The Gettysburg Address Essay Example | Topics and Well Written Essays - 1250 words

The Gettysburg Address - Essay Example They constituted the last line of defense between Lee and the Union capital of Washington D.C. On the third day, the Confederate Army’s frontal assault was repulsed and the Battle of Gettysburg was won by the Union forces. This was the only battle waged in the North and resulted in 23,000 causalities for the Union Army. The Confederates lost 28,000 (BookRags Web site). In the aftermath of the battle, the dead lay unburied, or were hastily bundled into makeshift graves in the fields. Pennsylvania’s Governor, Andrew Curtin, commissioned a reputed local Attorney, David Wills, to purchase land to serve as an appropriate cemetery for the Union dead. This resulted in the acquisition of the 17 acres of the Gettysburg National Cemetery. While the work of reinterring the Union dead from the field graves to the cemetery was still in progress, the cemetery was formally dedicated on 19 November, 1863. At present, the cemetery is home to over 6,000 American service men who died in t he Civil War, Spanish-American War, the World Wars and the Vietnam War (Gettysburg.com Web site). On 19 November, 1863, President Lincoln, members of his Cabinet, Governors of the Northern States and Civil and Military Officials gathered at Gettysburg, along with a crowd of about 15,000 citizens. A crude platform had been constructed on the battlefield, with journalists seated on one side and the dignitaries on the other. The keynote speaker at the dedication ceremony was Edward Everett from Massachusetts, an ardent Unionist and renowned Orator, who was considered one of the best speakers of the time.

Customized Learning Theory Essay Example for Free

Customized Learning Theory Essay Educational techniques have been around for many centuries. Through the centuries, teaching techniques have not changed. However, many methods have emerged which has been defined as educational theory. Students have many different learning styles that help them learn. Teachers must learn how to teach to include each of the learning styles so each student learns what they need to know. Teaching students with attention deficit hyperactivity disorder (ADHD) can be very difficult to teach. These students need to be active in what they are doing and what they are learning. Using the kinesthetic learning style will help tremendously when teaching a child with ADHD. Learning disabilities are problems that affect the brains ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who is not affected by learning disabilities. Certain kinds of learning disabilities can interfere with a persons ability to concentrate or focus and can cause someones mind to wander too much. Other learning disabilities can make it difficult for a student to read, write, spell, or solve math problems. Research is being conducted daily to be able to determine which learning theories work for which student. Some students learn better by listening, some by doing and some by hearing. Although, teaching can be dated back to the bible, Proverbs 4:2 states I give you sound learning, so do not forsake my teaching (Holy Bible, NIV). Romans 12:7 states that if it is serving, then serve; if it is teaching, then teach (Holy Bible, NIV). No matter what a teacher teaches, as long as each student gets what they deserve out of the teaching is the only thing that matters. Learning Theory and its Importance Every teacher has his or her own learning theory. Not every theory is the same. One of the best known learning theories in use today is the Piaget’s theory (Slavin, 2012). Piaget believed that there were four factors that lead to a child’s development. Children use aids and begin to understand how things work which helps the child learn how to do things for themselves. Another factor is that children learn from socializing with other children their age. This gives the child an opportunity to view other childrens behaviors and learn from each behavior. The child will then be able to develop their own patterns and personality. From there, the child can make their own decisions and find out what works best for them. Culture plays a big part in ways that affect learning theories. Vygotsky thought of the practice of education as a source rather than a result of the development of cognitive and learning skills. Many people before Vygotsky believed that people possessed the essential learning ability; however, it just needed to be coaxed out. Adolescence is one of the most trying times for a new Christian. According to Hosseini, Elias, Krauss, Aishah (2010), adolescence is a point in time when an individual makes a choice in their future education, any major life roles, any relationships, and where a child establishes toward long-term goal to work toward to. This proves that it is imperative of having Christian principles of morality integrated into the school systems. Description of an Effective Teacher and Learning Environment Being an effective teacher takes a lot of determination, understanding and commitment and also considered to be an intentional teacher. When a teacher focuses too much of his or her instruction on one area, other instructional areas could drop. Slavin (2012) states that teaching involves planning and preparation, and the components which make a good teacher are decision making, reflection, application of education research and self-knowledge and self-regulation. Teachers need to be highly qualified according to federal law. The problem was that a negative impact of the requirement of having highly qualified teacher on recruitment and retention of personnel in rural areas was feared. Leading educators in education and special education have argued that the requirement may worsen the already significant critical shortages and attrition rate in rural special education. Another problem that was brought up was the cost to have highly qualified teachers and no extra compensation. Administrators fear that they might not be able to recruit special education teachers who meet the highly qualified standard. This legislation has made an impact on the rural areas of public and private schools. If the standards are set high, then individuals who would want to be teachers would see education as â€Å"not as attractive as other career options† (Courtade et. al. , 2010, p. 10). Everybody knows that there are no two children who learn at the same pace but only an effective teacher would understand this. An effective teacher would use different learning styles to help educate each child. Direct instruction and setting objectives are important in the classroom. Being able to translate directive instructions clearly and concisely is imperative. An effective teacher wants to make sure the student can understand what is being taught which makes the difference between good and great learning. Being able to effectively deliver educational material would allow the students to become confident with his or her ability to learn what is being taught. According to Slavin (2012), poor delivery of lesson plans can have a negative impact on a student’s mental set. When a teacher has a good lesson delivery, it allows the students to become more confident; however, it is necessary that the lesson delivery be given using various delivery methods. During classroom instructions, a student does not only need ample time to learn new material, the student needs to review old material that was already taught. Having the time to review and learn new material shows the students how the old and new material goes together and instills the importance of all the material. Homework is a part of a lesson plan that is extremely important. Homework was once thought to be essential to learning and should be mandatory. It was once thought that homework was important and can further a student’s education more than a student who did not complete the homework assignments. This was contradicted when research was conducted when students were allowed to choose whether or not they wanted to do homework. Results showed that the group who did not do the homework outperformed the students who did the mandatory homework (Gutarts Baines (2010). Technology has become a big part in education. Technology has taken over the ranks for textbooks, emails, information, and paper. Several counties in Virginia have been using iPads and laptops instead of textbooks (Reid, 2011). Digital technology holds enormous potential for transforming instruction (Reid, 2011). The introduction of new technology into the classroom is an important component to help foster a learning environment that will encourage problem-solving and critical thinking (Reid, 2011). However, if a teacher chooses to use any form of technology in the classroom, the teacher needs to be well educated with technology. Some people would think that if a teacher was illiterate when it comes to computers, then why teach with them or use computers in a classroom. A teacher may not need to know the â€Å"ins and outs† of technology but he or she must know what websites are trusted, how to â€Å"surf† the internet, send out emails, set up blackboards, and use whiteboards (which can display what is on the computer onto the wall or blackboard). Technology has been very helpful when it comes to distance learning. Distance learning has helped many adults go back to college to get a degree when his or her life does not allow them to go to an actual classroom. Individuals with reading disabilities tend to become overwhelmed with reading and other activities during school. A child who cannot read well and is in middle school will not be able to take proper notes because he or she does not know how to write well either. In one study, a teacher used an iPad as a tool to help a fifth grade struggling reader with ADHD. The use of the iPad helped the student focus attention, and the iPad also helped the student become more metacognitive in reading. Using the iPad showed an increase of one year’s growth in a six week period using pre- and post-assessments (McClanahan, Williams, Kennedy, Tate, 2012). The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts (McClanahan, et. al. , 2012). Learning Characteristics: Modalities and Ability Grouping Learning modalities are important when it comes to learning and teaching. The three different types of modalities include, visual, auditory, and kinesthetic. According to Anderson (n. d. ), learning modalities are the sensory channels or pathways through which individuals give, receive, and store information. Perception, memory, and sensation include the notion of modality. Approximately 25-30% of students are visual learners (Anderson, n. d. ). Visual learners are those who learn by seeing (Anderson, n. d. ). Approximately 25-30% of students are auditory learners (Anderson, n. d. ). Auditory learners are those who must hear what he or she hears to really understand it. Approximately 15% of students are tactile or kinesthetic learners (Anderson, n. . ). Tactile or kinesthetic learners need to feel and touch and get a better understanding if movement is involved. However, students can have mixed modalities which include visual and auditory, visual and kinesthetic, and auditory and kinesthetic. There are about 25-30% of students who have mixed modalities (Anderson, n. d. ). Learning modalities are important but it is not the only thing that helps the students. Teachers need to be prepared in their subject and need to be knowledgeable in the area they are teaching. Just because a teacher is knowledgeable, does not make them an intentional teacher and does not make them knowledgeable in writing lesson plans. If a teacher does not know how to deliver the knowledge to the students, the students are not going to learn as much as they should. When a teacher makes a lesson plan, it helps the teacher to be prepared and helps the teacher know how to convey much needed knowledge to the students. The concept of ability grouping goes along with learning modalities. Ability grouping allows students to group together based on their ability to learn. Ability grouping allows students of higher level to be grouped with high achieving students. Ability grouping also allows students of lower level to be grouped with lower achieving students. This type of grouping makes the assumption that the teacher will be able to teach the students based on the same level. This causes a problem because it can cause the lower level students to fall further being the higher level students because they are not taught the same things and the same ways. Personal Reflection When conducting the Learning Styles Profile on myself, it made me aware of my learning styles which is that I am a more of a visual learner than anything but I feel that I am more of a kinesthetic learner so I would classify myself as having mixed modalities. Just watching something being done would not keep my attention but if I watched something being done while I was doing it, then I would have a better understanding. I would use this as part of my theory because an effective teacher has to have something for everyone. An effective teacher would have instructions for the auditory, visual and kinesthetic students so that each student can learn his or her own way. When conducting the Philosophical Methodology of Learning Profile, it showed that I scored highest and I have strong feeling in progressivist, and traditionalist methodology. My lowest score was actually a negative score and that was in socialist methodology. Inasmuch as I am an extreme progressivist, not all of it is true. I believe that everything has to have a point and to be proven but that does not mean that I deny the existence of God. I really believe that in the progressive mode the teacher becomes the facilitator or the director of learning, while the student becomes the center of focus as an individual. I believe that school revolves around the children. I believe that if a teacher looks at a class as a whole and not individuals, the individuals who need help will not get it. A child with special needs â€Å"slips through the cracks† all the time, and in my opinion, that is not acceptable. The supervisor of learning can direct the learning from different perspectives ultimately considering the needs of the individual. An experience centered approach stems from this philosophical methodology using projects, cooperative group activities, and critical thinking and problem solving, decision-making skills. Getting children to work together as well as separately will help the children get ideas off of other students. This way, the student will know if they need extra help in a certain area and can ask for help when needed. Conclusion Each child learns differently. Each teacher has to have his or her own theory on what would work in his or her classroom. Schools are for learning† and â€Å"teaching promotes learning, but learning also takes place through experience and individual study† (Van Brummelen, 2009, p. 13). A teacher must â€Å"trust in the Lord with all your heart and lean not on your own understanding† (Proverbs 3:5). Inasmuch as educational theories have been around for centuries, times change, the way that teachers educate students will change, and the way children learn will change. Teachers must adapt to the â€Å"New Age† which includes many forms of technology and new learning theories.

The impact of aspergers syndrome on everyday life

The impact of aspergers syndrome on everyday life Aspergers syndrome is known to be an intellectual and developmental disorder that impacts an individuals life. Aspergers is often seen as high functioning autism which is associated with impairments in communication and social interactions, and Aspergers individuals often express patterns of repetitive behaviour (Floyd, 2009). Aspergers syndrome is known to be more prevalent within males than females and it is believed to be a genetic disorder (Seung, 2005). This essay aims to highlight the issues experienced by young Asperger males and how Aspergers impacts their lives. It also intends to contrast and explore the differences that exist between young male and female Asperger individuals and aims to highlight the stigmatisation and discrimination that is experienced by these individuals. Furthermore it will illustrate community development activities that have been created in order to address the health needs of Aspergers individuals, as well as provide future suggestions on how to fu rther enhance these childrens quality of life. One of the major impacts Aspergers has on young individuals is their inability to socially interact. Asperger males lack the cognitive ability to understand emotion and see viewpoints and beliefs of other individuals (Floyd, 2009) and as a result, are often viewed as obsessive and egocentric. Sorenson (2009) contends that this cognitive deficit is the primary cause of social and behavioural impairments exhibited by Aspergers individuals. Furthermore, Aspergers individuals have difficulty understanding the intentions of others and are unaware of other manneristic ways other than their own (Sorenson, 2009). This causes interactive issues with their peers as Asperger males are seen to have a primary focus on themselves and do not take into consideration other individuals. Despite this, male Aspergers have a strong desire to form and maintain friendships (Muller, Schuler Yates, 2004). Behavioural issues that are experienced by Asperger males include their inability to express emotion. Due to this, young Aspergers males often become violent and overwhelmed (Koning Magill-Evans, 2001). This highlights the frustration that can be expressed by an individual due to their inability to sufficiently articulate what they wish. Young Asperger males are also known to often be reclusive, however; some exhibit eccentric and inappropriate behaviour (Floyd, 2009). The most obvious behavioural problem expressed by Aspergers males is repetitive and compulsive behaviours (Macintosh Dissanayake, 2006). These individuals often become obsessed with specific topics for an extended period of time. Similarly, Aspergers males are also known to be aggressive and arrogant due to their cognitive deficits (Koning Magill-Evans, 2001). Due to these social and behavioural problems, oral communication and speech difficulties are also an issue that affects young Asperger males. These individuals are unable to hold conversations with others and due to this, young Asperger males can further find it hard to develop friendships with peers and sustain long term friends (Rao, Beidel, Murray, 2007). Although Aspergers males are often highly intelligent, many have learning difficulties. Aspergers males are known to be unable to articulate their thoughts and understandings and often exhibit symptoms of dyslexia (Church, Alinsanski Amanullah, 2000). These individuals struggle to adequately understand what they are learning and become forgetful of basic letters and numbers. Nevertheless, Aspergers individuals are highly logical and have the ability to retain factual and historical information (Floyd, 2009). Furthermore, due to their inability to comprehend other viewpoints and principles, Asperger individuals have a minimal attention span towards others as well as the inability to focus on tasks (Humphrey Lewis, 2008). Due to this, many young Asperger males are known to struggle at school and do not adequately meet the learning requirements or extend their capabilities. Nevertheless, Howard Cohen (2006) highlight that Asperger individuals who have strong friendships with peers ar e more successful at learning what is required and develop greater personal skills due to regular encouragement and inclusion by their friends. Aspergers is a personalised condition as each person exhibits unique symptoms. It is found that often young male Asperger individuals all exhibit variant degrees of symptoms and as a result, currently no universal measure exists to diagnose Aspergers. Due to this, diagnosis is often subjective and individuals are regularly misdiagnosed with learning problems or attention deficient disorders (Farrugia, 2006). Although males have a higher prevalence rate of Aspergers, the condition is also known to affect females (Lord, Scopler Revicki, 2002). Female Asperger individuals are viewed as highly capable and are known to interact and socialise differently than males (Wilkinson, 2008). Asperger girls are found to have less behavioural variants than boys and have better social abilities (Lemon, Gargaro, Enticott Rinehart, 2010). It is known that females overall have better coping capabilities than males and as a result, girls with Asperger can conceal symptoms more easily than boys (Lemon, Gargaro, Enticott Rinehart, 2010). Females that are reclusive are often perceived as shy and timid rather than an individual who potentially has a developmental disorder. This social construction of femininity is often the case many girls are misdiagnosed (Wilkinson, 2008). Girls are often initially diagnosed with anxiety and mental disorders and as a result, obtain a formal Aspergers diagnosis later on in t heir life (Kopp Gillberg, 2002). Due to this, females are often excluded because most intervention and studies have been conducted with a primary focus on male individuals. This is detrimental for female Asperger individuals as their condition may get worse and they are unable to obtain the sufficient support required. Nevertheless, young Asperger females that are diagnosed early in life are seen to perform better overall when compared to males (Kopp Gillberg, 2002). Many Asperger females thrive academically and are more capable of learning social skills and develop personal capabilities than males. As a result, Asperger females are often viewed as seen as better equipped when compared to males, as they are able to comprehend a diverse range of situations and ideas. They are known to often mimic other children and learn adaptability mechanisms to hide their differences (Lord Scopler Revicki, 2002). The most obvious symptom of Aspergers within females in comparison to males is their inability to desire friendships and their regular mood changes (Lemon, Gargaro, Enticott, Rinehart, 2010). Due to minimal exploration by professionals into female diagnosis, it is believed that females are just as likely as males to be affected, however; these individuals are either misdiagnosed or their symptoms are ignored (Lord, Scopler Revicki, 2009). As a result, Aspergers is believed to be more common than thought, nevertheless sufficient research into constructing a specific Asperger diagnosis criteria for both genders is required as well as an in depth analysis on female Aspergers individuals is also needed. Due to their social and behavioural problems, Aspergers individuals are regularly stigmatised. Stigmatisation is the primary form of marginalisation and highlights power differentials that exist between populations (Cook McCormick, 2006). Marginalisation is known to be a socially constructed concept, in which individuals are excluded from mainstream society and these people are often viewed as powerless (Cook McCormick, 2006). Individuals suffering with a developmental disorder are seen as unreliable and incompetent due to their inability to comprehend different ideals (Koning Magill-Evans, 2001). This often further marginalises Asperger individuals as they are seen as inferior to others within the community. Many individuals stigmatise Aspergers people to be the same, and are often unaware that Aspergers symptoms are subjective. This generalised and stereotypical outlook further acts as barriers for Aspergers individuals which increase their chances of being unjustly marginalised and discriminated against (Hughes Paterson, 1997). Messiou (2006) highlights that there are various types of marginalisation that are experienced by Aspergers individuals. The most common marginalisation experienced by Asperger males is social ostracism and exclusion by their peers. Other children are known to ostracise and avoid Asperger individuals due to their inability to associate to their behaviours (Howard Cohen, 2006). Due to this, young Aspergers males often feel the need to conform and try to be similar to their peers (Koning Magill-Evans, 2001). It was found that Aspergers individuals try not to express who they truly are as an individual and attempt to act how they assume society wants them to be like (Koning Magill-Evans, 2001). Muller, Schuler, Yates (2004) expressed that young Asperger males believe that they are limited within rigid societal structures in which they are regularly anxious about. Asperger boys are seen as abnormal and strange due to their inability to socialise and relate to other individuals (Church, Alinsanski Amanullah, 2000). Due to this, Asperger males are further ostracised due to societal members viewing their behaviours and attitudes deviant from the mainstream culture. Aspergers individuals prefer that their diagnosis remained unknown because they believe that people treat them differently when they knew of their condition (Muller, Schuler Yates, 2004). It was found that young Asperger males would rather others view them as extroverted and egocentric rather than an individual who is affected by a developmental disorder due to the possibility of attaching negative assumptions towards them (Muller, Schuler Yates, 2004). Furthermore, Aspergers individuals also have perceived marginalisation in which they believe others are regularly mocking or embarrassing them due to their differences (Messiou, 2006). Many young Asperger individuals express that they are aware of their differences and attach self-blame for their inabilities to be socially included and accepted by their peers (Humphrey Lewis, 2009). This notion of internalisation highlights that psychological manifestation exist within Asperger individuals and that Asperger males have individual identity issues due to feeling inadequate and not being accepted by others (Punshon, Skirrow Murphy, 2009). This often leads to further isolation and exclusion exhibited by Aspergers males as they further have no desire to associate with others because they are ashamed and lack self worth (Punshon, Skirrow Murphy, 2009). Asperger individual tends to become a product of their disorder, which minimises individuality and further stigmatises individuals due to additional ostracism and exclusion (Broderick, Caswell, Gregory, Marzolini, Wilson, 2002). Due to this, alongside negative experiences and societal isolation, it is known that mental health issues such as depression and low self esteem are highly prevalent amongst young Aspergers males (Hedley Young, 2006). Aspergers is known to be an intellectual disability and as a result, inequities towards Aspergers individuals currently exist. Disability is the development of the socially constructed view of what is viewed as normal and furthermore, what constitutes abnormal (Swain, French Cameron, 2003). Currently there is a lack of specific health services that have a strong focus on Aspergers health and wellbeing, and as a result; Aspergers individuals are unable to adequately maintain holistic wellbeing (Rao, Beidel, Murray, 2007). Furthermore, many Aspergers individuals attend mainstream schools and as a result; teachers often feel unable to teach these students (Macintosh Dissanayake, 2006). Mainstream schooling encourages many Aspergers to conform rather than express their individuality which often leads to educational attainment difficulties (Koning Magill-Evans, 2001). Although many mainstream schools facilitate Aspergers individuals by providing integration aids and speech pathologists, this is often a negative experience for Aspergers individuals because it highlights to the other students their needs (Martinez Semrud-Clikeman, 2004). As a result, this often stimulates teasing and ridicule by other students which often negatively impacts the Asperger individual. One of the major reasons these inequities exist for Aspergers individuals, is due to the lack of awareness about the condition (Floyd, 2009). Although over the years, more recognition and analysis about the disorder has been conducted, Aspergers individuals are still being categorised amongst Autism and other mentally handicapped individuals. Due to this, specific needs and requirements of Aspergers individuals are not being addressed and are needed to be tackled in order to successfully allow Aspergers individuals to excel. Although special needs schools exist, often Aspergers individuals are in the same class as individuals with severely mental impairment disorders. This is often detrimental for the growth and development of the young Asperger individual as they do not have the ability to adequately grow and develop as an individual (Church, Alinsanski Amanullah, 2000). In comparison to mainstream schooling Martinez Semrud-Clikeman (2004) found that individuals attending special needs education maintained yearly intellectual growth. Nevertheless, they further highlight that these individuals lacked social and developmental capabilities and were often severely reclusive and did not communicate to others. It is important that specific learning facilities for Aspergers individuals are developed in order for these young people to associate with like minded individuals. If this was created, these individuals would be able to further extend their learning capabilities as well as gain positive friendships w ith their peers due to similar characteristics (Muller, Schuler Yates, 2004). Community development activities that have been successful for Aspergers individuals is the creation of family support groups (Church, Alinsanski Amanullah, 2000). These groups are run and facilitated by family and friends of Aspergers individuals. This enables community members to gain empowerment and associate with other individuals who are experiencing similar issues. Although these groups provide support and resources to families, they do not necessarily have a specific impact on the Asperger individual. These individuals often do not attend the support meetings and as a result, these groups do not necessarily address their health needs (Church, Alinsanski Amanullah, 2000). Similarly, an effective health promotion activity that has been implemented for Aspergers individuals is the creation of a social and behavioural class (Bock, 2007). This specific activity enables Aspergers individuals to learn socially appropriate behaviours and mannerisms (Bock, 2007). Nevertheless, this program has been criticised because it is further requiring these individuals to conform to society, and because the attendees of the classes do not obtain the ability to interact and socialise with other non-Aspergers individuals in order to successfully utilise the skills that they may have learned (Rao, Beidel Murray, 2007). Although there is currently an Autism Awareness Day, more recognition and awareness about Aspergers is required. This can be achieved by local fun runs and the development of regular symposiums about Aspergers syndrome that are primarily run and developed by community members (Rao, Beidel Murray, 2007). This enables parents and community members to advocate on behalf of young Aspergers individuals to help gain equality and access to specific services, as well as expressing to others the diversity that exists within society. Greater awareness will enable a broader understanding of the problem in order to help decrease the marginalisation and discrimination that currently exists towards Aspergers individuals (Hedley Young, 2006). It will also enable societal members to realise that Aspergers also affects female individuals and will provide them the opportunity to create support and services for this population (Howard Cohen, 2006; Hedley Young, 2006). Furthermore, successful integration within mainstream schools is needed to be achieved. Integrating Aspergers individuals into mainstream education is required in order to minimise the current segregation issues that exist (Broderick, Caswell, Gregory, Marzolini Wilson, 2002). This can help eradicate discrimination towards these individuals and enable them equitable access to education. If integration attempts are unsuccessful, the development of peer Asperger workshops can also be a successful way of extending personal and intellectual skills of an Asperger individuals. It is important that these meetings are run by other Asperger people in which these individuals can act as mentors for the young Asperger males (Bock, 2007). This will help empower these young individuals as it is important to work with an Aspergers strengths and assets rather than highlighting what is needed to be achieved. Ultimately, the most important health promotion recommendation for Aspergers syndrome is early diagnosis and intervention. If greater awareness was provided, many parents may be attentive of triggers and behavioural problems whilst their child is young. Early intervention will enable the prevention of Aspergers individuals symptoms to become worse and will encourage the minimisation of Aspergers effects by being addressed early within their life (Rao, Beidel Murray, 2007). Furthermore, it will enable the implementation of a holistic approach to address the problem, by addressing the social and emotional wellbeing of an Aspergers individual.

A Student Compares Websites on Rally Racing :: Sell Websites Buy Web Sites

A Student Compares Websites on Rally Racing The sport of rallying is fast becoming popular around the world. With races taking place on countries around the world, the internet is an invaluable resource to fans around the globe. The official site of the World Rally Championship (WRC) can be found at www.wrc.com. There are other unofficial sites such as, www.worldrally.net, and www.worldrallynews.com. All three of these sites provide information regarding the many races, drivers, and teams. Although they have similar information, the exact information that is provided, and the format in which they are delivered are different. This paper will discuss the similarities and differences between the websites, as well as the effectiveness of the websites in presenting their information in a sensible and enjoyable manner. First, a little information about the WRC. Perhaps one of the most demanding racing sports, the WRC consists of cars racing over courses in some of the most breathtaking locations around the world. From Japan, to Greece to Finland, the races take place in over 15 countries. What sets the WRC apart is the physical location of the races. There are few paved roads, or nicely banked curves. Most of the driving is done â€Å"off-road.† This means that the conditions are extremely varied, from gravel to rocks, rain, snow, anything is fair game. Because of this, the teams must evaluate the course and choose the proper car parts to use. The courses are not a straight line either. They wind back and forth, up and down over different surfaces. To aid the driver, a co-driver rides shotgun, giving out commands that let the driver know what lies ahead. The cars are timed against each other, but not run along side each other. Many of the courses are only wide enough for a single car to pass through at a time. Thus, the cars are sent out in intervals, and the resulting times measured against each other after completion. With this background on the WRC, let’s examine the different web sites that provide information about this sport to its fans. World Rallying (www.worldrally.net), is a second rate website at best. When the page is first loaded up, there is a blinking add at the top of the screen which greatly detracts from the rest of the site.

The Contribution of Informatics to the Development of Social

Essay The contribution of Informatics to the development of social networks and their impact on society Change is continuous constant; inevitable and sometimes unpredictable. We can easily say that world has changed a lot in industrial and mechanical era but the change seen in last half a century is exponential and amazing. If we have to credit one invention which had bought such a revolution, it would be computers. With advent of computers, a new paradigm shift was seen, computers enable mankind to compute and process data in more meaningful way with a blink of an eye.And it did not stop there, once a standalone computing machine, the true acumen of computers was judge when they were connected with each other forming a giant mesh of information following from one place to another in speed of light. As technology advances, the hardware and software capabilities of computers increased, now recently 1terabyte of hard disk space is normal for personal PCs, where servers and super comput ers can manage thousands of terabyte easily.Well it is debatable that can we apply â€Å"Moore’s Law† on the expansion of Internet too, but in practice it’s seen that Internet has grown tremendously in past years. Currently there are more than 50 billion web pages on Google alone, so one can easily imagine the depth and breadth of Internet. Humans have always shown eagerness and urge to learn unlearnt, find which is not found yet and invent things with improvisation and innovation. This hunger for knowledge is reflected on Internet, as it has abundance of information where millions of people quench their thirst.But the most amazing thing about the age of information and Internet is that they not only infested our professional or educational life but they have imbued our social life too. Aristotle once quoted in his Politics that â€Å"Man is by nature a social animal’, well if Aristotle would have been alive now he would have uttered that indeed man is s ocial network animal. Internet helped to shape new social norms in our generation, though we are in transaction period but in more than two decades this would be a tautology.Alvin Toffler in his book â€Å"The Third Wave† declared that the shores of the Earth have been struck by wave of information. Interestingly the power of Internet and socializing through networks was so strong that when Alvin Toffler wrote this book back in 1980’s Internet had not yet reached its epitome, though it has not reached it now but it’s far more glorious than back in 80’s. But still the anthropological changes pointed by Alvin are very visible and evident. Ships, trains, supersonic jets etc. have not shortened the edges of this world but Internet has really made this world a global village.It would not be an exaggeration; but single invention of making a meager data packet flow from one point to another brought all other inventions of 20 century to their knees. As there was a huge junk of scattered information lying on the Internet which would be useless in majority of cases was channelized by the brilliant idea of socializing sites. The informatics provided a concrete edifice to these social sites which developed their existence surrounding it. I can still remember that when I made my first account on orkut and shared a funny and witty scrap among my friends. I was rejuvenated by the replies and then it was no looking back.The concept of interacting with your friends who are at far geographical locations was just amazing and it also provided a taste of cross cultural exchange, and not only that but also increases your intellect by indulging in talks and debates around the world. The lacuna of geographical, cultural, religious, cast, creed etc. was beautifully filled by social sites and networks. The vastness of these social sites are unimaginable, as on face-book statistics, its reported that 800 million users are active member of face-book, and accor ding to Metcalfe’s law the number of connections can be calculated by squaring the connected people.One can hardly imagine vastness of the â€Å"node link† graph of these social sites. There is no harm in accepting that these social sites are now imperative part of our lives. But with pros there are also some cons attached they come with package, as human being is a bit stubborn, prejudice and many people will argue but sometimes irrational too, social site failed to provide tolerance and flexibility.It rather serves the purpose of fulfilling your social desires; desire to be loved and liked by your friends etc. But still I am not pessimistic, I am firm believer that these social networking may not bring complete ignorance and patience but will pave the path for global tranquility. In the end, I would like to conclude that social networking has shaped this world and I feel lucky and blessed to be a part of this revolution.

Chapter 11 The Firebolt

Harry didn't have a very clear idea of how he had managed to get back into the Honeydukes cellar, through the tunnel, and into the castle once more. All he knew was that the return trip seemed to take no time at all, and that he hardly noticed what he was doing, because his head was still pounding with the conversation he had just heard. Why had nobody ever told him? Dumbledore, Hagrid, Mr. Weasley, Cornelius Fudge†¦why hadn't anyone ever mentioned the fact that Harry's parents had died because their best friend had betrayed them? Ron and Hermione watched Harry nervously all through dinner, not daring to talk about what they'd overheard, because Percy was sitting close by them. When they went upstairs to the crowded common room, it was to find Fred and George had set off half a dozen Dungbombs in a fit of end-of-term high spirits. Harry, who didn't want Fred and George asking him whether he'd reached Hogsmeade or not, sneaked quietly up to the empty dormitory and headed straight for his bedside cabinet. He pushed his books aside and quickly found what he was looking for — the leather-bound photo album Hagrid had given him two years ago, which was full of wizard pictures of his mother and father. He sat down on his bed, drew the hangings around him, and started turning the pages, searching, until †¦ He stopped on a picture of his parents' wedding day. There was his father waving up at him, beaming, the untidy black hair Harry had inherited standing up in all directions. There was his mother, alight with happiness, arm in arm with his dad. And there†¦that must be him. Their best man†¦Harry had never given him a thought before. If he hadn't known it was the same person, he would never have guessed it was Black in this old photograph. His face wasn't sunken and waxy, but handsome, full of laughter. Had he already been working for Voldemort when this picture had been taken? Was he already planning the deaths of the two people next to him? Did he realize he was facing twelve years in Azkaban, twelve years that would make him unrecognizable? But the Dementors don't affect him, Harry thought, staring into the handsome, laughing face. He doesn't have to hear my Mum screaming if they get too close — Harry slammed the album shut, reached over and stuffed it back into his cabinet, took off his robe and glasses and got into bed, making sure the hangings were hiding him from view. The dormitory door opened. â€Å"Harry?† said Ron's voice uncertainly. But Harry lay still, pretending to be asleep. He heard Ron leave again, and rolled over on his back, his eyes wide open. A hatred such as he had never known before was coursing through Harry like poison. He could see Black laughing at him through the darkness, as though somebody had pasted the picture from the album over his eyes. He watched, as though somebody was playing him a piece of film, Sirius Black blasting Peter Pettigrew (who resembled Neville Longbottom) into a thousand pieces. He could hear (though having no idea what Black's voice might sound like) a low, excited mutter. â€Å"It has happened, My Lord†¦the Potters have made me their Secret-Keeper† and then came another voice, laughing shrilly, the same laugh that Harry heard inside his head whenever the Dementors drew near†¦. â€Å"Harry, you — you look terrible.† Harry hadn't gotten to sleep until daybreak. He had awoken to find the dormitory deserted, dressed, and gone down the spiral staircase to a common room that was completely empty except for Ron, who was eating a Peppermint Toad and massaging his stomach, and Hermione, who had spread her homework over three tables. â€Å"Where is everyone?† said Harry. â€Å"Gone! It's the first day of the holidays, remember?† said Ron, watching Harry closely. â€Å"It's nearly lunchtime; I was going to come and wake you up in a minute.† Harry slumped into a chair next to the fire. Snow was still falling outside the windows. Crookshanks was spread out in front of the fire like a large, ginger rug. â€Å"You really don't look well, you know,† Hermione said, peering anxiously into his face. â€Å"I'm fine,† said Harry. â€Å"Harry, listen,† said Hermione, exchanging a look with Ron, â€Å"you must be really upset about what we heard yesterday. But the thing is, you mustn't go doing anything stupid.† â€Å"Like what?† said Harry. â€Å"Like trying to go after Black,† said Ron sharply. Harry could tell they had rehearsed this conversation while he had been asleep. He didn't say anything. â€Å"You won't, will you, Harry?† said Hermione. â€Å"Because Black's not worth dying for,† said Ron. Harry looked at them. They didn't seem to understand at all. â€Å"D'you know what I see and hear every time a Dementor gets too near me?† Ron and Hermione shook their heads, looking apprehensive. â€Å"I can hear my mum screaming and pleading with Voldemort. And if you'd heard your mum screaming like that, just about to be killed, you wouldn't forget it in a hurry. And if you found out someone who was supposed to be a friend of hers betrayed her and sent Voldemort after her –â€Å" â€Å"There's nothing you can do!† said Hermione, looking stricken. â€Å"The Dementors will catch Black and he'll go back to Azkaban and — and serve him right!† â€Å"You heard what Fudge said. Black isn't affected by Azkaban like normal people are. It's not a punishment for him like it is for the others.† â€Å"So what are you saying?† said Ron, looking very tense. â€Å"You want to — to kill Black or something?† â€Å"Don't be silly,† said Hermione in a panicky voice. â€Å"Harry doesn't want to kill anyone, do you, Harry?† Again, Harry didn't answer. He didn't know what he wanted to do. All he knew was that the idea of doing nothing, while Black was at liberty, was almost more than he could stand. â€Å"Malfoy knows,† he said abruptly. â€Å"Remember what he said to me in Potions? ‘If it was me, I'd hunt him down myself†¦I'd want revenge.'† â€Å"You're going to take Malfoy's advice instead of ours?† said Ron furiously. â€Å"Listen†¦you know what Pettigrew's mother got back after Black had finished with him? Dad told me — the Order of Merlin, First Class, and Pettigrew's finger in a box. That was the biggest bit of him they could find. Black's a madman, Harry, and he's dangerous –â€Å" â€Å"Malfoy's dad must have told him,† said Harry, ignoring Ron. â€Å"He was right in Voldemort's inner circle –â€Å" â€Å"Say You-Know-Who, will you?† interjected Ron angrily. â€Å"– so obviously, the Malfoys knew Black was working for Voldemort –â€Å" â€Å"– and Malfoy'd love to see you blown into about a million pieces, like Pettigrew! Get a grip. Malfoy's just hoping you'll get yourself killed before he has to play you at Quidditch.† â€Å"Harry, please,† said Hermione, her eyes now shining with tears, â€Å"Please be sensible. Black did a terrible, terrible thing, but d-don't put yourself in danger, it's what Black wants†¦Oh, Harry, you'd be playing right into Black's hands if you went looking for him. Your mum and dad wouldn't want you to get hurt, would they? They'd never want you to go looking for Black!† â€Å"I'll never know what they'd have wanted, because thanks to Black, I've never spoken to them,† said Harry shortly. There was a silence in which Crookshanks stretched luxuriously flexing his claws. Ron's pocket quivered. â€Å"Look,† said Ron, obviously casting around for a change of subject, â€Å"it's the holidays! It's nearly Christmas! Let's — let's go down and see Hagrid. We haven't visited him for ages!† â€Å"No!† said Hermione quickly. â€Å"Harry isn't supposed to leave the castle, Ron –â€Å" â€Å"Yeah, let's go,† said Harry, sitting up, â€Å"and I can ask him how come he never mentioned Black when he told me all about my parents!† Further discussion of Sirius Black plainly wasn't what Ron had had in mind. â€Å"Or we could have a game of chess,† he said hastily, â€Å"or Gobstones. Percy left a set –â€Å" â€Å"No, let's visit Hagrid,† said Harry firmly. So they got their cloaks from their dormitories and set off through the portrait hole (â€Å"Stand and fight, you yellow-bellied mongrels!†), down through the empty castle and out through the oak front doors. They made their way slowly down the lawn, making a shallow trench in the glittering, powdery snow, their socks and the hems of their cloaks soaked and freezing. The Forbidden Forest looked as though it had been enchanted, each tree smattered with silver, and Hagrid's cabin looked like an iced cake. Ron knocked, but there was no answer. â€Å"He's not out, is he?† said Hermione, who was shivering under her cloak. Ron had his ear to the door. â€Å"There's a weird noise,† he said. â€Å"Listen — is that Fang?† Harry and Hermione put their ears to the door too. From inside the cabin came a series of low, throbbing moans. â€Å"Think we'd better go and get someone?† said Ron nervously. â€Å"Hagrid!† called Harry, thumping the door. â€Å"Hagrid, are you in there?† There was a sound of heavy footsteps, then the door creaked open. Hagrid stood there with his eyes red and swollen, tears splashing down the front of his leather vest. â€Å"You've heard?† he bellowed, and he flung himself onto Harry's neck. Hagrid being at least twice the size of a normal man, this was no laughing matter. Harry, about to collapse under Hagrid's weight, was rescued by Ron and Hermione, who each seized Hagrid under an arm and heaved him back into the cabin. Hagrid allowed himself to be steered into a chair and slumped over the table, sobbing uncontrollably, his face glazed with tears that dripped down into his tangled beard. â€Å"Hagrid, what is it?† said Hermione, aghast. Harry spotted an official-looking letter lying open on the table. â€Å"What's this, Hagrid?† Hagrid's sobs redoubled, but he shoved the letter toward Harry, who picked it up and read aloud: Dear Mr. Hagrid, Further to our inquiry into the attack by a Hippogriff on a student in your class, we have accepted the assurances of Professor Dumbledore that you bear no responsibility for the regrettable incident. â€Å"Well, that's okay then, Hagrid!† said Ron, clapping Hagrid on the shoulder. But Hagrid continued to sob, and waved one of his gigantic hands, inviting Harry to read on. However, we must register our concern about the Hippogriff in question. We have decided to uphold the official complaint of Mr. Lucius Malfoy, and this matter will therefore be taken to the Committee for the Disposal of Dangerous Creatures. The hearing will take place on April 20th, and we ask you to present yourself and your Hippogriff at the Committee's offices in London on that date. In the meantime, the Hippogriff should be kept tethered and isolated. Yours in fellowship †¦ There followed a list of the school governors. â€Å"Oh,† said Ron. â€Å"But you said Buckbeak isn't a bad Hippogriff, Hagrid. I bet he'll get off.† â€Å"Yeh don' know them gargoyles at the Committee fer the Disposal o' Dangerous Creatures!† choked Hagrid, wiping his eyes on his sleeve. â€Å"They've got it in fer interestin' creatures!† A sudden sound from the corner of Hagrid's cabin made Harry, Ron, and Hermione whip around. Buckbeak the Hippogriff was lying in the corner, chomping on something that was oozing blood all over the floor. â€Å"I couldn' leave him tied up out there in the snow!† choked Hagrid. â€Å"All on his own! At Christmas.† Harry, Ron, and Hermione looked at one another. They had never seen eye to eye with Hagrid about what he called ‘interesting creatures' and other people called ‘terrifying monsters.' On the other hand, there didn't seem to be any particular harm in Buckbeak. In fact, by Hagrid's usual standards, he was positively cute. â€Å"You'll have to put up a good strong defense, Hagrid,† said Hermione, sitting down and laying a hand on Hagrid's massive forearm. â€Å"I'm sure you can prove Buckbeak is safe.† â€Å"Won' make no diff'rence!† sobbed Hagrid. â€Å"Them Disposal devils, they're all in Lucius Malfoy's pocket! Scared o' him! Ad if I lose the case, Buckbeak –â€Å" Hagrid drew his finger swiftly across his throat, then gave a great wail and lurched forward, his face in his arms. â€Å"What about Dumbledore, Hagrid?† said Harry. â€Å"He's done more'n enough fer me already,† groaned Hagrid. â€Å"Got enough on his plate what with keepin' them Dementors outta the castle, an' Sirius Black lurkin' around.† Ron and Hermione looked quickly at Harry, as though expecting him to start berating Hagrid for not telling him the truth about Black. But Harry couldn't bring himself to do it, not now that he saw Hagrid so miserable and scared. â€Å"Listen, Hagrid,† he said, â€Å"you can't give up. Hermione's right, You just need a good defense. You can call us as witnesses –â€Å" â€Å"I'm sure I've read about a case of Hippogriff-baiting,† said Hermione thoughtfully, â€Å"where the Hippogriff got off. I'll look it up for you, Hagrid, and see exactly what happened.† Hagrid howled still more loudly. Harry and Hermione looked at Ron to help them. â€Å"Er — shall I make a cup of tea?† said Ron. Harry stared at him. â€Å"It's what my mum does whenever someone's upset,† Ron muttered, shrugging. At last, after many more assurances of help, with a steaming mug of tea in front of him, Hagrid blew his nose on a handkerchief the size of a tablecloth and said, â€Å"Yer right. I can' afford to go ter pieces. Gotta pull meself together†¦Ã¢â‚¬  Fang the boarhound came timidly out from under the table and laid his head on Hagrid's knee. â€Å"I've not bin meself lately,† said Hagrid, stroking Fang with one hand and mopping his face with the other. â€Å"Worried abou' Buckbeak, an' no one likin' me classes –â€Å" â€Å"We do like them!† lied Hermione at once. â€Å"Yeah, they're great!† said Ron, crossing his fingers under the table. â€Å"Er — how are the flobberworms?† â€Å"Dead,† said Hagrid gloomily. â€Å"Too much lettuce.† â€Å"Oh no!† said Ron, his lip twitching. â€Å"An' them Dementors make me feel ruddy terrible an' all,† said Hagrid, with a sudden shudder. â€Å"Gotta walk past 'em ev'ry time I want a drink in the Three Broomsticks. ‘S like bein' back in Azkaban –â€Å" He fell silent, gulping his tea. Harry, Ron, and Hermione watched him breathlessly. They had never heard Hagrid talk about his brief spell in Azkaban before. After a pause, Hermione said timidly, â€Å"Is it awful in there, Hagrid?† â€Å"Yeh've no idea,† said Hagrid quietly. â€Å"Never bin anywhere like it. Thought I was goin' mad. Kep' goin' over horrible stuff in me mind†¦the day I got expelled from Hogwarts†¦day me dad died†¦day I had ter let Norbert go †¦Ã¢â‚¬  His eyes filled with tears. Norbert was the baby dragon Hagrid had once won in a game of cards. â€Å"Yeh can' really remember who yeh are after a while. An' yeh can' really see the point o' livin' at all. I used ter hope I'd jus' die in me sleep. When they let me out, it was like bein' born again, ev'rythin' came floodin' back, it was the bes' feelin' in the world. Mind, the Dementors weren't keen on lettin' me go.† â€Å"But you were innocent!† said Hermione. Hagrid snorted. â€Å"Think that matters to them? They don' care. Long as they've got a couple o' hundred humans stuck there with 'em, so they can leech all the happiness out of 'em, they don' give a damn who's guilty an' who's not.† Hagrid went quiet for a moment, staring into his tea. Then he said quietly, â€Å"Thought o' jus' letting Buckbeak go †¦tryin' ter make him fly away†¦but how d'yeh explain ter a Hippogriff it's gotta go inter hidin'? An' — an' I'm scared o' breakin' the law†¦Ã¢â‚¬  He looked up at them, tears leaking down his face again. â€Å"I don' ever want ter go back ter Azkaban.† ****** The trip to Hagrid's, though far from fun, had nevertheless had the effect Ron and Hermione had hoped. Though Harry had by no means forgotten about Black, he couldn't brood constantly on revenge if he wanted to help Hagrid win his case against the Committee for the Disposal of Dangerous Creatures. He, Ron, and Hermione went to the library the next day and returned to the empty common room laden with books that might help prepare a defense for Buckbeak. The three of them sat in front of the roaring fire, slowly turning the pages of dusty volumes about famous cases of marauding beasts, speaking occasionally when they ran across something relevant. â€Å"Here's something†¦there was a case in 1722†¦but the Hippogriff was convicted — ugh, look what they did to it, that's disgusting –â€Å" â€Å"This might help, look — a Manticore savaged someone in 1296, and they let the Manticore off — oh — no, that was only because everyone was too scared to go near it†¦Ã¢â‚¬  Meanwhile, in the rest of the castle, the usual magnificent Christmas decorations had been put up, despite the fact that hardly any of the students remained to enjoy them. Thick streamers of holly and mistletoe were strung along the corridors, mysterious lights shone from inside every suit of armor, and the Great Hall was filled with its usual twelve Christmas trees, glittering with golden stars. A powerful and delicious smell of cooking pervaded the corridors, and by Christmas Eve, it had grown so strong that even Scabbers poked his nose out of the shelter of Ron's pocket to sniff hopefully at the air. On Christmas morning, Harry was woken by Ron throwing his pillow at him. â€Å"Oy! Presents!† Harry reached for his glasses and put them on, squinting through the semi-darkness to the foot of his bed, where a small heap of parcels had appeared. Ron was already ripping the paper off his own presents. â€Å"Another sweater from Mum†¦maroon again†¦see if you've got one.† Harry had. Mrs. Weasley had sent him a scarlet sweater with the Gryffindor lion knitted on the front, also a dozen home-baked mince pies, some Christmas cake, and a box of nut brittle. As he moved all these things aside, he saw a long, thin package lying underneath. â€Å"What's that?† said Ron, looking over, a freshly unwrapped pair of maroon socks in his hand. â€Å"Dunno†¦Ã¢â‚¬  Harry ripped the parcel open and gasped as a magnificent, gleaming broomstick rolled out onto his bedspread. Ron dropped his socks and jumped off his bed for a closer look. â€Å"I don't believe it,† he said hoarsely. It was a Firebolt, identical to the dream broom Harry had gone to see every day in Diagon Alley. Its handle glittered as he picked it up. He could feel it vibrating and let go; it hung in midair, unsupported, at exactly the right height for him to mount it. His eyes moved from the golden registration number at the top of the handle, right down to the perfectly smooth, streamlined birch twigs that made up the tail. â€Å"Who sent it to you?† said Ron in a hushed voice. â€Å"Look and see if there's a card,† said Harry. Ron ripped apart the Firebolt's wrappings. â€Å"Nothing! Blimey, who'd spend that much on you?† â€Å"Well,† said Harry, feeling stunned, â€Å"I'm betting it wasn't the Dursleys.† â€Å"I bet it was Dumbledore,† said Ron, now walking around and around the Firebolt, taking in every glorious inch. â€Å"He sent you the Invisibility Cloak anonymously†¦Ã¢â‚¬  â€Å"That was my dad's, though,† said Harry. â€Å"Dumbledore was just passing it on to me. He wouldn't spend hundreds of Galleons on me. He can't go giving students stuff like this –â€Å" â€Å"That's why he wouldn't say it was from him!† said Ron. â€Å"In case some git like Malfoy said it was favoritism. Hey, Harry –† Ron gave a great whoop of laughter — â€Å"Malfoy! Wait 'til he sees you on this! He'll be sick as a pig! This is an international standard broom, this is!† â€Å"I can't believe this,† Harry muttered, running a hand along the Firebolt, while Ron sank onto Harry's bed, laughing his head off at the thought of Malfoy. â€Å"Who–?† â€Å"I know,† said Ron, controlling himself, â€Å"I know who it could've been — Lupin!† â€Å"What?† said Harry, now starting to laugh himself â€Å"Lupin? Listen, if he had this much gold, he'd be able to buy himself some new robes.† â€Å"Yeah, but he likes you,† said Ron. â€Å"And he was away when your Nimbus got smashed, and he might've heard about it and decided to visit Diagon Alley and get this for you –â€Å" â€Å"What d'you mean, he was away?† said Harry. â€Å"He was ill when I was playing in that match.† â€Å"Well, he wasn't in the hospital wing,† said Ron. â€Å"I was there, cleaning out the bedpans on that detention from Snape, remember?† Harry frowned at Ron. â€Å"I can't see Lupin affording something like this.† â€Å"What're you two laughing about?† Hermione had just come in, wearing her dressing gown and carrying Crookshanks, who was looking very grumpy, with a string of tinsel tied around his neck. â€Å"Don't bring him in here!† said Ron, hurriedly snatching Scabbers from the depths of his bed and stowing him in his pajama pocket. But Hermione wasn't listening. She dropped Crookshanks onto Seamus's empty bed and stared, open-mouthed, at the Firebolt. â€Å"Oh, Harry! Who sent you that?† â€Å"No idea,† said Harry. â€Å"There wasn't a card or anything with it.† To his great surprise, Hermione did not appear either excited or intrigued by the news. On the contrary, her face fell, and she bit her lip. â€Å"What's the matter with you?† said Ron. â€Å"I don't know,† said Hermione slowly, â€Å"but it's a bit odd, isn't it? I mean, this is supposed to be quite a good broom, isn't it?† Ron sighed exasperatedly. â€Å"It's the best broom there is, Hermione,† he said. â€Å"So it must've been really expensive†¦Ã¢â‚¬  â€Å"Probably cost more than all the Slytherins' brooms put together,† said Ron happily. â€Å"Well†¦who'd send Harry something as expensive as that, and not even tell him they'd sent it?† said Hermione. â€Å"Who cares?† said Ron impatiently. â€Å"Listen, Harry, can I have a go on it? Can I?† â€Å"I don't think anyone should ride that broom just yet!† said Hermione shrilly. Harry and Ron looked at her. â€Å"What d'you think Harry's going to do with it — sweep the floor?† said Ron. But before Hermione could answer, Crookshanks sprang from Seamus's bed, right at Ron's chest. â€Å"GET — HIM — OUT — OF — HERE!† Ron bellowed as Crookshanks's claws ripped his pajamas and Scabbers attempted a wild escape over his shoulder. Ron seized Scabbers by the tail and aimed a misjudged kick at Crookshanks that hit the trunk at the end of Harry's bed, knocking it over and causing Ron to hop up and down, howling with pain. Crookshanks's fur suddenly stood on end. A shrill, tinny, whistling was filling the room. The Pocket Sneakoscope had become dislodged from Uncle Vernon's old socks and was whirling and gleaming on the floor. â€Å"I forgot about that!† Harry said, bending down and picking up the Sneakoscope. â€Å"I never wear those socks if I can help it†¦Ã¢â‚¬  The Sneakoscope whirled and whistled in his palm. Crookshanks was hissing and spitting at it. â€Å"You'd better take that cat out of here, Hermione,† said Ron furiously, sitting on Harry's bed nursing his toe. â€Å"Can't you shut that thing up?† he added to Harry as Hermione strode out of the room, Crookshanks's yellow eyes still fixed maliciously on Ron. Harry stuffed the Sneakoscope back inside the socks and threw it back into his trunk. All that could be heard now were Ron's stifled moans of pain and rage. Scabbers was huddled in Ron's hands. It had been a while since Harry had seen him out of Ron's pocket, and he was unpleasantly surprised to see that Scabbers, once so fat, was now very skinny; patches of fur seemed to have fallen out too. â€Å"He's not looking too good, is he?† Harry said. â€Å"It's stress!† said Ron. â€Å"He'd be fine if that big stupid furball left him alone!† But Harry, remembering what the woman at the Magical Menagerie had said about rats living only three years, couldn't help feeling that unless Scabbers had powers he had never revealed, he was reaching the end of his life. And despite Ron's frequent complaints that Scabbers was both boring and useless, he was sure Ron would be very miserable if Scabbers died. Christmas spirit was definitely thin on the ground in the Gryffindor common room that morning. Hermione had shut Crookshanks in her dormitory, but was furious with Ron for trying to kick him; Ron was still fuming about Crookshanks's fresh attempt to eat Scabbers. Harry gave up trying to make them talk to each other and devoted himself to examining the Firebolt, which he had brought down to the common room with him. For some reason this seemed to annoy Hermione as well; she didn't say anything, but she kept looking darkly at the broom as though it too had been criticizing her cat. At lunchtime they went down to the Great Hall, to find that the House tables had been moved against the walls again, and that a single table, set for twelve, stood in the middle of the room. Professors Dumbledore, McGonagall, Snape, Sprout, and Flitwick were there, along with Filch, the caretaker, who had taken off his usual brown coat and was wearing a very old and rather moldy-looking tailcoat. There were only three other students, two extremely nervous-looking first years and a sullen-faced Slytherin fifth year. â€Å"Merry Christmas!† said Dumbledore as Harry, Ron, and Hermione approached the table. â€Å"As there are so few of us, it seemed foolish to use the House tables†¦Sit down, sit down!† Harry, Ron, and Hermione sat down side by side at the end of the table. â€Å"Crackers!† said Dumbledore enthusiastically, offering the end of a large silver noisemaker to Snape, who took it reluctantly and tugged. With a bang like a gunshot, the cracker flew apart to reveal a large, pointed witches hat topped with a stuffed vulture. Harry, remembering the Boggart, caught Ron's eye and they both grinned; Snape's mouth thinned and he pushed the hat toward Dumbledore, who swapped it for his wizard's hat at once. â€Å"Dig in!† he advised the table, beaming around. As Harry was helping himself to roast potatoes, the doors of the Great Hall opened again. It was Professor Trelawney, gliding toward them as though on wheels. She had put on a green sequined dress in honor of the occasion, making her look more than ever like a glittering, oversized dragonfly. â€Å"Sibyll, this is a pleasant surprise!† said Dumbledore, standing up. â€Å"I have been crystal gazing, Headmaster,† said Professor Trelawney in her mistiest, most faraway voice, â€Å"and to my astonishment, I saw myself abandoning my solitary luncheon and coming to join you. Who am I to refuse the promptings of fate? I at once hastened from my tower, and I do beg you to forgive my lateness†¦Ã¢â‚¬  â€Å"Certainly, certainly,† said Dumbledore, his eyes twinkling. â€Å"Let me draw you up a chair –â€Å" And he did indeed draw a chair in midair with his wand, which revolved for a few seconds before falling with a thud between Professors Snape and McGonagall. Professor Trelawney, however, did not sit down; her enormous eyes had been roving around the table, and she suddenly uttered a kind of soft scream. â€Å"I dare not, Headmaster! If I join the table, we shall be thirteen! Nothing could be more unlucky! Never forget that when thirteen dine together, the first to rise will be the first to die!† â€Å"We'll risk it, Sibyll,† said Professor McGonagall impatiently. â€Å"Do sit down, the turkey's getting stone cold.† Professor Trelawney hesitated, then lowered herself into the empty chair, eyes shut and mouth clenched tight, as though expecting a thunderbolt to hit the table. Professor McGonagall poked a large spoon into the nearest tureen. â€Å"Tripe, Sibyll?† Professor Trelawney ignored her. Eyes open again, she looked around once more and said, â€Å"But where is dear Professor Lupin?† â€Å"I'm afraid the poor fellow is ill again,† said Dumbledore, indicating that everybody should start serving themselves. â€Å"Most unfortunate that it should happen on Christmas Day.† â€Å"But surely you already knew that, Sibyll?† said Professor McGonagall, her eyebrows raised. Professor Trelawney gave Professor McGonagall a very cold look. â€Å"Certainly I knew, Minerva,† she said quietly. â€Å"But one does not parade the fact that one is All-Knowing. I frequently act as though I am not possessed of the Inner Eye, so as not to make others nervous.† â€Å"That explains a great deal,† said Professor McGonagall tartly. Professor Trelawney's voice suddenly became a good deal less misty. â€Å"If you must know, Minerva, I have seen that poor Professor Lupin will not be with us for very long. He seems aware, himself, that his time is short. He positively fled when I offered to crystal gaze for him –â€Å" â€Å"Imagine that,† said Professor McGonagall dryly. â€Å"I doubt,† said Dumbledore, in a cheerful but slightly raised voice, which put an end to Professor McGonagall and Professor Trelawney's conversation, â€Å"that Professor Lupin is in any immediate danger. Severus, you've made the potion for him again?† â€Å"Yes, Headmaster,† said Snape. â€Å"Good,† said Dumbledore. â€Å"Then he should be up and about in no time†¦Derek, have you had any of the chipolatas? They're excellent.† The first-year boy went furiously red on being addressed directly by Dumbledore, and took the platter of sausages with trembling hands. Professor Trelawney behaved almost normally until the very end of Christmas dinner, two hours later. Full to bursting with Christmas dinner and still wearing their cracker hats, Harry and Ron got up first from the table and she shrieked loudly. â€Å"My dears! Which of you left his seat first? Which?† â€Å"Dunno,† said Ron, looking uneasily at Harry. â€Å"I doubt it will make much difference,† said Professor McGonagall coldly, â€Å"unless a mad axe-man is waiting outside the doors to slaughter the first into the Entrance Hall.† Even Ron laughed. Professor Trelawney looked highly affronted. â€Å"Coming?† Harry said to Hermione. â€Å"No,† Hermione muttered. â€Å"I want a quick word with Professor McGonagall.† â€Å"Probably trying to see if she can take any more classes,† yawned Ron as they make their way into the Entrance Hall, which was completely devoid of mad axe-men. When they reached the portrait hole they found Sir Cadogan enjoying a Christmas part with a couple of monks, several previous headmasters of Hogwarts and his fat pony. He pushed up his visor toasted them with a flagon of mead. â€Å"Merry — hic — Christmas! Password?† â€Å"Scurvy cur,† said Ron. â€Å"And the same to you, sir! roared Sir Cadogan, as the painting swung forward to admit them. Harry went straight up to the dormitory, collected his Firebolt and the Broomstick Servicing Kit Hermione had given him for his birthday, brought them downstairs and tried to find something to do with the Firebolt; however, there where no bent twigs to clip, and the handle was so shiny already it seemed pointless to polish it. He and Ron simply sat admiring it from every angle, until the portrait hole opened, and Hermione came in, accompanied by Professor McGonagall. Though Professor McGonagall was Head of Gryffindor House, Harry had only seen her in the common room once before, and that had been to make a very grave announcement. He and Ron stared at her, both holding the Firebolt. Hermione walked around them, sat down, picked up the nearest book and hid her face behind it. â€Å"So that's it, is it?† said Professor McGonagall beadily, walking over to the fireside and staring at the Firebolt. â€Å"Miss Granger has just informed me that you have been sent a broomstick, Potter.† Harry and Ron looked around at Hermione. They could see her forehead reddening over the top of her book, which was upside-down. â€Å"May I?† said Professor McGonagall, but she didn't wait for an answer before pulling the Firebolt out of their hands. She examined it carefully from handle to twig-ends. â€Å"Hmm. And there was no note at all, Potter? No card? No message of any kind?† â€Å"No,† said Harry blankly. â€Å"I see†¦Ã¢â‚¬  said Professor McGonagall. â€Å"Well, I'm afraid I will have to take this, Potter.† â€Å"W — what?† said Harry, scrambling to his feet. â€Å"Why?† â€Å"It will need to be checked for jinxes,† said Professor McGonagall. â€Å"Of course, I'm no expert, but I daresay Madam Hooch and Professor Flitwick will strip it down –â€Å" â€Å"Strip it down?† repeated Ron, as though Professor McGonagall was mad. â€Å"It shouldn't take more than a few weeks,† said Professor McGonagall. â€Å"You will have it back if we are sure it is jinx-free.† â€Å"There's nothing wrong with it!† said Harry, his voice shaking slightly. â€Å"Honestly, Professor –â€Å" â€Å"You can't know that, Potter,† said Professor McGonagall, quite kindly, â€Å"not until you've flown it, at any rate, and I'm afraid that is out of the question until we are certain that it has not been tampered with. I shall keep you informed.† Professor McGonagall turned on her heel and carried the Firebolt out of the portrait hole, which closed behind her. Harry stood staring after her, the tin of High-Finish Polish still clutched in his hands. Ron, however, rounded on Hermione. â€Å"What did you go running to McGonagall for?† Hermione threw her book aside. She was still pink in the face, but stood up and faced Ron defiantly. â€Å"Because I thought — and Professor McGonagall agrees with me — that that broom was probably sent to Harry by Sirius Black!†