The Death Of Venice By Thomas Mann - 1240 Words

In 1913, German writer Thomas Mann’s most widely read novella entitled â€Å"Death in Venice† was published. Born to Johann Heinrich Mann, and Julia da Silva Bruhns on June 6, 1875, in Lubeck, Germany. Thomas Mann was not the type that excelled in school in fact in his own words he â€Å"finished school rather ingloriously† (Mann, â€Å"Thomas Mann Biographical†). However, after the death of his father during his mid teenage years, Mann moved to â€Å"south of Germany, in Munich† with his mother. There in Munich, Mann began preparing for his career in journalism and by his early twenties his â€Å"first collection of short stories entitled† â€Å"Der kleine Herr Friedemann† or as translated â€Å"Little Herr Friedemann† were published (Mann/noble prize). This essay will†¦show more content†¦The polarity between Auschenbach’s stiff cultural environment and his resulting lifestyle and the aesthetically pleasing â⠂¬Å"magnificent city†¦A city full of irresistible attraction,† is the basis for the moral of the novella (Mann, Death in Venice). The importance of Venice, Italy being chosen as the second setting is that Venice is everything Auschenbach and his accustomed cultural environment are not. And it is this very contrast that temps and leads Auschenbach down the rabbit hole. As Hannelore Mundt also mentions in the sixth chapter of her literary criticism of â€Å"Death in Venice,† Mann took inspiration from â€Å"German philosopher and cultural critic,† Friedrich Nietzsche (Anderson). As stated in Professor Raymond Gray’s lecture notes for â€Å"Death in Venice†. â€Å"Mann was profoundly influenced by the German philosopher Friedrich Nietzsche. Nietzsche s primary aesthetic treatise, The Birth of Tragedy out of the Spirit of Music (1872) postulated the existence of two distinct and opposing artistic tendencies† (Gray). In the case of the protagonist von Auschenbach if whether it was the austere cultural environment of his homeland of Germany or the paternal influence that encourage a â€Å"strict and decently simple† lifestyle (Mann, Death in Venice). Psychologically, up until the day in â€Å"early May† in which Auschenbach decided to refresh his mind with a walk outside in his town of Munich, Germany, he was content in living with an ApollonianShow MoreRelatedDeath Of Venice By Thomas Mann1958 Words   |  8 PagesIn Thomas Mann’s Death In Venice, Tadzio is likened to the sun, and thus represents an illuminating force for knowing what is truly good and just and by consequence represents a â€Å"higher truth.† This quest for knowledge on what is good becomes apparent as Aschenbach becomes more and more infatuated with Tadzio, not in a romantic sense, but rather a sense of seeking what he believes is right, a platonic relationship which ultimately sparks Aschenbach’s demise. Aschenbach’s motives are somewhat muddledRead MoreAnalysis Of The Death Of Venice By Thomas Mann1801 Words   |  8 PagesTadzio as an Illuminator In Thomas Mann’s Death In Venice, Tadzio is likened to the sun and thus represents an illuminating force for knowing what is truly good and just and by consequence represents a â€Å"higher truth.† This quest for knowledge on what is good becomes apparent as Aschenbach becomes more and more infatuated with Tadzio, not in a romantic sense, but rather a sense of seeking what he believes is right, a platonic relationship which ultimately sparks Aschenbach’s demise. Aschenbach’sRead MoreGreek Mythology in Death in Venice by Thomas Mann1941 Words   |  8 PagesIn this paper I will look to discuss Greek myths and how they are significant to Death in Venice and how these myths are used as metaphors within the novella. Myths and legends act as a form of moral regulation within society (Morford et al. 2013). They pose an extreme situation followed by what is deemed the â€Å"wrong choice† that is followed by extreme consequences to the character’s c hoice. Within Mann’s Death in Venice there are several instances of Greek mythology being used as metaphors that foreshadowRead MoreConsumed by Beauty in Death in venice by Thomas Mann Essay620 Words   |  3 Pagesknowledge, more wealth, and more happiness, but it all is endless like an abyss. Beauty, however, is pure and can be found in the simplest matters in life. Throughout the novel Death in Venice, by Thomas Mann, Aschenbach works his whole life rigorously day by day searching for more and more until his introduction to Tadzio in Venice. Upon Aschenbach’s first site of Tadzio he falls in love with the perfect beauty of the child. For the first time in his life he sees the simplicity of beauty and how perfectRead MoreTHE QUINTESSENTIAL ARTIST976 Words   |  4 Pagesthan what is reflects about the creator himself. Thus they turn a blind eye (again either consciously or subconsciously) and no one directly claims that the creator is an abomination and the artist is free to his own morality. In Thomas Mann’s novella Death In Venice, Mann grapples with the concept of discipline and passion and how they struggle to maintain the dignity of the artist. He accomplishes this by showing the processes that his protagonist Gustav von Achenbach must experience in order toRead More Essay on Art as a Reflection of Life in Death in Venice1204 Words   |  5 PagesArt as a Reflection of Life in Death in Venice      Ã‚  Death in Venice explores the relationship between an artist, namely Gustave von Aschenbach, and the world in which he lives. Aschenbach, destined to be an artist from a young age, represents art, while his surroundings represent life. As the story unfolds, Aschenbach endeavors on a journey in an attempt to relinquish his position in society as an artist. Aschenbach wants to experience life, as opposed to merely reflecting upon it, as heRead MoreEssay on Death In Venice1006 Words   |  5 Pagesgive the storyline and characters more depth and complexity. In Death in Venice by Thomas Mann, Mann uses the gods Apollo and Dionysus and the struggle between opposites to demonstrate the ultimate downfall of the novella’s main character, Aschenbach. Often times, a writer creates a character as a representation of the Apollonian character and another separate character representing the Dionysian character of the novel. Thomas Mann chose to have the same character, Aschenbach, demonstrate the extremesRead More Essay on Relationship between Art and Life in Death in Venice1405 Words   |  6 PagesRelationship between Art and Life Explored in Death in Venice      Ã‚   The novella Death in Venice by Thomas Mann examines the nature of the relationship between art and life. The progression of the main character, Gustave Von Aschenbach, illustrates the concept of an Apollinian/Dionysian continuum. Apollo is the Greek god of art, thus something Apollinian places an emphasis on form. Dionysus is the Greek god of wine and chaos, hence something Dionysian emphasizes energy and emotion. In The BirthRead More Symbols and Symbolism in Death in Venice Essay854 Words   |  4 PagesSubtle Symbolism in Death in Venice    The dominant theme in Death in Venice is, obviously, death. This theme is exploited through the use of irony, imagery, and symbolism. The theme is most effectively explored by means of symbolism. Manns symbolism is not as straight-forward as most authors, however, and the reader is forced to dig deep in order to determine the true meaning of any given passage. This pseudo-hidden symbolism forces the reader to be acutely aware of its presence from pageRead MoreSymbolism in Thomas Manns Story \1621 Words   |  7 Pagestwentieth-century literature was Thomas Mann. Thomas Mann is famous for his economical writing. He does not waste a word: every detail he includes is significant, and every detail serves his strategy of suggesting, hinting, rather than directly telling. Without a doubt, Death in Venice by Thomas Mann is one of the greatest masterpieces of short fiction ever written. It tells the story of Gustav von Aschenbach, a successful but aging German writer who follows his wanderl ust to Venice in search of spiritual

Essay on The Culture of Heavy Metal Music Listeners Around...

People who listen to heavy metal music are often seen as a minority group in most cultures and countries, but is it possible that heavy metal music listeners have a distinct culture of their own that transcends the dividing lines of nations? This paper is intended to research and report the similarities between heavy metal listeners across the world. In order to do that I will be splitting the world up into four major categories for observation and research: 1. The United States 2. English speaking Europe (Ireland, Great Britain) 3. Non-English speaking Europe (Finland, Switzerland, France, Italy, Russia, etc.) 4. Asia (India, Japan, China, Korea, Vietnam, etc.) I do realize that this leaves out some key areas like The Middle East,†¦show more content†¦In most non-English speaking European nations tobacco use is almost considered a national pastime. In countries like France and Italy smokers are a majority of the population in general, so the metal fans do not really stand apart from the cultural norm. In Asian countries smoking is more socially acceptable than in English speaking countries, but there is a slightly higher rate of smokers who are metal fans over smokers in the general population. The surveys that have been done in Asian countries point to a higher rate of hero worship and idolization; being that many heavy metal musicians smoke and are heroes to their fans this hypothesis makes a lot of sense. Most cultures also have a manner of dress that is recognizable (although this is becoming rare due to the current globalization trend†¦ with the 4 different cultural groups that this paper is focusing on the fashion tre nds are almost identical). Most heavy metal listeners tend to wear darker clothes (usually blacks and reds), but due to the culture stressing individuality and truth, the actual manner of dress can vary quite a bit from metalhead to metalhead. At a concert (no matter which cultural area it’s in) the most common attire for a fan is a black band t-shirt or hooded sweatshirt and jeans. Heavy metal fans also tend to have more piercings and tattoos then non-metal fans (many long time fans will actually incorporate bandsShow MoreRelatedMusic Is The Greatest Singer Of The 20th Century1068 Words   |  5 PagesThe culture of music is one of the most ever evolving outlets society has, people from all around the world can find common ground between simple beats and rythyms. Music genres are built off of one another to develop new and unique genres, ranging from classical blues to heavy metal bands. In between the years 1960 and 2010 America has had over 13 diverse genres rule over musics Hot 100. Numerous talented artists have advanced music to what the world knows it as today. Frank Sinatra is one ofRead MoreEssay about The History of Rock1004 Words   |  5 Pages As one of the most popular music genres, rock music has grown and expanded to incorporate many styles throughout the years. A rock band usually consists of a vocalist, an acoustic drum kit played with a strong beat, usually a back beat, and features electric and acoustic guitars. From its beginnings in the late 1950s and early 1960s until the present day, rock has changed styles seemingly every decade as new bands become popular because of their unique style of music. Throughout the years rock hasRead MoreThe Effects Of Music On The Brain And Body1638 Words   |  7 PagesVarious studies have shown different effects of music on the brain and body. According to the results of a study published in Neuroscience Letters, listening to a piece of music interpreted as happy or sad can make a person perceive a neutral face as either happy or sad. PET scans have been performed on a variety of people, some scans focusing on a person’s brain activity while listening to a piece of music, and some scans focusing on a person’s brain activity while playing a musical instrument.Read MoreThe Positive Effects Of Music1382 Words   |  6 PagesIn our society now a days music is a big part of it. Music has culturally, morally, and emotionally influenced our society. Every known society throughout history has had some form of music. Andrew states â€Å"Some would look at music as a small footnote in the progression of humanity, it is in fact a much greater force; for some, it defines their very existence† (Andrew). Music has been a greater force in our societies today. For Example, listening to music has shown to positively affect mood, productivityRead MoreRap Music And Its Effects On Its Audience1813 Words   |  8 PagesRap music began in the 1970s in Bronx, New York. It started as an unknown type of music, but with its commercialization, rap music has turned into a multi-billion dollar industry that influences many people around the world today. When rap first began, it had â€Å"sociopolitical messages that had been absent in other forms of music† (Edwards-Stewart). For instance, artists, such as Run DMC and Public Enemy, rapped about the trial and tribulations of African Americans who lived in American inner citiesRead MoreHow Music Has An Effect On The Human Brain1561 Words   |  7 PagesDonald A. Hodges and Robin W. Wilkins, two professors of music education at the University of North Carolina at Greensboro have done research and wrote about their findings as it relates to how and why music has an effect on the human brain, in an article entitled How and Why Does Music Move Us?: Answers from Psychology and Neuroscience. In the article they go over the technique used to examine the brain’s interconnectivity as people listen to music. This technique is called Network Science. They writeRead MoreThe Strong Themes And Views Of Heavy Metal Music2475 Words   |  10 Pagesviews in heavy metal music, including but not limited to environmental, religious and political views have over decades, created a community and culture among listeners and musicians alike. Because of common ideas among artists, some of which could be seen as transgressive, all creativity within the culture is respected and praised no matter what sort of background it has come from. Visual art is a huge part of heavy metal as there are so many different subgenres of the music that a uniqueRead MoreEssay about Negative Music and the Effects on Human Behavior1486 Words   |  6 Pagesabout negative music and its effect on human behavior. I will trace the history of this type of music and discuss some studies which point out effects of listening to it. What is negative music? Negative music is music that has a negative effect. One form of negative music is music that is used to express or to stimulate negative emotions. A Viennese classical composer named Arnold Schonberg was the first person to openly create negative music early in the twentieth century. His music was rejectedRead MoreEssay on Gender and Music Preference1855 Words   |  8 PagesGender and Music Preference There are so many different forms and genres of music that people admire. Even older genres that have seemed to die out still have fans such as disco or polka. Many researchers discuss why people favor the music that they do. This has been a popular topic in music research considering how important music has become in everyday life. Music is played in the car, on the internet, on cellphones, and even behind commercials on television. It is hard to imagine a world withoutRead More Adolescent Behavior Essay2533 Words   |  11 Pagesrole music plays in adolescent behavior. As there is a dearth of documentation on the emo culture, this review relied on articles and researches done in the United States and Australia. Music and the Adolescent According to Roe â€Å"music plays an important social role† in the development of adolescents (Roe K, 2000). Music acts as a buffer for adolescents; substituting as a means of distraction as well as entertainment. Roberts and Christenson (2001) assert that adolescent also use music as a

Theories of Group Formation Free Essays

Theories of Group Formation Below is an explanation of the different models of group formation processes by Lewin, Tuckman, McGrath, and Gersick including the major features, steps, and characteristics. Tuckman (1965), stated these roles/processes are needed for group formation: Forming: Group members learn about each other, and the task at hand. Indicators of this stage might include: unclear objectives, confusion, and low morale. We will write a custom essay sample on Theories of Group Formation or any similar topic only for you Order Now Storming: As group members continue to work, they will engage each other in arguments about the structure of the group which often are significantly emotional and illustrate a struggle for status in the group. Lack of cohesion marks this phase. Norming: Group members establish implicit or explicit rules about how they will achieve their goal. They address the types of communication that will or will not help with the task. Indicators include: Questioning performance, Reviewing/clarify objective, Changing/confirming roles, Opening risky issues, Assertiveness, Listening, Testing new ground, Identifying strengths and weaknesses. Performing: Groups reach a conclusion and implement the conclusion. Indicators include: Creativity, Initiative, Flexibility, and Open relationships. McGrath (1991), stated these roles/processes are needed for group formation: Mode I: Inception and acceptance of a project (goal choice) Mode II: Technical problem solving – solution of technical issues (means choice) Mode III: Conflict resolution – resolution of political issues conflict (policy choice) Mode IV: Execution – the performance requirements of the project (goal attainment) Unfreezing – this phase involves overcoming inertia and dismantling the existing â€Å"mind set†. Defense mechanisms have to be bypassed. Change – typically a period of confusion and transition. One is aware that the old ways are being challenged but does not have a clear picture to replace them yet. Freezing – the new mindset is crystallizing and one’s comfort level is returning to previous levels. Phase 1 – behavioral patterns and assumptions through which a group approaches its project emerges in its first meeting, and the group stays with the framework through the first half of its life. Teams may show little visible progress during this time because members are unable to perceive a use for the information they are generating until they revise the initial framework. Midpoint – at calendar midpoints, groups experience transitions-paradigmatic shifts in their approaches of their work enabling them to capitalize on the gradual learning they have done and make significant advances. This is an opportunity for the group to alter the course of its life midstream. Phase 2 – this is a second period of inertial movement, and takes its direction from plans crystallized during the transition. At completion, when a team makes a final effort to satisfy outside expectations, it experiences the positive and negative consequences of past choices. I see many roles that leaders need to provide in the group development process. A leader needs understanding of critical theories about how people learn, an understanding of patterns of discrimination and inequalities, and the benefits and liabilities associated with individual groups. Along with the ability to articulate his/her own philosophy of education, and use it to empower others’ active participation in their own transformation. According to Katzenbach and Smith (2005), effective working groups need little time to shape their purpose, since the leader usually establishes it. Despite the fact that many leaders refer to group reporting to them as a team, few groups really are. Leaders, however, should make sure the team succeeds in identifying specific purposes and goals. If the leader of a group wants to improve performance overall, he/she needs to find a way of the group taking shared ownership for the results. It is likely that a shift from individual responsibility to shared responsibility can only be achieved if the pay and reward system has a significant element that is dependent on the overall outcome. The knowledge, skills and attitudes of the leader may also need to shift significantly to be effective in this new environment. For example, a leader may need to share all of the individuals’ results with the group. The group has the right to know how others are performing if their pay depends on it. This could be a challenging experience for a leader who has avoided the potential emotional stress that can be caused by this level of openness. Kozlowski and Bell (2003), stated that team training and leadership interventions have the potential to enhance team development, it is a process that generally unfolds naturally without intentional intervention. Thus the potential for improving team development and team effectiveness in many organizations is high. â€Å"However, team training and team leadership are key leverage points for enhancing the developmental process by intervening before or as teams are formed (team training) and as they proceed through the developmental rocess in the work setting (team leadership and coaching). † Kozlowski Bell (2003). The theory that appeals to me the most is Tuckman’s theory of group formation. I believe I feel this way because it is most familiar to me, and have gone through the formal stages of forming, norming, storming, and performing. I was also a participant in a class called â€Å"How best to form your team†. This class went over these ideals that Tuckman men tions. Refer ences Gersick, Connie J. G. (1988). Time and Transition in Work Teams: Toward a New Model of Group Development. Academy of Management Journal. Vol. 31, No. 1, 9-41. Retrieved from Business Source Premier database Katzenbach, Jon R. Smith, Douglas K. (2005). The Discipline of Teams. The Harvard Business Review. July-August, 2005. pp. 162-171. Kozlowski, S. (2006). Group development. Encyclopedia of Industrial and Organizational Psychology. Retrieved from Sage e-References, Walden Library Kozlowski, S. W. J. , Bell, B. S. (2003). Work groups and teams in organizations. In W. C. Borman, ed. , D. R. Ilgen, ed. , R. J. Klimoski, ed. (Eds. ), ed. Handbook of psychology: Industrial and organizational psychology (Vol. 12, pp. 333-375). London: Wiley. Lewin, K. (1999). Experiments in social space. Reflections, 1(1), 7-13. Retrieved from Business Source Premier database McGrath, J. E. (1991). Time, interaction, and performance (TIP): A theory of groups. Small Group Research, 22(2), 147-174. Retrieved from SAGE Management and Organization Studies Full Text Collection Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399. Retrieved from PsycARTICLES database How to cite Theories of Group Formation, Papers

Internal and external relationship in z for zachariah free essay sample

Z for Zachariah written by Robert O’Brien displays internal and external conflicts throughout the novel. The internal conflict built up character development as it showed the characters personality and thoughts, we discovered early in the story that Ann is a very powerful and intelligent teenager. The external conflict made a big dramatic impact on the book, as it showed the clash between the two main characters with Mr Loomis being the stereotypical male trying to overpower Ann physically. Both internal and external conflicts were both very important in different ways and are both vital for this story. Z for Zachariah was a very dramatic book due to the amount of external conflict between Mr Loomis and Ann. Ann had to face Mr Loomis while he was in various different states of mind, many when he was extremely angry. Mr Loomis wanted to over power Ann, and with him being a male and Ann being a female he assumed that he would be physically stronger. There were several physical acts in which Mr Loomis tried to overpower Ann, it started off on June the 24th when she asked him if he was married and he ‘grabbed’ her hand, then 4 days later on June the 28th Mr Loomis attempted to sexually assault Ann while she was sleeping, fortunately for Ann he was unsuccessful as Ann had awakened when she felt his presence in the room. Ann had to run from the house and live in the cave, trying out a system to share the valley with Mr Loomis with making minimal contact. About 10 days after the attempted sexual assault Ann walks up to the house about to start her daily routine, and stands in front of the house as she needed to ask Mr Loomis a question about keys for a padlock. It was then when was shot in the ankle by Mr Loomis from the upstairs window. These external conflicts between Mr Loomis and Ann made a big dramatic impact on the story. The external conflicts made the novel very suspenseful and exciting. The internal conflict in Z for Zachariah was a key factor for character development throughout the novel. The internal conflict in this story built up the main characters personality and traits, with Ann being very strong, enthusiastic and intelligent and Mr Loomis being selfish, ungrateful, and controlling. The story being written in diary form let the reader easily know how Ann was feeling about Mr Loomis’ actions. At the beginning of the book she was very cautious about approaching him and afraid knowing that someone was in the valley as she didn’t know if he was trustworthy, this was shown when she wrote in her diary ‘ I will go in the cave now and sleep. I am still afraid. And yet it is – what is the word I mean? companionable to know there is someone else in the valley. ’ (page 30) After time passed on Ann cared for Mr Loomis while he was sick, and was generally worried for his health. There were times during this book where Ann feared that Mr Loomis might not survive the night, and then there were also times when she was very happy, and felt optimistic about her future and even having thoughts about getting married with Mr Loomis, ‘Still, I thought, when Mr Loomis recovered from his sickness, there was no reason why we could not plan to be married in a year’ (page 89). As Mr Loomis eventually recovered and tried to sexually assault Ann she became very fearful and scared of him, she works out a way to share the valley while not living together, as this goes on she remains worried, and very afraid that Mr Loomis may turn on Ann and try to hurt her. Around the 10th day of sharing the valley Ann is shot in her ankle by Mr Loomis. She has to run for her life, worried that any second that her life could be over, she goes into hiding from Mr Loomis. Many weeks later on August the 6th she wakes up in a hollow tree that she has to sleep in as Mr Loomis found her cave, wakes up hopeful, having a plan to leave the valley as she cannot live in fear from Mr Looms. Which she does so, and when she left, she was hopeful, that she would find other life out there. The internal conflict through out this book gave a very good insight on Ann’s feelings and how her personality developed over Mr Loomis’ actions. The external and internal conflicts in Z for Zachariah were key factors for this novel and were both very important for different purposes. Both conflicts were just as important as each other, with the internal giving an insight on Ann’s thoughts and also character development, the external conflict made a big dramatic impact making the book very suspenseful and interesting. Both conflicts relied on each other as when there was external conflict between Ann and Mr Loomis there were the thoughts on the actions from Ann’s point of view. The conflicts in Z for Zachariah are both just as important, and are both needed for this story. Z for Zachariah is a suspenseful, exciting and interesting book containing external and internal conflicts. The two main characters had many differences with their personalities, which clashed throughout the book, causing external conflict which made the book very dramatic. The main theme throughout this story is power, in which Mr Loomis wanted to physically overpower Ann. The dramatic impact and character development from the external and internal conflicts were both very important and had their own different purposes. Z for Zachariah was very interesting, and exciting and has many lessons to be learned throughout the story.

Psych Essays - Credit, Personal Finance, Credit Card, Credit History

Norkis Grant Zakiya Odoi ENC1101TR2:00pm 09/30/2012 Hard Times Will Follow I turn the TV up louder because now my mom is yelling on the phone to Chase about the bill she just received. She sounds as if she is in a war but the slamming of the phone lets me know she didn?t win. I was just out this morning with her and seen that her eyes were glued to a new pair of Burberry shoes. She persuaded herself that she needed them like the other millions of pairs she has jammed in her closet and found herself swiping that same card that she is now arguing with the bank over. How could she really put up any argument? People are in debt because they do not know the difference between priorities and desires. To begin, I believe the first cause of debt would be the helpless issue people have with saving. When growing up we are drawn to a very fancy life style through television and magazines which create a big hole in our pockets. Not everyone in life is born into a millionaire family or with doctors for parents so we must live a life of spending safely but we focus too much on what we want rather then what we need. The other night my best friend Zoie called me in panic around 1 am stating how she is stuck on the side on I-95 with her tank on E. Instead of putting priorities first Zoie decided to go out on a date with little money assuming that the guy was going to pay; little did she know, he didn?t. I warned her if she didn?t learn how to save she would pay for it and now she had bigger things to worry about: a car with no gas, a phone with little battery and no clue on how she was getting to work in the morning. And not being able to get to work means you don?t get paid and neither do the bills. Sometimes such a little sacrifice can save for weeks of headaches. However I believe people get swallowed by debt because of our bad habit of not being able to say no when shopping. When you enter stores like Marshalls, Ross, or TJMAX people can never walk in just for one thing and walk out with just that. Those stores surround customers with alluring items that you may not necessarily need but does catch your eye. I worked in a retail store as a cashier and every time I got a customer they always said the same thing: ?Oh, I think it?s so funny that I always come in here just to return something and end up picking up more things on the way out.? With notebooks, chips, wallets, kid toys, even drinks in case they?re thirsty as the customer waits to be rung up, I don?t have a hard time believing that. The more we shop the less we save. Another reason why I think we fall into debt is because of the overloading of responsibilities we put on ourselves. As a college student my biggest worry is to have to get a loan for school. With no financial aid help I feel as if choosing to go to a major college without scholarships or grants would be completely insane but not impossible. Loans are offered as long as you are attending school but are expected to be paid back after graduating. However going to school for many years doesn?t guarantee a good job to assist you with the money to pay the balance due. So if you are busy buying the latest fashions you may have a hard time keeping up with the payments. Although everyday people are applying to credit cards it is one of the biggest reasons for debt. Banks are there to help but our society seems to be too dependable on a credit card which is money that isn?t ours and needs to be paid back. People don?t understand the seriousness of this problem, which is it affects our credit score. Like a professor once told me ?Your credit score is basically the governments? way of telling how responsible you are without them even seeing

Text Analysis with Systemic Functional Grammar Framework

Text Analysis with Systemic Functional Grammar Framework Text for Analysis Susan: Why don’t you want to go there with me, Teddy?Advertising We will write a custom essay sample on Text Analysis with Systemic Functional Grammar Framework specifically for you for only $16.05 $11/page Learn More Theodore: Well You see Sue, I’m not really sure that I should. Besides, you are a smart girl and can do that on your own. Susan: But I thought we were going to the Jarreds’ together. And now Now I do not want to go either. Susan: Maybe I should call them and tell that we fell ill and this can be influenza?! Theodore: Don’t, honey. They are waiting for you! And I Susan: You have to come with me! You are my boyfriend and I want my friends to know that and accept my decision. Theodore: But, Sue They don’t like me and we both know it. One doesn’t need to be a genius to know that. Look at yourself and look at me: We are from different galaxies and all your friends think so too. Did you ever notice how your friends look at me when I stand aside? No? And I did And I didn’t like that at all. At all! Maybe you can be more successful if you find someone who fits you perfectly?Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Susan: Someone from the same galaxy? Don’t be ridiculous, Ted! I do not want to find a perfect match and don’t want to be judged by my friends. I like you and want to be with you. Isn’t that enough? Theodore: Yes Well, no I don’t know what you mean. I think that you could just go without me to that stupid party Susan: So, now you think it stupid! Hah! I thought so. You don’t want to meet with my friends and do not try to make them like you. You just sit and moan, walk and moan, lie and moan. What do you want me to do? Maybe I should have told them to like you, shouldn’t I? Of course! I should have taken you the re and told them to be nice with you. But you are not a little boy and should take care of yourself. (She went out and slammed the door). The Genre and the Cultural Context Variables As the text is a composed one, it can be characterised in accordance with genre peculiarities as a fiction romantic novel (Eggins, 2004, p.56) where two main characters are involved in a dialogue. Besides, this can be treated as a dialogue between two people who have a romantic affair. It is obvious from the context that they are of different social status or have unequal background. Munro (2008) explores researches by Halliday and other prominent linguists of the era concerning the concept of linguistics and of grammar in particular. In this respect, Halliday (2002) suggested a complicated analysis of grammar related to semiotics hence developing research on multi-functional nature and structure of language. Thus, the cultural peculiarities of the text under analysis cannot be defined. However, the bas ic information can be retrieved from this text. For instance, the dialogue takes place between two people of different genders and none of them tries to take the role of another; a man and a woman have some differences in social position and do not have great difference in age.Advertising We will write a custom essay sample on Text Analysis with Systemic Functional Grammar Framework specifically for you for only $16.05 $11/page Learn More The target readers of this passage are adults and young adults as the conversation in the text takes place between two adults. Men as well as women can be target readers of this text because it is only a passage. So, it can be a part of another text with another context. Thus, it can be a dialogue retrieved from a romance novel or romance detective story. At the same time, this can be a kind of lyrical digression in a story aimed at male reading audience. The text does not propagate any ideological ideas or concepts. The b asic idea in this excerpt concerns the relationships between men and women and complexity in understanding each other. The text enlarges on ideas and beliefs of people and their expectations of relationships with other members of the same community. The words like ‘stupid’ mentioned by the male character concerning the party can be considered as those assessing the category of people to which his girlfriend belongs. Table 1. Semantic choices illustrating beliefs and values Susan Theodore inability to make sound decisions: I do not want to go either; call them and tell that we fell ill and this can be influenza; want my friends toaccept my decision; wants everything to be done as she wants have to come with me; I thought we were going to the Jarreds’ together Don’t be ridiculous; So, now you think it stupid! Hah! I thought so! is not ready to compromise but wants to have everything I like you and want to be with you. Isn’t that enough? You don’t want to meet with my friends; [You] do not try to make them like you. I should have told them to like you lack of self confidence Well You see; I’m not really sure; And I; But, Sue; They don’t like me; i didn’t like that; Yes Well, no I don’t know; opposes her position and the one of his own you are a smart girl; Look at yourself and look at me; We are from different galaxies; [you] can do that on your own; you can be more successful; you find someone who fits you perfectly thinks that everyone understands his problems and waits for sympathy all your friends think so too They are waiting for you and we both know it; Did you ever notice; I think that you could just go without me Description of Experiential Meanings The most verbs are used in the function of material, behavioural, and identifying meaning hence signalling about the material nature of the conversation. There are many negations in the text that identify the inability o f two people to compromise and find a sound decision. Thus, excessive use of â€Å"want† and â€Å"should† with and without a negative particle meaning that the problems concerns expectations, ability, necessity, and desire to make some actions. The following table introduces this situation: Table 2. Experiential meanings: Identification of processesAdvertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More MATERIAL BEHAVIORAL MENTAL VERBAL RELATIONAL Identifying attributive Go See Call Are waiting Accept Loot Look Did notice Look Stand Find Fits find Be judged Do not try Make them like Sit Walk Lie Have taken Take care Went slammed Want Were going Do not want Want Don’t like Didn’t like Do not want Don’t want Like Want to be Don’t want Dowant thought know know think don’t know thought Tell Moan Moan Moan Should have told Told should can do Don’t should have to come doesn’t need are did can be successful be do shouldn’t should should am not sure are a girl can be influenza fell ill are my boyfriend be a genius don’t be ridiculous isn’t enough be nice are not a boy Description of Interpersonal Meanings, Power Relations, and Modality The identification of participants appears to influence largely on the identification of discourse. In this respect, the main topics of concern of participants are her friends and his unwillingness to compromise. In this respect, it is possible to suggests that this is a couple of people who are not married and who try to build their relations. There are many aspects and hidden conflicts that interfere with their feelings and true emotions. Table 3: Participants MATERIAL PROCESS MENTAL PROCESS actor goal/range/beneficiary senser phenomenon Go Call Tell Are waiting Accept Look Look Did notice Look I stand Find Fits find Be judged Do not try Make them like Sit Walk Lie Have taken Take care Went slammed There with me Them (to tell) That we fell ill For you (to come) My decision At yourself At me How your friends look At me Aside find someone who fits you perfectly a perfect match by my friends to make them like you you and moan and moan and moan you there of yourself out the door thought know know think don’t know think thought going to the Jarreds’ together that you are my boyfriend that they don’t like me so too what you mean that y ou could go without me so BEHAVIORAL behaver phenomenon Want Were going Do not want Want Don’t like Didn’t like Do not want Don’t want Like Want to be Don’t want Dowant To go there To the Jarreds’ To go either My friends to know Me (the way they stared) To find a match To be judged You With you To meet Me to do VERBAL PROCESS RELATIONAL PROCESS sayer verbiage receiver Id fd / carr. Id fr / attr Tell Moan Moan Moan Should have told Told Influenza }protest Imperative (to make them like him) To be nice with her boyfriend Them His girlfriend Them (friends) Them (her friends) should can do Don’t should have to come doesn’t need are did can be successful be do shouldn’t should should am not sure are a girl can be influenza fell ill are my boyfriend be a genius don’t be ridiculous isn’t enough be nice are not a boy The text is based on interrogative and negative forms to emphasise the importance of the conflict and frequency of using mutual reproaches in the conversation. Both participants of the dialogue use incomplete sentences but the male character uses those incomplete sentences more often than the female signalling about shifted roles and her dominance on their couple. Description of Textual Meanings and Textual Coherence The clauses are not always organised in the way when a ‘theme’ occurs in the initial position as there are functional words in the initial position whereas a certain meaning is attributed to the initial position of a clause in a sentence. Thus, Rose (2001 as cited in Mushin Baker, p. 34) suggests that the ‘theme’ refers to â€Å"this is what I’m talking about† while the ‘rheme’ is treated as â€Å"this is what I’m saying about it†. The use of various types of grammar is emphasised in the study by O’Halloran (2011, p.19) where the author analyses the political debates. Any type of conversation where more than one person is enrolled requires more complicated grammar. In this respect, the text under analysis can be characterized with the help of systemic functional grammar framework. Fawcett (2000) suggests a few principles of treating the theory of systemic grammar with a branch of syntax. The textual interactivity of the text is very high as both characters use hesitators, pauses, and repetitions. For instance, ‘Well You see’, ‘And now Now I do not want to go either’, ‘And i didn’t like that at all. At all!’, ‘Yes Well, no I don’t know what you mean’. Spontaneity of the text is obvious as there are many phrases with irregular structure and those where a nominal group is absent. Even those phrases that should have been built in accordance with coordination of sentences were separated to make the text more emotionally coloured and make those pauses more meaningful. The text is coherent becaus e it has a beginning, a climax, and a dà ©nouement. All facts are presented in a clear way and explained by characters with the help of introduction of a conflict and mutual reproaches. Classroom Applicability of This Text The text can be used in the class for analysis because it has different grammatical forms, means of expression, and stylistic devices. Before introducing this text for analysis in classroom, it is necessary to discuss different situations that can occur between people that have various relationships. It would be great to provide students with examples of situations and ask them to characterise the mood of each situation. For instance, even positive lexical units can be used in the situation marked with negative mood and vice versa. In this respect, lesson objectives and tasks can be the following: Read the text and assess the situation given. Try to give constructive feedback on the content of the text. Critically evaluate the actions and cues of characters; Ana lyse the characters and relations between them. Identify the level of intimacy between characters and their social distance (implicitly or explicitly shown in the text). Evaluate the usage of the words with positive and negative connotation and identify the effect produced by non-typical use of words with certain connotation; Identify the mood of the text (the whole text if the mood did not change in the course of the story or mood of each part if the mood changed in the story); Mark contacted forms and explain their meaning. Trace those cases when a contacted form is used in the same phrase as the full one. Explain such use of contracted forms and effects produced with the help of this technique. Assess the frequency of using short and full forms and emotional colouring of those cases. Reference List Eggins, S. (2004). An introduction to systemic functional linguistics. London: Continuum International Publishing Group. Fawcett, R. P. (2000). A theory of syntax for systemic functio nal linguistics. Amsterdam: John Benjamins Publishing Company. Halliday, M.A.K. (2002). On grammar. London: Continuum. Munro, R. A. (2008). Probabilistic representation of systemic functional grammar. London: Endangered Languages Archive Department of Linguistics School of Oriental and African Studies University of London. Mushin, I., Baker, B. J. (2008). Discourse and grammar in Australian languages. Amsterdam: John Benjamins Publishing Company. O’Halloran, K. L. (in press 2011). Multimodal discourse analysis. In K. Hyland and B. Paltridge (eds.). Companion to Discourse. London and New York: Continuum. Retrieved from http://multimodal-analysis-lab.org/_docs/pubs14-OHalloran%28in%20press%202011%29-Multimodal_Discourse_Analysis.pdf

Report on case study 1 Example | Topics and Well Written Essays - 500 words

Report on 1 - Case Study Example Rio Tinto, a Japanese company was jolted by an earthquake; that’s the cause of the issues that are being faced by the employees like Dermont. So now the question is how well the organization will be able to deal with an almost unprecedented situation? The problem is that people are puzzled as of this moment, they are not sure of how to tackle this situation as most of them are trapped. They faced some options while making a decision on which route to take. The first risk is that people might get hurt from falling nonstructural objects1. As the transcription describes that during the earthquake the people went under the desk to keep themselves safe from falling objects; the response of a building to an earthquake is determined by its design response spectrum2. Was there an appropriate design response spectrum at Rio Tinto? We can guess that yes, as the building survived. The situation described is like this, they are at the office and according to a clip they saw on TV, a gas terminus going up on flames. And the power stations of Tokyo were massively suffered as well as the fuel lines. So they had a choice, either to somehow make it to their homes or stay exactly where everyone was till the coast was clear and help/guidance was provided from authority. Direct losses were unable to estimate at that point in time; indirect losses calculated afterwards – they usually persist throughout recovery efforts3. According to the transcript, they chose the second option, and spent a night at the office. As for the traffic, it was operating only 10%-20% of its usual volume. Fuel stations were not functioning and gas was also disrupted by the jolts. Social and ethical issues that arose were to do with the emergency situations; for instance how will people help each other in such a calamity? The ethical issues faced here were to do with reopening the offices on Monday. Customers could possibly expect them on that, but there was a huge uncertainty; should the company be

Rewards Managemnet of Apple Inc Essay Example | Topics and Well Written Essays - 2000 words

Rewards Managemnet of Apple Inc - Essay Example It shows the different kinds of rewards structures and the way each of them contributes towards enhancing employee motivation and performance and in what ways too. The various arguments presented by the researchers on the subject are presented in the critical analysis of the literature review. The rewards and compensation structure of Apple Inc has been provided in the light of the literature review and comparisons are provided against the same. Finally recommendations are provided as to the changes or modifications can be brought about in the reward structure in Apple based on the drawbacks of loopholes which follows from the analysis Introduction- Company background The successful corporate leaders have increasingly recognized the fact that their basis of competitive advantage in the market is their human resource or their people. They have also acknowledged the fact that organizations must emphasize on managing their human resource with greater importance as work environments rema in extremely dynamic and keeps changing with great pace. In this context the role of reward management for motivating and inspiring employees to deliver their best contributions in the organization cannot be ignored. The case of Apple Inc is discussed in length in this project. Apple Inc is a multinational corporation based in the United States that producing and marketing consumer electronic goods, computer softwares as well as personal products. The company is well known for producing iPods, iPhones and iPads. The company operates through 357 different retail stores across 10 different locations and is rated as one of the largest global publicly traded organizations. It also accounts for the largest technology company in the world market in terms of profits and revenues. The basis on which the company’s human resource management strategies are built is its recognition of the crucial importance of organizational structures and the people or the human resource which comprises this structure. The strategy demonstrates a complete response to competence, creativity, competencies and constraints which individuals carry with them or create at the workplace. In all its human resource strategies the company seeks to assure superior performance of employees and this is achieved through high end compensation and rewards management system. The idea is to create a workforce which is highly motivated to perform to the best of their abilities in the organization consequently providing a competitive edge for the organization in the market. Literature review on rewards management theory The theories on motivation and rewards management primarily distinguish between the two main kinds of rewards, which are categorized as being extrinsic or intrinsic. Extrinsic rewards are in the form of money or other verbal reinforcements which are mediated from outside the individuals while intrinsic rewards are those which are mediated within the individuals or persons. Researchers consider a person to be intrinsically motivated to conduct an activity if there are apparently no rewards associated apart from the work activity itself. In fact all the theories of motivation considering the two kinds of rewards as developed by researchers and practitioners consider or assume the fact that the resulting effects on

Trusts Law Essay Example | Topics and Well Written Essays - 2500 words

Trusts Law - Essay Example r to fully understand the trust and its principle application it is necessary to know what a trust is, the different types of trust and the specific requirements for the creation of a trust. A trust can be either express or implied.3 The express trust entails a purposeful creation while the implied trust occurs by operation of law in cases where an unconscionable outcome would occur.4 The implied trust can be either constructive or resulting.5 The resulting trust occurs where property transferred reverts to the settlor or his/her estate. A resulting trust can also be established to fill a â€Å"gap in ownership† or dispose of â€Å"surplus of trust funds† after the disposition of the trust property.6 Quite often a resulting trust follows from a trust which is settled by virtue of a condition precedent which fails.7 A resulting trust may also be implied by law where it is necessary to interpret and give effect to the settlor’s intention.8 In such a case, the settlor of the property is presumed to be the equitable owner of the property 9. When property is purchased in the name of a third party this may obviate such a presumption. For instance, an individual purchases stock and directs the vendor to transfer the stock to a third party. It is naturally presumed that the stock is held upon trust for the purchase of the stock.10 On occasions when a trustee abuses the confidence reposed in him by realizing an unauthorised profit derived from the trust property, or becomes unjustly enriched at another’s expense, the court may impose a constructive trust on the party who acted with impropriety.11 In Broadman v Phipps [1967] 2 AC 46 the court imposed a constructive trust in a situation where an attorney in the course of representing a trust happened to come across some confidential information which he used for the purpose of acquiring company shares that were partly owned by the trustees. The company did well and made significant profits as a result of the

Impact of teenage pregnancy on children

Impact of teenage pregnancy on children Many children become pregnant while attending school and this has significantly caused them to stop attending school until the child is born and in many instances they forfeit the opportunity in completing their secondary education. The researcher sought to clarify the impact of teenage pregnancy on children between the ages of 13 17 years old by doing an in depth thesis on the statement. This was to check if children are being sensitized at school on sex education and if the parents are helping them to gain better understanding of what will happen to them when they start having sexual intercourse. This study will be carried out on twenty teens at two prominent institutions that host teenage mothers in Kingston and St. Andrew The researcher will seek to gather this information by using instruments such as questionnaires and interview. The data that will be collected will be presented on tables and graphs along with detailed explanation. The researcher will test to see if the impact of teenage pregnancy on children between the ages of 13 17 years old is a factor of low self-esteem for teens and if it limits them from being an important factor in society. Based on the findings, recommendations will be made. Chapter 1 Introduction Pregnancy for a teenager can be a philosophical event with long term implications for the young mother, father, family, and friends.   Pregnancy is the state of being pregnant; the period from conception to birth when a woman carries a developing fetus in her uterus. http://wordnetweb.princeton.edu/perl/webwn?s=pregnancy. Thus, teenage pregnancy is the period between ages 13 to 19 when a teenager gets pregnant. For this research, the researcher will look at children between the ages of 13 to 17 years old, in an effort of heightening awareness on pregnancy. Jamaica, like many other countries has an overwhelming amount of teenage pregnancy. This has caused children to stop attending school until the child is born, and in many instances, they forfeit the opportunity in completing their secondary education. They are more likely to obtain inadequate prenatal care, have inadequate nutrition, increased pregnancy complications, sexually transmitted diseases and higher risk of low birth weight. Santrock (2008) states that teenage pregnancy creates health risks for both the baby and the mother. He went on to say that infants born to teen mothers are more likely to have low birth weights, a prominent factor in infant mortality, as well as neurological problems and childhood illness. They often drop out of school, some of them will resume their education, however, they do not generally catch up economically with women who postpone childbearing until their twenties. The consequences of an early, unplanned pregnancy place the teenage mother at a distinct disadvantage in her attempts to achieve economic security. Based on the Child Care and Protection Act of 2004, a child must attend school and be given an education whether she become pregnant or not. However, social and cultural taboos make it very difficult for a girl to remain in school during her pregnancy. Teens do not always have good support systems, parenting knowledge and skills and coping mechanisms to deal with stress. Teen mothers are less likely to finish high school leading to lower paying jobs and limited job skills; they are more likely to be financially dependent upon family and eventually on assistance programmes that are provided by the government such as the Programme of Advancement Through Health and Education (PATH). Teenage mothers face rejection by family and friends. They face parental anger, ridicule from community members, and abandonment by their childrens fathers. At times, teenage mothers who leave school are not prepared for parenting and as such, poverty often pushes mothers into transactional sexual relationships. Oftentimes, this is carried out with multiple partners to obtain resources necessary to support their children and themselves. This further increases the mothers vulnerability to exploitation and domestic violence as well as child abuse. Statement of the problem Over the years, it has been noted that a lot of children have gotten pregnant during high school education. This has caused them to be out of school for a period of time. From fear of being caught some children tried to hide this from their parents by banning the belly and this has a negative impact on the fetus will affect the child. The teenager is no longer concerned with issues of being a teenager only and there are missed opportunities for self-development and advancement. The potential societal impact of teenage pregnancy is an increase in financial burden on families and the country. It also lends itself to high crime rates, uneducated and unproductive citizens, underdeveloped and unskilled workforce, infant and maternal mortality rates. Teenage pregnancy has negative effects on the victims and their families. They are at times looked down on and depending on their socio-economical background. They may also never regain the opportunity to continue their education, which will impact on their lives and the life of the new born. Not being able to resume their education will also plummet them in taking minimal jobs and at the same time, they might have more children as a result of low self-esteem. Sub-problems The researcher strongly believes that if children are more educated about pregnancy, they are less likely to become parents at an early age. They will be aware that it is best to abstain from sexual activities until they are capable of being responsible parents. Children would know that there are contraceptives that they can obtain to prevent pregnancy and sexually transmitted diseases. Children are affected, physically, socially, economically, sexually and psychologically. Purpose of the study The purpose of the study is to investigate the impact of teenage pregnancy on children between the ages of 13 18 years old. The researcher is aware that because of socio-economic factors such as single parenting, divorce and unemployment, parents might be frustrated and do not talk with their children about sex, as a result children will be informed from their peers and may want to experiment. The children, some of whom are naÃÆ' ¯ve, and lack basic knowledge and who do not understand may succumb to peer pressure which may result in unwanted pregnancies. The researcher hopes that this research will widen the factual knowledge that is available and that practical steps will not only be recommended but also instigated to address and even eradicate the problem. The present study will seek to explore and identify how the factor relative to the impact of teenage pregnancy can be corrected by having more talks in schools and educational forum so that other children do not get caught in the web of teenage pregnancy. The researcher also hopes that the relevant authorities will review and implement programmes within these schools to assist parents and students who might have gotten pregnant and to help the others from becoming pregnant. Hypothesis The researcher hypothesizes that teenage pregnancy impacts children between the ages of 13 17 years old as this slows down their educational process as they are no longer thinking about themselves but about their child. Basic Research Questions Do you feel that the sex education you received at school was sufficient? At what age did you become sexually active? Definition of Terms The Oxford Concise Dictionary (1999) defines the following key words except number 5. Pregnancy the condition or period of being pregnant Teenager a person aged between 13 19 Teen of or relating to a teenager Sexual Intercourse sexual contact between individuals involving penetration, especially the insertion of a mans erect penis into a womans vagina culminating in orgasm and the ejaculation of semen. Sexually Transmitted Infections (STIs) Infections that are transmitted through sexual contact. Patterson (2008) Impact a marked effect or influence Parenting be or act as a parent toà ¢Ã¢â€š ¬Ã‚ ¦ Chapter 2 Literature review Parents have a lot to do with whether their child becomes teenage parents. It is important for them to talk to their children about sex and the implications that it will have on them. Apart from getting pregnant, having unprotected sex can let one catch a sexually transmitted disease. Parents should have a close relationship with their child, which will allow the child to talk to them about anything. They should talk to their children about sex as the child will hear it from school and may want to try it out. Parenting styles have an effect on children cognitive development. Cognitive is the thought process, thus it reflects the way we acquire and manipulate knowledge. According to Baumrind (1971), there are four types of parenting styles. These are authoritarian, authoritative, neglectful and indulgent. The authoritarian parent places firm limits and control on the child and allows little verbal exchange. This type of parent may say, you do it my way or else (Santrock, 2006). The authoritarian parent may physically abuse the child frequently, enforce rules without explaining them and show range towards the child. These children are unhappy, fearful, and anxious. They often fail to initiate activity and have poor communication skills Santrock (2006). If you are an authoritarian parent, children will not want to come to you and discuss matters about sex with you as they may fear you will want to bully them. The authoritative parent on the other hand provides children with warmth, attention and autonomy, although they set limits and are demanding. They encourage their child to be independent and individualistic. They also engage them in discussions and explanations over matters of discipline and family decision making. Parents listen patiently to their children point of view as well as provide guidance. According to Santrock (200), authoritative parent will say let us talk about how you can handle the situation better next time. Authoritative parents are effective in shaping how a child thinks and will help guide them in decisions making, this will allow the child to have confidence in their parents and will feel free to talk to them about anything. Santrock, 2001 states that approximately one of every five births is to a teenager; in some urban areas, the figure researchers as high as one in every two births. He further went on to say that infants born to teenagers are often premature. Patterson, 2008 reported that a majority of children in the United States who are sexually active report that they do not use contraception when they are having sexual intercourse. The reason they do not use contraceptive is because it is not readily available to many teenagers. They also state that embarrassment caused them not to use contraceptives. As children are not using contraceptives, there are a high percentage of children getting pregnant and also contracting sexually transmitted diseases. Snowman and Biehler (2003) said that one contributing factors to teenage pregnancies and births is the relatively low frequency of contraceptive. They further went on to say that the relatively high levels of sexual activity and low levels of regular contraception among teens are particularly worrisome because they put teens at risk for contracting sexually transmitted diseases. Gary Collins author of Christian Counselling, states in his book that sexual experimentation, including intercourse, sometimes becomes a way for teens to act like adults and gain peer acceptance. He went on to say that teenagers often feel intense social pressure to experiment sexually. Sometimes sexual behaviour is not an acting out; instead, it becomes an attempt to overcome inhibitions, find meaningful relationships, prove ones virility, bolster self-esteem or escape loneliness, Collins (1988). The increase in teenage pregnancies has become a serious national problem. Not only is their concern for the care and welfare of the babies, but there is clear evidence that, compared to their classmates, teenage parents get less education, earn less money in life, hold lower-prestige jobs, experience less vocational satisfaction and have a higher than average rate of divorce and remarriage, Collins (1988). Chapter 3 Methodological Design This will be both a qualitative and quantitative study. A qualitative study of research focuses on words, observation, stories, visual portrayals, meaningful characterization, and other expressive descriptions. A quantitative study of research is based on collection and analyzing of numeric data. This data will be obtained from questionnaires, and interview questions. The study will be conducted at two prominent institution that host teenage girls in Kingston and St. Andrew between the ages of 13 17 years old. It will seek to gain an awareness of teens that are pregnant and try to get an understanding of how they feel. Suggestions will also be made to assist them in making something of their lives after the baby is born and also to direct them to agencies that will assist them.

If Animals Were Human :: Pets Love Family Essays

If Animals Were Human Going home on the weekends, automatically the family is happy you’re home, having been gone for so long. Mom is prepared to fix a hot, home cooked meal, dad has a project for you and him ready to go, and the sister is anxious to tell you about her life in high school and get her big sibling’s advice. The one who is often forgotten is the dog. The most faithful one, who is most anxious to see you, stands in the yard jumping up and down, barking, and running, starving for attention. He is forgotten in the sense that you notice him when he barks, when he nudges your hand to be pet, or doing something too distracting or agitating. Even then, he is let outside when he barks, he gets pet for a little while when he nudges your hand, only until you become bored with him, and when he becomes a distraction he is told to go away and lie down. When the dog experiences these things, the dog constructs feelings within him. Of course, the dog has feelings, but it’s never taken into consideration how deep they are. This notion is presented in the excerpt, â€Å"Am I Blue?† by Alice Walker. (Forest of Voices) In the beginning, she rents a house, which has neighbors within the view of her front windows. The neighbors have a beautiful horse in the meadow behind the house and Alice watches, during the day, this beautiful creature they call, Blue. She notices that the children there pay little attention to the horse, riding him hard for 15 minutes or so and then simply becoming bored and going back into their house to disappear for another month or so. Alice goes to see the horse and befriends it by feeding it apples. At first he liked the apples because it was a good treat while the grass was becoming dry because of the season. Then the horse came to expect the apples. Blue would wait by the fence, signaling by stomping or whinnying, for someone to come and give him an apple. All the while, when she was feeding Blue the apples she was befriending the horse. Not only did the horse like the apples, but also he liked the attention, which is sometimes hard to comprehend when you think of

Passenger List Titanic

First class |Name |Age |Hometown |Boarded |Destination |Lifeboat |Body | |Allen, Miss Elizabeth Walton |29 |St. Louis, Missouri, USA |Southampton |St. Louis, Missouri, USA|2 | | |and chauffeur, Mr.George |19 |Montreal, Quebec, Canada |Southampton |Montreal, Quebec, Canada| |294MB | |Swane[49] | | | | | | | |and cook, Miss Amelia Mary |18 |London, England |Southampton |Montreal, Quebec, Canada|11 | | |†Mildred† Brown[49] | | | | | | | |and maid, Miss Sarah Daniels |33 |Montreal, Quebec, Canada |Southampton |Montreal, Quebec, Canada|8 | | |Allison, Master Hudson Trevor |0. 11 |Montreal, Quebec, Canada |Southampton |Montreal, Quebec, Canada|11 | | | |! 11 | | | | | | | |mths | | | | | | |Appleton, Mrs.Charlotte Lane |53 |New York City, New York, |Southampton |New York City, New York,|2 | | |(nee Lamson) | |USA | |USA | | | |Astor, Colonel John Jacob IV |47 |New York City, New York, |Cherbourg |New York City, New York,| |124MB | | | |USA | |USA | | | |Astor, Mrs. Madeleine Ta lmage |18 |New York City, New York, |Cherbourg |New York City, New York,|4 | | |(nee Force)[51][52] | |USA | |USA | | | |Baxter, Mrs.Helene (nee de |50 |Montreal, Quebec, Canada |Cherbourg |Montreal, Quebec, Canada|6 | | |Lanaudiere-Chaput) | | | | | | | |Beattie, Mr. Thomson |36 |Fergus, Ontario, Canada |Southampton |Fergus, Ontario, Canada |A[54] |331O | |Beckwith, Mr. Richard Leonard |37 |New York City, New York, |Southampton |New York City, New York,|5 | | | | |USA | |USA | | | |Bishop, Mr. Dickinson H. Dick†|25 |Dowagiac, Michigan, USA |Cherbourg |Dowagiac, Michigan, USA |7 |– | |Blank, Mr. Henry |39 |Glen Ridge, New Jersey, |Cherbourg |Glen Ridge, New Jersey, |7 | | | | |USA | |USA | | | |Bowerman, Miss Elsie Edith |22 |St. Leonards-on-Sea, East|Southampton |New York City, New York,|6 | | | | |Sussex, England | |USA | | | |Brandeis, Mr.Emil |48 |Omaha, Nebraska, USA |Cherbourg |Omaha, Nebraska, USA | |208MB | |Brereton, Mr. George Andrew |37 |Los Angeles, USA |Sou thampton |Los Angeles, California,|9 | | |(alias George A. Brayton) | | | |USA | | | |Brown, Mrs. Caroline Lane (nee |59 |Belmont, Massachusetts, |Southampton |Belmont, Massachusetts, |D | | |Lamson) | |USA | |USA | | | |Calderhead, Mr.Edward |42 |New York City, New York, |Southampton |New York City, New York,|5 | | |Pennington | |USA | |USA | | | |Carrau, Mr. Francisco M. |31 |Montevideo, Uruguay |Southampton |Montevideo, Uruguay | |– | |Carrau, Mr. Jose Pedro |17 |Montevideo, Uruguay |Southampton |Montevideo, Uruguay | |– | |Carter, Mr. William Ernest |36 |Bryn Mawr, Pennsylvania, |Southampton |Bryn Mawr, Pennsylvania,|C | | | | |USA | |USA | | | |and chauffeur, Mr.Charles |30 |Bryn Mawr, Pennsylvania, |Southampton |Bryn Mawr, Pennsylvania,| |– | |Augustus Aldworth[49] | |USA | |USA | | | |Carter, Mrs. Lucile (nee Polk) |36 |Bryn Mawr, Pennsylvania, |Southampton |Bryn Mawr, Pennsylvania,|4 | | | | |USA | |USA | | | |Cassebeer, Mrs. Eleanor |36 |New York City, New York, |Cherbourg |New York City, New York,|5 | | |Genevieve (nee Fosdick) | |USA | |USA | | | |Cavendish, Mrs.Julia Florence |25 |London, England |Southampton |New York City, New York,|6 | | |(nee Siegel) | | | |USA | | | |Chaffee, Mrs. Carrie Constance |47 |Amenia, North Dakota, USA|Southampton |Amenia, North Dakota, |4 | | |(nee Toogood) | | | |USA | | | |Clark, Mr. Walter Miller |27 |Los Angeles, California, |Cherbourg |Los Angeles, California,| |– | | | |USA | |USA | | | |Clark, Mrs.Virginia Estelle |26 |Los Angeles, California, |Cherbourg |Los Angeles, California,|4 | | |(nee McDowell) | |USA | |USA | | | |Colley, Mr. Edward Pomeroy |37 |Dublin, Ireland |Southampton |Vancouver, British | |– | | | | | |Columbia, Canada | | | |Compton, Mrs. Mary Eliza (nee |64 |Lakewood, New Jersey, USA|Cherbourg |Lakewood, New Jersey, |14 | | |Ingersoll) | | | |USA | | | |Cornell, Mrs.Malvina Helen |55 |New York City, New York, |Southampton |New York City, New York,|2 | | |(nee Lamson) | |USA | |USA | | | |Crosby, Captain Edward |70 |Milwaukee, Wisconsin, USA|Southampton |Milwaukee, Wisconsin, | |269MB | | | | | |USA | | | |Crosby, Mrs. Catherine |64 |Milwaukee, Wisconsin, USA|Southampton |Milwaukee, Wisconsin, |7 | | |Elizabeth (nee Halstead) | | | |USA | | | |Cumings, Mrs. Florence Briggs |35 |New York City, New York, |Cherbourg |New York, USA |4 | | |(nee Thayer) | |USA | | | | | |Davidson, Mrs.Orian (nee Hays)|27 |Montreal, Quebec, Canada |Southampton |Montreal, Quebec, Canada|3 | | |Douglas, Mrs. Mahala (nee |48 |Minneapolis, Minnesota, |Cherbourg |Minneapolis, Minnesota, |2 | | |Dutton) | |USA | |USA | | | |Edward, Mr. John Samuel |27 |Minsk, Belarus |Cherbourg |Philadelphia, |5 | | | | | | |Pennsylvania, USA | | | |Flegenheim, Mrs.Antoinette |48 |New York City, New York, |Cherbourg |New York City, New York,|7 | | |(nee Liche) | |USA | |USA | | | |Fortune, Mr. Mark |64 |Winnipeg, Manitoba, |Southampton |Winnipeg, Manitoba, | |– | | | |Canada | |Canada | | | |Fortune, Mrs. Mary (nee |60 |Winnipeg, Manitoba, |Southampton |Winnipeg, Manitoba, |10 | | |McDougald) |Canada | |Canada | | | |Franklin, Mr. Thomas Parnham |37 |London, England |Southampton |New York City, New York,| |– | | | | | |USA | | | |Frauenthal, Dr. Henry William |49 |London, England |Southampton |New York City, New York,|5 | | | | | | |USA | | | |Futrelle, Mrs.Lily May (nee |35 |Scituate, Massachusetts, |Southampton |Scituate, Massachusetts,|D | | |Peel) | |USA | |USA | | | |Gibson, Mrs. Pauline Caroline |44 |New York City, New York, |Cherbourg |New York City, New York,|7 | | |(nee Boeson) | |USA | |USA | | | |Gracie IV, Archibald |53 |Washington, D. C. , USA |Southampton |Washington, D. C. , USA |B | | |Graham, Mrs.Edith Ware (nee |59 |Greenwich, Connecticut, |Southampton |Greenwich, Connecticut, |3 | | |Junkins) | |USA | |USA | | | |and valet, Mr. Victor Giglio |24 |Paris, France |Cherbourg |New York City, New York,| |– | | | | | |USA | | | |and chauffeur, Mr. Rene |39 |Paris, France |Cherbourg |New York City, New York,| |– | |Pernot[49] | | | |USA | | | |Harder, Mr.George Achilles |25 |New York City, New York, |Cherbourg |New York City, New York,|5 | | | | |USA | |USA | | | |Harris, Mrs. Irene (nee |35 |New York City, New York, |Southampton |New York City, New York,|D | | |Wallach) | |USA | |USA | | | |and clerk, Mr. Vivian Ponsonby |22 |Montreal, Quebec, Canada |Southampton |Montreal, Quebec, Canada| |– | |Payne | | | | | | | |Hays, Mrs.Clara Jennings (nee |52 |Montreal, Quebec, Canada |Southampton |Montreal, Quebec, Canada|3 | | |Grigg) | | | | | | | |Hilliard, Mr. Herbert Henry |44 |Brighton, Massachusetts, |Southampton |Brighton, Massachusetts,| |– | | | |USA | |USA | | | |Hipkins, Mr. William Edward |55 |Birmingham, West |Southampton |New York City, New York,| |– | | | |Midlands, England | |USA | | | |Hippach, Mrs.Ida Sophia (nee |44 |Chicago, Illinois, USA |Cherbourg |Chicago, Illino is, USA |4 | | |Fischer) | | | | | | | |Holverson, Mrs. Mary Aline (nee|35 |New York City, New York, |Southampton |New York City, New York,|8 | | |Towner) | |USA | |USA | | | |Isham, Miss Ann Elizabeth |50 |Chicago, Illinois, USA |Cherbourg |Chicago, Illinois, USA | |– | |Ismay, Mr.Joseph Bruce |49 |Liverpool, Merseyside, |Southampton |New York City, New York,|C | | | | |England | |USA | | | |and secretary, Mr. William |45 |Wallasey, Merseyside, |Southampton |New York City, New York,| |110MB | |Henry Harrison | |England | |USA | | | |Jones, Mr. Charles Cresson |46 |Bennington, Vermont, USA |Southampton |Bennington, Vermont, USA| |80MB | |Julian, Mr. Henry Forbes |50 |Torquay, Devon, England |Southampton |San Francisco, USA | |– | |Kent, Mr.Edward Austin |58 |Buffalo, New York, USA |Cherbourg |Buffalo, New York, USA | |258MB | |Kenyon, Mr. Frederick R. |41 |Pittsburgh, Pennsylvania,|Southampton |Pittsburgh, | |– | | | |USA | |Pennsylvania, USA | | | |Kenyon, Mrs. Marion (nee |31 |Pittsburgh, Pennsylvania,|Southampton |Pittsburgh, |8 | | |Stauffer)[52][58] | |USA | |Pennsylvania, USA | | | |Lambert-Williams, Mr.Fletcher |– |London, England |Southampton |Newark, New Jersey, USA | |– | |Fellows | | | | | | | |Leader, Dr. Alice (nee Farnham)|49 |New York City, New York, |Southampton |New York City, New York,|8 | | | | |USA | |USA | | | |Lindeberg-Lind, Mr. Erik Gustav|42 |Jordanstorp, |Southampton |New York City, New York,| |– | |(alias Edward Lingrey) | |Sodermanland, Sweden | |USA | | | |Lindstrom, Mrs.Sigrid (nee |55 |Stockholm, Sweden |Cherbourg |New York City, New York,|6 | | |Posse) | | | |USA | | | |Longley, Miss Gretchen Fiske |21 |Hudson, New York, USA |Cherbourg |Hudson, New York, USA |10 | | |Madill, Miss Georgette |16 |St. Louis, Missouri, USA |Southampton |St. Louis, Missouri, USA|2 | | |Alexandra | | | | | | | |Marechal, Mr. Pierre, Sr. |28 |Paris, France |Cherbourg |New York City, New York,|7 | | | | | | |USA | | | |Marvin, Mrs.Mary Graham |18 |New York City, New York, |Southampton |New York City, New York,|10 | | |Carmichael (nee | |USA | |USA | | | |Farquarson)[52][60] | | | | | | | |McCarthy, Mr. Timothy J. |54 |Dorchester, |Southampton |Dorchester, | |175MB | | | |Massachusetts, USA | |Massachusetts, USA | | | |McGough, Mr.James Robert |35 |Philadelphia, |Southampton |Philadelphia, |7 | | | | |Pennsylvania, USA | |Pennsylvania, USA | | | |Meyer, Mrs. Leila (nee Saks) |25 |New York City, New York, |Cherbourg |New York City, New York,|6 | | | | |USA | |USA | | | |Minahan, Dr. William Edward |44 |Fond du Lac, Wisconsin, |Southampton |Fond du Lac, Wisconsin, | |230MB | | | |USA | |USA | | | |Minahan, Mrs. Lillian E. nee |37 |Fond du Lac, Wisconsin, |Southampton |Fond du Lac, Wisconsin, |14 | | |Thorpe) | |USA | |USA | | | |Moore, Mr. Clarence Bloomfield |47 |Washington, D. C. , USA |Southampton |Washington, D. C. , USA | |– | |and valet, Mr. Charles Henry |37 |Washington, D. C. , USA |Southampton |Washington, D. C. , USA | |– | |Harrington | | | | | | | |Natsch, Mr. Charles |36 |Brooklyn, New York, USA |Cherbourg |Brooklyn, New York, USA | |– | |Newell, Mr. ArthurWebster |58 |Lexington, Massachusetts,|Cherbourg |Lexington, | |122MB | | | |USA | |Massachusetts, USA | | | |Newell, Miss Madeleine |31 |Lexington, Massachusetts,|Cherbourg |Lexington, |6 | | | | |USA | |Massachusetts, USA | | | |Nourney, Mr. Alfred |20 |Cologne, Germany |Cherbourg |New York City, New York,|7 | | | | | | |USA | | | |Ostby, Miss Helene Ragnhild |22 |Providence, Rhode Island,|Southampton |Providence, Rhode |5 | | | | |USA | |Island, USA | | | |Parr, Mr.William Henry |29 |Belfast, Ireland |Belfast |New York City, New York,| |– | |Marsh[50] | | | |USA | | | |Partner, Mr. Austin |40 |Tolworth, London, England|Southampton |Toronto, Ontario, Canada| |166MB | |Pears, Mr. Thomas Clinton |29 |Isleworth, London, |Southampton |New York City, New York,| |– | | | |En gland | |USA | | | |Pears, Mrs.Edith (nee Wearne) |22 |Isleworth, London, |Southampton |New York City, New York,|8 | | | | |England | |USA | | | |Penasco y Castellana, Mrs. |22 |Madrid, Spain |Cherbourg |New York City, New York,|8 | | |Maria Josefa (nee Perez de Soto| | | |USA | | | |y Vallejo) | | | | | | | |Potter, Mrs. Lily Alexenia (nee|56 |Philadelphia, Cherbourg |Philadelphia, |7 | | |Wilson) | |Pennsylvania, USA | |Pennsylvania, USA | | | |Rheims, Mr. George Alexander |36 |Paris, France |Southampton |New York City, New York,|A | | |Lucien | | | |USA | | | |Romaine, Mr. Charles Hallance |45 |New York City, New York, |Southampton |New York City, New York,|9 | | |(alias C.Rolmane) | |USA | |USA | | | |Rosenbaum, Miss Edith Louise |34 |Paris, France |Cherbourg |Cincinnati, Ohio, USA |11 | | |Ross, Mr. John Hugo |36 |Winnipeg, Manitoba, |Southampton |Winnipeg, Manitoba, | |– | | | |Canada | |Canada | | | |Rothschild, Mr. Martin |46 |New York City, New York, |Cherbourg |New York City, New York,| |– | | | |USA | |USA | | | |Rothschild, Mrs.Elizabeth Jane|54 |New York City, New York, |Cherbourg |New York City, New York,|6 | | |Anne (nee Barrett) | |USA | |USA | | | |Ryerson, Mr. Arthur Larned |61 |Cooperstown, New York, |Cherbourg |Cooperstown, New York, | |– | | | |USA | |USA | | | |Ryerson, Mrs. Emily Maria (nee |48 |Cooperstown, New York, |Cherbourg |Cooperstown, New York, |4 | | |Borie) | |USA | |USA | | | |Silvey, Mrs.Alice (nee Munger)|39 |Duluth, Minnesota, USA |Cherbourg |Duluth, Minnesota, USA |11 | | |Smith, Mr. James Clinch |56 |Paris, France |Cherbourg |Long Island, New York, | |– | | | | | |USA | | | |Smith, Mr. Lucien Philip |24 |Huntington, West |Cherbourg |Huntington, West | |– | | | |Virginia, USA | |Virginia, USA | | | |Smith, Mrs.Mary Eloise (nee |18 |Huntington, West |Cherbourg |Huntington, West |6 | | |Hughes)[52][61] | |Virginia, USA | |Virginia, USA | | | |Snyder, Mr. John Pillsbury |24 |Minneapolis, Min nesota, |Southampton |Minneapolis, Minnesota, |7 | | | | |USA | |USA | | | |Spencer, Mrs. Marie Eugenie |45 |New York City, New York, |Cherbourg |New York City, New York,|6 | | | | |USA | |USA | | | |Stengel, Mr.Charles Emil Henry|54 |Newark, New Jersey, USA |Cherbourg |Newark, New Jersey, USA |1 | | |Stone, Mrs. Martha Evelyn (nee |62 |New York City, New York, |Southampton |New York City, New York,|6 | | |Stevens) | |USA | |USA | | | |and valet, Mr. John Farthing |57 |New York City, New York, |Southampton |New York City, New York,| |– | | | |USA | |USA | | | |Straus, Mrs.Rosalie Ida (nee |63 |New York City, New York, |Southampton |New York City, New York,| |– | |Blun) | |USA | |USA | | | |and maid, Miss Ellen Bird |31 |New York City, New York, |Southampton |New York City, New York,|8 | | | | |USA | |USA | | | |Swift, Mrs. Margaret Welles |46 |New York City, New York, |Southampton |New York City, New York,|8 | | |(nee Barron) | |USA | |USA | | | |Taussig, Mrs.Tillie (n ee |39 |New York City, New York, |Southampton |New York City, New York,|8 | | |Mandelbaum) | |USA | |USA | | | |Thayer, Mrs. Marian Longsteth |39 |Haverford, Pennsylvania, |Cherbourg |Haverford, Pennsylvania,|4 | | |(nee Morris) | |USA | |USA | | | |Van der Hoef, Mr. Wyckoff |61 |Brooklyn, New York, USA |Belfast |Brooklyn, New York, USA | |245MB | |Walker, Mr.William Anderson |48 |East Orange, New Jersey, |Southampton |East Orange, New Jersey,| |– | | | |USA | |USA | | | |Warren, Mr. Frank Manley |63 |Portland, Oregon, USA |Cherbourg |Portland, Oregon, USA | |– | |Warren, Mrs. Anna Sophia (nee |60 |Portland, Oregon, USA |Cherbourg |Portland, Oregon, USA |5 | | |Atkinson) | | | | | | | |White, Mr. Percival Wayland |54 |Brunswick, Maine, USA |Southampton |Brunswick, Maine, USA | |– | |White, Mr.Richard Frasar |21 |Brunswick, Maine, USA |Southampton |Brunswick, Maine, USA | |169MB | |White, Mrs. Ella (nee Holmes) |55 |New York City, New York, |Cherbourg |New York C ity, New York,|8 | | | | |USA | |USA | | | |Wick, Colonel George Dennick |58 |Youngstown, Ohio, USA |Southampton |Youngstown, Ohio, USA | |– | |Wick, Mrs. Mary (nee Hitchcock)|45 |Youngstown, Ohio, USA |Southampton |Youngstown, Ohio, USA |8 | | |and valet, Mr.Edwin Herbert |33 |Philadelphia, |Southampton |Philadelphia, | |45MB | |Keeping | |Pennsylvania, USA | |Pennsylvania, USA | | | |Widener, Mrs. Eleanor (nee |50 |Philadelphia, |Southampton |Philadelphia, |4 | | |Elkins) | |Pennsylvania, USA | |Pennsylvania, USA | | | |Willard, Miss Constance |21 |Duluth, Minnesota, USA |Southampton |Duluth, Minnesota, USA |8 | | |Williams, Mr.Richard Norris II|21 |Geneva, Switzerland |Cherbourg |Radnor, Pennsylvania, |A | | | | | | |USA | | | |Young, Miss Marie Grice |36 |New York City, New York, |Cherbourg |New York City, New York,|8 | | | | |USA | |USA | | | |Abelson, Mr Samuel |30 |Paris, France |Cherbourg |New York City, New York,| |– | | | | | |USA | | | |Abelson, Mrs Hannah | 28 |Paris, France |Cherbourg |New York City, New York,|10 | | | | | | |USA | | | |Andrew, Mr. Frank Thomas |30 |Redruth, Cornwall, England|Southampton |Houghton, Michigan, USA | |– | |Angle, Mr. William A. 32 |Warwick, Warwickshire, |Southampton |New York City, New York,| |– | | | |England | |USA | | | |Angle, Mrs. Florence Agnes |36 |Warwick, Warwickshire, |Southampton |New York City, New York,|11 | | |†Mary† (nee Hughes) | |England | |USA | | | |Bailey, Mr. Percy Andrew |18 |Penzance, Cornwall, |Southampton |Akron, Ohio, USA | |– | | | |England | | | | | |Bainbrigge, Mr.Charles |23 |Saint Peter Port, |Southampton |New York City, New York,| |– | |Robert | |Guernsey, Channel Islands | |USA | | | |Ball, Mrs. Ada E. (nee Hall) |36 |Bristol, Avon, England |Southampton |Jacksonville, Florida, |10 | | | | | | |USA | | | |Bateman, Father Robert James |51 |Jacksonville, Florida, USA|Southampton |Jacksonville, Florida, | |174MB | | | | | |USA | | | |B eane, Mr.Edward |32 |New York City, New York, |Southampton |New York City, New York,|13 | | | | |USA | |USA | | | |Becker, Mrs. Nellie E. (nee |35 |Guntur, India |Southampton |Benton Harbor, Michigan,|11 | | |Baumgardner) | | | |USA | | | |Botsford, Mr. William Hull |25 |Orange, New Jersey, USA |Southampton |Orange, New Jersey, USA | |– | |Bowenur, Mr.Solomon |42 |London, England |Southampton |New York City, New York,| |– | | | | | |USA | | | |Bracken, Mr. James H. |29 |Lake Arthur, New Mexico, |Southampton |Lake Arthur, New Mexico,| |– | | | |USA | |USA | | | |Brailey, Mr. W. Theodore |24 |London, England |Southampton |New York City, New York,| |– | |Ronald[50] | | | |USA | | | |Bricoux, Mr. Roger Marie[50] |20 |Monte Carlo, Monaco Southampton |New York City, New York,| |– | | | | | |USA | | | |Brito, Mr. Jose Joaquim |32 |Madeira, Portugal |Southampton |Sao Paulo, Brazil | |– | |Brown, Mr. Thomas William |60 |Cape Town, South Africa |South ampton |Seattle, Washington, USA| |– | |Solomon | | | | | | | |Brown, Mrs.Elizabeth |40 |Cape Town, South Africa |Southampton |Seattle, Washington, USA|14 | | |Catherine (nee Ford) | | | | | | | |Bryhl, Miss Dagmar Jenny |20 |Skara, Vastergotland, |Southampton |Rockford, Illinois, USA |12 | | |Ingeborg | |Sweden | | | | | |Byles, Father Thomas Roussel |42 |London, England |Southampton |Jacksonville, Florida, | |– | |Davids | | | |USA | | | |Bystrom, Miss Karolina |42 |New York City, New York, |Southampton |New York City, New York,|? | | | | |USA | |USA | | | |Carbines, Mr. William |19 |St.Ives, Cornwall, |Southampton |Houghton, Michigan, USA | |18MB | | | |England | | | | | |Carter, Father Ernest |54 |London, England |Southampton |New York City, New York,| |– | |Courtenay | | | |USA | | | |Carter, Mrs. Lilian (nee |45 |London, England |Southampton |New York City, New York,| |– | |Hughes) | | | |USA | | | |Chapman, Mr.Charles Henry |52 |Bronx, New York, US A |Southampton |Bronx, New York, USA | |130MB | |Chapman, Mr. John Henry |36 |Liskeard, Cornwall, |Southampton |Spokane, Washington, USA| |17MB | | | |England | | | | | |Chapman, Mrs. Sara Elizabeth |28 |Liskeard, Cornwall, |Southampton |Spokane, Washington, USA| |– | |(nee Lawry) | |England | | | | | |Christy, Mrs.Alice Frances |45 |London, England |Southampton |Montreal, Quebec, Canada|12 | | |Clarke, Mrs. Ada Maria |28 |Netley Abbey, Hampshire, |Southampton |San Francisco, |14 | | | | |England | |California, USA | | | |Coleridge, Mr. Reginald |29 |London, England |Southampton |Detroit, Michigan, USA | |– | |Charles | | | | | | | |Collander, Mr.Erik Gustaf |27 |Helsinki, Finland |Southampton |Ashtabula, Ohio, USA | |– | |Collett, Mr. Sidney Clarence |25 |London, England |Southampton |Port Byron, New York, |9 | | |Stuart | | | |USA | | | |Collyer, Mrs. Charlotte Annie|31 |Bishopstoke, Hampshire, |Southampton |Payette, Idaho, USA |14 | | |(nee Tate) | |England | | | | | |Corey, Mrs.Mary Phyllis |30 |Pittsburgh, Pennsylvania, |Southampton |Pittsburgh, | |– | |Elizabeth (nee Miller) | |USA | |Pennsylvania, USA | | | |Cotterill, Mr. Henry â€Å"Harry† |20 |Penzance, Cornwall, |Southampton |Akron, Ohio, USA | |– | | | |England | | | | | |Cunningham, Mr. Alfred |21 |Belfast, Ireland |Belfast |New York City, New York,| |– | |Fleming[50] | | | |USA | | | |Davies, Mr.Charles Henry |21 |Lyndhurst, Hampshire, |Southampton |Eden, Manitoba, Canada | |– | | | |England | | | | | |Davies, Mrs. Elizabeth Agnes |48 |St. Ives, Cornwall, |Southampton |Houghton, Michigan, USA |14 | | |Mary (nee White) | |England | | | | | |del Carlo, Mr. Sebastiano |29 |Montecarlo, Italy |Cherbourg |California, USA | |295MB | |del Carlo, Mrs.Argene (nee |24 |Montecarlo, Italy |Cherbourg |California, USA |11 | | |Genovesi)[52][62] | | | | | | | |Dibden, Mr. William |18 |Lyndhurst, Hampshire, |Southampton |Eden, Manitoba, Canada | |– | | | |England | | | | | |Doling, Mrs. Ada Julia (nee |34 |Southampton, Hampshire, |Southampton |New York City, New York,|? | | |Bone) | |England | |USA | | | |Drew, Mr.James Vivian |42 |Greenport, New York, USA |Southampton |Greenport, New York, USA| |– | |Drew, Mrs. Lulu Thorne (nee |34 |Greenport, New York, USA |Southampton |Greenport, New York, USA|10 | | |Christian) | | | | | | | |Enander, Mr. Ingvar |21 |GoteborgGoteborg, |Southampton |Rockford, Illinois, USA | |– | | | |Vastergotland, Sweden | | | | | |Fahlstrom, Mr.Arne Joma |18 |Oslo, Norway |Southampton |Bayonne, New Jersey, USA| |– | |Faunthorpe, Mr. Harry Bartram|40 |Liverpool, Merseyside, |Southampton |Philadelphia, | |286MB | | | |England | |Pennsylvania, USA | | | |Fillbrook, Mr. Joseph Charles|18 |Truro, Cornwall, England |Southampton |Houghton, Michigan, USA | |– | |Fox, Mr. Stanley Hubert |38 |Rochester, New York, USA |Southampton |Rochester, New York, USA| |236MB | |Frost, Mr.Anthony Wood |37 |Belfast, Ireland |Belfast |New York City, New York,| |– | |†Archie†[50] | | | |USA | | | |Funk, Miss Annie Clemmer |38 |Janjgir-Champa, India |Southampton |Bally, Pennsylvania, USA| |– | |Fynney, Mr. Joseph J. |35 |Liverpool, Merseyside, |Southampton |Montreal, Quebec, Canada| |322M | | | |England | | | | | |Gale, Mr. Harry |38 |Harrowbarrow, Cornwall, |Southampton |Clear Creek, Colorado, | |– | | | |England | |USA | | | |Gale, Mr.Shadrach |33 |Harrowbarrow, Cornwall, |Southampton |Clear Creek, Colorado, | |– | | | |England | |USA | | | |Garside, Miss Ethel |34 |Liverpool, Merseyside, |Southampton |Brooklyn, New York, USA |12 | | | | |England | | | | | |Gavey, Mr. Laurence |26 |Guernsey, Channel Islands |Southampton |Elizabeth, New Jersey, | |– | | | | | |USA | | | |Gilbert, Mr.William |47 |Carleens, Cornwall, |Southampton |Butte, Montana, USA | |– | | | |England | | | | | |Giles, Mr. Edgar |21 |Porthleven, Cornwall, |South ampton |Camden, New Jersey, USA | |– | | | |England | | | | | |Giles, Mr. Frederick Edward |20 |Porthleven, Cornwall, |Southampton |Camden, New Jersey, USA | |– | | | |England | | | | | |Giles, Mr.Ralph |25 |London, England |Southampton |New York City, New York,| |297MB | | | | | |USA | | | |Gill, Mr. John William |24 |Clevedon, North Somerset |Southampton |New York City, New York,| |155MB | | | |England | |USA | | | |Gillespie, Mr. William Henry |34 |Abbeyleix, Laois, Ireland |Southampton |Vancouver, British | |– | | | | | |Columbia, Canada | | | |Givard, Mr.Hans Kristensen |30 |Kolsen, Vorde Sogn, |Southampton |San Francisco, | |305MB | | | |Denmark | |California, USA | | | |Greenberg, Mr. Samuel |52 |Bronx, New York, USA |Southampton |Bronx, New York, USA | |19MB | |Hale, Mr. Reginald |30 |Auburn, New York, USA |Southampton |Auburn, New York, USA | |75MB | |HamalainenHamalainen, Mrs. |24 |Detroit, Michigan, USA |Southampton |Detroit, Michigan, USA |4 | | |Ann a (Anna Hamlin) | | | | | | |Harper, The Reverend John |39 |London, England |Southampton |Chicago, Illinois, USA | |– | |Harper, Miss Annie Jessie |6 |London, England |Southampton |Chicago, Illinois, USA |11 | | |†Nina† | | | | | | | |Hart, Mr. Benjamin |47 |Ilford, Essex, England |Southampton |Winnipeg, Manitoba, | |– | | | | | |Canada | | | |Hart, Mrs. Esther Ada (nee |48 |Ilford, Essex, England |Southampton |Winnipeg, Manitoba, |14 | | |Bloomfield) | | | |Canada | | | |Herman, Mr.Samuel |49 |Yeovil, Somerset, England |Southampton |Bernardsville, New | |– | | | | | |Jersey, USA | | | |Herman, Mrs. Jane (nee Laver)|48 |Yeovil, Somerset, England |Southampton |Bernardsville, New |9 | | | | | | |Jersey, USA | | | |Hickman, Mr. Leonard Mark |24 |Fritham, Hampshire, |Southampton |Eden, Manitoba, Canada | |– | | | |England | | | | | |Hickman, Mr.Stanley George |20 |Fritham, Hampshire, |Southampton |The Pas, Manitoba, | |– | | | |England | |C anada | | | |Hiltunen, Miss Marta |18 |Joensuu, Finland |Southampton |Detroit, Michigan, USA | |– | |Hocking, Mrs. Elizabeth |54 |Penzance, Cornwall, |Southampton |Akron, Ohio, USA |4 | | |†Eliza† (nee Neads) | |England | | | | | |Hocking, Miss Ellen â€Å"Nellie† |20 |Penzance, Cornwall, |Southampton |Akron, Ohio, USA |4 | | | | |England | | | | | |Hodges, Mr.Henry Price |50 |Southampton, Hampshire, |Southampton |Boston, Massachusetts, | |149MB | | | |England | |USA | | | |Hold, Mr. Stephen |44 |Porthoustock, Cornwall, |Southampton |Sacramento, California, | |– | | | |England | |USA | | | |Hold, Mrs. Annie Margaret |29 |Porthoustock, Cornwall, |Southampton |Sacramento, California, |10 | | |(nee Hill) | |England | |USA | | | |Hosono, Mr.Masabumi |41 |Tokyo, Japan |Southampton |Tokyo, Japan |10 | | |Howard, Mrs. Ellen Truelove |60 |Swindon, Wiltshire, |Southampton |Idaho, USA | |– | |(nee Arman) | |England | | | | | |Hume, Mr. John Law â€Å"J ock†[50]|21 |Dumfries, Scotland |Southampton |New York City, New York,| |193MB | | | | | |USA | | | |Hunt, Mr.George Henry |33 |Philadelphia, |Southampton |Philadelphia, | |– | | | |Pennsylvania, USA | |Pennsylvania, USA | | | |Ilett, Miss Bertha |17 |Jersey, Channel Islands |Southampton |Atlanta, Georgia, USA |? | | |Jacobsohn, Mrs. Amy Frances |24 |London, England |Southampton |Montreal, Quebec, Canada|12 | | |Christy (nee Cohen) | | | | | | | |Jefferys, Mr. Clifford Thomas|24 |Guernsey, Channel Islands |Southampton |Elizabeth, New Jersey, | |– | | | | | |USA | | | |Jefferys, Mr.Ernest Wilifred|22 |Guernsey, Channel Islands |Southampton |Elizabeth, New Jersey, | |– | | | | | |USA | | | |Jenkin, Mr. Stephen Curnow |32 |St. Ives, Cornwall, |Southampton |Houghton, Michigan, USA | |– | | | |England | | | | | |Jerwan, Mrs. Marie Marthe |23 |New York City, New York, |Southampton |New York City, New York,|11 | | |(nee Thuillard) | |USA | |USA | | | |Kant or, Mrs.Miriam (nee |24 |Vitebsk, Russia |Southampton |Bronx, New York, USA |12 | | |Sternin) | | | | | | | |Keane, Mr. Daniel |35 |Limerick, Ireland |Queenstown |St. Louis, Missouri, USA| |– | |Keane, Miss Nora Agnes |46 |Castleconnell, Limerick, |Queenstown |Harrisburg, |10 | | | | |Ireland | |Pennsylvania, USA | | | |Knight, Mr. Robert J. 50] |39 |Belfast, Ireland |Belfast |New York City, New York,| |– | | | | | |USA | | | |Krins, Mr. Georges |23 |London, England |Southampton |New York City, New York,| |– | |Alexandre[50] | | | |USA | | | |Kvillner, Mr. Johan Henrik |31 |Trollhattan, |Southampton |Arlington, Virginia, USA| |165MB |Johannesson | |Vastergotland, Sweden | | | | | |Lahtinen, Reverend William |35 |Minneapolis, Minnesota, |Southampton |Minneapolis, Minnesota, | |– | | | |USA | |USA | | | |Lahtinen, Mrs. Anna Amelia |26 |Minneapolis, Minnesota, |Southampton |Minneapolis, Minnesota, | |– | |(nee Sylfven) | |USA | |USA | | | |Lamb, Mr. J ohn Joseph |30 |Glencree, Ireland |Queenstown |Providence, Rhode | |– | | | | | |Island, USA | | | |Laroche, Mr.Joseph Philippe |25 |Paris, France |Cherbourg |Cap-Haitien, Haiti |– |– | |Lemercier | | | | | | | |Laroche, Mrs. Juliette Marie |22 |Paris, France |Cherbourg |Cap-Haitien, Haiti |14 | | |Louise (nee Lafargue)[52][63]| | | | | | | |Leyson, Mr. Robert William |25 |London, England |Southampton |New York City, New York,| |108MB | |Norman | | | |USA | | | |Linnane, Mr.John |61 |Chelsea, Michigan, USA |Southampton |Chelsea, Michigan, USA | |– | |Louch, Mr. Charles Alexander |50 |Weston-super-Mare, North |Southampton |New York City, New York,| |121MB | | | |Somerset, England | |USA | | | |Louch, Mrs. Alice Adelaide |42 |Weston-super-Mare, North |Southampton |New York City, New York,|14 | | |(nee Slow) | |Somerset, England | |USA | | | |Mallet, Mr. Albert 31 |Montreal, Quebec, Canada |Cherbourg |Montreal, Quebec, Canada| |– | |Mallet, Mrs. Antoi nette Marie|24 |Montreal, Quebec, Canada |Cherbourg |Montreal, Quebec, Canada|10 | | |(nee Magnin) | | | | | | | |Matthews, Mr. William John |30 |St Austell, Cornwall, |Southampton |La Salle, Illinois, USA | |– | | | |England | | | | | |Maybery, Mr.Frank Hubert |36 |Weston-super-Mare, North |Southampton |Moose Jaw, Saskatchewan,| |– | | | |Somerset, England | |Canada | | | |McCrae, Mr. Arthur Gordon |32 |Sydney, New South Wales, |Southampton |Canada | |209MB | | | |Australia | | | | | |McCrie, Mr. James Matthew |32 |Sarnia, Ontario, Canada |Southampton |Sarnia, Ontario, Canada | |– | |McKane, Mr. Peter David |46 |Guernsey, Channel Islands |Southampton |Rochester, New York, USA| |– | |Mellinger, Mrs.Elizabeth |41 |Wimbledon, London, England|Southampton |Bennington, Vermont, USA|14 | | |Anne (nee Maidment) | | | | | | | |Milling, Mr. Jacob Christian |48 |Odense, Denmark |Southampton |Oregon, Wisconsin, USA | |271MB | |Mitchell, Mr. Henry Michael |71 |Guerns ey, Channel Islands |Southampton |Toledo, Ohio, USA | |– | |Montvila, Father Juozas |27 |London, England |Southampton |Worcester, | |– | | | | | |Massachusetts, USA | | | |Moraweck, Dr.Ernest |54 |Frankfort, Kentucky, USA |Southampton |Frankfort, Kentucky, USA| |– | |Morley, Mr. Henry Samuel |38 |Birmingham, Worcester, |Southampton |Los Angeles, USA | |– | |(alias Mr. Henry Marshall) | |England | | | | | |Mudd, Mr. Thomas Charles |16 |Huntingfield, Suffolk, |Southampton |New York City, New York,| |– | | | |England | |USA | | | |Myles, Mr.