Bio research paper-Glacier, shared by Canada & US Essay

Bio research paper-Glacier, shared by Canada & US - Essay Example Collision of cloud particles falls as snow and rain that accumulates on the peaks of St. Elias Mountains, Takashina Mountains among other ranges. The snowpacks melt in warm weather and proceeds into the rivers, canals, and coastline of the park. Glacier Bay National Park is known for its diverse plant species that readily help in replenishing nitrogen in the ecosystem. Flora consists of hemlock forest, sprus, willows, alder, dryas, and fireweed. Researchers indicate that the presence of moss, alder and dryas is the immediate evidence of an excellent nitrogen cycle in an ecosystem. The park nitrogen is improved by the ability of dryas and alders to add nitrogen directly from the air. These two plant species fix the collected nitrogen from the air into their rot nodules before dropping their leaves that serves in nitrogen addition to the soil. Fungi indigenous to the forest also help in the nitrogen cycle. Plants such as hemlock, willows, fireweed and sprus found in Glacier Bay National Park absorb CO2 during photosynthesis. These plants are the primary producers of carbon in the cycle. They release the absorbed CO2 into the atmosphere in the process of respiration. The aquatic plants found in rivers Alsek, Glacier Bay, Lynn Canal, and Dry Bay also absorb the dissolved carbon dioxide in these water bodies. They use the absorbed CO2 in photosynthesis. Human activities in the park such as constructing a road leading to Newmont Exploration minefield contributes to the carbon cycle because it leads to deforestation of the park. Tourists visiting the park use gasoline and petroleum in their cars. Burning petroleum releases carbon into the atmosphere. Differences in Glacier Bay National Park’s temperature, rainfall, and composition are an evidence of rich habitat for several native plant and animal species. Tree species vary with the altitude of the mountain ranges. The lowlands of Fairweather range are covered

Theoretical perspective of present study as related to literature Essay Example for Free

Theoretical perspective of present study as related to literature Essay The present study presents a qualitative approach to determining whether the block schedule is advantageous to school systems. As the above literature review indicates, current studies are inconclusive as to whether or not block scheduling leads to an increase in test scores. This study will look at additional factors of the block scheduling system in order to determine if block schedule can produce positive academic outcomes directly or indirectly. Rationale for Present Study. While the literature as a whole provides only statistically insignificant support using test scores as determinants for the academic merit of block scheduling, other variables have not been the focus of these studies. These variables include attitudes of principals, teachers, parents and students, school climate, utilization of alternative teaching methods and other less tangible outcomes. Specifically, block scheduling often results in better nonacademic outcomes (e. g., positive class climate and enhanced instructional opportunities) than does traditional scheduling. Thus, the findings from the present study that students in block scheduling perform academically as well as or slightly better than students in traditional scheduling supports the implementation of block scheduling in high school settings. However, if the only goal of adopting a block scheduling program is to improve short-term student test scores, then the literature and this study are less enthusiastic (Lewis, Dugan, Winokur, and Cobb, 2005). In addition to academic advantages, some teachers claim school climate and discipline has improved as teachers spend more time with each other (O’Neil, 1995; Short and Thayer, 1998). Summary Oftentimes, test scores do not tell the whole story. Schools with block scheduling may see increased achievement in places they least expected. Over time, these results might translate into the academic achievement that remains ambiguous at present. Introduction . The results of this study could potentially add to the body of knowledge regarding the strengths and advantages of block scheduling versus traditional scheduling. It is incredibly short-sighted to view test scores as the only indicator of improved academic achievement. As the studies above indicate, test scores are inconclusive in determining whether block scheduling is effective. However, there are two flaws here. First, only one study took into effect the factor of time on block schedule when conducting its research. This time factor gives the schools system time to settle in to and to perfect its system. Second, the studies seem to ignore other variables which can contribute to academic achievement and performance. According to Magdol, (1992), the factors that contribute to academic achievement fall into the following groups: â€Å"Individual, Family, Peer, School, Work and Community. The school factors she isolates are Alienated Teachers, Inflexible Curricula, Lack of Counseling Services for At-Risk Students, School Transitions, Weak Administrative Support, Large School District, Large School, Low Participation in Extracurricular Activities, Negative School Climate and Uninvolved Parents† (Magdol, 1992). Design of Study This study will examine two high schools, one which uses block scheduling and one which uses traditional scheduling. Students, teachers, teachers and administrators will be surveyed as to discipline issues, attendance and scores on the GHSGT in order to determine if any trends evolve that correlate with these variables. Then an analysis of the advantages of block or traditional scheduling within these schools can be made. Sample and Site The block scheduled school used in this study is Upson-Lee High School in Thomason, Georgia. The traditionally scheduled school used in this study is Spalding High school in Griffin, Georgia. Students who have completed their eleventh grade year and who have taken the social studies component of the GHGGT will be used as the sample group.

Japanese Internment Camps Essay

Japanese Internment Camps Essay Japanese Americans were treated harshly because Americans turned their anger on Japanese Americans for a crime that was committed by the Japanese. The Japanese bombed Pearl Harbor, and this action made Americans fear and despise them. Americas fear of an on attack the West Coast of the U.S. caused the relocation of Japanese Americans to internment camps. The internment of Japanese Americans was disgraceful, and in hindsight, unnecessary. But, given the context of a sneak attack against an unsuspecting public, the removal of this group was a component of an overall strategy to win a war against an aggressive Japan. Still, taking innocent Japanese Americans away from their homes and livelihoods with no compensation is deplorable, especially when many from this same community fought in Europe against the Axis Powers. Japanese Americans were sent to internment camps after Japan bombed Pearl Harbor, that is when Americans focused their fears of a Japanese attack on the American west coast upon those Nisei residing in the US; as a result, they were sent to internment camps for the duration of the Pacific War. It all started on February 19, 1942, after the beginning of World War II, Franklin D. Roosevelt signed an Executive Order 9066. The order was to round-up Japanese Americans to move them to one of the 10 internment camps. General DeWitt was the person who advised Franklin D. Roosevelt to round-up Japanese Americans into one of the 10 internment camps. These internment camps were officially called relocation centers. They are located in California, Idaho, Utah, Arizona, Wyoming, Colorado, and Arkansas. These internment camps were built because among these farmers who competed against Japanese labor and politicians who sided with anti-Japanese constituencies. This caused a frenzy and also heightened by the Japanese attack of Pearl Harbor. More than two thirds of Japanese who were interned around spring 1942 were citizens of the United States. In Canada, similar evacuation orders were established. Around 23,000 Nikkei, in other words, Canadians of Japanese descent were sent to camps in B ritish Columbia. All those of Japanese descent were kept together in the United States, but in Canada male evacuees sent to work in road camps or on sugar beet projects. About 2,500 Japanese Americans and Japanese immigrants were interned in either camps on Oahu or in the mainland internment camps. The notice boards in certain communities on the western seaboard of the United States were titled Civilian Exclusion Order. These bulletins warned all residents of Japanese descent that they were moving out of their homes. Nobody knew where they were going to end up because the notice did not mention where their headed. Those summoned to the control station had to register the names of all family members. After that, they were told to show up at a certain time and place with all the entire family. They could only bring along baggage that was carried by hand for a trip to a destination unknown to the Japanese Americans. All family names were replaced by a number. They lost their identity once these numbers replaced their names. Families had less than 2 weeks to lease their property or sell everything. This is the moment of despair and humiliation for all Japanese Americans and Japanese immigrants to experience. Many Japanese American farmers owned land but now they had to give it all away. An acre on a Nisei farm was worth around $279.96 in 1942 but they had so little time to sell so an acre was worth $37.94 in 1942 in three states. The conditions of the United States internment camps were overcrowded and provided poor living conditions. In 1943, reports published by the War Relocation Authority, the administering agency, Japanese Americans were housed in tarpaper-covered barracks of simple frame construction without plumbing or cooking facilities. The buildings were poorly equipped for cramped living because these camps were built quickly by civilian contractors during the summer of 1942 based on the designs for military barracks. Coal was hard to come by and people slept under as many blankets as they found. Food was rationed out at an expense of 48 cents per internee and served by fellow internees in a mess hall of 250-300 people. Leadership positions within the camps were offered only to the Nisei, the American-born Japanese. The older generations were called the Issei, born in Japan. The third generation of Japanese American was called Sansei. They were forced to watch as the government promoted their child ren and ignored them. They only way for the internees to leave the concentration camps were if they enlisted in the United States Army. This offer did not go very well and only 1,200 internees chose to do so. Those who stayed were not given another choice and forced to live in the internment camps. People worked in the camp offices worked for 44-hours a week, and were paid $8 to $16 dollars per month. Education was provided by the WRA for all school age residents of the relocation centers. The courses were already planned and hired teachers who assisted the state departments of education. Vocational training was provided at the relocation center for communication with the adults. This training was for the evacuees who were able to play a more effective role in agriculture or industry outside the centers. Consumer enterprises were established at the relocation center for internees to purchase goods and services which were not provided by the WRA. Religion was practiced at the relocation centers. Nearly half of the evacuees were Christian. Some Japanese Americans questioned their American loyalties after the government removed them from their homes and held them in internment camps. Although, there are some Japanese American people who still remained loyal to the United States. About 5,589 internees wished to renounce their U.S. citizenship and 1,327 were sent back to Japan. Issei refused to renounce their only citizenship because when the people were asked to renounce their Japanese citizenship would make them a stateless person. Japanese immigrants migrated before the Europeans, and like the Chinese, were not allowed to become U.S. citizens. Japanese immigrants were Asians classified as aliens ineligible to citizenships. Most internees were evacuated from their West Coast homes on short notice and were not told of their destination. Many people failed to pack appropriate clothing for Wyoming winters which often the temperature reached below zero Fahrenheit. Many families were forced to take the clothes on their backs. Armed guards were posted at the camps desolate areas far from the population centers. Internees were allowed to stay with their families and treated well unless they violated the rules. There were guards who shot internees who reportedly attempted to walk outside the fences. Not many camp administrators allowed free movement outside the marked boundaries of the camps. Almost a quarter of the internees left the camps to live and work elsewhere in the United States. Some returned to their hometowns in the exclusion zone but under supervision of an American family or agency that was trustworthy. There were requirements for evacuees to leave a relocation center for either taking a job or establishing normal residence. The first requirement is to check the evacuees behavior at the relocation center and other information from the WRA. If there is any evidence that the evacuee would endanger the nation he or she was denied leave. The second requirement was that officials or citizens must have a reasonable reason where the evacuee planned to settle. Only those who had a place to go or any means of support was granted leave. The last requirement was that evacuees must keep WRA informed of any change of job or address. Japanese Americans were finally free to return to their homes on December 17, 1944. Their homes were marked by the vigilante violence and agitation of pressure group. Most of the internment camps did not close until October 1946. The U.S. government enacted the Civil Liberties Act. The commission on Wartime Relocation and internment of Civilians issued a report declaring that there are no military necessities and recommended a public apology. In that time, about half of the 120,000 internees had passed away. They never got the chance to live and died for something that is not their fault. After the Japanese Americans were released, those who caused them pain did not apologize on the behalf of their actions. The Japanese Americans feel angry because those who caused them pain treat them like nothing.

Sense And Sensibility Book Review Essay -- essays research papers

Book Report - Sense and Sensibility 1.) In Jane Austen, Sense and Sensibility, the title is a metaphor for the two main characters Elinor and Marianne. Elinor represents sense and Marianne represents sensibility.We find out early that Elinor does not share her feelings. When Edward comes into the story, there was an immediate attraction. She tells no one of her feelings. It was just assumed that they are meant for each other. When Edward has to leave, Elinor says nothing. Edward does promise he will come down and give Margaret an atlas. When the atlas comes and not Edward, the one who ends up crying was Margaret and not Elinor. We do learn, however, that Elinor can get emotional too. When Marianne was playing the piano at their new cottage, Elinor cries as she listens. She said the song was her late father's favorite. Later on in the story, Marianne kept on nagging Elinor for not sharing her feelings. Finally, Elinor shows her emotions by telling her that she did have a broken heart after she found out that Edward had a fiancee - Lucy. Elinor would definitely represent sense. She keeps her thoughts to herself. Maybe it is because she thinks she will not end up hurting so bad as Marianne did. Marianne, on the other hand, represents sensibility. She follows her heart. She does not let anything come in the way of showing her emotions. When she first met Colonel Brandon, it is obvious that he was in love with her at first sight. Marianne, shows very clear that she was not interested in such an old man like him. However, when Marianne meets Willoghby, it was like a hero rescuing his princess. They fall in love with each other. Marianne does not hide her emotions about Willoughby to anyone, However, in the society that they were in, Willoughby did not think he could marry Marianne because of the social class. In the end, this almost kills Marianne. As Marianne realizes that the Colonel has always been there, she falls in love with him. 2.) My favorite character is Colonel Brandon. I think in a way he is very much like Elinor. He does not show his emotions a whole lot, but he does talk to people about his problems. There were so many instances when he asks Elinor about the relationship between Marianne and Willoughby. He was always depressed to hear and to know that there was no way of getting his lover from Willoughby. However, that does not stop his ... ...old. I also learned that when things do not turn out the way we expected, or when things all the sudden turn down-side, we should react with calmness and composure and not just cry and burst out with our immediate feelings. Patience is the keyword. With patience it is much easier to deal with painful situations. Most of the time, it turns out pretty well if you can think optimistically'. J6.) Yes, I am glad I read this book because it is one of the well-known classics. I see no harm only benefits in reading a book. Sense and Sensibility has given me a better understanding of the women and lifestyle during that time-period. Most of the women back then are pretty much like Elinor and Marianne. Education for them wasn't viewed as highly as now. It seems their parents just want to marry them off to some rich and upper class man so that they may lead a luxurious life without bothering their parents anymore. Also, women back then are a lot more artistic than women now. Most of them play the piano "really" well; if not, they have some sort of other artistic talents. Personally, I'm glad I am born late in this century. I do not know how I could survive if I lived back then!!

Competitive strategy of wine industry Essay

The wine may appear to be a simple drink with limited variation available, has turned into a multibillion dollar a year industry with enormous variation and an increasingly sophisticated consumer base. The variation available and changes in the age groups who are becoming the major markets for wine producers have created visible market trends that cannot be ignored. These trends also affect the global market. Focusing on market scale and branding expertise, these opponents have capitalized on the globalization of the wine industry. Recently, more and more wine production is taking place in â€Å"New World† regions such as parts of Australia, Chile, and the United States, which have gained a strong comparative advantage in the wine industry. Another problem is that some wine firm (usually French or Italian) are not capable to satisfy the demand of country such as China which has a huge population and even if the people who drink wine are not a lot the level of wine consumption is increasing and as a consequence the amount of export is growing as the graph below shows. Source: All material  ©2010 – 2012 Twisted Pine Productions. Imports of bottled wine in China increased by 94% year-on-year (y-o-y) to US$1. 27bn in 2011, according to data provided by the China Culture Association of Poetry and Wine (CCAPW). According to CCAPW, the total volume of imported wine climbed 76. 5% y-o-y in 2010, while it increased by 80. 9% y-oy in 2011. CCAPW also revealed that sales of domestically produced wine grew 36. 3% y-o-y to CNY34. 2bn (US$5. 4bn) in 2011. Wine continues to be dominated by domestic brands, and although imports from major producing nations such as France have grown, they remain beyond reach in price terms for all but the most affluent of Chinese consumers. As a consequence of these barriers, winemakers from leading winemaking countries have entered the Chinese market via joint ventures, providing expertise and advice to local vineyards, thus finding a means of capitalising on this growing market. It’s very important distinguish the industry of wine in 2 main category: Small producer: who has high prices, low level of competitors but low production capacity; focused on niche Big producer: who has medium/low prices, more competitors and high production capacity; focused on economies of scale Rivalry Barriers to Entry: The wine industry represents substantial barriers to entry. The most significant of these barriers is the price of land. Prices of land for vineyards has risen sharply. Along with the initial investment in land, there is a large capital investment in equipment. There are requirements for processing facilities and for storage facilities of large barrels of wine. Time is also against the new comer to the wine industry. It will often take years of aging before a wine can be brought to market making the return on investment very slow. Degree of Rivalry: The wine industry is an industry with many competitors. A high number of competitors suggest that price competition is very high. Along with the high number of competitors, there is also substantial consolidation of larger brands. Companies such as Foster Brands, Constellation, and Gallos have been purchasing smaller wineries and often have brand portfolios with as many as one hundred plus wine brands in the portfolio. These larger producers are using their power to push smaller manufacturers off the shelves. Power of Buyers: Buyers in the wine industry can be grouped into two categories, distributors and retailers. The distributor market has undergone intense consolidation with the five largest liquor distributors having over thirty percent of the market. The retailers also have a great deal of power over producers. The two largest wine retailers are Costco (with 10%) and Wal-Mart (with 9%). Threat of Substitutes: Brand loyalty is depend of the country, there are some countries accustomed to the use of wine which have acquired expertise allowing to learn about wine and to be loyal to a certain producer. Though there are other customers, such as Americans which has not the knowledge of the product that may be loyal to a certain product such as a merlot, they do not care who makes it. Supplier Power: There are several suppliers. One supplier is the vineyards. These vineyards lack power, the global market has been flooded with grapes from California, Australia, and several other countries. With all of these pressures, there is very high competition and low power of suppliers. Other suppliers such as bottlers are also easily substituted so they lack significant buying power. Conclusion regarding rivalry: The problem with the wine industry is the consolidation of distributors and buyers. With so much power in the hands of buyers, a winery needs to be large so that they cannot be pushed around by the buyers. This is why many small wineries have consolidated; they need to be larger to gain bargaining power. key success factors in the wine industry BEING DIFFERENT J. Lapsley and K. Moulton [2001] explain in their book â€Å"Successful Wine Marketing† how crucial it is that wine products seek a real identity. An appellation’s success is based on its ancestral and rigorous attributes, and of course, on the grower’s competence. A newer approach consists of developing branded wines and assuming that a brand conveys a particular identity derived from its specific competitive positioning and astute advertising. SEGMENTING THE MARKET The advantage of having real market segmentation is that consumers can be grouped homogeneously. This helps to improve the efficiency of any commercial actions undertaken. McKinna [1987] showed that wine consumers could be classified into four main market segments: connoisseurs (25%), students (51%), new consumers (10%), and bulk consumers who drink wine served in boxes, etc. (14%). These averages may cover significant national variations. The market breakdown will vary depending on whether the country in questions is â€Å"Old World† and accustomed to well established benchmarks like appellations, or â€Å"New World† and more spontaneously interested in specific branded wines or grape varieties. MOVING CLOSER TO THE MARKET Mudill, Riding, Georges and Haines [2003] have highlighted distribution channel concentration as the key variable in the world wine market. Like wine producers, actors in these channels have engaged in countless mergers and acquisitions in their attempts to gain more power vis-a-vis the major retailers and to shorten the logistics chain. In many sectors of activity, value added has steadily moved downstream, benefiting retailers instead of entrepreneurs who are in the process far upstream. This has triggered a merger-mania with companies trying to move as close as possible to the end user by eliminating intermediaries. FINDING A DIFFERENT WAY TO COMMUNICATE It is known that amongst the various marketing mix tools available to wine sector product managers, communications [advertising] plays a role that is clearly important. Furthermore, although one of communication’s main goal is to attract new (and often young) consumers. The Internet can help sponsors here by providing an additional vehicle for media communications. Kehoe and Pitkow [1996] have clearly shown that the Web targets a mainly male population that is relatively young, influential, and which enjoys above-average education. Their E-commerce has increase sales by 11% in the year 2011. Conclusion To achieve a good ranking in the wine industry it is necessary to analyze the own product, the global market and figure out what yours goals and objectives are. After having settled this, follows the development of an international strategy. Srategy suitable for the wine industry In the wine industry, the used strategies change depending the dimension of the companies. In the small company is recommended use the home replication strategy, selling the same products in both domestic and foreign markets, having a strong name and characteristic to loyalty a specific consumers grouped in a niche. Instead in the big companies is recommended penetrate the market using a transnational or even global strategy since rivals are the same in most country markets so there is a strong competitiveness that has to be attacked by low costs and global standardization strategy. MARCO SIMONINI

Narrative Technique of Sula Essay

Although Sula is arranged in chronological order, it does not construct a linear story with the causes of each new plot event clearly visible in the preceding chapter. Instead, Sula uses â€Å"juxtaposition,† the technique through which collages are put together. The effects of a collage on the viewer depend on unusual combinations of pictures, or on unusual arrangements such as overlapping. The pictures of a collage don’t fit smoothly together, yet they create a unified effect. The â€Å"pictures† of Sula’s collage are separate events or character sketches. Together, they show the friendship of Nel and Sula as part of the many complicated, overlapping relationships that make up the Bottom. Morrison presents the novel from the perspective of an omniscient narrator — one who knows all the characters’ thoughts and feelings. An omniscient narrator usually puts the reader in the position of someone viewing a conventional portrait or landscape rather than a collage. (In such situations, the viewer can perceive the unity of the whole work with only a glance.) To create the collage-like effect of Sula, the omniscient narrator never reveals the thoughts of all the characters at one time. Instead, from chapter to chapter, she chooses a different point-of-view character, so that a different person’s consciousness and experience dominate a particular incident or section. In addition, the narrator sometimes moves beyond the consciousness of single, individual characters, to reveal what groups in the community think and feel. On the rare occasions when it agrees unanimously, she presents the united community’s view. As in The Bluest Eye and Jazz, the comm unity has such a direct impact on individuals that it amounts to a character. In narrative technique for Sula, Morrison draws on a specifically modernist usage of juxtaposition. Modernism, discussed in Chapter 3, was the dominant literary movement during the first half of the twentieth century. Writers of this period abandoned the unifying, omniscient narrator of earlier literature to make literature more like life, in which each of us has to make our own sense of the world. Rather than passively receiving a smooth, connected story from an authoritative narrator, the reader is forced to piece together a coherent plot and meaning from more separated pieces of  information. Modernists experimented with many literary genres. For example, T. S. Eliot created his influential poem The Wasteland by juxtaposing quotations from other literary works and songs, interspersed with fragmentary narratives of original stories. Fiction uses an analogous technique of juxtaposition. Each successive chapter of William Faulkner novel As I Lay Dying, for instance, drops the reader into a different character’s consciousness without the direction or help of an omniscient narrator. To figure out the plot, the reader must work through the perceptions of characters who range from a seven-year-old boy to a madman. The abrupt, disturbing shifts from one consciousness to another are an intended part of the reader’s experience. As with all literary techniques, juxtaposition is used to communicate particular themes. In Cane, a work that defies our usual definitions of literary genres, Jean Toomer juxtaposed poetry and brief prose sketches. In this way, Cane establishes its thematic contrast of rural black culture in the South and urban black culture of the North. Morrison, who wrote her master’s thesis on two modernists, Faulkner and Virginia Woolf, uses juxtaposition as a structuring device in Sula. Though relatively short for a novel, Sula has an unusually large number of chapters, eleven. This division into small pieces creates an intended choppiness, the uncomfortable sense of frequently stopping and starting. The content of the chapters accentuates this choppy rhythm. Almost every chapter shifts the focus from the story of the preceding chapter by changing the point-of-view character or introducing sudden, shocking events and delaying discussion of the characters’ motives until later. In â€Å"1921,† for example, Eva douses her son Plum with kerosene and burns him to death. Although the reader knows that Plum has become a heroin addict, Eva’s reasoning is not revealed. When Hannah, naturally assuming that Eva doesn’t know of Plum’s danger, tells her that Plum is burning, the chapter ends with Eva’s almost nonchalant â€Å"Is? My baby? Burning?† (48). Not until midway through the next chapter, â€Å"1923,† does Hannah’s questioning allow the reader to understand Eva’s motivation. Juxtaposition thus heightens the reader’s sense of incompleteness. Instead of providing quick resolution, juxtaposition  introduces new and equally disturbing events. Paradoxically, when an occasional chapter does contain a single story apparently complete in itself, it too contributes to the novel’s overall choppy rhythm. In a novel using a simple, chronological mode of narration, each succeeding chapter would pick up where the last one left off, with the main characters now involved in a different incident, but in some clear way affected by their previous experience. In Sula, however, some characters figure prominently in one chapter and then fade entirely into the background. The first chapter centers on Shadrack, and although he appears twice more and has considerable psychic importance to Sula and symbolic importance to the novel, he is not an important actor again. In similar fashion, Helene Wright is the controlling presence of the third chapter, â€Å"1920,† but barely appears in the rest of the book. These shifts are more unsettling than if Shadrack and Helene were ancestors of the other characters, generations removed, because the reader would then expect them to disappear. Their initial prominence and later shadowy presence contribute to the reader’s feeling of disruption. The choppy narration of Sula expresses one of its major themes, the fragmentation of both individuals and the community. Sula. New York: Knopf, 1973. Rpt. New York: Penguin, 1982