The Count of Monte Christo :: essays research papers

The Count of three-card monte ChristoI want to introduce you to, The Count of Monte Christo, by Alexandre Dumas. It is a story that starts as a love story that turns to betrayal and revenge. The Count of Monte Christo is set in France about 1804 in a large city. there was confusion to who led France, King Louis or Napoleon. France was divided by the two ruling parties. The main character is Edmond Dantes. He did valet de chambrey things in this story. He was a sailor, a lover, a friend, a captain, and a prisoner. Edmond was a tall, underweight black haired man in his twenties. When he was on the boat Pharon, the captain died and he was promoted to captain. When they return, he was convicted of treason and put into prison.Edmond was betrayed by the jealousy of his friends. His shipmate, Danglars, really cherished to be captain. Ferdinad wanted to marry Edmonds girl friend, Mercedes. Danglars and Ferdinand wrote a earn accusing Edmond of carrying a letter from Elba to the Bonap artist committee in Paris. On his wedding day, Edmond was arrested and taken forwards a deputy named Villefort. Edmond was secretly imprisoned in the deepest dungeons of the Chateau DIf. There Dantes imprisonwork forcet was secured bythe plotting of his enemies external the prison, particularly towards Villefort, who wanted to cover up his own fathers connections with the Bonapartists. Dantes spend 14 years in prison. While in prison, he was determined to escape and began dig a tunnel to hoping that he would escape. While digging his tunnel, he met an old inmate named Abbe Faria. The old man taught Edmond history, mathematics, and languages. InEdmonds fourteenth year, Faria became very ill. The old man told Edmond where to find a massive buried fortune. When Faria finally did die, his be was placed in a burial sac. Edmond hid in Farias body sac. The jailers threw the sack into the ocean which allowed Dantes to escape. Dantes recovered the buried treasure and became extremely we althy. He returned as the mysterious Count of Monte Cristo. He was slowly plotting to get even with the four men who had caused him to be sent to the Chateau DIf. Ferdinand had married Mercedes and was now the Count de Morcef. Monte Cristo released information to the press that proved that Morcef is a traitor, and Morcef is ruined socially.The Count of Monte Christo essays research text file The Count of Monte ChristoI want to introduce you to, The Count of Monte Christo, by Alexandre Dumas. It is a story that starts as a love story that turns to betrayal and revenge. The Count of Monte Christo is set in France about 1804 in a large city. There was confusion to who led France, King Louis or Napoleon. France was divided by the two ruling parties. The main character is Edmond Dantes. He did many things in this story. He was a sailor, a lover, a friend, a captain, and a prisoner. Edmond was a tall, skinny black haired man in his twenties. When he was on the boat Pharon, the captain died and he was promoted to captain. When they return, he was convicted of treason and put into prison.Edmond was betrayed by the jealousy of his friends. His shipmate, Danglars, really wanted to be captain. Ferdinad wanted to marry Edmonds girl friend, Mercedes. Danglars and Ferdinand wrote a letter accusing Edmond of carrying a letter from Elba to the Bonapartist committee in Paris. On his wedding day, Edmond was arrested and taken before a deputy named Villefort. Edmond was secretly imprisoned in the deepest dungeons of the Chateau DIf. There Dantes imprisonment was secured bythe plotting of his enemies outside the prison, particularly towards Villefort, who wanted to cover up his own fathers connections with the Bonapartists. Dantes spent 14 years in prison. While in prison, he was determined to escape and began digging a tunnel to hoping that he would escape. While digging his tunnel, he met an old inmate named Abbe Faria. The old man taught Edmond history, mathematics, and la nguages. InEdmonds fourteenth year, Faria became very ill. The old man told Edmond where to find a massive buried fortune. When Faria finally did die, his body was placed in a burial sac. Edmond hid in Farias body sac. The jailers threw the sack into the sea which allowed Dantes to escape. Dantes recovered the buried treasure and became extremely wealthy. He returned as the mysterious Count of Monte Cristo. He was slowly plotting to get even with the four men who had caused him to be sent to the Chateau DIf. Ferdinand had married Mercedes and was now the Count de Morcef. Monte Cristo released information to the press that proved that Morcef is a traitor, and Morcef is ruined socially.

Pat Buchanan :: History

Pat BuchananPat Buchanan is currently campaigning to become the Republican representative in the next U.S. Presidential election. He is credited with striking a chord amongst the main stream, blue collar sector of the country. This is be safari he has based his economic platform on common myths about free allot and how it is the cause of the economic problems in the U.S. His theme is that layoffs and the closing of American plants are the result of foreign companies and countries taking advantage of easy access into U.S. markets which, in his opinion, is not world reciprocated abroad. This is how he accounts for the current trade deficit that the U.S. is running with countries like Japan. Pats economic platform regarding trade policy can be summarized as follows * Impose a 10% tariff on Japanese imports and a 20% tariff on Chinese imports. This would generate, in his opinion, $20 billion in government revenue and reduce the trade deficit which could be reinvested into the American economy and help create tax cuts for infinitesimal businesses. * Impose a social tariff on Third World manufactured goods to protect U.S. workers wage rates from the foreign laborers who are paid a fraction of what their U.S. counterparts earn. He also resents that foreign companies do not have to adhere to the strict environmental, safety, and health standards that American firms do yet get free access to the U.S. market via GATT and NAFTA. It is evident that Pat Buchanan believes that trade deficits and trade with Third World countries are at the heart of what he perceives to be Americas economic problems. He feels that through tariffs the burden of income taxes paid by U.S. workers and small businesses can be shifted onto consumers who purchase foreign goods. His underlying sentiment about his trade restrictive policies is, This is our land America is our country the U.S. our market. We decide who enters here and who does not. The initiation of international trade is that thei r are gains to be had from partaking in it. This was proven by David Ricardo, an economist in the early 19th century, who introduced the concept of comparative advantage. His theory verbalise that a countrys absolute advantage (overall productivity differences between countries) should be reflected in differences in income, whereas comparative advantage (variations in productivity differences by sector) will specify the pattern of international trade.

James Joyces Araby - The Symbol of the Church in Araby Essay -- Joyce

James Joyces Dubliners - The Symbol of the Church in Araby Joyces short story Araby is filled with symbolical images of a church. It opens and closes with strong symbols, and in the body of the story, the images are shaped by the young), Irish narrators impressions of the effect the Church of Ireland has upon the people of Ire-land. The boy is fiercely determined to garb in someone within this Church the holiness he feels should be the natural secernate of all within it, just now a succession of experiences forces him to hold that his determination is in vain. At the climax of the story, when he realizes that his dreams of holiness and love are inconsistent with the actual world, his anger and anguish are directed, not toward the Church, but to-ward himself as a creature driven by vanity. In addition to the images in the story that are symbolic of the Church and its effect upon the people who decease to it, there are descriptive words and phrases that add to this representation al meaning. The story opens with a description of the Dublin neighborhood where the boy lives. Strikingly suggestive of a church, the image shows the ineffectuality of the Church as a vital force in the lives of the inhabitants of the neighborhood-the faithful within the Church. North Richmond Street is composed of devil rows of houses with brown imperturbable faces (the pews) leading down to the tall un-inhabited house (the empty altar). The boys own home is set in a garden the natural state of which would be like Paradise, since it contains a central apple tree however, those who should have cared for it have allowed it to become desolate, and the central tree stands alone amid a few discursive bushes. At dusk when the boy and his companions... ... like Mangans sister-her words are trivial and worldly. In a sudden flash of insight the boy sees that his faith and his wrath have been blind. He sees in the two men counting money on a salver a symbol of the moneylenders in the tem ple. He allows the pennies to fall in his pocket. The lights in the hall go out his church is in darkness. Tears fill his eyes as he sees himself a creature driven and derided by vanity, whose foolish blood made him see secular desires as symbols of true faith. In this moment of disillusionment he feels that he himself is at fault for organism so bemused by his ideals that he failed completely to see the world as it is. He has discovered in his Church and in love (both conventional symbols of ineffably sacred loveliness) only a shoddy imitation of true beauty. Understandably his disillusionment causes him anguish and anger.

The Accomplishments of Cardinal Richelieu :: European Europe History

The Accomplishments of Cardinal RichelieuUp until the mid 17th century, it was evident that France was by no means a major player in the field of European affairs. Spain was still the most powerful state as it held a dominant monopoly over European profession and economics. However, by 1648, this power would shift, and France would come into its own in terms of political and economic specify. The transfer of power was aided by a weakening of the Spanish Empire, along with the establishment of an increasingly strong French state. This establishment of France would begin to occur prior to the religious wars, and would be spearheaded by a strengthening of the modify organisation through the development of royal absolutism. The most signifi butt jointt contributor to this movement was Cardinal Armand du Plessis de Richelieu, political advisor to the king, Louis XIII, and head of the French Roman Catholic Church. The Cardinals assailable leadership, desire and strong will fortified Frances move from a second rate country to a European powerhouse. During his reign as get-go minister, Richelieu would fulfil numerous tasks, and establish himself as a symbol of power and leadership in France. Born in Paris in 1585, Armand du Plessis de Richelieu is considered by many to contract been the most primal single figure in the building of French absolutism . Despite his role in distinguishing France on the European map, several(prenominal) of the Cardinals great personal accomplishments lie before his reign as first minister. To best understand these accomplishments, in particular how a middle ranking ecclesiast of brusk influence would become the most successful of the Kings political advisors, it is best to look into his personal background. Probably the Cardinals greatest assets in his rise to the top were his strong ambition and will. These characteristics can be traced back to his father, Francois Richelieu, whose own ambition and military accomplishment hel ped gain him the reigning Kings, Henry III, favor. This rise in favor, along with the establishment of important family connections, would part with Francois to tap into royal ecclesiastical patronage . Armand eventually benefited from this by gaining the title of Bishop of Lucon. Unfortunately, before Richelieus father could create any form of financial establishment, he died, and left field the family in debt. However, the message he left his sons, in particular Armand, was not one of failure, but rather one of what could be accomplished when one was willing and ambitious.The Accomplishments of Cardinal Richelieu European Europe HistoryThe Accomplishments of Cardinal RichelieuUp until the mid 17th century, it was evident that France was by no means a major player in the field of European affairs. Spain was still the most powerful state as it held a dominant monopoly over European commerce and economics. However, by 1648, this power would shift, and France would come into its own in terms of political and economic influence. The transfer of power was aided by a weakening of the Spanish Empire, along with the establishment of an increasingly strong French state. This establishment of France would begin to occur prior to the religious wars, and would be spearheaded by a strengthening of the centralized government through the development of royal absolutism. The most significant contributor to this movement was Cardinal Armand du Plessis de Richelieu, political advisor to the king, Louis XIII, and head of the French Roman Catholic Church. The Cardinals capable leadership, ambition and strong will fortified Frances move from a second rate country to a European powerhouse. During his reign as first minister, Richelieu would accomplish numerous tasks, and establish himself as a symbol of power and leadership in France. Born in Paris in 1585, Armand du Plessis de Richelieu is considered by many to have been the most important single figure in the building of F rench absolutism . Despite his role in distinguishing France on the European map, some of the Cardinals greatest personal accomplishments lie before his reign as first minister. To best understand these accomplishments, in particular how a middle ranking ecclesiast of little influence would become the most successful of the Kings political advisors, it is best to look into his personal background. Probably the Cardinals greatest assets in his rise to the top were his strong ambition and will. These characteristics can be traced back to his father, Francois Richelieu, whose own ambition and military accomplishment helped gain him the reigning Kings, Henry III, favor. This rise in favor, along with the establishment of important family connections, would allow Francois to tap into royal ecclesiastical patronage . Armand eventually benefited from this by gaining the title of Bishop of Lucon. Unfortunately, before Richelieus father could create any form of financial establishment, he di ed, and left the family in debt. However, the message he left his sons, in particular Armand, was not one of failure, but rather one of what could be accomplished when one was willing and ambitious.

Love and Selfishness in Love in L.A. by Dagoberto Gilb Essay -- Love i

Love and Selfishness inLove in L.A. by Dagoberto Gilb Love in L.A., written by Dagoberto Gilb, is a history full of irony and threefold themes. The story is set in Hollywood during the summer time. Written in third person objective, Love in L.A. guides the reader along through the story as opposed to an omniscient point of view. The story begins with Jake driving on the freeway. He is so enraptured by his daydream of better possibilities that he ends up smacking the car ahead of him. Jake considers driving away but instead he stops and finds out that the owner of the Toyota he hit was a ravishing girl. From there, Jake switches into his smooth talker role with Mariana. Jake then tries to con her by saying he doesnt have any insurance and assures her that he will pay for it. As he drives away, he sees Mariana behind him writing down the license plate numbers that he stole from a nonher car. The main characters in this story are Jake and Mariana. Jake is a stagnant and flat chara cter. Throughout the story, he shows himself as a somewhat lazy and rather overly conceited kind of guy. When Gilb describes how Jake, considered driving medieval the Toyota. and how, he considered giving a real phone number but went against that idea and made one up, it gives the reader a sense of how sleazy Jake is. In the end, he has not changed but yet seems even worse and more like a con artist. Mariana is more of an enigma then Jake since the author does not go into great detail about her, there is little characterization to go on. Generally, Mariana is a stagnant character because she is a normal girl with the corresponding suspicious tendencies as most other human beings. Love in L.A. contains many symbols ... ...d Russel Crowe, the couple get together and break up numerous quantify simply because of their mutual fear of intimacy and commitment. Another worthy example of this fear of engagement is the 1999 movie Love Stinks, starring french Stewart and Bill Bellamy. Fr ench Stewarts girlfriend demands that he marry her but he refuses to do so. This is obviously due to his definite fear of closeness and commitment. Another attribute of human nature, displayed in this story, is the tendency to be selfish. When people try to evade taxes, it is because they want all their money for themselves and thus are acting avaricious. Another example of this is when people do not donate to charity. This shows an abundance of stinginess as well as greed. Essentially, Love in L.A. addresses two main inherent qualities of human beings, the want for love and the continuous capacity to be selfish.

Aims of Training and Development Essay -- Business and Management Stud

Aims of Training and DevelopmentTraining can be teaching employees new skills that atomic number 18 germane(predicate) totheir current job position or refreshing the skills that they alreadypossess. To have a good schooling and development programme enablesfirms to develop individual employees and the administration itself astraining is one of the best forms of motivation. Employees are able tobroaden their knowledge and become more valued within the firm. Havinga well-trained produceforce is greatly beneficial for a connection asemployees are likely to be more motivated and target driven. Alsovarious jobs and tasks are likely to be carried out more efficientlyif the workforce is highly skilled at what they do. Listed below aresome off the main benefits to a company in having a well-trainedworkforce- Training and development go forth enable a company to have a much more flexible workforce- Employees will become more motivated and are then likely to be more productive- If emp loyees are offered advanced training in areas such as ICT, HSBC may find that can progress further as a firm into more advanced markets- If employees are motivated and comfortable in the work they do there will be a fall in absenteeism- If employees are properly trained in health and safety accidents around the study will be reduced Types of TrainingThe three main types of training that companies offer are- instauration Training- On-the-job Training- Off-the-job TrainingInduction TrainingThis involves introducing new employees to the workplace, existingemployees and showing them what the job will entail. It is importantthat the they get an idea of how the company is run, the companieshistory and that they get familiar with the services and products thecompany offer. During the elicitation process employees will be shownhealth and safety procedures and the basic layout of the workplace.This is so they know where an appropriate member of staff if a problemwas to occur. The indu ction process allows employees to gain essentialknowledge before starting their job and ensures safety and maintenancein the workplace.On-the-job Training During on-the-job training employees are taught the skills andtechniques they need while actually carrying out their job. Types ofon-the-job training include Coaching and Mentori... ...nowledge and thiswill depend on their learning ability and training needs. To pattern thisproperly HSBC design a training and development plan and use it tosummarise the required financial support.The training is split into Training and Competence care Development Supervision/team leader courses Professional qualifications Maintenance of professional knowledge Learning Centre Individual training needs HSBC Individual training needs externalThe finance department will budget a certain amount for training andthe training department will have to depict sure they stick to it. Thismeans that the training department would have to justify all costsas sociated with the various training and development methods. Theywould have to assess how umpteen hours and how many workers the trainingwill use to get a rough idea of the cost. Clearwater StrategyHSBC use a strategy known as Clearwater. This is a strategy fordifferentiating the bank from its competitors through the provision ofhigh quality customer service. This would create an environmentconducive to change magnitude sales producing income growth and thusincreased profitability.

Essay on 1983 Essay

Different dictionaries provide a number of meanings to the word phiz. Firstly, the word fool perhaps implies a silly person, a dumb or even a dunderhead. Apart from these negative connotations to the word fool, the term could to a fault mean, a master copy in counterfeiting lenience to draw entertainment for others, a cuckoo, or a jester. Besides, a fool could a character in a bridge player of other literal work that is created and manipulated to feature a fool. In Twelfth Night by William Shakespeare, there are several unconventional fools other than the clown Feste. Feste and the cauldron of fools in the play dexterously combine their unusual traits and wits to stimulate other characters into their charade eliciting their own form of foolery. This paper explores the role of the fool in William Shakespeare play, Twelfth Night.To begin with, Feste plays a significant role in the Twelfth Night by William Shakespeare in the Illyrian society. He features a transcendental ringleader assailable of trouncing conventional social hierarchies and leading them in his own views and interests, aside from the intense criticism of his environment. Festes significance in the play is well implant in his ability to socialize and interact with the nobles and the common with equal ease. In the play, Feste is an employed clown of Olivias late father. Therefore, he is an official fool implying that he is permitted to speak the truth to people surrounding him (Act I. Scene V). This role reflects Feste and truthful fool in this Illyrian society, even though he mirrors a critic of his environment.William Shakespeare also injects humor in the play through the characters and mannerism of Feste. For instance, Feste emerges as a conventional fool when he clad as the curate, Sir burn. He goes on to retaliate the imprisoned Malvolio incarnated as Sir Topaz in the company of like fools, Sir Toby and Maria. Shakespeare exerts a shower of humor and wit in the play through the Festes ch arade. Feste humorously abuses the unawares Malvolio of the disguise calling him a Satan and a lunatic (Act IV. Scene II). In a punning twist and turns of words, the in-disguise Feste cum Sir Topaz wittingly confuses Malvolio bringing out the fool in the latter. Incidentally, Malvolio featured as an intentional ruin to peoples pleasure in the play. Therefore, Festes hydrophobia dawns an acceptable and just behavior among the audience in light of his condemnable actions.Feste represents a genius with words character in the play. He has a facility for witty repartee and word play. Indeed, this justifies Cesarios description of Feste as the wise fellow to play the fool (3.1.14). Besides, Festes penchant for excellent sizing up situations is dramatic and significant in the play. He points out other characters folly drawing a couple of bucks and a laugh. For instance, Festes calculating description of the greedy and drunk Sir Toby in an honest and humorous mockery justifies to the Eli zabethan audience his legitimacy as a licensed fool. Notwithstanding, this folly acts offers an honest insight to the audience of the concealed and dark secrets and aspects of a character in the play.Source document

Lame Deers story “ Alone on the Hilltop” Essay

In decrepit Deers story Alone on the Hilltop he recalls the moment in life when his first hanblechia occurred at the age of 16. The first scene begins on the hilltop where Lame Deer had been brought by Chest, the medicine man. Lame Deer has been leave all totally on the hilltop for 4 days nights with no water or food. The only thing that he had with him where his star blanket which his gran had knitted for him, a pipe with kinnickinnick, and gourd which contained forty pieces of his grandmothers flesh and tiny stones picked up from an ant heap. Lame Deer knew though that after all of this was all over he would no longer be a child, he would be a man and he would be given a mans name. He started to smoke the pipe he began to feel comforted and his fear started to diminish. He describes that he felt like his forefathers, whom this pipe once belonged to, where with him on the hilltop and that he was no longer alone.The thought of not being able to have vision still worried Lame De er though. He treasured to be able to become a yuwipi but he knew that he could only become that was what his vision was. If he dreamt of Thunder Beings then that would make him a heyoka , a clown. Night time had arrived and began to feel the overwhelming presence of a big bird. He became overwhelmed by the feeling of the bird touching him and grasped the rattle in order to calm his fears. Then he began to smoke from his pipe and began to sing and pray. He felt himself change, and began to hear human voices that were not ordinary.A voice began to pronounce to him and he felt comforted by them, he then saw his greatgrandfather Lame Deer and he understood that his grandfather wanted him to bear his name. later on this Lame Deer described feeling his nagi inside of him and a power surging throughout his body. Lame deer knew his vision had been fulfilled and that he would become a wicasa wakan. Time was lost for Lame Deer and before he knew it Chest had come for him. His hanblechia w as complete and it was time for them to interpret his visions. He had in any case been given his mans name Lame Deer.OpinionThis in my opinion was a rattling interesting account of American Indian rituals. Lame Deer did a great job on comparing and contrasting the white folks way of life with his own. He told us how Indian children ar typically never left alone which gives us a better understanding on why he was so afraid of being alone on the hilltop. I feel like in this story I authentically got a better understanding of the Indian way of life. They seem to be very tight knit group who value tradition above everything. Family seems to be the most important theme as demonstrated by his grandmothers willingness to know forty pieces of her own flesh in order to make the rattle. This whole aspect about them is admirable but at the same time I feel like they dont really take any actual logic into account. The whole vision determines your life labor seem really fallible in my opini on.I cant really relate to this story in the sense that I have never really experient any of these things as im not a Sioux. I do think though that this story can be related into our modern world in the sense that many kids are pushed into choosing a life career at a relatively young age. Lame Deer was only 16 at the time but that is only a mere two years younger than kids today. To some extent I found admirable that he at such a young age had already known what his lifes calling was. Overall the story was very enjoyable to read and it gave me very good insight on the tribulations of being a Indian.Vocabularygourd- the hard-shelled fruit of any of various plants,whose dried shell is used for bowls and other utensils

Comparison Between the set roles of Late 19th Century men in the ‘Ms Julia’ and ‘A Dolls House’

Ms Julia and A Dolls House atomic number 18 twain late 19th Century plays. In the late 19th Century, England was the most economically powerful nation in the world, with naval supremacy and an extensive empire. There was great social change the nation was becoming more literate and expressive, gravid birth to the expression art for arts sake. As a result, controversy and conflict occurred during this time of economic and social change. That caused a knock on effect end-to-end Europe. A new social class was also formed this was the middle class, which A Dolls House, is based on.During this time of change, men silent had family duties which had to be conformed to in the connection. Womens use of goods and table services in society stayed the same. Women were left at home while their husbands went to work. Not much was expected from them, hardly to provide offspring and keep their husbands satisfied. Family image was truly important during this time period and loss of face was unacceptable, a tarnished image would lead to gossip and loss of respect from sight of the same social class. visualize and social status is clearly brought out in both plays and conflict is apparent when social theatrical roles are not adhered to.In Ms Julia, Jean is envisioned as the ambitious foot adult male who crosses the social barrier to seduce the mistress of the house whereas Torvald remains the stereotypical husband of Nora who fulfills his role as her provider. Both plays A Dolls House and Ms Julia have dominating male characters. In A Dolls House the dominating character, Torvald, plays a middle-class man working as a bank manager. Dr place, a rise up-respected doctor, represents the weaker case of men, both physically through his illness which is probably a sexually transmitted disease inherited from his father and also macrocosm susceptible to Nora.In Ms Julia the main male character is Jean, whose rank in society does not exceed one of a footman. Even though he seems advantageously educated and speaks French, his intentions are evil and disloyal. The Count, Jeans employer, does not appear in any scenes but he is known as a stern authoritarian man and his presence throughout the play is noticeable through references by the staff and the bell shape at the end of the play. Torvald, a man who has a secure source of income and is well respected by his acquaintances, conforms to the society he is placed in.Towards his wife, he seems only grateful for the company and entertainment that she provides for him and his friends. Nora, Id gladly work night and day for you, and set up poverty and sorrow for your sake. This is a typical male statement of that time where women had to rely on the men in that society. When Nora confesses to taking out the lend, to save his life. He does not really love Nora for who she is, but he loves her for what she does to satisfy her. Torvald feels that her actions were outrageous and something he would not expe ct from a wife. This is unheard-of from a young lady friend like you.This clearly shows how he feels about the position and role of a wife. After confessing, Nora leaves their well-established home under the protection of Torvald, and ventures off into the harsh world. At this heartbeat Torvald is a broken man. His wife has left him with 2 children and a broken heart. But to lose you to lose you, Nora No, no, I cant even imagine it . More importantly there is an imbalance in Torvalds life as his role in society is not the same and his broken image cannot be repaired due to what the society expects from happy middle class families.But youre my wife now. How will he be viewed by others because his wife has left him? Dr Rank plays a distinctive role in the play A Dolls House. His name relates to society, Ibsen deliberately put it in to show the importance of social ranking. Rank is a family friend to the Helmers and makes frequent visits to their residence. When Rank and Torvald d iscuss matters, they confide themselves to a small room that does not welcome Nora and is not seen by the audience. The subject of these conversations are not known by Nora indicating a difference in the roles in society.When Rank finds death approaching, he confides in Nora, yet Torvald has no that they occur. Well, at any rate you know that Im at your service body and soul. Helmer clearly states that he is at her service, which does not al centerings equal love. Krogstad is an unemployed barrister in A Dolls House. During the time that Torvald was ill Nora turned to Krogstad for a loan to pay for a much-needed vacation to Italy. This loan was taken out without Torvald knowing. Throughout the play Krogstad always appears at the Helmers residence asking Torvald to hire him.He visits are not only intended to ask for a job, but also to blackmail Nora for the money that she had borrowed from him and the falsified signature. Near the end of the play Krogstad slips a note in spite of appearance Torvalds private letterbox about the loan that he gave to Nora. In Ms Julia the dominant male character is Jean. He takes advantage of the Counts female child and seduces her. Fear of being caught, they both plan to run away. Jean feels that he should be in a higher social class in society.He tries to fit in with people in a higher class, but tries to ignore the social class barrier. In my dream, Im in a dark wood, lying under a marvellous tree. I want to get up right to the top, where I can see out over the country in the sunlight. However, he is unable to do so and is reminded constantly of his position in society by Kristin and finally by the bell ringing on the return of the Count. The Count is the master of the house, but not much is heard or seen of him. However, his heavy presence is constantly felt by the bell ringing. Its Jean, my lord. This brings fear to all the servants. From what is shown the Count expects certain standards from everyone including his dau ghter and shows a strong adherance to the social class system of the time. He lives upstairs and the servants live downstairs each to their altered position in society. In the two plays the men have completely different roles and attitudes to their place in society. Torvald is comfortable about his role and place in society. Yet Jean feels the opposite way as he feels that he deserves a higher position.Dr Rank feels that his life has not satisfied all his needs for women and he had an unfair chance at life because of his fathers lifestyle. To conclude, Jeans role in society does not change throughout the play even though he tries very hard to change, he still holds his role as a footman. Dr Rank stays in his role in society as a doctor and a friend, but he tries to bend the rules in his last moments and attempts to flirt with Nora yet he must stay celibate because of his illness. Torvald looses a part of his role and has an increased role of being a single parent and a middle class working man at the same time.If Jean was to conform to society he would not have considered a relationship between himself and Ms Julia. He would have married Kristin and lived his life as a servant and husband. His dreams of owning a hotel would not drop dead due to his position as a footman. These men had different ideas and roles, but the end result still remains, society still controls who you are and what you can achieve. The bell in Ms Julia is the main image that restricts what you can achieve. In A Dolls House the sickness that Dr Rank has contracted controls his life and his place in society.

Assessment for Learning Essay

sagaciousness for information is the process of seeking and interpreting evidence for use by let outers and their teachers to decide where the learners ar in their reading, where they need to go and how best to crap there. Assessment Reform Group, 2002 The teacher has ultimate responsibility for setting schemes of take shape for the twelvemonth with clear objectives (Formative assessment) and writing end of term and end of year reports drawing together the information gained through assessment for learn. (Summative Assessment) The learning objectives atomic number 18 delivered to the class by the teacher and it is the TAs responsibility to be aw ar of the learning objectives, the personalised learning goals for individual learners. the success criteria for the learning activities the assessment opportunities and strategies applic equal to their declare role in the learning activities While taking the children through the scheme of work the TA testament support the ch ildren by discussing their individual objectives this quarter also be do with groups of children who are functional at the same level with the same learning bulge outcomes. This is done to assure that the children understand what is expected of them.This needfully to be reviewed throughout the lesson. It is the TAs job to pace the session to the learning style and ability of the children. At the end of the session the TA ask to give positive, factual feedback to the children and the teacher. This will include your observations on how the pupils responded and the strategies that were useful. The discussion between the teacher and the TA will enable further objectives to be set for the attached lesson. Both the teacher and the TA are fully involved in the assessment of learner securement with the TA fully supporting the teacher. 1.2 total the difference between formative and additive assessment. In 2004, at a conference of Assessors, Professor Paul Black pointed out An asse ssment activity open fire help learning if it forgets information to be used as feedback, by teachers, and by their students, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. Formative and Summative Assessment are the two main forms of assessment used by the teaching profession. Formative assessment (Assessment for erudition) is the type of assessment that takes mark day to day during lesson time.It is the reviewing of progress and understanding of the pupil, against the learning objectives set by the teacher. This cease be done in a variety of ways such(prenominal) as observation, open questioning of pupils, checking understanding and allowing the children to be involved in the reviewing process during and at the end of a lesson. It allows learners to self-assess and self-evaluate their learning experience hopefully alter them to become responsible learners who understand what they have to improve to allow them to meet their goals. Formative Assessment occurs during the learning done with learners processed focused to improve learning is personally referenced Summative Assessment (Assessment of Learning) is the pulling together of the learning outcomes of tests at the end of a scheme of work, formative assessment and professional judgements to provide an end of term report showing what the pupils have achieved, it could also take the form of a Key stage SATs. It is outcome focused, occurs after the learning has been taught and is a way of measuring and proving learning. Summative Assessment occurs after the learning done to learners outcome focused to prove learning. externally referneced While the two forms of assessment are entirely different the resulting information from both types can be used to help with setting learning objectives. The two types of assessment are not needfully to be used separately they should complement each other, as the use of Afl can help pupils perform better on summative assessment tasks and summative assessment can reflect the impact of Afl. 1. 3 Explain the characteristics of Assessment For Learning. Assessment for learning encourages the learner to take responsibility for their own learning and achievements.This is done by providing them with the following information Learning designs A learning intention is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. They can also be call Learning Objectives, Learning Goals or Learning Aims Making sure that he pupils are aware of their learning intentions before the lesson begins in language that the pupils will identify with, focuses their attention to the learning and how to achieve their intention rather than the activity they are undertaking.This can help keep the pupil focused on task for longer by increase their motivation. The pupils should be reminded of the learning intentions throughout the lesson. Success Criteria This shows the learners what they need to achieve to meet the Learning Intentions Success Criteria are linked to the learning intention are specific to an activity are discussed and agreed with pupils prior to undertaking the activity provide a scaffold and focus for pupils while engaged in the activity and are used as the basis for feedback and peer-/self-assessment.Formative feedbackAbout the quality of their work and what they can do to make it better Giving pupils feedback and allowing them to feedback to the teacher how they feel their learning went. . Ambergate school regularly asked the children how they hypothesise they have done by giving a thumbs up, thumbs devour or thumbs sideways to indicate how the children feel about what they have been taught. sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books. At the end of the less on they then give themselves other mark out of ten and compare how they have fared.Effective Questioning To create a classroom climate where pupils come up with their own ideas, think aloud and explore their understanding. Questioning should take the form of open-ended questions to encourage the children putting their own ideas forward without being led by an adult. The adult can then ask the childrens peers what they think of another childs idea to generate feedback. Generally in the lessons in Ambergate school the children are reminded when working to ask, who, what, when, why and how to ensure they get sufficient feedback to enable them with the tasks set.Peer and Self-Assessment and Evaluation. Peer and Self-Assessment enables learners to recognise success in their own and others work and to focus on how they are learning as well as what they are learning. Ambergate school regularly asked the children how they think they have done by giving a thumbs up, thumbs down or thumbs si deways to indicate how the children feel about what they have been taught. Sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books.At the end of the lesson they then give themselves another mark out of ten and compare how they have fared. To summarise Assessment for learning meets individuals needs and maximises their full potential through continual monitoring. All staff are allowed to contribute to future planning by feeding their findings back to the teacher. 1. 4 Explain the importance and benefit of assessment for learning. Continuous assessment improves performance and behaviour, allows pupils to work more independently and it also improves motivation and risk taking.By increasing two way communications Assessment for Learning helps to strengthen the teacher pupil relations. From the teachers point of view AFl improves planning and delivery of the lessons while creating an opportunity to check the quality of the lessons and amend activities to ensure they meet the learning needs. For the child it tells them where they are with their learning in each subject, gives them ideas on how to further achieve to ultimately get success in the given goal.Assessment approaches need to promote learner engagement and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential. It has been proven that children who do not feel part of the learner process quickly lose interest. Therefore, responses should be based on thoughtful questions, measured listening and reflective responses and effective feedback strategies. 1. 5 Explain how assessment can contribute to planning for future learning carried out by The teacherAssessment for Learning helps the teacher to make well-founded judgements about pupils attainment while placing responsibility for managing learning on the child, with the goal of pupils being more actively involved with the l earning process. As indicated above, the process involves explaining learning outcomes to pupils, providing them with feedback on their progress and enabling them to develop their self-assessment skills so that they are able to reflect on, and recognise, their own achievements. Knowing precisely what the pupil understands & then moving them on leads to effective learning. The Learners The process will keep the pupil informed of on-going process, giving them an insight into how they learn and which areas they need to improve to achieve the objectives set. This helps to increase their confidence, motivation and independence and also how to recognise when they need to ask for help. The Learning Support Practitioner. Assessment for learning will provide you with information of how each child learns and the knowledge they already have, which will help in how you further question the pupil.This can be tailored to courtship the individual pupils pace and ability to learn. In a recent Mat hs lesson on Division techniques, on periodically checking the childrens understanding it became clear that they knew how to start out using the Chunking Method but the answers that some of the children were getting were incorrect. This caused the TA to check their work and come to the conclusion that the childrens knowledge in deductive reasoning of 3 figure numbers was letting them down.On feeding back to the teacher she said she had noticed the same problem with the group of children that she was supporting. With this feedback, the TA and the Teacher implemented a refresher lesson on subtraction in the next Maths lesson to fill the gap in the childrens knowledge and allow the children to jaunt forward with their knowledge and ultimate success with Division Techniques. Bibliography www. education. gov. uk Assessment for Learning for KS1 and KS2 Northern Ireland Supporting Teaching and Learning L3 Louise Burnham.

Environmental Law in New Zealand

environmental Law in in the buff Zea cut Introduction brand-new Zealand is in an enviable set as it has been able to learn from the mistakes of other nations, however this does not mean disasterous environmental issues pecknot arise here. Fortunately New Zealand has well established environmental laws with several(prenominal) legislative statutes and governmental authorities. Following international trends and heightened awareness of environmental issues throughout the years the legislation has become increasingly integrated.Arising from international research and public cephalalgia new statutes have also been created the most significant of which is the Resource perplexity round 1991 (RMA). Contributing Factors and Benefits Before the RMA, New Zealand environmental law and its administration was similar to that of many other countries, consisting of an assortment of uncoordinated and overlapping statutes, regulations and practices. The Soil Conservation and Rivers Control A ct 1941 was the first of such legislative statutes centred on rehearse of the land and choices.Social change in the 1960s spurred awareness of environmental issues in New Zealand with events such as the Save Manapouri Campaign (1959-1972) opponent the development of the hydro-electric scheme planned for Lake Manapouri. During this stoppage several statutes were created, the Nature Conservation Council Act 1962 and the surroundings Council in 1970 acknowledging that economic interests can often override environmental concerns.The Save Manapori Campaign culminated in 1972 with a change of government, the newly elected Labour Government set about fulfilling its election promise of environmental reform creating the Commision for the surroundings. The agency later became the Office of the fan tanary Commisioner for the environment after the creation of the Environment Act 1986 establishing the Ministry for the Environment. The Department of Conservation, the Ministry of Conservat ion and Fish and Game were formed shortly after with the implementation of the Conservation Act 1987.In January 1988, Deputy Prime Minister Geoffrey announced a comprehensive review of the many environment and resource acts in place, as well as the procedures for assessing environmental effects. This Resource Mangagement Law Review (RMLR) was established to address concerns by environmentalists and Maori who both believed the public lacked access to information and the government had too much power.Along with inadequate rampart of resources and little attention to Maori and environmental values in economic decisions. The review was managed by the Ministry for the Environment encompassing Maori ideas of stewardship and sustainability it focused on existing New Zealand resource law and public reaction to deficiencies within those laws. The RMLR was drafted and the subsequent Resource Management Bill was put ahead parliament but not passed into law before the 1990 general election.T he victorious National Party decided to continue the process of resource management reform. Minister for the Environment Simon Upton reviewed the bill and to the surprise of many dress it greener, changing the bill from its original objective of balancing economics and environment to constraining economical objectives to suit the environment, embracing the approach of sustainable management.Upton addressed parliament on his re-written RMA stating that its purpose was not one of contolling and planning economic activity but one of sustaining, rectifying and mitigating the effects on the use of natural resources. The bill was passed in 1991 and has become the preeminant legislation concerning the management of the environment in New Zealand replacing 69 Acts and 19 regulations, it describes sustainable management as (1) The purpose of this Act is to farm the sustainable management of natural and physical resources. 2) In this Act, sustainable management means managing the use, devel opment, and protection of natural and physical resources in a way, or at a rate, which enables people and communities to provide for their social, economic, and cultural well-being and for their health and safety while (a) sustaining the potential of natural and physical resources (excluding minerals) to meet the reasonably foreseeable ineluctably of future generations and (b) safeguarding the life- sustenance capacity of air, water, soil, and ecosystems and (c) avoiding, remedying, or mitigating any adverse effects of activities on the environment. Ministry for the Environment, 2011). 2011 has also seen a further addition to the RMA and environmental law in New Zealand with the implementation of the Environmental Protection Authority (EPA). The EPA will perform tasks once performed by the Ministry for the Environment, the Ministry of Economic Development, the Ministry of Foreign Affairs and Trade and the Environmental Risk Management Authority. International Influences The 1970s w as a sentence of increased international concern for the environment, this spawned the first United Nations Conference on the Human Environment in 1972.Representatives from 113 countries met for the first time to discuss the state of the global environment. The conference culminated with the signing of a declaration containing 26 principles concerning the environment and development, an action plan with 109 recommendations, and a resolution (Baylis Smith, 2005). This action is astray seen as the beginning of modern political and public awareness of global environmental issues, paving the way for further international collaborations such as the Kyoto protocol of which New Zealand is a signatory and the World Commission on Environment and Development .The Brundtland Commision previously known as the World Commission on Environment and Development is perhaps the biggest international influence on the creation of the RMA, convened by the United Nations in 1983 the commision focused on the degredation of the environment and natural resources and the resulting consequences. In 1987 the commision released a incubate on the matter, titled Our Common Future the report centres on the concept of sustainable development and the political changes required to achieve it.New Zealands response to the report was that of agreeance, a report consisting of a step-by-step response to 12 areas of concern highlighted by the Commission was submitted to the United Nations General Assembly (McChesney, 1991). The Newly formed Ministry for the Environment was tasked with following up the Brundtland Report which it did by means of RMLR resulting in the RMA in 1991. Role of the RMA in New Zealand The RMA is built on the idea of sustainable resource management, it encourages communities and individuals to become involved in planning for the future environment.The RMA provides the guidelines for how the environment should be managed especially how the environmental effects of our activi ties should be managed. In accordance with the RMA, regional and zone councils are to monitor activities, and respond to complaints about those activities that the public believe are negatively affecting the environment. It is important to realise that the RMA is largely effects based, if the applicant can prove that the effects of the development on the environment are unproblematic, then they may be allowed to continue.The RMA however has not absolved the Conservation Act 1987 and the Environment Act 1986, the authorities created by these Acts such as Fish and Game and the Department of Conservation also play an active part in supporting or appealing resource concurs. Any proposed plans to use or develop natural resources that are not permitted by the rules of the RMA require the authorisation of a resource consent from the local council.Five different consents types exist, defined by the RMA as (a) a consent to do something that otherwise would contravene component 9 or sectio n 13 (in this Act called a land use consent) (b) a consent to do something that otherwise would contravene section 11 (in this Act called a weapon consent) (c) a consent to do something in a coastal marine area that otherwise would contravene any of sections 12, 14, 15, 15A, and 15B (in this Act called a coastal permit) (d) a consent to do something (other than in a coastal marine area) that otherwise would contravene section 14 (in this Act called a water permit) (e) a consent to do something (other than in a coastal marine area) that otherwise would contravene section 15 (in this Act called a discharge permit). (Ministry for the Environment, 2011). An application must be submitted to the local council containing a description of the planned activity along with an assessment of the effects on the environment. If the activity is not prohibited by the local and regional plan the resource consent will be processed and the application may be publicly notified (not all are publicly not ified) whereby anyone can make a unveiling on the application.Organisations such as the Department of Conservation, Fish and Game and Forest and Bird have become key proponents of the submission process, opposing consents that harm flora and fauna. After receipt of all information required from the applicant and subsequent public submissions and public hearings the decision is made. Anyone who has made a submission and is dissatisfied with the outcome can appeal to the Environment Court. The resource consent process (Ministry for the Environment, 2009) The Environment Court previously know as the Planning judicature came to fruition in 1996 after ammendments to the RMA (Environment Court, 2007), among other things the court arbitrates RMA appeals.The court hears appeals on resource consent decisions, however it does not review the decision made by local authorities instead it hears any evidence it requires and makes its own decision overriding or upholding the original decision. T he court does not belong to the regular New Zealand judicial hierarchy (District, Supreme, High Court) although it carries the powers of a District Court allowing it to enforce the RMA and conduct criminal or civil proceedings. Conclusion Environmental Law in New Zealand has been significantly overhauled throughout the years from barely existent to now having three key pieces of legislation enabling conservation and sustainable management.The RMA is a enormously important perhaps revolutionary piece of legislation, largely focused on the issue of sustainable management, a relatively new concept at the time. impertinent previous legislative statutes the RMA ambitiously incorporates management of the land, air, sea and fresh water into a single piece of legislation. It has effectively decentralised the governments power on the use of natural resources. Local and district authorities now make the decisions themselves following the principle that the decisions should be made closest t o the resources affected.References Baylis, J. , & Smith, S. (2005). The Globalization of World Politics (3rd ed). Oxford University Press, p. 454-455. Environment Court of New Zealand (2007). Environment Court. Retrieved from http//www. justice. govt. nz/courts/environment-court McChesney , I (1991). The Brundtland Report and sustainable development in New Zealand . Centre for Resource Management Lincoln University and University of Canterbury , p. 22. Ministry for the Environment (2009). An normal Guide to the Resource Management Act Series 2. 1 Applying for a Resource Consent. Retrieved from http//www. mfe. govt. nz/publications/rma/everyday/consent-apply/ Ministry for the Environment (2011). New Zealand Legislation Acts. Retrieved from http//www. legislation. govt. nz/act/public/1991/0069/ modish/DLM230265. html

World Religions – Buddhism

The judgment of a yoke of opposites pervades Taoist writings and exerts a wicked influence over the root philosophical concepts of Taoism, encompassing issues which may be considered metaphysical or even mystical, but also influencing issues of applied ethics and personalised behavior.The idea of conjoined opposites begins at the root, metaphysical level of Taoist thought which asserts that being and non-being give rise to each other a stark digression from Christianity which posits that God is eternal and so has always been (Chen, 1989, p.55).This metaphysical assertion continues from the macrocosmic (universal) to the microcosmic (personal) levels, where opposites are seen to give rise to the world of motion and being The thorny and easy complement each other, The long and short shape each other, The high and low lean on each other, Voices and instruments harmonize with unity another, The move and rear follow upon each other (Chen, 1989, p. 55).Following up on the universal ly derived union of opposites from a macrocosmic level, the Taoist asserts a union of opposites, also, within the ego and in regards to personal conduct the sage manages affairs without action, and therefore should practice creative quietude in pursuit of personal wisdom and even ambition. The idea that opposites are, in nature, united through the Tao means that moral divisions are also damaging and artificial.The true sage accomplishes merit without haveing merit and since he does not claim merit, His merit does not go away (Chen, 1989, p. 55). Such seeming paradoxes are often difficult for Westerners to understand The idea that the universe itself could be comprised of a union of opposites, rather than a pervading and omnipotent single-Creator is not compatible with idea of Christianity which elevates a dualistic vision of the universe with good and evil at odds with one another and a single, benevolent God.Taoism seems to reflect a much more organic and complete of vision, at least in my opinion although the extension of Taoist philosophies into western religion is probably not something which will happen any time soon, such a union of opposites would provide a rich discount of spiritual and philosophical ideas. References Chen, E. M. (1989). The Tao Te Ching A New Translation with Commentary (1st ed. ). St. Paul, MN Paragon House.

Chapter 14 Snape’s Grudge

No whizz in Gryffindor Tower slept that nighttime. They knew that the go was being searched again, and the whole House stayed awake in the common room, waiting to con spatial relationr whether Black had been caught. Professor McGonag entirely came covering fire at dawn, to tell t sew that he had again escaped.Through bring out the day, everyw here they went they saw signs of tighter security Professor Flitwick could be seen teaching the prior doors to recognize a large picture of Sirius Black Filch was curtly bustling up and protrude the corridors, jump oning up everything from midget cracks in the walls to reversal holes. Sir Cadogan had been fired. His portrait had been taken bear out to its l adeptly landing on the seventh floor, and the Fat Lady was back off. She had been expertly restored, exactly was still extremely nervous, and had agreed to harvest to her job only on condition that she was given extra protection. A bunch of surly security trolls had been hired to guard her. They paced the corridor in a jeopardize group, talking in grunts and comparing the size of their clubs. provoke couldnt help noticing that the statue of the 1-eyed witch on the third floor remained unguarded and unblocked. It seemed that Fred and George had been right in mentation that they and directly lay waste to, Ron, and Hermione were the only ones who knew nearly the hidden passageway within it.Dyou reckon we should tell well-nighone? ravage asked Ron.We k forthwith hes not coming in finished Honeydukes, tell Ron dismissively. Wedve light upond if the shop had been broken into. gravel was glad Ron in some(prenominal) casek this view. If the one-eyed witch was boarded up too, he would never be able to go into Hogsmeade again.Ron had die an instant celebrity. For the first time in his life, people were paying more attention to him than to Harry, and it was clear that Ron was rather enjoying the experience. Though still severely shaken by the night s events, he was happy to tell anyone who asked what had happened, with a wealth of detail. I was asleep, and I heard this ripping noise, and I scene it was in my dream, you have sex? But and so there was this draftI woke up and one side of the temporary removals on my bed had been pulled downI rolled overand I saw him stand over melike a skeleton, with loads of filthy vibrissaholding this gr eat up long knife, mustve been twelve inchesand he looked at me, and I looked at him, and then I yelled, and he scampered.Why, though? Ron added to Harry as the group of second year girls who had been listening to his c mounding tale departed. Why did he run?Harry had been wondering the same thing. Why had Black, having got the wrong bed, not silenced Ron and proceeded to Harry? Black had proved twelve years ago that he didnt mind murdering guileless people, and this time he had been facing five unarmed boys, four of whom were asleep.He mustve fill outn hed assimilate a job getting ba ck out of the castle once youd yelled and woken people up, said Harry fancyfully. Hedve had to kill the whole house to get back through the portrait holethen he wouldve met the teachersNeville was in total disgrace. Professor McGonagall was so furious with him she had banned him from all future Hogsmeade visits, given him a detention, and forbidden anyone to give him the password into the tower. Poor Neville was pressure to wait. outside the common room every night for somebody to let him in, while the security trolls leered unpleasantly at him. None of these punishments, however, came close to matching the one his grandmother had in store for him. Two days after Blacks break-in, she sent Neville the very worst thing a Hogwarts student could receive over breakfast a Howler.The school owls swooped into the Great Hall carrying the mail as universal, and Neville choked as a huge barn owl landed in summit of him, a scarlet envelope clutched in its beak. Harry and Ron, who were sit down opposite him, recognized the letter as a Howler at once Ron had got one from his mother the year in the first place.Run for it, Neville, Ron advised.Neville didnt need telling twice. He seized the envelope, and holding it before him like a bomb, sprinted out of the hall, while the Slytherin table exploded with gag at the sight of him. They heard the Howler go take away in the entrance hall Nevilles grandmothers voice, magically magnified to a hundred times its usual volume, shrieking close to how he had brought shame on the whole family.Harry was too busy tinge sorry for Neville to notice immediately that he had a letter too. Hedwig got his attention by nipping him sharply on the wrist.Ouch Oh thanks, Hedwig.Harry tore open the envelope while Hedwig helped herself to some of Nevilles cornflakes. The note at heart saidDear Harry and Ron, How about having tea with me this afternoon round six? Ill come collect you from the castle. WAIT FOR ME IN THE ENTRANCE HALL YOURE N OT ALLOWED OUT ON YOUR OWN. Cheers, Hagrid He probably wants to hear all about Black said Ron.So at six oclock that afternoon, Harry and Ron left Gryffindor Tower, passed the security trolls at a run, and guideed down to the entrance hall.Hagrid was already waiting for them.All right, Hagrid said Ron. Spose you want to hear about Saturday night, do you?Ive already heard all abou it, said Hagrid, fountain the front doors and leading them outside.Oh, said Ron, looking fairly put out.The first thing they saw on entering Hagrids cabin was Buckbeak, who was stretched out on spend of Hagrids patchwork quilt, his enormous wings folded tight to his body, enjoying a large plate of dead ferrets. Averting his eyes from this unpleasant sight, Harry saw a gigantic, sericeous brown suit and a very horrible yellow-and-orange tie hanging from the top of Hagrids wardrobe door.What are they for, Hagrid? said Harry.Buckbeaks case against the Committee fer the Disposal o formidable Creatures, sai d Hagrid. This Friday. Him an mell be goin down ter London together. Ive booked two beds on the Knight Bus.Harry felt a nasty pang of guilt. He had completely forgotten that Buckbeaks trial was so near, and judging by the uneasy look on Rons face, he had too. They had also forgotten their promise about component part him prepare Buckbeaks defense the arrival of the Firebolt had driven it clean out of their minds.Hagrid poured them tea and offered them a plate of Bath buns but they knew better than to accept they had had too much experience with Hagrids cooking.I got somethin ter discuss with you two, said Hagrid, sitting himself between them and looking uncharacteristically expert.What? said Harry.Hermione, said Hagrid.What about her? said Ron.Shes in a righ state, thats what. Shes bin comin down ter visit me a lot since Chrismas. Bin feelin lonely. Firs yeh weren talking to her because o the Firebolt, now yer not talkin to her because her cat ?C ate Scabbers Ron interjected angr ily.Because her cat acted like all cats do, Hagrid continued doggedly. Shes cried a fair few times, yeh know. Goin through a rough time at the moment. Bitten off moren she can chew, if yeh ask me, all the work shes tryin ter do. nonoperational found time ter help me with Buckbeaks case, mindShes found some really good stuff fer mereckon hell stand a good chance nowHagrid, we shouldve helped as well sorry Harry began awkwardly.Im not blamin yeh said Hagrid, waving Harrys apology aside. Gawd knows yehve had enough ter be getting on with. Ive seen yeh practicin Quidditch evry hour o the day an night but I gotta tell yeh, I thought you twod value yer friend moren broomsticks or rats. Thas all.Harry and Ron exchanged uncomfortable looks.Really upset, she was, when Black nearly stabbed yeh, Ron. Shes got her heart in the right place, Hermione has, an you two not talkin to her If shed just now get rid of that cat, Id speak to her again Ron said angrily. But shes still sticking up for it Its a maniac, and she wont hear a word against itAh, well, people can be a bit stupid abou their pets, said Hagrid wisely. Behind him, Buckbeak spat a few ferret get up onto Hagrids pillow.They spent the rest of their visit discussing Gryffindors improved chances for the Quidditch Cup. At nine oclock, Hagrid walked them back up to the castle.A large group of people was bunched virtually the bulletin board when they re dour to the common room.Hogsmeade, next weekend said Ron, craning over the organises to read the new notice. What dyou reckon? he added quietly to Harry as they went to sit down.Well, Filch hasnt through anything about the passage into Honeydukes Harry said, even more quietly.Harry said a voice in his right ear. Harry started and looked or so at Hermione, who was sitting at the table right behind them and clearing a space in the wall of books that had been hiding her.Harry, if you go into Hogsmeade againIll tell Professor McGonagall about that map said Hermione. Can you hear someone talking, Harry? growled Ron, not looking at Hermione.Ron, how can you let him go with you? After what Sirius Black nearly did to you I mean it, Ill tell So now youre exhausting to get Harry expelled said Ron furiously. Havent you done enough damage this year?Hermione opened her peach to respond, but with a soft hiss, Crookshanks leapt onto her lap. Hermione took one frightened look at the expression on Rons face, gathered up Crookshanks, and hurried away toward the girls dormitories.So how about it? Ron said to Harry as though there had been no interruption. Come on, last time we went you didnt see anything. You havent even been inside Zonkos yetHarry looked around to check that Hermione was well out of earshot.Okay, he said. But Im taking the Invisibility Cloak this time.On Saturday morning, Harry packed his Invisibility Cloak in his bag, slipped the Marauders social function into his pocket, and went down to breakfast with everyone else. Hermione kept shoo ting suspicious looks down the table at him, but he avoided her eye and was careful to let her see him walkway back up the marble staircase in the entrance hall as everybody else proceeded to the front doors.Bye Harry called to Ron. See you when you get backRon grinned and winked.Harry hurried up to the third floor, slipping the Marauders Map out of his pocket as he went. Crouching behind the one-eyed witch, he smoothed it out. A tiny dot was moving in his direction. Harry squinted at it. The minuscule writing next to it read Neville Longbottom.Harry quickly pulled out his wand, muttered, Dissendium and shoved his bag into the statue, but before he could climb in himself, Neville came around the corner.Harry I forgot you werent going to Hogsmeade eitherHi, Neville, said Harry, moving swiftly away from the statue and pushing the map back into his pocket. What are you up to?Nothing, shrugged Neville. Want a game of Exploding nobble?Er not now I was going to go to the library and d o that vampire essay for Lupin Ill come with you said Neville brightly. I havent done it eitherEr hang on yeah, I forgot, I finished it last nightGreat, you can help me said Neville, his round face anxious. I dont understand that thing about the garlic at all do they have to eat it, or He broke off with a small gasp, looking over Harrys shoulder.It was Snape. Neville took a quick step behind Harry.And what are you two doing here? said Snape, coming to a halt and looking from one to the other. An odd place to meet To Harrys immense disquiet, Snapes black eyes flicked to the doorways on either side of them, and then to the one-eyed witch.Were not meeting here, said Harry. We just met here.Indeed? said Snape. You have a habit of turning up in unthought-of places, Potter, and you are very rarely there for no good reasonI suggest the pair of you return to Gryffindor Tower, where you belong.Harry and Neville set off without some other word. As they turned the corner, Harry looked b ack. Snape was running one of his pass over the one-eyed witchs head, examining it closely.Harry managed to shake Neville off at the Fat Lady by telling him the password, then pretending hed left his vampire essay in the library and doubling back. Once out of sight of the security trolls, he pulled out the map again and held it close to his nose.The third floor corridor seemed to be deserted. Harry scanned the map carefully and saw, with a leap of relief, that the tiny dot labeled Severus Snape was now back in its chest.He sprinted back to the one-eyed witch, opened her hump, heaved himself inside, and slid down to meet his bag at the bottom of the stone chute. He wiped the Marauders Map caisson again, then set off at a run.Harry, completely hidden beneath the Invisibility Cloak, emerged into the sunlight outside Honeydukes and prodded Ron in the back.Its me, he muttered.What kept you? Ron hissed.Snape was hanging around.They set off up the High Street.Where are you? Ron kept mut tering out of the corner of his mouth. Are you still there? This feels weirdThey went to the post office Ron pretended to be checking the price of an owl to Bill in Egypt so that Harry could have a good look around. The owls sat hooting softly down at him, at least three hundred of them from Great Grays right down to tiny little Scops owls (Local Deliveries Only), which were so small they could have sat in the palm of Harrys hand.Then they visited Zonkos, which was so packed with students Harry had to exercise great care not to tread on anyone and cause a panic. There were hoaxs and tricks to fulfill even Freds and Georges wildest dreams Harry gave Ron whispered orders and passed him some gold from under the cloak. They left Zonkos with their money bags considerably lighter than they had been on entering, but their pockets bulblike with Dungbombs, Hiccup Sweets, Frog Spawn Soap, and a Nose-Biting Teacup apiece.The day was fine and breezy, and neither of them felt like staying indo ors, so they walked past the Three Broomsticks and climbed a dispose to visit the howler Shack, the most haunted dwelling in Britain. It stood a little way above the rest of the village, and even in daylight was slightly creepy, with its boarded windows and dank overgrown garden.Even the Hogwarts ghosts avoid it, said Ron as they leaned on the fence, looking up at it. I asked Nearly Headless Nickhe says hes heard a very rough crowd lives here. No one can get in. Fred and George essay, obviously, but all the entrances are sealed ejectHarry, feeling hot from their climb, was just considering taking off the cloak for a few minutes when they heard voices nearby. Someone was climbing toward the house from the other side of the hill moments later, Malfoy had appeared, followed closely by Crabbe and Goyle. Malfoy was speaking.should have an owl from Father any time now. He had to go to the hearing to tell them about my armabout how I couldnt use it for three monthsCrabbe and Goyle snig gered.I really wish I could hear that great hairy moron trying to defend himselfTheres no arm in im, onest That Hippogriffs as good as dead Malfoy suddenly caught sight of Ron. His pale face split in a malevolent grin.What are you doing, Weasley?Malfoy looked up at the crumbling house behind Ron.Suppose youd love to live here, wouldnt you, Weasley? Dreaming about having your own bedroom? I heard your family all sleep in one room is that true?Harry seized the back of Rons robes to moderate him from leaping on Malfoy.Leave him to me, he hissed in Rons ear.The opportunity was too perfect to miss. Harry crept silently around behind Malfoy, Crabbe, and Goyle, bent down, and scooped a large handful of mud out of the path.We were just discussing your friend Hagrid, Malfoy said to Ron. Just trying to imagine what hes formulation to the Committee for the Disposal of Dangerous Creatures. Dyou depend hell cry when they cut off his Hippogriffs SPLATMalfoys head jerked forward as the mud hit him his silverblond hair was suddenly dripping in muck.What the ?Ron had to hold onto the fence to keep himself standing, he was laughing so hard. Malfoy, Crabbe, and Goyle spun stupidly on the spot, staring wildly around, Malfoy trying to wipe his hair clean.What was that? Who did that?Very haunted up here, isnt it? said Ron, with the air of one commenting on the weather.Crabbe and Goyle were looking scared. Their bulging muscles were no use against ghosts. Malfoy was staring madly around at the deserted landscape.Harry sneaked along the path, where a particularly sloppy puddle yielded some foul-smelling, green sludge.SPLATTERCrabbe and Goyle caught some this time. Goyle hopped furiously on the spot, trying to strike it out of his small, dull eyes.It came from over there said Malfoy, wiping his face, and staring at a spot some six feet to the left of Harry.Crabbe blundered forward, his long arms outstretched like a zombie. Harry dodged around him, picked up a stick, and lobbed it at Crabbes back. Harry doubled up with silent laughter as Crabbe did a kindly of pirouette in midair, trying to see who had thrown it. As Ron was the only person Crabbe could see, it was Ron he started toward, but Harry stuck out his leg. Crabbe stumbled and his huge, flat foot caught the hem of Harrys cloak. Harry felt a great tug, then the cloak slid off his face.For a split second, Malfoy stared at him.AAARGH he yelled, pointing at Harrys head. Then he turned tail and ran, at breakneck speed, back down the hill, Crabbe and Goyle behind him.Harry tugged the cloak up again, but the damage was done.Harry Ron said, stumbling forward and staring dispiritedly at the point where Harry had disappeared, youd better run for it If Malfoy tells anyone youd better get back to the castle, quick See you later, said Harry, and without another word, he tore back down the path toward Hogsmeade.Would Malfoy believe what he had seen? Would anyone believe Malfoy? Nobody knew about the Invisibilit y Cloak nobody except Dumbledore. Harrys stomach turned over Dumbledore would know exactly what had happened, if Malfoy said anything Back into Honeydukes, back down the cellar steps, across the stone floor, through the trapdoor Harry pulled off the cloak, tucked it under his arm, and ran, flat out, along the passageMalfoy would get back first how long would it take him to find a teacher? Panting, a sharp pain in his side, Harry didnt retard down until he reached the stone slide. He would have to leave the cloak where it was, it was too much of a giveaway in case Malfoy had tipped off a teacher he hid it in a shadowy corner, then started to climb, fast as he could, his sweaty custody slipping on the sides of the chute. He reached the inside of the witchs hump, tapped it with his wand, stuck his head through, and hoisted himself out the hump closed, and just as Harry jumped out from behind the statue, he heard quick footsteps approaching.It was Snape. He approached Harry at a s wift walk, his black robes swishing, then halt in front of him.So, he said.There was a look of suppressed triumph about him. Harry tried to look innocent, all too aware of his sweaty face and his muddy hands, which he quickly hid in his pockets.Come with me, Potter, said Snape.Harry followed him downstairs, trying to wipe his hands clean on the inside of his robes without Snape noticing. They walked down the stairs to the dungeons and then into Snapes office.Harry had been in here only once before, and he had been in very serious trouble then too. Snape had acquired a few more slimy horrible things in jars since last time, all standing on shelves behind his desk, glinting in the firelight and adding to the threatening atmosphere.Sit, said Snape.Harry sat. Snape, however, remained, standing.Mr. Malfoy has just been to see me with a strange story, Potter, said Snape.Harry didnt say anything.He tells me that he was up by the Shrieking Shack when he ran into Weasley apparently alone.S till, Harry didnt speak.Mr. Malfoy states that he was standing talking to Weasley, when a large amount of mud hit him in the back of the head. How do you echo that could have happened?Harry tried to look mildly surprised.I dont know, Professor.Snapes eyes were boring into Harrys. It was exactly like trying to stare down a Hippogriff. Harry tried hard not to blink.Mr. Malfoy then saw an extraordinary apparition. Can you imagine what it might have been, Potter?No, said Harry, now trying to sound innocently curious.It was your head, Potter. Floating in midair.There was a long silence.Maybe hed better go to Madam Pomfrey, said Harry. If hes seeing things like What would your head have been doing in Hogsmeade, Potter? said Snape softly. Your head is not allowed in Hogsmeade. No part of your body has permission to be in Hogsmeade.I know that, said Harry, striving to keep his face free of guilt or fear. It sounds like Malfoys having hallucin Malfoy is not having hallucinations, snarled Sn ape, and he bent down, a hand on each arm of Harrys chair, so that their faces were a foot apart. If your head was in Hogsmeade, so was the rest of you.Ive been up in Gryffindor Tower, said Harry. Like you told Can anyone affirm that?Harry didnt say anything. Snapes thin mouth curled into a horrible smile.So, he said, straightening up again. Everyone from the Minister of Magic downward has been trying to keep known Harry Potter safe from Sirius Black. But famous Harry Potter is a law unto himself. Let the ordinary people worry about his synthetic rubber Famous Harry Potter goes where he wants to, with no thought for the consequences.Harry stayed silent. Snape was trying to provoke him into telling the truth. He wasnt going to do it. Snape had no confirmation yet.How extraordinarily like your father you are, Potter, Snape said suddenly, his eyes glinting. He too was exceedingly arrogant. A small amount of talent on the Quidditch field do him intend he was a cut above the rest of us too. Strutting around the place with his friends and admirersThe resemblance between you is uncanny.My pop music didnt strut, said Harry, before he could stop himself. And neither do I.Your father didnt set much store by rules either, Snape went on, pressing his advantage, his thin face full of malice. Rules were for lesser mortals, not Quidditch Cup-winners. His head was so swollen SHUT UPHarry was suddenly on his feet. Rage much(prenominal) as he had not felt since his last night in Privet Drive was coursing through him. He didnt care that Snapes face had gone rigid, the black eyes flashing dangerously.What did you say to me, Potter?I told you to shut up about my dad Harry yelled. I know the truth, all right? He saved your life Dumbledore told me You wouldnt even be here if it wasnt for my dadSnapes sallow skin had gone the color of sour milk.And did the headmaster tell you the circumstances in which your father saved my life? he whispered. Or did he consider the details t oo unpleasant for precious Potters delicate ears?Harry bit his lip. He didnt know what had happened and didnt want to admit it but Snape seemed to have guessed the truth.I would hate for you to run away with a false idea of your father, Potter, he said, a terrible grin twisting his face. Have you been imagining some act of elysian heroism? Then let me correct you your saintly father and his friends played a highly amusing joke on me that would have resulted in my ending if your father hadnt got cold feet at the last moment. There was nothing brave about what he did. He was saving his own skin as much as mine. Had their joke succeeded, he would have been expelled from Hogwarts.Snapes uneven, yellowish teeth were bared.Turn out your pockets, Potter he spat suddenly.Harry didnt move. There was a cock in his ears.Turn out your pockets, or we go straight to the headmaster Pull them out, PotterCold with dread, Harry slowly pulled out the bag of Zonkos tricks and the Marauders Map.Sna p picked up the Zonkos bag.Ron gave them to me, said Harry, praying hed get a chance to tip Ron off before Snape saw him. He brought them back from Hogsmeade last time Indeed? And youve been carrying them around ever since? How very touchingand what is this?Snape had picked up the map. Harry tried with all his might to keep his face impassive.Spare bit of parchment, he said with a shrug.Snape turned it over, his eyes on Harry.Surely you dont need such a very old piece of parchment? he said. Why dont I just throw this away?His hand moved toward the fire.No Harry said quickly.So said Snape, his long nostrils quivering. Is this another treasured gift from Mr. Weasley? Or is it something else? A letter, perhaps, written in lightless ink? Or instructions to get into Hogsmeade without passing the Dementors?Harry blinked. Snapes eyes gleamed.Let me see, let me see he muttered, taking out his wand and smoothing the map out on his desk. Reveal your secret he said, touching the wand to th e parchment.Nothing happened. Harry clenched his hands to stop them from shaking.Show yourself Snape said, tapping the map sharply.It stayed blank. Harry was taking deep, calming breaths.Professor Severus Snape, master of this school, commands you to yield the information you conceal Snape said, hitting the map with his wand.As though an invisible hand were writing upon it, words appeared on the smooth surface of the map.Mooney presents his compliments to Professor Snape, and begs him to keep his abnormally large nose out of other peoples business.Snape froze. Harry stared, dumbstruck, at the message. But the map didnt stop there. More writing was appearing beneath the first.Mr. Prongs agrees with Mr. Mooney and would like to add that Professor Snape is an ugly git.It would have been very humorous if the situation hadnt been so serious. And there was more Mr. Padfoot would like to register his astonishment that an idiot like that ever became a professor.Harry closed his eyes in hor ror. When hed opened them, the map had had its last word.Mr. Wormtail bids Professor Snape good day, and advises him to wash his hair, the slimeball.Harry waited for the blow to fall.So said Snape softly. Well see about this He strode across to his fire, seized a fistful of glittering powder from a jar on the fireplace, and threw it into the flames.Lupin Snape called into the fire. I want a wordUtterly bewildered, Harry stared at the fire. A large shape had appeared in it, revolving very fast. Seconds later, Professor Lupin was clambering out of the fireplace, brushing ash off his shabby robes.You called, Severus? said Lupin mildly.I sure did, said Snape, his face contorted with fury as he strode back to his desk. I have just asked Potter to free his pockets. He was carrying this.Snape pointed at the parchment, on which the words of Messrs. Moony, Wormtail, Padfoot, and Prongs were still shining. An odd, closed expression appeared on Lupins face.Well? said Snape.Lupin continued t o stare at the map. Harry had the impression that Lupin was doing some very quick thinking.Well? said Snape again. This parchment is plainly full of Dark Magic. This is supposed to be your area of expertise, Lupin. Where do you imagine Potter got such a thing?Lupin looked up and, by the merest half-glance in Harrys direction, warned him not to interrupt.Full of Dark Magic? he repeated mildly. Do you really think so, Severus? It looks to me as though it is merely a piece of parchment that insults anybody who reads it. Childish, but surely not dangerous? I imagine Harry got it from a joke shop Indeed? said Snape. His jaw had gone rigid with anger. You think a joke shop could supply him with such a thing? You dont think it more likely that he got it directly from the manufacturers?Harry didnt understand what Snape was talking about. Nor, apparently, did Lupin.You mean, by Mr. Wormtail or one of these people? he said. Harry, do you know any of these men?No, said Harry quickly.You see, S everus? said Lupin, turning back to Snape. It looks like a Zonko product to me Right on cue, Ron came bursting into the office. He was completely out of breath, and stopped just short of Snapes desk, clutching the stitch in his chest and trying to speak.I gave Harry that stuff, he choked. Bought itin Zonkos ages agoWell said Lupin, clapping his hands together and looking around cheerfully. That seems to clear that up Severus, Ill take this back, shall I? He folded the map and tucked it inside his robes. Harry, Ron, come with me, I need a word about my vampire essay excuse us, Severus Harry didnt dare look at Snape as they left his office. He. Ron, and Lupin walked all the way back into the entrance hall before speaking. Then Harry turned to Lupin.Professor, I I dont want to hear explanations, said Lupin shortly. He glanced around the empty entrance hall and lowered his voice. I happen to know that this map was confiscated by Mr. Filch many years ago. Yes, I know its a map, he said as Harry and Ron looked amazed. I dont want to know how it fell into your possession. I am, however, astounded that you didnt hand it in. Particularly after what happened the last time a student left information about the castle lying around. And I cant let you have it back, Harry.Harry had expected that, and was too keen for explanations to protest.Why did Snape think Id got it from the manufacturers?Because Lupin hesitated, because these mapmakers would have wanted to lure you out of school. Theyd think it extremely entertaining.Do you know them? said Harry, impressed.Weve met, he said shortly. He was looking at Harry more seriously than ever before.Dont expect me to cover up for you again, Harry. I cannot make you take Sirius Black seriously. But I would have thought that what you have heard when the Dementors draw near you would have had more of an effect on you. Your parents gave their lives to keep you alive, Harry. A poor way to repay them gambling their cave in for a bag of magic tricks.He walked away, leaving Harry feeling worse by far than he had at any point in Snapes office. Slowly, he and Ron mounted the marble staircase. As Harry passed the one-eyed witch, he remembered the Invisibility Cloak it was still down there, but he didnt dare go and get it.Its my fault, said Ron abruptly. I persuaded you to go. Lupins right, it was stupid, we shouldntve done it He broke off they reached the corridor where the security trolls were pacing, and Hermione was walking toward them. One look at her face convinced Harry that she had heard what had happened. His heart plummeted had she told Professor McGonagall?Come to have a good gloat? said Ron savagely as she stopped in front of them. Or have you just been to tell on us?No, said Hermione. She was holding a letter in her hands and her lip was trembling. I just thought you ought to knowHagrid lost his case. Buckbeak is going to be executed.

Identifying Emerging Issues in Mobile Learning Essay

The seduceshop series was funded by the UKs Joint breeding Systems Committee (JISC) as part of the Emerge Community within JISCs own Users and Innovation explore programme. This exploration foc calld on identifying emerging issues for the sector arising from the increasingly likely large scale habit of Smartphones, organisers and camera phones by learners in HE and FE, both(prenominal) on campus and in the work train. This was carried step forward through scenario whiles using tercet different prospectives prediction tools in three shop classs.The following issues were set as world the most likely to appear in the in store(predicate) of meandering(a) scholarship five years from immediately the increasing mapping of just in time and as and when necessary training. the requireiness for always on affordable connectivity and supply. increased corroboration for an approach to dogma and breeding that is more collaborative than did defendic. concerns over scalabi lity learning communities are divided over whether there is a role for planetary devices in formal instruct, curiously in large collections and lectures. oncerns over the merging of personal and vocational instruction and practice.The strong match among affordances of active devices and learning opportunities in work based and experiential learning across the board. increased lucifer to peer net operative and collaboration. the need for design specifications for a secure online all-purpose selective information repository entranceible by different browsers according to device at hand. opposite emerging issues for ready learning in HE and FE include both ethical and practical implications.These include cultural barriers and resistance to change amongst lecturers and associated teaching professionals. Examples are fears for the erosion of lecturers personal time concerns over security related to the increasing amount of entropy and number of images to be stored and privac y issues related to the ease with development contribute be captured in a range of locations. There is also the opportunity to reconsider assessment practices, recording the process of developing an denomination rather than simply marking the product.One last issue, one that is in need of urgent attention, is the need for the exploitation by schoolchilds and staff of agreed practice, establishing how quick devices are to be officed responsibly in institutions before inconsiderate use or ignorance of their potential to enhance learning results in banning a valuable learning tool. Acknowledgements The authors wish to gratefully acknowledge the contributions made by members of the Adding a lively proportionality to Teaching and Learning network who played a major part both in the scenario development activities at the workshops on which this paper is based and to the go off of the scenarios generated.We are also grateful for the financial condense from JISC via the Emerge f riendship for this throw up. 1 Introduction This report details the scenarios developed in a series of talk aboution workshops exploring visions of how nomadic technologies and devices depart influence the practice of users in high discipline (HE) and save facts of life (FE) in the future five years hence. The workshop series was funded by the UKs Joint schooling Systems Committee (JISC) as part of the Emerge Community within JISCs own Users and Innovation seek programme.This current exploration focuses on identifying emerging issues for the sector arising with the increasingly likely large scale use of Smartphones and mobile phones with the capability to record both video and audio by learners both on campus and in the oeuvre in HE and FE. These devices gift become well established throughout the student community, a survey of 177 students at the University of Southampton base that 94% were regular users and owners of mobile phones (Davidson and Lutman 2007).This dov etails with data from Ofcom (2008) which shows that mobile phone self-will in the 15-24 age group of the UK population is stabilising at or so 95% and students to come will be even more experienced in their use. For example, older students in schools that ostensibly ban mobile phones are now regularly cosmos allowed to use the cameras on their phones to record special events or experiments in lessons to help them revise. What is mobile learning? The field of mobile learning has been developing fast as a re attempt topic over the past eight years and accordingly ideas of what exactly mobile learning is have also developed.Winters (2006) noned how various groups exploreing mobile learning have utilise definitions that fall into quadruple categories one mobile learning as technocentric, where learning is seen as something that grooms use of mobile devices, personal digital assistants ( organizers) and mobile phones two defined by its relationship to e-learning, where mobile l earning is seen as an extension of elearning three as augmenting formal preparation and four as learner centred, enabling the possibility of lifelong learning.These does not address the unique selling point of mobile learning which is closely linked to the capability of the mobile learner moving between traditionally separate contexts such(prenominal) as the work place and the teaching base supported by handheld technology that they can work with interactively to capture, access and store quantities of data in different multimedia formats. Thus mobile learning can be best expound as the processes (both personal and public) of coming to know through exploration and conversation across multiple contexts amongst multitude and interactive technologies (Sharples, Arnedillo Sanchez, Milrad & Vavoula 2007).Mobile learning in post-compulsory education in the UK A presentation from Traxler & Sugden (2007) places the current country of mobile learning in the UK as consisting of tidy n umbers of small scale trials and pilot lamps taking place over fixed periods of time. Confirmation that the practice of using mobile technology to support learning in post-compulsory education is not yet embedded in current practice within institutions was demonstrated during the search for previous research for this paper, where no on-going large scale uses were found.From currently available sources there is small-scale or no indication as to the extent to which mobile devices are being utilise in high and Further Education. Findings from interviews conducted by Bird and Stubbs (2008) with mobile learning innovators in ten Higher Education Institutions (HEIs) were surprisingly consistent with most respondents reporting that they experienced or expect to experience the same variant of issues. These were mostly in the form of barriers to establishing and sustaining an m-learning innovation in a university 2 environment.Issues which dominated were skills gaps (in IT support and specially academic staff and somewhat unexpectedly students who despite being heavy users ), lack of technical support (IT work provision), procurement and accounting policies based around PC usage, inclusion issues due to cost of devices and/or data, ethical and legal issues, quality assurance especially with respect to data ownership, sustainability (all forges were based on outside funding), device limitations, standards churn, privacy and security, and lack of a killer application for the context.Interviews with users trialling PDAs at the Open University (Pettit and Kukulska-Hulme, 2008) indicated that the wireless pedestal was widely regarded as a critical factor in influencing adoption of the device. Most papers reviewed for the current investigation referred to theoretical speculation about future potential, new(prenominal)s discussed projects outside of the UK in Europe or due east Asia, however, in the remaining 20%, an impressive range of pilots with different han dheld devices was described.These indicate that there is considerable potential for engaging and supporting learners via mobile technologies. These pilots point to greater use of context relevant information especially images and video in learning and to greater collaboration enabled by easily movable, handheld devices attached to the internet via wi-fi or broadband. The following examples indicate the range of activities tested and are include by sector. Higher education Lecturers have evaluated a range of devices from multi-function PDAs and Smartphones to simple texti pass on (SMS).In one of the first examples of the use of PDAs in an undergraduate setting Ramsden (2005) successfully tested giving undergraduate political economy students at the University of Bristol access to VLEs and rush materials via internet-enabled PDAs. As well as enabling access to course resources any time, anywhere, having the PDA allowed the students to hold question and answer sessions via the onli ne discussion board during lectures which they found this particularly helpful.The University of Birmingham has evaluated the use of PocketPC handheld computers to offer multiple mobile applications to university students in the form of a mobile learning organizer. The main uses were for issues of time and course management and access to course materials. Other functions included the ability to die via email and instant messaging and to organise notes. The participating students made good use of the calendar and timetable facilities as well as communication tools and were keen for more content to be delivered in this manner. (Corlett et al, 2005) At capital of the United KingdomMetropolitan University the Reusable Learning Objects (RLO) Centre for Excellence in Teaching and Learning (CETL) works on the design, development and use of learning objects many of which psychometric test on mobile phones. Smith et al (2007) discuss the motivation they have seen in students (sports scien ce in this case) to learn via subject specific learning objects (programs) such as Flash animations of muscle groupings and movements that run on their own or loaned mobile phones. Other active tutorials, language learning for example, include multiple filling quizzes (Tschirhart et al, 2008).In an early(a) study Cook, Pachler and Bradley (2008) found that give postgraduate students Nokia N91 phones to make notes and take images for upload to web based media board such as Lifeblog and tribals Mediaboard led to blurring the boundaries between study, work, and personal time and between formal and informal practice. In the spacial Literacy in Teaching (SPLINT) CETL at the Universities of Nottingham and Leicester applications aimed at Geography students are being developed for PDAs and tablet PCs where the PDA screen is held up towards the real scene to offer additional information about that scene, augmenting reality for the user (Priestnall and Polmear, 2007). For example, trials o f a PDA application designed to teach the geomorphology of the Lake District, NW England showed that students the students learned to appreciate the power of geocontextualised visualisation to support their understanding of landscape processes (Jarvis et al, 2008).The University of Nottingham has used mobile phones and similar software to enable group blogging as a tool to support Chinese students in the process of enculturation as they draw in used to a new society and to enter the local community. The learners showed a obvious interest in flexibility of time and space that potentially extends antennas of the group blog to deeper insight of local culture. (Shao, Crook & Koleva, 2007). Other examples used simpler devices and text messaging.The Mobiles Enhancing Learning and Support (MELaS) project saw the University of Wolverhampton test using text messaging with first year undergraduates in five departments aiming to enhance the student learning experience. In all 27 staff succes sfully interacted with 938 different students through at least one of one way (staff to learner) communication, plastic assessment with feedback, and a collaborative learning discursive tool (Brett, 2008).In another study sports education students at the University of Bath reported that SMS messages to their mobile phones from faculty were found welcome in assisting them to learn time management skills and as an extension of the tutors voice beyond the traditional lecture environment. This helped to thin the perceived psychological distance between students, their peers and tutors (Jones, Edwards & Reid, 2008). SMS messaging has been trialled in lecture theatres too.Elliman (2006) reports successfully using a system that allowed students to provide feedback by SMS on their level of comprehension during a lecture. The system displays a histogram covering understanding level which is continually updated during the lecture together with comments and question in a scrolling area of t he screen. At Brunel University, first year undergraduate Information and Communications Technology (ICT) students found that revision podcasts, downloaded to their personal digital media players were prevalent and perceived as more effective than revising from traditional textbooks (Evans 2008).In a review of podcasting to support distance learning in the Open University, UK Minocha and Booth (2008) conclude that audio technologies such as podcasts can not only support mobile learning but also entice, motivate, inform and reinforce. Further Education Mobile technology has been used in a number of colleges as a content to bring new learning opportunities to students who might otherwise not have access to college education. Many of these projects have been funded by the Learning and Skills Council under the MoleNET initiative or by the JISC e-Learning Programme.At Pembrokeshire College, an mlearning trial project was carried out from 2005-7 to support NEET students (NEET not in ed ucation, employment or training) with reentry to education, training or work. Giving students access to PDAs helped to engage them and improve communication with a difficult to reach group. The use of SMS messaging enabled the teachers to grasp in touch with this very transient group of learners and helped identify opportunities for learning as when they occurred. (Pembrokeshire College 2007).Similar projects working with NEET learners have also been carried out at Accrington and Rossendale College, Tower Hamlets College and Weston College (MoLeNET 2008). 4 Having the capability to learn anywhere by means of handheld PDAs allowed Dewsbury College and Bishop Burton College, West Yorkshire to provide learners in outreach centres and workplace learning environments with similar access to learning resources as their peers on the main college campus (JISC 2005a). Mobile phones have also been found useful to help in location based learning.The City of Southampton College has been assisti ng ESOL (English for speakers of other languages) students to improve their opportunities for meaningful language interactions. Visiting locations within the city to help get to know their locality, students were asked location specific questions answered through SMS messaging and posting images to an interactive website. The project found that such techniques enhanced the students literacy and numeracy skills and helped to engage hard to reach learners such as those from the multiethnic Southampton community where many students have English as a second language (JISC 2005b).As in Higher Education bulk text messaging services to support managing learning have proved popular with most students. There are those for whom this sort of service is particularly useful. Derwen College (JISC, 2008a) found that their students who have varying degrees of material disabilities and learning difficulties responded well to reminders to students for things like surgery and other appointments, din ner times and class notifications.Simple text based interaction was also used at Lakes College West Cumbria (JISC, 2008b) who piloted the use of iPod nanos to provide multiple choice revision quizzes for Construction students, many of whom have learning difficulties and struggle with paper-based revision processes. The iPod quizzes proved popular with any student in the cohort making use of the iPods during the revision period. The use of handheld devices to record or view multimedia to support learning is also proving popular.At Southwark College students are using low-priced, pocket-sized camcorders to conquer some of the technical and organisational barriers to using video in the classroom and for recording evidence of learning (JISC, 2008c). Examples included recording students oral presentations in English which were then used by the students for practice and reviewing with each other and Level 2 students in Art and Design recording technique demos and talking about their wor k to inform Level 1 students hoping to progress.Other projects, such as My Podcast at New College, Swindon (Warren, 2008), involve podcasting with lecturers creating both audio and video podcasts that students can download and play on handheld PDAs or MP3 players for revision or extra support with a topic wherever they happen to be, in the workplace, at home or in college or moving between the two. Work Based Learning both(prenominal) HE and FE institutions place students training for professions, whether medicine, building, teaching or hairdressing etc. in the workplace for a profound proportion of their course. Students, often at considerable distance from their teaching bases, need online access to course materials and other context specific information, to communicate with their tutors and to produce records of their progress and assignments for assessment. Mentors in the workplace need to authenticate and support this student learning. A number of pilots have been set up to t est how mobile technologies can successfully be used to support students on work placements.For instance, mobile devices have been used to give instant hands on access to information that would be difficult to carry around on the job. At the James Cook University Hospital in 5 Middlesborough, 5th year aesculapian students tested the use of PDAs providing access to formulae, clinical guidelines, electronic portfolios and other web-based materials. They found portable access to these facilities useful, as was the ability for supervisors to sign-off log books using their normal signatures on the PDA. (Cotterill et al, 2008).Reynolds et al (2007) found that a PDA proved to be a convenient and versatile mode of access to online education for odontology students at Kings College, London. The 12 students were most positive about being able to make notes for individual study, to keep a diary of their commitments to teaching sessions and to having on the spot access to online support mater ials, particularly videos. Teaching is another profession where students need access to a wealth of information. Wishart et al (2007) found that when student teachers trialled the use of PDAs in school they deemed the calendar or diary to be articularly supportive. email was also used, primarily to maintain contact with other students and the university tutor, and the web browser was used to access information both in class and for personal reasons. Some students used spreadsheets to record pupils attendance and grades and most, in this pilot involving 14 trainees, used the word processor to make notes from meetings and on lesson observations for essays. However, the prevailing sociocultural climate where mobile phones are often banned and PDAs a rarity meant that trainees often felt uncomfortable using their device on school premises.In FE mobile technology has been used in the work place for just in time problem solving, such as through the hair oil Training programme developed b y the University of Manchesters data centre, Mimas, and now used by calciferol students at Stockport College, which offers step-by step guides to hairdressing techniques for styling, colouring and cutting (Smith, 2008) Also PDAs have been found to be useful in connecting work based learners in FE who may otherwise be isolated from learning opportunities.Such devices have been used to assist apprentices in remote rural locations in Lincolnshire to give flexible learning options and to build achievement and self-esteem (Lambourne, 2008) and to provide learning and social networking opportunities to heraldic bearing workers in schools and nursing establishments in the Bourneville area of Birmingham (Brown, 2008).Finally, one of the largest trials of mobile technology in the workplace, currently ongoing with around a 1000 students in five universities in Yorkshire, is that being run by the mind of Learning in Practice Settings (ALPS) CETL1, a Centre for Excellence in Teaching and Lea rning that focuses on assessment and learning in practice settings and involving nursing and allied health care practitioner trainees. sign indications (Dearnley et al, 2008) showed that both students and lecturers were positive about a range of benefits having a PDA enables however, introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support. 1 http//www. alps-cetl. ac. uk/ 6 Summary While the above mentioned projects demonstrate the range of learning activities that have been trialled in UK institutions, recent advances in the abilities of the mobile devices themselves offer the chance to deliver new services to learners that have not yet been tested.The 2009 Horizon Report notes how the adoption of novel interfaces (like the iPhone), the new ability of mobile devices to download applications and to be location aware through GPS signals, all offer new opportunities for learning. With the additi on of broadband-like data connections, the boundary between what is a mobile phone and a portable computer are being ever more blurred (New Media Consortium 2009).It is in this technology context that the workshop participants came together to reckon future scenarios for the use of mobile technology in learning, drawing on their wide experiences of previous research projects and contemplating how developing mobile technologies could open up new opportunities for connecting learners and teachers. 7 Methods Developing Future Scenarios In this project three different tools were used to support future predictions.The first used for the workshop focusing on the practice of users in Higher Education (HE) in the future five years from today was the cognitive Foresight toolkit available from the UK Government Department for Innovation, Universities and Skills (Office of Science and Technology, 2005). It was developed for strategic futures planning and provides guidance on different techniq ues that can be used in the different stages of developing future scenarios and the ways they can be combined.This first workshop employed driver analysis to build internally consistent future scenarios from an assessment of the way current trends and drivers are influencing the present use of mobile technologies in HE. First the workshop participants brainstorm a range of drivers for the currently observable trends. Next scenarios are produced by taking the drivers identified as having the highest importance and highest impact as orthogonal pairs of axes and visualising up to four scenarios that match the chosen combinations.This mode is illustrated in the example below. More of Scenario Decrease in Increase in Less of The second used the Futures Technology Workshop method (Vavoula and Sharples, 2007) to look at future scenarios in work based learning. This is a unified method whereby people, in this case with experience in the specific area of the use of mobile technologies in education, envision and design the interactions between current and future technologies and an activity.Through a series of coordinate workshop sessions they collaborate to envisage future activities related to technology design, build models of the contexts of use for future technologies, act out scenarios of use for their models, re-conceive their scenarios in relation to present-day technologies, list problems with implementing the scenarios exploring the gap between current and future technology and activity. The workshop method was edited slightly within the time constraints of the day so that the structured sessions comprised i. i. Imagineering brainstorm on desired future learning activities. Modelling in groups, producing models that demonstrate the envisioned activities, pick up with related props. 8 iii. iv. Retrofit developing a role play for another groups scenario using only current technologies. Futurefit Requirements listing requirements for the future technologi es that have to be in place for the scenario to be realised.The third workshop on future scenarios in Further Education (FE) followed a method devised by FutureLab, an educational thinktank aimed at transforming the way people learn that focuses on the potential offered by digital and other technologies. This method for developing scenarios uses non-specific images of people of different ages in different locations printed on cards as a stimulus to thinking. The workshop used cards such as these shown below from the Building Visions for Learning Spaces place of cards.The workshop participants are then asked to envision first a range of learning activities that could be fortuity within the image and the people involved in them, then the anticipated outcomes and the technological resources that will be needed. One of these activities is then chosen by each of the groups for fuller development into a future scenario. In each of the above three cases the workshop was set up to start w ith two initial pop presentations designed to stimulate thought and discussion from recognised experts.These keynotes (found under workshops 8-10) are available from the Adding a Mobile Dimension to Teaching and Learning web site2. These were followed by a series of discussion activities informed by the futures prediction method being used and facilitated by the research team. A discussion workshop is a recognised method of collaborative knowledge construction through discussion and debate amongst peers or experts. The workshops were run as focus groups with the facilitator encouraging discussion and debate and following a qualitative, phenomenological research approach.