Chapter 14 Snape’s Grudge

No one in Gryffindor Tower slept that night. They knew that the castle was being searched again, and the whole House stayed awake in the common room, waiting to hear whether Black had been caught. Professor McGonagall came back at dawn, to tell them that he had again escaped. Throughout the day, everywhere they went they saw signs of tighter security; Professor Flitwick could be seen teaching the front doors to recognize a large picture of Sirius Black; Filch was suddenly bustling up and down the corridors, boarding up everything from tiny cracks in the walls to mouse holes. Sir Cadogan had been fired. His portrait had been taken back to its lonely landing on the seventh floor, and the Fat Lady was back. She had been expertly restored, but was still extremely nervous, and had agreed to return to her job only on condition that she was given extra protection. A bunch of surly security trolls had been hired to guard her. They paced the corridor in a menacing group, talking in grunts and comparing the size of their clubs. Harry couldn't help noticing that the statue of the one-eyed witch on the third floor remained unguarded and unblocked. It seemed that Fred and George had been right in thinking that they — and now Harry, Ron, and Hermione — were the only ones who knew about the hidden passageway within it. â€Å"D'you reckon we should tell someone?† Harry asked Ron. â€Å"We know he's not coming in through Honeyduke's,† said Ron dismissively. â€Å"We'd've heard if the shop had been broken into.† Harry was glad Ron took this view. If the one-eyed witch was boarded up too, he would never be able to go into Hogsmeade again. Ron had become an instant celebrity. For the first time in his life, people were paying more attention to him than to Harry, and it was clear that Ron was rather enjoying the experience. Though still severely shaken by the night's events, he was happy to tell anyone who asked what had happened, with a wealth of detail. â€Å"†¦ I was asleep, and I heard this ripping noise, and I thought it was in my dream, you know? But then there was this draft†¦I woke up and one side of the hangings on my bed had been pulled down†¦I rolled over†¦and I saw him standing over me†¦like a skeleton, with loads of filthy hair†¦holding this great long knife, must've been twelve inches†¦and he looked at me, and I looked at him, and then I yelled, and he scampered. â€Å"Why, though?† Ron added to Harry as the group of second year girls who had been listening to his chilling tale departed. â€Å"Why did he run?† Harry had been wondering the same thing. Why had Black, having got the wrong bed, not silenced Ron and proceeded to Harry? Black had proved twelve years ago that he didn't mind murdering innocent people, and this time he had been facing five unarmed boys, four of whom were asleep. â€Å"He must've known he'd have a job getting back out of the castle once you'd yelled and woken people up,† said Harry thoughtfully. â€Å"He'd've had to kill the whole house to get back through the portrait hole†¦then he would've met the teachers†¦Ã¢â‚¬  Neville was in total disgrace. Professor McGonagall was so furious with him she had banned him from all future Hogsmeade visits, given him a detention, and forbidden anyone to give him the password into the tower. Poor Neville was forced to wait. outside the common room every night for somebody to let him in, while the security trolls leered unpleasantly at him. None of these punishments, however, came close to matching the one his grandmother had in store for him. Two days after Black's break-in, she sent Neville the very worst thing a Hogwarts student could receive over breakfast — a Howler. The school owls swooped into the Great Hall carrying the mail as usual, and Neville choked as a huge barn owl landed in front of him, a scarlet envelope clutched in its beak. Harry and Ron, who were sitting opposite him, recognized the letter as a Howler at once — Ron had got one from his mother the year before. â€Å"Run for it, Neville,† Ron advised. Neville didn't need telling twice. He seized the envelope, and holding it before him like a bomb, sprinted out of the hall, while the Slytherin table exploded with laughter at the sight of him. They heard the Howler go off in the entrance hall — Neville's grandmother's voice, magically magnified to a hundred times its usual volume, shrieking about how he had brought shame on the whole family. Harry was too busy feeling sorry for Neville to notice immediately that he had a letter too. Hedwig got his attention by nipping him sharply on the wrist. â€Å"Ouch! Oh — thanks, Hedwig.† Harry tore open the envelope while Hedwig helped herself to some of Neville's cornflakes. The note inside said: Dear Harry and Ron, How about having tea with me this afternoon 'round six? I'll come collect you from the castle. WAIT FOR ME IN THE ENTRANCE HALL; YOU'RE NOT ALLOWED OUT ON YOUR OWN. Cheers, Hagrid â€Å"He probably wants to hear all about Black!† said Ron. So at six o'clock that afternoon, Harry and Ron left Gryffindor Tower, passed the security trolls at a run, and headed down to the entrance hall. Hagrid was already waiting for them. â€Å"All right, Hagrid!† said Ron. â€Å"S'pose you want to hear about Saturday night, do you?† â€Å"I've already heard all abou' it,† said Hagrid, opening the front doors and leading them outside. â€Å"Oh,† said Ron, looking slightly put out. The first thing they saw on entering Hagrid's cabin was Buckbeak, who was stretched out on top of Hagrid's patchwork quilt, his enormous wings folded tight to his body, enjoying a large plate of dead ferrets. Averting his eyes from this unpleasant sight, Harry saw a gigantic, hairy brown suit and a very horrible yellow-and-orange tie hanging from the top of Hagrid's wardrobe door. â€Å"What are they for, Hagrid?† said Harry. â€Å"Buckbeak's case against the Committee fer the Disposal o' Dangerous Creatures,† said Hagrid. â€Å"This Friday. Him an' me'll be goin' down ter London together. I've booked two beds on the Knight Bus†¦.† Harry felt a nasty pang of guilt. He had completely forgotten that Buckbeak's trial was so near, and judging by the uneasy look on Ron's face, he had too. They had also forgotten their promise about helping him prepare Buckbeak's defense; the arrival of the Firebolt had driven it clean out of their minds. Hagrid poured them tea and offered them a plate of Bath buns but they knew better than to accept; they had had too much experience with Hagrid's cooking. â€Å"I got somethin' ter discuss with you two,† said Hagrid, sitting himself between them and looking uncharacteristically serious. â€Å"What?† said Harry. â€Å"Hermione,† said Hagrid. â€Å"What about her?† said Ron. â€Å"She's in a righ' state, that's what. She's bin comin' down ter visit me a lot since Chris'mas. Bin feelin' lonely. Firs' yeh weren' talking to her because o' the Firebolt, now yer not talkin' to her because her cat –â€Å" â€Å"?C ate Scabbers!† Ron interjected angrily. â€Å"Because her cat acted like all cats do,† Hagrid continued doggedly. â€Å"She's cried a fair few times, yeh know. Goin' through a rough time at the moment. Bitten off more'n she can chew, if yeh ask me, all the work she's tryin' ter do. Still found time ter help me with Buckbeak's case, mind†¦She's found some really good stuff fer me†¦reckon he'll stand a good chance now†¦Ã¢â‚¬  â€Å"Hagrid, we should've helped as well — sorry –† Harry began awkwardly. â€Å"I'm not blamin' yeh!† said Hagrid, waving Harry's apology aside. â€Å"Gawd knows yeh've had enough ter be getting' on with. I've seen yeh practicin' Quidditch ev'ry hour o' the day an' night — but I gotta tell yeh, I thought you two'd value yer friend more'n broomsticks or rats. Tha's all.† Harry and Ron exchanged uncomfortable looks. â€Å"Really upset, she was, when Black nearly stabbed yeh, Ron. She's got her heart in the right place, Hermione has, an' you two not talkin' to her –â€Å" â€Å"If she'd just get rid of that cat, I'd speak to her again!† Ron said angrily. â€Å"But she's still sticking up for it! It's a maniac, and she won't hear a word against it!† â€Å"Ah, well, people can be a bit stupid abou' their pets,† said Hagrid wisely. Behind him, Buckbeak spat a few ferret bones onto Hagrid's pillow. They spent the rest of their visit discussing Gryffindor's improved chances for the Quidditch Cup. At nine o'clock, Hagrid walked them back up to the castle. A large group of people was bunched around the bulletin board when they returned to the common room. â€Å"Hogsmeade, next weekend!† said Ron, craning over the heads to read the new notice. â€Å"What d'you reckon?† he added quietly to Harry as they went to sit down. â€Å"Well, Filch hasn't done anything about the passage into Honeydukes†¦Ã¢â‚¬  Harry said, even more quietly. â€Å"Harry!† said a voice in his right ear. Harry started and looked around at Hermione, who was sitting at the table right behind them and clearing a space in the wall of books that had been hiding her. â€Å"Harry, if you go into Hogsmeade again†¦I'll tell Professor McGonagall about that map!† said Hermione. â€Å"Can you hear someone talking, Harry?† growled Ron, not looking at Hermione. â€Å"Ron, how can you let him go with you? After what Sirius Black nearly did to you! I mean it, I'll tell –â€Å" â€Å"So now you're trying to get Harry expelled!† said Ron furiously. â€Å"Haven't you done enough damage this year?† Hermione opened her mouth to respond, but with a soft hiss, Crookshanks leapt onto her lap. Hermione took one frightened look at the expression on Ron's face, gathered up Crookshanks, and hurried away toward the girls' dormitories. â€Å"So how about it?† Ron said to Harry as though there had been no interruption. â€Å"Come on, last time we went you didn't see anything. You haven't even been inside Zonko's yet!† Harry looked around to check that Hermione was well out of earshot. â€Å"Okay,† he said. â€Å"But I'm taking the Invisibility Cloak this time.† On Saturday morning, Harry packed his Invisibility Cloak in his bag, slipped the Marauder's Map into his pocket, and went down to breakfast with everyone else. Hermione kept shooting suspicious looks down the table at him, but he avoided her eye and was careful to let her see him walking back up the marble staircase in the entrance hall as everybody else proceeded to the front doors. â€Å"Bye!† Harry called to Ron. â€Å"See you when you get back!† Ron grinned and winked. Harry hurried up to the third floor, slipping the Marauder's Map out of his pocket as he went. Crouching behind the one-eyed witch, he smoothed it out. A tiny dot was moving in his direction. Harry squinted at it. The minuscule writing next to it read Neville Longbottom. Harry quickly pulled out his wand, muttered, â€Å"Dissendium!† and shoved his bag into the statue, but before he could climb in himself, Neville came around the corner. â€Å"Harry! I forgot you weren't going to Hogsmeade either!† â€Å"Hi, Neville,† said Harry, moving swiftly away from the statue and pushing the map back into his pocket. â€Å"What are you up to?† â€Å"Nothing,† shrugged Neville. â€Å"Want a game of Exploding Snap?† â€Å"Er — not now — I was going to go to the library and do that vampire essay for Lupin –â€Å" â€Å"I'll come with you!† said Neville brightly. â€Å"I haven't done it either!† â€Å"Er — hang on — yeah, I forgot, I finished it last night!† â€Å"Great, you can help me!† said Neville, his round face anxious. â€Å"I don't understand that thing about the garlic at all — do they have to eat it, or –â€Å" He broke off with a small gasp, looking over Harry's shoulder. It was Snape. Neville took a quick step behind Harry. â€Å"And what are you two doing here?† said Snape, coming to a halt and looking from one to the other. â€Å"An odd place to meet –â€Å" To Harry's immense disquiet, Snape's black eyes flicked to the doorways on either side of them, and then to the one-eyed witch. â€Å"We're not — meeting here,† said Harry. â€Å"We just — met here.† â€Å"Indeed?† said Snape. â€Å"You have a habit of turning up in unexpected places, Potter, and you are very rarely there for no good reason†¦I suggest the pair of you return to Gryffindor Tower, where you belong.† Harry and Neville set off without another word. As they turned the corner, Harry looked back. Snape was running one of his hands over the one-eyed witch's head, examining it closely. Harry managed to shake Neville off at the Fat Lady by telling him the password, then pretending he'd left his vampire essay in the library and doubling back. Once out of sight of the security trolls, he pulled out the map again and held it close to his nose. The third floor corridor seemed to be deserted. Harry scanned the map carefully and saw, with a leap of relief, that the tiny dot labeled Severus Snape was now back in its office. He sprinted back to the one-eyed witch, opened her hump, heaved himself inside, and slid down to meet his bag at the bottom of the stone chute. He wiped the Marauder's Map blank again, then set off at a run. Harry, completely hidden beneath the Invisibility Cloak, emerged into the sunlight outside Honeydukes and prodded Ron in the back. â€Å"It's me,† he muttered. â€Å"What kept you?† Ron hissed. â€Å"Snape was hanging around.† They set off up the High Street. â€Å"Where are you?† Ron kept muttering out of the corner of his mouth. â€Å"Are you still there? This feels weird†¦Ã¢â‚¬  They went to the post office; Ron pretended to be checking the price of an owl to Bill in Egypt so that Harry could have a good look around. The owls sat hooting softly down at him, at least three hundred of them; from Great Grays right down to tiny little Scops owls (â€Å"Local Deliveries Only†), which were so small they could have sat in the palm of Harry's hand. Then they visited Zonko's, which was so packed with students Harry had to exercise great care not to tread on anyone and cause a panic. There were jokes and tricks to fulfill even Fred's and George's wildest dreams; Harry gave Ron whispered orders and passed him some gold from under the cloak. They left Zonko's with their money bags considerably lighter than they had been on entering, but their pockets bulging with Dungbombs, Hiccup Sweets, Frog Spawn Soap, and a Nose-Biting Teacup apiece. The day was fine and breezy, and neither of them felt like staying indoors, so they walked past the Three Broomsticks and climbed a slope to visit the Shrieking Shack, the most haunted dwelling in Britain. It stood a little way above the rest of the village, and even in daylight was slightly creepy, with its boarded windows and dank overgrown garden. â€Å"Even the Hogwarts ghosts avoid it,† said Ron as they leaned on the fence, looking up at it. â€Å"I asked Nearly Headless Nick†¦he says he's heard a very rough crowd lives here. No one can get in. Fred and George tried, obviously, but all the entrances are sealed shut†¦Ã¢â‚¬  Harry, feeling hot from their climb, was just considering taking off the cloak for a few minutes when they heard voices nearby. Someone was climbing toward the house from the other side of the hill; moments later, Malfoy had appeared, followed closely by Crabbe and Goyle. Malfoy was speaking. â€Å"†¦should have an owl from Father any time now. He had to go to the hearing to tell them about my arm†¦about how I couldn't use it for three months†¦Ã¢â‚¬  Crabbe and Goyle sniggered. â€Å"I really wish I could hear that great hairy moron trying to defend himself†¦'There's no ‘arm in ‘im, ‘onest –‘†¦That Hippogriff's as good as dead –â€Å" Malfoy suddenly caught sight of Ron. His pale face split in a malevolent grin. â€Å"What are you doing, Weasley?† Malfoy looked up at the crumbling house behind Ron. â€Å"Suppose you'd love to live here, wouldn't you, Weasley? Dreaming about having your own bedroom? I heard your family all sleep in one room — is that true?† Harry seized the back of Ron's robes to stop him from leaping on Malfoy. â€Å"Leave him to me,† he hissed in Ron's ear. The opportunity was too perfect to miss. Harry crept silently around behind Malfoy, Crabbe, and Goyle, bent down, and scooped a large handful of mud out of the path. â€Å"We were just discussing your friend Hagrid,† Malfoy said to Ron. â€Å"Just trying to imagine what he's saying to the Committee for the Disposal of Dangerous Creatures. D'you think he'll cry when they cut off his Hippogriff's –â€Å" SPLAT! Malfoy's head jerked forward as the mud hit him; his silverblond hair was suddenly dripping in muck. â€Å"What the –?† Ron had to hold onto the fence to keep himself standing, he was laughing so hard. Malfoy, Crabbe, and Goyle spun stupidly on the spot, staring wildly around, Malfoy trying to wipe his hair clean. â€Å"What was that? Who did that?† â€Å"Very haunted up here, isn't it?† said Ron, with the air of one commenting on the weather. Crabbe and Goyle were looking scared. Their bulging muscles were no use against ghosts. Malfoy was staring madly around at the deserted landscape. Harry sneaked along the path, where a particularly sloppy puddle yielded some foul-smelling, green sludge. SPLATTER! Crabbe and Goyle caught some this time. Goyle hopped furiously on the spot, trying to rub it out of his small, dull eyes. â€Å"It came from over there!† said Malfoy, wiping his face, and staring at a spot some six feet to the left of Harry. Crabbe blundered forward, his long arms outstretched like a zombie. Harry dodged around him, picked up a stick, and lobbed it at Crabbe's back. Harry doubled up with silent laughter as Crabbe did a kind of pirouette in midair, trying to see who had thrown it. As Ron was the only person Crabbe could see, it was Ron he started toward, but Harry stuck out his leg. Crabbe stumbled — and his huge, flat foot caught the hem of Harry's cloak. Harry felt a great tug, then the cloak slid off his face. For a split second, Malfoy stared at him. â€Å"AAARGH!† he yelled, pointing at Harry's head. Then he turned tail and ran, at breakneck speed, back down the hill, Crabbe and Goyle behind him. Harry tugged the cloak up again, but the damage was done. â€Å"Harry!† Ron said, stumbling forward and staring hopelessly at the point where Harry had disappeared, â€Å"you'd better run for it! If Malfoy tells anyone — you'd better get back to the castle, quick –â€Å" â€Å"See you later,† said Harry, and without another word, he tore back down the path toward Hogsmeade. Would Malfoy believe what he had seen? Would anyone believe Malfoy? Nobody knew about the Invisibility Cloak — nobody except Dumbledore. Harry's stomach turned over — Dumbledore would know exactly what had happened, if Malfoy said anything — Back into Honeydukes, back down the cellar steps, across the stone floor, through the trapdoor — Harry pulled off the cloak, tucked it under his arm, and ran, flat out, along the passage†¦Malfoy would get back first†¦ how long would it take him to find a teacher? Panting, a sharp pain in his side, Harry didn't slow down until he reached the stone slide. He would have to leave the cloak where it was, it was too much of a giveaway in case Malfoy had tipped off a teacher — he hid it in a shadowy corner, then started to climb, fast as he could, his sweaty hands slipping on the sides of the chute. He reached the inside of the witch's hump, tapped it with his wand, stuck his head through, and hoisted himself out; the hump closed, and just as Harry jumped out from behind the statue, he heard quick footsteps approaching. It was Snape. He approached Harry at a swift walk, his black robes swishing, then stopped in front of him. â€Å"So,† he said. There was a look of suppressed triumph about him. Harry tried to look innocent, all too aware of his sweaty face and his muddy hands, which he quickly hid in his pockets. â€Å"Come with me, Potter,† said Snape. Harry followed him downstairs, trying to wipe his hands clean on the inside of his robes without Snape noticing. They walked down the stairs to the dungeons and then into Snape's office. Harry had been in here only once before, and he had been in very serious trouble then too. Snape had acquired a few more slimy horrible things in jars since last time, all standing on shelves behind his desk, glinting in the firelight and adding to the threatening atmosphere. â€Å"Sit,† said Snape. Harry sat. Snape, however, remained, standing. â€Å"Mr. Malfoy has just been to see me with a strange story, Potter,† said Snape. Harry didn't say anything. â€Å"He tells me that he was up by the Shrieking Shack when he ran into Weasley — apparently alone.† Still, Harry didn't speak. â€Å"Mr. Malfoy states that he was standing talking to Weasley, when a large amount of mud hit him in the back of the head. How do you think that could have happened?† Harry tried to look mildly surprised. â€Å"I don't know, Professor.† Snape's eyes were boring into Harry's. It was exactly like trying to stare down a Hippogriff. Harry tried hard not to blink. â€Å"Mr. Malfoy then saw an extraordinary apparition. Can you imagine what it might have been, Potter?† â€Å"No,† said Harry, now trying to sound innocently curious. â€Å"It was your head, Potter. Floating in midair.† There was a long silence. â€Å"Maybe he'd better go to Madam Pomfrey,† said Harry. â€Å"If he's seeing things like –â€Å" â€Å"What would your head have been doing in Hogsmeade, Potter?† said Snape softly. â€Å"Your head is not allowed in Hogsmeade. No part of your body has permission to be in Hogsmeade.† â€Å"I know that,† said Harry, striving to keep his face free of guilt or fear. â€Å"It sounds like Malfoy's having hallucin –â€Å" â€Å"Malfoy is not having hallucinations,† snarled Snape, and he bent down, a hand on each arm of Harry's chair, so that their faces were a foot apart. â€Å"If your head was in Hogsmeade, so was the rest of you.† â€Å"I've been up in Gryffindor Tower,† said Harry. â€Å"Like you told –â€Å" â€Å"Can anyone confirm that?† Harry didn't say anything. Snape's thin mouth curled into a horrible smile. â€Å"So,† he said, straightening up again. â€Å"Everyone from the Minister of Magic downward has been trying to keep famous Harry Potter safe from Sirius Black. But famous Harry Potter is a law unto himself. Let the ordinary people worry about his safety! Famous Harry Potter goes where he wants to, with no thought for the consequences.† Harry stayed silent. Snape was trying to provoke him into telling the truth. He wasn't going to do it. Snape had no proof — yet. â€Å"How extraordinarily like your father you are, Potter,† Snape said suddenly, his eyes glinting. â€Å"He too was exceedingly arrogant. A small amount of talent on the Quidditch field made him think he was a cut above the rest of us too. Strutting around the place with his friends and admirers†¦The resemblance between you is uncanny.† â€Å"My dad didn't strut,† said Harry, before he could stop himself. â€Å"And neither do I.† â€Å"Your father didn't set much store by rules either,† Snape went on, pressing his advantage, his thin face full of malice. â€Å"Rules were for lesser mortals, not Quidditch Cup-winners. His head was so swollen –â€Å" â€Å"SHUT UP!† Harry was suddenly on his feet. Rage such as he had not felt since his last night in Privet Drive was coursing through him. He didn't care that Snape's face had gone rigid, the black eyes flashing dangerously. â€Å"What did you say to me, Potter?† â€Å"I told you to shut up about my dad!† Harry yelled. â€Å"I know the truth, all right? He saved your life! Dumbledore told me! You wouldn't even be here if it wasn't for my dad!† Snape's sallow skin had gone the color of sour milk. â€Å"And did the headmaster tell you the circumstances in which your father saved my life?† he whispered. â€Å"Or did he consider the details too unpleasant for precious Potter's delicate ears?† Harry bit his lip. He didn't know what had happened and didn't want to admit it — but Snape seemed to have guessed the truth. â€Å"I would hate for you to run away with a false idea of your father, Potter,† he said, a terrible grin twisting his face. â€Å"Have you been imagining some act of glorious heroism? Then let me correct you — your saintly father and his friends played a highly amusing joke on me that would have resulted in my death if your father hadn't got cold feet at the last moment. There was nothing brave about what he did. He was saving his own skin as much as mine. Had their joke succeeded, he would have been expelled from Hogwarts.† Snape's uneven, yellowish teeth were bared. â€Å"Turn out your pockets, Potter!† he spat suddenly. Harry didn't move. There was a pounding in his ears. â€Å"Turn out your pockets, or we go straight to the headmaster! Pull them out, Potter!† Cold with dread, Harry slowly pulled out the bag of Zonko's tricks and the Marauder's Map. Snap picked up the Zonko's bag. â€Å"Ron gave them to me,† said Harry, praying he'd get a chance to tip Ron off before Snape saw him. â€Å"He brought them back from Hogsmeade last time –â€Å" â€Å"Indeed? And you've been carrying them around ever since? How very touching†¦and what is this?† Snape had picked up the map. Harry tried with all his might to keep his face impassive. â€Å"Spare bit of parchment,† he said with a shrug. Snape turned it over, his eyes on Harry. â€Å"Surely you don't need such a very old piece of parchment?† he said. â€Å"Why don't I just — throw this away?† His hand moved toward the fire. â€Å"No!† Harry said quickly. â€Å"So!† said Snape, his long nostrils quivering. â€Å"Is this another treasured gift from Mr. Weasley? Or is it — something else? A letter, perhaps, written in invisible ink? Or — instructions to get into Hogsmeade without passing the Dementors?† Harry blinked. Snape's eyes gleamed. â€Å"Let me see, let me see†¦Ã¢â‚¬  he muttered, taking out his wand and smoothing the map out on his desk. â€Å"Reveal your secret!† he said, touching the wand to the parchment. Nothing happened. Harry clenched his hands to stop them from shaking. â€Å"Show yourself!† Snape said, tapping the map sharply. It stayed blank. Harry was taking deep, calming breaths. â€Å"Professor Severus Snape, master of this school, commands you to yield the information you conceal!† Snape said, hitting the map with his wand. As though an invisible hand were writing upon it, words appeared on the smooth surface of the map. â€Å"Mooney presents his compliments to Professor Snape, and begs him to keep his abnormally large nose out of other people's business.† Snape froze. Harry stared, dumbstruck, at the message. But the map didn't stop there. More writing was appearing beneath the first. â€Å"Mr. Prongs agrees with Mr. Mooney and would like to add that Professor Snape is an ugly git.† It would have been very funny if the situation hadn't been so serious. And there was more †¦ â€Å"Mr. Padfoot would like to register his astonishment that an idiot like that ever became a professor.† Harry closed his eyes in horror. When he'd opened them, the map had had its last word. â€Å"Mr. Wormtail bids Professor Snape good day, and advises him to wash his hair, the slimeball.† Harry waited for the blow to fall. â€Å"So †¦Ã¢â‚¬  said Snape softly. â€Å"We'll see about this †¦Ã¢â‚¬  He strode across to his fire, seized a fistful of glittering powder from a jar on the fireplace, and threw it into the flames. â€Å"Lupin!† Snape called into the fire. â€Å"I want a word!† Utterly bewildered, Harry stared at the fire. A large shape had appeared in it, revolving very fast. Seconds later, Professor Lupin was clambering out of the fireplace, brushing ash off his shabby robes. â€Å"You called, Severus?† said Lupin mildly. â€Å"I certainly did,† said Snape, his face contorted with fury as he strode back to his desk. â€Å"I have just asked Potter to empty his pockets. He was carrying this.† Snape pointed at the parchment, on which the words of Messrs. Moony, Wormtail, Padfoot, and Prongs were still shining. An odd, closed expression appeared on Lupin's face. â€Å"Well?† said Snape. Lupin continued to stare at the map. Harry had the impression that Lupin was doing some very quick thinking. â€Å"Well?† said Snape again. â€Å"This parchment is plainly full of Dark Magic. This is supposed to be your area of expertise, Lupin. Where do you imagine Potter got such a thing?† Lupin looked up and, by the merest half-glance in Harry's direction, warned him not to interrupt. â€Å"Full of Dark Magic?† he repeated mildly. â€Å"Do you really think so, Severus? It looks to me as though it is merely a piece of parchment that insults anybody who reads it. Childish, but surely not dangerous? I imagine Harry got it from a joke shop –â€Å" â€Å"Indeed?† said Snape. His jaw had gone rigid with anger. â€Å"You think a joke shop could supply him with such a thing? You don't think it more likely that he got it directly from the manufacturers?† Harry didn't understand what Snape was talking about. Nor, apparently, did Lupin. â€Å"You mean, by Mr. Wormtail or one of these people?† he said. â€Å"Harry, do you know any of these men?† â€Å"No,† said Harry quickly. â€Å"You see, Severus?† said Lupin, turning back to Snape. â€Å"It looks like a Zonko product to me –â€Å" Right on cue, Ron came bursting into the office. He was completely out of breath, and stopped just short of Snape's desk, clutching the stitch in his chest and trying to speak. â€Å"I — gave — Harry — that — stuff,† he choked. â€Å"Bought — it†¦in Zonko's†¦ ages — ago†¦Ã¢â‚¬  â€Å"Well!† said Lupin, clapping his hands together and looking around cheerfully. â€Å"That seems to clear that up! Severus, I'll take this back, shall I?† He folded the map and tucked it inside his robes. â€Å"Harry, Ron, come with me, I need a word about my vampire essay — excuse us, Severus –â€Å" Harry didn't dare look at Snape as they left his office. He. Ron, and Lupin walked all the way back into the entrance hall before speaking. Then Harry turned to Lupin. â€Å"Professor, I –â€Å" â€Å"I don't want to hear explanations,† said Lupin shortly. He glanced around the empty entrance hall and lowered his voice. â€Å"I happen to know that this map was confiscated by Mr. Filch many years ago. Yes, I know it's a map,† he said as Harry and Ron looked amazed. â€Å"I don't want to know how it fell into your possession. I am, however, astounded that you didn't hand it in. Particularly after what happened the last time a student left information about the castle lying around. And I can't let you have it back, Harry.† Harry had expected that, and was too keen for explanations to protest. â€Å"Why did Snape think I'd got it from the manufacturers?† â€Å"Because†¦Ã¢â‚¬  Lupin hesitated, â€Å"because these mapmakers would have wanted to lure you out of school. They'd think it extremely entertaining.† â€Å"Do you know them?† said Harry, impressed. â€Å"We've met,† he said shortly. He was looking at Harry more seriously than ever before. â€Å"Don't expect me to cover up for you again, Harry. I cannot make you take Sirius Black seriously. But I would have thought that what you have heard when the Dementors draw near you would have had more of an effect on you. Your parents gave their lives to keep you alive, Harry. A poor way to repay them — gambling their sacrifice for a bag of magic tricks.† He walked away, leaving Harry feeling worse by far than he had at any point in Snape's office. Slowly, he and Ron mounted the marble staircase. As Harry passed the one-eyed witch, he remembered the Invisibility Cloak — it was still down there, but he didn't dare go and get it. â€Å"It's my fault,† said Ron abruptly. â€Å"I persuaded you to go. Lupin's right, it was stupid, we shouldn't've done it –â€Å" He broke off; they reached the corridor where the security trolls were pacing, and Hermione was walking toward them. One look at her face convinced Harry that she had heard what had happened. His heart plummeted — had she told Professor McGonagall? â€Å"Come to have a good gloat?† said Ron savagely as she stopped in front of them. â€Å"Or have you just been to tell on us?† â€Å"No,† said Hermione. She was holding a letter in her hands and her lip was trembling. â€Å"I just thought you ought to know†¦Hagrid lost his case. Buckbeak is going to be executed.†

Arts & academic Essay

First of all, I have the diligence, determination, and aptitude to take on an Arts degree and make the most out of it. In such a large university, the ability to interact with peers and mentors both on academic and social levels is of also prime importance for survival. I am fortunately blessed with exceptional communication and interpersonal skills that allow me to be able to interact well in diverse groups. I can speak out my mind politely and explain my thoughts clearly and comfortably to make my peers and mentors understand my ideas accurately. However, the quality in me that I believe above all else would make me a success in a university Arts program is my strong vision of what I intend to be in life. This vision of mine has guided me throughout my education, keeping me in track with what I want out of life. My vision gives me an exact sense of personality, and through it I derive meaning and originality. I know what I want and I know that I have what it takes to make it happen, and that will eventually make me a success in your Arts program.

Literature Review Format Essay

This packet details the steps necessary to produce a literature review that may be required for work in various disciplines, including English, history and psychology. This packet is not intended to replace instructor guidelines and should not be used in that manner. The packet’s intended use is as a supplement to classroom instruction on assembling a literature review. Therefore, it contains only general information that must be tailored to fit specific guidelines as required by your discipline and by your instructor. This packet is subdivided into six sections: I. General Information States what a literature review is and what purpose it serves. II. Process Gives step-by-step instructions on how to get started on your literature review. III. Organization Explains the two most common ways of arranging information in a literature review. IV. Format Provides descriptions for two of the most common formats used in a literature review, the item to item comparison and contrast (Format A) and the criteria to criteria comparison and contrast (Format B). V. Checklist Allows appraisal of your completed literature review to assure that it follows all necessary guidelines. VI. Resources Lists helpful resources used to compile this packet so that you may obtain further information. General Information Definition Literature reviews can have two roles: In their first role, they function as a stand-alone paper. At other times they will actually be part of a larger research thesis. In this handout, literature reviews will be referred to in the stand-alone sense. As a stand-alone paper, literature reviews are multi-layered and are more formal and detailed than book reviews. As the author of a literature review, you must become familiar with a large amount of research on a specific topic. You will then develop your own thesis about the topic related to this research. After this, you will classify and critically analyze research on the topic by making a comparison between several different studies and by emphasizing how these studies and their comparison relate to your own thesis. In effect, a literature review is a paper that compiles, outlines and evaluates previously established research and relates it to your own thesis. It provides a context for readers as if they Email at tutor@uhv. edu University West, room 129 (361) 570-4288 were researching the topic on their own. Just from reading your paper, readers should be able to gain insight into the amount and quality of research on the topic. Your thesis and the literature reviewed serve several important functions within the paper: †¢ Your thesis creates a foundation for the literature review because it helps narrow the topic by providing a sense of direction; however, you will have to conduct some initial research and reading before deciding on an appropriate thesis. Your personal thesis may be a statement addressing some of the following situations: â€Å"why your research needs to be carried out, how you came to choose certain methodologies or theories to work with, how your work adds to the research already carried out† (Brightwell, G. and Shaw, J. , 1997-98), or it may present some other logical perspective. †¢ Reviewed literature is organized in a logical manner that best suits the topic of the review and the hypothesis of the literature (see Organization and Format). The selected method of organization and style of format should draw attention to similarities and differences among the reviewed literature; these similarities and differences are based on specific criteria you revealed in the literature review’s introduction. According to Brightwell and Shaw (1997-98), your goal in the body of the review â€Å". . . should be to evaluate and show relationships between the work already done (Is Researcher Y’s theory more convincing than Researcher X’s? Did Researcher X build on the work of Researcher Y?) and between this work and your own [thesis]. † Additional information on these topics can be found in the Organization and Format sections of this packet. Therefore, carefully planned organization is an essential part of any literature review. Purpose Although literature reviews may vary according to discipline, their overall goal is similar. A literature review serves as a compilation of the most significant sources on a subject and relates the findings of each of these sources in a rational manner while supporting the literature review author’s own thesis. A literature review establishes which sources are most relevant to its author’s point and which sources are most credible to the discipline at hand. In a literature review, the results of previous research are summarized, organized and evaluated. Discipline-Specificity A literature review’s organization, format, level of detail and citation style may vary according to discipline because different disciplines have different audiences. Examples here pertain to the natural sciences, social sciences and humanities. †¢ Natural and social sciences The author of a literature review in the natural or social sciences must pay close attention to measurements, study populations and technical aspects of experimental findings. Typically, a portion of the natural or social sciences literature review is set aside for reviewing sources on the primary topic. Then, a comparative analysis or discussion section is used to analyze the similarities and differences among the sources, tying them in with the literature review author’s original thesis. †¢ Humanities The author of a literature review in the humanities usually does not set aside a special section for reviewing the sources; instead, citations may be found randomly throughout the paper. The literature being reviewed is arranged according to paragraphs based on the author’s points, which in turn, support the author’s thesis. The paper itself may not be called a literature review at all. It is more likely to be called a critical analysis. Remember that the best bet for determining what type of literature review is appropriate for your course is checking with the instructor prior to beginning research. Email at tutor@uhv.edu University West, room 129 (361) 570-4288 REVIEW 1. What is the purpose of a literature review? What is the connection between the author’s thesis and the literature being reviewed? 2. What discipline will your literature review be classified in? Process 1. Find several articles that deal with your research topic. Sometimes it is helpful to review the bibliography of one of the first scholarly sources that you encounter and compare it to the bibliographies of other sources on the topic. If the same source is listed within several of these bibliographies, it is probably a fundamental, credible source that will aid you in your review. 2. Before you begin reviewing literature, realize that you are looking to accomplish two things: A. Defining your research problem/thesis (examples: finding a flaw in research, continuing previous research, etc . . . ) B. Reading and evaluating significant works that are relevant to your research problem. You will be conducting Steps A and B simultaneously because the two form a circular pattern. As you read related sources (Step B), you define your problem, and as you define your problem (Step A) you will more easily be able to decide what material is relevant enough to be worthy of reading (Step B). 3. Once you begin reviewing, make an entry with complete bibliographical information and comments for each work that you are going to include in the review. 4. Compare the articles by evaluating the similarities and differences among them. This will be the initial stage in the formulation of your thesis. 5. Form a thesis that is clearly written and can be logically supported by the literature you will include in your review. 6. View the articles briefly again and jot down any notes that seem to relate to your thesis. 7. Decide which organizational pattern and format are best for the topic of your review. 8. Construct an appropriate outline for the literature review. 9. Write an introduction that introduces the topic, reveals your thesis statement, and arranges key issues. 10. Organize and write the body of your paper according to the appropriate format: topical or chronological. 11. Write a conclusion that reconciles similarities and differences on the topic and reemphasizes the criteria used to arrive at this conclusion. 12. Complete the final draft of the literature review. Email at tutor@uhv. edu University West, room 129 (361) 570-4288 13. Check over the final draft for grammar and punctuation errors. 14. Use the checklist provided here to make sure that all parts of the literature review are addressed and focused. Establishing a Critical Response for a Literature Review You may find this section helpful at Steps 3, 4 and 5 of the process. When reviewing your sources, explore the following areas to help develop your critical response: What is the purpose of the research or work? What research or literary methods are used? How do the major concepts operate? In a research study, how accurate are the measurements? In a literary work, is the author’s position objective or biased? What are the different interpretations of the results of the study or of the literary work itself? REVIEW 1. What do you consider to be the most crucial step(s) in the process of your literature review? Why? Justify your response(s). Organization A literature review can be arranged either topically or chronologically. Topical organization occurs in reviews where previous research being evaluated is divided into segments with each one representing a part of some larger issue. In a topical review, the author begins by describing the characteristics of research shared by several studies and then moves on to analyze their similarities and differences. For more information, see the example below. Example The organization of a literature review begins in the introduction. For example, in the introduction of a literature review about the effect of seating arrangements on peer tutoring communication, you would first introduce the topic and what your literature review will attempt to assess: †¦Writing centers can set the table for collaborative tutoring sessions through a careful consideration of spatial arrangement . . . Then state what angle is going to be explored: †¦These studies will be used to support the author’s claims that spatial arrangement is instrumental in encouraging collaborative environments in the writing center†¦ Then, arrange key issues that will be addressed in this review by answering questions that you have personally developed and are tailored to fit your topic. In the introduction, give the audience a clear picture of how you will organize your paper: Email at tutor@uhv. edu University West, room 129. (361) 570-4288 In the following, I1 first review some relevant research concerning spatial arrangement and then discuss some recommended and alternate seating arrangements to encourage a collaborative environment in the writing center. Finally, I include some other considerations. In the body of this literature review, you would organize the information topically around each point (or question) that you asked yourself: -Research Review -Recommended Spatial Arrangement -Alternative Spatial Arrangement -Other Considerations. Then, write a conclusion that explains the significance of your findings: †¦While the seating arrangements outlined above are generally a good ‘setting’ for peer tutoring sessions, we should remember that each tutoring session is unique. Not all students will be comfortable with a side-by-side spatial arrangement at a round table. Tutors should be perceptive of and receptive to students who may have other spatial needs†¦ Chronological organization occurs when a review is organized in time order and is most often used when a historical context is needed for discussing a topic from its beginning to its current state; chronological organization is  especially helpful when discussing inactive periods and shifts in perspective on a given topic. Example The organization of a literature review begins in the introduction. For example, in the introduction of a literature review entitled Development of Social Science Research on Attitudes Towards Gender in America, you would first introduce the topic and what your review hopes to assess: †¦This literature review will assess the development of research designed to uncover gender attitudes in America during the latter part of the 20th Century†¦ Then state what angle is going to be explored: .. As research progressed throughout the 20th century, the methods that social scientists use for measuring these attitudes developed and changed as well†¦ Then, chronologically arrange issues that will be addressed in this review: Gender stereotypes still exist today, and varying attitudes can be traced over the past fifty years. Survey instruments used to gather data on these varying attitudes have also changed drastically over the course of time. In the body of this literature review, you would organize the information chronologically, adressing each point (or question) that is being asked for a particular time period: -Stereotypes and Survey Instruments of the 1950’s -Stereotypes and Survey Instruments of the 1960’s -Stereotypes and Survey Instruments of the 1970’s -Stereotypes and Survey Instruments of the 1980’s -Stereotypes and Survey Instruments of the 1990’s -Current Advancements Always clear the use of I with your instructor. An alternative to this would be the use of third person wording, such as â€Å"This paper reviews some relevant research concerning spatial arrangement and then discusses some recommended and alternate seating arrangements to encourage a collaborative environment in the writing center. † 1 Email at tutor@uhv. edu University West, room 129 (361) 570-4288 Then, write a conclusion that explains the significance of your findings: Although the survey instruments used in the 1950’s and 1960’s developed an obvious bias when surveying Americans regarding gender attitudes, the 1970’s brought about great change. Today social scientists are more careful than ever about testing the quality of a survey instrument before using it on the general public. Format There are also two suggested formats for composing your literature review. Format A is used when comparing several studies that have similar hypothesis but different findings. Each piece of research is summarized individually. Format A is good for reviews with a small number of entries; however, this format may confuse the audience when used with a large number of reviews because descriptions of so many studies may get in the way of the analysis. Keep in mind that each piece of research usually will not receive equal attention in the review. Format A Outline I. Introduction consists of four parts that are usually discussed in one paragraph. a. Identify the general topic being discussed. b. Mention trends published about the topic. c. State thesis establishing the reason for writing the literature review. d. Explain criteria by giving a description of each of the criteria used in evaluating the literature review and rationalizing its organization II. Literature reviewed section is divided up according to study. a. First study is summarized and discussed. b. Second study is summarized and discussed. c. Third study is summarized and discussed. III. Comparative analysis acknowledges the similarities and differences between studies. a. Similarities (if any) among the studies are evaluated and discussed. b. Differences (if any) among the studies are evaluated and discussed. IV. Conclusion/Summary effectively wraps up the review. a. Summarize points of comparison or contrast among the works based on Section III of your review. b. Provide insight of relationship between the topic of the review and a larger area of study such as a specific discipline or profession Format B. organizes the literature review according to similarities and differences among research rather than by literature studied. In a review organized according to Format B, little background information on the literature being reviewed is given outright. Instead, it is worked into the body paragraphs of the sections on similarities and differences. The conclusion then uses these two sections (similarities and differences) to tie in points of comparison and contrast between the works. Format B better suits papers that are topically organized. Format B is outlined below. Email at tutor@uhv. edu University West, room 129 (361) 570-4288 Format B Outline I. Introduction consists of four parts usually discussed in one paragraph. a. Identify the general topic being discussed. b. Mention trends published about the topic. c. State thesis establishing the reason for writing the literature review. d. Explain criteria by giving a description of each of the criteria used in evaluating the literature review and rationalizing its organization II. Similiarities within the research are discussed. a. First similarity among research is discussed. b. Second similarity among research is discussed. c. Third similiarity among research is discussed. III. Differences in the research are discussed. a. First difference between research is discussed b. Second difference between research is discussed c. Third difference between research is discussed IV. Conclusion/Summary a. Summarize points of comparison or contrast between the works. b. Provide insight into relationship between the topic of the literature and a larger area of study such as a specific discipline or profession. The most important thing to remember when organizing a literature review is that it is not a list summarizing one work after another. The review should be organized into sections according to theme that are set apart by subject-related headings. REVIEW 1. Which format have you chosen for your literature review? Why? A Literature Review Checklist: Did I . . . . . . ? ? Establish a valid thesis based on the examined research ? State this thesis clearly in my introduction ? Define unfamiliar terms ? Incorporate background information to define the problem ? Begin each entry in the review with a complete bibliographical reference ? List and describe the hypothesis/thesis in each work reviewed Email at tutor@uhv. edu University West, room 129 (361) 570-4288 ? Describe the outcome of the work or the research ? Develop and incorporate my own comments, including response to the research, similarities and differences among literature reviewed, and reservations regarding author’s methods or conclusions ? Avoid overquoting ? Check for grammar and punctuation errors ? Correctly cite all references in uniform documentation style Resources Brightwell, G. and Shaw, J. (1997-98). Writing up research. Retrieved August 20, 2002 from Languages and Educational Development at the Asian Institute of Technology’s Web page at http://www. languages. ait. ac. th/EL21OPEN. HTM Central Queensland University Library. (2000). The literature review. Retrieved July 22, 2003 from http://www. library. cqu. edu. au/litreviewpages/ Cuba, L. (2002). A short guide to writing about social science. New York: Addison-Wesley Publishers. Leibensperger, S. (2003). Setting the table: Encouraging collaborative environments with spatial arrangement in the writing center. Unpublished literature review. Northern Arizona University. (1999). Electronic textbook – A blast from the past: Your literature review. Retrieved May 30, 2002 from http://jan. ucc. nau. edu/~mid/edr720/class/literature/blast/reading21-1. html Taylor, D. , & Procter, M. (2001). The literature review: A few tips on conducting it. Retrieved June 17, 2002 from http://www. utoronto. ca/writing/litrev. html Trinder, L. (2002). Appendix. The literature review. Retrieved August 27, 2003 http://www. uea. ac. uk/~w071/teaching/ppf/Appendix%20Lit%20Review. pdf The University of Wisconsin-Madison Writing Center. (2001). Academic writing: Reviews of literature. Retrieved May 30, 2002 from http://www. wisc. edu/writing/Handbook/ReviewofLiterature. html *In traditional APA style, this section would be entitled â€Å"References† and would be listed on a separate page double-spaced. Due to space constraints in this packet, it has been formatted differently. Copyright 2003 by the Academic Center and the University of Houston-Victoria. Created 2003 by Candice Chovanec-Melzow. Email at tutor@uhv. edu University West, room 129 (361) 570-4288.

Scholasticism Term Paper Example | Topics and Well Written Essays - 2500 words

Scholasticism - Term Paper Example The Meaning of Scholasticism Scholasticism is a term that is used to refer to an approach or method of instruction or study which was employed early education among schoolmen who were known as scholastics (Coakley and Andrea 2004). This approach to scholarship was used during the medieval times. Scholasticism as an education method lasted from about the year 1100 to 1500. In was common among early universities in Europe. Through Scholasticism, critical thought about scholarly concepts was achieved. This mode of education was employed to defend various theories, dogma and concepts in education. In addition, Scholasticism was used to communicate or articulate concepts in education between the educators and learners or among learners themselves (Coakley and Andrea 2004). More notably is the fact that Scholasticism emanated from schools which taught religious concept or the study of theology. This approach was used in Christian schools and universities within the British monarchies. Scho lasticism became popular at the time and was considered the most effective way of presenting religions material and discussing concepts on Christianity and religion in general. Scholasticism as a method of learning however had attributes or characteristics that were different from theology and even philosophy. This is because unlike theology and philosophy, Scholasticism form of instruction allowed educators and articulators of religious material to employ dialectics in their mode of reasoning. This means that Scholasticism promoted the extension of religious knowledge through a critical thinking process which ended with inference about specific topics. Scholasticism played a central role in achieving comprehension of religious material and ideas that seemed contradictory (Coakley and Andrea 2004). This was achieved through a process of analytical interpretation of concepts and ideas in religion with a view of developing a reasoned justification on the distinction which existed amon g religious ideas, concepts and beliefs. Scholasticism was employed in religious studies within classrooms where concepts in religion that were disputed were discussed, thought upon to result into inferences and convincing distinction among concepts and ideas (Qualben 1936). Application of Scholasticism The topics that were discussed within the Scholasticism mode of study were taken from the cultural and religious values and the traditions of the scholars. After the topic was decided upon, question was designed to present an argument for a critical and procedural discussion. Suring the processes of study, opponents of the arguments first presented their responses on the question. This was followed by arguments and counterproposals which were focused at refuting the claims of the opponents. This demonstrated that Scholasticism laid an elaborate emphasis on a dialectical approach to study. The effectiveness of this approach to study attracted the attention of other disciplines of stud y. With time and the growing population of Scholasticism, it was also employed in studying concepts and understanding phenomena in other fields of study as well. Since Scholasticism was now applied in various fields or disciplines of scholarship, it became a program. This program was then used as a tool for

Drugs and brain Research Paper Example | Topics and Well Written Essays - 1250 words

Drugs and brain - Research Paper Example It is advisable to take legal drugs for recreation since the bureau of standards checks them whereas illegal drugs may be unfit for human consumption since no standardization is done. Drugs acts on the brain by altering the normal functioning of the body which can be either sudden or with time. Normally, the brain communicates through neurotransmitters, which are recycled once they have performed their function. When a drug is introduced in to the human body, it leads to excess transmitters in the brain since it inhibits their recycling and this result to exaggerated functioning of the brain leading to the visual or psychological effects of the drug. Drugs are chemical substances that alter the normal functioning of the body. People take drugs with different motives, some follow doctors prescription while others take drugs for pleasure. Drugs can be either legal or illegal. Legal drugs include medicines, which are taken to relief the body from pain and illnesses and recreational drugs like beer, and cigarettes, which are taken for pleasure. Drugs can either be manufactured like or obtained naturally. For example, medicines like Aspirin and paracetamol and recreational drugs like beer and heroine are manufactured drugs while most herbal medicines and recreational drugs like tobacco are obtained naturally (Watts, 2004). The human brain is part of the nervous system enclosed in the cranium and consists of a soft convoluted mass of gray and white matter weighing around three pounds. The brain is the most necessity in human beings since it controls every functioning of the body. The human brain is divided into three main parts, the cerebrum, the cerebellum, and the brain stem and each part performs a specific function. The cerebrum is the outermost part of the brain and divided in to four sections called lobes. Lobes are responsible for processing signals from our senses thus enabling us to see, smell,

The Presidency of James Polk Essay Example | Topics and Well Written Essays - 2500 words

The Presidency of James Polk - Essay Example But as these authors have revealed, such a conclusion may be questionable in the light of the events that surrounded the Presidency and Polk’s political career. By highlighting elements and aspects of the Polk Presidency that have not been as widely or as well known, these three authors have questioned whether Polk’s contribution to the United States was an entirely favorable one. Bergeron’s book has also detailed the American war in Mexico and President Polk’s role in American acquisition of territories in the southwest. This book is notable in that it highlights the covert role of the executive in manipulating the events that led to the declaration of hostilities between the United States and Mexico over disputed territories in Texas, New Mexico and California. Bergeron has discussed covert operations undertaken by President Polk, notably the annexation of new Texas territory. This operation was designed in such a manner as to incite a confrontation and thereby provide an excuse for the United States to annex the territory (Bergeron, 1987:67-70). As a part of this strategy, Commodore Robert Stockton was posted to the disputed Mexican border, in order to monitor the developments there. In May of 1845, Stockton recommended that the Texan authorities should gather their forces and challenge Mexican claims to the territory between the rivers Rio Grande and Nueces rivers. He proposed that local militia units should be called up under the command of General Sidney Sherman and armed with weapons to be covertly supplied to them by the United States Government but purportedly acquired from private sources. Stockton’s plan was supported by President Polk, but failed to go through because Anson Jones, who was the President of the Texan Republic, rejected it.

Evaluate Porter's concept of the 'Diamond' as a tool for analysing the Essay

Evaluate Porter's concept of the 'Diamond' as a tool for analysing the competitive advantage of nations, assessing its theoretic - Essay Example Moreover, America succeeded in getting the UN permission in attacking Iraq and Afghanistan as part of war on terror strategies. America was able to convince United Nations on all these issues because of their superior competitive power. Globalization has intensified the competition between nations and organizations because of the huge opportunities available in the international market at present. Competitive power of a nation or organization depends on many parameters. Former Harvard university professor Michael Porter and his associates have identified four different parameters for achieving competitive power which is known as Porter’s diamond model for national competitive advantage. â€Å"Porter's diamond model suggests that there are inherent reasons why some nations, and industries within nations, are more competitive than others on a global scale† (What is Michael Porter's Diamond Model?, 2010). Porter identified; Firm strategy, structure and rivalry, supporting industries, demand and factor conditions as the four major parameters which can affect the competitive power of a nation or a firm (Diamond model-Michael Porter, 2011). He was able to put all these parameters in a diamond shape as illustrated in the diagram given below. This paper analyses various features of diamond model and its role in achieving competitive power. Porter’s Diamond model for national competitive advantage (Martin & Porter, 2000) Strategy, Structure and Rivalry Strategies can make or break a nation. Poor strategies will never help a nation in increasing their competitive power whereas better strategies always helpful increasing the growth or competitive power of a nation. For example, when globalization initially entered the global arena, China distanced themselves from it because of their concerns about some hidden agenda at the back drop of globalization by capitalist countries. China and America were engaged in fierce rivalry before the introduction of gl obalization because of the different political ideologies prevailing in these countries. Most of the American and Chinese strategies before globalization were aimed at destabilization or destruction of their opponent. However, globalization forced them to change their strategies and currently America is one of the largest trading partners of China. Both China and America succeeded in increasing their competitive power in global market because of the changes they implemented in their strategies even though the political system and rivalry remains the same. India is another country which succeeded in achieving better competing power as a result of changes in strategies. In 1990’s India made lot of reformations in the economic circle in order to attract more foreign direct investment. They have made some changes in their foreign polices also in order to gain more competitive power in the global market. Earlier, India was more polarised towards former Soviet Union in strategic an d military cooperation. But India changed their strategies immediately after the destruction of Soviet Union and they established closer ties with Untied States in order to gain more competitive power. India has realized that the political structure in India and America are almost the same and it is easy for them to establish smooth business relationships with America. Thus America became a prominent trade partner for India at present.

Astronomy of history Essay Example | Topics and Well Written Essays - 500 words - 1

Astronomy of history - Essay Example Consequently, this gave them the capability to compute the surface temperature of about minus-418 degrees Fahrenheit. The findings showed that the icy balls around Pluto that was given the nickname Xema. .Xema was among the largest objects to be discovered orbiting Earth’s sun after the 1846 identification of Neptune. This findings of 2003 UB313, was 1,860 miles, take 250milles added debate on whether this icy ball should be considered a planet. Moreover, the findings discovered were announced on July 2005 illustrated to astronomers that the icy ball was definitely larger that Pluto, since it looked in a surprising manner bright in the sky, although it is nine billion miles from the sun. Apparently, the similarities between Pluto and 2003 UB313, extend beyond size and reflectivity. Similar to Pluto, 2003 UB313 also has a moon and has methane ice on its surface. These findings brought out more debates as planet definition in different context made it a planet. This mission is important, as it helps astronomers to put more thought on what a planet really entails. Consequently, most research in the past have described planet as any object in the solar system large enough that gravity has shaped it into a sphere or anything larger than planet Pluto (heacademy.ac.uk). Generally, this report will help stakeholders in the astronomy and science fields put a clear definition on what a planet should entail. However, the finding of the report will not be of any interest to the general public who are not interested in science. Therefore, the report is only relevant to astronomers. My preconception of the article before reading it was that, a planet like object in the solar system, which is bigger that Pluto can be classified as a planet. However, going through the report changed this preconceptions as it shows how complicated the definition of a planet is. The fact that the definition of planet

Nutrition Case Study Assignment Example | Topics and Well Written Essays - 750 words

Nutrition Case Study - Assignment Example From the table above, it can be concluded that carbohydrates intake by HB is above nutritional requirements and she needs to reduce the amount of intakes. In addition, the amount of protein intake is just enough to accomplish nutritional needs while the amount of fats intakes is also higher than the nutritional needs and should be reduced. c. Despite the use of foodstuffs that result into attainment of high value nutrients, there are certain foods that are not provided thus it will not be easy to obtain certain nutrients. The main nutrient that is missing from the food combination is corn floor that is rich in calcium. Thus it will not be possible to obtain calcium from the food combination. b. The most important facts that need to be known about this drug is that the user needs to keep the blood sugar from getting too low, that are likely to result into a condition called hypoglycemia. In addition, people need to be aware of symptoms of blood sugar such as increased thirst, loss of appetite, increased urination and vomiting or nausea. c. This medication is taken in the exact way in which it was prescribed. It is mainly used as an injection under the skin. The specifications for use are usually given by the doctor or pharmacist with regards to where injection should be done. d. There are certain actions that are taken in case of under-dose or overdose. In order to avoid a missed dose, it is important to ensure that the user eats the right amounts of meals within 30 to 60 minutes of the dose. In case the user overdoses, it is necessary to ensure the user seeks the right medical attention since too much of this drug can cause life-threatening hypoglycemia. The symptoms of this condition include weaknesses, blurred vision, sweating and convulsions. f. This drug does not have any direct impacts on nutrients in that are consumed by the user.

Why do markets fail Essay Example | Topics and Well Written Essays - 2000 words

Why do markets fail - Essay Example According to Wilkinson (2005), â€Å" market failure is the situation where the mechanisms associated with the market unable to allocate resources effectively. In this definition the efficiency word refers to both productive as well as elective parameters. According to his view, the main reasons behind market failure can be classified into the following headings: Monopolies, External factors, Public goods, transaction costs and imperfect information (Wilkinson, 2005, pp.473-474). There are several economists who prefer to call the market failure as market fail to achieve efficiency.. Some specific situation that is contributing to market failure are regulations of the government, costs associated with the transaction, the power of the competitive market (other country), imperfect information etc. Regulations: Restrictions such as price ceilings avoid the price mechanism for competently allocating resources. Market power: Some industries may feature economies of scale, so it is absol utely possible for an incompetent market conclusion to be reached if one organization or a few large institutions are able to leave out others to the disadvantage of potential market participant. Transaction costs: If the cost of any certain product in any trade is high in the first place, a market cannot function properly and it might result in the market failure. Imperfect information: If any one party in the market has material information that the other does not, or both the parties lack substance information that would affect whether or not the deal occurs, or for what price it may take place. Externalities: A trade (or the goods being traded) may inflict considerable costs on individuals not participating in the trade. Alternately, individuals not participating in the trade would realize significant benefits from it but the parties directly involved in the trade would not. Irrational actors: One party is not of sound mind when making the trade, factors are weighted inappropria tely, long-term costs are ignored in favor of short-term benefits, etc.(Wilkinson, 2005, pp.474-478). According to Tatum (2013) market failure is a situation in which the demand for a particular product is not at par with the supply of the same product that manufacturers are now providing for sale.. There are several reasons behind the market failure, with some having to do with pricing and quality, while others are connected to the current general state of the economy. According to his viewpoint, the main reason behind this failure of the market is the externalities. These are simple factors that are outside the control of consumers or the companies producing the goods and services offered for sale. Examples of this include negative situations such as natural disasters that temporarily reduce production, or downturns in the economy that prompt consumers to greatly reduce their consumption of certain products. Positive events may also qualify as externalities, such as an economic re covery that increases consumer confidence and motivates increased purchases of non-essential and luxury products. In the former instance, companies may find that the demand for their products drops suddenly, leaving them with high inventories of finished goods that are not wanted at any price. The latter positive example may mean that, until producers can increase production to meet demand, they will not be able to adequately keep up with customer orders. Other causes of market failure have to do with an imbalance between the price of a product and its perceived level of quality. Price and quality may create a positive or a negative situation, because if consumers think that the price

Developing Listening and Speaking Skills Essay Example | Topics and Well Written Essays - 500 words

Developing Listening and Speaking Skills - Essay Example During that period of silence, the teacher inquires whatever sounds the learners can detect either within or without the class. This not only develops but enhances the children’s listening skills to greater levels. It also provides the learners with a practical means of learning and being entertained. After teaching, learners should be allowed to ask and answer questions as means to gauge their level of understanding on the items taught during a session. Question allows constant mutual interaction with the teacher and among other learners thereby helping in building strong speaking skill development (Rolton and Curriculum Corporation (Australia), 2006). Moreover, learners should be encouraged to participate in discussions and follow the rules of polite conversation such as staying on a topic and taking turns. It should be noted that discussions are important for learners especially those who have not learned as per the instructor’s lessons may learn from other learners in the process. In order to develop a strong command of the English language among the learners it is vital to make the learners part of the learning process (Pyeand Greenall, 1996). This can be done through active interaction between learners and the instructor as well as among the students themselves. For instance, the instructors can also ask open ended questions and allow them to expand upon their answers. Developing young children’s listening and speaking skills are usually inculcated through various means especially due to the fact that different learners have different understanding abilities. For example, the teacher can engage the children in conversations throughout the day. This allows the learners to learn new words and expand their vocabulary (Folse and Bologna, 2006). During the conversations, the children will be communicating to their teacher as well as to their peers.

Home school vs public school Essay Example for Free

Home school vs public school Essay

Classifying Sport As Religious In Postmodern Times

Classifying Sport As Religious In Postmodern Times This paper will examine the question of if sport can be classed as a religion? It will then go on to discuss the implications this could have on religion and societies beliefs, looking specifically at the sporting event of football. Where the paper speaks of religion it will refer to the Christian religions that are widely practiced in the United Kingdom (UK), unless otherwise stated. The paper will explore various definitions of religion, from a traditional and postmodern perspective as well as briefly examining the term postmodern. After this arguments both for and against the notion above and any similarities in the values, rituals, beliefs and practices that football and traditional Christian religions in the UK hold will be explored. It is important to draw comparisons between religious life and that of a supporter of footballs life to fully understand if football is religious. I shall endeavour to examine such notions as does classing football as a religion take away the sacredness of religion or is it positive and progressive that people can choose their own religions rather than simply being lead, or following traditions passed on from generation to generation. There are many definitions of religious. In fact within Sociology it is well known that sociologists cannot agree on a single complete definition. For the benefit of this paper the definitions quoted here shall come from sociological or religious organisations. Below one can reflect on various definitions of religion, even if it is only to gain a sense of how vast and different the interpretations can be. Emile Durkheim defined religion as a unified system of beliefs and practices relative to sacred things, that is to say, things set apart and forbidden beliefs and practices which unite into one single moral community called a Church all those who adhere to them. This statement could be related to traditional belief systems and religions and to sporting events, especially football as will be explored later on in this paper. According to the Oxford English Dictionary postmodernism is described as a late 20th -century style and concept in the arts, architecture, and criticism, which represents a departure from modernism and is characterized by the self-conscious use of earlier styles and conventions, a mixing of different artistic styles and media , and a general distrust of theories. In sociology the term postmodern has been defined as argues against the idea of objective truth So, form this it could be argued that if postmodernism is against the idea of a truth, then religion, as we have known it, can play no part in a post modern society. Religion would, at the very least be individualistic and would give members of society the opportunity to interpret religion as a personal belief system and way of life. Postmodern views on religion are far removed from some of the more traditional views within the UK. Before one can understand ant definition of religion via postmodern terms one must look to outline postmodernism. Again, this is hard to pin down due to the many variations. The post modern era, is for many the period of time post world war two (WW2). Postmodernists would state that society is in a constant state of change, it is ever evolving. Therefore there are no absolute truths, only relative ones. Basically each individual shall choose their own set of beliefs, values and understandings that shall replace religion as it has been known. One could describe it as a pick and mix where an individual takes from each traditional religion what they like, understand or believe and, in effect, create a personal religion that they and they alone are at one with. Where traditional religions would mean the coming together of communities in post modern times if the people are picking and mixin g then there is no formal meeting place for them to worship as they do not fit into one set religion. According to Furlong Cartmel (sociology introductory readings 2001) postmodernists such as Lyotard and Baudrilland argue that recent social changes have been so far-reaching that it is no longer possible to predict individual life chances or patterns of behaviour. Consequently they reject the validity of social science and key concepts such as class and race Religion can be applied to this idea, as religion has always been a key concept in the way one lives their lives, the groups they belong to and the moral and spiritual beliefs that they hold. Parry (2007) argued that, spirituality came about in force during the 20th century. Spirituality was originally associated with a formal religion, but then came postmodernism, and along with it many people developed their own views of religion, which is now more often described as spirituality. Spirituality in sport is different for every individual involved, from the feeling of exhilaration and exhaustion caused pushing the body to its limits, right through to a crowd of supporters who have returned to their own church to support their own religion. Janet Leaver ( Sport culture and society, 2006) states that Sports is one institution that holds together the people of a metropolis and heightens their attachment to a localeThe pomp and pageantry of sport spectacles create excitement and arouse fervour, doing for the people of the metropolis what religious ceremonies do for people in communal societies The sociologist Karl Marx once said, Religion is the sigh of the oppressed creature, the heart of heartless conditions, the soul of a soulless world. It is the opiate of the people. However,as the world evolved and people realised that they had a choice. In turn, Illya McLellan stated in the article named The Cult Of Football: A Religion for the Twentieth Century and Beyond(September 2008) But as the world moved on from this time there arose a new opiate of the people and, in its own way, a new religion. A religion that would in some ways inspire more devotion and fervour than its tired counterparts that were still mired in the doctrines of yesteryear. Briefly moving away from to UK to touch on our neighbours in the United States of America (USA) Harry Edwards (1973) argued that the universal popular religion of the USA is, in fact sports. To be considered a religion, sport must hold a number of characteristics that are also common within religion. Edwards states that there are thirteen factors that sport shares with religion. This paper will now go on to examine some of these thirteen characteristics, as well as other characteristics that this paper holds in high regard when comparing the two subjects, and ultimately show how sport can, at the very least show startling similarities between the two . The research that has been conducted in order to compile this paper has seen many, many similarities between football and religion. Below one can look at what one could argue are the perceived key issues and similarities between the religion and sport specifically football. As one can see the information provided below is quite compelling in answering part of the paper title In postmodern times can sport be classed as religious? Coming together as a community Within traditional Church settings the Church community has always held great importance; this extends to such organisations as the local Church fates, womens church groups and youth clubs that centre on their shared beliefs and faith. Within a football environment these past times have been replaced by the drink down the pub prior to a match, the meeting to organise the away events and such like. The community is centred on their followers beliefs and faith. Places of worship and pilgrimages Within the Church community it is expected that the worshippers have a place they can call their religious home, somewhere they can reflect upon their religion and travel to on a regular basis to hear the word of God. Within football this Church could be substituted for the home ground the football stadium of the followers team where they can attend to worship their team and call their spiritual home. It could be argued that football even has its own Cathedrals in the guise of places such as Wembley stadium, and even for some this could be considered a pilgrimage Belief Systems. Within football belief is an important part of football religion and culture. Every Saturday as the team in top position of the Premier League take on the relegation favourites there are thousands of people willing and believing that, against all odds their team will come through. They hold faith and belief that their team are the best, that their faith will see them through. The atmosphere is made up of the chanting and singing and many other rituals that will, hopefully turn their beliefs into a reality after ninety minutes. Much in the way that a traditional religious person will believe that they go to Church to be close to God, so the football fan believes that by attending week in week out their team will have support and the faith to go on and win the three points each team supporter believes they deserve. Edwards (1973), states that both religion and sport have a formal set of beliefs that its attendees must adhere to. Fans are told to have faith in their team in testing time s, just as Church attendees are expected to look to their faith in times of need. Gods and Saints v managers and players Religions pray to, and believe in their God and Saints, within football the followers idolise, and on occasion, chant and sing songs of praise about their players or managers. This could be seen as a distinct difference between traditional religions and football. However one could argue that followers of traditional faiths can, did, and do sometimes change their beliefs. Examples that spring to mind are when Christianity split between Rome and Constantinople and so formed the Roman Catholic Church and the Eastern Orthodox Church. Another example could be when Martin Luther split to form the Protestant Church as a revolt against Catholic Doctrine. However, it must be said that within football splits, changes and opinions do change much quicker than the traditional religious examples cited here. Symbols. The Cross and chain v the replica kit Within traditional religious communities it is common to see Church-goers adorning a cross on a chain and many attendees can be seen to clutch Rosary Beads. Some cross and chain wearers will, at certain times, be seen to kiss their cross as a symbol of faith, or for guidance and re-assurance. Within the religion of football the cross is exchanged for the team colours in the way of scarves, badges, flags and replica shirts.and football fans can often be seen to kiss the crest of their club that appears on the scarves and shirts they wear. Rituals and Hymns v rituals and chants When a football fan enters their home ground they will be welcomed with the familiar chants of their chosen team. Many of such chants will concentrate on club history, great victories, club saints and heroes, the famous pilgrimage to Wembley not to mention the chants they save especially to rejoice when their team scores that all important goal. Within the Church community these chants and songs are replaced by hymns that rejoice in the name of Jesus and God. Football provides a ritualistic weekend gathering for the devoted, as does Church and for the more lax followers they can catch up on match of the day, some may say its the football followers Songs of Praise. This very statement shows that football can be practiced amongst the masses, or more in private like night time prayers for the more traditional religious believers. Festivals. According to Stephen Tompkins in his article Matches made in Heaven he states that September is footballs Christmas, a joyful celebration of new birth after a season of expectant waiting The close of season brings Easters mix of grief and (if you are lucky) triumph, followed by the long Lenten period of summer. As one can see from this citation the similarities between religious festivals and sporting events are evident. Celtic v Glasgow Rangers religion and football can unite and divide It has been said that religion has been the cause of wars throughout the world, due to different peoples ideologies and beliefs. The very same can be said for football if we look at what is the most famous rivalry in the UK Celtic and Glasgow Rangers. Rangers Football club has always been portrayed as a Catholic football club and Celtic have always been portrayed as a Protestant football club. If one was to look at the BBC News website (www.bbc.co.uk/news) they would see that there is an article named A rivalry tied up in religion. This article goes on to state that this is such deeply rooted in supporters that The mutual animosity was outlined four years ago when some Celtic fans began flying Palestinian flags and some Rangers supporters responded by fluttering Israeli flags. Lever comments that a Celtic fan may feel his Catholicism most strongly when he faces a Rangers fan. It is important that this paper highlighted the fact that religion and football are already walking (or batt ling) hand in hand within the UK. Obviously there are groups that will argue what has been divulged so far within this paper is not religion, but a group of people who have a sense of belonging within a community, but that does not make the sport religious in its own right. The Church would be the first to argue that football is not religious as it does not worship God or Jesus. Michael Novak argues a sport is not a religion in the same way that Methodism, Presbyterianism, or Catholicism is a religionthese are not the only kinds of religion. There are secular religions, civil religions (Novak 18). Sports can easily fulfil the role that religion plays in society if the individuals seeking that spiritual influence allow for it. One could even go as far to compare footballs rites of passage to the Sacraments of the Catholic Church. Such things as baptism could be substituted for the first match, confirmation for the attendance your first match independently of your parents. Confession could be substituted for the after match analysis, where you admit your team could do better and that you feel you start to question your own faith. Indeed, some people are even indoctrinated into football and the following of a certain team from a young age. Followers may also, in extreme circumstances face fear in the thought of informing their parents that they no longer wish to follow their team and wish to follow another, much in the same way some Catholics may feel fear in wishing to turn to the Protestant faith or vice versa. It is clear that the more closely we analyze the mystique of sports, psychologically and functionally, the more we tend to use religious language to describe it. And no wonder: from its beginning athletics was regarded as a religious cultà ¢Ã¢â€š ¬Ã‚ ¦-Cornish Rodgers, The Christian Century As this paper has shown football is indeed a religion to many people around the UK and many similarities can be drawn between sport and religion. They meet in their thousands every week at the 92 football league grounds around the UK to profess their faith and beliefs with their fellow believers . I feel that, the notion that football can be classed as religion is true for all the reasons explored above. Of course there will be people who disagree with my findings, but these people will probably be of a Church community. In the 21st Century, sport does indeed fulfil the most common definition of religion as a system of beliefs and practices by which a group of people struggles with the ultimate problems of human life. Religion does not have clear-cut physical properties, nor are its characters readily ascertained and agreed upon (McGuire 1987, Religion: The social context) Now, what does this mean for religion and beliefs in society? Undoubtedly it means that the traditional norms and values of society have shifted, congregating in Church to pray to God has, for some, been replaced with meeting on the terraces to cheer on their local football teams. Undoubtedly, if sport is a religion it will, for some take away the sacredness that religions have previously held. But, is that due to the fact that religion, as the UK has traditionally known it, is redundant and has moved on to give way to spirituality. The community of religion is similar to that of sport For many, the worry lies in the fact that footballs moral teachings are not in line with what society needs for guidance and reassurance. It is imperative that people do take some moral guidance from the teachings of the Church and the Ten Commandments; however it could be argued that the law within the UK can draw direct comparisons to the Commandments themselves. By making the decision to not abide by the law the individual faces the risk of being held in custody. So, maybe the moral underpinning that the Church teaches can be sought and taught by other mediums? It must be said that although football is, for many, classed as a religion I can see no evidence that sport answers some of the age old questions of what happens to us after death and the likesbut maybe the post-modern society that we now live in makes such ponderings redundant so therefore there is no longer the need answers to such questions? Finally, if I had to categorise sport I would ideally prefer to say that football is more spiritual than religious, but as we have explored that religion does not really fit in with a post modern society. It is up to the individual to find what is for them, a spiritual journey.

Charles Dickens The Signalman and A Birthday by Karen Mansfield Essays

Charles Dickens' The Signalman and A Birthday by Karen Mansfield A signalman is a short story written by Charles Dickens. This is a story about a signalman who is driven â€Å"mad† by the environment of his work, away from sunlight and people. But he was not alone; a supernatural ghost decides to accompany him too. He has a lot of responsibilities to shoulder. There are only two characters that really are prominent in the short story. In fact in the story, there are only about three to five characters. The important characters are the signalman and the narrator. Charles Dickens uses dialogue to make the characters more appealing and easier to understand. He has written exactly what was need to understand the story, nothing less or nothing more. The characters are described physically briefly but Charles Dickens has described their attitude, nature, thoughts and character to a great deal. Through out ‘The Signalman’ the signalman’s name is not mentioned which seems quite awkward. The signalman tells the narrator about his worries and still they do not ask each other their names. It seemed a little strange! The signalman was troubled but it did not seem so if a person who would have seen him for the first time and judged him by his appearance. The signalman’s appearance described in the story as, â€Å"†¦he was a dark sallow man, with a dark beard and rather heavy eyebrows.† He seemed to look perfectly reasonable and normal but you should never judge a book by its cover. You cannot tell his problems merely by his appearance! (Proved by the short story) The signalman is a very peculiar man. When the narrator called him from the top of the steep cutting he did not seem to reply and walked down the railway li... ...is short story is written by a woman it seems to be more descriptive. If ‘A Birthday,’ and ‘A Signalman,’ were compared Andreas Binzer’s character would be unquestionably more descriptive than that of the signalman. Karen Mansfield described everything from his teeth, attitude and nature in greater detail. Meanwhile, Charles Dickens just wrote what was needed exactly. The way people see each other seems to differ so drastically. In one short story you try to understand a person’s problems and situation whereas, the other shows how inconsiderate a person can be and still be blessed with great people around them. I spent a long time writing this essay and I believe that if I take the time I would really show what people are like. It amazed me how realistic the characters in these short stories are and that many people like those can be found in the world.

Why Gas Prices Are Rising Essay -- essays research papers

Gas prices rising OR EVEN ABOUT SQUEEZING a few more miles out of each precious tankful. But among the special-edition Ferraris, bizarre Cadillac studies and a whole new crop of gas-guzzling SUVs, not all that many people were talking about cheaper and cleaner ways of getting around. The section of the show dedicated to ‘New Energies’ was a tiny corner on the second floor of Hall 2, behind the stands of the insurance companies. There were exactly two exhibits. The lull is deceiving. Never have so many automakers put as much money and effort into building a greener car. Not entirely without some prodding, mind you. Facing clean-fleet laws in the U.S. and â€Å"voluntary† restrictions in Europe, the industry is committing to cut emissions of its gasoline and diesel-powered cars. Gridlocked Italian cities like Rome and Milan may ban conventional cars altogether from their historic centers. In Tokyo, putting 30,000 natural-gas-powered taxis in the streets has already helped clean up the air. But most of all, carmakers have been whipped into action by California’s Zero Emissions Mandate that requires ten percent of all cars sold in the state to be pollution-free by 2003. Mention green cars, and most people think of some battery-powered buggy that the average driver wouldn’t be caught dead in. Electric cars have been around for decades and never caught on. Their problem: batteries aren’t very powerful, so the car’s speed, range and weight remain strictly limited. The typical result is Ford’s new TH!NK, already on the market in Scandinavia and about to hit a few dozen American dealers as well. The TH!NK is a tiny two-seater with a grubby-looking plastic shell that can go about 50 miles between recharges, at a top speed of 50 mph. A full charge takes eight hours, but costs only 50 cents. With a sticker price of $15,000, the car will win a small market niche at best. If you’re not willing to put up with the performance of a glorified golf cart, there are always standard cars powered by alternative fuels like propane, ethanol or liquified natural gas. Also around for decades, these cars have actually begun to catch on. There are 4 million cars in the world today running on a propane/butane mix, including 1.2 million in Italy alone. Many gas stations offer this cleaner fuel as well, so chances are you don’t have to drive very far for a fillup. GM’s U.K.-based Vauxh... ...drogen in favor of methanol, which is simpler to transport and releases hydrogen fairly easily. Trouble is, methanol leaves toxic byproducts that need to be disposed. BMW uses a different technology, burning hydrogen in a conventional combustion engine. Clean steam comes out of the exhaust pipe. As with any other technology, there’s a fierce battle for the standards that will define our hydrogen fuel-cell future.   Ã‚  Ã‚  Ã‚  Ã‚  So while hydrogen may be what DaimlerChrysler CEO Juergen Schrempp calls â€Å"the great big alternative,† it’ll be a while yet before this technology is mature enough to replace gasoline-powered cars on a grand scale. The first models will roll out in a few years, but they’ll be expensive and hard to find a filling station for. But industry analysts predict that by 2010, the market will be ready; another ten years, and half the cars sold in the world could run on hydrogen. â€Å"Everyone is buying a ticket to the lottery because we all know that whoever wins will win big time,† says Paul Everitt, chief economist at the Society of Motor Manufacturers and Traders. If he’s right, greener cars will start to be a much hotter category at the auto show.