Ethiopian Economy essay part 2Essay Writing Service

Ethiopian Economy article part 2Essay Writing Service Ethiopian Economy article section 2 Ethiopian Economy article part 2 Ethiopian Economy exposition part 1In reality, a few behemoths of Ethiopian economy stay leveled out of the administration, including broadcast communications, money related and protection administrations, air and land transportation administrations, and retail. In such a circumstance, the administration despite everything considerably affects the monetary improvement of the nation and organizations need to think about arrangements directed by the legislature, while arranging their business activities.â â â â Agriculture as the primary part of Ethiopian economyToday, farming involves the biggest portion of Ethiopian GDP with about 85% of the work power utilized in horticulture. Generally, farming had the main influence in the monetary improvement of Ethiopia (Mauri, 2010). Good states of being and rich characteristic assets ideal for the improvement of agribusiness invigorated the quick advancement of farming. In addition, horticulture contai ns an enormous piece of the national fare. This is the reason horticulture is deliberately significant for Ethiopia. In such manner, the cows cultivating are especially significant yet the wellbeing security of Ethiopian rural items has become the essential worries at the global market due to pestilences of the steers in Ethiopia. By the by, Ethiopian agribusiness despite everything continues advancing and plays a significant, if not to state the determinant, part in Ethiopian economy.â â â â Tourism as one of the most forthcoming ventures in EthiopiaTourism is a moderately new heading in the advancement of Ethiopian economy. In such manner, the improvement of the travel industry coordinates the advancement of the worldwide the travel industry. The improvement of the travel industry opens new open doors for Ethiopian economy to invigorate the quick development of the GDP without fast industrialization, steady ecological changes and innovative discovery, which is required to clo se the hole among Ethiopia and created nations as far as their modern turn of events (Ofcansky Berry, 2010). In reality, Ethiopian the travel industry centers around the advancement of green the travel industry. The objective client gathering of Ethiopian the travel industry organizations involves westerners and sightseers from very much created nations mainly.American Perspective on Ethiopian EconomyThe fare of minerals and normal assets doesn't have the determinant influence in the financial turn of events and global monetary relations of Ethiopia, yet the US sees Ethiopia as the appealing nation for interests in the gold mining industry. The fare of gold involves the center of Ethiopian fare of minerals. Simultaneously, fare of gold adds to the general development of universal monetary relations of Ethiopia. In this manner, the US organizations can upgrade their situation in Ethiopia, if there should arise an occurrence of the further participation between the US and Ethiopia.The import of information from the US suggests the expert preparing of experts from Ethiopia, who will work in Ethiopia. Today, Ethiopia needs all around qualified experts, who can work in various fields and quicken the monetary development and progress of Ethiopia as a territorial head. In any case, the preparation of Ethiopian experts abroad regularly prompts mind channel, when Ethiopian understudies simply remain in those nations, where they get their training.In such a circumstance, the advancement of the nearby advanced education is one of the needs for Ethiopia alongside the conceivable inclusion of outside instructors. Simultaneously, Ethiopia despite everything depends intensely on the preparation of its experts abroad (Zewde, 2001).The import of information is essential for the further upgrade of the situation of Ethiopia in global markets on the grounds that, in the post-modern world, Ethiopia should concentrate on the advancement of high advances and present advancements whi ch can support specific business improvement as well as and for the most part the monetary advancement of the whole country.In such a way, the US sees Ethiopia as the economy with gigantic potential, where American organizations can create point of view ventures, for example, gold mining and where they can flexibly hardware, gear and information, through expert preparing of understudies from Ethiopia. Also, the US sees Ethiopia as the nation appealing for American speculators, who can put resources into the neighborhood horticulture, mechanical creation, gold mining, and different areas. What's more, American organizations can move creation to Ethiopia, where the expenses of the work power is a lot of lower that will open more extensive access to African and Middle Eastern markets.Chinese Perspective on Ethiopian economyChina likewise sees Ethiopia as an appealing nation for its ventures. In any case, in contrast to the US, China is additionally worried about the conceivable fare of weapons to Ethiopia, contemplating the strained circumstance in neighboring states. What's more, China sees Ethiopia as the objective market for its fare situated organizations. The quick development of Ethiopian economy right now makes conditions for the quick development of import and Chinese organizations get an opportunity to take the lion portion of the nearby market. In such manner, strategies of Chinese organizations will be not quite the same as American ones since Chinese organizations are not inspired by the move of creation from China to Ethiopia yet they are keen on the immediate fare of their items to Ethiopia. Also, Chinese colleges can become option and European ones, where Ethiopian understudies can adapt effectively however pay lower charges contrasted with western universities.ConclusionThus, Ethiopian economy is developing quick. The financial development adds to the general improvement of the personal satisfaction of Ethiopians. In any case, Ethiopian economy de spite everything stays to be rural with horticulture contributing a lion offer to the national GDP. This is the reason Ethiopian economy needs further changes and changes, among which the advancement of the travel industry is one of the most planned headings, particularly contemplating that the bigger piece of the populace involves youthful, monetarily dynamic individuals.

John Calvin

Early reformers harped on adjusting botches in the Roman Catholic Church’s tenets. This was a hazardous endeavor since it prompted oppressions at times. The Roman Catholic Church had just part before John Calvin abandoned from it. He was, along these lines, a second era reformer. There is a contention encompassing John Calvin’s birth.Advertising We will compose a custom paper test on John Calvin explicitly for you for just $16.05 $11/page Learn More According to Skoczylas (2001), Calvin was conceived in 1506. Anyway different sources, for example, the Christian Classic Ethereal Library (CCEL) (n.d.) guarantee that he was conceived on tenth July 1509 in Noyon, France. In his initial years, Calvin was instructed by the Roman Catholic Church (CCEL, n.d.). Nonetheless, in 1533, Calvin withdrew from the Roman Catholic Church subsequent to setting up contacts with individuals contradicted to its educating (Roxborogh, 2001). Reformers before him gave little idea to getting the message out of God past the Christians fortresses. Calvin’s calling, in this way, set out on rectifying this misstep. His preparation on legitimate issues and his association aptitudes empowered him order a huge and faithful after (Skoczylas, 2001). Therefore, Calvin’s lessons and compositions structure the establishment of numerous religious examinations. This article is, subsequently, an outline of the life of John Calvin and his effect on Christianity. Calvin consumed his initial time on earth in a group of ardent Catholics. His dad, really, needed him to join ministry (CCEL, n.d.). CCEL (n.d.) includes that, as a multi year old, Calvin went to class at the school de Marche in Paris. This school was intended to set him up for college examines. Prior as far as possible of 1523, he had to move his investigations to College Montaigu (CCEL, n.d.). During his stay here, Calving began utilizing the name Ioannis Calvinus. Ioannis Calvinus was the Latin type of the name Jo hn Calvin (CCEL, n.d.). As an understudy, the majority of his belongings were paid for by the Roman Catholic Church. For example, his training was provided food for to a limited extent by a couple of little wards (CCEL, n.d.). He later migrated to Orleans to join a graduate school. Calvin finished his investigations on city law in 1532(CCEL, n.d.). In 1553, he withdrew from the Roman Catholic Church and started concentrating all alone before setting out on various Christian compositions (Roxborogh, 2001). At long last, Calvin proceeded with his composition, lecturing and addressing until he met his demise on 27th May 1564 (CCEL, n.d.). Haykin (2001) states that previous reformers gave little idea to missions. Clearly they had no worry for directs missions. These reformers were, subsequently, not excited about catching the psyches of non-Christians. John Calvin deserted from the Roman Catholic Church and began doing what the vast majority of the prior reformers had not done. Through his compositions, he supported on progressing Christ’s realm to non-Christians (Haykin, 2001).Advertising Looking for exposition on religion religious philosophy? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Although he visited different towns to spread the gospel, Calvin went through the greater part of his time on earth in Geneva (CCEL, n.d.).The book of scriptures says that the expression of God ought to be lectured in all towns, beginning from Jerusalem. Calvin, maybe, imagined that Jerusalem had encountered enough and it was presently time to build up missions somewhere else. As indicated by Calvin, the headway of the congregation relied upon God’s benevolence (Haykin, 2001). It is from this leniency that God made man as the noblest animal on earth. In this manner, man is blessed with knowledge and through and through freedom (Skoczylas, 2001). These sorts of lessons by Calving were intended to change the Roman Cathol ics and free the brains of Protestants. Thus, Calving was additionally credited with the foundation of a progressively majority rule world. Close by Lutherans and Anglicans lessons, Calvin’s thoughts and models were respected profoundly by the Protestants (Roxborogh, 2001). It is, subsequently, hard for a protestant church to comprehend itself without reference to Calvin’s work. In any case, not all individuals invited his lessons. As indicated by Wellman (n.d), Calvin is the most despised scholar of the most recent 2000 years. His haters remember numerous for the congregation and common circles. Calvin’s transformation from Roman Catholicism was abrupt. In 1533, he created fellowship with Pierre Robert and Melchior Wolmar who were Protestant Reformers (Wellman, n.d). His new companions utilized talks and compositions to censure the Roman Catholic Church. These lessons radicalized Calvin from an ardent Catholic to a vocal Protestant. Calvin was later blamed for unconventional conduct in the wake of aiding Wolmar draft a discourse that cutting-edge protestant perspectives. This drove him away from Paris in 1533 to maintain a strategic distance from mistreatment (Roxborogh, 2001). It tends to be inferred that early reformers gave little idea to missions past Christian fortresses. Calvin’s most noteworthy effect on Christianity was, thusly, the foundations of missions in zones involved by non-Christians. Calving attempted to get the message out of God to the last piece of the world. Moreover, he can likewise be credited with changing the Christian brain. Until this point, Calvin’s lessons go about as the base for the transformed and Presbyterian religious practices (Roxborogh, 2001). Many accept that Calvin showed the greater part of the critical things God (Roxborogh, 2001). At long last, it is for all intents and purposes outlandish for a Protestant church to comprehend itself without reference to John Calvin’s work. Re ferences Christian Classic Ethereal Library. Life story of John Calvin: John Calvin-French reformer and theologian. Web.Advertising We will compose a custom exposition test on John Calvin explicitly for you for just $16.05 $11/page Learn More Haykin, M. A. G. (2001). Renewal and recovery: John calving teacher impact in France. A Quarterly Journal for Church Leadership10 (4), 1-7. Web. Roxborogh, J. (2001). John Calvin (1509-1564). Web. Skoczylas, A. (2001). Mr. Simson’s knotty case: godliness, legislative issues, and fair treatment in mid eighteenth-century Scotland. McGill-Queen’s Press. Web. Wellman, S. Fundamental realities about John Calvin, just as an exceptionally broad perusing list! Web. This paper on John Calvin was composed and put together by client Violet D. to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it in like manner. You can give your paper here.

Cognitive Load Theory Helping People Learn Effectively

Cognitive Load Theory Helping People Learn Effectively Have you attended a training p program or classroom where you could not remember anything because the course material was too complex? Or, you could not grasp any knowledge because the instructor went through the course with the speed of light? Such poorly designed programs can cause more harm to the growth of any student than good.Sometimes, it even becomes impossible for students to process any information because of the unnecessary demands imposed on them by the teachers. All these things accomplish nothing but impeding the process of learning.It is also a shame that school, colleges and universities across the world spend millions of dollars and put considerable effort on designing syllabi and courses. There are education programs which highlight how to read and write valid assessments, how to write papers and how to create lesson plans.However, there is perhaps not even a single program which enables teachers to effectively impart their knowledge to students and the students to learn effectively.Similarly, there is hardly any program which considers brain’s capacities and limitations when it comes to learning new things. How does the brain remember? How our memory works? Changing behaviors through acquiring and retaining new knowledge is one of the major goals of schools and universities. It is only possible if we enable both teachers and students to understand how our brain and memory work.Similarly, they should also understand how to properly apply their knowledge of brain’s functions and limitations to better optimize classroom study and ensure retention of information. THE COGNITIVE LOAD THEORYOne particular theory which aims at helping educationists understand the process is the Cognitive Load Theory. It has become one of the most popular teaching theories or methods over the years.Currently considered as the “next big thing in teaching”, this particular theory enables both teachers and the students to teach and learn respectively and effectiv ely by reducing their cognitive loads.John Sweller, the educational psychologist at University of New South Wales, originally proposed the theory in 1988. He basically improved the Working Memory Model of Memory presented by Alan Baddeley and Graham Hitch in 1974. According to this model, you have to process and rehearse visual and auditory information more often than everyday observations in order to develop long-term memories.John Sweller strongly believed that our cognitive load increases because we have to process a lot of factors at a time along with the actual knowledge we are trying to acquire. This makes it difficult for us to pay attention to the necessary information and make learning needlessly complex. As a result, the learning becomes less effective because you are unable to pay necessary devotion to learning and memorizing due to the increasing cognitive load.The Cognitive Load Theory presents different ways in which teachers can reduce the cognitive load of their stud ents. In addition, it proposes different teaching techniques, ensuring the formation and retention of new memories.DETAILED EXPLANATION OF COGNITIVE LOAD THEORYCLTproposes that you can only learn effectively and retain information for a long time if the learning conditions and your cognitive nature are in perfect alignment with each other. In other words, a human brain is capable of doing so many things at a time and therefore, we should be careful and intentional of what we do at any given time.Put another way, the theory suggests that we should design learning experiences in such a way that they ensure formation of new memory schemas by reducing “load” on our working memory. It is important because our short term memory is limited and putting extrapressure on it by doing so many things at a time only increases our cognitive load. It is possible to reduce cognitive load and form new schemas simultaneously only in the ideal world. In real world, you cannot accomplish both tasks satisfactorily at the same time. Therefore, it is imperative for the teachers to have to be specific about what is being taught and the sequence of learning as well as the nature of the learning.No doubt students need to be crystal clear what they learned about a particular thing. However, they also need to have full grasp of domain specific definitions and knowledge.For instance, you would be overloading your students if you ask them to critically examine all the government systems in the world (high-order thinking) while also defining and understanding what a government system is. In this case, students would have to constantly assess their short term memory while processing information because they still have no knowledge or understanding of a government system.This is because there is no concept of a “government system” in their long-term memory. As a result, they muddle their short term memory, where newly acquired information is originally stored, before moving the new kno wledge to emerging or existing schemes.It will be possible for the students to learn despite of unfavorable conditions. However, they will have to struggle a lot and go against the way their brains work just because the instructional design in this example is non-optimal for effective learning.You should also have full understanding of how our brain and memory work in order to understand the cognitive load theory. Our working memory stores information for short amount of time after processing the new material. However, it is unable to hold large amount of information at any given time. The total capacity of our working memory also varies among individuals. On the other hand, it isour long-term memory whichretains the information, which the working memory cannot store for long, for years to come. The cognitive load theory postulates that our long-term memory holds information for a long period of time as schemas. Subsequently, schemas organize the information and enable its easy retr ieval whenever required. In this regard, more the schemas in our long-term memory less will be the cognitive load on our working memory.There are many examples of schemes created over the years. For instance, if asked for in which order you should solve multiple arithmetic operations in a given problem, you would probably recall DMAS rule from your elementary mathematics class. Our long-term memory is able to retain and retrieve this information simply by remembering an acronym, reducing your cognitive load in the process.In an alternative scenario, you would ask your working memory to store and retrieve Division, Multiplication, Addition and Subtraction separately. You would severely overload your working memory if you load it with four unrelated pieces of information. However, you would dramatically decrease the cognitive load on your working memoryby remembering DMAS rule because it only represents a single schema which you can retrieve without any real hassle.TYPES OF COGNITIVE LOAD In the context of above discussion, it is also important to discuss some types of cognitive load. There are in fact three main types of cognitive loads and they all complement each other. Therefore, you need to factor in all of them in order to calculate total cognitive load on your memory.Intrinsic Cognitive LoadWhen intrinsic qualities of information being learnt make demands of a learner and put pressure or load on his working memory, it is called intrinsic cognitive load. This particular load depends upon two factors. The first one is your ability to comprehend new information as well how complex the information being presented is.It is also extremely difficult to avoid or eliminate this particular type of load due to its complex nature. Obviously, it is always more difficult and challenging to accomplish a difficult task (solving a complex equation) than solving a simple problem such as multiplying two numbers. However, you can always breakdown adifficult task into smaller and simpler activities to decrease the pressure on your memory. It also makes it easier for you to complete the task individually and in relatively quick time.Everybody is familiar with the task of assembling cubes to make toys in their childhood. You may also remember that the box always contained step by step assembly instructions instead of one big diagram showing how you can assemble each cube. This is the example of simplifying a complex process into smaller, simpler steps.In this particular case, you do not have to go through the entire diagram and visualize the whole process. You would only have to understand the smaller, easier tasks in order to set the entire model up. Similarly, you would also be able to concentrate on two to three cubesyou need in every step. It is much easier than playing with all of cubes and other parts simultaneously.Extraneous Cognitive LoadThis type of load is created when the students have to meet extra requirements and demands of teachers. Someti mes the load is the result of difficult instructions students have to follow. As the name suggests, it is the extra load and has no connection with the learning tasks. Inefficient teaching methods greatly add to the extraneous load as well.As a result, the concept being presented becomes more complex and difficult to grasp. Moreover, the distracting information or demands often unintentionally misdirect students and they set off on the wrong path.Another factor that contributes to extraneous load is forcing pupils to remember and practice the lessons. On the other hand, teachers can reduce the load on the students by employing more effective teaching techniques and presentation methods.There are some types of information which are better understood when you study them in the written form.Similarly, you may need to use diagrams, PowerPoint presentations or videos to better explain some other type of information. For instance, you should use a modal of the solar system or a video to b etter demonstrate the movement of planets and their moons. Written material will not be of much use in this case.In fact, the visual demonstration of the solar system will enable students to remember the presentation from start to finish unlike written text where they have to remember the first paragraph to understand the meaning of the last one. Similarly, they would simply look at the diagram for reference wheneverthey could not understand anything about the solar system.This is the example of highly optimal instructional strategy because it encourages the formation of schemas while decreasing student’s extraneous cognitive load.Germane Cognitive LoadUnlike the first two types of cognitive load, the students actually need to have germane cognitive lead. This type of load mounts on students due to theformation of new schemas in the long-term memory. It helps in comprehending new information and assists in learning new skills.A scheme holds certain types of memories regarding diff erent concepts and ideas. It also enables us to retrieve certain information and how to respond whenever we encounter same ideas and concepts in the future.There are also different types of schemas. There are schemas for objects, persons and places etc. Similarly, memories of certain events and routines fall under the category of ‘script schemas.’ Memories of how different people behave and enact are part of ‘role schemas.’ These schemas inform us what to expect from certain people when you meet them again in future.It is sometimes intimidating to experience something for the first time such as attending an Asian wedding. This is because we normally don not have a schema or conceptualization of what to expect from such events. As we witness an event or situation for the first time and acquire more knowledge about it, our cognitive load increases. This load in turn enables us to understand what is happening in similar events in future.APPLICATION OF COGNITIVE LOAD THEORY You can implement cognitive load theory in any instructional setting such as schools, colleges, universities and even in the training courses organized by various organizations for their employees. However, many other areas have also successfully implemented the cognitive load theory to improve their performance.The main goal of applying this theory is to minimize the extraneous load and facilitate students to learn more effectively. Similarly, it also encourages instructors to avoid doing a means-end-analysis of a task. Both these things can make the concepts extremely complex and overwhelm the students by imposing extra or unnecessary demands on them.You can also promote the production of germane cognitive load by developing activities, lesson plans and teaching methods which encourage long-term skill and knowledge acquisition and thus, the creation of new schemas.It is totally wrong to believe that we can only implement cognitive lead theory in traditional learning environments. You can even apply the theory when you are making a speech or giving an important business presentation to a prospective client. The theory enables you to breakdown each of the points you want to explain in smaller chunks and remove redundant details.Resultantly, you will be able to explain each point in simple, easy to understand manner. In fact, you explain your point of view more effectively and excitingly simply by decreasing the cognitive load on your brain and tongue.THE COGNITIVE LOAD THEORY IN CLASSROOMSNow, let us discuss how to implement the cognitive load theory while giving actual presentation in the classroom. There are many things you, as a teacher, can do to reduce extraneous load on the students and promote the production of germane load right in your classroom.You also need to answer two questions while thinking about how to present materials to your students in the coming lectures. These questions are:What is the best way of presenting the informationFor moving informa tion to existing schemas?For creation of new schemas?What is the best way of decreasing extraneous load on students while presenting the lecture?Assuming your students don’t have any knowledge of whatever you are going to teach them, they will load their working memory with a lot of new information. Therefore, employing best methods of presentation is of utmost importance.You also need to consider the design of the classroom as it can affect students’ psych as well. You also need to keep other aspects of the classroom environment in mind when applying the cognitive load theory.Following lines explain some of the methods to attain these very important goals.Classroom ArrangementRearranging classroom settings regularly to provide more collaborative learning environment to students is getting more and more popular these days. However, it can also lead to the development of extraneous load on students.Experienced teachers usually place their seats and desks in rows so that all the s tudents may look at the board. This is one of the best methods to eliminate classroom distractions as well. As students no longer face each other, they don’t have to turn around every time they need to receive instructions or ask questions.TechnologyTechnology has totally changed the way students used to learn just a decade ago and there is nothing inherently wrong in it. However, numerous studies have shown that students tend to remember better when they handwrite their notes and instructions.Similarly, they are more likely to retain the information when they avoid technological distractions such as laptops, tablets and smartphones etc. You should only allow your students to use these devices in the classroom if they assist them in completing a given task or enhance their understanding of the concepts being taught.ClassworkStudent collaborations are a good thing. However, sometimes they tend to be counterproductive as well. You should only allow such collaborations in the classro om if they can expand on a concept you are explaining or reinforce student’s understanding of the topic. Group work entails many distractions. Similarly, students will have to utilize their working memory to comprehend the group dynamics and process different rules.As a result, extraneous load is produced which consumes some of the working memory. This is the memory students actually require to produce intrinsic and germane loads, necessary to retain acquired information.Presentation of MaterialWhatever you are using to present the material, make it simple, clutter free and easy to understand. For example, fun pictures on the slides actually hinder the processing of processing information and are not required at all. The slides should only contain images and text that are directly related to the topic and assist in learning new concepts.Keeping your presentation techniques and material simple greatly helps you decrease extraneous load in the classroom.HomeworkAs you might expect, students encounter a lot of distractions in their home. Therefore, it is advisable to reduce the amount of homework as much as possible. Similarly, encourage your students to minimize distractions at their homes and create an environment which fosters effective learning. For instance, they can switch of their televisions, put away their phones and confine themselves to their rooms while doing their homework.You need to remember that removal of unnecessary distractions is important because it reduces the extraneous load on the student’s working memory. Similarly, never assign homework which introduces new information to the student as it can lead to the development of more extraneous load.CONCLUSIONAbove mentioned are some of the ways you can implement cognitive load theory while presenting a new concept to the students. The main goal of the theory is to minimize the extraneous load on students. Therefore, it is imperative to createa learning environment which does not put extra pr essure on their working memory.It is pertinent to note that science fullyendorses the trainings based on the cognitive load theory. Therefore, you can improve the teaching methods and achieve higher student success rate by applying thetheory regardless of the type of instructional environment.

A Lie Is Not Moral Or Ethical Value - 1004 Words

It is never okay to lie to someone. Lying is disrespectful. I believe, the purpose to a lie is achieving a goal at the expense of another. It holds no moral or ethical value. Human beings are entitled to be respect by others. A philosopher known as Immanuel Kant who established two rules called as categorical imperative under the deontology theory (Kant, 2008). Deontology is the obligation or duty to act (Mosser, 2013). The rules in categorical imperative are one should act in a way that maxims resulting in action being a universal law and act with respect (an action of humanity resulting as people being equals in an end not as means to an end). Therefore, lying is wrong. It is misleading to people with false information†¦show more content†¦People do not develop good ethics or morality based on the foundation to lies. The act of goodwill is good in itself (Kant, 2008). Again, a lie holds no moral or ethical value. Morality is identifying good or bad and right o r wrong (Mosser, 2013). Therefore, the false information from a lie misleads and misguides moral reasons and logic in human behavior (Kant, 2008). I feel that Immanuel Kant would say that lying is considered moral incorrect because the act would not be accepted as a universal rule and the treatment to the act places others a means to an ends based on the duty or obligation of people with regard to the term goodwill. Immanuel Kant would argue that the purposes of acts are unconditional purpose of producing goodwill and the conditional purpose of being happy (Kant, 2008). Immanuel Kant would see that telling the truth is cultivating reasons that brings happiness from practical good will (Kant, 2008). However, a question rises to the thoughts of the â€Å"duty to make false promises.† My perspective in a false promises is poor morality and ethical values. A false promise is a lie. It falls out of the scope to Immanuel Kant rules and other ethical theories. Lies are a creator of instability and uncertainty in reason (Kant, 2008) . It should be rejected because it is harmful to other’s goodwill and the nature of own good will (Kant, 2008). However, there is no universal standard that requires the

Empathy and Social Change in To Kill a Mockingbird, Milk,...

Empathy and Social Change in To Kill a Mockingbird, Milk, and Guess Who’s Coming to Dinner Empathy: â€Å"The action of understanding, being aware of, being sensitive to, and vicariously experiencing the feelings, thoughts, and experience of another of either the past or present without having the feelings, thoughts, and experiences fully communicated in an objectively explicit manner† (according to the Merriam-Webster Dictionary). When we think of social change, several of the themes in the literature we have discussed are based upon this concept of empathy. In To Kill a Mockingbird, there’s the repetition of the idea that you should stand in someone’s shoes before judging them. In Guess Who’s†¦show more content†¦He wants his children to be empathetic and understanding towards others, especially those who are different from them. He begins teaching them this empathetic way of thinking whi le they are still young and free of prejudices, in hopes that this advice will become embedded into who they are and therefore unconsciously conveyed. We see how this empathetic approach is further transmitted to Jem and Scout in the scene when the children to go Calpurnia’s church and experience her way of life first hand. Before this experience, Jem and Scout had a narrow view of the African American community and the degree of segregation that existed. When they went to Cal’s church, the children experienced a sort of culture shock, where they quickly realized how different their lives were from people like Cal, where for the first time they were the minority. They also realized that Cal â€Å"led a modest double life† (lee 142), where the way she acted around them, was different from the way she acted around those of her community. The fact that Cal could read and speak â€Å"correctly,† yet didn’t put herself above others that were illiterate, was interesting to Jem and Scout. It wasn’t until they experienced her life by â€Å"walking in her shoes† that they were fully able to g rasp the multitude of the issues that were currently being debated within their own community and the case of Tom Robinson. It allowed for them to see the disparities between different cultures through a new lens, while also

Chapter 7 The Boggart in the Wardrobe Free Essays

Malfoy didn’t reappear in classes until late on Thursday morning, when the Slytherins and Gryffindors were halfway through double Potions. He swaggered into the dungeon, his right arm covered in bandages and bound up in a sling, acting, in Harry’s opinion, as though he were the heroic survivor of some dreadful battle. â€Å"How is it, Draco?† simpered Pansy Parkinson. We will write a custom essay sample on Chapter 7 The Boggart in the Wardrobe or any similar topic only for you Order Now â€Å"Does it hurt much?† â€Å"Yeah,† said Malfoy, putting on a brave sort of grimace. But Harry saw him wink at Crabbe and Goyle when Pansy had looked away. â€Å"Settle down, settle down,† said Professor Snape idly. Harry and Ron scowled at each other; Snape wouldn’t have said ‘settle down’ if they’d walked in late, he’d have given them detention. But Malfoy had always been able to get away with anything in Snape’s classes; Snape was head of Slytherin House, and generally favored his own students above all others. They were making a new potion today, a Shrinking Solution. Malfoy set up his cauldron right next to Harry and Ron, so that they were preparing their ingredients on the same table. â€Å"Sir,† Malfoy called, â€Å"sir, I’ll need help cutting up these daisy roots, because of my arm –â€Å" â€Å"Weasley, cut up Malfoy’s roots for him,† said Snape without looking up. Ron went brick red. â€Å"There’s nothing wrong with your arm,† he hissed at Malfoy. Malfoy smirked across the table. â€Å"Weasley, you heard Professor Snape; cut up these roots.† Ron seized his knife, pulled Malfoy’s roots toward him, and began to chop them roughly, so that they were all different sizes. â€Å"Professor,† drawled Malfoy, â€Å"Weasley’s mutilating my roots, sir.† Snape approached their table, stared down his hooked nose at the roots, then gave Ron an unpleasant smile from beneath his long, greasy black hair. â€Å"Change roots with Malfoy, Weasley.† â€Å"But, sir –!† Ron had spent the last quarter of an hour carefully shredding his own roots into exactly equal pieces. â€Å"Now,† said Snape in his most dangerous voice. Ron shoved his own beautifully cut roots across the table at Malfoy, then took up the knife again. â€Å"And, sir, I’ll need this shrivelfig skinned,† said Malfoy, his voice full of malicious laughter. â€Å"Potter, you can skin Malfoy’s shrivelfig,† said Snape, giving Harry the look of loathing he always reserved just for him. Harry took Malfoy’s shrivelfig as Ron began trying to repair the damage to the roots he now had to use. Harry skinned the shrivelfig as fast as he could and flung it back across the table at Malfoy without speaking. Malfoy was smirking more broadly than ever. â€Å"Seen your pal Hagrid lately?† he asked them quietly. â€Å"None of your business,† said Ron jerkily, without looking up. â€Å"I’m afraid he won’t be a teacher much longer,† said Malfoy in a tone of mock sorrow. â€Å"Father’s not very happy about my injury –â€Å" â€Å"Keep talking, Malfoy, and I’ll give you a real injury,† snarled Ron. â€Å"?C he’s complained to the school governors. And to the Ministry of Magic. Father’s got a lot of influence, you know. And a lasting injury like this† — he gave a huge, fake sigh — â€Å"who knows if my arm’ll ever be the same again?† â€Å"So that’s why you’re putting it on,† said Harry, accidentally beheading a dead caterpillar because his hand was shaking in anger, â€Å"To try to get Hagrid fired.† â€Å"Well,† said Malfoy, lowering his voice to a whisper, â€Å"partly, Potter. But there are other benefits too. Weasley, slice my caterpillars for me.† A few cauldrons away, Neville was in trouble. Neville regularly went to pieces in Potions lessons; it was his worst subject, and his great fear of Professor Snape made things ten times worse. His potion, which was supposed to be a bright, acid green, had turned — â€Å"Orange, Longbottom,† said Snape, ladling some up and allowing to splash back into the cauldron, so that everyone could see. â€Å"Orange. Tell me, boy, does anything penetrate that thick skull of yours? Didn’t you hear me say, quite clearly, that only one cat spleen was needed? Didn’t I state plainly that a dash of leech juice would suffice? What do I have to do to make you understand, Longbottom?† Neville was pink and trembling. He looked as though he was on the verge of tears. â€Å"Please, sir,† said Hermione, â€Å"please, I could help Neville put it right –â€Å" â€Å"I don’t remember asking you to show off, Miss Granger,† said Snape coldly, and Hermione went as pink as Neville. â€Å"Longbottom, at the end of this lesson we will feed a few drops of this potion to your toad and see what happens. Perhaps that will encourage you to do it properly.† Snape moved away, leaving Neville breathless with fear. â€Å"Help me!† he moaned to Hermione. â€Å"Hey, Harry,† said Seamus Finnigan, leaning over to borrow Harry’s brass scales, â€Å"have you heard? Daily Prophet this morning — they reckon Sirius Black’s been sighted.† â€Å"Where?† said Harry and Ron quickly. On the other side of the table, Malfoy looked up, listening closely. â€Å"Not too far from here,† said Seamus, who looked excited. â€Å"It was a Muggle who saw him. ‘Course, she didn’t really understand. The Muggles think he’s just an ordinary criminal, don’t they? So she phoned the telephone hot line. By the time the Ministry of Magic got there, he was gone.† â€Å"Not too far from here †¦Ã¢â‚¬  Ron repeated, looking significantly at Harry. He turned around and saw Malfoy watching closely. â€Å"What, Malfoy? Need something else skinned?† But Malfoy’s eyes were shining malevolently, and they were fixed Harry. He leaned across the table. â€Å"Thinking of trying to catch Black single-handed, Potter?† â€Å"Yeah, that’s right,† said Harry offhandedly. Malfoy’s thin mouth was curving in a mean smile. â€Å"Of course, if it was me,† he said quietly, â€Å"I’d have done something before now. I wouldn’t be staying in school like a good boy, I’d be out there looking for him.† â€Å"What are you talking about, Malfoy?† said Ron roughly. â€Å"Don’t you know, Potter?† breathed Malfoy, his pale eyes narrowed. â€Å"Know what?† Malfoy let out a low, sneering laugh. â€Å"Maybe you’d rather not risk your neck,† he said. â€Å"Want to leave it to the Dementors, do you? But if it was me, I’d want revenge. I’d hunt him down myself.† â€Å"What are you talking about?† said Harry angrily, but at that moment Snape called, â€Å"You should have finished adding your ingredients by now; this potion needs to stew before it can be drunk, so clear away while it simmers and then we’ll test Longbottom’s†¦Ã¢â‚¬  Crabbe and Goyle laughed openly, watching Neville sweat as he stirred his potion feverishly. Hermione was muttering instructions to him out of the corner of her mouth, so that Snape wouldn’t see. Harry and Ron packed away their unused ingredients and went to wash their hands and ladles in the stone basin in the corner. â€Å"What did Malfoy mean?† Harry muttered to Ron as he stuck his hands under the icy jet that poured from the gargoyle’s mouth â€Å"Why would I want revenge on Black? He hasn’t done anything to me — yet.† â€Å"He’s making it up,† said Ron savagely. â€Å"He’s trying to make you do something stupid†¦Ã¢â‚¬  The end of the lesson in sight, Snape strode over to Neville, who was cowering by his cauldron. â€Å"Everyone gather ’round,† said Snape, his black eyes glittering, â€Å"and watch what happens to Longbottom’s toad. If he has managed to produce a Shrinking Solution, it will shrink to a tadpole. If, as I don’t doubt, he has done it wrong, his toad is likely to be poisoned.† The Gryffindors watched fearfully. The Slytherins looked excited. Snape picked up Trevor the toad in his left hand and dipped a small spoon into Neville’s potion, which was now green. He trickled a few drops down Trevor’s throat. There was a moment of hushed silence, in which Trevor gulped; then there was a small pop, and Trevor the tadpole was wriggling in Snape’s palm. The Gryffindors burst into applause. Snape, looking sour, pulled a small bottle from the pocket of his robe, poured a few drops on top of Trevor, and he reappeared suddenly, fully grown. â€Å"Five points from Gryffindor,† said Snape, which wiped the smiles from every face. â€Å"I told you not to help him, Miss Granger. Class dismissed.† Harry, Ron, and Hermione climbed the steps to the entrance hall. Harry was still thinking about what Malfoy had said, while Ron was seething about Snape. â€Å"Five points from Gryffindor because the potion was all right! Why didn’t you lie, Hermione? You should’ve said Neville did it all by himself!† Hermione didn’t answer. Ron looked around. â€Å"Where is she?† Harry turned too. They were at the top of the steps now, watching the rest of the class pass them, heading for the Great Hall and lunch. â€Å"She was right behind us,† said Ron, frowning. Malfoy passed them, walking between Crabbe and Goyle. He smirked at Harry and disappeared. â€Å"There she is,† said Harry. Hermione was panting slightly, hurrying up the stairs; one hand clutched her bag, the other seemed to be tucking something down the front of her robes. â€Å"How did you do that?† said Ron. â€Å"What?† said Hermione, joining them. â€Å"One minute you were right behind us, the next moment, you were back at the bottom of the stairs again.† â€Å"What?† Hermione looked slightly confused. â€Å"Oh — I had to go back for something. Oh no –â€Å" A seam had split on Hermione’s bag. Harry wasn’t surprised; he could see that it was crammed with at least a dozen large and heavy books. â€Å"Why are you carrying all these around with you?† Ron asked her. â€Å"You know how many subjects I’m taking,† said Hermione breathlessly. â€Å"Couldn’t hold these for me, could you?† â€Å"But –† Ron was turning over the books she had handed him, looking at the covers. â€Å"You haven’t got any of these subjects today. It’s only Defense Against the Dark Arts this afternoon.† â€Å"Oh yes,† said Hermione vaguely, but she packed all the books back into her bag just the same. â€Å"I hope there’s something good for lunch, I’m starving,† she added, and she marched off toward the Great Hall. â€Å"D’you get the feeling Hermione’s not telling us something?† Ron asked Harry. ****** Professor Lupin wasn’t there when they arrived at his first Defense Against the Dark Arts lesson. They all sat down, took out their books, quills, and parchment, and were talking when he finally entered the room. Lupin smiled vaguely and placed his tatty old briefcase on the teacher’s desk. He was as shabby as ever but looked healthier than he had on the train, as though he had had a few square meals. â€Å"Good afternoon,† he said. â€Å"Would you please put all your books back in your bags. Today’s will be a practical lesson. You will need only your wands.† A few curious looks were exchanged as the class put away their books. They had never had a practical Defense Against the Dark Arts class before, unless you counted the memorable class last year when their old teacher had brought a cageful of pixies to class and set them loose. â€Å"Right then,† said Professor Lupin, when everyone was ready. â€Å"If you’d follow me.† Puzzled but interested, the class got to its feet and followed Professor Lupin out of the classroom. He led them along the deserted corridor and around a corner, where the first thing they saw was Peeves the Poltergeist, who was floating upside down in midair and stuffing the nearest keyhole with chewing gum. Peeves didn’t look up until Professor Lupin was two feet away; then he wiggled his curly-toed feet and broke into song. â€Å"Loony, loopy Lupin,† Peeves sang. â€Å"Loony, loopy Lupin, loony, loopy Lupin –â€Å" Rude and unmanageable as he almost always was, Peeves usually showed some respect toward the teachers. Everyone looked quickly at Professor Lupin to see how he would take this; to their surprise, he was still smiling. â€Å"I’d take that gum out of the keyhole if I were you, Peeves,† he said pleasantly. â€Å"Mr. Filch won’t be able to get in to his brooms.† Filch was the Hogwarts caretaker, a bad-tempered, failed wizard who waged a constant war against the students and, indeed, Peeves. However, Peeves paid no attention to Professor Lupin’s words, except to blow a loud wet raspberry. Professor Lupin gave a small sigh and took out his wand. â€Å"This is a useful little spell,† he told the class over his shoulder. â€Å"Please watch closely.† He raised the wand to shoulder height, said, â€Å"Waddiwasi!† and pointed it at Peeves. With the force of a bullet, the wad of chewing gum shot out of the keyhole and straight down Peeves’s left nostril; he whirled upright and zoomed away, cursing. â€Å"Cool, sir!† said Dean Thomas in amazement. â€Å"Thank you, Dean,† said Professor Lupin, putting his wand away again. â€Å"Shall we proceed?† They set off again, the class looking at shabby Professor Lupin with increased respect. He led them down a second corridor and stopped, right outside the staffroom door. â€Å"Inside, please,† said Professor Lupin, opening it and standing back. The staffroom, a long, paneled room full of old, mismatched chairs, was empty except for one teacher. Professor Snape was sitting in a low armchair, and he looked around as the class filed in. His eyes were glittering and there was a nasty sneer playing around his mouth. As Professor Lupin came in and made to close the door behind him, Snape said, â€Å"Leave it open, Lupin. I’d rather not witness this.† He got to his feet and strode past the class, his black robes billowing behind him. At the doorway he turned on his heel and said, â€Å"Possibly no one’s warned you, Lupin, but this class contains Neville Longbottom. I would advise you not to entrust him with anything difficult. Not unless Miss Granger is hissing instructions in his ear.† Neville went scarlet. Harry glared at Snape; it was bad enough that he bullied Neville in his own classes, let alone doing it in front of other teachers. Professor Lupin had raised his eyebrows. â€Å"I was hoping that Neville would assist me with the first stage of the operation,† he said, â€Å"and I am sure he will perform it admirably.† Neville’s face went, if possible, even redder. Snape’s lip curled, but he left, shutting the door with a snap. â€Å"Now, then,† said Professor Lupin, beckoning the class toward the end of the room, where there was nothing but an old wardrobe where the teachers kept their spare robes. As Professor Lupin went to stand next to it, the wardrobe gave a sudden wobble, banging off the wall. â€Å"Nothing to worry about,† said Professor Lupin calmly because a few people had jumped backward in alarm. â€Å"There’s a Boggart in there.† Most people seemed to feel that this was something to worry about. Neville gave Professor Lupin a look of pure terror, and Seamus Finnigan eyed the now rattling doorknob apprehensively. â€Å"Boggarts like dark, enclosed spaces,† said Professor Lupin. â€Å"Wardrobes, the gap beneath beds, the cupboards under sinks — I’ve even met one that had lodged itself in a grandfather clock. This one moved in yesterday afternoon, and I asked the headmaster if the staff would leave it to give my third years some practice.† â€Å"So, the first question we must ask ourselves is, what is a Boggart?† Hermione put up her hand. â€Å"It’s a shape-shifter,† she said. â€Å"It can take the shape of whatever it thinks will frighten us most.† â€Å"Couldn’t have put it better myself,† said Professor Lupin, and Hermione glowed. â€Å"So the Boggart sitting in the darkness within has not yet assumed a form. He does not yet know what will frighten the person on the other side of the door. Nobody knows what a Boggart looks like when he is alone, but when I let him out, he will immediately become whatever each of us most fears. â€Å"This means,† said Professor Lupin, choosing to ignore Neville’s small sputter of terror, â€Å"that we have a huge advantage over the Boggart before we begin. Have you spotted it, Harry?† Trying to answer a question with Hermione next to him, bobbing up and down on the balls of her feet with her hand in the air, was very off-putting, but Harry had a go. â€Å"Er — because there are so many of us, it won’t know what shape it should be?† â€Å"Precisely,† said Professor Lupin, and Hermione put her hand down, looking a little disappointed. â€Å"It’s always best to have company when you’re dealing with a Boggart. He becomes confused. Which should he become, a headless corpse or a flesh-eating slug? I once saw a Boggart make that very mistake — tried to frighten two people at once and turned himself into half a slug. Not remotely frightening. ‘The charm that repels a Boggart is simple, yet it requires force of mind. You see, the thing that really finishes a Boggart is laughter. What you need to do is force it to assume a shape that you find amusing. â€Å"We will practice the charm without wands first. After me, please†¦riddikulus!† â€Å"Riddikulus!† said the class together. â€Å"Good,† said Professor Lupin. â€Å"Very good. But that was the easy part, I’m afraid. You see, the word alone is not enough. And this is where you come in, Neville.† The wardrobe shook again, though not as much as Neville, who walked forward as though he were heading for the gallows. â€Å"Right, Neville,† said Professor Lupin. â€Å"First things first: what would you say is the thing that frightens you most in the world?† Neville’s lips moved, but no noise came out. â€Å"I didn’t catch that, Neville, sorry,† said Professor Lupin cheerfully. Neville looked around rather wildly, as though begging someone to help him, then said, in barely more than a whisper, â€Å"Professor Snape.† Nearly everyone laughed. Even Neville grinned apologetically. Professor Lupin, however, looked thoughtful. â€Å"Professor Snape†¦hmmm†¦Neville, I believe you live with your grandmother?† â€Å"Er — yes,† said Neville nervously. â€Å"But — I don’t want the Boggart to turn into her either.† â€Å"No, no, you misunderstand me,† said Professor Lupin, now smiling. â€Å"I wonder, could you tell us what sort of clothes your grandmother usually wears?† Neville looked startled, but said, â€Å"Well†¦always the same hat. A tall one with a stuffed vulture on top. And a long dress†¦green, normally†¦and sometimes a fox-fur scarf.† â€Å"And a handbag?† prompted Professor Lupin. â€Å"A big red one,† said Neville. â€Å"Right then,† said Professor Lupin. â€Å"Can you picture those clothes very clearly, Neville? Can you see them in your mind’s eye?† â€Å"Yes,† said Neville uncertainty, plainly wondering what was coming next. â€Å"When the Boggart bursts out of this wardrobe, Neville, and sees you, it will assume the form of Professor Snape,† said Lupin. â€Å"And you will raise your wand — thus — and cry â€Å"Riddikulus† — and concentrate hard on your grandmother’s clothes. If all goes well, Professor Boggart Snape will be forced into that vulture-topped hat, and that green dress, with that big red handbag.† There was a great shout of laughter. The wardrobe wobbled more violently. â€Å"If Neville is successful, the Boggart is likely to shift his attention to each of us in turn,† said Professor Lupin. â€Å"I would like all of you to take a moment now to think of the thing that scares you most, and imagine how you might force it to look comical†¦Ã¢â‚¬  The room went quiet. Harry thought†¦What scared him most in the world? His first thought was Lord Voldemort — a Voldemort returned to full strength. But before he had even started to plan a possible counterattack on a Boggart-Voldemort, a horrible image came floating to the surface of his mind†¦. A rotting, glistening hand, slithering back beneath a black cloak†¦a long, rattling breath from an unseen mouth†¦then a cold so penetrating it felt like drowning†¦ Harry shivered, then looked around, hoping no one had noticed. Many people had their eyes shut tight. Ron was muttering to himself, â€Å"Take its legs off.† Harry was sure he knew what that was about. Ron’s greatest fear was spiders. â€Å"Everyone ready?† said Professor Lupin. Harry felt a lurch of fear. He wasn’t ready. How could you make a Dementor less frightening? But he didn’t want to ask for more time; everyone else was nodding and rolling up their sleeves. â€Å"Neville, we’re going to back away,† said Professor Lupin. â€Å"Let you have a clear field, all right? I’ll call the next person forward†¦Everyone back, now, so Neville can get a clear shot –â€Å" They all retreated, backed against the walls, leaving Neville alone beside the wardrobe. He looked pale and frightened, but he had pushed up the sleeves of his robes and was holding his wand ready. â€Å"On the count of three, Neville,† said Professor Lupin, who was pointing his own wand at the handle of the wardrobe. â€Å"One — two — three — now!† A jet of sparks shot from the end of Professor Lupin’s wand and hit the doorknob. The wardrobe burst open. Hook-nosed and menacing, Professor Snape stepped out, his eyes flashing at Neville. Neville backed away, his wand up, mouthing wordlessly. Snape was bearing down upon him, reaching inside his robes. â€Å"R — r — riddikulus! † squeaked Neville. There was a noise like a whip crack. Snape stumbled; he was wearing a long, lace-trimmed dress and a towering hat topped with a moth-eaten vulture, and he was swinging a huge crimson handbag. There was a roar of laughter; the Boggart paused, confused, and Professor Lupin shouted, â€Å"Parvati! Forward!† Parvati walked forward, her face set. Snape rounded on her. There was another crack, and where he had stood was a bloodstained, bandaged mummy; its sightless face was turned to Parvati and it began to walk toward her very slowly, dragging its feet, its stiff arms rising — â€Å"Riddikulus!† cried Parvati. A bandage unraveled at the mummy’s feet; it became entangled, fell face forward, and its head rolled off. â€Å"Seamus!† roared Professor Lupin. Seamus darted past Parvati. Crack! Where the mummy had been was a woman with floorlength black hair and a skeletal, green-tinged face — a banshee. She opened her mouth wide and an unearthly sound filled the room, a long, wailing shriek that made the hair on Harry’s head stand on end — â€Å"Riddikulus!† shouted Seamus. The banshee made a rasping noise and clutched her throat; her voice was gone. Crack! The banshee turned into a rat, which chased its tail in a circle, then — crack!- became a rattlesnake, which slithered and writhed before — crack! — becoming a single, bloody eyeball. â€Å"It’s confused!† shouted Lupin. â€Å"We’re getting there! Dean!† Dean hurried forward. Crack! The eyeball became a severed hand, which flipped over and began to creep along the floor like a crab. â€Å"Riddikulus!† yelled Dean. There was a snap, and the hand was trapped in a mousetrap. â€Å"Excellent! Ron, you next!† Ron leapt forward. Crack! Quite a few people screamed. A giant spider, six feet tall and covered in hair, was advancing on Ron, clicking its pincers menacingly. For a moment, Harry thought Ron had frozen. Then — â€Å"Riddikulus!† bellowed Ron, and the spider’s legs vanished; it rolled over and over; Lavender Brown squealed and ran out of its way and it came to a halt at Harry’s feet. He raised his wand, ready, but — â€Å"Here!† shouted Professor Lupin suddenly, hurrying forward. Crack! The legless spider had vanished. For a second, everyone looked wildly around to see where it was. Then they saw a silvery-white orb hanging in the air in front of Lupin, who said, â€Å"Riddikulus!† almost lazily. Crack! â€Å"Forward, Neville, and finish him off!† said Lupin as the Boggart landed on the floor as a cockroach. Crack! Snape was back. This time Neville charged forward looking determined. â€Å"Riddikulus!† he shouted, and they had a split second’s view of Snape in his lacy dress before Neville let out a great â€Å"Ha!† of laughter, and the Boggart exploded, burst into a thousand tiny wisps of smoke, and was gone. â€Å"Excellent!† cried Professor Lupin as the class broke into applause. â€Å"Excellent, Neville. Well done, everyone†¦Let me see†¦five points to Gryffindor for every person to tackle the Boggart — ten for Neville because he did it twice†¦and five each to Hermione and Harry.† â€Å"But I didn’t do anything,† said Harry. â€Å"You and Hermione answered my questions correctly at the start of the class, Harry,† Lupin said lightly. â€Å"Very well, everyone, an excellent lesson. Homework, kindly read the chapter on Boggarts and summarize it for me†¦to be handed in on Monday. That will be all.† Talking excitedly, the class left the staffroom. Harry, however, wasn’t feeling cheerful. Professor Lupin had deliberately stopped him from tackling the Boggart. Why? Was it because he’d seen Harry collapse on the train, and thought he wasn’t up to much? Had he thought Harry would pass out again? But no one else seemed to have noticed anything. â€Å"Did you see me take that banshee?† shouted Seamus. â€Å"And the hand!† said Dean, waving his own around. â€Å"And Snape in that hat!† â€Å"And my mummy!† â€Å"I wonder why Professor Lupin’s frightened of crystal balls?† said Lavender thoughtfully. â€Å"That was the best Defense Against the Dark Arts lesson we’ve ever had, wasn’t it?† said Ron excitedly as they made their way back to the classroom to get their bags. â€Å"He seems like a very good teacher,† said Hermione approvingly. â€Å"But I wish I could have had a turn with the Boggart –â€Å" â€Å"What would it have been for you?† said Ron, sniggering. â€Å"A piece of homework that only got nine out of ten?† How to cite Chapter 7 The Boggart in the Wardrobe, Essay examples

The Environment of Electronic Commerce Essay Example

The Environment of Electronic Commerce Paper These elements have helped governments create the legal concept of jurisdiction in the physical world. Because the four elements exist in somewhat different forms on the Internet, he jurisdiction rules that work so well in the physical world do not always work well in the online world. 2. In about 300 words, describe the differences between subject-matter jurisdiction and personal jurisdiction. * Subject-matter jurisdiction is a courts authority to decide a particular type of dispute. For example, in the IS. S, federal courts have subject-matter jurisdiction over issues governed by federal law (such as bankruptcy, copyright, patent and federal tax matters) and state courts have subject-matter jurisdiction over issues governed by state laws (such as professional licensing and state tax matters). If the parties to a contract are both located in the same state, a state court has subject- matter jurisdiction over disputes that arise from the terms of that contract. The rules for determining whether a court has subject-matter jurisdiction are clear and easy to apply. Few disputes arise over subject-matter jurisdiction. * Personal jurisdiction is, in general, determined by the residence of the parties. A court has personal jurisdiction over a case if the defendant is a resident of the state in which the court is located. In such cases, the determination of personal jurisdiction is straightforward. However, an out-of- state person or corporation can also voluntarily submit to the jurisdiction of a particular state court by agreeing to do so in writing or by taking certain actions in the state. 3. We will write a custom essay sample on The Environment of Electronic Commerce specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Environment of Electronic Commerce specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Environment of Electronic Commerce specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The advantages and disadvantages of issuing business process patents have been hotly debated by legal scholars and business people. One compromise proposal advanced by Jeff Bozos, founder of Amazon. Com, is to allow the issuance of business patents, but only allow them to be effective for a short time, perhaps two or three years. In about 300 words, present logical ND factual arguments that support the issuance of such limited-term business process patents. * The business process patent, which protects a specific set Of procedures for conducting a particular business activity, is quite controversial. Many legal experts and business researchers believe that the issuance of business process patents grants the recipients unfair monopoly power and is an inappropriate extension of patent law. In 1999, Amazon. Com sued Barnes and Noble for using a process on its Web site that was similar to the I-click method. The case was settled out of court in 2002, but the terms f the settlement were not disclosed. In 2007, a federal judge entered a final judgment of $30 million against eBay in a business process patent case. A company that makes a business of buying patents and attempting to enforcing them, Merchantmen, had sue eBay for its use of a fixed price sales option that eBay calls Buy It Now. Merchantmen believed that one of its patents covered the mechanism of offering a fixed price option in an online auction. Merchantmen is continuing to press for an injunction (in addition to the monetary damages already awarded) that would prevent eBay from using he feature at all. 4. Define product disparagement. In two or three paragraphs, present an example of product disparagement. A defamatory statement is a statement that is false and that injures the reputation of another person or company. Product disparagement is defined as: if a defamatory Statement injures the reputation off product or service instead of a person. * In some countries, even a true and honest comparison of products may give rise to product disparagement. Because the difference justifiable criticism and defamation can be hard to de termine, commercial Web sites should consider he specific laws in their jurisdiction (and consider consulting a lawyer) before making negative, evaluative statements about other persons or products. . In about 300 words, explain the idea of nexus. Why is it an important concept in state and international taxation? In what ways is it similar to jurisdiction? * A government acquires the power to tax a business when that business establishes a connection with the area controlled by the government. For example, a business that is located in Kansas has a connection with the state of Kansas and is subject to Kansas taxes. If that many opens a branch in Arizona, it forms a connection with Arizona and becomes subject to Arizona taxes on the portion of its business that occurs in Arizona. This connection between a tax-paying entity and a government is called a nexus. The concept of nexus is similar in many ways to the concept of personal jurisdiction. The activities that create nexus in the U. S. Are determined by state law and thus vary from state to state. Its issues have been frequently litigated and the resulting common law is fairly complex. Determining nexus can be difficult when a company conducts only a few activities in or has minimal contact with the state. In such cases, its advisable for the company to obtain the services of a professional tax advisor. Companies that do business in more than one country face national nexus issues. If a company undertakes sufficient activities in a particular country, it establishes nexus with that country and becomes liable for filling tax returns for that country. The laws and regulations that determine national nexus are different in each country. Companies will find the services of a professional tax lawyer or accountant who has experience in international taxation to be valuable.