Bullying And The Education System - 898 Words

Most kids say that they don’t see bullying around school. In just Minnesota alone there is talk about bullying and how to prevent it. Sen. Franken states, â€Å"Nine out of 10 LGBT kids are harassed or bullied in school. One-third report having skipped school in the last month because they felt unsafe† (Shah 14). Kids should not feel unsafe to go to school. School is supposed to be a safe place to go and if someone needs help there are supposed to be people there to guide them. Franken adds, â€Å"But the sad fact is that our federal laws are failing† (Shah 14). Laws have been made to try to stop bullying, but bullying continues to exist. This shows how out of control bullying is becoming. Cloud reports, â€Å"The education system has invested hundreds of millions of dollars in antibullying campaigns in the past decade. At least 42 states have passed laws against bullying (1). With that being said, one would think bullying would be down to a minimum, but it’s not. Cloud claims, â€Å"Technology of bullying has advanced much faster than efforts to stop it ever could† (Cloud). The problem is the state’s laws are different as to what counts as bullying, and they don’t consider it bullying unless it is physical harm (Cloud) As Cloud says, â€Å"If you have so much as a Twitter account, you can exact that price in 140 characters before any school official has a chance to talk you down. You post your worst thoughts in a heated moment, and the damage is done† (Cloud). With the laws out there though wordsShow MoreRelatedThe Issue Of Bullying And Bullying1401 Words   |  6 Pages2305 4 Nov. 2014 The Issue of Bullying Did you know each year there are over 3.2 million students that are bullied? (11 Facts About Bullying ) Bullying has been a fundamental human demobilizing act for centuries; that has been woven into the crevices of non-physical cruelty and abuse. A simple meaning of bullying is the need for control. (contributors) It has always involved power, pain, persistence and premeditation. Emily Bazelon wrote an article, defining bullying as physical or verbal abuse,Read MoreBullying Interventions That Support Exceptional Education Students914 Words   |  4 Pagestelevision, and especially in the school system. One of the biggest problem that exist in the school system today is bullying. This type of misbehavior can cause the school climate to be unconducive to learning. Bullying can also have a negative effect on not just the regular student, but the exceptional education student as well. Because of the growing epidemic (trend) of bullying, it is a need to further research the effects that bullying has on the special education student. These facts lead to theRead MoreProblems with High School Education1060 Words   |  5 PagesProblems with High School Education Public education has been a staple to American society since the mid nineteenth century. However, in the years since, the public school system has developed many flaws. The system that was originally created to enhance the lives of students and better society now causes much detriment. Although public education claims to be the â€Å"great equalizer† there are many problems ignored by school reform policies that hinder the learning of children. IncomeRead MoreBullying Is A Big Problem982 Words   |  4 PagesBullying Lynette Mather stated that, â€Å"What if the kid you bullied at school grew up, and turned out to be the only surgeon who could save your life?† This quote really spoke to me because it holds a lot of truth in it being that bullying or being bullied sticks with you forever whether or not you apologized for what you did back in your school days or not, those words and actions scar people forever and it is something that will remain with them for the rest of their lives. We are often blind toRead MoreThe Issue Of Bullying And Bullying986 Words   |  4 PagesThe issue of bullying has become a continuing challenge in most schools. Bullying is something that continues to affect all schools throughout the United States. Bullying is defined as recurrent physical, verbal, sexual, or emotional attacks or pressure by one person who is viewed as being physically or mentally tougher than someone else (Raskauskas and Modell, 2011). Additionally, bullying is especially seen in or exp erienced by students in special education programs. Many students in specialRead MoreExposure to Gender Based Violence and Its Influence on Bullying Behavior919 Words   |  4 PagesThis work will not aid in placing programs to support or prevent exposure to gender based violence and its influences on bullying behavior at Belmopan Comprehensive High School. This study will not identify a student by name that displays: ïÆ'Ëœ The highest level of exposure on Gender Based violence at home or school. ïÆ'Ëœ The effects of the exposure to violence at home. ïÆ'Ëœ The student’s collaborative academic work performance in his or her classroom. Also, this study will not reveal the methods usedRead MoreBullying Is Becoming More Spread At An Alarming And Dangerous Rate Essay1193 Words   |  5 Pagesrate. Specific Purpose:School systems that are commonly viewed as excellent sources of receiving an education are becoming a host of parasitic bullying, negatively affecting students learning environments. Central Idea: The presence of bullying is growing. It has reached a point that as it is becoming worse in school systems and is affecting students of all ages. This calls for a need of intervention or the establishment of stricter policies towards anti-bullying. Introduction In spite of anyoneRead MoreChanging Bullying : The Utilization Of School Uniforms1458 Words   |  6 Pages Changing Bullying: The Utilization of School Uniforms is Changing Bullying (Rough Draft) Christina E. Oliver ENG 122: English Composition II Instructor: Angel Vasquez January 12, 2015 Changing Bullying: The Utilization of School Uniforms is Changing Bullying One of the most important things, which we have to do as an adult or parent, is to help educate our young people. We must begin to inspect our effectiveness, to provide a sound education, for every age and aspect of humanRead MoreBullying Is Becoming More Spread At An Alarming And Dangerous Rate Essay1152 Words   |  5 Pages Bullying in schools is becoming more spread at an alarming and dangerous rate. Specifically,School systems that are commonly viewed as excellent sources of receiving education are becoming a host of parasitic bullying, negatively affecting students learning environments. The presence of bullying is presented like a disease and is growing. It has reached a point that to prevent it from becoming worse, school systems need to intervene or establish stricter policies towards anti-bullying so thatRead MoreEducation And Its Importance Of Education1255 Words   |  6 PagesErik Olsen Mrs. O’Sullivan English II 3 September 2015 Education and Its Importance Education is an important part of US society and all its issues should be recognized and addressed. Unfortunately this is not the case. Education has many issues and the three most important are the day-one problem, bullying, and high dropout rates. These issues are often a big problem and can lead to an education that does not do the United States justice. The first issue is the day one problem. This problem

Reconstruction Essay - 932 Words

Reconstruction took place after the end of the civil war. The reason for reconstruction was to put the union back together and free the slaves once and for all. Reconstruction took three eras to be completed. The first was Lincoln, the second Andrew Johnson, and the third was the Congressional â€Å"hard plan.† The Lincoln era lasted from 1863-1865. On December of 1863 the decree of â€Å"soft plan† was introduced. The â€Å"soft plan† included amnesty for the southerners that took the loyalty oath. It also said a state would gain readmission into the union if ten percent of the state’s population took the oath and agreed to emancipation. (Reconstruction). This era ended on April 14 when President Lincoln was shot. He died on April 15 at 7:55 am,†¦show more content†¦Almost everything that the North tried to accomplish with Reconstruction failed. The blacks were freed from slavery, but they did not receive equal rights in any sense. The Republicans tried to prevent the reestablishment of the Democratic Party in the South and once again failed. Reconstruction was marked by much corruption and unstable government and did not actually accomplish much. nbsp;nbsp;nbsp;nbsp;nbsp;One of the major issues of the Civil War was slavery, and even with a victory by the North, blacks rights did not improve very much. Throughout individual Southern states, Black Codes were passed in state legislatures to repress the suffrage of black males. â€Å"All freedmen, free Negroes, and mulattos†¦with no lawful employment or business†¦ shall be fined†¦ and imprisoned†¦Ã¢â‚¬  In an effort to counteract these laws, the federal government passed the Fourteenth and Fifteenth Amendments. These Amendments were only effective to a minimal degree, because the Southerners found other ways to restrict the opportunities of blacks. Southern whites organized secret societies such as the Ku Klux Klan to intimidate blacks and white reformers. Often times, violence was used by these secret societies to express their views. These Reconstruction policies dealing with blacks were not very efficient, for blacks did not receive equalShow MoreRelatedC rime Scene Reconstruction1438 Words   |  6 PagesKristin Waters Crime Scene Reconstruction ENC 1102-154 Reconstructing a crime scene takes a lot of effort from experienced law enforcement, medical examiners, and criminalists. All of these professionals give unique perspectives to develop a crime-scene reconstruction. Forensic scientists also play a vital role in helping to reconstruct the crime scene. They use the crime-scene reconstruction to show events that occurred prior to, during, and after a crime was committed. (Saferstein, 2009) Read MoreReconstruction Of Reconstruction And Reconstruction1031 Words   |  5 PagesReconstruction what is it?What does it mean to reconstruct? Is it possible to reconstruct nowadays? Reconstruction started in 1865 and ended in 1877.Reconstruction took place mostly in the south. Reconstruction was created to help fix the problems in the new union after slavery, but sadly didn t end well causing an all white government into power and failing the union. New economic,political and industrial growth was being made. New job opportunities were being m ade for the people and former blackRead MoreReconstruction Goals : Reconstruction And Reconstruction1296 Words   |  6 PagesReconstruction Goals Reconstruction started in 1865 after the war was coming to an end and completed in 1877. It Is the process by which federal government controlled the former Confederate states and the conditions for their readmission to the union. Abraham Lincoln was our president at the time and could not form a treaty with the defeated government. After the emancipation, thousands of freedmen left their plantation to find a new life without being owned and forced to work. This began theRead MoreReconstruction : The Failure Of Reconstruction1529 Words   |  7 PagesReconstruction: By: Siryet Girma 1,514 words 7 pages Historical Paper Reconstruction: the failure Reconstruction was a failure because African American were still not equal to White Americans. The Emancipation Proclamation was proclaimed in January 1, 1863. It freed more than 3 million slaves in the Confederate states by January 1, 1863, blacks enlisted in the Union Army in large numbers, reaching some 180,000 by war’sRead MoreReconstruction Of The Reconstruction Era1587 Words   |  7 PagesThe Reconstruction Era was known as a time to reconstruct the United States of America by the expansion of governmental power that began in 1865. â€Å"There were two central problems that animated Reconstruction; providing justice for freedmen and facilitating national reconciliation. (A New Birth of Freedom, pg. 1) After the 12 year span, reconstructing the nation succeeded in only a few of the goals that were set out to achieve within those 12 years that it was in progress. The Reconstruction’s intentionsRead MoreEssay On Reconstruction And Reconstruction1191 Words   |  5 PagesReconstruction was a period which took place after the Civil War between 1865-1877, and it was a process by which former states of the Confederacy were â€Å"reconstructed† into the United States. Reconstruction was also a controversial period as the Blacks were not receiving the rights that they were promised due to which the Southerners were against Republicans, also the president, and the Congress did not agree on the same plan for Reconstruction. Reconstruction was a time in which America consistedRead MoreThe Legacy Of Reconstruction And Reconstruction Essay2362 Words   |  10 PagesRecent books on Reconstruction†¦have infused their subjects with drama by focusing on violent confrontations,† Eric Foner notes in the introduction of the updated edition to his 1988 publication Reconstruction: America’s Unfinished Revolution, 1863-1877. Up until now, Foner’s revisionist historiography of Reconstruction was the only alternati ve offered to the Dunning School’s account of the important historical era. In recent years a neo-revisionist interpretation of Reconstruction has emerged inRead MoreFacial Reconstructions2008 Words   |  9 PagesForensic Facial Reconstructions Samantha McAnally CRMJ430 April 20, 2013 Abstract This paper will focus mainly on the history and the various techniques that forensic facial reconstruction has to offer. It will also go over some problems or an issue that is process has faced over the years. The Daubert Standard will discuss and how facial reconstruction was allowed as evidence thru this standard. I will go over all the periods of time that facial reconstruction was used. ComputerizedRead MoreBreast Reconstruction Procedures For Women1221 Words   |  5 PagesBrickell neighborhood. He performs breast reconstruction procedures for women who have had a mastectomy. With breast reconstruction surgery, Dr. G can provide women with natural-looking, shapely breasts. Types of Breast Reconstruction Procedures Available Near Brickell For some patients, reconstruction can begin during their mastectomy. Other patients may choose to have their breast reconstruction at some point after their mastectomy. Typically, breast reconstruction surgery involves several surgical sessionsRead MoreEssay on Reconstruction598 Words   |  3 Pageshad been burnt, rail road tracks uprooted, cotton gins wrecked, and the earth scorched in many sections of the defeated land. The nations next task was to rebuild the ruined South and the governments plan to do this is known as Reconstruction. In the South Reconstruction meant rebuilding the economy, establishing new state and local governments and establishing a new social structure between whites and blacks. During the war Lincoln had expanded his presidency. With his power he hoped to set up

The Odyssey As A Great Hero - 2558 Words

Throughout the Odyssey Odysseus’ plays the â€Å"godlike† hero which set the standards for values and traits of the Homeric Greek man. Using his cunning intellect and valiant heroism to finds his way home after many trials and tribulations. During his travel home Odysseus gains knowledge about other peoples culture and about different lands throughout Greece. He learns from his own suffering and the mistakes he had made. Odysseus started his journey as the King of Ithaca and the warrior of all warriors known by the gods as a great hero. Odysseus was the commander of the Greek army and a cunning leader with the plan to win the Trojan war, which he accomplished with the Trojan horse. Odysseus had a seriously downfall however, because of his godlike status and other physical characteristics he tended to be challenged by allurement of series of different women. This temptation was one of the major roles played by women in the Odyssey. Another very important role played by women in the Odyssey was the role of support for their husbands and sons during times of war. Despite the importance of women in the Odyssey women continued to be inferior to men, and the double standards are extreme. Along with the double standard is the significant roles women were required to in Homeric Greece. Even the goddess had certain roles required of them. The Odyssey gives us a piece of Greek Culture during this time period and shows us the role of women. A great example of one of the many rolesShow MoreRelatedExamples Of Archetypes In The Odyssey1291 Words   |  6 PagesArchetypes in The Odyssey All humans have ideals and patterns in common. Humans from a thousand years ago and humans in modern times have archetypes. Archetypes are characters, actions, or situations that are repeated in all human life. Archetypes are found in myths, legends, dreams, films, music, literature and several other forms of entertainment. In fact, The Odyssey, a prominent piece of writing, contains many archetypes. The Odyssey is a 3,000 year-old epic written by Homer in Ancient GreeceRead MoreExamples Of Archetypes In Homers Odyssey1292 Words   |  6 Pagesfact, The Odyssey, a prominent piece of writing, contains many archetypes. The Odyssey is a 3,000-year-old epic written by Homer in Ancient Greece. It describes the adventures of Odysseus. As well as being found in The Odyssey, archetypes are evident throughout Greek culture. These archetypes depict the ideals and beliefs of the Ancient Greeks. Through Homer’s use of archetypes in The Odyssey, the reader gains insights into Ancient Gre ek culture. Three major archetypes shown in The Odyssey includeRead MoreOdyssey Archetype Essay996 Words   |  4 Pages Odyssey Archetype Essay The Odyssey, a ten long epic journey consisting of love, war, and despair; the odyssey dives into human tragedy that no man would ever want to experience. This is a reason why the odyssey is so significant to today s literature. The Odyssey occurred ancient Greece times. The odysseys genre is an adventure but has aspects of all other genres. In this essay I will be explaining the archetypes in the odyssey that are most relevant in the Odyssey. I will be going into fullRead MoreThe Odyssey Archetype998 Words   |  4 PagesOdyssey Archetype Essay The Odyssey, a ten year long epic journey consisting of love, war, and despair; the odyssey dives into human tragedy that no man would ever want to experience. This is a reason why the odyssey is so significant in today s literature. The Odyssey occurred ancient Greece times. The odysseys genre is an adventure but has aspects of all other genres. This essay be explaining the archetypes in the odyssey that are most relevant in the Odyssey. This essay will be going intoRead More`` Fahrenheit 451 And The Sniper ``1643 Words   |  7 Pagespeople as ‘heroes’. However, the definition of a hero can be very elusive. Many kids believe that heroes have to be athletic and robust, but as they grow up, they realize a hero s actions and thoughts can be more influential than their physical abilities. It can be difficult to determine what elements make up a hero. However, by examining heroes in different stories, the elements of what makes a hero can become clearer. Classic heroes in The Odyssey can be examined, along with the heroes in FahrenheitRead MoreThe Role Of Changing Perception Of The Hero1137 Words   |  5 Pagesthe changing perception of the hero Who is a hero? How does the definition of a hero change over time? The Epic of Gilgamesh is perhaps the â€Å"longest and greatest literary composition written in cuneiform Akkadian† (Dalley 39) and told to an audience, while The Odyssey, and Oedipus the King came many centuries later. However, they all have a hero that represents the values of the society at the time. This paper is going to compare and contrast the ideal of the hero from ancient Mesopotamia in GilgameshRead MoreIn What Ways Is the Telemachy Important to the Odyssey as a Whole1553 Words   |  7 PagesIn what ways is the Telemachy important to the Odyssey as a whole? What would the poem lose if these first four books were removed? Homer’s the Odyssey is the epic tale of Odysseus’ return home from the battle of Troy, yet we do not truly get to the hero in action until after we are drawn through the story of his son life in the absence of his father in Ithaka. In the first four books, we see how Telemachos, Odysseus’ son, matures and through his eyes Homer shows us the unrest and troubles ofRead More The Odyssey Essay1550 Words   |  7 Pagesheroes, no other hero had a more complex journey than Odysseus. This journey is called The Odyssey, written by Homer. It is an epic poem or story told of a hero name Odysseus on a 20-year voyage trying to get back home from the Trojan War. The great epic poem known as The Odyssey and attributed to Homer was probably first written down around the eighth century BC, but the origins of the ancient story in myth, legend, and folklore and art appear to be much older. Greek Epic Hero When you think aboutRead More Comparing Two Heros - Beowulf and Odysseus Essays618 Words   |  3 PagesComparing Two Heros - Beowulf and Odysseus Reading through Beowulf I began to compare it to the last great epic I read, Homer’s Odyssey. While the Odyssey and Beowulf are each examples of both historic and modern ideas of heroism, the acts of Beowulf’s hero seem to fit better within its context. Beowulf exhibits many obvious heroic qualities, such as his strength and confidence in battle. These along with more subtle diplomatic actions serve to define him as both a great warrior and leaderRead MoreArchetypes In Ancient Greek Culture879 Words   |  4 Pagesconnections ,archetypes, can be found in the adventurous book The Odyssey. Ancient Greek culture is brought up by Homer through archetypes. These archetypes help connect one another over time. In the Odyssey, topics such as terrifying monsters , love tests, and an unstoppable hero are all related to ancient Greek culture. The Odyssey shows archetypes that also reveal this culture. Three archetypes found are monsters, loyalty, and a hero, which shows the ancient Greek culture for modern readers.

Parental Guidance in Relation to Teen Substance Use

Agreement between parent and adolescent substance use. A study conducted by Neil B. McGillicuddy, Robert B. Rychtank, Elizabeth T. Morsheimer and one other examined agreements between parent and teen accounts on the teens substance use in a group of parents with the concern and experience of problems as a result of their childs substance use. A group of seventy five parents including their teens (76% not in treatment and the other 24% in treatment) were interviewed separately on the subject of the teen’s recent use of alcohol, marijuana, cigarettes, and other illicit drugs. Regardless of the teens treatment status, fair-to-good similarities were found on the usage of cigarettes, alcohol frequency, marijuana and substance use frequency. In relation to the incidence of alcohol, other drugs and the quantity of alcohol consumed per drinking day, poor similarities were found. Multiple regression analysis revealed not that many similarities on substance use frequency that took place when the teen was younger, when the awareness of the parent was low and the psychological stress of the parent was high combined with the alcohol use of the parent. Conclusions indicated that a parent’s knowledge of their teens substance use varied with the substance used and the amount consumed. However, in the absence of a teens cooperation, parental accounts in the frequency of their childs substance use served in good stead as a fair-to-good replacement. (McGillicuddy, N., Rychtank, R.,Show MoreRelatedAdolescence : An Exciting Milestone For Any Individual1626 Words   |  7 Pagesimpact the rest of their lives. It is during this period of time that an individual’s guardian(s) must develop a strict monitoring regime due to the fact that some teens will begin engaging in risky behavior such as experimenting with substances. This can lead to habitual abusing and other serious problems. Thus, preventing early use of drugs or alcohol may go a long way in reducing these risks. In this instance, there is a need to identify specific factors within the home environment to mitigateRead MorePrescription Drug Use And Drug Abuse1691 Words   |  7 PagesPrescription drug abuse is an ongoing problem in rural teens. The National Survey on Drug Use and Health suggests that 13% of teens between the ages of 12-17 have experimented with nonmedical prescription drugs at some point in their lives. Researchers have identified several factors linked with nonmedical prescription drug use such as their school enrollment status, history of depression, and a two parent household presence (Gever, 2010). Nonmedical prescription drug abuse has been the rise, inRead MoreEssay about Adolescent Depression1718 Words   |  7 Pagespeek age for onset of depression during this time (1). There are many causes of depression among late to early adolescents. Over the years research has concluded that the most prevalent causes of adolescent depression is , genetics, absence of parental protection, low self-esteem, child abuse (of all types) , faulty interpersonal relationships, and educational transitions. For the purpose of this research we will identify educational transitions from junior high or middle school to high schoolRead MoreThe Brain And Its Effect On Brain Development1335 Words   |  6 Pagesbehaviors that reduce the effects of stressful life events.† My topic of choice is parent engagement and why teenagers benefit from parental support in school. Parent engagement is when there is an active relationship between a student’s school and the parents creating support for the teen. Three aspects of parent engagement are having a connection between the teen and parent, engaging parents in school activities, and sustaining the parent’s engagement. One of the most important of the three isRead MoreThe Effects Of Resistance On Children s Life1921 Words   |  8 Pageswant to help adolescents succeed I want them to find the solution to their success. I often don’t understand why families settle for broken homes and don’t strive for improvement. When I started attending Missouri State my focus was wanting to help teens succeed, but lately I have asked myself what if I could help families as a whole? This semester I have worked with Community Partnership of the Ozarks and I have learned so many things that I could apply to my life. Their mission statement is to facilitateRead MoreFamily Resource Management: An Anthology of Articles3988 Words   |  16 Pagesï » ¿NCFR Substance Area #6 - FAMILY RESOURCE MANAGEMENT Goal Setting and Decision-Making Personal goal-setting. (2013). Mind Tools. Retrieved: http://www.mindtools.com/page6.html Goal setting is used by top-level athletes, successful business-people and achievers in all fields (Personal goal-setting, 2013, Mind Tools). However, not only individuals who are advanced in their careers can benefit from goal-setting. Persons at all stages and ages of the life cycle can benefit from setting goalsRead MoreEnvironmental Challenges Facing The American Auto Industry1642 Words   |  7 Pagesto maximize earnings in the long term. Maintaining high customer repurchase rates is critical to long-term profitability in the industry. Therefore, automakers attempt to attract and keep customers from the purchase of their first car in their late teens until retirement and thereafter. Product variety at all of the major automakers spans the full spectrum from small to full-sized cars, although some automakers are better known in particular market niches. MGI quantified the contributions of the processRead MoreParenting Styles in Differnt Cultures2804 Words   |  12 PagesStyles in Different Cultures Elizabeth L. Walsh Psychology 223 Parenting style is one of many factors that strongly influence child development. One’s choice of parenting style is most often molded by their cultural background. American parents use a myriad of parenting styles, all of which have their roots in various cultural beliefs about which method is best to raise a child. In 1971, clinical and developmental psychologist, Diana Baumrind, recognized three different categories of parentingRead MoreInfluence of Drug and Alcohol Abuse Amoung Kenyan Teenage Education5708 Words   |  23 Pages Also alcohol is assessed by the medical experts that it can be used to increase the metabolism or improve the digestion of an individual. With the help of appropriate alcohol intake, the system of an older person can be stabilized. Therefore, the use of alcohol or liquor became popular among the people with advanced age. For throughout the years, the alcohols became part of the government’s subject for banning. The reason behind this provision is because the increasing demands that also affects

Chapter 17 Cat, Rat, and Dog Free Essays

Harry’s mind had gone blank with shock. The three of them stood transfixed with horror under the Invisibility Cloak. The very last rays of the setting sun were casting a bloody light over the long-shadowed grounds. We will write a custom essay sample on Chapter 17 Cat, Rat, and Dog or any similar topic only for you Order Now Then, behind them, they heard a wild howling. â€Å"Hagrid,† Harry muttered. Without thinking about what he was doing, he made to turn back, but both Ron and Hermione seized his arms. â€Å"We can’t,† said Ron, who was paper-white. â€Å"He’ll be in worse trouble if they know we’ve been to see him†¦.† Hermione’s breathing was shallow and uneven. â€Å"How — could — they?† she choked. â€Å"How could they?† â€Å"Come on,† said Ron, whose teeth seemed to be chattering. They set off back toward the castle, walking slowly to keep themselves hidden under the cloak. The light was fading fast now. By the time they reached open ground, darkness was settling like a spell around them. â€Å"Scabbers, keep still,† Ron hissed, clamping his hand over his chest. The rat was wriggling madly. Ron came to a sudden halt, trying to force Scabbers deeper into his pocket. â€Å"What’s the matter with you, You stupid rat? Stay still — OUCH! He bit me!† â€Å"Ron, be quiet!† Hermione whispered urgently. â€Å"Fudge’ll be out here in a minute –â€Å" â€Å"He won’t — stay — put –â€Å" Scabbers was plainly terrified. He was writhing with all his might, trying to break free of Ron’s grip. â€Å"What’s the matter with him?† But Harry had just seen — stinking toward them, his body low to the ground, wide yellow eyes glinting eerily in the darkness — Crookshanks. Whether he could see them or was following the sound of Scabbers’s squeaks, Harry couldn’t tell. â€Å"Crookshanks!† Hermione moaned. â€Å"No, go away, Crookshanks! Go away!† But the cat was getting nearer — â€Å"Scabbers — NO!† Too late — the rat had slipped between Ron’s clutching fingers, hit the ground, and scampered away. In one bound, Crookshanks sprang after him, and before Harry or Hermione could stop him, Ron had thrown the Invisibility Cloak off himself and pelted away into the darkness. â€Å"Ron!† Hermione moaned. She and Harry looked at each other, then followed at a sprint; it was impossible to run full out under the cloak; they pulled it off and it streamed behind them like a banner as they hurtled after Ron; they could hear his feet thundering along ahead and his shouts at Crookshanks. â€Å"Get away from him — get away — Scabbers, come here –â€Å" There was a loud thud. â€Å"Gotcha! Get off, you stinking cat –â€Å" Harry and Hermione almost fell over Ron; they skidded to a stop right in front of him. He was sprawled on the ground, but Scabbers was back in his pocket; he had both hands held tight over the quivering lump. â€Å"Ron — come on back under the cloak –† Hermione panted. â€Å"Dumbledore — the Minister — they’ll be coming back out in a minute –â€Å" But before they could cover themselves again, before they could even catch their breath, they heard the soft pounding of gigantic paws†¦. Something was bounding toward them, quiet as a shadow — an enormous, pale-eyed, jet-black dog. Harry reached for his wand, but too late — the dog had made an enormous leap and the front paws hit him on the chest; he keeled over backward in a whirl of hair; he felt its hot breath, saw inch-long teeth – But the force of its leap had carried it too far; it rolled off him. Dazed, feeling as though his ribs were broken, Harry tried to stand up; he could hear it growling as it skidded around for a new attack. Ron was on his feet. As the dog sprang back toward them he pushed Harry aside; the dog’s jaws fastened instead around Ron’s outstretched arm. Harry lunged forward, he seized a handful of the brute’s hair, but it was dragging Ron away as easily as though he were a rag doll — Then, out of nowhere, something hit Harry so hard across the face he was knocked off his feet again. He heard Hermione shriek with pain and fall too. Harry groped for his wand, blinking blood out of his eyes â€Å"Lumos!† he whispered. The wandlight showed him the trunk of a thick tree; they had chased Scabbers into the shadow of the Whomping Willow and its branches were creaking as though in a high wind, whipping backward and forward to stop them going nearer. And there, at the base of the trunk, was the dog, dragging Ron backward into a large gap in the roots — Ron was fighting furiously, but his head and torso were slipping out of sight — â€Å"Ron!† Harry shouted, trying to follow, but a heavy branch whipped lethally through the air and he was forced backward again. All they could see now was one of Ron’s legs, which he had hooked around a root in an effort to stop the dog from pulling him farther underground — but a horrible crack cut the air like a gunshot; Ron’s leg had broken, and a moment later, his foot vanished from sight. â€Å"Harry — we’ve got to go for help –† Hermione gasped; she was bleeding too; the Willow had cut her across the shoulder. â€Å"No! That thing’s big enough to eat him; we haven’t got time –â€Å" â€Å"Harry — we’re never going to get through without help –â€Å" Another branch whipped down at them, twigs clenched like knuckles. â€Å"If that dog can get in, we can,† Harry panted, darting here and there, trying to find a way through the vicious, swishing branches, but he couldn’t get an inch nearer to the tree roots without being in range of the tree’s blows. â€Å"Oh, help, help,† Hermione whispered frantically, dancing uncertainly on the spot, â€Å"Please†¦Ã¢â‚¬  Crookshanks darted forward. He slithered between the battering branches like a snake and placed his front paws upon a knot on the trunk. Abruptly, as though the tree had been turned to marble, it stopped moving. Not a leaf twitched or shook. â€Å"Crookshanks!† Hermione whispered uncertainly. She now grasped Harry’s arm painfully hard. â€Å"How did he know –?† â€Å"He’s friends with that dog,† said Harry grimly. â€Å"I’ve seen them together. Come on — and keep your wand out –â€Å" They covered the distance to the trunk in seconds, but before they had reached the gap in the roots, Crookshanks had slid into it with a flick of his bottlebrush tail. Harry went next; he crawled forward, headfirst, and slid down an earthy slope to the bottom of a very low tunnel. Crookshanks was a little way along, his eyes flashing in the light from Harry’s wand. Seconds later, Hermione slithered down beside him. â€Å"Where’s Ron?† she whispered in a terrified voice. â€Å"This way,† said Harry, setting off, bent-backed, after Crookshanks. â€Å"Where does this tunnel come out?† Hermione asked breathlessly from behind him. â€Å"I don’t know†¦It’s marked on the Marauder’s Map but Fred and George said no one’s ever gotten into it†¦It goes off the edge of the map, but it looked like it was heading for Hogsmeade†¦Ã¢â‚¬  They moved as fast as they could, bent almost double; ahead of them, Crookshanks’s tail bobbed in and out of view. On and on went the passage; it felt at least as long as the one to Honeydukes†¦ All Harry could think of was Ron and what the enormous dog might be doing to him†¦He was drawing breath in sharp, painful gasps, running at a crouch†¦. And then the tunnel began to rise; moments later it twisted, and Crookshanks had gone. Ahead Harry could see a patch of dim light through a small opening. He and Hermione paused, gasping for breath, edging forward. Both raised their wands to see what lay beyond. It was a room, a very disordered, dusty room. Paper was peeling from the walls; there were stains all over the floor; every piece of furniture was broken as though somebody had smashed it. The windows were all boarded up. Harry glanced at Hermione, who looked very frightened but nodded. Harry pulled himself out of the hole, staring around. The room was deserted, but a door to their right stood open, leading to a shadowy hallway. Hermione suddenly grabbed Harry’s arm again. Her wide eyes were traveling around the boarded windows. â€Å"Harry,† she whispered, â€Å"I think we’re in the Shrieking Shack.† Harry looked around. His eyes fell on a wooden chair near them. Large chunks had been torn out of it; one of the legs had been ripped off entirely. â€Å"Ghosts didn’t do that,† he said slowly. At that moment, there was a creak overhead. Something had moved upstairs. Both of them looked up at the ceiling. Hermione’s grip on Harry’s arm was so tight he was losing feeling in his fingers. He raised his eyebrows at her; she nodded again and let go. Quietly as they could, they crept out into the hall and up the crumbling staircase. Everything was covered in a thick layer of dust except the floor, where a wide shiny stripe had been made by something being dragged upstairs. They reached the dark landing. â€Å"Nox,† they whispered together, and the lights at the end of their wands went out. Only one door was open. As they crept toward it, they heard movement from behind it; a low moan, and then a deep, loud purring. They exchanged a last look, a last nod. Wand held tightly before him, Harry kicked the door wide open. On a magnificent four-poster bed with dusty hangings lay Crookshanks, purring loudly at the sight of them. On the floor beside him, clutching his leg, which stuck out at a strange angle, was Ron. Harry and Hermione dashed across to him. â€Å"Ron — are you okay?† â€Å"Where’s the dog?† â€Å"Not a dog,† Ron moaned. His teeth were gritted with pain. â€Å"Harry, it’s a trap –â€Å" â€Å"What –â€Å" â€Å"He’s the dog†¦he’s an Animagus.† Ron was staring over Harry’s shoulder. Harry wheeled around. With a snap, the man in the shadows closed the door behind them. A mass of filthy, matted hair hung to his elbows. If eyes hadn’t been shining out of the deep, dark sockets, he might have been a corpse. The waxy skin was stretched so tightly over the bones of his face, it looked like a skull. His yellow teeth were bared in a grin. It was Sirius Black. â€Å"Expelliarmus!† he croaked, pointing Ron’s wand at them. Harry’s and Hermione’s wands shot out of their hands, high in the air, and Black caught them. Then he took a step closer. His eyes were fixed on Harry. â€Å"I thought you’d come and help your friend,† he said hoarsely. His voice sounded as though he had long since lost the habit of using it. â€Å"Your father would have done the same for me. Brave of you not to run for a teacher. I’m grateful†¦it will make everything much easier†¦.† The taunt about his father rang in Harry’s ears as though Black had bellowed it. A boiling hate erupted in Harry’s chest, leaving no place for fear. For the first time in his life, he wanted his wand back in his hand, not to defend himself, but to attack†¦to kill. Without knowing what he was doing, he started forward, but there was a sudden movement on either side of him and two pairs of hands grabbed him and held him back†¦ â€Å"No, Harry!† Hermione gasped in a petrified whisper; Ron, however, spoke to Black. â€Å"If you want to kill Harry, you’ll have to kill us too!† he said fiercely, though the effort of standing upright was draining him of still more color, and he swayed slightly as he spoke. Something flickered in Black’s shadowed eyes. â€Å"Lie down,† he said quietly to Ron. â€Å"You will damage that leg even more.† â€Å"Did you hear me?† Ron said weakly, though he was clinging painfully to Harry to stay upright. â€Å"You’ll have to kill all three of us!† â€Å"There’ll be only one murder here tonight,† said Black, and his grin widened. â€Å"Why’s that?† Harry spat, trying to wrench himself free of Ron, and Hermione. â€Å"Didn’t care last time, did you? Didn’t mind slaughtering all those Muggles to get at Pettigrew†¦What’s the matter, gone soft in Azkaban?† â€Å"Harry!† Hermione whimpered. â€Å"Be quiet!† â€Å"HE KILLED MY MUM AND DAD!† Harry roared, and with a huge effort he broke free of Hermione’s and Ron’s restraint and lunged forward — He had forgotten about magic — he had forgotten that he was short and skinny and thirteen, whereas Black was a tall, full-grown man — all Harry knew was that he wanted to hurt Black as badly as he could and that he didn’t care how much he got hurt in return — Perhaps it was the shock of Harry doing something so stupid, but Black didn’t raise the wands in time — one of Harry’s hands fastened over his wasted wrist, forcing the wand tips away; the knuckles of Harry’s other hand collided with the side of Black’s head and they fell, backward, into the wall — Hermione was screaming; Ron was yelling; there was a blinding flash as the wands in Black’s hand sent a jet of sparks into the air that missed Harry’s face by inches; Harry felt the shrunken arm under his fingers twisting madly, but he clung on, his other hand punching every part of Black it could find. But Black’s free hand had found Harry’s throat â€Å"No,† he hissed, â€Å"I’ve waited too long –â€Å" The fingers tightened, Harry choked, his glasses askew. Then he saw Hermione’s foot swing out of nowhere. Black let go of Harry with a grunt of pain; Ron had thrown himself on Black’s wand hand and Harry heard a faint clatter — He fought free of the tangle of bodies and saw his own wand rolling across the floor; he threw himself toward it but â€Å"Argh!† Crookshanks had joined the fray; both sets of front claws had sunk themselves deep into Harry’s arm; Harry threw him off, but Crookshanks now darted toward Harry’s wand — â€Å"NO YOU DON’T!† roared Harry, and he aimed a kick at Crookshanks that made the cat leap aside, spitting; Harry snatched up his wand and turned — â€Å"Get out of the way!† he shouted at Ron and Hermione. They didn’t need telling twice. Hermione, gasping for breath, her lip bleeding, scrambled aside, snatching up her and Ron’s wands. Ron crawled to the four-poster and collapsed onto it, panting, his white face now tinged with green, both hands clutching his broken leg. Black was sprawled at the bottom of the wall. His thin chest rose and fell rapidly as he watched Harry walking slowly nearer, his wand pointing straight at Black’s heart. â€Å"Going to kill me, Harry?† he whispered. Harry stopped right above him, his wand still pointing at Black’s chest, looking down at him. A livid bruise was rising around Black’s left eye and his nose was bleeding. â€Å"You killed my parents,† said Harry, his voice shaking slightly, but his wand hand quite steady. Black stared up at him out of those sunken eyes. â€Å"I don’t deny it,† he said very quietly. â€Å"But if you knew the whole story.† â€Å"The whole story?† Harry repeated, a furious pounding in his ears. â€Å"You sold them to Voldemort. That’s all I need to know.† â€Å"You’ve got to listen to me,† Black said, and there was a note of urgency in his voice now. â€Å"You’ll regret it if you don’t†¦You don’t understand†¦.† â€Å"I understand a lot better than you think,† said Harry, and his voice shook more than ever. â€Å"You never heard her, did you? My mum†¦trying to stop Voldemort killing me†¦and you did that†¦you did it†¦.† Before either of them could say another word, something ginger streaked past Harry; Crookshanks leapt onto Black’s chest and settled himself there, right over Black’s heart. Black blinked and looked down at the cat. â€Å"Get off,† he murmured, trying to push Crookshanks off him. But Crookshanks sank his claws into Black’s robes and wouldn’t shift. He turned his ugly, squashed face to Harry and looked up at him with those great yellow eyes. To his right, Hermione gave a dry sob. Harry stared down at Black and Crookshanks, his grip tightening on the wand. So what if he had to kill the cat too? It was in league with Black†¦If it was prepared to die, trying to protect Black, that wasn’t Harry’s business†¦ If Black wanted to save it, that only proved he cared more for Crookshanks than for Harry’s parents†¦. Harry raised the wand. Now was the moment to do it. Now was the moment to avenge his mother and father. He was going to kill Black. He had to kill Black. This was his chance†¦. The seconds lengthened. And still Harry stood frozen there, wand poised, Black staring up at him, Crookshanks on his chest. Ron’s ragged breathing came from near the bed; Hermione was quite silent. And then came a new sound — Muffled footsteps were echoing up through the floor — someone was moving downstairs. â€Å"WE’RE UP HERE!† Hermione screamed suddenly. â€Å"WE’RE UP HERE — SIRIUS BLACK — QUICK!† Black made a startled movement that almost dislodged Crookshanks; Harry gripped his wand convulsively — Do it now! said a voice in his head — but the footsteps were thundering up the stairs and Harry still hadn’t done it. The door of the room burst open in a shower of red sparks and Harry wheeled around as Professor Lupin came hurtling into the room, his face bloodless, his wand raised and ready. His eyes flickered over Ron, lying on the floor, over Hermione, cowering next to the door, to Harry, standing there with his wand covering Black, and then to Black himself, crumpled and bleeding at Harry’s feet. â€Å"Expelliarmus!† Lupin shouted. Harry’s wand flew once more out of his hand; so did the two Hermione was holding. Lupin caught them all deftly, then moved into the room, staring at Black, who still had Crookshanks lying protectively across his chest. Harry stood there, feeling suddenly empty. He hadn’t done it. His nerve had failed him. Black was going to be handed back to the Dementors. Then Lupin spoke, in a very tense voice. â€Å"Where is he, Sirius?† Harry looked quickly at Lupin. He didn’t understand what Lupin meant. Who was Lupin talking about? He turned to look at Black again. Black’s face was quite expressionless. For a few seconds, he didn’t move at all. Then, very slowly, he raised his empty hand and pointed straight at Ron. Mystified, Harry glanced around at Ron, who looked bewildered. â€Å"But then†¦Ã¢â‚¬  Lupin muttered, staring at Black so intently it seemed he was trying to read his mind, â€Å"†¦why hasn’t he shown himself before now? Unless† — Lupin’s eyes suddenly widened, as though he was seeing something beyond Black, something none of the rest could see, â€Å"– unless he was the one†¦unless you switched†¦ without telling me?† Very slowly, his sunken gaze never leaving Lupin’s face, Black nodded. â€Å"Professor,† Harry interrupted loudly, â€Å"what’s going on –?† But he never finished the question, because what he saw made his voice die in his throat. Lupin was lowering his wand, gazing fixed at Black. The Professor walked to Black’s side, seized his hand, pulled him to his feet so that Crookshanks fell to the floor, and embraced Black like a brother. Harry felt as though the bottom had dropped out of his stomach. â€Å"I DON’T BELIEVE IT!† Hermione screamed. Lupin let go of Black and turned to her. She had raised herself off the floor and was pointing at Lupin, wild-eyed. â€Å"You — you –â€Å" â€Å"Hermione –â€Å" â€Å"?C you and him!† â€Å"Hermione, calm down –â€Å" â€Å"I didn’t tell anyone!† Hermione shrieked. â€Å"I’ve been covering up for you –â€Å" â€Å"Hermione, listen to me, please† Lupin shouted. â€Å"I can explain –â€Å" Harry could feel himself shaking, not with fear, but with a fresh wave of fury. â€Å"I trusted you,† he shouted at Lupin, his voice wavering, out of control, â€Å"and all the time you’ve been his friend!† â€Å"You’re wrong,† said Lupin. â€Å"I haven’t been Sirius’s friend, but I am now — Let me explain†¦.† â€Å"NO!† Hermione screamed. â€Å"Harry, don’t trust him, he’s been helping Black get into the castle, he wants you dead too — he’s a werewolf!† There was a ringing silence. Everyone’s eyes were now on Lupin, who looked remarkably calm, though rather pale. â€Å"Not at all up to your usual standard, Hermione,† he said. â€Å"Only one out of three, I’m afraid. I have not been helping Sirius get into the castle and I certainly don’t want Harry dead. An odd shiver passed over his face. â€Å"But I won’t deny that I am a werewolf.† Ron made a valiant effort to get up again but fell back with a whimper of pain. Lupin made toward him, looking concerned, but Ron gasped, â€Å"Get away from me, werewolf!† Lupin stopped dead. Then, with an obvious effort, he turned to Hermione and said, â€Å"How long have you known?† â€Å"Ages,† Hermione whispered. â€Å"Since I did Professor Snape’s essay†¦Ã¢â‚¬  â€Å"He’ll be delighted,† said Lupin coolly. â€Å"He assigned that essay hoping someone would realize what my symptoms meant†¦ Did you check the lunar chart and realize that I was always ill at the full moon? Or did you realize that the Boggart changed into the moon when it saw me?† â€Å"Both,† Hermione said quietly. Lupin forced a laugh. â€Å"You’re the cleverest witch of your age I’ve ever met, Hermione.† â€Å"I’m not,† Hermione whispered. â€Å"If I’d been a bit cleverer, I’d have told everyone what you are!† â€Å"But they already know,† said Lupin. â€Å"At least, the staff do.† â€Å"Dumbledore hired you when he knew you were a werewolf,† Ron gasped. â€Å"Is he mad?† â€Å"Some of the staff thought so,† said Lupin. â€Å"He had to work very hard to convince certain teachers that I’m trustworthy –â€Å" â€Å"AND HE WAS WRONG!† Harry yelled. â€Å"YOU’VE BEEN HELPING HIM ALL THE TIME!† He was pointing at Black, who suddenly crossed to the four-poster bed and sank onto it, his face hidden in one shaking hand. Crookshanks leapt up beside him and stepped onto his lap, purring. Ron edged away from both of them, dragging his leg. â€Å"I have not been helping Sirius,† said Lupin. â€Å"If you’ll give me a chance, I’ll explain. Look –â€Å" He separated Harry’s, Ron’s and Hermione’s wands and threw each back to its owner; Harry caught his, stunned. â€Å"There,† said Lupin, sticking his own wand back into his belt â€Å"You’re armed, we’re not. Now will you listen?† Harry didn’t know what to think. Was it a trick? â€Å"If you haven’t been helping him,† he said, with a furious glance at Black, â€Å"how did you know he was here?† â€Å"The map,† said Lupin. â€Å"The Marauder’s Map. I was in my office examining it –â€Å" â€Å"You know how to work it?† Harry said suspiciously. â€Å"Of course I know how to work it,† said Lupin, waving his hand impatiently. â€Å"I helped write it. I’m Moony — that was my friends’ nickname for me at school.† â€Å"You wrote –?† â€Å"The important thing is, I was watching it carefully this evening, because I had an idea that you, Ron, and Hermione might try and sneak out of the castle to visit Hagrid before his Hippogriff was executed. And I was right, wasn’t I?† He had started to pace up and down, looking at them. Little patches of dust rose at his feet. â€Å"You might have been wearing your father’s old cloak, Harry–â€Å" â€Å"How d’you know about the cloak?† â€Å"The number of times I saw James disappearing under it†¦Ã¢â‚¬  said Lupin, waving an impatient hand again. â€Å"The point is, even if you’re wearing an Invisibility Cloak, you still show up on the Marauder’s Map. I watched you cross the grounds and enter Hagrid’s hut. Twenty minutes later, you left Hagrid, and set off back toward the castle. But you were now accompanied by somebody else.† â€Å"What?† said Harry. â€Å"No, we weren’t!† I couldn’t believe my eyes,’ said Lupin, still pacing, and ignoring Harry’s interruption. â€Å"I thought the map must be malfunctioning. How could he be with you?† â€Å"No one was with us!† said Harry. â€Å"And then I saw another dot, moving fast toward you, labeled Sirius Black†¦I saw him collide with you; I watched as he pulled two of you into the Whomping Willow –â€Å" â€Å"One of us!† Ron said angrily. â€Å"No, Ron,† said Lupin. â€Å"Two of you.† He had stopped his pacing, his eyes moving over Ron. â€Å"Do you think I could have a look at the rat?† he said evenly. â€Å"What?† said Ron. â€Å"What’s Scabbers got to do with it?† â€Å"Everything,† said Lupin. â€Å"Could I see him, please?† Ron hesitated, then put a hand inside his robes. Scabbers emerged, thrashing desperately; Ron had to seize his long bald tail to stop him escaping. Crookshanks stood up on Black’s leg and made a soft hissing noise. Lupin moved closer to Ron. He seemed to be holding his breath as he gazed intently at Scabbers. â€Å"What?† Ron said again, holding Scabbers close to him, looking scared. â€Å"What’s my rat got to do with anything?† â€Å"That’s not a rat,† croaked Sirius Black suddenly. â€Å"What d’you mean — of course he’s a rat –â€Å" â€Å"No, he’s not,† said Lupin quietly. â€Å"He’s a wizard.† â€Å"An Animagus,† said Black, â€Å"by the name of Peter Pettigrew.† How to cite Chapter 17 Cat, Rat, and Dog, Essay examples

Leadership Journal of Behavioral and Applied Management

Question: Write an essay on Leadership. Answer: Introduction A leader is a person who holds a position in a company or any organization who has an authority as in the degree of control among his followers. He commonly has a lot of influence over others. A good leader has the ability to manage a group of followers effectively in the right direction and serves as an inspiration to them. A successful leader is a person who is passionate, makes way for his followers to tread along, and operates in a group in such a way that everyone around him is benefitted through his actions. Jim Callaghan (1970) stated that a leader should not necessarily be consistent in everything to appear consistent. The duties of the leader may seem simple for a spectator but the difficulties and the struggles that he faces are insurmountable. An astute leader is an efficient individual who runs a small-business and know his job. He has been in the field for relatively many years and has made his research and survey good enough to predict the outcomes for every change that happen in the market. He knows the market around him better than anyone. He has a long term vision and can determine how the market may face changes at any point of time (Doyle Jr. 2013). This vision is only possible when he has a thorough knowledge about the market scenario and does his homework rather than just working partially. A boss can act only when he is within an organization but a leader can act and shine anywhere. He is always prepared to take on the challenges that come approaching his way. The astute leaders always make sure that he stays organized in order to be ready for anything. This gives the leader the head start of not panicking when an unexpected situation arises. As much as he knows his market and is prepared to face any new obstacles in the business, he also must know about his employees by constantly staying in touch with them (Aaker, Kumar Day 2008). The employees are provided with assessments of their performances and are given the necessary feedback. App reciation is a must and their work is always noticed and their input is praised. This type of leadership is necessary in a small business that can potentially lead the business to different levels of success (Efford 2012). Followership Followership may be defined as the ability to follow a specific interest or a person and to support the same to maximize the efforts of the interested field or the person. Followership however is highly undervalued. There has not been enough funding and time spent on researching about followership. Followership is just as important as leadership. A book search in the website amazon.com showed results of book titles of more than 95,000 (Bjugstad et. al., 2006). But the search in the same website on followership showed results less than 1,000 titles which were mostly on political and spiritual followership. It has come out that the leadership is not a one way channel but actually a two-way process. The cooperation of the followers is more than just essential for a leader to succeed in the target that he aims to achieve. Hansen (1987) has told that an effective followership means that a leaders authority has been accepted and complying of the visions of the leader would be taken up. The small business needs higher concentration on focus on the market since the company is still in the developing stage and needs much working on. The followers are not generally motivated by what the leaders expect them to do but actually are motivated with the leaders taking the time to care about what an individual follower wants at a specific point of time (Goleman, Boyatzis McKee 2001). Astute leaders think about their team and the companys welfare more often than they think what is best for them. There are three things that a follower needs in order for him to successfully complete any job that is assigned to him. He needs the confidence that he can do the work without any obstacles during the process. They require knowing that the astute leader truly trusts them in doing the work (Forbes 2016). This is usually very important they know that they are trusted which would shatter their confidence if not. The trust the leaders shower upon them gives them the courage to work on the a ssignment even when they know that they cant possibly do the best. The relationship between a leader and a follower is mutual (Lickerman 2013). There should be an equilibrium state where the process is symbiotic and they both are equally benefitted. This defines how they both are needed in a system for effective outcome in any organization. The leader is nothing without the involvement of a follower who would comply with the rules and regulations of a superior authority who guides them towards a fixed common goal. Kelly (1992) formulated a theory by studying the thoughts of followers and categorized them into four different types. Alienated followers are the people who are always skeptical of the leaders decisions in a healthy way. And there are conformist followers are the followers who exactly follow what they are told them to do. They dont question the methods but are happy to complete the tasks assigned to them on time without any problems (Kelley 1992). Passive followers mostly require the leader to do the thinking for them. They need to be guided entirely through any task assigned to them. And finally, there are the exemplary followers who are generally independent, innovative and are willing to question the methods in which the leadership is handled. They are well aware of how their works are to be done and require no assistance or guidance (Malhotra 2008). Yin And Yang Of A Successful Leadership Practice The yin and yang represent the general conflicting entities black and white of any scenario. But the fact that needs to be considered here with the inclusion of leader and a follower is that they both are not exactly in conflict but are in accordance with each other represented by grey color. This is the mutual concern of both the leader and his followers. The yin and yang also represent the followers and the leader where the follower is ready to receive, has intuition and is thoughtful of the tasks assigned to him and the leader is the yang where he has the qualities of energy, achievement and drives encouragement (Linton nd). Communication is an effective way to control this grey portion of the theory where the followers make their voices heard with the leader. The leader, in turn, voices his thoughts to the followers before he makes a decision (Peterson 2013). Making the decision alone is not appropriate. Proper analysis of the followers opinions in mind must determine the directi on in which the decision should be made. Leaders and followers are more similar than different. Goleman et.al (2002) described followership as a mirror image of leadership. Successful leaders constantly work on their leadership styles that can work on their followers. Followers may react differently for every different style of leaderships that leaders handle (Mindtools nd). Having the sense to understand the followers on what suits them is where the degree of excellence comes in for the leader to be the better one. The followers see the tasks as opportunities to learn and fulfill the expectations of any organization if they do the task with the leader by their side continuously giving them feedback and appreciation throughout. Guidance from the leader and the cooperation from the follower play a vital role in determining the success of a company in a market surrounded by tough competitors. The competitors also have the company also has a set of leader and followers that will be rea son for their progress and future success. As mentioned earlier, the relationship must be symbiotic (Vecchio 2005). The outcome of a success is not possible without the proper relationship between the leader and the followers. A good leader must understand the needs of the followers and work in the direction that would satisfy them and promote the companys growth. The actions in both leader and followers action is that a leader should be able to step down to walk with the followers and the followers should step up their game to walk faster. The differences between the both are very minimal as their contributions are equally important in deciding the success of a company (Thompson McHugh 2009). Appropriate methods are to be handled by the leader that does not affect anyones feelings or must never be overburdening to a fellow follower. The guidance that a leader gives the followers is important and it must be in accordance with the nature of the specific follower. Giving out the same type of guidance to ever followers is a bad idea to be following. There are other ways to analyze the follower behavior and to direct them to their own comfort zone. The followers make up the leaders as they are the primary cases who give rise to the successful leaders. Without followers there cant be any leader. If the theorists understand this, more researches would be targeted on this regard (Zhang et. Al. 2015). The followers mindsets and perspectives are yet to be understood clearly whereas we already have more than enough studies about how a leader should be and what his roles and duties are. Conclusion This argument clearly shows the importance of followership in the successful leadership practices. Most of the theories that are made nowadays are focused on the leadership part and they fail to analyze the followership criteria in the process. The researchers are slowly realizing the need to understand the followers with the same intensity they are doing for the leaders. Leaders should be capable of combining their self-centeredness with other-centeredness (Wilson 2013). They should serve as a role model and inspire the followers directly or indirectly in every way. The astute leader should act in an isolated manner away from the followers when they are not to be interrupted and must step down when their followers need guidance in handling the task. The taskforce management is the key aspect in the yin-yang relationship as it comes around in more numbers than that of the leaders. The leaders must never show favoritism within his set of followers as that destroys the trust they have on the leader and would probably backfire. The time frames and the standards that are expected of the followers must not come out in a strict way. Instead, leading them by examples may be the right approach in making them understand what they are required to do. The leaders actions can have a huge influence in the performance of the followers. A good leader does not need teaching regarding this. He allows the followers to be a little flexible to be self-driven and be decisive. The followers on the other hand, should learn to trust their leaders and accept him on his insights and ideologies. Follower should act in unison to provide a complete solution. The followers are to be well-aware of their surroundings. There are good and bad followers. Effective followers manage themselves well. Some do not have the critical thinking ability to work on the orders of a leader without questioning and some are independent and can work on their own without any requirement of assistance or guidance . Finally, it can be concluded that the leader and the followers are mutually important and are not less than each other. Their work should be cooperative and without that the companys productivity would suffer from severe blows in the market. The leaders must understand this and get to know the feelings of the followers thoroughly before they deicide doing any major changes for an organization. References Aaker, D.A., Kumar, V. and Day, G.S., 2008.Marketing research. 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Available from [Accessed 18-May 2016] Linton, I. What is an astute leader? Available from [Accessed 18-May 2016] Malhotra, N.K., 2008.Marketing research: An applied orientation, 5/e. Pearson Education India. Mindtools Editorial Team. What is leadership? Available from https://www.mindtools.com/pages/article/newLDR_41.htm [Accessed 18-May 2016] Peterson, G. 2013. Leadership 310: The Four Principles of 'Followership'. Available from https://www.forbes.com/sites/garypeterson/2013/04/23/the-four-principles-of-followership/#3ee4d7af5ebe. [Accessed 18-May 2016] Thompson, P. and McHugh, D., 2009.Work organisations: a critical approach. Palgrave Macmillan. Vecchio, R.P., 2005.Organizational behavior: Core concepts. South-Western Pub. Wilson, F.M., 2013.Organizational behaviour and work: a critical introduction. Oxford University Press. Zhang, Y., Waldman, D.A., Han, Y.L. and Li, X.B., 2015. Paradoxical leader behaviors in people management: Antecedents and consequences. 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Analysis of the poem Presents from my Aunts in Pakistan Essay Example For Students

Analysis of the poem Presents from my Aunts in Pakistan Essay Presents from my Aunts in Pakistan is a poem about a young girl of mixed race and the difficulty she finds with fitting in, or feeling a part of either, the Pakistani or the English culture. The young girl in the poem is describing gifts that were sent to her in England from Pakistan. The presents from Pakistan are beautiful but the girl feels awkward wearing them, feeling that denim and corduroy would be more suitable. In contrast the relatives in Pakistan would like the conventional English cardigans from Marks and Spencer. The poem is a sequence of personal memories. This is shown because the poem is written in the first person. The poem is written in the past as the poet is remembering the memories. When people are remembering things their minds often drift from one image to another in the way that the poem does.  As a reader you have to wait until towards the end of the poem to discover the key message in this poem. The phrase no fixed nationality sums up the feelings of the poet, being half-English she struggles to feel comfortable with either culture. The poem explores this struggle. The presents referred to in the title are described in great detail in the opening sixteen lines. The variety of clothes and their colours and textured are recalled quite affectionately. Instead of being critical of the clothes, the poet respects her aunts attempt at keeping up with fashions of the time: the salwar bottoms are appropriately narrow. The salwar kameez suggests familiar notion of exotic clothes worn by Asian women. But glass bangle, which draws blood, is symbol of how tradition harms the poet because it is not practical for the active life of a young woman in the west. This is where the girls two cultures begin to clash in the poem. As the girl tries on stain-silken top at home, she notices how the Pakistani style of the clothes seems out of place in her English sitting room. She uses the word alien to emphasise how strange the clothes look and feel in these surroundings. She also feels slightly intimidated by the gorgeous clothes saying she: could never be as lovely /as those clothes, the clothes also seem the make the girl embarrassed so that she blushes: my costume clung to me /and I was a flame,/ I couldnt rise up out of its fire. This is a powerful metaphor, which could show the young girls discomfort. Also the poet says that where her Pakistani Aunt Jamila can rise up out of its fire (look lovely in the bright colours) she felt unable to do so, because she was half English. The word costume sounds like something you put on for a show. This sense of being between two cultures is shown when the school friend asks to see Moniza Alvis weekend clothes and is not impressed. The school friends reaction also suggests that she has little idea of what her friend, a young Pakistani woman is, and is not, allowed to do at weekends, despite living in Britain. The alien nature of the items from her home culture, the camel-skin lamp and the jewellery again contrast sharply with what she feels is her English culture. She wants the camel skin lamp, but also feels that it was cruel. This shows that she is both attracted and repelled by aspects of Pakistani culture. There is both the misery and the beauty, and she does know which affects her more powerfully. .ub08127a274d3fc5c96399fbfc444b746 , .ub08127a274d3fc5c96399fbfc444b746 .postImageUrl , .ub08127a274d3fc5c96399fbfc444b746 .centered-text-area { min-height: 80px; position: relative; } .ub08127a274d3fc5c96399fbfc444b746 , .ub08127a274d3fc5c96399fbfc444b746:hover , .ub08127a274d3fc5c96399fbfc444b746:visited , .ub08127a274d3fc5c96399fbfc444b746:active { border:0!important; } .ub08127a274d3fc5c96399fbfc444b746 .clearfix:after { content: ""; display: table; clear: both; } .ub08127a274d3fc5c96399fbfc444b746 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub08127a274d3fc5c96399fbfc444b746:active , .ub08127a274d3fc5c96399fbfc444b746:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub08127a274d3fc5c96399fbfc444b746 .centered-text-area { width: 100%; position: relative ; } .ub08127a274d3fc5c96399fbfc444b746 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub08127a274d3fc5c96399fbfc444b746 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub08127a274d3fc5c96399fbfc444b746 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub08127a274d3fc5c96399fbfc444b746:hover .ctaButton { background-color: #34495E!important; } .ub08127a274d3fc5c96399fbfc444b746 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub08127a274d3fc5c96399fbfc444b746 .ub08127a274d3fc5c96399fbfc444b746-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub08127a274d3fc5c96399fbfc444b746:after { content: ""; display: block; clear: both; } READ: My Son My Executioner: Poetry Explication EssayThe last third of the poem explores how she came to England from Pakistan, how she ended up with her English grandmother. The poem ends with the poet feeling just as awkward and out of place in Pakistan as she does in her sitting room at home. The fact that she has no fixed nationality has made her feel as if she is not fully part of either culture.  The poem uses a lot of visual detail to make us see the brightness and colour of Pakistan. This use of visual detail is appropriate in a poem about how someone sees them self. The structure of the poem is irregular, with lines starting at different places, and being of different lengths which also links into the sense of her lack of a nationality, the idea of not knowing where she is going and how long she may be there. This creates a slightly unsettled, fluid feel to the poem, reflecting the poets feelings about her identity. The use of the free verse effect in this poem helps to portray her sincerity in her words, she tells it how it is and such is the structure of the poem. The lack of any particular rhythm or rhyming scheme within the poem helps to show the idea that there is no set course in her life, no specific direction she is going, it is unpredictable. In conclusion it would seem the poet has great difficulty finding a niche between either of the cultures in which she will feel comfortable. Living within the English culture whilst having so much of her Pakistani culture as part of her history and main nationality, the presents from her aunts acting as reminders and complications, she finds them to be beautiful and extravagant yet awkward and uncomfortable. This proves to be a major complication for her, she is upset she cannot fit-in with the ordinary life style of someone living in England.