Chapter 5 The Dementor

Tom woke Harry the next morning with his usual toothless grin and a cup of tea. Harry got dressed and was just persuading a disgruntled Hedwig to get back into her cage when Ron banged his way into the room, pulling a sweatshirt over his head and looking irritable. â€Å"The sooner we get on the train, the better,† he said. â€Å"At least I can get away from Percy at Hogwarts. Now he's accusing me of dripping tea on his photo of Penelope Clearwater. You know,† Ron grimaced, â€Å"his girlfriend. She's hidden her face under the frame because her nose has gone all blotchy†¦Ã¢â‚¬  â€Å"I've got something to tell you,† Harry began, but they were interrupted by Fred and George, who had looked in to congratulate Ron on infuriating Percy again. They headed down to breakfast, where Mr. Weasley was reading the front page of the Daily Prophet with a furrowed brow and Mrs. Weasley was telling Hermione and Ginny about a love potion she'd made as a young girl. All three of them were rather giggly. â€Å"What were you saying?† Ron asked Harry as they sat down. â€Å"Later,† Harry muttered as Percy stormed in. Harry had no chance to speak to Ron or Hermione in the chaos of leaving; they were too busy heaving all their trunks down the Leaky Cauldron's narrow staircase and piling them up near the door, with Hedwig and Hermes, Percy's screech owl, perched on top in their cages. A small wickerwork basket stood beside the heap of trunks, spitting loudly. â€Å"It's all right, Crookshanks,† Hermione cooed through the wickerwork. â€Å"I'll let you out on the train.† â€Å"You won't,† snapped Ron. â€Å"What about poor Scabbers, eh?† He pointed at his chest, where a large lump indicated that Scabbers was curled up in his pocket. Mr. Weasley, who had been outside waiting for the Ministry cars, stuck his head inside. â€Å"They're here, he said. â€Å"Harry, come on.† Mr. Weasley marched Harry across the short stretch of pavement toward the first of two old-fashioned dark green cars, each of which was driven by a furtive-looking wizard wearing a suit of emerald velvet. â€Å"In you get, Harry,† said Mr. Weasley, glancing up and down the crowded street. Harry got into the back of the car and was shortly joined by Hermione, Ron, and, to Ron's disgust, Percy. The journey to King's Cross was very uneventful compared with Harry's trip on the Knight Bus. The Ministry of Magic cars seemed almost ordinary. though Harry noticed that they could slide through gaps that Uncle Vernon's new company car certainly couldn't have managed. They reached King's Cross with twenty minutes to spare; the Ministry drivers found them trolleys, unloaded their trunks, touched their hats in salute to Mr. Weasley, and drove away, somehow managing to jump to the head of an unmoving line at the traffic lights. Mr. Weasley kept close to Harry's elbow all the way into the station. â€Å"Right then,† he said, glancing around them. â€Å"Let's do this in pairs, as there are so many of us. I'll go through first with Harry.† Mr. Weasley strolled toward the barrier between platforms nine and ten, pushing Harry's trolley and apparently very interested in the InterCity 125 that had just arrived at platform nine. With a meaningful look at Harry, he leaned casually against the barrier. Harry imitated him. In a moment, they had fallen sideways through the solid metal onto platform nine and three-quarters and looked up to see the Hogwarts Express, a scarlet steam engine, puffing smoke over a platform packed with witches and wizards seeing their children onto the train. Percy and Ginny suddenly appeared behind Harry. They were panting and had apparently taken the barrier at a run. â€Å"Ah, there's Penelope!† said Percy, smoothing his hair and going pink again. Ginny caught Harry's eye, and they both turned away to hide their laughter as Percy strode over to a girl with long, curly hair, walking with his chest thrown out so that she couldn't miss his shiny badge. Once the remaining Weasleys and Hermione had joined them, Harry and Mr. Weasley led the way to the end of the train, past packed compartments, to a carriage that looked quite empty. They loaded the trunks onto it, stowed Hedwig and Crookshanks in the luggage rack, then went back outside to say goodbye to Mr. and Mrs. Weasley. Mrs. Weasley kissed all her children, then Hermione, and finally Harry. He was embarrassed, but really quite pleased, when she gave him an extra hug. â€Å"Do take care, won't you Harry?† she said as she straightened up, her eyes oddly bright. Then she opened her enormous handbag and said, â€Å"I've made you all sandwiches. Here you are, Ron†¦no, they're not corned beef†¦ Fred? Where's Fred? Here you are dear†¦Ã¢â‚¬  â€Å"Harry,† said Mr. Weasley quietly, â€Å"come over here for a moment.† He jerked his head towards a pillar, and Harry followed him behind it, leaving the others crowded around Mrs. Weasley. â€Å"There's something I've got to tell you before you leave –† said Mr. Weasley in a tense voice. â€Å"It's all right, Mr. Weasley,† said Harry, â€Å"I already know.† â€Å"You know? How could you know?† â€Å"I — er — I heard you and Mrs. Wesley talking last night. I couldn't help hearing,† Harry added quickly. â€Å"Sorry –â€Å" â€Å"That's not the way I'd have chosen for you to find out,† said Mr. Weasley looking anxious.. â€Å"No — honestly it's OK. This way, you haven't broken your word to Fudge and I know what's going on.† â€Å"Harry, you must be scared — â€Å" â€Å"I'm not,† said Harry sincerely. â€Å"Really,† he added, because Mr. Weasley was looking disbelieving. â€Å"I'm not trying to be a hero, but seriously, Sirius Black can't be worse than Lord Voldemort, can he?† Mr. Weasley flinched at the sound of the name, but overlooked it. â€Å"Harry, I knew you were, well, made of stronger stuff than Fudge seems to think, and I'm obviously pleased that you're not scared, but –â€Å" â€Å"Arthur!† called Mrs. Weasley, who was now shepherding the rest onto the train. â€Å"Arthur, what are you doing? It's about to go!† â€Å"He's coming Molly!† said Mr. Weasley, but he turned back to Harry and kept talking in a lower and more hurried voice, â€Å"Listen, I want you to give me your word –â€Å" † — that I'll be a good boy and stay in the castle?† said Harry gloomily. â€Å"Not entirely,† said Mr. Weasley, who looked more serious than Harry had ever seen him. â€Å"Harry, swear to me you won't go looking for Black.† Harry stared, â€Å"What!† There was a loud whistle. Guards were walking along the train, slamming all the doors shut. â€Å"Promise me, Harry,† said Mr. Weasley, talking more quickly still, â€Å"that whatever happens –â€Å" â€Å"Why would I go looking for someone I know wants to kill me?† said Harry blankly. â€Å"Swear to me that whatever you might hear –â€Å" â€Å"Arthur, quickly!† cried Mrs. Weasley. Steam was billowing from the train it had started to move. Harry ran to the compartment door and Ron threw it open and stood back to let him on. They leaned out of the window and waved at Mr. and Mrs. Weasley until the train turned a corner and blocked them from view. â€Å"I need to talk to you in private,† Harry muttered to Ron and Hermione as the train picked up speed. â€Å"Go away, Ginny,† said Ron. â€Å"Oh, that's nice,† said Ginny huffily, and she stalked off. Harry, Ron, and Hermione set off down the corridor, looking for an empty compartment, but all were full except for the one at the very end of the train. This had only one occupant, a man sitting fast asleep next to the window. Harry, Ron, and Hermione checked on the threshold. The Hogwarts Express was usually reserved for students and they had never seen an adult there before, except for the witch who pushed the food cart. The stranger was wearing an extremely shabby set of wizard's robes that had been darned in several places. He looked ill and exhausted. Though quite young, his light brown hair was flecked with gray. â€Å"Who d'you reckon he is?† Ron hissed as they sat down and slid the door shut, taking the seats farthest away from the window. â€Å"Professor R. J. Lupin.† whispered Hermione at once. â€Å"How'd you know that?† â€Å"It's on his case,† she replied, pointing at the luggage rack over the man's head, where there was a small, battered case held together with a large quantity of neatly knotted string. The name Professor R. J. Lupin was stamped across one corner in peeling letters. â€Å"Wonder what he teaches?† said Ron, frowning at Professor Lupin's pallid profile. â€Å"That's obvious,† whispered Hermione. â€Å"There's only one vacancy, isn't there? Defense Against the Dark Arts.† Harry, Ron, and Hermione had already had two Defense Against the Dark Arts teachers, both of whom had lasted only one year. There were rumors that the job was jinxed. â€Å"Well, I hope he's up to it,† said Ron doubtfully. â€Å"He looks like on, good hex would finish him off, doesn't he? Anyway†¦Ã¢â‚¬  he turned to Harry, â€Å"what were you going to tell us?† Harry explained all about Mr. and Mrs. Wesley's argument and the warning Mr. Weasley had just given him. When he'd finished, Ron looked thunderstruck, and Hermione had her hands over her mouth. She finally lowered them to say, â€Å"Sirius Black escaped to come after you? Oh, Harry†¦you'll have to be really, really careful. don't go looking for trouble, Harry†¦Ã¢â‚¬  â€Å"I don't go looking for trouble,† said Harry, nettled. â€Å"Trouble usually finds me.† â€Å"How thick would Harry have to be, to go looking for a nutter who wants to kill him?† said Ron shakily. They were taking the news worse than Harry had expected. Both Ron and Hermione seemed to be much more frightened of Black than he was. â€Å"No one knows how he got out of Azkaban,† said Ron uncomfortably. â€Å"No one's ever done it before. And he was a top-security prisoner too.† â€Å"But they'll catch him, won't they?† said Hermione earnestly. â€Å"I mean, they've got all the Muggles looking out for him too†¦.† â€Å"What's that noise?† said Ron suddenly. A faint, tinny sort of whistle was coming from somewhere. They looked all around the compartment. â€Å"It's coming from your trunk, Harry,† said Ron, standing up and reaching into the luggage rack. A moment later he had pulled the Pocket Sneakoscope out from between Harry's robes. It was spinning very fast in the palm of Ron's hand and glowing brilliantly. â€Å"Is that a Sneakoscope?† said Hermione interestedly, standing up for a better look. â€Å"Yeah†¦mind you, it's a very cheap one,† Ron said. â€Å"It went haywire just as I was tying it to Errol's leg to send it to Harry.† â€Å"Were you doing anything untrustworthy at the time?† said Hermione shrewdly. â€Å"No! Well†¦I wasn't supposed to be using Errol. You know he's not really up to long journeys†¦but how else was I supposed to get Harry's present to him?† â€Å"Stick it back in the trunk,† Harry advised as the Sneakoscope whistled piercingly, â€Å"or it'll wake him up.† He nodded toward Professor Lupin. Ron stuffed the Sneakoscope into a particularly horrible pair of Uncle Vernon's old socks, which deadened the sound, then closed the lid of the trunk on it. â€Å"We could get it checked in Hogsmeade,† said Ron, sitting back down. â€Å"They sell that sort of thing in Dervish and Banges, magical instruments and stuff. Fred and George told me.† â€Å"Do you know much about Hogsmeade?† asked Hermione keenly. â€Å"I've read it's the only entirely non-Muggle settlement in Britain –â€Å" â€Å"Yeah, I think it is,† said Ron in an offhand sort of way. â€Å"but that's not why I want to go. I just want to get inside Honeydukes!† â€Å"What's that?† said Hermione. â€Å"It's this sweetshop,† said Ron, a dreamy look coming over his face, â€Å"where they've got everything†¦Pepper Imps — they make you smoke at the mouth — and great fat Chocoballs full of strawberry mousse and clotted cream, and really excellent sugar quills, which you can suck in class and just look like you're thinking what to write next?C† â€Å"But Hogsmeade's a very interesting place, isn't it?† Hermione pressed on eagerly. â€Å"In Sites of Historical Sorcery it says the inn was the headquarters for the 1612 goblin rebellion, and the Shrieking Shack's supposed to be the most severely haunted building in Britain –â€Å" â€Å"?C and massive sherbet balls that make you levitate a few inches off the ground while you're sucking them,† said Ron, who was plainly not listening to a word Hermione was saying. Hermione looked around at Harry. â€Å"Won't it be nice to get out of school for a bit and explore Hogsmeade?† â€Å"‘Spect it will,† said Harry heavily. â€Å"You'll have to tell me when you've found out.† â€Å"What d'you mean?† said Ron. â€Å"I can't go. The Dursleys didn't sign my permission form, and Fudge wouldn't either.† Ron looked horrified. â€Å"You're not allowed to come? But — no way — McGonagall or someone will give you permission –â€Å" Harry gave a hollow laugh. Professor McGonagall, head of Gryffindor house, was very strict. â€Å"?C or we can ask Fred and George, they know every secret passage out of the castle –â€Å" â€Å"Ron!† said Hermione sharply. â€Å"I don't think Harry should be sneaking out of the school with Black on the loose –â€Å" â€Å"Yeah, I expect that's what McGonagall will say when I ask of permission,† said Harry bitterly. â€Å"But if we're with him,† said Ron spiritedly to Hermione. â€Å"Black wouldn't dare –â€Å" â€Å"Oh, Ron, don't talk rubbish,† snapped Hermione. â€Å"Black's already murdered a whole bunch of people in the middle of a crowded street, do you really think he's going to worry about attacking Harry just because we're there?† She was fumbling with the straps of Crookshanks's basket as she spoke. â€Å"Don't let that thing out!† Ron said, but too late; Crookshanks leapt lightly from the basket, stretched, yawned, and sprang onto Ron's knees; the lump in Ron's pocket trembled and he shoved Crookshanks angrily away. â€Å"Get out of it!† â€Å"Ron, don't!† said Hermione angrily. Ron was about to answer back when Professor Lupin stirred. They watched him apprehensively, but he simply turned his head the other way, mouth slightly open, and slept on. The Hogwarts Express moved steadily north and the scenery outside the window became wilder and darker while the clouds overhead thickened overhead. People were chasing backwards and forwards past the door of their compartment. Crookshanks had now settled in an empty seat, his squashed face turned towards Ron, his yellow eyes on Ron's top pocket. At one o'clock the plump witch with the food cart arrived at the compartment door. D'you think we should wake him up?† Ron asked awkwardly, nodding towards Professor Lupin. â€Å"He looks like he could do with some food.† Hermione approached Professor Lupin cautiously. â€Å"Er — Professor?† she said. â€Å"Excuse me — Professor?† He didn't move. â€Å"Don't worry, dear,† said the witch, as she handed a large stack of cauldron cakes. â€Å"If he's hungry when he wakes, I'll be up front with the driver.† â€Å"I suppose he is asleep?† said Ron quietly, as the witch slid the compartment door closed. â€Å"I mean — he hasn't died, has he?† â€Å"No, no, he's breathing,† whispered Hermione, taking the cauldron cake Harry passed her. He might not be very good company, but Professor Lupin's presence in their compartment had its uses. Mid-afternoon, just as it had started to rain, blurring the rolling hills outside the window, they heard footsteps outside in the corridor again, and their three least favorite people appeared at the door: Draco Malfoy, flanked by his cronies, Vincent Crabbe and Gregory Goyle. Draco Malfoy and Harry had been enemies ever since they had met on their very first journey to Hogwarts. Malfoy, who had a pale, pointed, sneering face, was in Slytherin house; he played Seeker on the Slytherin Quidditch team, the same position that Harry played on the Gryffindor team. Crabbe and Goyle seemed to exist to do Malfoy's bidding. They were both wide and muscly; Crabbe was taller, with a pudding-bowl haircut and a very thick neck; Goyle had short, bristly hair and long, gorilla arms. â€Å"Well, look who it is,† said Malfoy in his usual lazy drawl, pulling open the compartment door. â€Å"Potty and the Weasel.† Crabbe and Goyle chuckled trollishly. â€Å"I heard your father finally got his hands on some gold this summer, Weasley,† said Malfoy. â€Å"Did your mother die of shock?† Ron stood up so quickly he knocked Crookshanks's basket to the floor. Professor Lupin gave a snort. â€Å"Who's that?† said Malfoy, taking an automatic step backward as he spotted Lupin. â€Å"New teacher,† said Harry, who got to his feet, too, in case he needed to hold Ron back. â€Å"What were you saying, Malfoy?† Malfoy's pale eyes narrowed; he wasn't fool enough to pick a fight right under a teacher's nose. â€Å"C'mon,† he muttered resentfully to Crabbe and Goyle, and they disappeared. Harry and Ron sat down again, Ron massaging his knuckles. â€Å"I'm not going to take any crap from Malfoy this year,† he said angrily. â€Å"I mean it. If he makes one more crack about my family, I'm going to get hold of his head and –â€Å" Ron made a violent gesture in midair. â€Å"Ron,† hissed Hermione, pointing at Professor Lupin, â€Å"be careful†¦Ã¢â‚¬  But Professor Lupin was still fast asleep. The rain thickened as the train sped yet farther north; the windows were now a solid, shimmering gray, which gradually darkened until lanterns flickered into life all along the corridors and over the luggage racks. The train rattled, the rain hammered, the wind roared, but still, Professor Lupin slept. â€Å"We must be nearly there,† said Ron, leaning forward to look past Professor Lupin at the now completely black window. The words had hardly left him when the train started to slow down. â€Å"Great,† said Ron, getting up and walking carefully past Professor Lupin to try and see outside. â€Å"I'm starving. I want to get to the feast†¦Ã¢â‚¬  â€Å"We can't be there yet,† said Hermione, checking her watch. â€Å"So why're we stopping?† The train was getting slower and slower. As the noise of the pistons fell away, the wind and rain sounded louder than ever against the windows. Harry, who was nearest the door, got up to look into the corridor. All along the carriage, heads were sticking curiously out of their compartments. The train came to a stop with a jolt, and distant thuds and bangs told them that luggage had fallen out of the racks. Then, without warning, all the lamps went out and they were plunged into total darkness. â€Å"What's going on?† said Ron's voice from behind Harry. â€Å"Ouch!† gasped Hermione. â€Å"Ron, that was my foot!† Harry felt his way back to his seat. â€Å"D'you think we've broken down?† â€Å"Dunno†¦Ã¢â‚¬  There was a squeaking sound, and Harry saw the dim black outline of Ron, wiping a patch clean on the window and peering out. â€Å"There's something moving out there,† Ron said. â€Å"I think people are coming aboard†¦Ã¢â‚¬  The compartment door suddenly opened and someone fell painfully over Harry's legs. â€Å"Sorry! D'you know what's going on? Ouch! Sorry –â€Å" â€Å"Hullo, Neville,† said Harry, feeling around in the dark and pulling Neville up by his cloak. â€Å"Harry? Is that you? What's happening?† â€Å"No idea! Sit down –â€Å" There was a loud hissing and a yelp of pain; Neville had tried to sit on Crookshanks. â€Å"I'm going to go and ask the driver what's going on,† came Hermione's voice. Harry felt her pass him, heard the door slide open again, and then a thud and two loud squeals of pain. â€Å"Who's that?† â€Å"Who's that?† â€Å"Ginny?† â€Å"Hermione?† â€Å"What are you doing?† â€Å"I was looking for Ron –â€Å" â€Å"Come in and sit down –â€Å" â€Å"Not here!† said Harry hurriedly. â€Å"I'm here!† â€Å"Ouch!† said Neville. â€Å"Quiet!† said a hoarse voice suddenly. Professor Lupin appeared to have woken up at last. Harry could hear movements in his corner. None of them spoke. There was a soft, crackling noise, and a shivering light filled the compartment. Professor Lupin appeared to be holding a handful of flames. They illuminated his tired, gray face, but his eyes looked alert and wary. â€Å"Stay where you are.† he said in the same hoarse voice, and he got slowly to his feet with his handful of fire held out in front of him. But the door slid slowly open before Lupin could reach it. Standing in the doorway, illuminated by the shivering flames in Lupin's hand, was a cloaked figure that towered to the ceiling. Its face was completely hidden beneath its hood. Harry's eyes darted downward, and what he saw made his stomach contract. There was a hand protruding from the cloak and it was glistening, grayish, slimy-looking, and scabbed, like something dead that had decayed in water†¦. But it was visible only for a split second. As though the creature beneath the cloak sensed Harry's gaze, the hand was suddenly withdrawn into the folds of its black cloak. And then the thing beneath the hood, whatever it was, drew a long, slow, rattling breath, as though it were trying to suck something more than air from its surroundings. An intense cold swept over them all. Harry felt his own breath catch in his chest. The cold went deeper than his skin. It was inside his chest, it was inside his very heart†¦ Harry's eyes rolled up into his head. He couldn't see. He was drowning in cold. There was a rushing in his ears as though of water. He was being dragged downward, the roaring growing louder†¦ And then, from far away, he heard screaming, terrible, terrified, pleading screams. He wanted to help whoever it was, he tried to move his arms, but couldn't†¦a thick white fog was swirling around him, inside him — â€Å"Harry! Harry! Are you all right?† Someone was slapping his face. â€Å"W-what?† Harry opened his eyes; there were lanterns above him, and the floor was shaking — the Hogwarts Express was moving again and the lights had come back on. He seemed to have slid out of his seat onto the floor. Ron and Hermione were kneeling next to him, and above them he could see Neville and Professor Lupin watching. Harry felt very sick; when he put up his hand to push his glasses back on, he felt cold sweat on his face. Ron and Hermione heaved him back onto his seat. â€Å"Are you okay?† Ron asked nervously. â€Å"Yeah,† said Harry, looking quickly toward the door. The hooded creature had vanished. â€Å"What happened? Where's that — that thing? Who screamed?† â€Å"No one screamed,† said Ron, more nervously still. Harry looked around the bright compartment. Ginny and Neville looked back at him, both very pale. â€Å"But I heard screaming –â€Å" A loud snap made them all jump. Professor Lupin was breaking an enormous slab of chocolate into pieces. â€Å"Here,† he said to Harry, handing him a particularly large piece. â€Å"Eat it. It'll help.† Harry took the chocolate but didn't eat it. â€Å"What was that thing?† he asked Lupin. â€Å"A Dementor,† said Lupin, who was now giving chocolate to everyone else. â€Å"One of the Dementors of Azkaban.† Everyone stared at him. Professor Lupin crumpled up the empty chocolate wrapper and put it in his pocket. â€Å"Eat,† he repeated. â€Å"It'll help. I need to speak to the driver, excuse me†¦Ã¢â‚¬  He strolled past Harry and disappeared into the corridor. â€Å"Are you sure you're okay, Harry?† said Hermione, watching Harry anxiously. â€Å"I don't get it †¦ what happened?† said Harry, wiping more sweat off his face. â€Å"Well — that thing — the Dementor — stood there and looked around (I mean, I think it did, I couldn't see its face) — and you — you –â€Å" â€Å"I thought you were having a fit or something,† said Ron, who still looked scared. â€Å"You went sort of rigid and fell out of your seat and started twitching –â€Å" â€Å"And Professor Lupin stepped over you, and walked toward the Dementor, and pulled out his wand,† said Hermione, â€Å"and he said, ‘None of us is hiding Sirius Black under our cloaks. Go.' But the Dementor didn't move, so Lupin muttered something, and a silvery thing shot out of his wand at it, and it turned around and sort of glided away†¦Ã¢â‚¬  â€Å"It was horrible,† said Neville, in a higher voice than usual. â€Å"Did you feel how cold it got when it came in?† â€Å"I felt weird,† said Ron, shifting his shoulders uncomfortably. â€Å"Like I'd never be cheerful again†¦Ã¢â‚¬  Ginny, who was huddled in her corner looking nearly as bad as Harry felt, gave a small sob; Hermione went over and put a comforting arm around her. â€Å"But didn't any of you — fall off your seats?† said Harry awkwardly. â€Å"No,† said Ron, looking anxiously at Harry again. â€Å"Ginny was shaking like mad, though†¦Ã¢â‚¬  Harry didn't understand. He felt weak and shivery, as though he were recovering from a bad bout of flu; he also felt the beginnings of shame. Why had he gone to pieces like that, when no one else had? Professor Lupin had come back. He paused as he entered, looked around, and said, with a small smile, â€Å"I haven't poisoned that chocolate, you know†¦Ã¢â‚¬  Harry took a bite and to his great surprise felt warmth spread suddenly to the tips of his fingers and toes. â€Å"We'll be at Hogwarts in ten minutes,† said Professor Lupin. â€Å"Are you all right, Harry?† Harry didn't ask how Professor Lupin knew his name. â€Å"Fine,† he muttered, embarrassed. They didn't talk much during the remainder of the journey. At long last, the train stopped at Hogsmeade station, and there was a great scramble to get outside; owls hooted, cats meowed, and Neville's pet toad croaked loudly from under his hat. It was freezing on the tiny platform; rain was driving down in icy sheets. â€Å"Firs' years this way!† called a familiar voice. Harry, Ron, and Hermione turned and saw the gigantic outline of Hagrid at the other end of the platform, beckoning the terrified-looking new students forward for their traditional journey across the lake. â€Å"All right, you three?† Hagrid yelled over the heads of the crowd. They waved at him, but had no chance to speak to him because the mass of people around them was shunting them away along the platform. Harry, Ron, and Hermione followed the rest of the school along the platform and out onto a rough mud track, where at least a hundred stagecoaches awaited the remaining students, each pulled, Harry could only assume, by an invisible horse, because when they climbed inside and shut the door, the coach set off all by itself, bumping and swaying in procession. The coach smelled faintly of mold and straw. Harry felt better since the chocolate, but still weak. Ron and Hermione kept looking at him sideways, as though frightened he might collapse again. As the carriage trundled toward a pair of magnificent wrought iron gates, flanked with stone columns topped with winged boars, Harry saw two more towering, hooded Dementors, standing guard on either side. A wave of cold sickness threatened to engulf him again; he leaned back into the lumpy seat and closed his eyes until they had passed the gates. The carriage picked up speed on the long, sloping drive up to the castle; Hermione was leaning out of the tiny window, watching the many turrets and towers draw nearer. At last, the carriage swayed to a halt, and Hermione and Ron got out. As Harry stepped down, a drawling, delighted voice sounded in his ear. â€Å"You fainted, Potter? Is Longbottorn telling the truth? You actually fainted?† Malfoy elbowed past Hermione to block Harry's way up the stone steps to the castle, his face gleeful and his pale eyes glinting maliciously. â€Å"Shove off, Malfoy,† said Ron, whose jaw was clenched. â€Å"Did you faint as well, Weasley?† said Malfoy loudly. â€Å"Did the scary old Dementor frighten you too, Weasley?† â€Å"Is there a problem?† said a mild voice. Professor Lupin had just gotten out of the next carriage. Malfoy gave Professor Lupin an insolent stare, which took in the patches on his robes and the dilapidated suitcase. With a tiny hint of sarcasm in his voice, he said, â€Å"Oh, no — er — Professor,† then he smirked at Crabbe and Goyle and led them up the steps into the castle. Hermione prodded Ron in the back to make him hurry, and the three of them joined the crowd swarming up the steps, through the giant oak front doors, into the cavernous Entrance Hall, which was lit with flaming torches, and housed a magnificent marble staircase that led to the upper floors. The door into the Great Hall stood open at the right; Harry followed the crowd toward it, but had barely glimpsed the enchanted ceiling, which was black and cloudy tonight, when a voice called, â€Å"Potter! Granger! I want to see you both!† Harry and Hermione turned around, surprised. Professor McGonagall, Transfiguration teacher and head of Gryffindor House, was calling over the heads of the crowd. She was a stern looking witch who wore her hair in a tight bun; her sharp eyes were framed with square spectacles. Harry fought his way over to her with a feeling of foreboding: Professor McGonagall had a way of making him feel he must have done something wrong. â€Å"There's no need to look so worried — I just want a word in my office,† she told them. â€Å"Move along there, Weasley.† Ron stared as Professor McGonagall ushered Harry and Hermione away from the chattering crowd; they accompanied her across the entrance hall, up the marble staircase, and along a corridor. Once they were in her office, a small room with a large, welcoming fire, Professor McGonagall motioned Harry and Hermione to sit down. She settled herself behind her desk and said abruptly, â€Å"Professor Lupin sent an owl ahead to say that you were taken ill on the train, Potter.† Before Harry could reply, there was a soft knock on the door and Madam Pomfrey, the nurse, came bustling in. Harry felt himself going red in the face. It was bad enough that he'd passed out, or whatever he had done, without everyone making all this fuss. â€Å"I'm fine,† he said, â€Å"I don't need anything –â€Å" â€Å"Oh, it's you, is it?† said Madam Pomfrey, ignoring this and bending down to stare closely at him. â€Å"I suppose you've been doing something dangerous again?† â€Å"It was a Dementor, Poppy,† said Professor McGonagall. They exchanged a dark look, and Madam Pomfrey clucked disapprovingly. â€Å"Setting Dementors around a school, she muttered, pushing back Harry's hair and feeling his forehead. â€Å"He won't be the last one who collapses. Yes, he's all clammy. Terrible things, they are, and the effect they have on people who are already delicate –â€Å" â€Å"I'm not delicate!† said Harry crossly. â€Å"Of course you're not,† said Madam Pomfrey absentmindedly, now taking his pulse. â€Å"What does he need?† said Professor McGonagall crisply. â€Å"Bed rest? Should he perhaps spend tonight in the hospital wing?† â€Å"I'm fine!† said Harry, jumping up. The thought of what Draco Malfoy would say if he had to go to the hospital wing was torture. â€Å"Well, he should have some chocolate, at the very least,† said Madam Pomfrey, who was now trying to peer into Harry's eyes. â€Å"I've already had some,† said Harry. â€Å"Professor Lupin gave me some. He gave it to all of us.† â€Å"Did he, now?† said Madam Pomfrey approvingly. â€Å"So we've finally got a Defense Against the Dark Arts teacher who knows his remedies?† â€Å"Are you sure you feel all right, Potter?† Professor McGonagall said sharply. â€Å"Yes,† said Harry. â€Å"Very well. Kindly wait outside while I have a quick word with Miss Granger about her course schedule, then we can go down to the feast together.† Harry went back into the corridor with Madam Pomfrey, who left for the hospital wing, muttering to herself. He had to wait only a few minutes; then Hermione emerged looking very happy about something, followed by Professor McGonagall, and the three of them made their way back down the marble staircase to the Great Hall. It was a sea of pointed black hats; each of the long House tables was lined with students, their faces glimmering by the light of thousands of candles, which were floating over the tables in midair. Professor Flitwick, who was a tiny little wizard with a shock of white hair, was carrying an ancient hat and a three-legged stool out of the hall. â€Å"Oh,† said Hermione softly, â€Å"we've missed the Sorting!† New students at Hogwarts were sorted into Houses by trying on the Sorting Hat, which shouted out the House they were best suited to (Gryffindor, Ravenclaw, Hufflepuff, or Slytherin). Professor McGonagall strode off toward her empty seat at the staff table, and Harry and Hermione set off in the other direction, as quietly as possible, toward the Gryffindor table. People looked around at them as they passed along the back of the hall, and a few of them pointed at Harry. Had the story of his collapsing in front of the Dementor traveled that fast? He and Hermione sat down on either side of Ron, who had saved them seats. â€Å"What was all that about?† he muttered to Harry. Harry started to explain in a whisper, but at that moment the headmaster stood up to speak, and he broke off. Professor Dumbledore, though very old, always gave an impression of great energy. He had several feet of long silver hair and beard, half-moon spectacles, and an extremely crooked nose. He was often described as the greatest wizard of the age, but that wasn't why Harry respected him. You couldn't help trusting Albus Dumbledore, and as Harry watched him beaming around at the students, he felt really calm for the first time since the Dementor had entered the train compartment. â€Å"Welcome!† said Dumbledore, the candlelight shimmering on his beard. â€Å"Welcome to another year at Hogwarts! I have a few things to say to you all, and as one of them is very serious, I think it best to get it out of the way before you become befuddled by our excellent feast†¦Ã¢â‚¬  Dumbledore cleared his throat and continued, â€Å"As you will all be aware after their search of the Hogwarts Express, our school is presently playing host to some of the Dementors of Azkaban, who are here on Ministry of Magic business.† He paused, and Harry remembered what Mr. Weasley had said about Dumbledore not being happy with the Dementors guarding the school. â€Å"They are stationed at every entrance to the grounds,† Dumbledore continued, â€Å"and while they are with us, I must make it plain that nobody is to leave school without permission. Dementors are not to be fooled by tricks or disguises — or even Invisibility Cloaks,† he added blandly, and Harry and Ron glanced at each other. â€Å"It is not in the nature of a Dementor to understand pleading or excuses. I therefore warn each and every one of you to give them no reason to harm you. I look to the prefects, and our new Head Boy and Girl, to make sure that no student runs afoul of the Dementors,† he said. Percy, who was sitting a few seats down from Harry, puffed out his chest again and stared around impressively. Dumbledore paused again; he looked very seriously around the hall, and nobody moved or made a sound. â€Å"On a happier note,† he continued, I am pleased to welcome two new teachers to our ranks this year. â€Å"First, Professor Lupin, who has kindly consented to fill the post of Defense Against the Dark Arts teacher.† There was some scattered, rather unenthusiastic applause. Only those who had been in the compartment on the train with Professor Lupin clapped hard, Harry among them. Professor Lupin looked particularly shabby next to all the other teachers in their best robes. â€Å"Look at Snape!† Ron hissed in Harry's ear. Professor Snape, the Potions master, was staring along the staff table at Professor Lupin. It was common knowledge that Snape wanted the Defense Against the Dark Arts job, but even Harry, who hated Snape, was startled at the expression twisting his thin, sallow face. it was beyond anger: it was loathing. Harry knew that expression only too well; it was the look Snape wore every time he set eyes on Harry. â€Å"As to our second new appointment,† Dumbledore continued as the lukewarm applause for Professor Lupin died away. â€Å"Well, I am sorry to tell you that Professor Kettleburn, our Care of Magical Creatures teacher, retired at the end of last year in order to enjoy more time with his remaining limbs. However, I am delighted to say that his place will be filled by none other than Rubeus Hagrid, who has agreed to take on this teaching job in addition to his gamekeeping duties.† Harry, Ron, and Hermione stared at one another, stunned. Then they joined in with the applause, which was tumultuous at the Gryffindor table in particular. Harry leaned forward to see Hagrid, who was ruby red in the face and staring down at his enormous hands, his wide grin hidden in the tangle of his black beard. â€Å"We should've known!† Ron roared, pounding the table. â€Å"Who else would have assigned us a biting book?† Harry, Ron, and Hermione were the last to stop clapping, and as Professor Dumbledore started speaking again, they saw that Hagrid was wiping his eyes on the tablecloth. â€Å"Well, I think that's everything of importance,† said Dumbledore. â€Å"Let the feast begin!† The golden plates and goblets before them filled suddenly with food and drink. Harry, suddenly ravenous, helped himself to everything he could reach and began to eat. It was a delicious feast; the hall echoed with talk, laughter, and the clatter of knives and forks. Harry, Ron, and Hermione, however, were eager for it to finish so that they could talk to Hagrid. They knew how much being made a teacher would mean to him. Hagrid wasn't a fully qualified wizard; he had been expelled from Hogwarts in his third year for a crime he had not committed. It had been Harry, Ron, and Hermione who had cleared Hagrid's name last year. At long last, when the last morsels of pumpkin tart had melted from the golden platters, Dumbledore gave the word that it was time for them all to go to bed, and they got their chance. â€Å"Congratulations, Hagrid!† Hermione squealed as they reached the teachers' table. â€Å"All down ter you three,† said Hagrid, wiping his shining face on his napkin as he looked up at them. â€Å"Can' believe it†¦great man, Dumbledore†¦came straight down to me hut after Professor Kettleburn said he'd had enough†¦It's what I always wanted†¦Ã¢â‚¬  Overcome with emotion, he buried his face in his napkin, and Professor McGonagall shooed them away. Harry, Ron, and Hermione joined the Gryffindors streaming up the marble staircase and, very tired now, along more corridors, up more and more stairs, to the hidden entrance to Gryffindor Tower, where a large portrait of a fat lady in a pink dress asked them, â€Å"Password?† â€Å"Coming through, coming through!† Percy called from behind the crowd. â€Å"The new password's Fortuna Major!† â€Å"Oh no,† said Neville Longbottom sadly. He always had trouble remembering the passwords. Through the portrait hole and across the common room, the girls and boys divided toward their separate staircases. Harry climbed the spiral stair with no thought in his head except how glad he was to be back. They reached their familiar, circular dormitory with its five four-poster beds, and Harry, looking around, felt he was home at last.

The Poisson Probability Distribution

The Poisson probability distribution, named after the French mathematician Simeon-Denis. Poisson is another important probability distribution of a discrete random variable that has a large number of applications. Suppose a washing machine in a Laundromat breaks down an average of three times a month. We may want to find the probability of exactly two breakdowns during the next month. This is an example of a Poisson probability distribution problem. Each breakdown is called an occurrence in Poisson probability distribution terminology.The Poisson probability distribution is applied to experiments with random and independent occurrences. The occurrences are random in the sense that they do not follow any pattern, and, hence, they are unpredictable. Independence of occurrences means that one occurrence (or nonoccurrence) of an event does not influence the successive occurrences or nonoccurrences of that event. The occurrences are always considered with respect to an interval. In the ex ample of the washing machine, the interval is one month. The interval may be a time interval, a space interval, or a volume interval.The actual number of occurrences within an interval is random and independent. If the average number of occurrences for a given interval is known, then by using the Poisson probability distribution, we can compute the probability of a certain number of occurrences, x, in that interval. Note that the number of actual occurrences in an interval is denoted by x. The following three conditions must be satisfied to apply the Poisson probability distribution. 1. x is a discrete random variable. 2. The occurrences are random. 3. The occurrences are independent.The following are three examples of discrete random variables for which the occurrences are random and independent. Hence, these are examples to which the Poisson probability distribution can be applied. 1. Consider the number of telemarketing phone calls received by a household during a given day. In t his example, the receiving of a telemarketing phone call by a household is called an occurrence, the interval is one day (an interval of time), and the occurrences are random (that is, there is no specified time for such a phone call to come in) and discrete.The total number of telemarketing phone calls received by a household during a given day may be 0, 1, 2, 3, 4, and so forth. The independence of occurrences in this example means that the telemarketing phone calls are received individually and none of two (or more) of these phone calls are related. 2. Consider the number of defective items in the next 100 items manufactured on a machine. In this case, the interval is a volume interval (100 items).The occurrences (number of defective items) are random and discrete because there may be 0, 1, 2, 3, †¦ , 100 defective items in 100 items. We can assume the occurrence of defective items to be independent of one another. 3. Consider the number of defects in a 5-foot-long iron rod. The interval, in this example, is a space interval (5 feet). The occurrences (defects) are random because there may be any number of defects in a 5-foot iron rod. We can assume that these defects are independent of one another. The Poisson Probability Distribution The Poisson probability distribution, named after the French mathematician Simeon-Denis. Poisson is another important probability distribution of a discrete random variable that has a large number of applications. Suppose a washing machine in a Laundromat breaks down an average of three times a month. We may want to find the probability of exactly two breakdowns during the next month. This is an example of a Poisson probability distribution problem. Each breakdown is called an occurrence in Poisson probability distribution terminology.The Poisson probability distribution is applied to experiments with random and independent occurrences. The occurrences are random in the sense that they do not follow any pattern, and, hence, they are unpredictable. Independence of occurrences means that one occurrence (or nonoccurrence) of an event does not influence the successive occurrences or nonoccurrences of that event. The occurrences are always considered with respect to an interval. In the ex ample of the washing machine, the interval is one month. The interval may be a time interval, a space interval, or a volume interval.The actual number of occurrences within an interval is random and independent. If the average number of occurrences for a given interval is known, then by using the Poisson probability distribution, we can compute the probability of a certain number of occurrences, x, in that interval. Note that the number of actual occurrences in an interval is denoted by x. The following three conditions must be satisfied to apply the Poisson probability distribution. 1. x is a discrete random variable. 2. The occurrences are random. 3. The occurrences are independent.The following are three examples of discrete random variables for which the occurrences are random and independent. Hence, these are examples to which the Poisson probability distribution can be applied. 1. Consider the number of telemarketing phone calls received by a household during a given day. In t his example, the receiving of a telemarketing phone call by a household is called an occurrence, the interval is one day (an interval of time), and the occurrences are random (that is, there is no specified time for such a phone call to come in) and discrete.The total number of telemarketing phone calls received by a household during a given day may be 0, 1, 2, 3, 4, and so forth. The independence of occurrences in this example means that the telemarketing phone calls are received individually and none of two (or more) of these phone calls are related. 2. Consider the number of defective items in the next 100 items manufactured on a machine. In this case, the interval is a volume interval (100 items).The occurrences (number of defective items) are random and discrete because there may be 0, 1, 2, 3, †¦ , 100 defective items in 100 items. We can assume the occurrence of defective items to be independent of one another. 3. Consider the number of defects in a 5-foot-long iron rod. The interval, in this example, is a space interval (5 feet). The occurrences (defects) are random because there may be any number of defects in a 5-foot iron rod. We can assume that these defects are independent of one another.

Consumer Perception towards Organic Food Products in India Essay

Consumers worldwide are becoming health conscious and are concerned about nutrition (Hart, 2000) and the quality of food consumed. Consumers are also increasingly concerned with food safety issues taking into consideration, the recent salmonella case in Germany and elsewhere. Gil, Gracia and Sanchez (2000) have investigated that consumers are getting health conscious and are paying more attention to quality of food consumed. Therefore, food must deliver an added value that are sought after by consumers besides basic hedonistic and functional needs such as nutrition, taste, health, favorable price-quality ratio, etc., in the selection of food. This added value may be perceived in the form of ecological, social and individual bene? t. A study on consumer perception towards organic food products may add insight into the nascent but emerging organic food industry in India. The review of related literature in the area of organic food products and consumer perception studied has provided many insights for the study. It has also provided direction in designing the present study. A number of researchers have identi? ed various factors that in? uence consumer perception of organic food products mainly in developed countries. Some studies have also been undertaken in Asian countries like Malaysia and Indonesia. Very few researchers have attempted to focus in detail the various factors that in? uence consumer perception towards organic food. Having reviewed several studies and having identi? ed the gap, the investigator felt an imperative need to undertake the present investigation. Keywords: Demographic Factors, Organic Food Products and Psychographic Factors In? uencing Consumer Perception Organic Food in India The organic food market in India is at a nascent stage. Country speci? c research undertaken by A. C. Neilsen in 2006 has indicated that Indians are among the top ten buyers of food with health supplements but lack access to organic food products. Due to high logistic cost & low volume operation, organic food products are costly. However, India is an emerging player in the export market with billions of export potential. Also the domestic market is characterized by limited retail presence, low certi? ed branded produce and a small range of organic product offerings with respect to varieties though marginal growth is becoming evident. Some of the exclusive retail outlets selling organic food products in and around Bangalore are Hypermart, Spar, Spencer’s, ADITYA Birla group’s More outlet etc. Branded organic food products like ProNature, Navadarshanam, ITC’s Aashirvaad Organic Spices, etc. , are also available at most super-markets. Arogya, Jaivika Krishik Society, Econet, Janodaya, Era Organics, Khnadige, Foodworld Gourmet, Koshy’s Departmentals, organ, Green Channel, Namdhari’s Fresh, Green Fundas, Savayava Siri, Health Fo od, Srinidhi Nysargika Thota, Iha Naturals, Tibetian Organic, Iskon, Plant Rich, Jaiva and 2 4 Letter Mantra. 304 Business Management and Information Systems Literature Review Organic food is a topic of great interest in the USA (Greene, 2000), Europe (Food and agriculture Organization, 1999) and the market is fast growing in other parts of the globe (Yusse? and Willer, 2002). Crutch? eld and Roberts (2000) expressed that the last one decade has witnessed growing public concern towards issues such as health, nutrition and safety. Introduction of genetically modi? ed organisms, spread of Escherichia coli infections, etc. , have lead to the association of risk with the consumption of conventionally grown produce amongst consumers (Williams and Hammitt, 2001). Makatouni (2002) studied that organic food is closely associated with not just health, but also with social, economic and ecological sustainability. Organic food products is amongst the fastest growing areas of the food market in Europe, Northern America, Australia and Japan with sales exceeding $114. 5 billion in 1999 (Ebrahimi, 2007) with plent y of international growth potential according to agricultural & food industry experts. Organic food market in the South East Asian region constitutes average consumption of 20% per annum, while the organic industry is valued at US $25 million (Ramli, 2005;Organic Monitor, 2006). Research Gap Based on the above literature review, the following research gaps could be identi? ed and have been suggested as follows: 1. Fear over food scandals and certain technological advances such as genetic manipulation and food irradiation has heightened consumer concern on safety issues giving rise to a growing demand for quality guarantees and additional information about production methods. Despite concern towards safety of food consumed, consumers do not completely trust organic food products on this parameter and hence it is imperative to  conduct a study to identify the present scenario. 2. Country speci? c research undertaken by A. C. Neilsen has indicated that, ‘Indians amongst the top ten buyers of food with â€Å"health supplements† globally but lack access to organic food products. ’ Statement of the Problem The market for organic food products in India has emerged because of the following two reasons. †¢ To tap the lucrative export markets for organic products in the developed countries. †¢ Organic processed food products represent higher ‘added value’. †¢ Producers and Consumers general concern for environment and ideologies Incidentally, in India, most of the organic produce is grown to be exported to the $25-30 billion global market. The rest is sold at predetermined retail outlets. So, if the trend for organic p roducts is growing among producers then, its bene? ts must naturally reach the local population of a countr y. This will also ensure that the food products are nutrient rich as processing required would be minimal from the point of origin & consumption. Objectives of the Study The objective of the study is on consumer perception towards organic food products in Bangalore are as follows: a. To study the organic food market in Karnataka b. To study the relationship between demographics of customer and factors of perception of consumers towards organic food products Consumer Perception Towards Organic Food Products in India 305 c. To identify the in? uence of factors of perception on the overall satisfaction of customers towards organic food products . Hypothesis of the Study The following hypothesis was used to test the effect of perceptual factors on the overall satisfaction of consumers towards organic food p roducts. †¢? Hypothesis? 1:? There is no significant in? uence of factors on the overall satisfaction of customers towards organic food products †¢? Hypothesis? 2:? There is no signi? cant difference between demography of customers & factors of percep tion. †¢ Hypothesis 3: There is no signi? cant correlation among factors of p erception Sample Size For the present study, questionnaires were distributed to around 300 respondents, from whom 246 correctly completed questionnaires have been obtained, yielding a response rate of 81. 9 percent. Table 1. Distribution of the Sample According to Gender, Age, Educational Quali? cation, Average Spending Per Month and Frequency of Consumption. The Table 1 describes male constitution as 59% and females as 41%, the distribution of sample with reference to age wherein maximum respondents were below 30, according to education, maximum 306 Business Management and Information Systems respondents are graduates and 25% of the respondents are post graduates. fourthly, average spending is more than 1000 per month. Lastly, Maximum numbers of respondents consume organic food products on a weekly basis followed by a minimum number of respondents consuming organic food products once a month. The least amount of consumption falls in the category of once a month consumption pattern. General Findings Following are the ? ndings related to this study on consumer perception towards organic food products in Bangalore. 1. Consumers of organic food products evaluate product quality with the price theyp a y . 2. Demographic variables namely gender has a positive impact on consumer perception towards organic food products while difference in educational quali? cations do not have a signi? ca nt impact. 3. There is signi? cant impact of psychographic factors on overall satisfaction of consumers towards organic food products. 4. Consumers consider organic food products as safe for consumption. 5. The respondents have also felt that organic food products are healthy to consume 6. Consumers generally prefer to consume grain based organic food products followed closely by organic grains and organic fruits. Implications of the Study It is important to study factors that have an influence on consumer perception towards organic food products. This study helps consumers and producers/marketers of organic food products to understand the importance of various factors on overall satisfaction towards organic food products. An understanding of consumer perception leads to the creation of better marketing strategies. Here the marketers can focus on appropriate pricing and promotional methods particularly to increase the visibility of organic products to make a positive impact on their perception so as to increase potential sales in the domestic market. Consumers are both quality conscious and price sensitive. Marketers and producers should collectively work towards bringing quality produce in the market to gain market acceptance. At the same time, both marketers and producers should work in consensus with the pricing factor which is perceived to be one of the most important factors in? uencing consumer perception as well as their overall satisfaction towards organic food products. This will help marketers to formulate a strong communication plan in order to influence consumer perception towards organic food products. This study has identi? ed availability of information and promotional activities undertaken by marketers to be one of the important factors influencing consumer perception towards organic food products in Bangalore. Marketers can look into ways of increasing consumer knowledge on organic food products and help them differentiate the bene? ts of consumption of organic versus nonorganic food products. Conclusion The results of the study show that there is a signi? cant relationship between various psychographic factors on the overall satisfaction of consumers towards organic food products. This implies that both producers and marketers need to concentrate on speci? c factors so as to improve the market potential for organic food products and thereby contributing to the general well being of the society and the larger good to en viro nm ent. Consumer Perception Towards Organic Food Products in India 307 References [1] Allen, W. M. (2000). The attribute mediation of product-meaning approach to the In? uence of human values on consumer choices, Advances in Psychology R esearch, l, pp. 31–76. [2] Arzen, I. (1991). The theory of planned behavior. Organizational Behaviour and Human Decision Processes, 50, pp. 179–211. [3]Baker, S., Thompson, K. and Engelken, J. (2004). Mapping the values driving organic food choice: Germany vs. the U. K. and the U. K. vs. Germany. European Journal of Marketing, 38(8), pp. 995–1012. [4] Brown, E. , Dury, S. and Holdsworth, M. (2009). Motivations of consumers that use local, organic fruit & vegetable box schemes in Central England and Southern France. Appetite, 53, pp. 183–188. [5] Cerjak, M. , Mesic, Z. , Kopic, M. , Kovacic, D. and Markovina, J. (2010). What motivates consumers to buy organic food: Comparison of Croatia, Bosnia Herzegovina, and Slovenia. Journal of Food Products Marketing, 16, pp.

Adult Crime Adult Time Essay

In â€Å"Adult Crimes, Adult Time,† published in the Washington Post on March 29, 1998, Linda J. Collier argues about the juvenile laws and her principal argument shows that children should serve the same time as adults when they commit adult crimes. Collier provides some statistics and examples (Jonesboro shooting, Daily City shooting, and her experience with a particular girl) that support her position regarding the information of the article. The diversity of laws among states made the situation much harder because they cannot come up with a specific solution for the problem. According to Collier, the solution is to create the same set of rules for every state, in order to punish the juvenile who commits adult crimes. However, the lack of participation of the federal government or Congress creates an environment of inconsistency in state laws that control the decision of prosecution of young society. Collier’s article is not a good example of an essay that combines a ll three appeals. The essay contains appeal to logos, but suffers from lack of reliable information of the topic and does not provides a decent amount of evidence that clearly supports her reasons. Also, the refutation of different opinions is unclear along the essay, and does not appear to be made correctly. However, Collier’s ability to build common ground, use sensory language and her appeal to pathos determines the good effectiveness of the argument. The article seems to contain a large amount of information persuading the reader to support the more severe and strict punishment for juveniles committing adult crimes. However, Collier’s overall argument seems weak due to the lack of logical, statistical, and supportive facts making it sound more like a complain instead of an argument. She does not provides statistical facts to support a change in the juvenile justice system, on the other hand, she just advises to change the set of rules without any reliable or factual support. In order to support her claim Collier should provide strong facts, such as, number of juveniles involved in murders and number of violent activities related to juvenile’s individuals. For example, the number of murders done by juveniles in 2003 was 783, however statistics show that the number of murders done by juveniles reached over 1.100 by 2007. In her argument, Collier never gives a clear and evident example of how only extending and implying harsher and more severe consequences will help reduce juvenile crime rates. For instance, there is no reliable measure of improvement that shows that Collier’s solution will decreased the rate of juvenile crimes. Logically, a more severe punishment will indeed frighten and make a juvenile think twice before committing a crime, although it wont guarantee a complete solution for the problem. In the sense of ethos, Collier’s essay comes off as a cold and dry argument due to her strict point of view exhibiting any sort of emotion or sympathy towards the juvenile’s perspective. It is important to keep in mind that kids will be kids regardless of the matter, therefore people tend to forget that they are sti ll in the process of growing up and becoming responsible adults. On behalf of that, kids are vulnerable to make mistakes and careless choices without thinking about the consequences. Collier flat out just wants to extend and intensify the judicial punishment, without any concerns regarding the juvenile’s background, family situation, or any other important factor that relates or leads to a juvenile misbehavior in the first place. Even thought it may sound reasonable to intensify the juvenile justice system, there are specific situations that should be evaluated before considering such changes. Such as, being at the wrong place and at the wrong time, facing problems through desperate matters, and mental problems that could lead to a tragic ending for a kid. Collier does not point out or takes under considerations this other subliminal and contributing factors of various kinds that can play an important role in a young person’s life, making her appeal to ethos vulnerable along the argument. On the contrary, Collier’s appeal to pathos determines her side and stand point of the issue for sure. Clearly, she wants to lower juvenile crime rates through modifying and extending the juvenile justice system. Considering Collier’s plan as a possible solution for the present issue, the creation of common ground is stabled due to the fact that we all want a more safe and developed society for the future. Collier argues in such a way that she makes it seem as it is a perfect world with simple solutions to serious problems. That’s not always the case. Life is more hypothetical than a simple extension of punishments and consequences. On account of what was mentioned before, kids will always be kids and if they do not consider consequences, they still wont consider what Colliers suggest. As a conclusion, Collier’s overall argument it is good. The essay presents many weaknesses related with the appeal to logos and ethos, however her facility to establish common ground helps the confident of the article. Although, ethos and logos does not provide support, the appeal to pathos along the essay is a major strength. Collier should add more reliable information, facts, and statistics in order to make a stronger argument and support all the information contained in it. Coming up with respectful and clear refutations to other opinions will create a bigger level of respect between the writer and the readers, resulting in an excellent and complete argument about the juvenile crime. Work Cited Collier, Linda J. â€Å"Adult Crime, Adult Time.† The Washington Post Company, Page C01. Web. Sunday, March 29, 1998.

Cons Of Abortion Essay

Abortions should be illegalized unless there are special circumstances and appropriate reasoning. One reason is because many people have taken advantage of legal abortions and use it as a form of birth control. Another reason being that killing an unborn is morally wrong and that it’s considered murder. Third, almost all women experience both physical and psychological disabilities whether they’re minor or very serious. An abortion is the termination of a pregnancy by loss or destruction of the fetus before birth. An abortion may be spontaneous or induced. The latter is an act with ethical and legal ramifications. Many women experience physical and psychological complications after they have had an abortion. This leads to complications in their behavior and therefore many consider the care of a psychiatric or physician. Statistics prove that the risks of Physical problems among women who have aborted at least once are high. Approximately 10% of women undergoing abortion will have to suffer immediate abortions and about 2% of them are life threatening. Death is a very serious issue for all women considering abortions. Legal abortion is reported as the fifth leading cause of maternal death . Statistics prove that women who have had an abortion are four times more likely to die in the following year than ones that have carried their pregnancies to term are. Abortion is also clearly linked to a dramatic increase in suicide risk. Between 7 to 30% of all women who have aborted have been reported to attempt suicide. In Canada a study of government funded medical programs showed that 41% of women had to receive psychological treatment after having an abortion. Putting death and suicide aside, there are many other problems that one may have to suffer from. Facing complications in labor and having handicapped newborns. Statistics show that women who have â€Å"aborted once are two to three times more likely to having a pre term delivery† Not only does induced abortions increase the risks of pre- term delivery but also increases the risks delayed delivery. Because abortion is associated with cervical and uterine damage, these are the leading causes of handicapped among newborns. The authors found that â€Å"if a partner is present and not supportive, the miscarriage rate is more than  double and the abortion rate is four times greater than if he is present and supportive. The partner is absent the abortion rate is six times greater.† In total out of 1428 women surveyed, after having aborted, women visited their family doctor 80% more for all reasons possible and 180% of them went for psychosocial reasons. â€Å"Abortion is stressful and emotionally difficult for most women† . As well as having physical problems, more women experience psychological damages. A survey stated that almost eight weeks after having an abortion, 31% of women had regretted the decision. 44% had complained of having nervous disorders, 36% had experienced a loss or disturbances of sleep. Many of these women carry repressed feelings which leads to drug and alcohol abuse. Elliot research institute’s researcher found that women who have aborted their pregnancies are 4 times more likely to get involved with drugs and alcohol. During an interview of 30 women who had aborted, 60% had increased their use or alcohol. Almost 45% of all abortions performed today are repeat abortions. If abortions were illegalized, a large proportion of repeat abortions can be eliminated. Not as many women would have to go through stress and other physical and psychological disorders. Outlawing abortions can reduce many of these common problems among women. The three main that women who have aborted give are, â€Å"having a baby can change my life†, â€Å"If I were to have this baby, it could ruin my career†, or â€Å"My partner and I are currently having problems in the relationship† . When asked public opinion, these reasons are quite selfish. It seems as if when there is no where else to turn, the option of abortion will stand out. Knowing that abortions are permitted and available some take it as the easy ticket out. During the 1970’s, Canada was reported to having one of the highest teenage fertility rates in the world. Among unmarried women, teens have held the highest rate of child bearing in Canada and the United States. As these pregnancy rates have increased, abortion rates had doubled. Between 1975 and  1980 abortion rates have doubled from 20 to 44 abortions per 1000 women who were between the ages of fifteen and nineteen. This shows that many teenagers have been using abortions as a method of contraception to lower their fertility rate. To those whom consider abortion a negative issue say that, â€Å"easy abortion leads to increased promiscuity†; â€Å"Available abortions lead to reduced contraceptive use† . If abortion remains legalized it silently and subconsciously encourage selfish and irresponsible behavior among young women who may consider it as a backup plan incase of pregnancy. Since the abortion law made by the Supreme Court in 1973, teenage abortions had risen very greatly in numbers. Abortion rates for adolescents between the ages of 15 and 19 raised from 244,070 to 448,570. That’s an increase of 84%. For girls under the ages of 15, the rate increased to a total of 31% (11630 to 15240). In 1980’s, there was a decrease in abortion rates. This was due to the fact that the changes in law decreased the number of abortion providers all over Canada. Due to this abortions had decreased by 26% in 1984, 24% in 1989 and 21% in 1991. Looking a little deeper into this, one may come to the consideration that many if not all pregnancies that have been aborted have been due to carelessness in sexual behavior. With the exception of rape, incest or physical harm on the women, the procedure of all abortions should be banned. Many argue that abortion is immoral and it is in the same category as killing an innocent, newborn baby. All life is present from the moment of conception. Fetuses almost look like newborn infants and possess characteristics, such as a genetic code, that are found in all human beings. Anti abortionists say that â€Å"it is always prima facie seriously wrong to take a human life† or â€Å"is it always prima facie seriously wrong to end the life of a baby† . Some say it doesn’t make sense to give rights to a being that would never have psychological traits, but one may argue that new born babies don’t have these traits either, but if they were to be killed after birth, one would get charged. Therefore the argument that a fetus does not  carry psychological traits is a poor one. Other issues which makes killing a fetus wrong is the loss of the victim’s future. This can be supported by the consideration that killing is one of the worst crimes. People who know that they are going to die believe, of course, that dying is a very bad thing. These people know that their premature death is bad because they will miss out on what the future may have had to hold for them . For people who are severely ill and wish to die will not have suffered a loss if the were killed because they know they will have to face a future of pain. Abortion may also be compared to animal rights. Our society has always put humans before animals. Our rights are obviously more important than those of animals are. A couple months ago, two men were arrested because they had slit open the bodies of rats and photographed it saying it was art . Those who perform abortions are killing a living fetus, which will grow up to, possess characteristics much more complex than that of a rat. How can those who perform abortions get away with it and not those who kill rats? Medical science leads to a pro-life perspective rather than a pro-choice perspective. These arguments against abortions are compelling. One being that at conception the embryo is genetically distinct from the mother . It is said that a developing human being is genetically different from its mother because, for one, it is genetically different form the sperm and egg that created it. The DNA of an embryo can be distinguished form the DNA of the sperm and egg that created it. There are other medical arguments supporting the right to life for a fetus. Major one is the definition between life and death. In the past life was defined by the heartbeat. A stopped heartbeat would be a clear indication of death. By the eighteenth day in the womb, a fetus has a heart. If heartbeats were used to define life than all abortions would be outlawed. In the new age, brainwave activity is used to define death. Fetuses develop ECG patterns in their brains at about 40 to 43 after conception. A flat ECG pattern clearly determines death. Using brain wave activity, at least a majority of abortions could be outlawed. A third issue concerning abortions is if the fetus feels pain. Yes a fetus does feel pain. Try poking an infant with a pin, it will immediately pull away and begin to cry. If you tried to do the same with a fetus, it will open its mouth and pull away. This also causes an increase in the heart rate of the human fetus. Many other medical arguments can be used to try and  outlaw abortions. A fetus has unique set of fingerprints, it to is growing and developing, it has the same human like features as we do, and many others. Abortion is a very controversial subject and there are many debates between the pro-lifers and pro-choice’s. The views of the pro-lifers are that abortion should become banned all over hospitals and clinics. Pro- choicer may not agree with this because they argue that if abortions become banned then women will have to get illegal abortions. This is not true because statistics proved that when abortions were banned in Canada the rate had drop. Women who did not need abortions for a real reason did not get them. This brought down abortion rates considerably. If the number of abortions was decreased this will also decrease problems of physical and psychological stress. In conclusion, there are other ways of dealing with the situation of an unwanted pregnancy. The most one may do is give up the baby for adoption. Bibliography 1. Abortion: Choice and Conflict Editor Oliver Trager 2. The Ethics of Abortion Robert M. Baird and Stuart E. Rosenbaum 3. Internet site www.religioustlerance.org/abo_supr.htm 4. Abortion a Positive Decision By Patricia Lunneborg 5. The Big Evasion By Anne Collins 6. Perspectives on abortion By Paul Sachdev 7. Abortion Policies in US and Canada Studies in Public Opinion Edited by Ted G. Jelen

A Glimpse of Chinese Art Essay Example | Topics and Well Written Essays - 750 words

A Glimpse of Chinese Art - Essay Example The earliest Shuiyei Guanyin work of art was found in Dunhuang. This was later described the deity on the painting to have â€Å"distinctive attributes of Guanyin† in the Tang dynasty, and the dynasties that followed thereafter. The icon had a â€Å"willow branch† and â€Å"water bottle† in both hands, and it was seated on a rock. The background had a fabulous full moon and the place was filled with bamboo grove. This work had influenced the Chinese culture and art since full moon and bamboo grove have been the symbolic icons in Chinese paintings. This work of art continued to transform and was interpreted into other works of art such as sculptures. This art later on signified the beauty of Chinese art from Indian culture that had the resemblance of the said icon. This has fascinated me in such way that I was able to appreciate how art can live through the years, and represent the stories behind it. This even became a more developed one by having several interpre tations and versions. Art can even prove to connect different cultures together, and yet, it maintains the true meaning and essence of the art for each culture. The horses of the Tang Dynasty are among the most promising treasures and works of art in Chinese culture. This is due to the fact that horses made a significant role during the war since this signified stability of the troop. The Tang dynasty was one of the well known dynasties in China, and their horses were known to be one of the greatest inspirations to come up with ideas on Chinese art. The â€Å"Zhaoling Six Horses† is said to be the inspired work of art from the Chinese custom of â€Å"stone relievos.† These horses were owned by the emperor Li Shimin of Tang dynasty (Dongxia 121-122). These horses were described to be a group of equestrians and that they were wearing clothes suited for the battle, but at the same time neat and steady. The group was not all Chinese by ethnicity, but they all had the readi ness to face war (â€Å"Tang Dynasty†). The â€Å"horses in Tang dynasty† has made an impact on me not just with how they served their purpose back in the Tang dynasty, but as to how they had remained to be a symbolic icon in Tang dynasty. I see them as a proof of stability, and at the same time elegance as they

Difference between an Entrepreneur and an Intrapreneur Assignment

Difference between an Entrepreneur and an Intrapreneur - Assignment Example Entrepreneurs are bold risk-takers. The new business may be profitable or may turn out to be loss-making. Their level of risk is extremely high as there is no-one else to share the burden, which can literally ‘make’ or ‘break’ them. Intrapreneurs are low-level risk-takers. In their role as employees of a business, their amount of risk-taking is limited by boundaries laid out in advance; they are not permitted to exceed those limits when conducting negotiations that could pose risks to the business. Entrepreneurs have clear visions for their new businesses; they are dogged, determined and rigid about their visions, and respond negatively to any alteration proposals. Intrapreneurs have their own visions about ways to develop the business, but such visions are flexible and adaptable in response to organizational shifts. Entrepreneurs are persons who possess a wide range of skills in different fields. They are termed as ‘generalists.’ Intrapreneurs are ‘specialists’ who possess highly trained managerial skills that enable them to concentrate on ways to improve and develop the business (Lifecollege.org). The three forms of management are autocratic, consultative and democratic. Autocratic managers are persons within the organization with total decision-making powers. They give dictatorial instructions to staff members without bothering to ask their opinion on the matter in hand. Consultative managers take final business decisions, but only after soliciting opinions of other employees and analyzing the matter in hand from the perspective of those views. Democratic managers hand over authority to staff members to finish a task allotted to them. The staff members then proceed to complete the given task on time by employing their own set of work techniques. The staff members are part of the decision-making process.

Political Significance of the News Media Essay Example | Topics and Well Written Essays - 1000 words

Political Significance of the News Media - Essay Example The central point in our paper will try to close upon the actual significance of news media in registering and reflecting the socio-political transitions against a global mirror. By comparing and contrasting the viewpoints of the libertarian socialist Noam Chomsky, who concentrates on the aspect of totalitarianism practised by the radio stations, television, newspapers and cables in the name of global voice and that of the Glasgow Media Group, which adapts a somewhat open approach to critically define the nature of media coverage by the developed part of the world. There is an astonishing disparity between the news and the story featured by most of the popular media groups for public presentation, thereby manipulating the political discourse in an unprecedented manner. Keeping this in mind, we will take the discussion ahead with the similar and contrasting views on News Media of Noam Chomsky and the Glasgow Media Group. Noam Chomsky has been one of the leading authorities on linguistics, political thought and philosophy of the 20th century. Always known for his unique thoughts, Chomsky has written a great deal about the role of mass media in a democratic state. Asserting that the world of the News Media was dominated by the rich and the wealthy, Chomsky highlighted the narrowness of perspective of this medium (Stark, 1998). In discussing about the media, Chomsky further pointed out that newspapers which reached the masses at large, have witnessed a dwindling of their significance with the sudden surge of the television. With televised news and advertisements being controlled by the wealthy corporate, newspapers have become costlier to the regular reader. Chomsky raised his voice against this very 'corporatisation' of the media. Instead of serving as a strong vehicle of providing real news, the media has almost become a money making machine. Depriving the common man of stirring social and political problems and belittling other important issues, (Scannell, et al, 279), the media has simply become a marketing tool, catering to the needs of the so-called buyers and sellers. Press conferences have attained an unprecedented significance, supplying news continuously, in turn publicizing the role of the government and other business groups. Talking about world politics, Chomsky mentioned that the media championed the U.S government policies, underlining the benevolence of the country. Moving away from these sycophantic assumptions, Chomsky described the role of the News media in analyzing US foreign policy. The news media was strongly influenced by government policy making (Institute of Communication Studies, 2001). In Chomsky's words, the U.S. foreign policy was marked by unique patterns. Adding on to the four freedoms, which Roosevelt propagated during the World War II, of speech, worship, want and freedom from fear, Chomsky spoke of a fifth freedom in U.S. foreign policy. He called this freedom, the right to rob and exploit. Chomsky and co-author Hermann affirmed that the U.S. encroached upon the human rights of a few dependant economies,

The effects of the cold war on the middle east Research Paper

The effects of the cold war on the middle east - Research Paper Example Egypt found itself cornered as it was unable to get ammunition and economic support from the USSR; it could not support Egypt in the 1967 Six Day War and in the War of Attrition against Israel. Although Egypt underwent a political changeover from Soviet Union to the United States in 1972 under the leadership of Anwar El Sadat yet the 1973 Yom Kippur War brought about huge congregation of American forces putting at stake detente because of the propaganda of Soviet involvement in backing Egypt in the Yom Kippur War. Soviet influence in the Middle East could be seen not only in the pre-Sadat Egypt getting Soviet help but other countries such as South Yemen, Algeria, and Iraq as well as indirect support to the Palestinian cause by backing Yasser Arafat’s Palestine Liberation Organization (PLO) (Cold War, â€Å"Wikipedia,† par. 6). The Six Day War or June War held in 1967 was one such major event known by different names such as the 1967 Arab- Israeli War or the Third Arab-I sraeli War was waged between Israel and the neighboring countries Egypt, Jordan, and Syria. Israel won the war comfortably capturing Gaza Strip and Sinai Peninsula from Egypt, the West Bank and East Jerusalem from Jordan, and the Golan Heights from Syria. The area captured by Israel during the Six Day War followed up with the refugee problem, which has become a concurrent issue of the Israeli–Palestinian conflict. This has created issues in global law affecting international relations in the long term (Six Day War, â€Å"Wikipedia,† par. 1). Earlier, after the 1956 Suez Crisis, Egypt had to give consent to the positioning of the United Nations Emergency Force (UNEF) in the Sinai for abiding with the 1949 Armistice Agreements. It entered into bilateral defense agreement with Syria. Jordan blamed Egypt for not supporting it militarily under the garb of UNEF. When the Soviet Union made false reports of gathering of Israeli forces on the Syrian, borders, Egypt ousted the U NEF forces from Gaza and Sinai; its force taking up UNEF positions at Sharm el-Sheikh opposite the Straits of Tiran. Along with others, Egypt also sent its forces to Jordan to support against Israeli aggression resulting from the closure of the Straits for Israeli shipping. The deteriorating political climate finally provoked Israel in waging war by the name of Operation Focus at the firs day of the Six Day War with a sudden air attack. On can not deny the role of the Soviet Union played by sending false announcements of Israeli troops positioning at the Syrian borders. In one way or the other the then super power, the USSR, played the provocative role of adding petrol in the enflamed political environment, furthering it to the Six Day War (Six Day War, â€Å"Wikipedia,† par. 2). Afghanistan became the battleground of Cold War when the Soviet troops landed on its soil in December 1979 in support of the Afghanistan’s Marxist government led by its ex-Prime-minister, Nur Muhammad Taraki. The US has been providing support to the Mujahidin insurgency against the Soviet supported Marxist government even before the arrival of Russian forces there. This fact was revealed in an interview by the French weekly newsmagazine Le Nouvel Observateur by the American President Jimmy Carter’s National Security Advisor Zbigniew Brzezinski. The Cold War between the then Super Powers was an extension of their desire to become world leader by waging a proxy

How Might Inclusive Special Education be Developed in a United Kingdom Essay

How Might Inclusive Special Education be Developed in a United Kingdom School - Essay Example Inclusion exercises the right of each individual to an apt and proficient education in a mainstream educational facility. The implication of this cause states that children who are born with physical or cognitive abilities, if mentally capable, must not be regarded as an exception to receive the same level of education other children are receiving. It also encourages values among children, in terms of respect and support towards their peers and the community. Scholars believe that an environment that promotes fewer restrictions allows students to greater exposure in interacting with diverse individuals (Farrell 2001). This allows for a more equitable environment where SEN or students with Special Education Needs would be able to receive the same education as other children. This type of setting encourages everyone, regardless of impairment, to operate and learn through the same educational perspective. Inclusive education is not only beneficial for special education students, but for other students as well. Belonging to a diverse class would enable students to interact, understand and construct relationships with peers who are different from them. This removes the notion of discrimination as per usual means of segregations in classrooms, in terms of intellectual capabilities (Lindsay 2003). A school that follows a special education environment employs an instruction that involves techniques and exercises specific for students whose learning needs are not in coherence with the standard school curriculum. The United Kingdom government has mandated laws that discourage the utilization of special school; instead, focus on the concept of inclusion. This form of education acknowledges each individual's right to fairness and society practises its responsibility of supporting those who have special needs, in their best interest (Mitchell 2005). Nature of an Inclusive Environment The effectiveness of inclusion is not only dependent on special education students, but various groups in the community should also partake in making inclusive education efficient. These are parents, teachers, support staff, instructors and whole general population. There are various concerns regarding inclusive education, one of which is that most parents of mainstream students feel that their child's growth will be limited when the class teacher would have to tend to those who are impaired. Mainstream students are those who participate in the prevailing values and practises in society, as opposed to SEN students (Pather 2007). On the contrary, the parent of a special education child might feel that her child would not be provided the extra attention and care that her child requires in a general mainstream education. There is also a possibility that the children would feel a sense of belongingness once accepted by peers, or would be a cast away if the inclusion isn't effective (Avramidis 2003). The nature of inclusion reduces the level of exclusion in mainstream classrooms, and engages the reduction of barriers in participation and education. It encompasses education of all levels, from preschool, elementary, high school, colleges and universities. The Centre for Studies on Inclusive Education asserts that others have a tendency to necessitate more support from their peers, which stakeholders must support (Lieber et al

Case Study for ODP Essay Example | Topics and Well Written Essays - 4000 words

Case Study for ODP - Essay Example As the reporter declares "my mentor, Dr. Hughes, supervised me as I took Mary and Mrs. Silvestre through the theater admission procedures. After sometime, Mrs. Hughes resolved to speedily nip to the lavatory in the process so as to get back, and relocate the patient into theatre. He left me to complete the remaining procedures and prepare the patient for admission. During this time, I observed that the agreement form had been contracted by Mary and a comment added to the notes that Mary thought she was pregnant. I proceeded to confirm this comment setting Mary free for theater admission after completing all required procedures. After transferring Mary into theatre, my mentor attempted to supplement a cannula in Mary’s hand. To my utter amazement, Mary was startled by a sharp pain inflicted upon her by the inserted cannula. She immediately withdrew her hand resulting in the cannula becoming dislodged with some blood spillage. I privately ask Dr. Hughes why such a unique occurre nce was taking place, and she quickly confessed that she had not really attempted a cannula procedure unsupervised before. I concluded that she must have forgotten to follow certain necessary procedures resulting into the pain experienced by the patient and consequently, the blood spillage upon withdrawal." Operating department practitioners (ODPs) have a huge role to play in seeing forth the liberation of patients from the anguish of various diseases. The situations to which operating department practitioners are often exposed as health care professionals are sometimes so complex and demanding including serious issues of health and wellbeing of various patients.

How Has the Internet Influenced the Nature of Community Involvement in Assignment

How Has the Internet Influenced the Nature of Community Involvement in Development Decisions in Urban Planning - Assignment Example According to the International Association of Public Participation IAP2, any method which involves the public in making decisions or solving problems is known as a stakeholder engagement. The Internet has contributed significantly in increasing stakeholder engagement in the urban planning process. This paper attempts to investigate how far the Internet has been successful in doing so. Urban Development Planning The Planning Authorities formulate development plans for the urban, semi-urban and rural sectors. The entire development planning process involves the services of a wide range of professionals. They include civil engineers, architects, environmental engineers, geographers, real estate and property managers, surveyors, cartographers, community association managers, surveying technicians and also market and survey researchers (U.S Department of Labor, 2008, p. 222). The Role of the Internet The Internet has primarily been used to computerize the existing processes of communicati on between the Government and the community people. Citizens have used the e-mail to exchange information with the Government officials instead of writing hard copies of letters. The Community people have accessed information regarding urban development activities, on specific websites instead of reading pamphlets and reports. They could download this information from the Internet as a digital copy if they required it. Many urban planning bodies have posted an extensive amount of information regarding their plans and programmes on these websites. Earlier there used to be newspaper notices and official records regarding the same. The citizens can access a wide variety of planning related documents on the internet which sometimes also includes the agendas of urban planning board. Many planning agencies have adopted Geographic Information Systems (GIS) on their websites which have allowed the citizens to access GIS data and design their own maps. In 2004, a survey was conducted on the websites of 582 cities of the U.S.A which had recorded a population of 50,000 or more in the 2000 Census. It was found that 55% of the websites posted the urban plans of the Civic Authorities and 35% of them provided an e-mail address for the citizens to communicate. 37% of the websites also enumerated the major points of discussion of planned meetings with the community people. (Goodspeed 2008 p29; Conroy & Cowley, 2004) Brody, Godschalk and Burby have identified five areas where the Internet has played a significant role in facilitating community participation in urban planning and development. Some of these areas still offer considerable scope for the Internet to function as a significant medium of communication (Goodspeed, 2008). 1) Providing Information to the Community and Providing them with Opportunities to influence Planning Decisions: There are urban planning websites that have a provision for the citizens to write their views in an open forum where the planning authoritie s can clarify these opinions following a process of exchange of views. The website of PlanNYC (a student run site concerning urban planning) has allowed website visitors to post their comments. Similarly, blogs have been launched on the internet by some communities that have the provision for the residents to post their opinion on a variety of topics relating to urban development planning. A group called E-Democracy.org has launched a forum which facilitates

Nursing Interventions to Prevent Falls in Elderly Research Paper

Nursing Interventions to Prevent Falls in Elderly - Research Paper Example Common chronic problems like hindered vision, hearing failure and impaired memory arise in old age which leadsto different problems and severe distress. Elderly people are generally subjected to polypharmacy (using multiple medications) due to multiple problems of old age. A study shows that there are about as many elderly who take nonprescription drugs as take prescription drugs. This however, may cause adverse drug effects (categorized as serious, life-threating and fatal)if the drugs interact with each other within the body.Another complexity is the refusal of elderly people to cooperate due to the fear of consequences of treatmentand they reject taking any medical care. However, many of these problems are treatable, if proper nursing measures are taken. Overview: Falls in Elderly Falls among elderly are not related to normal aging; rather, they are regarded as a geriatric syndrome because of discrete multifactorial and interacting, predisposing (intrinsic and extrinsic risks), an d precipitating (vertigo, syncope) causes. We have taken two studies into consideration based on the randomized trials of the elderly people living in: Homes (Day et al., 2002) Residential care facilities (Jensen, Lundin-Olsson, Nyberg & Gustafson, 2002) There has been a lot of research in the past decade on randomized controlled trials based on fall prevention. Day et al. (2002) report that exercise, minimization in medication, professional support services and home modifications have proved to be effective interventions as supported by RCT.Trails of multiple interventions have also shown to be effective in fall prevention. While in another study Jensen, Lundin-Olsson, Nyberg & Gustafson (2002) has designed a hypothesis intervention program based on specific multiple risk factors for falls in elderly residents of residential care facilities and conducted RCT for fall prevention. Designs Study-I Day et al., (2002) designed the evidence based study which targeted fall risk factors: s trength, balance disorder, impaired vision, and home hazards (included because of its extensive presence although no strong evidence was available). The study used a full factorial design, designating eight groups on the basis of three interventions. Seven groups availed at least one intervention and the remaining one group didn’t till the end of the study.â€Å"Adaptive Biased Coin† technique was used to select the participants. A flow chart of the scheme is provided in appendix-I. Placement – CityofWhitehorse, Melbourne, Australia Participant Age– 70 years and above (residing at own homes) Data Assessment– The researchers compared and divided individuals into different groups according to the available data on the basis of higher percentage: Sample size–On the basis of 25%annualfall-reductionconsidered to be an achievable target the studies required 914 participants and 1143 participants for a non-intervention assessment and main effect co mparison(annual fall-rateof 35 per 100 individuals) allowing a 20% dropout. Study-II Jenson’s (2002) study was designed onelderly people (having cognitive dysfunction)residing in residentialcare facilities. The study reports that out of 25 residents, nine met the criterion and were split into groups A and B (based on age, number and type of facility setting and record of previous falls). To maintain the discreetness the medical staff