OZONE DEPLETION Essay Example | Topics and Well Written Essays - 1250 words

OZONE DEPLETION - Essay Example n with focus on chemical aspects such as composition and properties, causes of ozone depletion, chemical actions that define depletion, and chemical effects of ozone depletion. Ozone is a chemical substance, existing in molecular state and consisting or three oxygen atoms. It is a product of chemical reactions and because of its unstable condition, can easily dissociate if triggered. Its formation begins with dissociation of an oxygen molecule to form oxygen atoms through the following path and under ultra violet radiation. The process occurs under photochemical dissociation and the oxygen atoms react with oxygen molecules in the presence of stabilizing factors, such as nitrogen molecules and oxygen molexules, to form the ozone. Ready availsbility of oxygen molecules from which dissociation occurs means ease of formation of the ozone gas. the following equations shows the reaction into formation of ozone (National Oceanic and Atmospheric Administration 2010, p. 1). The ozone can also dissociate easily in the presence of such catalysts as nitrogen monoxide, chloride atoms, and chloro-fluoro carbons. The following equation shows the dissociation that also defines depletion of the ozone. The ozone is therefore a chemical substance whose existence also depend on other chemicals in its environment. the other chemicals may facilitate formation of the ozone, as oxygen and nitrogen molecules do, of may facilitate dissociation as do chlorine atoms and chloro-fluoro carbons (Columbia University n.d., p. 1). Ozone is an unstable chemical and easily dissociated into oxygen molecules, in the presence of catalysts. It also has a short half life and therefore dissociates independently to characterize depletion. This means that its continuous formation and minimal chemical dissociation are necessary for stability in its volume. Ozone is also soluble in water and the solubility is a factor of both temperature and concentration. it its gaseous state, higher concentration of

Citation and Organizational Structure Essay Example for Free

Citation and Organizational Structure Essay Many Americans have questioned whether fighting a full-scale war against China or a war of containment was the best policy for fighting the Korean War. Using the Internet, library, and other sources, research how Truman and MacArthur differed over strategy in fighting the Korean War. After analyzing each position, determine whether Truman or MacArthur had the best strategy. In an essay of approximately 350-400 words: †¢ State why you believe Truman or MacArthur had the best strategy in fighting the Korean War. †¢ Give your reasons and arguments for the position you have chosen and make your arguments as convincing as possible. Does it appear to you that either strategy is based upon biblical principles? In what way and which principles are given expression by the policy or strategy? __________________ Remember to use proper grammar, punctuation, and spelling when typing your essay. Remember, all projects must follow the Academys guidelines concerning plagiarism and MLA formatting for the citation of sources. Source citation will be graded based on the following: †¢ Did the student include parenthetical citations with in the body of his/her report any time he/she summarized or quoted a source? Are the parenthetical citations in proper format (MLA)? †¢ Is the works cited page in proper format (MLA)? Because it is very important to avoid even unintentional copying, any project submitted without a works cited page (when one is necessary) will be returned to you in order for you to add it. You will then need to resubmit the project for grading after you have added the works cited page. You can refer to the Academy’s document on MLA format, found on the Academy’s online resource center www. aoacademy. com/resources, for additional assistance. Notice Wikipedia is not an acceptable source for any Academy project and may not be used. Contributors to Wikipedia sometimes plagiarize other sources or submit erroneous information. Be sure to use primary sources and cite your sources in accepted MLA (Modern Language Association) format. Go to â€Å"Citing Sources† in our online Resource Center for help. Projects will be graded according to a rubric which measures six important traits essential to good writing. Your teacher will use the rubric below to score aspects of each trait giving a best score of 5, or a lowest score of 1, or something in between. Once your teacher has scored each trait he/she will convert rubric scores to the Academy grade scale. Please study the chart below so to understand how to improve your writing and your project scores. Six Traits + 1 Rubric |Trait |5 |3 |1 | |Ideas: The main message of the |This paper is clear and focused. It |The writer is beginning to define |The paper has no clear sense of | |piece, the topic, with supporting |holds the reader’s attention. the topic, even though development |purpose or central theme. The | |details that enrich and develop that|Relevant anecdotes and details enrich|is still basic or general. |reader must make inferences based | |topic. |the central theme. | |on sketchy or missing details. | | | | | | | |1. The paper is on the topic |1. The writer strays off topic |1. The writer has not written on | | |assigned, or one of the options, and |2. Support with details is |the assigned topic or options | | |focused. |attempted. |given. | | |2. Relevant, quality details go |3. Writer has difficulty going from|2. Information is unclear or the | | |beyond the obvious. |general observations about the |length is not adequate for | | |3. Writing from knowledge or |topic to specifics. |development. | | |experience; ideas are fresh and |4. The reader is left with |3. Simply a restatement of the | | |original. |questions. |instructions. | | |4. Reader’s questions are anticipated| |4. The writing may be dis- | | |and answered. |connected, repetitious, and include| | | | |random thoughts. | | | | |Student did not comply to teacher | | | | |request for changes. | |Organization: The internal |The organizational structure of this |The organizational structure is The writing lacks a clear sense of | |structure, thread of central |paper enhances and showcases the |strong enough to move the reader |direction | |meaning, logical, and sometimes |central idea or theme of the paper. |through the text without too much | | |intriguing pattern or sequence of | |confusion. |1. No real lead or conclusion | |ideas. |1. An introduction draws the reader | |present. | | |in; a conclusion leaves the reader |1. The paper has a recognizable |2. Connections between ideas, if | | |with a sense of closure and |introduction and conclusion. |present, are confusing. | | |resolution. |2. Transitions sometimes work. |3. Sequencing needs work. | | |2. Thoughtful transitions connect |3. Sequencing shows some logic, yet|4. Problems with organizational | | |ideas. |structure takes attention away from|structure make it hard for the | | |3. Sequencing is logical and |the content. |reader to get a grip on the main | | |effective. |4. Organizational structure |point or story line. Little or no | | |4. Organizational structure is |sometimes supports the main point |evidence of paragraphing present. | | |appropriate for purpose/audience; |or story line, with an attempt at |Student did not comply to teacher | | |paragraphing is effective. |paragraphing. request for changes. | |Voice: The unique perspective of the|The writer of this paper speaks |The writer seems sincere, but not |The writer seems uninvolved with | |writer evident in the piece; or |directly to the reader in a manner |fully engaged or involved. The |the topic, disinterested in the | |sustained use of the voice or |that is individual, engaging, and |result is passable, but not well |audience, and oblivious of the | |perspective called for in the |respectful for the audience. |focused on the audience. |instructions. | |instructions. | | | | |1. Purpose is reflec ted by content |1. Attempts to include content and |1. Purpose is unclear. | | |and arrangement of ideas. |arrangement of ideas to reflect |2. Expository or persuasive writing| | |2. Expository or persuasive writing |purpose. |is mechanical, showing no | | |reflects understanding and commitment|2. Expository or persuasive writing|engagement with the topic. | |to topic. |lacks consistent engagement with |3. Narrative writing lacks | | |3. Narrative writing is honest, |topic. |development of a point of view. | | |personal, and engaging. |3. Narrative writing reflects |. 4. Made no attempt to write from | | |4. Clearly the voice asked for in the|limited individual perspective. |the assigned perspective or voice. | | |instructions, e. g. biblical |4. Made an attempt to adopt the |Student did not comply to teacher | | |character, historical character, |voice asked for in the instructions|request for changes | | |reporter on assignment. |but did not sustain it. | | |Word Choice: The use of rich, |Words convey the intended message in |The language is functional, even if|The writer struggles with a limited| |colorful, and precise language that |a precise, interesting, and natural |it lacks much energy. |vocabulary. |moves and enlightens the reader. |way. | | | | | | | | | |1. Words are specific and accurate. |1. Words are adequate and correct |1. Words are nonspecific or | | |2. Natural, effective, and |in a general sense. |distracting. | | |appropriate language. |2. Familiar words and phrases |2. Many of the words don’t work. | | |3. Lively verbs, specific nouns, and |communicate. |3. Limited vocabulary, misuse of | | |modifiers. |3. Passive verbs, everyday nouns, |parts of speech. | | |4. Language enhances and clarifies |mundane modifiers. |4. Language is unimaginative and | | |meaning. |4. Language functions, with one or |lifeless, redundancy. | | | |two fine moments. Student did not comply to teacher | | | | |request for changes. | |Sentence Fluency: The flow of the |The writing has an easy flow, rhythm,|The text usually hums along with a |The reader has to practice quite a | |language, the way in which the |and cadence. Sentences are |steady beat, but has sections which|bit in order to give this paper a | |writing plays to the ear, not just |well-constructed. |throw off the reader. |fair interpretive reading. | |the eye. | | | | | |1. Sentences get the job done in a |1. Sentences are choppy, | | |1. Sentences enhance the meaning. |routine fashion. |incomplete, ramb ling, or awkward. | | |2. Sentences vary in length as well |2. Sentences are usually of similar|Phrasing does not sound natural. | | |as structure. |length, yet constructed correctly. 2. No â€Å"sentence sense† is present. | | |3. Purposeful and varied sentence |3. Sentence beginnings are somewhat|3. Sentences begin the same way. | | |beginnings. |varied. |4. Endless connectives, if any | | |4. Creative and appropriate |4. The reader sometimes has to hunt|present. | | |connectives. |for connective clues. |Student did not comply with teacher| | | | |request for changes. |Conventions: The mechanical |The writer demonstrates a good grasp |The writer shows reasonable control|Errors in spelling, punctuation, | |correctness of the piece; spelling, |of standard writing conventions |over a limited range of standard |capitalization, usage, and grammar | |punctuation, capitalization, grammar|(e. g. , spelling, punctuation, |writing conventions. |and/or paragraphing repeatedly | |usage , and paragraphing. |capitalization, grammar usage, | |distract the reader and make text | | |paragraphing). 1. Spelling is usually correct or |difficult to read. | | | |reasonably phonetic. | | | |1. Spelling is generally correct. |2. End punctuation is usually |1. Spelling errors are frequent. | | |2. Punctuation is accurate. |correct. |2. Punctuation is missing or | | |3. Capitalization skills are present. |3. Most capitalized words are |incorrect. | |4. Grammar and usage are correct. |correct. |3. Capitalization is random. | | |5. Paragraphing tends to be sound. |4. Problems with grammar and usage |4. Obvious grammar or usage errors. | | | |are not serious. |5. Paragraphing is missing. | | | |5. Paragraphing is attempted. |Student did not comply with teacher| | | | request for changes. | |Presentation: |The project is clean, has all |May be some problems in the |Errors in formatting create a | |The look of the paper, proper use of|directions included, and MLA format |formatting. |confusing paper that distracts the | |MLA formatting when necessary, |was used correctly if needed. | |reader. | |correct titling and inclusion of | |1. Project directions are included,| | |project instructions |1. Project directions precede the |but not placed correctly. |1. Project directions are missing | | |project. |2. There are some problems with |or incomplete. | | |2. Spacing is uniform and font is |font or spacing. |2. Spacing and font are not | | |Times New Roman or Arial 12 point. |3. For multimedia, the visuals are |standard. | | |3. In a multimedia project, uses of |somewhat unclear or distracting. |3. Visuals in a multimedia project | | |visuals are integrated without |4. In those projects for which |are confusing and substandard. | | |distraction. |outside sources were used, MLA |4. Works cited page and/or | | |4. Correctly formatted citations and |formatting is mostly correct. There|parenthetical citations for those | | |works cited when outside sources were|may be some components missing or |projects where necessary are | | |used. improperly formatted. |missing or incorrect. | | | | |Student did not comply with teacher| | | | |request for changes. | *0 – Not a valid attempt. Student did not make the changes recommended by the teacher. _______________ Paste the document you created and saved on your word processor below:

Categorising a Quistclose Trust

Categorising a Quistclose Trust Mark must find out whether the transaction between himself and Dave is to be regarded as a pure loan or a Quistclose trust. [1] If it is the former, the beneficial interest in the funds passes to Inchester Football Club and Dave has his remedy against the Club in debt, as would the Club’s other ordinary creditors. If, however the transaction is to be regarded as a Quistclose trust, authoritative opinion suggests that the beneficial interest remains with Dave throughout,[2] and thus in the event of a failed trust purpose, the trust funds revert back to Dave on resulting trust. Mark is advised that the  £5m loan received from Dave, should be properly categorised as a Quistclose trust. The leading authorities governing Quistclose trusts are Barclays Bank v Quistclose Investments Ltd[3] and Twinsectra v Yardley.[4] The chief facts in both authorities are analogous to this case and thus do not need to be restated. In Quistclose, Lord Wilberforce makes it clear that since the loan â€Å"was made only so as to enable [the borrowers] to pay a dividend and for no other purpose†¦ the mutual intention of the lender and the borrower â€Å"was that the sum advanced should not become part of the assets of [the borrower] but should be used exclusively for payment of the dividend.† Lord Wilberforce maintains that ‘if, for any reason, the purpose could not be met, the money was to be returned to the lender.’[5] Mark should note that Dave’s insistence that the money be placed in a separate bank (regardless of it being in the Club’s name) implies his intention that the money was not to form part of the Club’s general assets.[6] One advises Mark that Lord Wilberforce’s interpretation applies to his case. Dave clearly imposes conditions on the loan stipulating that it is to be ‘used only to buy Gary Sparrow.’ The word ‘only’ suggests that the loan was advanced ‘exclusively’ for this purpose.[7] Dave thus has an equitable right in the funds to see that is applied for its primary designated purpose.[8] As a result, Mark, as Chairman of the club, is â€Å"not free to apply the money for any other purpose† and the nature of this transaction â€Å"gives rise to fiduciary obligations on the part of the borrower which a court of equity will enforce.†[9] Dave has placed his trust and confidence in Mark to ensure that the money is properly applied,[10] and it would be unconscionable of Mark not to properly apply it. Since Mark has agreed to the conditions of the loan, he is bound by them and owes a fiduciary obligation to Dave, to see that those conditions ar e met. Gary’s decision to sign with another Club means that the purpose of trust has been defeated and the money should therefore be returned to Dave. The loan advanced to Mark is to be regarded as a Quistclose trust since, as highlighted by Oakley, â€Å"an intention that the money should be segregated is †¦likely to lead the court to infer that the parties intended to create a trust, even if that word was never actually used by anyone.†[11] This fact, in addition to the conditions imposed by Dave, negates any possibility of the courts regarding the  £5m as being a pure loan. As a business entrepreneur, it is clear that Dave was not making a gesture of goodwill in advancing the loan, but a business decision. Conclusively, unless Mark can find a way to persuade Gary to sign with Inchester Football Club, the  £5m must be returned to Dave. Mark has validly declared a trust in favour of Gary. First, by declaring himself as trustee of the shares, the court will regard Mark has having done â€Å"everything which, according to the nature of the property comprised in the settlement, was necessary to be done in order to transfer the property and render the settlement binding upon him.†[12] Second, in the case of Comiskey,[13] the court held that the testator’s direction to his wife, that his nieces should acquire an interest in his property was to be construed as a mandatory, not just a mere moral obligation. The ‘substance’ and ‘effect’[14] of the words used, denoted an intention on the testators’ part to create a separate trust in favour of his nieces. One must advise that, Mark does not fall within the ambit of this case. The substance and effect of Mark’s words were such that he intended to create a trust in favour of Gary regardless of whether or not he joined the club. The fact that Mark made the trust declaration in front of the Board of Directors suggests further that his offer was a genuine one. Thus, the court would regard his words as being neither precatory[15] nor said in loose conversation.[16] His underlying intention might have been to gently pressure Gary into signing with Inchester, by making this stateme nt in front of the directors, however one cannot escape the fact that it was his intention for Gary to receive the shares. His words ‘I hope that this gives you a good reason to join the club,’ will not be regarded by the court as a necessary prerequisite or mandatory obligation in order for Gary to receive the shares, but rather; a moral obligation, which Gary could choose to regard or disregard. In the case of Re Adams[17] the court held that the purpose of the testator’s words was to merely to call to his widow’s attention the moral obligations[18], which had weighed upon his mind and to make express his motivation in making an absolute gift to her.[19] The same can be said of Mark’s declaration to Gary. His words have resulted in an absolute gift to Gary, with the ‘hope’ or ‘confidence’ that it would encourage Gary to join the club. Therefore, although Gary chose not to sign with Inchester, the trust remains valid. Third, Mark cannot rely on the fact that he has not segregated the shares to evince a lack of certainty of subject matter and thus an inconstituted trust. As clearly established in Hunter v Moss,[20] with regards to a declaration of trust of personality â€Å"the requirement of certainty of subject matter does not necessarily entail segregation of the property which was to form the subject matter of the trust.†[21] As long as the shares held by Mark are indistinguishable from one another, they will be capable of satisfying the trust without need for appropriation. It must be acknowledged however, that if Mark’s shares are distinguishable from one another, the trust will fail for uncertainty of subject matter since, as neatly surmised by Sir Hobhouse in the case of Mussoorie Bank Ltd v. Raynor, ‘uncertainty in the subject of the gift has a reflex action upon the previous words and throws doubts upon the intention of the testator, and seems to show that he could not have possibly intended his words†¦ to be imperative.’[22] BIBLIOGRAPHY Books A.J Oakley Parker and Mellows: The Modern Law of Trusts Ninth Edition (Sweet Maxwell 2008) G. Watt Trusts Fifth Edition (Oxford University Press 2005) N Stockwell and R Edwards Trusts and Equity Seventh Edition (Pearson Longman 2005) Cases Barclays Bank v Quistclose Investments Ltd [1970] AC 567 Comiskey v Bowring-Hanbury [1905] AC 84 HL Hunter v Moss [1994] 1 WLR 452 Jones v Lock (1865) 1 Ch App 25 Milroy v. Lord (1862) 4 De G.F. J. 264 Mussoorie Bank Ltd v Raynor (1882) 7 App Cas 321 Paul v Constance [1977] 1 WLR 527 Re Adams and Kensington Vestry (1884) 27 Ch D394 Re Snowden [1979] 2 All ERM 172 Twinsectra v Yardley [2002] 2 AC 164 1 Footnotes [1] [1970] AC 567 [2] [2002] 2 AC 164 per Lord Millett and A.J Oakley The Modern Law of Trusts (2008) p.322 [3] n.1 [4] n.2 [5] n.1 per Lord Wilberforce at 580 [6] N Stockwell and R Edwards, Trusts and Equity (2005) p.20 [7] n.1 per Lord Wilberforce at 580 [8] Ibid. [9] n.2 per Lord Millett at 184 [10] Ibid para. 99 [11] Oakley n.2 p.317 –18 [12] Milroy v. Lord (1862) 4 De G.F. J. 264 per Turner L.J at 274–275 [13] [1905] AC 84 HL [14] Paul v Constance [1977] 1 WLR 527 per Scarman L.J [15] Ibid. [16] Jones v Lock (1865) 1 Ch App 25 [17] (1884) 27 Ch D394 [18] See Re Snowden [1979] 2 All ERM 172 [19] G. Watt Trusts (2005) at p.71 [20] [1994] 1 WLR 452 [21] Ibid per Dillon L.J [22] (1882) 7 App Cas 321 at 331

International Trade :: essays research papers

International Trade International trade or world trade affects the entire American economy. The early industrial years of American the economy was based entirely on the exporting goods to other countries, and these exports created the revenue need to sustain the country. America would export more products than it needed this created a surplus in the GDP. This began to change in the 1930’s when the trade began to change and the country began to import more products. This downward trend led the GDP its lowest point in history. In today’s world trade market America’s import percentage is somewhere in the mid-60%. The balance of trade in America today is running in a deficit. The U.S. government has created trade agreements the various countries that allow free trade between these countries. This means there are no tariffs, fees or taxes applied toward the good being imported or exported between the countries in the agreement. These countries include Mexico and Canada that create the North American Free Trade Agreement (NAFTA), and Israel. These agreements are not limited to free trade, but other countries such as Jamaica, that need assistance in order to grow economically American has lessened the amount of tariffs need to import good into America. International trade provides resources that the U.S. does not produce enough of to sustain the country. One of the major imports needed in the U.S. today is oil. This is one of the reasons America has a free trade agreement with Israel. This allows oil to be imported without tariffs. Other products such as cars imported from Japan create import taxes that the government spends on the U.S. economy. Additionally, the U.S. has imposed restrictions on foreign countries to reduce the flood of goods into the market place. These items include textiles imported from countries that produce these items a much cheaper cost.

Monitor Children and Young People’s Development Essay

1. Observation. The observation could be formal and informal and both types have the advantages and disadvantages. 1.1.Informal observations – these are carried out daily when working with a pupil and overtime a picture can be built of the pupil’s progress and if there are any issues such as unable to draw circles with a compass, not recording homework correctly in the planner. These may be small but over time a picture of each pupil will be built up. It is likely that Teacher Assistants will discuss their observations with teachers. A disadvantage of informal observations is that they may not be recorded and might be forgotten to be passed on. 2. Formal observations – this may be carried out to support the teacher on assessing a pupil’s level of development such as a controlled assessment or a speaking and listening test. Standard Measurements – this is usually carried out by medical practitioners to ensure that a child is growing at the expected rate for their age. School tests/cognitive aptitude tests that demonstrate a snapshot of children’s academic ability or skill at retaining taught information and that might then be used to compare outcomes between a larger population of same-age children. Health programmes that might measure head circumference, weight, height, visual and auditory functioning. Educational psychologists may use reasoning tests to assess an intellectual age in contrast to a chronological age. 3. Information from carers and colleagues – information from carers can be vital if there is a factor that may be influencing the development of a young person an example may be that the pupil is being bullied or they don’t understand the learning objective but are too scared to ask for help. As a colleague if you see a change in the child you must communicate this to the class teacher to help them to assess what assistance may be required. 4. Assessment framework – it is the way in which child is assessed to decide whether they have any particular needs and  what these needs may be. It is useful in deciding whether the child is reaching expected milestones of development in different areas. Assessment frameworks involve methods such as England’s EYFS profile, possibly baseline assessments for children entering a new setting, the way a setting assesses development for a possible 2 year progress check, P-scales are another method that may be used to assess the development of children with learning difficulties.

A Year Down Yonder

A year Down Yonder is about a girl named Mary Alice who goes to live with her Grandma in a small town with only her cat Bootsie and her potable radio that she says is her last touch with the world. This chapter is called Rich Chicago Girl. Mary Alice gets off a train from Chicago. After they leave the station Grandma enrolls her into school on the first day she arrives! Mary Alice sits next to Mildred Burdick who Grandma says to stay clear of but gets into deep trouble with and her horse ends up losing her horse and having to walk miles to get home. And that’s the end of this chapter. The 2nd chapter is Vittles n’ Vengeance.It was Halloween time in grandma’s town which meant pranks going for weeks and half the privies are going to be on the ground be the time Columbus Day is over. There was a letter sent out from the school saying there is going to be a party and to bring refreshments. The first prank that had happened to them was when they put twine around her t ail and put a can at the end. Grandma made a horrid smelling glue to use on the pranksters and we set off to make a trap, we waited in the cob house for the pranksters to come and when they did they fell over the wire and the leader got glue on his head and he fell on his nose and lost his knife.We went to old man Nyquist’s house for pecans but he says we can only have pecans off the ground so grandma drives his tractor into the tree so pecans would fall! They also went into the Pensingers backyard to take some pumpkins! At the party Grandma served pumpkin and pecan pies and when Augie Fluke came for some grandma saw Augie with his broken nose, his scabbed bald head, and served him with his own knife. And that’s the end of this chapter. The name of this chapter is A Minute in the Morning. This chapter is about Armistice Day and of the turkey shoot.At the turkey shoot the woman are selling burgoo and the men are practicing shooting turkeys. Grandma tries to make the ric her people pay more and let the poor people not have to pay at all. All the money is said to go to charity and this year Miss Abernathy is the charity. At a certain time in the day everyone put their hand over their heart, stood east, and thought about the people who died for us. That was the end of their day. The 4th chapter is Away in a manger. It is Christmas time in grandma’s town and the school is going to do a Christmas program at the church.Grandma and Mary Alice went out to trap fox but even though Mary Alice doesn’t like the trapping and the screams of the fox she doesn’t want Grandma alone. Mary got the part of Mary for the Christmas program. During the Christmas program the baby Jesus screams, but it’s supposed to be a doll, the baby is a Burdick. Joey came to visit for Christmas! They had a great Christmas. Hearts and Flour is the name of this chapter. It starts out with Mrs. Weidenbach asking Grandma to make cherry tarts for the DAR because W ashington birthday tea.There is going to be a valentine exchange at the school and there is also a new boy named Royce and everyone has a little crush on him. The next day when Mrs. Weidenbach comes again Grandma says that the party has to be at her house or she can by some cherry tarts. At the valentine exchange Ina-Rae got three more valentines than anyone else and one of them is from Royce and that makes Carleen go ballistic. At the party Grandma is really dressed up and Mrs. Willcox and Aunt Mae Grizzwald were there. When everyone was there it turned into a disaster because Mrs. Weidenbach found out that she is a Burdick!That’s the end of that chapter. A Dangerous Man is the 6th chapter. It is March and Mary Alice is 16 and she got a dollar from her mother. One day Bootsie showed Mary Alice her kitten and Mary Alice named it April. A man came by one day and asked if he could rent a room and Grandma charged him $2. 50 a day! Mary Alice wanted Royce to come over to â€Å"s tudy† math together and he said OK. When he got there they heard a scream from the attic and out came Maxine Patch with only a snake around her and a flower in her hair and then Royce left. That was a crazy chapter. Finally my favorite chapter Gone With the Wind.School is almost out and out of nowhere the siren on the water tower went off and Mary Alice didn’t know what was happening. Everyone was heading towards the basement Mary Alice saw Grandma and had to make sure she was ok. They were both inside and Grandma told Mary Alice to go to the south west corner and we were both sitting down when Grandma let go of Bootsie and April. Grandma said that after Mary Alice leaves she’s going to turn it into a rooming home. That’s the end of that chapter. The last chapter is Ever After. When Royce and Mary Alice get married at Grandma’s house. They lived happily ever after.