Chapter 35 Veritaserum

Harry felt himself slam flat into the ground; his face was pressed into grass; the smell of it filled his nostrils. He had closed his eyes while the Portkey transported him, and he kept them closed now. He did not move. All the breath seemed to have been knocked out of him; his head was swimming so badly he felt as though the ground beneath him were swaying like the deck of a ship. To hold himself steady, he tightened his hold on the two things he was still clutching: the smooth, cold handle of the Triwizard Cup and Cedric's body. He felt as though he would slide away into the blackness gathering at the edges of his brain if he let go of either of them. Shock and exhaustion kept him on the ground, breathing in the smell of the grass, waiting†¦waiting for someone to do something†¦something to happen†¦and all the while, his scar burned dully on his forehead†¦. A torrent of sound deafened and confused him; there were voices everywhere, footsteps, screams†¦.He remained where he was, his face screwed up against the noise, as though it were a nightmare that would pass†¦. Then a pair of hands seized him roughly and turned him over. â€Å"Harry! Harry!† He opened his eyes. He was looking up at the starry sky, and Albus Dumbledore was crouched over him. The dark shadows of a crowd of people pressed in around them, pushing nearer; Harry felt the ground beneath his head reverberating with their footsteps. He had come back to the edge of the maze. He could see the stands rising above him, the shapes of people moving in them, the stars above. Harry let go of the cup, but he clutched Cedric to him even more tightly. He raised his free hand and seized Dumbledore's wrist, while Dumbledore's face swam in and out of focus. â€Å"He's back,† Harry whispered. â€Å"He's back. Voldemort.† â€Å"What's going on? What's happened?† The face of Cornelius Fudge appeared upside down over Harry; it looked white, appalled. â€Å"My God – Diggory!† it whispered. â€Å"Dumbledore – he's dead!† The words were repeated, the shadowy figures pressing in on them gasped it to those around them†¦and then others shouted it – screeched it – into the night – â€Å"He's dead!† â€Å"He's dead!† â€Å"Cedric Diggory! Dead!† â€Å"Harry, let go of him,† he heard Fudge's voice say, and he felt fingers trying to pry him from Cedric's limp body, but Harry wouldn't let him go. Then Dumbledore's face, which was still blurred and misted, came closer. â€Å"Harry, you can't help him now. It's over. Let go.† â€Å"He wanted me to bring him back,† Harry muttered – it seemed important to explain this. â€Å"He wanted me to bring him back to his parents†¦.† â€Å"That's right. Harry†¦just let go now†¦.† Dumbledore bent down, and with extraordinary strength for a man so old and thin, raised Harry from the ground and set -him on his feet. Harry swayed. His head was pounding. His injured leg would no longer support his weight. The crowd around them jostled, fighting to get closer, pressing darkly in on him – â€Å"What's happened?† â€Å"What's wrong with him?† â€Å"Diggory's dead!† â€Å"He'll need to go to the hospital wing!† Fudge was saying loudly. â€Å"He's ill, he's injured – Dumbledore, Diggory's parents, they're here, they're in the stands†¦.† â€Å"I'll take Harry, Dumbledore, I'll take him -â€Å" â€Å"No, I would prefer-â€Å" â€Å"Dumbledore, Amos Diggory's running†¦he's coming over†¦.Don't you think you should tell him – before he sees – ?† â€Å"Harry, stay here -â€Å" Girls were screaming, sobbing hysterically†¦.The scene flickered oddly before Harry's eyes†¦. â€Å"Its all right, son, I've got you†¦come on†¦hospital wing†¦Ã¢â‚¬  â€Å"Dumbledore said stay,† said Harry thickly, the pounding in his scar making him feel as though he was about to throw up; his vision was blurring worse than ever. â€Å"You need to lie down†¦.Come on now†¦.† Someone larger and stronger than he was was half pulling, half carrying him through the frightened crowd. Harry heard people gasping, screaming, and shouting as the man supporting him pushed a path through them, taking him back to the castle. Across the lawn, past the lake and the Durmstrang ship, Harry heard nothing but the heavy breathing of the man helping him walk. â€Å"What happened. Harry?† the man asked at last as he lifted Harry up the stone steps. Clunk. Clunk. Clunk. It was Mad-Eye Moody. â€Å"Cup was a Portkey,† said Harry as they crossed the entrance hall. â€Å"Took me and Cedric to a graveyard†¦and Voldemort was there†¦Lord Voldemort†¦Ã¢â‚¬  Clunk. Clunk. Clunk. Up the marble stairs†¦ â€Å"The Dark Lord was there? What happened then?† â€Å"Killed Cedric†¦they killed Cedric†¦.† â€Å"And then?† Clunk. Clunk. Clunk. Along the corridor†¦ â€Å"Made a potion†¦got his body back†¦.† â€Å"The Dark Lord got his body back? He's returned?† â€Å"And the Death Eaters came†¦and then we dueled†¦.† â€Å"You dueled with the Dark Lord?† â€Å"Got away†¦my wand†¦did something funny†¦.I saw my mum and dad†¦they came out of his wand†¦.† â€Å"In here. Harry†¦in here, and sit down†¦.You'll be all right now†¦drink this†¦.† Harry heard a key scrape in a lock and felt a cup being pushed into his hands. â€Å"Drink it†¦you'll feel better†¦come on, now. Harry, I need to know exactly what happened†¦.† Moody helped tip the stuff down Harry's throat; he coughed, a peppery taste burning his throat. Moody's office came into sharper focus, and so did Moody himself†¦.He looked as white as Fudge had looked, and both eyes were fixed unblinkingly upon Harry's face. â€Å"Voldemort's back, Harry? You're sure he's back? How did he do it?† â€Å"He took stuff from his father's grave, and from Wormtail, and me,† said Harry. His head felt clearer; his scar wasn't hurting so badly; he could now see Moody's face distinctly, even though the office was dark. He could still hear screaming and shouting from the distant Quidditch field. â€Å"What did the Dark Lord take from you?† said Moody. â€Å"Blood,† said Harry, raising his arm. His sleeve was ripped where Wormtail's dagger had torn it. Moody let out his breath in a long, low hiss. â€Å"And the Death Eaters? They returned?† â€Å"Yes,† said Harry. â€Å"Loads of them†¦Ã¢â‚¬  â€Å"How did he treat them?† Moody asked quietly. â€Å"Did he forgive them?† But Harry had suddenly remembered. He should have told Dumbledore, he should have said it straightaway – â€Å"There's a Death Eater at Hogwarts! There's a Death Eater here – they put my name in the Goblet of Fire, they made sure I got through to the end -â€Å" Harry tried to get up, but Moody pushed him back down. â€Å"I know who the Death Eater is,† he said quietly. â€Å"Karkaroff?† said Harry wildly. â€Å"Where is he? Have you got him? Is he locked up?† â€Å"Karkaroff?† said Moody with an odd laugh. â€Å"Karkaroff fled tonight, when he felt the Dark Mark burn upon his arm. He betrayed too many faithful supporters of the Dark Lord to wish to meet them†¦but I doubt he will get far. The Dark Lord has ways of tracking his enemies.† â€Å"Karkaroff's gone? He ran away? But then – he didn't put my name in the goblet?† â€Å"No,† said Moody slowly. â€Å"No, he didn't. It was I who did that.† Harry heard, but didn't believe. â€Å"No, you didn't,† he said. â€Å"You didn't do that†¦you can't have done†¦Ã¢â‚¬  â€Å"I assure you I did,† said Moody, and his magical eye swung around and fixed upon the door, and Harry knew he was making sure that there was no one outside it. At the same time, Moody drew out his wand and pointed it at Harry. â€Å"He forgave them, then?† he said. â€Å"The Death Eaters who went free? The ones who escaped Azkaban?† â€Å"What?† said Harry. He was looking at the wand Moody was pointing at him. This was a bad joke, it had to be. â€Å"I asked you,† said Moody quietly, â€Å"whether he forgave the scum who never even went to look for him. Those treacherous cowards who wouldn't even brave Azkaban for him. The faithless, worthless bits of filth who were brave enough to cavort in masks at the Quidditch World Cup, but fled at the sight of the Dark Mark when I fired it into the sky.† â€Å"You fired†¦What are you talking about†¦?† â€Å"I told you. Harry†¦I told you. If there's one thing I hate more than any other, it's a Death Eater who walked free. They turned their backs on my master when he needed them most. I expected him to punish them. I expected him to torture them. Tell me he hurt them, Harry†¦.† Moody's face was suddenly lit with an insane smile. â€Å"Tell me he told them that I, I alone remained faithful†¦prepared to risk everything to deliver to him the one thing he wanted above all†¦you.† â€Å"You didn't†¦it – it can't be you†¦.† â€Å"Who put your name in the Goblet of Fire, under the name of a different school? I did. Who frightened off every person I thought might try to hurt you or prevent you from winning the tournament? I did. Who nudged Hagrid into showing you the dragons? I did. Who helped you see the only way you could beat the dragon? I did.† Moody's magical eye had now left the door. It was fixed upon Harry. His lopsided mouth leered more widely than ever. â€Å"It hasn't been easy, Harry, guiding you through these tasks without arousing suspicion. I have had to use every ounce of cunning I possess, so that my hand would not be detectable in your success. Dumbledore would have been very suspicious if you had managed everything too easily. As long as you got into that maze, preferably with a decent head start – then, I knew, I would have a chance of getting rid of the other champions and leaving your way clear. But I also had to contend with your stupidity. The second task†¦that was when I was most afraid we would fail. I was keeping watch on you, Potter. I knew you hadn't worked out the egg's clue, so I had to give you another hint -â€Å" â€Å"You didn't,† Harry said hoarsely. â€Å"Cedric gave me the clue -â€Å" â€Å"Who told Cedric to open it underwater? I did. I trusted that he would pass the information on to you. Decent people are so easy to manipulate, Potter. I was sure Cedric would want to repay you for telling him about the dragons, and so he did. But even then, Potter, even then you seemed likely to fail. I was watching all the time†¦all those hours in the library. Didn't you realize that the book you needed was in your dormitory all along? I planted it there early on, I gave it to the Longbottom boy, don't you remember? Magical Water Plants of the Mediterranean. It would have told you all you needed to know about gillyweed. I expected you to ask everyone and anyone you could for help. Longbottom would have told you in an instant. But you did not†¦you did not†¦.You have a streak of pride and independence that might have ruined all. â€Å"So what could I do? Feed you information from another innocent source. You told me at the Yule Ball a house-elf called Dobby had given you a Christmas present. I called the elf to the staffroom to collect some robes for cleaning. I staged a loud conversation with Professor McGonagall about the hostages who had been taken, and whether Potter would think to use gillyweed. And your little elf friend ran straight to Snape's office and then hurried to find you†¦Ã¢â‚¬  Moody's wand was still pointing directly at Harry's heart. Over his shoulder, foggy shapes were moving in the Foe-Glass on the wall. â€Å"You were so long in that lake, Potter, I thought you had drowned. But luckily, Dumbledore took your idiocy for nobility, and marked you high for it. I breathed again. â€Å"You had an easier time of it than you should have in that maze tonight, of course,† said Moody. â€Å"I was patrolling around it, able to see through the outer hedges, able to curse many obstacles out of your way. I Stunned Fleur Delacour as she passed. I put the Imperius Curse on Krum, so that he would finish Diggory and leave your path to the cup clear.† Harry stared at Moody. He just didn't see how this could be†¦.Dumbledore's friend, the famous Auror†¦the one who had caught so many Death Eaters†¦It made no sense†¦no sense at all†¦. The foggy shapes in the Foe-Glass were sharpening, had become more distinct. Harry could see the outlines of three people over Moody's shoulder, moving closer and closer. But Moody wasn't watching them. His magical eye was upon Harry. â€Å"The Dark Lord didn't manage to kill you. Potter, and he so wanted to,† whispered Moody. â€Å"Imagine how he will reward me when he finds I have done it for him. I gave you to him – the thing he needed above all to regenerate – and then I killed you for him. I will be honored beyond all other Death Eaters. I will be his dearest, his closest supporter†¦closer than a son†¦.† Moody's normal eye was bulging, the magical eye fixed upon Harry. The door was barred, and Harry knew he would never reach his own wand in time†¦. â€Å"The Dark Lord and I,† said Moody, and he looked completely insane now, towering over Harry, leering down at him, â€Å"have much in common. Both of us, for instance, had very disappointing fathers†¦very disappointing indeed. Both of us suffered the indignity, Harry, of being named after those fathers. And both of us had the pleasure†¦the very great pleasure†¦of killing our fathers to ensure the continued rise of the Dark Order!† â€Å"You're mad,† Harry said – he couldn't stop himself- â€Å"you're mad!† â€Å"Mad, am I?† said Moody, his voice rising uncontrollably. â€Å"We'll see! We'll see who's mad, now that the Dark Lord has returned, with me at his side! He is back, Harry Potter, you did not conquer him – and now – I conquer you!† Moody raised his wand, he opened his mouth; Harry plunged his own hand into his robes – â€Å"Stupefy!† There was a blinding flash of red light, and with a great splintering and crashing, the door of Moody's office was blasted apart – Moody was thrown backward onto the office floor. Harry, still staring at the place where Moody's face had been, saw Albus Dumbledore, Professor Snape, and Professor McGonagall looking back at him out of the Foe-Glass. He looked around and saw the three of them standing in the doorway, Dumbledore in front, his wand outstretched. At that moment, Harry fully understood for the first time why people said Dumbledore was the only wizard Voldemort had ever feared. The look upon Dumbledore's face as he stared down at the unconscious form of Mad-Eye Moody was more terrible than Harry could have ever imagined. There was no benign smile upon Dumbledore's face, no twinkle in the eyes behind the spectacles. There was cold fury in every line of the ancient face; a sense of power radiated from Dumbledore as though he were giving off burning heat. He stepped into the office, placed a foot underneath Moody's unconscious body, and kicked him over onto his back, so that his face was visible. Snape followed him, looking into the Foe-Glass, where his own face was still visible, glaring into the room. Professor McGonagall went straight to Harry. â€Å"Come along, Potter,† she whispered. The thin line of her mouth was twitching as though she was about to cry. â€Å"Come along†¦hospital wing†¦Ã¢â‚¬  â€Å"No,† said Dumbledore sharply. â€Å"Dumbledore, he ought to – look at him – he's been through enough tonight -â€Å" â€Å"He will stay, Minerva, because he needs to understand,† said Dumbledore curtly. â€Å"Understanding is the first step to acceptance, and only with acceptance can there be recovery. He needs to know who has put him through the ordeal he has suffered tonight, and why,† â€Å"Moody,† Harry said. He was still in a state of complete disbelief. â€Å"How can it have been Moody?† â€Å"This is not Alastor Moody,† said Dumbledore quietly. â€Å"You have never known Alastor Moody. The real Moody would not have removed you from my sight after what happened tonight. The moment he took you, I knew – and I followed.† Dumbledore bent down over Moody's limp form and put a hand inside his robes. He pulled out Moody's hip flask and a set of keys on a ring. Then he turned to Professors McGonagall and Snape. â€Å"Severus, please fetch me the strongest Truth Potion you possess, and then go down to the kitchens and bring up the house-elf called Winky. Minerva, kindly go down to Hagrid's house, where you will find a large black dog sitting in the pumpkin patch. Take the dog up to my office, tell him I will be with him shortly, then come back here.† If either Snape or McGonagall found these instructions peculiar, they hid their confusion. Both turned at once and left the office. Dumbledore walked over to the trunk with seven locks, fitted the first key in the lock, and opened it. It contained a mass of spell-books. Dumbledore closed the trunk, placed a second key in the second lock, and opened the trunk again. The spellbooks had vanished; this time it contained an assortment of broken Sneako-scopes, some parchment and quills, and what looked like a silvery Invisibility Cloak. Harry watched, astounded, as Dumbledore placed the third, fourth, fifth, and sixth keys in their respective locks, reopening the trunk each time, and revealing different contents each time. Then he placed the seventh key in the lock, threw open the lid, and Harry let out a cry of amazement. He was looking down into a kind of pit, an underground room, and lying on the floor some ten feet below, apparently fast asleep, thin and starved in appearance, was the real Mad-Eye Moody. His wooden leg was gone, the socket that should have held the magical eye looked empty beneath its lid, and chunks of his grizzled hair were missing. Harry stared, thunderstruck, between the sleeping Moody in the trunk and the unconscious Moody lying on the floor of the office. Dumbledore climbed into the trunk, lowered himself, and fell lightly onto the floor beside the sleeping Moody. He bent over him. â€Å"Stunned – controlled by the Imperius Curse – very weak,† he said. â€Å"Of course, they would have needed to keep him alive. Harry, throw down the imposter's cloak – he's freezing. Madam Pomfrey will need to see him, but he seems in no immediate danger.† Harry did as he was told; Dumbledore covered Moody in the cloak, tucked it around him, and clambered out of the trunk again. Then he picked up the hip flask that stood upon the desk, unscrewed it, and turned it over. A thick glutinous liquid splattered onto the office floor. â€Å"Polyjuice Potion, Harry,† said Dumbledore. â€Å"You see the simplicity of it, and the brilliance. For Moody never does drink except from his hip flask, he's well known for it. The imposter needed, of course, to keep the real Moody close by, so that he could continue making the potion. You see his hair†¦Ã¢â‚¬  Dumbledore looked down on the Moody in the trunk. â€Å"The imposter has been cutting it off all year, see where it is uneven? But I think, in the excitement of tonight, our fake Moody might have forgotten to take it as frequently as he should have done†¦on the hour†¦every hour†¦.We shall see.† Dumbledore pulled out the chair at the desk and sat down upon it, his eyes fixed upon the unconscious Moody on the floor. Harry stared at him too. Minutes passed in silence†¦. Then, before Harry's very eyes, the face of the man on the floor began to change. The scars were disappearing, the skin was becoming smooth; the mangled nose became whole and started to shrink. The long mane of grizzled gray hair was withdrawing into the scalp and turning the color of straw. Suddenly, with a loud clunk, the wooden leg fell away as a normal leg regrew in its place; next moment, the magical eyeball had popped out of the man's face as a real eye replaced it; it rolled away across the floor and continued to swivel in every direction. Harry saw a man lying before him, pale-skinned, slightly freckled, with a mop of fair hair. He knew who he was. He had seen him in Dumbledore's Pensieve, had watched him being led away from court by the dementors, trying to convince Mr. Crouch that he was innocent†¦but he was lined around the eyes now and looked much older†¦. There were hurried footsteps outside in the corridor. Snape had returned with Winky at his heels. Professor McGonagall was right behind them. â€Å"Crouch!† Snape said, stopping dead in the doorway. â€Å"Barty Crouch!† â€Å"Good heavens,† said Professor McGonagall, stopping dead and staring down at the man on the floor. Filthy, disheveled, Winky peered around Snape's legs. Her mouth opened wide and she let out a piercing shriek. â€Å"Master Barty, Master Barty, what is you doing here?† She flung herself forward onto the young man's chest. â€Å"You is killed him! You is killed him! You is killed Master's son!† â€Å"He is simply Stunned, Winky,† said Dumbledore. â€Å"Step aside, please. Severus, you have the potion?† Snape handed Dumbledore a small glass bottle of completely clear liquid: the Veritaserum with which he had threatened Harry in class. Dumbledore got up, bent over the man on the floor, and pulled him into a sitting position against the wall beneath the Foe-Glass, in which the reflections of Dumbledore, Snape, and McGonagall were still glaring down upon them all. Winky remained on her knees, trembling, her hands over her face. Dumbledore forced the mans mouth open and poured three drops inside it. Then he pointed his wand at the mans chest and said, â€Å"Ennervate.† Crouch's son opened his eyes. His face was slack, his gaze unfocused. Dumbledore knelt before him, so that their faces were level. â€Å"Can you hear me?† Dumbledore asked quietly. The man's eyelids flickered. â€Å"Yes,† he muttered. â€Å"I would like you to tell us,† said Dumbledore softly, â€Å"how you came to be here. How did you escape from Azkaban?† Crouch took a deep, shuddering breath, then began to speak in a flat, expressionless voice. â€Å"My mother saved me. She knew she was dying. She persuaded my father to rescue me as a last favor to her. He loved her as he had never loved me. He agreed. They came to visit me. They gave me a draft of Polyjuice Potion containing one of my mother's hairs. She took a draft of Polyjuice Potion containing one of my hairs. We took on each other's appearance.† Winky was shaking her head, trembling. â€Å"Say no more. Master Barty, say no more, you is getting your father into trouble!† But Crouch took another deep breath and continued in the same flat voice. â€Å"The dementors are blind. They sensed one healthy, one dying person entering Azkaban. They sensed one healthy, one dying person leaving it. My father smuggled me out, disguised as my mother, in case any prisoners were watching through their doors. â€Å"My mother died a short while afterward in Azkaban. She was careful to drink Polyjuice Potion until the end. She was buried under my name and bearing my appearance. Everyone believed her to be me.† The man's eyelids flickered. â€Å"And what did your father do with you, when he had got you home?† said Dumbledore quietly. â€Å"Staged my mother's death. A quiet, private funeral. That grave is empty. The house-elf nursed me back to health. Then I had to be concealed. I had to be controlled. My father had to use a number of spells to subdue me. When I had recovered my strength, I thought only of finding my master†¦of returning to his service.† â€Å"How did your father subdue you?† said Dumbledore. â€Å"The Imperius Curse,† Moody said. â€Å"I was under my fathers control. I was forced to wear an Invisibility Cloak day and night. I was always with the house-elf. She was my keeper and caretaker. She pitied me. She persuaded my father to give me occasional treats. Rewards for my good behavior.† â€Å"Master Barty, Master Barty,† sobbed Winky through her hands. â€Å"You isn't ought to tell them, we is getting in trouble†¦.† â€Å"Did anybody ever discover that you were still alive?† said Dumbledore softly. â€Å"Did anyone know except your father and the house-elf?† â€Å"Yes,† said Crouch, his eyelids flickering again. â€Å"A witch in my father's office. Bertha Jorkins. She came to the house with papers for my father's signature. He was not at home. Winky showed her inside and returned to the kitchen, to me. But Bertha Jorkins heard Winky talking to me. She came to investigate. She heard enough to guess who was hiding under the Invisibility Cloak. My father arrived home. She confronted him. He put a very powerful Memory Charm on her to make her forget what she'd found out. Too powerful. He said it damaged her memory permanently.† â€Å"Why is she coming to nose into my masters private business?† sobbed Winky. â€Å"Why isn't she leaving us be?† â€Å"Tell me about the Quidditch World Cup,† said Dumbledore. â€Å"Winky talked my father into it,† said Crouch, still in the same monotonous voice. â€Å"She spent months persuading him. I had not left the house for years. I had loved Quidditch. Let him go, she said. He will be in his Invisibility Cloak. He can watch. Let him smell fresh air for once. She said my mother would have wanted it. She told my father that my mother had died to give me freedom. She had not saved me for a life of imprisonment. He agreed in the end. â€Å"It was carefully planned. My father led me and Winky up to the Top Box early in the day. Winky was to say that she was saving a seat for my father. I was to sit there, invisible. When everyone had left the box, we would emerge. Winky would appear to be alone. Nobody would ever know. â€Å"But Winky didn't know that I was growing stronger. I was starting to fight my father's Imperius Curse. There were times when I was almost myself again. There were brief periods when I seemed outside his control. It happened, there, in the Top Box. It was like waking from a deep sleep. I found myself out in public, in the middle of the match, and I saw, in front of me, a wand sticking out of a boys pocket. I had not been allowed a wand since before Azkaban. I stole it. Winky didn't know. Winky is frightened of heights. She had her face hidden.† â€Å"Master Barty, you bad boy!† whispered Winky, tears trickling between her fingers. â€Å"So you took the wand,† said Dumbledore, â€Å"and what did you do with it?† â€Å"We went back to the tent,† said Crouch. â€Å"Then we heard them. We heard the Death Eaters. The ones who had never been to Azkaban. The ones who had never suffered for my master. They had turned their backs on him. They were not enslaved, as I was. They were free to seek him, but they did not. They were merely making sport of Muggles. The sound of their voices awoke me. My mind was clearer than it had been in years. I was angry. I had the wand. I wanted to attack them for their disloyalty to my master. My father had left the tent; he had gone to free the Muggles. Winky was afraid to see me so angry. She used her own brand of magic to bind me to her. She pulled me from the tent, pulled me into the forest, away from the Death Eaters. I tried to hold her back. I wanted to return to the campsite. I wanted to show those Death Eaters what loyalty to the Dark Lord meant, and to punish them for their lack of it. I used the stolen wand to cast the Dark Mark into the sky. â€Å"Ministry wizards arrived. They shot Stunning Spells everywhere. One of the spells came through the trees where Winky and I stood. The bond connecting us was broken. We were both Stunned. â€Å"When Winky was discovered, my father knew I must be nearby. He searched the bushes where she had been found and felt me lying there. He waited until the other Ministry members had left the forest. He put me back under the Imperius Curse and took me home. He dismissed Winky. She had failed him. She had let me acquire a wand. She had almost let me escape.† Winky let out a wail of despair. â€Å"Now it was just Father and I, alone in the house. And then†¦and then†¦Ã¢â‚¬  Crouch's head rolled on his neck, and an insane grin spread across his face. â€Å"My master came for me. â€Å"He arrived at our house late one night in the arms of his servant Wormtail. My master had found out that I was still alive. He had captured Bertha Jorkins in Albania. He had tortured her. She told him a great deal. She told him about the Triwizard Tournament. She told him the old Auror, Moody, was going to teach at Hogwarts. He tortured her until he broke through the Memory Charm my father had placed upon her. She told him I had escaped from Azkaban. She told him my father kept me imprisoned to prevent me from seeking my master. And so my master knew that I was still his faithful servant – perhaps the most faithful of all. My master conceived a plan, based upon the information Bertha had given him. He needed me. He arrived at our house near midnight. My father answered the door.† The smile spread wider over Crouch's face, as though recalling the sweetest memory of his life. Winky's petrified brown eyes were visible through her fingers. She seemed too appalled to speak. â€Å"It was very quick. My father was placed under the Imperius Curse by my master. Now my father was the one imprisoned, controlled. My master forced him to go about his business as usual, to act as though nothing was wrong. And I was released. I awoke. I was myself again, alive as I hadn't been in years. â€Å"And what did Lord Voldemort ask you to do?† said Dumbledore. â€Å"He asked me whether I was ready to risk everything for him. I was ready. It was my dream, my greatest ambition, to serve him, to prove myself to him. He told me he needed to place a faithful servant at Hogwarts. A servant who would guide Harry Potter through the Triwizard Tournament without appearing to do so. A servant who would watch over Harry Potter. Ensure he reached the Triwizard Cup. Turn the cup into a Portkey, which would take the first person to touch it to my master. But first -â€Å" â€Å"You needed Alastor Moody,† said Dumbledore. His blue eyes were blazing, though his voice remained calm. â€Å"Wormtail and I did it. We had prepared the Polyjuice Potion beforehand. We journeyed to his house. Moody put up a struggle. There was a commotion. We managed to subdue him just in time. Forced him into a compartment of his own magical trunk. Took some of his hair and added it to the potion. I drank it; I became Moody's double. I took his leg and his eye. I was ready to face Arthur Weasley when he arrived to sort out the Muggles who had heard a disturbance. I made the dustbins move around the yard. I told Arthur Weasley I had heard intruders in my yard, who had set off the dustbins. Then I packed up Moody's clothes and Dark detectors, put them in the trunk with Moody, and set off for Hogwarts. I kept him alive, under the Imperius Curse. I wanted to be able to question him. To find out about his past, learn his habits, so that I could fool even Dumbledore. I also needed his hair to make the Polyjuice Potion. The other ingredients were easy. I stole boom-slang skin from the dunge ons. When the Potions master found me in his office, I said I was under orders to search it.† â€Å"And what became of Wormtail after you attacked Moody?† said Dumbledore. â€Å"Wormtail returned to care for my master, in my father's house, and to keep watch over my father.† â€Å"But your father escaped,† said Dumbledore. â€Å"Yes. After a while he began to fight the Imperius Curse just as I had done. There were periods when he knew what was happening. My master decided it was no longer safe for my father to leave the house. He forced him to send letters to the Ministry instead. He made him write and say he was ill. But Wormtail neglected his duty. He was not watchful enough. My father escaped. My master guessed that he was heading for Hogwarts. My father was going to tell Dumbledore everything, to confess. He was going to admit that he had smuggled me from Azkaban. â€Å"My master sent me word of my father's escape. He told me to stop him at all costs. So I waited and watched. I used the map I had taken from Harry Potter. The map that had almost ruined everything.† â€Å"Map?† said Dumbledore quickly. â€Å"What map is this?† â€Å"Potter's map of Hogwarts. Potter saw me on it. Potter saw me stealing more ingredients for the Polyjuice Potion from Snape's office one night. He thought I was my father. We have the same first name. I took the map from Potter that night. I told him my father hated Dark wizards. Potter believed my father was after Snape. â€Å"For a week I waited for my father to arrive at Hogwarts. At last, one evening, the map showed my father entering the grounds. I pulled on my Invisibility Cloak and went down to meet him. He was walking around the edge of the forest. Then Potter came, and Krum. I waited. I could not hurt Potter; my master needed him. Potter ran to get Dumbledore. I Stunned Krum. I killed my father.† â€Å"Noooo!† wailed Winky. â€Å"Master Barty, Master Barty, what is you saying?† â€Å"You killed your father,† Dumbledore said, in the same soft voice. â€Å"What did you do with the body?† â€Å"Carried it into the forest. Covered it with the Invisibility Cloak. I had the map with me. I watched Potter run into the castle. He met Snape. Dumbledore joined them. I watched Potter bringing Dumbledore out of the castle. I walked back out of the forest, doubled around behind them, went to meet them. I told Dumbledore Snape had told me where to come. â€Å"Dumbledore told me to go and look for my father. I went back to my father's body. Watched the map. When everyone was gone, I Transfigured my father's body. He became a bone†¦I buried it, while wearing the Invisibility Cloak, in the freshly dug earth in front of Hagrid's cabin.† There was complete silence now, except for Winky's continued sobs. Then Dumbledore said, â€Å"And tonight†¦Ã¢â‚¬  â€Å"I offered to carry the Triwizard Cup into the maze before dinner,† whispered Barty Crouch. â€Å"Turned it into a Portkey. My master's plan worked. He is returned to power and I will be honored by him beyond the dreams of wizards.† The insane smile lit his features once more, and his head drooped onto his shoulder as Winky wailed and sobbed at his side.

The Fashion Channel Pros & Cons

Overview At the completion of this assignment you will achieve the following module objective: 1 . Measure the profit impact of marketing segmentation strategies. Instructions You will be responsible for analyzing the corresponding case and posting your individual work in your group discussion forum by the specified due date (see course calendar for details). Post your answers to the case questions # 2 to 3 directly in the forum, it will save you and your teammates some time, and attach the corresponding excel spreadsheet with the financial analysis.A word of advice: Read the case questions before reading the case. Focus only on the information you need to answer the questions. Do your assignment in Word and always save it and then copy it over, you never know when you will be the victim of technology failure. It would also be helpful if you read the grading rubric before submitting your work. You will know exactly what is expected from you. The Fashion Cannel 1 . What are the pros a nd cons of the three segmentation scenarios?Read carefully the case and make a list of the pros and cons of each segmentation scenario. Use the following table to summarize your findings. Scenario 1: Broad-based Segmentation Scenario 2: Fashions focus I Scenario 3: Fashion's + I Planners/Shoppers I Targeting Cheapest because of easy implementation and I Compared to the 2007 numbers this segmentation I Compared to the 2007 numbers this I there is no need to develop new programming. I produces $100 million more in terms of net Segmentation yields almost $115 million I ISticks with old marketing approach which had I income. I more in terms of net income. I caused TFH to grow so quickly in the past I This segmentation improved TV ratings from 1. 0% | This scenario improves TV ratings from I I land become popular in its early years. Tit 1. 2% 11. 0% to 1. 2 % and average CPM from $2. 00 | I I Keeps executives calm â€Å"why fix something I The average CPM would increase from $2. 00 to T it $2. 50 I that's not broken† new segmentation TFH could I | $3. 50 I With this I Hits the target market of valuable 18-34 |It would help compete against Lifetime because Differentiate its programming from Females in all clusters. The ages of I current and future competition by existing loyal viewers | 18-34. 150% of fashion's are between Ill not drive any I producing programs specific to this I audience. I because not much will change. I I Delivers $40 million more in terms of net I I income compared to 2007 base number. I Cons I Luke-warm approach by attempting to satisfy I Results in 0. 2% decrease in TV ratings. I Although this segmentation producesI liverymen- TFH will not satisfy anyone. I This scenario requires $1 5 million incremental Desirable numbers in terms of TV ratings I I I Risk losing viewers to more targeted I programming expense to cover new programming. Land CPM, this scenario requires a $20 | I programs like CNN and Lifetime. This cluster is also the small est of the four I million incremental programming expense toll I CPM is still $0. 20 lower than the current luster's which could lead to a decrease in I account for re-positioned programming. I I CPM.I viewers from the other clusters. I TFH would only be targeting about 50% of I TFH would still struggle to compete with I Because this scenario targets the smallest I us households. I Lifetime and CNN without changing the luster, TFH awareness by consumers would not I This could lead to a decrease in their I programming offered by the channel. I change, and their TV ratings might decrease I loyal viewers and might negatively affect I I level more. I their TV ratings. 2. Estimate the impact of each segmentation strategy on the company's revenue.You will have to estimate the financial of the company using the excel the following scenarios: 2007 Base: No segmentation; drop in ad unit pricing (average CPM). File. Consider Scenario 1: Multi segments, targeting 3 groups (excluding Basics); i ncrease in ratings, decrease in ad unit pricing (average CPM). Scenario 2: One segment, Fashions: drop in ratings, increase in ad unit pricing (average CPM). Scenario 3: Two segments, Fashions and Shopper/Planner; increase in ratings and increase in ad unit pricing (average CPM). Individual Case 2 Questions

Curriculum Landscape In Singapore Education Essay

The course of study landscape in Singapore has been undergoing important alterations late. It has witnessed about 15 old ages of course of study reform, both structural and curricular. Recently, there is a motion toward school based course of study development that can be seen as a effect of the execution of assorted enterprises on instruction launched increasingly since the mid-1990. The first article negotiations about furthering school based course of study development in the context of new educational enterprises in Singapore. The alterations in course of study besides attributed to Singapore ‘s historical context and colonial intercessions. Further enterprises have besides followed by the opportunity to develop and offer new topics in the normal faculty members and normal proficient watercourse. In the context of Singapore, School-Based Curriculum Development ( SBCD ) scope from single instructors accommodating and construing bing course of study, to whole staff working to gether in create course of study with inputs coming from pupils the school direction ( Singapore Ministry of Education, 2000 ) . School-Based Curriculum Development ( SBCD ) viewed course of study development as built-in portion of professional individualities of instructors enables educational establishments to be more antiphonal to the educational demands and involvements of their pupils every bit good as their community. It can besides be disputing for every instructors because the result does non ever face with the involvements and demands of school or pupil communities. School-based course of study development has concrete procedures, rules and patterns abreast with the current context for Singapore, and the chances and benefits it presents for school development procedure ( Marsh, 2000 ) . The 2nd article tackles tensenesss in an Ability-driven instruction. Ability-driven instruction can be achieved with greater diverseness and pick in the educational landscape ; and the greater liberty and invention at the school degree. Harmonizing to the article, instructors are being exalted to learn less, larn more so as to promote their pupils to larn more actively and independently. Ability-driven instruction has given accent by the MOE to implement the diverseness and pick in the educational landscape and promote schools to travel towards invention. Ability-driven instruction situates within the decentralized model in Singapore which strengthen democracy by conveying the decision-making procedure closer to schools, instructors and pupils. Under the model, the school direction is given more power in determination devising that the instructors and pupils. It besides promotes school based development, rationalisation, efficiency and invention by supplying a assortment of instructi on chances and picks to pupils. Tensions in Ability-Driven Education ( ADE ) includes four major constituents ; diverseness versus conformance which is the move towards greater diverseness of types of schools and educational plan balanced by uniformity and standardisation, the 2nd is autonomy versus control which policy enterprises are introduced but execution and answerability are left as local responsibilities, thirdly, the tenseness between invention and conservativism which school leaders have to take enterprises to be a function theoretical account of invention while bring forthing good academic consequences in an scrutiny driven environment and in conclusion, equity and elitism which straight hit the ADE for back uping rule of meritocracy where every endowment and abilities of kid is recognized. These inclinations are possibly for school leaders to exert their liberty by puting in countries that promise the greatest mensurable return like pulling gifted pupils to fall in the school activities ( Singapore Mini stry of Education, 2000 ) . The two articles summarized the update on educational enterprises in Singapore. The intent of these documents is to supply province and local pedagogues with complete information and apprehension of the steps used in modern-day challenges in acquisition and instructors issues-their restrictions, strengths and current usage in Torahs, policies and patterns. The documents clearly show a critical nexus between effectual learning method and pupils ‘ academic accomplishment. Many surveies point to outcomes that show that methods of acquisition and course of study development contribute more to their pupils ‘ academic growing and can consistently explicate the considerable fluctuation in instructors ‘ accomplishments for advancing pupil larning. Pinpointing the method and course of study leads to certain issues that have a greater impact on pupil public presentation is a affair of great urgency in the state that struggles with educating all the kids every bit. The primary in these documents focused on the issues and challenges in the development of curricular enterprises and modern-day acquisition against tensenesss, hinderances and national criterions. It besides provides persons with worthwhile information sing the standard makings of schools, instructors and pupils in run intoing their educational and preparation demands. The documents set some illustrations on a believable manner for the establishments, spouse organisations and the wider community by lending thoughts to valid, dependable, operable, just and just judgements through different surveies and researches administered through pen and paper scrutinies, unwritten inquiring, practical trials, computing machine assisted trials, or any other agencies ( Marsh, 2000 ) .( B ) Presents a critical analysis of the position ( s )In recent old ages, educational development has received a batch of attending from school leader, instructors, pupils, and parents in how schools remain accountab le for pupil accomplishment. The present push in acquisition is to develop independent and autonomous scholars. This is true non merely to basic topics but to other survey as good. Thus, whereas course of study development and ego directed learning emphasiss task-based methodological analysis that calls for the scholars to get acquisition by developing their ain resources and larning penchants, underscore constructivism that emphasizes the active and constructive function of instructors and scholars in the acquisition procedure ( Marsh, 2000 ) . To turn to this issues and challenges, the school leaders and instructors should seek to update the course of study and method of determination devising and acquisition processs. The documents discussed all about course of study development and educational issues and challenges in larning but they besides need to find the factors and elements necessary to formalize the importance and effectivity of these processs in larning procedure. Its chief involvement is to happen out the effectual manner of effectual determination devising and learning procedure. This undertaking is referred to as pieces of schoolroom work which involved the school leaders, instructors and pupils in comprehending, manipulating, bring forthing or interacting in the mark objectives where attending is chiefly focused on intending instead than on signifier ( Rudduck, 1987 ) . The paper besides presented the turning involvement in better understanding what constitutes effectual course of study in learning pattern, coupled with its power to leverage educational betterment that presents a challenge and chance for policymakers to turn to how to expeditiously and faithfully step instructor public presentation. The function of course of study development and autonomous acquisition must come up as a good utilised resource that might keep promise as a tool to advance school leaders ‘ ability, teacher professional growing and pupils ‘ effectivity in the acquisition ( Sheingold, 2000 ) . In this paper, School-based course of study development ( SBCD ) has an intended aim in current reform in instruction in Singapore brought different issues and challenges to educational patterns at assorted school degrees. While confronting the freshly reform demand on Curriculum Guidelines and execution of the school-based course of study development thought, the development must be an pressing demand for schools. It is necessary to measure the policy and issue options sing development of school-based course of study. It besides examines the system ‘ in educational and professional preparedness and assurance in developing independent school course of study. Based on the analysis of informations collected, these documents presents initial findings and premises and jobs embedded in the recent development in school-based course of study in Singapore. Additionally, the 2nd paper has the chief aim of understanding the challenges and issues sing Ability-driven instruction ( ADE ) th at provides more chances and tracts for pupils in Singapore to promote and leverage pupils in remaining in school for work force readying. But this paper lacks on the some chief points such as methods on how ADE are efficaciously implemented on the land. It simply discussed and addressed different tensenesss and outlooks played by different functions played by the school leaders, instructors and pupils. In this circumstance, societal organisations and community are needed critically to work with these invention, enterprises and pupils to put realistic educational marks with an aim of raising outlooks. It should besides supply a clearer sight of the available tracts that can leverage them on accomplishing higher educational excellence ( Monteith, 2004 ) . This might besides steer school leaders and community in their determination – devising. These subjects suggests inventions and issues including challenges that will be utile for school leaders, instructors, policy shapers, and other stakeholders in instruction who wish to derive a deeper apprehension of the rules and procedures of acquisition, and set these into pattern. Such a clime promotes diverseness and invention, and furthering uniformity and conservativism as school prefer to introduce from what has worked in the yesteryear ( Elmore, 2004 ) . It is deserving analyzing subject. It would be fruitful for the school leaders and instructors every bit good as for pupils. This article is important as the consequences of this survey are applicable to the promotion of the construct of educational reform in different manners of learning based on the policy and current tendencies and provides extra information for understanding the course of study development and appraisal.SuggestsA ways in which the key issues present new thought, chances and challenges to the Singapore school course of study. PleaseA appendA the articles to your critique paper.The deduction of these recommendations is that the readers would be able to measure and place ways in which the key issues present new thought, chances and challenges to the Singapore school course of study and to better the acquisition procedure in general. It will profit the instruction through effectual acquisition and evaluating procedures. Classroom-based rating and appraisal can be really effectual in mensurating how a scholar responds to the new thought, chances and educational ends. When making determinations about larning procedure, the school leaders and teacher must take into consideration on how these variables would impact the procedure scholars take in to learning. In research by Fallows & A ; Bhanot ( 2005 ) they reiterated a cardinal determination on the significance of educational patterns that most scholars can take to take either different attack to their thought and acquisition. A instructor can be one of the most indispensable influences on which attack they take. If these undertakings will be successful, they will ease pupils to travel beyond memorisation and acquisition. Similarly, if a undertaking of course of study emphasizes the apprehension of standard rules, so higher attacks to larn can be achieved The school-based course of study development presented in the article must obtained important information to pedagogues based on researches and surveies to help them in their instruction and learning duty. It is knowing for the instructors and school leaders that they should larn every bit much as possible about larning methods and patterns so as to find their public presentation and effectivity as pedagogues. It should supply valuable information to pupils particularly they would be able to obtain information about what is larning manners they utilized in the schoolroom and how each course of study larning procedure affects their satisfaction. Teachers should besides understand what are the pupil ‘s demands and which assessment process best satisfy the demands of pupils. The applications of these inventions and methods provide a really interesting position from which the acquisition procedure can be better understood. It presents a profound, new manner of looking at learning a nd larning – 1 that is at the head of progressive educational thought ( Rudduck, 1987 ) . Furthermore, one of the most dramatic alterations in the last decennaries in the universe of instructions has been the unbelievable progress in engineering. Increased public presentation and velocity have been matched by worsening costs, therefore enabling more and more schools to hold entree to these new engineerings ( Goodland, 1994 ) . With the addition in entree to these new engineerings, pedagogues must hold had chances to research different ways of believing to learn and design direction through facilitation of new course of study development and larning methods ( Elmore, 2004 ) . Bettering and progressing the quality of instruction and acquisition is one of the tendencies and critical issues in educational scenes, particularly during the enlargement of instruction. Singapore ‘s course of study must hold a really powerful and effectual tool for spread outing chances in instruction, either non-formal or formal. It besides applicable to antecedently populations in rural cou ntries and scattered constituencies, geopolitical, cultural or cultural groups which are excluded traditionally from instruction because of societal or cultural grounds such as, adult females and misss, cultural minorities, disabled individual, and the older population groups ( Monteith, 2004 ) .

Ethics and governance Essay Example | Topics and Well Written Essays - 2000 words

Ethics and governance - Essay Example The action by the Safety and Hazard Investigation Board (CSB) to investigate BP was to audit its safety standards. Hence, this decision was based on the oil fire incidence at BP which killed 15 of its workers and injured 170 others as well. This is due to the fact that the company had ignored this issue for a long time. The report notes that this company was plagued by years-of cost cutting which in turn increased its vulnerability to this catastrophe in its refinery in Texas. The other actor in this case is BP Company itself through its management and workers; in which case its decision was based on the need to improve its image in the oil market according to Mortishead, (2005, p. 8). From the above BP’s case, there are a range of possible consequences based on the reports findings. One such possible consequence is the remarkable improvement in the compliance to safety standards by BP and other companies as well. In so doing, these oil firms would have to embrace the tenets of ethics and governance. In this regard, they shall have to implement fundamental organizational changes to ensure for them to be virtuous. The other actual consequence is the loss of market leadership position by BP to its competitors. According to the CSB report, the company had been noted to be more concerned with profit maximization through cost cutting at the expense of ensuring that its employees were safe. As noted by Carl, BP’s main concerns were in terms of meeting its production targets, budgets and operational goals but not safety. This is best captured by the management’s decision to opt to cut- costs with the main emphasis being on saving of such costs for ot her uses. To the other companies, this action by CSB would result to them being under both public and government over safety compliance. One of the key decisions which are culpable in BP’s case can be

Corporate Governance in an International Context Essay

Corporate Governance in an International Context - Essay Example of a board with the overall performance of firms by conducting an empirical research using a sample of 30 UK listed companies from Morningstar Company Intelligence. The method of data collection employed in this detailed analysis is random sample of thirty out of 1779 UK listed companies that were selected from the Morningstar Company Intelligence. As mentioned earlier, besides broad focus on the board of directors, the study included specific analysis of important aspects of companies, such as turnover, ROCE, EPS, number of employees, board size, percentage of non-UK activities turn over, number of non-executive directors, CEO/chair duality, number of female directors and international directors. Analysis of this information was very imperative in fulfilling objectives of the research. Subsequently, we utilized the tool of SPSS to acquire descriptive statistics of the raw data along with doing descriptive statistics, correlation and regression analysis that will be very effective in presenting the data in understandable manner. Empirical research is supposed to state a certain problem or a research question and then come up with theories and assumption. It is important to first design the research and after the methodology is determined, random sampling is employed so that the data can be gathered and analyzed. A sample is a â€Å"smaller (but hopefully representative) collection of units from a population used to determine truths about that population† (Field, Miles & Field, 2012). Sampling is important because it saves the time, energy and resources and gives results that can be calculated mathematically and are accurate. Probability sampling is a technique in which all elements e.g. people, families etc. have an opportunity to be included in the sample and the probability that any of them can be included mathematically. Simple random is a type of this technique and it selects the target population from the sampling frame in a completely random fashion. It is

Self-Report Measures Essay Example | Topics and Well Written Essays - 500 words

Self-Report Measures - Essay Example They are ideal tools when the researcher wishes to study a few participants in greater detail (Stangor, 2010). A typical example would be the use of T.A.T. (Thematic Apperception Test) cards to gather data from the participants. The stories told by participants yield rich data; but it can become very cumbersome to study a large sample in this manner. Fixed Format Self Report measures, on the other hand, are techniques that limit the number of responses that a subject can give to any answer by providing alternatives, or scaled attributes; where the participant indicates one (or more) of the alternatives provided as a response. With such measures, the data obtained is easily analyzed with quantitative techniques; but is limited in that the participant cannot give a response that is not provided among the options (Stangor, 2010). A typical example would be the use if Likert Scales to measure the extent of agreement or disagreement with a particular issue. Such measures can be used with a large sample size; often many individuals can be asked to contribute data at the same time. Explain the advantages of free-format self-report measures and fixed-format self-report measures. No.

Turkey military and islamists Research Paper Example | Topics and Well Written Essays - 1500 words - 1

Turkey military and islamists - Research Paper Example retained the leadership for three consecutive terms without being overthrown by the military or being removed through the intervention of a constitutional court since multipartism in 1946. The conflict between political parties and the military have destabilized Turkey’s leadership over a long period. The fight between the constitution and Muslim religion has characterized the politics of Turkey. Turkey is officially a secular state as per the provisions of the constitution and their traditions. The constitution governs the activities of the political parties; it provides that any anti-secular political party can be banned by the constitutional court. An Islamic movement started finding its way in the country’s politics in the 1980s in an effort to fight for the economic inequality in the country. The movement has stood in favour of Islamic democracy based on the Islamic Sharia law and has attempted to bring these aspects in the Turkish politics. The military has intervened severally to bring down the extremism by some of these parties. The current leadership by the Justice and Development party has veered off from the stands that were upheld by the previous regimes. The party has Islamic roots but its ideologies have helped it in retaining leadership in the country that h as seen intensive military confrontation with the Islamic parties. Erdogan has been pro-west and has distanced his party from any religious inclination, an aspect that has helped the party remain in harmony with the constitutional provisions. The history of the rise of Islamic politics and the military engagements dates way back in the early 20th Century. Kemalism is an ideology that has been developed from the founder of the country, Mustafa Kemal Ataturk . In the process of its development, the country made a number of changes including an education system that focussed on the pre-Islamic civilizations of the Turkish people. The reforms that were made did not deter the people from

Answer the questions Term Paper Example | Topics and Well Written Essays - 1000 words

Answer the questions - Term Paper Example The liberals then were seeking for the expansive role played by the political class. People that shared common interests were seeking for liberal freedoms. During the 18th century, many people were undermining the political arrangements in Europe, in addition to Britain having a gradual expansion on individual rights. The people believed that Governments should serve their citizens, while limiting their powers to natural rights of its citizens and the morality of the law such as the right to acquire property (Mehta, 29). Mehta believes that. in the late 19th century however, liberalism shifted its focus of protecting citizens from governments to using the governments to achieve a meaningful life. The government became a chance to positively shape the human life and society he lives in, only if it was properly used and controlled by the political leadership and other people. Liberals realized that if powerful government institutions were controlled and regulated by people’s instruments. In this case, therefore, true liberation is inevitable. The vast economic growth of many organizations enhanced capitalism, making people believes that Governments would play a major role in helping the citizens to benefit. The liberals now focused on forming labor unions to protect employees’ rights (47). Nationalism is an ideology that believes that a person’s loyalty and devotion to the government is more important than his interest or other groups’ interest. As such, individuals are more inclined towards helping the government to achieve its goals in the expense of individual’s goals. Before the development of nationalism, individuals developed loyalty towards specific leaders and cities. It was evident through the French and American Revolution. After the American and French revolution, nationalism became very crucial and it influenced the World War 1 and 11. Nationalism has helped serve the national interest of a state, which protects the interests of

Homeland Security Research Products Paper Example | Topics and Well Written Essays - 1000 words - 1

Homeland Security Products - Research Paper Example Understanding the radicalization process is crucial in developing effective counter-strategies. This is because potential terrorists begin and progress through radicalization processes. Successful counter strategies can only be achieved if the security structures identify the point where radicalization begins. The second report is that of the Department of Homeland Security titled Right-wing Extremism: Current economic and political climate fueling resurgence in radicalization and recruitment (U.S Department of Homeland Security, 2009). The report provides an assessment of the threat posed by homegrown extremism from right-wing groups. The report is an intelligence assessment that helps in facilitating a better understanding of the emergence of violent radicalization in the United States. The report lacks credible evidence that the right-wing terrorists are planning any acts of violence. However, it bases its argument on the speculation that the extremists may be training more recruits owing to the fear related to several emergent issues i.e. the economic downturn and the election of the first African American president. To address the research question in detail, the report has focused on discussing issues such as the prevailing political and economic environment, exploitation of the econ omic downturn, the presidential election, illegal immigration, and the legislative initial drivers among others. This report addresses the homegrown threat that terrorism activities pose in developed nations, for example, the United States. The study discusses the radicalization factor that promotes terrorism activities. The research is successful in the use of case studies to explain the formation and advancement of the intentions that lead to terrorism. Use of case studies amounts to qualitative research. The case studies provided existing data and information on terrorism for the report.  

Compare and Contrast Goodbye My Brother and Sonnys Blues Essay Example for Free

Compare and Contrast Goodbye My Brother and Sonnys Blues Essay No story can be as touching as family relationships and reconciliation and when it comes to family, two of the most famous stories about brothers are Sonnys Blues and Goodbye My Brother. Goodbye My Brother is said to be one of John Cheevers greatest literary success while Sonnys Blues garnered widespread critical claim for James Baldwin. It is interesting to note that by comparing and contrasting the two, there are a lot of striking lessons about what to do and what not to do when it comes to dealing with family relationships can be learned from these stories. John Cheevers Goodbye My Brother is a story that centers around the Pommeroy family. The family is composed of the widow mother, Mrs. Pommeroy, and her four children named Diana, Chaddy, Lawrence and the one narrating the story. All of the children are grown up and are all living their separate lives and this reunion in particular was a special one because they have not seen Lawrence in four years. Diana is divorced and is living in France, Chaddy is a successful businessman who lives in New York, Lawrence the youngest is a lawyer and the narrator teaches the secondary school. The Pommeroys can be considered as an upper class family who got together in Lauds Head in New England for a family reunion at their old beach house. The narrator openly talked about the siblings general dislike for Lawrence and despite the efforts of their mother, he refused to reach out and be a part of their family. This apparent tension between Lawrence and their mother has a history. Lawrence was only sixteen years old when he said said that Mother was overly strong, mischievous and destructive. He was in boarding school back then and he did not come home for Christmas, after which, he seldom comes home. Everything seems to be going as expected until the unnamed narrator brother beats his brother Lawrence who seemed distance since the beginning of the story. (Cheever, p. 1-10). This melodramatic tale was one of the earliest stories written by Cheever who has been compared with Dante because he perceives God as a mystical being. As a writer he gives emphasis to the incandescence of the earth and it can be aptly observed that many paragraphs from his works hardly pass without him invoking the luminosity of the world. This mystical notion is the reason why many people think that Cheever does not pay attention on God. Goodbye My Brother has a very unexpectedly strange ending. The story ends with Helen and Diane walking like naked goddesses out of the sea and as such, it is safe to say that the title is inconsistent with the ending (Wood, p. 1163). However, other commentators who read this story appreciated the powerful language used by Cheever in the ending. According to them, the ending illustrated the familiarity of the author with King James and Shakespeare (Boyle, p. 1). In general, the mastery of the author in incorporating symbolism through his work can be best appreciated in this ending. It can be noticed that Cheever uses water as a main symbolic element that clearly demonstrates how the ebb and flow of the ocean waters can be related to mens existence. The narrator described the family get together as warm and tender which is in clear contrast with the exasperation that Lawrence is feeling with his family. This story gives the readers an exercise of their point of view as they observe the striking contrast between the optimism and the pessimism of human nature in the personality of the two brothers, the sunny and prejudicial unnamed narrator and his saturnine youngest brother Lawrence. On the other hand, Sonnys Blues by James Baldwin is another masterpiece that the readers love to read about two brothers and since the story of Goodbye My Brother is also about brotherly relationships, most readers can find that a mixture of the two relationships can give them a glimpse of what it would be like if they were to cooperate with each other or let pride and hatred get in the way of family. Sonnys Blues is a story of how two African American brothers react to the â€Å"blues† of each other and how they handle their inner conflicts. The feelings experienced by the main characters is called â€Å"blues†, which is a mental and emotional state that arose from the recognition of the limitation imposed mostly in the case of African Americans by the racial barriers to the opportunities that they often encounter. The narrator, who makes his living as a school teacher and his brother who is a jazz pianist make their way into the world struggling to understand the other party (Flibbert, p. 32). The narrators first instinct was to believe the story in the newspaper. It said that his brother was arrested for dealing with heroin and for him, it was not very hard to believe. He started feeling scared for Sonny and it is here that the narrator has started to relate the fear that he has lived with his whole life. Little did he know that this event will serve as a catalyst for their closeness. While still in shock, the narrator was forced to confront their past. When a friend of the narrator went to his school to bring his the news about Sonny, he said that he abruptly hated him. (Baldwin, p. 2). However, as the narrator continues to express his sentiments, he realizes that he feels a little bit guilty for not listening to him before. The friend goes on to talk about the effects of heroine in the body and as the conversation goes on, a hidden care for his brother can be sensed from the narrator. He even sent a letter to Sonny and this correspondence continues until Sonny returned to New York. This story has several flashbacks that contribute to the readers comprehension of the history of the distance of the two brothers and how they both overcome that distance little by little. In the last scene of the story, the narrator found himself in a jazz club where his brother works and so he understood that this was indeed what Sonnys world looks like. This is where the two brothers were finally reunited by music as the narrator listens to his Sonny and his friends. The usual experience of suffering is one of the things that makes men relate to each other and by denying these feelings, the narrator has denied himself a place among his community and friends. This last scene illustrates how the narrator took one more step into discovering his brother and how through his own suffering and Sonnys example, he found himself in the brotherhood and company of men (Murray p. 197). The common theme of Goodbye My Brother and Sonnys Blues is family relationships. What makes these story appealing and real is the amazing insight that John Cheever and James Baldwin have on familial relationships. These two authors were able to successfully explore the notion of identity and social context in the stories and the readers feel a more personal connection with the character because they were told from a first persons point of view. James Baldwins Sonnys Blues opens when the narrator found out through a newspaper that his brother was arrested for heroin dealing. Interestingly, the two stories involve two brothers but in contrast, Sonny Blues talks about how the two brothers were able to understand each other and Goodbye My Brother talks about the misunderstanding and refusal to reach out between two brothers. The striking contrast can be seen at the ending of the two stories. Goodbye My Brother ends with the bathing of Helen and Dianne at sea. After the fight of the unnamed narrator and Lawrence, nothing was said about them making amends and things were left the way they were. On the other hand, Sonnys Blues ends very well. At first, the two brothers here were distant like the brothers in Goodbye My Brother but over time, they have come to understand each other. Starting from the moment of Sonnys arrest, the two brothers are getting closer and closer and in the end of the story, Sonny declared the narrator as his brother for the very first time (Baldwin, p. 23). Unlike here in Sonnys Blues, the brother in Goodbye My Brother both lack the willingness to reach out and make an effort to fix their relationship and understand each other. Some critics mentioned that the ending of Goodbye My Brother displayed the authors familiarity with the King James version and that of Shakespeares works (Boyle, p. 1). In the same way, Sonnys Blues also depicts Baldwins biblical sense. These two stories both use symbolism which makes the story profoundly interesting to the readers. The narrator Baldwins story can be likened to the character of Cain. In Genesis, after Cain kills his brother Abel, God asks Cain about his brother and he answered by saying that he is not his brothers keeper. The final conversation between the narrator and his mother sends a message to the readers that their mother wants him, to be his brothers keeper but the narrator failed in doing his duty and this failure was made clear in the opening lune of the story. The narrators act of relying on the newspaper to know the whereabouts of his brother is not a sign of keeping his promise to his mother that he will take care of Sonny. As a matter of fact, Sonny did not even phone him after the arrest was made and this only shows the distance between them in the start of the story (Tackach, p. 4). Lastly, both stories carry a social message that many people today will find applicable. In Goodbye My Brother, the refusal of the brothers to fix their broken relationship was the primary factor that led to the violent ending of their relationship and as the title implies, the brothers are ready to cut their bond to each other while in contrast, it is the willingness of Sonny and his brother that led to the harmonious reconciliation of their relationship. Happy ending or not, many people learned what life is like for those who harden their hearts and for those who open them for it is in the shared intensity of suffering that darkness is pierced and a new ray of hope is born. Works Cited Baldwin, James. Sonnys Blues in Vintage Baldwin. New York: Vintage. 2004. Print. Boyle, T. â€Å"On Learning to Appreciate John Cheevers Stories†. NPR. org. NPR. 2006. Web. 2010. http://www. npr. org/templates/story/story. php? storyId=5652619. Cheever, John. The Stories of John Cheever. New York: Random House, Inc. 1978. Print. Flibbert, Joseph. Sonnys Blues: Overview in Reference Guide to Short Fiction. US: St. James Press. 1994. Print. Murray, Donald. James Baldwins Sonnys Blues:Complicated and Simple. NY: Newberry College. 1977. Print. Tackach, James. â€Å"Biblical Foundation of James Baldwins â€Å"Sonnys Blues†. BNET. 2007. Web. 20 May 2010. http://findarticles. com/p/articles/mi_qa3777/is_200701/ai_n19197653/pg_4/ Wood, Ralph. The Modest and Charitable Humanism of John Cheever. Christian Century. USA: Christian Century Foundation. 1982. Print.

Social Distance and Regulatory Focus Effect on Over Choice

Social Distance and Regulatory Focus Effect on Over Choice The effect of social distance and regulatory focus  in the context of overchoice ABSTRACT The current research examines whether regulatory focus vary according to social distance (self, close friend, stranger), and investigated whether the self-other decision making in over-choice contexts induce a reversal choice overload effect to an individual. 21 undergraduates rated satisfaction in accordance with social distance after selecting colours using swatches either few or many options. Against previous research, the post-satisfaction was higher when participants make decision for themselves. Moreover, there was a choice over load effect but no reversed effect when participants make decision for others. Thus participants tend to use promotion regulatory focus for self and prevention focus for others. Further research need to investigate this area in greater depth. Introduction Decision making is the cognitive process of selection a logical choice from the available options. The economic models of behaviour known as rational choice theory assume that individuals take into account each piece of relevant evidence to ensure that they come up with the optimal decision making in all situations (Becker, 1976). These models, however, do not match actual behaviour. Rather than evaluating costs and benefits or calculating probabilities, what is actually decided can depend on the context of situations (KahnemanTversky, 1973). There has been a consequent increase in studies designed to determine decision making strategies which may be appropriate in various cases. Regulatory focus theory is an example of decision making strategies. The theory posited by Higgins predicts the two orientations to purse a goal: promotion and prevention (1997). A promotion focus emphasizes accomplishments and advancement with approaching gain. Alternatively, a prevention focus emphasizes safety and responsibility with avoiding loss. The utility of gain or loss is considered subjective and depends on the difference that it will make to the reasoner’s self-regulation. For example, a small gain is worth more to someone who has little (promotion) than to someone who has a lot (prevention). An interesting point is that the self-regulation is applied to make choice for others in different way; while individuals who make decision for themselves prefer avoiding losses, people who make decision for others prefer acquiring gain (Kray, 2000; Polman, 2011). Researchers have found that risk taking increased when participants were choosing on behalf of others compared to when choosing for themselves (Stone, Yates, Caruthers, 2002; Beisswanger et al, 2003; Sabrina et all, 2007). Polman suggests that this is because personal decision makers tend to use prevention focus (i.e. loss aversion), and conversely, proxy decision makers use promotion focus (i.e. risk preference) (2012B). This self-other theory is connected to the construal level theory (CLT) which describes the relation of psychological distances. The general idea is that the more distant an object or event from the individual, the more abstract the conceptualisation and perception (Trope Wakslak, 2007). As a result, peop le tend to engage in more risky behaviour in high-level construal than low-level construal. According to Polman’s study (2012A) choice overload effect had interaction in reversal since proxy decision makers used promotion focus. The theory called â€Å"choice overload†, also referred to as â€Å"paradox of choice†, describes that people have trouble making optimal choices when confronted with plethora of choices with lower satisfaction (Iyengar Lepper, 2000; Schwartz, 2004). On drawing of the self-other decision making theory and choice overload effect, Polman reported that when participants chose for others, decisions comprising more options were more satisfying than decisions comprising fewer of choices with various kinds of choices (e.g. paint swatches, wine, ice cream flavours, school courses) in six studies. Among those studies, the first and fourth studies which used paint swatches developed the theory by using self-construal: the extent that others are included into the self-concept. While the first study examined the interaction between self-other theory and overload effect, the fourth study tested personal disposition and divided participants into interdependent self-construal group and independent self-construal group; who expected to show low social distance with others or who expected to show high distance with others (Elliott Coker, 2008). The results indicated that people who have promotion focus (i.e. proxy decision makers and independent self-construal group) exhibited a reversed choice overload compared to participants who have prevention focus (i.e. personal decision makers and interdependent self-construal group). It is, however, difficult to generalize as there can be numerous decision making methods which is each approach often claims to be the more effective method. Most of all, it is doubt whether a person would show the same propensity when s/he make decision for self and others at once (at the same time), rather than making decision for self or others separately based on individual’s personality. Social distances also need to be subdivided into three (low, middle, high) rather than two (low, high) pounder over CLT. Current research, therefore, examined 1) if an increase in three subdivided social distance generates a higher level of satisfaction to a person depends on whom the decision is for, 2) if a choice overload effect is present when selecting a choice for self and a reversal choice overload effect is present when selecting a choice for others. Method Participants There were 27 participants, 14 in few and 13 in many choices. 21 women and 6 men were allocated randomly. The participants ranged in age from 19 to 22, with a mean age of 20.29 years (SD=1.06). All participants were level two psychology undergraduates at Sheffield University. Materials A limited array (8 colours) or an extensive array (35 colours) of paint swatches was used in each condition of choice array (Appendix1). The colours were labelled with numbers to avoid any confounding. A questionnaire was used to instruct scenario and choose a colour (Appendix2). Follow-up questions were used to record the main dependent measure (post-choice satisfaction and regret) using a 10-point scale, anchored at 1 (not at all) and 10 (a lot) (Appendix3). Data analysed using SPSS. Design The experiment had a two-way mixed design. The related measures independent variable was the decision maker role (social distance) with three levels (self, close friend, stranger). The unrelated measures independent variable was the number of choice options with two levels (Few, many). The main dependent variable was participant’s post- choice satisfaction measured by the level of satisfaction and regret. Procedure Participants took part in experiment individually and instructed to follow the scenario on the questionnaire. Half of the participants made selections from self, close friend and stranger in order, and the other half made selection in reverse order to counterbalance. The participants were asked to select a colour what they would like to use in their own and other’s bedroom among either 8 or 35 colours. After selecting a colour, the participants rated satisfaction and regret for their choices from 1 to 10 scales. When participant had no further questions, they received a debrief describing the study’s aim. Results An alpha level of .05 was used for all statistical tests. Prior to analysing ANOVA, Shapiro-Wilk test and outliers were obtained to examine the distributions for the primary dependent variable satisfaction. Although the Shapiro-Wilk showed each data were from a normally distributed population except a small number of participants who make decision for others in many choices option (p=0.29, others overall p>.05), there was large inconsistency between satisfaction and reversed regret regarded as a result of either participant’s misunderstanding or unconcern about the experiment with low reliability (ÃŽ ± =0.186, 0.560, 0.788 respectively). Six participants, therefore, who showed an inconsistency of more than four, were excluded as bivariate outliers. The regret score was reversed and combined with satisfaction into one scale (ÃŽ ± =.674, .805, .892 respectively). Levene’s test indicates that variances are homogenous for all levels of repeated measures variables (p=.260, . 333, .057 respectively). Hence, data collected from 21 participants (11 in few 10 in many options) were analysed using a mixed-design factorial ANOVA with a within-subject factor of social distance (self, close friend, stranger) and a between-subject factor of options-choice array (few, many) to examine the effects of choice overload on self-other decision making. Since Mauchly’s test had been violated (W=.60, X2(2)=9.19, p=.01), degrees of freedom were corrected using Greenhouse-Geisser estimates of sphericity (ÃŽ µ = .714). The analysis revealed that there was a significant main effect of social distance (F(1,27)=11.14, p=.001, ÃŽ ·p ²=.370) with higher satisfaction for self-decision making (M=8.74, SD=.903) than close friend (M=8.28, SD=1.09) and stranger (M=7.41, SD=1.94) (Figure 1). However, the data in Figure 2 show that there was there was no significant main effect of choice overload nor reversed effect (F(1,19)=.567, p= .461, ÃŽ ·p ²=.029), with slightly higher satisfaction in Few (M=8.33, SD=1.09) than Many (M=7.95, SD=1.83). These main effects were not qualified by the significant social distance and choice overload interaction (F(1,27)=1.62, p=.211, ÃŽ ·p ²=.0.79) (Figure 3). Discussion Overall, there was a significant difference on social distance, but was not neither self-other effect nor reversed choice overload were observed. Rather, the results demonstrated the completely opposite effect to previous study. Although there was a significant difference among social distance, the participants’ satisfaction was higher on choice for self than close friend or stranger. Moreover, participants did not exhibit any pattern of reversed choice overload, but did of choice overload when they make decision for others. These results indicated that participants used promotion focus for self and prevention focus for others. Thus, there was no evidence to support Polman’s claim. To understand the results of the current experiment some implications can be taken into consideration. Perhaps the most obvious explanation is that the self-other theory and reversal choice overload is not always pre-eminent away from other strategies. This may because multiple conflicting criteria need to be evaluated in making decisions. Phrasing equivalent choices as situations involving a loss or a gain, therefore, can alter the choices people make in way that do not accord with normative theory. On account of contradictions, some decision making methods that weight against to our prediction may explain the reason why personal decision makers showed promotion focus, while proxy decision makers showed prevention focus. First of all, the opposite effect of social distance may due to regulatory fit theory. When people believe that there is a math between orientation and a goal, they will intensify response (e.g. more positive response for positive dicision) by feeling rightness about pursuit a goal (AvnetHiggins, 2003; Higgins, 2000, 2005). Regulatory fit may not directly affect the judgements, but influence a persons belief in their reaction to the object or event (AakerLee, 2006). If participants had a colour with high preference in the swatch they used, therefore, it would be no surprise why they rated higher satisfaction on personal choice. Second, a hypothetical scenario could have influence on experiment. CLT is not restricted to social distance but expanded to the idea of temporal and hypothetical distance (Pennington Roese, 2003). For instance, temporal distance may create confliction with social distance in that the decision people make for future selves and other people tend to be similar to each other but different from their present decision (Pronin, Olivola Kennedy, 2008). According to Gilbert et al (2004), when attributing the cause of problem people tend to blame themselves in hypothetical situation, but often blame external circumstance in real situation. This probably led participants to feel the sense of responsibility on proxy choice. Finally, reciprocal determinism may be the answer. The reciprocal property predicted to play important role when combining the judgements of several individuals for the group (Saaty, 2008). Some researchers also have argued that people tend to feel more regret when the problem is important in the context in social (Janis and Mann, 1977), especially when others have interests with the decision (Zeelenberg, 1999). This can alter the participants’ regulation focus. In conclusion, the finds suggest that the reversed choice overload of proxy decision makers have no predominance effect on overall participants’ satisfaction. The failure to find the effect appears to have theoretical implications. Further research should test whether the reversed effect can be generalized with other decision making strategies and investigate more reasonable explanations for difference if it shown to exist.

Peer Pressure Leads To Guilt And Destruction

Peer Pressure Leads To Guilt And Destruction Macbeth, written by Shakespeare, is a tragedy that showed the consequences of Macbeths guilt from the peer pressure of Lady Macbeth. Lady Macbeth questioned Macbeths manliness several times throughout the story. Macbeth wanted to prove that he was a stronger person. Even though Macbeth proved his manliness, he regretted his decision. Macbeths decision to kill Duncan was based off of peer pressure from Lady Macbeth. The character Macbeth had been told by the three weird sisters that he was going to be the Thane of Cawdor and king of Scotland. In order for Macbeth to take the throne, he had to kill King Duncan. Macbeth never asked the question, Do I really have to kill Duncan in order to become king? Instead, Macbeth was pressured into his decision by his wife, Lady Macbeth. From Macbeths decision some ask the question, Was Macbeth really pressured by Lady Macbeth? Another question often brought up is, Why did Macbeth make the decision to kill Duncan? I believe the main reason for the murder of Duncan was from the peer pressure of Lady Macbeth. Macbeth had just returned from stopping two invading armies, but that did not stop him from wanting more power. Macbeth was ambitious but lacked he lacked the effort to make it happen (Snodgrass 37). He often thought about the consequences that would happen if he were to proceed in killing Duncan. Macbeth also thought about the things Duncan had done for him when he served him as king. He decided he could not bring himself to kill Duncan, but he wanted more success. On the other hand Lady Macbeth was far more ambitious than her husband. Lady Macbeth was described as very ambitious, burning in unquenchable desire to have the name of queen (Quennell 133). After Lady Macbeth read the letter her husband wrote her she said, Hurry home so I can twist your thinking with my sharp words toward the obstacles that stand in the way of your crowning, a rise to greatness that destiny and the witches have promised (I.V.24-29). She had a plan up her sleeve to kill Duncan. Lady Macbeth did not see an ything wrong with killing Duncan; she only saw a way to gain more power. Lady Macbeth called upon evil spirits to get her in the right mind-set to pressure Macbeth. She said, Come you spirits that tend on mortal thoughts, unsex me here, and fill me from the crown to the toe, top full of direst cruelty (I.V.38-41). Come to my womans breasts, and take my milk for gall, you murdering ministers, wherever in your sightless substance you wait on natures mischief (I.V.45-46). Come thick night, and pall thee in the dunnest smoke of hell, that my knife see not the wound it makes, nor heaven peep through the blanket of dark (I.V.48-51). First Lady Macbeth said, Unsex me here, to prove that she would be willing to become the opposite sex. Lady Macbeth practically wished at this point that she was not a woman anymore, so she could kill Duncan. Then she called upon the evil spirits to replace her breast milk with bitterness. Lastly, she asked for the night to be covered with fog so she would not be able to see the wound of Duncan. This showed how much she was willing to kill King Duncan. Macbeth told his wife Duncan will be staying with us but he will leave the next morning. Lady Macbeth said, O! Never shall sun that morrow see/ your face, my thane, is as a book where men may read strange matters (I.V.58-61). She told Macbeth, Look like the innocent flower, but be the serpent undert (I.V.63-64). She then said, Leave all the rest to me (I.V.71). Lady Macbeth meant go and treat Duncan like royalty and keep your murderous intent hidden. Lady Macbeth then planned out the plot to kill Duncan. That greatly showed her ambition and hunger for power. Macbeth contemplated if he should kill King Duncan. Macbeth had thought of several reasons why he should not and did not want to kill Duncan. First, Duncan was king over him. Second, Macbeth was his protector and host because he was staying at Macbeths house, and he should not harm him. Lastly, King Duncan had been a good and kind ruler, so Macbeth felt he should never hurt him. Macbeth brought to his wifes attention that he did not want to go through with the plan to kill King Duncan. He said, We will proceed no further in this business; he hath honourd me of late; and I have bought golden opinions from all sorts of people, which would be worn now in their newest gloss, not cast aside so soon (I.VII.31-34). That should have been the end, but Lady Macbeth would not take no for an answer. Lady Macbeth urged Macbeth to kill Duncan, which eventually led to his downfall. She did not only question his decision, but she questioned his manliness. Men never like to feel weaker than women. Macbeths wife said, When you durst do it when you were a man; and, to be more than what you were, you would be so much more the man (I.VII.49-51). Lady Macbeth meant if you murder Duncan and do what you plan, then you will be a real man. Lady Macbeth showed she could be masculine when she said, I have given suck and know how tender tis to love the babe that milks me; I would, while it was smiling in my face, have pluckd my nipple from his boneless gums, and dashd the brains out, had I so sworn as you have done (I.VII.54-59). Lady Macbeth expressed a very powerful statement when she said she would be able to kill her own child. Lady Macbeths words were a great challenge for Macbeth. Macbeth said, Bring forth men-children only for thy undaunted mettle should compose nothing but males (I.VII.7 2-74). Macbeth meant you have such a hardened heart that you should only bear male babies (Snodgrass 51). Lady Macbeth felt he was too compassionate to kill Duncan in order to claim the throne. He would rather take the throne fairly (Snodgrass 37). Questioning Macbeths manliness pressured him into killing King Duncan. Lady Macbeth gave the excuse that she could not kill Duncan because he looked too much like her father. She said, Had he not resembled my father as he slept, I had done it (II.II.12-13). She was giving an excuse for why she did not want to kill Duncan. This showed she lost strength when she saw Duncan sleeping, for he reminded her of her father. It showed she became weak inside and pressured Macbeth instead. Lady Macbeth tried to sound tough when she said, Unsex me here, but became weak when she saw him sleeping. Macbeth was afraid that the plan will fail, and the people will find out that he murdered Duncan. She told Macbeth, Screw your courage to the sticking-place, and we will not fail (I.VII.60-61). Lady Macbeth said, If we pretend to grieve for the king no one will challenge us (I.VII.77-79). He finally decided he wanted to prove to Lady Macbeth that he was a real man. Macbeth went through with the decision and murdered Duncan. She said, Smear the faces with blood. Macbeth refused, Mocking his weakness, she takes the daggers and performs the task herself (Rozakis 240). Lady Macbeth put blood on Duncans guards and laid the daggers next to them. She left the people thinking it was Duncans guards who planned the murder of their king. The Bible gave us many good examples of how we need to submit ourselves to our husbands. God gave a command that said, Wives submit to your husband as is fitting in the Lord (NIV Colossians 3:18). Lady Macbeth should have let Macbeth make the decision based off of what he was right and what he felt was the right decision. She was only thinking of herself and what she got from the situation. She knew she wanted to have the title of becoming queen and did not think of the consequences that could come from the situation. I Corinthians 11:3 stated, The husband is to assume leadership in the home. The husband and wife should both show love and respect towards each other, but he should have told Lady Macbeth I will do what is best for us. Both Macbeth and Lady Macbeth experienced guilt and regret after the murder of King Duncan. Macbeth experienced regret because he had to hire murderers to kill Banquo and Fleance to cover up the slaughter of Duncan (Rozakis 240). Macbeth began to feel insanity from the whole situation. Lady Macbeth was affected from the situation when she began to sleep walk. As Lady Macbeth was sleep walking, she began rubbing her hands. She rubbed her hands trying to get the blood off of them (Quennell 134). She kept thinking that her hands were bloody from when she smeared the blood on the faces of Duncans guards. This drove her into insanity, which eventually led her to commit suicide. The story of Macbeth was a good example that showed the effect of peer pressure. Suicide is the third leading cause of death in America among teens. Peer pressure has not only led to suicide, but also drug overdoses, fatal car accidents, violent crime, and unwanted pregnancy (Unknown Author). Teens, who have been pressured by their friends, sometimes turn to suicide as a way out (Unknown Author). Lady Macbeth only thought about fame and power and did not think about the consequences of her actions. She pressured Macbeth, which led to Duncans murder. She did not only think about how this decision could affect her. She felt guilty, which led to her insanity. One action led to not only the murder of Duncan, but the murder of herself.