic.† Professor McGonagall seemed very taken aback. She stared at Harry for a moment or two, then said, â€Å"I see! Well, in that case, Potter, you’ll understand why I don’t think it’s a good idea for you to be practicing Quidditch in the evenings. Out on the field with only your team members, it’s very exposed, Potter –â€Å" â€Å"We’ve got our first match on Saturday!† said Harry, outraged. â€Å"I’ve got to train, Professor!† Professor McGonagall considered him intently. Harry knew she was deeply interested in the Gryffindor team’s prospects; it had been she, after all, who’d suggested him as Seeker in the first Place. He waited, holding his breath. â€Å"Hmm†¦Ã¢â‚¬ Professor McGonagall stood up and stared out of the window at the Quidditch field, just visible through the rain. â€Å"Well†¦goodness knows, I’d like to see us win the Cup at last†¦but all the same, Potter†¦I’d be happier if a teacher were present. I’ll ask Madam Hooch to oversee your training sessions.† ******** The weather worsened steadily as the first Quidditch match drew nearer. Undaunted, the Gryffindor team was training harder than ever under the eye of Madam Hooch. Then, at their final training session before Saturday’s match, Oliver Wood gave his team some unwelcome news. â€Å"We’re not playing Slytherin!† he told them, looking very angry. â€Å"Flint’s just been to see me. We’re playing Hufflepuff instead.† â€Å"Why?† chorused the rest of the team. â€Å"Flint’s excuse is that their Seeker’s arm’s still injured,† said Wood, grinding his teeth furiously. â€Å"But it’s obvious why they’re doing it. Don’t want to play in this weather. Think it’ll damage their chances†¦Ã¢â‚¬  There had been strong winds and heavy rain all day, and as Wood spoke, they heard a distant rumble of thunder. â€Å"There’s nothing wrong with Malfoy’s arm!† said Harry furiously. â€Å"He’s faking it!† â€Å"I know that, but we can’t prove it,† said Wood bitterly, â€Å"And we’ve been practicing all those moves assuming we’re playing Slytherin, and instead it’s Hufflepuff, and their style’s quite different. They’ve got a new Captain and Seeker, Cedric Diggory –â€Å" Angelina, Alicia, and Katie suddenly giggled. â€Å"What?† said Wood, frowning at this lighthearted behavior. â€Å"He’s that tall, good-looking one, isn’t he?† said Angelina. â€Å"Strong and silent,† said Katie, and they started to giggle again. â€Å"He’s only silent because he’s too thick to string two words together,† said Fred impatiently. â€Å"I don’t know why you’re worried, Oliver, Hufflepuff is a pushover. Last time we played them, Harry caught the Snitch in about five minutes, remember?† â€Å"We were playing in completely different conditions!† Wood shouted, his eyes bulging slightly. â€Å"Diggory’s put a very strong side together! He’s an excellent Seeker! I was afraid you’d take it like this! We mustn’t relax! We must keep our focus! Slytherin is trying to wrong-foot us! We must win!† â€Å"Oliver, calm down!† said Fred, looking slightly alarmed. â€Å"We’re taking Hufflepuff very seriously. Seriously.† ******** The day before the match, the winds reached howling point and the rain fell harder than ever. It was so dark inside the corridors and classrooms that extra torches and lanterns were lit. The Slytherin team was looking very smug indeed, and none more so than Malfoy. â€Å"Ah, if only my arm was feeling a bit better!† he sighed as the gale outside pounded the windows. Harry had no room in his head to worry about anything except the match tomorrow. Oliver Wood kept hurrying up to him between classes and giving him tips. The third time this happened, Wood talked for so long that Harry suddenly realized he was ten minutes late for Defense Against the Dark Arts, and set off at a run with Wood shouting after him, â€Å"Diggory’s got a very fast swerve, Harry, so you might want to try looping him –â€Å" Harry skidded to a halt outside the Defense Against the Dark Arts classroom, pulled the door open, and dashed inside. â€Å"Sorry I’m late, Professor Lupin. I –â€Å" But it wasn’t Professor Lupin who looked up at him from the teacher’s desk; it was Snape. â€Å"This lesson began ten minutes ago, Potter, so I think we’ll make it ten points from Gryffindor. Sit down.† But Harry didn’t move. â€Å"Where’s Professor Lupin?† he said. â€Å"He says he is feeling too ill to teach today,† said Snape with a twisted smile. â€Å"I believe I told you to sit down?† But Harry stayed where he was. â€Å"What’s wrong with him?† Snape’s black eyes glittered. â€Å"Nothing life-threatening,† he said, looking as though he wished it were. â€Å"Five more points from Gryffindor, and if I have to ask you to sit down again, it will be fifty.† Harry walked slowly to his seat and sat down. Snape looked around at the class. â€Å"As I was saying before Potter interrupted, Professor Lupin has not left any record of the topics you have covered so far –â€Å" â€Å"Please, sir, we’ve done Boggarts, Red Caps, Kappas, and Grindylows,† said Hermione quickly, â€Å"and we’re just about to start –â€Å" â€Å"Be quiet,† said Snape coldly. â€Å"I did not ask for information. I was merely commenting on Professor Lupin’s lack of organization.† â€Å"He’s the best Defense Against the Dark Arts teacher we’ve ever had,† said Dean Thomas boldly, and there was a murmur of agreement from the rest of the class. Snape looked more menacing than ever. â€Å"You are easily satisfied. Lupin is hardly overtaxing you — I would expect first years to be able to deal with Red Caps and Grindylows. Today we shall discuss –â€Å" Harry watched him flick through the textbook, to the very back chapter, which he must know they hadn’t covered. â€Å"– werewolves,† said Snape. â€Å"But, sir,† said Hermione, seemingly unable to restrain herself, â€Å"we’re not supposed to do werewolves yet, we’re due to start Hinkypunks –â€Å" â€Å"Miss Granger,† said Snape in a voice of deadly calm, â€Å"I was under the impression that I am teaching this lesson, not you. And I am telling you all to turn to page 394.† He glanced around again. â€Å"All of you! Now!† With many bitter sidelong looks and some sullen muttering, the class opened their books. â€Å"Which of you can tell me how we distinguish between the werewolf and the true wolf?† said Snape. Everyone sat in motionless silence; everyone except Hermione, whose hand, as it so often did, had shot straight into the air. â€Å"Anyone?† Snape said, ignoring Hermione. His twisted smile was back. â€Å"Are you telling me that Professor Lupin hasn’t even taught you the basic distinction between –â€Å" â€Å"We told you,† said Parvati suddenly, â€Å"we haven’t got as far as werewolves yet, we’re still on –â€Å" â€Å"Silence!† snarled Snape. â€Å"Well, well, well, I never thought I’d meet a third-year class who wouldn’t even recognize a werewolf when they saw one. I shall make a point of informing Professor Dumbledore how very behind you all are†¦Ã¢â‚¬  â€Å"Please, sir,† said Hermione, whose hand was still in the air, â€Å"the werewolf differs from the true wolf in several small ways. The snout of the werewolf –â€Å" â€Å"That is the second time you have spoken out of turn, Miss Granger,† said Snape coolly. â€Å"Five more points from Gryffindor for being an insufferable know-it-all.† Hermione went very red, put down her hand, and stared at the floor with her eyes full of tears. It was a mark of how much the class loathed Snape that they were all glaring at him, because every one of them had called Hermione a know-it-all at least once, and Ron, who told Hermione she was a know-it-all at least twice a week, said loudly, â€Å"You asked us a question and she knows the answer! Why ask if you don’t want to be told?† The class knew instantly he’d gone too far. Snape advanced on Ron slowly, and the room held its breath. â€Å"Detention, Weasley,† Snape said silkily, his face very close to Ron’s. â€Å"And if I ever hear you criticize the way I teach a class again, you will be very sorry indeed.† No one made a sound throughout the rest of the lesson. They sat and made notes on werewolves from the textbook, while Snape prowled up and down the rows of desks, examining the work they had been doing with Professor Lupin. â€Å"Very poorly explained†¦That is incorrect, the Kappa is more commonly found in Mongolia†¦Professor Lupin gave this eight out of ten? I wouldn’t have given it three†¦Ã¢â‚¬  When the bell rang at last, Snape held them back. â€Å"You will each write an essay, to be handed in to me, on the ways you recognize and kill werewolves. I want two rolls of parchment on the subject, and I want them by Monday morning. It is time somebody took this class in hand. Weasley, stay behind, we need to arrange your detention.† Harry and Hermione left the room with the rest of the class, who waited until they were well out of earshot, then burst into a furious tirade about Snape. â€Å"Snape’s never been like this with any of our other Defense Against the Dark Arts teachers, even if he did want the job,† Harry said to Hermione. â€Å"Why’s he got it in for Lupin? D’you think this is all because of the Boggart?† â€Å"I don’t know,† said Hermione pensively. â€Å"But I really hope Professor Lupin gets better soon†¦Ã¢â‚¬  Ron caught up with them five minutes later, in a towering rage. â€Å"D’you know what that –† (he called Snape something that made Hermione say â€Å"Ron!†) â€Å"– is making me do? I’ve got to scrub out the bedpans in the hospital wing. Without magic!† He was breathing deeply, his fists clenched. â€Å"Why couldn’t Black have hidden in Snape’s office, eh? He could have finished him off for us!† ****** Harry woke extremely early the next morning; so early that it was still dark. For a moment he thought the roaring of the wind had woken him. Then he felt a cold breeze on the back of his neck and sat bolt upright — Peeves the Poltergeist had been floating next to him, blowing hard in his ear. â€Å"What did you do that for?† said Harry furiously. Peeves puffed out his cheeks, blew hard, and zoomed backward out of the room, cackling. Harry fumbled for his alarm clock and looked at it. It was half past four. Cursing Peeves, he rolled over and tried to get back to sleep, but it was very difficult, now that he was awake, to ignore the sounds of the thunder rumbling overhead, the pounding of the wind against the castle walls, and the distant creaking of the trees in the Forbidden Forest. In a few hours he would be out on the Quidditch field, battling through that gale. Finally, he gave up any thought of more sleep, got up, dressed, picked up his Nimbus Two Thousand, and walked quietly out of the dormitory. As Harry opened the door, something brushed against his leg. He bent down just in time to grab Crookshanks by the end of his bushy tail and drag him outside. â€Å"You know, I reckon Ron was right about you,† Harry told Crookshanks suspiciously. â€Å"There are plenty of mice around this place — go and chase them. Go on,† he added, nudging Crookshanks down the spiral staircase with his foot. â€Å"Leave Scabbers alone.† The noise of the storm was even louder in the common room. Harry knew better than to think the match would be canceled; Quidditch matches weren’t called off for trifles like thunderstorms. Nevertheless, he was starting to feel very apprehensive. Wood had pointed out Cedric Diggory to him in the corridor; Diggory was a fifth year and a lot bigger than Harry. Seekers were usually light and speedy, but Diggory’s weight would be an advantage in this weather because he was less likely to be blown off course. Harry whiled away the hours until dawn in front of the fire, getting up every now and then to stop Crookshanks from sneaking up the boys’ staircase again. At long last Harry thought it must be time for breakfast, so he headed through the portrait hole alone. â€Å"Stand and fight, you mangy cur!† yelled Sir Cadogan. â€Å"Oh, shut up,† Harry yawned. He revived a bit over a large bowl of porridge, and by the time he’d started on toast, the rest of the team had turned up. â€Å"It’s going to be a tough one,† said Wood, who wasn’t eating anything. â€Å"Stop worrying, Oliver,† said Alicia soothingly, â€Å"we don’t mind a bit of rain.† But it was considerably more than a bit of rain. Such was the popularity of Quidditch that the whole school turned out to watch the match as usual, but they ran down the lawns toward the Quidditch field, heads bowed against the ferocious wind, umbrellas being whipped out of their hands as they went. just before he entered the locker room, Harry saw Malfoy, Crabbe, and Goyle, laughing and pointing at him from under an enormous umbrella on their way to the stadium. The team changed into their scarlet robes and waited for Wood’s usual pre-match pep talk, but it didn’t come. He tried to speak several times, made an odd gulping noise, then shook his head hopelessly and beckoned them to follow him. The wind was so strong that they staggered sideways as they walked out onto the field. If the crowd was cheering, they couldn’t hear it over the fresh rolls of thunder. Rain was splattering over Harry’s glasses. How on earth was he going to see the Snitch in this? The Hufflepuffs were approaching from the opposite side of the field, wearing canary-yellow robes. The Captains walked up to each other and shook hands; Diggory smiled at Wood but Wood now looked as though he had lockjaw and merely nodded. Harry saw Madam Hooch’s mouth form the words, â€Å"Mount Your brooms.† He pulled his right foot out of the mud with a squelch and swung it over his Nimbus Two Thousand. Madam Hooch put her whistle to her lips and gave it a blast that sounded shrill and distant — they were off. Harry rose fast, but his Nimbus was swerving slightly with the wind. He held it as steady as he could and turned, squinting into the rain. Within five minutes Harry was soaked to his skin and frozen, hardly able to see his teammates, let alone the tiny Snitch. He flew backward and forward across the field past blurred red and yellow shapes, with no idea of what was happening in the rest of the game. He couldn’t hear the commentary over the wind. The crowd was hidden beneath a sea of cloaks and battered umbrellas. Twice Harry came very close to being unseated by a Bludger; his vision was so clouded by the rain on his glasses he hadn’t seen them coming. He lost track of time. It was getting harder and harder to hold his broom straight. The sky was getting darker, as though night had decided to come early. Twice Harry nearly hit another player, without knowing whether it was a teammate or opponent; everyone was now so wet, and the rain so thick, he could hardly tell them apart†¦ With the first flash of lightning came the sound of Madam Hooch’s whistle; Harry could just see the outline of Wood through the thick rain, gesturing him to the ground. The whole team splashed down into the mud. â€Å"I called for time-out!† Wood roared at his team. â€Å"Come on, under here –â€Å" They huddled at the edge of the field under a large umbrella; Harry took off his glasses and wiped them hurriedly on his robes. â€Å"What’s the score?† â€Å"We’re fifty points up,† said Wood, â€Å"but unless we get the Snitch soon, we’ll be playing into the night.† â€Å"I’ve got no chance with these on,† Harry said exasperatedly, waving his glasses. At that very moment, Hermione appeared at his shoulder; she was holding her cloak over her head and was, inexplicably, beaming. â€Å"I’ve had an idea, Harry! Give me your glasses, quick!† He handed them to her, and as the team watched in amazement, Hermione tapped them with her wand and said, â€Å"Impervius!† â€Å"There!† she said, handing them back to Harry. â€Å"They’ll repel water!† Wood looked as though he could have kissed her. â€Å"Brilliant!† he called hoarsely after her as she disappeared into the crowd. â€Å"Okay, team, let’s go for it!† Hermione’s spell had done the trick. Harry was still numb with cold, still wetter than he’d ever been in his life, but he could see. Full of fresh determination, he urged his broom through the turbulent air, staring in every direction for the Snitch, avoiding a Bludger, ducking beneath Diggory, who was streaking in the opposite direction†¦ There was another clap of thunder, followed immediately by forked lightning. This was getting more and more dangerous. Harry needed to get the Snitch quickly — He turned, intending to head back toward the middle of the field, but at that moment, another flash of lightning illuminated the stands, and Harry saw something that distracted him completely, the silhouette of an enormous shaggy black dog, clearly imprinted against the sky, motionless in the topmost, empty row of seats. Harry’s numb hands slipped on the broom handle and his Nimbus dropped a few feet. Shaking his sodden bangs out of his eyes, he squinted back into the stands. The dog had vanished. â€Å"Harry!† came Wood’s anguished yell from the Gryffindor goal posts. â€Å"Harry, behind you!† Harry looked wildly around. Cedric Diggory was pelting up the field, and a tiny speck of gold was shimmering in the rain-filled air between them†¦ With a jolt of panic, Harry threw himself flat to the broom handle and zoomed toward the Snitch. â€Å"Come on!† he growled at his Nimbus as the rain whipped his face. â€Å"Faster!† But something odd was happening. An eerie silence was falling across the stadium. The wind, though as strong as ever, was forgetting to roar. It was as though someone had turned off the sound, as though Harry had gone suddenly deaf — what was going on? And then a horribly familiar wave of cold swept over him, inside him, just as he became aware of something moving on the field below†¦ Before he’d had time to think, Harry had taken his eyes off the Snitch and looked down. At least a hundred Dementors, their hidden faces pointing up at him, were standing beneath him. It was as though freezing water were rising in his chest, cutting at his insides. And then he heard it again†¦Someone was screaming, screaming inside his head†¦a woman†¦ â€Å"Not Harry, not Harry, please not Harry!† â€Å"Stand aside, you silly girl†¦stand aside, now†¦Ã¢â‚¬  â€Å"Not Harry, please no, take me, kill me instead –â€Å" Numbing, swirling white mist was filling Harry’s brain†¦What was he doing? Why was he flying? He needed to help her†¦She was going to die†¦She was going to be murdered†¦ He was falling, falling through the icy mist. â€Å"Not Harry! Please†¦have mercy†¦have mercy†¦Ã¢â‚¬  A shrill voice was laughing, the woman was screaming, and Harry knew no more. â€Å"Lucky the ground was so soft.† â€Å"I thought he was dead for sure.† â€Å"But he didn’t even break his glasses.† Harry could hear the voices whispering, but they made no sense whatsoever. He didn’t have a clue where he was, or how he’d got there, or what he’d been doing before he got there. All he knew was that every inch of him was aching as though it had been beaten. â€Å"That was the scariest thing I’ve ever seen in my life.† Scariest†¦the scariest thing†¦hooded black figures†¦cold†¦screaming†¦ Harry’s eyes snapped open. He was lying in the hospital wing. The Gryffindor Quidditch team, spattered with mud from head to foot, was gathered around his bed. Ron and Hermione were also there, looking as though they’d just climbed out of a swimming pool. â€Å"Harry!† said Fred, who looked extremely white underneath, the mud. â€Å"How’re you feeling?† It was as though Harry’s memory was on fast forward. The lightning†¦the Grim†¦the Snitch†¦and the Dementors†¦ â€Å"What happened?† he said, sitting up so suddenly they all gasped. â€Å"You fell off,† said Fred. â€Å"Must’ve been — what — fifty feet?† â€Å"We thought you’d died,† said Alicia, who was shaking. Hermione made a small, squeaky noise. Her eyes were extremely bloodshot. â€Å"But the match,† said Harry. â€Å"What happened? Are we doing a replay?† No one said anything. The horrible truth sank into Harry like a stone. â€Å"We didn’t — lose?† â€Å"Diggory got the Snitch,† said George. â€Å"Just after you fell. He didn’t realize what had happened. When he looked back and saw you on the ground, he tried to call it off. Wanted a rematch. But they won fair and square†¦even Wood admits it.† â€Å"Where is Wood?† said Harry, suddenly realizing he wasn’t there. â€Å"Still in the showers,† said Fred. â€Å"We think he’s trying to drown himself.† Harry put his face to his knees, his hands gripping his hair. Fred grabbed his shoulder and shook it roughly. â€Å"C’mon, Harry, you’ve never missed the Snitch before.† â€Å"There had to be one time you didn’t get it,† said George. â€Å"It’s not over yet,† said Fred. â€Å"We lost by a hundred points.† â€Å"Right? So if Hufflepuff loses to Ravenclaw and we beat Ravenclaw and Slytherin†¦Ã¢â‚¬  â€Å"Hufflepuff’ll have to lose by at least two hundred points,† said George. â€Å"But if they beat Ravenclaw†¦Ã¢â‚¬  â€Å"No way, Ravenclaw is too good. But if Slytherin loses against Hufflepuff†¦Ã¢â‚¬  â€Å"It all depends on the points — a margin of a hundred either way –â€Å" Harry lay there, not saying a word. They had lost†¦for the first time ever, he had lost a Quidditch match. After ten minutes or so, Madam Pomfrey came over to tell the team to leave him in peace. â€Å"We’ll come and see you later,† Fred told him. â€Å"Don’t beat yourself up. Harry, you’re still the best Seeker we’ve ever had.† The team trooped out, trailing mud behind them. Madam Pomfrey shut the door behind them, looking disapproving. Ron and Hermione moved nearer to Harry’s bed. â€Å"Dumbledore was really angry,† Hermione said in a quaking voice. â€Å"I’ve never seen him like that before. He ran onto the field as you fell, waved his wand, and you sort of slowed down before you hit the ground. Then he whirled his wand at the Dementors. Shot silver stuff at them. They left the stadium right away†¦He was furious they’d come onto the grounds. We heard him –â€Å" â€Å"Then he magicked you onto a stretcher,† said Ron. â€Å"And walked up to school with you floating on it. Everyone thought you were†¦Ã¢â‚¬  His voice faded, but Harry hardly noticed. He was thinking about what the Dementors had done to him†¦about the screaming voice. He looked up and saw Ron and Hermione looking at him so anxiously that he quickly cast around for something matter-of-fact to say. â€Å"Did someone get my Nimbus?† Ron and Hermione looked quickly at each other. â€Å"Er –â€Å" â€Å"What?† said Harry, looking from one to the other. â€Å"Well†¦when you fell off, it got blown away,† said Hermione hesitantly. â€Å"And?† â€Å"And it hit — it hit — oh, Harry — it hit the Whomping Willow.† Harry’s insides lurched. The Whomping Willow was a very violent tree that stood alone in the middle of the grounds. â€Å"And?† he said, dreading the answer. â€Å"Well, you know the Whomping Willow,† said Ron. â€Å"It — it doesn’t like being hit.† â€Å"Professor Flitwick brought it back just before you came around,† said Hermione in a very small voice. Slowly, she reached down for a bag at her feet, turned it upside down, and tipped a dozen bits of splintered wood and twig onto the bed, the only remains of Harry’s faithful, finally beaten broomstick. How to cite Chapter 9 Grim Defeat, Essay examples

Saturday, December 7, 2019

Australian Federal Political Ideas-Free-Samples-Myassignmenthelp

Question: Do you think Australia should get rid of the states/territories and adopt a unitary system? Why or why not? Answer: In Australia, there have been talks going around regarding the issue of removing federalism altogether. This would mean the abolishing of the States and Territories in the country and there will be only one central government. These talks were further encourages from the example of India, which did towards the imposition of GST. That is considered as a step resulting in the decline of federalism. Former prime minister, Bob Hawke had also given a call for the abolishment of the State and Territory governments. Historically, labor has supported centralization while the coalition was in support of federalism. Therefore, the proposal made by Hawke is not surprising. However, leaving aside the party politics, it can still be stated that good reasons are present do to which Australia should consider introducing such a change in its constitution (Galligan, 1995)). The reason behind having a federal constitution in Australia is a negative one. There was an apprehension among the colonies tha t they may be dominated by each other or by the newly formed national government. Hence, it can be said that the adoption of federalism, as compared to a unitary system can be described as the price that had to be paid for creating Australia as the nation (Brown, 2004). On the other hand, at its worst, it can be described as a base compromise, which had to be made to deal with the colonial jealousies and which now burdens Australia with an expensive and complex form of government that was not necessary (Brown, 2002). As compared to the countries like Nigeria, where federalism has to be a doctor to provide ethnic autonomy, no such problem is solved by the Australian federalism and similarly provides no such benefit. It is supposed that the major benefit provided by federalism is in the form of protection provided by against tyranny, as it defuses power. However, it is worth mentioning that federalism does not impact in any way, what can be done by the governments to the individuals and the defects only which government may do it (Jungwirth, 2001). The distribution of power is not an effective tool that can be used for the protection of liberty as compared to the restrictions on power. Similarly, federalism does not prescribe an effective limit on what may be jointly done by the Commonwealth and state parliaments to an individual. For this purpose, a Bill of Rights is required (Brown, 2001). The result is that Australia has nine governments and team legislative chambers, while it has only a populat ion of 22 million. All this involves huge costs. On the other hand, if Australia decides to move towards a unitary system, it will mean that, as is the case with the UK and New Zealand, Australia is also going to have only a single national Parliament. It will have all the lawmaking powers. The Parliament will be in a position to delegate the lawmaking authority to the regional or local government as at present, the state parliaments delegated powers to the local authorities (Winer, 2002). An advantage of such a situation will be that there will be no more disputes regarding this lawmaking power is held by the national Parliament. Similarly, there will be no doubts regarding the fact that the national legislation overrides the regional and local legislation. In this way, the legal system will become a simpler. It will also result in reducing the cost of compliance for businesses as well as the individuals. Similarly, instead of having multiple agencies like at present, the country will have a single department of education and single departments of environment and agriculture etc. Another problem that is present in case of the federal state relations is related with the allocation of Commonwealth revenue to the States (Jungwirth, 2001). However in a unitary system, the expenditure is decided on the basis of the actual needs of the people, regardless of where they live and without any reference to the man-made state boundaries. Therefore in the end, it can be said that at present, the focus is on reforming the Federation but in this case, the real issue is not debated, which is why should Australia have federalism at all? The issue is if we are going to write a new constitution, would we really opt for the present nine government system. If the answer to this question is in the negative, then there is good reason to present the change such a system References Brown, A.J. (2004) One continent, two federalisms: rediscovering the original meanings of Australian federal political ideas, Australian Journal of Political Science vol. 39, no. 4 Brown, A.J. (2001) Cant wait for the sequel: Australian federation as unfinished business, Melbourne Journal of Politics, vol. 27 Brown, A.J. (2002) After the party: public attitudes to Australian federalism, regionalism and reform in the 21st century, Public Law Review, vol. 13 no. 3 Galligan, B. (1995) A Federal Republic: Australias Constitutional System of Government, Sydney, Cambridge University Press, pp. 32, Jungwirth, G. (2001) in G. Patmore and G. Jungwirth, eds, the Big Make-Over: the New Australian Constitution, Sydney, Pluto Press, 2001, p. 135 Winer, S.L. (2002) Political Economy in Federal States: Selected Essays, Cheltenham, Eng., Edward Elgar, p. 96.

Saturday, November 30, 2019

Paper presentation competition Essay Example

Paper presentation competition Essay Paper   presentation   competition   at   college   was   always   going   to   be   tough.   I   started   my   preparation   with   going   into   deep   research   on   topic   of   my   paper.   Secondary   data   collection   and   questionnaire   were   the   methods   that   I used   for   collecting   data.   I   consulted   with   the   concern   faculty   to   guide  Ã‚   me   further.   On   the   basis   of   recommendations   told   by   the   faculty,   I   made   the   required   changes.   Finishing   the   paper   with   ample   amount   of   time   left   for   the   presentation   helped   me   in   preparing   for   presentation.   I   rehearsed   for   the   presentation   two   to   three   times   before   going for   the   final   presentation.   It   boosted   my   con fidence   and   on   the   day   of   presentation,   I   presented   my   paper   with   full confidence   and   ultimately   won   the   competition.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   STORY   SUMMARY:   Expected   tough   competition   at   paper   presentation   motivated   me   to   carry   out   a   deep   study   of   topic   of   my   paper.   Preparing   for   the   paper   presentation   in   time   along   with   various   steps   taken   by   me   in   preparing   the   paper   ultimately   served   me   and   I   was   the   winner   at   paper   presentation   competition.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Skills   which   I   identified   during   my   success   are:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Planning,   time   management,   analytical   skills,   hard   work,   articulation.SUCCESS   STORY   2   TITLE:   KEY   TO   ADMISSION   IN   MANAGEMENT   SCHOOL   DATE:   04/08/09  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   How   difficult     is   to   achieve   success,   I   realised   it   while   preparing   for   the   entrance   exam   of  Ã‚   best   management   schools   in   the   country.   Test   was   going   to   be   extremely   tough   with   more   0.2   million   student   appearing   for   it.   Project   work   of   my   engineering   at   the   same   time   made   the   situation   more   difficult.   I   started   with   studying   for   two   hours   every   day   and then   gradually   increases   the   studying   hours.   To   keep   track   of   my   progress,   I   write   online   test   every   weekend.   I   prepared   a   time   table   and   followed   it   accor dingly.   I   wrote   the   mock   tests   at   the coaching   centre   to   understand   my   standing   at   the national   level.   Finally   the   day   came,   I   wrote   the   exam   with   full   confidence   and   got   admission   in   one   of   the   best   management   school.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  STORY   SUMMARY:   Getting   admission   into   one   of   the   top   management   school   is   one   of   the   toughest   task   one   could   have.   I   started   my   preparation   with   proper   management   of   time.   After   working   on   areas    of   improvement   I   wrote   the   test   with   full   confidence   and   finally   received   the   admission   call   from   one   of   the   top   management   school.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Skills   identified   by   me   during   the   process   are:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Time   management,   concentration,   dedication,  Ã‚   critical   thinking.   (www.studygs.net)DISAPPOINTMENT   STORY   TITLE:   SERVING   THE   SCOIETY  Ã‚  Ã‚   DATE:   02/07/09  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   FULL   STORY:   Last   year   I   started   my   website,   the   main   motive   was   to   help   the   society.   Through   this   website   I   was   inviting   people   from   different   backgrounds   to   serve   the   society   in   different   manner   depending   on   their   background.   Mission   of   my   website   was   to   identify   the   various   issues   in   the   society   and   then   to   carry   out   different     measures   to   solve   these   issues.   Overwhelming   response   boosted   my   confidence.   But   problem   arises   when   these   people   contacted   me   and   told   me   that   they   will   help   me   but   under   some   conditions.   At   one   point   of   time   most   of   them   had   some   condition   and   unfortunately   I   gave   up   the   whole   project   and   closed   my   website  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RESULTS   ACHIEVED:   Support   of   the   individuals   who   were   really   interested.   Theyà ‚   persuaded   me   to   continue   with   the   project   despite   being   aware   of   all   the   problems.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RESULTS   NOT   ACHIEVED:   Ultimate   failure   in   serving   the   society.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   MY   DISAPPOINTMENT   LEARNING:   People   will   help   you   only   if   they   are   getting   anything   out   of   it.   Another   learning   outcome   was   that   if   you   want   to   do   something,   you should   do   it   on   your   own.   Never   depend   on   anyone,   it   will create   problems   in   most   of   the   cases.Works Citedwww.studygs.net. 09 February 2010 http://www.studygs.net/timman.htm.

Monday, November 25, 2019

Sinking of the Lusitania - World War I

Sinking of the Lusitania - World War I Sinking of the Lusitania - Conflict Dates: RMS Lusitania was torpedoed on May 7, 1915, during World War I (1914-1918). Sinking of the Lusitania - Background: Launched in 1906, by John Brown Co. Ltd. of Clydebank, RMS Lusitania was a luxury liner built for the famed Cunard Line. Sailing on the trans-Atlantic route, the ship gained a reputation for speed and won the Blue Riband for the fastest eastbound crossing in October 1907. As with many ships of its type, Lusitania was partially funded by a government subsidy scheme which called for the ship to be converted for use as an armed cruiser during wartime. While the structural requirements for such a conversion were incorporated into Lusitanias design, gun mounts were added to the ships bow during an overhaul in 1913. To hide these from passengers, the mounts were covered with coils of heavy docking lines during voyages. With the outbreak of World War I in August 1914, Cunard was permitted to retain Lusitania in commercial service as the Royal Navy decided that large liners consumed too much coal and required crews too large to be effective raiders. Other Cunard ships were not as lucky as Mauritania and Aquitania were drafted into military service. Though it remained in passenger service, Lusitania underwent several wartime modifications including the addition of several additional compass platforms and cranes, as well as the painting black of its distinctive red funnels. In an effort to reduce costs, Lusitania began operating on a monthly sailing schedule and Boiler Room #4 was shut down. This latter move reduced the ships top speed to around 21 knots, which still made it the fastest liner operating in the Atlantic. It also allowed Lusitania to be ten knots faster than German u-boats. Sinking of Lusitania - Warnings: On February 4, 1915, the German government declared the seas around the British Isles to be a war zone and that beginning February 18, Allied ships in the area would be sunk without warning. As Lusitania was scheduled to reach Liverpool on March 6, the Admiralty provided Captain Daniel Dow with instructions on how to avoid submarines. With the liner approaching, two destroyers were dispatched to escort Lusitania into port. Unsure whether the approaching warships were British or German, Dow eluded them and reached Liverpool on his own. The following month, Lusitania departed for New York on April 17, with Captain William Thomas Turner in command. The commodore of the Cunard fleet, Turner was an experienced mariner and reached New York on the 24th. During this time, several concerned German-American citizens approached the German embassy in an effort to avoid controversy should the liner be attacked by a u-boat. Taking their concerns to heart, the embassy placed ads in fifty American newspapers on April 22 warning that neutral travelers aboard British-flagged vessels en route to the war zone sailed at their own risk. Usually printed next to Lusitanias sailing announcement, the German warning caused some agitation in the press and concern among the ships passengers. Citing that the ships speed made it nearly invulnerable to attack, Turner and his officers worked to calm those aboard. Sailing on May 1 as scheduled, Lusitania departed Pier 54 and began its return voyage. While the liner was crossing the Atlantic, U-20, commanded by Captain Lieutenant Walther Schwieger, was operating off the west and south coasts of Ireland. Between May 5 and 6, Schwieger sank three merchant vessels. Sinking of the Lusitania - Loss: His activity led the Admiralty, who was tracking his movements via intercepts, to issue submarine warnings for the south coast of Ireland. Turner twice received this message on May 6 and took several precautions including closing watertight doors, swinging out the lifeboats, doubling the lookouts, and blacking out the ship. Trusting the ships speed, he did not begin following a zi-zag course as recommended by the Admiralty. Upon receiving another warning around 11:00 AM on May 7, he turned northeast towards the coast, incorrectly believing that submarines would likely keep to the open sea. Possessing only three torpedoes and low on fuel, Schwieger had decided to return to base when a vessel was spotted around 1:00 PM. Diving, U-20 moved to investigate. Encountering fog, Turner slowed to 18 knots as the liner steered for Queenstown (Cosh), Ireland. As Lusitania crossed his bow, Schwieger opened fire at 2:10 PM. His torpedo hit the liner below the bridge on the starboard side. It was quickly followed by a second explosion in the starboard bow. While many theories have been put forward, the second was most likely caused by an internal steam explosion. Immediately sending an SOS, Turner tried steering the ship towards the coast with the goal of beaching it, but the steering failed to respond. Listing at 15 degrees, the engines pushed the ship forward, driving more water into the hull. Six minutes after the hit, the bow slipped under the water, which along with the increasingly list, severely hampered efforts to launch the lifeboats. As chaos swept the liners decks, many lifeboats were lost due to the ships speed or spilled their passengers as they were lowered. Around 2:28, eighteen minutes after the torpedo hit, Lusitania slipped beneath the waves approximately eight miles off the Old Head of Kinsale. Sinking of the Lusitania - Aftermath: The sinking claimed the lives of 1,198 of Lusitanias passengers and crew, with only 761 surviving. Among the dead were 128 American citizens. Immediately inciting international outrage, the sinking quickly turned public opinion against Germany and its allies. The German government attempted to justify the sinking by stating that Lusitania was classified as an auxiliary cruiser and was carrying military cargo. They were technically correct on both counts, as Lusitania was under orders to ram u-boats and its cargo included a shipment of bullets, 3-inch shells, and fuses. Outraged at the death of American citizens, many in the United States called for President Woodrow Wilson to declare war on Germany. While encouraged by the British, Wilson refused and urged restraint. Issuing three diplomatic notes in May, June, and July, Wilson affirmed the rights of US citizens to travel safely at sea and warned that future sinkings would be viewed as deliberately unfriendly. Following the sinking of the liner SS Arabic in August, American pressure bore fruit as the Germans offered an indemnity and issued orders prohibiting their commanders from surprise attacks on merchant vessels. That September, the Germans halted their campaign of unrestricted submarine warfare. Its resumption, along with other provocative acts such as the Zimmermann Telegram, would ultimately pull the United States into the conflict. Selected Sources PBS: Lost Liners - LusitaniaFirst World War: Sinking of the LusitaniaThe Lusitania

Wednesday, November 20, 2019

Equality and Diversity Essay Example | Topics and Well Written Essays - 1250 words

Equality and Diversity - Essay Example They were attacking more the fact that I was Muslim who looked and dressed differently from them. I shall refer to this incident now and then as I advance in analyzing the concept of racism, more particularly social exclusion. I will mention some two theories of power that could possibly explain my case, where the first one is basically the model against which this paper hinges on, and the other one to explain the ruler-subject set-up and its requirements. The latter one is more political than sociological, however, but it will give insights into social division and how oppression is committed. Basically, this paper will look into racism and limit it to my experience, particularly on same-race racism. I will deal with social exclusion, particularly on the issue of migrant ethnic minorities and the feeling of being looked upon as specimens including matters of dressing. Religion will necessarily be touched especially where Muslims are concerned, and the freedom to study and live where one is allowed to do so. I will then lead to what can be done, mentioning about the general finding of a youth dialogue in a Detroit experiment. Finally I will arrive at proper self-criticism as a resolution to all of these a s a syndrome. Theory of social dominance. Sidanus (in Powell, 2006) forwarded a most logical explanation of power in what obtains in society. Looking at society as a group-based hierarchy, Sidanus mentioned three major divisions that determine power in some ways: age, sex, and grouping. Accordingly, older individuals dominate younger ones; males dominate females; and the more dominant group (in-group) prevails over the subordinate group. Sidanus' theory explained that the third form of division is chiefly expressed by in-group males against out-group males, defined as xenophobia and racism. It is said that for this third division, religion, nationality, ethnicity, and other differences can also serve to mark divisions in society. Accordingly, the reason egalitarianism will never win is because "Whenever the old structures are overthrown, the natural human tendency to draw lines between groups and to establish a societal pecking order kicks into action." (Sidanus. In Powell, 2006). Between xenophobia and racism, according to Stoler (1997), xenophobia is fear of foreigners, while racism, which is more encompassing in meaning, is the belief that built-in biological differences among human races determine whether one's own race is superior over the others and has the right to rule over them. (Dictionary.com, 2006). Racism takes the form of prejudice, discrimination, or subordination, and can be both open and concealed. Individual racism sometimes consists of open acts of individuals resulting in violence or destruction of property. There is also so-called same-race racism where members of one race associate behaviours or appearance of other members of their race as being in relation to another race which is regarded negatively (Stoler, 1997). A form of cultural racism can also be related to this, where members of a racial group are chastised by their members for adopting a culture perceived to be of another race. The incident I had encountered, while I and the two girls could be said to be of same-race [coming from Africa], took a different path. They apparently had expected that since we were in UK, and not Africa, we had to act differently. But

Tuesday, November 19, 2019

Can the President persuade The Supreme Court to support his policy Essay

Can the President persuade The Supreme Court to support his policy positions - Essay Example ping part of the President is paradoxical since Americans take pleasure in the fact that America is a government of laws and no one in its constitutional system, not even the President, is above the law. The fact that the President is at the same time dependent on constitutional law and is a creator of constitutional law of course creates unease and problems. Government lawyers, and principally the Solicitor General of the USA, are unavoidably caught up in the conflicts produced by the Presidents tentative association with the Supreme Court. However, scholars have suggested three normative theories how government lawyers, especially the Solicitor General, should determine the Presidents and the Courts sharply contrasting constitutional outlooks. Of course, some claim that government lawyers ought to take their lead from the President (See McGinnis, 1992)1, others believe they must take their lead from the Court (See Caplan, 1987)2, and still others, such as former Solicitor General Charles Fried, that they should act as partly independent Burkean representatives "elected" by the President to "represent" him before the Court (See Fried, 1991)3. The thorny relationship between the President and the Supreme Court concerning the development of constitutional law has different consequences for different individuals who happen to be government lawyers at any given point in time. A major principle of US constitutional system is that the President and his colleagues are conditional on the same laws that bind typical private citizens. The Constitution itself assumes as much since it requires the President to "preserve, protect and defend the Constitution" (U.S. Const. art. II, 1, cl. 7)4 and to "take [c]are that the [l]aws be faithfully executed" (U.S. Const. art. II, 3)5. In addition, the Constitution authorizes the trial of all executive branch officials, except possibly for the President, and even he can be impeached after leaving office. In the Steel Seizure Case

Saturday, November 16, 2019

Reflective Analysis Essay Example for Free

Reflective Analysis Essay In my short story entitled, ‘Words Haunt Me,’ the language registers and variations in the short story as well as attitudes to language and communicative behaviour of the characters will be discussed. Throughout the story, an intimate register was used between Romain and Rae-Ann. This is because they are very comfortable with each other. Additionally, it is the language marked by specialized words and expressions as seen when Rae-Ann says â€Å"It’s going to be alright babe.† However, a more formal tone is exchanged between Romain and Mr. and Mrs. Carmino. This is level of formality may have been adopted because Romain was meeting them for the first time. This is apparent as Romain declares â€Å"Good evening Mr. and Mrs. Carmino, a pleasure to meet you!† Mr. and Mrs. Carmino spoke Standard English using theacrolect variation as seen in this example â€Å"So what are your intentions with my daughter young man.† Their choice of language may have been because of their ‘upper class status’. However, Romain spokecreole at intervals throughout the passage and at some intervals even exclaiming inbas ilect as he was emotionally aroused. The comfort at which he spokebas ilect leads one to believe that this is his first language of choice and he is very comfortable with it as evident in the many features of the creole structuring such as the use of ‘mi’ as a subject adjective and the replacement of the ‘th’ with the‘d’ as seen in the example ‘Dere is nuting wrong wit de way I speak!’ Theattitudes formulated to language vary given a person’s perception. In the extract, Mr. Carmino despises the creole used by Romain. He considers acrolect/ Standard English superior tocr eole. He indicates this by saying â€Å"â€Å"You speak the language of the underdogs.† Romain on the other hand, defends his language as he sees nothing wrong with it. He also, associates Standard English with a higher class†¦ ‘Corporate world.’ An example of a communicative behaviour which was exhibited throughout the passage is gestures. Romain wiping his hands showed his nervousness while Mr. Carmino’s stern handshake is interpreted as a sign of authority. Other communicative behaviours included facial expressions as seen when Mr. Carmino’s ‘eyebrows frowned together which illustrates his anger and also through vocalics when Romain raised his voice to show his frustration. In attempting to analyse my second reflective I have looked at the relationship between a person’s dialectal variations, choice of register, attitude to language and communicative behaviours, all of which are important in communication.

Thursday, November 14, 2019

Atwood’s Presentation of her Female Characters Essay -- Alias Grace Ma

Atwood’s Presentation of her Female Characters Early in the novel Atwood presents us with the division between ladies and women. The example given is Grace compared to the governor’s wife and the ladies who frequently visit her. It seems that grace wishes that she was a lady when she comments â€Å"I have no gloves† this shows that Grace is conscious of her appearance even if she is in prison. Grace cannot sit on the governor’s wife’s settee without thinking of the ladies that have sat there before her who have bums â€Å"like wobbly soft boiled eggs†. These ladies are compared to jellyfish that grace has seen in her childhood, Grace shows admiration for these ladies ass he says â€Å"they were bell shaped and ruffled† Atwood also makes the point through grace that ladies of this time were restricted. This is achieved by the mentioning of wire crinolines that were â€Å"Like birdcages† the ladies were not allowed to touch or brush up against other men’s legs. Grace is now talking about legs in sexual way (also another sign of the times) â€Å"the governor’s wife never says legs† this commen...

Monday, November 11, 2019

Halo and Devil Affect

Halo and Devil Effect Paper We live day to day knowing we live in a superficial society, from the way we look and dress and up to the way we present ourselves; we are always being judged in some form or fashion. Whether this is how you are treated by your social circle or in your employment seeking experience, its pretty sad that physical appearance can have and effect on so many things including the hiring process.In this essay I will be discussing two key concepts that are directly related to workplace discrimination based off of a persons physical appearance and characteristics. In the process of this I will view the film â€Å"The Devil Wears Prada† and discuss two scenes that illustrate my findings. The halo effect is the overall tendency to judge someone and favor him or her based on the bias of his or her positive characteristics or physical appearance without knowing the overall full package.The opposite affect of this concept is called the devil effect which is the te ndency to judge someone who could potentially have all of the qualifications for a position but wont be hired based off of his or her negative characteristics or physical appearance. While reading the article â€Å"Why looks are the last bastion of discrimination† this article definitely highlights on the halo and devil effect and discussed how weight came into play when determined if the interviewee should be hired or not.The job title was a school bus driver and it was determined without any concrete evidence that she could not evacuate a school bus in the event of an emergency situation, I find this completely bias on the companies behalf. Personally being a passenger on a school bus for many years during grade school, many of the school bus drivers where obese and not in the best of shape but, when any emergency situation arose mainly on and emergency school bus drills, they where able to perform the task of evacuating the bus in a safe and timely manner.This article also highlights other aspects of a study and how looks can play a major role in how people perceive a good looking or attractive person being viewed as intelligent, good and likable. Documented in this study obese individuals were rated to have a disadvantage in work, school and more. Among other findings in years of research, people who where unattractive where less likely to be hired and promoted and had lower salaries, even in fields where looks were not even of relevance. Another aspect of physical ttractiveness bias in hiring comes from the article â€Å"beauty is beastly†. There has been evidence suggesting that jobs traditionally filled my men, the opposite of the traditional bias happens to female applicants, attractive females are evaluated less favorably than unattractive females. This suggests that a more rugged female possibly comes across as being manlier or tomboyish making her easy to relate to traditional male positions such as a construction worker, firefighter, mechanic etc.I chose to watch the film â€Å"The devil wears prada† there was an obvious halo affect that was present; the job title was a personal assistant at Runway which is a very popular fashion magazine. When the applicant went into the office for her interview she was basically judged based on her since of fashion on weather she had the abilities to do that particular job even though she was college educated and had the qualifications to perform this job.I think the only reason why she was called back in and hired was because she asserted herself after the interview stating that she was not skinny, glamorous ect, but she was smart and a fast learner which are the important things. We know when going to an interview that we should dress in casual or business attire but you shouldn’t have to be dressed like a supermodel in order to get any job unless you are actually the model.The devil effect was depicted in this film when Andrea was out with a new found friend o ne night and he learned that she was working as Miranda Priestley’s assistant, he comment that she would never survive Miranda because she seems nice and smart and that she couldn’t do that job. I think many people think that’s just because someone comes off as being nice or relaxed cant handle aggressive or mean people but this definitely isn’t always true but with her being smart and educated can sometimes deem you over qualified for positions and not work in your favor but in this situation it was not the case.My personal connection to the halo effect was while in the military, being in the military you learn from basic training that looking sharp in your uniform can show how much pride you have in the service. There are also many awards that you can obtain depending on how sharp your uniform looks, how well you perform your job duties and on up to having outstanding military bearing. In order to win awards you have to compete with a number of your pee rs and who ever has the most recognition win.I had been nominated for several awards while in the military and most of the time I won because they always told me I was always sharp with my uniform pressed and creased and always respectful. The halo and devil effect is constantly seen in our society, this will be an on going issue that will probably never change because we live with a judgmental state of mind that constantly makes snap judgments on individuals, so the next time you are in a situation remember try not to judge someone based on there positive or negative characteristics try getting to know them first.

Saturday, November 9, 2019

Symbolic And

Their efforts seem to have paid off, as evidenced by the enduring well-defined, and strong images of some of the world's popular brands (e. G. Marlboro, Ivory, Pepsi). In line with this evidence, theorists and practitioners (CB. Gardner and Levy, 1955; Park et al. , 1986; Rise and Trout, 1 986) have recommended that developing, communicating, and maintaining a brand's image is crucial to its long-term success. 32 Brand image important The importance of a brand's image in its long-term success necessitates having a framework for strategically managing the image over the long term Park et al. , 1986).Brand managers have had very little direction for setting up such a conceptual framework. One notable exception is brand concept management (BCC) proposed by Park et al. (1986). BCC proposes that every brand image should be based on a brand concept or a brand-specific abstract meaning. In its general form, a brand concept can be either symbolic or functional, and thus comprises one aspect of a brand's image. Functional brands satisfy immediate and practical needs. Symbolic brands satisfy symbolic needs such as those for self-expression and prestige, and their racial usage is only incidental.For example, in the category Of wrist watches, the brand Cassia would be considered a functional brand since its usefulness lies primarily in its ability to tell the time correctly. The brand Moved, on the other hand, would be considered a symbolic brand since it is used primarily for its status appeal, and its ability to tell the time is only an incidental reason for its usage. Once a concept is selected for a brand, park et al. (1986) advise that it should be maintained over the brand's life for sake of consistency. Symbolic or functionalWhile the notion of brand concept management is intuitively appealing, the proposition that brands can be either symbolic or functional in their appeal to consumers raises a number of interesting issues. The first issue is whether symbolism and functionality are two distinct concepts or are two ends of one brand concept continuum. In addition to the uniqueness of these two concepts, park et al. (1986) assume that each of these concepts is unidirectional. Whether that is really so has not been examined in empirical research to date.Also, to our knowledge, no measures or scales have been plopped that would assess whether a particular brand is symbolic or functional. Thus, empirical research has not directly examined these related issues. An understanding of such issues would also be very useful to marketing managers in planning positioning strategies for their brands. In this exploratory study, a set of scales are developed to assess a brand's symbolic and/or functional value to consumers. In the process, we JOURNAL OF CONSUMER MARKETING, VOLT. 15 NO. 1 1998 up. 2-43 @ MAC UNIVERSITY PRESS, 0736-3761 examine the issue of distinctiveness and dimensionality of the two brand incepts. Two schools of thought Brand concept Backgro und There is a long tradition of research into human needs and motivations. While there are a large number of theories and models that explain the nature of human motivation for consumption behavior, a simple typology would suggest two distinct schools of thought. The rational school or the â€Å"economic man† model suggests that consumers are rational and try to maximize total utility.They do so by buying products based on objective criteria like price per ounce or gallons per mile (Coffman and Kane, 1994). In arriving at this excision, consumers generally go through a variety of cognitive operations that include deciding the importance of each attribute in a product category, gathering information about competing brands' attributes, judging the levels of each attribute in competing brands, and finally using a judgment rule to decide on the optimal brand (for an exhaustive review of the information processing literature, please see Bateman, 1979).A number of researchers, how ever, contend that the rational model is appropriate only for goods which consumers value for their tangible and utilitarian benefits, and does not adequately capture their motivation for consuming products that satisfy their emotional wants (CB. Levy, 1959; Ditcher, 1960; Holbrook, 1980). For example, Hiroshima and Holbrook (1982) note that the rational model does not capture the multistory imagery, fantasy, fun, and emotions associated with the consumption of some products.They refer to this type of consumption, based on individual tastes and intangible product benefits, as hedonistic consumption. Thus, in contrast to the rational or information processing approach, the emotional or hedonistic school holds that consumers' motives are motional in nature. In this perspective, individuals use personal or subjective criteria such as taste, pride, desire for adventure, and desire for expressing themselves, in their consumption decisions (Coffman and Kane, 1994). Consumer behaviorist's have long recognized the importance of both types of motivations (CB.Katz, 1960; Metal, 1983). Empirically, several researchers have noted the existence of these two different types of motivations and the different product attribute categories that tap into these motivations (CB. Metal, 1988; Metal et al. , 1990; Sahara and Siring, 1991). Thus, both theory and research support the idea that consumers' needs are driven by functional/ utilitarian as well as by symbolic/expressive motivations. In keeping with this tradition, park, Gasworks, and Manacling (1986) noted that consumers' needs could be classified as being either functional or symbolic.They assert that functional needs are related to specific and practical consumption problems whereas symbolic needs are related to Selfridges and social identification. To tap into these two different types of needs, Park, Gasworks, and Manacling (1986) proposed that all brands should have a â€Å"brand incept†, which is an overall abst ract meaning that identifies a brand. They suggested that a brand concept be either symbolic or functional, thus tapping into consumers' symbolic and functional needs respectively. Park et al. S (1986) brand concept management framework advises managers to select a specific concept for a brand at the time of its introduction and then use the marketing mix to support and reinforce it over the brand's life. This helps consumers understand with clarity what a brand can do for them. JOURNAL OF CONSUMER MARKETING, VOLT. 15 NO. 1 1998 33 Functional or utilitarian deeds The existence of different types of motivations among individuals suggests that within most product categories, consumers' needs could be either functional or symbolic in nature, and brands could be positioned to satisfy either of these two types of needs.Thus, functional or utilitarian needs of consumers could be exploited with a â€Å"functional† brand, I. E. One positioned with a functional brand concept or meanin g. Similarly, a brand could be positioned as a â€Å"symbolic† brand to tap the needs of those who wish to enhance their self-image or their social image. Park et al. Rather argued that brands should be positioned to appeal to either one of these types of needs, but not both, for a number of reasons. A brand concept that is both functional and symbolic poses problems for consumers because they cannot clearly relate the brand to either their functional or their symbolic needs.In addition, it increases the number of competing brands and makes brand image management difficult. This argument, however theoretically compelling, has not been tested in empirical research. In one related research, park et al. (1991 ) Were able to show that nonusers' reaction to functional extensions of functional brands was more favorable than their reaction to prestige extensions of functional brands. In the same study, consumers also displayed a more positive reaction to prestige extensions of prest ige brands than to functional extensions of prestige brands.Please note that, in this study, the authors assumed that brand concepts could be either functional or prestigious (not symbolic). Unanswered questions Several questions, though, remain unanswered. Are functional and symbolic brand concepts adequately distinguished in consumers' minds? If so, what are mom characteristics that help in distinguishing these brand concepts? Is the prestige of a brand an adequate representation of a brand's symbolism to its customers? Are functionality and symbolism merely the two ends of a continuum?In any event, is there a mechanism to assess the functionality or symbolism of brands? The paucity of research to illuminate these issues resulted in this study. This study was set up to answer the preceding questions: to investigate the phenomenon of the functionality or the symbolism of brand image and to develop scales that would help classify a brand as functional or symbolic. Apart from the the oretical contributions, the issues raised in this study have a number of managerial implications for brand positioning.Method In line with this study main objective of exploring the issue of brand mage functionality or symbolism, scales containing items thought to measure a brand's functional or symbolic value to consumers was developed. The scale was validated by testing the scale's ability to discriminate between brands a priori identified as functional or symbolic. Correlations among the items in the scale and exploratory and confirmatory factor analyses of the data were seed to investigate the dimensionality of brand functionality and symbolism.Stimuli lie Pairs of brands were identified in a few commonly used product categories, such that one brand in each pair was, a priori, thought to be functional and the other symbolic. In other words, the first brand was thought to primarily satisfy functional needs whereas the second brand was thought to mainly satisfy the symbolic needs of consumers of the product category. The pairs of brands which were selected are shown in Table l. 34 Product category Symbolic brand Functional brand Watches Role Timex 2 Sports shoes Nikkei Converse 3 Cosmetics Lana ¶me Amiability 4 Hair cream Paul Mitchell Suave 5 Ice cream Hagen Dads Scaliest Table l.Item generation Adjectives or phrases thought to indicate a brand's symbolism or functionality were first generated by the authors and a focus group of graduate students at a university. The focus group noted the difficulty of coming up with adjectives describing functional or utilitarian appeal. Based on these processes, three adjectives and phrases were identified as relating to functionality and 17 as relating to symbolism. Three sets of questionnaire items Three sets of questionnaire items were developed for the 20 adjectives and phrases.The first set of questions sought respondents' agreement with various statements about individuals' use of a brand to express themselves. Th e second set of items sought respondentBrand symbolism The 17 adjectives and phrases representing brand symbolism were assessed with three sets of items. In the first set of items, respondents were to agree with these statements: (1) â€Å"people use (brand) as a way of expressing their personality'; (2) † (brand) is for people who want the best things in life†; (3) â€Å"a (brand) user stands out in a crowd†; and (4) â€Å"using (brand) says something about the kind of person you are†. The second set of items sought to evaluate these brand characteristics: (1) hemolytic; (2) prestigious; (3) exciting; (4) status symbol; and (5) distinctive v. Invitational. The third set Of items evaluated these characteristics Of the brand's user: (1) sophisticated v. Simple; (2) not at all v. Very romantic; (3) not at all v. Very successful; 35 (4) unique v. Ordinary; (5) stylish v. Plain; (6) expressive v. Subdued; (7) glamorous v. Sedate; and (8) not at all v. Very ele gant. Survey design and administration Two separate questionnaires were prepared with questions on five of the ten stimulus brands such that each questionnaire contained questions about one f the brands within a product category.Thus, a subject would answer the above questions with respect to either a symbolic brand or a functional brand within a product category but not both. This procedure was used to eliminate any comparative biases in responses. The survey was administered to 62 graduate students at a major south-eastern university. Rest Its Analysis of correlations TO obtain a preliminary idea of the pattern Of relationships among these items, the correlations among the items were first examined.

Thursday, November 7, 2019

Social Classes

Social Classes Introduction Social classes within communities are mostly as a result of differences in major areas of life for example the level of education, the amount of wealth or income one earns and the position that one holds in the society among other factors.Advertising We will write a custom essay sample on Social Classes specifically for you for only $16.05 $11/page Learn More In any given society, it is common to find the upper class, the upper middle class, the lower middle class, the working class and the poor. This paper will explore the topic of class and will specifically seek to prove that it is possible for one to achieve their dreams in life regardless of the social class that they belong to. Summary of the articles How class affects one’s education The relationship between class and education can be evident in the article by Leonhardt and Scott (p 8), who observe that the number of students who belong to the upper class in around 250 colleges has significantly risen compared to that of students from the lower class income. This has led to some colleges looking for intervention measures that will favor the lower income earners. This is because; they have noticed that a lot of talent is being lost because of the inability by the students from lower income families to access education. Leonhardt (p 1) further gives an example of how class can affect ones education using Andy Blevins, who decides to quit college in order to continue working. His decision is motivated by his poor background. He is an example of the many young people who decide to quit school and prefer to work because of their class. How class affects health care Leonhardt and Scottt (p 8) state that there is an observable difference between one class and another in terms of health care. The upper class is better placed in accessing health care and consequently has a higher life expectancy compared to the middle and the lower classes. On the other hand, the midd le class is better off compared to the lower class, which is the worst hit in the area of health care and hence, a lower life expectancy compared to the other classes. How class affects marriage In terms of marriage, Leonhardt and Scottt (p 8) say that class determines the choice of the place where one lives and the people who one associates with. Those in the high class tend to have their children at a time in their life when they are stable financially and also due to the delay in getting married, they are able to have fewer children. Children from the upper class therefore have more privileges in life compared to their counterparts in the lower and middle classes. Some of the effects of class on marriages are shown through the lives of Mr. Croteau and Ms Woolner. Married and from two extremes in terms of their classes, they try very hard to reconcile their differences to build up a stable family. Their differences are so pronounced until they are evident even to their children (L ewin p 4).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Determination and motivation regardless of one’s class The story of James in the book ‘The Color of Water by James McBride’ is a perfect illustration of how one can succeed in life against all odds. James goes through a series of difficulties in life for example, the death of his biological father and also his step father, a background whereby the mother was abused by her father and also the race of his mother. He turns to drugs to escape from reality but later reforms and is able to have great achievements in life, which is also a source of joy to the mother (SparkNotes p1). The story of Mr. Croteau and Ms Woolner is also one of determination and how it can help one overcome every barrier and achieve what one desires. In their marriage, they have to overcome insurmountable odds in order for it to succeed, the class difference being the greatest. By the end of the story, they are still together and have a guiding philosophy that they must press on regardless of their obstacles. Conclusion Although class plays a significant role in the kind of life that one leads, it should not be seen as if one has to remain in one class forever. With determination and motivation, one can achieve anything, including moving up from a lower class to upper class. Leonhardt, David. The College Dropout Boom. New York: New York Times, 2005 Lewin, Tamar. When Richer Weds Poorer, Money Isnt the Only Difference. New York: New York Times, 2005 Scott, Janny and Leonhardt, David. Shadowy Lines That Still Divide. New York: New York Times, 2005 SparkNotes. The color of water: plot overview. SparkNotes LLC. 2011. Web.Advertising We will write a custom essay sample on Social Classes specifically for you for only $16.05 $11/page Learn More

Monday, November 4, 2019

Connecting ISLLC Standards to Educational Practices Assignment

Connecting ISLLC Standards to Educational Practices - Assignment Example These parties might encompass parents, teachers or teaching staff, community members and, most importantly, students. Specially mentioning, the aforesaid attributes and standard alignments assist the school administrators or school leaders in acquiring a greater knowledge and better understanding of certain decisive aspects. These aspects may include promoting growth and development of the students, developing an effective curriculum design, determining evaluation approaches, measurement along with assessment strategies, developing school culture and recognizing the role played by technology in fostering students’ professional growth and learning (School Administration Publishing, LLC, 2013). 2. Compare How the Other Leadership Standard You Identified Aligns (Or Does Not Align) to the ISLLC Standard You Chose for One Attribute Apart from the above leadership standards, the other dissimilar sorts of leadership standards that can be recognized within the circumstance of school s ettings are relationship building, comprehending and managing changes, and possessing an explicit moral purpose. Moreover, the other leadership standards include knowledge creation and sharing, coherence building along, and ascertaining an effective alignment of structures (Ingvarson, Anderson, Gronn, & Jackson, 2006). After acquiring a brief idea about the aforesaid leadership standards, it can be affirmed from a broader outlook that these standards largely align to the ISLLC standard which has been chosen for one particular attribute, i.e., promoting the success of students through offering them utmost growth and development. The alignment would be made possible through providing significant knowledge to the students, enhancing their overall learning performances and, most vitally,... Moreover, the other leadership standards include knowledge creation and sharing, coherence building along, and ascertaining an effective alignment of structures (Ingvarson, Anderson, Gronn, & Jackson, 2006). After acquiring a brief idea about the aforesaid leadership standards, it can be affirmed from a broader outlook that these standards largely align to the ISLLC standard which has been chosen for one particular attribute, i.e., promoting the success of students through offering them utmost growth and development. The alignment would be made possible through providing significant knowledge to the students, enhancing their overall learning performances and, most vitally, developing their individual capabilities or skills. It is strongly believed that the above recognized leadership standards would align in a broader manner to one of the ISLLC standards concerning fostering the success of every individual student as these standards possess the capability of acquiring significant kno wledge and understanding of various vital aspects. Similarly, these vital aspects include determination of the operational procedures, issues and the principles linked with school safety, mitigation of any legal issue impacting school related operations, and execution of advanced technologies that assist in a smooth conduct of various management functions.