Social learning perspective and its implications education essay Free Essays

string(112) on help and punishment, calculating more towards subjective interventions on obtaining and social alteration. A basic geographic endeavor of Banduras cultural larning viewpoint and its conclusions for larning in standard schoolroom for the people who show questioning conduct. 1.0 Introduction Accomplishing adequate guidance and procurement in standard scenes of understudies with contesting conduct stays a worry of experts, research laborers and teachers. We will compose a custom paper test on Social learning point of view and its suggestions instruction article or then again any comparative theme just for you Request Now The request ; whether there ought to be a run of the mill showing technique for pointing researchers with contesting conduct as well as specific instructive requests which had become a consuming issue with the arrival of The Green Paper on specific instructive requests ( SEN ) ( DfEE, 1997 ) each piece great as the Literacy Strategy and understudies with SEN rules ( DfEE, 1998 ) are explanatory of the worry that run intoing the obtaining requests of all researchers in ebb and flow instructive scenes airss for learning and expert example since incorporation had started to indicate the scene of standard schoolroom ( Norwich A ; Lewis, 2001 ) . This clearly mirrors the changing political temper which try an increasingly comprehensive society. Be that as it may, there is worry about the feasibility of the standard that all children and juvenile individuals are esteemed as people, as reflected in the Government ‘s papers Removing Barrier to Achievement ( DfES, 2004 ) , through a typ ical showing technique in standard way. Hence the significance of educating learning assaults goes to the bow in finding viable comprehensive examples especially for pointing understudies with questioning conduct in standard schoolroom. An open plan and assault to achieve this needs to run into the securing requests, and accordingly determine the student rightness of such assault required for the researchers who show questioning conduct in standard schoolroom. Bandura ( 1977 ) built up a place that approaches larning as non just a product of traditional and operant molding yet as being affected by trial securing. Blending to Bandura ( 1986 ) trial procurement takes topographic moment that the researcher gains from identifying the activities of a hypothetical record and the impacts of those activities taking to concealment or disinhibition of his ain activity. What this suggests for schoolroom design is that the researcher ‘s challenge must be found practically, valued and tended to inside a model that relevantly interface viably, suitable communications between setting, item and point in a learning system. In fundamentally estimating Bandura ‘s cultural securing position and its conclusion for larning in standard schoolroom for the people with contesting conduct, this paper targets exploring the estimation of the cultural procurement position as an assault that can educate strong comprehensive example in pointing student explicit requests in standard setting. The interest to point single researcher requests, and at one time accomplish comprehensive standard stamps and points forestalls the endeavor that must be attempted for the gathering of researchers with specific conditions and harms that do put hindrances to securing, requiring change in accordance with be made to achieve same level of larning as the typical researcher so as to ensure that useful procurement takes topographic point across load up. It is thus significant that this exposition proposes that inside the trip of speculations pertinent to strong securing, and inside the setting of standard schoolroom, Bandura †˜s cultural larning position can be a fundamental constituent of any multi-secluded intervention in pointing the procurement requests of the people with contesting conduct. In this manner, more than ever previously, guidance and the rule that bolsters the moves that educators make envelop a wide extent of factors which fundamentally includes larning. How is larning best recognized, spurred, accomplished, surveyed and based upon for the researcher, are on the whole requests that continue with, and warrant the numerous and changing judgments that establish guidance, conceivably considerably more along these lines, how it can best be drawn closer in the standard schoolroom for the researcher with contesting conduct. 1.1 Bandura ‘s Social Learning Perspective an outline Albert Bandura is a prima analyst who had contributed limitlessly towards the advancement of numerous Fieldss of mental science, and made an extraordinary work with his cultural securing hypothesis. His cultural obtaining hypothesis is supported by his discoveries in exploring the determiners and instruments of exploratory larning through dissecting the cardinal features of human procurement and the inclining of the researcher to design their ain conduct on the conduct of the ‘observed other. ‘ Fitting to Ormond ( 1999 ) , Social procurement as a hypothesis worries with securing that happens inside a cultural setting. The fundamental fear of the hypothesis depends on the thought that human presences gain from each other through trial securing, impersonation and demonstrating. The following is Ormond ‘s farther premises as regards to cultural larning hypothesis: Learning can occur through individuals identifying the conduct of others and the aftereffect of such practices Learning can occur without an adjustment in conduct. What this recommends is that despite the fact that the Behaviorists had kept up that larning results in an enduring change in conduct, the cultural securing position ‘s guarantee that larning can occur through perception altogether implies that larning may non needfully be connoted either in open introduction or spoke to by a modification in conduct. Perception is a fundamental key in larning. Social larning hypothesis is grounded on the perusing of human larning from the psychological list. It proposes a nexus between behaviorist larning speculations and psychological hypotheses. Bandura ‘s cultural procurement position other than recommends the reason that demonstrating is fortified by the earth, for situation where the hypothetical record conduct prompts impacts that fortify it. It is obvious that the practices that individuals gain from others are now and then following in satisfying or reenforcing encounters. Bandura ‘s Bobo doll try was utilized to represent how vicariously the conduct we gain from others can be strengthened whereby the hypothetical record being replicated fortifies for a reaction. The Bobo doll analyze shows a hypothetical record kid hitting a hyperbolic doll †the Bobo doll. A gathering of understudies were demonstrated the hypothetical record being applauded for hitting the doll. The result was that without being strengthened themselves, the understudies started to other than hit the Bobo doll. Nonetheless, in cutting edge times, emphasize on the cultural procurement position have would in general brood on help and punishment, calculating more towards intellectual mediations on securing and conduct change. You read Social learning point of view and its suggestions instruction article in class Paper models Contemporary assaults to cultural larning viewpoint recommend that ; Backing and punishment, despite the fact that are non the main source of obtaining, do hold a roundabout consequences for procurement. Both help and discipline sway on the degree and degree of which the conduct educated is shown by the researcher. What's more, that the researcher ‘s anticipation of a signifier of help psychologically impacts on the systems of securing. 2.0 Social Learning and Cognitive methodology Bandura ‘s cultural larning viewpoint infers a figure of psychological variables ; whereby it proposes a separation to be mentioned between larning by objective fact and larning through impersonation of what has been realized. Learning by perception includes psychological handling during the class of perception and paying joining in, ( undertaking is intellectual ) , is basic to test securing. Moreover, psychologically Bandura ‘s postulation traces the strategies of larning. Bandura thinks about variables of viewpoints, common causing and demonstrating in the associations that is being made between proficient, article and setting in the obtaining strategy. 2.1 Behaviors and designing Instrumentally, the cultural securing position shows how we can comprehend conduct as a methodology of larning through demonstrating, at any rate in partition. The cultural obtaining viewpoint considers conduct to be being affected by designing. In the schoolroom for representation, understudies can larn through scientific introductions. The Bobo doll focuses to the representation that animosity for case can be learned through hypothetical records. Additionally, research had indicated that kids who are presented to forceful hypothetical records, for case guardians who are forceful or vicious, go progressively forceful themselves. At that point again, moral idea and conduct that are displayed from a feeling of right or wrong are by and large affected and created through demonstrating. 3.0 The researcher with Challenging Behavior and standard setting Testing conduct had been portrayed as that conduct which forestalls the commitment of the researcher in proper actives and disengages the researcher from rises to. It is viewed as the conduct that influences the obtaining and activity of others and that radically diminishes the researcher ‘s chances for full commitment in common procurement exercises. The researchers with driven practices are ever doing unreasonable requests on both staff assets and other larning bolster assets ( Harrris et. al. , 1993 ) . Orchestrating to McBrien A ; Felce ( 1992 ) , contesting conduct can other than be viewed as conduct which establishes a test to others given that it is difficult to happen efficacious

Relationship Between Ireland And Great Britain

Connection Between Ireland And Great Britain The years during 1815-1922 saw various huge occasions that would encourage Irish patriotism and finish with the Anglo-Irish Treaty of 1921. OConnells Catholic Emancipation Bill brought about Irish government assistance turning into a key component in British legislative issues from that point onward. However, his ensuing inability to speak to popular conclusion prompted the split with Young Ireland. OConnells disappointment combined with the impression of lack of care showed by the British during the Great Famine, prompted the development of radicalized patriotism. Additionally, the expanded migration to the USA, as an outcome of the starvation, brought about a developing unfriendly demeanor towards the British and prompted the surfacing of new extreme gatherings. Thus, the underlying disappointment of Parnells Home Rule development prompted further radicalisation among patriots. By the by, its drawn out centrality can't be denied: the death of the third Home Rule bill in 1912 was ap parently an aftereffect of Parnells starting capacity to persuade the Liberals of the requirement for such a bill. The possibility of Home Rule, notwithstanding, prompted the development of the UVF. In fact, the Curragh revolt that followed featured Asquiths faltering commitment to tying down Home Rule to patriots. Such acknowledge persuaded the IRB of the requirement for the Rising of 1916. Unquestionably, the Easter Rising catalyzed a progression of occasions which saw the fall of the I.P.P. also, the development of Sinn Fein. In addition, the rising went about as a motivation for Sinn Fein to follow and gave a level of authenticity to their objective. In this way, in spite of the extraordinary noteworthiness of the past occasions, the Easter Rising can be viewed as a defining moment as it supplanted the moderate goal of accomplishing Home Rule with the more eager point of Dominion Status. All the more significantly, it roused Sinn Fein to misuse the expanding compassion of the Br itish open, which put focus on the British government to make an arrangement; past occasions had neglected. The Catholic Emancipation Act 1829 can be viewed as an unequivocal second in the British and Irish inquiry. It filled in as an overwhelming hit to the protestant Ascendancy, which had been available since the late seventeenth century; they had now lost their political and monetary matchless quality. Altogether, it changed the texture of British legislative issues: it prompted the development of an Irish gathering in the House of Commons. Just because, the Irish Question was uncovered to the British government. Irish government assistance was currently to turn into a key component in British legislative issues. Moreover, OConnells prominence was exemplified in the County Clare appointment of 1828. Surely, the political decision showed the force and the conceivable outcomes that could be accomplished with mass feeling. Along these lines, OConnells starting even minded capacity can't be denied: Oliver MacDonagh composes that before 1843 OConnell pioneered the path Westminsterâ [1]â . Nonetheless, after this period OConnells record is one of reverberating disappointment. There was an expanding separate between OConnells belief system and overall population conclusion. OConnells supported idea of quiet techniques to accomplish repeal started a developing impression of OConnells bashfulness among the populace. As Quigley contends his accentuation on moral power strategies was unreasonably obsolete for the Irish national movementâ [2]â . His split with Young Ireland, a gathering that currently upheld the utilization of power, fortifies this thought. All things considered, OConnells activities were unquestionably noteworthy over the span of the British and Irish inquiry: as a result of his activities Irish government assistance turned into a key issue at Westminster. Additionally, OConnells quiet and established strategies were received by various people and stayed unmistakable all through various resulting years. At last, be that as it may, it can't be viewed as t he defining moment as the mass help for OConnell was brief; this was trailed by the lethargy of the I.P.P. for a long time. Oliver MacDonagh deduces In the end he bombed offensively two decades later his motivations and strategies had appeared to be nearly to have vanished.â [3]â The Great Famine certainly changed the course of the connection among Britain and Ireland. As a result of the starvation, progressively extreme methodologies were utilized. Youthful Ireland, who reprimanded the British government for the starvation, composed the outfitted resistance of 1848; the disobedience was, be that as it may, an astounding disappointment. However, it is critical to consider the more extensive setting the starvation prompted a time of political unresponsiveness. As F.S.L. Lyons expresses the insubordination was thoroughly withdrawn from the universe of realityâ [4]â . The insubordination was noteworthy, in this manner, just in the long haul: it was a potential motivation to future replacements for the republic to be battled and passed on for. There was a component of affliction, which turned out to be progressively conspicuous in resulting years. Obviously, it is doubtful that this component of suffering may have propelled the blood penance, which was apparent in the 1916 rising. However this is a fairly romanticized see, all things considered, the revolutionaries understood that the protected techniques for Gladstone and Parnell were not working and that patriotism was biting the dust. Along these lines, it is like OConnell death: there was a straightforward acknowledgment that protected strategies were not powerful enough in convincing the British Government to establish change; mass sentiment was similarly critical. The Great Famine additionally prompted mass displacement with roughly 2,000,000 moving to the USA. This was unavoidably started by the across the board idea of relinquishment towards the British government. A few students of history venture to reason that the British governments activities established annihilation: J.P. Sweeney contends that the administration controlled destiny by pushing individuals to the verge of elimination and dismissing so not to hear the wailingâ [5]â . The counter British opinion spread to the USA and this along these lines saw the development of the Fenians. Without a doubt, Fenian shock in 1867, for example, the occurrence in Manchester whereby the revolutionaries got known as the Manchester Martyrs, seemingly started Gladstones crucial placate Ireland. In addition, the American association denoted a significant advance in the development of Irish-American political and budgetary help for Irish patriot developments. Notwithstanding the development of patriot radicalisation, such gatherings stayed to draw broad help among the Irish populace. Parnells Home Rule development and its resulting sacred additions set a trend for change. His promise to seeking after protected strategies was in direct complexity to the unlawful techniques for the Irish Nationalist Brotherhood, and this empowered Parnell to agree with the Irish Government. Positively, Parnell was exceptionally compelling in removing himself from the viciousness that was utilized by such gatherings: the stun Parnell showed after the Phoenix Murders empowered Parnell to make tremendous protected gains as the legislature didn't view him as a danger he made the idea of Home Rule a sensible target; up to this point nobody had approached. The inevitable disappointment of Home Rule, be that as it may, prompted aggressor radical gatherings to surface. All things considered, Parnell profoundly affected Anglo-Irish history. Parnell was, amazingly, ready to persuade a dominant part of the Irish populace that Home Rule was a feasible alternative. Obviously, as Adelman states he turned the subject of Home Rule from a dubious perfect into pragmatic politicsâ [6]â . In addition, considerably after his demise, the inheritance of Parnells Home Rule development molded the approaches of the Liberals. The presentation of the 1912 Home Rule Bill was, as Patricia Jalland states, seemingly the coherent result of a long-standing commitmentâ [7]â . It was Parnells Home Rule activity that at first persuaded the Liberals of the need to receive an arrangement of Home Rule, and in this manner the death of the 1912 Bill can be straightforwardly credited to Parnells before established strategies. Obviously, this went before numerous long stretches of entirely fruitless endeavors by other Irish Nationalist occasions; as one student of history features, a couple of years beforehand it was hard to accept any home standard bill would have had a sensible possibility of turning out to be law in the present generationâ [8]â . The assurance to make sure about Home Rule brought about aggressor bunches reemerging. The Ulster Volunteer Force (UVF) presently straightforwardly contradicted the similarly aggressor Irish Volunteers. Unionist pioneers sorted out a Solemn League and Covenant, which pulled in more than 250,000 marks and promised to oppose the arrangement of Home Rule by every single important mean. Likewise, the Curragh Mutiny uncovered the compassion of armed force officials towards the unionists. Normally, unionist arrangements for a furnished revolt activated comparative arrangements by the patriots. The importance of the insurrection lies in the UVFs acknowledgment of the British governments absence of help from the military. Interestingly, for the patriots, the uprising validated their premonitions of Asquiths vacillating pledge to Home Rule. In addition, the waiting possibility of common war prompted an acknowledgment that any future endeavor of Home Rule would bring about comparative clash. A long these lines, it could be said, the acknowledgment that common war may have happened empowered the Anglo-Irish Treaty of 1921 to work: it guaranteed the thought of the segment of Ulster-in the event that this was not thought of, at that point the bargain may well have separated. While this was not a defining moment in itself, it made the chance of a later settlement a genuine chance. The declaration of war in 1914 eclipsed the militancy of most patriots and unionists. However the possibility of an occupied and extended British government combined with the ongoing development of the Irish Volunteers, persuaded the IRB to profit by the circumstance: on Easter Monday 1916, rebels raged the GPO. The seriously brutal disciplines the British government along these lines utilized started an across the board against British slant among th

How Is Methamphetamine Used

How Is Methamphetamine Used Addiction Drug Use Meth Print How Is Methamphetamine Used? By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on October 27, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD on October 27, 2019 More in Addiction Drug Use Meth Cocaine Heroin Marijuana Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery Methamphetamine is produced in several different forms, and so it can be used and abused in many ways. It can be smoked, snorted, injected, or swallowed in pill form. The method of  using methamphetamine  can vary by geographic region.  Learn more about how it is administered by users. Smoking Methamphetamine Currently, the most common method of abusing meth is by smoking it, according to the National Institute on Drug Abuses Community Epidemiology Work Group data.?? The hydrochloride salt of methamphetamine can be smoked by itself without having to add it to something else or change its form. In this crystal meth or ice form it appears as blue-white rocks. Often, crystal meth is smoked in a small glass pipe called a flute. If you are looking for evidence that someone may be smoking meth, finding such a pipe would be a clue. Smoking meth can lead to the side effects of meth mouth, with dry mouth and corroded teeth and gums. Meth often contains other ingredients left from the illicit manufacturing process, which can have many effects beyond those of the drug itself. The risks of secondhand methamphetamine smoke arent yet known, other than that you can test positive for meth after exposure to secondhand smoke. Smoking meth is believed to be the route most likely to lead to addiction, according  to the Office of National Drug Policy. Injecting Methamphetamine The powdered form of methamphetamine can be injected into the bloodstream. As with injecting any drug, this carries a high risk of blood-borne infections such as HIV, hepatitis C, and hepatitis B due to sharing needles.?? Snorting Methamphetamine Snorting methamphetamine powder is often done by new users. This can lead to damage of the sinus cavities. A chronic runny nose can be the result and continued use might even lead to a hole being worn into the septum. Methamphetamine by Pill or Ingestion Methamphetamine was originally developed for medical use and administered in pill form. Users can still take meth in that way today, either with manufactured pills, homemade pills, or other means of ingesting the drug. Effects of Different Methods of Administration Injecting or smoking meth gives the user the biggest and quickest rush or flash. Snorting methamphetamine results in effects within three to five minutes, while oral ingestion brings effects within 15 to 20 minutes.?? Snorting or oral ingestion does not produce an intense rush, but rather a euphoric high, unlike smoking or injecting the drug. The rush or the high produced by meth lasts for only a few minutes. Many methamphetamine abusers use the drug in a pattern known as binge and crash, taking multiple hits in succession. They are trying to maintain the high by taking more of the drug. Some abusers go on a run, which is a form of a binge during which they dont eat or sleep for up to several days at a time.

What Drives Ethics Education For Business Schools...

What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum Rasche, A., Gilbert, D. U. (2013, January). What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum. In Academy of Management Proceedings (Vol. 1, 2013, pages 1-31). Academy of Management. Introducing week’s one entry I chose the title article above, â€Å"What Drives Ethics Education in Business Schools? Influences on Ethics in the MBA Curriculum.† This article entail insight which, immediately drew my attention how ethics plays a percentage still today in our practice of school business education. Personally, I feel that its presence has all but disappeared in our generation and the generation of business in the upcoming century. The author(s) of this piece was attempting to find out what is the motivating factor behind teaching Ethics in business schools. The author(s) was trying to find out where and when it was place most prevalent in the curriculum within the MBA programs. The author(s) felt compelled to express the need as an outline they noticed from varying amounts of importance placed on Ethics throughout various institutions. The measurement used for this research was that of a survey. The author(s) used the results of the 2009 Beyond Gray Pinstripes survey in which, a questionnaire was introduce by students enrolled as full-time, and in person MBA programs. The study gave four key issues that had arisen in theShow MoreRelatedThe Role of Ethics and Law in Creating and Maintaining Efficient Markets 1856 Words   |  7 Pagesenvironmental and social issues, there is a proficient need to educate future business leaders on actually how to run a business in a manner that contributes towards modern day concepts of sustainability and protection of natural resources around the world. 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Israel Studies, 5(1), 228-243. Retrieved from http://www.liberty.edu:2048/login?url=http://www.jstor.org/stable/30245536 In his article, Walter Ackerman discusses the historical evolution of Israeli educational system. He notes that there were several influential people charged with a reformation of the education system in Israel, namely John Dewey, Alexander Dushkin and Isaac Berkson. Although AmericanRead MoreMath Is More Than It All Demands Analytical Thinking1579 Words   |  7 Pagesadmiration of the four core subjects school has to offer has allowed me to succeed in every classroom and in life. Growing up, I sat in the back of the class, barely speaking a word to anyone. Though I seemed to lack the confidence gene, I excelled on my own. My work spoke for me. My mom always tells me how I’d come home from first grade and I’d immediately sit at the kitchen table and finish my homework before dinner. I did that every day after school until graduation. 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Scottish Surnames Meanings and Origins

Scottish surnames as we know them today — family names passed down intact from father to son to grandson — were first introduced into Scotland by the Normans about the year 1100. Such hereditary names were not universally prevalent and settled, however. The use of fixed Scottish surnames (last names that didnt change with each generation) wasnt really in prevalent use until the 16th century, and it was well into the late 18th century before surnames were common in the Highlands and northern isles. Origins of Scottish Surnames Surnames in Scotland generally developed from four major sources: Geographical or Local Surnames —These are names derived from the location of the homestead from which the first bearer and his family lived, and are generally the most common origin of Scottish surnames. Most of the earliest people in Scotland to adopt fixed surnames were the nobles and great landowners, who were often called by the land they possessed (e.g. William de Buchan from Buchan, Scotland). Eventually, even those who did not own significant land started to use place names to identify themselves from others of the same name, adopting the name of the village or even the street where the family originated. Tenants often took their name from the estate where they lived. Thus, most of the earliest surnames in Scotland were derived from place names. Topographic surnames derived from vague geographical locations rather than specific places, also fall into this category. These names may refer to physical features such as streams (Burns), moors (Muir) or forests (Wood) or to m an-made structures, such as a castle or a mill (Milne).Occupational Surnames —  Many Scottish surnames developed from a persons job or trade. Three common Scottish surnames —  Smith (blacksmith), Stewart (steward) and Taylor (tailor) — are excellent examples of this. Offices associated with the kings lands and/or hunting are another common source of Scottish occupational names — names such as Woodward, Hunter,  and Forest.Descriptive Surnames —  Based on a unique quality or physical feature of the individual, these surnames often developed from nicknames or pet names. Most refer to an individuals appearance - color, complexion, or physical shape  Ã¢â‚¬â€ such as Campbell (from  caimbeul, meaning crooked mouth), Duff (Gaelic for dark) and Fairbain (beautiful child). A descriptive surname may also refer to an individuals personality or moral characteristics, such as Godard (good natured) and Hardie (bold or daring).Patronymic and Matrony mic Surnames —  These are surnames derived from baptismal or Christian names to indicate family relationship or descent. Some baptismal or given names have become surnames without any change in form. Others added a prefix or an ending. The use of Mac and Mc was prevalent throughout Scotland, but especially in the Highlands, to indicate son of (e.g. Mackenzie, son of Coinneach/Kenneth). In lowland Scotland, the suffix ​—  son was more commonly added to the fathers given name to form a patronymic surname. These true patronymic surnames changed with each successive generation. Thus, Roberts son, John, might become known as John Robertson. Johns son, Mangus, would then be called Mangus Johnson, and so on. This true patronymic naming practice continued in most families until at least the fifteenth or sixteenth century before a family name was eventually adopted that passed down unchanged from father to son. Scottish Clan Names Scottish clans, from the Gaelic clann, meaning family, provided a formal structure for extended families of shared descent. Clans each identified with a geographical area, usually an ancestral castle, and were originally controlled by a Clan Chief, officially registered with the court of the Lord Lyon, King of Arms which controls heraldry and Coat of Arms registration in Scotland. Historically, a clan was made up of everyone who lived on the chiefs territory, people for which he was responsible and who, in turn, owed allegiance to the chief. Thus, not everyone in a clan was genetically related to one another, nor did all members of a clan bear a single surname. Scottish Surnames - Meanings Origins Anderson, Campbell, MacDonald, Scott, Smith, Stewart... Are you one of the millions of people sporting one of these top 100 common Scottish last names? If so, then youll want to check out our list of the most commonly occurring surnames in Scotland, including details on each names origin, meaning, and alternate spellings.   TOP 100 COMMON SCOTTISH SURNAMES THEIR MEANINGS 1. SMITH 51. RUSSELL 2. BROWN 52. MURPHY 3. WILSON 53. HUGHES 4. CAMPBELL 54. WRIGHT 5. STEWART 55. SUTHERLAND 6. ROBERTSON 56. GIBSON 7. THOMPSON 57. GORDON 8. ANDERSON 58. WOOD 9. REID 59. BURNS 10. MACDONALD 60. CRAIG 11. SCOTT 61. CUNNINGHAM 12. MURRAY 62. WILLIAMS 13. TAYLOR 63. MILNE 14. CLARK 64. JOHNSTONE 15. WALKER 65. STEVENSON 16. MITCHELL 66. MUIR 17. YOUNG 67. WILLIAMSON 18. ROSS 68. MUNRO 19. WATSON 69. MCKAY 20. GRAHAM 70. BRUCE 21. MCDONALD 71. MCKENZIE 22. HENDERSON 72. WHITE 23. PATERSON 73. MILLAR 24. MORRISON 74. DOUGLAS 25. MILLER 75. SINCLAIR 26. DAVIDSON 76. RITCHIE 27. GRAY 77. DOCHERTY 28. FRASER 78. FLEMING 29. MARTIN 79. MCMILLAN 30. KERR 80. WATT 31. HAMILTON 81. BOYLE 32. CAMERON 82. CRAWFORD 33. KELLY 83. MCGREGOR 34. JOHNSTON 84. JACKSON 35. DUNCAN 85. HILL 36. FERGUSON 86. SHAW 37. HUNTER 87. CHRISTIE 38. SIMPSON 88. KING 39. ALLAN 89. MOORE 40. BELL 90. MACLEAN 41. GRANT 91. AITKEN 42. MACKENZIE 92. LINDSAY 43. MCLEAN 93. CURRIE 44. MACLEOD 94. DICKSON 45. MACKAY 95. GREEN 46. JONES 96. MCLAUGHLIN 47. WALLACE 97. JAMIESON 48. BLACK 98. WHYTE 49. MARSHALL 99. MCINTOSH 50. KENNEDY 100. WARD Source: National Records of Scotland - Most Common Surnames, 2014

Chapter 15 The Quidditch Final Free Essays

â€Å"He sent me this,† Hermione said, holding out the letter. Harry took it. The parchment was damp, and enormous teardrops had smudged the ink so badly in places that it was very difficult to read. We will write a custom essay sample on Chapter 15 The Quidditch Final or any similar topic only for you Order Now Dear Hermione, We lost. I’m allowed to bring him back to Hogwarts. Execution date to be fixed. Beaky has enjoyed London. I won’t forget all the help you gave us. Hagrid â€Å"They can’t do this,† said Harry. â€Å"They can’t. Buckbeak isn’t dangerous.† â€Å"Malfoy’s dad’s frightened the Committee into it,† said Hermione, wiping her eyes. â€Å"You know what he’s like. They’re a bunch of doddery old fools, and they were scared. There’ll be an appeal, though, there always is. Only I can’t see any hope†¦Nothing will have changed.† â€Å"Yeah, it will,† said Ron fiercely. â€Å"You won’t have to do all the work alone this time, Hermione. I’ll help.† â€Å"Oh, Ron!† Hermione flung her arms around Ron’s neck and broke down completely. Ron, looking quite terrified, patted her very awkwardly on the top of the head. Finally, Hermione drew away. â€Å"Ron, I’m really, really sorry about Scabbers†¦Ã¢â‚¬  she sobbed. â€Å"Oh — well — he was old,† said Ron, looking thoroughly relieved that she had let go of him. â€Å"And he was a bit useless. You never know, Mum and Dad might get me an owl now.† The safety measures imposed on the students since Black’s second break-in made it impossible for Harry, Ron, and Hermione to go and visit Hagrid in the evenings. Their only chance of talking to him was during Care of Magical Creatures lessons. He seemed numb with shock at the verdict. â€Å"S’all my fault. Got all tongue-tied. They was all sittin’ there in black robes an’ I kep’ droppin’ me notes and forgettin’ all them dates yeh looked up fer me, Hermione. An’ then Lucius Malfoy stood up an’ said his bit, and the Committee jus’ did exac’ly what he told ’em†¦Ã¢â‚¬  â€Å"There’s still the appeal!† said Ron fiercely. â€Å"Don’t give up yet, we’re working on it!† They were walking back up to the castle with the rest of the class. Ahead they could see Malfoy, who was walking with Crabbe and Goyle, and kept looking back, laughing derisively. â€Å"S’no good, Ron,† said Hagrid sadly as they reached the castle steps. â€Å"That Committee’s in Lucius Malfoy’s pocket. I’m jus’ gonna make sure the rest o’ Beaky’s time is the happiest he’s ever had. I owe him that†¦.† Hagrid turned around and hurried back toward his cabin, his face buried in his handkerchief. â€Å"Look at him blubber!† Malfoy, Crabbe, and Goyle had been standing just inside the castle doors, listening. â€Å"Have you ever seen anything quite as pathetic?† said Malfoy. â€Å"And he’s supposed to be our teacher!† Harry and Ron both made furious moves toward Malfoy, but Hermione got there first — SMACK! She had slapped Malfoy across the face with all the strength she could muster. Malfoy staggered. Harry, Ron, Crabbe, and Goyle stood flabbergasted as Hermione raised her hand again. â€Å"Don’t you dare call Hagrid pathetic, you foul — you evil –â€Å" â€Å"Hermione!† said Ron weakly, and he tried to grab her hand as she swung it back. â€Å"Get off, Ron!† Hermione pulled out her wand. Malfoy stepped backward. Crabbe and Goyle looked at him for instructions, thoroughly bewildered. â€Å"C’mon.† Malfoy muttered, and in a moment, all three of them had disappeared into the passageway to the dungeons. â€Å"Hermione!† Ron said again, sounding both stunned and impressed. â€Å"Harry, you’d better beat him in the Quidditch final!† Hermione said shrilly. â€Å"You just better had, because I can’t stand it if Slytherin wins!† â€Å"We’re due in Charms,† said Ron, still goggling at Hermione. â€Å"We’d better go.† They hurried up the marble staircase toward Professor Flitwick’s classroom. â€Å"You’re late, boys!† said Professor Flitwick reprovingly as Harry opened the classroom door. â€Å"Come along, quickly, wands out, we’re experimenting with Cheering Charms today, we’ve already divided into pairs –â€Å" Harry and Ron hurried to a desk at the back and opened their bags. Ron looked behind him. â€Å"Where’s Hermione gone?† Harry looked around too. Hermione hadn’t entered the classroom, yet Harry knew she had been right next to him when he had opened the door. â€Å"That’s weird,† said Harry, staring at Ron. â€Å"Maybe — maybe she went to the bathroom or something?† But Hermione didn’t turn up all lesson. â€Å"She could’ve done with a Cheering Charm on her too,† said Ron as the class left for lunch, all grinning broadly — the Cheering Charms had left them with a feeling of great contentment. Hermione wasn’t at lunch either. By the time they had finished their apple pie, the after-effects of the Cheering Charms were wearing off, and Harry and Ron had started to get slightly worried. â€Å"You don’t think Malfoy did something to her?† Ron said anxiously as they hurried upstairs toward Gryffindor Tower. They passed the security trolls, gave the Fat Lady the password (â€Å"Flibbertigibbet†), and scrambled through the portrait hole into the common room. Hermione was sitting at a table, fast asleep, her head resting on an open Arithmancy book. They went to sit down on either side of her. Harry prodded her awake. â€Å"Wh — what?† said Hermione, waking with a start and staring wildly around. â€Å"Is it time to go? W — which lesson have we got now?† â€Å"Divination, but it’s not for another twenty minutes,† said Harry. â€Å"Hermione, why didn’t you come to Charms?† â€Å"What? Oh no!† Hermione squeaked. â€Å"I forgot to go to Charms!† â€Å"But how could you forget?† said Harry. â€Å"You were with us till we were right outside the classroom!† â€Å"I don’t believe it!† Hermione wailed. â€Å"Was Professor Flitwick angry? Oh, it was Malfoy, I was thinking about him and I lost track of things!† â€Å"You know what, Hermione?† said Ron, looking down at the enormous Arithmancy book Hermione had been using as a pillow. â€Å"I reckon you’re cracking up. You’re trying to do too much.† â€Å"No, I’m not!† said Hermione, brushing her hair out of her eyes and staring hopelessly around for her bag. â€Å"I just made a mistake, that’s all! I’d better go and see Professor Flitwick and say sorry †¦ I’ll see you in Divination!† Hermione joined them at the foot of the ladder to Professor Trelawney’s classroom twenty minutes later, looking extremely harassed. â€Å"I can’t believe I missed Cheering Charms! And I bet they come up in our exams; Professor Flitwick hinted they might!† Together they climbed the ladder into the dim, stifling tower room. Glowing on every little table was a crystal ball full of pearly white mist. Harry, Ron, and Hermione sat down together at the same rickety table. â€Å"I thought we weren’t starting crystal balls until next term,† Ron muttered, casting a wary eye around for Professor Trelawney, in case she was lurking nearby. â€Å"Don’t complain, this means we’ve finished palmistry,† Harry muttered back. â€Å"I was getting sick of her flinching every time she looked at my hands.† â€Å"Good day to you!† said the familiar, misty voice, and Professor Trelawney made her usual dramatic entrance out of the shadows. Parvati and Lavender quivered with excitement, their faces lit by the milky glow of their crystal ball. â€Å"I have decided to introduce the crystal ball a little earlier than I had planned,† said Professor Trelawney, sitting with her back to the fire and gazing around. â€Å"The fates have informed me that your examination in June will concern the Orb, and I am anxious to give you sufficient practice.† Hermione snorted. â€Å"Well, honestly†¦Ã¢â‚¬â„¢the fates have informed her’. Who sets the exam? She does! What an amazing prediction!† she said, not troubling to keep her voice low. Harry and Ron choked back laughs. It was hard to tell whether Professor Trelawney had heard them as her face was hidden in shadow. She continued, however, as though she had not. â€Å"Crystal gazing is a particularly refined art,† she said dreamily. â€Å"I do not expect any of you to See when first you peer into the Orb’s infinite depths. We shall start by practicing relaxing the conscious mind and external eyes –† Ron began to snigger uncontrollably and had to stuff his fist in his mouth to stifle the noise — â€Å"so as to clear the Inner Eye and the superconscious. Perhaps, if we are lucky, some of you will see before the end of the class.† And so they began. Harry, at least, felt extremely foolish, staring blankly at the crystal ball, trying to keep his mind empty when thoughts such as â€Å"this is stupid† kept drifting across it. It didn’t help that Ron kept breaking into silent giggles and Hermione kept tutting. â€Å"Seen anything yet?† Harry asked them after a quarter of an hour’s quiet crystal gazing. â€Å"Yeah, there’s a burn on this table,† said Ron, pointing. â€Å"Someone’s spilled their candle.† â€Å"This is such a waste of time,† Hermione hissed. â€Å"I could be practicing something useful. I could be catching up on Cheering Charms –â€Å" Professor Trelawney rustled past. â€Å"Would anyone like me to help them interpret the shadowy portents within their Orb?† she murmured over the clinking of her bangles. â€Å"I don’t need help,† Ron whispered. â€Å"It’s obvious what this means. There’s going to be loads of fog tonight.† Both Harry and Hermione burst out laughing. â€Å"Now, really!† said Professor Trelawney as everyone’s heads turned in their direction. Parvati and Lavender were looking scandalized. â€Å"You are disturbing the clairvoyant vibrations!† She approached their table and peered into their crystal ball. Harry felt his heart sinking. He was sure he knew what was coming — â€Å"There is something here!† Professor Trelawney whispered, lowering her face to the ball, so that it was reflected twice in her huge glasses. â€Å"Something moving†¦ but what is it?† Harry was prepared to bet everything he owned, Including his Firebolt, that it wasn’t good news, whatever it was. And sure enough — â€Å"My dear,† Professor Trelawney breathed, gazing up at Harry. â€Å"It is here, plainer than ever before†¦ my dear, stalking toward you, growing ever closer†¦ the Gr –â€Å" â€Å"Oh, for goodness’ sake!† said Hermione loudly. â€Å"Not that ridiculous Grim again!† Professor Trelawney raised her enormous eyes to Hermione’s face. Parvati whispered something to Lavender, and they both glared at Hermione too. Professor Trelawney stood up, surveying Hermione with unmistakable anger. â€Å"I am sorry to say that from the moment you have arrived in this class my dear, it has been apparent that you do not have what the noble art of Divination requires. Indeed, I don’t remember ever meeting a student whose mind was so hopelessly mundane.† There was a moment’s silence. Then — â€Å"Fine!† said Hermione suddenly, getting up and cramming Unfogging the Future back into her bag. â€Å"Fine!† she repeated, swinging the bag over her shoulder and almost knocking Ron off his chair. â€Å"I give up! I’m leaving!† And to the whole class’s amazement, Hermione strode over to the trapdoor, kicked it open, and climbed down the ladder out of sight. It took a few minutes for the class to settle down again. Professor Trelawney seemed to have forgotten all about the Grim. She turned abruptly from Harry and Ron’s table, breathing rather heavily as she tugged her gauzy shawl more closely to her. â€Å"Ooooo!† said Lavender suddenly, making everyone start. â€Å"Ooooo, Professor Trelawney, I’ve just remembered! You saw her leaving, didn’t you? Didn’t you, Professor? ‘Around Easter, one of our number will leave us forever!’ You said it ages ago, Professor!† Professor Trelawney gave her a dewy smile. â€Å"Yes, my dear, I did indeed know that Miss Granger would be leaving us. One hopes, however, that one might have mistaken the Signs†¦The Inner Eye can be a burden, you know†¦Ã¢â‚¬  Lavender and Parvati looked deeply impressed, and moved over so that Professor Trelawney could join their table instead. â€Å"Some day Hermione’s having, eh?† Ron muttered to Harry, looking awed. â€Å"Yeah†¦Ã¢â‚¬  Harry glanced into the crystal ball but saw nothing but swirling white mist. Had Professor Trelawney really seen the Grim again? Would he? The last thing he needed was another near-fatal accident, with the Quidditch final drawing ever nearer. The Easter holidays were not exactly relaxing. The third years had never had so much homework. Neville Longbottom seemed close to a nervous collapse, and he wasn’t the only one. â€Å"Call this a holiday!† Seamus Finnigan roared at the common room one afternoon. â€Å"The exams are ages away, what’re they playing at?† But nobody had as much to do as Hermione. Even without Divination, she was taking more subjects than anybody else. She was usually last to leave the common room at night, first to arrive at the library the next morning; she had shadows like Lupin’s under her eyes, and seemed constantly close to tears. Ron had taken over responsibility for Buckbeak’s appeal. When he wasn’t doing his own work, he was poring over enormously thick volumes with names like The Handbook of Hippogriff Psychology and Fowl or Foul? A Study of Hippogriff Brutality. He was so absorbed, he even forgot to be horrible to Crookshanks. Harry, meanwhile, had to fit in his homework around Quidditch practice every day, not to mention endless discussions of tactics with Wood. The Gryffindor-Slytherin match would take place on the first Saturday after the Easter holidays. Slytherin was leading the tournament by exactly two hundred points. This meant (as Wood constantly reminded his team) that they needed to win the match by more than that amount to win the Cup. It also meant that the burden of winning fell largely on Harry, because capturing the Snitch was worth one hundred and fifty points. â€Å"So you must catch it only if we’re more than fifty points up,† Wood told Harry constantly. â€Å"Only if we’re more than fifty points up, Harry, or we win the match but lose the Cup. You’ve got that, Haven’t you? You must catch the Snitch only if we’re –â€Å" â€Å"I KNOW, OLIVER!† Harry yelled. The whole of Gryffindor House was obsessed with the coming match. Gryffindor hadn’t won the Quidditch Cup since the legendary Charlie Weasley (Ron’s second oldest brother) had been Seeker. But Harry doubted whether any of them, even Wood, wanted to win as much as he did. The enmity between Harry and Malfoy was at its highest point ever. Malfoy was still smarting about the mud-throwing incident in Hogsmeade and was even more furious that Harry had somehow wormed his way out of punishment. Harry hadn’t forgotten Malfoy’s attempt to sabotage him in the match against Ravenclaw, but it was the matter of Buckbeak that made him most determined to beat Malfoy in front of the entire school. Never, in anyone’s memory, had a match approached in such a highly charged atmosphere. By the time the holidays were over, tension between the two teams and their Houses was at the breaking point. A number of small scuffles broke out in the corridors, culminating in a nasty incident in which a Gryffindor fourth year and a Slytherin sixth year ended up in the hospital wing with leeks sprouting out of their ears. Harry was having a particularly bad time of it. He couldn’t walk to class without Slytherins sticking out their legs and trying to trip him up; Crabbe and Goyle kept popping up wherever he went, and slouching away looking disappointed when they saw him surrounded by people. Wood had given instructions that Harry should be accompanied everywhere he went, in case the Slytherins tried to put him out of action. The whole of Gryffindor House took up the challenge enthusiastically, so that it was impossible for Harry to get to classes on time because he was surrounded by a vast, chattering crowd. Harry was more concerned for his Firebolt’s safety than his own. When he wasn’t flying it, he locked it securely in his trunk and frequently dashed back up to Gryffindor Tower at break times to check that it was still there. All usual pursuits were abandoned in the Gryffindor common room the night before the match. Even Hermione had put down her books. â€Å"I can’t work, I can’t concentrate,† she said nervously. There was a great deal of noise. Fred and George Weasley were dealing with the pressure by being louder and more exuberant than ever. Oliver Wood was crouched over a model of a Quidditch field in the corner, prodding little figures across it with his wand and muttering to himself Angelina, Alicia, and Katie were laughing at Fred’s and George’s jokes. Harry was sitting with Ron and Hermione, removed from the center of things, trying not to think about the next day, because every time he did, he had the horrible sensation that something very large was fighting to get out of his stomach. â€Å"You’re going to be fine,† Hermione told him, though she looked positively terrified. â€Å"You’ve got a Firebolt!† said Ron. â€Å"Yeah †¦Ã¢â‚¬  said Harry, his stomach writhing. It came as a relief when Wood suddenly stood up and yelled, â€Å"Team! Bed!† Harry slept badly. First he dreamed that he had overslept, and that Wood was yelling, â€Å"Where were you? We had to use Neville instead!† Then he dreamed that Malfoy and the rest of the Slytherin team arrived for the match riding dragons. He was flying at breakneck speed, trying to avoid a spurt of flames from Malfoy’s steed’s mouth, when he realized he had forgotten his Firebolt. He fell through the air and woke with a start. It was a few seconds before Harry remembered that the match hadn’t taken place yet, that he was safe in bed, and that the Slytherin team definitely wouldn’t be allowed to play on dragons. He was feeling very thirsty. Quietly as he could, he got out of his four-poster and went to pour himself some water from the silver jug beneath the window. The grounds were still and quiet. No breath of wind disturbed the treetops in the Forbidden Forest; the Whomping Willow was motionless and innocent-looking. It looked as though the conditions for the match would be perfect. Harry set down his goblet and was about to turn back to his bed when something caught his eye. An animal of some kind was prowling across the silvery lawn. Harry dashed to his bedside table, snatched up his glasses, and put them on, then hurried back to the window. It couldn’t be the Grim — not now — not right before the match — He peered out at the grounds again and, after a minute’s frantic searching, spotted it. It was skirting the edge of the forest now†¦It wasn’t the Grim at all †¦ it was a cat †¦ Harry clutched the window ledge in relief as he recognized the bottlebrush tail. It was only Crookshanks†¦ Or was it only Crookshanks? Harry squinted, pressing his nose flat against the glass. Crookshanks seemed to have come to a halt. Harry was sure he could see something else moving in the shadow of the trees too. And just then, it emerged — a gigantic, shaggy black dog, moving stealthily across the lawn, Crookshanks trotting at its side. Harry stared. What did this mean? If Crookshanks could see the dog as well, how could it be an omen of Harry’s death? â€Å"Ron!† Harry hissed. â€Å"Ron! Wake up!† â€Å"Huh?† â€Å"I need you to tell me if you can see something!† â€Å"S’all dark, Harry,† Ron muttered thickly. â€Å"What’re you on about?† â€Å"Down here –â€Å" Harry looked quickly back out of the window. Crookshanks and the dog had vanished. Harry climbed onto the windowsill to look right down into the shadows of the castle, but they weren’t there. Where had they gone? A loud snore told him Ron had fallen asleep again. Harry and the rest of the Gryffindor team entered the Great Hall the next day to enormous applause. Harry couldn’t help grinning broadly as he saw that both the Ravenclaw and Hufflepuff tables were applauding them too. The Slytherin table hissed loudly as they passed. Harry noticed that Malfoy looked even paler than usual. Wood spent the whole of breakfast urging his team to eat, while touching nothing himself. Then he hurried them off to the field before anyone else had finished, so they could get an idea of the conditions. As they left the Great Hall, everyone applauded again. â€Å"Good luck, Harry!† called Cho. Harry felt himself blushing. â€Å"Okay — no wind to speak of — sun’s a bit bright, that could impair your vision, watch out for it — ground’s fairly hard, good, that’ll give us a fast kickoff –â€Å" Wood paced the field, staring around with the team behind him. Finally, they saw the front doors of the castle open in the distance and the rest of the school spilling onto the lawn. â€Å"Locker rooms,† said Wood tersely. None of them spoke as they changed into their scarlet robes. Harry wondered if they were feeling like he was: as though he’d eaten something extremely wriggly for breakfast. In what seemed like no time at all, Wood was saying, â€Å"Okay, it’s time, let’s go –â€Å" They walked out onto the field to a tidal wave of noise. Three quarters of the crowd was wearing scarlet rosettes, waving scarlet flags with the Gryffindor lion upon them, or brandishing banners with slogans like â€Å"GO GRYFFINDOR!† and â€Å"LIONS FOR THE CUP† Behind the Slytherin goal posts, however, two hundred people were wearing green; the silver serpent of Slytherin glittered on their flags, and Professor Snape sat in the very front row, wearing green like everyone else, and a very grim smile. â€Å"And here are the Gryffindors!† yelled Lee Jordan, who was acting as commentator as usual. â€Å"Potter, Bell, Johnson, Spinnet, Weasley, Weasley, and Wood. Widely acknowledged as the best team Hogwarts has seen in a good few years –â€Å" Lee’s comments were drowned by a tide of ‘boos’ from the Slytherin end. â€Å"And here come the Slytherin team, led by Captain Flint. He’s made some changes in the lineup and seems to be going for size rather than skill –â€Å" More boos from the Slytherin crowd. Harry, however, thought Lee had a point. Malfoy was easily the smallest person On the Slytherin team; the rest of them were enormous. â€Å"Captains, shake hands!† said Madam Hooch. Flint and Wood approached each other and grasped each other’s hand very tightly; it looked as though each was trying to break the other’s fingers. â€Å"Mount your brooms!† said Madam Hooch. â€Å"Three†¦two†¦one†¦Ã¢â‚¬  The sound of her whistle was lost in the roar from the crowd as fourteen brooms rose into the air. Harry felt his hair fly back off his forehead; his nerves left him in the thrill of the flight; he glanced around, saw Malfoy on his tail, and sped off in search of the Snitch. â€Å"And it’s Gryffindor in possession, Alicia Spinner of Gryffindor with the Quaffle, heading straight for the Slytherin goal posts, looking good, Alicia! Argh, no — Quaffle intercepted by Warrington, Warrington of Slytherin tearing UP the field — WHAM! — nice Bludger work there by George Weasley, Warrington drops the Quaffle, it’s caught by — Johnson, Gryffindor back in possession, come on, Angelina — nice swerve around Montague — duck, Angelina, that’s a Bludger!?C SHE SCORES! TEN-ZERO TO GRYFFINDOR!† Angelina punched the air as she soared around the end of the field; the sea of scarlet below was screaming its delight â€Å"OUCH!† Angelina was nearly thrown from her broom as Marcus Flint went smashing into her. â€Å"Sorry!† said Flint as the crowd below booed. â€Å"Sorry, didn’t see her!† A moment later, Fred Weasley chucked his Beater’s club at the back of Flint’s head. Flint’s nose smashed into the handle of his broom and began to bleed. â€Å"That will do!† shrieked Madam Hooch, zooming between then. â€Å"Penalty shot to Gryffindor for an unprovoked attack on their Chaser! Penalty shot to Slytherin for deliberate damage to their Chaser!† â€Å"Come off it, Miss!† howled Fred, but Madam Hooch blew her whistle and Alicia flew forward to take the penalty. â€Å"Come on, Alicia!† yelled Lee into the silence that had descended on the crowd. â€Å"YES! SHE’S BEATEN THE KEEPER! TWENTY-ZERO TO GRYFFINDOR!† Harry turned the Firebolt sharply to watch Flint, still bleeding freely, fly forward to take the Slytherin penalty. Wood was hovering in front of the Gryffindor goal posts, his jaw clenched. â€Å"‘Course, Wood’s a superb Keeper!† Lee Jordan told the crowd as Flint waited for Madam Hooch’s whistle. â€Å"Superb! Very difficult to pass — very difficult indeed — YES! I DON’T BELIEVE IT! HE’S SAVED IT!† Relieved, Harry zoomed away, gazing around for the Snitch, but still making sure he caught every word of Lee’s commentary. It was essential that he hold Malfoy off the Snitch until Gryffindor was more than fifty points up — â€Å"Gryffindor in possession, no, Slytherin in possession — no! Gryffindor back in possession and it’s Katie Bell, Katie Bell for Gryffindor with the Quaffle, she’s streaking up the field — THAT WAS DELIBERATE!† Montague, a Slytherin Chaser, had swerved in front of Katie, and instead of seizing the Quaffle had grabbed her head. Katie cart-wheeled in the air, managed to stay on her broom, but dropped the Quaffle. Madam Hooch’s whistle rang out again as she soared over to Montague and began shouting at him. A minute later, Katie had put another penalty past the Slytherin Seeker. â€Å"THIRTY-ZERO! TAKE THAT, YOU DIRTY, CHEATING –â€Å" â€Å"Jordan, if you can’t commentate in an unbiased way –â€Å" â€Å"I’m telling it like it is, Professor!† Harry felt a huge jolt of excitement. He had seen the Snitch — it was shimmering at the foot of one of the Gryffindor goal posts — but he mustn’t catch it yet — and if Malfoy saw it — Faking a look of sudden concentration, Harry pulled his Firebolt around and sped off toward the Slytherin end — it worked. Malfoy went haring after him, clearly thinking Harry had seen the Snitch there†¦ WHOOSH. One of the Bludgers came streaking past Harry’s right ear, hit by the gigantic Slytherin Beater, Derrick. Then again†¦ WHOOSH. The second Bludger grazed Harry’s elbow. The other Beater, Bole, was closing in. Harry had a fleeting glimpse of Bole and Derrick zooming toward him, clubs raised — He turned the Firebolt upward at the last second, and Bole and Derrick collided with a sickening crunch. â€Å"Ha haaa!† yelled Lee Jordan as the Slytherin Beaters lurched away from each other, clutching their heads. â€Å"Too bad, boys! You’ll need to get up earlier than that to beat a Firebolt! And it’s Gryffindor in possession again, as Johnson takes the Quaffle — Flint alongside her — poke him in the eye, Angelina! — it was a joke, Professor, it was a joke — oh no — Flint in possession, Flint flying toward the Gryffindor goal posts, come on now, Wood, save –!† But Flint had scored; there was an eruption of cheers from the Slytherin end, and Lee swore so badly that Professor McGonagall tried to tug the magical megaphone away from him. â€Å"Sorry, Professor, sorry! Won’t happen again! So, Gryffindor in the lead, thirty points to ten, and Gryffindor in possession –â€Å" It was turning into the dirtiest game Harry had ever played in. Enraged that Gryffindor had taken such an early lead, the Slytherins were rapidly resorting to any means to take the Quaffle. Bole hit Alicia with his club and tried to say he’d thought she was a Bludger. George Weasley elbowed Bole in the face in retaliation. Madam Hooch awarded both teams penalties, and Wood pulled off another spectacular save, making the score forty-ten to Gryffindor. The Snitch had disappeared again. Malfoy was still keeping close to Harry as he soared over the match, looking around for it once Gryffindor was fifty points ahead — Katie scored. Fifty-ten. Fred and George Weasley were swooping around her, clubs raised, in case any of the Slytherins were thinking of revenge. Bole and Derrick took advantage of Fred’s and George’s absence to aim both Bludgers at Wood; they caught him in the stomach, one after the other, and he rolled over in the air, clutching his broom, completely winded. Madam Hooch was beside herself — â€Å"YOU DO NOT ATTACK THE KEEPER UNLESS THE QUAFFLE IS WITHIN THE SCORING AREA!† she shrieked at Bole and Derrick. â€Å"Gryffindor penalty!† And Angelina scored. Sixty-ten. Moments later, Fred Weasley pelted a Bludger at Warrington, knocking the Quaffle out of his hands; Alicia seized it and put it through the Slytherin goal — seventy-ten. The Gryffindor crowd below was screaming itself hoarse — Gryffindor was sixty points in the lead, and if Harry caught the Snitch now, the Cup was theirs. Harry could almost feel hundreds of eyes following him as he soared around the field, high above the rest of the game, with Malfoy speeding along behind him. And then he saw it. The Snitch was sparkling twenty feet above him. Harry put on a huge burst of speed; the wind was roaring in his ears; he stretched out his hand, but suddenly, the Firebolt was slowing down — Horrified, he looked around. Malfoy had thrown himself forward, grabbed hold of the Firebolt’s tail, and was pulling it back. â€Å"You –â€Å" Harry was angry enough to hit Malfoy, but couldn’t reach — Malfoy was panting with the effort of holding onto the Firebolt, but his eyes were sparkling maliciously. He had achieved what he’d wanted to do — the Snitch had disappeared again. â€Å"Penalty! Penalty to Gryffindor! I’ve never seen such tactics.† Madam Hooch screeched, shooting up to where Malfoy was sliding back onto his Nimbus Two Thousand and One. â€Å"YOU CHEATING SCUM!† Lee Jordan was howling into the megaphone, dancing out of Professor McGonagall’s reach. â€Å"YOU FILTHY, CHEATING B –â€Å" Professor McGonagall didn’t even bother to tell him off She was actually shaking her finger in Malfoy’s direction, her hat had fallen off, and she too was shouting furiously. Alicia took Gryffindor’s penalty, but she was so angry she missed by several feet. The Gryffindor team was losing concentration and the Slytherins, delighted by Malfoy’s foul on Harry, were being spurred on to greater heights. â€Å"Slytherin in possession, Slytherin heading for goal — Montague scores –† Lee groaned. â€Å"Seventy-twenty to Gryffindor†¦Ã¢â‚¬  Harry was now marking Malfoy so closely their knees kept hitting each other. Harry wasn’t going to let Malfoy anywhere near the Snitch†¦. â€Å"Get out of it, Potter!† Malfoy yelled in frustration as he tried to turn and found Harry blocking him. â€Å"Angelina Johnson gets the Quaffle for Gryffindor, come on, Angelina, COME ON!† Harry looked around. Every single Slytherin player apart from Malfoy was streaking up the pitch toward Angelina, including the Slytherin Keeper — they were all going to block her — Harry wheeled the Firebolt around, bent so low he was lying flat along the handle, and kicked it forward. Like a bullet, he shot toward the Slytherins. â€Å"AAAAAAARRRGH!† They scattered as the Firebolt zoomed toward them; Angelina’s way was clear. â€Å"SHE SCORES! SHE SCORES! Gryffindor leads by eighty Points to twenty!† Harry, who had almost pelted headlong into the stands, skidded to a halt in midair, reversed, and zoomed back into the middle of the field. And then he saw something to make his heart stand still. Malfoy was diving, a look of triumph on his face — there, a few feet above the grass below, was a tiny, golden glimmer — Harry urged the Firebolt downward, but Malfoy was miles ahead — â€Å"Go! Go! Go!† Harry urged his broom. He was gaining on Malfoy — Harry flattened himself to the broom handle as Bole sent a Bludger at him — he was at Malfoy’s ankles — he was level — Harry threw himself forward, took both hands off his broom. He knocked Malfoy’s arm out of the way and — â€Å"YES!† He pulled out of his dive, his hand in the air, and the stadium exploded. Harry soared above the crowd, an odd ringing in his ears. The tiny golden ball was held tight in his fist, beating its wings hopelessly against his fingers. Then Wood was speeding toward him, half-blinded by tears; he seized Harry around the neck and sobbed unrestrainedly into his shoulder. Harry felt two large thumps as Fred and George hit them; then Angelina’s, Alicia’s, and Katie’s voices, â€Å"We’ve won the Cup! We’ve won the Cup!† Tangled together in a many-armed hug, the Gryffindor team sank, yelling hoarsely, back to earth. Wave upon wave of crimson supporters was pouring over the barriers onto the field. Hands were raining down on their backs. Harry had a confused impression of noise and bodies pressing in on him. Then he, and the rest of the team, were hoisted onto the shoulders of the crowd. Thrust into the light, he saw Hagrid, Plastered with crimson rosettes — â€Å"Yeh beat ’em, Harry, yeh beat ’em! Wait till I tell Buckbeak!† There was Percy, jumping up and down like a maniac, all dignity forgotten. Professor McGonagall was sobbing harder even than Wood, wiping her eyes with an enormous Gryffindor flag; and there, fighting their way toward Harry, were Ron and Hermione. Words failed them. They simply beamed as Harry was borne toward the stands, where Dumbledore stood waiting with the enormous Quidditch Cup. If only there had been a Dementor around†¦As a sobbing Wood passed Harry the Cup, as he lifted it into the air, Harry felt he could have produced the world’s best Patronus. How to cite Chapter 15 The Quidditch Final, Essay examples

Problem Representation in Decision

Problem Representation in Decision-Making There is no need to stress the fact that the angle, from which a problem is viewed, affects the choice of the solution critically. The infamous Cuban Missile Crisis is a graphic example of the representation of the problem going wrong; each side of the conflict being unable to envision the situation from a different perspective, there was no redeemable value in any solution proposed.1Advertising We will write a custom coursework sample on Problem Representation in Decision-Making specifically for you for only $16.05 $11/page Learn More Herein the secret to the solution of all controversial issues lies: they need to be considered from all points of view that there are. The existing evidence shows that ontology, or the problem representation, defines the strategies adopted to address the issue in question. Decision-Making and the Use of Analogies Despite the undeniable fact that every single conflict is unique and, therefore, requires an original approach, which has been tailored in order to satisfy the demands of specific stakeholder, it would be wrong to deny the significance of analogies. One must keep in mind, though, that analogies should be used with a grain of salt when identifying the correct approach towards a certain dilemma. Using analogies as the key strategy in the decision-making process is also quite a dubious strategy, as at times, analogies may seem rather deceptive: â€Å"not all analogies within a person’s repertoire are equal.†2 Therefore, the only possible way of integrating analogies into the decision-making process is to incorporate all possible scenarios into the design of the solution. Driving a parallel between two specific historical events may seem an opportunity to evaluate the efficacy of a specific approach towards a similar issue, yet it cannot be viewed as the silver bullet to any confrontation period; quite on the contrary, the use of analogies shows that, to attain success in negotiations, one must be flexible enough to tailor a certain strategy to a specific political or social situation and, therefore, design a unique solution based on previous experience. True, an analogy can be utilized as a dependent variable in the analysis of a particular scenario.3 Nevertheless, any analogy must still be considered as merely an option of viewing the problem from a different perspective, and not an end in itself. The Role of Counterfactual Reasoning in Making a Choice As much as it is necessary to keep the focus on the actual situation and analyze the facts that have been presented, one still has to admit that the use of counterfactual information can also be considered among the most efficient methods of analyzing the past mistakes and learning to avoid them in the future: â€Å"Counterfactual reasoning thus seems unavoidable if one wants to study the past.†4Advertising Looking for coursework on government? Let's see i f we can help you! Get your first paper with 15% OFF Learn More In other words, the counterfactual ideas provide a different option of viewing the conflict and, therefore, create the premises for a faster location of the existing solution. In many ways, counterfactual data helps attain a compromise even in the situations that seemingly offer very little choices to make by allowing the participants to make historical parallels.5 Reaching a reasonable compromise is the desirable outcome of any confrontation, and, when being in the process of negotiation, one must bear in mind the specifics of conflict solution, particularly, the necessity to represent a problem properly, the need to take the counterfactual arguments into consideration together with the basic information, and the importance of analogies. Once the priorities are set straight, a compromise can be attained. Bibliography Brà ¤ndstrà ¶m, Annika, Frederick Bynander and Paul Hart. †Governing by Looking Back: Historical Analogies and Crisis Management.† Public Administration, vol. 82, no. 1 (2004), p. 193. Khong, Yuen Foong. â€Å"The Psychology of Analogical Reasoning.† Analogies at War. Princeton, NJ: Princeton University Press, 1992. pp. 209–250. Sylvan, David and Stephen Majeski. â€Å"A Methodology for the Study of Historical Counterfactuals.† International Studies Quarterly, vol. 42, no. 1 (1998), pp. 79–108. Sylvan, Donald A. and Stuart J. Thorson, â€Å"Ontologies, Problem Representation, and the Cuban Missile Crisis,† The Journal of Conflict Resolution, vol. 36, no. 4 (1992), pp. 709–732.Advertising We will write a custom coursework sample on Problem Representation in Decision-Making specifically for you for only $16.05 $11/page Learn More Taylor, Andrew J. and John T. Rourke. â€Å"Historical Analogies in the Congressional Foreign Policy Process.† The Journal of Politics, vol. 57, no. 2 (1995), p. 460–468. Footnotes 1. Donald A. Sylvan and Stuart J. Thorson, â€Å"Ontologies, Problem Representation, and the Cuban Missile Crisis,† The Journal of Conflict Resolution, vol. 36, no. 4 (Dec., 1992), pp. 720. 2. Yuen Foong Khong, â€Å"The Psychology of Analogical Reasoning,† Analogies at War (Princeton, NJ: Princeton University Press, 1992), p. 248. 3. Andrew J. Taylor and John T. Rourke, â€Å"Historical Analogies in the Congressional Foreign Policy Process,† The Journal of Politics, vol. 57, no. 2 (1995), p. 463. 4. David Sylvan and Stephen Majeski, â€Å"A Methodology for the Study of Historical Counterfactuals,† International Studies Quarterly, vol. 42, no. 1 (1998), p. 80. 5. Annika Brà ¤ndstrà ¶m, Frederick Bynander and Paul Hart, †Governing by Looking Back: Historical Analogies and Crisis Management,† Public Administration, vol. 82, no. 1 (2004), p. 193. This coursework on Problem Representation in Decision-Making was written and submitted by user Kallie Riggs to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.