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.

Chapter 4 Back to the Burrow

By twelve o'clock the next day, Harry's school trunk was packed with his school things and all his most prized possessions – the Invisibility Cloak he had inherited from his father, the broomstick he had gotten from Sirius, the enchanted map of Hogwarts he had been given by Fred and George Weasley last year. He had emptied his hiding place under the loose floorboard of all food, double-checked every nook and cranny of his bedroom for forgotten spellbooks or quills, and taken down the chart on the wall counting down the days to September the first, on which he liked to cross off the days remaining until his return to Hogwarts. The atmosphere inside number four, Privet Drive was extremely tense. The imminent arrival at their house of an assortment of wizards was making the Dursleys uptight and irritable. Uncle Vernon had looked downright alarmed when Harry informed him that the Weasleys would be arriving at five o'clock the very next day. â€Å"I hope you told them to dress properly, these people,† he snarled at once. â€Å"I've seen the sort of stuff your lot wear. They'd better have the decency to put on normal clothes, that's all.† Harry felt a slight sense of foreboding. He had rarely seen Mr. or Mrs. Weasley wearing anything that the Dursleys would call â€Å"normal.† Their children might don Muggle clothing during the holidays, but Mr. and Mrs. Weasley usually wore long robes in varying states of shabbiness. Harry wasn't bothered about what the neighbors would think, but he was anxious about how rude the Dursleys might be to the Weasleys if they turned up looking like their worst idea of wizards. Uncle Vernon had put on his best suit. To some people, this might have looked like a gesture of welcome, but Harry knew it was because Uncle Vernon wanted to look impressive and intimidating. Dudley, on the other hand, looked somehow diminished. This was not because the diet was at last taking effect, but due to fright. Dudley had emerged from his last encounter with a fully grown wizard with a curly pig's tail poking out of the seat of his trousers, and Aunt Petunia and Uncle Vernon had had to pay for its removal at a private hospital in London. It wasn't altogether surprising, therefore, that Dudley kept running his hand nervously over his backside, and walking sideways from room to room, so as not to present the same target to the enemy. Lunch was an almost silent meal. Dudley didn't even protest at the food (cottage cheese and grated celery). Aunt Petunia wasn't, eating anything at all. Her arms were folded, her lips were pursed, and she seemed to be chewing her tongue, as though biting back the furious diatribe she longed to throw at Harry. â€Å"They'll be driving, of course?† Uncle Vernon barked across the table. â€Å"Er,† said Harry. He hadn't thought of that. How were the Weasleys going to pick him up? They didn't have a car anymore; the old Ford Anglia they had once owned was currently running wild in the Forbidden Forest at Hogwarts. But Mr. Weasley had borrowed a Ministry of Magic car last year; possibly he would do the same today? â€Å"I think so,† said Harry. Uncle Vernon snorted into his mustache. Normally, Uncle Vernon would have asked what car Mr. Weasley drove; he tended to judge other men by how big and expensive their cars were. But Harry doubted whether Uncle Vernon would have taken to Mr. Weasley even if he drove a Ferrari. Harry spent most of the afternoon in his bedroom; he couldn't stand watching Aunt Petunia peer out through the net curtains every few seconds, as though there had been a warning about an escaped rhinoceros. Finally, at a quarter to five, Harry went back downstairs and into the living room. Aunt Petunia was compulsively straightening cushions. Uncle Vernon was pretending to read the paper, but his tiny eyes were not moving, and Harry was sure he was really listening with all his might for the sound of an approaching car. Dudley was crammed into an armchair, his porky hands beneath him, clamped firmly around his bottom. Harry couldn't take the tension; he left the room and went and sat on the stairs in the hall, his eyes on his watch and his heart pumping fast from excitement and nerves. But five o'clock came and then went. Uncle Vernon, perspiring slightly in his suit, opened the front door, peered up and down the street, then withdrew his head quickly. â€Å"They're late!† he snarled at Harry. â€Å"I know,† said Harry. â€Å"Maybe – er – the traffic's bad, or something.† Ten past five†¦then a quarter past five†¦Harry was starting to feel anxious himself now. At half past, he heard Uncle Vernon and Aunt Petunia conversing in terse mutters in the living room. â€Å"No consideration at all.† â€Å"We might've had an engagement.† â€Å"Maybe they think they'll get invited to dinner if they're late.† â€Å"Well, they most certainly won't be,† said Uncle Vernon, and Harry heard him stand up and start pacing the living room. â€Å"They'll take the boy and go, there'll be no hanging around. That's if they're coming at all. Probably mistaken the day. I daresay their kind don't set much store by punctuality. Either that or they drive some tin-pot car that's broken d -AAAAAAAARRRRRGH!† Harry jumped up. From the other side of the living room door came the sounds of the three Dursleys scrambling, panic-stricken, across the room. Next moment Dudley came flying into the hall, looking terrified. â€Å"What happened?† said Harry. â€Å"What's the matter?† But Dudley didn't seem able to speak. Hands still clamped over his buttocks, he waddled as fast as he could into the kitchen. Harry hurried into the living room. Loud bangings and scrapings were coming from behind the Dursleys' boarded-up fireplace, which had a fake coal fire plugged in front of it. â€Å"What is it?† gasped Aunt Petunia, who had backed into the wall and was staring, terrified, toward the fire. â€Å"What is it, Vernon?† But they were left in doubt barely a second longer. Voices could be heard from inside the blocked fireplace. â€Å"Ouch! Fred, no – go back, go back, there's been some kind of mistake – tell George not to – OUCH! George, no, there's no room, go back quickly and tell Ron -â€Å" â€Å"Maybe Harry can hear us, Dad – maybe he'll be able to let us out -â€Å" There was a loud hammering of fists on the boards behind the electric fire. â€Å"Harry? Harry, can you hear us?† The Dursleys rounded on Harry like a pair of angry wolverines. â€Å"What is this?† growled Uncle Vernon. â€Å"What's going on?† â€Å"They – they've tried to get here by Floo powder,† said Harry, fighting a mad desire to laugh. â€Å"They can travel by fire – only you've blocked the fireplace – hang on -â€Å" He approached the fireplace and called through the boards. â€Å"Mr. Weasley? Can you hear me?† The hammering stopped. Somebody inside the chimney piece said, â€Å"Shh!† â€Å"Mr. Weasley, it's Harry†¦the fireplace has been blocked up. You won't be able to get through there.† â€Å"Damn!† said Mr. Weasley's voice. â€Å"What on earth did they want to block up the fireplace for?† â€Å"They've got an electric fire,† Harry explained. â€Å"Really?† said Mr. Weasley's voice excitedly. â€Å"Eclectic, you say? With a plug? Gracious, I must see that†¦.Let's think†¦Ouch, Ron!† Ron's voice now joined the others'. â€Å"What are we doing here? Has something gone wrong?† â€Å"Oh no, Ron,† came Fred's voice, very sarcastically. â€Å"No, this is exactly where we wanted to end up.† â€Å"Yeah, we're having the time of our lives here,† said George, whose voice sounded muffled, as though he was squashed against the wall. â€Å"Boys, boys†¦Ã¢â‚¬  said Mr. Weasley vaguely. â€Å"I'm trying to think what to do†¦.Yes†¦only way†¦Stand back, Harry.† Harry retreated to the sofa. Uncle Vernon, however, moved forward. â€Å"Wait a moment!† he bellowed at the fire. â€Å"What exactly are you going to -â€Å" BANG. The electric fire shot across the room as the boarded-up fireplace burst outward, expelling Mr. Weasley, Fred, George, and Ron in a cloud of rubble and loose chippings. Aunt Petunia shrieked and fell backward over the coffee table; Uncle Vernon caught her before she hit the floor, and gaped, speechless, at the Weasleys, all of whom had bright red hair, including Fred and George, who were identical to the last freckle. â€Å"That's better,† panted Mr. Weasley, brushing dust from his long green robes and straightening his glasses. â€Å"Ah – you must be Harry's aunt and uncle!† Tall, thin, and balding, he moved toward Uncle Vernon, his hand outstretched, but Uncle Vernon backed away several paces, dragging Aunt Petunia. Words utterly failed Uncle Vernon. His best suit was covered in white dust, which had settled in his hair and mustache and made him look as though he had just aged thirty years. â€Å"Er – yes – sorry about that,† said Mr. Weasley, lowering his hand and looking over his shoulder at the blasted fireplace. â€Å"It's all my fault. It just didn't occur to me that we wouldn't be able to get out at the other end. I had your fireplace connected to the Floo Network, you see – just for an afternoon, you know, so we could get Harry. Muggle fireplaces aren't supposed to be connected, strictly speaking – but I've got a useful contact at the Floo Regulation Panel and he fixed it for me. I can put it right in a jiffy, though, don't worry. I'll light a fire to send the boys back, and then I can repair your fireplace before I Disapparate.† Harry was ready to bet that the Dursleys hadn't understood a single word of this. They were still gaping at Mr. Weasley, thunderstruck. Aunt Petunia staggered upright again and hid behind Uncle Vernon. â€Å"Hello, Harry!† said Mr. Weasley brightly. â€Å"Got your trunk ready?† â€Å"It's upstairs,† said Harry, grinning back. â€Å"We'll get it,† said Fred at once. Winking at Harry, he and George left the room. They knew where Harry's bedroom was, having once rescued him from it in the dead of night. Harry suspected that Fred and George were hoping for a glimpse of Dudley; they had heard a lot about him from Harry. â€Å"Well,† said Mr. Weasley, swinging his arms slightly, while he tried to find words to break the very nasty silence. â€Å"Very – erm – very nice place you've got here.† As the usually spotless living room was now covered in dust and bits of brick, this remark didn't go down too well with the Dursleys. Uncle Vernon's face purpled once more, and Aunt Petunia started chewing her tongue again. However, they seemed too scared to actually say anything. Mr. Weasley was looking around. He loved everything to do with Muggles. Harry could see him itching to go and examine the television and the video recorder. â€Å"They run off eckeltricity, do they?† he said knowledgeably. â€Å"Ah yes, I can see the plugs. I collect plugs,† he added to Uncle Vernon. â€Å"And batteries. Got a very large collection of batteries. My wife thinks I'm mad, but there you are.† Uncle Vernon clearly thought Mr. Weasley was mad too. He moved ever so slightly to the right, screening Aunt Petunia from view, as though he thought Mr. Weasley might suddenly run at them and attack. Dudley suddenly reappeared in the room. Harry could hear the clunk of his trunk on the stairs, and knew that the sounds had scared Dudley out of the kitchen. Dudley edged along the wall, gazing at Mr. Weasley with terrified eyes, and attempted to conceal himself behind his mother and father. Unfortunately, Uncle Vernon's bulk, while sufficient to hide bony Aunt Petunia, was nowhere near enough to conceal Dudley. â€Å"Ah, this is your cousin, is it, Harry?† said Mr. Weasley, taking another brave stab at making conversation. â€Å"Yep,† said Harry, â€Å"that's Dudley.† He and Ron exchanged glances and then quickly looked away from each other; the temptation to burst out laughing was almost overwhelming. Dudley was still clutching his bottom as though afraid it might fall off. Mr. Weasley, however, seemed genuinely concerned at Dudley's peculiar behavior. Indeed, from the tone of his voice when he next spoke, Harry was quite sure that Mr. Weasley thought Dudley was quite as mad as the Dursleys thought he was, except that Mr. Weasley felt sympathy rather than fear. â€Å"Having a good holiday, Dudley?† he said kindly. Dudley whimpered. Harry saw his hands tighten still harder over his massive backside. Fred and George came back into the room carrying Harry's school trunk. They glanced around as they entered and spotted Dudley. Their faces cracked into identical evil grins. â€Å"Ah, right,† said Mr. Weasley. â€Å"Better get cracking then.† He pushed up the sleeves of his robes and took out his wand. Harry saw the Dursleys draw back against the wall as one. â€Å"Incendio!† said Mr. Weasley, pointing his wand at the hole in the wall behind him. Flames rose at once in the fireplace, crackling merrily as though they had been burning for hours. Mr. Weasley took a small drawstring bag from his pocket, untied it, took a pinch of the powder inside, and threw it onto the flames, which turned emerald green and roared higher than ever. â€Å"Off you go then, Fred,† said Mr. Weasley. â€Å"Coming,† said Fred. â€Å"Oh no – hang on -â€Å" A bag of sweets had spilled out of Fred's pocket and the contents were now rolling in every direction – big, fat toffees in brightly colored wrappers. Fred scrambled around, cramming them back into his pocket, then gave the Dursleys a cheery wave, stepped forward, and walked right into the fire, saying â€Å"the Burrow!† Aunt Petunia gave a little shuddering gasp. There was a whooshing sound, and Fred vanished. â€Å"Right then, George,† said Mr. Weasley, â€Å"you and the trunk.† Harry helped George carry the trunk forward into the flames and turn it onto its end so that he could hold it better. Then, with a second whoosh, George had cried â€Å"the Burrow!† and vanished too. â€Å"Ron, you next,† said Mr. Weasley. â€Å"See you,† said Ron brightly to the Dursleys. He grinned broadly at Harry, then stepped into the fire, shouted â€Å"the Burrow!† and disappeared. Now Harry and Mr. Weasley alone remained. â€Å"Well†¦'bye then,† Harry said to the Dursleys. They didn't say anything at all. Harry moved toward the fire, but just as he reached the edge of the hearth, Mr. Weasley put out a hand and held him back. He was looking at the Dursleys in amazement. â€Å"Harry said good-bye to you,† he said. â€Å"Didn't you hear him?† â€Å"It doesn't matter,† Harry muttered to Mr. Weasley. â€Å"Honestly, I don't care.† Mr. Weasley did not remove his hand from Harry's shoulder. â€Å"You aren't going to see your nephew till next summer,† he said to Uncle Vernon in mild indignation. â€Å"Surely you're going to say good-bye?† Uncle Vernon's face worked furiously. The idea of being taught consideration by a man who had just blasted away half his living room wall seemed to be causing him intense suffering. But Mr. Weasley's wand was still in his hand, and Uncle Vernon's tiny eyes darted to it once, before he said, very resentfully, â€Å"Good-bye, then.† â€Å"See you,† said Harry, putting one foot forward into the green flames, which felt pleasantly like warm breath. At that moment, however, a horrible gagging sound erupted behind him, and Aunt Petunia started to scream. Harry wheeled around. Dudley was no longer standing behind his parents. He was kneeling beside the coffee table, and he was gagging and sputtering on a foot-long, purple, slimy thing that was protruding from his mouth. One bewildered second later, Harry realized that the foot-long thing was Dudley's tongue – and that a brightly colored toffee wrapper lay on the floor before him. Aunt Petunia hurled herself onto the ground beside Dudley, seized the end of his swollen tongue, and attempted to wrench it out of his mouth; unsurprisingly, Dudley yelled and sputtered worse than ever, trying to fight her off. Uncle Vernon was bellowing and waving his arms around, and Mr. Weasley had to shout to make himself heard. â€Å"Not to worry, I can sort him out!† he yelled, advancing on Dudley with his wand outstretched, but Aunt Petunia screamed worse than ever and threw herself on top of Dudley, shielding him from Mr. Weasley. â€Å"No, really!† said Mr. Weasley desperately. â€Å"It's a simple process it was the toffee – my son Fred – real practical joker – but it's only an Engorgement Charm – at least, I think it is – please, I can correct it -â€Å" But far from being reassured, the Dursleys became more panic- stricken; Aunt Petunia was sobbing hysterically, tugging Dudley's tongue as though determined to rip it out; Dudley appeared to be suffocating under the combined pressure of his mother and his tongue; and Uncle Vernon, who had lost control completely, seized a china figure from on top of the sideboard and threw it very hard at Mr. Weasley, who ducked, causing the ornament to shatter in the blasted fireplace. â€Å"Now really!† said Mr. Weasley angrily, brandishing his wand. â€Å"I'm trying to help!† Bellowing like a wounded hippo, Uncle Vernon snatched up another ornament. â€Å"Harry, go! Just go!† Mr. Weasley shouted, his wand on Uncle Vernon. â€Å"I'll sort this out!† Harry didn't want to miss the fun, but Uncle Vernon's second ornament narrowly missed his left ear, and on balance he thought it best to leave the situation to Mr. Weasley. He stepped into the fire, looking over his shoulder as he said â€Å"the Burrow!† His last fleeting glimpse of the living room was of Mr. Weasley blasting a third ornament out of Uncle Vernon's hand with his wand, Aunt Petunia screaming and lying on top of Dudley, and Dudley's tongue lolling around like a great slimy python. But next moment Harry had begun to spin very fast, and the Dursleys' living room was whipped out of sight in a rush of emerald-green flames.

Future of E-Commerce essays

Future of E-Commerce essays Electronic commerce is changing the way to do business. Nowadays a lot of transactions are made through the Internet. Another important issue that will be discussed is the way mobile Internet can change the way we communicate and do business. Each countrys law control the transactions made through the Internet, besides there are international treaties policies that not allow some products to be commercialize. For instance, in Mexico, politicians are making a new Electronic Commerce law, because there was not regulations about it. The article also says that the culture will be diversified depending on nationality, ethnicity and religion. There are heaps of WebPages in Mexico that diversify the market. Some examples are: Talking about PCs and internet access US is the most advance country, therefore B-C has become popular because more peoples has computers and they have access to different sites, besides there are more internet education because it was the first country to have a rapid expansion. There are many obstacles in order to materialize e-Commerce. Many people do not trust in e-Commerce because they are afraid of frauds to their credit cards, cyber terrorist or viruses that can get into their computer. Besides, there is not Intellectual Property Right. Just a few Months ago Napster, a program to share mp3 music files went to court because the music companies sue napster because of the issues of copyright and Intellectual Property. There are plans in different governments to do legal transactions and buys without affecting a third part, but depends of every country. The US is experimenting all kind of problems because is the most advance nation in this aspect. If the countries want to meet these goals they require too much Research ...

Monetary Policy in China Essay Example | Topics and Well Written Essays - 1750 words

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