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. Shortages of water, food, and jobs are just a few of the setbacks Americans will face. If one wishes to produce as many children as he pleases, he will be doing his children a disservice. Sure, he will have the freedom of choice, but what will this mean giving up for his other children? Overall, the quality of children’s lives is going to decrease if people are not willing to make a change in their way of thinking. Many Americans refer to the Bill of Rights when anyone even mentions the possibility of implementingShow MoreRelatedThe Problem Of Population Control1188 Words   |  5 PagesPopulation Control Are there really methods of population control? Population control, the speechless facts of existence of the 1970’s and 1980’s, was the catchphrase of the 1950’s and 1960’s. Could government programs, contraception, war, and poverty be methods of control already in effect today? Population growth occurs when the birthrate outweighs the date rate; therefore factors have to be put in play to affect population on growth. Population Growth First, is the world really overpopulatedRead MoreHow Are The Population Policies Different Between India And China? Essay1546 Words   |  7 PagesHow are the population policies different between India and China? Guifang Tang Introduction China and India are the two countries which have the largest population in the world. These two countries have many similarities, especially they have fabulous growing speed during the globalization. In the global economic market, China has the biggest manufacture market and cheap labor (Justin Paul Erick Mas.2016). India gained independence from the United Kingdom from 1947 and started to focusRead MorePopulation Of Bangladesh : Problem Or Opportunity? Essay1187 Words   |  5 Pages â€Æ' â€Æ' Table of content â€Æ' Population of Bangladesh. Problem or Opportunity? Introduction: Increasing Population is one of the most alarming problem of Bangladesh. Some scientists, foreign donors and social workers believe that, it is one of the main problem of our country. Our country is very small in terms of total area. But the number of people living per square Km is very high. Bangladesh is one of the most densely populated country in the world. We have a very small area of 1,47,570 squareRead MorePopulation Control: Preventing Unwanted Pregnancies Essay1021 Words   |  5 PagesPopulation Control: Preparing for the Future The world’s population is rising rapidly from seven billion to the estimated nine billion in 2050 (Ellis, Overpopulation is Not the Problem). Every human being adds stress to the Earth’s resources. Numerous places like Africa and China maintain a copious amount starvation and poverty. There are days when people go without food, water, or shelter. There is even such happening in the United States. 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Population growth is discussed in the articles â€Å"Too Many People?† by Vanessa Baird; â€Å"Population Control: How Can There Possibly Be Too Many of Us?† by Frank Furedi; and â€Å"The PopulationRead MoreOverpopulation : The Better Or For The Worst?1547 Words   |  7 Pagespeople inhabiting earth. By 2050, it is predicted that population will reach up to 10.63 billion and by 2300 it is predicted to be 36.44 billion. In less than 300 years, population will grow by more than 30 billion people. The earth is meant to hold about six billion people and since humans have already already exceeded its limit, it is crucial for strong actions to take place in order to prevent overpopulation or e lse serious, irreversible problems will occur. The damage that overpopulation does toRead More Deer Overpopulation and Some Proposed Solutions Essay1351 Words   |  6 Pagesmiles out of the towns without seeing one that was hit by a car. The deer population in this area just keeps growing. It is unclear what should be done to stop the over population of this beautiful creature. Perhaps different hunting seasons or longer seasons are the answer. Possibly we should focus more on the development of birth control for the female deer, or maybe repopulating wolves into the areas where the deer population is too great. Something has to be done. The North American WhitetailRead MoreMalthus s Theory Of The Demographic Transition Theory1279 Words   |  6 PagesCensus Bureau, 2016), scientists, economists, and environmentalist’s struggle to find a solution to our â€Å"growing† problem. One theory that explains this population change is the demographic transition theory. This theory, defined as a thesis that links population patterns to a society’s level of technological development (Macionis, 2013 p. 636), suggests that the key to population control lies in technology. Demographic transition theory is a general description of the mortality, fertility and growth

Aging Of Aging And Aging Essay - 1652 Words

As aging is a stage of development that cannot prevented, the question of â€Å"can one’s aging be more successful than another?† is posed my many. Researchers continually consider the differences between aging successfully, and aging unsuccessfully. As researchers work to complete their studies, many find a reoccurring basis of successful aging. A basis of successful aging can be set including: physical health disease free, chronic illness free, mental health disease free, among many others. The only problem with this basis is the difference from person to person in terms of what makes aging successful. As individuals age, their mental state is a large predictor of how the person will age. A positive mental state about aging, will have a more positive effect on a person’s aging process. Many factors may influence the positivity of aging, such as negative aging stereotypes and discrimination because of older age. These negative aging stereotypes include b ut are not limited to: older adults are not as smart, older adults are angry all the time, older adults are bad drivers, older adults are isolated and never socialize. In adult aging and development, having a positive outlook on aging will lead to better mental and physical aging. Ageism as defined by Merriam-Webster (2016), â€Å"prejudice or discrimination against a particular age-group and especially the elderly†. A study conducted by Nelson (2016), studied the effect of ageism and negative stereotypes which older adultsShow MoreRelatedAging Of Aging : Aging2605 Words   |  11 PagesWhat is aging? It is not easy to come up with a working definition of aging; different academics around the world defined ‘aging’ from different perspectives. Based on the collected information I have, I define aging –a multidimensional process of physiological, mental and social changes that occurred over the course of life. Though it is beyond human control, aging experiences may vary between individuals. â€Å"In the developed world, chronological time plays a paramount role. The age of 60 or 65, roughlyRead MoreEffects Of Aging On Aging And Aging1343 Words   |  6 Pagesover time. The changes include physical, social and psychological changes. Causes of aging are very uncertain. Besides, there are several factors which predispose an individual to premature aging. Current theories suggest that this process occurs to due to cellular damage such as DNA oxidation by free radicals causing biological systems to fail. Internal processes such as DNA methylation may also result in aging. Predisposing factors such as space escapades, use of chemically intoxicated substancesRead MoreAging And Its Effects On The Aging1360 Words   |  6 Pagesover time. The changes include physical, social and psychological changes. Causes of aging are very uncertain. Besides, there are several factors which predispose an individual to premature aging. Current theories suggest that this process occurs to due to cellular damage such as DNA oxidation by free radicals causing biological systems to fail. Internal processes such as DNA methylation may also result in aging. Predisposing factors such as space escapades, use of chemically intoxicated substancesRead MoreAging And The Aging Process1669 Words   |  7 Pages Aging, it’s something that as a species of life on this planet we are predisposed to and its results are an inevitable factor that effects our bodies in several ways, from cataracts development to the progression of memory issues from such diseases as Alzheimer’s or Huntington’s. The concepts of aging are broken down into two theories widely accepted by several varying fields of studies such as gerontology, the study of the aging process, and oncology, the study of cancer and tumo r development.Read MoreThe Aging Of Population Aging1563 Words   |  7 PagesSarah Bolduc SOC 438- Aging in Society Prof. Brasher 11/11/2015 Population Aging Population aging is a term used to describe a country that has rising life expectancy and declining fertility rates. Populations age when both fertility and mortality rates are low, less people are being borna nd less people are dieing. This phenomenon of a larger proportion of older population is happening in many countries and placing a burden on the younger population to support them. One of the country’s experiencingRead MoreThe Aging Of Population Aging1553 Words   |  7 PagesAging of population (also known as demographic aging) is a summary term for shifts in the age structure of a population making them looking of elder aged person . A direct consequence of the on going global fertility rate decline as well as make the society less working and aging causes lot of health issues too , population aging is expected to be among the most prominent in whole world . Population aging is progressing rapidly in many developing countries as well as developed nations tooR ead MoreThe Aging Process Of Aging910 Words   |  4 Pagescycle which views aging as a study decline in functions, the life course perspective sees â€Å"growth and development as a lifelong process†(Novak, 2012), in other words, we as humans are constantly changing, evolving and adapting to the world we live in. Many studies delve into the aging process, physical, mental and emotional to name a few. 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I am very passionate about section 6.6, Problems of the Elderly, because I think we need to focus on giving support to the elderly. I think it is especially important as the dependency ratio is increasing and as the amount of elderly increase the amount of services they need will also increase. The eldderly face many challenges as theirRead MoreAging : An Inevitable Part Of Aging Essay1300 Words   |  6 Pagesâ€Å"Oh my gosh, I just found a white hair!† â€Å"I am getting old and I do not like it!† â€Å"I hate birthdays. I do not want to get old.† Who never tried to hide your age? Why are we so afraid of aging? Aging is a normal process of life; the only ones that do not age are the dead ones and Tina Turner’s legs. If the only way not to get old is to die, so why do we get so upset when we find the first white hair? It is probably because there are so many myths out there about old age. So, before we start crying

John Stuart Mills Essay - 564 Words

John Stuart Mills John Stuart Mill was one of the most well regarded and widely renowned philosophers and economists in history. He was considered a philosophical genius by the age of 20, and was mainly taught only by his father. His father believed that he should be educated and be taught many different languages and philosophies to become a well-rounded individual. When he had to end his studies early in life because of a mental breakdown at the age of 20, he soon recovered and was something different than when he first studied. Not long after he recovered he showed how different he was than his father and began writing in the Westminster review. He has widely been known for his views on liberalism that he showed in†¦show more content†¦It is of no surprise that he also supported individual freedom of thought and expression on the grounds of individual autonomy and minority protection. He stated that such freedom would encourage and not interfere with individual development, both social and intellectual, and would help in the emergence of truth. Mills greatest impact was his views on utilitarianism. In his essay Utilitarianism in 1863, Mill undertook the first real critical analysis of utilitarianism. He attempted to combine rationalism and romanticism to create both an objective political philosophy and a morally satisfying one. Mill asserted that life could not be judged on the simple hedonic principle of pleasure and pain, which Bentham had used because life was just more complicated. Not all pleasures are equal in value, he said, with the pleasures preferred by people with more developed character ethically superior than others. Unlike Bentham, who did not believe the prospect of man being able to pursue spiritual perfection, Mill placed equal importance on the cultivation of feeling and the building of character. He also passionately defended the rights of free speech and the value of individuality. Mill showed the fact that a wide range of character was to be found in society, and that some of it certainly was not exactly ethically fit, fearing that public opinion could become a sort ofShow MoreRelatedThe Mill By John Stuart Mill1537 Words   |  7 PagesJohn Stuart Mill was a famous philosopher and historian. Jeremy Bentham who advocated for utilitarianism just like Mill influenced much of Mill’s works. Mill’s works were also greatly influenced by Jeremy Bentham’s brother, Samuel and Mill’s father, James. Mill had many early works prior to his writings on utilitarianism. Mill discusses how to determine right and wrong, but this seems to be an ongoing conflict. Mill believes that in order to prove goodness you must have ethical morals lined up inRead More`` On Liberty `` By John Stuart Mill1458 Words   |  6 PagesJohn Stuart Mill was an English philosopher and a progressive in British politics during the 17th century. He lived during a time of political transformation in England caused by the Industrial Revolution. The Industrial Revolution brought social mobility to the middle and lower class, along with more political participation. With this newfound freedom, the people of England felt their liberties were being diminished because they had the ability to accomplish all the more but in some cases, couldRead MoreThe Contributions Of John Stuart Mill1250 Words   |  5 PagesJohn Stuart Mill was a British philosopher who was born on May 20, 1806 in London, England, to Harriet Burrow and James Mill, a noted economist, philosopher and historian. Jam es Mill was an educated man who was heavily involved in an early 19th century movement called philosophic radicalism, a school of thought also known as Utilitarianism, which highlighted the demand for a scientific foundation for philosophy, as well as a humanist approach to economics politics. It was this foundation fromRead MoreJohn Stuart Mill And Utilitarianism983 Words   |  4 Pagesor principle to be applied; which means, consequences do not matter morally. In the other hand, Consequential ends based ethics, with John Stuart Mill and Utilitarianism, drive decisions through the amount of happiness to be produced as a consequence; which means, the rules and principles do not matter morally. In solving this dilemma, considering John Stuart Mill principle will be most efficient, this is because, decisions should be made in time before their consequences appear and in specific casesRead MoreUtilitarianism By John Stuart Mill930 Words   |  4 PagesAnalysis Paper 2 In the essay â€Å"Utilitarianism† by John Stuart Mill, he explains his support for utilitarianism and argues any misconceptions of it. In his essay he talks about the difference between higher and lower pleasures and what significance they have in his utilitarian moral theory. His theory is based on the rule that â€Å"actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness.† Many people experience different kinds of pleasureRead MoreJohn Stuart Mill Is A Man Essay2494 Words   |  10 PagesJohn Stuart Mill is a man that has been immortalized by the public as both a genius, and a man before his own time. He has made countless contributions to philosophy, ethics, economics, and politics; he was a man not afraid to speak his mind, often to a candour level that become expected of Mill’s works (Browne 274). This frankness became attached to Mill’s, as he was typically swift and cunning in the disablement of opposing views and logical backing of his own. However, because of this, and hisRead MoreUtilitarianism, By John Stuart Mill1372 Words   |  6 Pagessupported philosophical argument that when boiled down to its most basic elements, can be described as creating â€Å"the greatest good for the greatest number† (122). Such was the sentiment of John Stuart Mill, one of act utilitarianism’s (also known as just utilitarianism) greatest pioneers, and promoters. Mills believed that his theory of always acting in a way that achieved the greatest net happiness was both superior to other philosophical theories and also more beneficial to the general public.Read MoreUtilitarianism, By John Stuart Mill1599 Words   |  7 PagesUtilitarianism is a doctrine in normative ethics that is outlined and defended by many philosophers, including the English philosopher John Stuart Mill as a standard to determine what are right and wrong actions. At its most basic claim, th e right course of action one must take should be in the interest of maximizing what is known as utility. The right course of action is determined as being right if it maximizes the total benefit and happiness gained, while at the same time reducing the greatestRead MoreJohn Stuart Mill Essay1369 Words   |  6 PagesRepresentative Government, written by John Stuart Mill, there is a concern for the tyranny of the majority. He expresses his concern in, On Liberty, by supporting an increase in individual liberties. It is expressed again in, On Representative Government, by promoting a true democracy. Mill proposes remedies for combating this tyranny of the majority, and further discusses the compatibility of those remedies and the effect they will have on society. Mill addresses the `tyranny of the majorityRead MoreJohn Stuart Mill And Plato1015 Words   |  5 Pagesdifferent ideas about government, but only a few have discussed women’s roles in government and society. Two great thinkers John Stuart Mill and Plato, are apart of this small group of philosophers and have even been described as feminists. In this essay, I will discuss the ideas of Mill and Plato that have led to their feminist epithets and whether or not I think it is true. Mill is considered to be one of the earliest feminists in history because of his campaign for gender equality. In Mill’s essay