Millenium Theatre essays

Millenium Theatre essays On October, 10th a concert took place in Millennium Theater which I attended with one of my close friends. It was put together by a Russian organization called Our Talented Children This was the semi-final, The performers in this concert were children that have been already chosen from previous television shows because in order to have been selected for this concert the performers had to be selected by Russian television viewers. There were 2 age groups split into 5-12 years old and 13-18. Songs in many different languages were sung and there was mostly ballroom dancing. I sat in the 12th isle; there were many people in the audience including reporters from different Russian newspapers, and magazines. When I got there I noticed many posters with different sponsors names from different companys and offices. Each performer had their own sponsor. There were 8 judges consisting of Russian pop stars and recording producers. I liked most of the performances. I enjoyed listening to songs in Yiddish, Hebrew, Russian, English and many more different languages. The Costumes were very colorful and were very pretty. There were over 50 performances, there were many different genres of music some were romantic, opera, jazz, modern, and classical. The concert started off with a cartoon movie that showed all the children before they were selected for this concert. The first few numbers were ballroom dances. The first vocal number was a girl who was 13 years old by the name of Alisa; she was my favorite number in the whole entire concert. She sang a song that was called I Wanna Be Loved by You that was originally Marilyn Monroes song. She wore a blonde wig and a blue dress covered with rhinestones to portray Marilyn Monroes performance in the Movie Some Like It Hot It was a very original performance and the audience enjoyed it very much, t ...

John D. Rockefeller, Americas First Billionaire

John D. Rockefeller, America's First Billionaire John D. Rockefeller (July 8, 1839–May 23, 1937) was an astute businessman who became America’s first billionaire in 1916. In 1870, Rockefeller founded Standard Oil Company, which eventually became a domineering monopoly in the oil industry. Rockefeller’s leadership in Standard Oil brought him great wealth as well as controversy, as many opposed Rockefeller’s business practices. Standard Oil’s nearly complete monopoly of the industry was eventually brought to the U.S. Supreme Court, which ruled in 1911 that Rockefeller’s titanic trust should be dismantled. Though many disapproved of Rockefeller’s professional ethics, few could devalue his substantial philanthropic endeavors, which led to him to donate $540 million (more than $5 billion today) during his lifetime to humanitarian and charitable causes. Fast Facts: John D. Rockefeller Known For: Founder of Standard Oil and Americas first billionaireBorn: July 8, 1839 in Richford, New YorkParents: William â€Å"Big Bill† Rockefeller and Eliza (Davison) RockefellerDied: May 23, 1937 in Cleveland, OhioEducation: Folsom Mercantile CollegePublished Works: Random Reminiscences of Men and EventsSpouse: Laura Celestia â€Å"Cettie† SpelmanChildren: Elizabeth (Bessie), Alice (who died in infancy), Alta, Edith, John D. Rockefeller, Jr.Notable Quote: I was early taught to work as well as play, My life has been one long, happy holiday; Full of work and full of play- I dropped the worry on the way- and God was good to me every day. Early Years John Davison Rockefeller was born on July 8, 1839, in Richford, New York. He was the second of six children born to William â€Å"Big Bill† Rockefeller and Eliza (Davison) Rockefeller. William Rockefeller was a traveling salesman peddling his questionable wares across the country. As such, he was often absent from the home. John D. Rockefeller’s mother essentially raised the family on her own and managed their holdings, never knowing that her husband, under the name of Dr. William Levingston, had a second wife in New York. In 1853, â€Å"Big Bill† moved the Rockefeller family to Cleveland, Ohio, where Rockefeller attended Central High School. Rockefeller also joined the Euclid Avenue Baptist Church in Cleveland, of which he would remain a long-time active member. It was under his mother’s tutelage that the young John learned the value of religious devotion and charitable giving, virtues he practiced regularly throughout his life. In 1855, Rockefeller dropped out of high school to enter Folsom Mercantile College. After completing the business course in three months, 16-year-old Rockefeller secured a bookkeeping position with Hewitt Tuttle, a commission merchant and produce shipper. Early Years in Business It didn’t take long for John D. Rockefeller to develop a reputation as an astute businessman: hardworking, thorough, precise, composed, and adverse to risk-taking. Meticulous in every detail, especially with finances (he even kept detailed ledgers of his personal expenditures from the time he was 16), Rockefeller was able to save $1,000 in four years from his bookkeeping job. In 1859, Rockefeller added this money to a $1,000 loan from his father in order to invest in his own commission merchant partnership with Maurice B. Clark, a former Folsom Mercantile College classmate. Four years later, Rockefeller and Clark expanded into the regionally booming oil refinery business with a new partner, chemist Samuel Andrews, who had built a refinery but knew little about business and the transporting of goods. However, by 1865, the partners, which numbered five including Maurice Clark’s two brothers, were in disagreement about the management and direction of their business, so they agreed to sell the business to the highest bidder amongst them. The 25-year-old Rockefeller won it with a bid of $72,500 and, with Andrews as a partner, formed Rockefeller Andrews. In short order, Rockefeller studied the nascent oil business in earnest and became savvy in its dealings. Rockefeller’s company started small but soon merged with O.H. Payne, a large Cleveland refinery owner, and then with others as well. With his company growing, Rockefeller brought his brother (William) and Andrews’ brother (John) into the company. In 1866, Rockefeller noted that 70% of refined oil was being shipped to overseas markets. Rockefeller set up an office in New York City to cut out the middleman, a practice he would use repeatedly to cut expenses and increase profits. A year later, Henry M. Flagler joined the group and the company was renamed Rockefeller, Andrews, Flagler. As the business continued to succeed, the enterprise was incorporated as the Standard Oil Company on January 10, 1870, with John D. Rockefeller as its president. The Standard Oil Monopoly John D. Rockefeller and his partners in the Standard Oil Company were rich men, but they strove for even greater success. In 1871, Standard Oil, a few other large refineries, and major railroads secretly joined together in a holding company called the South Improvement Company (SIC). The SIC gave transportation discounts (â€Å"rebates†) to the large refineries that were part of their alliance but then charged the smaller, independent oil refineries more money (â€Å"drawbacks†) to shuttle their goods along the railroad. This was a blatant attempt to economically destroy those smaller refineries and it worked. In the end, many businesses succumbed to these aggressive practices; Rockefeller then bought out those competitors. As a result, Standard Oil obtained 20 Cleveland companies in one month in 1872. This event became known as â€Å"The Cleveland Massacre,† ending the competitive oil business in the city and claiming 25% of the country’s oil for Standard Oil Company. It also created a backlash of public contempt, with the media dubbing the organization â€Å"an octopus.† In April 1872, the SIC was disbanded per the Pennsylvania legislature but Standard Oil was already on its way to becoming a monopoly. A year later, Rockefeller expanded into New York and Pennsylvania with refineries, eventually controlling nearly half of the Pittsburgh oil business. The company continued to grow and consume independent refineries to the point that Standard Oil Company commanded 90% of America’s oil production by 1879. In January 1882, the Standard Oil Trust was formed with 40 separate corporations under its umbrella. To increase the financial gain from the business, Rockefeller eliminated middlemen like purchasing agents and wholesalers. He began manufacturing the barrels and cans needed to store the company’s oil.  Rockefeller also developed plants that produced petroleum byproducts like petroleum jelly, machine lubricants, chemical cleaners, and paraffin wax. Ultimately, the arms of the Standard Oil Trust eradicated the need for outsourcing entirely, which devastated existing industries in the process. Marriage and Children On September 8, 1864, John D. Rockefeller married the valedictorian of his high school class (though Rockefeller did not actually graduate). Laura Celestia â€Å"Cettie† Spelman, an assistant principal at the time of their marriage, was a college-educated daughter of a successful Cleveland businessman. Like her new husband, Cettie was also a devoted supporter of her church and like her parents, upheld the temperance and abolition movements. Rockefeller valued and often consulted his bright and independently-minded wife about business manners. Between 1866 and 1874, the couple had five children: Elizabeth (Bessie), Alice (who died in infancy), Alta, Edith, and John D. Rockefeller, Jr. With the family growing, Rockefeller bought a large house on Euclid Avenue in Cleveland, which became known as â€Å"Millionaire’s Row.† By 1880, they also purchased a summer home overlooking Lake Erie; Forest Hill, as it was called, became a favorite home of the Rockefellers. Four years later, because Rockefeller was doing more business in New York City and did not like being away from his family, the Rockefellers acquired yet another house. His wife and children would travel each fall to the city and stay for the winter months in the family’s large brownstone on West 54th Street. Later in life after the children were grown and grandchildren came, the Rockefellers built a house in Pocantico Hills, New York, a few miles north of Manhattan. They celebrated their golden anniversary there but during the following spring in 1915, Laura â€Å"Cettie† Rockefeller passed away at age 75. Media and Legal Woes John D. Rockefeller’s name had first been associated with ruthless business practices with the Cleveland Massacre, but after a 19-part serial exposà © by Ida Tarbell titled History of Standard Oil Company, started appearing in McClure’s Magazine in November 1902, his public reputation was proclaimed to be one of greed and corruption. Tarbell’s skillful narrative exposed all elements of the oil giant’s efforts to squash competition and of Standard Oil’s overbearing domination of the industry. The installments were later published as a book of the same name and quickly became a bestseller. With this spotlight on its business practices, the Standard Oil Trust was attacked by state and federal courts as well as by the media. In 1890, the Sherman Antitrust Act was passed as the first federal antitrust legislation to limit monopolies. Sixteen years later, the U.S. attorney general during President Teddy Roosevelt’s administration filed two dozen antitrust actions against large corporations; chief among  them was Standard Oil. It took five years, but in 1911, the U.S. Supreme Court upheld the lower court’s decision that ordered Standard Oil Trust to divest into 33 companies, which would function independently from each other. However, Rockefeller did not suffer. Because he was a major stockholder, his net worth grew exponentially with the dissolution and establishment of new business entities. Rockefeller as Philanthropist John D. Rockefeller was one of the wealthiest men in the world during his lifetime. Though a tycoon, he lived unpretentiously and kept a low social profile, rarely attending the theatre or other events typically attended by his peers. Since childhood, he had been trained to give to church and charity and Rockefeller had routinely done so. However, with a fortune believed to be worth more than a billion dollars after the dissolution of Standard Oil and a tarnished public image to rectify, John D. Rockefeller began to give away millions of dollars. In 1896, 57-year-old Rockefeller turned over the day-to-day leadership of Standard Oil, though he held the title of president until 1911, and began to focus on philanthropy. He had already contributed to the establishment of the University of Chicago in 1890, giving $35 million over the course of 20 years. While doing so, Rockefeller had acquired confidence in Rev. Frederick T. Gates, the director of the American Baptist Education Society, which established the university. With Gates as his investment manager and philanthropic adviser, John D. Rockefeller founded the Rockefeller Institute of Medical Research (now Rockefeller University) in New York in 1901. Within their laboratories, causes, cures, and various manners of prevention of diseases were discovered, including the cure for meningitis and the identification of DNA as the central genetic matter. A year later, Rockefeller established the General Education Board. In its 63 years of operation, it distributed $325 million to American schools and colleges. In 1909, Rockefeller launched a public health program in the effort to prevent and cure hookworm, a serious health issue in the southern states, through the Rockefeller Sanitary Commission. In 1913, Rockefeller created the Rockefeller Foundation, with his son John Jr. as president and Gates as a trustee, to foster the well-being of men and women around the world. In its first year, Rockefeller donated $100 million to the foundation, which has provided assistance to medical research and education, public health initiatives, scientific advancements, social research, the arts, and other fields around the world. A decade later, the Rockefeller Foundation was the largest grant-making foundation in the world and its founder deemed the most generous philanthropist in U.S. history. Death Along with donating his fortune, John D. Rockefeller spent his last years enjoying his children, grandchildren, and his hobby of landscaping and gardening. He was also an avid golfer. Rockefeller hoped to live to be a centenarian but died two years before the occasion on May 23, 1937. He was laid to rest between his beloved wife and mother at Lakeview Cemetery in Cleveland, Ohio. Legacy Though many Americans scorned Rockefeller for making his Standard Oil fortune through unscrupulous business tactics, its profits aided the world. Through John D. Rockefeller’s philanthropic endeavors, the oil titan educated and saved an untold number of lives and aided medical and scientific advancement. Rockefeller also forever changed the landscape of American business. Sources â€Å"John D. Rockefeller: The Ultimate Oil Man.† John D. Rockefeller: The Ultimate Oil Man.â€Å"John D. Rockefeller.† Biography.com, AE Networks Television, 16 Jan. 2019.The Rockefeller Archive Center.

The Cape by kenji nakajami Essay Example | Topics and Well Written Essays - 1000 words

The Cape by kenji nakajami - Essay Example These people lived in isolated places outside the main city. The works usually given to burakumins are lowly jobs such as slaughter jobs, tanners, construction workers and butchers. Because of the discrimination, prevalent social and gender issues were noticeable. People engage in vices such as drinking, smoking and sex. Engaging in incest relationships also occur because they live in extended families. Violence was also prevalent. The protagonist tended to escape the harsh reality of life even though the surrounding characters and environment pull him down. He did not know much about his father but he did now want to live the way his father did. As he struggled more towards improvement of his life, the more he became down and much like his father. He slept with his half sister who was a whore. He was engaged in sex, drugs and alcohol. All vices were extensively depicted in the novel. All diseases of the society are undeniably seen in the novel as the characters live in isolation and discrimination is unstoppable. Living in isolation is really a great discrimination since all men are created equal but prejudices in life hinder the equality for all. The burakumins live in their ghetto and do not even have much access to the society unlike ordinary citizens have. They are seen as dirty and lowly jobs are for them. Few of them have reached high school level but the majority were not able to finish elementary education. Why is it that the discrimination has been inherited from their ancestors? Feudal era had been long gone but the discrimination and generalization regarding the image of burakumins still lived on. It is like the isolation of people with a dreaded disease like leprosy in other countries in the ancient times. Maybe, the discriminated people are not as isolated as the lepers but the treatment that the burakumins receive is very poor. In response to the discrimination, burakumins are not able to improve their lives; their environment exhibits much of th e social evils as most people would describe them. They do not live in extravagant homes but in simple houses grouped together separated from the rest of the society. Some may have honest jobs but the pay is not sufficient for their needs. Despite the poverty striking their neighborhood, they still have time for vices and the bad habits are unstoppable. The remaining money is spent on gambling, alcohol, sex and drugs and there is no hope for them to improve their lives. They use the vices as scapegoats for their problems. They tend to â€Å"cure† themselves by indulging into more alcohol, drugs and even crimes later on. It seems that the government neglected the minority of the population. These people are citizens in any case and should be entitled to all of the benefits a citizen enjoys. They should have better livelihood to sustain and support themselves. Great rehabilitation must be done for the members who are addicted to vices and reduce crimes by free access to higher education. They should be able to start again and forget about the dark past. It is not that important if their past was filled with violence and so-called â€Å"social evil† as long as they are willing to change for the better. The novel shows that sex had became part of the lifestyle of the people living in ghettos because they are desperate to earn a living. Even if the job is dirty, they will do it. Since the income is not enough, they quarrel over money and the family relationships are at stake. Brothers, sisters and in-laws

Diffused Responsibility Essay Example | Topics and Well Written Essays - 250 words

Diffused Responsibility - Essay Example Rather than any one individual feeling responsible for reporting what was going on, seeking to stop it, or seeking to ascertain whether the action that appeared to be a car being burglarized was indeed as it appeared, everyone in the group, including those passersby that were not related to me or my group of friends felt that they could merely ignore the situation due to the fact that any number of other people could report what was going on. In retrospect, this type of apathy is precisely what the thieves depended on for this type of brazen crime. Looking back on the situation with the knowledge of what motivating emotion and psychological response helped to make everyone feel that it was not their ultimate responsibility does not help to make me feel any better concerning the given situation; rather, it makes me aware that if such a situation occurs again, the response I should seek to control is that of diffused

School-based drug-testing scheme Essay Example for Free

School-based drug-testing scheme Essay Recently,the government has launched a voluntary school-based drug-testing scheme. However, some people suggest that the scheme should be made compulsory so thatit has a real deterrent effect. Write an article for the school newspaperproviding arguments for and against the suggestion. End the article by givingyour own opinion. Give your article a title. DearEditor, Is it necessary to launch Compulsoryschool-based drug-testing scheme? Seven students are arrested for taking drugs. ,Two teenagers died after abusing drugs. Recently, we all become familiar withthe headline like this. It seems that we must take action. There is acontroversial issue about launching the compulsory school-based drug-testingscheme. I would like to discuss both of the perspectives. Making the test become compulsory will have agreater effect of stopping drug abuse. The current scheme is voluntary andstudents can decide whether they join the test. IN essence, students who takedrugs will absolutely not join the test. As a result, these students may stilltake drugs even the scheme in effect. On the contrary, switching the voluntaryscheme into compulsory one is more effective. Every student gave to be testedand there is a psychology effect that they indeed have to face penalty if theytake drugs before. This not only make the scheme become effective but also manystudents are stopped from drugs abuse. Compulsory school-based drug-testing schemelowers the crime rate in Hong Kong. It is known that once a person addict to the drugs, it is extremelydifficult to stop taking drugs. Meanwhile, drugs seller want to make as highprofit as possible, they sell the drugs with expensive prices, Students, whoaddict to the drugs, will use any methods to get enough money to buy drug, Tobe more specific, they may commit crime such as burglary and prostitution, Inother word, the society become disordered and saturated with criminals. Bylaunching compulsory school-based drugs-testing scheme, students tear of thepenalty and hence they stop drugs abuse, which in turn lower the teenager crimerate in Hong Kong. Nevertheless there are disadvantages whenlaunching the compulsory drugs test. Compulsory school-based drug-testing schemeis costly and time consuming. In fact, each test of sample acquires variousinstruments and professionals in order to meet high accuracy. These are themain reasons why the test is expensive, In addition, each test need a lot oftime to give an accurate result. Worse still, several hundred thousands of studentshave to be tested at the same time. A huge amount of money is necessary tosupport the compulsory scheme and a few months or years is required to finish theentire test. Some people may suggest that only a fix amount of studentsselected randomly have to encounter the test. Unfortunately, students may thinkthat they probably not be chosen. Thus the effect of the test is weakened. In my point of view, there is no denyingthat compulsory school-based drug-testing scheme is effective, but usingalternative ways at the same time can improve the situation more efficiently. Enhancing drugs education is a suggestion for government. Students should beeducated more seriously about the drawbacks of drugs abuse such as how thedrugs contaminate their organs especially their brains. These can arouse theirawareness on the disadvantages of drugs abuse. On the other hand, parents arerecommended to pay more time with their children. Love is essential for allteenagers. As they have great stress on them about study, more care can helpthem refuse to take drugs. Nothing but only the corporation between governmentand parents can solve the problem.

Exxon Valdez :: science

Exxon Valdez When people hear the phrase "oil spill: they think a bunch of black stuff all in the water. Well there is a lot more to it then just that. It is an economical disaster as well as an environmental one. As you read along you will see how devastating this one oil spill, the Exxon Valdez, really was compared to others. Whether you, as the reader believe it or just think it is something that is none of you concern and happened 10 years ago is completely up to you. I think that your mind will change after hearing all the facts. On the day of March 24, 1989 the oil tanker Exxon Valdez was afloat when it ran aground a reef in Prince William Sound, putting a gash in its hull. This gash bled out 11 million gallons of crude oil. The oil covered roughly 10,000 sq. miles of water. This is the area of Connecticut, Delaware, Rhode Island, and 25 Washington D.C.’s combined! In only a week’s time the wind and current moved the oil 90 miles into the Gulf of Alaska. It contaminated 1,500 miles of coast. This is like the shoreline of California. This oil as it moved through the water killed 300,000 sea birds, 2,600 sea otters, 300 harbor seals, and perhaps millions and millions of fish. Of the 23 studied species hurt by the spill only 2 are said to be completely recovered. The 2 are the Bald Eagle and the River Otter. Some show no recovery at all. Of these that haven’t recovered at all are the Harbor Seal, Harlequin Ducks, Pacific Herring, Cormorants, and even certain whales. If people were familiar with some of the clean up that went on, they would probably remember that cleaning of all those ducks. Well I hate to tell you but it was useless. Some of them died 5 days after they were released. Scientists now know that the oil is 100 time’s more toxic then originally thought. Even a minuet amount can cause deformities in fish like an extra fin.

Reflective Letter

In Class Assignment 4 4 Reflective Letter: Introduction 4 People are capable to learn from several basis of knowledge throughout their life. Knowledge can come from sciences or language. Actually, language may come first according to the demand and affectedness of arrangement. It is the link of all other sciences skills. Through fourteen weeks period of learning â€Å"English Academic Writing II † I have gained three important points that I hope they will lead me to be an independent writer.These points are thesis statement, discussion leader and Read, Reason, Write activity. Body 4 Thesis statement is the master key of the essay . Whenever you have read an essay, but keeps feeling that something is missing, it will be surely in the thesis statement. Thesis statement is a sentence , a couple or even more in which arrange, clarify ,state and simplify the main points which will be discussed in detailed each one alone in the essay .Thesis statement helps understand the structure and systematic arrangement of the essays. I have learned how to write a strong thesis statement through a lot of practices of different types of essays. The second point that touched me through attending this course was leading a class discussion through a new topic with several points to be discussed. A discussion leader activity has inspired me and it has enhanced my self-confidence as an independent writer.In addition, it improves other skills for the person to achieve better experience of understanding how to write, specify or conceive people through your piece of writing. Last point, but not the least, † Read, Reason, Write’’ assignment which focuses on justifying the reasons behind a written essay through writing. Therefore, it is a kind of challenge or inverse of writing skills by giving a written response. This helped me gathering a nice collection of ideas of arrangement, new stylistics of writing, and ways of expression.This collection can support my sk ills as an independent writer and improve it as well. Conclusion 4 In conclusion, the benefits I got from past practices provide better quality of writer and writing . Thus, it results in improvement or developing the skills of language, writing, or even both. Discussion leader and â€Å"Read, Reason, Write† activities have integrated my writing, while thesis statement and its practices have fluently achieved the understanding of different essays.

Do Young People Today Make Good Use of Their Leisure Time?

Leisure time can be well spent in many different ways. One popular option among the young is playing video games and watching television. While other activities like sports,social gathering and reading are available to them,many people feel that they spend too much time on these indoor games and screens and prefer them to be more active. In this essay,I will discuss my view on the issue to get positive results out of free time. Nowadays, younger generation has greater choices of leisure facilities than previous one. Among such facilities are television and video games.Some social experts and families are concerned about health of teenage overindulge on these activities. This is supported by some reports that sitting too long in front of television could lead to problems of eyes and back. On the other hand, some medical experts believe that some video games can improve the dexterity of the player and this could help his or her future career like operating doctor or pilot. In addition, watching television keeps young audience inform about what happens around locally as well as globally. Related article: How Teenagers Spend Their TimeThat would enhance teenagers' inquisitive mind and encourage them to keep eyes on challenging local and international issues. While such benefit is welcomed, there also are dangers of exposing them to violence, crimes and explicit scenes on some television series which can have negative impact on younger personalities. Alternatively, there are many activities which have positive results in term of social, physical and educational values. For example, walking, jogging and trekking in a recreational park improve their physical strength and give an opportunity to observe nature and environment.Furthermore, spending time with family, relatives and friends outdoor enriches their social lives. As a result, they would be more interactive and responsible socially. Finally, one could simply be entertained by reading at home or playing some music. In conclusion, how much time should we spend on each activity during extra time is debatable. Each ha s its own merit so long as individual does not involve excessively. In my opinion, young and adult alike should choose sensibly on type of activity and time spent to get most benefits out of their free time.

Wildlife of the Great Lakes

Wildlife of the Great Lakes The Great Lakes are a chain of five large, freshwater lakes that are located in central North America, astride the border of Canada and the United States. The Great Lakes include Lake Erie, Lake Huron, Lake Michigan, Lake Ontario, and Lake Superior and together form  the largest group of freshwater lakes on Earth. They are contained within the Great Lakes watershed, a region whose waters discharge into the Saint Lawrence River and, ultimately, the Atlantic Ocean. The Great Lakes cover a total surface area of 95,000 square miles and hold about 5,500 cubic miles of water (approximately 20% of all the worlds fresh water and more than 80% of the fresh water of North America). There are more than 10,000 miles of shoreline that frame the Great Lakes and from west to east, the lakes span more than 750 miles. The Great Lakes formed during the Pleistocene Epoch as the result of the repeated glaciation of the region during the Ice Ages. Glaciers advanced and retreated time and again, gradually carving deep depressions in the Great Lakes River Basin. When the glaciers receded at the end of the last glacial period about 15,000 years ago, the Great Lakes filled with water left behind by the melting ice. The Great Lakes and their surrounding lands encompass  a wide variety of freshwater and terrestrial habitats including coniferous and hardwood forests, freshwater marshes, freshwater wetlands, dunes, grasslands, and prairies.  The Great Lakes region supports a diverse fauna  that includes numerous species of mammals, amphibians, birds, reptiles, and fishes. There are more than 250 species of fishes found in the Great Lakes including Atlantic salmon, bluegill, brook trout, Chinook salmon, Coho salmon, freshwater drum, lake sturgeon, lake trout, lake whitefish, northern pike, rock bass, walleye, white perch, yellow perch, and many others. Native mammals include the black bear, fox, elk, white-tailed deer, moose, beaver, river otter, coyote, gray wolf, Canada lynx, and many others. Bird species native to the Great Lakes include herring gulls, whooping cranes, snowy owls, wood ducks, great blue herons, bald eagles, piping plovers, and much more. The Great Lakes have suffered greatly the effects of introduced (non-native) species during the past two hundred years. Non-native animal species such as zebra mussels, quagga mussels, sea lampreys, alewives, Asian carps, and many others have greatly altered the Great Lakes ecosystem. The most recent non-native animal to have been recorded in the Great Lakes is the spiny water flea, a crustacean native to the seas of the Middle East that are now quickly populating Lake Ontario. Introduced species compete with native species for food and habitat and can also More than 180 non-native species have entered the Great Lakes since the latter part of the 19th century. Many of the introduced species have been transported into the Great Lakes in the ballast water of ships, but other species such as the Asian carp, have invaded the lakes by swimming through the man-made channels and locks that now connect the Lake Michigan to the Mississippi River. Key Characteristics The following are the key characteristics of the Great Lakes: the largest group of freshwater lakes on Earthaccount for 20% of all the worlds fresh wateraccount for more than 80% of the fresh water of North Americaintroduced species have greatly altered the Great Lakes ecosystemsupports more than 3,500 species of plants and animals Animals of the Great Lakes Some of the animals that inhabit the Great Lakes include: Lake whitefish (Coregonus clupeaformis) - The lake whitefish is a species of freshwater fish that belongs to the salmon family. Lake whitefish are found in all of the Great Lakes and are a valuable commercial species. Lake whitefish feed on bottom-dwelling invertebrates such as snails, clams, and the aquatic larvae of insects.Walleye (Sander vitreous) - The walleye is  a large freshwater fish native to the Great Lakes as well as most parts of Canada and the northern United States. Walleye are much recognized as icons of the places they inhabit- they are the state fish of Minnesota and South Dakota and they are the official fish of Saskatchewan.Yellow perch (Perca flavescens) - The yellow perch is a species of perch whose range includes the Great Lakes and the Saint Lawrence River. Adult yellow perch feed on aquatic insect larvae, crustaceans, mysid shrimp, fish eggs, and small fish.Great blue heron (Ardea Herodias) - The great blue heron is a large wading bird common to freshwater wetland habitats throughout North American, including the Great Lakes. Great blue herons have a long, sharp bill that they use to capture a variety of small prey animals such as fish, crustaceans, insects, rodents, amphibians, reptiles, and birds. Canada lynx (Lynx canadensis) - The Canada lynx is a medium-sized cat that inhabits the forests throughout Canada and Alaska. In the Great Lakes region, Canada lynx occurs around Lake Superior and on the northern shores of Lake Ontario and Georgian Bay, a large bay of Lake Huron that lies in Ontario, Canada. Canada lynxes are secretive, nocturnal mammals that feed on snowshoe hares, rodents, and birds.Moose (Alces alces) - The moose is the largest living member of the deer family. Moose inhabit the forests that border the northern shores of the Great Lakes. Moose are herbivores that feed on a variety of herbaceous plants and grasses.Common snapping turtle (Chelydra serpentina) - The common snapping turtle is a widespread turtle that inhabits freshwater wetlands east of the Rocky Mountains, including the Great Lakes region. Snapping turtles have a reputation for being quite aggressive.American bullfrog (Lithobates catesbeiana) - The American bullfrog is a large frog that occurs in wet lands in the Great Lakes region. American bullfrogs are predators that feed on small mammals, reptiles, and invertebrates. Sources Great Lakes Environmental Research Laboratory. About Our Great Lakes. Published online at https://www.glerl.noaa.gov//pr/ourlakes/intro.htmlHarding JH. Amphibians and Reptiles of the Great Lakes Region. University of Michigan Press; 1997. 400 p.Kurta, A. Mammals of the Great Lakes Region. Revised Edition. University of Michigan Press; 1995. 392 p.US Environmental Protection Agency. The Great Lakes: An Environmental Atlas and Resource Book. 2012. Published online at https://www.epa.gov/greatlakesUS Environmental Protection Agency. Great Lakes Invasive Species. Accessed November 22, 2013. Published online at https://www.epa.gov/greatlakes

Whats the Difference Between AP Physics 1, 2, and C Which Should You Take

What's the Difference Between AP Physics 1, 2, and C Which Should You Take SAT / ACT Prep Online Guides and Tips Are you interested in taking AP Physics? You might have noticed that the AP program offers more than one physics course. So what’s the difference between the different AP Physics classes- AP Physics 1, AP Physics 2, and AP Physics C? We will introduce you to them and help you decide which one to take. What AP Physics Classes Are Offered? The AP Program used to offer three physics classes: AP Physics B, AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism. However, the AP program recently replaced AP Physics B, a one-year course, with two one-year courses: AP Physics 1 and AP Physics 2. These are both algebra-based physics courses, which means they don’t require a math background beyond Algebra II. The AP program still offers AP Physics C, which is broken into two courses and exams: Physics C: Mechanics and Physics C: Electricity and Magnetism. Many schools teach these as the same class, or just teach one topic. Both of these courses are calculus-based. This means that there are now four AP Physics exams: AP Physics 1 AP Physics 2 AP Physics C: Electricity and Magnetism AP Physics C: Mechanics The fact that there are now four AP Physics exams can be confusing. So do you take Physics 1, Physics 2, and Physics C in order? What’s new about Physics 1 and Physics 2? We will introduce you to all of the courses and help you decide which class is right for you. AP Physics 1 AP Physics 1 is an algebra-based, introductory, college-level physics course. It explores Newtonian mechanics (including rotational motion), work, energy, power, mechanical waves and sound, and circuits – in other words, fundamental physics concepts. AP Physics 1 was designed to be a first-year physics course which you can take without prior physics experience. This is the main difference from the old AP Physics B course, which was designed to be a second-year physics class. The AP program recommends that students have at least taken geometry and are concurrently taking Algebra II while taking this course. If you’re not that far along in math yet, consider taking a different science class until you’re caught up, as math is very important in physics. AP Physics 2 AP Physics 2 is also an algebra-based, college-level physics course. However, it delves into some more advanced topics than Physics 1. Physics 2 explores fluid statics and dynamics, thermodynamics with kinetic theory, PV diagrams and probability, electrostatics, electrical circuits with capacitors, magnetic fields, electromagnetism, physical and geometric optics, and quantum, atomic, and nuclear physics. AP Physics 2 was designed to be a second-year physics course. This means it could come after AP Physics 1 or any first-year physics course. Much of its content is similar to the old AP Physics B course. You can read the full descriptions of AP Physics 1 and Physics 2 at the Advanced Placement website. AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism Both AP Physics C courses are calculus-based, meaning you should have already taken calculus or concurrently be taking calculus while you take either AP Physics C course. This is the main factor that makes Physics C more challenging than Physics 1 and Physics 2. But what’s the difference between AP Physics C: Mechanics and AP Physics C: Electricity and Magnetism? Mechanics covers kinematics, Newton’s laws, work, energy, power, linear momentum, circular motion and rotation, oscillations and gravitation. As you can see, these are many of the same concepts explored in Physics 1. However, this course goes into more depth than Physics 1 and uses calculus, making it much more challenging. Electricity and Magnetism covers electrostatics, conductors, capacitors, dielectrics, electric circuits, magnetic fields, and electromagnetism. Notice there is some overlap with the Physics 2 curriculum, though again, Physics C will be more difficult since it incorporates calculus. The two topics are sometimes taught as the same course even though there are two different exams, with each topic being taught over one semester. When taught as a single class, Mechanics is usually taught first, and Electricity and Magnetism comes second. If schools only teach one topic, it tends to be Mechanics, since it builds on material most commonly taught in beginning physics classes (Newton’s laws, work, energy, power, etc). Each topic is supposed to be equivalent to one semester of college calculus-based physics. Because of this, AP Physics C is highly recommended to be at least a second-year physics course. You can read a full description of Physics C at the AP website. Which AP Physics Class Should You Take? Now that you know a little bit about the different AP Physics classes, you’re probably wondering which class you should take. Or, if you want to take more than one, you’re probably wondering the best order to take the classes in. We will present a few possible sequences, but we will also give you some steps to follow up with your school so you can choose the class that’s best for you! Option 1: Regular/Honors Physics, Then AP Physics 2 If your school doesn't offer AP Physics 1 or you don't want the first physics class you take to be an AP class, then one option is to start with a regular or honors physics class, where you learn the basic concepts of physics. Then, you can take AP Physics 2 as your second physics class. This option is ideal for students whose schools don't offer multiple AP Physics classes as well as students who don't have the time or desire to take multiple AP Physics classes. Physics 2 is the best AP Physics class to take after a regular or honors physics class (Physics 1 would pretty much just repeat what you already learned), although AP Physics C is also an option if you're taking/have already taken calculus. Option 2: AP Physics 1, Then AP Physics 2 The AP program says taking Physics 1 and 2 provide a solid physics background for future pre-med, geology, and life sciences students. They also say it’s a good option for students attending colleges where they will have to fulfill a science requirement but will not be studying science as their major. If your school teaches AP Physics 2 but not AP Physics 1, you can just replace AP Physics 1 with whatever introduction to physics course your school offers. Don’t jump straight into AP Physics 2 – it’s meant to be a second-year physics course! If your school teaches AP Physics 1 but not AP Physics 2, you could take Physics 1 and then take another natural science course (including chemistry and biology), a science elective, or consider taking AP Physics C if your school offers it. Option 3: AP Physics 1, Then AP Physics C AP recommends Physics C (along with AP Calculus AB or Calculus BC) for students aiming for engineering or physical science majors in college. However, taking AP Physics 1, Physics 2, and Physics C might be overkill – you would lose time for biology and chemistry. Getting exposure to all three natural sciences is important for a well-rounded, challenging high school career, especially if you're going into science or engineering. You also want to make sure you can fit in at least one of the AP Calculus classes. So if you want to take Physics C, start with AP Physics 1 (or a regular physics course), and then take AP Physics C, which will give you a total of two physics classes during high school. Physics C is intended as at least a second-year course, so don’t jump into it unprepared. Also make sure you have taken or are taking calculus while you take AP Physics C. Next Steps Now that you have a better idea of what the AP Physics classes cover and the general order they should be taken in, what should you do next? Read this section for the five steps you should follow. #1: Meet with your guidance counselor and find out which physics courses your school teaches. Do they offer both AP Physics 1 and AP Physics 2, or do they just offer a basic introductory physics course? Do they teach AP Physics C? If so, do they teach Mechanics, Electricity and Magnetism, or both? Getting these answers is the first step to planning your schedule. Also keep in mind that since Physics 1 and Physics 2 are new classes, schools might still be working them into their schedules over the next few years. #2: During the meeting, ask about the recommended physics course sequence at your school. There may be required prerequisite courses or placement tests for the AP Physics courses, or your school might have a recommended order of science classes that includes biology and chemistry. #3: Find out who teaches the AP Physics classes Ask your counselor and ask other students. You can ask other students currently taking AP Physics what they think of the teacher and how prepared they feel for the AP test. You can ask your counselor what the AP Physics test pass rate is like at your school. Getting some background on how the classes are taught at your school can help you decide if AP Physics is right for you. As a brief example, at my high school, our AP Physics class included a lot of independent work and self-studying. It was great for students who were self-motivated, but challenging for students who wanted more support. Many students decided whether to take AP Physics based on whether they thought they could handle the independent nature of the class. #4: Ask for the syllabi for the different physics classes if you want to find out about the workload and topics they cover. This might help you choose between taking a regular introduction to physics course or AP Physics 1, or choose between AP Physics 2 and AP Physics C. #5: Find out about any summer assignments. AP courses often have summer assignments. AP Physics C in particular is likely to have summer work, especially if your school teaches both topics. Make sure to consider your schedule and summer commitments (like camps, jobs or trips) before signing up. And finally, be aware that Physics 1 and 2 are fairly courses so there are still kinks to be worked out. They won't have as many old-free response questions and other official practice materials to study with. If your school has a very strong, established AP Physics C class, it might be a better option for you if you’re up to the challenge. Bottom Line Aim to take AP Physics C if you are a future engineer or natural sciences major – but take it alongside or after taking calculus. If your school doesn’t offer Physics C, take AP Physics 2 or honors physics if you can. Taking AP Physics 1 and Physics 2 is plenty if you aren’t going to study natural sciences or engineering, but want to take challenging science courses in high school. If you’re considering college engineering but aren’t sure if it’s right for you, taking AP Physics C could be a good way to find out if you are up to the challenge and enjoy the topics you would continue to explore in college. What’s Next? Want to dip your toe into the physics pool to see if physics is the right AP science for you? We have straightforward articles on the law of conservation of mass, the specific heat of water, and the three formulas you need to calculate acceleration. How many AP courses total should you take? What if you want to get into an Ivy League school? Read our advice on AP course load here. Also studying for the SAT/ACT? Learn the difference between the two tests, including why one tests science and one doesn’t. Also figure out which test you will do best on. Curious about what it takes to get a perfect SAT score? Read advice from our full-scorer. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Starbucks and Its Difficulties During the Time of Economic Hardship Case Study

Starbucks and Its Difficulties During the Time of Economic Hardship - Case Study Example Branded firms have their unique approaches to improving their market reach, brand image of the product, and maintain the quality standard of the product. Keeping in view the rapid rate of their expansion and growth at multiple locations these companies manipulated their marketing strategy according to the location since different locations offered different marketing environment (Larson. 2008). These companies focused more on its quality standard by critically handling the entire process involved from the purchase of raw materials till it's possession by its end user. These companies took a great care of each and every step to avoid compromising the quality standard of their products. In case of Starbucks Corporation, the firm created a coffee culture and also provided an atmosphere of relaxation for their customers who helped them in bringing the concept of â€Å"third place† where the first and second places were considered to be the home and office respectively (Larson, R. (2008). Many efforts are made by these companies under its strategic approach towards marketing to gain their customers’ trust and offer a value-based service to their customers. The companies also face problems due to variations in their customer group which varies with the location. Under such circumstances, these companies faced challenges which were mainly of following types, what mode should be used by the company to exist in the international market, how they should design their product offering to their customers keeping in mind the variations among the behavior of customer group. Along with it, another major challenge for such companies was to compete with other brands of the same industry serving globally to their customers. The marketing strategies adopted by Starbucks Corporation worked like a magnet which drove their customers to do things as per the company’s expectation (Carroll. 2007). A brand name in watchmaking industry is Maurice Lacroix which is famo us for its luxurious watches adopted strategy to promote their product and also form the alliance with a brand name in movies production house Dream Works for their film named Time Machine.

Edgar Allan Poes message on life and death Research Paper

Edgar Allan Poes message on life and death - Research Paper Example Among the literary figures who tried to analyse these two terms, Edgar Alan Poe stands apart from the common category. His perspectives on these two terms were the contributions of the great man’s experience with his life. He has not clearly stated his perspectives directly about life and death, but the works and characters display the way he viewed both life and death. According to Harold Bloom, Poe’s life â€Å"presents almost as much mystery, drama, melancholy, and in some cases fiction as his tales and poems do† and one can also find that â€Å"Poe’s personal image is closely associated with many of the characters and imagery contained in his works: dark, gloomy, half –mad (Bloom 5). In most of his works, the characters show the true replica of Edgar Allan Poe’s own ideas regarding life and death. The narrator in the poem, The Raven, is believed to be Poe himself. The personal experiences of Poe from his early child hood to the adulthood are reflected in his works. Almost all his works are filled with the element of melancholy and disillusionment in it as he had witnessed in his life. In his essay, The Philosophy of Composition, he states, â€Å"Beauty of whatever kind, in its supreme development, invariably excites the sensitive soul to tears. Melancholy is thus the most legitimate of all the poetical tones† ("The Philosophy of Composition": Edgar Allan Poe (1809?1849) 3). His works are a combination of the twin aspects- life and death. It can be seen that the attitude of Poe towards life was something pessimistic. This paper analyses Poe’s perspectives on life and death as shown by his characters in various works. For this, some of his important works are taken into consideration, to elucidate how much these aspects- life and death, are portrayed in his works. Life sketch of Edgar Allan Poe and the making up of the philosophy: The experiences that one receives from one’s personal life create an influence on one’s own perspectives. It was true with the case of Poe. The background of Poe was very dismal from his early child hood. He was born on January 19, 1809. In his short span of life (40 years) he had gone through all sorts of struggles and his personal life was a series of tragedies. Being orphaned at the very small age due to the death of his mother and the desertion of his father, he was entrusted with the care of John Frances Allan. The name, Allan he took from his care taker. His step father and step mother could not soothe the young Poe in his agonies. The antagonistic attitudes that developed between his step father and Edgar made their relationship become very uncomfortable. As a result, young Edgar had to struggle a lot to earn money. The futile studentship due to lack of money in the University of Virginia was another hit in his life. Even though he succeeded to become a soldier at the end the undesired incident could make its effect in his life. He h ad some kind of attachment to Mrs. Allan, his step mother. The death of his step mother also contributed to his peculiar character and thereby constructed a philosophy of dark comedy in his works. He had to part with the Allans as the struggle between the two increased, and he moved towards the outside world and tried to get foot in his literary career. The experiences that he acquired from working in various journals and periodicals paved the way for his literary career. The movements he had made far and across the places had also made an influencing effect to picture his philosophy in his works. In considering his very personal life many ill-fated sequences can be seen. His first courtship with Sarah Elmira Royster was a failure. When he wooed his 13 year old cousin Virginia Clemmm, he was faced