Consumption Of Beverages By Children Health And Social Care Essay

The ingestion of drinks by kids has changed in the types and measures ( Marshall et.al, 2003 ) , in such a manner that milk and H2O consumptions have decreased and fruit juices and carbonated soft drinks have increased ( Heller et.al, 1999, cited by Sohn et.al 2006 ) . This alteration is of the involvement of the public wellness concern because it is may be associated to both general wellness diseases e.g. fleshiness and diabetes ( Marshall, 2003 ) , and unwritten wellness diseases e.g. dental cavities and dental eroding ( Tahmassebi e.t.al, 2006 ) . Sugar ingestion has besides increased in developing states ( Ismail et al. , 1997 ) ; this is besides applied to carbonated soft drinks ingestion in the Sultanate as late reported ( WHO, 2005 ) . However, the effects of these forms of ingestion of soft drinks on dental cavities have non good studied ( Sohn et al, 2006 ) . Furthermore, it is described that the deductions of soft drinks on dental cavities is weak or non existing ( Froshee and Storey, 2004 ) . Main account for this is that fluoride exposure has weakened this relationship ( Karjalainen, 2007 ) . Consequently, some writers concluded that soft drinks are non serious menace to dental cavities, and the schemes to cut down dental cavities should be based on good unwritten hygiene and the usage of fluoridated toothpastes ( Froshee and Storey, 2004 ) . Although dental cavities is worsening in developed states, the state of affairs is non the same in developing states ( Moynihan and Petersen, 2004 ) . Sultanate of Oman is a underdeveloped state, and the three national studies of the prevalence of dental cavities in schoolchildren in Oman are in consistent with this construct ( Alismaily et al. 1996 ; Alisamaily e.t.al, 1997, Alismaily et al, 2004 ) . And the prevalence is expected to increase in this state ( MOH, 2010 ) . The school preventative unwritten wellness programme didn & A ; acirc ; ˆâ„ ¢t discourse the issue of high ingestion of carbonated soft drinks to increase the consciousness among the wellness attention workers in the school particularly the dental squad and the pupils. This is besides applied to the dietetic guidelines in Oman, although they recognised the issue of carbonated soft drinks but there are no guidelines to understate the effects of these drinks other than urging cut downing the ingestion of sugary drinks. Against this background to develop unwritten wellness publicity programmes to cut down dental cavities prevalence in this group of the population and related to soft drinks ingestion should be based on grounds based relationship between dental cavities and the ingestion of soft drinks.soft drinks and public wellnessThe addition in the ingestion of soft drinks raises the concern of public wellness as it may be related to both general wellness e.g. fleshiness, and unwritten wellness e.g. dental cavities and dental eroding.1.1.1soft drinks and fleshinessThe rate of fleshiness is associated with overconsumption of soft drinks ( Marshall et al, 2003 ) . This is because of the addition in energy consumption which is related to soft drink ingestion ( Guthrie and Morton, 2001cited by Shenkin et al. , 2002 ) . Obesity is a chief public wellness involvement as it is linked to chronic disease e.g. cardiovascular diseases and diabetes type2, which are historically associated to old age but now a re being seen often in kids and stripling ( Shenkin et al. , 2002 ) .1.1.2. Soft drinks and dental erodingDental eroding is the loss of the difficult tissue of the tooth without engagement of bacteriums ( Barbour et al. , 2008 ) . The demineralization of enamel occurs when the PH falls below the critical value 5.5, thereby a drink or a nutrient of PH lower than 5.5 may do eroding ( Moynihan and Petersen, 2004 ) . There is grounds of prevalence increasing of dental eroding in industerlised states, and this is related to increase in tendency of acidic drinks ingestion ( Moynihan and Petersen, 2004 ) .1.1.3 Soft drinks and dental cavitiesDental cavities is the loss of tooth tissue mediated by bacteriums. It is a multifatorial disease, where the bacterium in unwritten pit ( streptococcus Mutans ) ferments the saccharides ( sucrose and fructose ) this produces acid which lowers unwritten PH below 5.5 and demineralises the tooth construction ( Marshall et al. , 2002 ) . Soft drinks are rendered cariogenic because they contain high sum of saccharose and fruit sugar, there are 10 spoons of these sugars in one 12 ounce can of sugary sodium carbonate ( Shenkin et al. , 2002 ) . Another factor is its acidogenicity, most of these merchandises have PH below the threshold degree of 5.5, their PH in the scope of 2.5-3.5 ( Milosevic, 1997 cited by Shenkin et al. , 2002 ) , and this may do dental cavities and dental eroding ( Shenkin et al. , 2002 ) . Although sugar is an aetiologic factor of dental cavities but the extent of its consequence is besides determined by other factors these are ; frequence and sum of consumption, exposure to fluoride either locally e.g. toothpaste, or consistently by H2O fluoridization, and besides the degree of bacteriums ( Shenkin et al. , 2002 ) . In a systematic reappraisal by Burt and Pai to measure the association between sugar ingestion and cavities risk they found that two surveies out of 36 have strong relation between these two factors whereas the remainder either moderate or no association ( Burt and Pai, 2001 ) . And sing the association between soft drinks ingestion and dental cavities there is incompatibility in the consequences and the relation is less recognized ( Marshall, 2003 ) . This led some writers to urge that the scheme of dental cavities bar should be based on bettering unwritten hygiene than sugar limitation ( Gibson and Williams, 1999 ; Froshee and Storey, 2004 ) .The tendency of Soft drink ingestion in developed states and in OmanIn USA there is an addition in the ingestion of soft drinks in schools in the last 30 old ages and there is a diminution in dairy ingestion ( Shenkin et al. , 2002 ) . A scope of 56 % -85 % of schoolchildren consume 1 soft drink daily at least ( commission on School Health, 20 04 ) . In Oman the tendency of Soft drink ingestion is besides increasing. International Marketing Economic Service ( IMES ) reported that the ingestion of soft drinks in Oman has increased between 2001 and 2005, in 2005 the market was around US $ 87 million, and the most popular carbonated soft drink was Mountain Dew ( IMES Consulting, 2006 ) . Among school age kids, it was identified by Global School Survey ( GSHS ) in 2004 that 33.4 % of the Omani pupils drink carbonated soft drinks which are specifically Coke, Pepsi, and Mountain Dew two or more times per a twenty-four hours in the last 30 yearss. Actually this was one of the most alarming behaviours found in this questionnaire, and it recommended the execution of national scheme to better the school community & A ; acirc ; ˆâ„ ¢s wellness ( WHO, 2005 ) .20012002200320042005Entire ingestion 341.5 340.1 360.6 385.2 424.6 Volume growing 9.0 % -0.4 % 6.0 % 6.8 % 10.2 % Table1. Trend of soft drink ingestion in Oman. Source ( IMES, 2006 ) .The belongingss of carbonated soft drinks in OmanIn a survey done by me in 2000 as an undergraduate pupil in the signifier of Summer Project the belongingss of common drinks in two metropoliss from two states ; Cork metropolis in Republic of Ireland and Jalaan metropolis in Sultanate of Oman related to dental wellness are analysed, and these are the PH and fluoride content ( DOHC, non mentioned ) . The PH and the fluoride content of the common carbonated soft drinks in jalaan metropolis from Oman are summarised in table2.Carbonated soft drinksFluoride ( ppm )pHEverves Club Soda 0.38 4.97 Royal Strawberry 0.49 3.36 Fairy 0.01 2.85 Kaliber 0.37 4.20 Miranda Apple 0.22 2.98 RC Cola 0.32 2.61 7 up 0.20 3.10 Fanta Orange 0.01 3.29 Miranda Orange 0.44 2.90 Coca Cola 0.01 2.77 Mountain Dew 0.27 2.55 Table.2. PH and fluoride degree of carbonated soft drinks in Jalaan metropolis ( beginning DOHC ) We can see these samples are representative of the hall state as there are merely three local manufacturers and one importer of carbonates in Oman and each manufacturer is for different trade names e.g. Cola and Pepsi trade names ( IMES confer withing, 2006 ) . The mean PH for the carbonated soft drinks was 3.23 which is below the critical value 5.5 as we mentioned earlier which render these drinks as potentially cariogenic and erosive. The mean fluoride degree was 0.25 ppm ; this is below the populace fluoridated H2O in Oman which is 0.5ppm ( Alismaily et al, 2004 ) . Unfortunately there is no information sing the ingestion of bottled H2O in schoolchildren, and if the form that carbonated soft drinks is replacing the usage of bottled H2O so the exposure to fluoride is less than the optimum preventative degree and this will increase the prevalence of dental cavities.The tendency of dental cavitiesAlthough there is an addition in the ingestion of soft drinks in developed states the pr evalence of dental cavities is worsening in the last 30 old ages in these states, and it is increasing in developing states ( Moynihan and Petersen, 2004 ) . This is attributed to the exposure of fluoride ( Karjalainen, 2007 ) .The tendency of dental cavities in OmanThere were three national studies conducted in Oman to find the prevalence of dental cavities in three group school kids. The prevalence was 84.5 % in 6 old ages old kids ( Alisamaily e.t.al, 1997 ) , and it was 58 % in 12 old ages kids ( Alismaily e.t.al, 1996 ) . When the same cohort was examined three old ages subsequently the prevalence increased to 69 % ( Alismaily et al, 2004 ) . The Mean DMFT has risen from 1.5 to 3.2, and those who were cavities free fallen from 42 % to 27 % ( Alismaily et al, 2004 ) .Actually these figures are alarming if we put in our head that about 35.3 % of the Omani population are under 15 old ages of age ( MOH, 2008 ) so the prevalence of dental cavities is high in the tierce of the popula tion. These studies besides expect the prevalence is on the rise ( MOH, 2010 ) . And since the 2nd study there was a call for the development of preventative unwritten wellness plan ( Alisamaily e.t.al, 1997 ) . Although the tendency of the prevalence of dental cavities can be recognized in these three studies, the determiners of dental cavities in these age groups e.g. the dietetic wonts of sugar consumption are non determined yet there is an addition of ingestion of carbonated soft drinks. These factors are of import to develop a preventative scheme for dental cavities.The consequence of dental cavities on quality of lifeOne of the most common chronic diseases in kids is dental cavities and it can impact school attending ( Marshall et al, 2003 ) . In all over the universe, kids with dental cavities might acquire apprehensiveness from others because of their visual aspect, anxiousness and hurting, malnutrition because eating diet with low fruit, and early loss of the tooth ( Moynihan and Petersen, 2004 ) . For these grounds it is of import to cut down the prevalence of dental diseases in Oman as it is besides a preventable disease.The current dietetic guidelines in Oman sing dental cavities and soft drinksThe hazard factors presented in the dietetic guidelines which are associated with dental cavities are the sum and frequence of free sugar consumption and undernutrition, and those which are associated with cut downing dental cavities are fluoride exposure, difficult cheese and masticating gum ( MOH, non mentioned ) . Actually these factors are taken from WHO study of Diet, Nutrition and Prevention of Chronic diseases on 2003 ( WHO,2003 ) , nevertheless carbonated soft drinks are non specifically associated with dental cavities in the guideline nor even the best ways to cut down its effects have been discussed ( MOH, non mentioned ) . Furthermore the Manual Guidelines for Preventive School Oral Health Programme which was developed in 2005 in Oman didn & A ; acirc ; ˆâ„ ¢t discourse the issue of soft drinks and its impact on dental wellness, and this including besides the unwritten wellness instruction programme in schools ( MOH, 2005 ) .The purposeReview the association between the ingestion of carbonated soft drinks and dental cavities experience among schoolchildren. Develop unwritten wellness recommendations related to soft drinks ingestion for kids ( in schools ) in Sultanate of Oman.The aimsConduct a literature reappraisal to measure the relationship between ingestion of carbonated soft drinks and dental cavities experience among schoolchildren. And finding the factors that minimise or cut down the cariogenic consequence of carbonated soft drinks. Review the grounds base on the bing wellness publicity recommendations for carbonated soft drink ingestion among schoolchildren. Make recommendations for the ingestion of soft drinks by schoolchildren in Oman.

Story About Myself

It was a struck twelve at midnight on 20th April 1994, one loving couple of husband and wife had been taken to the hospital by the ambulance, because the they will have their second son from their marriage. It was rainig cat and dog. When they arrived at the emergency section case, a gorgeous 9 month pregnant woman were taken out from the ambulance and was rushed to the labour room by the nurse. When the clock 4. 08 in the morning, one cute and adorable baby boy with 3. 45kg weight was born to the world. After one week get home from the hospital, my parents took 6 days to find a suitable name for me and at last they found a suitable and interesting name to me, the name that they gives to me is Muhamad Afifuddin bin Mat Husin. On year 2011, at 3rd January I registeread as a form 5 student after 1 at one of the school in Kompleks Sekolah-sekolah Wakaf Mek Zainab, Kota Bharu, Kelantan it was SMK Putera and also known as Kelantan Sport School. It was my first day at school as a senior student. On these year I will face a national examination known as Sijil Pelajaran Malaysia ( SPM ) examination that will decide my life in the future after I finished my study at school. First and foremost, I would like to tell about my family background . In my family I have 3 siblings 2 boys and 1 girl, include me. The first one is my brother, his name is Muhamad Akmal he was born on 15th July 1991 at Sungai Petani Hospital, Kedah. He know studied at Tun Hussein Onn University of Malaysia ( UTHM ), Johor on 4th January 2011 he registered at the university and start his second semester. The second one is me Muhamad Afifuddin I was born 20th April 1994 at Baling Hospital, Kedah. On 20th April also the date of birth of our prophet Muhammad s. a. w. The last one is my sister Nur Nadiah she was born on 16th March 1998. She was studied at Maahad Muhammadi Perempuan, Kota Bharu, Kelantan. On 3rd January 2011 she registered as Form 1 student at there. I also have 2 loving parents that take care all of my siblings, my fathers name is Mat Husin bin Lebai Mat he was born on 19th December 1957. he works as health care assistant at Klinik Kesihatan Badang. My mothers name is Zainon binti Mamat, she was born on 10th June 1960 and she work as a community nurse at Klinik Desa Kijang. The next things that I want tell is about my characteristics. First one is I’m was a friendly person, I like to make new friend at every place that I visit. I’m also not choosing when I make new friend, now I have a lot of friend and some of them are from different races like Thai,Indian, Christian and Chinese people. Some of my friend I met at school, taekwondo training centre and taekwondo tournament, all of them also a friendly person. The second one is, I’m also a helpful person I like to help all people especially people in trouble. When I’m at school I always help my friend that have problem in study and problem in other thing, I also like to help the teachers when they need a help from me. If we help other people that have problem and in trouble they will help us when we need their help. The last one about my characteristics is I’m also an active person. At school I join Fire Cadet I participate all the event that have been held by the Fire Cadet and school. Join the Fire Cadet was the one of the co-curiculum at school. I also active in taekwondo, I partipate in all the tournament that have been held. In tournament win and lost was the custom in a tournament, if we lost we must redouble our efforts to win in the other tournament and if we win we must maintain winning in every tournament and always increase our performance. In addition, I’m also have many hobbies that gave many benefits to me. My first hobby is playing football, I’ll play football at 5. 0pm everyday at my village near Kelantan’s River. I’ll play football with my friend, we play football for our health sometimes we held a tournament among us and the winner will get present. When we held a tournament like that we can increase our stamina, sporting spirit and join our friendship. My other hobbies is playing cyber games, I’ll play cyber games once a week on Saturday because when school season I’ll focus on my study. When the school holidays coming I’ll play cyber games every day but I also spend my time on my study. Sometimes I play the cyber games at the cyber games and sometimes I’ll play the cyber games at my house, normally I always play at my house. I play those cyber games with my cyber friends that comes from the entire world, I’ll also get many friend when I play those cyber games. I like visit interesting and historic place like Melaka, Pulau Langkawi, Terengganu and other place, that’s also one of my hobbies, when I visits those place I’ll know information about it like history of those place. On the other hands, I have many favourites things likes favourites food, drinks, colour and sport. First is about my favourite food, I like to eat maggie tom yam because I like spicy food, I also like nasi lemak because some state in Malaysia have their own nasi lemak. In state of kedah their nasi lemak is spicy because all people that lives at the north likes spicy food. My last favourite food is char kuey teow original made from Penang their char kuey teow was so delicious. Next, my favourite drinks is orange juice because orange juice has many vitamin C that’s helps in absorb iron. I also like â€Å" teh tarik † because it can prevent iron in the body. My favourite colour is blue, black, orange and white and I always ensure that things that I bought have at least one of those colour. The last of my favourite is sport, my favourite sports is rugby and football in those sports they play as one team and the must have collaboration among the team members if they want to win in every tournament they played. The team also should have a head of an efficient and caring of his team mate. I also like taekwondo because in this game we must have agility of the body and quickly make the right decisions when we sparring in the ring. Last but not least, my ambition or career when I finished my studied at university. I want to be a professional photographer because I likes to takes picture people, scenery and animal, I hope I can have my own photo studio world-class that have all equipment for photoshoot session . I likes these profession when I saw a programs in television that show a professional photographer snap a picture of people, animal and others, their artwork were respected by everyone in the world and some of them celebrities comes up for grabs because of their beautiful artwork. All of them become success person in his life and his profession. Their life full of wealth and luxury but that not the points I like these profession, I like these profession because I want to show my artwork to the whole world and I want they respected and revered it. I also want to be the first Malaysian professional photographer that show to the world that Malaysian people also can be a famous people the world and success in their profession and life.

Jane Austen’s use of Gothic Traditions in Northanger Abbey Essay

The term ‘Gothic’ was first really used by Italian writers who ‘accredited’ what they thought was the ugliness of the art and architecture of the twelfth to fifteenth centuries. They often related this art and architecture to the northern tribes of German Barbarians known as the ‘Goths’; these were the first to corrupt the style of the grand architecture back. They would make towers that were too tall, walls that were too thick and arches that were too steeply pointed – thus destroying the architecture of the generation. By adding such grotesque and mysterious objects such as gargoyles, the Italian writers seemed as though they were just adding insult to injury. They were horrified. But just as ‘Gothic’ was at its peak around the mid-fourteenth century, it seemed to decline slowly and make its way into a history book, never to be seen again. But by the late eighteenth century, the Gothic revival was back in business, and more popular than ever before! The Gothic revival was first started by a man named Horace Walpole (1717-1797), as a reaction against the Classicism of the previous era. Horace was a writer who transformed his simple home into the most Gothic building of its age. It had pillars, vaults, arches, and a great tower. This signalled the beginning of a new cultural era. Walpole’s Gothic house was inspired by a dream, which he could only describe as † I had thought myself in an ancient castle†¦Ã¢â‚¬  Inspired by his vision, Walpole sat down and produced ‘The Castle of Otranto’, the world’s first Gothic novel and named one of the most influential novels in the history of English literature. In response to this, there were of course many other Gothic novels to be published, among these, was the very popular ‘The Mysteries of Udolpho’ by Ann Radcliffe. Gothic novels between 1790 and 1830 fell within the category of romantic literature, and you could say it was a rebellion against the formality and rigidity of how other kinds of literature were written at that time. Ever since ‘The Castle of Otranto’, many Gothic novels have followed the similar pattern: the terrifying old castle on the hill or the misty graveyard. The setting is always greatly influential in Gothic novels. It not only evokes the atmosphere of horror and trepidation, but it also portrays the dramatic deterioration of what used to be a beautiful piece of architecture. At one time the abbey, castle or mansion was something treasured and appreciated, but now it is just a mere shadow of its former self. As for traditional Gothic characters, there is always a hero, usually a female, who has no idea of how to deal with the situations put towards her, and you are always able to see a pattern in their characterisation. There is almost always an isolated protagonist, and their part in the story is mainly summarised nearing the dramatic end of the story. Then, there is the villain, who is the epitome of evil. This character could be anyone you could think of; mad scientist, inn keeper, or baron of the manor house. The Gothic novel could be seen as a description of a fallen world and we experience this world through all aspects of the novel: plot, setting, characters and theme. In order for a novel to be Gothic, it must be accurate to Gothic traditions, impeccable language, possibly of old chapters in history. But with great novels come great sceptics; Jane Austen was not altogether pleased with this new genre of writing. She did not regard Gothic novels as ‘proper literature’. She criticised the readers of the novels (mainly young teenage girls). Jane Austen went about her earlier criticisms of Gothic novels to little avail; people still enjoyed reading them and by 1798, Gothic novels were at their peak in fashion although it was never taken seriously as literature. Jane Austen knew she had to do something drastic to proclaim her annoyance of this new genre; so she wrote a parody, Northanger Abbey. Yet the characteristics shown in Chapter 1 do not suggest that Catherine Morland was a Gothic Heroine at all! Catherine Morland is the heroine of the book. She is described as having â€Å"a thin awkward figure, a sallow skin without colour, dark lank hair, and strong features–† and that â€Å"and not less unpropitious for heroism seemed her mind†. Her behaviour was equally inept: â€Å"She was fond of all boy’s plays, and greatly preferred cricket not merely to dolls, but to the more heroic enjoyments of infancy, nursing a dormouse, feeding a canary-bird, or watering a rosebush†. Jane Austen employs great irony to describe her, satirising â€Å"her abilities† as â€Å"quite as extraordinary†. Austen ends with the comment â€Å"She never could learn or understand anything before she was taught; and sometimes not even then, for she was often inattentive, and occasionally stupid†. By Chapter 5, Catherine is taken to Bath by some wealthy godparents for her first experience of high society, attending various balls and parties. Catherine meets Isabella Thorpe, an attractive, flirtatious young lady, who introduces her to Gothic novels, such as the ‘Castle of Otranto’ and Catherine is ‘enchanted’ by them. But most of the Gothic moments happen during Catherine’s visit to the Abbey itself. For example, in Chapter 21, during the day, Catherine notices a large chest, standing at one side of the fireplace in her bedroom: ‘The sight of it made her start; and, forgetting everything else, she stood gazing on it in motionless wonder, while these thoughts crossed her’. In classic gothic style, Catherine questions herself: ‘An immense heavy chest! What could it hold? Why should it be placed here?’ This is an example of Austen’s Gothic parodying of the gothic characters and literary style it is, aimed to mock the traditional Gothic heroines who followed this curiosity, usually a feature in all Gothic novels. But it also mocks the way the novels are written. Panting punctuation, excessive exclamation marks and ridiculous hyperbolic adjectives. We see an example of her gothic language when she speaks to herself (concerning the chest): â€Å"I will look into it; cost me what it may, I will look into it, and directly too—-by daylight†. We cannot deny that Catherine is somewhat ‘over-doing it’ with the ridiculous questions â€Å"What could it hold? Why should it be placed here?†. The Chest is described with ridiculous accuracy: â€Å"The lock was silver, though tarnished from age; at each end were the imperfect remains of handles also of silver, broken perhaps prematurely by some strange violence; and, on the centre of the lid, was a mysterious cipher, in the same metal†. This over-descriptive language creates a tense gothic-style passage yet in a way, is ‘too gothic’. By doing this, Austen succeeds in making a ‘spoof’ as it were, of gothic novels written previous to this novel. Catherine decides to investigate, by opening the chest: â€Å"and seized, with trembling hands, the grasp of the lock† and â€Å"she raised the lid a few inches; but at that moment a sudden knocking at the door†¦Ã¢â‚¬ . This is when the maid enters; this build-up of tension, and sudden interruption is very anticlimactic, and we see this not only once in Northanger Abbey. When Catherine dismisses the maid, she goes at the chest once more, only to find that it contains white linen! Once again, an anticlimax, which leaves Catherine very surprised (and embarrassed, when Miss Tilney enters shortly afterwards). Later on in this Chapter, Catherine comes to discover a Japan Cabinet: â€Å"She took her candle and look closely at the cabinet. It was not absolutely ebony and gold; but it was Japan†. Catherine (like any other Gothic heroine) is intrigued by this new discovery, and decides to open it, hoping the contents would be more exciting than them of the chest. Thr sequence of events happen by night, giving the cabinet an almost mysterious awe about it, which would only add to the tone of the passage. Austen uses words like â€Å"mysteriously†, â€Å"the wind roared† and â€Å"the rain beat down in torrents against the windows† to give the scene an even more gothic-like tone. Catherine finds that however hard she turns the key on the cabinet, however she manages to open it â€Å"the door suddenly yielded to her hand: her heart leaped with exultation at such a victory† revealing a series of lesser bolts and doors within the cabinet. Catherine’s curiosity would not stop there. She decided to delve further into the cabinet of mystery! A lot of the text on the page is devoted to the examination of this cabinet. â€Å"With less alarm and greater eagerness she seized a second, a third, a fourth–each was equally empty†: this was describing the many smaller drawers within the Japan Cabinet, all with seemingly obvious, predictable outcomes – they contained nothing. The tension has become somewhat lost however in one of the other drawers Catherine finds a parchment: â€Å"her eyes directly fell on a roll of paper pushed back into the further part of the cavity†. There is an air of tension, as Catherine reaches out to unveil what the manuscript beholds. But suddenly (dramatic tension), â€Å"The dimness of the light her candle emitted made her turn to it with alarm; but there was no danger of its sudden extinction† – the candle was flickering yet she did not think it would go out. However the flame did go out: â€Å"Alas! it was snuffed and extinguished in one†. Catherine was now submerged into complete darkness (very much gothic; darkness and candles becoming suddenly snuffed out). Austen uses words like â€Å"horror† and â€Å"trembled† to create an atmosphere of terror and uncertainty. As Catherine stood â€Å"motionless with horror† she thought she could hear â€Å"receding footsteps†. This usage of noises in a perfectly still, quiet and dark atmosphere is used to scare not just Catherine but the reader also. â€Å"A cold sweat stood on her forehead, the manuscript fell from her hand† and she hastily jumped back into bed. This is very anticlimactic, and very unlike a gothic heroine to come running back to a place of safety. One would expect a gothic heroine to relight the candle and look at the parchment nevertheless. However, that is not the case in this instance. A sense of tension is still apparent in the text when Catherine can still hear the slow ‘ticking’ of the clocks in a silent atmosphere – this is bound to be unnerving for Catherine. The weather is still apparent, keeping the tone a tense and restless one: â€Å"The storm still raged, and various were the noises, more terrific than the wind, which struck at intervals on her startled ear†. Austen also uses â€Å"Hollow murmurs seemed to creep along the gallery† to keep the tension on tenterhooks. However, the sheer fact that Catherine falls asleep destroys the atmosphere and tension completely, as we turn to a completely new chapter. Jane Austen’s uses of Gothic traditions are very apparent in this text: she describes the room and the Cabinet so vividly. She adds the traditional gothic tone, the pathetic fallacy, the weather, at night, the rain, and the storm, † The night was stormy; the wind had been rising at intervals the whole afternoon: and by the time the party broke up, it blew and rained violently† all Gothic traditions yet Catherine running back to her bed scared left on a gothic cliff hanger of suspense, however when Catherine ran back to her bed it was totally anticlimactic. In the morning (and the opening of Chapter twenty-two), the scene is completely different. Sun is pouring through the windows and birds are singing. Catherine discovers the precious lists are only laundry bills, â€Å"‘To poultice chestnut mare,’ a farrier’s bill!†: this is very anticlimactic. But this is why Northanger Abbey is a parody, continually acting against what Gothic novels are based around and may contain. Later in chapter twenty-two, Catherine is talking to Eleanor about the death of her mother, and her father’s relationship with her mother. Many of these questions were very rude and personal. As the conversation led on, Catherine drew new conclusions about Mrs Tilney’s death: that General Tilney had murdered his wife and was hiding her away secretly somewhere in the Abbey. This is another example of Catherine’s strange and vivid imagination. â€Å"Was she a very charming woman? Was she handsome? Was there any picture of her in the abbey? And why had she been so partial to that grove? Was it from dejection of spirits?†. These were some of the questions Catherine was asking herself. This is very insensitive, whilst talking on such a delicate matter as a family member. This is unlike a gothic heroine to ask so many questions. The two come onto the subject of a portrait of Mrs Tilney, and how General Tilney most not have valued her, â€Å"A portrait, very like, of a departed wife, not valued by her husband† and that because of this microcosm, â€Å"He must have been dreadfully cruel to her†. Catherine relates these misunderstanding to those of characters she had read in other gothic novels previous to her visit to the abbey: â€Å"She had often read of such characters; characters, which Mr. Allen had been used to call unnatural and overdrawn† . Right now Catherine is mixing fact with fiction, and lets her imagination run wild with vivid ideas of how General Tilney is an evil baron of some sort. Catherine often hears the slightest microcosm, yet turns it into a macrocosm, and lets these new ideas go to her head, and we see this is exactly the case in Chapter 24. Jane Austen’s use of questions and thoughts in Catherine’s head gives us an insight into how the mind of a gothic heroine works, however Catherine has been too taken in by other novels that she actually dreams of becoming a gothic heroine and wants to have a passion for danger (thus the investigations at nightfall in chapter 21 and yearning for answers to the ‘mystery’ which never was). Yet her profile (in Chapter 1) tells us otherwise; it mentions she is nothing at all like a gothic heroine! This new wild passion for mystery and conspiracy led Catherine to enter Mrs Tilney’s room in chapter twenty-four, just when General Tilney was out on a walk: â€Å"The general’s early walk, ill-timed as it was in every other view, was favourable here; and when she knew him to be out of the house, she directly proposed to Miss Tilney the accomplishment of her promise. Eleanor was ready to oblige her; and Catherine reminding her as they went of another promise, their first visit in consequence was to the portrait in her bed-chamber† When she ventures in â€Å"On tiptoe she entered† she notices that the room is entirely normal: â€Å"She could not be mistaken as to the room; but how grossly mistaken in everything else!–in Miss Tilney’s meaning, in her own calculation!†, Catherine expected to enter a room full of mysterious torture instruments and dungeon-like atmosphere. Instead, there was normal furniture, paintings and various other decorations: â€Å"She saw a large, well-proportioned apartment, an handsome dimity bed, arranged as unoccupied with an housemaid’s care, a bright Bath stove, mahogany wardrobes, and neatly painted chairs, on which the warm beams of a western sun gaily poured through two sash windows† – yet again we see the over descriptive language which is ever present in the novel. This is an anticlimax and not Gothic because Catherine was expecting something very different. Northanger Abbey is the epitome of Gothic Spoof. Jane Austen succeeds in mocking what Gothic novels are all about, the content and the way the characters act, as well as the young teenage girls who read them. The description of places and objects is amusingly hyperbolic, and excellent as a parody of a gothic novel. It has to be, because the trend of Gothic novels is to have deep descriptions, and Austen is able to utilize the gothic traditions and add to them somewhat ridiculously! Austen makes good use of the characters i.e. Catherine, and you are able to see what they do and what they think. Austen is good at writing in a gothic style – she builds up tension and pulls us in, only to let there be an anticlimax and let us down. She makes good use of Ann Radcliffe’s Mysteries of Uldopho and the way she entwined some of the ideas from that book to this novel.

Collaborating Community Nursing and Faith Based Nursing Essay

Collaborating Community Nursing and Faith Based Nursing - Essay Example In the same way community based entities offer sensitive patient care and high quality health care to cater for the diverse health care needs in the population. The idea of faith nursing is widely referred to as parish nursing was started in 1985 and has developed immensely to date into one of the most popular forms of the nursing practice in the community setting (DeHaven, 2004). The revolutionary concept works towards incorporating healing and faith and concentrates on promotion of health within the confines of the values, beliefs and practices of the church. More importantly the concept links parishioners to the church through the provision of respect and compassion to the basics of health care. Cooperation between faith-based communities and parish nurses is beneficial to all members of society especially those that are marginalized as well as those that have not been covered by a health insurance cover (Burns and Grove, 2010). To start with this cooperation facilitates access to health care mainly to the individuals that have been isolated in society. This includes the elderly, the homeless and individuals from minority groups in the population (DeHaven, 2004). For instance, a parish nurse visited an elderly woman who was locked up and was ailing from pneumonia and found that no one had visited her or even tried to call her in a period of two months. This is a highly common occurrence especially when dealing with homebound individuals that cannot access health care. This cooperation facilitates the development of a medical schedule through the warm presence of the parish nurses. They go ahead to explain the purpose of the schedule and the anticipated results (Burns and Grove, 2010). At the end of every session recite a prayer. This is important in the overall healing process as well as patient participation (DeHaven, 2004). The current health care

History of group therapy Research Paper Example | Topics and Well Written Essays - 1500 words

History of group therapy - Research Paper Example Individuals in the group therapy have the advantage of using both the therapist as well as the other member of the group to share the problems that one has and attempts to find a solution to them. This is particularly because the members in each group are at different levels of coping with the situational difficulties and are doing so at different rates as well. When an individual observes how the others in the group cope with sufferings that they undergo, they gain hope and inspiration of enduring and overcoming the hardships. The use of group therapy emerged because of a feeling by several psychologists that many problems that individual faced in their daily undertakings were social in nature. Patients suffering from a similar disease were encouraged to group together to provide each other with mutual support. Such groups developed into social work groups at different social centers. These would later develop into the present support group by different development agencies. Managin g post-traumatic stress disorders Human beings have a unique nature when it comes to handling personal issues. One common scenario that is witnessed in any emerging therapy group is that every new member feels isolated and completely different from the others in the group. These beginners have a problem in developing good relations with the others in the group and that spirit of love is completely withdrawn from them. However, if the group therapy is effectively carried out, such emotions can be completely drained from the minds of these individuals. An effective group therapy will enable these individuals to understand that they are not very different from the others and that they are not actually desperate and lonely, as they believe. The abuses to which females are subjected during their childhood and at adult age do have along-term impact on their psychosocial development. Those who have had childhood sexual abuse and adult sexual assault often exhibit different kinds of psychia tric problems that are believed to be associated to these assaults. Posttraumatic stress disorders (PTSD) refer to the overall effect of both childhood and adult sexual distress that are believed to cause the psychiatric problems seen in such females. The situation results in poor regulation, attention, relations with others, as well as how one understands oneself. The condition is hard to manage owing to its complexity and the long period before a treatment is provided after the sexual abuse. It is because of the complexity in the kind of healthcare that these individuals need that use of group therapy ha been adopted. However, some clinicians propose that the group therapy be conducted only after an individual therapy. Armstrong and Rose (1997) carried out an investigation on how group psychotherapy could be effective in managing the posttraumatic disorders that affect members of a family (p1). They observed that therapy enables women to perceive their roles in the societal contex t. It was also observed that the females that were adopting the so-called feminist principles carried on well with their marital partners. It enabled them to remove the traditional perception on their roles in the society thereby promoting an unrestricted relationship (Armstrong & Rose 1997, p5). Group therapy involves the provision of

Progression in Knowledge Essay Example | Topics and Well Written Essays - 500 words

Progression in Knowledge - Essay Example Currently, I am a student with a double major in international relations with a concentration in Europe and French. My perspective in life gradually changed and significantly broadened as I matured in age. My aspiration in life was not confined anymore to merely attain personal success in life but I came to the realization as I understand my role in society as part of the next generation. But as to be expected in life, there are many hindrances along the way. As an international student, the fluctuating currency rates contribute to the difficulty in supporting my education. We are not a wealthy family and tuition fees are arduous on my parents. With no other source of paying for a summer study abroad, it is indeed very difficult. But even though financial matters pose a hindrance to my goals, I am determined to make the extra effort as this step forms a major component of my course. This is the very reason why I appeal to the generosity of this institution to grant me a scholarship. I trust that a university such as this will esteem and recognize efforts coming from promising pupils. I am aware that there are many applicants requesting for this opportunity. Despite this, I am settled to take my chance as this will pave a way for me as an international student. I am aware that being a student in this institution carries with it a great responsibility and requires utmost devotion and determination. It is my aspiration to gain knowledge and expertise in this university to better myself, to be able to provide for my family in the future and be an asset to the community. I view this as another challenge to improve my personality.

'To tackle the fight against trafficking, we need to concentrate on Essay

'To tackle the fight against trafficking, we need to concentrate on state intervention and stricter border controls'. Discuss - Essay Example This however is not usually the case as sexual exploitation is the first harsh condition they encounter before being sneaked into the desired and promised country due to lack of proper travel documentation. Human trafficking is majorly carried out by agents whom according to Agustin (2005) may be governmental, religious, nongovernmental, academic or even medical groups and organizations (Agustin, 2005, pg. 100). These groups and organizations operate on a legitimate basis upfront but carry out the illegal immigration and human trafficking as a form of black market business hence making it harder for immigration authorities to detect them. Even with the strict immigration laws being enforced in some European countries like Germany and even UK, illegal immigrants still find their way inside those nations. According to statistics provided by the United Nations, there are over 175 million people who cross borders on a yearly basis and majority of them do so illegally without being detect ed or through fraudulent means. Human trafficking is a global affair and it has been able to rise due to the fact that it is intertwined with issues of international crime, corruption deals (conducted through unscrupulous immigration officials), coercion and even lack of stringent state laws concerning immigration or even border patrol. The lack of anti-trafficking statutes in most states contributes to the increasing trafficking of people. This is evident in even famous place like New York City in United States of America. This lack of laws provides a leeway for the agents to ferry the illegal immigrants from Latin nations like Mexico, through US and finally finding themselves in European nations like France. Testimonies have been provided by the trafficked people especially women who are illegally or even legally assisted to migrate into European nations through the promise of being enrolled into the domestic labour market of that country. However on reaching their destination, th e domestic labour market turns out to be a thriving sex industry where sexual exploitation is the order of the day under organized pimps and even in brothels. Those lucky to enter the domestic labour market do so as helps or by providing cheap labour services and even in these places, they are still sexually exploited (Long, 2004, pg. 18). Some critics argue that it is easy to prevent such sexual exploitation that happens through the cover of provision of domestic labour market but it is not so easy. This is because the trafficking that takes place under this front has legal cover ups as mentioned earlier of legitimate organizations whose side business is trafficking of people without the knowledge of the authorities. It is evident that trafficking moves from the South towards the North and it heavily consists of women. According to feminists and especially the African feminists, women are the most negatively affected by development policies and measures taken by their countries, fo r example those that follow conditions dictated by International Monetary Fund (IMF) and the World Bank in order to grant loans and financial aid to these countries. These Bretton Woods financial organizations demand (as one of their conditions) restructuring which in short means cutting some of

CSR Essay Example | Topics and Well Written Essays - 1000 words

CSR - Essay Example 2. Company 1: The first company selected for review is Apple Inc., which has been the leading cellular firm since its beginning. 2.1 Apple’s Corporate Social Responsibility The main features of Apple’s corporate social responsibility as stated in the website of the company include a safer supply chain, respect and dignity for employees, and eco-friendly manufacturing processes. All of these features suggest that Apple Inc. takes good care of its adherence to the principles of corporate social responsibility. It is also stated on the website that the company considered and followed the guidelines of Global Reporting Initiative to prepare the information about CSR. Let us now discuss the main aspects of Apple’s Corporate Social Responsibility. 2.1.1 Environment Protection Apple Inc. makes special efforts for greenhouse gas emissions. In 2012, it is estimated that the company’s input in the greenhouse gas emissions was nearly 30.9 million metric tons (Apple I nc. 2013). Apple Inc. has adopted a well-planned approach to ensure environmental friendliness. The company finds ways to reduce the carbon footprint though everything ranging from all types of products to all facilities. Apple Inc. large input in the greenhouse gas emissions represent the way the company manufactures its products and carry out all business processes. The main source of Apple’s greenhouse gas emissions is its products, which include every activity involved in product development from manufacturing to recycling. The other but comparatively very minor source of emissions is its facilities and data centers. The company pays special attention towards bringing reduction in the use of energy to manufacture the products because to be energy efficient is essential for large-scale greenhouse gas emissions. 2.1.1.1 Renewable Energy If we talk about the efforts of Apple inc. towards environmental sustainability, we come to that the company makes use of renewable energy sources to reduce the burden on current sources of energy. The use of renewable energies also reduces the carbon footprint by reducing the impact of data centers and corporate facilities (Apple Inc. 2013). 2.1.1.2 Recycling The company also stresses on the importance of recycling and takes considerable steps to recycle the used products to make them usable once again. The company collects all e-waste through voluntary and regulatory programs and processes it for reuse. 2.1.1.3 Energy Efficiency The company measures the amount of greenhouse has emission released by the products, as well as during production of products through the life cycle approach. The company believes that this is the step that no other company takes to measure the level of energy efficiency (Apple Inc. 2013). 2.1.2 Supplier Responsibility Apple Inc. also takes care of employee rights and provides them with safe workplace so that they can fulfill their responsibilities properly. Not only this, the company also pr ovides educational opportunities to employees in order to for them to improve their knowledge and work potential. Through inspections and improvement plans, the company makes sure that the suppliers adhere to the company’s code of conduct. 2.1.3 Labor and Human Rights Apple Inc. also holds suppliers responsible for upholding the employees’

Routledge v McKay Case Essay Example | Topics and Well Written Essays - 750 words

Routledge v McKay Case - Essay Example This case Routledge v McKay relates to the exchange of a motorbike and sidecar with another motorbike along with the payment of thirty pounds. The Douglas BSA motorbike and sidecar in question were actually manufactured in 1931 but had been reconditioned by a previous owner to indicate that they were a 1941 model. The documents of the motorbike showed that it had been registered on 9th September 1941. The motorbike and the sidecar had been sold on a number of occasions before but the issue of manufacturing date had not been looked into detail. The seller had told the buyer of the motorbike and sidecar on October 23rd that the year of manufacturing was 1941. The buyer went away for considering his options and returned on October 30th to finalise the purchase. The contract for the sale was drawn up in writing on October the 30th but it did not mention anything about the year of manufacturing. Moreover, the written agreement ended with the contractual term that paying thirty pounds mean t the end of the transaction. The buyer later found out that the motorbike had actually been manufactured in 1931 and not in 1941 as the documents expounded. The claimant (being the buyer) later went to court to appeal against possible fraud and warranty issues. The claimant’s stance was that the seller had defrauded him by telling him that the year of manufacturing was 1931. In addition, the claimant suggested that he had been told of the year of manufacturing although it was never mentioned on the written agreement and that this amounted to a contractual term. ... Reasoning of the Judges Denning L. J. If a vehicle is sold from one person to another, the date of manufacturing is typically based on the date listed in the documents of the vehicle. It is common for this date to be used for reference when transacting the vehicle again. If the first seller of the vehicle delivers a statement regarding the date of manufacturing, he can be held responsible since the vehicle originates from him. However, in later transactions the sellers of the vehicle have no option but to reference the vehicle’s documents. In such cases, the sellers of the vehicle may pass on the date of manufacturing listed on the documents to the buyer. In case that a dispute arises, the sellers and buyer in between the first seller and the last buyer will be considered to be affected by innocent misrepresentation. For the current case, claims of fraud against the original vendor were barred due to statute so no such claims were filed by any party. Evershed M. R. The written memorandum (or the contract) between the last seller and buyer was admitted to the court as evidence although it lacked the required stamp under Section 14 of the Stamp Act of 1891. The other judges agreed to this stance. The honourable judge cited the Heilbut, Symons & Co. v Buckleton3 case and referred to the speech made by Lord Moulton. It was contended that a written statement could for part of a collateral contract but each such contract would have to have its own character for legal recognition. With reference to the Heilbut, Symons & Co. v Buckleton case, it was held that innocent misrepresentation could only be tried under warranty if the evidence presented held any such contractual term. Mere representation alone could not be taken as cause enough to

A management meeting Essay Example for Free

A management meeting Essay Locate and book room/s with suitability for the meeting (teleconference facilities, IT equipment etc). Ideally, 1 large room with 3 smaller meeting rooms for the group activities later in the day. Seating would need to be arranged as there will be people on teleconference, they will need to hear anything being said in the meeting. 2. Send out meeting invites to all attendees. This would list the venue, date and time, speaker, contact details. An agenda of the meeting would be the best way to send out these details as it lists all that information and lets attendees knows how the meeting will be run. 3. Any travel/accommodation for interstate attendees would need to be arranged. Also the same for the guest speaker (if needed). Transfers to and from the airport would be advisable. 4. They would need to ensure if there are any special requirements for the attendees (dietary, mobility, language etc.) and make special arrangements if anything is required – Vegetarian food, wheel chair access, interpreter etc. 5. Arrange IT equipment to be made available for presentation. This could be either through your company if they have the available resources. If not, they may be available already in the meeting rooms you have booked or you could us a 3rd party. 6. Lunch will need to be ordered. Again this may be able to be arranged with the meeting rooms you have booked or you can organize a local caterer. At the same time you could organize refreshments for afternoon tea (and morning tea if required). 7. Ensure all stationary available and if not it will need to be ordered. This could also be for group training later in the day. Butcher paper, whiteboards etc. could all be used if it’s a brainstorming session. 8. Name tags could be organized if managers do not know each other and also may help the presenter for the group meetings. 9. On the day of meeting, all IT equipment should be tested prior to the meeting taking place. Room should be set up according to needs and re-arranged if it’s not correct. 10. A chairperson would need to be selected to run the meeting. The CEO will be the chairperson for this meeting. As the chairperson, they would need to ensure the meeting runs on time, stays on topic and stick to the agenda. 11. The chairperson (the CEO in this case) would need to select a minute taker – this could be a PA or  someone else from the company. It would be helpful if they have taken minutes before or at least are capable of recording a high level of detail at a high pace. They could either take 12. minutes in short form at the meeting and expand on it after or type directly to a PC in the meeting and print out directly after the meeting to be review. 12. Prior to the meeting, the CEO and selected minute taker would need to sit down and discuss what will be spoken about in the meeting, the order of events and just a brief overview of all the key points that will need to be recorded. This way the minute taker knows what they should be focusing on when making notes. 13. Once the meeting is finalized the minutes of the meeting will need to be read through and expanded into a format that can be distributed to all attendees and anyone who may benefit from them. It would be best for the CEO and the minute taker to go through these soon after the meeting to ensure the notes are correct and no key points or discussion points are left off. Once they have had a chance to go through the notes – the minute taker can put into a format which the company uses and can then look at distributing via email, fax or mail. This is also best to be done as soon as they can so it is fresh in everyone’s mind. The minutes from this meeting (and others) should be stored electronically so they can be referenced to in future meetings if needed. 14. All the bookings/arrangements need to be checked off to ensure they are still booked/on time and that no problems are going to arise. This could be done by either the CEO’s PA or generally it would be organized and checked by the Marketing department for the company as they deal with these things on a day to day basis. They would need to call the caterers, travel agents, taxi companies, audio visual people and meeting facility to ensure everything is ok – this needs to be done around 2 days before. Any earlier and there could be problems between when you call and the actual function – any later and if any problems arise it could be too late to make alternative arrangements. 15. From the minutes of the meeting, reports may need to be created to be handed out to relevant employees of the firm. These may have the same details as what is in the minutes but in a more condensed format. It may also include graphs if figures/dates were mentioned and tables to make it easier to understand. They could also include any tasks that have  been assigned so people know who needs to be followed up.

Teaching And Learning Problem Solving

Teaching And Learning Problem Solving Education nowadays has been criticized by different area and educators try to reform the ways of teaching and learning (Kirkley, 2003). Problem Solving defines as step to reaching the goal or desire state from where we are now ( Medin, Ross Markman, 2004). Kirkly (2003) stated that learner nowadays are short of basic literacy skill and higher order thinking. Basic literary skill is important to learn problem solving largely depend on basic literary skill ( Kirkly). If a learner cannot master basic literacy skill, things that able to represent will be less. As the rising of technology, higher problem solving skill on mathematics and science are needed. They found that students who not able to master literacy skills and cannot not learn and develop higher ordering skills and problem solving ( Kirkly, 2003). Problem solving that mainly can be found while study mathematics. However, Baron (2012) found that a lot of students face the difficulty to pass the test math no matter how much of tutoring, extra classes had given. In addition, not only college students face this kind of problem, children also face similar problem. Types of math problem that face by children is word math problem. Word math problem is type of math that uses English word to explain the question instead of using the equation to explain the questions that need students to be solved. As a teacher, they ways those mathematics teachers teach the next generation also one of the problem that need to discuss. In the old days, teacher only can provide few ways to teach student to solve the math problem. However, not all students have the skill to absorb teaching style on providing information, guideline to solve the question. Moreover, teacher style on teaching students in the few past decade may not be efficient or work on current generation. When a person learn how to solve a particular modal, it will become as a short cut as the person only need to remember the process of solving the problem from the beginning, it only apply on the similar problem that solve before( Kirkly,2003). One of the model that explain problem solving process is when individual doing a problem solving, their cognitive will start by representing the problem then do a solution search, finally implement the solution (Gick, 1986 as cited in Kirkly,2003). If a person successfully find a solution, their cognitive will stop there, conversely, they will redo the step searching solution and representing the problem if they fail to find the solution (Kirkly).When a similar problem is presented, it become short cut as a person cognitive will be able to recall and implement the solution by remembering how they solved similar problem before. Problem solving require a lot of abstract representation that the reason we need to master basic literacy skill. For example, when a learner trying solved a word math problem, learner need to understand the meaning of the word such as increase, product of, less than, equally pieces and others. Then they need to transfer into mathematics symbol and form an equation form to solve the problem. However, human cognitive not able to hold too much representation at the same time and human only able to remember three to seven items ( Medin et al., 2004). Different types of mathematics problem use different types of problem solving method. Types of problem solving method can categorized at algorithm and heuristics. Heuristic have three ways which is using hill climbing, mean ends analysis and working (Medin et al., 2004). For example, a mathematics question that asks how much plus three will be ten? A younger child might use algorithm technique test all the number in order to find the correct answer. As for older child, the will likely use working backward method to find the answer. There are a lot of solution that can be found in educations field. For example, teachers will let provide a lot of similar problem to let their learner or students to solve and in the end createshort cut thinking. By this students will notice the similarity of each problem and able to transfer their skills. This solution can be found in teaching mathematics skill. Students math textbook present a lot of solution to student as an example to solve the similar problem but broader schema that expert are actually use is not available to student (McAllister, 1995). Student dont know which and how is the appropriate first step to do when they faced a problem (McAllister,).Teacher who use explicit translation strategy (ETS ) found to be effective in solving math word problem (INQUIRE, 2008). Explicit translation strategy is to teach students how to translate concrete problem into mathematical equation(INQUIRE, 2008). Research also found that students who teach using the ETS and receive extra learning lesson are able to perform better than other group in the math problem solving that held two weeks later (Darch, Carnine Gersten, 1984). As stated above, students who want to develop problem solving skills need to master basic literacy skills well (Kirkly, 2003). Therefore students need to keep practice different types mathematics problem regularly. Then, students should be teaches by teacher who are expect, more important teachers should be able to provide different method to solve a problem and more complicate example when students able to solve basic mathematical problem. Extra learning material should be given to help students to learn the ability to transform the skill that students learn from other problem. Severin(2007) found students who be given change to learn different type of problem solving strategies able to help student to solve others problem. Technology item also can be use to helps teacher and student improves their problem solving a ability. Teacher can create a learning site and provide different types of fun, stories problem solving question to attract their interest and provide them change to do trial and error while they playing problem solving game while learning. This is because how much a student put effort while doing a math problem will have an effect on their success rate (Severin, 2007). In addition we also can use computer technology to help us in teaching because technology make easier for students to access more information. In the days that computer still not able to own by every family, information on solving a math problem only depend on the knowledge of the teacher. Now, students can asses and absorb more and more idea to solve a math problem. Conclusion, problem solving can be use in different field. By knowing how to teach and learn are the key to teach students and children to develop their problem solving better in the future.

Black Death and the Witch Hunts

Black Death and the Witch Hunts Mohammad Aldousari The Black Death which was caused by the great famine that hit Europe was the cause of the rapid change in the demography of the continent, A turning point in the course of the medieval struggles was the Black Death, which killed on an average, between 30 and 40, of the European population (Federici, 2004). The death toll was further accelerated by the fact that the malnutrition caused by the famine compromised the resistance of the people against diseases (Federici, 2004). As the death mainly affected the peasants who provided labor in the lands of the nobility, their competence in work reduced due to the eventual possibility of facing death. The scarcity of labor that followed the Black Death consequently raised the wages of the peasants and gradually the living conditions (Federici, 2004). With the improved conditions for the peasants, they revolted against the rule of the nobility which was successful in most of the countries. The political class turned the peasants against themse lves as a counter-revolution method by allowing the men to degrade the peasant women, a condition that set grounds for witch hunts.0 Before the Black Death, the role of women in the society was mainly doing reproductive work. The society was organized in a patriarchal manner, and most of the productive work was done by the males in the society (Federici, 2004). The work that was left for the women was mainly doing housework in their masters house and others duties such as spinning wool (Federici, 2004). The work done by the women was wage less and was viewed as a social service to the society. However, their most important role in the society was giving birth. By their virtual act of giving birth, they provided children who would ensure the continuity of the society. The process of giving birth was also seen as the process by which labor was produced by giving rise to individuals who would work in the lands of the nobility and as soldiers in the army. After the Black Death, the role of women in the society changed and completely took a new turn. With the people increasingly moving to the city, some of the women were left as single mothers to fend for their families (Federici, 2004). The fact that the single women with families needed to provide for their families coupled with the scarcity of labor at present, allowed the women to access paying jobs due to the reduction of the gender division. The women were, therefore, able to accumulate wealth in contrast to the previous situation before the Black Death (Federici, 2004). The avenues through which women acquired wealth were further broadened by the legalization of prostitution in the European countries as a measure to combat acts of homosexuality that proved to be a threat to the procreation process (Federici, 2004). For the women, the acquired status was good and even worth defending. The witch hunts were beginning by the political classes that ruled Europe after the aftermath of the Black Death (Federici, 2004). The devastating effects that the epidemic had caused to the economy of the continent necessitated the political classes to take matters that dealt with population growth and reproduction into their hands. The reason for the control of the reproduction process was an as a result of the labor crisis that ensued with the event of the Black Death (Federici, 2004). Therefore, the reproductive crimes that came in the way of population growth were heavily punished. Witches were, therefore, punished as they were thought to prevent to population growth by sacrificing children to the devil, a belief that spearheaded the witch hunts. Furthermore, witches were seen to have the ability to cause harm to individuals, and the hunts were also a protective mechanism. References Federici, S. (2004). Caliban and the Witch. New York,NY: Autonomedia.

Thomas P. Oneill :: essays research papers fc

Thomas P. O'Neill Tip was a man who was not bashful to call himself "a man of the house." Thomas P. O'Neill was a person whose greatest charm was that he seemed "completely out-of-date as a politician." (Clift) He was a gruff, drinking, card playing, backroom kind of guy. He had an image that political candidates pay consultants to make over. He knew these qualities gave him his power because they "made him real." (Sennot 17) His gigantic figure and weather beaten face symbolizes a political force of five decades, from Roosevelt's new deal to the Reagan retrenchment. He was the last democratic leader of the old school and "the longest-serving speaker of the house (1977-1986) and easily the most loved." (Clift) Thomas P. O'Neill (1912-1994) always knew why he was in Washington, and what he stood for. He was a native of Boston and always prided himself on his theory that "all politics is local." (O'Neill 1) Tip was a friend of everyone. When ordinary people wanted something of O'Neill he gave it to them. When anyone asked him a favor, he would do it. O'Neill served fifty years in public life and retired with only fifteen thousand dollars to his name. He devoted his life and his money to the people of Boston. Tip came of age in the Great Depression, arrived in congress from Massachusetts in 1952 and "came to power amid the plenty of the '60s and '70s." (Woodlief 4) He was a rampant liberal who "would usually vote yes on any bill that helped people (he once voted to put money into an appropriations bill to study knock knees)." (Gelzinas 6) When Reagan came into office in 1980 big government began to feel the pinch and O'Neill's big hearted liberalism was on the way out. In 1980, O'Neill was a target of a clever Republican ad campaign that pictured him in a limo as a symbol of a bloated out of control congress. The advertisement backfired and it sent O'Neill into folk hero status. Tip even "made an appearance on "Cheers" as an effect of the advertisement." (Time 18) Tip said that he "only made one vote that he regretted." (O'Neill 218) It was a yes vote on the 1964 Gulf of Tonkin Resolution that gave Lyndon Johnson full control over all military intervention in Vietnam. He did this because it was a time when Congress did what leadership asked, in fact there was not one descending vote in the house on this issue (414-0). Right away he had speculation that the White House might use this as a device to open up full

Essay from Things They Carried- Spin Assignment :: essays research papers

Spin Assignment Wrestling; a sport for only the top athletes, contenders if you will. We struggle through the hardest of physical, mental and emotional beatings. I could give every detail of every match I have ever wrestled in, from match score, to the people around me, to what I could have done to make it better. You remember everything about the sport. I remember doing the same thing for four years straight before every match. When I was younger my father taught me prayers to recite every night. Before every match I go directly behind the mat, by myself, and say my prayers.   Ã‚  Ã‚  Ã‚  Ã‚  I remember knowing what needed to be done to make weight. Making weight is the first struggle of the sport. It’s a challenge to yourself before you can even compete, and not an easy task at that. Rubber suits, water pills, boiler rooms, jump ropes, sweats, all triggers to the memories of those long hours sweating off that last pound just to make weight for the match the next day. At the end of the night, I can recall having to wring out shirts just to take some sweat off of it so that it wouldn’t soak my sports bag. You remember how good ordinary things taste extraordinary after you weigh-in before the match and are allowed to eat again. Every average piece of food you eat tastes like a slice of heaven.   Ã‚  Ã‚  Ã‚  Ã‚  There is a time before the match starts that they introduce the line-ups for the respected teams. One team is in weight order on one side of the mat and the other team is on the other side of the mat. They will announce the specific weight and call out each wrestler from the team to meet in the center of the mat and shake hands. This isn’t just a chance to meet; this is a chance to size him up. This doesn’t seem like much, but just by the way this happens you can tell what kind of opponent you are up against. The way he runs out or casually walks out, lets you know how excited or nervous or confident he is, the way he shakes your hand, with a tight grip a casual slap or barely even touches lets you know how he thinks his chances are in the match, and of course the most important aspect of this is the eye contact made.

Othello Language

In Shakespeare’s Othello there is an immediate contrast between Iago and Othello’s language. In â€Å"Act1 scene 1† Iago’s first speech to Roderigo is of a revengeful nature and evil tone. â€Å"Despise me if I do not. Three great ones of the city (In personal suit to make me his lieutenant). † Iago is infuriated with Othello’s neglect of him, Shakespeare creates this foreshadow of a tragic outcome early on, but he misleads the audience into thinking that Iago’s language is justified. Furthering Iago’s support from the Elizabethans is that Othello is seen as an outsider.In Aristotle theory of poetics one of the main themes of tragedy are the aspect of awe and pity, and that the protagonist is not introduced straight away. The audience automatically feels pity for poor Iago, as he has to beg Roderigo for money and has been deprived a promotion and because Othello is not primarily introduced he has no way of proving his justificat ion for appointing Cassio. This in the eyes of the Elizabethans makes Othello the antagonist. In â€Å"Act 1 scene 1†. Othello's mind is poetic but simple, he is not observant.His nature tends outward. He is quite free from self examination, and is not given to reflection. Emotion gives him his imagination, but it confuses and dulls his intellect. In â€Å"Act 1 Scene 2† Shakespeare’s use of poetical linguistics limits Othello’s views on other characters â€Å"honest Iago†. One of the main contrasts of language in Othello is â€Å"Act 1 Scene 2†. This is when the audience became aware of Iago’s duplicitous nature, at the beginning of the play he speaks of his resentment filled hate â€Å"I know my price, I am worth no worse a place.But he (as loving his own pride and purposes)† but he warns Othello of Brabantio’s â€Å"bad intentions†. Shakespeare showed the transformation in Iago’s language when he was int eracting with other characters. This presented the audiences growing distrust. However articulate Othello is commanding, but arrogant â€Å"Keep up your bright swords for the dew will rust them† confident in his speech, he wooed â€Å"virtuous† Desdemona with his â€Å"enchanting† war stories.Shakespeare wanted the audience to be in awe of Othello and pity evoked for Iago in â€Å"Act 1 Scene 2† allowing the audience to empathise. At this point of the play, dramatic irony sets the scene as the audience know of Iago’s â€Å"villainous† plans, but engrossed Othello has fallen under the hypnotism of love. Shakespeare’s use of language presents his obsession with â€Å"sweet† Desdemona as thereâ€Å"love is Olympus high†. â€Å"Act 1 Scene 3†

Chapter 21 Hermione’s Secret

â€Å"Shocking business†¦ shocking†¦ miracle none of them died†¦ never heard the like†¦ by thunder, it was lucky you were there, Snape†¦Ã¢â‚¬  â€Å"Thank you, Minister.† â€Å"Order of Merlin, Second Class, I'd say. First Class, if I can wangle it!† â€Å"Thank you very much indeed, Minister.† â€Å"Nasty cut you've got there†¦ Black's work, I suppose?† â€Å"As a matter of fact, it was Potter, Weasley, and Granger, Minister†¦Ã¢â‚¬  â€Å"No!† â€Å"Black had bewitched them, I saw it immediately. A Confundus Charm, to judge by their behavior. They seemed to think there was a possibility he was innocent. They weren't responsible for their actions. On the other hand, their interference might have permitted Black to escape†¦ They obviously thought they were going to catch Black single-handed. They've got away with a great deal before now†¦ I'm afraid it's given them a rather high opinion of themselves†¦ and of course Potter has always been allowed an extraordinary amount of license by the headmaster –â€Å" â€Å"Ah, well, Snape†¦ Harry Potter, you know†¦ we've all got a bit of a blind spot where he's concerned.† â€Å"And yet — is it good for him to be given so much special treatment? Personally, I try and treat him like any other student. And any other student would be suspended — at the very least — for leading his friends into such danger. Consider, Minister — against all school rules — after all the precautions put in place for his protection — out-of-bounds, at night, consorting with a werewolf and a murderer — and I have reason to believe he has been visiting Hogsmeade illegally too –â€Å" â€Å"Well, well†¦ we shall see, Snape, we shall see†¦ The boy has undoubtedly been foolish†¦.† Harry lay listening with his eyes tight shut. He felt very groggy. The words he was hearing seemed to be traveling very slowly from his ears to his brain, so that it was difficult to understand†¦. His limbs felt like lead; his eyelids too heavy to lift†¦. He wanted to lie here, on this comfortable bed, forever†¦. â€Å"What amazes me most is the behavior of the Dementors†¦ you've really no idea what made them retreat, Snape?† â€Å"No, Minister†¦ by the time I had come 'round they were heading back to their positions at the entrances†¦.† â€Å"Extraordinary. And yet Black, and Harry, and the girl –â€Å" â€Å"All unconscious by the time I reached them. I bound and gagged Black, naturally, conjured stretchers, and brought them all straight back to the castle.† There was a pause. Harry's brain seemed to be moving a little faster, and as it did, a gnawing sensation grew in the pit of his stomach†¦. He opened his eyes. Everything was slightly blurred. Somebody had removed his glasses. He was lying in the dark hospital wing. At the very end of the ward, he could make out Madam Pomfrey with her back to him, bending over a bed. Harry squinted. Ron's red hair was visible beneath Madam Pomfrey's arm. Harry moved his head over on the pillow. In the bed to his right lay Hermione. Moonlight was falling across her bed. Her eyes were open too. She looked petrified, and when she saw that Harry was awake, pressed a finger to her lips, then pointed to the hospital wing door. It was ajar, and the voices of Cornelius Fudge and Snape were coming through it from the corridor outside. Madam Pomfrey now came walking briskly up the dark ward to Harry's bed. He turned to took at her. She was carrying the largest block of chocolate he had ever seen in his life. It looked like a small boulder. â€Å"Ah, you're awake!† she said briskly. She placed the chocolate on Harry's bedside table and began breaking it apart with a small hammer. â€Å"How's Ron?† said Harry and Hermione together. â€Å"He'll live,† said Madam Pomfrey grimly. â€Å"As for you two, you'll be staying here until I'm satisfied you're — Potter, what do you think you're doing?† Harry was sitting up, putting his glasses back on, and picking up his wand. â€Å"I need to see the headmaster,† he said. â€Å"Potter,† said Madam Pomfrey soothingly, â€Å"it's all right. They've got Black. He's locked away upstairs. The Dementors will be performing the kiss any moment now –â€Å" â€Å"WHAT?† Harry jumped up out of bed; Hermione had done the same. But his shout had been heard in the corridor outside; next second, Cornelius Fudge and Snape had entered the ward. â€Å"Harry, Harry, what's this?† said Fudge, looking agitated. â€Å"You should be in bed — has he had any chocolate?† he asked Madam Pomfrey anxiously. â€Å"Minister, listen!† Harry said. â€Å"Sirius Black's innocent! Peter Pettigrew faked his own death! We saw him tonight! You can't let the Dementors do that thing to Sirius, he's –â€Å" But Fudge was shaking his head with a small smile on his face. â€Å"Harry, Harry, you're very confused, you've been through a dreadful ordeal, lie back down, now, we've got everything under control†¦Ã¢â‚¬  â€Å"YOU HAVEN'T!† Harry yelled. â€Å"YOU'VE GOT THE WRONG MAN!† â€Å"Minister, listen, please,† Hermione said; she had hurried to Harry's side and was gazing imploringly into Fudge's face. â€Å"I saw him too. It was Ron's rat, he's an Animagus, Pettigrew, I mean, and –â€Å" â€Å"You see, Minister?† said Snape. â€Å"Confunded, both of them†¦ Black's done a very good job on them†¦.† â€Å"WE'RE NOT CONFUNDED!† Harry roared. â€Å"Minister! Professor!† said Madam Pomfrey angrily. â€Å"I must insist that you leave. Potter is my patient, and he should not be distressed!† â€Å"I'm not distressed, I'm trying to tell them what happened!† Harry said furiously. â€Å"If they'd just listen –â€Å" But Madam Pomfrey suddenly stuffed a large chunk of chocolate into Harry†s mouth; he choked, and she seized the opportunity to force him back onto the bed. â€Å"Now, please, Minister, these children need care. Please leave.† The door opened again. It was Dumbledore. Harry swallowed his mouthful of chocolate with great difficulty and got up again. â€Å"Professor Dumbledore, Sirius Black –â€Å" â€Å"For heaven's sake!† said Madam Pomfrey hysterically. â€Å"Is this a hospital wing or not? Headmaster, I must insist –â€Å" â€Å"My apologies, Poppy, but I need a word with Mr. Potter and Miss Granger,† said Dumbledore calmly. â€Å"I have just been talking to Sirius Black –â€Å" â€Å"I suppose he's told you the same fairy tale he's planted in Potter's mind?† spat Snape. â€Å"Something about a rat, and Pettigrew being alive –â€Å" â€Å"That, indeed, is Black's story,† said Dumbledore, surveying Snape closely through his half-moon spectacles. â€Å"And does my evidence count for nothing?† snarled Snape. â€Å"Peter Pettigrew was not in the Shrieking Shack, nor did I see any sign of him on the grounds.† â€Å"That was because you were knocked out, Professor!† said Hermione earnestly. â€Å"You didn't arrive in time to hear.† â€Å"Miss Granger, HOLD YOUR TONGUE!† â€Å"Now, Snape,† said Fudge, startled, â€Å"the young lady is disturbed in her mind, we must make allowances –â€Å" â€Å"I would like to speak to Harry and Hermione alone,† said Dumbledore abruptly. â€Å"Cornelius, Severus, Poppy — please leave us.† â€Å"Headmaster!† sputtered Madam Pomfrey. â€Å"They need treatment, they need rest –â€Å" â€Å"This cannot wait,† said Dumbledore. â€Å"I must insist.† Madam Pomfrey pursed her lips and strode away into her office at the end of the ward, slamming the door behind her. Fudge consulted the large gold pocket watch dangling from his waistcoat. â€Å"The Dementors should have arrived by now,† he said. â€Å"I'll go and meet them. Dumbledore, I'll see you upstairs.† He crossed to the door and held it open for Snape, but Snape hadn't moved. â€Å"You surely don't believe a word of Black's story?† Snape whispered, his eyes fixed on Dumbledore's face. â€Å"I wish to speak to Harry and Hermione alone,† Dumbledore repeated. Snape took a step toward Dumbledore. â€Å"Sirius Black showed he was capable of murder at the age of sixteen,† he breathed. â€Å"You haven't forgotten that, Headmaster? You haven't forgotten that he once tried to kill me?† â€Å"My memory is as good as it ever was, Severus,† said Dumbledore quietly. Snape turned on his heel and marched through the door Fudge was still holding. It closed behind them, and Dumbledore turned to Harry and Hermione. They both burst into speech at the same time. â€Å"Professor, Black's telling the truth — we saw Pettigrew — he escaped when Professor Lupin turned into a werewolf –â€Å" â€Å"– he's a rat –â€Å" â€Å"– Pettigrew's front paw, I mean, finger, he cut it off –â€Å" â€Å"– Pettigrew attacked Ron, it wasn't Sirius –â€Å" But Dumbledore held up his hand to stem the flood of explanations. â€Å"It is your turn to listen, and I beg you will not interrupt me, because there is very little time,† he said quietly. â€Å"There is not a shred of proof to support Black's story, except your word — and the word of two thirteen-year-old wizards will not convince anybody. A street full of eyewitnesses swore they saw Sirius murder Pettigrew. I myself gave evidence to the Ministry that Sirius had been the Potters' Secret-Keeper.† â€Å"Professor Lupin can tell you –† Harry said, unable to stop himself â€Å"Professor Lupin is currently deep in the forest, unable to tell anyone anything. By the time he is human again, it will be too late, Sirius will be worse than dead. I might add that werewolves are so mistrusted by most of our kind that his support will count for very little and the fact that he and Sirius are old friends –â€Å" â€Å"But –â€Å" â€Å"Listen to me, Harry. It is too late, you understand me? You must see that Professor Snape's version of events is far more convincing than yours.† â€Å"He hates Sirius,† Hermione said desperately. â€Å"All because of some stupid trick Sirius played on him –â€Å" â€Å"Sirius has not acted like an innocent man. The attack on the Fat Lady — entering Gryffindor Tower with a knife — without Pettigrew, alive or dead, we have no chance of overturning Sirius's sentence.† â€Å"But you believe us.† â€Å"Yes, I do,† said Dumbledore quietly. â€Å"But I have no power to make other men see the truth, or to overrule the Minister of Magic†¦.† Harry stared up into the grave face and felt as though the ground beneath him were falling sharply away. He had grown used to the idea that Dumbledore could solve anything. He had expected Dumbledore to pull some amazing solution out of the air. But no †¦ their last hope was gone. â€Å"What we need,† said Dumbledore slowly, and his light blue eyes moved from Harry to Hermione, â€Å"is more time.† â€Å"But –† Hermione began. And then her eyes became very round. â€Å"OH!† â€Å"Now, pay attention,† said Dumbledore, speaking very low, and very clearly. â€Å"Sirius is locked in Professor Flitwick's office on the seventh floor. Thirteenth window from the right of the West Tower. If all goes well, you will be able to save more than one innocent life tonight. But remember this, both of you: you must not be seen. Miss Granger, you know the law — you know what is at stake†¦You — must — not — be –seen.† Harry didn't have a clue what was going on. Dumbledore had turned on his heel and looked back as he reached the door. â€Å"I am going to lock you in. It is –† he consulted his watch, â€Å"five minutes to midnight. Miss Granger, three turns should do it. Good luck.† â€Å"Good luck?† Harry repeated as the door closed behind Dumbledore. â€Å"Three turns? What's he talking about? What are we supposed to do?† But Hermione was fumbling with the neck of her robes, pulling from beneath them a very long, very fine gold chain. â€Å"Harry, come here,† she said urgently. â€Å"Quick!† Harry moved toward her, completely bewildered. She was holding the chain out. He saw a tiny, sparkling hourglass hanging from it. â€Å"Here –â€Å" She had thrown the chain around his neck too. â€Å"Ready?† she said breathlessly. â€Å"What are we doing?† Harry said, completely lost. Hermione turned the hourglass over three times. The dark ward dissolved. Harry had the sensation that he was flying very fast, backward. A blur of colors and shapes rushed past him, his ears were pounding, he tried to yell but couldn't hear his own voice — And then he felt solid ground beneath his feet, and everything came into focus again — He was standing next to Hermione in the deserted entrance hall and a stream of golden sunlight was falling across the paved floor from the open front doors. He looked wildly around at Hermione, the chain of the hourglass cutting into his neck. â€Å"Hermione, what –?† â€Å"In here!† Hermione seized Harry's arm and dragged him across the hall to the door of a broom closet; she opened it, pushed him inside among the buckets and mops, then slammed the door behind them. â€Å"What — how — Hermione, what happened?† â€Å"We've gone back in time,† Hermione whispered, lifting the chain off Harry's neck in the darkness. â€Å"Three hours back†¦Ã¢â‚¬  Harry found his own leg and gave it a very hard pinch. It hurt a lot, which seemed to rule out the possibility that he was having a very bizarre dream. â€Å"But –â€Å" â€Å"Shh! Listen! Someone's coming! I think — I think it might be us!' Hermione had her ear pressed against the cupboard door. â€Å"Footsteps across the hall†¦ yes, I think it's us going down to Hagrid's!† â€Å"Are you telling me,† Harry whispered, â€Å"that we're here in this cupboard and we're out there too?† â€Å"Yes,† said Hermione, her ear still glued to the cupboard door. â€Å"I'm sure it's us. It doesn't sound like more than three people†¦ and we're walking slowly because we're under the Invisibility Cloak — â€Å" She broke off, still listening intently. â€Å"We've gone down the front steps†¦.† Hermione sat down on an upturned bucket, looking desperately anxious, but Harry wanted a few questions answered. â€Å"Where did you get that hourglass thing?† â€Å"It's called a Time-Turner,† Hermione whispered, â€Å"and I got it from Professor McGonagall on our first day back. I've been using it all year to get to all my lessons. Professor McGonagall made me swear I wouldn't tell anyone. She had to write all sorts of letters to the Ministry of Magic so I could have one. She had to tell them that I was a model student, and that I'd never, ever use it for anything except my studies†¦ I've been turning it back so I could do hours over again, that's how I've been doing several lessons at once, see? But†¦ â€Å"Harry, I don't understand what Dumbledore wants us to do. Why did he tell us to go back three hours? How's that going to help Sirius?† Harry stared at her shadowy face. â€Å"There must be something that happened around now he wants us to change,† he said slowly. â€Å"What happened? We were walking down to Hagrid's three hours ago†¦.† â€Å"This is three hours ago, and we are walking down to Hagrid's,† said Hermione. â€Å"We just heard ourselves leaving†¦.† Harry frowned; he felt as though he were screwing up his whole brain in concentration. â€Å"Dumbledore just said — just said we could save more than one innocent life†¦Ã¢â‚¬  And then it hit him. â€Å"Hermione, we're going to save Buckbeak!† â€Å"But — how will that help Sirius?† â€Å"Dumbledore said — he just told us where the window is — the window of Flitwick's office! Where they've got Sirius locked up! We've got to fly Buckbeak up to the window and rescue Sirius! Sirius can escape on Buckbeak — they can escape together!† From what Harry could see of Hermione's face, she looked terrified. â€Å"If we manage that without being seen, it'll be a miracle!† â€Å"Well, we've got to try, haven't we?† said Harry. He stood up andvpressed his ear against the door. â€Å"Doesn't sound like anyone's there†¦ Come on, let's go.† Harry pushed open the closet door. The entrance hall was deserted. As quietly and quickly as they could, they darted out of the closet and down the stone steps. The shadows were already lengthening, the tops of the trees in the Forbidden Forest gilded once more with gold. â€Å"If anyone's looking out of the window –† Hermione squeaked, looking up at the castle behind them. â€Å"We'll run for it,† said Harry determinedly. â€Å"Straight into the forest, all right? We'll have to hide behind a tree or something and keep a lookout –â€Å" â€Å"Okay, but we'll go around by the greenhouses!' said Hermione breathlessly. â€Å"We need to keep out of sight of Hagrid's front door, or we'll see us! We must be nearly at Hagrid's by now!† Still working out what she meant, Harry set off at a sprint, Hermione behind him. They tore across the vegetable gardens to the greenhouses, paused for a moment behind them, then set off again, fast as they could, skirting around the Whomping Willow, tearing toward the shelter of the forest†¦. Safe in the shadows of the trees, Harry turned around; seconds later, Hermione arrived beside him, panting. â€Å"Right,† she gasped. â€Å"We need to sneak over to Hagrid's†¦. Keep out of sight, Harry†¦.† They made their way silently through the trees, keeping to the very edge of the forest. Then, as they glimpsed the front of Hagrid's house, they heard a knock upon his door. They moved quickly behind a wide oak trunk and peered out from either side. Hagrid had appeared in his doorway, shaking and white, looking around to see who had knocked. And Harry heard his own voice. â€Å"It's us. We're wearing the Invisibility Cloak. Let us in and we can take it off.† â€Å"Yeh shouldn've come!† Hagrid whispered. He stood back, then shut the door quickly. â€Å"This is the weirdest thing we've ever done,† Harry said fervently. â€Å"Let's move along a bit,† Hermione whispered. â€Å"We need to get nearer to Buckbeak!† They crept through the trees until they saw the nervous Hippogriff, tethered to the fence around Hagrid's pumpkin patch. â€Å"Now?† Harry whispered. â€Å"No!† said Hermione. â€Å"If we steal him now, those Committee people will think Hagrid set him free! We've got to wait until they've seen he's tied outside!† â€Å"That's going to give us about sixty seconds,† said Harry. This was starting to seem impossible. At that moment, there was a crash of breaking china from inside Hagrid's cabin. â€Å"That's Hagrid breaking the milk jug,† Hermione whispered. â€Å"I'm going to find Scabbers in a moment –â€Å" Sure enough, a few minutes later, they heard Hermione's shriek of surprise. â€Å"Hermione,† said Harry suddenly, â€Å"what if we — we just run in there and grab Pettigrew –â€Å" â€Å"No!† said Hermione in a terrified whisper. â€Å"Don't you understand? We're breaking one of the most important wizarding laws! Nobody's supposed to change time, nobody! You heard Dumbledore, if we're seen –â€Å" â€Å"We'd only be seen by ourselves and Hagrid!† â€Å"Harry, what do you think you'd do if you saw yourself bursting into Hagrid's house?† said Hermione. â€Å"I'd — I'd think I'd gone mad,† said Harry, â€Å"or I'd think there was some Dark Magic going on –â€Å" â€Å"Exactly! You wouldn't understand, you might even attack yourself! Don't you see? Professor McGonagall told me what awful things have happened when wizards have meddled with time†¦ Loads of them ended up killing their past or future selves by mistake!† â€Å"Okay!† said Harry. â€Å"It was just an idea, I just thought –â€Å" But Hermione nudged him and pointed toward the castle. Harry moved his head a few inches to get a clear view of the distant front doors. Dumbledore, Fudge, the old Committee member, and Macnair the executioner were coming down the steps. â€Å"We're about to come out!† Hermione breathed. And sure enough, moments later, Hagrid's back door opened, and Harry saw himself, Ron, and Hermione walking out of it with Hagrid. It was, without a doubt, the strangest sensation of his life, standing behind the tree, and watching himself in the pumpkin patch. â€Å"It's Okay, Beaky, it's okay†¦Ã¢â‚¬  Hagrid said to Buckbeak. Then he turned to Harry, Ron, and Hermione. â€Å"Go on. Get goin'.† â€Å"Hagrid, we can't –â€Å" â€Å"We'll tell them what really happened –â€Å" â€Å"They can't kill him –â€Å" â€Å"Go! It's bad enough without you lot in trouble an' all!† Harry watched the Hermione in the pumpkin patch throw the Invisibility Cloak over him and Ron. â€Å"Go quick. Don' listen†¦.† There was a knock on Hagrid's front door. The execution party had arrived. Hagrid turned, around and headed back into his cabin, leaving the back door ajar. Harry watched the grass flatten in patches all around the cabin and heard three pairs of feet retreating. He, Ron, and Hermione had gone†¦ but the Harry and Hermione hidden in the trees could now hear what was happening inside the cabin through the back door. â€Å"Where is the beast?† came the cold voice of Macnair. â€Å"Out — outside,† Hagrid croaked. Harry pulled his head out of sight as Macnair's face appeared at Hagrid's window, staring out at Buckbeak. Then they heard Fudge. â€Å"We — er — have to read you the official notice of execution, Hagrid. I'll make it quick. And then you and Macnair need to sign it. Macnair, You're supposed to listen too, that's procedure –â€Å" Macnair's face vanished from the window. It was now or never. â€Å"Wait here,† Harry whispered to Hermione. â€Å"I'll do it.† As Fudge's voice started again, Harry darted out from behind his tree, vaulted the fence into the pumpkin patch, and approached Buckbeak. â€Å"It is the decision of the Committee for the Disposal of Dangerous Creatures that the Hippogriff Buckbeak, hereafter called the condemned, shall he executed on the sixth of June at sundown –â€Å" Careful not to blink, Harry stared up into Buckbeak's fierce orange eyes once more and bowed. Buckbeak sank to his scaly knees and then stood up again. Harry began to fumble with the knot of rope tying Buckbeak to the fence. â€Å"†¦ sentenced to execution by beheading, to be carried out by the Committee's appointed executioner, Walden Macnair†¦Ã¢â‚¬  â€Å"Come on, Buckbeak,† Harry murmured, â€Å"come on, we're going to help you. Quietly†¦ quietly†¦Ã¢â‚¬  â€Å"†¦ as witnessed below. Hagrid, you sign here†¦Ã¢â‚¬  Harry threw all his weight onto the rope, but Buckbeak had dug in his front feet. â€Å"Well, let's get this over with,† said the reedy voice of the Committee member from inside Hagrid's cabin. â€Å"Hagrid, perhaps it will be better if you stay inside –â€Å" â€Å"No, I — I wan' ter be with him†¦. I don' wan' him ter be alone –â€Å" Footsteps echoed from within the cabin. â€Å"Buckbeak, move!† Harry hissed. Harry tugged harder on the rope around Buckbeak's neck. The Hippogriff began to walk, rustling its wings irritably. They were still ten feet away from the forest, in plain view of Hagrid's back door. â€Å"One moment, please, Macnair,† came Dumbledore's voice. â€Å"You need to sign too.† The footsteps stopped. Harry heaved on the rope. Buckbeak snapped his beak and walked a little faster. Hermione's white face was sticking out from behind a tree. â€Å"Harry, hurry!† she mouthed. Harry could still hear Dumbledore's voice talking from within the cabin. He gave the rope another wrench. Buckbeak broke into a grudging trot. They had reached the trees†¦. â€Å"Quick! Quick!† Hermione moaned, darting out from behind her tree, seizing the rope too and adding her weight to make Buckbeak move faster. Harry looked over his shoulder; they were now blocked from sight; they couldn't see Hagrid's garden at all. â€Å"Stop!† he whispered to Hermione. â€Å"They might hear us.† Hagrid's back door had opened with a bang. Harry, Hermione, and Buckbeak stood quite still; even the Hippogriff seemed to be listening intently. Silence†¦ then — â€Å"Where is it?† said the reedy voice of the Committee member. â€Å"Where is the beast?† â€Å"It was tied here!† said the executioner furiously. â€Å"I saw it! Just here!† â€Å"How extraordinary,† said Dumbledore. There was a note of amusement in his voice. â€Å"Beaky!† said Hagrid huskily. There was a swishing noise, and the thud of an axe. The executioner seemed to have swung it into the fence in anger. And then came the howling, and this time they could hear Hagrid's words through his sobs. â€Å"Gone! Gone! Bless his little beak, he's gone! Musta pulled himself free! Beaky, yeh clever boy!† Buckbeak started to strain against the rope, trying to get back to Hagrid. Harry and Hermione tightened their grip and dug their heels into the forest floor to stop him. â€Å"Someone untied him!† the executioner was snarling. â€Å"We should search the grounds, the forest.† â€Å"Macnair, if Buckbeak has indeed been stolen, do you really think the thief will have led him away on foot?† said Dumbledore, still sounding amused. â€Å"Search the skies, if you will†¦. Hagrid, I could do with a cup of tea. Or a large brandy.† â€Å"O' — o' course, Professor,† said Hagrid, who sounded weak with happiness. â€Å"Come in, come in†¦.† Harry and Hermione listened closely. They heard footsteps, the soft cursing of the executioner, the snap of the door, and then silence once more. â€Å"Now what?† whispered Harry, looking around. â€Å"We'll have to hide in here,† said Hermione, who looked very shaken. â€Å"We need to wait until they've gone back to the castle. Then we wait until it's safe to fly Buckbeak up to Sirius's window. He won't be there for another couple of hours†¦. Oh, this is going to be difficult†¦.† She looked nervously over her shoulder into the depths of the forest. The sun was setting now. â€Å"We're going to have to move,† said Harry, thinking hard. â€Å"We've got to be able to see the Whomping Willow, or we won't know what's going on.† â€Å"Okay,† said Hermione, getting a firmer grip on Buckbeak's rope. â€Å"But we've got to keep out of sight, Harry, remember†¦.† They moved around the edge of the forest, darkness falling thickly around them, until they were hidden behind a clump of trees through which they could make out the Willow. â€Å"There's Ron!† said Harry suddenly. A dark figure was sprinting across the lawn and its shout echoed through the still night air. â€Å"Get away from him — get away — Scabbers, come here –â€Å" And then they saw two more figures materialize out of nowhere. Harry watched himself and Hermione chasing afte r Ron. Then he saw Ron dive. â€Å"Gotcha! Get off, you stinking cat –â€Å" â€Å"There's Sirius!† said Harry. The great shape of the dog had bounded out from the roots of the Willow. They saw him bowl Harry over, then seize on†¦. â€Å"Looks even worse from here, doesn't it?† said Harry, watching the dog pulling Ron into the roots. â€Å"Ouch — look, I just got walloped by the tree — and so did you — this is weird?C† The Whomping Willow was creaking and lashing out with its lower branches; they could see themselves darting here and there, trying to reach the trunk. And then the tree froze. â€Å"That was Crookshanks pressing the knot,† said Hermione. â€Å"And there we go†¦Ã¢â‚¬  Harry muttered. â€Å"We're in.† The moment they disappeared, the tree began to move again. Seconds later, they heard footsteps quite close by. Dumbledore, Macnair, Fudge, and the old Committee member were making their way up to the castle. â€Å"Right after we'd gone down into the passage!† said Hermione. â€Å"If only Dumbledore had come with us†¦Ã¢â‚¬  â€Å"Macnair and Fudge would've come too,† said Harry bitterly. â€Å"I bet you anything Fudge would've told Macnair to murder Sirius on the spot†¦.† They watched the four men climb the castle steps and disappear from view. For a few minutes the scene was deserted. Then — â€Å"Here comes Lupin!† said Harry as they saw another figure sprinting down the stone steps and halting toward the Willow. Harry looked up at the sky. Clouds were obscuring the moon completely. They watched Lupin seize a broken branch from the ground and prod the knot on the trunk. The tree stopped fighting, and Lupin, too, disappeared into the gap in its roots. â€Å"If he'd only grabbed the cloak,† said Harry. â€Å"It's just lying there†¦.† He turned to Hermione. â€Å"If I just dashed out now and grabbed it, Snape'd never be able to get it and –â€Å" â€Å"Harry, we mustn't be seen!† â€Å"How can you stand this?† he asked Hermione fiercely. â€Å"Just standing here and watching it happen?† He hesitated. â€Å"I'm going to grab the cloak!† â€Å"Harry, no!† Hermione seized the back of Harry's robes not a moment too soon. Just then, they heard a burst of song. It was Hagrid, making his way up to the castle, singing at the top of his voice, and weaving slightly as he walked. A large bottle was swinging from his hands. â€Å"See?† Hermione whispered. â€Å"See what would have happened? We've got to keep out of sight! No, Buckbeak!† The Hippogriff was making frantic attempts to get to Hagrid again; Harry seized his rope too, straining to hold Buckbeak back. They watched Hagrid meander tipsily up to the castle. He was gone. Buckbeak stopped fighting to get away. His head drooped sadly. Barely two minutes later, the castle doors flew open yet again, and Snape came charging out of them, running toward the Willow. Harry's fists clenched as they watched Snape skid to a halt next to the tree, looking around. He grabbed the cloak and held it up. â€Å"Get your filthy hands off it,† Harry snarled under his breath. â€Å"Shh!† Snape seized the branch Lupin had used to freeze the tree, prodded the knot, and vanished from view as he put on the cloak. â€Å"So that's it,† said Hermione quietly. â€Å"We're all down there†¦ and now we've just got to wait until we come back up again†¦.† She took the end of Buckbeak's rope and tied it securely around the nearest tree, then sat down on the dry ground, arms around her knees. â€Å"Harry, there's something I don't understand†¦. Why didn't the Dementors get Sirius? I remember them coming, and then I think I passed out†¦ there were so many of them†¦.† Harry sat down too. He explained what he'd seen; how, as the nearest Dementor had lowered its mouth to Harry's, a large silver something had come galloping across the lake and forced the Dementors to retreat. Hermione's mouth was slightly open by the time Harry had finished. â€Å"But what was it?† â€Å"There's only one thing it could have been, to make the Dementors go,† said Harry. â€Å"A real Patronus. A powerful one.† â€Å"But who conjured it?† Harry didn't say anything. He was thinking back to the person he'd seen on the other bank of the lake. He knew who he thought it had been†¦ but how could it have been? â€Å"Didn't you see what they looked like?† said Hermione eagerly. â€Å"Was it one of the teachers?† â€Å"No,† said Harry. â€Å"He wasn't a teacher.† â€Å"But it must have been a really powerful wizard, to drive all those Dementors away†¦ If the Patronus was shining so brightly, didn't it light him up? Couldn't you see –?† â€Å"Yeah, I saw him,† said Harry slowly. â€Å"But†¦ maybe I imagined it†¦ I wasn't thinking straight†¦ I passed out right afterward†¦.† â€Å"Who did you think it was?† â€Å"I think –† Harry swallowed, knowing how strange this was going to sound. â€Å"I think it was my dad.† Harry glanced up at Hermione and saw that her mouth was fully open now. She was gazing at him with a mixture of alarm and pity. â€Å"Harry, your dad's — well — dead,† she said quietly. â€Å"I know that,† said Harry quickly. â€Å"You think you saw his ghost?† â€Å"I don't know†¦ no†¦ he looked solid†¦.† â€Å"But then –â€Å" â€Å"Maybe I was seeing things,† said Harry. â€Å"But†¦ from what I could see†¦ it looked like him†¦. I've got photos of him†¦.† Hermione was still looking at him as though worried about his sanity. â€Å"I know it sounds crazy,† said Harry flatly. He turned to took at Buckbeak, who was digging his beak into the ground, apparently searching for worms. But he wasn't really watching Buckbeak. He was thinking about his father and about his father's three oldest friends†¦ Moony, Wormtail, Padfoot, and Prongs†¦. Had all four of them been out on the grounds tonight? Wormtail had reappeared this evening when everyone had thought he was dead†¦ Was it so impossible his father had done the same? Had he been seeing things across the take? The figure had been too far away to see distinctly†¦ yet he had felt sure, for a moment, before he'd lost consciousness†¦. The leaves overhead rustled faintly in the breeze. The moon drifted in and out of sight behind the shifting clouds. Hermione sat with her face turned toward the Willow, waiting. And then, at last, after over an hour†¦ â€Å"Here we come!† Hermione whispered. She and Harry got to their feet. Buckbeak raised his head. They saw Lupin, Ron, and Pettigrew clambering awkwardly out of the hole in the roots. Then came Hermione†¦ then the unconscious Snape, drifting weirdly upward. Next came Harry and Black. They all began to walk toward the castle. Harry's heart was starting to beat very fast. He glanced up at the sky. Any moment now, that cloud was going to move aside and show the moon†¦ â€Å"Harry,† Hermione muttered as though she knew exactly what he was thinking, â€Å"we've got to stay put. We mustn't be seen. There's nothing we can do†¦.† â€Å"So we're just going to let Pettigrew escape all over again†¦Ã¢â‚¬  said Harry quietly. â€Å"How do you expect to find a rat in the dark?† snapped Hermione. â€Å"There's nothing we can do! We came back to help Sirius; we're not supposed to be doing anything else!† â€Å"All right!† The moon slid out from behind its cloud. They saw the tiny figures across the grounds stop. Then they saw movement — â€Å"There goes Lupin,† Hermione whispered. â€Å"He's transforming.† â€Å"Hermione!† said Harry suddenly. â€Å"We've got to move!† â€Å"We mustn't, I keep telling you –â€Å" â€Å"Not to interfere! Lupin's going to run into the forest, right at us!† Hermione gasped. â€Å"Quick!† she moaned, dashing to untie Buckbeak. â€Å"Quick! Where are we going to go? Where are we going to hide? The Dementors will be coming any moment –â€Å" â€Å"Back to Hagrid's!† Harry said. â€Å"It's empty now — come on!† They ran as fast as they could, Buckbeak cantering along behind them. They could hear the werewolf howling behind them†¦. The cabin was in sight; Harry skidded to the door, wrenched it open, and Hermione and Buckbeak flashed past him; Harry threw himself in after them and bolted the door. Fang the boarhound barked loudly. â€Å"Shh, Fang, it's us!† said Hermione, hurrying over and scratching his ears to quieten him. â€Å"That was really close!† she said to Harry. â€Å"Yeah†¦Ã¢â‚¬  Harry was looking out of the window. It was much harder to see what was going on from here. Buckbeak seemed very happy to find himself back inside Hagrid's house. He lay down in front of the fire, folded his wings contentedly, and seemed ready for a good nap. â€Å"I think I'd better go outside again, you know,† said Harry slowly. â€Å"I can't see what's going on — we won't know when it's time –â€Å" Hermione looked up. Her expression was suspicious. â€Å"I'm not going to try and interfere,† said Harry quickly. â€Å"But if we don't see what's going on, how're we going to know when it's time to rescue Sirius?† â€Å"Well†¦ okay, then†¦ I'll wait here with Buckbeak†¦ but Harry, be careful — there's a werewolf out there — and the Dementors.† Harry stepped outside again and edged around the cabin. He could hear yelping in the distance. That meant the Dementors were closing in on Sirius†¦. He and Hermione would be running to him any moment†¦. Harry stared out toward the lake, his heart doing a kind of drumroll in his chest†¦. Whoever had sent that Patronus would be appearing at any moment†¦. For a fraction of a second he stood, irresolute, in front of Hagrid's door. You must not be seen. But he didn't want to be seen. He wanted to do the seeing†¦. He had to know†¦ And there were the Dementors. They were emerging out of the darkness from every direction, gliding around the edges of the lake†¦. They were moving away from where Harry stood, to the opposite bank†¦. He wouldn't have to get near them†¦. Harry began to run. He had no thought in his head except his father†¦ If it was him†¦ if it really was him†¦ he had to know, had to find out†¦. The lake was coming nearer and nearer, but there was no sign of anybody. On the opposite bank, he could see tiny glimmers of silver — his own attempts at a Patronus — There was a bush at the very edge of the water. Harry threw himself behind it, peering desperately through the leaves. On the opposite bank, the glimmers of silver were suddenly extinguished. A terrified excitement shot through him — any moment now — â€Å"Come on!† he muttered, staring about. â€Å"Where are you? Dad, come on –â€Å" But no one came. Harry raised his head to look at the circle of Dementors across the lake. One of them was lowering its hood. It was time for the rescuer to appear — but no one was coming to help this time — And then it hit him — he understood. He hadn't seen his father he had seen himself — Harry flung himself out from behind the bush and pulled out his wand. â€Å"EXPECTO PATRONUM! † he yelled. And out of the end of his wand burst, not a shapeless cloud of mist, but a blinding, dazzling, silver animal. He screwed up his eyes, trying to see what it was. It looked like a horse. It was galloping silently away from him, across the black surface of the lake. He saw it lower its head and charge at the swarming Dementors†¦. Now it was galloping around and around the black shapes on the ground, and the Dementors were falling back, scattering, retreating into the darkness†¦. They were gone. The Patronus turned. It was cantering back toward Harry across the still surface of the water. It wasn't a horse. It wasn't a unicorn, either. It was a stag. It was shining brightly as the moon above †¦ it was coming back to him†¦. It stopped on the bank. Its hooves made no mark on the soft ground as it stared at Harry with its large, silver eyes. Slowly, it bowed its antlered head. And Harry realized†¦ â€Å"Prongs,† he whispered. But as his trembling fingertips stretched toward the creature, it vanished. Harry stood there, hand still outstretched. Then, with a great leap of his heart, he heard hooves behind him. He whirled around and saw Hermione dashing toward him, dragging Buckbeak behind her. â€Å"What did you do?† she said fiercely. â€Å"You said you were only going to keep a lookout!† â€Å"I just saved all our lives†¦Ã¢â‚¬  said Harry. â€Å"Get behind here behind this bush — I'll explain.† Hermione listened to what had just happened with her mouth open yet again. â€Å"Did anyone see you?† â€Å"Yes, haven't you been listening? I saw me but I thought I was my dad! It's okay!† â€Å"Harry, I can't believe it†¦ You conjured up a Patronus that drove away all those Dementors! That's very, very advanced magic.† â€Å"I knew I could do it this time,† said Harry, â€Å"because I'd already done it†¦ Does that make sense?† â€Å"I don't know — Harry, look at Snape!† Together they peered around the bush at the other bank. Snape had regained consciousness. He was conjuring stretchers and lifting the limp forms of Harry, Hermione, and Black onto them. A fourth stretcher, no doubt bearing Ron, was already floating at his side. Then, wand held out in front of him, he moved them away toward the castle. â€Å"Right, it's nearly time,† said Hermione tensely, looking at her watch. â€Å"We've got about forty-five minutes until Dumbledore locks the door to the hospital wing. We've got to rescue Sirius and get back into the ward before anybody realizes we're missing†¦.† They waited, watching the moving clouds reflected in the lake, while the bush next to them whispered in the breeze. Buckbeak, bored, was ferreting for worms again. â€Å"Do you reckon he's up there yet?† said Harry, checking his watch. He looked up at the castle and began counting the windows to the right of the West Tower. â€Å"Look!† Hermione whispered. â€Å"Who's that? Someone's coming back out of the castle!† Harry stared through the darkness. The man was hurrying across the grounds, toward one of the entrances. Something shiny glinted in his belt. â€Å"Macnair!† said Harry. â€Å"The executioner! He's gone to get the Dementors! This is it, Hermione –â€Å" Hermione put her hands on Buckbeak's back and Harry gave her a leg up. Then he placed his foot on one of the lower branches of the bush and climbed up in front of her. He pulled Buckbeak's rope back over his neck and tied it to the other side of his collar like reins. â€Å"Ready?† he whispered to Hermione. â€Å"You'd better hold on to me –â€Å" He nudged Buckbeak's sides with his heels. Buckbeak soared straight into the dark air. Harry gripped his flanks with his knees, feeling the great wings rising powerfully beneath them. Hermione was holding Harry very tight around the waist; he could hear her muttering, â€Å"Oh, no — I don't like this oh, I really don't like this –â€Å" Harry urged Buckbeak forward. They were gliding quietly toward the upper floors of the castle†¦. Harry pulled hard on the left-hand side of the rope, and Buckbeak turned. Harry was trying to count the windows flashing past — â€Å"Whoa!† he said, pulling backward as hard as he could. Buckbeak slowed down and they found themselves at a stop, unless you counted the fact that they kept rising up and down several feet as the Hippogriff beat his wings to remain airborne. â€Å"He's there!† Harry said, spotting Sirius as they rose up beside the window. He reached out, and as Buckbeak's wings fell, was able to tap sharply on the glass. Black looked up. Harry saw his jaw drop. He leapt from his chair, hurried to the window and tried to open it, but it was locked. â€Å"Stand back!† Hermione called to him, and she took out her wand, still gripping the back of Harry's robes with her left hand. â€Å"Alohomora!† The window sprang open. â€Å"How — how –?† said Black weakly, staring at the Hippogriff. â€Å"Get on — there's not much time,† said Harry, gripping Buckbeak firmly on either side of his sleek neck to hold him steady. â€Å"You've got to get out of here -the Dementors are coming — Macnair's gone to get them.† Black placed a hand on either side of the window frame and heaved his head and shoulders out of it. It was very lucky he was so thin. In seconds, he had managed to fling one leg over Buckbeak's back and pull himself onto the Hippogriff behind Hermione. â€Å"Okay, Buckbeak, up!† said Harry, shaking the rope. â€Å"Up to the tower — come on.† The Hippogriff gave one sweep of its mighty wings and they were soaring upward again, high as the top of the West Tower. Buckbeak landed with a clatter on the battlements, and Harry and Hermione slid off him at once. â€Å"Sirius, you'd better go, quick,† Harry panted. â€Å"They'll reach Flitwick's office any moment, they'll find out you're gone.† Buckbeak pawed the ground, tossing his sharp head. â€Å"What happened to the other boy? Ron?† croaked Sirius. â€Å"He's going to be okay. He's still out of it, but Madam Pomfrey says she'll be able to make him better. Quick — go –â€Å" But Black was still staring down at Harry. â€Å"How can I ever thank –â€Å" â€Å"GO!† Harry and Hermione shouted together. Black wheeled Buckbeak around, facing the open sky. â€Å"We'll see each other again,† he said. â€Å"You are — truly your father's son, Harry†¦Ã¢â‚¬  He squeezed Buckbeak's sides with his heels. Harry and Hermione jumped back as the enormous wings rose once more†¦ The Hippogriff took off into the air†¦ He and his rider became smaller and smaller as Harry gazed after them†¦ then a cloud drifted across the moon†¦. They were gone.