Chapter 17 Cat, Rat, and Dog

Harry's mind had gone blank with shock. The three of them stood transfixed with horror under the Invisibility Cloak. The very last rays of the setting sun were casting a bloody light over the long-shadowed grounds. Then, behind them, they heard a wild howling. â€Å"Hagrid,† Harry muttered. Without thinking about what he was doing, he made to turn back, but both Ron and Hermione seized his arms. â€Å"We can't,† said Ron, who was paper-white. â€Å"He'll be in worse trouble if they know we've been to see him†¦.† Hermione's breathing was shallow and uneven. â€Å"How — could — they?† she choked. â€Å"How could they?† â€Å"Come on,† said Ron, whose teeth seemed to be chattering. They set off back toward the castle, walking slowly to keep themselves hidden under the cloak. The light was fading fast now. By the time they reached open ground, darkness was settling like a spell around them. â€Å"Scabbers, keep still,† Ron hissed, clamping his hand over his chest. The rat was wriggling madly. Ron came to a sudden halt, trying to force Scabbers deeper into his pocket. â€Å"What's the matter with you, You stupid rat? Stay still — OUCH! He bit me!† â€Å"Ron, be quiet!† Hermione whispered urgently. â€Å"Fudge'll be out here in a minute –â€Å" â€Å"He won't — stay — put –â€Å" Scabbers was plainly terrified. He was writhing with all his might, trying to break free of Ron's grip. â€Å"What's the matter with him?† But Harry had just seen — stinking toward them, his body low to the ground, wide yellow eyes glinting eerily in the darkness — Crookshanks. Whether he could see them or was following the sound of Scabbers's squeaks, Harry couldn't tell. â€Å"Crookshanks!† Hermione moaned. â€Å"No, go away, Crookshanks! Go away!† But the cat was getting nearer — â€Å"Scabbers — NO!† Too late — the rat had slipped between Ron's clutching fingers, hit the ground, and scampered away. In one bound, Crookshanks sprang after him, and before Harry or Hermione could stop him, Ron had thrown the Invisibility Cloak off himself and pelted away into the darkness. â€Å"Ron!† Hermione moaned. She and Harry looked at each other, then followed at a sprint; it was impossible to run full out under the cloak; they pulled it off and it streamed behind them like a banner as they hurtled after Ron; they could hear his feet thundering along ahead and his shouts at Crookshanks. â€Å"Get away from him — get away — Scabbers, come here –â€Å" There was a loud thud. â€Å"Gotcha! Get off, you stinking cat –â€Å" Harry and Hermione almost fell over Ron; they skidded to a stop right in front of him. He was sprawled on the ground, but Scabbers was back in his pocket; he had both hands held tight over the quivering lump. â€Å"Ron — come on back under the cloak –† Hermione panted. â€Å"Dumbledore — the Minister — they'll be coming back out in a minute –â€Å" But before they could cover themselves again, before they could even catch their breath, they heard the soft pounding of gigantic paws†¦. Something was bounding toward them, quiet as a shadow — an enormous, pale-eyed, jet-black dog. Harry reached for his wand, but too late — the dog had made an enormous leap and the front paws hit him on the chest; he keeled over backward in a whirl of hair; he felt its hot breath, saw inch-long teeth – But the force of its leap had carried it too far; it rolled off him. Dazed, feeling as though his ribs were broken, Harry tried to stand up; he could hear it growling as it skidded around for a new attack. Ron was on his feet. As the dog sprang back toward them he pushed Harry aside; the dog's jaws fastened instead around Ron's outstretched arm. Harry lunged forward, he seized a handful of the brute's hair, but it was dragging Ron away as easily as though he were a rag doll — Then, out of nowhere, something hit Harry so hard across the face he was knocked off his feet again. He heard Hermione shriek with pain and fall too. Harry groped for his wand, blinking blood out of his eyes â€Å"Lumos!† he whispered. The wandlight showed him the trunk of a thick tree; they had chased Scabbers into the shadow of the Whomping Willow and its branches were creaking as though in a high wind, whipping backward and forward to stop them going nearer. And there, at the base of the trunk, was the dog, dragging Ron backward into a large gap in the roots — Ron was fighting furiously, but his head and torso were slipping out of sight — â€Å"Ron!† Harry shouted, trying to follow, but a heavy branch whipped lethally through the air and he was forced backward again. All they could see now was one of Ron's legs, which he had hooked around a root in an effort to stop the dog from pulling him farther underground — but a horrible crack cut the air like a gunshot; Ron's leg had broken, and a moment later, his foot vanished from sight. â€Å"Harry — we've got to go for help –† Hermione gasped; she was bleeding too; the Willow had cut her across the shoulder. â€Å"No! That thing's big enough to eat him; we haven't got time –â€Å" â€Å"Harry — we're never going to get through without help –â€Å" Another branch whipped down at them, twigs clenched like knuckles. â€Å"If that dog can get in, we can,† Harry panted, darting here and there, trying to find a way through the vicious, swishing branches, but he couldn't get an inch nearer to the tree roots without being in range of the tree's blows. â€Å"Oh, help, help,† Hermione whispered frantically, dancing uncertainly on the spot, â€Å"Please†¦Ã¢â‚¬  Crookshanks darted forward. He slithered between the battering branches like a snake and placed his front paws upon a knot on the trunk. Abruptly, as though the tree had been turned to marble, it stopped moving. Not a leaf twitched or shook. â€Å"Crookshanks!† Hermione whispered uncertainly. She now grasped Harry's arm painfully hard. â€Å"How did he know –?† â€Å"He's friends with that dog,† said Harry grimly. â€Å"I've seen them together. Come on — and keep your wand out –â€Å" They covered the distance to the trunk in seconds, but before they had reached the gap in the roots, Crookshanks had slid into it with a flick of his bottlebrush tail. Harry went next; he crawled forward, headfirst, and slid down an earthy slope to the bottom of a very low tunnel. Crookshanks was a little way along, his eyes flashing in the light from Harry's wand. Seconds later, Hermione slithered down beside him. â€Å"Where's Ron?† she whispered in a terrified voice. â€Å"This way,† said Harry, setting off, bent-backed, after Crookshanks. â€Å"Where does this tunnel come out?† Hermione asked breathlessly from behind him. â€Å"I don't know†¦It's marked on the Marauder's Map but Fred and George said no one's ever gotten into it†¦It goes off the edge of the map, but it looked like it was heading for Hogsmeade†¦Ã¢â‚¬  They moved as fast as they could, bent almost double; ahead of them, Crookshanks's tail bobbed in and out of view. On and on went the passage; it felt at least as long as the one to Honeydukes†¦ All Harry could think of was Ron and what the enormous dog might be doing to him†¦He was drawing breath in sharp, painful gasps, running at a crouch†¦. And then the tunnel began to rise; moments later it twisted, and Crookshanks had gone. Ahead Harry could see a patch of dim light through a small opening. He and Hermione paused, gasping for breath, edging forward. Both raised their wands to see what lay beyond. It was a room, a very disordered, dusty room. Paper was peeling from the walls; there were stains all over the floor; every piece of furniture was broken as though somebody had smashed it. The windows were all boarded up. Harry glanced at Hermione, who looked very frightened but nodded. Harry pulled himself out of the hole, staring around. The room was deserted, but a door to their right stood open, leading to a shadowy hallway. Hermione suddenly grabbed Harry's arm again. Her wide eyes were traveling around the boarded windows. â€Å"Harry,† she whispered, â€Å"I think we're in the Shrieking Shack.† Harry looked around. His eyes fell on a wooden chair near them. Large chunks had been torn out of it; one of the legs had been ripped off entirely. â€Å"Ghosts didn't do that,† he said slowly. At that moment, there was a creak overhead. Something had moved upstairs. Both of them looked up at the ceiling. Hermione's grip on Harry's arm was so tight he was losing feeling in his fingers. He raised his eyebrows at her; she nodded again and let go. Quietly as they could, they crept out into the hall and up the crumbling staircase. Everything was covered in a thick layer of dust except the floor, where a wide shiny stripe had been made by something being dragged upstairs. They reached the dark landing. â€Å"Nox,† they whispered together, and the lights at the end of their wands went out. Only one door was open. As they crept toward it, they heard movement from behind it; a low moan, and then a deep, loud purring. They exchanged a last look, a last nod. Wand held tightly before him, Harry kicked the door wide open. On a magnificent four-poster bed with dusty hangings lay Crookshanks, purring loudly at the sight of them. On the floor beside him, clutching his leg, which stuck out at a strange angle, was Ron. Harry and Hermione dashed across to him. â€Å"Ron — are you okay?† â€Å"Where's the dog?† â€Å"Not a dog,† Ron moaned. His teeth were gritted with pain. â€Å"Harry, it's a trap –â€Å" â€Å"What –â€Å" â€Å"He's the dog†¦he's an Animagus.† Ron was staring over Harry's shoulder. Harry wheeled around. With a snap, the man in the shadows closed the door behind them. A mass of filthy, matted hair hung to his elbows. If eyes hadn't been shining out of the deep, dark sockets, he might have been a corpse. The waxy skin was stretched so tightly over the bones of his face, it looked like a skull. His yellow teeth were bared in a grin. It was Sirius Black. â€Å"Expelliarmus!† he croaked, pointing Ron's wand at them. Harry's and Hermione's wands shot out of their hands, high in the air, and Black caught them. Then he took a step closer. His eyes were fixed on Harry. â€Å"I thought you'd come and help your friend,† he said hoarsely. His voice sounded as though he had long since lost the habit of using it. â€Å"Your father would have done the same for me. Brave of you not to run for a teacher. I'm grateful†¦it will make everything much easier†¦.† The taunt about his father rang in Harry's ears as though Black had bellowed it. A boiling hate erupted in Harry's chest, leaving no place for fear. For the first time in his life, he wanted his wand back in his hand, not to defend himself, but to attack†¦to kill. Without knowing what he was doing, he started forward, but there was a sudden movement on either side of him and two pairs of hands grabbed him and held him back†¦ â€Å"No, Harry!† Hermione gasped in a petrified whisper; Ron, however, spoke to Black. â€Å"If you want to kill Harry, you'll have to kill us too!† he said fiercely, though the effort of standing upright was draining him of still more color, and he swayed slightly as he spoke. Something flickered in Black's shadowed eyes. â€Å"Lie down,† he said quietly to Ron. â€Å"You will damage that leg even more.† â€Å"Did you hear me?† Ron said weakly, though he was clinging painfully to Harry to stay upright. â€Å"You'll have to kill all three of us!† â€Å"There'll be only one murder here tonight,† said Black, and his grin widened. â€Å"Why's that?† Harry spat, trying to wrench himself free of Ron, and Hermione. â€Å"Didn't care last time, did you? Didn't mind slaughtering all those Muggles to get at Pettigrew†¦What's the matter, gone soft in Azkaban?† â€Å"Harry!† Hermione whimpered. â€Å"Be quiet!† â€Å"HE KILLED MY MUM AND DAD!† Harry roared, and with a huge effort he broke free of Hermione's and Ron's restraint and lunged forward — He had forgotten about magic — he had forgotten that he was short and skinny and thirteen, whereas Black was a tall, full-grown man — all Harry knew was that he wanted to hurt Black as badly as he could and that he didn't care how much he got hurt in return — Perhaps it was the shock of Harry doing something so stupid, but Black didn't raise the wands in time — one of Harry's hands fastened over his wasted wrist, forcing the wand tips away; the knuckles of Harry's other hand collided with the side of Black's head and they fell, backward, into the wall — Hermione was screaming; Ron was yelling; there was a blinding flash as the wands in Black's hand sent a jet of sparks into the air that missed Harry's face by inches; Harry felt the shrunken arm under his fingers twisting madly, but he clung on, his other hand punching every part of Black it could find. But Black's free hand had found Harry's throat â€Å"No,† he hissed, â€Å"I've waited too long –â€Å" The fingers tightened, Harry choked, his glasses askew. Then he saw Hermione's foot swing out of nowhere. Black let go of Harry with a grunt of pain; Ron had thrown himself on Black's wand hand and Harry heard a faint clatter — He fought free of the tangle of bodies and saw his own wand rolling across the floor; he threw himself toward it but â€Å"Argh!† Crookshanks had joined the fray; both sets of front claws had sunk themselves deep into Harry's arm; Harry threw him off, but Crookshanks now darted toward Harry's wand — â€Å"NO YOU DON'T!† roared Harry, and he aimed a kick at Crookshanks that made the cat leap aside, spitting; Harry snatched up his wand and turned — â€Å"Get out of the way!† he shouted at Ron and Hermione. They didn't need telling twice. Hermione, gasping for breath, her lip bleeding, scrambled aside, snatching up her and Ron's wands. Ron crawled to the four-poster and collapsed onto it, panting, his white face now tinged with green, both hands clutching his broken leg. Black was sprawled at the bottom of the wall. His thin chest rose and fell rapidly as he watched Harry walking slowly nearer, his wand pointing straight at Black's heart. â€Å"Going to kill me, Harry?† he whispered. Harry stopped right above him, his wand still pointing at Black's chest, looking down at him. A livid bruise was rising around Black's left eye and his nose was bleeding. â€Å"You killed my parents,† said Harry, his voice shaking slightly, but his wand hand quite steady. Black stared up at him out of those sunken eyes. â€Å"I don't deny it,† he said very quietly. â€Å"But if you knew the whole story.† â€Å"The whole story?† Harry repeated, a furious pounding in his ears. â€Å"You sold them to Voldemort. That's all I need to know.† â€Å"You've got to listen to me,† Black said, and there was a note of urgency in his voice now. â€Å"You'll regret it if you don't†¦You don't understand†¦.† â€Å"I understand a lot better than you think,† said Harry, and his voice shook more than ever. â€Å"You never heard her, did you? My mum†¦trying to stop Voldemort killing me†¦and you did that†¦you did it†¦.† Before either of them could say another word, something ginger streaked past Harry; Crookshanks leapt onto Black's chest and settled himself there, right over Black's heart. Black blinked and looked down at the cat. â€Å"Get off,† he murmured, trying to push Crookshanks off him. But Crookshanks sank his claws into Black's robes and wouldn't shift. He turned his ugly, squashed face to Harry and looked up at him with those great yellow eyes. To his right, Hermione gave a dry sob. Harry stared down at Black and Crookshanks, his grip tightening on the wand. So what if he had to kill the cat too? It was in league with Black†¦If it was prepared to die, trying to protect Black, that wasn't Harry's business†¦ If Black wanted to save it, that only proved he cared more for Crookshanks than for Harry's parents†¦. Harry raised the wand. Now was the moment to do it. Now was the moment to avenge his mother and father. He was going to kill Black. He had to kill Black. This was his chance†¦. The seconds lengthened. And still Harry stood frozen there, wand poised, Black staring up at him, Crookshanks on his chest. Ron's ragged breathing came from near the bed; Hermione was quite silent. And then came a new sound — Muffled footsteps were echoing up through the floor — someone was moving downstairs. â€Å"WE'RE UP HERE!† Hermione screamed suddenly. â€Å"WE'RE UP HERE — SIRIUS BLACK — QUICK!† Black made a startled movement that almost dislodged Crookshanks; Harry gripped his wand convulsively — Do it now! said a voice in his head — but the footsteps were thundering up the stairs and Harry still hadn't done it. The door of the room burst open in a shower of red sparks and Harry wheeled around as Professor Lupin came hurtling into the room, his face bloodless, his wand raised and ready. His eyes flickered over Ron, lying on the floor, over Hermione, cowering next to the door, to Harry, standing there with his wand covering Black, and then to Black himself, crumpled and bleeding at Harry's feet. â€Å"Expelliarmus!† Lupin shouted. Harry's wand flew once more out of his hand; so did the two Hermione was holding. Lupin caught them all deftly, then moved into the room, staring at Black, who still had Crookshanks lying protectively across his chest. Harry stood there, feeling suddenly empty. He hadn't done it. His nerve had failed him. Black was going to be handed back to the Dementors. Then Lupin spoke, in a very tense voice. â€Å"Where is he, Sirius?† Harry looked quickly at Lupin. He didn't understand what Lupin meant. Who was Lupin talking about? He turned to look at Black again. Black's face was quite expressionless. For a few seconds, he didn't move at all. Then, very slowly, he raised his empty hand and pointed straight at Ron. Mystified, Harry glanced around at Ron, who looked bewildered. â€Å"But then†¦Ã¢â‚¬  Lupin muttered, staring at Black so intently it seemed he was trying to read his mind, â€Å"†¦why hasn't he shown himself before now? Unless† — Lupin's eyes suddenly widened, as though he was seeing something beyond Black, something none of the rest could see, â€Å"– unless he was the one†¦unless you switched†¦ without telling me?† Very slowly, his sunken gaze never leaving Lupin's face, Black nodded. â€Å"Professor,† Harry interrupted loudly, â€Å"what's going on –?† But he never finished the question, because what he saw made his voice die in his throat. Lupin was lowering his wand, gazing fixed at Black. The Professor walked to Black's side, seized his hand, pulled him to his feet so that Crookshanks fell to the floor, and embraced Black like a brother. Harry felt as though the bottom had dropped out of his stomach. â€Å"I DON'T BELIEVE IT!† Hermione screamed. Lupin let go of Black and turned to her. She had raised herself off the floor and was pointing at Lupin, wild-eyed. â€Å"You — you –â€Å" â€Å"Hermione –â€Å" â€Å"?C you and him!† â€Å"Hermione, calm down –â€Å" â€Å"I didn't tell anyone!† Hermione shrieked. â€Å"I've been covering up for you –â€Å" â€Å"Hermione, listen to me, please† Lupin shouted. â€Å"I can explain –â€Å" Harry could feel himself shaking, not with fear, but with a fresh wave of fury. â€Å"I trusted you,† he shouted at Lupin, his voice wavering, out of control, â€Å"and all the time you've been his friend!† â€Å"You're wrong,† said Lupin. â€Å"I haven't been Sirius's friend, but I am now — Let me explain†¦.† â€Å"NO!† Hermione screamed. â€Å"Harry, don't trust him, he's been helping Black get into the castle, he wants you dead too — he's a werewolf!† There was a ringing silence. Everyone's eyes were now on Lupin, who looked remarkably calm, though rather pale. â€Å"Not at all up to your usual standard, Hermione,† he said. â€Å"Only one out of three, I'm afraid. I have not been helping Sirius get into the castle and I certainly don't want Harry dead. An odd shiver passed over his face. â€Å"But I won't deny that I am a werewolf.† Ron made a valiant effort to get up again but fell back with a whimper of pain. Lupin made toward him, looking concerned, but Ron gasped, â€Å"Get away from me, werewolf!† Lupin stopped dead. Then, with an obvious effort, he turned to Hermione and said, â€Å"How long have you known?† â€Å"Ages,† Hermione whispered. â€Å"Since I did Professor Snape's essay†¦Ã¢â‚¬  â€Å"He'll be delighted,† said Lupin coolly. â€Å"He assigned that essay hoping someone would realize what my symptoms meant†¦ Did you check the lunar chart and realize that I was always ill at the full moon? Or did you realize that the Boggart changed into the moon when it saw me?† â€Å"Both,† Hermione said quietly. Lupin forced a laugh. â€Å"You're the cleverest witch of your age I've ever met, Hermione.† â€Å"I'm not,† Hermione whispered. â€Å"If I'd been a bit cleverer, I'd have told everyone what you are!† â€Å"But they already know,† said Lupin. â€Å"At least, the staff do.† â€Å"Dumbledore hired you when he knew you were a werewolf,† Ron gasped. â€Å"Is he mad?† â€Å"Some of the staff thought so,† said Lupin. â€Å"He had to work very hard to convince certain teachers that I'm trustworthy –â€Å" â€Å"AND HE WAS WRONG!† Harry yelled. â€Å"YOU'VE BEEN HELPING HIM ALL THE TIME!† He was pointing at Black, who suddenly crossed to the four-poster bed and sank onto it, his face hidden in one shaking hand. Crookshanks leapt up beside him and stepped onto his lap, purring. Ron edged away from both of them, dragging his leg. â€Å"I have not been helping Sirius,† said Lupin. â€Å"If you'll give me a chance, I'll explain. Look –â€Å" He separated Harry's, Ron's and Hermione's wands and threw each back to its owner; Harry caught his, stunned. â€Å"There,† said Lupin, sticking his own wand back into his belt â€Å"You're armed, we're not. Now will you listen?† Harry didn't know what to think. Was it a trick? â€Å"If you haven't been helping him,† he said, with a furious glance at Black, â€Å"how did you know he was here?† â€Å"The map,† said Lupin. â€Å"The Marauder's Map. I was in my office examining it –â€Å" â€Å"You know how to work it?† Harry said suspiciously. â€Å"Of course I know how to work it,† said Lupin, waving his hand impatiently. â€Å"I helped write it. I'm Moony — that was my friends' nickname for me at school.† â€Å"You wrote –?† â€Å"The important thing is, I was watching it carefully this evening, because I had an idea that you, Ron, and Hermione might try and sneak out of the castle to visit Hagrid before his Hippogriff was executed. And I was right, wasn't I?† He had started to pace up and down, looking at them. Little patches of dust rose at his feet. â€Å"You might have been wearing your father's old cloak, Harry–â€Å" â€Å"How d'you know about the cloak?† â€Å"The number of times I saw James disappearing under it†¦Ã¢â‚¬  said Lupin, waving an impatient hand again. â€Å"The point is, even if you're wearing an Invisibility Cloak, you still show up on the Marauder's Map. I watched you cross the grounds and enter Hagrid's hut. Twenty minutes later, you left Hagrid, and set off back toward the castle. But you were now accompanied by somebody else.† â€Å"What?† said Harry. â€Å"No, we weren't!† I couldn't believe my eyes,' said Lupin, still pacing, and ignoring Harry's interruption. â€Å"I thought the map must be malfunctioning. How could he be with you?† â€Å"No one was with us!† said Harry. â€Å"And then I saw another dot, moving fast toward you, labeled Sirius Black†¦I saw him collide with you; I watched as he pulled two of you into the Whomping Willow –â€Å" â€Å"One of us!† Ron said angrily. â€Å"No, Ron,† said Lupin. â€Å"Two of you.† He had stopped his pacing, his eyes moving over Ron. â€Å"Do you think I could have a look at the rat?† he said evenly. â€Å"What?† said Ron. â€Å"What's Scabbers got to do with it?† â€Å"Everything,† said Lupin. â€Å"Could I see him, please?† Ron hesitated, then put a hand inside his robes. Scabbers emerged, thrashing desperately; Ron had to seize his long bald tail to stop him escaping. Crookshanks stood up on Black's leg and made a soft hissing noise. Lupin moved closer to Ron. He seemed to be holding his breath as he gazed intently at Scabbers. â€Å"What?† Ron said again, holding Scabbers close to him, looking scared. â€Å"What's my rat got to do with anything?† â€Å"That's not a rat,† croaked Sirius Black suddenly. â€Å"What d'you mean — of course he's a rat –â€Å" â€Å"No, he's not,† said Lupin quietly. â€Å"He's a wizard.† â€Å"An Animagus,† said Black, â€Å"by the name of Peter Pettigrew.†

My Skills and Talents Essay

Listening to advice from others will play an important part as it helps to get an outside point of view. It could save me from making decisions which may not be in the best interest of my business, as well as allowing me to use the advice I have been given to improve on any problems I may have or ways to bring more customers. If I were to stick to my own ideas all the time then and follow them through I could end up with a big loss if something goes wrong. Being persuasive is important in a business as it would allow me to convince people so buy/sell certain things. I may feel I am paying too much for my stock in that case I can try and convince my supplier to give me a better deal possibly allowing me to buy more. Being persuasive my also help if there is any completion and I can try and find out what their business plan is and then find a way to attract more customers then them. One way to go about this is to be friendly and to just really try and get the information you are looking for or convince people to give me what I am looking for. I need to be pretty ill before I take time off. No This can be positive or negative, if I am not feeling very well I can not work as hard as I normally would or I could cause further problems for my self if the illness does not go away. On the other hand taking time off work every time I feel a bit sick will end up causing a larger work load for my return and a loss of sales for that day. I must make sure to only take time off work when it is 100% necessary so as to avoid increasing my work load for the day in which I return back to work. I will be looking at all of my skills and talents which I could use to affect my business. This will allow me to see the problems and advantages each of them will cause to my future business, after this I will then look at situations in which they can be used to aid me with my business and for solutions for the problems that they may cause. This skill can aid me with my business as you learn to get along with others and how to work as a team, as playing doubles requires very good communication in this particular sport. This can aid me in my business as I know how to work with others and communicate with them, it will allow me to hopefully get alone with my employees and communicate with them, it also allows for a company team for example which would help build a bond between me and my employees. On the other side it could have negative affects on me and my business because I may spend too much time focused on playing or arrange to go play a game when I should be concentrating on work that I have to do, as a result it may lead to work being done late or not up to a certain standard. It may also cause me to be tired when going into work if I went to play a game late in the night so during that day I won’t be as focused as normal and it will cause my work to suffer. To avoid these problems I should always make sure that my work is done before I decide to make time recreational activates and to make sure I get to sleep at a certain time everyday so as to avoid being tired during work. Good knowledge of Microsoft Office programs. This an important skill as it is needed to run a business, knowing how to use programs such and word, excel, PowerPoint are needed to make presentations send letters and crate accounts. I can also teach my employees how to use these programs so I can delegate work onto them if I feel I have too much work to do. The negative side to this is that if I teach another of my employees these skills and them leave them with work that needs to be done they may run into difficulties thus resulting in work not being done properly or being done late, it also takes a lot of time to teach someone full use of these programs time of which I may not have enough of. To make sure I do not come across these problems I should make sure I only give my employees work which I know they can get done in time and properly, and I should also make sure I have time to teach them how to do new things with these programs as sometimes it may just be faster if I just do it myself and delegate something know they can do upon them as this will give them a sense of responsibility and possibly motivate them to learn other skills on their own. I like to keep up to date with new technology. This is an advantage as knowing the new technology out there is important for the business to survive, as most of them time it allows the business to achieve greater economies of scale and become more efficient. They also may be able to carry out certain tasks which in turn will allow me to save money by replacing employees whose jobs these new machines take over. The down side there is the risk of these now technologies do not work out as expected or there are problems with them which cannot be solved easily thus resulting in a large loss for my business. To make sure these problems occur I can look into new machinery to make sure no problems can occur that could lead to problems for me and my business. I enjoy talking and meeting with new people. These very important as I will have to handle customers, it will also help me communicating with my employees old and new as this is needed to get work done and can help with getting new idea for my business which could allow me to improve. The downside is some people may find I come across to strong and this may push them away or not want to speak at all. To avoid this I must make sure that I know when someone is willing to be willing to speak and when they rather be left to themselves and not be bothered by others.

World War I And The United States - 1038 Words

Nestled in New Haven, Connecticut, Yale University is a small, wealthy and prestigious school. During this time, the early 1910s, World War I is starting and the United States does not want to get involved unless necessary. Air superiority has not become a major military factor. That is until a group of young prominent men known as the â€Å"Millionaires Unit† at Yale start a flying club due to their interest in aviation and patriotism to the United States. As Germany attempted to cause a Mexican revolution across the border, a group of 12 men thought they should learn how to fly and enter the war—If and when the U.S ever got involved. The original 12 were star-studded athletes at the Yale University who were involved in all aspects on†¦show more content†¦were anxious to help out in a way they can. World War I was the first major war fought between several different countries. Unlike other wars this was a war between major populous countries fighting against o ther countries. The war brought new tactics and weaponry that were never seen before such as trench warfare, the use of airplanes and machine guns used in battle. Being that this was the first international conflict there was a sense of national eagerness and preparedness, which was felt on Yale s campus. In fact, Yale s President Haley stated, â€Å" One is to be too much prepared for war; the other is to be too little prepared. I believe we are in the latter boat.† ( Chapter 3) Some students went on and left school as soon as the war broke out and went to fight on a side such as Trubee Davison. The U.S created volunteer training camps in many states, and some students even started a military force on campus. After these summer training camps, the men who participated were itching to get involved overseas and fight. Flying in war was something done by aristocratic families. The boys of Yale came from many prominent families. It was a privilege in the 19th century to go to co llege, unlike now where anyone can enroll. These men wanted to pave their own paths and make their own names for themselves. Flying in the war gave them this opportunity. Aviation was the last unexplored frontier that would make American a world super power. The earth had been

Elementary School And High School - 1688 Words

Class is defined as a group of people who have a similar level of wealth and income. Even though this ideology is more referred to specific individuals regarding their occupation, education can be considered to follow this same description. There are educational institutions everywhere, one elementary school usually in one part of a neighborhood in your hometown. As these schools grown in number and increase in grade level however, less become established and there tend to be a smaller amount of high schools within a city compared to elementary or middle. This means that for every 4 or 5 neighborhoods there is 1 high school that is responsible for accepting these residents. High schools quickly become established in large district areas,†¦show more content†¦How are low income schools different than higher income schools? This is a concerning issue because if there continues to be a financial difference between educational institutions that affects the quality of schools, th ere will be an entire generation of students that will have received a poor education and have limited opportunities of successfully integrating with society compared to graduates that attained a higher quality education from a higher income school. This decreases social mobility of low income school graduates, continues stratification, and may encourage low income graduates to enact in high risk illegal acts to support themselves and families since they were not properly prepared to be college ready in high school. Low income schools mainly differ from higher income schools through student performance in college preparatory exams and behavioral issues/stigmas. Differences in student performance on college preparatory exams is the first noticeable difference between low income schools and higher income schools. Bryan Station had a larger percentage of students that underperformed and scored a lower average mean ACT composite score compared to Fayette County and Kentucky. The average ACT score of a Bryan Station student is 18.1, compared to the county average of 21.4 and the state average of 19.1 (Startclass, 2016). Compared to Henry Clay, this school had a larger percentage of students that scored a significantlyShow MoreRelatedHigh School Vs. Elementary School1309 Words   |  6 Pagesfoods we put in our bodies and how often we exercise. Starting with the school systems, the government is slowly changing what they allow in the cafeteria and the amount of exercise a child needs to partake in throughout a school day. In Pennsylvania, a physical education class is required from kindergarten to high school. I attended Southern Elementary sch ool in Glen Rock, Pennsylvania, for seven years of elementary school, and once a week we had P.E. class for an hour. There, we had to either playRead MoreHigh School Should Start Later Than Elementary School879 Words   |  4 Pagestimes for high school many students feel sleep deprived and do not achieve their best. Doing so would improve students health. Some individuals feel that keeping the start times at their current time would be best for parents and school districts. However, many people believe that delaying school start times would positively impact students, outweighing the disadvantages. I believe that delaying school start times would be a magnificent idea for many schools. One reason why high school should startRead MoreThe Impact Of Athletics At The High School And Middle School Elementary Level889 Words   |  4 Pageschanges for athletics at the high school and middle school elementary level. Some of the changes were good and justified, but not everyone was accustomed or willing to adapt. As mentioned previously, most notably was the closing and restructuring of two high schools. Creston was closed completely and this caused the district lines to be redrawn. Students wanting to participate in sports that lived in a specific region of Grand Rapids had to play at the high school closest to them. Due to theRead MoreDiscipline in High School and Elementary Education Essay1209 Words   |  5 Pagesï » ¿ Discipline in High School and Elementary Education Grand Canyon University: SPE-350 January 10, 2014 When it comes to special education, discipline is a major concern in this area because many students are incessantly being expelled for their behavior issues that are caused by their disabilities. With the previous law students were excluded from school and received long suspension time because of their behavioral problems but when the new law was passed in 2004 students thatRead MoreMandatory Schooling From Elementary Through High School1390 Words   |  6 Pagesmandatory schooling from Elementary through to High School. After the thirteen long years of schooling many students then robotically move directly into college, onward on the conveyor belt to graduation and hopefully to a successful job. However many students in Britain, Europe and Australia decide to stray from the well-trodden path and dare to take the bend in the road by taking a gap year. A gap year is a twelve month break from conventional study, between graduating high school and entering collegeRead MoreThe Progr am For Students From Elementary Through High School And Adulthood Essay856 Words   |  4 PagesTitle of Program: Read Naturally Program Description: Read Naturally is a supplemental literacy program for students from elementary through high school and adulthood. The program is designed to improve fluency, accuracy, and comprehension using text, audio CD and/or computer software. (D.O.E. 2013) Read Naturally allows teachers to individualize student instruction by utilizing story reading and repeated reading of text while allowing teachers and students to monitor their own progress. Read NaturallyRead MoreHigh Quality Academic Standards At Ysabel Barnett Elementary School1754 Words   |  8 Pages As a mother of a 2nd grader, in Temecula, California I have noticed that the Art department in public school is basically nonexistent; the curriculum at Ysabel Barnett Elementary school in Temecula relies mostly on the common core curriculum. As explained by the Common Core website, â€Å"is a set of high-quality academic standards in mathematics and English language arts/literacy†. By working with these standards the student ha s specific guidelines of where a student should be at a certain grade. ItRead MoreChildren With Emotional And Behavioral Disorders At High Tide Elementary School Essay1696 Words   |  7 PagesMarcus is an 8-year-old boy currently enrolled in a self-contained classroom for children with emotional and behavioral disorders at High Tide Elementary School. Marcus recently relocated to the area from Colorado after being separated from his parents and is currently residing with his grandparents. He has been diagnosed with traumatic brain disorder due to a head injury as an infant. Currently, when presented with difficult tasks he engages in elopement from the classroom at a rate of 6 timesRead MoreA Guide For Moreno Valley979 Words   |  4 PagesCA Schools: From Elementary Through College Meta Description: Moreno Valley, California is a great place to grow up; the schools in this Southern California town are excellent. Meta Keywords: Moreno Valley schools, Inland Empire schools, Moreno Valley Elementary, Schools in California The Schools in Moreno Valley, California The city of Moreno Valley, in the Inland Empire region of Southern California is served by the Moreno Valley Unified School District and the Val Verde Unified School DistrictRead MoreGraduation Speech : The National Sleep Foundation1681 Words   |  7 Pagesduring the school year. A big component of sleep loss is a direct result of the early start times for high school. Between after school sports, work, and homework the average teen does not make it to bed before 11p.m. Adolescents then proceed to wake up before 6:30 a.m. to make it to school on time leaving them with an insufficient amount of sleep. Many fatigued teenagers then come to school and easily miss out on learning. School officials have presented a variety of solutions to school boards to

From Ysl to Saint Laurent Paris - 4384 Words

From Yves Saint Laurent to Saint Laurent Paris Abstract The aim of this essay is to take part in a discussion about the interrelation of fashion, marketing and art. Focusing on the Yves Saint Laurent brand and its creative work, the essay attempts to explore the marketing strategy, sources of inspiration and communication system. The first chapter is about the brand’s heritage and its image, which are the basics to the introduction of a brand analysis for understanding its story and lifestyle. There is also an analysis of the artistic factors that inspired Yves Saint Laurent to establish his artistic credo. It concentrates on tracing the most important influences, artistic as well as incidents of his early life,†¦show more content†¦As a matter of fact, our desire for this essay is to highlight those strategies in a threefolded analyze based firstly, on the brand’s history and heritage, then on the marketing strategy and finally on the communication process. 3 Chapter 1 Yves Saint Laurent brand’s heritage and its image Yves Saint Laurent is a brand that broke up the barriers between the style of the women and men. It was the first time that women were able to choose if they want to wear †feminine† or „masculine† clothes1. And through that, through feminizing the main shapes of the male clothes, YSL set new standards in fashion around the world. It is said that he changed not only the appearance of high fashion, but mainly the life of women. Image and look designed by Yves Saint Laurent is timeless2, and it can be easily seen by observing how fashion around the globe continuous to copy the styles that he created since 1960‘s. His inspirations came from different cultures around the world, and incidents that he faced during his life, for example his time in the army3. In addition, as most of the fashion designers, he was under a huge influence of art. This source of inspiration seems to appear in the most of his collections. In 1965, Yves Saint Laurent designed a collection inspired by the Dutch abstract artist- Piet Mondrian (1872- 1944)4, whos style is named- geometric abstraction. The designer named it, probably in the tribute to the artist- Mondrian. ThisShow MoreRelatedBrand History Ysl1250 Words   |  5 PagesBrand History Founded by: Yves Saint Laurent and his partner Pierre Bergà © Chief Designer: 1. Yves Saint Laurent 1962-2002 The Day of Birth: August 1, 1936 The Day of death: June 1, 2008 Reputation: He is considered by many of the worlds best- dressed people to be the inventor of modern fashion. Besides that, he is seen as the last of a generation of clothes designers that made the Rive Gauche (French for Left Bank of the Seine River in Paris) home to the most talented fashion designersRead MoreYves Saint Laurents Life Of Becoming A Fashion Designer1392 Words   |  6 PagesYves Saint Laurent Background: Yves Henri Donat Mathieu- Saint-Laurent, who is also known as Yves Saint Laurent, was born in Oran, Algeria on August 1, 1936. He was the only boy out of three children that were birthed to Charles and Lucienne Andree Mathieu-Saint-Laurent. As young child, Yves would create dresses for his sisters and mother to wear. He also enjoyed making little doll figures. The fashion world was a place of piece in Yves world of torture. 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The upsides of the change are a 150-percent increase in profit and strong brand awareness in a niche segment whose profile will be described in details hereafter. On the other hand, there are downside risks, including high possibility that Louis Vuitton, Tods and Bulgari will attempt to replicate YSL products since they areRead MoreGucci Case Study12528 Words   |  51 Pages(A) Historically, fashion was viewed like movies. We made it a business. -Domenico De Sole, CEO, Gucci Group Domenico De Sole seated himself at the wenge-and-steel conference table in his London office, a few steps from Bond Street, home to the most glittering names in the luxury world. It was a springlike morning in February 2000, and several blocks away, eager shoppers were already streaming into Gucci’s newly renovated store. But De Sole had more than handbag salesRead MoreVera Ellen Wang990 Words   |  4 PagesTalley Lifetime Achievement award by the Savannah College of Art Design, was inducted in the US Figure Skating Hall of Fame, and so much more. Vera Wang is currently in the fashion designing business that is one of the most successful. Wang comes from a very cultured background. Her parents were born in Shanghai, China but moved to the United States of America some years later in the mid-1940s. Vera’s parents are named Florence Wu and Cheng Ching Wang. Her mom worked for the United Nations as aRead MoreEvolution Secret of the Haute Couture World2353 Words   |  10 PagesCouture World Introduction In some normal people mind, they might not know what the word â€Å"Haute Couture† means because they are expensive, luxurious and exclusive. 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We as a group decided to choose Chanel as our subject, because of several reasons and questionsRead MoreLuxury Good and Gucci3096 Words   |  13 PagesBottega Veneta and Yves Saint Laurent are the engines of organic growth. Boucheron offers complementary expertise in segments like jewellery and watches. Balenciaga, Stella McCartney, Alexander McQueen and Sergio Rossi are cutting-edge brands with high potential for long-term growth. Gucci group has successful attracted the best creative talents, who are now recognized as rising starts. Frida Giannini at Gucci, Tomas Maier at Bottega Veneta, Stefano Pilati at Yves Saint Laurent and Nicholas GhesquiereRead MoreLuxury Good and Gucci3083 Words   |  13 PagesBottega Veneta and Yves Saint Laurent are the engines of organic growth. Boucheron offers complementary expertise in segments like jewellery and watches. Balenciaga, Stella McCartney, Alexander McQueen and Sergio Rossi are cutting-edge brands with high potential for long-term growth. Gucci group has successful attracted the best creative talents, who are now recognized as rising starts. Frida Giannini at Gucci, Tomas Maier at Bottega Veneta, Stefano Pilati at Yves Saint Laurent and Nicholas Ghesquiere

Business Culture and Crafts

Question: Discuss about theBusiness Culture and Crafts. Answer: Introduction The globalised companies have been promoting a number of advanced technical procedures to support the partnership planning. In such regards, the use of the top technologies is much essential. According to Ferraro Brody (2015), the innovative technical tools help the business to strengthen the organisation position in a global context. The topic selected for the study is the evaluation of top three technology tools currently used to support the global business partnerships. The study will be recognising the top three technological tools for business partnership and will discuss the benefits of using such tools. Recognising such benefits, these technological tools will be recommended for establishing global business partnerships. Top Three Technological Tools Global business market seeks innovative ideas due to the high competencies in the global market. Some of the top technological tools are therefore used to improvise the business partnerships. These tools are e-commerce, ICT tools, and Cloud Computing. E-Commerce: Internet has become the major source of networking among the business companies. E-Commerce is the internet based networking tools that the business companies have been using for facilitating the global existence (Lin Chen, 2012). Therefore, it is one of the most relevant tools for supporting the global business partnership. Advantages of Using E-commerce Tools With the help of e-mail services, business companies can communicate with the partners (Mohapatra, 2013). Companies can get access to many of the innovative approaches through e-commerce tools. The business dealings though online medium is saving the cost and time for the business partners. ICT Tools: The implementation of the ICT tools is one of the most significant business processes to communicate with the global business partners. The global business partners connect with each other through the satellite, radio, internet networks, and cellular devices. The advancement of such technology is effective enough for determining effective business communication process with the global companies. Advantages of Using ICT Tools ICT includes the facilities of remote accessibility. It means the business partners can communicate at anytime and anywhere as per their convenience. The computers, internet, and other technologies are helpful enough in upgrading the knowledge skill of an individual. ICT tools help the business partners to share ideas, resources, and advices (El Kadiri et al. 2016). Cloud Computing: The global business includes the supports of huge number of employees and the business functionalities. Sometimes, it becomes much difficult to keep the track of each of the business data. The cloud computing is the best technology tools to store the information of the employees, business documents, and other significant purposes. Advantages of Using Cloud Computing The cloud computing technology is the best way of saving cost of the global business partnerships. It helps in reducing the capital amount, which is invested for structuring the business plan and establishing the partnerships with the foreign companies. Cloud computing provides the full assistance in restoring data as well as maintaining the information technologies (Lin Chen, 2012). In considering the managed service platform, cloud computing is one of the most reliable and consistent processes for the global business partnerships. The partner companies can keep the information of each of the business departments. Recommendation The modernised world has become much advanced and sophisticated. The latest trend of using internet is beneficial for the business partners to access the innovative facilities. The establishment of the e-commerce tool is also much helpful to connect with the global customers. Hence, these e-commerce technical tools can be recommended for supporting the global business partnership. In concentrating on the benefits, it can be inferred that the ICT tool can be recommended for the global business partnership purposes. The use of the internet sources for communicational purposes. The proper communication is effective enough in understanding the organisational objectives to achieve profitability. The global business partners can get the accessibility to share their experiences and evaluate the innovative business strategies for the future success. It is noted that global business partnerships deal with different types of business innovations. It is quite difficult to keep the record of each of the employees and the important business documents. Cloud computing tool helps in storing each of the required information safely. In fact, the recovery of the lost data is also possible. Moreover, the cloud computer is the latest innovations of information and technology, which helps the business to grow effectively in a competitive market. Therefore, it can be recommended that the cloud computing is quite significant to deal with the global business partners. Conclusion The study has been focusing on the evaluation of the top technological tools for global business partnerships. The e-commerce tool, ICT technology, and the cloud computing have been selected for facilitating the effective global business partnerships. Focusing on the benefits, these technologies can be recommended for the internationalised business purpose. References El Kadiri, S., Grabot, B., Thoben, K. D., Hribernik, K., Emmanouilidis, C., von Cieminski, G., Kiritsis, D. (2016). Current trends on ICT technologies for enterprise information systems.Computers in Industry,79, 14-33. Ferraro, G., Brody, E. K. (2015).Cultural Dimension of Global Business. Routledge. Lin, A., Chen, N. C. (2012). Cloud computing as an innovation: Percepetion, attitude, and adoption.International Journal of Information Management,32(6), 533-540. Mohapatra, S. (2013). E-commerce Strategy. InE-Commerce Strategy(pp. 155-171). Springer US.

My aim is to investigate Borders Essay Example

My aim is to investigate Borders Essay My aim is to investigate Borders. I will be drawing borders to different squares and finding a formula for each one and finally I will find a Universal Formula. Introduction This is what the task tells me: Here are 2 squares with squares added on each side to make a border, which surrounds the starting squares. We will write a custom essay sample on My aim is to investigate Borders specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My aim is to investigate Borders specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My aim is to investigate Borders specifically for you FOR ONLY $16.38 $13.9/page Hire Writer You can then add another border as shown: Investigate Borders. Method First I will find out how many squares needed for the border to a 11 square, then 21 and so on up to 51. Then I will find a formula for the border to each square and also test the formula out to prove that it works. I will predict how many squares needed for the 6th border and find out if my prediction was correct. Next, I will find out how many squares needed for the border of a 12 square, then 22, and so on up to 52, then 13, 23, and so on up to 53. Again I will find formulas to them and prove that all the formulas work. Finally, I will put all the formulas together in three groups and find one overall formula for each of the groups. Then, I will get those three formulas and get one Universal formula in the end. Diagram of Borders of square: 11 Table of results for Borders of square: 11 Formula You can always find the nth term using the Formula: a is simply the value of THE FIRST TERM in the sequence. d is simply the value of THE COMMON DIFFERENCE between the terms. To get the nth term you just need to find the values of a and d from the sequence and stick them in the formula. Formula to find the number of squares needed for each border (for square 11): Common difference = 4 First term = 4 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 = 24 Common Difference nth Term Results My prediction was 24 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 21 Table of results for Borders of square: 21 Formula to find the number of squares needed for each border (for square 21): Common difference = 4 First term = 6 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 2 = 26 Common Difference nth Term Results My prediction was 26 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 31 Table of results for Borders of square: 31 Formula to find the number of squares needed for each border (for square 31): Common difference = 4 First term = 8 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 4 = 28 Common Difference nth Term Results My prediction was 28 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 41 Table of results for Borders of square: 41 Formula to find the number of squares needed for each border (for square 41): Common difference = 4 First term = 10 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 6 = 30 Common Difference nth Term Results My prediction was 30 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 51 Table of results for Borders of square: 51 Formula to find the number of squares needed for each border (for square 51): Common difference = 4 First term = 12 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 8 = 32 Common Difference nth Term Results My prediction was 32 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Formula to find the number of squares needed for each border (for square 12): Formula = Simplification = I have already found out the Formula for 12 so theres no need for the Diagrams ; Tables, and I have already proved that the Formula works. Diagram of Borders of square: 22 Table of results for Borders of square: 22 Formula to find the number of squares needed for each border (for square 22): Common difference = 4 First term = 8 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 4 = 28 Common Difference nth Term Results My prediction was 28 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 32 Table of results for Borders of square: 32 Formula to find the number of squares needed for each border (for square 32): Common difference = 4 First term = 10 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 6 = 30 Common Difference nth Term Results My prediction was 30 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 42 Table of results for Borders of square: 42 Formula to find the number of squares needed for each border (for square 42): Common difference = 4 First term = 12 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 8 = 32 Common Difference nth Term Results My prediction was 32 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 52 Table of results for Borders of square: 52 Formula to find the number of squares needed for each border (for square 52): Common difference = 4 First term = 14 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 10 = 34 Common Difference nth Term Results My prediction was 34 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Formula to find the number of squares needed for each border (for square 13): Formula = Simplification = As before, I have already done the working out for this Formula and it has been proved. Formula to find the number of squares needed for each border (for square 23): Formula = Simplification = Again the working outs been done. Diagram of Borders of square: 33 Table of results for Borders of square: 33 Formula to find the number of squares needed for each border (for square 33): Common difference = 4 First term = 12 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 8 = 32 Common Difference nth Term Results My prediction was 32 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 43 Table of results for Borders of square: 43 Formula to find the number of squares needed for each border (for square 43): Common difference = 4 First term = 14 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 10 = 34 Common Difference nth Term Results My prediction was 34 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. Diagram of Borders of square: 53 Table of results for Borders of square: 53 Formula to find the number of squares needed for each border (for square 53): Common difference = 4 First term = 16 Formula = Simplification = Experiment I will try to find the number of squares needed for border number 6 using the formula, I found out, above: nth term = 4 x 6 + 12 = 36 Common Difference nth Term Results My prediction was 36 which is the correct answer, for the number of squares needed for border number 6, and which also proves that the formula is in working order. The overall formula to the borders of nx1: 11 = 4n 21 = 4n + 2 31 = 4n + 4 41 = 4n + 6 51 = 4n + 8 Formula for nx1th term: 4 y + ( 2 n 2 ) e.g. for border number 6: First replace n with 6. 4 y + ( 2 x 6 2 ) = 4 y + 10 Now you can replace the y with an n to have the formula, to find the number of squares, for border number 6. 4 n + 10 The overall formula to the borders of nx2: 12 = 4n + 2 22 = 4n + 4 32 = 4n + 6 42 = 4n + 8 52 = 4n + 10 Formula for nx2th term: 4 y + ( 2 n ) e.g. for border number 6: First replace n with 6. 4 y + ( 2 x 6 ) = 4 y + 12 Now you can replace the y with an n to have the formula, to find the number of squares, for border number 6. 4 n + 12 The overall formula to the borders of nx3: 13 = 4n + 4 23 = 4n + 6 33 = 4n + 8 43 = 4n + 10 53 = 4n + 12 Formula for nx3th term: 4 y + ( 2 n + 2 ) e.g. for border number 6: First replace n with 6. 4 y + ( 2 x 6 + 2) = 4 y + 14 Now you can replace the y with an n to have the formula, to find the number of squares, for border number 6. 4 n + 14 The Universal formula: The formula for Length x Width = 4 n + 2 L + 2 W 4 = B (Border) e.g. for the 6th border of a 53 rectangle: First replace n with the border number = 6, L with the Length = 5, and W with the Width = 3. Then add brackets where necessary. ( 4 x 6 ) + ( 2 x 5 ) + ( 2 x 3) 4 = B Then multiply out the brackets: 24 + 10 + 6 4 = 36 36 is the correct answer. Formulas for nx1 11 = 4n 21 = 4n + 2 31 = 4n + 4 41 = 4n + 6 51 = 4n + 8 Formulas for nx2 11 = 4n + 2 21 = 4n + 4 31 = 4n + 6 41 = 4n + 8 51 = 4n + 10 Formulas for nx3 11 = 4n + 4 21 = 4n + 6 31 = 4n + 8 41 = 4n + 10 51 = 4n + 12 Conclusion In the time available to me, I believe I have researched Borders to the full extent of my ability. I found formulas to squares nx1. I then extended this to squares nx2 and nx3, and I then was able to construct my Universal Formula, which will tell you the number of squares in any border of square nxn, which could be anything from 22 to 1015. I also found that many of my predictions I made along the way turned out to be correct. I would say that this investigation has been a success. I began this investigation with the aim to find formulas to nx1, nx2 nx3 and then a Universal Formula and they were achieved.