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Saturday, December 31, 2011

Summary Passage (West Side Story)

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West Side Story is a novel about a two rival gangs, the Jets and the Shark located in West Side Manhattan, New York. The Jets, led by Riff feel that the Sharks, led by Benardo are invading their territory. The Sharks presume that they should be able to preside anyplace they choose. After the gangs provoke each other countless times the Jets plan to put a stop to it. Riff comes up with the idea of an all-out battle. The jets plan to meet up at a local community center where a dance was being held for the whole community, including the Sharks. Tony, Riff’s right hand man and founder of the Jets also attends the dance on Riff’s behalf. After a while Tony decides to leave before anything goes down but on his way out he spots a pretty girl just standing around. Tony is instantly struck by her beauty. The girl he was dancing with was no other than Maria, Benardo’s sister and Chino’s fianc�.


Maria realizes that Tony is one of the Jets but at that moment she doesn’t care. She doesn’t find anything wrong with him and in her opinion he’s the exact opposite of how Benardo depicted Jets to be. Before long the two were broke up by Benardo. Once both of the gangs gathered behind their leaders Riff called Benardo out for the battle.


Benardo wouldn’t back down from the challenge and so instantly accepted. The war councils were to meet at a near by dinner later on that meeting to make arrangements to the battle after to girls were taken home.


Love-struck Tony did not want to leave Maria. He had to find her. After meeting Maria at her house they announced there love for each other and planned to meet each other the next day at Maria job, the Senora Mantanios Bridal Shop.


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After the war-councils of both gangs meet it is decided that the battle would take place under the highway. One fighter was to be chosen by each side and they were to battle it out using only their fist as weapons. Diesel was chosen to represent the Jest and Benardo was chosen to represent the Sharks. They were to fight till the death the very next day.


When Tony arrived at the bridal shop only hour before the battle was to take place Maria instantly fell into his arms. Neither of them wanted the fight to take place but Tony was the only one that could stop it. He had to do it for the sake of Riff and Maria.


When Tony arrives at the battle field the battle has already commenced. After falling to break up the fight Riff and Benardo decide to battle it out with each other again.


Tony again tries to intervene but Riff tells him to stay out of it. At that moment, while Riffs attention is afar, Benardo stabs Riff. In a moment of rage Tony takes to knife and in return stabs Benardo. Before anybody can catch what just happened the police arrive and everybody splits up and goes their separate ways. Tony, realizing what he just done hurries of to see Maria for the last time. He planned to turn himself in to the authorities. After spending some quality time with Maria Tony runs off. Maria tells her brother’s girlfriend, Anita to find Tony and tell him to meet her at Doc’s. Once Anita arrives at Doc’s were she suspects to find Tony she is interceded by some of Riff’s boys. A-rab commences to rape Anita but is stopped by Doc. In her rage Anita shouts that Maria will never see Tony again for she was shot but Chino. After this was told to Tony, Tony hurries of in all his furry to find Chino and kill him. Tony hurries of to the middle of Shark territory to call Chino out. Before he knows it he is shot in the chest by Chino.


Maria arrives and greaves over Tony. After a moment she takes the gun away from Chino and attempts to shot Chino, Anybody’s and herself but before she could she is stopped


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The Tragic Bay of Pigs Invasion

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In the early morning of 17 April 161 about 40 years ago, this Cuban beach was swarming with men. Dozens of landing craft poured out hundreds of troops, at a place known locally as Playa Giron. To the rest of the world and particularly the United States, it is simply known as the Bay of Pigs. This secretive and dramatic invasion to unseat the revolutionary government of Fidel Castro caused a controversial affair. After the 15 revolution about two thousand Cubans had gone into exile to escape Castro and his dictatorship. Encouraged by members of the CIA, the exiles believed they would have full American support but they were surprisingly wrong. This betrayal has caused bitter resentment towards the U.S government by Cuban exiles that fought vigorously and willingly in a poorly, eagerly organized invasion. The failure of the invasion can be classified into three categories to where it went wrong. The reason for the attack, the hesitated preparation of the Cuban exiles and, the ill fated battle itself.


The general outline of a Bay of Pigs invasion was decided upon shortly after Castro’s visit to the United States in the spring of 15. Castro had overthrown Batista and established a corrupt dictatorship instead of a promised democracy. The United States had been fooled into supporting a government that would never exist. In addition, the reason for the attack was Castro’s hostile treatment not only toward his own people but also the United States, who at the time had been very generous to Cuba. Then in 160, Castro seized all American oil refineries, sugar mills, and electric utilities. He also started to welcome communism and formed close ties with the USSR, the rival of the United States during the cold war. These decisions frightened the Kennedy administration into supporting the revolutionary attack, pressured to do so by the rising threat of communism in Cuba. What Kennedy did not do is offer full government support but left it up to the CIA to prepare it, which would ultimately doomed the exiles into defeat.


By the end of 15, Cuban exiles were being recruited for training by the CIA in camps in Guatemala and Nicaragua largely to avoid any appearance of U.S intervention. The training lacked depth and certainty regardless the force of 1, 511 exiles that would be sent off to fight a battle they wouldn’t be prepared for. Kennedy casually approved the plan not putting into respect the importance of the invasion. The CIA changed the new guerilla or “irregular” warfare to a traditional “Normandy Beach” style landing at the Bay of Pigs. John F. Kennedy paid little attention to what was being done and the CIA director Dulles rarely consulted the young president about alterations in plans. The disguised air raid on Cuban air bases prior to the invasion never materialized and Castro was left with enough planes to fight off invasion the next day. The CIA did not think of these problems ahead of time and the late changes could have contributed to the defeat. The ill prepared exiles were sent to fight a battle of despair despite their unlikely chance of victory.


The Bay of Pigs invasion was poorly executed. On Monday, the seventeenth of April shortly after three in the morning, Fidel received a report from a militia group in the Bay of Pigs that enemy troops had been spotted landing at Playa Larga (Blue Beach) and Playa Giron (Red Beach). He acted upon this immediately and his response was direct enemy supply ships must be sunk immediately and the beachhead must be made to collapse. The battle was barely underway when the surviving American ships dispersed out of the bay stranding some 1,50 brigadistas (Cuban exiles) on shore. Abandoned and deserted on the beach, they were forced to rely on whatever ammunition and food they carried with them. The CIA had been certain that Castro’s air force would be destroyed that they had not taken even the basic precaution of placing anti-aircraft weapons aboard the ships. In this critical moment of the invasion Kennedy refused to let loose planes to open fire on the offensive which ultimately altered the outcome of the invasion. However, he only authorized six jets on the Essex to fly over the Bay of Pigs and determine whether the brigadistas had a chance of holding out. They simply flew over the small hell that the Bay of Pigs had become and the hopeless cries of the exiles. After three days of fighting, holding its lines and inflicting loses on troops pouring in to repel the invasion, the brigade retreated into the thick swamps that line the bay, out of ammunition and supplies. Castro’s forces hunted mercilessly after the defenseless exiles. When the shooting finally stopped, 114 martyrs of the 506 Brigade lay dead. In the end, Castro would simply rounded up 1,18 prisoners. Disillusioned Kennedy took rightful responsibility for the failed invasion and paid a ridiculous ransom of $5 million in supplies to Cuba for his stupidity.


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This blunder in history will live on to be acknowledged as a betrayal to the Cuban exiles that fought with pride and reason. The exiles believed with all their hearts that within days they would succeed in becoming the new rulers of Cuba. The Bay of Pigs turned out to be a disaster and a tremendous embarrassment to the United States government. John F. Kennedy could no longer claim innocence to a Nation witnessing the attack. The young inexperienced president had assumed rightful responsibility for what he admitted was a mistake. Nonetheless, he refused to negotiate a settlement of America’s differences with the Castro regime. Debate continues today of whether or not the invasion was justified but it is clearly evident that more precautions could have been made to prevent the tragic downfall of the exile Brigade. Obviously the importance of the battle was overlooked by the United States, but was definitely clear to the world. The veterans of this event will live in defeat, forever remembering the “betrayal at the Bay of Pigs.”





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Friday, December 30, 2011

Out, Out by Robert Frost

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Analysis of Out Out by Robert Frost


snarled and rattled (line 1)


This is an example of onomatopoeia, a device where a blend of consonant and vowels are mixed to imitate or suggest a sound or action. The device is used here to suggest the sound that a band saw makes while on.


Sweet-scented stuff when the breeze drew across it (line )


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A nice reference to the fresh-cut wood piling up in the yard.


and the saw snarled and rattled, snarled and rattled (line 7)


This is another example of Frost using onomatopoeia (the using of words that imitate their sounds), but this also is an example of repetition for effect. Not only does Frost repeat the phrase twice in the line, this is the second time hes used the phrase in the poem. The saw snarling and rattling shows both its maniacal outlook (snarling is a verb used for anger and attacking-- similar to a dog when theyre angry) and the rattling shows both the unstable aspect of the saw and its user.


That a boy counts so much when saved from work (line 1)


Shows the worker was still some what of a boy. He was still excited for the end of the work day. Every moment of life was precious to him, even a half-hour.


Since he was old enough to know, big boy


Doing a mans work, though a child at heart-- (lines , 4)


Frost is contrasting the knowledge of life this boy was supposed to have-- being expected to work as a man in the lumber yard, and the fact that he was still such a child and innocent. This boy had little true life knowledge, yet was smart enough to realize his time had come.


the watcher at his pulse took fright (line 0)


Shows even the doctor who was taking care of him didnt realize how fast this young boy was dying. A statement on how fragile life is, and how unexpectantly life can be taken from us.


No more to build on there (line )


The term build is an interesting word to choose- it shows there was no more to continue with this young boys life, but it also can be a reference to the wood that he was cutting. The boy was cutting wood, wood is commonly used for building. Shows that while maybe the wood had a future to be built, the boy certainly did not. on line stuff


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maple syrup

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Maple syrup…you are probably saying to yourself right now “Oh yeah I’ve tasted that before”, or “Oh yeah I know that stuff”, but what you don’t know is this is a barrier which shields you from the real stuff. This will lead you in to the sweet wonderful world of maple syrup and turn your head away from the fake industrialized maple syrup and allows you have a glimpse of what you are really missing.


True maple syrup is golden brown with a delightful smell which takes your breath away. One drop on your tongue is all it takes for you to get hooked; you might even call it the cocaine of desserts. Most people would say that they can describe what maple syrup tastes like with only two words “Mmm and Yum”. Although maple syrup can be very fattening there is nothing like it, there is no substitute for maple syrup.


Maple syrup can be eaten with a variety of foods such as pancakes, bacon, fried eggs, desserts, cookies, etc. Yeah you’re probably saying to yourself right now “How can I eat bacon and eggs with maple syrup! They just don’t go together”. Many people I knew thought the exact same thing, for example Maddie Moore who used to go to Ho Chi Minh City School. I was eating breakfast with her and we had bacon and eggs. I poured maple syrup on it and she said that that was disgusting until she tried it for herself and she just got hooked. She couldn’t get enough of that stuff.


As the saying goes “If you want something, you have to work for it”. Well that is totally true in this case because maple syrup is very hard to make. It is very time consuming. The tools which are needed are a drill with a 7/16- or 1/-inch bit for drilling tap holes in trees; metal or plastic collection spouts for each tap hole and a large container; a large pan to boil the sap. (The size needed will depend on how much sap you intend to handle.); a large-scale thermometer calibrated at least 15 degrees above the boiling point of water; wool for filtering finished syrup while hot; and a bottle to store the syrup.


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The very first thing you have to do is make tap holes in the maple tree. You drill a hole into the tree and insert a tap. Then you attach a plastic tube to open buckets for the collection of the tree sap. In one day on average you can collect one quart to one gallon, depending on the conditions. Producing maple syrup is essentially a matter of concentrating the sugar solution to a predetermined level through evaporation. Heat is used to concentrate the sap and to develop the characteristic maple color and flavor that make maple syrup so highly desirable. You will put the sap into the pan and heat it. The boiling point of maple syrup is 107 degrees Celsius and the temperature must be carefully monitored and the sap must be stirred constantly to ensure the heat distribution is even and so it doesn’t get burnt.


Maple syrup is very hard to obtain. Why could anyone be bothered to sit in front of a very hot pan and stir for hours and hours just for some lousy syrup? Well, that is one of the things about maple syrup; it is so good it drives people to go through pain and hardship just for the taste. As I said before it is like the cocaine of desserts and nothing can be a substitute for it. Ask anyone if they have tasted maple syrup before and from how they reply you can tell if they have tasted real maple syrup or the fakze maple syrup.





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Thursday, December 29, 2011

Lord Outline

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Thesis William Golding uses Lord of the Flies to develop the idea that when man is removed from his normal surroundings, all morals are lost. In a sense the idea that man becomes a savage, is shown by the way Golding designs each character and the situations that he creates for the story. This represents the idea that every person is a savage inside, they just have to be exposed to the certain scenarios.


I. Golding develops each character to show the distance from society the boys have.


a. Piggy


i. Piggy lacks the looks of a leader, but has the leader mentality.


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ii. Piggy is unable to blow conch because he has asthma.


iii. Piggy wears glasses, which is stereotyped as wisdom


iv. Although Piggy has committed savage type things, but is not characterized as a savage in this story.


b. Ralph


i. Ralph is well built, and a commanding voice and he wins the vote to become leader because of his physical attributes.


ii. Realizes it is necessary for them to achieve order immediately.


iii. Boys come on island well dressed, and almost immediately take them off and go swimming symbolizing the beginning of this adventure.


c. Jack


i. Jack loses in the vote to Ralph and Jack’s bad side is immediately exposed when he tries to find faults in Ralph’s ideas and priorities.


d. Roger


i. Exposed as the sadistic one and shows the reader how far the boys are from society.


ii. Roger’s sadistic side shows the “thin veneer” that is broken.


e. Simon


i. Has interactions with spiritual figures and is the first character to find there is no beastie and is present to bring a peaceful side.


ii. Simon has a nature spot where he spends time and it is shown that he has epilepsy, which leads to a key point in the book.


f. Rest of boys


i. Believe now that they are on the island, they should have fun and not have any rules.


II. Golding’s plot enhances the affect of the savage side of everyone.


a. All adults are killed in the crash leaving the boys independent.


b. They fail to build shelters and therefore are exposed to natural dangers


c. Jack changes all the boys outlook on how to live on the island


i. Jack and his hunters do not keep the signal fire going, allowing a boat to pass by not noticing the stranded kids.


ii. Boys choose Jack’s tribe because they are now uncivilized and have lost their important priorities on the island.


iii. The last scene created is Jack flushing the whole island with fire just to try and kill Ralph and in return the fire signals an oncoming boat to stop and pick up the boys.


d. The beastie is used to show that although they have abandoned society, they are still young boys and have fears.


i. Simon finds out that there is no beastie and he realizes that the only beast that is present is the beast inside everyone.


e. Simon “speaks” to the Lord of the Flies (Beezelbub) and it is not known if this is Simon has an epileptic attack or if he is talking to the devil.


f. Piggy is killed and along with him being shattered by a rock, the conch shell which first represented order is shattered. This shows the complete destruction of the little bit of order they had.


III. The boys realize they must live off of the island, but now start to abandon all of the rules they have known.


a. The boys allow their nails to grow and hair to become long showing the breakdown of an orderly society also.


b. Jack creates a tribe solely to get food, and Ralph’s has order.


c. The boys first encounter a pig but their morals do not allow them to kill the pig.


i. The second time they go to hunt a pig, they use strategy and have lost most of the morals they have from back home and kill the pig and be sadistic with the way they do it.


ii. The hunters kill a pig at one point and kill it just for the pleasure of seeing it die and not solely for nourishment.


d. When Simon returns to tell the other boys he is killed in a spur of the moment killing by all of the children


i. Boys are doing a chant and mistaken Simon for a pig and kill him


ii. Even Ralph takes a part in this killing exposing even he has become savage like when he is removed from rules and restrictions.





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A seperate peace

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hmm well okay in a seperate peace gene does not know who he is at all and spends his whole time at the academy copying and being jealous of everything that his friend finny is because he believes that he knows exactly who he is. This novel was very interesting to me because i think that it shoes what the kids went through in the war. This was very destroying to kids in the war, they were never really sure of who they were or what they wanted. I guess you could say that it caused them to not know their true identity because thet dont know what is going on. This essay shows things that show comparison and similarities like when they compare the naugesett river to the other river that has the same name as the school because it is the same as comparing gene to finny. Finny would be the whole river that they all liked to play in and had a strong sense of character where as the other river was dirty and didnt have anothing fun about it and didnt attract people and you would assume it is trying to be like the other river because it has better qualities than it and it also is just better period. In this novel they got the title a seperate peace from when they had that little winter festival and they said it was a different kind of poeace, a sepereate one ecause nobody understood or knew anything about it except from them.


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Wednesday, December 28, 2011

russian revolution

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Treat of the Causes of the 105 Revolution in Russia


The causes of the 105 revolution in Russia can be traced back as far as 1861. The Tsars who ruled in Russia were firm autocrats in an era where the nearby Europe was transforming to liberalism and republicanism. The influence of these groups, as well as internal problems and foreign policy were all causes of the revolution.


In the 1th century, Russia was very much Medieval in its ways, and this is especially highlighted by the fact that Serfdom still existed. The Serfs were little more than slaves of the Tsars and had no rights. Alexander II was the first to recognise this and in 1861 he granted Emancipation to the Serfs. He felt it better to abolish Serfdom from above than to wait for the Serfs to liberate themselves from below. ALthoughwith hindsight it cacn be said that this action caused more problems than it solved, it was a major step in dragging Russia forward from Medievalism. This granting of limited freedom to the Serfs lead to growing unrest as they called for further rights, and so it can be said it was a long term cause of the revolution.


Alexander also set up limited local authorities known as Zemstva. The main action of these groups was to draw up reports on agricultural conditions. This lead to greater awareness and a liveral class of Intelligencia was set up. They opposed the autocracy and later became known as the Kadets. The opposition of the Kadets to the sar was also a long term cause of Revolution.


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During Alexanders reign extremist opposition to the autocracy also fermented. The Narodniks attempted to rally the peasants against the Tsar, but failed because of classes differences. However, the Narodniks were to progress desipte this initial failure and they became very influencial in the 0th centruy in the form of he Bolsheviks.


Alexander III did not agree with his fathers reforms and when he came to power in 1881, he set about suppressing the peasants and all opposition to the Tsars. His Russification policy forced Russian culture on the 50 million non-Russians in the empire. The Jews also suffered greatly under his reign Pogroms were organised organised attacks on the Jews which forced many to emigrate. Censorship was also increased and the freedom of universities was reduced. Alexanders mistakes lay in the fact that the people had got a taste of freedom under his father, and now he was taking it away again. Revolution was impending.


Opposition to the Tsars continued to grow during Alexander IIIs reign. The Social Revolutionaries rallied the support of the peasants. They hoped tha tif they killed the Tsar, the whole system would topple. The Marxists concentrated on the workers in the cities. The growth of socialism marked the arrival of leaders such as Lenin and Trotsky. The Kadets also contined to grow. All that was now needed for a revolution was a spark to light the fire and bring all opposing groups together.


This occured under the reign of the last Tsar, Nicholas II. A strict autocrat, he told those who hoped for local governments in the form of Dumas that they were carried away by senseless dreams. His German Tsarina, Alexandra, was disliked by the people, as was their mutual devotion to the actions of the suspicions monk Rasputin. Growing opposition and urban and rural unrest was commonplace.


When war with Japan was impending, Nicholas saw it as an opportunity to rally loyalty to the empire once more. However his major error was that he under-estimated the strength of the Japanese. Describing them as little yellow monkeys, he believed his fleets would crush them. However, the Japanese defeated the Russians and destroyed all her fleets, even the Baltic fleet who made a last attempt to save face for Russia. The defeat in this war and the expense it incurred were direct causes of the revolution which occured just a few weeks later. A general strike in Russia occurred in 105, with both urban and rural owkers protesting together. Father Gapon lead a group of workers to the Winter palace with a petition for reforms for the Tsar. The protest was a peaceful one and the workers carreid portraits and candles for the Tsar. However, the guards shot at the people, killing one thousand and injuring thousands more. This action completely alienated the people and their loyalty to the Tsar was no more. It was the political activation of the masses. This massacre was the spark that started the 105 revolution.


Although the outcome of the revolution saw the settings up of the Duma, these were controlled to reign as an autocrat. However this revolution was an indication of the power of the people and it can be said that it was a dress rehersal for the February and October Revolutions of 117.





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A Doll's House

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“Good literature substitutes for an experience which we have not ourselves lived through” is a quote stated by Alexander Solzhenitsyn. This quote is properly interpreted as that literature is used as a leeway for people to feel and go through experiences to which they are restricted to in their lives. This is an areeable quote because there are so many things in life that are within limit, and good literature helps pacify those yearnings for going somewhere and experiencing things beyond unyielding bounds. Two good works of literature that relates to this quote precisely are Romeo and Juliet by Shakespeare and A Doll’s House by Hendrik Ibsen.


Being one of the most notorious masterpieces of Shakespeare, Romeo and Juliet is a piece of literature which provides the reader great emotions and drama. Through the setting of this play, one can experience life in Italy during the fifteen hundreds. Also, through the characterization of Romeo and Juliet , the reader could get the feel of the complicated lived led by two love-stuck teenagers who’s amour was threatened by the honor and pride of their feuding families. The ability to live so vicariously through these characters and to experience their thoughts and dreams is quite enthralling.


A Doll’s House by Henrik Ibsen is also an excellent example of a good piece of literature that dispenses the reader a different view of society and ways of life. The setting of this play was established in the 1800’s in Norway, and that provides a certain comprehension about why the men flayed their power and women were submissive caretakers and mothers in this story. The reader cannot help but feel sympathy for the protagonist Nora, who, through characterization, is portrayed as a woman who had lived her whole life being controlled by first her father and then her husband. One would only feel her pain as she faces the final decision of either leaving her husband or swallowing her pride.


Through the above works, proof is visible that good literature provides an experience for those who have no access to such endeavors. It is that good literature that helps us overstep our bounds and take our imagination to new and broadened heights.


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Tuesday, December 27, 2011

The Mambo

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The launch of the Millennium’s newest Italian soccer cleat- The “Mambo” will entail a great deal of excitement, energy and effort. The idea stemmed from the fragment of one’s imagination and will hopefully eventually be realized through hard work and perseverance. This success is greatly dependant on the selected team members who shall believe in the product and pushed it forward. How can one select this ideal mix of people? As in the business world, much success can be credited towards that which is unknown, luck. On the other hand, experience in the industry will allow proper development of this new line with respect to all areas of developing a new product. Qualified individuals will be selected to form a team from all sources including contractors, in-house employees and outsourced individuals. The allocation of tasks will be set efficiently, and the responsibility of each individual will be clearly defined in order for employees to work to their maximum potential. Finally, the diversity of qualifications present within a team will most definitely be an incredible asset that will contribute to the success of the Mambo.


The Italian founded company � Bocio, specialized in sporting gear caters to the local market in all major cities in Italy. The company is well renowned for its high quality products that are fairly popular in the Italian market. New ideas are widely accepted, and with this came the proposal of the Mambo. In a city populated with many soccer fans the idea of creating a soccer cleat like no other in the current Italian market seemed to be a potential success story. Although similar ideas have been implemented in other nations, the Italian market longs for a product that they can boaster. So why the Mambo? Well, in Italy, soccer talent is considered an art; the players demonstrate their skill with rhythm and style as do the performers of their national dance- The Mambo. The integration of two expressions of art seemed to be a great way to capture the attention of the Italians. Along with this, a unique yet fashionable design of the shoe has utmost potential to be the next greatest hit in Italy. And so the progression of the idea evolved; the Mambo would be launched as Bocio’s next innovation.





Defining the composition of the team is initially the most integral task in order ensure that the product progresses as planned. Being part of a large organization, the technicalities involving team selection are predefined based on current and past teams. This simplifies the process of defining the positions within the team since the “ideal” composition is known to be fairly reliable (based on the company’s policies). The main task here was to customize this predefined composition in order to fit the needs of the specific product. Five main classifications were therefore formed in order to separate and distinguish the possible roles for the commercialization the Mambo. These classifications were divided according to the range of tasks that fall under them as follows The Research and Development group will consist of contracted designers with a great deal of experience. It is vital that these individuals are locals since the incorporation of Italian culture in the design of the product shall be an important factor for marketing the product. The Sales and Marketing group will consist of in-house employees that have experience within the Italian market. The qualification of these individuals is very important since sales of the product depend heavily on marketing of the shoe. The Accounting team shall consist of in-house employees; in particular, some individuals should take full charge of the account receivables. The Production team will consist of current in-house employees within the factory. Likewise, the Distribution team will also consist of in-house employees currently working in the distributing warehouse. Finally a contracted engineering team may be required to design machinery. Along with all of the aforementioned team classifications, the legal department already existent within Bocio can be used as required. The advantages of having existing company policies to abide by most definitely alleviates the hardships involved within the determination of team composition, since implemented policies are generally well researched and are therefore considered to be reliable.


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The criteria upon which individuals will be selected for the different positions will be based on the company’s selection and recruitment policies. In-house selection will be based on interviewing individuals that are interested and enthusiastic about working on this new line. Along with this, qualified employees who may not have necessarily expressed interest in being a part of the team may be asked if they would like the opportunity to join. In this case, only individuals who have demonstrated their capability to perform in their field of expertise, and who would most likely be a great asset to the team would be approached. Contractors will be hired based on established contacts within the company. Potential employees can also be outsourced and selected based on standard recruitment policies. This important process of team selection shall not be underestimated since it is this group which can make or break the success of a potential product.


Defining the tasks amongst different groups within the team can contribute to the overall pace of product development and can contribute towards the efficiency of task completion. It is vital that each group and individual be clear regarding their roles in order to fulfill their responsibilities to their fullest. Within the team mentioned above each classification will be given a list of assigned tasks along with potential dates by which these tasks must be fulfilled. The Research and development team will initially be heavily involved in the research aspect of the product. Details regarding technical design decisions to aesthetic decisions will be made. In particular, current competitive products will be studied in order to find what possible improvements/features are needed in order to ameliorate the product. Further details such as the name and logo of the product will be determined based on the research of market trends. After finalizing the design of the product, extensive testing will take place to ensure its’ reliability, and improvements to the design will be made. The Sales and Marketing group will be in charge of penetrating the market. Responsibilities include marketing the product through media such as television and newspaper ads, determining the target markets and deciding where to launch the product. This can be done by giving out samples in different locations and obtaining feedback from potential customers. Group members can also make appearances at trade shows in order to display the Mambo so that others become aware and knowledgeable about the product. The salesmen will then be responsible for creating new accounts, servicing existing accounts and keeping current customers satisfied. The accounting department will be responsible for arranging for the financing of the product, setting budgets and keeping tabs on the overhead. They will also be responsible for monitoring the sales and marketing in order to determine and keep track of the sales margins. Furthermore, part of the accounting team shall be in charge of accounts receivables. The Production team will be responsible for manufacturing the actual shoe and will consist of existing factory employees. The Distribution team will also consist of existing employees working in the distributing warehouse; their responsibilities include receiving the products from the production plant, packaging the shoes and shipping the products to the customers. Contracted Engineers will be used as necessary. They will determine if any additional/specialized machinery will be required to manufacture the shoe and will design such machinery. Finally, the general manager will oversee all of the above. He/she will keep a track of every aspect of the product and will constantly obtain reports/updates from each of the departments. The manager will also make recommendations to team members and ensure that the overall project remains on track. Defining the roles of the employees as above will better guide teams so that tasks can be completed in a timely and efficient manner.


The idea of the Mambo seemed to be perfect for the current market in Italy; this confirmed that the success of the product could definitely be realized. However, success does not only lie in a great idea, it is the many business decisions made throughout the life cycle of the product that leads to triumph. Having the right people involved in the development process as well as defining their tasks are major contributing factors that facilitate and accelerate development. Finally it is up to the market to feed off the hard work of the employees and to indulge in the irresistible product that will leave a mark in Italian history!





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finanacial ratio

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Analysts use financial ratios to help learn about the firm¡¯s profitability, growth and resource needs. Through this analysis, we detect and understand relationships among various financial statement items. These relationships will provide clues about the outlook for the business. We will use these clues to develop the forecasts needed in our valuation work. Analysts use operating ratios to understand elements of a company¡¯s business, such as profitability and capital efficiency. Operating ratios include revenue growth rate, gross margin percentage, operating margin percentage, effective income tax rate, days receivables outstanding, days payables outstanding, and inventory turnover. Understanding these elements of the business will help us forecast earnings and cash flows.Credit analysts use credit ratios to assess the ability of potential borrowers to repay obligations on a timely basis. This information helps them decide whether to extend credit. Examples of credit ratios are the current ratio, the quick ratio, the debt to capital ratio, and the interest coverage ratio.


Investors and managers use investment ratios to measure a firm¡¯s total performance and, along with the operating ratios, to screen potential investments. Many of these ratios combine information from the income statement and the balance sheet. Some combine financing and operating data to view a net result, while others focus only on the operations. Some measure stock valuation relative to earnings. Examples of investment ratios are the price-to-earnings ratio, the market-to-book ratio, the return on capital, and the return on common equity.


The supervisor should explain to John that these are not the only ratios that affect credit risk. A business¡¯ ability to repay obligations will depend on its general health, its cash generating abilities and its existing credit commitments. To understand a business¡¯ general health and cash generating ability, the credit analyst looks at the operating ratios. There are also factors beyond ratios that are important, including the ability of management and the strength of the companys strategies. Gross margin percentage is gross margin divided by revenues (where gross margin is revenues less cost of goods sold). A key performance measure represents the amount per dollar of revenues that is available to pay other costs after the costs of the product sold have been met. Companies often analyze gross margin percentage when making pricing decisions





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Monday, December 26, 2011

Essay on the Book Savage Inequalities

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Xavier Whitacre


Professor, Dr. Piliawsky


EHP 600


0 June, 00


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Throughout my life, I have tended to view myself as conservative and believed strongly in state?s rights as well as strong local control with respect to governmental policies, particularly in education expenditures. Jonathan Kozol?s book, Savage Inequalities addresses this topic of governmental control over education with a compassion and enthusiasm that has my personal political views in a quandary. The major theme of this book appears to be the role of government with respect to educational funding and performance. Kozol disapproves of the current funding of public education through local personal property taxes and advocates a national tax strategy that would level the playing field for all children of America. Kozol focuses on the inequality of school funding, performance, and segregation. Throughout his book, he cites many powerful examples of these inequalities, but does not offer solutions to them. This should not detract from the powerful message of his book, but should heighten our own personal exploration for solutions to these inequalities. He cites a plethora of statistics, observations, and telling examples that have the ability to excite and rekindle my personal and perhaps society?s view of educational reform in America with a focus on national control.


One of the building blocks of Kozol?s argument on the inequalities of education in America is segregation and is also the first major topic of this book. He begins by drawing a parallel comparison between the famous court case in 186 of Plessy V. Fergusion, in which the court accepted segregation for blacks, stipulating that they must be equal to those of white schools and the present degree of desegregation in public schools today (4). He went on to say that most of the urban schools that he visited were 5% to % nonwhite and came to the conclusion that these schools were separate but unequal which was in clear opposition to Plessy V. Fergusion and Brown V Board of Education. Perhaps the most telling observations made by Kozol with respect to segregation were that most people did not want to address the issue or they did not view it as a legitimate problem. They felt that segregation was an issue of ?a past injustice? that had been sufficiently addressed, or an issue that was no longer worth contesting (Kozol, ). Other inherent inequalities of segregation are environmental and institutional discrimination. He made a point to discuss the city of East St. Louis which is 8% black and is home to one of the largest hazardous-waste-incineration companies in the United States. He noted that ?The entire city lies downwind of this. When the plant gives off emissions that are viewed as toxic, an alarm goes off. People who have breathed the smoke are given a cash payment of $400 in exchange for a release from liability?. (15). He makes the inference that it is inherently unequal and unfair for young blacks kids to be exposed to this while white kids are not. He does not claim that white kids should be exposed to this, but he goes on to make the claim that parents of white children would not tolerate such a company to be located in their neighborhood. The most appalling side-note to Kozol?s observation is that the government whether local or national allowed for this to occur. This idea of the role of government or the inaction of government is Kozol?s next major theme.


Kozol speculates that East St. Louis will remain an all-black community for years to come. He notes that no one in the local government has proposed to bus nearly 16,000 children from the city to the nearby schools of Bellevue, Fairview Heights, or Collinsville. Additionally, no one intends to force these towns to introduce low-income housing in order to stimulate desegregation. Kozol concludes that ?East St. Louis will likely be left just as it is for a good many years to come a scar of sorts, an ugly metaphor of filth and overspill and chemical effusions, a place for blacks to live and die within, a place for other people to avoid when they are heading for St. Louis? (). The shortfalls of the current educational system are sometimes transparent to those who do not wish to take action on them and are painfully obvious to those who choose to challenge the current system with a more equal one. One of the strengths of Kozol?s book are the arguments that he makes concerning the inaction of governments that continue to allow the educational inequalities to occur in our modern society. He infers on numerous occasions that white male dominated government really does not want to reform public education. He cites the example of a school board who hires a single investigator to retrieve 400 missing children from the streets of the North Bronx. He wrote, ?We may reasonably conclude that it does not particularly desire to find them? (115). Governments? have also chosen not to truly affect the way that public education is paid for. Cities such as Rye in New York receive over $1,000 per pupil while the South Bronx will receive just under $,000 per pupil. This type of spending inequality is unacceptable and must be reformed. Reform is only going to be made possible by changing the local personal property tax as the sole contributor to the finance of public education. Local and state governments? must also change their polices of allowing corporations to build in segregated cities on a tax free basis with a preface that the corporation will breed economic expansion in its immediate community. This is often an illusion and the communities that these corporations are attracted to, become dumping grounds. ?Assemble all the worst things in America?Gambeling, liquor, cigarettes and toxic fumes, sewage, waste disposal, prostitution?put it all together. Then you dump it on black people? (17). The best examples of this practice are the chemical plants of East St. Louis. ?The chemical plants do not pay taxes here. They have created incorporated towns which are self-governed and exempt therefore from supervision by health agencies in East St. Louis? (16). ?Because the property tax is counted as a tax deduction by the federal government, home-owners in a wealthy suburb get back a substantial portion of the money that they spend to fund their children?s schools?effectively, a federal subsidy for an unequal education? (55). Mortgage payments are also treated as a federal deduction, creating a second federal subsidy. In 184, property tax deductions granted by the federal government were $ billion dollars with an additional $ billion dollars in mortgage-interest deductions; this totals $ billion in federal deductions, which act as subsidies for wealthy families while federal grants to schools only totaled $7 billion. Until this type of tax policy is radically changed, schools will forever be unequal. One would tend to believe that is an example of a socially engineered inequality.


While Savage Inequalities has served to change my personal views on education, specifically the financing of public education, the construction of this book contains some omissions or flaws that must be addressed. The first and most noticeable to me was the repetitive nature of the book. After the first few examples of the inequalities of poor primarily black inner city schools compared to the wealthy primarily white suburban schools I felt that I got the point. In my analysis of the major themes of the book I only used quotes from the first half of the book mainly because quoting from the second half would have been repetitive. Perhaps he could have condensed the plethora of examples of the numerous inequalities to the first 115 pages and utilized the nest 115 pages to offer solutions to the inequalities. Even though I find myself energized to explore ways to reform public education, he left me little to work with in the way of solutions.


Kozol makes the point in the first part of the book to admit that he did not select any specific type of methodology to explore the inequalities of schools in America. ?There was no special logic in the choice of cities that I visited. I went where I was welcomed or knew teachers or school principles or ministers of churches? (). This type of selection leads me to believe that Kozol had some pre-existing knowledge of poor primarily black communities that he would visit as well as other financially secure all-white communities with good schools. I do not recall reading about any school that was securely in the middle between the poor and wealthy school districts. There is no doubt in my mind based upon my past experiences that these mediocre schools exist; in fact, I went to one of them. In order to make this book even more valid than it is, I believe that Kozol should have used some type of scientific measurement to select the schools that he visited. Perhaps he could have selected schools based on average income or average property tax that school performance and degree of desegregation could be objectively measured against.


The largest personal challenge that I faced when reading the book was the idea that the poor communities that Kozol visited were not to blame for the desperate situation that they lived and worked in. He makes several observations that the parents of white children would not tolerate the things that black children in the inner city had to endure such as unequal funding and undesirable businesses located next to schools such as chemical plants or funeral homes. I believe that this point was exaggerated. The idea that people do not have choices at first seems absurd to me. On page 7, Kozol uses the example of a 16-year-old girl who has dropped out of school in order to discuss her economic prospects. He notes that she only expects to make about $000 per year in her lifetime. It is obvious to me that this young girl is disillusioned and as a very poor worldview. He goes on to say that she already has a baby and is again pregnant. He quotes a black sociologist that suggests, ?We are creating an entire generation of incompetents? (7). This girl is presented as typically of a poor black community plagued with government driven inequalities. I believe, although in a significantly reduced manner that this type of situation is avoidable if this unfortunate girl made the correct choices. Perhaps there are other young girls in the same district that made positive choices, what about them? I suggest that there is another girl in the same school that chose not to get pregnant and perhaps made choices that would elevate her economic position in society. Perhaps she did not drop out of school, but decided to graduate. Even with a substandard education, she could have made the choice to join the military, increase her education through military training/schooling, take advantage of the many educational opportunities of the military such as the G.I. Bill, and someday attend a college/university, which would be paid for by the government through the G.I. Bill. This young girl could develop into a professional who could then move back to her original poor community and create real changes by working in the community as an activist to incite the population to make real changes in schools. I know that this girl exist and I believe that not including her in Savage Inequalities is an oversight by Kozol.


I do believe that Kozol?s solution of equal funding should be a mandate of the federal government and every day that passes with unequal funding is unacceptable. I would support a national property tax governed by the federal government as long as it guaranteed equal funding based on student population. I also believe that teacher salaries should be based on a national standard. The idea that a teacher in one community can make $70,000 per year while a teacher in an opposing community only makes half of that is unfair to the students. In this case, I believe that communities truly get what they pay for. This also ties in with teacher certification. It is common knowledge that some schools allow uncertified teachers to teach which I personally find appalling because it is only done to hold teaching salaries to a minimum.


The writing style presented is very effective. I found the book enjoyable and easy to read. I often found myself not wanting to stop reading because the book was so engaging. I felt myself dialoging with the book, which is perhaps the best compliment that I could give to the author.


I went to Bayshore high school in Bradenton Florida, which is about 50 miles South of Tampa. I would not consider the school to be suburban or inner-city because of its geographical distance from any major city. Bayshore was one the schools that Kozol did not mention. It was about 70% white, 15% black and 15% Hispanic. Everyone to my knowledge had textbooks, which they could take home to study. I do recall that the school did not have any athletic fields when it first opened due to lack of funding through the local personal property tax. Bayshore did eventually erect an athletic complex that was financed through local municipal bonds that were voted on by the taxpayers of the community. The main point is that the parents of the community chose to make the necessary commitment in order to provide a positive holistic educational experience for the students of Bayshore high school.


The following are the proposals that I would support with respect to education reform and the Savage Inequalities in the nations public schools. First and foremost, I would move to abolish the local personal property tax and replace it with a national personal property tax. I would keep the property tax and mortgage payments tax deductible in order to keep property investment healthy. The main point is that with national control, the amount spent per student regardless of all of the externalities would be the same for everyone. This national control would also eliminate the practice of awarding companies tax-free stays in local communities that often only result in eating away at the communities human and natural resources. I would support the elimination school districts in order to allow parents the choice of which school to send their children to. Because all schools would receive that same amount of funding per student, the voucher proposal would be eliminated. Schools with the best performance as measured by parents would receive the most funding based on enrollment. I would support a national teacher certification program to guarantee that all students would have the qualified teachers in the classroom. Lastly, I would promote a holistic life-skills education program for adults who did not receive a quality education or require additional education is a specific area in order to promote positive decision-making. The federal government would finance this program with some type of commitment by the recipient for the education such as in the form of repayment in a specific public service.





Works Cited


Kozol, Jonathan. Savage Inequalities. Crown Publishers New York. 11.





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The Wave

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Essay Question Explain why people wanted to join “The Wave” and how word of mouth spread. Use examples from the text.


‘The Wave” was an intriguing notion that developed within the schools society that almost progressed into a cult. Students felt obligated to join this movement in many forms, democracy, power, equality or merely the opportunity to be accepted. They were also enticed by the concept of increased social stasis in the group, whilst growing self-discipline. Once in this movement they felt empowered amongst the school. Their self-esteem grew; their contribution became more known and acknowledged. The propaganda device was alleged to be the main key of The Wave organization through, the schools newspaper, salute and motto; this eventuated in rumour, word of mouth and mass rallies. The idea progressed heavily through the process of threat-persuasion. The Waves member’s enthusiasm grew immensely drawing the students to believe The Wave could work.


The process of bullying was a series of attempts aimed at cajoling people to join The Wave. The procedure of threat-persuasion happens in front of our eyes everyday where people are confronted with the same interrogation, once refused they begin the process of persuasion to enter the movement, examples of this is shown when Laurie receives a letter about a person who went through the process when resisting to join


“The senior starting telling us how great The Wave was. He said that the more kids who joined, the better it would get. He said almost all the seniors at school had joined and most of the juniors too.” (THE WAVE, PG 64 & 65)


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This was a simple tactic used at propelling one side of the story the positives and majority of people joining The Wave. This approach is used in everyday life, making people feel compelled to enlist so there not left out. The next step is the emotional pressure they place on the people, example is made known when


“I told him they were still my friends even if I didn’t join. He kept asking me why I didn’t want to join. I just told him I didn’t feel like it. Then he got mad. He said pretty soon people in The Wave wouldn’t want to be friends with people who weren’t in it. He even said I’d lose all my friends if I didn’t join.” (THE WAVE, PG. 65)


This emotional pressure makes people feel dreadful for simply not doing something they didn’t want to do. The pressure gets even worse when they imply verbal threats, for example


“I saw that senior from Mr. Ross’s class in the hall and he asked if I had joined yet. I told him I didn’t intend to. He said if I didn’t join soon it would be too late.” (THE WAVE. Pg, 65).


This threat leaves people feeling scared, it is when most people think twice and consider going against their will to avoid conflict. The final step is when they become aggressive and eventuate into violence. Example of this is when


“Almost out of control, he screamed ‘shut up!’ and threw her down on the grass. Her books went flying as she fell roughly to the ground.” (THE WAVE. Pg, 8)


This is the final step in which they have been driven to do something, and when someone stands in their way they will do anything to stop them. They are under a trance to accomplish one goal, and will result in violence without even knowing there doing it. This is supported through the authority of power you experience whilst in the movement.


In the movement power was a major issue towards the involvement of members. Power is defined as having the ability to do something in a particular way or the skill to direct or influence the behavior of others. Many people experience power in real life through taking control of people or situations it makes them feel important and wanted. The mechanism of power grew as the movement continued; this is displayed when the leader, Mr. Ross realized his power within The Wave


“The students made him more of a leader than he had ever wished to be. But it was also true that he had not resisted. In fact, he had to admit that before the experiment had gone bad, he had enjoyed those fleeting moments of power. A crowed room full of students obeying his commands, The Wave symbol he’d created posted all over the school, even a bodyguard. He had read that power could be seductive, and now he had experienced it.” (THE WAVE. Pg, 1)


Power contributes a lot towards our choices; this is clearly explained above, where someone can feel so empowered that the effects of situations can get away with them, as they lose control of the situation. Thus they cancel out the excess of the circumstance as they are so tied up in the power they receive from the people. The leaders of The Wave would accept new members, as it would demonstrate to existing members and others the power and influence they possess.


People felt their self-esteem rise once they were accepted into The Wave. Acceptance is an important issue that occurs regularly in schools around the world. It is heavily but upon by the so called ‘losers’ of the school, where they are outsiders who are considered different by the other students, so when an opportunity comes forth to be accepted for who they are they grab it. For the first time they feel protected and wanted. This matter occurs with the school loner, Robert


“There were two girls from Mr. Ross’s class sitting at the table Robert choose. As Robert set his tray down, they both stood up and took their trays away to another table. Robert pretended he hadn’t noticed.”(THE WAVE. Pg, 18)


This incident happens before Robert is accepted, Robert shows no emotion when the girls leave, but in fact he really needs to be accepted and is hurting inside once they leave. Here’s an example of what happens occurs when Robert is part of The Wave


“At lunch that day all The Wave members who were in the cafeteria set at a single long table. Brian, Brad, Amy, Laurie and David were there. At first Robert Billings seemed tentative about joining them, but when David saw him he insisted he sit at the table, telling him they were all part of The Wave now.”(THE WAVE. Pg, 51)


This shows how joining and being accepted by a movement can change people’s perspective on other people they didn’t acknowledge before. Peer pressure is contributed towards people being accepted. A good example would be whereby a group of students putting undue pressure on another student to do something that he/she would not normally do, however they would go through with it to be accepted. In this situation the new student would believe to have parity amongst the group.


Equality within The Wave was an important ingredient towards the success of the group. Each member would receive equality. They all felt that they would be listened to without fear of criticism, whereas today you can have a discussion with someone and your thoughts on the subject may be rejected. An extract from the text by a member tells us of how he believes equality exists among the group


“It’s like there’s no in crowd anymore……… That’s what’s so great about The Wave. You don’t have to worry about how popular you are. We’re all equal. We’re all part of the same community.” (THE WAVE. Pg, 51 & 5)


The above quote clearly explains that within The Wave there’s no popularity contest and everyone is treated the same. This is why The Wave became so successful because everyone who joined was treated with the same respect as existing members. This emotion of feeling part of a group is what is found in some cults.


A cult is a form of movement which attracts people that are weak-minded and require special needs including, acceptance therefore they can be easily influenced. A cult is normally started where one person or a group of people that invite gullible persons by giving them a sense of security and self worth, but only for there own personal gain. An example of a change of person is shown when a students personality completely changes


“You know they’ve been having problems with him for years. Elaine has talked to me frequently about it. She is very worried.”(THE WAVE. Pg, 58)


“Only that I met Elaine Billings at the supermarket today, and she told me Robert is a completely new person.” (THE WAVE. Pg, 58)


This example explains how by joining a cult, and feeling a sense of significance can totally change a person’s personality and prospect towards life. The cult gives you guidance and an aim in life, but once The Wave is exterminated your point in life gets dropped. This awareness of well being expanded all over the school.


Visual contact is the ability to see something; this was a release that helped expose The Wave to the schools community. Majority of people in the world believe and take note of the actions they see. Hearing the motto of The Wave and observing the salute everyday by many people, gave the impression of belief of this movement. As people starting believing in the movement they wanted everybody to experience this type of cult so they continued with the salute and motto


“Strength Through Discipline, Strength Through Community, Strength Through Action.” (THE WAVE. Pg, 51)


These strong words repeated over help people trust the strength of the movement. This is not the only component The Wave used to exploit itself another is the newspaper.


The newspaper or anything written about real issues in the world is thought of as the truth. Many people believe that what’s written done and published is fact and by reading a newspaper, one single issue, can change a persons perspective on something as they believe what they’re reading, this is shown in the book when


“The issue of The Wave had been so successful that it was almost impossible to find and extra copy anywhere. Not only that, but the teachers and administrators and even some of the students had stopped them all day and thanking them for revealing ‘the other side’ of The Wave.” (THE WAVE. Pg, 85&86)


This tells us of how one newspaper article can change peoples minds about something they truly believed in and how word of this got spread so quickly, through the newspaper and word of mouth.


Word of mouth or rumour is a very strong and quick way of revealing a story or happening. Many people believe what they hear, because they hear it from a person they rely on to expose the truth. Word of mouth can travel very fast especially within a school community, where one person will be telling another a story and before the end of the day it would have gotten back to the source. This is why The Wave became so popular because it became known within a day of starting it. Examples of this are when


“What had begun as a simple history experiment had become a fad that was spreading outside his classroom. As a result a result, some unexpected things had started to occur. For one, the size of his daily history class beginning to expand.” (THE WAVE. Pg, 5)


“To add to the interesting developments in his experiment was a report he’d heard that David Collins and his friends Eric and Brian had successfully infused The Wave into the school’s football team.” (THE WAVE. Pg, 54.)


Rumour is what has eventuated in the above text, it tells us of how people have spread the word of The Wave making people want to listen in and learn more. So by telling the whole football team and applying The Wave matter was thought to help the football team to succeed. Word of mouth assisted in the dispersal of The Wave development.


People join cults or groups for there own fulfillment. The many reasons why people joined The Wave were because they offered a number of desires for people to satisfy their needs and wants, these included; power, equality and acceptance. The Wave was influenced by a number of reasons that made it successful through word of mouth, newspaper, the salute and motto. The process of threat-persuasion was an immense impact on why people entered The Wave.





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Sunday, December 25, 2011

Bioluminescence

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LITERATURE REVIEW


Bioluminescence is defined as the light produced by a chemical reaction within the systems and structures of an organism. Bioluminescence is one of those natural phenomenons’s that has perplexed scientists past and present about its mysterious works, usages, and functions in the living environment.


There are complex principals to even discuss background information about the chemistry of bioluminescence. During the process of bioluminescence, at least two chemicals are required. “The one which produces light is generally called a luciferin, and the one that drives or catalyzes the reaction is called a luciferase” (Chemistry of Bioluminescence, 1). “Bioluminescence refers to the visible light emission in living organisms that accompanies the oxidation of organic compounds (luciferins) mediated by an enzyme catalyst (luciferase). Luminescent organisms, which include bacteria, fungi, fish, insects, algae, and squid, have been found in marine, freshwater, and terrestrial habitats, with bacteria being the most widespread and abundant luminescent organism in nature “(Intro. To Bioluminescence, 17). In its simplest form, bioluminescence follows a basic pattern. First, “the luciferase catalyzes the oxidation of luciferin. This chemical process results in light production and an inactive substance called oxyluciferin” (Chemistry of Bioluminescence, 1). This entire process requires the formation of ATP by the mitochondria within the cell structure. ATP is the basic form of energy produced to carry out life activities. “Sometimes the luciferin and the luciferase (as well as a co-factor such as oxygen) are bound together in a single unit called a photoprotein. This molecule can be triggered to produce light when a particular type of ion is added to the system (frequently calcium) “Chemistry of Bioluminescence, 1).


There are a variety of organisms that perform the chemical functions of bioluminescence. “Although bioluminescence may be considered rare as measured by the total number of species, it is extremely diverse in its occurrence” (Bioluminescence Q&A, 000). However, bioluminescence is never found in complex, higher vertebrates. Some single celled organisms which are bioluminescence are bacteria (most common), radiolarian, dinoflagellates, fungi, coelenterates and ctenophores (jellyfish), gastropods (squids and octopus), annelids (earthworms and polychaetes), marine crustaceans (mysids, copepods, ostracods, amphipods, krill, and shrimp), insects (beetles, glowworms, and fireflies), and echinoderms (sea lilies, sea stars, brittlestars, and sea cucumbers) (Bioluminescence Q&A, 000). In particular, one bacterium which is prominent in bioluminescent function is Vibrio Fischeri. “This luminescent bacterium can be found in small amounts in the ocean and in large amount in isolated areas such as the light organs of squid. When in small concentration of cells, Vibrio Fischeri does not give off light, but in high cell density, these bacteria emit a blue-green light. This cell density-dependent control of gene expression is activated by auto induction that involves the coupling of a transcriptional activator protein with a signal molecule (auto inducer) that is released by the bacteria into its surrounding environment. In the ocean, the population density of Vibrio fischeri is only about 10 cells/ml. The exportation of the auto inducer from the bacteria into this low concentration of cells is not enough to cause the luminescence genes to be activated. However, inside the light organ of a squid for example, the cell concentration is about 1010 cells/ml. At concentrations this high, the auto inducer causes the bacteria to emit light” (Mellon, 1).


Cheap College Papers on Bioluminescence




Along with the process of luminescence, scientists have also developed certain tools to measure the intensity of luminescence for scientific study. “Luminescence systems have been adapted to many of the protocols that use fluorescent and radiolabeled tags, such as tagging DNA and RNA probes, DNA/RNA sequencing, and chromosome imaging” (Kling, 17). One company, who has invested in the study of bioluminescence with toxic chemicals in cells uses the ‘CytoLux.’ The Cytolux includes, “all the regents necessary to break open the cells to release ATP, and then apply the luciferase and luciferin. Once the regents are added, the solution can be transferred to a luminometer…” (Kling, 17).


Bioluminescence can be used for a variety of situations in a laboratory. “…bioluminescence can be used to detect bacterial contamination in soft drink bottles; to predict the affect of chemotherapies on cancer cells; and as a reporter molecule to highlight gene expression in molecular biology experiments” (Lewis, 14). Bioluminescence provides a wide variety for solutions to problems, as well as an aid to an experiment to find out results.


In addition to bioluminescence aiding in functions of experiments, bioluminescence also requires aid for its own functioning. One example is the Green Fluorescent Protein (GFP). GFP, from Aequorea Victoria (the same jellyfish that provides the calcium indicator aequorin), has stimulated a great deal of excitement among molecular, developmental and cell biologists…” (Fluorescence/Green Fluorescent Protein, 16). “…GFP is a small protein (7 Kd) and the DNA sequences coding for GFP can be manipulated by recombinant DNA technology to create gene fusions between GFP and any protein of interest. Such DNA constructs can then be introduced into living cells to express the GFP fluorescent tag on the protein of interest to the investigator. (Note that in real life, some gene fusions may leave the GFP tag non-fluorescent and/or render non-functional the protein of interest). The major use of the tag is to localize the protein of interest to a specific cell type and/or subcellular localization in living cells and organisms.” (Fluorescence/Green Fluorescent Protein, 16).


Another topic which must be called upon discussion is the basic information on the element calcium. Calcium may or may not affect the intensity of bioluminescence in certain bacteria, such as Vibrio Fischeri. Calcium has an atomic number of 0 on the periodic table. It is a metallic substance with an atomic weight of 40.078, a melting point of 1115 K, boiling point of 1757 K, and a density of 1.54 grams per cubic centimeter. (It’s Elemental, no date). “Although calcium is the fifth most abundant element in the earth’s crust, it is never found free in nature since it is easily forms compounds by reacting with oxygen and water…Calcium is used to remove oxygen, sulfur, and carbon from certain alloys. Calcium can be alloyed with aluminum, beryllium, copper, lead, and, magnesium” (It’s Elemental, no date). Calcium is also used in the processes of bioluminescence.


As one can see, there are several aspects to the principals behind bioluminescence. Between different techniques, technologies, and new advancements in science, scientists are able to find new uses for the functions of bioluminescence in biological organisms.


WORKS CITED


1. “Bioluminescence Questions and Answers.” Scripps Institution of Oceanography. August , 000. http//siobiolum.ucsd.edu/Biolum_q&a.html.


. “Calcium.” It’s Elemental. (No date listed). http//education.jlab.org/itselemental/ele00.html.


. “Chemistry of Bioluminescence.” Bioluminescence Home Page. September 1, 1. http//lifesci.ucsb.edu/~biolum/chem/.


4. “Fluorescence/Green Fluorescent Protein. Universal Imaging Corporation. 16. http//www.image1.com/products/apps/fluor.cfm.


5. “Introduction to Bioluminescence. 17. http//www.info.bio.cmu.edu/Courses/0441/TermPapers/7TermPapers/lux/bioluminescence....


6. King, James. “Luminescence Developments Help Scientists See the Light.” The Scientist. May 1, 17. http//www.the-scientist.com/yr17/may/tools_7051.html.


7. “Lewis, Ricki. “Refinements in Bioluminescence Assays Expand Technique’s Applications.” The Scientist. March 7, 14. http//www.the-scientist.com/yr14/mar/tools_04007.html.


8. Mellon, Carnegie. Quorum Sensing in Vibrio Fischeri. Molecular biology of Prokaryotes. 1. http//info.bio.cmu.cdu/Courses/0441/TermPapers/TermPapers/Quorum/vibrio_fischeri....





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