Religous Impacts on Anglo-Saxon Works of Literature free essay sample

By Armani Wilson In the early days of human society, the Anglo-Saxons allowed their religious views to meander its way into and conquer their lives. Their religious perspective greatly impacted many of the plots, themes and tones of many stories, poems, etc. Religious ideals, elements and dynamics are demonstrated throughout the epic poem Beowulf, translated by Burton Raffel. The epic poem, Beowulf shows a tremendous presence of religious influence. For example, when the narrator says â€Å"†¦Conceived by a pair of those monsters born/ of Cain, murderous creatures banished/ By God,†(20-23), this is interpreted as God had taken it upon himself to protect the masses of the early Anglo-Saxon society, and it also demonstrates how the people gave this religious ideal to help explain their mythology among other things. This also explains the influence of the religious dynamic because the unknown author of the epic poem gave the biblical reference to Cain, the first-born child of Adam and Eve that committed a terrible act in the eyes of the lord (murder), simply because his sacrifice to the lord was rejected in contrast to his brother Abel’s. We will write a custom essay sample on Religous Impacts on Anglo-Saxon Works of Literature or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This caused a somewhat metamorphosis towards the influence of literature to represent anything with a negative connotation with having the potential to be evil, in this case the subject of the negative connotation is Grendel. Also, in Beowulf, there is the instance in which the narrator says â€Å"In Herot, when night hid him, he never/ Dared to touch the king Hrothgar’s glorious/ Throne, protected by God-God,† (82-84). Grendel doesn’t attack or negatively act upon Hrothgar directly because he fears that Hrothgar is protected by a god or gods. The presence of religion here is that society has collected this thought that There are those people in society that have been chosen by a higher power to be destined to be protected and to have a life of prosperity, This perception modifies itself later on during the metamorphosis of the Anglo-Saxon views of religious protection upon mortals. The Anglo-Saxons, throughout the plot of Beowulf have the notion that over everything else that transpires in their mortal life, they must do whatever possible to appease the god or gods. When the narrator says â€Å"†¦And wondering what the bravest of warriors could do. / And sometimes they sacrificed to the old stone gods,† (89-90). This basically defines the ideal that every single person in the Anglo-Saxon society thought that they had this responsibility and burden to do as much as they could to appease the gods, even if it meant you had to end the life of another innocent soul to give them a clear conscience. The evolution of religion through the eyes of an Anglo-Saxon Civilian can be simply shown and interpreted by many people in many different ways, Whether that their views of evil are publicized or their judgments on divine intervention of many divine beings or just a single one. From sacrificial procedures to the distress of angering a higher power, The Anglo-Saxon ideals are presented and greatly influence the composition of The epic poem, Beowulf, translated by Burton Raffel.

Free Essays on Good, But Not Good Enough

Good, But Not Good Enough There are times when we feel we must be perfect in order to please others. No matter if we did the best we could do, if it wasn’t perfect we felt like a failure. We want the approval that comes with perfect ness. Every day we see a new commercial or magazine showing an image of a hunky, greased up muscle man or an anorexic model with tons of make up air brushed on her body and society compares you with that image. We as a people tend to use those false images of beauty as a scale to rate the rest of the population by and if you do not fit in that category you are not beautiful. So we strive to be accepted to be approved by the rest of society. In Janice Mirikitani’s poem â€Å"Suicide Note† a young Asian American college student apologizes to her parents for not being perfect. Perfect in school and perfect in life. Even though the girl worked very hard and did very well it wasn’t good enough in her mind and maybe in her parents’ mind to be worthy of her parents’ love or life itself, and so her only option was death to atone for her sin of imperfectness. The poem begins: How many notes written†¦/ ink smeared like bird prints in snow./ not good enough not pretty enough not smart enough / dear mother and father ./ I apologize/ for disappointing you / I’ve worked hard, / not good enough / harder, perhaps to please you.(373.1-9) Clearly the girl in this poem the girl is apologizing for much more than grades. She has set unrealistic standards for herself and has a lack of self worth all because she cannot achieve these standards. She cannot change the way she looks, yet she is apologizing for not being â€Å"pretty enough†. She also goes on to talk about how life may have been better for her if she were a son instead of a daughter. She would be worthy of love because she associates strength, confidence, beauty and smarts with being male. â€Å"I would swagger through life / muscled and bol... Free Essays on Good, But Not Good Enough Free Essays on Good, But Not Good Enough Good, But Not Good Enough There are times when we feel we must be perfect in order to please others. No matter if we did the best we could do, if it wasn’t perfect we felt like a failure. We want the approval that comes with perfect ness. Every day we see a new commercial or magazine showing an image of a hunky, greased up muscle man or an anorexic model with tons of make up air brushed on her body and society compares you with that image. We as a people tend to use those false images of beauty as a scale to rate the rest of the population by and if you do not fit in that category you are not beautiful. So we strive to be accepted to be approved by the rest of society. In Janice Mirikitani’s poem â€Å"Suicide Note† a young Asian American college student apologizes to her parents for not being perfect. Perfect in school and perfect in life. Even though the girl worked very hard and did very well it wasn’t good enough in her mind and maybe in her parents’ mind to be worthy of her parents’ love or life itself, and so her only option was death to atone for her sin of imperfectness. The poem begins: How many notes written†¦/ ink smeared like bird prints in snow./ not good enough not pretty enough not smart enough / dear mother and father ./ I apologize/ for disappointing you / I’ve worked hard, / not good enough / harder, perhaps to please you.(373.1-9) Clearly the girl in this poem the girl is apologizing for much more than grades. She has set unrealistic standards for herself and has a lack of self worth all because she cannot achieve these standards. She cannot change the way she looks, yet she is apologizing for not being â€Å"pretty enough†. She also goes on to talk about how life may have been better for her if she were a son instead of a daughter. She would be worthy of love because she associates strength, confidence, beauty and smarts with being male. â€Å"I would swagger through life / muscled and bol...

Satelite radio vs. terrestrial radio Essay Example | Topics and Well Written Essays - 500 words

Satelite radio vs. terrestrial radio - Essay Example These things grew a bit lax as time went on, and after the invention of the video cassette recorder, nothing was ever the same. Before, choices in films were very limited. Whatever was on the marquee was the entertainment for the evening. Now, not only do we enjoy greater selection, but also have the freedom to watch certain parts of a film over and over again, making sure we miss nothing. How does this compare to the differences between satellite and terrestrial radio? Although presently, satellite radio is too new to really look upon with the 20/20 vision of hindsight, we do have the freedom to speculate about the future. In his book, James Wood says that â€Å"Every new medium of information has made advances on the previous generation of technology and in so doing has established new values, created an awareness of increased potential, and thereby stimulated a greater demand. †¦we will take a look at exactly how the radio evolution has effected our society both now, and make projections about its effects upon the future.† (James Wood, Satellite Communications and DBS Systems.) There is more to â€Å"terrestrial† radio than how it is broadcast. Terrestrial radio’s disadvantages are many: it is lower in both availability (some areas which are mountainous are the most challenging) as well as sound quality, its programming provides much less variety; because it is free, it necessitates more commercials, and because it is available to the public, it is subject to much more government regulation and censorship. (Wikipedia, under â€Å"satellite radio.†) But do these disadvantages necessarily outweigh its arguable superiority to satellite radio in terms of its cultural value? Are some of them truly disadvantages? True, terrestrial radio offers less in the way of variety, but this fact may be a plus. Terrestrial radio is LOCAL radio, something that satellite radio never will be. Yes, the choices in music are less diverse, but they

Healthcare and Business Goals Essay Example | Topics and Well Written Essays - 1000 words

Healthcare and Business Goals - Essay Example Health care managers are appointed to positions of authority in order to shape the organization by making important decisions (The Hastings center, 2012). On a daily basis, they make and coordinate decisions on recruitment and development of staff, service addition or reduction, allocation and utilization of financial resources, and acquisition of equipment and technology. Their role is to ensure that patients and clients receive appropriate services effectively and timely while focusing on achievement of performance targets (Caldwell, Brexler and Gillem, 2000). Health care services tend to be personal in nature, and its impact tends to be felt by the providers and recipients at a point of delivery. Decisions made by hospital managers reflect on ethical and moral values of the administration since they are subjective in nature and have a key effect on the wellbeing of patients, employees, taxpayers and community, individually or collectively (Ache.org, 2012). The decisions of manager s affect people directly or indirectly in both predictable and unpredictable ways and sometimes raise questions of fairness. For example, a hospital may buy equipment at a premium price, but fail to raise wages of personnel to desirable levels. In a different situation, a hospital can be challenged to rationalize the use of money from patients to pay employees whose work is substandard. In yet another case, expenses may rise, and the administration may want to cut budgets of some departments, whatever decision is made, certain patients are bound to be affected (Wheatley, 2006). It is important for the manager to prioritise the obligation to serve patients effectively. Ethical issues such as those highlighted above should be addressed effectively as negligence leads to errors and potentially costly decisions that are harmful to patients, staff, the organization and the community. Where staff is affected negatively by such decisions; it can result in distress which is known to cause p rofessional burn out and staff turnover (Owen, 1990). The management of a health care organization has the duty to nurture a healthy ethical environment (Morrison, 2011). Good ethics improve employee morale, enhance productivity and improve efficiency of the organization. This in turn, improves customer satisfaction and employee retention. There is a clear link between ethics and quality, a health care organization that fails to meet established ethical bench marks, and standards is not likely to deliver high-quality health care. Conversely, institutions that fail to meet minimum quality standards raise ethical concerns with stake holders (Morrison, 2011). A review of practices in the top ranked health care organizations Managers of health care institutions must Endeavour to adopt quality and system improvement programmes in order to improve care delivery and spread new practices across the system. The transformation process requires a clear and sustained strategy and takes time to implement. For example, Henry Ford Health System, a leading health care institution in excellence has been dedicated to quality improvement and achieving strong financial performance for over 20 years. It has sought to put patients first by exploring needs, improving care and overcoming conflicts between its employees. Therefore, strong leadership is critical to maintaining unwavering focus on improving systems and outcomes

Coursework for information retrieval knowledge management course Essay

Coursework for information retrieval knowledge management course - Essay Example creation and management." The authors write, "†¦effective organizations need to grow not just as individuals but their own intellectual capital and property and their ability to deploy them effectively". Drucker (1998, p.9) in the Harvard Business Review on Knowledge Management has suggested that, information-based organizations require clear, simple common objectives that translate into particular actions". In How Organizations Learn by Anthony DiBella and Edwin Nevis (1998, p.124), the authors suggest that "involved leadership" can be enhanced by benchmarking within the organization; providing coaches; leadership development activities; and conducting studies on processes. Searching, Gathering, aggregating, analysing and disseminating information from diverse internal and external information sources. Since all the required and relevant information cannot be gathered from a single source and is usually spread over a number of files and web locations therefore it needs to be searched and consolidated from different business information vendors, websites, enterprise databases and spreadsheets, then distribute visual representations of their research and analysis in the form of easy-to-navigate charts. The concept of crawling is also relevant in this type of solution as it uses aggregation of diverse information spread across documents and URLs. Crawler is written specifically for gathering or capturing data by working recursively within various links or URLs. It does this by starting with a single URL and searching for some specific keywords then it replicates itself for all the links found and starts searching on all of them. This way extensive search is carried out in parallel saving precious time and gathering vast amount of valuable information. Enables the visual discovery and analysis of intelligence in both online and enterprise information formats. The solutions are typically used in the areas of competitive intelligence, risk management, mergers and

Wealth Distribution in the US

Wealth Distribution in the US United States of America consists of 50 states and one federal district, with capital in Washington. Unites States has the largest economy in the world, with a nominal GDP of $ 16.8 trillion by the year 2013.[1] The U.S. is a big producer of oil and largest producer of natural gas. It has the second place in the trade after China.[2] Moreover U.S. is the largest financial center in the world with a center in New York. The unemployment is 7.7% by the year 2013, meaning 12 million people,[3] whereas the population represents 315 million. It is a huge country with a huge territory and due to the differences in living standard of the population; the distribution of income and wealth is extremely unequal. 1.1 Current status on wealth distribution Wealth inequality means the unequal distribution of assets among American inhabitants in the United States. Assets or wealth refers to everything what the family or a person possess minus all debts e.g. the real estate, automobiles, stocks, bonds, businesses, savings, and investments minus all mortgages, vehicles loans, educational loans, financial assets loans etc.[4] According to President Obama (2014) the top wealthiest 1% possesses 40% of the nation’s wealth; the bottom 80% own 7%, which refers to the current state of the wealth distribution. The average employee needs to work more than a month to earn what the CEO earns in one hour.[5] Wealth is not something to spend on the daily expenditures, it should be a contribution to the income in order to achieve and retain the desired status and standard of living.[6] Wealth should support current consumption or should be retained to support the future consumption.[7] Moreover, wealth should be used for short- and long-term financial security, social prestige, and is a tool to get an access to political power, and can be used to produce more wealth.[8] The more wealth one has, the more power one has, and the less restrictions there are to live the life one likes. Generally the working and middle class finance all standard living costs through income and wages, while the rich are aiming on gaining more wealth, and making more profit of it.[9] 1.2 Historical change of wealth distribution in the US Changes in wealth from 1989 to 2001 By observing how the wealth of American households changes with the time, one can notice a general increase in wealthier individuals and a decrease in the number of poor households. Moreover the share of households with more debts than assets (negative net worth) significantly decreased from 9.5% in 1989 to 4.1% in 2001.[10] From 1995 to 2004, one can notice a significant growth among household wealth in the whole U.S., they doubled from $21.9 trillion to $43.6 trillion, which rely not only on the wealthy part of the country but on all residents of America, however the wealthiest of them used that time to make up 89% of this growth.[11] The situation on unequal wealth distribution in the U.S. was always an issue but during this time, wealth became only more unequal, and the wealthiest 25% became even wealthier. The significant role in an increase of housing wealth played life-cycles. Every baby-boom, people who reached the peak of their careers and the middle aged population contributed a lot to the general increase of wealth throw-out of the U.S., by achieving the comfortable levels of wealth.[12] The other explanation of a strong increase of household wealth is that financing the own houses / flats and cars became more accessible for all classes of population by introducing different financial products like mortgage loans, leasing etc and by introducing some social assistance e.g. granting favorable financial conditions for poor families. Table 1: Share of wealth held by the Bottom 99% and Top 1% in the United States, 1922-2010 Source: http://www2.ucsc.edu/whorulesamerica/power/wealth.html Changes in wealth after 2007 During the financial crisis the wealth of the households declined from 2007 to 2009 by a total of $17.5 trillion or 25.5%, which is comparable to one year of GDP.[13] However in 2010 the household net worth improved the performance by growing of 1.3 percent only to a total of $56.8 trillion. Still that growth was not enough to reach the value before the crisis and 15.7 percent is needed to recover.[14] According to statistics of 2007 the top 1% own 34.6% of the total U.S. wealth. The next 19% possess 50.5%, which means that the top 20% wealthiest possessed 85% of all financial assets, which is incredibly unequal. While the bottom 80% of the US residents owned only 15% of the total wealth.[15] As was mentioned before, the percentage of wealthy people in 2014 even increased. 1.3 Comparison with other countries The figures of 2013 showed that the wealth inequality in the U.S. was worse than in most developed countries. Moreover according to some figures the United States does not belong in the league of the developed countries due to the unequal wealth distribution. As the U.S. top 10% own 75.4%, comparing with other countries (2014): Australia 50.3%, Canada 57.4%, Denmark 72.2% , Finland 44.9%, France 51.8%, Germany 61.7%, Italy 49.8%, Japan 49.1%, Spain 54%, U.K. 53.3% and Singapore 61.1%, which means that the US has the most unequal wealth distribution among the top 20 developed countries. However there are even some extreme examples like Chile 72.5%, India 73.8%, Indonesia 75%, South Africa 74.8%, Kazakhstan, Russia and Ukraine.[16] In case of Switzerland, Denmark and Sweden the percentage of people with their own houses there is quite low as they tend to rent flats but there is no big difference in population classes like in the U.S. 1.4 Wealth vs. Income It is important to distinguish two following definitions: Wealth and Income. Income refers to a flow of money (per hour, per week, or per year) which means wages and salaries, i.e. income which people receive through work, retirements and some social aids; whereas wealth refers to the assets owned, e.g. houses, cars, financial assets (stocks, bonds), investments etc.[17] However income inequality is not adequate enough to describe the economic inequality, as it does not replicate the full picture of individual’s economic situation as some people live from their wealth and not from the income. According to the United States Census Bureau definition income is received on a regular basis before payments for personal income taxes, social security, union dues, medicare deductions, etc†.[18] By considering this definition it’s clear that the wealthiest families have low income however they earn their money through their assets, which enables them to support their lifestyle. As was mentioned before dividends and bond payments are not included in the classification of income but are the primary source of funding. People in retirement have also little income but a higher wealth due to saving of money during their lifetime, which they hand over to their children and children would be wealthier than their parents due to usage of their assets to earn profit.[19] A low-income household with above-average wealth is not necessarily worse off than a medium-income household with no wealth.[20] By taking a look on a table below there is a comparison of top 1% and bottom 40% and it is obvious that by having only debts (like these 40%) it is very hard or impossible to create wealth. There is only little exception of people, who created much wealth in one generation, while most of the wealthiest come already from rich families and were born rich. Who can be this top 1% of the wealthy people in the United States? Most likely these people to be self-employed and they earn most of the income from capital and financial assets.[21] The most common professions are managers, physicians, IT-administrators, lawyers, and teachers.[22] The wealth is not something, which could be gained in a couple of years. There are assets, which are given from parents to the children in order to make more wealth on existing wealth. That’s why top 1% are wealthy U.S. families, which made their business long time ago. 1.5 Mechanism to gain wealth As was mentioned before wealth is assets like real estates, vehicles, stocks and other financial and non-financial property. While some people save their money the whole life to get a house and all other expenditure go for food, clothes, gas and travels, the others make more wealth out of their wealth and with each generation these families become wealthier. There rises a question what is the way for a normal average class man to gain wealth? There are some possibilities or buildings established by the Federal Government. There are 401k plans, 403b plans, and IRAs. These tools (pension funds) are so called tax shelters, which were made for working individuals. They transfer pre-tax contributions of earned income to the tax sheltered savings accounts.[23] Contributed assets in Roth IRAs (individual retirement arrangement) are tax free and all interests, dividends, and capital gains are all excluded from income taxes. However in order to invest in these tools, one need a relative high capital and it’s only available for those individuals and families, who can afford to bind their assets for a long time (typically until the investor reaches age of 60). [1] _ Gross Domestic Product: 4th Quarter and Annual 2013, Bureau of Economic Analysis [2] _ Inman, economics correspondent China overtakes US in world trade [3] _ Federal Reserve Database-FRED [4] _ Hurst, (2007) [5] _ Marsden, (January 26, 2014) [6] _ Grusky,(2001), page 637 [7] _ OECD (2013) Framework for statistics on the distribution of household income, consumption and wealth, page 120 [8] _ Keister, page 64 [9] _ Gilbert, (1998) [10] _ US Federal Reserve on wealth distribution in the United States (2006) [11] _ Zhu Xiao Di. (2007) [12] _ US Federal Reserve on wealth distribution in the United States (2006) [13] _ Broder, (2010) [14] _ U.S. Federal Reserve, (2010) [15] _ Forbes (2011) by Deborah L. Jacobs [16] _ http://www.huffingtonpost.com/eric-zuesse/us-is-now-the-most-unequa_b_4408647.html (2013) [17] _ Grusky, (2001), page 637 [18] _ U.S. Census Bureau, (2005) [19] _ Keister, (2004), page 65 [20] _ OECD (2013) Framework for statistics on the distribution of household income, consumption and wealth, page 121 [21] _ New York Times (2012) [22] _ New York Times (2012) [23] _ 401(k) Resource Guide – Plan Participants – Limitation on Elective Deferrals

Free Macbeth Essays: The Greater Guilt :: Free Essay Writer

The Greater Guilt in Macbeth Everybody is driven by guilty conscience in our life. Lady Macbeth and Macbeth feel guilty at different times and different ways. Macbeth feels guiltier than Lady Macbeth after the murder of Duncan. During the Banquet, Mecbeth is very upset and nervous after seeing the ghost, But Lady Macbeth is making an excuse about her husband’s fear, and she doesn’t show any guilt. At the end of the play, the opposite is true: Lady Mecbeth feels guiltier than mecbeth.. Guilt is responsible for the death of Lady Macbeth and Macbeth. In Act II, Scene ii, Macbeth regrets the murder of Duncan as soon as he kills the king. He finds it impossible to pray after Duncan’s two sons waken from a nightmare pray and fall back to sleep : "I had most need of blessing, and "Amen" / Stuck in my throat."(II;ii;32-3) On the other hand Lady Macbeth tells him to forget about the murder because if they keep thinking of the crime, it will make them both crazy: Consider it not so deeply. †¦/These deeds must not be thought After these ways; so, it will make us mad.(II;ii;30-35) Because Lady Macbeth kills herself at the end of the play, these lines also foreshadow her future. In Act III scene 4, Macbeth is going to be crazy after seeing Banquo’s ghost. He got so scared when he sees the ghost walking in the Palace and sitting in his place: "thou canst not say I did it: never shake thy gory locks at me." This quote shows how scared he is, and Lady Macbeth is making an excuse to hide her husband’s fear: Sit, worthy friends: my lord is often thus, And hath been from his youth: pray you, keep seat; The fit is momentary, upon a thought He will again be well. If much you note him, You shall offend him, and extend his passion; Feed, and regard him not. Are you a man? This quote explain to the guest that why Macbeth has acted in that way, and how Lady Macbeth hide her husband’s fear of the ghost. In act V scene1, 50: Lady Macbeth is so upset about the fact that they committed such a horrible crime and she can’t erase it. And that is not what she felt at the beginning of the story, she says: Free Macbeth Essays: The Greater Guilt :: Free Essay Writer The Greater Guilt in Macbeth Everybody is driven by guilty conscience in our life. Lady Macbeth and Macbeth feel guilty at different times and different ways. Macbeth feels guiltier than Lady Macbeth after the murder of Duncan. During the Banquet, Mecbeth is very upset and nervous after seeing the ghost, But Lady Macbeth is making an excuse about her husband’s fear, and she doesn’t show any guilt. At the end of the play, the opposite is true: Lady Mecbeth feels guiltier than mecbeth.. Guilt is responsible for the death of Lady Macbeth and Macbeth. In Act II, Scene ii, Macbeth regrets the murder of Duncan as soon as he kills the king. He finds it impossible to pray after Duncan’s two sons waken from a nightmare pray and fall back to sleep : "I had most need of blessing, and "Amen" / Stuck in my throat."(II;ii;32-3) On the other hand Lady Macbeth tells him to forget about the murder because if they keep thinking of the crime, it will make them both crazy: Consider it not so deeply. †¦/These deeds must not be thought After these ways; so, it will make us mad.(II;ii;30-35) Because Lady Macbeth kills herself at the end of the play, these lines also foreshadow her future. In Act III scene 4, Macbeth is going to be crazy after seeing Banquo’s ghost. He got so scared when he sees the ghost walking in the Palace and sitting in his place: "thou canst not say I did it: never shake thy gory locks at me." This quote shows how scared he is, and Lady Macbeth is making an excuse to hide her husband’s fear: Sit, worthy friends: my lord is often thus, And hath been from his youth: pray you, keep seat; The fit is momentary, upon a thought He will again be well. If much you note him, You shall offend him, and extend his passion; Feed, and regard him not. Are you a man? This quote explain to the guest that why Macbeth has acted in that way, and how Lady Macbeth hide her husband’s fear of the ghost. In act V scene1, 50: Lady Macbeth is so upset about the fact that they committed such a horrible crime and she can’t erase it. And that is not what she felt at the beginning of the story, she says:

Reducing Intergroup Conflict

In life we have all been in the cliques or â€Å"in-groups† or in other groups that were not so popular than those that were in the groups that rule the school or the office. There are groups in the workplace as well I know that it sounds very childish, and we have all deemed it middle and high school behavior at its finest. There is a belief that those that indulge in this particular behavior either didn’t belong to one of these social groups and grew from an â€Å"ugly duckling into that beautiful swam do there best to re-live those â€Å"glory days† that they did not have a as teens.These groups teach youth prejudice and discrimination of others as well as intolerance these negative influences spread like wild fire. Most of all these intergroups teach youth and others on the outside to stereotype those that are in the group and around those in the groups without those that are doing the stereotyping to know that personal on a personal level. I have personally been stereotyped because people that I have hung around because of how they others in the group carried themselves outside of school.Even though they were my friends in school we didn’t hang out that much after school yet I was called names and talked about until those that were slinging the mud got to know on an individual level. I understand that people do these things so that they can fit into the group also for peer pressure as well so that they can look cool and hip to others in the group, and then there’s a deeper level of ehy that they are starting or in these types of groups. The simple reason is that they just want to fit in and be wanted by someone.Then there are your gangs some of those that join for the acceptance of others join because their families members joined just because it looks cool. There are some that join for protection they don’t believe in what the gang stands for the just want to be apart so that they won’t get picked on like others around them. These groups are growing bigger and bigger some of them are having greater negative impact on our youth today. What we have to find out are more ways to reduce the negative affects on our children and their schools.The South-Western college Nelson-Quick glossary defines an intergroup conflict is between two groups or organizations. (Nelson-Quick glossary,2000) Knowing what intergroup conflict is we can look at youth in detention center some of these kids are already in gangs when they come into the center. In the center they all have one thing in common is that they all have some type of hostility, discrimination, prejudice, stereotyping towards others in the center.These juveniles have these things in common so that branch out from a bigger group into smaller groups some of these youth are already gang members so if they are in the same gangs they group in together. Since they are in the same place as those rival gangs conflicts start to arise between the groups , and there are those that are not apart of any gangs just civilians casualties. Some of them join in the gangs in order to keep from being hurt or just the fear of the gangs in such close quarters.There are some things that bring about these conflicts in the groups which are prejudice, stereotyping, and discriminations. Prejudice is the unfair feeling or dislike for a person or group because of sex, religion, or race. Stereotyping is to believe that all people or things have a particular characteristic are the same. Discrimination is the practice of treating people of different group from other groups because of their differences.(Merriam-Webster 2013)When you have these behaviors all in the same place there at first is tention which if there is no one there to form solution of how to stop the tension from going in to from blown hostility people can be hurt. These negative emotions and behavior only feed the tension and violence that is around the center. Lets look at the key confl icts that bring on the violence stereotyping for starters when they other gangs see their counterparts and what they have been taught and told about the other groups.For an example, when certain gangs sees rivals they the make assumption about how that person or group live, interact, or speak. With discrimination can be seen as the top concept of why the conflicts arise around us the gang can see someone of the a different gang and treat them different from those of their gang. For example, If one of the member same gang is working in the lunch line and give a little more food to his â€Å"brother† than the guy from the other gang he actually gives him less and spits in his food as insult to injury.This can start and conflict or turn on that is already begun into something much more where others get hurt because of what happened in the lunch line. With prejudice when dealing with gangs they are taught that the gang is family that you have to have total trust and belief in the gang from the day you join until the death. Some of those that are in the gangs that are what we will call legacies they have been taught from childhood to not like those from a different â€Å"hood. † They are taught to not lie them because of where the stay, how they dress, look, and what colors they represent as a group.So in these close quarters there is a need to reduce those intergroup conflict so it can spill out from the detention centers into the neighborhoods. On way the Hewstones article talks about is direct approaches such as interventions are used with motivational processes Monteith (1993) can up with â€Å"prejudice and compunction† this take low-prejudice individuals and bring them to awareness using â€Å"is-ought. † This process brings out the discrepancies of the individuals personal values and how they act towards others of different characteristics.Using this process is to activate the self-guilt that the individual has which the mechanism takes hold and reduces the bias of others. Indirect approaches Leippe & Eisenstadt (1994) they use a different way they indirectly reduced bias by inducing the non prejudiced behavior in those that showed less bias in their attitudes which were in line with their behavior. Empathy also showed a very promising result with individuals with the cognitive and emotional aspects which showed desired results in generalized positive feelings towards person and groups.Decategorization can work because it takes two mutual and reciprocal cognitive processes differentiation there distinction made in member of the out group then its personalization which those in the out group are seen for their uniqueness which is related to self. This method takes one from the in group after they have been individuated and introduce them into a the out group which in doing this remove the favoritism bias away from the group. Recategorization which takes those that are not in the popular group and bring one th at is in the popular group in to the out group.This alters and tips the scale so that the bias that was there over time is chipped away as well as broken down walls that were once there. To help these youth we need programs that going to breakdown the bias that have been taught and learn for some of them from childhood for others a little bit older. It is best that we take away from the glamour of being gangs teach them to love themselves as well as others and embrace differences in others around them.  (Hewstones, Rubin,Wilis, 2002)We need programs such as teamwork program such as; grow with the Earth grow in your life we have them to start a garden where everyone work together, Wrap session which talk about things that are bothering everyone this is where everything is put out there on the table to cut some tension in the groups, Mentor program for younger kids that are heading down the same path to show them how they can help those that are coming up give them a chance for a be tter life. Mortality this is a way that can have those gang members to see what happens when the glamorous side of gang life fades.

Chapter 12 The Patronus

Harry knew that Hermione had meant well, but that didn't stop him from being angry with her. He had been the owner of the best broom in the world for a few short hours, and now, because of her interference, he didn't know whether he would ever see it again. He was positive that there was nothing wrong with the Firebolt now, but what sort of state would it be in once it had been subjected to all sorts of anti-jinx tests? Ron was furious with Hermione too. As far as he was concerned, the stripping-down of a brand-new Firebolt was nothing less than criminal damage. Hermione, who remained convinced that she had acted for the best, started avoiding the common room. Harry and Ron supposed she had taken refuge in the library and didn't try to persuade her to come back. All in all, they were glad when the rest of the school returned shortly after New Year, and Gryffindor Tower became crowded and noisy again. Wood sought Harry out on the night before term started. â€Å"Had a good Christmas?† he said, and then, without waiting for an answer, he sat down, lowered his voice, and said, â€Å"I've been, doing some thinking over Christmas, Harry. After last match, you know. If the Dementors come to the next one†¦I mean†¦we can't afford you to — well –â€Å" Wood broke off, looking awkward. â€Å"I'm working on it,† said Harry quickly. â€Å"Professor Lupin said he'd train me to ward off the Dementors. We should be starting this week. He said he'd have time after Christmas.† â€Å"Ah,† said Wood, his expression clearing. â€Å"Well, in that case — I really didn't want to lose you as Seeker, Harry. And have you ordered a new broom yet?† â€Å"No,† said Harry. â€Å"What! You'd better get a move on, you know — you can't ride that Shooting Star against Ravenclaw!† â€Å"He got a Firebolt for Christmas,† said Ron. â€Å"A Firebolt? No! Seriously? A — a real Firebolt?† â€Å"Don't get excited, Oliver,† said Harry gloomily. â€Å"I haven't got it anymore. It was confiscated.† And he explained all about how the Firebolt was now being checked for jinxes. â€Å"Jinxed? How could it be jinxed?† â€Å"Sirius Black,† Harry said wearily. â€Å"He's supposed to be after me. So McGonagall reckons he might have sent it.† Waving aside the information that a famous murderer was after his Seeker, Wood said, â€Å"But Black couldn't have bought a Firebolt! He's on the run! The whole country's on the lookout for him! How could he just walk into Quality Quidditch Supplies and buy a broomstick?† â€Å"I know,† said Harry, â€Å"but McGonagall still wants to strip it down –â€Å" Wood went pale. â€Å"I'll go and talk to her, Harry,† he promised. â€Å"I'll make her see reason†¦A Firebolt†¦a real Firebolt, on our team †¦She wants Gryffindor to win as much as we do†¦I'll make her see sense. A Firebolt†¦.† Classes started again the next day. The last thing anyone felt like doing was spending two hours on the grounds on a raw January morning, but Hagrid had provided a bonfire full of salamanders for their enjoyment, and they spent an unusually good lesson collecting dry wood and leaves to keep the fire blazing while the flame-loving lizards scampered up and down the crumbling, white-hot logs. The first Divination lesson of the new term was much less fun; Professor Trelawney was now teaching them palmistry, and she lost no time in informing Harry that he had the shortest life line she had ever seen. It was Defense Against the Dark Arts that Harry was keen to get to; after his conversation with Wood, he wanted to get started on his anti-Dementor lessons as soon as possible. â€Å"Ah yes,† said Lupin, when Harry reminded him of his promise at the end of class. â€Å"Let me see†¦how about eight o'clock on Thursday evening? The History of Magic classroom should be large enough†¦I'll have to think carefully about how we're going to do this†¦We can't bring a real Dementor into the castle to practice on†¦.† â€Å"Still looks ill, doesn't he?† said Ron as they walked down the corridor, heading to dinner. â€Å"What d'you reckon's the matter with him?† There was a loud and impatient â€Å"tuh† from behind them. It was Hermione, who had been sitting at the feet of a suit of armor, repacking her bag, which was so full of books it wouldn't close. â€Å"And what are you tutting at us for?† said Ron irritably. â€Å"Nothing,† said Hermione in a lofty voice, heaving her bag back over her shoulder. â€Å"Yes, you were,† said Ron. â€Å"I said I wonder what's wrong with Lupin, and you –â€Å" â€Å"Well, isn't it obvious?† said Hermione, with a look of maddening superiority. â€Å"If you don't want to tell us, don't,† snapped Ron. â€Å"Fine,† said Hermione haughtily, and she marched off. â€Å"She doesn't know,† said Ron, staring resentfully after Hermione. â€Å"She's just trying to get us to talk to her again.† At eight o'clock on Thursday evening, Harry left Gryffindor Tower for the History of Magic classroom. It was dark and empty when he arrived, but he lit the lamps with his wand and had waited only five minutes when Professor Lupin turned up, carrying a large packing case, which he heaved onto Professor Binn's desk. â€Å"What's that?† said Harry. â€Å"Another Boggart,† said Lupin, stripping off his cloak. â€Å"I've been combing the castle ever since Tuesday, and very luckily, I found this one lurking inside Mr. Filch's filing cabinet. It's the nearest we'll get to a real Dementor. The Boggart will turn into a Dementor when he sees you, so we'll be able to practice on him. I can store him in my office when we're not using him; there's a cupboard under my desk he'll like.† â€Å"Okay,† said Harry, trying to sound as though he wasn't apprehensive at all and merely glad that Lupin had found such a good substitute for a real Dementor. â€Å"So†¦Ã¢â‚¬  Professor Lupin had taken out his own wand, and indicated that Harry should do the same. â€Å"The spell I am going to try and teach you is highly advanced magic, Harry — well beyond Ordinary Wizarding Level. It is called the Patronus Charm.† â€Å"How does it work?† said Harry nervously. â€Å"Well, when it works correctly, It conjures up a Patronus,† said Lupin, â€Å"which is a kind of anti-Dementor — a guardian that acts as a shield between you and the Dementor.† Harry had a sudden vision of himself crouching behind a Hagrid-sized figure holding a large club. Professor Lupin continued, â€Å"The Patronus is a kind of positive force, a projection of the very things that the Dementor feeds upon — hope, happiness, the desire to survive — but it cannot feel despair, as real humans can, so the Dementors can't hurt it. But I must warn you, Harry, that the charm might be too advanced for you. Many qualified wizards have difficulty with it.† â€Å"What does a Patronus look like?† said Harry curiously. â€Å"Each one is unique to the wizard who conjures it.† â€Å"And how do you conjure it?† â€Å"With an incantation, which will work only if you are concentrating, with all your might, on a single, very happy memory.† Harry cast his mind about for a happy memory. Certainly, nothing that had happened to him at the Dursleys' was going to do. Finally, he settled on the moment when he had first ridden a broomstick. â€Å"Right,† he said, trying to recall as exactly as possible the wonderful, soaring sensation of his stomach. â€Å"The incantation is this –† Lupin cleared his throat. â€Å"Expecto patronum!† â€Å"Expecto patronum,† Harry repeated under his breath, â€Å"expecto patronum.† â€Å"Concentrating hard on your happy memory?† â€Å"Oh — yeah –† said Harry, quickly forcing his thoughts back to that first broom ride. â€Å"Expecto patrono — no, patronum — sorry — expecto patronum, expecto patronum† Something whooshed suddenly out of the end of his wand; it looked like a wisp of silvery gas. â€Å"Did you see that?† said Harry excitedly. â€Å"Something happened!† â€Å"Very good,† said Lupin, smiling. â€Å"Right, then — ready to try it on a Dementor?† â€Å"Yes,† Harry said, gripping his wand very tightly, and moving into the middle of the deserted classroom. He tried to keep his mind on flying, but something else kept intruding†¦Any second now, he might hear his mother again†¦but he shouldn't think that, or he would hear her again, and he didn't want to†¦or did he? Lupin grasped the lid of the packing case and pulled. A Dementor rose slowly from the box, its hooded face turned toward Harry, one glistening, scabbed hand gripping its cloak. The lamps around the classroom flickered and went out. The Dementor stepped from the box and started to sweep silently toward Harry, drawing a deep, rattling breath. A wave of piercing cold broke over him — â€Å"Expecto patronum!† Harry yelled. â€Å"Expecto patronum! Expecto –â€Å" But the classroom and the Dementor were dissolving†¦Harry was falling again through thick white fog, and his mother's voice was louder than ever, echoing inside his head — â€Å"Not Harry! Not Harry! Please — I'll do anything –â€Å" â€Å"Stand aside — stand aside, girl –â€Å" â€Å"Harry!† Harry jerked back to life. He was lying flat on his back on the floor. The classroom lamps were alight again. He didn't have to ask what had happened. â€Å"Sorry,† he muttered, sitting up and feeling cold sweat trickling down behind his glasses. â€Å"Are you all right?† said Lupin. â€Å"Yes†¦Ã¢â‚¬  Harry pulled himself up on one of the desks and leaned against it. â€Å"Here –† Lupin handed him a Chocolate Frog. â€Å"Eat this before we try again. I didn't expect you to do it your first time; in fact, I would have been astounded if you had.† â€Å"It's getting worse,† Harry muttered, biting off the Frog's head. â€Å"I could hear her louder that time — and him — Voldemort –â€Å" Lupin looked paler than usual. â€Å"Harry, if you don't want to continue, I will more than understand –â€Å" â€Å"I do!† said Harry fiercely, stuffing the rest of the Chocolate Frog into his mouth. â€Å"I've got to! What if the Dementors turn up at our match against Ravenclaw? I can't afford to fall off again. If we lose this game we've lost the Quidditch Cup!† â€Å"All right then†¦Ã¢â‚¬  said Lupin. â€Å"You might want to select another memory, a happy memory, I mean, to concentrate on†¦That one doesn't seem to have been strong enough†¦Ã¢â‚¬  Harry thought hard and decided his feelings when Gryffindor had won the House Championship last year had definitely qualified as very happy. He gripped his wand tightly again and took up his position in the middle of the classroom. â€Å"Ready?† said Lupin, gripping the box lid. â€Å"Ready,† said Harry; trying hard to fill his head with happy thoughts about Gryffindor winning, and not dark thoughts about what was going to happen when the box opened. â€Å"Go!† said Lupin, pulling off the lid. The room went icily cold and dark once more. The Dementor glided forward, drawing its breath; one rotting hand was extending toward Harry — â€Å"Expecto patronum!† Harry yelled. â€Å"Expecto patronum! Expecto Pat –â€Å" White fog obscured his senses†¦big, blurred shapes were moving around him†¦then came a new voice, a man's voice, shouting, panicking — â€Å"Lily, take Harry and go! It's him! Go! Run! I'll hold him off –â€Å" The sounds of someone stumbling from a room — a door bursting open — a cackle of high- pitched laughter — â€Å"Harry! Harry†¦wake up†¦Ã¢â‚¬  Lupin was tapping Harry hard on the face. This time it was a minute before Harry understood why he was lying on a dusty classroom floor. â€Å"I heard my dad,† Harry mumbled. â€Å"That's the first time I've ever heard him — he tried to take on Voldemort himself, to give my mum time to run for it†¦Ã¢â‚¬  Harry suddenly realized that there were tears on his face mingling with the sweat. He bent his face as low as possible, wiping them off on his robes, pretending to do up his shoelace, so that Lupin wouldn't see. â€Å"You heard James?† said Lupin in a strange voice. â€Å"Yeah†¦Ã¢â‚¬  Face dry, Harry looked up. â€Å"Why — you didn't know my dad, did you?† â€Å"I — I did, as a matter of fact,† said Lupin. â€Å"We were friends at Hogwarts. Listen, Harry — perhaps we should leave it here for tonight. This charm is ridiculously advanced†¦I shouldn't have suggested putting you through this†¦Ã¢â‚¬  â€Å"No!† said Harry. He got up again. â€Å"I'll have one more go! I'm not thinking of happy enough things, that's what it is†¦hang on†¦Ã¢â‚¬  He racked his brains. A really, really happy memory†¦one that he could turn into a good, strong Patronus†¦. The moment when he'd first found out he was a wizard, and would be leaving the Dursleys for Hogwarts! If that wasn't a happy memory, he didn't know what was†¦Concentrating very hard on how he had felt when he'd realized he'd be leaving Privet Drive, Harry got to his feet and faced the packing case once more. â€Å"Ready?† said Lupin, who looked as though he were doing this against his better judgment. â€Å"Concentrating hard? All right — go!† He pulled off the lid of the case for the third time, and the Dementor rose out of it; the room fell cold and dark — â€Å"EXPECTO PATRONUM!† Harry bellowed. â€Å"EXPECTO PATRONUM! EXPECTO PATRONUM!† The screaming inside Harry's head had started again — except this time, it sounded as though it were coming from a badly tuned radio — softer and louder and softer again†¦and he could still see the Dementor†¦it had halted†¦and then a huge, silver shadow came bursting out of the end of Harry's wand, to hover between him and the Dementor, and though Harry's legs felt like water, he was still on his feet — though for how much longer, he wasn't sure†¦ â€Å"Riddikulus!† roared Lupin, springing forward. There was a loud crack, and Harry's cloudy Patronus vanished along with the Dementor; he sank into a chair, feeling as exhausted as if he'd just run a mile, and felt his legs shaking. Out of the corner of his eye, he saw Professor Lupin forcing the Boggart back into the packing case with his wand; it had turned into a silvery orb again. â€Å"Excellent!† Lupin said, striding over to where Harry sat. â€Å"Excellent, Harry! That was definitely a start!† â€Å"Can we have another go? Just one more go?† â€Å"Not now,† said Lupin firmly. â€Å"You've had enough for one night. Here –â€Å" He handed Harry a large bar of Honeydukes' best chocolate. â€Å"Eat the lot, or Madam Pomfrey will be after my blood. Same time next week?† â€Å"Okay,† said Harry. He took a bite of the chocolate and watched Lupin extinguishing the lamps that had rekindled with the disappearance of the Dementor. A thought had just occurred to him. â€Å"Professor Lupin?† he said. â€Å"If you knew my dad, you must've known Sirius Black as well.† Lupin turned very quickly. â€Å"What gives you that idea?† he said sharply. â€Å"Nothing — I mean, I just knew they were friends at Hogwarts too†¦Ã¢â‚¬  Lupin's face relaxed. â€Å"Yes, I knew him,† he said shortly. â€Å"Or I thought I did. You'd better be off, Harry, it's getting late.† Harry left the classroom, walking along the corridor and around a corner, then took a detour behind a suit of armor and sank down on its plinth to finish his chocolate, wishing he hadn't mentioned Black, as Lupin was obviously not keen on the subject. Then Harry's thoughts wandered back to his mother and father †¦ He felt drained and strangely empty, even though he was so full of chocolate. Terrible though it was to hear his parents' last moments replayed inside his head, these were the only times Harry had heard their voices since he was a very small child. But he'd never be able to produce a proper Patronus if he half wanted to hear his parents again †¦ â€Å"They're dead,† he told himself sternly. â€Å"They're dead and listening to echoes of them won't bring them back. You'd better get a grip on yourself if you want that Quidditch Cup.† He stood up, crammed the last bit of chocolate into his mouth, and headed back to Gryffindor Tower. Ravenclaw played Slytherin a week after the start of term. Slytherin won, though narrowly. According to Wood, this was good news for Gryffindor, who would take second place if they beat Ravenclaw too. He therefore increased the number of team practices to five a week. This meant that with Lupin's anti-Dementor classes, which in themselves were more draining than six Quidditch practices, Harry had just one night a week to do all his homework. Even so, he was not showing the strain nearly as much as Hermione, whose immense workload finally seemed to be getting to her. Every night, without fail, Hermione was to be seen in a corner of the common room, several tables spread with books, Arithmancy charts, rune dictionaries, diagrams of Muggles lifting heavy objects, and file upon file of extensive notes; she barely spoke to anybody and snapped when she was interrupted. â€Å"How's she doing it?† Ron muttered to Harry one evening as Harry sat finishing a nasty essay on Undetectable Poisons for Snape. Harry looked up. Hermione was barely visible behind a tottering pile of books. â€Å"Doing what?† â€Å"Getting to all her classes!† Ron said. â€Å"I heard her talking to Professor Vector, that Arithmancy witch, this morning. They were going on about yesterday's lesson, but Hermione can't've been there, because she was with us in Care of Magical Creatures! And Ernie McMillan told me she's never missed a Muggle Studies class, but half of them are at the same time as Divination, and she's never missed one of them either!† Harry didn't have time to fathom the mystery of Hermione's impossible schedule at the moment; he really needed to get on with Snape's essay. Two seconds later, however, he was interrupted again, this time by Wood. â€Å"Bad news, Harry. I've just been to see Professor McGonagall about the Firebolt. She — er — got a bit shirty with me. Told me I'd got my priorities wrong. Seemed to think I cared more about winning the Cup than I do about you staying alive. Just because I told her I didn't care if it threw you off, as long as you caught the Snitch first.† Wood shook his head in disbelief. â€Å"Honestly, the way she was yelling at me†¦you'd think I'd said something terrible. Then I asked her how much longer she was going to keep it†¦Ã¢â‚¬  He screwed up his face and imitated Professor McGonagall's severe voice. â€Å"As long as necessary, Wood†Ã¢â‚¬ ¦I reckon it's time you ordered a new broom, Harry. There's an order form at the back of Which Broomstick†¦you could get a Nimbus Two Thousand and One, like Malfoy's got.† â€Å"I'm not buying anything Malfoy thinks is good,† said Harry flatly. January faded imperceptibly into February, with no change in the bitterly cold weather. The match against Ravenclaw was drawing nearer and nearer, but Harry still hadn't ordered a new broom. He was now asking Professor McGonagall for news of the Firebolt after every Transfiguration lesson, Ron standing hopefully at his shoulder, Hermione rushing past with her face averted. â€Å"No, Potter, you can't have it back yet,† Professor McGonagall told him the twelfth time this happened, before he'd even opened his mouth. â€Å"We've checked for most of the usual curses, but Professor Flitwick believes the broom might be carrying a Hurling Hex. I shall tell you once we've finished checking it. Now, please stop badgering me.† To make matters even worse, Harry's anti-Dementor lessons were not going nearly as well as he had hoped. Several sessions on, he was able to produce an indistinct, silvery shadow every time the Boggart-Dementor approached him, but his Patronus was too feeble to drive the Dementor away. All it did was hover, like a semitransparent cloud, draining Harry of energy as he fought to keep it there. Harry felt angry with himself, guilty about his secret desire to hear his parents' voices again. â€Å"You're expecting too much of yourself,† said Professor Lupin, sternly in their fourth week of practice. â€Å"For a thirteen-year-old wizard, even an indistinct Patronus is a huge achievement. You aren't passing out anymore, are you?† â€Å"I thought a Patronus would — charge the Dementors down or something,† said Harry dispiritedly. â€Å"Make them disappear –â€Å" â€Å"The true Patronus does do that,† said Lupin. â€Å"But you've achieved a great deal in a very short space of time. If the Dementors put in an appearance at your next Quidditch match, You will be able to keep them at bay long enough to get back to the ground.† â€Å"You said it's harder if there are loads of them,† said Harry. â€Å"I have complete confidence in you,† said Lupin, smiling. â€Å"Here — you've earned a drink. Something from the Three Broomsticks. You won't have tried it before –â€Å" He pulled two bottles out of his briefcase. â€Å"Butterbeer!† said Harry, without thinking. â€Å"Yeah, I like that stuff!† Lupin raised an eyebrow. â€Å"Oh — Ron and Hermione brought me some back from Hogsmeade,† Harry lied quickly. â€Å"I see,† said Lupin, though he still looked slightly suspicious. â€Å"Well — let's drink to a Gryffindor victory against Ravenclaw! Not that I'm supposed to take sides, as a teacher†¦Ã¢â‚¬  he added hastily. They drank the butterbeer in silence, until Harry voiced something he'd been wondering for a while. â€Å"What's under a Dementor's hood?† Professor Lupin lowered his bottle thoughtfully. â€Å"Hmmm †¦ well, the only people who really know are in no condition to tell us. You see, the Dementor lowers its hood only to use its last and worst weapon.† â€Å"What's that?† â€Å"They call it the Dementor's Kiss,† said Lupin, with a slightly twisted smile. â€Å"It's what Dementors do to those they wish to destroy utterly. I suppose there must be some kind of mouth under there, because they clamp their jaws upon the mouth of the victim and — and suck out his soul.† Harry accidentally spat out a bit of butterbeer. â€Å"What — they kill –?† â€Å"Oh no,† said Lupin. â€Å"Much worse than that. You can exist without your soul, you know, as long as your brain and heart are still working. But you'll have no sense of self anymore, no memory, no†¦anything. There's no chance at all of recovery. You'll just exist. As an empty shell. And your soul is gone forever†¦lost.† Lupin drank a little more butterbeer, then said, â€Å"It's the fate that awaits Sirius Black. It was in the Daily Prophet this morning. The Ministry have given the Dementors permission to perform it if they find him.† Harry sat stunned for a moment at the idea of someone having their soul sucked out through their mouth. But then he thought of Black. â€Å"He deserves it,† he said suddenly. â€Å"You think so?† said Lupin lightly. â€Å"Do you really think anyone deserves that?† â€Å"Yes,† said Harry defiantly. â€Å"For†¦for some things†¦Ã¢â‚¬  He would have liked to have told Lupin about the conversation he'd overheard about Black in the Three Broomsticks, about Black betraying his mother and father, but it would have involved revealing that he'd gone to Hogsmeade without permission, and he knew Lupin wouldn't be very impressed by that. So he finished his butterbeer, thanked Lupin, and left the History of Magic classroom. Harry half wished that he hadn't asked what was under a Dementor's hood, the answer had been so horrible, and he was so lost in unpleasant thoughts of what it would feel like to have your soul sucked out of you that he walked headlong into Professor McGonagall halfway up the stairs. â€Å"Do watch where you're going, Potter!† â€Å"Sorry, Professor –â€Å" â€Å"I've just been looking for you in the Gryffindor common room, Well, here it is, we've done everything we could think of, and there doesn't seem to be anything wrong with it at all — you've got a very good friend somewhere, Potter†¦Ã¢â‚¬  Harry's jaw dropped. She was holding out his Firebolt, and it looked as magnificent as ever. â€Å"I can have it back?† Harry said weakly. â€Å"Seriously?† â€Å"Seriously,† said Professor McGonagall, and she was actually smiling. â€Å"I daresay you'll need to get the feel of it before Saturday's match, won't you? And Potter — do try and win, won't you? Or we'll be out of the running for the eighth year in a row, as Professor Snape was kind enough to remind me only last night†¦Ã¢â‚¬  Speechless, Harry carried the Firebolt back upstairs toward Gryffindor Tower. As he turned a corner, he saw Ron dashing toward him, grinning from ear to ear. â€Å"She gave it to you? Excellent! Listen, can I still have a go on it? Tomorrow?† â€Å"Yeah†¦anything†¦Ã¢â‚¬  said Harry, his heart lighter than it had been in a month. â€Å"You know what — we should make up with Hermione†¦She was only trying to help†¦Ã¢â‚¬  â€Å"Yeah, all right,† said Ron. â€Å"She's in the common room now working — for a change.† They turned into the corridor to Gryffindor Tower and saw Neville Longbottom, pleading with Sir Cadogan, who seemed to be refusing him entrance. â€Å"I wrote them down!† Neville was saying tearfully. â€Å"But I must've dropped them somewhere!† â€Å"A likely tale!† roared Sir Cadogan. Then, spotting Harry and Ron: â€Å"Good even, my fine young yeomen! Come clap this loon in irons. He is trying to force entry to the chambers within!† â€Å"Oh, shut up,† said Ron as he and Harry drew level with Neville. â€Å"I've lost the passwords!† Neville told them miserably. â€Å"I made him tell me what passwords he was going to use this week, because he keeps changing them, and now I don't know what I've done with them!† â€Å"Oddsbodkins,† said Harry to Sir Cadogan, who looked extremely disappointed and reluctantly swung forward to let them into the common room. There was a sudden, excited murmur as every head turned and the next moment, Harry was surrounded by people exclaiming over his Firebolt. â€Å"Where'd you get it, Harry?† â€Å"Will you let me have a go?† â€Å"Have you ridden it yet, Harry?† â€Å"Ravenclaw'll have no chance, they're all on Cleansweep Sevens!† â€Å"Can I just hold it, Harry?† After ten minutes or so, during which the Firebolt was Passed around and admired from every angle, the crowd dispersed and Harry and Ron had a clear view of Hermione, the only person who hadn't rushed over to them, bent over her work and carefully avoiding their eyes. Harry and Ron approached her table and at last, she looked up. â€Å"I got it back,† said Harry, grinning at her and holding up the Firebolt. â€Å"See, Hermione? There wasn't anything wrong with it!† said Ron. â€Å"Well — there might have been!† said Hermione. â€Å"I mean, at least you know now that it's safe!† â€Å"Yeah, I suppose so,† said Harry. â€Å"I'd better put it upstairs.† â€Å"I'll take it!† said Ron eagerly. â€Å"I've got to give Scabbers his rat tonic.† He took the Firebolt and, holding it as if it were made of glass, carried it away up the boys' staircase. â€Å"Can I sit down, then?† Harry asked Hermione. â€Å"I suppose so,† said Hermione, moving a great stack of parchment off a chair. Harry looked around at the cluttered table, at the long Arithmancy essay on which the ink was still glistening, at the even longer Muggle Studies essay (‘Explain Why Muggles Need Electricity') and at the rune translation Hermione was now poring over. â€Å"How are you getting through all this stuff?† Harry asked her. â€Å"Oh, well — you know — working hard,† said Hermione. Close-up, Harry saw that she looked almost as tired as Lupin. â€Å"Why don't you just drop a couple of subjects?† Harry asked, watching her lifting books as she searched for her rune dictionary. â€Å"I couldn't do that!† said Hermione, looking scandalized. â€Å"Arithmancy looks terrible,† said Harry, picking up a very complicated-looking number chart. â€Å"Oh no, it's wonderful!† said Hermione earnestly. â€Å"It's my favorite subject! It's –â€Å" But exactly what was wonderful about Arithmancy, Harry never found out. At that precise moment, a strangled yell echoed down the boys' staircase. The whole common room fell silent, staring, petrified, at the entrance. Then came hurried footsteps, growing louder and louder — and then Ron came leaping into view, dragging with him a bedsheet. â€Å"LOOK!† he bellowed, striding over to Hermione's table. â€Å"LOOK!† he yelled, shaking the sheets in her face. â€Å"Ron, what –?† â€Å"SCABBERS! LOOK! SCABBERS!† Hermione was leaning away from Ron, looking utterly bewildered. Harry looked down at the sheet Ron was holding. There was something red on it. Something that looked horribly like — â€Å"BLOOD!† Ron yelled into the stunned silence. â€Å"HE'S GONE! AND YOU KNOW WHAT WAS ON THE FLOOR?† â€Å"N — no,† said Hermione in a trembling voice. Ron threw something down onto Hermione's rune translation. Hermione and Harry leaned forward. Lying on top of the weird, spiky shapes were several long, ginger cat hairs.

Promissory estoppel is a controversial exception Essay Example

Promissory estoppel is a controversial exception Essay Example Promissory estoppel is a controversial exception Essay Promissory estoppel is a controversial exception Essay Essay Topic: Controversial There are three exclusions to the regulation inPinnel’s instance. They are composite understanding, payment of debt by 3rd party and promissory estoppel. The regulation inPinnel’s instance ( 1602 ) 5 CoRep117ais that portion payment of debt is non good consideration to waive the balance. Thus the creditor may action for the staying debt unless there is fresh consideration. Promissory estoppel like proprietary estoppel is popular types of just estoppel. The importance of just estoppel was stated inCrabb V. Arun DC ( 1976 ) 1 Ch 179that â€Å"equity comes in †¦Ã¢â‚¬ ¦.. to extenuate the cogency of rigorous jurisprudence †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . it prevents a individual from take a firm standing on his rigorous legal rights †¦ . when it would be unjust for him to make so holding respects to the traffics which has taken topographic point between the parties† . An illustration of promissory estoppel is where A promises B that he would non implement his legal rights and B acted and relied on it without giving any consideration, equity would non let A to renegue on on his promise to B. The modern construct of promissory estoppel was developed in the instances ofCardinal London Property trust Ltd V. High Tree House Ltd. ( 1974 ) 1 KB 130andEntire Metal Manufacturing Ltd V. Tungsten Electric Co Ltd. ( 1955 ) 1 WLR 761. Promissory estoppel differs from common jurisprudence estoppel because it has less rigorous demands and it may originate from promise of future behavior or purpose. Promissory estoppel is traceable toHughes V. Metropolitan Railway( 1877 ) 2 App Case 439. Here the landlord gave his tenant 6 months to mend the belongings else hazard forfeiture. Within the 6 months, dialogue for the sale of the rental was opened between landlord and renter. The dialogue failed after 6 months and the renter failed to mend. The landlord sought to implement forfeiture. It was held that the landlord had led the renter by his behavior to believe that the landlord would non implement forfeiture. InHigh Tree House Ltd instance,the landlord promised to have from the tenant half of the land rent because of the trouble of happening renters during wartime period. After the war, the flats became occupied and the landlord sued for outstanding arrears during the wartime. The tribunal germinating the rule of promissory estoppel held that the landlord was non entitled to the arrears rent of the wartime period. Promissory estoppel occurs when there is a contractual relationship between parties. Like when there is a legal relationship between the promisee and the promiser. It remains unsettled whether promissory estoppel may originate in pre-contractual relationships. However, Lord Denning inBrinkom Investments Ltd V. Carr ( 1979 ) Calciumwas of the position that promissory estoppel may originate from promise made by parties negociating contracts. Similar positions was expressed in Durham Fancy Goods V. Michael Jackson ( 1969 ) 2 QB 839 where Donaldson J. held that contractual relationship is irrelevant provided that there is â€Å"a preexistent legal relationship which could, in certain fortunes, give rise to liabilities and penalties† . The first demand of promissory estoppel is that the promiser must give clear and unambiguous statement that he does non mean to implement his legal rights. The promise may be express or implied. The 2nd demand is that promisee must hold acted on that promise made by the promiser. Promissory estoppel frequently originate where promisee in trust on that promise suffered hurt as inAjayi V. Briscoe ( 1964 ) 1 WLR 1326; or where he alters his place as a consequence of trusting on that promise when though he suffers no hurt. InAlan Co. Ltd V El Nasr A ; Import Co. ( 1972 ) 2QB 18, Lord Denningheld that hurt is non an indispensable component of promissory estoppel. Therefore, for a supplication of promissory estoppel to win, there must be a alteration in fortunes of the promisee. The 3rd demand of promissory estoppel is that it would be unjust for the promiser to renegue on on his promise and claim his rigorous legal rights after the promisee had relied on it. The 4th demand of promissory estoppel is that it can non non be enforce against the promissor. Thus it can be used merely as a defense mechanism and therefore can non be used as a blade. In Combe V. Combe ( 1951 ) CA, the tribunal held that promissory estoppel does non make a cause of action and as such the demand of consideration in formation of contract is still relevant. Promissory estoppel is a regulation of grounds that prevents the promissor from denying the truth of statement which the promisee had relied. However, this demand seemed changed in visible radiation of the determinations inRe Wyven Developments ( 1974 ) 1 WLR 1097andEvenden V. Guildford City AFC ( 1975 )QB 917, here the tribunals held â€Å"that promissory estoppel can be a cause of action† . The tribunals use an nonsubjective trial to find whether it was sensible to trust on a promise. Thus certain promises like menaces would non amount to promissory estoppel where tribunal decides that trust on it was unequal. Furthermore, if the promisee did non trust on the promise, there would be valid statement that it was non unjust for the promiser to travel back on his promise. Promissory estoppel may for good snuff out the rights of the promissor to claim ball amount after part-payment. InD A ; C Builders v Rees ( 1965 ) 2QB 617,Lord Denningexpressed that the â€Å"promissor would non be allowed to return to his rigorous legal rights and that the promissory estoppel will be concluding if promisee understood the promise to intend concluding extinction of promissors’ rights rigorous legal rights† . However, for periodic payment promissory estoppel simply suspends the right of the promissor to the debt until such clip when it becomes just to claim the balance. Therefore, in periodic payments, promissory estoppel may snuff out the right of the promissor to claim payment for the suspended period but can do claim for subsequent periods after giving sensible notice or when the fortunes that gave rise to the fortunes alterations. InEntire Metal instance, the tribunal held that â€Å"on giving sensible notice to the other party, revert to their legal entitlement to have the compensation payments†

Research approach in the social world Essay Example | Topics and Well Written Essays - 2500 words

Research approach in the social world - Essay Example s, many researches were conducted regarding teenage pregnancy (Colleta, 1981; Barth and Schinke, 1984; Crockenberg, 1987; Whitehead, 1994; Kelly, 1997; Cater and Coleman, 2006). According to Teenage Pregnancy Associates (2011: 1), despite the case that the teenage pregnancy rate in United Kingdom decreased about 18 percent since 1998, England still had the highest rate accumulating a total of 35,966 conceptions under 18 years old in 2009. It is the case that the society in which we live in highly discriminates and stigmatises teenage pregnancy. There are different ‘imaginative measures’ to make teenage motherhood look nasty, disagreeable and immoral, thus ‘uglifying’ teenage pregnancy (Whitehead, 1994: 55 – 81). Girls who have been pregnant at an early age are labelled as sluts, ho, promiscuous, ignorant, incompetent, irresponsible, and so on (Kelly, 1997: 165 – 180). In this case, these young girls are stigmatized for being young moms. However, this concern is not just personal but also with the trend, the society is also alarmed. Different institutions like government, economy, education, church, and most specially, the institution of the family have been upset with the numbers young mothers. Basically, the reason that has pushed me to investigate this research topic regarding teenage pregnancy is because of how our society views these pregnant teens as well as the teenage moms. Thus, the necessity to conduct an exploratory study of the experienced and circumstances contributing to the crisis of teenage pregnancy can be backed – up by the current situation of our society in relation to the issues on teenage pregnancy. However, in this study, instead of looking from the perspective of society, this will examine the perspective of the young moms. The question of who will be the beneficiaries of this academic endeavor is not only the pregnant teens and teenage moms but the society as a whole because as the stories of these girls are told through this

Management in a early years setting Essay Example | Topics and Well Written Essays - 2750 words

Management in a early years setting - Essay Example Introduction Evidently through research, it is clear that in an early setting there are certain guidelines that manager should adhere to in order to enhance correct management. There are diverse guidelines in the setting and so manager’s attitudes shape the form of program. In any given business, management is something which should be done in the right manner possible, and this should be able to integrate all elements of management and functions as well. This becomes a defining application which has the capability of improving performance and ensuring that business goals have been realized within the shortest time possible. For instance, within any strategies of management, it should be appropriate to adopt a number of practices, theories and organizational adoptions which have the capability of improving performance of business. In early year setting, management is considered to be significant since this determines several aspects in the running of the business. With this un derstanding, this paper critically presents a discussion in management in early year settings from a broad point of view. This is enhanced through covering several different topics related to management and responding to different questions succinctly. Critical Analysis of the Management of Provision of the Setting The setting followed through early year’s management stage-offset and the attitudes at the same time as can be set on the subject of specific documents outside the setting. Documents in the settings, it is significant to note down that not every expert that is working in the setting have an identical attitudes and beliefs in place (Harrison, 2003, P. 38). In that sense, they can differ appreciably between individual, and there is no incorrect value, attitude or belief. In this section, the roles of a manager will be highlighted clearly. The Manager’s Roles and Responsibilities Essentially, the main role of a manager is to supervise and ensure that the settin g is been run in accordance to the set guidelines (Laura, 2008, P. 48). The manager therefore, becomes responsible to supervising staff when required and ensuring that the staff is always organized in order to accomplish their tasks. There are innumerable ways through which change in an early management can be achieved. This is through the role played by managers as well as their responsibilities. It is evident that members of staff do not have the accountability to deal with management. Their responsibility in the organization is to do what is most excellent for the benefits of the entire organization (Wang, 2010, P. 18). Therefore, the accountability for dealing with management in early year setting is the role of managers. Managers should cope with the change in a manner that workers can get by it. The role of the manager is to keep up to date with registers and other important data files, for children in their early setting. Managers should play the role to smooth the progress a nd facilitate change, and all this is disguised in that declaration in order to comprehend the circumstances from