Disrespect and Dr. Fell

Discourtesy and Dr. Fell Irreverence and Dr. Fell Irreverence and Dr. Fell By Maeve Maddox I’ve consistently appreciated this nervy interpretation of Martial’s 32nd witticism: I don't care for thee, Dr. Fell, The motivation behind why, I can't tell; Be that as it may, this I know, and realize beyond any doubt: I don't care for thee, Dr. Fell It helps me to remember the proceeding with clamor against the acknowledgment of lack of respect as an action word in standard English. In the same way as other speakers, I responded to the utilization of discourtesy as an action word with shock and objection the first occasion when I heard it. It despite everything presses my â€Å"sounds wrong† button when I hear it utilized in a proper setting. Clearly this peruser feels the equivalent: Genuinely annoyed with the utilization of â€Å"disrespect† as an action word as in â€Å"He affronted me†.  What is that?  Please make them stop. I needed to grin at the â€Å"Please make them stop.† When it comes to use, who can grasp a fire By deduction on the chilly Caucasus? â€Richard II A word that fills a requirement for many speakers will discover its way into standard discourse, notwithstanding such protests as these: Im fine with it [disrespect] being utilized in, for example, intending no disregard. , yet it drives me wild when I hear dont affront me or she slighted my space. It makes me need to shout! To the extent I’m concerned, the word insolence ought to be treated as road slang and that's it. Disregard ought to be restricted as an action word. Its a social thing, one to which I don't buy in. Every so often, somebody counters issues with disregard by refering to the OED: Glance in the Oxford English Dictionary. Lack of respect has been utilized as a transitive action word since the mid 1600s. This safeguard disregard is in the OED as an action word cuts no ice with genuine dissidents: â€Å"Disrespect† as an action word or modifier, anyway old and ancient the word might be, cause me to recoil. I despise the word, and anybody utilizing it in discussion with me makes certain to get no regard from me. â€Å"Disrespect† is to be sure right when utilized as an action word. In any case, I despite everything think it sounds wrong that way so I won't use it. Rather than You slight me, I would decide to state, You give me affront. The Google Ngram Viewer shows that the articulation â€Å"disrespect me† was in moderate utilize before, yet that it truly took off during the 1980s, about a similar time American hip bounce music hit the standard and it got important to clarify the word diss (as in â€Å"Diss me and don’t diss my daddy†). Like it or not, the utilization of disregard as an action word is syntactically unobjectionable. In the event that one may â€Å"respect one’s elders,† one may likewise â€Å"disrespect one’s elders.† If individuals are regarded, they might be slighted. The main support I can see for the extraordinary aversion felt for this utilization by such huge numbers of analysts is thatâ€like the speaker in the Dr. Fell rhymeâ€they don't care for it. For them I have composed a declaration: I don't care for thee, Disrespect, Maybe it is your audio cue, That makes me so object Also, makes you sound so off base. Be that as it may, this I something other than suspect: I don't care for thee, Disrespect. Related post: That Annoying New Verb â€Å"disrespect† Need to improve your English in a short time a day? Get a membership and begin accepting our composing tips and activities day by day! Continue learning! Peruse the Misused Words classification, check our famous posts, or pick a related post below:7 Types of Narrative ConflictRules for Capitalization in TitlesHow Do You Determine Whether to Use Who or Whom?

Life Span Development and Personality Essay Questions Free Essays

Life expectancy Development and Personality Essay Questions Cathy Perry Psy 300 September 27, 2010 Tara Terry Ph. D. Select an acclaimed individual from the twentieth or 21st hundreds of years: Maya Angelou (conceived as Marguerite Ann Johnson). We will compose a custom article test on Life expectancy Development and Personality Essay Questions or on the other hand any comparable theme just for you Request Now Lead look into concerning the foundation of your chose individual to figure out what powers have affected their life from the perspective of formative brain science. 1. Examine the impacts of heredity and condition (counting family and social help) on your individual’s mental turn of events. Make certain to portray explicit regions of mental turn of events (good, enthusiastic, and so on . (300-500 words). Maya Angelou was conceived in St. Louis, Missouri in 1928. At three years old, she and her sibling, Bailey, moved to Stamps, Arkansas to live with their fatherly grandma when their folks separated. All through her youth she battled with sentiments of uprooting because of her initial partition from her folks (Mongeau-Marshall, 1994). She created confidence issues as a result of her huge edge and nappy hair and was not viewed as pretty; likewise, racism’s messages of southern dark females being substandard and that they needed control of their future. The grandma brought them up in an exacting shielded condition around chapel, school, and her store. The dread of being threatened by the Ku Klux Klan was consistently upon Maya. Following five years of negligible contact with either parent, the dad returned and took them to their mom in St. Louis. This family unit comprised of their mom, maternal grandma, and two uncles, however they seldom observed their mom. Maya disdained the city’s uproarious clamors and consistent disturbances, so she got away through perusing. Moving back to St. Louis was disrupting to the two youngsters. Maya started having bad dreams and Bailey started to falter (Pettit, 1996). Soon thereafter, their mom moved them in with her and her sweetheart, Mr. Freeman. One night, while their mom was working, Mr. Freeman made Bailey go out and he assaulted Maya; she was just eight years of age. He compromised Maya that in the event that she told anybody he would execute Bailey. Maya’s mother thought she was sick yet found the blood recolored clothing when washing bed covers. At the clinic Bailey persuaded her to tell who had done this. Mr. Freeman was captured and Maya affirmed at the preliminary. He was discharged right on time before completing out his sentence and was later discovered pounded the life out of. Maya quit addressing everybody with the exception of Bailey, and saved quiet for a long time. She felt remorseful that Mr. Freeman’s demise was her issue and she dreaded on the off chance that she talked about any other person, that they would pass on as well. The youngsters were sent back to Stamps which Maya felt was her deficiency since the family couldn't endure her quietness and moderate recuperation. One male relative even truly rebuffed her for not talking. The grandma in Stamps had a companion of hers, Bertha Flowers, address Maya. Ms. Blossoms was instrumental in bringing Maya over from the murkiness. She gradually helped Maya change from the quiet with no self-esteem to a talking young lady with confidence and scholastic achievement (Gillespie, Johnson-Butler, Long,â 2008). In the wake of graduating the eighth grade, Maya and Bailey were sent to live with their mom in California. That late spring Maya went to visit her dad, however left early when his sweetheart started to battle her. Maya had been wounded and remained with her father’s companions. At the point when she came back to her mom, she recovered a vocation as opposed to going to class. Following a half year of working, she returned to class, however found that different young ladies her age were increasingly grown genuinely and she felt unfeminine. To demonstrate she was typical she chosen to engage in sexual relations, yet didn’t demonstrate anything; aside from she got pregnant. She graduated secondary school and after a month brought forth her child Clyde. 2. Select two distinct hypotheses of character and apply them to your chose figure, and answer the accompanying inquiry: How does every hypothesis clarify the individual’s one of a kind examples or attributes? (500-700 words). The Psychodynamic hypothesis can be applied to Maya Angelou in a few regions. One of these territories was the constant moves from guardians to grandparents all through her adolescence. The consistency she had as a youngster was her grandma in Stamps, Arkansas. Maya and her sibling had love, security and the significance of family while they lived with her. As per Kowalski and Westen, (2009), Disrupted connections are related with extreme character unsettling influences, gloom, solitary conduct and alteration problems†¦, and youth encounters, for example, parental disregard or even parental separation cause greater powerlessness to grown-up nsecurities. Psychodynamic scholars express that burdensome practices have different causes, one of which would be a parental connection history affecting issues and fears of dismissal as well as deserting. Both Maya and her sibling had issues managing the contemplations of surrender. Maya thought it was smarter to consider them being dead than to envision having guardians that didn't need their youngsters (Mongeau-Mar shall, 1994). Maya was an assault casualty at an early age that damaged her into confusion for a long time. The way that she was just eight years of age is sufficient purpose behind her to have trust issues. As per Mongeau-Marshall, (1994) Maya confided in Mr. Freeman and felt him to be a dad figure. After his demise, she quit conversing with everybody except her sibling, which in a psychodynamic hypothesis perspective the mental points of view made her believe that she caused his passing. On the off chance that she talked about anybody until kingdom come, the equivalent awful thing would occur. She was unable to bear the idea of being answerable for that. As indicated by Kowalski ; Westen, (2009), â€Å"Compromise arrangements is a solitary conduct or an unpredictable example of thought and activity, ordinarily reflects bargains among numerous and regularly clashing forces† (p. 421). Maya didn't talk for a long time, however she talked to her sibling and would converse with herself when perusing. At the point when Bailey persuaded her to reveal to him who assaulted her, he had additionally persuaded her that nobody could hurt him so it is alright to let him know. Maya traded off her musings by the affection for her sibling. She required his friendship and acknowledgment at this essential time in her life. She would not like to talk, yet discovered it was important to address Bailey. In some other a great time, during secondary school, she accepted she was not lady enough since her body was not as explicitly created as her friends. She chose to have intercourse to demonstrate that she was â€Å"woman enough† so she think. Legitimization, as indicated by Kowalski ; Westen, is a resistance when an individual attempts to clarify away activities in an apparently intelligent manner to maintain a strategic distance from awkward sentiments, particularly blame or disgrace (p. 26). Maya was embarrassed about the way that she was not as evolved as her female schoolmates and needed the acknowledgment that she wanted, from others, however from herself. The Cognitive-Social hypothesis emphasizes the undertakings of a person’s points of view and their social learning in conduct and character. Mayaâ€℠¢s grandma in Stamps, Arkansas had the best job in her life; giving her adoration, steadiness, support, and instruction. She had the option to gain from this grandma that things do exist throughout everyday life. She had the option to draw individual quality, even at a youthful age, from the things she took in and saw from this grandma. Her conduct result anticipations were her convictions that thusly of life would proceed on the off chance that she thought her folks were dead. For whatever length of time that they were dead, living in Stamps would proceed and family unrest would be no more. Maya’s capabilities were inadequate in confidence and profound respect of what her identity was and what she was. She longed for being a white blue-looked at young lady with long light hair having all the lovely garments and costly things that white individuals had. She accepted that one day she would wake up from her â€Å"blackness† and be this individual (Mongeau-Marshall, 1994). Self-guideline was obviously nonexistent when she was a little youngster, yet as she turned into a young lady, she wasn’t simply the primary Black lady to be a link vehicle conductor, she was the principal Black individual to be link vehicle conductor in San Francisco. She achieved this by harrying the Negro help associations to assist her with landing the position, and trusting that hours will be met at the link vehicle workplaces (Pettit, 1996). 3. Clarify which hypothetical methodology best clarifies the individual’s practices and accomplishments. Make a point to clarify why this is valid. (100-200 words). The Psychodynamic hypothesis is presumably the best methodology that identifies with Maya Angelou. Her whole adolescence is filled with relinquishment, kid misuse, derision, and despondency. Ms. Angelou had grieved connections for a mind-blowing duration, including three bombed relationships. She just bore one kid, whom she believed she relinquished when she went to Europe on the visit with Porgy and Bess (Gillespie, Johnson-Butler, Long, 2008). This hypothetical methodology manages Ms. Angelou’s frightful adolescence, immature, and youthful grown-up life. She fiddled with medications, prostitution, and rich men. Through her life ventures, in any case, she has gotten one of the most conspicuous Black female artist, creator, on-screen character, humanist, and speaker that has strolled upon this world. She was companions with Dr. Martin Luther King, Jr. , Malcolm X, W. E. B. Dubois, among numerous different well known individuals. Maya Angelou built up an extreme external character from all the hardships she suffered, however she imparts to people in general with the goal for them to gain from quite a while ago and to consider their future. References Gillespie, M. A. , Johnson-Butler, R. , Long, R. A.

Eco Friendly Essay Topics - Eco Friendly Essay Topics

Eco Friendly Essay Topics - Eco Friendly Essay TopicsEco friendly essay topics are hot and are in demand. If you need inspiration, think about the environment. You have two choices when it comes to choosing a topic. Either choose an environmental issue that you are passionate about or you can find one that is more of a general theme of your essays.Some environmental issues can be very complicated and you may find that you do not have enough background knowledge to write about them properly. I am not saying you have to have a Ph.D. in environmental science or engineering, but you can at least be aware of some environmental issues that you may not be familiar with.Taking an ecological science class at school is a great way to expand your knowledge base. Environmental topics could be the health and environmental risks of cleaning products or toxins, getting the government involved with cleaning up the planet, how to prevent disease and pollution, preserving natural resources, researchin g the environment and much more.There are many people who feel that environmental issues are too complicated to be researched on an essay. This is where you can come in and save the day.Now if you want to cover a more general theme for your essay, eco-friendly topics could be a great choice. Think about a topic that is simple yet still exciting. I like to think about the thrill of going on a safari where you can see exotic wildlife and explore the mountains and green forests.Another option is to write a science-themed essay and just get into the ecological issues that surround science related fields. Now I do not think that this is an easy task because many people are very passionate about the subject matter of their environment-related science.The environmental issues are one of the most underutilized subject matter in your essays. The thought of covering environmental issues in your essay is really interesting because it will give you a chance to show your passion about environmen tal issues. Even if you think you do not have the knowledge to write on this topic, think about eco friendly essay topics.

The Future of Psychological Profiling - 1658 Words

The Future of Psychological Profiling CJ430-01: Psychological Profiling Professor William Formby Kaplan University May 18, 2012 The purpose of this paper is to provide an assessment of psychological profiling as an investigative tool for the future. The paper will try to focus on what happens if profiles are developed that have not accurately portrayed the apprehended. Additionally this paper will be reviewing the Baton Rouge Serial Killer and The Unabomer cases in order to answer additional questions such as; what were the main criticisms documented in these specific cases, how can a profiler achieve the desired end results using the resources available, and what future challenges do you see this approach facing as more†¦show more content†¦Why did she become a victim? Was he organized or disorganized? Using geography can we tell if he lived nearby or, was this act random and he lives far away? A profiler will have to use everything he or she knows about human behavior, and everything they learned in school and apply it to a real crime scene to be successful. What does the future really hold for profiling and what challenges does it face as an investigative tool? Well, profiling is not going anywhere if people think it is going to be a passing fad or fade away it is not. It is only going to get stronger. Evidence of that is the fact that the FBI regularly staffs the Behavioral Science Unit (BSU), with 12 profilers who handle over 1.000 cases a year. The BSU conducts training, research, and consultation in; â€Å"Applied Behavioral Science, Conflict and Crisis Management, Futuristic, Juvenile Crime and Behavior, Managing Death Investigations, Psychosocial Behavior of Violent Street and Prison Gangs, Spirituality, and Wellness, and Vitality; Stress Perception and Memory; and Psychopathology† (O Connor, 2012). (Holmes amp; Holmes, 2009), believes that with the right training especially with the ones closest to the crime such as police officers, profiling will be in a great position to advance remarkable. (Holmes amp; Holmes, 2009), also discuss the fascinating concept of computerized profiling. Computerized monitoring of offenders isShow MoreRelatedThe Killing Of Two Young Men905 Words   |  4 PagesOur young people are feeling and seeing the effects of all this racial profiling and this is going to cause them to have psychological problems in the future. How does racial profiling and discrimination affect our youth psychologically? â€Å"The American Psychological Association notes that research psychologists have studied the psychological effects of racial profiling and found that victim effects of racial profiling include post-traumatic stress disorder and other forms of stress-relatedRead MoreEssay about Issues In Psychological Profiling1329 Words   |  6 PagesIssues In Psychological Profiling Historically, crime and criminals have always caught the attention of law-abiding citizens. Whenever there is mention of serial killers or unsolved murders or abductions, psychological profiling, floats to the top of the list of concerns (Egger, 1999). Psychological profiling is an attempt to provide investigators with more information about an offender who has not yet been identified (Egger, 1999). 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Criminal profiling as an investigation tool allows investigators to compile and establish the right description of the criminal implicated. Investigators can also use geographical profiling to establish the location of the criminal. The criminal profiling procedure is used by detectives to satisfy certain needs inRead MoreCriminal Profiling: Does it Really Work? Essay1468 Words   |  6 PagesCriminal profiling has become a very popular and controversial topic. Profiling is used in many different ways to ident ify a suspect or offender in a criminal investigation. â€Å"Criminal profiling is the process of using behavioral and scientific evidence left at a crime scene to make inferences about the offender, including inferences about personality characteristics and psychopathology† (Torres, Boccaccini, Miller, 2006, p. 51). â€Å"The science of profiling rests on two foundation blocks, basic forensicRead MoreInside the Mind of a Serial Killer Essays1049 Words   |  5 PagesMind: A Psychological Study of the Minds of Men and Women Serial Killers Barbie Sharp Psy 250 A02 Dr. Toby Arquette Argosy University Abstract What are underling factors that contribute to the psychological profile of men and women serial killers? This paper examines scientific and meta-analysis studies of men and women serial killers in an attempt to identify some of these factors. By investigating psychological theoriesRead MoreProfiling in Law Enforcement751 Words   |  3 PagesThe term profiling is defined as â€Å"the use of personal characteristics or behavior patterns to make a generalization about a person†; therefore, this refers to gender profiling. The second part of the definition also states the â€Å"use of these characteristics to determine whether a person may be engaged in illegal activity† refers to what is called racial profiling (Dictionary.com, n.d.). Profiling has been used within in law enforcement for a number of years, as it provides informational analysisRead MoreCriminal Profiling the Popular Tv Shows 21594 Words   |  7 PagesCriminal Profiling Christina Gooden English 122 Mrs. Bowman May 10, 2010 Criminal Profiling has been made a desired profession by the popular TV shows such as Law and Order and Criminal Minds, but in reality, criminal profiling has been a source for Law Enforcement since the early 1100s. The first documented use of criminal profiling was the demonization of Jews, better known as â€Å"Blood Libel†. These accusations are still used against Jews today, unfortunately. Criminal Profiling was also usedRead MoreThe Forensic Science of Criminal Profiling Essay1436 Words   |  6 PagesThe Forensic Science of Criminal Profiling Profiling: an invaluable tool for catching criminals and killers. Profiling is a relatively new approach to crime solving, put in place by forensic psychiatrists. Criminal profiling is the process by which a practitioner analyses information from a crime scene in order to create physical and psychological profile of the perpetrator. All information from a crime scene is a reflection of the criminals behavior. And this behavior can create a surprisinglyRead MoreHow Racial Profiling Led to the Death of Trayvon Martin821 Words   |  4 PagesRacial Profiling As I walk to the store to pick up snacks for the next half of the super bowl, I am trying to make it quick. I finally arrive at the store and quickly get my two favorite items, skittles and an ice tea. Thinking to myself that this is all I need, not knowing that it would be my last meal. On the walk back home, I have a feeling that I am being followed. I speed up. I turn around to find that a grown Hispanic man, mid-age, and heavily built is in fact, following me. In my head,

Essay on Creative Capitalism - 923 Words

For this extra credit assignment, we were assigned an article by Bill Gates about â€Å"creative† capitalism. Bill Gates is one of the most well-known and wealthy men on Earth, earning his fortune from software like Microsoft Office and Windows. At the time this article was written, neither was sold at prices below $100. But this article is not about the capitalism that Bill Gates’ company has used and which he gained his fortune from. No, today Bill Gates is telling us about his idea of creative capitalism. The thesis of the article is that we need to change our economy to become a more creative capitalistic system. (As an aside, what makes this idea creative? Welfare capitalism would be much more descriptive. A company’s creativity has†¦show more content†¦I think that Walmart is a great example of creative capitalism, and I wonder why Gates didn’t include it in his article? The Walmart effect will always be a significant side effect of creative capitalism. In Gates’ world, firms will be producing much more of a product, to compensate for the huge drop in prices. They will have to cut prices, leading to a huge growth in low wage labor like sweat shops. This will certainly create jobs, but at the price of worker health. A worst case scenario is that we end up with massive amounts of workers working to produce the products that they will all share. A system that looks a lot like a communist system, with power held by major companies (like Bill Gates’). Cleary there are things that Bill Gates did not think about in his creative capitalism system, like labor, and how much it costs to produce a physical product (which a software company like Microsoft does very little of). Bill Gates proposes that many companies will want to help people purely from the benefits they will get from helping them. I think that this is another flawed argument. There is a reason that now, almost 2 years since this article was written, n othing has changed, and has probably only gotten worse. Large companies have little incentive to undertake the changes that creative capitalism demands. Stockholders demand profits, which companies can barely makeShow MoreRelatedUnderstanding Creative Capitalism And The Free Market2100 Words   |  9 PagesModule 5 Understanding Creative Capitalism According to http://financial-dictionary.thefreedictionary.com/Free-market+capitalism, free market capitalism is a system of economics that minimizes government intervention and maximizes the role of the market. According to the theory of the free market, rational economic actors acting in their own self-interest deal with information and price goods and services the most efficiently. 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Marx advocates that the only way alienation can be alleviated is through the destruction of the current economic base which he predicts is an inevitable gravitation towards a classless, stateless society known as socialismRead MoreDisadvantages Of Capitalis m1594 Words   |  7 Pagesinto action. The concept of capitalism is a very important concept to the United States and many other countries whose citizens value freedom and independency. Capitalism has many different aspects to it. First, capitalism is a social system. The trade and industry of a capitalist country is based off of private owners and not the government. Capitalism is centered around the rights of the individuals. It allows the individual to make his or her own decisions. Capitalism is usually open to new ideasRead MoreIs Marx Or Weber More Useful?1524 Words   |  7 Pagesuseful to analysing capitalism today? Capitalism is â€Å"a system of economic enterprise based on market exchange† (Giddens, 2009). 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An economic and political system inRead MoreKarl Marx, Alienation of Labor784 Words   |  4 Pagessaid that in the product of labor the worker is alienated from the object he produces because it is bought, owned and disposed of by someone else, the capitalist. In all societies people use their creative abilities to produce items which they use to exchange or sell. Marx believes that under capitalism this becomes an alienated activity because the worker cant use the things that he produces to engage in further productive activity. Marx argued that the alienation of the worker from what he producesRead MoreStratification And Inequality Essay1497 Words   |  6 Pagesthemes of immigration, work and occupations in the Unit ed States. I am particularly interested in examining these processes in the urban context. Stratification and Inequality Growing up in China during the economic transformation toward capitalism, my personal experience inspired me to understand the structures, dynamics, and mechanisms that underlie inequalities in transitional China. Although there has been a surge in research in transitional China over the past 20 years and those studiesRead MoreCharles Darwin s Theory Of Evolution1420 Words   |  6 PagesJoseph Schumpeter is well known in the area of economics. He ingeniously coined the term creative destruction which he used in his argument about Capitalism and its effects on society and the economy (Vesterman, 2008). This paper will discuss Charles Darwin â€Å"Natural Selection† from On the Origin of Species by Means of Natural Selection, and Joseph Schumpeter â€Å"The process of Creative Destruction from Capitalism, Socialism, and Democracy†. Charles Darwin came from a background that consisted of scientifically

Parliamentary and Presidential Form of Government free essay sample

Presidential and Parliamentary systems are the two possible forms of Government in a democracy. In England there is the Parliamentary system, and it has worked so well over the years that it has become a model for a number of other countries. In the U. S. A. , on the other hand, there is the Presidential form of executive, and it has been working quite successfully in that country. These two forms of government have their own distinctive characteristics, and their own respective merits and demerits.A parliamentary system is a system of government in which the ministers of the executive branch get their democratic legitimacy from the legislature and are accountable to that body, such that the executive and legislative branches are intertwined. In such a system, the head of government acts as de facto chief executive and chief legislator. Parliamentary systems have no clear-cut separation of powers between the executive and legislative branches, which leads to a different set of checks and balances than are found in presidential systems . We will write a custom essay sample on Parliamentary and Presidential Form of Government or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Parliamentary systems usually have a clear differentiation between the head of government and the head of state, with the former being the prime minister or premier, and the latter often being a figurehead, either a president (elected by popular vote or by the parliament) or a hereditary monarch (often in a constitutional monarchy). Presidential System Of Government A presidential system is a system of government where an executive branch is led by a president who serves as both head of state and head of government.

Kali Hindus Essays - Hindu Goddesses, Mother Goddesses, Shaktism

Kali Hindus Kali Hindu goddesses personify Nature ? its bounty, beauty, wisdom and mystery. In benevolent forms, they nurture life. But in malevolent forms, they destroy everything. They are therefore adored and appeased with offerings of flowers and bridal finery. Unlike most other religions, Hinduism does not advocate the worship of one particular deity. There are numerous gods and goddesses worshipped by Hindus all over India. Among these is Kali, the black earth mother whose rites involve sacrificial killing. She is associated with dark, obscene rites and devil worship. She has black skin and hideous tusked face, smeared with blood. Kali is the Hindu primal Mother Goddess who brings Life and Death, from which all things sprang. She is the furious embodiment of the divine feminine that is released when she becomes enraged. In general we might describe Kali as a Goddess who threatens stability and order. She is the destroyer of the very world She is supposed to protect. Kali was the basic archetypal image of the birth-and-death Mother, simultaneously womb and tomb, giver of life and devourer of her children: the same image portrayed in a thousand ancient religions. One legend says that Kali manifested when the demon Daruka appropriated divine power and the powerful Goddess Parvati knitted Her brows. From Her fury sprang Kali, armed with a trident. She dispatched Daruka and remained in existence, beyond even the control of Parvati, of whom She is an aspect. Kali is still one of India's most popular Goddesses. In fact the city of Calcutta is an anglicized version of the name Kali-Ghatt, or "steps of Kali", Her temple. The bloody rites of Kali worship are sometimes so terrifying, that few understand them. Kali is a symbol of the worst we can imagine and by knowing Her, we can overcome the terror of our own death and destruction. Once faced and understood, Kali frees her worshippers of all fear and becomes the greatest of mothers, the most comforting of all goddesses. Kali is an important figure in Hinduism, despite Her intimidating appearance and ghastly habits. She takes a central role in Tantrism, where an underlying assumption if ideology is that reality is the result of the symbiotic interaction of male and female, Siva and Sakti - polar opposites that in interaction produce a creative tension. In Tantra it is Kali's vitality that is sought through techniques aimed at spiritual transformation. She is affirmed as the dominant and primary reality. Kali is regarded as the supreme goddess of the Saktas, who almost always associate her with Shiva. As the latter's consort or associate, she plays the role of inciting him to wild behavior. As a goddess having an awful, frightening appearance, she is addressed as Siddhasenani (general of the Siddhas), Mandaravasini (dweller on the Mandara), Kali (black or dark), Kapali (wearer of skulls), Bhadrakali, Mahakali, Chandi (formidable), Karali (frightening), etc. To many of her devotees, she is also Kumari (virgin), Tarini (deliverer), Vijaya (victory), Jaya, `younger sister of the chief of cowherds', `delighting always in Mahisa's blood', Kausiki, Uma, `destroyer of Kaitabha', mother of Skanda, Svaha, Svadha, Sarasvati, Savitri, `mother of the Vedas', Mahadevi, Mohini, Maya, Hari, Sri, Sandhya, Vindhyavasini (an epithet of Durga), Chamunda, etc. Mahakali is very dark, usually naked, and has long, disheveled hair, a girdle of severed arms, a necklace of freshly cut heads, earrings of children's corpses, and bracelets of serpents. To add to her dreadful appearance, she has long, sharp fangs and claw like hands with long nails and blood smeared on her lips; she laughs loudly, dances madly. She is a goddess who, in the words of David Kinsley,"... even in the service of the gods, she is ultimately dangerous and tends to get out of control. In association with other goddesses, she appears to represent their embodied wrath and fury, a frightening, dangerous dimension of the divine feminine that is released when these goddesses become enraged or are summoned to take part in war and killing". In relation to Shiva, she appears to play the opposite role from that of Parvati. Parvati calms Shiva, counterbalancing his anti-social or destructive tendencies. It is she who brings Shiva within the sphere of domesticity and who, with her soft glances, urges him to moderate the destructive aspects of his tandava dance. Kali is Shiva's "other" wife, as it were, provoking him and encouraging him in his mad, antisocial, often disruptive habits. It is never Kali who takes Shiva but Shiva who calms Kali. Her association with criminals reinforces her dangerous role in exchange for society. She is at home

Sacred Words

Sacred Words Sacred Words Sacred Words By Mark Nichol The words featured in this post have a word in common: the Latin adjective sacer, meaning â€Å"holy.† The word’s direct descendant is sacred. Other terms include sacrament, which describes a religious observance or rite, and sacerdotal, which refers to things that pertain to a priest or the priesthood. A sacristy is a room where sacred objects are kept and where priests dress for services; a sacristan is a person in charge of the room and its contents. (Sexton, by way of the Anglo-French segrestein, is derived from the same Latin precursor as sacristan but refers more broadly to a church caretaker.) Sacrilege originally referred to stealing something sacred but later came to refer as well to any seriously irreverent act, although it is sometimes used to facetiously allude to something that merely mocks convention or tradition; the adjectival form is sacrilegious (which, despite looking and sounding similar to religious, is unrelated to that word). Sacrifice, from the Latin words sacra (â€Å"holy rites†) and facere (â€Å"perform†), originally meant just that but later referred to killing someone or something as an offering to a deity. In use as both a noun and a verb, it also applies in nonreligious contexts to destroying something or giving it up. In baseball, a sacrifice fly or hit occurs when a batter accidentally or deliberately hits the ball and is called or forced out but by doing so enables a teammate already on base to advance. To consecrate is to devote, or make holy; an act of doing so is consecration. To desecrate is to damage or destroy something sacred; desecration is such an act. To execrate, by contrast, is to curse, and the noun is execration. The adjective execrable originally meant â€Å"fit to be cursed,† but the modern sense is of something detestable or wretched. The rare term obsecration means â€Å"beseech† or â€Å"implore† (and is unrelated to the noun obsequy, meaning â€Å"funeral rites,† and the adjective obsequious, which means â€Å"overly compliant†). The anatomical term sacrum and its adjectival form sacral, both referring to the bone at the base of the spine, originate from the Latin term os sacrum (â€Å"sacred bone†). Competing theories for the significance of the term are that the part of the body in which it is located was used in sacrifices and that because the Greek term from which os sacrum is derived is hieron osteon, and hieron also means â€Å"strong,† the meaning is â€Å"strong bone.† (In anthropology, the adjectival form means â€Å"pertaining to religious rites.†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Compared "to" or Compared "with"?Does "Mr" Take a Period?30 Words Invented by Shakespeare

Beowulf Vs. Gilgamesh

Beowulf Vs. Gilgamesh Essay Beowulf Vs. GilgameshThe two cultures I chose to compare heroic values for are the ancient Mesopotamia and ancient Anglo-Saxon cultures. The texts I used in the comparison are Gilgamesh for Mesopotamia and Beowulf for Anglo-Saxon. Although they posses many similar heroic characteristics they also differ greatly. Beowulf is the earliest surviving epic poem written in a modern European language. It was written in Old English sometime before the tenth century A.D. The poem describes the adventures of Beowulf, a Scandinavian warrior of the sixth century. Beowulf is described as a perfect hero who fights for his people and vanquishes evil with his extraordinary abilities to bring peace and justice. Three of Beowulfs traits that support this are his amazing physical strength, his ability to put his peoples welfare before his own, and the fact that he does not fear death. Beowulf is a hero in the eyes of his fellow men through his amazing physical strength and courage. He fought in numerous battles and returned victorious in all but his last. Beowulf was powerful enough to kill the monster Grendel, who had been terrorizing the Danes for twelve years, with his bare hands. When the two squared off Beowulf grabbed Grendals arm and ripped it off at the shoulder. Beowulf then fought Grendels mother, an even deadlier monster who was seeking revenge against Beowulf for her sons death. Beowulf was able to slay her by slashing her neck with a Giants sword that can only be lifted by a person as strong as Beowulf. When he chopped off her head, he carried it from the ocean with ease, but it took four men to lift the monsters head and carry it back to Herot. This strength is a key trait of Beowulfs heroism. Another heroic value Beowulf possessed was his tendancy to put the welfare of others before his own. Beowulf was asked by the Danes to help rid them of an evil monster that was terrorizing their city. Beowulf obliged and traveled far to face an awesome force that he did not know he could defeat. He realized the dangers of his battles but feared nothing for his own life. Beowulf risked his own life to save the Danes from Grendal then once again when Grendals mother came for revenge. Fifty years after slaying Grendals mother a fierce dragon began terrorizing Beowulfs people. Beowulf was old and tired but he still set out to fight the dragon to protect his people. As an old man Beowulf soon realized he was no match for the dragon, but he didnt run. With the help of one of his followers Beowulf fought hard and finally killed th e dragon, losing his own life in the process. Even in death he wished for the safety of his people. The most heroic of traits within Beowulf is that he was not afraid to die. He always explained his death wishes before going into battle and requested to have all his wealth and belongings distributed between his people. Beowulf was not afraid to die because he lived a heroic life and he felt it was his duty as a hero to defeat any evil or die trying. When we crossed the sea, my comrades and I, I already knew that all my purpose was this: to win the good will of your people or die in battle, pressed in Grendels fierce grip. Let me live in greatness and courage, or here in this hall welcome my death! (22) Beowulf knew that by battling evil monsters such as Grendal he would achieve immortality. The stories of his unconquerable courage would be retold again and again, forever. In life or in death a hero is glorified for their actions. READ: Essay about Cyber Security as an International Security Threat Essay. His strength, his ability to put his peoples welfare before his own, and the fact that he does not fear death makes him revered by all, especially those of his time. These are prime examples that support the idea that Beowulf was an epic hero that served as an example to those of his time. The second text I will be using for this comparison is The Epic of Gilgamesh. The Epic of Gilgamesh was one of the first pieces of literature known to man. The epic was found among ruins in Ninevah in the form of twelve large tablets, dating to 2,000 B.C. The epic is believed to be based on the Archaic Sumerian king Gilgamesh who ruled the city of Uruk around 2700 B.C. The main character in The Epic of Gilgamesh is a very powerful man who is two-thirds immortal and one-third man. He too is thought to be a hero and possesses many of Beowulfs heroic values, but he also possesses many differences. Like Beowulf, Gilgamesh possessed great physical strength unmatched by any man. He also had insurmountable courage. Gilgamesh fought numerous battles that were considered impossible to win. Gilgamesh first destroys an evil monster known as Humbaba. Humbaba is feared by all who enter his cedar forest. Gilgamesh arrives and kills Humbaba with a sword given to him by the god Shamash. After killin g Humbaba the goddess Ishtar sends The Bull of Heaven to destroy Gilgamesh. After the bull killed many of the townspeople Gilgamesh grabbed it by its tail and stabbed it in the back of its head. On his final quest for everlasting life Gilgamesh is attacked by a pack of lions. He takes an axe in one hand and a sword in the other and kills many of the lions, sending the rest fleeing in fear. Gilgameshs strength and courage is much like that of Beowulf. Gilgamesh did not put his people before him. He was an evil king. Gilgamesh sounds of tocsin for his amusement, his arrogance has no bounds by day or night. No son is left with his father, for Gilgamesh takes them all, even the children; yet the king should be a Shepard to his people. His lust leaves no virgin to her lover, neither the warriors daughter nor the wife of the noble In this way Gilgamesh did not display the same heroic values as Beowulf. Even when Gilgamesh set out on his first adventure to kill Humbaba his people and councilors pleaded with Gilgamesh not to go. But Gilgamesh was obsessed with becoming a hero. He set out to destroy Humbaba, his only ambition being to leave an enduring name. The one thing Gilgamesh feared was death. After his friend and companion, Enkidu, died Gigamesh became obsessed with death. He wept for seven days and seven nights before starting a great journey to find everlasting life. He searchers for a man named Utnapishtim, who was given eternal life by the gods, to find out how he escaped death. In both cultures the heros possessed god-like strength and defeated many evil beings. Both were courageous and feared no man or creature. Anglo-saxon heros stick to a stricter code of ethics.Beowulf is the prime example of an epic hero, and he embodies the conduct that the Anglo-Saxons of that time admired and also used as a model of perfection

Native Guard Poems By Natasha Trethewey Essay Example | Topics and Well Written Essays - 1250 words

Native Guard Poems By Natasha Trethewey - Essay Example The poem profoundly conveys her heart for the blacks in rich voice texture and images of truths concerning the battles not only against slavery for the fellow blacks but even with the unsettled issue of freedom that appears detached from the desired racial equality. â€Å"Native Guard† begins with an epigraph attributed to the 19th century social reformer and statesman Frederick Douglass stating â€Å"... if this war is to be forgotten, I ask in the name of all things sacred what shall men remember?† in reference to the Civil War which Trethewey revitalizes with her literary design. Utilizing ten stanzas each bearing distinct date, the poet pays tribute to one member of the Louisiana Native Guards being â€Å"the first officially sanctioned regiment of black soldiers in the Union Army.† With reference to the first line where the speaker expresses  Ã¢â‚¬ Truth be told, I do not want to forget†, the native guard himself is shown to have gathered to his sen sibility an essential contemplation of the past, adding â€Å"†¦I thought to carry with me / want of freedom though I had been freed, / remembrance not constant recollection†¦Ã¢â‚¬ . ... s and ends with a memory wherein the last line of each sonnet becomes a variant of the subsequent sonnet's opening line, as in a meaningful chronology of historical events. Since â€Å"Native Guard† is a first-person narrative supposedly by an unnamed ex-slave in an all-black regiment of the Union Army, the lines can be observed to possess stately approach to language and structure. Within the poem’s context is the presence of circularity depicting circumstantial shifts as one finds the former slave guarding the imprisoned inside the Union fort at Mississippi’s Ship Island. Comparing his personal life in relation to his professional life as a military officer who look after welfare of the fallen rebels, he states – I now use ink to keep record, a closed book, not the lure of memory — flawed, changeful — that dulls the lash for the master, sharpens it for the slave. For the slave, having a master sharpens the bend into work, the way the sergea nt moves us now to perfect battalion drill, dress parade. Trethewey’s style of writing in â€Å"Native Guard† is characteristic of a speaker’s tone or at least, a sound representative of the way speech is made in the culture or group the narrator has become a part of. Like journal entries, the words are phrased and constructed in a manner that indirectly yet effectively states the type of sentiments involved and along the following lines, the bitterness may be sensed with the drop of the last two words – †¦We’re called supply units - not infantry – and so we dig trenches, haul burdens for the army no less heavy than before. I heard the Colonel call it Nigger work†¦ Often, the work celebrates not only the factual details which history is not made to confront or disclose but also the most excruciating truths that

Doctrine of Precedent Essay Example | Topics and Well Written Essays - 1500 words

Doctrine of Precedent - Essay Example But in due course, to cope with the administration of the colony, the English in Australia, simply acquired almost all of the prevailing British law at their discretion and for their easiest convenience, started applying them according to the call of the circumstances in the colony. Thus, common law of Britain which originated in the thirteenth century based unevenly on Roman traditions became the guiding principles of the current legal system of Australia. The Australian legal system founded on the common law has the elements of trial by jury, adversarial system and presumption of innocence. But as the society became civilized and the living conditions changed, many of the existed laws became incapable to meet the challenging situations and requirements of the people. Hence, legislation was required to formulate new statutes or Acts to meet the varying needs of the people. These legislations were enacted to broaden the living style of the people and also to regulate the society as a whole, to bring in equity of law. However, the laws based on the doctrine of precedent or case laws edge over the statutory laws, because of its simplicity in its application facilitating decisions on a case by the jury. The statement that the current Australian legal system exhibits an increasing reliance on statute law must be analyzed in the above context, and in order to verify its sanctity it is necessary to have a clear picture of the law structure of the Australian legal system. (Robin Banks, 2006, Law Australia, Legal Information Access Centre, (Sydney, NSW), http://www.liac.sl.nsw.g ov.au/hot/pdf/aust_leg_syst_60.pdf. viewed on 9th May, 2009) Classification and Sources of Law Law can be classified into two, as public law and private law. Public law is criminal law and is concerned with matters of the State whereas, private law is civil law pertaining to the matters of individuals. Criminal law is used to suppress criminal offences by punishing the accused. Civil law deals with disputes between individuals Australian law is based on the system of common law and its procedures are (i) the adversarial nature of court proceedings, and (ii) the appeal provisions. The sources of the law are statute law and case law, and they are of equal validity. Statute law known as Act is enacted law made by parliament. Case law is the principles of law arrived at by the judges in court decisions. (Victoria Law Foundation, 2009, Law & Our legal systems, Chapter-1, http://www.rurallaw.org.au/handbook/xml/ch01s02.php, viewed on 9th May, 2009) History of Case Law and the guiding Principles According to Baker, 'A precedent is a decision or judgment of a court, which is used as authority for reaching the same decision in subsequent cases.' (Baker J.H., 1979, An Introduction to English Legal History p. 171, Butterworths, London) However, it should be noted that Australia has a federal structure and that it has a parliament for each state and also has one for the Commonwealth. The Federal system of government was established by the Commonwealth of Australia Constitution Act 1900. The colonies became states and the states joined to form a Federation. The Law making power is vested with the Federal government as well as the state governments The doctrine of parliamentary sovereignty demands that nobody can annul a law promulgated by the parliament, whereas, common law can be changed through

Comparing Women in Anna Akhmatova’s Lot’s Wife, Crucifixion, and Rache

Powerful Women in Anna Akhmatova’s Lot’s Wife, Crucifixion, and Rachel â€Å"But Lot's wife looked back behind him, and she became a pillar of salt† (New Geneva Study Bible, Gen. 19. 26). â€Å"Among them were Mary Magdalene, Mary (the mother of James and Joseph), and Zebedee's wife, the mother of James and John† (Matt. 27:56). â€Å"Jacob went over to the well and rolled away the stone and watered his uncle's flock. Then Jacob kissed Rachel, and tears came to his eyes†¦But when Jacob woke up in the morning – it was Leah! ‘What sort of trick is this?’ Jacob raged at Laban. ‘I worked seven years for Rachel. What do you mean by this trickery?’† (Gen. 29). These are among the few verses dedicated to three women of the Bible. No commentary or insight into their inner persons is given. Lot’s wife turned into a pillar of salt, Mary was present at her son’s crucifixion, and Rachel’s older sister took her place in the marriage bed. Plain and simple, these are the cold, hard f acts. In her poems â€Å"Lot’s Wife,† â€Å"Crucifixion,† and â€Å"Rachel,† Anna Akhmatova breathes life into these women by delving into their emotions and painting a picture of them in their surroundings. The Biblical account of Rachel and Jacob’s relations gives only the details of their encounters and the fact that Jacob loved Rachel so much that he was willing to work for seven years in order to have her as his wife. When he is deceived and takes Leah instead, the Bible makes no mention of Rachel’s feelings, which were undoubtedly overpowering. The beautiful young daughter, Rachel, who is stabbed in the back by her sister and father, demands more detail; how deeply did this deception affect her? Through imagery, use of detail, and figurative language Akhmatova begins to op... ...tegrating as her legs were stuck to the ground. The last stanza despairs that that no one mourned the death of this woman who dies for the love of her home and emphasizes that women like Lot’s wife should not be forgotten. Masterfully, Anna Akhmatova takes three flat women from the pages of the Bible and paints their deepest emotions. These three women deserved to have their inner hearts revealed, and delicately, Akhmatova justifies them to her readers. In her readers’ minds, Mary, Lot’s wife, and Rachel are no longer objective women, but true-to-life women who suffer pressing trials. Works Cited Akhmatova, Anna. "Rachel". Trans. D. M. Thomas.  Anna Akhmatova: Selected Poems. New York: Penguin, 1985. New Geneva Study Bible. New King James Version. Nashville: Thomas Nelson Publishers, 1995. PID 8047 1 Marlow Engl. 12. Sect. 37

Chapter 7 The Boggart in the Wardrobe

Malfoy didn't reappear in classes until late on Thursday morning, when the Slytherins and Gryffindors were halfway through double Potions. He swaggered into the dungeon, his right arm covered in bandages and bound up in a sling, acting, in Harry's opinion, as though he were the heroic survivor of some dreadful battle. â€Å"How is it, Draco?† simpered Pansy Parkinson. â€Å"Does it hurt much?† â€Å"Yeah,† said Malfoy, putting on a brave sort of grimace. But Harry saw him wink at Crabbe and Goyle when Pansy had looked away. â€Å"Settle down, settle down,† said Professor Snape idly. Harry and Ron scowled at each other; Snape wouldn't have said ‘settle down' if they'd walked in late, he'd have given them detention. But Malfoy had always been able to get away with anything in Snape's classes; Snape was head of Slytherin House, and generally favored his own students above all others. They were making a new potion today, a Shrinking Solution. Malfoy set up his cauldron right next to Harry and Ron, so that they were preparing their ingredients on the same table. â€Å"Sir,† Malfoy called, â€Å"sir, I'll need help cutting up these daisy roots, because of my arm –â€Å" â€Å"Weasley, cut up Malfoy's roots for him,† said Snape without looking up. Ron went brick red. â€Å"There's nothing wrong with your arm,† he hissed at Malfoy. Malfoy smirked across the table. â€Å"Weasley, you heard Professor Snape; cut up these roots.† Ron seized his knife, pulled Malfoy's roots toward him, and began to chop them roughly, so that they were all different sizes. â€Å"Professor,† drawled Malfoy, â€Å"Weasley's mutilating my roots, sir.† Snape approached their table, stared down his hooked nose at the roots, then gave Ron an unpleasant smile from beneath his long, greasy black hair. â€Å"Change roots with Malfoy, Weasley.† â€Å"But, sir –!† Ron had spent the last quarter of an hour carefully shredding his own roots into exactly equal pieces. â€Å"Now,† said Snape in his most dangerous voice. Ron shoved his own beautifully cut roots across the table at Malfoy, then took up the knife again. â€Å"And, sir, I'll need this shrivelfig skinned,† said Malfoy, his voice full of malicious laughter. â€Å"Potter, you can skin Malfoy's shrivelfig,† said Snape, giving Harry the look of loathing he always reserved just for him. Harry took Malfoy's shrivelfig as Ron began trying to repair the damage to the roots he now had to use. Harry skinned the shrivelfig as fast as he could and flung it back across the table at Malfoy without speaking. Malfoy was smirking more broadly than ever. â€Å"Seen your pal Hagrid lately?† he asked them quietly. â€Å"None of your business,† said Ron jerkily, without looking up. â€Å"I'm afraid he won't be a teacher much longer,† said Malfoy in a tone of mock sorrow. â€Å"Father's not very happy about my injury –â€Å" â€Å"Keep talking, Malfoy, and I'll give you a real injury,† snarled Ron. â€Å"?C he's complained to the school governors. And to the Ministry of Magic. Father's got a lot of influence, you know. And a lasting injury like this† — he gave a huge, fake sigh — â€Å"who knows if my arm'll ever be the same again?† â€Å"So that's why you're putting it on,† said Harry, accidentally beheading a dead caterpillar because his hand was shaking in anger, â€Å"To try to get Hagrid fired.† â€Å"Well,† said Malfoy, lowering his voice to a whisper, â€Å"partly, Potter. But there are other benefits too. Weasley, slice my caterpillars for me.† A few cauldrons away, Neville was in trouble. Neville regularly went to pieces in Potions lessons; it was his worst subject, and his great fear of Professor Snape made things ten times worse. His potion, which was supposed to be a bright, acid green, had turned — â€Å"Orange, Longbottom,† said Snape, ladling some up and allowing to splash back into the cauldron, so that everyone could see. â€Å"Orange. Tell me, boy, does anything penetrate that thick skull of yours? Didn't you hear me say, quite clearly, that only one cat spleen was needed? Didn't I state plainly that a dash of leech juice would suffice? What do I have to do to make you understand, Longbottom?† Neville was pink and trembling. He looked as though he was on the verge of tears. â€Å"Please, sir,† said Hermione, â€Å"please, I could help Neville put it right –â€Å" â€Å"I don't remember asking you to show off, Miss Granger,† said Snape coldly, and Hermione went as pink as Neville. â€Å"Longbottom, at the end of this lesson we will feed a few drops of this potion to your toad and see what happens. Perhaps that will encourage you to do it properly.† Snape moved away, leaving Neville breathless with fear. â€Å"Help me!† he moaned to Hermione. â€Å"Hey, Harry,† said Seamus Finnigan, leaning over to borrow Harry's brass scales, â€Å"have you heard? Daily Prophet this morning — they reckon Sirius Black's been sighted.† â€Å"Where?† said Harry and Ron quickly. On the other side of the table, Malfoy looked up, listening closely. â€Å"Not too far from here,† said Seamus, who looked excited. â€Å"It was a Muggle who saw him. ‘Course, she didn't really understand. The Muggles think he's just an ordinary criminal, don't they? So she phoned the telephone hot line. By the time the Ministry of Magic got there, he was gone.† â€Å"Not too far from here †¦Ã¢â‚¬  Ron repeated, looking significantly at Harry. He turned around and saw Malfoy watching closely. â€Å"What, Malfoy? Need something else skinned?† But Malfoy's eyes were shining malevolently, and they were fixed Harry. He leaned across the table. â€Å"Thinking of trying to catch Black single-handed, Potter?† â€Å"Yeah, that's right,† said Harry offhandedly. Malfoy's thin mouth was curving in a mean smile. â€Å"Of course, if it was me,† he said quietly, â€Å"I'd have done something before now. I wouldn't be staying in school like a good boy, I'd be out there looking for him.† â€Å"What are you talking about, Malfoy?† said Ron roughly. â€Å"Don't you know, Potter?† breathed Malfoy, his pale eyes narrowed. â€Å"Know what?† Malfoy let out a low, sneering laugh. â€Å"Maybe you'd rather not risk your neck,† he said. â€Å"Want to leave it to the Dementors, do you? But if it was me, I'd want revenge. I'd hunt him down myself.† â€Å"What are you talking about?† said Harry angrily, but at that moment Snape called, â€Å"You should have finished adding your ingredients by now; this potion needs to stew before it can be drunk, so clear away while it simmers and then we'll test Longbottom's†¦Ã¢â‚¬  Crabbe and Goyle laughed openly, watching Neville sweat as he stirred his potion feverishly. Hermione was muttering instructions to him out of the corner of her mouth, so that Snape wouldn't see. Harry and Ron packed away their unused ingredients and went to wash their hands and ladles in the stone basin in the corner. â€Å"What did Malfoy mean?† Harry muttered to Ron as he stuck his hands under the icy jet that poured from the gargoyle's mouth â€Å"Why would I want revenge on Black? He hasn't done anything to me — yet.† â€Å"He's making it up,† said Ron savagely. â€Å"He's trying to make you do something stupid†¦Ã¢â‚¬  The end of the lesson in sight, Snape strode over to Neville, who was cowering by his cauldron. â€Å"Everyone gather 'round,† said Snape, his black eyes glittering, â€Å"and watch what happens to Longbottom's toad. If he has managed to produce a Shrinking Solution, it will shrink to a tadpole. If, as I don't doubt, he has done it wrong, his toad is likely to be poisoned.† The Gryffindors watched fearfully. The Slytherins looked excited. Snape picked up Trevor the toad in his left hand and dipped a small spoon into Neville's potion, which was now green. He trickled a few drops down Trevor's throat. There was a moment of hushed silence, in which Trevor gulped; then there was a small pop, and Trevor the tadpole was wriggling in Snape's palm. The Gryffindors burst into applause. Snape, looking sour, pulled a small bottle from the pocket of his robe, poured a few drops on top of Trevor, and he reappeared suddenly, fully grown. â€Å"Five points from Gryffindor,† said Snape, which wiped the smiles from every face. â€Å"I told you not to help him, Miss Granger. Class dismissed.† Harry, Ron, and Hermione climbed the steps to the entrance hall. Harry was still thinking about what Malfoy had said, while Ron was seething about Snape. â€Å"Five points from Gryffindor because the potion was all right! Why didn't you lie, Hermione? You should've said Neville did it all by himself!† Hermione didn't answer. Ron looked around. â€Å"Where is she?† Harry turned too. They were at the top of the steps now, watching the rest of the class pass them, heading for the Great Hall and lunch. â€Å"She was right behind us,† said Ron, frowning. Malfoy passed them, walking between Crabbe and Goyle. He smirked at Harry and disappeared. â€Å"There she is,† said Harry. Hermione was panting slightly, hurrying up the stairs; one hand clutched her bag, the other seemed to be tucking something down the front of her robes. â€Å"How did you do that?† said Ron. â€Å"What?† said Hermione, joining them. â€Å"One minute you were right behind us, the next moment, you were back at the bottom of the stairs again.† â€Å"What?† Hermione looked slightly confused. â€Å"Oh — I had to go back for something. Oh no –â€Å" A seam had split on Hermione's bag. Harry wasn't surprised; he could see that it was crammed with at least a dozen large and heavy books. â€Å"Why are you carrying all these around with you?† Ron asked her. â€Å"You know how many subjects I'm taking,† said Hermione breathlessly. â€Å"Couldn't hold these for me, could you?† â€Å"But –† Ron was turning over the books she had handed him, looking at the covers. â€Å"You haven't got any of these subjects today. It's only Defense Against the Dark Arts this afternoon.† â€Å"Oh yes,† said Hermione vaguely, but she packed all the books back into her bag just the same. â€Å"I hope there's something good for lunch, I'm starving,† she added, and she marched off toward the Great Hall. â€Å"D'you get the feeling Hermione's not telling us something?† Ron asked Harry. ****** Professor Lupin wasn't there when they arrived at his first Defense Against the Dark Arts lesson. They all sat down, took out their books, quills, and parchment, and were talking when he finally entered the room. Lupin smiled vaguely and placed his tatty old briefcase on the teacher's desk. He was as shabby as ever but looked healthier than he had on the train, as though he had had a few square meals. â€Å"Good afternoon,† he said. â€Å"Would you please put all your books back in your bags. Today's will be a practical lesson. You will need only your wands.† A few curious looks were exchanged as the class put away their books. They had never had a practical Defense Against the Dark Arts class before, unless you counted the memorable class last year when their old teacher had brought a cageful of pixies to class and set them loose. â€Å"Right then,† said Professor Lupin, when everyone was ready. â€Å"If you'd follow me.† Puzzled but interested, the class got to its feet and followed Professor Lupin out of the classroom. He led them along the deserted corridor and around a corner, where the first thing they saw was Peeves the Poltergeist, who was floating upside down in midair and stuffing the nearest keyhole with chewing gum. Peeves didn't look up until Professor Lupin was two feet away; then he wiggled his curly-toed feet and broke into song. â€Å"Loony, loopy Lupin,† Peeves sang. â€Å"Loony, loopy Lupin, loony, loopy Lupin –â€Å" Rude and unmanageable as he almost always was, Peeves usually showed some respect toward the teachers. Everyone looked quickly at Professor Lupin to see how he would take this; to their surprise, he was still smiling. â€Å"I'd take that gum out of the keyhole if I were you, Peeves,† he said pleasantly. â€Å"Mr. Filch won't be able to get in to his brooms.† Filch was the Hogwarts caretaker, a bad-tempered, failed wizard who waged a constant war against the students and, indeed, Peeves. However, Peeves paid no attention to Professor Lupin's words, except to blow a loud wet raspberry. Professor Lupin gave a small sigh and took out his wand. â€Å"This is a useful little spell,† he told the class over his shoulder. â€Å"Please watch closely.† He raised the wand to shoulder height, said, â€Å"Waddiwasi!† and pointed it at Peeves. With the force of a bullet, the wad of chewing gum shot out of the keyhole and straight down Peeves's left nostril; he whirled upright and zoomed away, cursing. â€Å"Cool, sir!† said Dean Thomas in amazement. â€Å"Thank you, Dean,† said Professor Lupin, putting his wand away again. â€Å"Shall we proceed?† They set off again, the class looking at shabby Professor Lupin with increased respect. He led them down a second corridor and stopped, right outside the staffroom door. â€Å"Inside, please,† said Professor Lupin, opening it and standing back. The staffroom, a long, paneled room full of old, mismatched chairs, was empty except for one teacher. Professor Snape was sitting in a low armchair, and he looked around as the class filed in. His eyes were glittering and there was a nasty sneer playing around his mouth. As Professor Lupin came in and made to close the door behind him, Snape said, â€Å"Leave it open, Lupin. I'd rather not witness this.† He got to his feet and strode past the class, his black robes billowing behind him. At the doorway he turned on his heel and said, â€Å"Possibly no one's warned you, Lupin, but this class contains Neville Longbottom. I would advise you not to entrust him with anything difficult. Not unless Miss Granger is hissing instructions in his ear.† Neville went scarlet. Harry glared at Snape; it was bad enough that he bullied Neville in his own classes, let alone doing it in front of other teachers. Professor Lupin had raised his eyebrows. â€Å"I was hoping that Neville would assist me with the first stage of the operation,† he said, â€Å"and I am sure he will perform it admirably.† Neville's face went, if possible, even redder. Snape's lip curled, but he left, shutting the door with a snap. â€Å"Now, then,† said Professor Lupin, beckoning the class toward the end of the room, where there was nothing but an old wardrobe where the teachers kept their spare robes. As Professor Lupin went to stand next to it, the wardrobe gave a sudden wobble, banging off the wall. â€Å"Nothing to worry about,† said Professor Lupin calmly because a few people had jumped backward in alarm. â€Å"There's a Boggart in there.† Most people seemed to feel that this was something to worry about. Neville gave Professor Lupin a look of pure terror, and Seamus Finnigan eyed the now rattling doorknob apprehensively. â€Å"Boggarts like dark, enclosed spaces,† said Professor Lupin. â€Å"Wardrobes, the gap beneath beds, the cupboards under sinks — I've even met one that had lodged itself in a grandfather clock. This one moved in yesterday afternoon, and I asked the headmaster if the staff would leave it to give my third years some practice.† â€Å"So, the first question we must ask ourselves is, what is a Boggart?† Hermione put up her hand. â€Å"It's a shape-shifter,† she said. â€Å"It can take the shape of whatever it thinks will frighten us most.† â€Å"Couldn't have put it better myself,† said Professor Lupin, and Hermione glowed. â€Å"So the Boggart sitting in the darkness within has not yet assumed a form. He does not yet know what will frighten the person on the other side of the door. Nobody knows what a Boggart looks like when he is alone, but when I let him out, he will immediately become whatever each of us most fears. â€Å"This means,† said Professor Lupin, choosing to ignore Neville's small sputter of terror, â€Å"that we have a huge advantage over the Boggart before we begin. Have you spotted it, Harry?† Trying to answer a question with Hermione next to him, bobbing up and down on the balls of her feet with her hand in the air, was very off-putting, but Harry had a go. â€Å"Er — because there are so many of us, it won't know what shape it should be?† â€Å"Precisely,† said Professor Lupin, and Hermione put her hand down, looking a little disappointed. â€Å"It's always best to have company when you're dealing with a Boggart. He becomes confused. Which should he become, a headless corpse or a flesh-eating slug? I once saw a Boggart make that very mistake — tried to frighten two people at once and turned himself into half a slug. Not remotely frightening. ‘The charm that repels a Boggart is simple, yet it requires force of mind. You see, the thing that really finishes a Boggart is laughter. What you need to do is force it to assume a shape that you find amusing. â€Å"We will practice the charm without wands first. After me, please†¦riddikulus!† â€Å"Riddikulus!† said the class together. â€Å"Good,† said Professor Lupin. â€Å"Very good. But that was the easy part, I'm afraid. You see, the word alone is not enough. And this is where you come in, Neville.† The wardrobe shook again, though not as much as Neville, who walked forward as though he were heading for the gallows. â€Å"Right, Neville,† said Professor Lupin. â€Å"First things first: what would you say is the thing that frightens you most in the world?† Neville's lips moved, but no noise came out. â€Å"I didn't catch that, Neville, sorry,† said Professor Lupin cheerfully. Neville looked around rather wildly, as though begging someone to help him, then said, in barely more than a whisper, â€Å"Professor Snape.† Nearly everyone laughed. Even Neville grinned apologetically. Professor Lupin, however, looked thoughtful. â€Å"Professor Snape†¦hmmm†¦Neville, I believe you live with your grandmother?† â€Å"Er — yes,† said Neville nervously. â€Å"But — I don't want the Boggart to turn into her either.† â€Å"No, no, you misunderstand me,† said Professor Lupin, now smiling. â€Å"I wonder, could you tell us what sort of clothes your grandmother usually wears?† Neville looked startled, but said, â€Å"Well†¦always the same hat. A tall one with a stuffed vulture on top. And a long dress†¦green, normally†¦and sometimes a fox-fur scarf.† â€Å"And a handbag?† prompted Professor Lupin. â€Å"A big red one,† said Neville. â€Å"Right then,† said Professor Lupin. â€Å"Can you picture those clothes very clearly, Neville? Can you see them in your mind's eye?† â€Å"Yes,† said Neville uncertainty, plainly wondering what was coming next. â€Å"When the Boggart bursts out of this wardrobe, Neville, and sees you, it will assume the form of Professor Snape,† said Lupin. â€Å"And you will raise your wand — thus — and cry â€Å"Riddikulus† — and concentrate hard on your grandmother's clothes. If all goes well, Professor Boggart Snape will be forced into that vulture-topped hat, and that green dress, with that big red handbag.† There was a great shout of laughter. The wardrobe wobbled more violently. â€Å"If Neville is successful, the Boggart is likely to shift his attention to each of us in turn,† said Professor Lupin. â€Å"I would like all of you to take a moment now to think of the thing that scares you most, and imagine how you might force it to look comical†¦Ã¢â‚¬  The room went quiet. Harry thought†¦What scared him most in the world? His first thought was Lord Voldemort — a Voldemort returned to full strength. But before he had even started to plan a possible counterattack on a Boggart-Voldemort, a horrible image came floating to the surface of his mind†¦. A rotting, glistening hand, slithering back beneath a black cloak†¦a long, rattling breath from an unseen mouth†¦then a cold so penetrating it felt like drowning†¦ Harry shivered, then looked around, hoping no one had noticed. Many people had their eyes shut tight. Ron was muttering to himself, â€Å"Take its legs off.† Harry was sure he knew what that was about. Ron's greatest fear was spiders. â€Å"Everyone ready?† said Professor Lupin. Harry felt a lurch of fear. He wasn't ready. How could you make a Dementor less frightening? But he didn't want to ask for more time; everyone else was nodding and rolling up their sleeves. â€Å"Neville, we're going to back away,† said Professor Lupin. â€Å"Let you have a clear field, all right? I'll call the next person forward†¦Everyone back, now, so Neville can get a clear shot –â€Å" They all retreated, backed against the walls, leaving Neville alone beside the wardrobe. He looked pale and frightened, but he had pushed up the sleeves of his robes and was holding his wand ready. â€Å"On the count of three, Neville,† said Professor Lupin, who was pointing his own wand at the handle of the wardrobe. â€Å"One — two — three — now!† A jet of sparks shot from the end of Professor Lupin's wand and hit the doorknob. The wardrobe burst open. Hook-nosed and menacing, Professor Snape stepped out, his eyes flashing at Neville. Neville backed away, his wand up, mouthing wordlessly. Snape was bearing down upon him, reaching inside his robes. â€Å"R — r — riddikulus! † squeaked Neville. There was a noise like a whip crack. Snape stumbled; he was wearing a long, lace-trimmed dress and a towering hat topped with a moth-eaten vulture, and he was swinging a huge crimson handbag. There was a roar of laughter; the Boggart paused, confused, and Professor Lupin shouted, â€Å"Parvati! Forward!† Parvati walked forward, her face set. Snape rounded on her. There was another crack, and where he had stood was a bloodstained, bandaged mummy; its sightless face was turned to Parvati and it began to walk toward her very slowly, dragging its feet, its stiff arms rising — â€Å"Riddikulus!† cried Parvati. A bandage unraveled at the mummy's feet; it became entangled, fell face forward, and its head rolled off. â€Å"Seamus!† roared Professor Lupin. Seamus darted past Parvati. Crack! Where the mummy had been was a woman with floorlength black hair and a skeletal, green-tinged face — a banshee. She opened her mouth wide and an unearthly sound filled the room, a long, wailing shriek that made the hair on Harry's head stand on end — â€Å"Riddikulus!† shouted Seamus. The banshee made a rasping noise and clutched her throat; her voice was gone. Crack! The banshee turned into a rat, which chased its tail in a circle, then — crack!- became a rattlesnake, which slithered and writhed before — crack! — becoming a single, bloody eyeball. â€Å"It's confused!† shouted Lupin. â€Å"We're getting there! Dean!† Dean hurried forward. Crack! The eyeball became a severed hand, which flipped over and began to creep along the floor like a crab. â€Å"Riddikulus!† yelled Dean. There was a snap, and the hand was trapped in a mousetrap. â€Å"Excellent! Ron, you next!† Ron leapt forward. Crack! Quite a few people screamed. A giant spider, six feet tall and covered in hair, was advancing on Ron, clicking its pincers menacingly. For a moment, Harry thought Ron had frozen. Then — â€Å"Riddikulus!† bellowed Ron, and the spider's legs vanished; it rolled over and over; Lavender Brown squealed and ran out of its way and it came to a halt at Harry's feet. He raised his wand, ready, but — â€Å"Here!† shouted Professor Lupin suddenly, hurrying forward. Crack! The legless spider had vanished. For a second, everyone looked wildly around to see where it was. Then they saw a silvery-white orb hanging in the air in front of Lupin, who said, â€Å"Riddikulus!† almost lazily. Crack! â€Å"Forward, Neville, and finish him off!† said Lupin as the Boggart landed on the floor as a cockroach. Crack! Snape was back. This time Neville charged forward looking determined. â€Å"Riddikulus!† he shouted, and they had a split second's view of Snape in his lacy dress before Neville let out a great â€Å"Ha!† of laughter, and the Boggart exploded, burst into a thousand tiny wisps of smoke, and was gone. â€Å"Excellent!† cried Professor Lupin as the class broke into applause. â€Å"Excellent, Neville. Well done, everyone†¦Let me see†¦five points to Gryffindor for every person to tackle the Boggart — ten for Neville because he did it twice†¦and five each to Hermione and Harry.† â€Å"But I didn't do anything,† said Harry. â€Å"You and Hermione answered my questions correctly at the start of the class, Harry,† Lupin said lightly. â€Å"Very well, everyone, an excellent lesson. Homework, kindly read the chapter on Boggarts and summarize it for me†¦to be handed in on Monday. That will be all.† Talking excitedly, the class left the staffroom. Harry, however, wasn't feeling cheerful. Professor Lupin had deliberately stopped him from tackling the Boggart. Why? Was it because he'd seen Harry collapse on the train, and thought he wasn't up to much? Had he thought Harry would pass out again? But no one else seemed to have noticed anything. â€Å"Did you see me take that banshee?† shouted Seamus. â€Å"And the hand!† said Dean, waving his own around. â€Å"And Snape in that hat!† â€Å"And my mummy!† â€Å"I wonder why Professor Lupin's frightened of crystal balls?† said Lavender thoughtfully. â€Å"That was the best Defense Against the Dark Arts lesson we've ever had, wasn't it?† said Ron excitedly as they made their way back to the classroom to get their bags. â€Å"He seems like a very good teacher,† said Hermione approvingly. â€Å"But I wish I could have had a turn with the Boggart –â€Å" â€Å"What would it have been for you?† said Ron, sniggering. â€Å"A piece of homework that only got nine out of ten?†

The Problem Of Population Control - 1366 Words

Population control is an idea that has been thrown around world-wide for years. One may wonder what population control would even mean for its partakers. As one researches population control, many different viewpoints are found. There are the viewpoints of those who are oblivious to the struggles an economy will be forced to face if population control is not put into effect; then, there are others who recognize the responsibility they have to care for their country the way it has cared for them for centuries. Without population control, not only will the economy fail, but there will be world-wide struggles. These struggles seem unfathomable at America’s current peak of economic success; however, soon they will be a reality if one does not take action quickly. By the year 2050, this U.S. population is expected to increase by 89 million (Kochar). Already at over 316 million people, the U.S. will be experiencing many major setbacks by the time this growth takes place. 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