Monday, December 23, 2019

Teaching A Social Studies Unit On Cultural Geography

Introduction I will be teaching a Social Studies unit on cultural geography to 23 third grade students at Fall River Elementary. Students will examine factors that make regions of the United States similar to each other and different from one another. They will learn how regions of the U.S. are connected and depend on each other. The lessons in this unit will utilize interactive maps using student Chromebooks. There will be minimal direct instruction with the majority of each lesson involving cooperative learning groups with hands-on activities. I will check for understanding throughout the unit through observation and completed student work on graphic organizers, story problems and group projects. An assessment will be given at the end†¦show more content†¦Nearly 83% of students graduated from the district in 2014 with a dropout rate of 1.82%. The attendance rate in the district in 2015 was 94.51% and there was a total of 1,798 incidents that required disciplinary action that year. School There are 529 students who attend Fall River Elementary. The majority of Fall River students, 75%, are white and 25% are minority, with the highest group being Hispanic. According to the October Enrollment Report for 2016/2017 in SVVSD: 8.5% of Fall River students are English Language Learners, 13.06% of Fall River students are in special education and 20.2% of Fall River students are on free or reduced lunch. In 2012, the St. Vrain Valley School District received a four-year, $16.5 million federal Race to the Top grant to fund STEM initiatives in specific schools, including Fall River. The focus at Fall River is incorporating Science, Technology, Engineering and Math into all content areas at all grade levels. Fall River students have the opportunity to learn how to write code in the computer lab and be part of a Robotics class. Fall River uses a school-wide Positive Behavior System called ROCKS in every classroom. The school also uses a model called Kelso’s Choices to help students solve problems on their own. Kelso’s â€Å"Choice Wheel† is posted in every classroom. Fall River is considered a â€Å"Love and Logic School† which utilizes the techniques of Jim Faye. These techniquesShow MoreRelatedAn Interdisciplinary Unit On The Civil War Themed872 Words   |  4 Pagesinterdisciplinary unit on the Civil War themed â€Å"Preserving the Past†, a Discipline Literacy and Instructional Planning project about North Carolina geography, and a collaborative Greek Mythology unit I taught during student teaching. In all three of these artifacts, I have developed relevant, integrative, challenging, and exploratory units of study. The â€Å"Preserving the Past† unit incorporates all four core subjects as well as a service learning opportunity. My interdisciplinary unit on geography connectsRead MoreA List of Essential Questions About Culture1006 Words   |  4 PagesINTRODUCTION To develop, encourage, and embrace cultural consciousness, students in third grade will work together to create a multicultural environment, where the teacher will help students develop a positive attitude towards different race, ethic and cultural groups, in addition each student will receive equal educational opportunities (1997). Countries and Cultures Around the World is an integrated social studies unit that will promote an atmosphere of inquiry in the classroom and help studentsRead MoreThe Conference At The Niu Campus Essay1480 Words   |  6 Pagesattended to all five sessions at the conference. 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The approach consists of classroom and school wide practices for deliberately helping children build academic and social-emotional competencies. These curriculum-based approaches were woven into developmentalRead MoreThe Evaluation of the Course Book â€Å"English in Mind†3260 Words   |  14 PagesIntroduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..2 â… ¡. Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.2 â… °. The factors of English teaching materials evaluation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦..3 â… ±. The analysis of materials-evaluation content. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦3 â… ². The cultural values of evaluating the English language teaching materials†¦......4 â… ³. The designed intention of teaching materials..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..5 â… ´. The effect of English teaching materials†¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..6 â… ¢. Evaluation criteria†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦...6 â… £. 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CLIL is widely seen as an excellent means of learning a language, and introducing international aspects into the teaching of content subjects.   CLIL methodologies and

Sunday, December 15, 2019

Persuasive Effects On Children Education Essay Free Essays

The issue that I discovered through research was the controversial turning issue with how selling to kids is a cause of the kid goon fleshiness epidemic. Deceptive advertizement influences is one of the causes for kids ‘s hapless nutrient picks. Ads can be lead oning. We will write a custom essay sample on Persuasive Effects On Children Education Essay or any similar topic only for you Order Now Harmonizing to Stepanie Clifford, Susan Linn manager of run for a Commercial Free Childhood said, â€Å" They [ the advertizements ] are powerful and improbably insidious † ( para.22 ) . On the other manus, advertizement bureaus are merely making their occupation. Harmonizing to Mrs. Clifford, the manager for selling communications at Duncan Enterprises, Aluso Dias said, â€Å" We do n’t desire to lead on anyone † ( para.3 ) . Because, selling to kids is one of the causes for child fleshiness the advertizement bureaus should promote healthier nutrients, alternatively, they are coming up with new methods of act uponing kids ‘s nutrient picks. There are three chief groups that are involved or affected in this argument, which are the advertisement bureaus, the kids, and even the parents of the kids. Harmonizing to the writer Jason Cartere, who wrote the book, Food Marketing and Childhood, â€Å" It has been estimated that, because of kids ‘s impact on buying behaviour, the nutrient industry spent $ 10 to $ 12 billion in 2002 to make them † ( 12 ) . Ad companies engage in promotional disbursement to attraction the attending of their clients, including kids, to specific merchandises in the food market shop. Children and adolescents are an of import market section. Harmonizing to Mr. Cartere, â€Å" They non merely have important disbursement power of their ain, but they besides influence the purchases of their parents and are the adults consumers of the hereafter † ( 12 ) . So it seems to me that the parents, kids and the advertisement bureaus are all involved in this contention in the some manner of anoth er. First, the advertizement bureaus and how they are involved by the interest to derive money. Selling bureaus targeted at kids has invested a billion dollar industry that is extremely effectual. Harmonizing to Dr. Kunkel, â€Å" More than 100 surveies demonstrate that nutrient selling is mostly successful at act uponing kids, which is barely surprising result, given the one million millions of dollars the industry invests in such effects † ( 2 ) .Much of that buying influence relates to nutrient. Mr. Cartere states, â€Å" Harmonizing to one estimation, one-year gross revenues of nutrient to kids exceeded $ 27 billion in 2002 † ( 12 ) . These bureaus benefit from nutrient advertised at kids. They influence kids ‘s pick of nutrients. Dr. Kunkel indicated, â€Å" In sum uping the overall grounds, the IOM concluded there is strong grounds that advertisement influences the short-run nutrient ingestion of kids aged 2-11, and the regular diet of 2-5 year- old † ( 2 ) . Therefore, the advertisement bureaus do derive some money by act uponing kids to devour their nutrient merchandises promoted. The 2nd group that is involved is the kids. Young kids are major consumers of the merchandises industries. This tendency prompted concerns about the effects of the advertizements on kids ‘s wellness. Harmonizing to the book, Preventing Childhood Obesity, â€Å" The measure and nature of advertizements to which kids are exposed to daily, reinforced through multiple media channels, appear to lend to nutrient, drink, and sedentary – chase picks that can adversely impact energy balance † ( 172 ) . Children are involved, because their wellness is affected by these unhealthy nutrient advertizements. Harmonizing the book, Preventing Childhood fleshiness, â€Å" Dietary and other picks influenced by exposure to these advertizements may probably lend to energy instability and weight addition, ensuing in fleshiness † ( 173 ) . It does look the advertizement bureaus do hold an impact on kids ‘s merchandise trade name and first pick, and consequence on ingestion behaviour. Dr. Kunkel had stated, â€Å" The decision that kids ‘s exposure to unhealthy nutrient advertisement contributes to their weight position is now widely known † ( p.2 ) . It is apparent that publicizing achieves its intended end, which is to act upon kids ‘s merchandise picks even when they ‘re non healthy. The 3rd group that is involved by this contention is the kids ‘s parents. From a practical point of view, parents play a cardinal function as family policy shapers. By advancing certain values and attitudes, by honoring or reenforcing specific behaviours, and by functioning as function theoretical accounts parents have a profound influence on their kids. Harmonizing to the writers of Preventing Childhood Obesity, â€Å" They make day-to-day, determination on recreational chances, nutrient handiness at place, and kids ‘s allowances ; they determine the scene for nutrient eaten in the place ; and they implement infinite other regulations and policies that influence the extent to which assorted members of the household engage in healthful feeding and physical activity † ( 289 ) .Children ‘s wellness demand to be raised by a place environment with engaged and adept parenting, that theoretical accounts values, encourages reasonable eating wonts, and physically an active life style. Harmonizing to Preventing Childhood Obesity, â€Å" Finally, a 10-year longitudinal survey conducted in Denmark has identified parental disregard as a powerful forecaster of the subsequent development of fleshiness † ( 287 ) . Parents ‘ engagement can lend to active behaviours in kids. Harmonizing to Preventing Childhood Obesity, â€Å" Although intervention of childhood fleshiness is beyond the range of this study, intervention surveies have demonstrated that intensive engagement of parents in intercessions to alter corpulent kids ‘s dietary and physical activity behaviours has contributed to success in weight loss and long-run weight care † ( 287 ) . As kids develop, parents play an spread outing function in finding the nutrients that are available to them. Peoples have assorted demands, including the physiological demands, like nutrient. Ads industries that promote an unhealthy diet do hold an consequence on kids ‘s physiological demand for nutrient. Mr.Cartere said, â€Å" Ad bureaus spend important sums of packaging designed to appeal to kids † ( 13 ) . Emotional entreaty, technique used to appeal to the emotions and values viewing audiences care profoundly approximately. Harmonizing to the book, Preventing Childhood Obesity, â€Å" Sellers use a assortment of techniques, manners, and channels to make kids and young person, including gross revenues publicities, famous person or sketch – character indorsements, merchandise arrangements, and the co-marketing of trade names † ( 173 ) . Children who see these sort of advertizement are evoked through their physiological demand for nutrient, which interns, is likely to be sub missioned by fleshiness. Dr. Kunkel besides stated, â€Å" Children who see more nutrie nt advertisement have a significantly higher hazard of yielding to fleshiness † ( 2 ) . Ads do frequently appeal straight or indirectly to one or more assorted demands, though these are merchandises that are nit portion if a healthy diet. Using broad scope of attacks, publicizing companies, market their hapless nutritionary nutrient merchandises to kids. Children view the merchandises that are non a portion of a healthy diet, which interns, are seduced to believe they can eat the sugary merchandises and non believe about the effects. Harmonizing to the Encyclopedia of Obesity, â€Å" One survey found that among kids every bit immature as three, the sum of hebdomadal telecasting was significantly related to their thermal consumption every bit good as petitions and parental purchases of specific nutrients they saw advertised on telecasting † ( 8 ) . Well, most of the telecasting advertizements directed at kids promote nutrient, such as confect and sweetened breakfast cereals. Dr. Kunkel provinces, â€Å" The huge bulk of kid targeted nutrient advertisement promotes obesogenic merchandises that are high in added fat, salt, and sugar † ( p.2 ) . Ethical ways used to market to kids seem to hold a negative eff ect, childhood fleshiness. The negative effect, the fleshiness epidemic in this instance, seem to be an consequence of straight publicizing to kids, which has made me believe of the two philosophical rule that I believe. Children need to be guided in the right way by their parents and the environmental factors around them. Childhood fleshiness involves immediate and long-run hazards to physical wellness, which nutrient selling are among the suggested subscribers to the rise in fleshiness rates. Harmonizing to, Preventing Childhood Obesity, â€Å" The rise in kids ‘s fleshiness is a peculiar concern, because fleshy grownups, and because corpulent kids are likely to endure from associated medical jobs earlier in life † ( 1 ) . Parents should learn their kids a life style in which kids learn about the wellness benefits of nutrition and physical activity. Another philosophical rule I believe is merely something ‘s should n’t be said if it is non true. Misleading person is non the truth. Ad nutrient as healthy does n’t do the merchandise healthy. Dr. Kunkel said, â€Å" The industry say all of the nutrient its advertises to kids under its self-regulatory enterprise are healthy ; but my independent analysis use U.S. authorities nutritionary criterions, say more than two of every three advertised merchandises autumn in the poorest nutritionary class † ( p.3 ) .They can easy be persuaded and be guided in the incorrect way, into believing something that is non true. The nutritionary facts that is included and excluded in a merchandise should be clearly established. Even the simplest advertizements can be misunderstood easy. Childs can be persuaded into the demand of the poorest nutritionary nutrients. Therefore, I wish to stand by the kids on this issue. Dr. Kunkel said, â€Å" Extensive research I have conducted since 2005 shows that prior to the coming of self-regulating, 84 % of all nutrients advertised on telecasting to kids were merchandises in the poorest nutritionary class, which consist largely of extremely sugared cereals, drinks, and bites, along with fatty and salty fast nutrients † ( p.3 ) . These sorts of merchandises that promoted are supposed to be consumed one time in a piece. Yet, the advertizement bureaus are barely doing an attempt. Dr. Kunkel made a statement, â€Å" But my surveies show that in 2007, the proportion of nutrients marketed to kids that remained unhealthy was 79 % and in 2009 it was still a 72 % ( p.3 ) . Why would n’t the advertisement bureaus change how they direct their publicities aimed at kids? Childhood fleshiness clearly appears to be a status that is happening more often and extensively among persons in a community or population than is expected, this suggests an epidemic. Overall, information clearly indicated that fleshiness laterality in U.S. kids to upsetting sum ‘s, but chief inquiries remain about the effects of this job. Harmonizing to Preventing Childhood Obesity, â€Å" The primary concern about childhood fleshiness is its possible impact on wellbeing, non merely in childhood but into maturity, with the term â€Å" well- being † reflecting the commissions view that societal and emotional wellness is every bit of import as physical wellness † ( 65 ) .Childhood fleshiness is associated with a broad array of upsets that affect multiple organ systems. Harmonizing to, Preventing Childhood Obesity, â€Å" These upsets include high blood pressure, dyslipidemia, glucose intolerance/insulin opposition, hepatic steatosis, cholelthiasis, sleep apnea, catamenial abnormalcies, impaired balance, and orthopaedic jobs † ( 67 ) . Conditionss related to childhood fleshiness, may even go ordinary. Harmonizing to Preventing Childhood Ob esity, â€Å" It is possible that if the childhood fleshiness epidemic continues at its current rate, conditions related to type 2 diabetes-such as sightlessness, amputation, coronary arteria disease, shot, and kidney failure- will go ordinary in middle- elderly people † ( 69 ) . Parents should educate their kids, from a immature age, about doing determinations sing dietetic consumption, so that as they get older, the kids can take on increasing duty for determinations sing the types and sums of nutrients and drinks they consume. Harmonizing to Preventing Childhood Obesity, â€Å" Parents should advance healthful nutrient picks by school-aged- kids and young person by doing a assortment of alimentary, low-energy-dense nutrients, such as fruits and veggies, available in the place † ( 293 ) . Parents should advance physical activity every bit good. Harmonizing to, Preventing Childhood Obesity, â€Å" Parents should advance physical activity by back uping and encouraging kids and young person to be active and drama out-of-doorss and take part in chances for physical activity † ( 300 ) . So the different techniques used to market to kids so seem to lend to a negative effects. To sum up my decision, due to the philosophical rules, fundamentally merely making the right thing, I wish to back up the kids because of the decision of the negative effects. Children do n’t cognize or even understand how they are being persuaded. Parents need to learn their kids how the universe tries to pull strings person. Or else, person like the advertizement bureaus will act upon them. Ads do frequently appeal straight or indirectly to one or more assorted demands, though these are merchandises that are non portion of a healthy diet. Harmonizing to the YouTube picture I found, â€Å" Frosted Flakes † , â€Å" Ads can act upon kids through merely arousing stimulations. † Children need aid bespeaking persuasion of the psychological demands, over their ain existent psychological demands. Children need to be protected by the persuasions of the poorest advertizements aimed at appealing to the demands of their unhealthy nutrients. The simplest advertizements can be misunderstood easy. Given that the wellness of today ‘s kids and future coevalss is at interest we, as grownups, need to continue with all due finding and urgency. Work Cited Cartere, Jason. â€Å" Television, Food Marketing and Childhood Obesity. † New York. Nova Science Publishers, Inc. 2009. Print Clifford, Stephanie. â€Å" A Fine Line When Ads and Children Mix. † New York Times 15 Feb. 2010: 4. Newspaper Source Plus. Web. 6 Oct. 2012. Encyclopedia of Obesity. Gen. Ed. Kathleen Keller. Los Angeles: Sage Plublications 2008. Print. Griidgr. â€Å" Media Bites-Frosted Flakes † You Tube, 13 April 2009. Web. 10 October 2012. Institute of Medicine ( U.S. ) . Committee on Prevention of Obesity in the Youth Preventing childhood fleshiness: wellness in the balance. The National Academies Press, Washington, DC 2005. Julie L. Gerberding. â€Å" Marketing Food To Children. † FDCH Congressional Testimony ( n.d. ) : Newspaper Source Plus. Web. 10 Oct. 2012. Kunkel, Dale. â€Å" Food Marketing And Chrildrens Health. † FDCH Congressional Testimony ( n.d. ) : October 12, 2011.Newspaper Source Plus. Web. 10 Oct. 2012. How to cite Persuasive Effects On Children Education Essay, Essays

Saturday, December 7, 2019

Stakeholder Management and Addition Samples †MyAssignmenthelp.com

Question: Discuss about the Stakeholder Management and Addition. Answer: Stakeholder's management Stakeholders are groups affected by a project in one way or the other (Morgan, Pritchard and Piggott 2003). In this case, stakeholders are students, university management, organizations and companies providing creative content to the public. Students will find organizations and companies from where they can seek internship opportunities and even employment upon graduation. Universitymanagement will provide valuable information to bring alumni together, who will mentor and encourage the current students. Furthermore, creative companies will have a pool of students from where they can choose top talents to drive their growth strategies. Additionally, the website will provide old and current students with a platform to showcase their talents and sell their ability to potential employers and even get opportunities to stage their talents to the public. Value addition According to Keeney and Keeney (2009), value addition involves adding features to a basic line. The website will add value to students by giving them real-time exposure to the creative industry. They will be studying alongside engaging in practical creative activities. Besides, the site will help student commercialize their talents to the public for financial gains. When several students get a stage to tell their story, they will be harnessing cultural practices of the society which help perverse original societal culture. In addition to bringing different students together, there is growth in social infrastructure since different students stage variety of cultural practices. Above all, students get opportunities to showcase their talents which ultimately contribute to their career and professional development. They overcome stage fright besides improving on communication and public speaking Resourcing Resources are very vital in driving development agenda for individuals, companies, and organizations (Bhagavatula et al. 2010). The project will require financial resources to design and host the website. The website will also require personnel to upload creative content and handle inquiries from the stakeholders. We shall request the university through the creative department to finance website designing and hosting. Since the project directly caters for student welfare, we shall request the head of student welfare to hire and train one person who will handle inquiries as students will be in class. Apart from the university, the creative students shall also subscribe to the website where they will pay a small fee to organize creative events for skills development. The old student can sponsor public stages where students will showcase their cultural dances, plays and even drama to build their skills and also get income from entry charges (Barrowclough and Kozul-Wright 2008). References Barrowclough, D. and Kozul-Wright, Z. eds., 2008.Creative industries and developing countries: voice, choice and economic growth. Taylor Francis. Bhagavatula, S., Elfring, T., Van Tilburg, A. and Van De Bunt, G.G., 2010. How social and human capital influence opportunity recognition and resource mobilization in India's handloom industry.Journal of Business Venturing,25(3), pp.245-260. Keeney, R.L. and Keeney, R.L., 2009.Value-focused thinking: A path to creative decision making. Harvard University Press. Morgan, N.J., Pritchard, A. and Piggott, R., 2003. Destination branding and the role of the stakeholders: The case of New Zealand.Journal of vacation marketing,9(3), pp.285-299.

Saturday, November 30, 2019

Ratio Analysis and Risk and Return of Fmcg Industry Essay Sample free essay sample

Companies – ITC. HUL. Nestle India. Dabur. Godrej Consumer Products The Indian FMCG sector is the 4th largest sector in the economic system with an estimated size of Rs. 1. 300 billion. The sector has shown an mean one-year growing of about 11 % per annum over the last decennary. Unlike the developed markets. which are conspicuously dominated by few big participants. India’s FMCG market is extremely disconnected and a considerable portion of the market comprises of unorganised participants selling unbranded and unpackaged merchandises. There are about 12-13 million retail shops in India. out of which 9 million are FMCG kirana shops. Index concentration degree: The index is mostly driven by ITC and HUL. as they contribute about 75 % to the entire index. Both companies have posted good consequences. therefore assisting the index to turn despite weak domestic market. If both these companies are excluded so the index comes out to be overvalued by merely 7. 82 % . Therefore. the index has high dependence on these two companies. We will write a custom essay sample on Ratio Analysis and Risk and Return of Fmcg Industry Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Union Budget 2012-13 proved to a assorted bag for the FMCG industry. On one manus. minor addition in the revenue enhancement freedom bounds and some inducements on equity investings were positives as this would increase the disposable income degrees. But on the other manus. the addition in excise responsibility more or less offset the above consequence. We feel that smaller participants would happen it hard to go through on the responsibility hikes to stop consumers and will take to take the brunt of this hiking in a command to keep and turn market portion. On the other manus. deep-pocket participants like Nestle. ITC and HUL with their leading place and strong trade names will be able to go through on the hiking to consumers. Traveling frontward. the moderation of natural stuff monetary values and grasp of rupee against dollar would assist the FMCG companies to keep their borders in future. With addition in disposable income and favorable authorities policies. net gross revenue s growing is expected to stay robust in coming quarters. Sing ongoing economic uncertainness. we expect that FMCG industry will stay an attractive industry for investing. being a safe oasis for investors. FMCG industry. as an investing: FMCG index has systematically given good return to investors over the old ages. Infact. FMCG index has given a return of 12 % in 2011 despite negative returns from Sensex. Traveling frontward. HUL and ITC are expected to enter good public presentation. which could take to positive impact on the rating of the overall FMCG index. In FY-11. HUL has changed its concern scheme and started concentrating on rural market through addition in ad-spends. new launches and spread outing distribution web. As a consequence. it posted good consequences so far and is expected to present good consequences in coming quarters every bit good. ITC. market leader in coffin nails. has benefitted by favorable proclamation in the Union Budget-13 wherein the Government increased the excise responsibility on bidi and other baccy merchandises which could take to consumers switching to coffin nails. With favorable authorities policies and its focal point on turning nutrient processing class. ITC is expected to post good consequences in approaching old ages. Therefore. FMCG index. being a defensive sector. will stay a safe stake for investors. But. as the [ electronic mail protected ]/*figure indicates. most of the companies are merchandising at a premium to their MRPs. Despite this. there are a few basically sound companies in FMCG industry. which are presently available at a good price reduction from their MRPs ( intrinsic value ) . With the overall economic state of affairs non expected to alter much in the coming quarters. investors would be well-advised to: Current Ratio for all the houses is below the criterion ratio 2:1. All the houses are following the same tendency as they have proportionally same difference between current ratio and speedy ratio. Companies have a immense stock list base that holds a major portion of current assets. GCP performed better than wholly as there is a net addition in hard currency flow. increasing the company’s liquidness to run into its short term liability. ITC and Nestle India has a really low hard currency ratio. As Nestle has negative hard currency flow -44 Crores. although ITC performed good this twelvemonth with a net hard currency flow of Rs 55 Crores but they invested in fixed assets and other investings resulted in really low hard currency. HUL and Dabur besides has a positive hard currency flow of Rs 694 Crores and Rs 98 Crores severally. But HUL made investings and dabur has shown an addition over the old old ages but non good as compared to its rivals. Quick ratio of Dabur and GCP has increased over the old twelvemonth. GCP’s hard currency ratio is increased from. 05 to. 4 besides the current ratio is improved over old twelvemonth. Employee turnover Ratios 2012-12 2010-11 Inventory Turnover RatioFixed Asset Turnover RatioEntire Assets Turnover RatioDebtor Turnover Ratio Nestle has the highest stock list turnover ratio of 11. 4 and inventory keeping period of 31 yearss. A good stock list turnover ratio indicates that stock lists are traveling fast and that is required in FMCG industry. All the houses have an stock list ratio above 7 that is a good indicant. HUL has the highest entire Assets turnover ratio and fixed assets turnover. GCP. ITC. Nestle made immense investing in 2011-12 that increased their entire assets and fixed assets. The gross revenues has besides increased but due to investing and increase in fixed assets. Fixed assets and entire assets turnover ratio are lower this twelvemonth but we may see an betterment in the approaching old ages where the investing made in fixed assets may assist in increasing gross revenues doing the good use of assets. Debtor Turnover ratio is high for Nestle 83 times doing the mean aggregation period near to 4 yearss which shows that companies recognition policy are good and they are able to bring forth net capital in a really short clip for daily operating activities. The high value shows that direction might be rigorous towards the debitors and playing safe by hard currency minutess. Debtor turnover ratio for HUL is 28. Dabur is 17. ITC has 39 and GCP has 35 which shows they are able to roll up the hard currency in maximal 21 yearss for Dabur. which is a good indicant for FMCG industry. As stock lists moves fast they need hard currency for operating activities. All the houses have plus direction ratio’s near to industry norm. Nestle has outperformed both the old ages 2010-11 and 2011-12 as their Debtor turnover ratio is twice of the industry norm. Debt – Management Ratio 2011-12 2010-11 Debt-Equity RatioDebt Ratio Debt- Equity ratio is 0 for HUL and ITC and GCP has 7 times and Nestle has 10 times. As all these houses has really low debt and equity. but higher militias.Nestle financed its activities through loan this twelvemonth and took Rs. 976 Crores as loan and low equity of Rs. 96 Crores made the debt-equity ratio really high. Similarly GCP besides took debt in 2011-12 of Rs. 237 Crores but the low equity of Rs. 34 Crores made the debt-equity ratio higher. So higher value of debt-equity ratio does non intend that the companies are trusting chiefly on debt. Debt-Assets ratio / Gearing ratio is below 0. 5 for all the houses indicates that companies are less hazardous. As they have more assets than debts. In future they can run into their long term liabilities with the value of assets they have. ITC and HUL has 0 debt-assets ratio. which indicates their strong place in industry. As they are the major participants in FMCG industry and are capable plenty to run into their assets with militias and excess. non trusting on debts/equity. Nestle had 0 debt in 2010-11 and in 2011-12 they financed through loan. which increased debt-eqity ratio from 0 to 10. GCP had a higher debt-equity ratio in 2010-11 but it is reduced to 7 in 2011-12. All the other houses maintained low debt ratio and debt-equity ratio in both old ages. Net income Margin Ratio2011-12 2010-11 Gross Profit MarginOperating Net income MarginNet Net income Margin All the houses has Gross net income border above 45 % . but ITC has the highest gross net income border of 59 % which indicates good control of cost-of-goods sold and runing net income border 35 % . But GCP has the highest net net income border of 20 % . For both old ages 2010-11 and 2011-12 ITC has highest gross net income border and operating net income border ratio which indicates their efficient production procedure. The gross net income border indicates the efficiency of production and pricing. a higher gross net income border indicates the houses production procedure are good working. All the houses have a net net income border over 10 % which shows that industry is executing good. Profitability Ratios2011-12 2010-11 Tax return on EquityTax return on Assetss ROE and ROA is higher for all the houses. GCP leads with 1800 % returns. HUL has 1200 % . Dabur 200 % . ITC 700 % . Nestle 1000 % return. which is a good mark for investing. As Rs. 1 investing would give a Rs. 18 return. But the companies are non trusting much on equity. ROA is highest for HUL. as the house is using its assets and has an ROA of 1700 % . Other houses besides have ROA above 500 % . which indicates that they are using the assets really good. As a consequence the houses are intensively puting in fixed assets as to bring forth more volumes. GCP has highest Roe for both old ages and much above industry norm. Hazard and Return NIFTY:Average day-to-day Market Return| 9. 0381E-05|Average Annual Return| 2. 28 % |Geometric Mean Return| 1. 000017478|Discrepancy of Index| | 0. 0001462|| | | |Risk Free Return. Rf| | 8. 09 % | HUL: Average Daily Return of Stock| 0. 001163679|Average Annual Return| 29. 32 % |Standard Deviation of Daily Stock Return| 0. 014864983|Discrepancy of Daily Stock Return| 0. 000220968|Covariance of Stock and NIFTY| 3. 3892E-05|Geometric Mean Return| 1. 001053876|BETA ( utilizing incline fn ) | 0. 232281744|Required Rate of Return| 6. 74 % |Systematic Hazard of Stock| 0. 001987823|Unsystematic Risk| 0. 053696042| ITC: Average Daily Return of Stock| 0. 00017751|Average Annual Return| 4. 47 % |Standard Deviation of Daily Stock Return| 0. 026776465|Discrepancy of Daily Stock Return| 0. 000716979|Covariance of Stock and NIFTY| 6. 83846E-05|Geometric Mean Return| 0. 999678281|BETA ( utilizing incline fn ) | 0. 468678957|Required Rate of Return| 5. 37 % |Systematic Hazard of Stock| 0. 008092792|Unsystematic Risk| 0. 172585932| Dabur: Average Daily Return of Stock| -0. 000291509|Average Annua Return| -7. 35 % |Standard Deviation of Daily Stock Return| 0. 027196376|Discrepancy of Daily Stock Return| 0. 000739643|Covariance of Stock and NIFTY| 4. 95522E-05|Geometric Mean Return| 0. 999201699|BETA ( utilizing incline fn ) | 0. 339609723|Required Rate of Return| 6. 12 % |Systematic Hazard of Stock| 0. 004249205|Unsystematic Risk| 0. 182140793| Nestle India: Average Daily Return of Stock| 0. 001214306|Average Annual Return| 30. 60 % |Standard Deviation of Daily Stock Return| 0. 015235535|Discrepancy of Daily Stock Return| 0. 000232122|Covariance of Stock and NIFTY| 4. 02109E-05|Geometric Mean Return| 1. 001098493|BETA ( utilizing incline fn ) | 0. 275588703|Required Rate of Return| 6. 49 % |Systematic Hazard of Stock| 0. 002798145|Unsystematic Risk| 0. 055696483| Godrej Consumer Merchandises: Average Daily Return of Stock| 0. 001382|Average Annual Return| 34. 83 % |Standard Deviation of Daily Stock Return| 0. 020148|Discrepancy of Daily Stock Return| 0. 000406|Covariance of Stock and NIFTY| 2. 7E-05|Geometric Mean Return| 1. 001183|BETA| 0. 185288|Required Rate of Return| 7. 01 % |Systematic Hazard of Stock| 0. 001265|Unsystematic Risk| 0. 101034|

Tuesday, November 26, 2019

Free Essays on Market Indicators

Standard and Poor’s 500 stock index Unlike the Dow Jones industrial average, the Standard and Poor’s 500 stock index (S&P 500) is a value-weighted index. The S&P 500 index is usually considered the benchmark for U.S. equality performance. It represents seventy percent of all U.S. publicly traded companies. Part of the index’s popularity is due to its close association with the largest mutual fund in the world, the Vanguard 500 Index Fund, and Spiders, the first exchange traded fund. As the name suggests, the S&P 500 consists of 500 companies from a diverse range of industries. Contrary to a popular misconception, the S&P 500 is not a simple list of the largest 500 companies by market capitalization or by revenues. Rather, it is 500 of the most widely held U.S.-based common stocks, chosen by the S&P Index Committee for market size, liquidity, and sector representation. "Leading companies in leading industries" is the guiding principal for S&P 500 inclusion. A small number of international companies that are widely traded in the U.S. are included, but the Index Committee has announced that only U.S.-based companies will be added in the future. The S after all, it represents approximately 70% of the value of the U.S. equity market. The listed companies are highly diverse, spanning every relevant portion of the U.S. economy. The S&P 500 index also tends to be the default when people discuss "index funds," since index funds based on other indexes were not widely available until recently. Although it is a reliable index, it has its weaknesses. The index is comprised primarily of U.S.-based companies. The S&P 500 also has significant liquidity requirements for its components, so some large, thinly traded companies are ineligible for inclusion. And because the index gives more weight to larger companies, it tends to reflect the price movement of a fairly small number of stocks. Value Lin... Free Essays on Market Indicators Free Essays on Market Indicators Standard and Poor’s 500 stock index Unlike the Dow Jones industrial average, the Standard and Poor’s 500 stock index (S&P 500) is a value-weighted index. The S&P 500 index is usually considered the benchmark for U.S. equality performance. It represents seventy percent of all U.S. publicly traded companies. Part of the index’s popularity is due to its close association with the largest mutual fund in the world, the Vanguard 500 Index Fund, and Spiders, the first exchange traded fund. As the name suggests, the S&P 500 consists of 500 companies from a diverse range of industries. Contrary to a popular misconception, the S&P 500 is not a simple list of the largest 500 companies by market capitalization or by revenues. Rather, it is 500 of the most widely held U.S.-based common stocks, chosen by the S&P Index Committee for market size, liquidity, and sector representation. "Leading companies in leading industries" is the guiding principal for S&P 500 inclusion. A small number of international companies that are widely traded in the U.S. are included, but the Index Committee has announced that only U.S.-based companies will be added in the future. The S after all, it represents approximately 70% of the value of the U.S. equity market. The listed companies are highly diverse, spanning every relevant portion of the U.S. economy. The S&P 500 index also tends to be the default when people discuss "index funds," since index funds based on other indexes were not widely available until recently. Although it is a reliable index, it has its weaknesses. The index is comprised primarily of U.S.-based companies. The S&P 500 also has significant liquidity requirements for its components, so some large, thinly traded companies are ineligible for inclusion. And because the index gives more weight to larger companies, it tends to reflect the price movement of a fairly small number of stocks. Value Lin...

Friday, November 22, 2019

Cell Phones Advantages&Disadvantages Essay Example for Free

Cell Phones Advantages&Disadvantages Essay When I have been on different school placements during my time at the College there has always been one thing I have paid more attention to and noticed in every school. This situation is a very common thing among students in Malaysia and also occurs among people who normally use more than one language. This phenomenon is called code-switching and usually happened in bilingual societies. What is code-switching? It is when a person mixes two languages in a single sentence or a conversation. This issue was ordinary to take place in Malaysian students which is learning more than one language. Our country students usually learned more than three language likes national language, mother language and etc. Our ministry of education set English as a second language in Malaysia, so Malaysian English Language Instructors and ESL (English as second Language) requires learners tend to use more than one code of language in the context of formal classroom. Now, we wants to discuss the factors that cause ESL learners to code switch and how to overcome it. 2.1 Feel More Comfortable, Environment, Lack of Confidence The first factors it cause students cannot switching code immediately because they not usual to use English and also feel custom and more comfortable to use their own language. They prefer to use their own language because it is more smoothed and easy communicate with their friend. Besides that, they also did not have a good environment or social to speak English. Take one example, we was grow in a family which does not often speak English and we just only use our mother language to communicate with our family’s in home, that is a big problem for us to learn and speak English properly. The problem will cause the students lack of confidence to speak English because they do not have basic for speak to other people. Last but not least, they also will feel shy to use English because they are afraid of speaking mistakes. 2.2 Lack of Motivation, Lack of Interest, Lack of Enforcement Furthermore, they also lack of motivation because they do not get any courage from their friend or family. When students do not have enough vocabulary word they  cannot speak any perfects English. If they cannot speak English properly, they will give their friend laugh and it will causes they do not have more interest in English. Besides that, they will also give up to learn English and also will drop out of study. Motivation may be expect to improve when class take into account students likes in teaching style and lesson material. Additionally, parents did not enforce their children to speak and learn English in home. Parents also lack of accompany with their children to teach them important of English or another language in the whole world even tourism and doing business. 2.3 Watch more English videos, more interaction, talk with others race After the factors let us talk about solutions to overcome the problem students who are face it. Lecturers can takes some video from youtube or google to share with students but ensure the video can help students to improve their English. They can also listen music English or see an English movie to increase their listen and speaking skill. We must let students have more interaction and practice among them when during lesson. Lecturers should break them into different group with different language or country to get more chance to be in touch with English in class. 2.4 Join the activity can improve English, Attended to tuition, Penalty The parents need to speak with them in English and without home language at home to improve their basic in speaking. Parents also can send them to counselling or campaign for training them to use English in social life. Students must me hardworking and go to a place which availability of additional resources or knowledge to increase their vocabulary. To give those students cannot handle the basics English parents should force them to attend tuition class. When students in the school or college, lecturers must be ensure students are in the English speaking zone to communicate with their friend without other language. Last but not least, if those students who are not follow the rules must give a heavy penalty to let them remember and would not do a same mistake against. The use of mother language is not conclusively a threat to English as a language or a subject at school. In school or college lecturers should be concern about students have the ability to differentiate the two language and separate them in formal and non-formal communications in class.  Therefore, poor performance in English cannot blame on home language, but a person’s background. In my view educators should take the responsibility and teach suitable things to enable the primary level students learn in English. Its can make them understanding in a better command of English. 1) Jtonec. (2012). A Description of How the Teacher of Language and Literature May Use Drama in Education to Overcome Low Linguistic Competency and Low Self Confidence. Available: http://www.studymode.com/essays/a-Description-Of-How-The-Teacher-1221891.html. Last accessed 12 May 2014. 2) Timmytimmkins.(2010). Effective ESL Elements. Available: http://www.studymode.com/essays/Effective-Esl-Elements-406002.html. Last accessed 10 May 2014. In this global computer science and technology, who does not have a cell phone these days? Even a child in primary school some of their parents also will give them a phone to them for easily to stay contact with parents. However in this era of technology, a cell phone most amazing things is that they are no longer just used for calling or texting. Actually, a cell phone is not just only a tool for communicate with family and it is also a tool for multimedia such as smartphones. The smartphones can use in multimedia likes games, pictures, songs and it will bring out many advantages and disadvantages for us so with this mind. Hence, should students be permitted to use cell phones in school has become a hot topic of discussion among individual. Thus, let us discuss and debate about this topic. 2.1 Access Information, Useful Application Firstly, it goes without saying that the advantages of cell phones is it can help students to overcome some of their academic problems. This is due to the reason that cell phones allow them to download some useful software such as dictionary. When they cannot understand what their lectures teaching about due to the vocabulary, they can find the meaning of the vocabulary and try to translate it to their own language by using the dictionary software  so that they will manage to understand what their lectures teaching about. In addition, they can also access ‘google’ to find the materials which they need. This is because internets have a pool of information to provide the information that they acquire. On the other hand, the student parents can also check their children whereabouts by using a phone. Besides that, the smartphone also has a lot of function such as calendar, calculator, maps finder and many technology software. I can take an example that I will use software to supervise my homework and revision to ensure that I will not waste the precious time. 2.2 Replace Pen and Paper, Use To Memory, E-learning Apart from that, using cell phones to do home works or assignments can replace the pen and reduce the paper so that this will help to reduce deforestation as well as keep away from greenhouse effect. The cell phones can also become a â€Å"memory card†, when the student insufficient time to write down all the points that the lecturers given or he or she absents the lessons, they can just take a picture and do revision at home. Furthermore, they still can take out these pictures to revise before the examination. In this way it is killing two birds with one stone a stone. Additionally, they can use for E-learning in internet by using a cell phone with their friends and lectures to discuss homework or which are they do not understand in the lesson. 2.3 Distraction Class, Cheating, Bullying Every coin has two sides, cell phone also bring some disadvantages to us. Let us discuss the disadvantages of a cell phone right now. The cell phones also bring out many troubles to students like distract the lecturer and all their friends. The meaning distract is stand for while lecturer teaching in the class the students who play games and the worst is cell phones ringing will disturb the whole class force to stop the class. After that, the students will also laugh at which classmates those who are not using the latest phone. They cannot understand their parents work hard also unable to buy a latest phone to them because new phones price is too expensive and even run up to two thousand. 2.4 Annoying Lecturers, Health Hazard, Safety of Students When lecturers is teaching in the class, the students which is mischievous will take the lecturer funny picture and upload to the social network to annoying their lecturer. These types of students do not have manners because they did not give any respect to their lecturer. England scientist investigate point out if each people using cell phones in one day more than 2 hours, they will get health hazard like shortsighted, radiation, skin cancer. So, if students bring cell phones to school they will get more times to be in touch with the disease above. Beside, students can keep play their phones and did not pay attention when they go downstairs or cross the road. It is very dangerous actions and do not behave their self and their family. In the last, students bring cell phones to school have both of advantages and disadvantages but they should know how to use the cell phones in the place is correct. We can come to a conclusion that although mobile phones have their weak points, they are very useful when they are necessary. Students are the decision makers. Therefore, we can choose which are good and bad. According to my opinion cell phones are very useful things if we use them in a proper way in the school it may help students solve many problems. 1) RaulBarrera. (2012). Disadvantages of Cell Phones in School. Available: http://www.studymode.com/essays/Disadvantages-Of-Cell-Phones-In-School-1074638.html. Last accessed 6 May 2014. 2) HayItsGio. (2012). Cell Phones in School. Available: http://www.studymode.com/essays/Cell-Phones-In-School-1317488.html. Last accessed 4 May 2014. Cell Phones Advantages&Disadvantages. (2016, Sep 23).

Wednesday, November 20, 2019

Young people who sexually offend Essay Example | Topics and Well Written Essays - 1500 words

Young people who sexually offend - Essay Example This particular group of young people is particularly challenging to deal with (Calder, 2009; Patricelli, 2009; and Rich, 2009). In order to identify and treat youth who sexually offend, certain actions must be carried out. There are approaches, techniques, research, and a theoretical overview that must be followed. The following must be taken into consideration: Furthermore, a comprehensive overview will include quite a bit of work on the part of those affected. This includes surveying literature on recidivism, evaluating the effectiveness of treatment, theoretical issues, characteristics, comparing male offenders against female offenders using an etiological model, assessing sexually abusive youth, using a multidimensional framework to treat subtypes after differentiating youth who sexually abuse, risk assessment, emerging strategies, treatment, working with parents, cognitive-behavioral treatment, an integrated experiential approach to treatment, multi-family group therapy, residential therapy and current practices therein, effectiveness of treatment, recidivism, resilience, and investigating successfully treated youth sexual offenders (Franey, 2009). â€Å"Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory.† (Ormrod, 1999). There are certain general principles that social learning theory follows, and these are: Cognitive factors in social learning include learning without performance, learning while processing cognitively, expectations about the consequences of certain actions, reciprocal causation, and modeling. Social learning theory offers a vast array of implications for its use. â€Å"Students often learn a great deal simply by observing other people.

Tuesday, November 19, 2019

Management report Essay Example | Topics and Well Written Essays - 1000 words

Management report - Essay Example The approach of this research has been kept unbiased and elaborate, keeping in mind to study the past trends and the current scenarios of the industry in question and to get get a crystal clear litmus result of whether the company would benefit from such an association. Browsing through the trends and the financial records of UIS and other companies, it was found out that there was little chance of falling prey to default and that the company would likely benefit from such a trade. United Industrial Services is one of the most well known firm in its industry winning loyalties in different partners. Till date the issue of import and export has become more and more important since the advent of globalisation. Too many debates have been held, too many groups formed to cater to this need. Ergo, it is no wonder that UIS is found to be of utmost importance and its decisions, crucial. This research basically deals with the question of international trade. Must UIS indulge in such a trait? Would it be of any advantage to it? Is it an attempt to increase profits or a tragedy that would result in the vice versa. To get an unbiased and reliable view of this, history of the trends had to be read. What did international trade stand for? What were its economical, political or environmental impacts? What, if it could, UIS end up affecting other of its competitors. For this, an intense study was conducted in an attempt to look at both sides of the coin and getting a better picture. The research produced remarkable results for just as it was expected not only was the firm greatly enjoying an increase in profits and revenue, it was also ending up growing as a company. There were little chances of default, thus making it less risky. The costs reduced, profits increased. This paper indicates the reasons for international trading and brief history of

Saturday, November 16, 2019

I Never Worry About the Future Essay Example for Free

I Never Worry About the Future Essay Albert Einstein Some people are trying to live a carefree life, they say that they ‘’go with the flow’’ and are not preoccupied with the future. Others think about tomorrow and the day after it so much they are constantly under stress. So which is better, to worry or not to worry about the days which are ahead of us? Planning our days in advanced is somehow necessary these days. Our world is spinning so fast that one has to know what he is doing or he ends up doing nothing. Good example of that is choosing which school or even more important, which university to enrol in. When doing that we have to consider our interests as well as which occupations can our future degree provide us. When enrolled into a school we have to study in order to have good grades or we just might not end up having expected degree and doing the job we wanted. Therefore thinking about future is good when it keeps us trying hard to achieve our goals. On the other hand being concerned about what might happen has bad affects on our health and attitude. Few days before the exam of which results may have an impact on their future, some people are so worried that their immune system does not function as it should and they become ill. What is more, stress can also enable their abilities to learn and concentrate. And last but not least because of constantly worrying those people can express their frustrations with yelling on others and their relationship with them can get worse. To conclude I would like to state that thinking and worrying about the future is something that we all do, some less, others more. The important thing is that worries do not affect on our lives so much that we cannot enjoy the moment we are living in but are still present enough to force us try and make our dreams come true.

Thursday, November 14, 2019

Diary extracts from Elizabeth (Pride and Prejudice). :: English Literature

Diary extracts from Elizabeth (Pride and Prejudice). EXTRACT ONE: The first ball =========================== A new gentleman arrived in the neighbourhood, and is now renting Netherfield, a large house with extensive grounds. Of course my mother is very eager for one of her daughters to marry him, as he is single, and possesses a large fortune. Last night, at the ball it was evident who he would marry out of my sisters, and that would be Jane, my eldest sister. Not surprisingly he chose Jane, as she was by far the best looking woman there and had the finest character. Mr Bingley brought with him his friend, Mr Darcy, who we all agree to be of bad character. He was so proud that he didn't dance with any of the guests apart from Mr Bingley's close acquaintances. He was so shameless that, when Mr Bingley asked him why he wasn't dancing, and then indicated me as a suitable partner for him, he did not feel the need to lower his voice or take into consideration my feelings. He replied to Mr Bingley that I was "tolerable". If he had any compassion, he would have asked me to dance or not said anything, but now, his personality is very decided. He is proud, arrogant and selfish. EXTRACT TWO: At Netherfield =========================== I am at Netherfield, still waiting for my poor sister Jane to recuperate. I suspect she will be well soon, and we shall both be able to return home. Last night, I waited in the drawing room with the Hursts, the Bingleys, and of course Mr Darcy. The evening passed with interest, as I had ample time and opportunity to study the characters of those who were with me. There were many amusing characters, but the most amusing person had to be Miss Bingley, as I could not help but notice that she was very obviously attempting to flirt with Mr Darcy, and that Mr Darcy was ignoring her efforts deliberately. Whenever I remarked to Mr Darcy on a matter, he became more interested in me than her, even if it was a debateable comment, or even a rude one. I do not know what to think of this. Surely Mr Darcy cannot be attracted to a person such as me who is just "tolerable" I his eyes? The Next day ============ Jane joined the company last night in the drawing room, as she was feeling much healthier. She and Mr Bingley were inseparable, and again I had time to amuse myself watching Miss Bennet and Mr Darcy. I think that she was a little hurt when Mr Darcy and I got into a debate,

Monday, November 11, 2019

Harlem Renaissance Music Essay

Harlem Renaissance refers to the development of African-American arts and culture in the United States, immediately after the World War I. According to reports, the revolutionary development in the arts and culture started in Harlem, New York, thus the name â€Å"Harlem Renaissance. † Harlem Renaissance is believed to have happened between years 1919 and 1930, with 1924 to 1929 as the years when it reached its peak (Charters S. and Kundstadt L. ; â€Å"Harlem Renaissance†). The initiators and participants of the Harlem Renaissance movement include the descendants of different societies who had witnessed and first-handedly experienced slavery. Most of which were Africans or people of African descent. Others were migrants from certain racial communities and were seeking for their place in a relatively â€Å"unprejudiced† society in the United States. What was common among the participants of Harlem Renaissance was their desire for the change especially in terms of racism and African stereotyping. The union of these people based on this one value had been the seed of Harlem Renaissance which then became a major influence on not only on people with African roots across the world but also on the culture of America (Hutchinson,G. ; â€Å"Harlem Renaissance†). In challenging the specter of racism, prejudice and African stereotyping, the participants of Harlem Renaissance invoked the power of cultural tools such as literature, art and music to represent a â€Å"different† African-American who is both intellectual and productive, and in effect initiate their integration in society without any racial barrier. Part of this revolution was to uplift the spirit of the race by unifying their culture. The media of Harlem Renaissance would hold no definition for â€Å"high-African culture† or â€Å"low-African† bringing forth a new wave of artistic forms of arts and literature, thus the rise of modernism; and in particular, music, which gave birth to blues and jazz (â€Å"Harlem Renaissance†). Harlem Music Blues Blues and Jazz are two types of music that have developed in the Harlem Renaissance period. Blues, as its name implies represents music that evokes sadness, especially that inflicted by difficulties in life and love. Blues is said to have evolved from the usual African hollers and by itself, could provide the listener with an insight of the history of African Americans from being communized to the emergence of individuation. Individualized or solo songs had never been usual in the African culture and the uniqueness of the characteristics of blues represents the then changing status of African-Americans: their freedom (McElrath, J. ). In blues, the individual is emphasized making this type of music a form that can be called â€Å"personalized. † Still, even though blues can be said to be far from the typical African music, some elements of the cultural type are still present in this new form. This is what characterizes blues as African and what gives this musical form a sort of â€Å"nationality†. The â€Å"call-and-response† characteristic of the African hollers for example are still present in blues, although has been somehow reinvented to fit in the characteristics of blues. In blues, responses are made not by another participant or some other external force but by the performer herself (McElrath, J. ). To reinstate, the characteristics of blues are a representation of the new African who is more self-assured and individualized. Blues singers are usually accompanied by guitars or harmonicas (â€Å"Harlem Renaissance†). Blues started as â€Å"folk blues† sung at leisure, medicine shows and touring carnivals. It became â€Å"classic blues† as it was given professional quality by African vaudeville singers who corresponded with the folk singers. With the African-American migration to the North in early 20th century, is the blues music (Hutchinson,G. ). Blues music first came to New Orleans. With the inter-state migration of different musicians, the Blues music was scattered and was able to come to Texas, Louisiana, Arkansas, Chicago, Detroit and then New York where different Blues musicians started to unite and popularize the style as they perform in different clubs, theaters and dance halls (McElrath, J. ). Again, as blues became a representation of the African’s new-found freedom not only from slavery and prejudices but also from the dogmatic imposition by institutions such as churches, the popularization of the music did not become difficult. It was easily appreciated especially by those with African descent who were craving for entertainment, thus, the start of theaters and other entertainment halls (McElrath, J. ). It was in 1920 when the music became popular with Mamie Smith’s â€Å"Crazy Blues† and â€Å"It’s Right Here For You. † Blues music was at first marketed only to the African community but as music companies decided to exploit the opportunity to enter the new market, other artists like Bessie Smite, Ma Rainie, Alberta Hunter and Ethel Waters sprang up and became popular blues performers (McElrath, J. ). As blues music continued to evolve, it gave rise to a new type of music which is now popularly known as jazz music. Jazz Jazz is considered as the characterizing music of the Harlem Renaissance. This type of music may appear to be simple for untrained ears but actually involves unknown technicalities that continue to become part of the present American culture (Schuller, S. ). Jazz works based on the theory that any chord progression could be played using infinite amount of melodies. It involves talent and improvisation by both the singer and the instrumentalist, with the singer doing repeated chord progressions and the instrumentalist doing variations of vocal styles and tonal effects. The result is the collaboration of two improvisations in a single music (Schuller, S. ). As said earlier, blues contributed to the development of jazz. It can be noticed that blues themes and forms are incorporated into jazz music. This gives jazz music an African character. What characterizes jazz as a truly unique type of music, even from blues, is the flexibility in which it can be played. There are no rules in rhythm that must be followed allowing the each individual performer to become flexible and free in creating his or her own rhythm. The most common instruments used by jazz performers are piano, drums, strings and bass. The use of saxophones in jazz is usually connected to an evolutionary product of jazz called the Chicago style (Schuller, S. ). The Chicago style of jazz came about as a result of the migration of jazz artists to Chicago. This type of jazz is known for its soloist performances, relatively more complex and more difficult rhythms. Like the Blues music, the inter-state migration of artists contributed to the spreading of jazz music and its coming to New York made it a huge part of Harlem Renaissance (Morgan, T. and Barlow, W. ). A lot of jazz experimentation happened in New York. These experimentations contributed significantly to the current richness of jazz. The famous piano style, â€Å"jazz stride† was the first piano style to be incorporated into jazz and was very popular in New York. The jazz artist, Fatts Waller is famous for this style. He was also the artist who started the jazz technique, Boogie-Woogie which can be characterized as a combination of different rythms and techniques with a peculiar and repeating bass pattern. Boogie-Woogie later became what is now called Rhythm and Blues (Morgan, T. and Barlow, W. ). James Reese Europe initiated another style of jazz during the era which involved huge orchestras while jazz bands were first put together by Fletcher Henderson. Included in Henderson’s jazz band were Coleman Hawkins, Don Redman and Louis Armstrong. Blues artists often work with jazz bands and individual jazz artists (Morgan, T. and Barlow, W. ; Schuller, S. ). Harlem Renaissance Musicians Louis Armstrong was famous for his technical and yet spontaneous abilities to play jazz. He is considered as among the greatest and influential of all Harlem Renaissance musicians. Unsurprisingly, Armstrong came from New Orleans which is one of the major places that contributed to the development of Harlem Renaissance music. He learned to play cornet while at a reform school when he was twelve and showed his interest in music by staying in blues and jazz clubs. His major influence was Joe â€Å"King† Oliver who became his father figure and mentor. Armstrong soon played for Oliver’s band in Chicago then left for New York to play for Fletcher Henderson’s Orchestra. He also did lots of recordings with other Jazz and Blues artists like Clarence Williams, Red Onion Jazz, Carrol Dickenson and his wife, Lilian (â€Å"Harlem Renaissance†). Duke Ellington is another musical figure in the Harlem Renaissance. He was a composer and pianist and is considered to have brought jazz into concert halls as well as in churches. His style of music can be described as a combination of blues, jazz and swing constructed in solo instrumental performances. He was in New York City during the presented Harlem Renaissance period in 1923. At this time he was able to organize a 10-piece band (â€Å"Harlem Renaissance†). Dizzy Gillespie, was a trumpeter who was able to develop â€Å"Be-bop,† with other famous artists like Charlie Parker, Thelonious Monk and Kenny Clarke. â€Å"Be-bop† was considered as the rebellious and eccentric style of jazz. Gillespie also incorporated Latin and Cuban elements such as calypso, rhumba and tango with jazz. In addition to his contributions to music, Gillespie was also a supporter of equal rights movement (â€Å"Harlem Renaissance†). Other artists during the Harlem Renaissance include Josephine Baker; Bessie Smith, Billie Holiday, and Charlie Parker, among others. Harlem Renaissance was a point in history when African-Americans united to prove the error in stereotyping in terms of intellect and productivity. The developments in music, particularly in Blues and Jazz are certain products of this movement and have given justice to the movement’s objective proving that African-Americans can not only be superior but also developers and re-inventors of what was then just cultural and now all cultural, sensational and global. Works Cited Charters S. and Kundstadt L. , â€Å"Jazz: A History of the New York Scene†, New York: Da Capo, 1981. â€Å"Harlem Renaissance,† University of Texas. 2006. 09 Dec 2006 â€Å"Harlem Renaissance. † Wikipedia, The Free Encyclopedia. 2006. Wikimedia Foundation, Inc. 9 Dec 2006 . Hutchinson,G. , â€Å"The Harlem Renaisance in Black and White,† New York: Belknap Press, 1997 McElrath, J. , â€Å"The History of Blues Music. † About: African-American History. 2006. About, Inc. 9 Dec. 2006 < http://afroamhistory. about. com/od/bluesmusic/a/bluesmusic. htm>. Morgan, T. and Barlow, W. , â€Å"From Cakewalks to Concert Halls: An Illustrated History of African American Popular Music, From 1895-1930. Washington DC: Elliot and Clark, 1992. Schuller, S. â€Å"Early Jazz : Its Roots and Musical Development,† New York: Oxford, 1986.

Saturday, November 9, 2019

Christian Worldview Reflection Essay

In the book, Be thou my vision: Pursuing God’s perspective in a pluralistic world it states , â€Å"provides life events and experiences that deposit eternal truths in our minds and lives, and make room for intimacy with Christ†. When I read this phrase it picked up my attention right away because I am a true believer that God always help us and never is going to leave us alone but, at the same time, I believe it is our job to be smart and choose the best choice. When I was 18 years old, God opened a door so I came to United States to play Soccer and to get a scholarship. Before that opportunity, I was not very close from Christ and never went to church and read the bible very often. Being here, I meet great people, the family that I stay with help me to get closer to God and I started going every Sunday to church and reading the bible more often. Since that moment, God is more present in my life and working through my life showing me His intimate love. With Christ being in my heart, my life has grown stronger and I try to follow His way the best that I can. The NIV of Proverbs 3:5-6 states, â€Å"Trust in the Lord with all your heart and lean not on your own understanding; acknowledge Him and He will make you path straight.† I believe that choosing that opportunity changed my life. I’m glad to be here and I am very grateful to God for giving me so good opportunities in my life. Now, it just depends on me to be successful in what I want and follow his word to be better follower of Christ

Thursday, November 7, 2019

Eli Whitney and his help to the economy essays

Eli Whitney and his help to the economy essays Whitneys genius came about at the perfect time. He helped the United States start its road to success that so many of us are used to now. With his cotton gin and the concept of interchangeable parts the United States was able to compete with England, and in effect, slowly become self-sufficient. Before the cotton boom the U.S. had problems with its economy. There were no highly tradable crops or goods for the U.S. to export. The southern farmers started to find that green seed cotton was highly marketable, but there was a problem it had a rival in Island or black seed cotton. The island cotton was longer and had less clutter to be cleaned. The problem with black seed though was it could be grown in a very small area. Whitney had an idea to solve this problem. He worked and worked, then finally came up with what is now called the cotton gin. The gin could clean the green seed cotton allowing to be shipped just as the island cotton. At the time Whitney was building this, textile mills had started springing up all over the north. Now the cotton was both an exportable product as was it a natural resource used to make more goods to export. With the invention of the cotton gin, farmers could start planting more cotton and cleaning it even quicker than usual. This sped up the process which in turn would allow the farmers to charge a little more. With these raises in price and quantity, the U.S. government would benefit with the farmers on the export income. The second of Eli Whitneys inventions may have been the most important. The United States was preparing for war with France and they were in dire need for weaponry. The Springfield Armory was well equipped and slowly producing muskets, while the newly built Harpers Ferry Armory was lightly stocked and had yet to produce even one gun. This brought about a rather large problem for the Americans. They needed rifles and they needed them fas ...

Monday, November 4, 2019

The role of immune therapy in breast cancer Essay

The role of immune therapy in breast cancer - Essay Example s of breast cancers that can affect women, with some forms being rare, and also some where two or three forms of cancers occur within the same form (Types of Breast Cancer 2014). The different forms of breast cancers include: Ductal carcinoma in situ, Lobular carcinoma in situ, invasive ductal carcinoma, invasive lobular carcinoma which are more common. The less common types include inflammatory breast cancer, triple negative breast cancer, paget disease of the nipple, phyllodes tumor, and angiosarcoma (Types of Breast Cancer 2014). The above figure reflects on the statistics of cases of breast cancer in the UK, as recorded for the year 2011. It can be observed that the number of cases is significant and hence immunotherapy seems to be highly essential, particularly for women are the most affected ones. Although the concept of immunotherapy has developed as a revolution over the recent times; however its roots can be found dated back to 1778 when the first vaccine was administered against smallpox by Edward Jenner who was an English physician (Cancer and the Immune System: The Vital Connection n.d.). The immune system involves collection of cells that protect the body from microbes and bacteria and hence tries to protect the body from diseases. Innate immunity and adaptive immunity are the two divisions in which the defense of the body against microbes works (Mooi 2010; The innate and adaptive immune systems n.d.). The innate immune system is such where cells and proteins are ready to fight the microbes always and hence protect the body at the site where the infection takes place. The major constituents of this system include physical epithelial barriers, phagocytic leucocytes, dendritic cells, natural killer cell which is a special type of lymphocyte, and circulating plasma proteins (Mooi 2010; The innate and adaptive immune systems n.d.). The adaptive system is different from the innate immune system in the sense that it is initiated to overcome or avoid the

Saturday, November 2, 2019

IT Assignment Example | Topics and Well Written Essays - 750 words - 1

IT - Assignment Example s the data; prepare prescriptions to be sent to the pharmacies via communication technology; get instant and accurate results from the laboratories directly; communicate with their patients on a regular basis no matter which part of the globe they live in; and, give better suggestions regarding their health and lifestyle. On the other hand, the patients, here referred to as e-Patients, can have access to doctors all around the world with the use of information and communication technology, telemedicine and e-Health systems, get diagnosis (known as remote diagnosis) and treatment regarding their diseases, and thus, remain better informed about their problems in particular and health care in general. Eysenbach writes in his article that e-Health has a major contribution in solving the communication problem between the practitioners providing healthcare in remote areas and healthcare institutions in the city. E-Health brings the best healthcare providers in competition which enhances the quality of healthcare practice. It has created a trustworthy doctor-patient relationship, as e-Health systems ensure the patients’ privacy. It provides tools, known as e-Health tools, which facilitate health services like diagnosis and treatment. These include electronic databases, mobile monitors, health portals, and many more. E-Health is also cost-effective as money is not spent on staffing and traveling resources. The European Union (EU) is the leader in the development of e-Health systems and tools. ICT1 has made it possible to provide faster, reliable, cost-effective, and responsive solutions to mankind in the health sector (Europe’s Information Society). E-Patients use ICT to have a better knowledge about their diseases and other issues. They can communicate with their physicians and fellow sufferers. ICT has enabled the patients to be part of the health decision process who are constantly requesting to view and access the data about their diseases contained in their

Thursday, October 31, 2019

Causes and Prevention of Obesity in College Students Essay

Causes and Prevention of Obesity in College Students - Essay Example This essay "Causes and Prevention of Obesity in College Students" outlines the reasons for the obesity among students, its danger, and the methods how to stop the growing number of obese college students. Many countries are seeking solutions and creating awareness on the fact that obesity is becoming an issue of national concern. There have been numerous studies focusing on obesity in children and teenagers as well as adults. In many of the studies, college students have been included in the adult group (Archer, 2013). Therefore, there are different factors that trigger the development of obesity among college students. These reasons are unique and are different from those increasing the susceptibility of other groups to obesity this necessitates a study, which focuses on the causes of obesity among college students and the potential solutions that can help them address the issue. This study seeks to understand the unique factors that contribute to increasing obesity rates among coll ege students. College students have a unique lifestyle, tastes, and prevalence, which may make them more vulnerable to developing obesity. Moreover, it is possible that factors that contribute to the increasing rates of obesity among college students are different from those associated with obesity in teenagers and children. Notably, college students are adults who can make their own decisions with minimal influence of others especially their parents. Moreover, most of the college students stay away from home and have to make decisions about their diets and lifestyle.

Tuesday, October 29, 2019

Has the death penalty in the United States run its course Research Paper

Has the death penalty in the United States run its course - Research Paper Example History of Death Penalty Death penalty law was first established way back in eighteenth century B.C. in the Code of King Hammaurabi of Babylon. In Britain, hanging became the most common method of executing death sentence in the tenth century A.D. However, in the following century, William the conqueror banned all method of capital punishment for any crime. Again, in the sixteenth century some 72,000 people were executed for capital offences like conducting wedding with a Jew, not admitting to a crime, and treason. Since death penalty is a severe form of punishment, the juries did not convict many defendants if the offense was not grave and this called for reforms in the death penalty in Britain. America was influenced mostly by Britain in the methods of death penalty. When the Europeans settled in the newly found land of America, they continued with their practice of capital punishment. In America, the first ever execution that took place was of Captain George Kendall in the Jamesto wn colony of Virginia in 1608. His crime was that he was a spy for Spain. All colonies did not have the same laws of death penalty. The first implementation held in Massachusetts Bay Colony was in 1630 although Capital Laws of New England were not established until years later. Duke’s Laws of 1665 were put into effect in the New York colony and under these laws capital crimes included striking one’s parents or atheism. Attempts to reform the death penalty occurred for the first time in America when Thomas Jefferson initiated a bill to review Virginia's death penalty laws. According to this law crimes that were to be punishable by death penalty were murder and treason. This law was defeated by one vote. In the nineteenth century many states of America brought down the incidence of their capital crimes. Many states like Rhode Island and Wisconsin abolished the death penalty, although most states continued with their practice of capital punishment. Some states increased t he number of offences to be liable to be punished by death penalty, mainly those committed by the slaves. During the civil war, anti slavery movement began more prominent and as such opposition to the death penalty declined. "Progressive Period" of reform began in the twentieth century in America. During the period 1907-17, death penalty was completely withdrawn in six states. Three states kept treason and first-degree murder of a law enforcement official as the only capital crimes. However, this reform did not last for long due to the chaotic atmosphere in America in the wake of the Russian revolution. In addition to that, America participated in World War I and during this period there were severe class conflicts and the socialists became a threat to capitalism. Due to this reason five of the six states which abolished death penalty again established the law of death penalty. In the 1950s, the number of death penalties made a steep drop as many allied nations either abolished or l imited the death penalty. (â€Å"History of the Death Penalty†) Cost of Execution From economic standpoint it is debatable whether death penalty is sufficiently effective for prevention of criminal activities. There are methods that have been proved to be effective for prevention of crime, but resources that are used for the implementation of death penalty are not available for establishing those methods. Costs involved in death penalty cases are much higher

Sunday, October 27, 2019

Saving Private Ryan Analysis

Saving Private Ryan Analysis Saving Private Ryan by Steven Spielberg. Introduction Steven Spielberg’s acclaimed 1998 war film Saving Private Ryan tells the story of the search for Private James Francis Ryan (Matt Damon), an American soldier missing in Normandy, France, during the Second World War. Captain John Miller (Tom Hanks) receives orders to assemble a group of soldiers to find the fourth son of the Ryan family, who have received notification on the same day of the death of three of their sons while in action. The film opens with an aged veteran visiting the American Cemetery in Normandy with his wife, children and grandchildren. He falls to his knees and breaks down in tears at the graveside of a fallen comrade. The film then cuts to a twenty-five minute sequence which has become the focus of much close analysis and critical commentary. The reconstruction of the US landings on Omaha Beach on the 6 June 1944, at the beginning of the Normandy invasion, places the viewer at the centre of the bloody onslaught, as machine-guns fire mercilessly into the bodies of the soldiers as they make they way forward into German defences. Bodies are ripped apart (a soldier holds his exposed intestines), limbs fly in the air (a soldier bends down to pick up his lost arm), bodies catch fire, and the ceaseless unnerving rattle of gun fire, represent a stunningly powerful and vivid experience for the film’s viewers. â€Å"The intense and fearful exhilaration created by a freely and rapidly moving camer a is central.† The graphic realism of the sequence; with the continuous jerky movement of hand-held cameras, capturing the madness and confusion of the battle; and the painstaking attention to gory detail, with blood and water splashing the camera lens, was to be heralded by many as one of Spielberg’s defining cinematic achievements. Hendrik Hertzberg wrote on the film’s release in ‘The New Yorker’: â€Å"What makes â€Å"Saving Private Ryan† utterly distinctive is the sense that it has no agenda other than to capture the experience of being a combat soldier in the last global war.† The vivid depiction of death and injury experienced by Captain Miller, as he succeeds in leading his company of Rangers at Omaha Beach, sets the tone for the remaining two hours of the film, as the viewer follows him in his next mission to find and return James Ryan to his mother. Captain Miller assembles seven men for the task, and the soldiers move into Normandy’s neighbouring Neuville. Private Carpazo (Vin Diesel) is the group’s first victim, when he is shot dead by a German sniper. With tempers fraying and internal mistrust building, the locating of James Frederick Ryan, the wrong soldier, leads to further dissent. However Captain Miller finally discovered Ryan’s whereabouts, in Ramelle, following a chance meeting with one of his friends. On the way to Ryan the soldiers loose their second victim, Wade (Giovanni Ribisi), and Miller’s leadership is again questioned when he prevents a surrendered German being shot by one of his men, named Reiben, (Edward Burns), and sets him free. Captain Miller succeeds in reasserting trust, confidence and comradeship in the group by revealing personal details about his past and origins, including his position as an English teacher. Susan Hayward writes: â€Å"the gore of war is matched by the unheralded heroism of an individual who stands for humanity.†   When the group of remaining soldier finally reach Ramelle they find American paratroopers, including Ryan, defending the town from advancing German troops with very few soldiers. When told of their mission, and the death of his brothers, Ryan refuses to stand down, instead courageously heading for the bridge which will need to be held, asking Miller and his men to join him. As the German tanks arrive, Miller reluctantly agrees and takes command of the few soldiers. Heavily outnumbered, malnourished and exhausted, most of Captain Miller’s men are fatally injured. Spielberg again graphically visualises the horror of war as one man is stabbed, another shot in the throat, and another shot down with repeated unrelenting gun fire. Spielberg uses camera distancing and focal points as a means to involve the viewer within the frantic action of this batt le sequence. The knowledge that somewhere above snipers prey on the men is constantly drawn upon. Captain Miller himself is eventually shot down and soon dies in the arms of Ryan as backup arrives too late from another American infantry. The town is saved, but only three men, including Ryan, survive. As the film ends the veteran at the graveside of Captain Miller is revealed to be James Ryan. He stands to attention and salutes the American flag, which lies on the grave, acknowledging his comrade’s sacrifice and honour in his own and his country’s name. Saving Private Ryan received much critical acclaim, including eleven Academy Award nominations. Steven Spielberg achieved the Best Director award, Cinematographer Janusz Kaminski and film editor Michael Kahn’s contribution to the film’s brutal realism was also acknowledged by the Academy. Produced with an estimated budget of â€Å"$70 000 000† Saving Private Ryan was theatrically released by Paramount Pictures, and distributed by Spielberg’s Production Company DreamWorks, andmade â€Å"$30, 576, 104† on its opening weekend alone. The continued popularity of the film, by audiences and critics, and what has led many to label the film as the best War film ever made, is attributable to the timelessness of the visual effects and memorable scenes (most notably the opening Omaha sequence, and the final battle for the bridge). The historical accuracy and artistic license of the film has been invariably considered in the decade following the release of Savin g Private Ryan, but the consensus is that the style and form of the film ensure a powerful and captivating, if harrowing, experience for any viewer. It is a film which places audiences at the centre of the narrative; viewers are â€Å"encouraged to review and consider what they see- and, if point-of-view matters, to contemplate why.† As with his earlier graphic Holocaust film Schindler’s List (1993), Steven Spielberg ambition is to exceed visual entertainment, using reconstructive dramatisation as a means to ‘experience’ the unimaginable in a wholly believable way. BIBLIOGRAPHY: Hayward, Susan. Cinema Studies: The Key Concepts. London: Routledge, 2000. Morris, Nigel. The Cinema of Steven Spielberg. London: Wallflower Press, 2007. Tasker, Yvonne. Fifty Contemporary Filmmakers. London: Routledge, 2002. http://www.newyorker.com/archive/1998/07/27/1998_07_27_030_TNY_LIBRY_000016012 http://www.imdb.com/title/tt0120815/business

Friday, October 25, 2019

A Trip To Egypt :: English Literature Essays

A Trip To Egypt My name is Morgause, but you can call me Morgan. My family and I come from Egypt. An ancient land filled with mysteries and great ancient history of faros, tombs and buried treasure. I love Egypt, and mostly I miss it a lot. Now I live in Germany. My parents wanted to move here and they wanted me to study German. They never ever told me why, all they said was that that was their wish and I shouldn’t question it, and I didn’t, even though I wanted to know so badly. My family was really close; we never kept secrets from each other. So the only thing on my mind was if they were keeping a something from me. Why would we ever move away from Egypt? Why did we have to move to Germany? Why did we have to move at all? Germany is a great place, but for the Germans. My mom loved Egypt too, so why did she sacrifice it to move here? It just couldn’t get off my mind. I’ve been thinking about it for weeks and weeks, but it seemed that I would never be able to figure it out. This wasn’t my only problem. I don’t really like Germany; it’s a whole lot different from what I’m used to. Something keeps my heart and mind in Egypt- the ancient civilization. The Great Pyramid. It reminded me of the hard work the ancient Egyptians had to face on a daily bases, to build amazing things like that. I’ve always been interested in ancient history, Ancient Rome, Ancient Greece; I just enjoy studying ancient times. I would like to visit Rome someday. I also love to travel. New and exciting places, and again, I love ancient cities and countries like Italy and Greece. It’s my second year here in Germany. I have no idea how fast those 2 years passed by. Germany is a pretty good place to live if you get used to it, but I can’t. I had a really hard time learning the language. German didn’t make any sense for me and my parents said that’ normal, but again I don’t think so. I know this Egyptian girl at school; at least I think she’s Egyptian. She never talks to me, and when she’s with her friends, she ignores me completely. She’s a few years younger than me, but I never saw a 10 year old acting so snobby and mean.

Thursday, October 24, 2019

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?†