Hypothesis Testing Paper Essay Example for Free

Hypothesis Testing Paper Essay We are seeing the influence of psychosocial stress on the course of bipolar disorder being increasingly recognized. Child adversity is not just a topic that is discussed, but is a topic that is real in the society in which we live. Child adversity can hit close to home. A child experiences this by being in a state or instance of serious or continued difficulty (Merriam-Webster, 2014). Situations of these types are terrible to see and can affect the child, but just not as children. These types of situations could include: verbal, physical, or sexual abuse, neglect, parental death, bullying, or even poverty. The effects of these types of situations can carry on into an individuals adulthood as well as concerning his/her physical and mental well-being. See what we are looking into is not just child adversity, but another topic as well. The question being asked is, Does early child adversity make bipolar disorder more likely? Individuals have their own views and opinions on this topic and question. In this hypothesis testing, a description of the research issue and a hypothesis statement, regarding the research hypothesis and the null hypothesis will be addressed. For the accuracy of the research issue, the population will have to be determined and the sampling method to help in generating the sample. The data will be described as to how it was collected, the level of  measurement, and the statistical technique used in helping of the task of analyzing the data. All these steps will help in the explanation of the findings. EARLY CHILD ADVERSITY AND THE BIPOLAR DISORDER In understanding the meaning of child adversity, we want to look at the meaning of the term, bipolar disorder. Here we arent just focusing on child adversity; we are focusing on both to see if the child adversity emphasizes bipolar disorder more likely. According to U.S. National Library of Medicine (2014), Bipolar disorder is a condition in which a person has periods of depression and periods of being extremely happy or being cross or irritable In addition to these mood swings, the person has extreme changes in activity and energy (Bipolar Disorder). Symptoms of bipolar disorder can be severe and can result in damaged relationships, poor job or school performance, and even suicide (National Institute of Mental Health, 2012). Bipolar disorder affects both men and women, usually occurring between the ages of 15-25. The exact cause of bipolar disorder is unknown. However, there are factors involved that cause or trigger the occurrences. As we are researching, we are finding environment plays a role. According to Mayo Clinic (2014), An individuals stress, abuse, significant loss, or other traumatic experiences can contribute to this disorder (Causes). All these factors and experiences listed can take place in a childs life, whether we want to admit it or not. Most of the time, more often than we would care to talk about. This connection gives us a starting point in developing our hypothesis. With a research issue, it is essential a hypothesis be formulated. Hypothesis is a prediction often based on informal observation, previous research, or theory that is testing in a research study (Aron, Aron, Coups, 2013, p. 108). In a research study, the testing is referred to as a hypothesis procedure. We must first state a research hypothesis and a null hypothesis. Research hypothesis is a statement in a hypothesis testing procedure about the predicted relation between populations. Null hypothesis is a statement about a relation between populations that is the opposite of the research hypothesis (Aron, Aron, Coups, 2013, p. 108). The null  hypothesis is often said to be the opposite of what is being predicted. For this study, the research hypothesis is, Early child adversity makes bipolar disorder more likely. The null hypothesis is, Early child adversity does not make bipolar disorder more likely. In any hypothesis testing procedure, there is great emphasis in determining the population and the sampling method the researcher is using to generate the sample, The population is the entire group of people to which the researcher intends the results of a study to apply. The sample is the scores of a particular group of people studied (Aron, Aron, Coups, 2013, p. 84). For this research issue, the population would include participants consisting of 58 adults, including 29 males and 29 females. These individuals have a diagnosis of bipolar I disorder. According to National Institute of Mental Health (2012), Bipolar I disorder is defined by manic and mixed episodes that last at least seven days. Usually depressive episodes occur as well, lasting at least two weeks (How is Bipolar Diagnosed?). The sampling method used to generate the sample would be classified as nonrandom samples. With this sample method, the probability selection cannot be accurately determined. In using the nonrandom sampling method, we are focusing on the type judgmental/purposive sampling. These individuals of 58 are being chosen with a specific purpose in mind. These individuals are fit for the research compared to other individuals (Concepts and Definitions, n.d.). This sampling method makes perfect since we are attempting to research if child adversity is a contributing factor to bipolar disorder. THE DATA Regarding the 58 adults of men and women, the data would be collected and evaluated every three months, all the way up to a year. This information would be collected by structured interviews discussing stressful life events pertaining to and dealing with early child adversity. In analyzing the data, the best statistical technique to use would be the t test for independent means. T test for independent means is a hypothesis testing procedure in which there are two separate groups of people tested (Aron, Aron, Coups,  2013, p. 84). Involved in this research issue is two separate groups of people with 29 male participants and 29 female participants. We are testing both of the same number, because we want to find out the conclusion as a whole about the people. Also, we tested equal amounts of both men and women, because they both are equally likely to be diagnosed with bipolar disorder (WebMD, 2014). The data would be analyzed using the five steps of the t test for independent means. Step one consists of stating the research hypothesis and the null hypothesis. Step two consists of determining the characteristics of the comparison distribution. Step three is determining the cutoff sample score on the comparison distribution at which the null hypothesis should be rejected. Step four is determining the samples score on the comparison distribution. And last, step five is deciding to reject the null hypothesis by comparing steps three and four (Aron, Aron, Coups, 2013, p. 84). In following these steps to analyze the data, we can account for to either accept or reject the null hypothesis on early child adversity not making bipolar disorder more likely. CONCLUSION After going into detail of the research issue, formulating the hypothesis statement, determining the population, deciding and describing the sampling method, the task of collecting the data, the level of measurement, and the statistical technique for analyzing the data, now is the big intense moment. The results exhibited that the interaction of early child adversity severity and those stressful life events involved predicted an occurrence in a manner consistent with the research hypothesis for both the men and the women. Therefore, we reject the null hypothesis. There were some limitations to this research issue and the hypothesis testing procedure. The sample size and the number of past episodes were determined retrospectively, mainly through self-report. But, another thought to keep in mind is the individuals who experienced early child adversity had a significantly younger age of bipolar onset. Concerning this conclusion, it would be of great importance for the suggestion for further studies of stress mechanisms in bipolar disorder and of treatments designed to intervene early among those at risk. I would propose when and if the conditions of bipolar disorder are  identified, an effective treatment plan needs to be implemented. This approach would be of great benefit for the patients health, wellbeing, and longevity. Studies speak for themselves regarding childhood adversity being prevalent and having pervasive and long term impacts on mental and physical health. References Aron, A., Aron, E., Coups, E. (2013). Statistics for Psychology (6th ed.). Retrieved from The University of Phoenix eBook Collection database. Concepts and Definitions. (n.d.). Retrieved from http://www.ubos.org/Compendium2012/NonRandomSamplingDesign.html Mayo Clinic. (2014). _Bipolar Disorder Causes_. Retrieved from http://www.mayoclinic.org/diseases-conditions/bipolar-disorder/basics/causes/con-20027544 Merriam-Webster. (2014). _Adversity_. Retrieved from http://www.merriam-webster.com/dictionary/adversity National Institute of Mental Health. (2012). _Bipolar Disorder in Adults_. Retrieved from http://www.nimh.nih.gov/health/publications/bipolar-disorder-in-adults/index.shtml U.S. National Library of Medicine. (2014). _Bipolar Disorder_. Retrieved from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001924/

Models of Assessment for Elderly

Models of Assessment for Elderly Compare two models of assessment, planning, and coordination practice for working with disabled, older people, or a specific group of people. You need to select two models of assessment, planning, and coordination, and ensure that there is sufficient detail in both of your selections to cover all of the required components (assessment, planning, and coordination) Specific groups of people may include but is not limited to: Children and young people with high and complex needs ( uses CYCS definition ) People with autism spectrum disorders ( ASD ) People with cognitive impairments People with dementias People with dual diagnosis of disability and mental health needs People with multiple impairments Or you may wish to select an alternative group of people The models may include may include but not limited to: Strength-based models Social role valorization Rights Entitlements Needs assessment and service coordination Case management Care coordination NEEDS ASSESSMENT SERVICE COORDINATION This is an assessment program which provides comprehensive health needs assessment services and coordination for disabled people, people with mental health issues and old age people. They facilitate and identify support needs of an individual, provide support and services coordination individual needs and taking into the account of the family/whanau or carers. STRENGTHS: The main focus of the needs assessment is to identify the essential help needed by an individual person ensuring that health services utilizing its appropriate resources to improve the health of an individual in its most efficient way. This is the most useful process in classifying what specific needs is appropriate for an individual (people with dementia, children with high complex needs and people with mental issues) because the service coordinator provides detailed discussion and agreement to the individual and people involved in the treatment. Most relevant/specific to the community because it serves and help an individual to become independent as possible. WEAKNESSES: This approach is with time restrictions because the needs assessment may only take up one to two hours depending on the arrangement. The assessment does not warranty that the provision of all services may be rendered based on the individuals need because the commitment and resources can influence supporting needs. This service covers only for those who are eligible under this provision. ASSESSMENT: Needs Assessment Services and Coordination is developed by the Ministry of Health or District Health Board that provide provision of services for disabled people, people with mental health problems and older people who needs support according to their age. Generally they are essential to provide three services for an individual or specific group of people: They assist needs assessment Provide service planning and co-ordination Provide resource distribution within identified budget. PLANNING: Meet the purpose of the Ministry of Health needs assessment services and coordination standards, specification of services and MOH definite standards. Client involvement according to mental capacity. Involvement of family/whanau or carer. Based on individual appropriate behavior. COORDINATION SERVICES: Generally, services offered are personal care, household management, carer support, respite care, residential care and day care services. People aging 65 years of age and above and who are dependent in function and needs assistance with activities of daily living such as: People currently discharged from hospital which require short term support Individual under the care of Mental Health Services People with long term chronic condition People who needs palliative care and support. COMPARISON: PERSPECTIVE: Needs Assessment Services and Coordinator is a designated responsibility that aid proper needs assessment, allocate service coordination and budget governance for people aging 65 and above, and also those people who meet the standards for disability services. This scheme comprises approval process for right of entry to residential care. SUMMARY OF THE EXPECTED OUTCOME: This approach works with people who have identified with support needs such as people with disability, ageing people with high needs and people with mental health issues. NASC provide people support and use resources efficiently. The evaluator conducts comprehensive assessment to an individual including with the family. Thus the primary purpose of the Needs Assessment Service Coordination is to discover what type of need, support or services an individual is eligible in order for them to become independent as possible. CARE COORDINATION Care coordination indicates coordinating and supporting the person’s care and keeping it certain that there is team leader for the needs of that person. Care Coordination for Older People goals is to maintain the health and promote independence of older people residing in the community. Also this emphasizes the support for the old people to live in their residence. This work commence in collaboration with the Aged Adults Services, GP application, Acute DHB, Home and Community Support Services, Aged residential Care Providers. STRENGTHS: This approach covers intensive, timely assessments and reassessments with a minimum every 6 months or even as necessary. Decision making is coordinated across all settings of care and support Care Coordinator with extensive experience is working with aged people with disabilities. This approach is usually member centered care and support team including the family, GP, and caregivers. WEAKNESSES: This approach needs ongoing research for its effectiveness of care. Qualification of the member should be well trained, expert and skilled. Clinicians and specialists rarely exchange information and in non standard way thus an adverse outcome in patient cares. ASSESSMENT: Care Coordination Conducts inclusive primary assessment and re-assessment of an individual age group which identify member goals, needs, carer and services directing to the development of an individual plan of care. Coordination of decision making is required in all settings of care, support and services comprising of behavioral health, work, and social activities. Coordination team works toward meeting the unique needs of an individual or each member Coordinating right to use to community-based health support services for aged people living in New Zealand neither short or long term care. PLANNING: Adopt this care strategy that will present well-coordinated, person-oriented and focused on family services towards all settings. Family, friends and other caregivers should be supported and given opportunities to obtain the needed skills, knowledge and ideas to maintain the appropriate care for older adults. This model provides quality care for older adults focusing the whole person requiring an interdisciplinary group with proficiency in senility and gerontology. Provide therapeutic relationship with an individual, family, carer, GP and other people involve in interdisciplinary team. COORDINATION: Care Coordination focused on individuals with certain health issues, hospitalization condition and functional restrictions. Structured approach in dealing with individual with high support needs specifically older people. Consolidation of direct care workers into coordination of care initiates partnership among care providers, clients and the family/whanau. Team-based, interdisciplinary sustain open interactions, an individual feels that they are most supported and value of care develops. COMPARISON: PERSPECTIVE: Quality of life of older people and older adults focuses on the holistic view of an individual, the family, friends and other members of the care team, commencing group expertise in caring an elderly and gerontology emphasizing people who are fragile or have multiple health issues. Care coordination for older people optimizes function and quality of life for all individual keeping them to maintain their independence and dignity. SUMMARY OF EXPECTED OUTCOME: Care Coordination is an intended organization of patient care activities involving two or more participants. This model aids the proper delivery of health care services of an individual needs, support and services. Moreover, older people living in their homes contacted community-based health support services expresses gratification with their level of support. Quality of life of older adult and older people covered with this approach improved. REFERENCES: Lakes District Health Board Needs Assessment Service Coordination by Sue Wilkie (22/05/2014) Retrieved July 31, 2014 from: http://www.lakesdhb.govt.nz/Article.aspx?ID=7609 NASCA Needs Assessment Service Coordination ( 2014 ) no dates no author Retrieved: August 01, 2014 from: http://www.nznasca.co.nz/services/ Ministry of Social Development Care Coordination Center for Older People Retrieved Ministry of Social Development (August 02,2014) from: https://www.msd.govt.nz/what-we-can-do/seniorcitizens/positive-ageing/goals/index.html Elder Workforce Alliance Care Coordination and Older Adults Brief by Eldercare Workforce Alliance (EWA) and National Coalition on Care Coordination Retrieved August 02, 2014 from: http://www.eldercareworkforce.org/research/issue-briefs/research:care-coordination-brief/

Media Propaganda Hides American Terrorism Essay examples -- September

Media Propaganda Hides American Terrorism    An article in this month's "Stuff" magazine for men, titled "Die American Scum" tells us that the world sucks. It sucks because while Americans have given other countries "Mickey Mouse, burgers and gum, won wars for them, kept the peace and disposed of dictators," all we have gotten in return is terrorism. The article, by John Parrish, goes on to discourage Americans from traveling to 10 "terrorist" countries including Iraq, Iran, Pakistan, Colombia and Mexico.    While the article attempts to further the notion that evil terrorists in the rest of the world are out to get innocent Americans, like many other sources of contorted propaganda, it fails to look at why. Through the news, movies and magazines such as "Stuff," we are constantly bombarded with images of Middle Eastern terrorists, Colombian guerrillas or Mexican Zapatistas, all out to hurt Americans. But a look at the United States' own record and at the stereotypes bred by the media reveal that America's actions and policies generate hatred abroad. Furthermore, the image we have of a typical terrorist must be revealed for what it is - pure racism.    Ask any American what country poses the biggest threat to the United States today and most will say Iraq. Even little kids know that Saddam Hussein embodies all that is evil in the world. We see pictures of American flag-burning Iraqis and shudder with fear and confusion. But what do we expect? U.S. sanctions have caused the deaths of millions of Iraqis. How are these deaths different than those caused by so called "terrorists?" Our selfishness gives birth to a dangerous cycle. Sanctions create animosity toward the United States. This hatred may lead to terrorism... ...ontradictory actions that either further or exact terrorism. Obviously, any and all terrorism is bad. But we must open our eyes to America's own terrorist actions and look critically at why countries harbor hatred towards us. I remember watching TV and seeing Serbian youth in the streets last year angrily chanting against Americans as they tore up our country's flag. I felt afraid, but I also felt extremely guilty.    I believe that the citizens of other nations do not want to hate the American people. But when we sit quietly as our government attacks them, either with bombs or sanctions, what can we expect? We must actively resist the stereotypes and untruths that the media have the power to generate. In doing so, we can begin to show the people of other nations that we are on their side and we can decrease some of the hatred that underlies terrorism."   

Pediatric Ethics and the Surgical Assignment of Sex Essay -- Medical G

Pediatric Ethics and the Surgical Assignment of Sex One in every 2,000 babies born every year are neither male nor female, they are what is known as hermaphrodites. These children and their families are forced into a life of hardship and encounter many conflicts, which need to be addressed. Should the parents choose the assignment of the sex to a newborn child and subject them to a life of surgery and doctor visits? There are 100 to 200 pediatric surgical reassignments every year. Many of these children are subjected to doctor visits for the rest of their childhood. Worst of all, many of these children find themselves resembling or identifying with the gender opposite of that which their parents chose for them. Conditions That Qualify for Gender Reassignment: Over the past five decades, surgical interventions have been recommended as standard procedure for infants who are born with either ambiguous genitalia or who suffer from traumatic genital injury. Surgical advances in this century have made it possible for physicians to choose a gender for the child and then sculpt the appropriate genitalia. Some of the conditions that demand gender reassignment for children can be a result of chromosomal or hormonal defects. Typically males have XY chromosomes, and women have XX chromosomes; however, hermaphrodites are neither male nor female. One reason comes from Turner's Disease where the chromosomes are XO, and there is a sex chromosome missing. Another mutation is the XXY chromosomes, known as Klinefelter's Disease, which occurs in an average of one out of every 1000 births. There is also, Mosaicism, where different cells split into different parts, making up XY and XO chromosomes. Hormonal complications can change the gender... ... who believe the same. Surgery may never even be needed. Conclusion: To protect the lives of intersexed children, it is in their best interest if the parents wait until after the child reaches puberty before going through with the surgery. Surgery should only be done if the child suffers from further health risks. References 1) J. Money and A. Ehrhardt, Man and Woman, Boy and Girl (Baltimore: John Hopkins University Press, 1972) 2) P.K. Donahoe, and J.J. Schnitzer, "Evaluation of the infant who has ambiguous genitalia, and principles of operative management," Seminars in Pediatric Surgery 5 (1996) 3) http://www.ukia.co.uk/diamond/ped_eth.htm 4) http://mind.phil.vt.edu/sex/emma.html 5) http://www.afn.org/~sfcommed/pedethics.htm 6) http://www.isna.org/library/recommendations.html 7) http://bmei.org/jbem/volume4/num2/scipione.htm

The Anthropic Prohibition on Preemptive Warfare Between States :: War Wars World Politics Essays

The Anthropic Prohibition on Preemptive Warfare Between States When considering the pre-emptive strategic approach, it is useful to reduce hypothetical scenarios to a humanly comprehensible level. War, natural disasters, and other events of this magnitude are beyond a mind’s comprehension in their totality. By using a domestic analogy, such as advocated by Christian Wolff, where â€Å"states are regarded as individual free persons living in a state of nature,† the moral and legal implications of pre-emptive actions can be seen more clearly (Jus Gentium Methodo Scientifica Pertractatum,  §2, p.9). The advent of pre-emption has coincided with an explosion of non-state actors on the military stage, and it is therefore important to expand the analogy beyond states; the analogy is otherwise only applicable to nations in a macroscopic political arena, such as existed before World War I. This paper will expand Wolff’s conception of the domestic analogy to embrace and differentiate state actors and non-state actors, and use this e xpanded principle to produce scenarios in consideration of pre-emption. The examination of these scenarios will yield that preemption is a morally wrong military strategy between states, though state interaction with non-sovereign actors is far more ambiguous. We can extend the domestic analogy of Wolff, to make a general anthropic principle (human-like principle), which states that any group of people, whether a state or an organization, can be made analogous to one person. Both states and organizations have governing bodies composed of people, and these bodies make individual decisions, which in turn affect larger groups of people. Though it is more difficult to reconcile many competing individuals vying for a specific decision or policy within one organization, this can be represented as competing elements of a human mind, such as emotion and reason or desire and conscience. Usually, a conflict between elements is resolved in some manner and a decisive moment occurs, whether it is an individual or an organization. This anthropic principle can continue farther in analogy and embrace more unorthodox situations as well. A state thrown into anarchy, without any discernable authority, is similar to some mental disorders, where competing elem ents in the mind eliminate the faculties of reason. The actions of terrorist organizations, nations, independence movements, and any other artificial construct to group people can all be compared to the actions of one individual person for ethical examination. This is an important acknowledgement, because the Al Aqsa Martyrs brigade, the Tamil Tigers, al Quaeda, and the Irish Republican Army are all significant players in the current geopolitical stage: global politics are not limited to state entities.

Procurement & Resource Based View

Procurement is An Integral Part of Resource- ­ Based View of An Organization Phuong Duong University College Dublin (12251697) 4112 words ABSTRACT Procurement has become an increasingly widespread practice among organizations and is today of strategic importance that attract great interest from scholars in the literature. The primary purpose of the paper is to contribute with a review of leading studies that analyze procurement from the resource- ­? based view of the organization. The paper begins by setting out the business environment of procurement and then presents the development and propensity of procurement.This is followed by a review of principal works and differences of perspectives of resource- ­? based view. The next section contains an analysis of the relationship between procurement and resource- ­? based theory and discusses empirical works on outsourcing that address outsourcing from the resource- ­? based view. The studies are classified into two categories : those studying the propensity to procure and those studying the relationship between procurement decision and firm’s performance. Finally, some insights are put together to assess the outsourcing decision influenced by resource- ­? based view with the im of contributing to a better understanding of outsourcing and its role from the perspective of resource- ­? based view of an organization. 1. Procurement and the propensity to procure in modern business context Procurement, or in other words, â€Å"sourcing†, for years has become â€Å"a financial material, but strategically peripheral, corporate function† of an organization (Gottfredson et al. , 2005). In the literature, procurement becomes a key component and is of major strategic importance to many organizations (Humphreys et al. , 1998, Paulraj et al. , 2006). Recent decades have witnessed significant changes in acro- ­? economic trends that direct business environment. These changes have been driven by increased globalization, technology innovation, changing consumer behaviours, and consequently, a shift toward procurement and outsourcing (Giunipero et al. , 2005, Giunipero et al. , 2006, Zheng et al. , 2007). Gottfredson et al. (2005) argued that globalization, accompanied by technological advances, is causing the core of competition to change. These days, the ownership of capabilities of an organization is not as important as its ability to govern and take advantage of critical capabilities, whether or not they are he organization’s assets. Procurement is developing so sophisticatedly that even core functions such as engineering, R&D, manufacturing and marketing can be outsourced. That, according to Gottfredson et al. (2005), in turn, is changing the way the firms think about their organizations, their core values and their competitive abilities. The author also revealed that an emphasis on capability sourcing could result in an organization’s better strategic p osition by reducing costs, streamlining the company, and enhancing quality. Critical functions provided by more qualified partners usually allow organizations to mprove their core capabilities that help them take the lead in their industries. With the business world changing everyday, the propensity to procure becomes prominent than ever. Nowadays procurement is not only practiced by companies in the technology industries but also spread to multiple businesses such as supply chain, manufacturing, services and so forth. It is recognized that not passive cost- ­? focused, but proactive value- ­? focused procurement strategies are a means of achieving competitive advantage and integral to long- ­? term organizational strategy (Leseure et al. , 2005, Mehra and Inman, 2004,Noonan and Wallace, 2004). In a study of the impact of procurement or purchasing on supply integration and performance, Paulraj et al. (2006) also concluded that: (1) a more strategic purchasing function leads to better supply integration; (2) managers must comprehend the importance of purchasing in incorporating buyer- ­? supplier by focusing on â€Å"process, relational, information, and cross- ­? organisational teams†; (3) strategic procurement can create a win- ­? win situation for both buyer and supplier. Taking these into account, it is undeniable that there is a tendency to procure or outsource among organizations.To assist with procurement decision making, Gottfredson et al. (2005) developed a sourcing opportunities map like Figure 1 to help companies judge the relative merits of their outsourcing possibilities. The vertical dimension of the exhibit â€Å"measures how proprietary a process or function is† while the horizontal axis indicates the degree of commonality, both within and outside the company’s industry. The author found that capabilities locating in the upper right portion of the map are potential candidates for procurement. Once capabilities pr omising strong candidates for alternative sourcing are discovered, the ompany needs to figure out how to source them. In this stage, cost and quality requirements should be taken into account to detect key capability gaps to be filled and top- ­? performing competitors or suppliers to partner with. To address these issues, another assessment map has been introduced, again by Gottfredson et al. (2005) as described in the Figure 2 below. Figure 1 What should you outsource? Source: Adapted from (Gottfredson et al. , 2005). Figure 2 How strong are your capabilities? Source: Adapted from (Gottfredson et al. , 2005) The author explained that the position of capabilities on this grid eterminates suitable goals for an outsourcing relationship. Specifically, functions that fall in the upper left should be outsourced to low- ­? cost providers regardless of reduction in quality, while those falling in the lower left require outsourcing partners that can both reduce costs and improve qualit y. 2. Resource- ­based view In the opinion of Mol (2003), resource- ­? based view has today become the domineering perspective of analyzing corporation strategy. However, this concept has been perceived and developed by different scholars in the literature. Porter (1985) suggested a firm’s competitive position an be analyzed by looking at industry structure and the role of internal decision making was overlooked. This theory contradicts itself with earlier strategic management arguments which highlighted both internal and external factors (Skinner, 1969, Ansoff, 1965) and therefore several scholars such as Barney (1991), Amit and Schoemaker (2006), and Peteraf (2006) felt a different perspective and went on developing the resource- ­? based view based on the researches of Coase (1937) and Wernerfelt (1984). In an effort to stress the significance of managerial choice and internal factors, Barney (1991) concluded that he resource- ­? based view â€Å"examines the link between a firm’s characteristics and performance† by investigating varied resources within the firm. By the nature of its activities, procurement management is subject to obtaining inputs from outside partners in the organization’s environment (Mol, 2003). According to Wernerfelt (1984), resource- ­? based approach â€Å"views the firm as a historically determined collection of assets or resources which are tied semi- ­? permanently to the firm’s management†. Lockett and Thompson (2001) criticized that resource- ­? based view is sometimes used to distinguish â€Å"appropriate esources, such as physical capital or brand names, from less tangible assets, such as organizational routines and capabilities†. Appropriate resources can be seen as assets utilized as appropriate over a specific period, while dynamic resources may lie in capabilities that form additional opportunities over time. The crucial requirements of resource- ­? based vi ew are that relevant resources, regardless of their nature, are specific to the firm and not easy to be imitated by rivals (Barney, 1991). It was noted by Lockett and Thompson (2001) that resource- ­? based view is implied in the sense that each firm’s pportunity set is exclusive and a product of the resources is obtained from its past experience. â€Å"Therefore, it follows that decisions about the appropriate boundaries of a firm’s activities should reflect its existing resource bundle. If firms face a similar external environment, in the sense of similar product and factor markets, the resource- ­? based view suggests that those firms with a similar initial resource endowment should display similar ceteris paribus patterns of behavior and performance†. 3. Procurement is an integral part of resource–based view of an organization Procurement and resource- ­based iew Procurement, or in many context, usually referred to as â€Å"outsourcing†, is defined as â€Å" astrategic decision that entails the external contracting of determined non- ­? strategic activities or business processes necessary for the manufacture of goods or the provision of services by means of agreements or contracts with higher capability firms to undertake those activities or business processes, with the aim of improving competitive advantage† (Espino Rodriguez and Padron Robaina, 2006). According to resource- ­? based view, resources can be exploited by means of contracts (Barney, 1999, Gainey and Klaas, 2003,Grant, 1991) and this perspective can be used as a framework to help organizations decide which activities should be outsourced and which to perform in- ­? house. In this regard, one of the dominant frameworks that explain the propensity of procurement is core competences approach (Gilley and Rasheed, 2000, Teng et al. , 2007). Based on this approach, a firm should invest in activities generating core capabilities and outsource the rest (Prahalad, 1990, Hilmer and Quinn, 1994), regarding that the former activities are those providing the firm’s growth and development (Peteraf, 2006). It is pointed out by Prahalad 1990) that a firm can perform better by focusing on those resources generating the core competences. According to the author, short- ­? term success results from the price and the attributes of the products, while long- ­? term competitive advantages lie on the core capabilities, which derives from the firm’s collective learning. Strategic outsourcing, based on resources and capabilities, signifies a deep understanding of the core competences, which assist organizations to build their long- ­? term competitiveness (Bettis et al. , 1992). Espino Rodriguez and Padron Robaina (2006) concluded that the resource ased view helps to distinguish the core competences and provides knowledge (Hilmer and Quinn, 1994) about which activities to perform with internal resources and which to procu re, â€Å"determining that the possession of some resources and capabilities is what defines what the firm itself will do and what it will obtain from third parties†. In order to explain the integral part that procurement plays from resource- ­? based view, it is important to look into the framework developed by Grant (1991), in which a firm’s resources and capabilities are the main considerations in formulating strategies. In this framework or strategy formulation, five stages were established to associate strategy, competitive advantage and resources and capabilities. Among these five stages, the last one refers to â€Å"identifying the resource gaps which need to be filled and invest in replenishing, augmenting and upgrading the firm’s resource base† where there is a place for procurement. This is demonstrated in Figure 3 as below. Grant (1991) believes that regarding the lack of firm’s resources and capabilities, the firm needs to decide betw een developing resources in- ­? house and outsourcing resources from the third parties. Hence, in order to

Chapter 16 Professor Trelawney’s Prediction

Harry's euphoria at finally winning the Quidditch Cup lasted at least a week. Even the weather seemed to be celebrating; as June approached, the days became cloudless and sultry, and all anybody felt like doing was strolling onto the grounds and flopping down on the grass with several pints of iced pumpkin juice, perhaps playing a casual game of Gobstones or watching the giant squid propel itself dreamily across the surface of the lake. But they couldn't. Exams were nearly upon them, and instead of lazing around outside, the students were forced to remain inside the castle, trying to bully their brains into concentrating while enticing wafts of summer air drifted in through the windows. Even Fred and George Weasley had been spotted working; they were about to take their O.W.L.s (Ordinary Wizarding Levels). Percy was getting ready to take his N.E.W.T.s (Nastily Exhausting Wizarding Tests), the highest qualification Hogwarts offered. As Percy hoped to enter the Ministry of Magic, he needed top grades. He was becoming increasingly edgy, and gave very severe punishments to anybody who disturbed the quiet of the common room in the evenings. In fact, the only person who seemed more anxious than Percy was Hermione. Harry and Ron had given up asking her how she was managing to attend several classes at once, but they couldn't restrain themselves when they saw the exam schedule she had drawn up for herself. The first column read: Monday 9 o'clock, Arithmancy 9 o'clock, Transfiguration Lunch 1 o'clock, Charms 1 o'clock, Ancient Runes â€Å"Hermione?† Ron said cautiously, because she was liable to explode when interrupted these days. â€Å"Er — are you sure you've copied down these times right?† â€Å"What?† snapped Hermione, picking up the exam schedule and examining it. â€Å"Yes, of course I have.† â€Å"Is there any point asking how you're going to sit for two exams at once?† said Harry. â€Å"No,† said Hermione shortly. â€Å"Have either of you seen my copy of Numerology and Gramatica?† â€Å"Oh, yeah, I borrowed it for a bit of bedtime reading,† said Ron, but very quietly. Hermione started shifting heaps of parchment. Harry, Ron, and Hermione had plenty of opportunity to speak to Hagrid. â€Å"Beaky's gettin' a bit depressed,† Hagrid told them, bending low on the pretense of checking that Harry's flobberworm was still alive. â€Å"Bin cooped up too long. But still†¦we'll know day after tomorrow — one way or the other –â€Å" They had Potions that afternoon, which was an unqualified disaster. Try as Harry might, he couldn't get his Confusing Concoction to thicken, and Snape, standing watch with an air of vindictive pleasure, scribbled something that looked suspiciously like a zero onto his notes before moving away. Then came Astronomy at midnight, up on the tallest tower; History of Magic on Wednesday morning, in which Harry scribbled everything Florean Fortescue had ever told him about medieval witch-hunts, while wishing he could have had one of Fortescue's choco-nut sundaes with him in the stifling classroom. Wednesday afternoon meant Herbology, in the greenhouses under a baking-hot sun; then back to the common room once more, with sunburnt necks, thinking longingly of this time next day, when it would all be over. Their second to last exam, on Thursday morning, was Defense Against the Dark Arts. Professor Lupin had compiled the most unusual exam any of them had ever taken; a sort of obstacle course outside in the sun, where they had to wade across a deep paddling pool containing a Grindylow, cross a series of potholes full of Red Caps, squish their way across a patch of marsh while ignoring misleading directions from a Hinkypunk, then climb into an old trunk and battle with a new Boggart. â€Å"Excellent, Harry,† Lupin muttered as Harry climbed out of the trunk, grinning. â€Å"Full marks.† Flushed with his success, Harry hung around to watch Ron and Hermione. Ron did very well until he reached the Hinkypunk, which successfully confused him into sinking waist-high into the quagmire. Hermione did everything perfectly until she reached the trunk with the Boggart in it. After about a minute inside it, she burst out again, screaming. â€Å"Hermione!† said Lupin, startled. â€Å"What's the matter?† â€Å"P-P-Professor McGonagall!† Hermione gasped, pointing into the trunk. â€Å"Sh-she said I'd failed everything!† It took a little while to calm Hermione down. When at last she had regained a grip on herself, she, Harry, and Ron went back to the castle. Ron was still slightly inclined to laugh at Hermione's Boggart, but an argument was averted by the sight that met them on the top of the steps. Cornelius Fudge, sweating slightly in his pinstriped cloak, was standing there staring out at the grounds. He started at the sight of Harry. â€Å"Hello there, Harry!† he said. â€Å"Just had an exam, I expect? Nearly finished?† â€Å"Yes,† said Harry. Hermione and Ron, not being on speaking terms with the Minister of Magic, hovered awkwardly in the background. â€Å"Lovely day,† said Fudge, casting an eye over the lake. â€Å"Pity†¦pity†¦Ã¢â‚¬  He sighed deeply and looked down at Harry. â€Å"I'm here on an unpleasant mission, Harry. The Committee for the Disposal of Dangerous Creatures required a witness to the execution of a mad Hippogriff. As I needed to visit Hogwarts to check on the Black situation, I was asked to step in.† â€Å"Does that mean the appeal's already happened?† Ron interrupted, stepping forward. â€Å"No, no, it's scheduled for this afternoon,† said Fudge, looking curiously at Ron. â€Å"Then you might not have to witness an execution at all!† said Ron stoutly. â€Å"The Hippogriff might get off!† Before Fudge could answer, two wizards came through the castle doors behind him. One was so ancient he appeared to be withering before their very eyes; the other was tall and strapping, with a thin back mustache. Harry gathered that they were representatives of the Committee for the Disposal of Dangerous Creatures, because the very old wizard squinted toward Hagrid's cabin and said in a feeble voice, â€Å"Dear, dear, I'm getting too old for this†¦.Two o'clock, isn't it, Fudge?† The black-mustached man was fingering something in his belt; Harry looked and saw that he was running one broad thumb along the blade of a shining axe. Ron opened his mouth to say something, but Hermione nudged him hard in the ribs and jerked her head toward the entrance hall. â€Å"Why'd you stop me?† said Ron angrily as they entered the Great Hall for lunch. â€Å"Did you see them? They've even got the axe ready! This isn't justice!† â€Å"Ron, your dad works for the Ministry, you can't go saying things like that to his boss!† said Hermione, but she too looked very upset. â€Å"As long as Hagrid keeps his head this time, and argues his case properly, they can't possibly execute Buckbeak†¦.† But Harry could tell Hermione didn't really believe what she was saying. All around them, people were talking excitedly as they ate their lunch, happily anticipating the end of the exams that afternoon, but Harry, Ron, and Hermione, lost in worry about Hagrid and Buckbeak, didn't join in. Harry's and Ron's last exam was Divination; Hermione's, Muggle Studies. They walked up the marble staircase together; Hermione left them on the first floor and Harry and Ron proceeded all the way up to the seventh, where many of their class were sitting on the spiral staircase to Professor Trelawney's classroom, trying to cram in a bit of last-minute studying. â€Å"She's seeing us all separately,† Neville informed them as they went to sit down next to him. He had his copy of Unfogging the Future open on his lap at the pages devoted to crystal gazing. â€Å"Have either of you ever seen anything in a crystal ball?† he asked them unhappily. â€Å"Nope,† said Ron in an offhand voice. He kept checking his watch; Harry. knew that he was counting down the time until Buckbeak's appeal started. The line of people outside the classroom shortened very slowly. As each person climbed back down the silver ladder, the rest of the class hissed, â€Å"What did she ask? Was it okay?† But they all refused to say. â€Å"She says the crystal ball's told her that if I tell you, I'll have a horrible accident!† squeaked Neville as he clambered back down the ladder toward Harry and Ron, who had now reached the landing. â€Å"That's convenient,† snorted Ron. â€Å"You know, I'm starting to think Hermione was right about her† — he jabbed his thumb toward the trapdoor overhead — â€Å"she's a right old fraud.† â€Å"Yeah,† said Harry, looking at his own watch. It was now two o'clock. â€Å"Wish she'd hurry up†¦Ã¢â‚¬  Parvati came back down the ladder glowing with pride. â€Å"She says I've got all the makings of a true Seer,† she informed Harry and Ron. â€Å"I saw loads of stuff†¦Well, good luck!† She hurried off down the spiral staircase toward Lavender. â€Å"Ronald Weasley,† said the familiar, misty voice from over their heads. Ron grimaced at Harry and climbed the silver ladder out of sight. Harry was now the only person left to be tested. He settled himself on the floor with his back against the wall, listening to a fly buzzing in the sunny window, his mind across the grounds with Hagrid. Finally, after about twenty minutes, Ron's large feet reappeared on the ladder. â€Å"How'd it go?† Harry asked him, standing up. â€Å"Rubbish,† said Ron. â€Å"Couldn't see a thing, so I made some stuff up. Don't think she was convinced, though†¦Ã¢â‚¬  â€Å"Meet you in the common room,† Harry muttered as Professor Trelawney's voice called, â€Å"Harry Potter!† The tower room was hotter than ever before; the curtains were closed, the fire was alight, and the usual sickly scent made Harry cough as he stumbled through the clutter of chairs and table to where Professor Trelawney sat waiting for him before a large crystal ball. â€Å"Good day, my dear,† she said softly. â€Å"If you would kindly gaze into the Orb†¦Take your time, now†¦then tell me what you see within it†¦.† Harry bent over the crystal ball and stared, stared as hard as he could, willing it to show him something other than swirling white fog, but nothing happened. â€Å"Well?† Professor Trelawney prompted delicately. â€Å"What do you see?† The heat was overpowering and his nostrils were stinging with the perfumed smoke wafting from the fire beside them. He thought of what Ron had just said, and decided to pretend. â€Å"Er –† said Harry, â€Å"a dark shape†¦um†¦Ã¢â‚¬  â€Å"What does it resemble?† whispered Professor Trelawney. â€Å"Think, now†¦Ã¢â‚¬  Harry cast his mind around and it landed on Buckbeak. â€Å"A Hippogriff,† he said firmly. â€Å"Indeed!† whispered Professor Trelawney, scribbling keenly on the parchment perched upon her knees. â€Å"My boy, you may well be seeing the outcome of poor Hagrid's trouble with the Ministry of Magic! Look closer†¦Does the Hippogriff appear to†¦have its head?† â€Å"Yes,† said Harry firmly. â€Å"Are you sure?† Professor Trelawney urged him. â€Å"Are you quite sure, dear? You don't see it writhing on the ground, perhaps, and a shadowy figure raising an axe behind it?† â€Å"No!† said Harry, starting to feel slightly sick. â€Å"No blood? No weeping Hagrid?† â€Å"No!† said Harry again, wanting more than ever to leave the room and the heat. â€Å"It looks fine, it's — flying away†¦Ã¢â‚¬  Professor Trelawney sighed. â€Å"Well, dear, I think we'll leave it there†¦A little disappointing†¦but I'm sure you did your best.† Relieved, Harry got up, picked up his bag and turned to go, but then a loud, harsh voice spoke behind him. â€Å"IT WILL HAPPEN TONIGHT.† Harry wheeled around. Professor Trelawney had gone rigid in her armchair; her eyes were unfocused and her mouth sagging. â€Å"S — sorry?† said Harry. But Professor Trelawney didn't seem to hear him. Her eyes started to roll. Harry sat there in a panic. She looked as though she was about to have some sort of seizure. He hesitated, thinking of running to the hospital wing — and then Professor Trelawney spoke again, in the same harsh voice, quite unlike her own: â€Å"THE DARK LORD LIES ALONE AND FRIENDLESS, ABANDONED BY HIS FOLLOWERS. HIS SERVANT HAS BEEN CHAINED THESE TWELVE YEARS. TONIGHT, BEFORE MIDNIGHT†¦THE SERVANT WILL BREAK FREE AND SET OUT TO REJOIN HIS MASTER. THE DARK LORD WILL RISE AGAIN WITH HIS SERVANT'S AID, GREATER AND MORE TERRIBLE THAN EVER HE WAS. TONIGHT†¦BEFORE MIDNIGHT†¦THE SERVANT†¦WILL SET OUT†¦TO REJOIN†¦HIS MASTER†¦Ã¢â‚¬  Professor Trelawney's head fell forward onto her chest. She made a grunting sort of noise. Harry sat there, staring at her. Then, quite suddenly, Professor Trelawney's head snapped up again. â€Å"I'm so sorry, dear boy,† she said dreamily, â€Å"the heat of the day, you know†¦I drifted off for a moment†¦.† Harry sat there, staring at her. â€Å"Is there anything wrong, my dear?† â€Å"You — you just told me that the — the Dark Lord's going to rise again†¦that his servant's going to go back to him.† Professor Trelawney looked thoroughly startled. â€Å"The Dark Lord? He-Who-Must-Not-Be-Named? My dear boy, that's hardly something to joke about†¦Rise again, indeed –â€Å" â€Å"But you just said it! You said the Dark Lord –â€Å" â€Å"I think you must have dozed off too, dear!† said Professor Trelawney. â€Å"I would certainly not presume to predict anything quite as far-fetched as that!† Harry climbed back down the ladder and the spiral staircase, wondering†¦had he just heard Professor Trelawney make a real prediction? Or had that been her idea of an impressive end to the test? Five minutes later he was dashing past the security trolls outside the entrance to Gryffindor Tower, Professor Trelawney's words still resounding in his head. People were striding past him in the opposite direction, laughing and joking, heading for the grounds and a bit of long-awaited freedom; by the time he had reached the portrait hole and entered the common room, it was almost deserted. Over in the corner, however, sat Ron and Hermione. â€Å"Professor Trelawney,† Harry panted, â€Å"just told me –â€Å" But he stopped abruptly at the sight of their faces. â€Å"Buckbeak lost,† said Ron weakly. â€Å"Hagrid's just sent this.† Hagrid's note was dry this time, no tears had splattered it, yet his hand seemed to have shaken so much as he wrote that it was hardly legible. Lost appeal. They're going to execute at sunset. Nothing you can do. Don't come down. I don't want you to see it. Hagrid â€Å"We've got to go,† said Harry at once. â€Å"He can't just sit there on his own, waiting for the executioner!† â€Å"Sunset, though,† said Ron, who was staring out the window ill a glazed sort of way. â€Å"We'd never be allowed †¦'specially you, Harry†¦Ã¢â‚¬  Harry sank his head into his hands, thinking. â€Å"If we only had the Invisibility Cloak†¦Ã¢â‚¬  â€Å"Where is it?† said Hermione. Harry told her about leaving it in the passageway under the one-eyed witch. â€Å"†¦ if Snape sees me anywhere near there again, I'm in serious trouble,† he finished. â€Å"That's true,† said Hermione, getting to her feet. â€Å"If he sees you†¦How do you open the witch's hump again?† â€Å"You — you tap it and say, ‘Dissendium,'† said Harry. â€Å"But –â€Å" Hermione didn't wait for the rest of his sentence; she strode across the room, pushed open the Fat Lady's portrait and vanished from sight. â€Å"She hasn't gone to get it?† Ron said, staring after her. She had. Hermione returned a quarter of an hour later with the silvery cloak folded carefully under her robes. â€Å"Hermione, I don't know what's gotten, into you lately!† said Ron, astounded. â€Å"First you hit Malfoy, then you walk out on Professor Trelawney –â€Å" Hermione looked rather flattered. They went down to dinner with everybody else, but did not return to Gryffindor Tower afterward. Harry had the cloak hidden down the front of his robes; he had to keep his arms folded to hide the lump. They skulked in an empty chamber off the entrance hall, listening, until they were sure it was deserted. They heard a last pair of people hurrying across the hall and a door slamming. Hermione poked her head around the door. â€Å"Okay,† she whispered, â€Å"no one there — cloak on –â€Å" Walking very close together so that nobody would see them, they crossed the hall on tiptoe beneath the cloak, then walked down the stone front steps into the grounds. The sun was already sinking behind the Forbidden Forest, gilding the top branches of the trees. They reached Hagrid's cabin and knocked. He was a minute in answering, and when he did, he looked all around for his visitor, pale-faced and trembling. â€Å"It's us,† Harry hissed. â€Å"We're wearing the Invisibility Cloak. Let us in and we can take it off.† â€Å"Yeh shouldn've come!† Hagrid whispered, but he stood back, and they stepped inside. Hagrid shut the door quickly and Harry pulled off the cloak. Hagrid was not crying, nor did he throw himself upon their necks. He looked like a man who did not know where he was or what to do. This helplessness was worse to watch than tears. â€Å"Wan' some tea?† he said. His great hands were shaking as he reached for the kettle. â€Å"Where's Buckbeak, Hagrid?† said Hermione hesitantly. â€Å"I — I took him outside,† said Hagrid, spilling milk all over the table as he filled up the jug. â€Å"He's tethered in me pumpkin patch. Thought he oughta see the trees an' — an' smell fresh air — before –â€Å" Hagrid's hand trembled so violently that the milk jug slipped from his grasp and shattered all over the floor. â€Å"I'll do it, Hagrid,† said Hermione quickly, hurrying over and starting to clean up the mess. â€Å"There's another one in the cupboard,† Hagrid said, sitting down and wiping his forehead on his sleeve. Harry glanced at Ron, who looked back hopelessly. â€Å"Isn't there anything anyone can do, Hagrid?† Harry asked fiercely, sitting down next to him. â€Å"Dumbledore –â€Å" â€Å"He's tried,† said Hagrid. â€Å"He's got no power ter overrule the Committee. He told 'em Buckbeak's all right, but they're scared†¦Yeh know what Lucius Malfoy's like†¦threatened 'em, I expect†¦an' the executioner, Macnair, he's an old pal o' Malfoy's†¦but it'll be quick an' clean†¦an' I'll be beside him†¦.† Hagrid swallowed. His eyes were darting all over the cabin as though looking for some shred of hope or comfort. â€Å"Dumbledore's gonna come down while it — while it happens. Wrote me this mornin'. Said he wants ter — ter be with me. Great man, Dumbledore†¦.† Hermione, who had been rummaging in Hagrid's cupboard for another milk jug, let out a small, quickly stifled sob. She straightened up with the new jug in her hands, fighting back tears. â€Å"We'll stay with you too, Hagrid,† she began, but Hagrid shook his shaggy head. â€Å"Yeh're ter go back up ter the castle. I told yeh, I don' wan' yeh watchin'. An' yeh shouldn' be down here anyway†¦If Fudge an' Dumbledore catch yeh out without permission, Harry, yeh'll be in big trouble.† Silent tears were now streaming down Hermione's face, but she hid them from Hagrid, bustling around making tea. Then, as she picked up the milk bottle to pour some into the jug, she let out a shriek. â€Å"Ron, I don't believe it — it's Scabbers!† Ron gaped at her. â€Å"What are you talking about?† Hermione carried the milk jug over to the table and turned it upside down. With a frantic squeak, and much scrambling to get back inside, Scabbers the rat came sliding out onto the table. â€Å"Scabbers!† said Ron blankly. â€Å"Scabbers, what are you doing here?† He grabbed the struggling rat and held him up to the light. Scabbers looked dreadful. He was thinner than ever, large tufts of hair had fallen out leaving wide bald patches, and he writhed in Ron's hands as though desperate to free himself â€Å"It's okay, Scabbers!† said Ron. â€Å"No cats! There's nothing here to hurt you!† Hagrid suddenly stood up, his eyes fixed on the window. His normally ruddy face had gone the color of parchment. â€Å"They're comin'†¦.† Harry, Ron, and Hermione whipped around. A group of men was walking down the distant castle steps. In front was Albus Dumbledore, his silver beard gleaming in the dying sun. Next to him trotted Cornelius Fudge. Behind them came the feeble old Committee member and the executioner, Macnair. â€Å"Yeh gotta go,† said Hagrid. Every inch of him was trembling. â€Å"They mustn' find yeh here†¦Go now†¦Ã¢â‚¬  Ron stuffed Scabbers into his pocket and Hermione picked up the cloak. â€Å"I'll let yeh out the back way,† said Hagrid. They followed him to the door into his back garden. Harry felt strangely unreal, and even more so when he saw Buckbeak a few yards away, tethered to a tree behind Hagrid's pumpkin patch. Buckbeak seemed to know something was happening. He turned his sharp head from side to side and pawed the ground nervously. â€Å"It's okay, Beaky,† said Hagrid softly. â€Å"It's okay†¦Ã¢â‚¬  He turned to Harry, Ron, and Hermione. â€Å"Go on,† he said. â€Å"Get goin'.† But they didn't move. â€Å"Hagrid, we can't –â€Å" â€Å"We'll tell them what really happened –â€Å" â€Å"They can't kill him –â€Å" â€Å"Go!† said Hagrid fiercely. â€Å"It's bad enough without you lot in trouble an' all!† They had no choice. As Hermione threw the cloak over Harry and Ron, they heard voices at the front of the cabin. Hagrid looked at the place where they had just vanished from sight. â€Å"Go quick,† he said hoarsely. â€Å"Don' listen†¦Ã¢â‚¬  And he strode back into his cabin as someone knocked at the front door. Slowly, in a kind of horrified trance, Harry, Ron, and Hermione set off silently around Hagrid's house. As they reached the other side, the front door closed with a sharp snap. â€Å"Please, let's hurry,† Hermione whispered. â€Å"I can't stand it, I can't bear it†¦.† They started up the sloping lawn toward the castle. The sun was sinking fast now; the sky had turned to a clear, purple-tinged gray, but to the west there was a ruby-red glow. Ron stopped dead. â€Å"Oh, please, Ron,† Hermione began. â€Å"It's Scabbers — he won't — stay put –â€Å" Ron was bent over, trying to keep Scabbers in his pocket, but the rat was going berserk; squeaking madly, twisting and flailing, trying to sink his teeth into Ron's hand. â€Å"Scabbers, it's me, you idiot, it's Ron,† Ron hissed. They heard a door open behind them and men's voices. â€Å"Oh, Ron, please let's move, they're going to do it!† Hermione breathed. â€Å"Okay — Scabbers, stay put –â€Å" They walked forward; Harry, like Hermione, was trying not to listen to the rumble of voices behind them. Ron stopped again. â€Å"I can't hold him — Scabbers, shut up, everyone'll hear us –â€Å" The rat was squealing wildly, but not loudly enough to cover up the sounds drifting from Hagrid's garden. There was a jumble of indistinct male voices, a silence, and then, without warning, the unmistakable swish and thud of an axe. Hermione swayed on the spot. â€Å"They did it!† she whispered to Harry. â€Å"I'd — don't believe it — they did it!†