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.

Where Is the Patis Essays

Where Is the Patis Essays Where Is the Patis Paper Where Is the Patis Paper Seanursing student studying litreature of the philipines tomorrow is my finals i need answers so please help me A Filipino may denationalize himself but not his stomach. He may travel over the seven seas, the five continents and the two hemispheres and lose the savor of home, forget his identity and believe himself a citizen of the world. But he remains- gastronomically, at least- always a Filipino. For, if in no other way, the Filipino loves his country with his stomach. It seemed to me that the big deal is the overall feeling of â€Å"no big deal†, if you get my drift.It kinda gives this impression that you could go there and leave your cares in the world. The place has a hippie vibe to it, with people wearing whatever, doing whatever, minding their own business and having a grand time. There’s food, finds, and fun. I liked it. I liked it a lot. We ended up staying at the New Merry V Guesthouse for our first night since we had a hard time looking for Tavee Guesthouse, where we initially planned to stay. The other options such as the Lamphu House, Green Guesthouse, and the Rambuttri Village Inn were fully booked.It really pays to book your accommodation in advance to save yourself from minor inconveniences. New Merry V Guesthouse has very basic amenities, pretty much getting what you paid for: a place to rest after a long day of serious walking and wandering. The good thing about us ending up here is that we found ourselves in Phra Arthit Road, where the Phra Arthit Pier is within short walking distance. Just cross the road and look for the sign post with a boat sign; better yet, aim for the Navalai Resort which will lead you directly to the pier

Coral Eugene Watts The Sunday Morning Slasher

Coral Eugene Watts The Sunday Morning Slasher Carl Eugene Watts, dubbed â€Å"The Sunday Morning Slasher,† murdered 80 women in Texas, Michigan and Ontario, Canada, from 1974-1982. Watts kidnapped his victims from their homes, tortured them either by slashing them with a knife until they bled to death or drowned them in a bathtub. Early Years Carl Eugene Watts was born in Fort Hood, Texas on November 7, 1953, to Richard and Dorothy Watts. In 1955, Dorothy left Richard. She and Carl moved to Inkstar, Illinois, right outside of Detroit. Dorothy taught art to kindergarten children, leaving much of Carls young development in the hands of her mother. She also started dating again, and in 1962 she married Norman Caesar. Within a few years, they had two girls. Watts was now the big brother, but it was a role he never embraced. Sadistic Sexual Fantasies At the age of 13, Watts suffered from meningitis and high fevers and he was pulled out of school for several months. During his illness, he entertained himself by hunting and skinning rabbits. He also enjoyed constant fantasies that involved torturing and killing girls. School had always been challenging for Watts. When he was in grammar school, he was a shy and withdrawn child and was often teased by the class bullies. His reading skills were far below that of his peers, and he struggled with retaining much of what was being taught. When Watts finally returned to his class after being sick, he was unable to catch up. The decision was made to have him repeat the eighth grade, which humiliated him. Watts, an academic failure, turned into a good athlete. He participated in the Silver Gloves boxing program that helped teach boys respect for themselves and discipline. Unfortunately for Watts, the boxing program stimulated his aggressive desire to attack people. He was constantly in trouble at school for physically confronting classmates, especially the girls. At the age of 15, he attacked and sexually assaulted a woman in her home. She was his customer on his paper route. When Watts was arrested, he told the police he attacked the woman because he just felt like beating someone up. Institutionalized In September 1969, after being prompted by his lawyer, Watts was institutionalized at the Lafayette Clinic in Detroit. It was there that doctors discovered that Watts had an IQ in the low 70s and suffered from a mild case of mental retardation that impeded his thought processes. However, after only three months, he was evaluated again and placed on outpatient treatment, despite the doctors final review which described Watts as paranoid with strong homicidal impulses. The doctor wrote that Watts behavioral controls were faulty and that he displayed a high potential for violently acting out. He ended the report by saying Watts should be considered dangerous. Despite the report, the young and dangerous Eugene Watts was allowed to return to school, his penchant for violence unknown to his unsuspecting classmates. It was a baffling decision that almost assured a deadly outcome. High School and College Watts continued high school after his release from the hospital. He returned to sports and poor grades. He also took drugs, was described as severely withdrawn. He was often disciplined by school officials for being aggressive and stalking his female classmates. From the time that Watts was released to the outpatient program in 1969 until the time he graduated high school in 1973, he only went to the outpatient clinic a few times, despite the fact that school officials were constantly having to deal with his violent episodes. After finishing high school. Watts was accepted to Lane College in Jackson, Tennessee on a football scholarship, but he was expelled after three months for stalking and sexually assaulting women and for being a prime suspect in the unsolved murder of a female student. Second Psychological Evaluation Watts was, however, able to return to college and was even accepted into a special scholarship and mentoring program sponsored by Western Michigan University in Kalamazoo. Before attending the program, he was again evaluated at the outpatient facility and again the doctor said that Watts was still a danger and had a strong impulse to beat up women, but due to patient confidentiality laws, staffers were unable to alert Kalamazoo authorities or officials at Western Michigan University. On October 25, 1974, Lenore Knizacky answered her door and was attacked by a man who said he was looking for Charles. She fought back and survived. Five days later, Gloria Steele, 19, was found dead with 33 stab wounds to her chest. A witness reported speaking with a man at Steele’s complex, who said he was looking for Charles. Diane Williams reported being attacked on November 12, under the same circumstances. She survived and managed to see the attackers car and make a report to the police. Watts was picked out in a line-up by Knizacky and Williams and arrested on assault and battery charges. He admitted to attacking 15 females but refused to talk about the Steele murder. His attorney arranged for Watts to commit himself into the Kalamazoo State Hospital. The hospital psychiatrist investigated Watts background and learned that at Lane College, Watts was suspected of having possibly killed two women by choking them. He diagnosed Watts as having an anti-social personality disorder. Competently Dangerous Before Watts trial for assault and battery charges, he had a court-ordered evaluation at the Center for Forensic Psychiatry in Ann Arbor, Michigan. The examining doctor described Watts as dangerous and felt he would most likely attack again. He also found him competent to stand trial. Carl, or Coral as he started to call himself, pleaded â€Å"no contest,† and received a one-year sentence on the assault and battery charges. He was never charged in the murder of Steele. In June 1976, he was out of jail and back home in Detroit with his mother. The Sunday Morning Slasher Emerges Ann Arbor is 40 miles west of Detroit and the home of The University of Michigan. In April 1980, the Ann Arbor police were called to the home of 17-year-old Shirley Small. She had been attacked and repeatedly cut with an instrument resembling a scalpel. She bled to death on the sidewalk where she fell. Glenda Richmond, 26, was the next victim. She was found near her doorway, dead from over 28 stab wounds.  Rebecca Greer, 20, was next. She died outside her door after being stabbed 54 times. Detective Paul Bunten headed a task force that had been formed to investigate what the newspapers had dubbed the murders of women by The Sunday Morning Slasher, but there was very little for Bunten to investigate. His team had no evidence and no witnesses to a long list of murders and attempted murders that had occurred within five months. When Sergeant Arthurs from Detroit read about the Slasher murders going on in Ann Arbor, he noticed that the attacks were similar to those that he had arrested Carl Watts for when he was a paperboy. Arthurs contacted the task force and gave them Watts name and the details of the crime. Within months, attacks in neighboring Wisteria, Ontario, were being reported that were of the same nature as those in Ann Arbor and Detroit. Adult, Father, and Husband By now, Watts was no longer a failing student with drug problems. He was 27 years old and working with his stepfather at a trucking company. He had fathered a daughter with his girlfriend, and later met another woman whom he married in August 1979, but who divorced him eight months later because of Watts’ strange behavior. More Murders, 1979-1980 In October 1979 Watts was arrested for prowling around in a Southfield, Detroit suburb. The charges were later dropped. Investigators noted that during the previous year, five women in the same suburb were assaulted on separate occasions, but with similar circumstances. None were killed, nor could any of them identify their attacker. During 1979 and 1980, attacks on women in Detroit and surrounding areas became more frequent and violent.  By the summer of 1980, whatever had been keeping Coral Watts uncontrollable urge to torture, and murder women at bay were no longer working. It was as if a demon had possessed him. Additionally, he was under tremendous stress as the investigators from Ann Arbor, and Detroit seemed to be getting closer to solving the identity of the â€Å"Sunday Morning Slasher.† Watts had no alternative: he needed to find a new killing zone. The Windsor, Ontario Connection In July 1980, in Windsor, Ontario Irene Kondratowiz, 22, was attacked by a stranger. Despite her throat being slashed, she had managed to live. Sandra Dalpe, 20, having been stabbed from behind, had also survived. Mary Angus, 30, of Windsor, escaped attack by screaming when she realized she was being followed. She picked Watts out of a photo line-up, but she was unable to identify for certain that her attacker had been Watts. Detectives discovered through highway cameras that Watts car was recorded as leaving Windsor for Detroit after each episode. Watts became Bunten’s leading suspect, and Bunten had a reputation for being a relentless investigator. Rebecca Huff's Book Is Found On November 15, 1980, an Ann Arbor woman contacted police after she became frightened when she discovered that she was being followed by a strange man. The women hid in a doorway, and the police were able to observe the man frantically searching for the woman. When the police pulled the man over in his car, they identified him as Coral Watts. Inside the car, they found screwdrivers and wood filing tools, but their most important discovery was a book that had Rebecca Huff’s name on it. Rebecca Huff had been murdered in September 1980. A Move to Houston In late January 1981, Watts was brought in on a warrant to give a blood sample. Bunten also interviewed Watts, but he could not charge him. The blood test also failed to link Watts to any crimes. By spring, Coral was sick of being hounded by Bunten and his task force and so made a move to Columbus Texas, where he found work at an oil company. Houston was 70 miles away. Watts began spending his weekends cruising the city streets. Houston Police Get a Heads Up, but Murders Continue Bunten forwarded Watts file to the Houston police, who located Watts at his new address, but they were unable to find any evidence linking him directly to any of the Houston crimes. On September 5, 1981, Lillian Tilley was attacked at her Arlington apartment and drowned. Later that same month, Elizabeth Montgomery, 25, died after being stabbed in the chest while out walking her dogs. Shortly afterward, Susan Wolf, 21, was attacked and murdered as she got out of her car to enter her home. Watts Is Finally Caught On May 23, 1982, Watts ambushed roommates Lori Lister and Melinda Aguilar at the apartment that the two women shared. He tied them up and then attempted to drown Lister in the bathtub. Aguilar was able to escape by jumping head first off of her balcony. Lister was saved by a neighbor and Watts was caught and arrested. The body of Michele Maday was found the same day, drowned in her bathtub in a nearby apartment. A Shocking Plea Deal Under interrogation, Watts refused to talk. Harris County Assistant District Attorney Ira Jones made a deal with Watts to get him to confess. Incredibly, Jones agreed to give Watts immunity to the charge of murder, if Watts would agree to confess to all of his murders. Jones was hoping to bring closure to the families of some of the 50 unsolved murders of women in the Houston area. Coral eventually admitted attacking 19 women, 13 of which he confessed to murdering. Admitting There Were 80 More Murders Eventually, Watts also admitted to 80 additional murders in Michigan and Canada but refused to give details because he did not have an immunity agreement for those murders. Coral pleaded guilty to one count of burglary with intent to kill. Judge Shaver decided that the bathtub and the water in the bathtub could be defined as deadly weapons, which would result in the parole board not being able to count Watts â€Å"good conduct time,† for determining his parole eligibility. Slippery Appeals On September 3, 1982, Watts was sentenced to 60 years in prison. In 1987, after a failed attempt to escape prison by slipping through the bars, Watts decided to begin appealing his sentence, but his appeal lacked the support of his attorney. Then in October 1987, unrelated to any of Watts appeals, the court decided that criminals must be told that a â€Å"deadly weapon† finding had occurred during their indictment and that failure to inform the criminal was a violation of the criminal’s rights. Watts Gets a Lucky Break In 1989, the Texas Court of Criminal Appeals decided that, because Watts was not told that the bathtub and the water had been judged lethal weapons, he would not be required to serve his entire sentence. Watts was reclassified as a nonviolent felon which made him eligible for retroactive â€Å"good time earned† equaling three days for every one day served. Model prisoner and confessed murderer  Coral Eugene Watts would be  getting out of prison on May 9, 2006. Victims Say Hell No to Early Release Law As news spread about the possibility of Watts getting out of prison, there was a tremendous public outcry against the good time earned early release law, which eventually was abolished, but, because it was an applicable law during Watts trial, his early release could not be reversed. Lawrence Fossi, whose wife was murdered by Watts, fought the release with every possible legal maneuver he could find. Joe Tilley, whose young daughter Linda fought so hard to live, but lost her battle against Watts, as he held her under the water at the apartment complex swimming pool, summed up how most of the other families felt about Watts: Forgiveness cannot be bestowed when forgiveness is not sought. This is a confrontation with pure evil, with principalities and the powers of the air. Michigan's Attorney General Asks for Help When Mike Cox, who was Michigans Attorney General at the time, found out about the change in Watts sentence, he ran televised spots, asking the public to come forward if they had any information about the women that Watts was suspected of having killed. Texas had a plea arrangement with Watts, but Michigan did not. If they could prove Watts murdered any of the women who had turned up dead over the past few years in Michigan, Watts could be put away for life. Coxs efforts paid off. A Westland, Michigan resident named Joseph Foy came forward and said that Watts looked like the man whom he saw in December 1979 stabbing 36-year-old Helen Dutcher, who later died from her wounds. Watts Will Finally Pay for His Crimes Watts was shipped to Michigan  where he was  charged, tried and found guilty of murdering Helen Dutcher. On December 7, 2004, he was sentenced to life imprisonment. In late July 2007 Watts again faced a jury after being arrested for the 1974 murder of Gloria Steele. He was found guilty and received a life sentence without possibility of parole. Slipping Through the Bars One Last Time Watts was sent to Ionia, Michigan where he was housed at the Ionia Correctional Facility, also known as the I-Max because it is a maximum security prison.  But he did not stay there long. About two months into his sentence he managed to slide his way out from behind the prison bars yet again, but this time would be his last time as only a miracle would save him now. On September 21, 2007, Coral Eugene Watts was admitted to a hospital in Jackson, Michigan and shortly after died of prostate cancer. The case of the â€Å"Sunday Morning Slasher† was permanently closed.

Intels corporate ethics Essay Example | Topics and Well Written Essays - 1250 words

Intels corporate ethics - Essay Example â€Å"This $2 million plant is only 0.1% of what Intel spent to build this facility.† (What Intel has done and is doing, n.d.). The US is the greatest inventor of the world and Intel is one of the greatest innovator of the world. There is no doubt it can make the most enormous contributions towards dealing with the world’s major problem—the environment problem. Yet the huge profits have caused Intel to act blindly in this area. Greed is no doubt the key factor in ignoring the environmental problems. Corporate heads get greedy and lust for profits and ignore citizens’ welfare. In Hamidi’s (n.d.) website, ‘Intel is being accused for causing air pollution by using toxic solvents. The air pollution in that area was about three times higher than the acceptable limit. The History of Intel’s Toxic Chemical Release in Corrales (n.d.) states, people have developed respiratory and skin problems. New Mexico has also been known to have droughts. It is extremely hot in the summer. Yet one of the largest consumers of their water is Intel. Intel has built such a huge facility with no water recycling system. On the Intel website, the US Environmental Protection Agency says this is a very dangerous practice. There was a debate on how to deal with this issue and they had conducted studies. In the site for NM risk assessment on the Intel website (n.d.), â€Å"the EPA wants manufacturers to take responsibility for the products, throughout their life, particularly when they contain hazardous materials.†

Early childhood play inquiry Assignment Example | Topics and Well Written Essays - 1500 words

Early childhood play inquiry - Assignment Example According to Abbott (1994), it is not all types of play which will be beneficial to the child in terms of their early childhood development. Structured play however, as Abbot (1994) says, is able to help the child to analyse situations, investigate various materials and elements and come up with their own conclusions about the world around them. This process is very helpful to the child as it helps the child’s mental faculties to develop and in a positive way and also helps the child to interact with the world around her in a way that will increase her skills and her thinking processes Abbott (1994). In this regard, play becomes an essential part of learning and without it the child may have to take much longer before they are able to assimilate the world around them. As Abbott (1994) warns, play must be designed with the main intentions to help the child to learn rather than just having fun. According to Bruce (1996), children and adults have a lot in common with regard to how they learn. These commonalities include issues such as the learning from firsthand experience, learning through games and rules and representing their experiences through symbols such as music, drawings, drama etc. However, unlike adults, children only make sense of their experiences and what they learn through play (Bruce, 1996). This is why it is absolutely necessary for adults and especially early childhood teachers to be able to link play to the curriculum. Once they learn about this, it becomes very necessary to be able to help the child to link what she learns in theory and to the real world. In other words, to a child, the play section is like the laboratory for a high school student where they go to make sense of the theories they learn in school. The teacher therefore has to ensure that this â€Å"laboratory† is well equipped for the child to be able to explore as much as

I am Committed to Pursue Medicine as a Career :: Medicine College Admissions Essays

I am Committed to Pursue Medicine as a Career My palms began to sweat profusely as I sat in the admission's office chair looking down at the white space on the application form asking for my major. This was the moment of truth: I would finally have to reveal to the world that I had absolutely no idea what I wanted to be when I grew up. At seventeen and with only limited exposure to the medical field, I believed doctors were people in lab coats with test tubes who gave orders and cared only about science and money, not humanity. Becoming a doctor was one of the furthest things from my mind. I peered at the "undecided" box and checked it sheepishly. That action seemed to announce such failure. All that I was certain of was that one-day I wanted to have a family. At 19, fate stepped in and I was fortunate to meet the right person to marry. We immediately started our family. Then reality hit. Two weeks after our son was born, my husband was "downsized" out of his position. The bills mounted, as we fell deeper in debt. To support us, my husband took a position that required us to move frequently. Every semester I found myself on a new campus, trying to acclimate, transferring as many courses as I could, starting over, determined to get a degree so I could help support my struggling family. Finally, six universities later, I graduated and found a job as an accountant. Slowly, we got on track and out of debt. Our hard work and perseverance had its rewards. Because of the number of moves we had made and my broad academic exposure, I had become very flexible and learned to absorb new concepts very quickly. These strengths combined with my hard work helped me get promoted rapidly. Inside of four years I was a top manager, making good money. However, I had become very aware that I still had not answered the question on my college application of what I wanted to do with my life. While I was good at what I did, at the end of the day, even a good day, I rarely felt like I had accomplished something worthwhile. Before I could begin to explore any of my alternatives further, tragedy struck. I had a miscarriage.

Inquiry Proposal: Serial Killers Essay

1. Description. The topic that I have chosen to cover for my proposal is serial killers. The term â€Å"serial killer† was established in the 1970’s by Robert Ressler (former director of an FBI program). He chose â€Å"serial† because these types of murders are crimes in series. Murderers become serial killers after three or more victims with quiet periods of time in between the murders. The US holds 76% of the world’s serial killers. According to the latest FBI study in 2007, there are approximately 400 serial killers in the US and 80% of them have emerged since 1950. Statistically, the average serial killer is a white male with a lower to middle-class background and is usually in his twenties or thirties. It seems ludicrous that serial killers often have families, homes, are employed, and appear to be normal members of a community. There are many myths about serial killers such as, they are dysfunctional loners, they are all white males, they all travel, they can’t stop killing, and that they are insane. My proposal is figuring out what may be true about these serial killers. I find it interesting how something brought into this world as an innocent baby could turn into a serial killer. 2. Guiding Questions. Here are some of the questions that are the major components behind my proposal. Where did the term â€Å"serial killer† come from? What makes a person a serial killer? How many are there in the U.S? Why do they do it? What happened throughout their life? What makes them tick? How do they get caught? I believe that these are important questions that need to be answered, as each one gives us a better understanding as to what makes a person not only murder but murder multiple people over periods of days, weeks, and even years. 3. Research Gathered. Coming into this, I thought it would be easy to figure out exactly what is going on in these serial killers minds but it’s not. It’s hard to say precisely what is going on in their head and what led up to it without being them but with inside information from interviews with serial killers and interviews with detectives, you get a feel of what made them act the way they do. Profiling a serial killer is important in catching a serial killer. Determining the  signature and what the serial killer had to do for the crime are big aspects of profiling. Studies from doctors and information from past murders create the profile along with crime-scene information and witness statements. For instance, if the crime scene shows evidence of careful planning, the killer is likely to be intelligent and older. Not all profiles are perfect but they are usually on point. Serial killers begin to surface around their twenties and once they reach a certain point, there is no going back. De tectives also have to profile the victims because they are the key to catching the serial killer. They were picked because something stimulated the serial killer to do so. The only way to prevent the becoming of a serial killer is to go back to their childhood and break up the peculiar patterns. Just like all human beings, serial killers are the product of their heredity and the choices they make throughout their life. Their behavior is influenced by life experiences and biological factors. Humans are in a constant state of development from the moment they are born to the moment they die. Behavior is affected by a stimulus that is processed by the nervous system. According to neurobiologists, our nervous system is environmentally sensitive which allows the individual nervous system to be shaped throughout a lifetime. In saying that, failure to develop social coping mechanisms as a child can result in violent behavior. There are important periods of time in which it is essential that kids learn basic rules on how to interact with people and if they aren’t learned during that period of time, it could be impossible to learn later on in life. Serial killers often exhibit three behaviors in their childhood and they are bed-wetting, arson, and cruelty to animals. They are also likely to come from broken homes and have been abused or neglected. Serial killers act completely normal in front of others and are said to be good members of their community. They are generally intelligent, organized, and some can be very social. The two most common theories as to motives of serial killers include childhood neglect and abuse, and mental illness. Many, if not all serial killers experience neglect and abuse as children. They are often physically and or sexually abused as children or are witnesses of abuse. This pattern of neglect and abuse forces them to grow up without a sense of anyone other than themselves. Mental illness is a big factor in determining whether or not the killer was conscious and aware of his or her actions. Many serial killers try to use the excuse that they  are psychotic but only few have been diagnosed. According to the Diagnostic & Standard Manual of Mental Disorders (DSM-IV), a psychopath is a person with an antisocial personality disorder (APD). As said in the DSM-IV, a person with APD follows a pattern of â€Å"disregard and violation of the rights of others occurring since the age of 15.† This pattern includes seven factors but three have to be met for diagnosis and those are, â€Å"failure to conform to social norms, irritability and aggressiveness, and lack of remorse.† Psychopathy is manifested in people who use a mixture of charm, manipulation, intimidation, and violence to control others while satisfying their selfish needs. Although serial killers possess many traits consistent with psychopaths, all psychopaths don’t become serial killers. Psychopaths who become serial killers don’t value human life and are extremely callous when interacting with their victims. Along with mental disorders, is brain damage. Damage to areas such as the frontal lo be and the hypothalamus can result in extreme aggression, loss of control, and loss of judgment. For instance, Henry Lee was a convicted serial killer and was found to have extreme brain damage in both the frontal lobe and hypothalamus which was a result of childhood abuse including malnutrition and alcoholism. After gathering information on the motives and behaviors of serial killers, I realized there is no specific combination of traits or characteristics that all serial killers possess. There isn’t a generic template that determines a serial killer. They are driven by their own unique motives or reasons. Catching a serial killer is difficult because they are just your average looking man or woman living across the street. Serial killers only get caught after making a mistake. Information from the crime scene and autopsy are collected and entered into a date base where similar crimes are matched up by the killer’s signature. For instance, some killers position the body a certain way or leave them in a certain place. Investigators look at the method of procedure which reflects what the killer had to do in order to commit the crime. The crime reflects their personality and the victim is the key to catching the serial killer. Detectives have to piece together who the potential serial killer may be by matching up victims that are similar in area and most commonly, their looks. Detectives have to know how to spark the serial killers emotions and make them tick. For instance, John Douglas (FBI serial killer profiler) was asked to assist in a trial involving a  serial killer because he had manipulated the jury into believing that he wasn’t capable of doing such a thing. John told the prosecutor to physically touch the serial killer and violate his personal space because it will make him think that he isn’t superior and in return, will drive him crazy. He then asked the accused serial killer what it was like to wrap his fingers around his victim’s throat. The serial killer then had a major outburst and went crazy because he was recalling what happened and it excited him. The jurors finally saw another side to the man and it turned the whole case around. You have to know what makes them tick in order to catch them. 4. Optional Primary Research. I decided to find documentaries on two of the most notorious serial killers Ted Bundy and Jeffrey Dahmer. The first documentary I watched was â€Å"Biography: Ted Bundy: The Mind of a Killer (1995).† Ted Bundy was a boy scout, a college graduate, a law student, and a star in Washington State politics. Growing up, Ted was told that his actual grandparents were his mother and father and that his actual mother was his older sister. His grandmother (mother) had health issues such as depression and panic attacks and was eventually introduced to electro-shock therapy and his great grandfather was known to be extremely violent and frightening. His family began noticing at the age of three that Ted wasn’t adjusting well. His first incident happened when he was being babysat by his aunt and she was taking a nap. Ted’s aunt woke up to him placing all the kitchen knives around her body in an outline with the blades pointing towards her. After the incident with his aunt and fighting with his step-father a lot, Ted was forced to move to Tacoma, WA and it devastated him because he thought of his great grandfather as a father and he didn’t want to leave him. Once in Tacoma, Ted’s peers thought of him as a shy person. He stuttered a lot and didn’t date. He really isolated himself from the crowd and started becoming a peeping Tom. Ted started to consider himself above the law. While in college, Ted met a girl named Stephanie and was particularly attracted to her beautiful long hair that was parted in the middle. Stephanie was wealthy, sophisticated, and worldly; everything Ted wished he was. They were together for a year and in that time, Stephanie had taken Ted’s virginity. While Ted was in love, Stephanie didn’t see a future with him and broke it off becau se she didn’t think that he was very serious about his future. Ted became devastated and dropped out of school. He then went to visit his  relatives to figure out who he really was and ended up finding out that his so called â€Å"sister† was actually his mother. After hearing this news and the horrible break up with Stephanie, Ted became extremely resentful. He felt that his mother and girlfriend destroyed his life and therefore wanted revenge. A couple years later, he met back up with Stephanie and seemed to be a new and improved man to her. Stephanie agreed to marry Ted and then he dumped her right away for revenge but it didn’t stop there. It all began in 1974 when Ted was twenty-four years old. Ted began going to the Washington college pretending to be hurt with crutches and that is how he would lure his victims in. He pretended to drop his books right by his van and while the woman would bend down to pick it up, he would hit her over the head with a crow bar and throw her in the van. He would then take them to the woods and sexually assault them. Ted was hurt that Stephanie took his virginity and broke his heart so now he was going to sexually assault and kill all his victims. Ted’s ideal victim was a small framed female with long parted hair in the middle and beautiful just as Stephanie was. While still attending college, Ted studied the procedures that the police task force would use to catch him. Ted was eventually caught and admitted to killing more than thirty women. Ted told the court that he felt entitled to ruin women’s lives after two women ruined his. On January 24, 1989 at 7:00 AM, Ted Bundy was granted his electric execution at the age of forty-nine years old. Ted’s story goes to show how something in his childhood led up to factors that would make him a serial killer. It also shows the motive that he had which was killing only women because two women ruined his life and killing women who looked like Stephanie. Ted said he was sor ry for killing those women but only he knows if he really is sorry or not. It’s hard to determine what went on in Ted’s head but we can see the correlation he made between the women he killed and why he did it although it doesn’t make sense to us. The other documentary I watched was â€Å"Biography: Jeffrey Dahmer (2000).† Jeffrey Dahmer was the perfect child. He loved playing with other kids and was really outgoing. He had a fascination with animals and was an extremely curious child. He always wanted to feel things and their texture. When he was ten, his mother was hospitalized and treated for anxiety. His parent’s marriage was crumbling and they had to move away. Jeffrey then all of a sudden became socially awkward. He started to become fascinated with what animals looked  like on the inside so he began collecting road kill as a young teenager. In an interview, his dad says that he is convinced that everything started going downhill when Jeffrey began collecting road kill and dissected them. Dahmer realized as a teen that he was attracted to men and at the age of fourteen, he started having thoughts of violence and sex. Dahmer knew the thoughts and urges kept getting worse. One of his fantasies was to lie next to an unconscious man. In saying that, Jeffrey devised a plan to knock out a local jogger with a bat and lay next to him but the jogger never went by that day and it made Dahmer think that maybe he shouldn’t be thinking about that kind of stuff. Dahmer started becoming a heavy drinker and even drank during school. He started going to houses that allowed the exchange of sex with gay men and that is where he found his first victim. After his first victim, Dahmer couldn’t hold in his urges anymore and it was the start of a killing spree. He began meeting men at gay bars and once there, he would drug them with sleeping pills, take them back to his home, and lay there next to them and listen to the sounds of their bodies. After getting bored with listening to their bodies, Dahmer would have sex with them while they were drugged, would kill them, cut up their body, and save their bones or private parts as trophies. At one point, he even started eating his victims saying that â€Å"it felt like they were a part of him.† Dahmer was eventually caught because of a foul odor coming from his apartment which was his victims. Dahmer blamed alcohol when he was caught saying that if he hadn’t been so drunk, he wouldn’t have been caught. He also placed the blame for the murders on his atheistic beliefs and the theory of evolution. He believed that he was equal to the devil. Dahmer stated â€Å"if it all happens naturalistically, what’s the need for a God? Can’t I set my own rules? Who owns me? I own myself.† Dahmer believed that he was above all and the media didn’t help that. He received so much attention from the media that he started getting cocky about it. He once told a detective â€Å"when I tell you what I tell you, you’re going to be famous.† Dahmer wrote a 159 page confession consisting of thirteen years and seventeen victims. Dahmer pleaded guilty but insane and was served a 937 year prison sentence. Once in prison, Dahmer decided he wanted to be baptized and get back into his religious state of mind. It all ended for Dahmer on November 29, 1994 when an inmate who called himself â€Å"Christ† beat Dahmer with a metal rod from the  prison gym and was pronoun ced dead on the way to the hospital. Once again, I don’t understand why he tortured and killed his victims the way he did but just like Ted Bundy, his behavior drastically changed when he was young and for both men, it is was seemed to be the turning point in their life. 5. Info to be collected, Analysis. I have gathered a good amount of information on how serial killers evolve to the person they have become. From here, I hope to learn more about what triggers different emotions in their brains. The main thing I want to figure out is how they become so violent and how they are capable of committing such horrid acts of violence. I believe the most effective method of analyzing serial killers was reading articles and watching documentaries. The articles were from reliable resources such as the FBI, and gave a lot of good information as to what their motives and behaviors were. The documentaries were a good way of analyzing serial killers because I got to see the way they acted and hear their stories to figure out w hat led up to the killings and what exactly their motives were. I am going to continue to watch documentaries on not only Ted Bundy and Jeffrey Dahmer but other serial killers to see if their behaviors and motives match up somehow. Although all serial killers aren’t the same and don’t share the same motives, they do share the same urges. The purpose of this would be to see if my explanations of the motives, behaviors, and childhood experiences of these serial killers are in fact true for others as well. This analysis may help me in learning about the brain and how it works. Another interesting explanation as to triggers for serial killers is a chromosome abnormality. Some researchers are starting to believe that there is a change associated with the male chromosome make up. There is an ongoing investigation on if and how the gene changes and why it does. The end point of this assignment for me is to follow up with the study of similar chromosome changes in these men that become serial killers. 6. Timeline. I currently still have some questions as to what other similarities might occur between serial killers such as chromosome abnormalities or brain defects. I will be continually checking these doctors and researcher’s information gathered from their testing and experiments to hopefully receive new and improved information. One of the most helpful things to do is watch movies and documentaries on not only serial killers but their families, the detectives, doctors, and the researchers. The one  problem that I feel I might encounter is not having enough evidence and consistent information to back it up because it is a new study being done. Although I have continuing questions, I believe that I have covered my research topic to the best of my ability and now my own curiosity will keep me wondering and wanting to know more information than what has been given to me. Citations Freeman, Shanna. â€Å"How Serial Killers Work.† How Stuff Works. A Discovery Company. 02 October 2007. Web. 20 March 2014. Mueller, Robert. â€Å"Serial Murder.† The FBI. US Government, US Department of Justice. 02 September 2005. Web. 20 March 2014. Bardsley, Marilyn. â€Å"Jeffrey Dahmer.† Crime Library. Criminal Minds & Methods. 04 August 1991. Web. 20 March 2014. Montaldo, Charles. â€Å"The Myths about Serial Killers.† Crime/Punishment. About.com. July 2008. Web. 20 March 2014. Rogers, Abby. â€Å" A Terrifying Glimpse into the Mind of a Serial Killer.† Business Insider. 08 June 2012. Web. 20 March 2014. Scott, Shirley. â€Å"What Makes Serial Killers Tick?† Crime Library. Criminal Minds & Methods. 04 October 1991. Web. 20 March 2014. Gregg, Allan. â€Å"Interview with FBI Profiler John Douglas (1996).† Dark Documentaries. 29 November 2011. Web. 20 March 2014. Montaldo, Charles. â€Å"Characteristics of the Psychopathic Personality.† Crime/Punishment. About.com. July 2008. Web. 20 March 2014.