Narration and Tone in The Tell Tale Heart, The Ghost in the Mill, and Cannibalism in the Cars Essay

If fear, quizzical characters, and death all have something in common, it is that they are all present in each of the following short stories: Edgar Allan Poe’s â€Å"The Tell Tale Heart†, Harriet Beecher Stowe’s â€Å"The Ghost in the Mill†, and Samuel Clemens’ â€Å"Cannibalism in the Cars†. Each story has a unique and thrilling plot, with diverse characters, from the maniacs in â€Å"The Tell Tale Heart† and â€Å"Cannibalism in the Cars† to the simple storyteller in â€Å"The Ghost in the Mill†. Tones differ quite a bit in each; however narration is almost the same as each short story is being narrated by someone recalling the past. â€Å"The Tell Tale Heart† is a very ominous short story presented to us by the narrator who describes how he murdered an old man and his reason behind it. The story begins with the narrator telling his audience he felt nervous and that his disease (presumably his madness) had given him keen senses. â€Å"The disease had sharpened my senses –not destroyed –not dulled them† (92). He then proceeds to enlighten readers by recounting the haunting idea that entered his mind—to murder the old man. He devises a very methodical plan to murder the old man—simply because of the old man’s blue eye which had a thin film over it. The â€Å"vulture eye† haunted the narrator, and thus he premeditated the ungodly murder which ultimately led to his own downfall. The way with which he kills the old man is very precise, allowing readers to feel a sense of disgust towards the narrator, yet at the same time his methodology is to be somewhat admired. Prior to the old man’s death, the narrator remains objective about the old man stating that he did have a liking for the old man; however, the thought of the â€Å"vulture eye† made him irrational. Cynically he says, â€Å"I loved the old man†¦.For his gold I had no desire. I think it w as his eye! yes, it was this†¦ I made up my mind to take the life of the old man, and thus rid myself of the eye forever† (92). He graphically describes how each night for seven nights he would enter the old man’s bedroom and shine a lantern light into his eye—which he would always find closed, that is, until the eighth night. On the eighth night, the mad man found the old man awake and startled. Patiently, the mad man waits an hour for the old man to resume his sleep and when sure of his slumber shines the light precisely on the â€Å"vulture eye.† Upon discovery that the old man is indeed awake, he pounces on the old man and uses the bed to kill him shamelessly. Subsequently, he cuts the old man’s limbs off and puts them under the floorboard. The police then come after hearing a report that a neighbor had heard a shriek coming from the house. Fearlessly, the narrator brings the police inside telling them that the shriek was his own coming from a dream, and that the old man was not to be found as he has supposedly in the countryside. Readers start wondering whether he will get caught or flawlessly fool the police. He shows them around the house jubilantly then offers them a seat once they are convinced of his innocence. The seat is placed above the old man’s body. Quickly things change, as the narrator’s fearlessness turns into agonizing desperation as he hears the beating of a heart grow louder and louder. Adrenaline pumps as he tries to mask the sound by making noise; however, his guilt could not be held within, and he admits his deed to the police. The underlying question in this last scene is whose beating heart is it? Is it the narrator’s heart, the old man’s, or was it simply in the mind of the narrator? In Harriet Beecher Stowe’s â€Å"The Ghost in the Mill† a story is being told by Sam Lawson; however, it is being seen through the viewpoint of a man who is recalling the story from his childhood. It begins with a comforting homeliness as everyone prepares to hear Sam Lawsons story in days where there were no â€Å"magazines and daily newspapers†¦no theatre, no opera† (98). Lawson begins telling the story in a confusing street dialogue which then becomes clearer once the reader refrains from overthinking the words, but instead begins relying on context. Lawson begins the story by talking about the disappearance of Jehial Lommedieu. Then he speaks of a strong snowstorm which led Captain Eb Sawin to Cack Sparrows house for the night instead of heading towards Boston. At Cack’s house, they share a few drinks and laugh until they hear a sudden knock on the door. Again, someone knocks at the door as if demanding to come in. Fearful, Cack opens the door to find Ketury—an old Indian woman who was feared in her town. There were notions that she did all sorts of immoral practices and was â€Å" ‘to the [service of] the Devil’ † (104). Ketury incited fear in Cack, â€Å" ‘Cap’n Eb says he never see a fellow seem scareder than Cack did when he see Ketury a-standin’ there’ † (104). There is a sense of spookiness when Lawson makes a reference to brown leaves flying through the wind referring to how Ketury came through the wind. An evil smile presents itself on Ketury’s face as she looks at the chimney and begins to call out â€Å" ‘Come down, come down! lets see who ye be’ †(106). Piece by piece, a man is formed from the chimney. It turns out to be Jehial Lommedieu. Cack becomes traumatized and admits how his father killed Jehial for his money and he helped hide the body in the chimney. Afterwards, Cack only lives for a few more days. â€Å"The Ghost in the Mill† has strong references to church. Methuselah, the devil, and the effects of not going to church are present in the story. Sam Lawson criticizes Cack and says he is â€Å"an immortal crittur lyin’ loose all day Sunday, and not puttin’ on so much as a clean shirt†¦What can you ‘spect to come of it† (102). Then, Lawson tries to teach the story-goers a lesson by showing everyone the example of Cack. Additionally, in this story, a body is hidden in the chimney, while in â€Å"The Tell Tale Heart†, the body is also hidden, but under a floorboard. â€Å"Cannibalism in the Cars† is also like â€Å"The Tell Tale Heart† and â€Å"The Ghost in the Mill† in that a story is being told that occurred in the past. The similarity is even closer to â€Å"The Ghost in the Mill† because both of them are stories within stories told by someone other than the narrator. In this case, we see the story through the viewpoint of a train passenger hearing a congressman’s story. Also, like â€Å"The Ghost in the Mill†, a snow storm causes an unfortunate incident as the congressman’s story recalls the time when he was stranded on a train, miles away from civilization. The congressman and the other professional men in the train were starving and so a proposal for cannibalism was brought up. The way they went about being cannibalistic can only be described as overtly political. By the time the congressman has to go—for he has reached his stop, he tells the passenger listening to the story â€Å"I like you, sir; I have conceived an affection for you. I could like you as well as I liked Harris himself† (117)—Harris being the first man he ate. The passenger gets alarmed at the thought of having Harris’ fate; however, he is later told that the congressman is a monomaniac, thus, the story was all made up. Men who were to be eaten were chosen in the most diplomatic way—by candidacy and vote. The men chosen were calm and simply accepted their fate, not once alarmed. The ease with which people were eaten is rather humorous as it seems that men were getting gulped down with no remorse from others—almost gluttonously. It is almost as if there is no fear in this story due to its entertaining humor, unlike the other two stories which were chilling. Unlike â€Å"The Tell Tale Heart†, this story doesn’t give any details about how the bodies were prepared, but simply jumps to who got eaten. The victims taste was given personal attributes such as â€Å"the next morning we had Morgan of Alabama for breakfast. He was one of the finest men I ever sat down to –handsome, educated, refined†¦a perfect gentleman, and singularly juicy† (116). Just like in â€Å"The Tell Tale Heart†, this story is straight forward and quickly goes from mysterious to overt honesty. Unlike â€Å"The Tell Tale Heart†, the description of what happens to victims is vague and practically nonexistent. Also, in â€Å"The Ghost in the Mill†, the characters lack the eruditeness present in characters from â€Å"Cannibalism in the Cars†.

Thomas Hardy

About the author Thomas Hardy was born in 1840 in Dorset, a rural county in the south-west of England. His father was a stonemason and the family were not well off. Hardy showed an early interest in books, however, and when he was sixteen, he began training as an architect in Dorchester. In 1862, he went to work in London, where he was able to compare city life with the customs and timeless ways of the country village where he grew up. He began writing in his spare time.In 1870, he met and fell in love with Emma Gifford, but they could not afford to marry. His fourth novel, Far From the Madding Crowd, published in 1874, was a big success. This allowed him to become a full-time writer and to marry. Hardy wrote several more novels, among them The Mayor of Casterbridge, published in 1886. He and Emma lived in Dorset, but they spent part of every year in London, where they mixed with literary people and Hardy was much admired. Although Hardys books were very popular, when Jude the Obscur e appeared in 1896, people hated it.They thought it was an attack on marriage, and ound it shocking and immoral. Hardy turned to poetry and never wrote another novel. He died in 1928. Some biographers portray him as snobbish, mean and hateful towards women. Others believe he was a sensitive man who cared deeply about the human condition. Summary Young, poor Michael Henchard feels trapped by his wife and child and one night gets drunk at a fair and sells them to a stranger called Newson. Horrified by what he has done, he swears not to touch alcohol for twenty years. Eighteen years later he is the mayor of Casterbridge and a successtul businessman.Believing Newson is dead, is wife, Susan, and daughter, Elizabeth-Jane, arrive in c Pearson Education Limited 2008 Casterbridge to find Henchard because she has no money. He marries her again and they have a short happy life together. Farfrae, a young man with modern business ideas, arrives at the same time and becomes Henchard's farm manage r. Susan dies, and Henchard learns that Elizabeth-Jane is really Newson's daughter. Henchard falls out with Farfrae, who sets up a rival business, and soon outdoes him. A woman from Henchard's past, Lucetta, comes to Casterbridge. Henchard now wants to marry her, but she and Farfrae fall in love.Henchard's business fails and he loses his house so he starts drinking again. Lucetta dies of shock after the local people make fun of her and Henchard in public. He sees that he will now lose his ‘daughter' as well as everything else. He leaves Casterbridge on foot. He is penniless and has lost his family – Just as at the beginning of the story. ElizabethJane remains loyal to Henchard, but he dies before she can find him. Chapter 1: Henchard, a farm worker aged twenty, has a family, no Job and no home. He gets drunk and sells his wife and child for five guineas to a sailor named Newson t a fair.Devastated at what he has done, he looks for them without success. Henchard makes a solemn promise not to touch alcohol for twenty years. Chapter 2: Susan, widowed and poor, and her eighteenyear-old daughter, Elizabeth- Jane arrive in Casterbridge to find Henchard. She is relieved to find he is now the Mayor and a businessman who needs a corn manager for his growing business. Chapter 3: Henchard employs Farfrae, a handsome innovative Scotsman as corn manager and the business improves. He also meets Susan and devises a plan so that the townspeople do not find their marriage strange.He draws closer to Farfrae and tells him about his past; including a woman in Jersey he promised to marry. Chapter 4: Henchard marries Susan, but she is reluctant to have her daughter's last name changed. He and Farfrae disagree publicly over a worker. Henchard is Jealous and organises a rival entertainment day to Farfrae's, but it fails. Farfrae leaves him and sets up a rival business. Susan dies but leaves a letter with the truth about her daughter. Chapter 5†² Hencnard tells Eliza beth-Jane what happened at the fair twenty years ago but reads in Susan's letter that she is really Newson's daughter.He begins to treat her coldly, and even encourages Farfrae to see her. ElizabethJane meets a woman at her mother's grave who is friendly and offers her to share her house. The Mayor of Casterbridge – Teacher's notes of 5 Chapter 6: Lucetta, the woman from Jersey, has inherited property in Casterbridge and has employed Elizabeth-Jane as a housekeeper. Henchard tries to see her but they fail to meet. Farfrae calls in to see Elizabeth-Jane, who is out. He likes Lucetta and she loses interest in Henchard. Chapter 7: Henchard goes bankrupt because of the weather and his own impatience while Farfrae's business ucceeds.Henchard realises he and Farfrae compete for Lucetta's love, so he threatens her with making their past public so that she accepts his proposal of marriage. Chapter 8: Henchard agrees to postpone their wedding if Lucetta helps him buy some time to repa y a debt to Grower. She cant because she has secretly married Farfrae and Grower acted as witness. Chapter 9: Henchard claims the letters from his safe, and reads them out to Farfrae without disclosing the sender. He promises Lucetta to give tham back to her and asks Jopp to deliver them.Chapter 10: Jopp asks Lucetta to help him become her usband's manager but she refuses. In a pub, he reads out the letters to two women and they plan a skimmity-ride in town to scorn Lucetta and Henchard. Chapter 1 1: A member of the Royal family visits the town but Henchard is not allowed to greet him. Hurt, Henchard fghts Farfrae in a barn but cannot bring himself to kill him. Chapter 12: Henchard is back in town to see the ride. Farfrae does not see the ride because he is lured away from town but Lucetta dies of the shock. Chapter 13: Henchard and Elizabeth-Jane live together happily.Elizabeth-Jane and Farfrae renew their relationship and get married Newson returns and te s daughter the truth, whi ch makes her very happy. Henchard leaves the town. Chapter 14: Elizabeth-Jane marries Farfrae and tries to find her father to take care of him but he dies before she can find him. The original text The novel first appeared serially, in twenty instalments, in 1886 in The Graphic, an English periodical and simultaneously in the United States. The book appeared as soon as the serial publication was complete but it differs a lot from the serial novel. It has been adapted for TV as a miniseries.Background and themes Where the story came from: Hardy claims the story as inspired by three actual events: the sale of a wife by her husband reported in a local newspaper, the uncertain harvests and the visit of Prince Albert, Queen Victoria's husband, to Dorchester, the town upon which Casterbridge is based, in 1849. Fight with self: The main theme of the book is Henchard's fight against two things: his own character and chance. As he fghts with himself, his actions and decisions affect other pe ople's lives, usually badly. He often allows negative feelings to overwhelm him – at the beginning when things seem so bad he sells his wife.He is lways honest in business, but not always kind; he is often impatient and quick to anger, but he is capable of great love and great loneliness. His complex character creates uncertainty in the reader – should we feel sorry for him or does he deserve everything that happens to him? Chance: Chance plays an important part throughout the story: the chance appearance of Newson in the tent when Henchard is trying to sell his wife; the rain that spoils Henchard's fair; the August weather that ruins Henchard's business; the chance meeting between Farfrae and Lucetta when they fall in love.Hardy believes that although Henchard is a powerful character, he is never fully in control of his life. Alcohol also has a role here. Henchard's life improves when he stops drinking; as he devotes himself to work, builds a successful business and e ventually becomes mayor. Once ne starts again, ne loses his pride and his Judgement. Traditional versus modern: The two men represent contrasting ways of life in the country. Henchard is traditional and old-fashioned. Farfrae is young and modern. Hardy was always fascinated by country customs and ways.He often includes strange country rituals like the skimmity-ride in his novels. They make useful plot devices and allow him to paint pictures of colourful but less important characters. He also uses them to reveal the conservative side of society, which can be very cruel to people who fall outside its strict rules of moral behaviour. Lucetta dies because of the skimmity Joke. This breaking of the moral code becomes a very important theme in Hardys later novels, which shocked the reading public and ended Hardys novel-writing career. Discussion activities Before reading 1 Group work: Students work in groups.Each group chooses an important person in their local community, e. g. factory ow ner, the mayor, the chief of police, a magistrate. They then decide on a terrible secret in the past of their character. They discuss the details of the secret without other students overhearing. The class then questions each group in turn to try and find out what the secret is. Groups have to answer as truthfully as they can. 2 Read carefully: Read the Introduction on pages Ev'ii. Make a chart of the events of Thomas Hardys life. Use these dates: 1840 1871 1886 1895 1913 1914 1928 Example: 1840 Thomas Hardy is born in Dorset.Chapter 1 While reading Pair work: (atter page 4) Michael is ottering his wite or a little money at the fair. Ask students in pairs to make a list of the things they could say to persuade Michael to keep quiet. 4 Discuss: (page 6) Michael makes a formal promise not to drink alcohol for twenty years. Ask students to discuss the following: How hard will this be for Michael? Have you ever made a promise that was hard to keep? After reading 9 Pair work: Henchard wa nts to persuade Farfrae to stay and work with him. How can he do this? Ask students in pairs to write down reasons why Farfrae should stay in Casterbridge.Then they prepare a short speech and give it to the rest of the class. Finally, have a class vote for the most convincing speech. 10 Discuss: Ask students to discuss the following: How do you think people in Casterbridge would react if they knew that the mayor had sold his wife twenty years before? How has this changed in present days? Are citizens' decisions influenced by the private life of their authorities? Chapters 3-4 11 Discuss: Ask students to discuss the following: What about Farfrae has attracted Henchard? Why would he be interested in him? Guess: Tell students that eighteen years have passed after Henchard's promise not to drink for twenty years. Ask students to guess what has become of Henchard's life. Will he ever find his family again? 12 Write: (after Chapter 3) After he learns about Lucetta and Henchard, Farfrae ad vises him to write a letter to the young woman explaining to her why he is no longer available to keep his word and marry her. He even helps him do so. Ask students in pairs to write the letter from Henchard to Lucetta. 13 Role play: (page 21) Ask students to pretend they are ordinary townspeople at Henchard and Susan's wedding.They are very surprised by the wedding. Ask them to role play the conversation in pairs. 4 Guess: (page 23) Farfrae and Elizabeth-Jane receive notes for a secret meeting in a barn. Neither of them has written the note for the other. Ask students to guess who may have wanted them to meet and therefore written the notes. What motive might that person have? 15 Discuss: (page 24) Henchard and Farfrae argue over how to treat a worker. Ask students to discuss how different their approaches to management are. How can they be described? If they were a worker, who would they prefer as a manager? Role play: Susan leaves the fair with the sailor. How do they feel? What do they say to each other as they alk along the road? Ask students to role play the conversation between them. Chapter 2 7 Discuss: (page 9) Ask students to discuss how Susan's life might have been different if she had not left with the sailor eighteen years before. Would her life have been better? 8 Role play: (after reading aloud the first paragraph on page 15) Casterbridge was a very quiet town in Hardys day. Communications with big cities like London and Portsmouth were slow and difficult. So when Farfrae arrives, a visitor from Scotland, it is a big event.Farfrae is in the bar at the King of Prussia. One student is Farfrae. Other students are customers. What do they ask him? Ask them to role play the conversation in small groups. 16 Group work: Put students in small groups. Ask them to discuss how these sets of relationships change in this section of the book: Susan and Henchard; Hencnard and Fartrae; Elizabeth-Jane and Fartrae; Elizabeth-Jane and Henchard. After their discussi ons, groups report back to the class. Chapters 5-6 17 Discuss: Ask students to discuss these questions with a partner. (a) Who is the Woman in black? b) The next chapter is called ‘Love at First Sight'. Which two characters will fall n love at first sight? 18 Group work: (page 33) Henchard has Just been told that he will not be offered the position of mayor again. Farfrae has been chosen instead. Ask students in groups to discuss which candidate would be a better mayor and to give reasons for their choice. Then they share their ideas with the class. 19 Role play: (page 35) Elizabeth-Jane is sitting by her mother's grave, reading. A woman she has never met before approaches and they start talking. She tells her about her life before and after Casterbridge.Ask students in pairs to role play this conversation. Remind them the woman ends up hiring her as a housekeeper. 20 Discuss: (page 40) Will the new planting machine be good for the people of Casterbridge or bad? Ask students t o take a minute and write arguments for and against new machinery. Then they share their ideas with other students. 27 Group work: Wealth (or the absence of it) plays an important role in the novel. For example, Hencnard's interest in Lucetta grows now that she is wealthy and independent. Ask students to work in groups. Assign each group a character (Henchard, Susan, Lucetta, Elizabeth-Jane, Farfrae).Students discuss how money nd wealth have changed their character. Are they better off with money? Are they happier? Then they share their views. 21 Discuss: Elizabeth-Jane wonders why Lucetta did not trust her with the truth. Ask students in pairs or small groups to try to respond to this question. Then they compare their views with other students. Chapters 7-8 22 Guess: Ask students to discuss who the title of the chapter may refer to, when it comes to love. Who are the women involved? 23 Group work: (page 44) Ask students in small groups to list the mistakes or miscalculations Hencha rd made as regards his business.What did he do wrong? What shouldn't he have done? What should he have done instead? Encourage them to give reasons for their answers. Then they share their lists with the rest of the class. Do they have similar ideas? 24 Discuss: Invite students to read aloud the incident on page 45 between the two drivers. Discuss with students how this incident reflects the wider situation between Henchard and Farfrae. Record ideas on the board. 25 Discuss: (page 47) Ask students to discuss the following questions: How does Henchard force Lucetta to agree to marry him? Was she right in accepting the proposal?Did she have any other way out? How will Farfrae feel about this? 26 Discuss: (page 53) Ask students to discuss the following questions in pairs or small groups: What emotions does Henchard feel when he learns of Lucetta's marriage to Farfrae? Will he keep quiet about their past relationship? Then they snare their ideas wit n the rest ot the class. Chapters 9-1 0 28 Guess: Ask students to guess how Henchard might react to Lucetta's rejection. 29 Pair work: (page 55) Ask students in pairs to discuss the following questions: How do Henchard's and Farfrae's management styles differ?What kind of manager would you like to have if you were an employee? 30 Role play: (page 59) Elizabeth-Jane stops Farfrae in the street and warns him about Henchard's feelings but he does not take her seriously. Ask students to role play this conversation. 31 Discuss: (page 66) Mrs Cuxsom and Nance Mockridge plan the skimmity-ride after they listen to Jopp read out the letters. They want to teach Mrs Farfrae a lesson using an old tradition. Ask students to discuss the following: How would people in your country shame others today? 2 Group work: Students compare events in the lives f Henchard and Farfrae by making a good/bad list for each of the two men. Divide the class into four groups. Each group takes and completes one section of the list. Groups report back to the class, writing their ideas in list form on the board. As a follow-up, students write a paragraph comparing the fortunes of the two men. Chapters 11-12 33 Discuss: Farfrae has Just been offered the position of mayor. Ask students to discuss these questions: Do you think he will agree? Why/why not? 34 Role play: Ask students to imagine that they are standing in the crowd watching the royal visit.

An alien species Essay Example for Free

An alien species Essay An alien species (also known as ‘exotic or nuisance species’) is the entry of any species into the ecology of which in the past it was not a part of. This species can travel to the new ecosystem from a neighboring ecosystem or from another part of the world. An alien species can cause damage or harm to animal, plant and human life thus completely disrupting the ecosystem. Two of the alien species that have seriously affected the other inhabitants of the ecosystem in the US and the other parts of North America include the Green crab and the zebra mussel. In the home ecosystem, an alien species may not be able to thrive well due to the presence of certain factors such as diseases, presence competitors, lack of space, natural enemies, etc. However in the new ecosystem, the alien species is able to thrive uncontrollable due to the absence or restrictive factors. In the past, many alien species have been introduced into various environments. Some have entered due to human factors, whereas other may have entered due to certain natural factors. Some species may have benefited the environment, which they are entered, whereas other may have seriously destroyed the native population. Invasion by alien species can have both, economic and environmental implications. The Zebra mussel is originally from the Caspian Sea and the Green crab is from Eastern Seaboard. These are classic examples of ‘Aquatic Nuisance Species’ (ANS) (ACS, 2007, MDNR, 2006 & NOAA, 2007). The Zebra mussels were identified in the Great Lakes and later spread to the other parts of North America via the major rivers and waterways. They may have spread into the US from ships that have traveled through the freshwaters of Europe. They compete for plankton in the waters and in this way seriously jeopardize the food chain. They also damage parts of boats and ships. The Green crabs had spread into the San Francisco Bay region and later through California and Oregon States. They have a strong appetite for food in their territories and in this way deprive other organisms of food. The native crabs of US have seriously suffered from the invasion of the Green crab into their home territory (ACS, 2007, MDNR, 2006 & NOAA, 2007). An alien species. (2017, Feb 19).

Improving School Lunches in Philadelphia Schools Research Paper

Improving School Lunches in Philadelphia Schools - Research Paper Example Philly has been compelled to campaign against the distribution of pre-plated lunches predispose students tasteless and bad food toxic for their health (Dalton 134). Alternatively, as this paper will demonstrate, it is essential to improve lunches in Philadelphia schools through feasible methodologies that favor all stakeholders. Improvement of lunch programs, for instance, in other states lies both on (NSLA) and (NSLP) in terms of initiating a progressive school feeding plan. In Boston, stakeholders supplied hot lunches to students under the guidance of the Boston School Committee. This central kitchen system was formerly started as an experimental program supported by extensive federal aid. On that account, while Philly schools have incorporated such goals and objectives in serving most of its learners, it has failed to provide certain items. For example, milk and sandwiches are usually missing in school lunches because of reduced funding from the state (Dunn 122). Similarly, the number of learners supersedes the local farms that supply the materials for producing the essential items mentioned above. This demonstrates that only a few areas are served with adequate lunch program. According to the Philadelphia Urban Food and Fitness Alliance (PUFFA), school districts found in Philly enjoy the monopoly of dist ributing school lunch offerings. These include baby carrots, blended fruit juice, and Tuna salad. Others entail nacho chips, beef patty and 1 per cent milk. Overall, like other states such as Massachusetts, Boston, and New York school districts in Philly need to establish local committees that oversee student welfare in lunch programs. Another important element entails Commodity Donation Program that continues to thrive in form of a nutritional standpoint. It is a phenomenon evident in Boston, especially when infused with the Federal Surplus Relief Corporation.  

Investment Essay Example | Topics and Well Written Essays - 1000 words

Investment - Essay Example 99.03 98.98 98.65 Technology SPDR (ETF) 34.82 34.58 34.69 34.66 34.58 SPDR S&P 500 ETF Trust 180.94 178.94 179.73 179.75 180.53 GE 26.94 26.45 26.64 26.56 26.66 eBay 52.01 51.41 51.09 51.93 51.35 AAPL 560.02 567.9 565 566.32 551.23 Cimarex shrank in value from $98.65 per share on Monday to $95.95 by week’s end. But if the investment game had commenced at the recent low of $64.99 in June 28, capital gain would have been a very satisfying +47.6% before transaction charges and taxes. SPY (SPDR S&P 500 ETF Trust) was moribund that week as market sentiment held back the ETF to trade between $178.94 and $180.94. Hence, devoting the lion’s share of the training investment in SPY did little good at all as the stock closed the week a measly 0.2% up for the week. Nonetheless, its beta of 0.92 at last count suggested that the ETF is not as volatile as the market as a whole. Apple is a long-term hold, beloved of institutional buyers and pension fund managers. The closing price of $ 560.68 when the simulation game ended on Friday, Dec. 6, corresponded to a market cap of $503.871 billion. This despite founder Steve Jobs having passed away in late 2011, two years now, and no seriously new breakthrough products in the same timespan (Thomson Reuters 1). Chairman/CEO Tim Cook is not the visionary that Steve Jobs was. Even as he languished in his deathbed, the latter had engineered a long-term run-up in the stock price with the cash cow iPod line, energized the world with the launch of the iPhone, and brought down the moribund desktop PC industry with the iPad tablet PC. Anyone holding the stock in late 2004 (the aforementioned pension funds that are loathe to sell AAPL) would have ridden the dizzying rise of the stock from $11.36 in February 2004 to $560.02 (a 48-fold gain) on the... The paper tells that during the gaming period in question, Apple and eBay did in fact record the best capital gains of 1.6% and 1.3%, respectively. Apple was once again on a roll this week. It approves that Apple is a long-term hold, beloved of institutional buyers and pension fund managers. The closing price of $560.68 when the simulation game ended on Friday, Dec. 6, corresponded to a market cap of $503.871 billion. This despite founder Steve Jobs having passed away in late 2011, two years now, and no seriously new breakthrough products in the same timespan. According to the paper at the end of week, loading the portfolio with SPY. GE, eBay and Cimarex turned out to be too conservative and defensive a strategy. In retrospect, SPY was too cautious in approximating the performance of the S&P 500. Though ETF’s have much lower expense ratios, no investment minimums, are taxed less and grant option and short-selling opportunities, the lesson learned is that minimizing risk with diversification works but rewards the patient investor over a long bull market. On the other hand, AAPL contributed tremendously to portfolio gains because management was clearly bent on continuing its 18-month run of unleashing quarterly dividends as never before in the last ten years. The object lesson: the intrinsic value of a market leader that has had a two-generation love affair with its upscale markets beats ETF’s and industrials when market sentiment is mixed, as it has been since mid-2007, the start of the Great Recession.

Investigative Report Writing. Randy Odleman Murder Investigation Term Paper

Investigative Report Writing. Randy Odleman Murder Investigation - Term Paper Example The victim was laying face down already dead by the time we located the body. However, we did not locate the murder weapon. The deceased had a criminal record from 2 years ago – for the Possession of a Controlled Substance with Intent to Manufacture, Sell, or Deliver – and another charge of Assault on a Female victim one year ago. III. Witness Statements: The only witness we found was one, Bob Smith of Maiden Lane, Raleigh who also tipped us about the commission of the crime. In his recorded statement, he explained that he lived across the street – directly, from the rooming house where the crime had occurred. He further stated that he had been home alone, reading a book when he heard several shots thus notifying the Raleigh Police Department. He stated that the rooming house had many visitors, late in the night, who drive up and enter the premises for a short period of time then leave. Further, he stated that he had called our station in the past be - because he had suspected that someone in the rooming house may have been dealing in drugs. He also stated that he was not aware of any other person, who might have witnessed the crime, but suggested that the inhabitants of the rooming house might have witnessed the same. In addition he stated that he was aware that the deceased had assaulted a certain woman leading to his arrest , prosecution, conviction and sentencing. IV. Suspect Statement: We were able to identify four suspects in relation to this murder case, and here are the Questionnaires as filled by each of them: Murder Investigation Suspect Statement Name: Ronald Wilkens   Ã‚  Position: student at NCSU   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Date: 18th February, 2012 Worksite: N/A   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Murder Date: 17th February, 2012   Ã‚  Time: about 11: 54 PM Thank you for helping us in examining this incident so that we can help prevent anyone from getting murdered in the future. Accuracy is very important in helping us get to the root cause of this murder. The information you give will be used against you in a court of law, should face prosecution. Please describe what you saw and heard in a chronological order. What were you doing just before the incident? I was just out riding to unwind after a long month of sitting for exams. Wha t were you doing when the incident occurred? I had just entered into Maiden Lane, Raleigh when I heard gunshots and a lot of commotion. What did you do after the incident occurred? I panicked and decided to take off, when you bumped into me and started interrogating me. Please answer the following questions: Was it your first time to be in the vicinity of the crime scene? Not really, I once visited a relative who used to reside here, who has, since relocated to Miami. Did you know the deceased? What sort of relationship did you share? I did not know the deceased and thus no relationship existed between us Did you have any personal differences with the deceased? No, I had never – even seen him. When was the last time you saw the deceased? I never did Have you ever been to the deceased’s place of residence? No, never. Did you ever engage in any business ventures with the deceased? No, not at all. I certify that this statement is true and accurate to the best of my recoll ection. RW   Ã‚  Ã‚  Ã‚  18th February, 2012 Signature Date Murder Investigat

Legal, security, or privacy issues within electronic commerce Assignment

Legal, security, or privacy issues within electronic commerce - Assignment Example These provisions relate to the issue of software updates. The law is controversial, although it aims at reducing malware and spyware, because it affects firms that produce legitimate software. It became illegal for companies, through their websites, to install software on the users’ computers automatically. This meant that such a process of software installation required explicit consent from the users. However, certain exemptions to the law include JavaScript, HTML, cookies related to the operating system, and bug fixes. In my personal opinion, the law is essential for the users’ online privacy and security. However, I feel that most companies and organizations are not prepared for the law and they may require more time to accept the change. The event influences my perception of the organizations in terms of their limitation in the resources that facilitate the adoption of the law. Firms and individuals have a hard time dealing with the temporal spam in the messages sent, in reaction to the anti-spam

How online newspaper reporting will influence the adjustment of Literature review

How online newspaper reporting will influence the adjustment of foreign policy in democratic and autocratic countries - Literature review Example There are two major aspects that may define the extent to which the media influence the foreign policy making process. First, the level of direct knowledge that the public has on the agenda of the foreign policy discussion determines the level of media influence on the formulation of foreign policy (Croteau & Hoynes, 1997:54). This is because; under circumstances where the public has a high level of knowledge in relation to the agenda, such as the existence of a foreign crisis that the public is aware of, such an agenda is likely to generate a high level of public opinion that demands that the policy formulators must pay attention to the views and feelings of the public, regarding the policy (Altschull, 1984:32). For example, where a country is to enter into a foreign trade agreement with other foreign nations relating to the exploitation of a country’s resources, the media plays the role of informing the public, which in turn raises a public opinion that demands the ear of th e policy formulators. On the hand, where the foreign policy agenda is an issue that the public has little or no direct knowledge about, the media plays the role of publicizing the issue, so that the public becomes aware of the existence of such a policy agenda, and thus raises its opinion. Secondly, the nature of the effect that the policy agenda will directly have on the people also defines the level of media influence on the foreign policy making process (Graber, 2006:937).

Current trends in Mental health Assignment Example | Topics and Well Written Essays - 3000 words

Current trends in Mental health - Assignment Example Before a discussion of the current topic can be started, it is important first to adequately define mental illness. Mental illness is defined by the Mental Health Act as a health condition which â€Å"changes a person’s thinking, feelings, or behaviour (or all three) and that causes the person distress and difficulty†. It also includes various health conditions which are defined by defects of the individual’s normal cognitive, emotional, and behavioural functions, and caused by social, genetic, and psychological factors, including infection or head trauma. Under the Care Programme Approach, these health conditions have to be adequately evaluated in the patient and a plan of care efficiently established. The current trend chosen by the author is the Care Programme Approach. The Care Programme Approach or the CPA was first established in England for individuals with mental illnesses, referred to psychiatric professionals. This programme requires Health Authorities, in coordination with Social Services Departments, to establish specific arrangements for the care of mentally ill patients in the community setting (CPA, 2011). This programme has four main considerations or aspects: assessment, a care plan, a key worker, and regular review (CPA, 2011). Assessment basically includes the orderly processes implemented in the assessment of the health needs of the individuals admitted with specialist mental health needs; a care plan includes the plan identified in relation to health social considerations; key workers are those who coordinate the plan and delivery of patient care; and finally, standard review is the standard and scheduled evaluation processes, as well as the changes needed in th e care plan. (CPA, 2011). Changes in the CPA came about in 2008, the CPA established a new approach in mental health care which described the approach used in secondary mental health care in order to assess, plan, and coordinate treatments and support needs for individuals in contact with secondary mental health services who have severe mental health issues (Department of Health, 2008a). It is considered an approach – more than a system – because the manner by which activities are carried out is as crucial as the actual activities themselves. New qualities of those who would need CPA support include those individuals: who require multi-agency support; active engagement, intense intervention; support with dual diagnosis; and those who have a higher risk for acquiring mental health issues (DoH, 2008a). This new trend abolished the two-tier system of Standard or Enhanced CPA and discarded the single-tier system. The main goals of this new trend were to eliminate or minimi ze bureaucracy by removing from the system those who did not have as many health needs. It also came about because the CPA used to include patients whose needs could be covered under standard care (treatment provided within secondary mental health services, for patients not requiring the support of the CPA). The new trend or provisions of the CPA established that CPA would no longer be used in order â€Å"to describe the usual system of provision of mental health services to those with more straightforward needs in secondary mental health services† (DoH, 2008a). In effect, in instances when the service user has specified needs and can contact one agency, then he must be allowed to do so and that agency would be considered responsible for him. No formal

Discuss potential reasons for a groups failure to meet their goals and Term Paper

Discuss potential reasons for a groups failure to meet their goals and objectives - Term Paper Example Lack of proper timing may be a possible cause of failure by group members to undertake strategies aimed at accomplishing set goals and objectives of a group project. Goals and objectives need close supervision to ensure the set strategies to accomplish them are in the right track. Proper reporting of progress is vital to realizing the set goals and objectives of the group. Failure to undertake supervision of the progress, coupled with proper reporting may be a possible cause of unattained goals and objectives in a group project (Yarbrough, 2008). Besides supervision, the progress of the goals should be subject to evaluation for appropriateness and relevance. This is a core step to realizing goals and objectives of a group project. Planning plays a fundamental role in realizing set goals and objectives. A plan serves as a blueprint that guides the strategies of achieving set goals and objectives. A group, therefore, needs a detailed and well-defined plan to guide it through the course of the process. Failure to set an appropriate plan, therefore, can be a possible cause of failure to achieve a group’s set goals and

Miner Resume Essay Example for Free

Miner Resume Essay Objective To gain employment and work along side industry professionals, to further my experience and knowledge within the mining industry. I am a willing candidate who has the ability to adapt and respond to new challenges, in a safe and professional manner. Employment Coal Mine Worker Mastermyne April 2013 – Current Installation of underground secondary support at Moranbah North Coal Mine. Daily duties include: Installation of roof and rib support, mega bolts and high tension flexi bolts in accordance with mine managers support plans. Underground roadworks, installation of VCD’s, underground water storage dams and longwall face bolt up. Trained and authorized in the use of QDS bolting rigs, Airtrack bolting rigs, handheld bolting equipment and underground loaders (eimco ED7 ED10, Juggernaut). Daily practices in housekeeping, creating a safe and productive work environment and risk assessing each task. Coal Mine Worker Minestar Alliance January 2013 – April 2013 Installation of underground conveyor systems at Carborough Downs Coal Mine. Installing drive heads, sacrificial bases, transfer stations and all associated work Underground Civils and roadworks Coal Mine Worker Vulcan MiningNovember 2012- January 2013 Longwall take off and install at Carborough Downs Coal Mine Trained and authorized in the operation FBL 10, FBL 15, 50t Chock Chariot, RapidFace Bolters Transportation of heavy equipment for installation underground Daily tasks included, pulling of chocks from longwall face, building of cob timbers, bolt up of huesker mesh, transportation of chocks out in and into pit using wheel assisted chock trailer, roadwork’s, assisting fitters and general housekeeping duties WDSApril 2012 – November 2012 Development projects and operations at North Goonyella Coal e. g. Operating iner mounted bolters in sequence with the production of coal with an ABM20, Roadwork’s and set up for my crews development panel, working closely with other team members to maintain a safe and positive outcome Trained and authorised for operation of Driftrunner, loaders: Eimco LS130 ED7 ED10, Juggernaut, HfX miner mounted bolters, Stone dusters, Bolting rigs, Cable Reelers and other plants and attachments Follow instructions from supervisors and other team m embers in a safe and efficient manner to Complete tasks at hand Completion and understanding of CHALLENGES, JSA and Zero Harm Training commenced on other mobile plants e. . Shuttle car Coal Mine Worker Diversified Mining ServiceJuly 2011 – April 2012 Installation of underground conveyor belts at Broadmeadow Mine Underground civil work and preparation of work areas including concreting of intersections, take off roads, loop take up sites Follow instructions from supervisors and other team members in a safe and efficient manner Completion and understanding of TAKE 5, JSA and Zero Harm Operation of mobile plants and installation of heavy mechanical systems e. g. oop take up, belt maintenance stations, belt drives and transfer stations Junior Sous Chef Baguette Bar Bistro BrisbaneAugust 2009 July 2011 Running of sections within a team of chefs Complete formation of menus, costing’s and maintain good upkeep on profit and loss Delegate other employees of the lower brigade i n daily tasks to achieve results Follow workplace health and safety guidelines to ensure a safe working environment Personal Attributes Ability to work under pressure and for long periods of time Fast learning at all tasks and objectives Professional and safety first attitude to work ethics Hard working and reliable Highly self motivated, with the ability to work as an individual or as a team member Training and Authorisations Vale Carborough Downs Inducted, NGC inducted, Broadmeadows inducted Current Cold board medical and Underground Generics Working at heights certified Underground mobile plants e. g. Driftrunner, Loaders, HFX Miner Mounted bolting rigs, Various Hydraulic QDS attachment

Reviewing Classroom Management Plan Essay Example for Free

Reviewing Classroom Management Plan Essay In reviewing this classroom management plan, I will be looking at the various elements that make up the plan. Such as the visual environment, physical arrangement, class rules and procedures as well as the types of instruction, communication plan and the teacher’s personal philosophy. Classroom management involves teacher actions to create a learning environment that encourages positive social interaction, active engagement in learning, and self- motivation. (Burden 2004) The management plan discusses how the visual environment will be set up to motivate the students to learn by having a star student board. That recognizes the student’s hard work both intellectually and socially. As well as having the walls decorated with posters and student’s artwork. There will also be plants and animals in the classroom that the students will be take care of in order to develop of sense of responsibility. It is important to make your classroom an attractive, comfortable place. (Burden, 2004) Sensory stimulation is another effect of a good classroom setting. For children, it is easier to learn in a very appealing classroom, because the elements of the things that would appeal to the senses are there. Pictures, colors, sound, and so forth. (Furniture, 2008)The physical arrangement is set up in groups so that the students can use it as a work space as well as centers. By putting the desks in group it promotes group cohesiveness as well as helping with behavior management. It also helps students with different learning needs, because students get the help that they need by having their peers and teacher to help them. Having different centers in the classroom is an excellent way to incorporate many skills and concepts, but it is also a great way to target students’ different learning styles. This plan gives students a chance to express their different learning styles. By giving them a chance to work with other students in the book nook area or meet with them on the carpet at different designated times. The arrangement of furniture affects space allocation and space allocation has effects to the learning atmosphere. If the classroom looks narrow and small for students, they feel restricted and they do not interact well. On the other hand, if a classroom provides adequate space, students feel that there is space for interaction. (Furniture, 2008) The room is set up so the high traffic areas are free of congestion and there is plenty of space to be able to move around the room effectively. Some things that you could add to make the classroom more accessible for students in a wheel chair is by maybe adding a ramp outside the class room, and larger work space area for the student to be able work at instead of a traditional desk. The way the desks, tables, and other classroom materials are arranged affects instruction and has an influence on order in the classroom. (Burden, 2004) The plan does not tell how the teacher developed the rules. Ways that you could have the students become involved in the process of making the rules is by asking the students what things that they think should be a rule. Depending on the age of children, the teacher may need to reword the rules in positive way instead of a negative. When teachers collaborate with their students to identify the need for rules and procedures in the classroom it helps to establish an orderly and safe place for learning. When they are given the opportunity to help create the list of rules, students are more motivated to follow them. Students will understand that the rules are meant to keep them safe and help them figure out what to do. Rules are general behavioral standards or expectations that are to be followed in classroom. They are general rules of conduct that are intended to guide individual behavior in an attempt to promote positive interaction and avoid disruptive behavior. (Burden, 2004) For playground and cafeteria behavior the teacher has the students follow the classroom rules. Procedures are approved ways to achieve specific tasks in the classroom. (Burden, 2004) If students know the classroom procedures, the routine runs more smoothly and efficiently and less time is wasted. (Ashbaker, 2006) Establishing classroom procedures and rules helps teachers and students to stay organized. When the students have  clear expectations there are fewer behavior disruptions. Procedures tell students how to perform routine instructional and housekeeping tasks. (Sadlers, 2009) The teacher has set transitions for the students to follow for beginning of the school day, leaving the room, returning to the room and the ending of day. The transitions for starting the day is having the students put a card onto the bulletin board telling what they want for lunch, they will also find out what their job will be for the day. By doing this it teaches the student’s responsibility for making sure that their job gets done and they get to chose what they want for lunch. The students next need to go to their desks and do their morning working which gives all the students time to put their lunch card onto the bulletin board and find out their job. As well as letting the teacher get any last minute things ready for the day of instruction. The students have a set way of leaving the room in which they need to do the appropriate sign language sign for their needs. Then once the teacher acknowledges them, they also need to sign out on the sheet by the door and take the hall pass. When returning to the room the students needs to enter the room quietly and sign back in on the paper and return the hall pass and then return back to their work. By doing this it also forces the student to take responsibility for remembering the right sign language sign and also to make sure that the teacher sees the sign before they can get from their desk. As well as making sure to remember to sign out and sign in and take the hall pass and return the pass when they return back to the room. Transitions are movements from one activity to another. A smooth transition allows one activity to flow into another without any breaks in the delivery of the lesson. To reduce the potential for disorder during transitions, you should prepare students for upcoming transitions, establish efficient transition routines, and clearly define the boundaries for the lessons. (Burden, 2003) The children are taught sign language for the words drinking fountain, sink, and bathroom, which are non-verbal cues that the students can use to let the teacher know of their needs. As well the teacher also uses cues by raising her hand in the air to let children know that the classroom is getting too noisy. The students will then raise their hands as well and put their finger over their lips and immediately stop what they are doing and put their eyes on the teacher. By using sign language as well as other non verbal cues, it is a way for the student as well as the teacher to express themselves without disrupting the class. The teacher states that she will using multiple intelligences to include all learning styles, She will be using a combination of direct instruction, small groups and center to teach the students. There is no mention in the plan of how the teacher creates or delivers her lesson plan. To meet the needs of diverse students, instruction cannot be one-dimensional. By using various methods of instruction it helps each student to reach their academic potential. (Burden, 2004)There is a communication plan set up to keep the teacher, students and parents up to date on the student’s progress. The students will receive feedback on their assignments as well as assignments will be displayed on the front board. Each student will keep track of their assignments in their own personal assignment books. If a student stops completing their assignments then there will be a pink slip that will be sent home to the parent. Which will explain the assignment that was not completed the consequences as well the slip needs to be signed by a parent before sending back to school. There will also be a star bulletin board set up where the teacher will give the student positive feedback. Parent conferences will be held as well as having report cards sent home. This plan help the students receive some positive feedback from their teachers as well as letting them stay up to date on their homework assignments. Although I think this plan needs to include more ways for students as well as parents to receive frequent positive and negative feedback. Providing positive feedback helps the child to feel good about what they have accomplished. As well from negative feedback learn what skill or behavior they need to approved upon. Overall I like this class management plan; I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. In this plan the teacher set the tone for the class, by preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn should be every teacher’s major goal. In order to implement an effective classroom management plan in the classroom, without it the students would not be able to learn. The changes I would make are to include more feedback for students and information on how the rules and lesson plan were developed and implemented. Also let the students have a part in developing the rules, so that will have a better understanding of rules. They also will be more inclined to follow them and the consequences. Another thing that is missing is a behavior system that includes some certain of reward system for the students as well as the classroom for positive behavior and consequences for negative behavior. I would leave everything else the same; I think that the main components of the plan would work well with the needed changes that I have suggested. I think that a paraprofessional would be able to fit nicely into this plan by helping the teacher and students when needed. . References Ashbaker, B. Morgan, J. (2006). Paraprofessionals in the Classroom. Boston, MA: Pearson Education, Inc Burden, Paul R. (2003). Classroom management: Creating a successful learning Community (2nd). JohnWiley Sons. Maine Burden, P. (2004) An Educator’s Guide to Classroom Management. Boston, MA: Houghton Mifflin. Sadlers, Krista. (2009, November 2). How to Establish Classroom Procedures and Rules. Retrieved from http://classroom-organization. suite101. com/article. cfm/how_to_establish_classroom_procedures_and_rules Furniture Arrangement affects learning. (2008). Retrieved from http://sugearup. com/2008/09/furniture-arrangement-affects-learning.

The Problems Of The Red Tide Environmental Sciences Essay

The Problems Of The Red Tide Environmental Sciences Essay The term red tide is a misnomer as it does not associated with tides. It is used to described as a phenomenon microalgal species growing very fast or bloom and is caused by the growth and accumulation of microscopic algae (single-celled marine plants) called phytoplankton (Anton, A. et al, 1998). These algal blooms become so numerous that they can discolour coastal waters.To the scientists they prefer to call them as algal blooms or HABs These algal bloom may cause oxygen depletion in the waters and/or release toxins that may cause illness in humans and other animals. Red tide is a global phenomenon. Since 1980s harmful red tide events have become more frequent and widespread. The major factors influencing red tide events include warm ocean surface temperatures, low salinity, high nutrient content, calm seas, and rain followed by sunny days during the summer months. In addition, algaerelated to red tide can spread or be carried long distances by winds, currents, storms, or ships. Red tide has affected my countries all over the world including South East Asia and Sabah in Malaysia. The first report of HABs and shellfish toxicity in Malaysia was in 1976 when the marine dinoflagellate Pyrodinium bahamense var. Compressum bloomed in Brunei Bay on the west coast of Sabah (Roy 1977). The study by Anton, A. et al (2000) found 11 species in both the West and East Coast of Sabah and all the species densities were below 100 cells/L which is far below the densities to consider to be a bloom, which values are more than 103 cells/L. This is because too many blooms are unhealthy for coastlines because an over abundance of blooms can lead to suffocating low-oxygen conditions for fish, and increased diseases in seafood. Below shows the distribution of PSP toxin in the world between 1970 and 2006. Figure 1: Comparison of PSP Toxin distribution in the world between 1970 and 2006 2.0 The problem of red tide Since there are many factors influencing the events of red tide, it has caused a lot of concern and problems to sicientists especially the marine biologists. A lot of research has been carried out such as Harmful Algal Blooms in Malaysia: Revisiting Kimanis Bay by Anton A.et al (2000); Lipid and DNA features of Gonyaulax fragilis (Dinophyceae) as potential biomarkers in mucilage genesis by M. Riccardi et al. available online on 25 January 2010; Effects of temperature, salinity and irradiance on growth of the novel red tide glagellate Chattonella 1 ovata (Raphidophyceae) by a group of scientics lead by Haruo Yamaguchi et.al. Available online on 13 February 2010 and many others has being carried out. The presence of red tide impose a severe burden on the affected country (Gires U. et al, 2002). The problem is compounded by wide adoption of the Hazard Analysis Critical Control Point (HACCP) protocols which require that seafood is certified as safe and wholesome for consumption by monitoring the natural toxins. Red tide has also caused mass mortalities of wild and farm fish and shellfish, human illness and death from contaminated shellfish or fish, death of marine mammals, seabirds, and other animals, and alterring the marine habitats or trophic structure. In 1972, Massachusetts has declared a state of emergency because of red tide bloom. (Esterbrook, J. 2005). It has caused the shellfish industry about $3 million per week. Although until today there are nothing much marine biologist can do to eliminate red tide problems, however, with the technological advancement such as satellite imagery have enable the scientist to better track and monitor the harmful algal booms. By tracking and monitoring these blooms has helps to reduce harmful effects of the algae by providing early warnings against eating infected shellfish and against swimming in infected water. Sophitiscated instruments to test for the presence of red tide algae in coastal waters have been developd by the Sarasota Operations Coastal Oceans Observation Laboratory. NASA Earth Observatory has develop programmes such as SeaWiFS (Sea-viewing Wide Field-of-view Sensor) and MODIS (Moderate Resolution Imaging Spectroradiometer) instruments to detect harmful algal bloom from space. Autonomus underwater vehicles (AUVs) equipped with temperature and salinity meters as well as a Breve-Buster, which is an instrument that collects water samples and determines the levels of red-tide causing algae by shining a light through the sample and noting the light absorbing characteristics within the sample (indicative of these algae) is also used in the research of red tide. Although red tide events can be avoided, reseachers are attempting to develop an antidote to the red tide toxins. Interestingly, while developing such anti-toxins, researchers have found a possible treatment for cystic fibrosis. 3 Methods used to collect samples Traditionally, light microscope is used to estimate the population of zooplankton in the water. An example of the equipment used is as shown in Fig.2 below. Figure 2. A representation of the volume of water being sampled by a plankton net from a depth of 3 meters. The amount of water sampled and how to properly enumerate the organisms in the sample is important. This is because the amount of water sampled can be considered equalto the amount of water that passes through the plankton net. Since the opening of the plankton net is circular, the amount of water that passes through the net from a specific depth to the surface would be similar in shape to the cylinder. Therefore, the formula for the volume of a cylinder is, V= Ã‚ °R2 x H. By applying this formula the amount of water sampled through the plankton net can be calculated. Once the plankton has been captured in the filter canister at the bottom of the plankton net, small volume (1ml) sub-samples can be placed under the microscope so that each plankton organism can be counted. Finally, the total number of plankton within the sampled water can be calculated by extrapolation. This number can then be extrapolated so that the total number of plankton in the seawater can be estimated. Figure 3. Custom-fabricated pucks for the 2G ESP shown L to R as sample collection and filtration, array processing, and FISH archival. Quarter shown for size. However, recently there is a shift from using traditional ligh microscopy to molecular approaches for identifying and quantifying marine harmful algal bloom (HAB) species has been driven by the need to expedite sample processing for both research and monitoring purposes (Anderson 1995; Scholin et al. 1996). In addition, light microscopy has limitation to sufficient resolution to discern species when compared to electron microscopy. Some methods used to accurately identify HABs in a fast manner are fluorescent in situ hybridization (FISH) (Lim et al. 1993), fluorescently labeled antibodies and lectins (Sako et al. 1996), sandwich hybridization (Scholin et al. 1996), probe arrays (Loy et al. 2002), environmental sample processor (ESP) (Scholin et al. 2001) and a variety of nucleic acid amplification methods that target specific signature sequences. However, most of these techniques require ccess to shore-based laboratories for sample processing and analysis, which can be both time and labour intensive. Most of the methods mentioned above are very technical and require researchers who are well verse in handling the equipment and also thoroughly understand the methods used. It takes time to prepare, process and image analysing of the samples collected, and interpreting the results. An example of the equipment used in ESP is the puck as shown below. 4. Application and implications of biology Implications of red tide Environmental implication There are many species of red tide that release harmful toxins. Among the harmful species found in the United States are: Alexandrium fundyense found along the Atlantic coast from the Canadian maritimes to southern New England Alexandrium catenella found along the Pacific coast from California to Alaska Karenia brevis found in the Gulf of Mexico along the west coast of Florida Alexandrium species Dinophysis species Macroalgal Blooms Figure 4: Different species of red tide Although red tide algae make potent natural toxins but it is unknown why these toxin are created, but some can be hazadous to larger organisms through the processess of biomagnification and bioaccumulation. Grazers such as fish and krill are unaffected by the toxins, so when they eat the algae to toxins are concentrated and accumulated to a level that is poisonous to other aquatic lives such as bigger fish that feed on them. Then when mammals such as birds, man, etc. consume these fish they will either contracted diseases or they can cause death. Diseases that may affect humans include: 1. Paralytic Shellfish Poisoning (PSP) This disease is caused by the production of saxitoxin by the Alexandrium species and they are common along the Atlantic and Pacific Coast in the US and Canada (Monica Bruckner, Montana State University). Poisoning occurs when on ingests shellfish contaminated with PSP toxins causing disruption of nerve function and paralysis. In extreme cases it may result in death due to asphyxiation. 2. Diarrhetic Shellfish Poisoning (DSP) This disease is caused by the Dinophysis species. It generally occurs in Japan and Europe, but it has been found in other countries such as Canada, the US, Chile, New Zealand, and Thailand. Symptoms of DSP include diarrhea, nausea, vomiting, abdominal pain, and cramps. However, DSP is generally not fatal. 3. Amnesic Shellfish Poisoning (ASP) Amnesic shellfish poisoning has been found along the eastern Canadian coast. It is caused by domoic acid producing planktonic and benthic algae, including Pseudo-nitzschia multiseries and Amphora coffaeformis. It can also found in soft shell clams and blue mussels infected by Pseudo-nitzschia delicatissima. It causes gastricand neurological symptoms including dizziness, disorientation and memory loss. ASP Domoic Acid and Amnesic Shellfish Poisoning DSP Diarrhetic Shellfish Poisoning PSP Saxitoxin and Paralytic Shellfish Poisoning Figure 5: Different types of poisoning caused by red tide Red tide has also caused substantial impact to the ecosystem that include a reduction in light penetration, a reduction in the extent of seagrass beds and a reduction in the growth rates of hard clams. Further, red tide caused mass mortalities of mussel populations in Rhode Island and in Long Island waters, Recurrent blooms have had severe impact on bay scallops, affecting more than 80% of New Yorks commercially valuable harvest. Acute or chronic exposure to red tide and their toxins either directly or through the food web, puts the affected population at increased risk (Anderson, D. 2007). Economic implication In 2005, the massive red tide outbreak in New England has caused the shellfish industry to lose $3 million per week and forcing the Massachusetts to declare a state of emergency. This has lead to the shellfisherman to raise their prices especially for the shellfish industry. The 2009 paralytic shellfish poisoning (red tide) occuring in Maine, Portsmouth, New England has caused devastating economic impact where Maine authority estimates that there were 89,000 acres of productive shellfish in the state waters and at that time more than 97% of these resources were closed due to red tide (Anderson, D. (2007). Further, there had been unusual reports of mortality events of both short-nose sturgeon and eider ducks which were suspected to be caused by the transfer of red tide toxicity through the food web to these larger animals. The first paralytic shellfish poisoning (PSP) case recorded in Sabah in 1976 where 202 victims were reported to be suffering from PSP and 7 deaths. (Roy 1977). This event has caused significant economic losses to fishermen because the public are afraid to consume all types of seafood during the bloom event which lasted two to three weeks. Then in 1991, three people were taken ill after consuming green mussel (Perna viridis) cultured at a newly established mussel form in Sebatu Malacca (Gires, U. et al 2002). Symptoms suggested that of intoxication due to algal toxins were confirmed by testing the extracts from mussles collected during the event confirmed the presence of toxins caused by dinoflagellate Alexandrium tamiyavanichi. Further, in September 2001, six people were taken ill after consuming lokan (Polymesoda sp.) collected from a coastal lagoon (Sungai Ubi) in Tumpat Kelantan and one of the victim died with symptom suggested intoxication due to algal toxins (Usup et al. 2000). Picture 4: A spectacular red tide bloom (non-toxic) of Noctiluca scintillans in New Zealand NSP Brevetoxins and Neurotoxic Shellfish Poisoning PSP Saxitoxin and Paralytic Shellfish Poisoning Figure 6: The economic loss due to the effect of red tide Societal Implication Although the impact of red tide (algal blooms) events are more associated to the environmental impact as well as economic impact, however, the presence to these events have also affected the recreation, tourism and local aesthetics by diminishing the qualities of the environment (Anderson, A. 2007). This can manifest in a variety of ways in different regions of the country. Some examples are: Massive fish mortalities that result in fish accumulating on beaches Clossure of receational fisheries Respiratory ailments experienced by beachgoers from aerosolized toxins Unsightly and noxious piles of macroalgae that accumulate and decompose on beaches Discolouration of water Mortalities of protected species and modification of their habitats Working patterns can also be disrupted when fisherman seek alternative occupations or sources of income and restaurants seek alternate suppliers for their seafood. Boat charter reservations and pier attendance for recreational activities will be disrupted, vacations ruined and some may never visit an impacted region again. In addition to that, people who have retired to coastal or lake shore homes may find their property values adversely affected when red tide or harmful algal blooms (HABs) frequently occur. Division of Environmental Hazards and Health Effects from the National Centre for Environmental Health, Communicable Disease Control (CDC), Atlanta is also very concern with the frequent occurrence of red tide (HABs) events all over the world. This has lead them to work with investigators from local, state, and federal health agencies of the country concerned to assess the respiratory effects of: Recreational exposure to red tide toxins dispersed in the air. For example, in 2003, CDC completed and reported a pilot study oftwo separate red tide events in Florida. Occupational exposure to red tide toxins dispersed in the air. For example, CDC has collected respiratory-function data from Flrida lifeguards who worked during a red tide event. Red algae bloom at Leigh, near Cape Rodney. This massive red tide of the dinoflagellate Noctiluca stretched for more than 20 miles along the southern California coast. Non-toxic blooms such as these can cause extensive mortalities of plants and animals in shallow waters when the bloom biomass decays, stripping oxygen from the water. Figure 7: Red Tide occurrence 5.0 Benefits and risk to humans, other organisms and environment The site of seeing red tide at the beach indicate that there is something unusual has occurred in the sea especially at the site of the event. As discussed in details above, red tide occurrence has been widespread all over the world. They have caused many implications to the environment, ecosystem and the living organisms that depended on the equatic lives to live. Among the risk to humans are not only man are not able swim in the beaches, lost in tourism but by the exposure to these events can cause harmful effect to the health of the population living nearby. Besides, the toxins produced by the harmful algal blooms have caused extensive mortalities to plants and animals when the bloom biomass decays, stripping oxygen from the water. It has also cause shellfish fisherman to loose million of dollars in income because of the fear to consume shellfish during red tide seasons. However, with many research being carried out from time to time on red tides or harmful algal blooms (HABs), man has learn a lot about the causes to the occurrence of these events. Sophisticated instruments have been designed and built such as SeaWiFS (Sea-viewing Wide Field-of-view Sensor) and MODIS (Moderate Resolution Imaging Spectroradiometer) instruments to detect harmful algal bloom from space. Autonomus underwater vehicles (AUVs) equipped with temperature and salinity meters as well as a Breve-Buster, which is an instrument that collects water samples and determines the levels of red-tide causing algae by shining a light through the sample and noting the light absorbing characteristics within the sample (indicative of these algae) is also used in the research of red tide. All these instruments are used to track and monitor these blooms and have help to reduce harmful effects of the algae by providing early warnings against eating infected shellfish and against swimming in infe cted water. Research carried out by Peterson, J. 2004 with red tide toxin yields potential therapies for cystic firbosis. In the research, experiments conducted with both the compounds; ÃŽÂ ²-Naphthoyl-bevetoxin and brevenal (a natural compound produced by red tide) in sheep revealed that both the compounds were able to block the effects of the red tide toxin on the respiratory system. While conducting the experiments an even more important discovery prevailed the anti-toxins behaved much like drugs used to treat cystic fibrosis because these compounds helps to speed up the clearance of mucus from the lungs. According to Danial Baden, Ph.D., director of University of North Carolina in Wilmingtons Centre of Marine Science and director of the project, mucociliary clearance is one of the most important defense systems in the lungs, protecting the airways from bacteria and pollutants. Tests conducted in sheeps also showed that these compounds to be effective at doses 1 million times lower than t he current medications used in the treatment of cystic fibrosis and they have no side effects. 6.0 Alternatives views or solutions for implications of biology encountered One of the ways to control red tide or harmful algal blooms (HABs) is to reduce excess pollutants and key nutrients from being released into coastal ocean areas. From the environmental perspective, taking steps to reduce pollution would also reduce HAB occurrences. For HABs, reducing nitrogen release is especially important; however, this is also one of the most difficult pollutants to control as it comes from a wide range of widely used agriculture chemicals such as fertilizers and fossil fuels. Therefore, efficient and effective dissemination of useful information about HABs to the populations that live in the coastal areas is important. Subsequently, controlling harmful algal blooms (HABs) using chemicals, fine clay particles or biological agents should be studied further. Although the potential dangers of chemical or biological agents should be known, they also hold great promise in controlling unwanted toxic phytoplankton populations. Under some circumstances, dispersal of fine clay particles over a bloom has seen some sucess, as the clay aggregates with itself and with other particles in the water (including HAB cells) and pulls the harmful algae to bottom sediments. Control techniques in the context of risk assessments, similar to those applied in evaluating land-based agriculture, should be purseued with HABs. Better monitoring systems and detection methods on HABs need to be further developed. Government and multinational companies and philantrophies such be encouraged to fund monitoring programs and research. In addition, the medical community should be better informed and prepared to treat individuals suffering from HAB toxicity. Individuals visiting or living on the shore or consume seafood also need to be better informed about the risks. Overall, scientiests need to be encourage to investigate HAB controland mitigation strategies. This is because it is easier to pursue basic or fundamental science, rather than taking on the challenging and highly visible practical research that tries to control blooms. There are surely technologies that we have not even considered or explore yet that will be effective if scientists and engineers are given the resources and encouragement to pursue control and mitigation research. 7.0 Conclusion Red tides and harmful algal blooms is one of the important areas where the biologist can seriously undertake in their research. This is because there are many factors that can cause HABs or red tides. Once it occur, it will cause much harm to the environment, aquatic ecosystem, lost of income to the shellfish and fishery industries and the health of the populations exposed and staying in the coastal areas will be affected. Therefore, it needs a concerted multi-prong effort from not only the biologists but also the agencies involved; be it governmental or public, and last but not the least the affected populations and individuals at large to help find effective mitigation solutions to the problems at stake.

College Writing Essay -- Education Educational Persuasive Essays

College Writing When I was a senior in high school, I had an ogre for an English teacher. Mr. Bergan was one of the toughest teachers I ever had. The class was College Prepatory writing, and the goal was that, by the time we were finished, we should be able to write concise, well organized papers that would be acceptable to college level professors. Every day we would write papers, and Mr. Bergan closely read every one of them. Then he would hand them back with the details of any problems, and we would have to fix them. No one got an "A" from Bergan on their first hand in. He demanded perfection: any extra fluff had to be trimmed from the paper; any paper that did not end where it started had to be re-written so it did; if the introduction and the conclusion didn't match, we had to start the paper all over again. His demand for perfection paid off, and by the time the year was over, everyone in the class had the skills to write quality papers. Now that I am in college, I have found very few professors that demand such perfection. It seems that half-baked ideas and poorly written papers pass when the teacher doesn't have the time to pay close attention to every paper because he or she has too many other papers to read. I feel that if the teachers placed a demand for higher quality papers, rather than sheer numbers of papers, that student's writing skills would increase. Though I feel I do have the skills to write well organized, well written, high quality papers, I know that I do not utilize those skills on every paper I write. If a paper is due at the end of the quarter, I occasionally find myself waiting until the very last day, the very last possible moment before I start to write. I don't give myself enough time to w... ...flawless. There was really not much I could help this student with, so I asked her why she came in. She told me she wasn't a good writer, and wanted someone who could write well to make sure her paper was o.k. It was. Any student who doesn't realize the importance of his or her writing will not expend the effort needed to write a good paper, nor will they bother trying to obtain the sills needed to write well. They will try to b.s. their way through, caring very little for the paper itself and caring only for the grade they paper will recieve. If these things were done, I do not think it would be necessary to change the way English is taught. But, even if the change would be needed, it makes more sense to start with foundational issues of sentence construction, making sure that the simple sentences are well written, before moving on to any more complex issues.

Date Rape :: essays research papers

Date Rape When people think of rape, they might think of a stranger jumping out of a shadowy place and sexually attacking someone. But in fact there different forms of sexual assault. Acquaintance Rape also known as date rape, is one of the most common among female adolescents and college students. About 60% of all reported rapes are committed by someone the victim knew. Rape is a crime of violence, and you can be arrested, prosecuted and properly punished by the law. There are ways to try to prevent date rape. The most common way to get into trouble is the idea of â€Å"you say no but you mean yes.† Since women are most often the victim of date rape, they must be firm in their response against sexual advances. If a person feels they don’t want to do something, be firm with the rejection. Being embarrassed, or coy will not send a clear signal and will lead to trouble. A possible disadvantage is that, some may take this the wrong way, perhaps of being accused of something they had no intentions of, but it’s better to be safe than sorry. Another form of prevention is a specific plan. Know what’s on the itinerary, where one will be going, what kind of place it is, and inform others of possible whereabouts. This way a female for example does not find themselves in a situation that could be potentially harmful. The advantage to this is that if the date has any ideas about using date rape as a romance technique, he will see awareness and intelligence and perhaps think twice about the crime about to be committed. A disadvantage, as in any other situation, sometimes a woman with enough self esteem to protect herself, is intimidating to some men. One may find it harder to achieve a second date. The third and final way to prevent date rape is to get and pay for your own drink. Loud music and poorly lighting can definitely affect our senses, specially when it is so easy to stick a tablet into a drink that dissolves within seconds. If a female pays for her own drink and it stays with her at all times, there will be no worry of drug use for the purpose of rape. Although it is very tempting to let a handsome stranger buy drinks, it is a big risk to take, when you don’t know who that person is. Date Rape :: essays research papers Date Rape When people think of rape, they might think of a stranger jumping out of a shadowy place and sexually attacking someone. But in fact there different forms of sexual assault. Acquaintance Rape also known as date rape, is one of the most common among female adolescents and college students. About 60% of all reported rapes are committed by someone the victim knew. Rape is a crime of violence, and you can be arrested, prosecuted and properly punished by the law. There are ways to try to prevent date rape. The most common way to get into trouble is the idea of â€Å"you say no but you mean yes.† Since women are most often the victim of date rape, they must be firm in their response against sexual advances. If a person feels they don’t want to do something, be firm with the rejection. Being embarrassed, or coy will not send a clear signal and will lead to trouble. A possible disadvantage is that, some may take this the wrong way, perhaps of being accused of something they had no intentions of, but it’s better to be safe than sorry. Another form of prevention is a specific plan. Know what’s on the itinerary, where one will be going, what kind of place it is, and inform others of possible whereabouts. This way a female for example does not find themselves in a situation that could be potentially harmful. The advantage to this is that if the date has any ideas about using date rape as a romance technique, he will see awareness and intelligence and perhaps think twice about the crime about to be committed. A disadvantage, as in any other situation, sometimes a woman with enough self esteem to protect herself, is intimidating to some men. One may find it harder to achieve a second date. The third and final way to prevent date rape is to get and pay for your own drink. Loud music and poorly lighting can definitely affect our senses, specially when it is so easy to stick a tablet into a drink that dissolves within seconds. If a female pays for her own drink and it stays with her at all times, there will be no worry of drug use for the purpose of rape. Although it is very tempting to let a handsome stranger buy drinks, it is a big risk to take, when you don’t know who that person is.

Women’s Role in China Essay example -- Women Feminism Chinese Culture

Women’s Role in China "The emotional, sexual, and psychological stereotyping of females begins when the doctor says: 'It's a girl.'" -Shirley Chislom- Women have had changing roles in every society for centuries. Depending on the country, some women have had a harder time achieving equality. One of these countries is China. These women have faced such obstacles as foot binding to concubines. Until the twentieth century women were not considered equals in their society. Many cruel things were done to women in ancient china that are considered unfathomable in other countries. According to Confucius women weren’t equal to men because they were unworthy or incapable of literary education. This was as much as he mentioned women because it was such a natural idea to him that there was no need to mention it, as other early Chinese writers and theorists thought. Women were only considered property and had to obey their brothers and fathers no matter what. Fathers also despised their daughters to the point where instead of being named they were considered daughter number one and daughter number two, etc. Once the woman was married instead of being property to her brother and father, she was now property to her husband and mother in law, whom also despised the girl. It was also common for a husband to have three or four wives. If a woman’s husband were to die she was unable to remarry, sometimes causing women to commit suicide due to no fo od or income. If a woman were to remarry then her skin was peeled of her bones until she died. Another cruel act that was practiced in ancient china against women was foot binding. This tradition started around 1000 when an Emperor believed his concubines small feet were beautiful. This process began when a girl was between three and eleven. â€Å"Her toes were turned under her feet and pressed against the bottom of her foot. The arches were then broken as the foot was pulled straight with the leg, a long narrow cotton bandage would then be tightly wound around the foot from the toes to the ankle to hold to toes in place† (W., Jacob 1). The bandages would then be tightened everyday. This would cause the foot to be around 3 inches long, called lily feet, and sometimes making the toes fall off for lack of blood flow to them. A girl would be considered unacceptable if her feet were ugly and would not be considered f... ...ing it â€Å"voluntarily† so that they can bring the abortion to the countryside. Due to this the ration in China is 118 males to 100 females because there are half a million female abortions a year. Since there are so few females teenage girls are sold for prostitution and $500 mail order brides since the late 1980s. This has also made the literacy rate of women fall, more than 70% of school dropouts are girls. Because of these dropouts more than 70% of China’s semiliterate or illiterate people are women. In conclusion, the role of women in china has made a drastic change from being concubines to being mayors in major cities. Equality was something that took a long time to achieve but through all the hard work they have eventually overcome many obstacles but there are still many more that they need to work on. Perhaps women will always be looked down upon because that is how it started and that is the origin of many people’s thoughts but achieving the status that they have today is a great success. Although the changes came at a later time than that of the west, equality in China took a shorter amount of time. All in all, Chinese women have had great success in their reforms.

How Did/Does the Existence of a Vast Western Frontier Shape?

During the years 1790-1860 many changes in the nation were occurring in the values of Americans and in their different societies. The vacant, immeasurable land in the western frontier enabled a shift of change from social, political and economic conformity to more individual techniques and beliefs away from governmental traditions imposed more in the east coast of the nation. As different factors forced people to migrate west in the country it changed not only society and values of people in the west but also the east, transforming into a whole new affluent society.As people started to realize the nations grandness and what the property consisted of the rise in nationalism became very dependent on these enlightened ideas and visions. Therefore the movement westward help further develop the United States in this time period in aspects of life including economic and social advancement, altering the views and values of Americans and modifying societies developed pre-expansion. Many Amer icans including westerners felt that these frontiers west of the Mississippi River and East of the Rocky Mountains were considered vast wildlife with extreme beauty.As people started to understand what our country possessed and what it had for itself an immense growth in nationalism arose causing different people to act in unique ways to alter society for the boon of the people. This gratefulness for the wildness in the west of the country enabled people to gain pride in their country and develop a say to prosper it further. People started to move to these frontier lands to get away from social conformity and move out away from governmental means.This newly developed precedent of moving westward began to shape people to have a say in what they believe is correct rather then living in the backfire of the government. As people started to realize this land was vacant and accessible they started to move away from the major governmental cities and begin to move to these lands in the west of the country free from judgment and social pressure. The large amounts of land west in North America enabled different revolutions to begin with sufficient land claims.The Industrial Revolution was caused because of the availability of these vast regions of land and this allowed immigrant people to enter the country on mainly the east coast but also the west. As the cities began to fill up and become over populated for what the city was built to handle many more people were either pushed westward or chose to move west out of the unsanitary ways of the cities. The transportation Revolution also began during this time period because of the people’s decision to move west away from strict rules and to less socially bounded societies.As this revolution from handmade work to machine work came over seas with immigrants from Britain to the United States. As more and more people began to settle in the west transportation needed to be available for them to migrate there, thatâ€℠¢s why the Iron horse started to become networked. The Iron Horse, the railroad, was created for more seasonally travel in varying weather conditions, cheaper, more efficient, and quicker ways to develop the new unsettled lands in the west therefore connecting the east with the west more readily.As over-population became an issue many people started to move away from mass populated cities and started to head to the open lands in the western frontier. As more people started to move west, they became reliant on farming and domesticating livestock to support their developing economy. This form of work held true for Americans in the south as well with these lucrative aspects present. This enabled them to become self-sufficient regions not relying on others for necessities of life, which soon led to their downfall later on of over production of crops.As over-production of crops came into play they were not able to sell them and prices dropped causing the economy to have deficit and the p anic to occur. In the east the people basing their economies backbone on manufacturing through the Industrial Revolution, of factories created from raw materials either from over seas through trade or the western frontier also the East became immense on shipping and trading with exports and imports. So the movement westwards to their vacant regions of vast lands caused not only good effects but also led to downturns in society and the economy of the United States.The massive western frontier helped shaped America’s values and societies in this period by creating different perspectives on certain ideas or beliefs people possessed in the eastern part of America. The west started to begin standing up for what you believe in and doing what you perceive is correct, with the women and slaves. This act started a whole colt of upcoming activist movements which led to different changes in how society should be ran from the voices of prosecuted people at this time.As the landowners of the west began to start up farms they realized that like the south they were in need of slaves to run their farms and plantations to produce crops to make money. The western states therefore caused a lot of tension whether to be claimed states or not because this act would upset the balance of slave and non-slave, free states in the United States. This debate made slavery a big issue in America and a huge factor in developing the nation during this time period.Women at this time in the east replaced the jobs of lost workers due to the expansion westwards. The women got paid cheaply and enabled business and economy to prosper with more profit. These people were mistreated and because of mistreatment, social reform started to begin with activist leaders speaking up for what they thought was correct and just. These reforms and additions to the United States in different aspects of life all processed through the expansion of citizens westward.These people who began this movement and mas s migration to the western frontier not only helped the west to develop they enabled the east to develop in their footsteps and develop further from their departure. Through different revolutions, reforms, and economic advancements people were able to modify into a more thriving society. One that consisted of changed values because of this essential movement to vast western land not yet settled on by natives. Therefore not all land undeveloped is a burden to the world, it takes people to change atmospheres in which others are influenced to amend different communities and social classes.

Enron Case Essay

1.What led to the collapse of Enron under Lay and Skilling? There were various reasons as to why Enron collapsed under Lay and Skilling. One reason Enron collapsed under Lay is because Lay simply did not practice what he preached. Lay did not live by his code of ethics and neither did his corporation. Not only that, but Lay and top management gave Andrew Fastow an exemption to the code of ethics to continue doing business. Another reason that Enron collapsed, under Skilling, is that Skilling had a performance evaluation process for all Enron employees that didn’t express the code of ethics that they should’ve followed which caused employees to rank their peers lower as to enhance their own position in the firm. 2.How did the top leadership at Enron undermine the foundational values of the Enron Code of Ethics? The top leadership at Enron undermined the foundational values by granting an exemption to Andrew Fastow to continue bringing in dirty money through his actions. Also, the top leadership allowed an unethical culture of ethics by promoting to the employees that they had to make the numbers literally any way they could even if that meant to break the law. 3.Given Kenneth Lay’s and Jeff Skilling’s operating beliefs and the Enron Code of Ethics, what expectations regarding ethical decisions and actions should Enron’s employees reasonably have had? Enron had a great and respected code of ethics among its peers. Also, Lay and Skilling had respectable operating beliefs since they also represented the Enron Code of Ethics. So, reasonably, the employees’ expectations should have fun to do the right thing morally and ethically as well as to uphold the respect, integrity, communication, and excellence Enron stood for. 4.How did Enron’s corporate culture promote unethical decisions and actions? Enron’s corporate culture promoted unethical decisions and actions simply by  the greed that the top management showed and carried out. For example, Skilling’s implementation of performance evaluations for all the employees was unethical because it was geared to fire the lower one-fifth of the employees. Not only that, but partnerships were mostly created only to hide the companies’ losses through the bonus program. 5.How did the investment banking community contribute to the ethical collapse of Enron? The investment banking community contributed to the ethical collapse of Enron because not only were they enablers but they also participated in the frauds as well. For example, Enron would book loans called prepays to their operating cash flow. Also, Andrew Fastow was also allowed to use a tactic where a poor performing asset would be taken off the books and be sold back to the company at profit after the end of quarters after the earnings had been booked.