A Sick Game- Essays - Aldersons Store, Miss BG,

A Sick Game- A SICK GAME Somebody screamed at me, ?Vedran, lay down, lay down!? When something flew over my head, it was that bee sound that I had heard so many times before, only this time, much, much louder. Somebody was shooting at me and my sister while we were on the way to the well to get water for our family. While we were lying on the ground, the bullets kept flying over our heads. I asked my sister, ?Are you OK ?Yes I'm fine,? she said. ?But is dad OK I didn't even know that dad was there in the first place, but as we both turned around, we saw our dad lying on the ground and giving us a sign to stay quiet and down. I don't know how long we were lying on the dirty road, but it seemed to me like an eternity. My whole life flashed in front of my eyes. I know at that time wasn't much, because I was only thirteen, but it seemed to me a lot. Finally I looked up to see my dad, and he gave me a sign to start running towards him. While running, I was covering my little sister Irena, with my body, my little sister Irena. At the same time, one thought was going through my head; what was dad doing there? This wasn't really the perfect time to ask anybody anything, especially while somebody was shooting at us, so I let it go. The only thing that crossed my mind was my mom and my brother Igor. Page2 Prior to this whole incident, my mom and brother were on their way to a nearby Bosnian city to try to get Igor's girlfriend out of the war zone. Everybody knew that that wasn't such a great idea, but Igor is an extremely stubborn person. What he puts in his Prior to this whole incident, my mom and brother were on their way to a nearby Bosnian city to try to get Igor's girlfriend out of the war zone. Everybody knew that that wasn't such a great idea, but Igor is an extremely stubborn person. What he puts in his head is how it is going to be. My mom couldn't let him go by himself, so she went with him. Finally, my father, my sister and I arrived safely at the house. Nobody was hurt, so we were happy about that. However my dad didn't look so happy so I asked him, ?What's wrong, dad? We are alive.? ?Yes we are,? he said. But mom and Igor were shot. They are alive but they are injured pretty badly.? That is why he had followed us, to tell us what had happened. That was the first time in my entire life that I was scared, not because I almost got shot, but because that was the first time I felt that the war was not a game. The attitude that ?it won't happen to me? just disappeared. A few hours later Mom and Igor returned from the hospital. Just a few minutes before they showed up, I was back to my old self, thinking now that they had been shot in the arm or leg, I would have to do all the work around the house. Page 3 Irena and I were still in the house when I heard my dad, ?Hey, you two! They are here.? When I came out of the house I literally got scared again. It was a horrible picture. My brother Igor was only shot in the arm, but the woman in the front of my house didn't even look like my mom. Her eyes were full of blood because of the shattered windshield glass and she could hear absolutely nothing. She said only one thing, ?We are the luckiest people alive.? And they were. Thirty-six bullets went through the car. Only one hit my brother in the arm. Nine of them went straight to my mom's head. Five of them hit her but they kept bouncing off her skull. I didn't understand how that was possible, but later on I learned a little bit more about so-called Dum-Dum bullets. They are bullets that explode on contact

Definition and Examples of the Fallacy of Equivocation

Definition and Examples of the Fallacy of Equivocation Equivocation is a fallacy by which a specific  word or phrase in an argument is used with more than one meaning. Its also known as semantic equivocation. Compare this with the related term of  amphiboly, where the ambiguity is in the grammatical construction  of the sentence rather than just a single word or phrase. Compare also with the term polysemy, which refers to when a single word has more than one meaning, and  lexical ambiguity when a word is ambiguous because it has more than one meaning. Equivocation is a common fallacy because it often is quite hard to notice that a shift in meaning has taken place, note authors Howard Kahane and Nancy Cavender in their book Logic and Contemporary Rhetoric. The sugar industry, for instance, once advertised its product with the claim that Sugar is an essential component of the body...a key material in all sorts of metabolic processes, neglecting the fact that it is glucose (blood sugar) not ordinary table sugar (sucrose) that is the vital nourishment (Wadsworth, 1998). In a broader sense,  equivocation  refers to the  use of vague or unclear  language, especially when the intention is to mislead or deceive an  audience. Combatting the Fallacy You need to discover context behind the slippery terms and an arguments assertions when working to combat an equivocation fallacy. The  fallacy of equivocation  occurs particularly in  arguments  involving words that have a multiplicity of meanings, such as  capitalism, government, regulation, inflation, depression, expansion,  and  progress, note authors  Robert Huber and Alfred Snider in their book Influencing Through Argument. To expose the fallacy of equivocation you give accurate and specific  definitions  of  terms,  and  show  carefully that in one place the definition of the terms was different from the definition in another (IDEA, 2005). Take a look at the following ridiculous  syllogism  example given in the book  Informal Fallacies: Towards a Theory of Argument Criticisms by  Douglas N. Walton: An elephant is an animal.A gray elephant is a gray animal.Therefore, a small elephant is a small animal.Here we have a relative term, small, that shifts meaning according to the context. A small house may not be taken, in some contexts, as anywhere near the size of a small insect. Small is a highly relative term, unlike grey, that shifts according to subject. A small elephant is still a relatively large animal. (John Benjamins, 1987) Investigating equivocation fallacies in a debate opponents arguments will be more difficult than one that is readily apparent to be not factual like the above, but fallacies like this are worthwhile to combat, as getting to see behind the curtain and find truth  is important, for example, when searching for peoples (or politicians) motives behind what they endorse.   Another area to dig into is vagueness of a claim or when a term is left undefined. For example, when President Bill Clinton claimed not to have sexual relations with Monica Lewinsky, his statement may have meant one particular act but was presented in such a way that it appeared he hoped people would infer his denial of all types of sexual contact. Next, look also for words taken out of context from an original text or speech and twisted around to mean something other than what the person meant.

International Banks Functions and Regulations Essay

International Banks Functions and Regulations - Essay Example This research will begin with the overview of international banks. A proper definition of International Banks mainly depicts a facility, which permits various funding organizations belonging to diverse regions of the nations throughout the globe to perform credit and debit operations. It also facilitates these funding organizations to participate in offering various loan provision services to various foreign inhabitants and establishments. Depending on the services, the international banks usually avails various sorts of exemptions in terms of reserve requirements and imposed tax rates that set by the respective governments. It is worth mentioning that direct as well as indirect support from the above-discussed funding organizations such as ‘International Banking Facility’ (IBF) eventually leads towards bringing about greater efficiency and effectiveness in the operational procedures of multiple international banks. After acquiring a brief idea about the international ba nks, it can be apparently observed that these banks offer a wide variety of services to both domestic and international clients. A few of these services have been described in the following. One of the services, which offer by international banks, is the ‘letter of credit’ service. This service is basically provided in the cases of products or services that purchase by individuals or organizations from the international banks. In relation to this particular service, the banks issue a document, which acts as an assurance of payment to the seller of the goods or the services, even if the buying individuals or organizations fail to comply with the payment process. It would be vital to mention that the banks issuing the ‘letter of credit’ document will certainly make the buyers liable for making payments to the sellers.

Maslow's Hierarchy of Needs Essay Example | Topics and Well Written Essays - 750 words

Maslow's Hierarchy of Needs - Essay Example This hierarchy applies to humans individually. Every one has different needs and requirements and therefore they move across the hierarchy differently. For example if you put Bill Gates in this hierarchy, then he might only need to fulfill his self actualization need because all his previous needs have already been fulfilled. Some one might not require safety need because he or she might not give much importance to it and therefore directly move to the esteem need. People with different age bracket and with different sex have different requirements with respect to these needs. The biological need is the basic need and therefore it remains the same for males or females. People with 18-30 year age bracket require this need more because these people are not usually established and are working hard for a better living where as people above this age bracket usually are settled and has less of this need. Safety need is more amongst females as compared to males as they feel more insecure than men. Belongingness and love need is equally important for either males of females or person of any age group. It is surprising that women have more of esteem needs than men and very less of people in the 18-30 age group desire esteem need. Aesthetics need is only amongst the fem... Belongingness and love need is equally important for either males of females or person of any age group. It is surprising that women have more of esteem needs than men and very less of people in the 18-30 age group desire esteem need. Aesthetics need is only amongst the females. And females of age group 18-30 desire more of it than do the 31-45 because those females are more young and trendy and therefore follow the fashion. Many people like to achieve the self actualization but females desire more of this need than do males. People above the 31 years of age might go for it because they might have fulfilled all the other needs and this is the last thing left. Transcendence is related to self actualization but it is basically to do something which no one other has done or to think out of the ordinary and this is more in men than in women. And this desire of need arises more when a person has just passed or about to pass the teen age and is a young person when the capacity to think creatively is more as compared to after the thirties. Bibliography Richard L. Daft. Management. Orlando, Florida: The Dryden Press, Harcourt Brace College Publishers,

Macbook Pro Essay Example | Topics and Well Written Essays - 500 words

Macbook Pro - Essay Example Flash is the most fastest and reliable storage technology and it provides the capability and the much needed power to the different models, particularly the compact 13-inch and the super slim 15-inch models. Users can rely on the flash architecture since it is reliable, durable and battery efficient. Those who love games, Mac book pro has the latest Intel processors and next generation graphics which are built for speed and clear vision. With the Mac book pro, individuals can be able to easily find, share and organize their own personal information (Miser, 2012). Regulations and policies for the Mac book pro range can be categorized into legislation, company and government. The company that manufactures the Mac book pro computers, Apple (Linzmayer, 2004), has its own rules and regulation are to be agreed on by those in need of using the product. Personal information of any person purchasing the Mac book pro is collected as it helps identify the buyer, or contact the owner in case of an issue. Personal information collected includes; ‘name’, ‘mailing addresses, ‘phone number’, ‘email addresses, and ‘credit card information’ (Miser, 2012). In America, the social security number may be collected, but this can be in the case where one is setting up a wireless account (Miser, 2012). Government policies and legislations have standards that are set and they regulate the manufacturing of the Mac book pros’, distribution, marketing and the use of the Mac book pro. Different countries have diff erent regulations for the use and distribution of the Mac book pro. Importation and exportation is regulated and there is certain authority that the government is granted in order to regulate such. There is no specific age group who are allowed to use the Mac book pro, though there are specific acts and rules to regulate and monitor its use (Miser, 2012). The Mac book pro consists of various models, with some having a tapered design which has a

Development Using Different Methods Children And Young People Essay

Development Using Different Methods Children And Young People Essay When children and young peoples development is monitored and assessed, it enables practitioners and professionals to notice when children and young people are not progressing as expected. Therefore, if necessary checks can be made to see why children are not developing as expected may be due to impairment. When practitioners and professionals intervene in early years of the children, they will able to get appropriate support they need and their development and their welfare is promoted. Children and young peoples overall outcomes will be promoted significantly when professionals carry out early intervention. There are several methods of monitoring childrens development explained below:- Assessments frameworks Practitioners are required to carry out on going assessments through observations on a diary basis as its integral part of development and learning. Any learning and development needs of children and young people must be addressed by the practitioners with the parent/ carer and relevant professionals. Parents/ carers should be updated regularly with their childrens progress and development. Progress check at two: Practitioners should carry out a progress check when the child is aged between two and three. It should be carried out in the setting where the children spend more time and discuss how the summary of development can be used to support their learning at home. It is a written summary of the childs development in the prime areas. The practitioner must discuss with the parents and / carers how the summary of development can be used to support learning at home. It must reflect on going, regular observation of childrens development. The progress check at two enables practitioners and any other professionals to identify development needs early on in the childs life in order he/she gets the additional support needed. Assessment at the end of the EYFS the Early Years Foundation Stage Profile (EYFSP). EYFSP must be completed for each child in the final term when he/she turns five years old and should be before the 30th of June in that term. School must share the results of the profile with the parents / carers and relevant professionals. The profile provides details of the childs knowledge, understanding and abilities, their progress against expected levels and how ready they are for year 1. Observations. In settings, practitioners watch children play and watch how they are behaving. Some observations do not need the practitioner to interact with the children while in others it may be more appropriate for the practitioner to be involved in order to support learning and development. Observations play a very important part in assessing the childrens development. When practitioners carry out observations, they are able to get information about the childs development, interests and their interactions with friends and adults as well their level of concentrations. Standard measurements Different professionals use various standardized measurements to monitor and assess the childrens development. Growth / healthy assessments. These are used to measure and assess the childrens height, weight and head circumference. Auditory assessments. These assessments are used to monitor and assess the childrens levels of response. Reasoning assessments. These assessments are used to monitor and assess the childrens reasoning and they are carried out by educational psychologists. Cognitive aptitude assessments. These assessments are used to monitor and assess the childrens intelligence and they are widely carried out in schools. All the above tests help professionals to see how a child is performing compared to the large group/ population of other children in the same age group. Information from parents/ carers, colleagues and others. Practitioners should collect as much information as possible from parents/ carers when monitoring and assessing childrens development as the parents/ carers spend more time and are more attune with their children. They see the child in a variety of different situations hence have a lot to contribute and they are aware of their learning and behaviour outside the setting. They always have a different perspective. It is very important to also involve the child whenever possible. Key workers generally take lead role in monitoring and assessing their key children but colleagues who also work with the child should also be consulted as they may have different perceptions. (Walker 2011. p.117). CYP 3.1: 3.2 EXPLAIN THE REASONS WHY CHILDREN AND YOUNG PEOPLES DEVELOPMENT MAY NOT FOLLOW THE EXPECTED PATTERN. Children encounter issues in their lives that have a positive or negative influence on their lives and hinder them from following the expected pattern of development. As practitioners, we have the duty of care towards the children and young people to ensure that we improve their life chance by following the Every Child Matter outcomes, which are be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. Physical factors The childrens/ young peoples genetics affects their development, which includes their physical growth and physical strength. Occasionally a reason for a child not attaining the usual pattern of development cannot be identified, even after professionals have investigated the influences on development thoroughly. One possibility is that its in the childs genetic makeup to have a slow start to their learning (Walker 2011 p.119). The social, economic and cultural factors. Personal choice Families may decide to live in a different way example travelling families. The children/ young peoples education may be affected if their families travel a lot and they may not settle in. This may stop children from following their expected development pattern. Some families bring up their children differently and some bring up boys differently from girls and this can affect the childrens development. Poverty Families live in poverty mostly due to unemployment and low income. Due to lack of money, families may fail to provide enough food to eat, clothes to wears, educational resources outside school and heat for winter for their children, which may affect their health and that of the parent. This might hinder the children/ young people to reach their full potential Housing and Community Children and young peoples development is greatly affected negatively if they live in poor housing conditions like living in a damp condition may cause health problems to the children that may affect their learning. Children and young people living in neighbourhood with anti-social behaviour may be affected negatively as they may be isolated or they may decide to join in and their development will be affected. Poor parental supervision/ neglect Children need guidance to learn how to behave well. If they do not get the guidance from their parent, they will misbehave at school because they do not understand the boundaries. Lack of boundaries may result in the children and young people being involved in crime and anti-social behaviour. Educational Environment If the setting does not reach the statutory requirement, this will affect the children and young peoples development and they will not achieve their full potential therefore they might be un able to follow the expected development pattern. Health status and Disability Children and young people with existing health condition or with disability may find it hard to fit in and if they are discriminated against, this will have a negative impact on their lives. Learning needs. Children and young people with learning difficulties and those with specific learning needs may not follow the expected development pattern as they may need a range of additional support with their learning and development, for example with writing , reading or maths. Children with Dyslexia they need support with their learning and development. Bereavement and loss Losing a loved one or pet can have a great impact on emotional and physical health. Children/ young people may find it hard to cope with the grief and this may affect their well-being. Religious beliefs and customs Children may be excluded from setting to attend specific settings due to their religious beliefs and customs therefore the children may miss out on some activities and this might have a negative impact on their live. Ethnic beliefs Children might feel isolated and discriminated against due to their ethnic belief and this will have a negative impact on their lives. Communication skills. Children and young people who have trouble with their communication, their learning and development will be impacted on and this leads to the children not following their expected development pattern. Communication development is linked closely to social, emotional and behaviour and intellectual/cognitive development. 3.3 EXPLANATION OF HOW DISABILITY MAY AFFECT DEVELOPMENT Practitioner should have a good knowledge of particular impairments and understand that the same impairment can affect each child differently. Therefore, practitioners must understand the children they are working with, how the impairment is affecting them in order to meet their needs appropriately. Practitioners should look for ways of increasing learning and development opportunities for children with disabilities. Social model of disability When society is not set up to meet the needs of people experiencing impairment, this implies that impairments give rise to disability. The society disables them, rather than enabling them (Walker 2011 p.285). National Occupational standards states that the social model considers that it is society that needs to change and that disabled people have rights and choices. Children with learning difficulties and impairment that affect their social and emotional development may find it had to interact with others and they will be unable to make friends and positive relationships. Society should change to give the children with disability an opportunity to participate in society and ensure that it meets the children and young peoples needs so as to achieve positive outcome. Medical model of disability In this model of disability people without a disability, they see the impairment of disabled people as a problem that needs solved or cured whereas some impairments have no cure. Medical model limits the opportunities for children and young people and this impact negatively on their learning and development. The children with long term medical conditions or physical disabilities may not achieve their full potential as they may miss educational opportunities due to their health, having to stay in hospitals and attending medical appointments. Low expectations When people/ societies have low expectations for children and young people with disability, they will be denied the opportunities they need to achieve their full potential. If children and young people with disability have low expectation of themselves they may not want to get involved and they will feel isolated and unable to fit in. Stereotyping. Children with disabilities may develop low self-confidence and self-esteem due to the stereotyping, discrimination and if the family members see them as a burden or have negative attitudes due to their lack of ability to cope with their disability. Cultural differences Children and young people may miss out on the chance to learn, play and work due to discrimination because of their disability as well as their background, hence unable to achieve a positive outcome. People from different cultures should be more understanding, accepting and encouraging to children and young people with disabilities. Due to lack of funds and resources, can hinder the children with disability having opportunities to experiences activities and achieve their full potential as meeting the needs of a child with disability can be very expensive and funded services vary from one local area to another. The benefits of positive attitudes to disability. Positive attitudes to disability helps the children with disability develop a positive attitude towards themselves and they will have high expectations for their life. The children and young people will have increased self-esteem and self-confidence, gain their independence and have a purpose in life. They will be able to achieve a positive outcome with their learning and development. Positivity can also help children and young people to develop resilience to counteract some of the negative attitudes that they will no doubt experience from others during their lives stereotyping and discrimination are prime examples. (Walker 2011 p.287). 3.4 AN EXPLANATION OF HOW DIFFERENT TYPES OF INTERVENATIONS CAN PROMOTE POSITIVE OUTCOMES FOR CHILDREN AND YOUNG PEOPLE WHERE DEVELOPMENT IS NOT FOLLOWING THE EXPECTED PATTERN. A number of professional agencies may become involved when children are identified as not following the expected developmental pattern. The professionals will all work together to support children and their families to ensure that children and younger people achieve their full potential. Children and young peoples outcomes can be improved when multi-agency approach is involved and this includes the children and young peoples development. Below are the professionals involved in the interventions with children. Professional/Agency Main area of responsibility Impact Types of intervention Behavioural Support Service (BEST) They work in partnership with provisions within the framework to include everyone. They promote good behaviour and provide support to children and young people, parents and settings. Behaviour impact the childrens and young people achievements. When children have positive behaviour they achieve at school. Recognising and managing their emotions and learn about relations. Improved educational outcome. Training of staff Advice on how to develop and review behaviour policies. Speech and language therapists. They are employed by the local Primary Health Trust. They assess and treat speech, language and communication problem to allow children to communicate to the best of their ability. Children being able to communicate with others. Meeting their individual development needs. Improved language skills. Settling better in settings and will to learn. Improved education outcome. They are referred from the GP or concern from the setting. Therapy Educating parents and staff. Promoting speech and language development through songs and rhymes involving children and parents. Physiotherapists. They help children who have problems as a result of injuries to rehabilitate and increase their movement and coordination, illness or for medical reasons. When the children and young people are rehabilitated. Improved movement. Treatment Range of motion exercise Electrical stimulation Strengthening exercise Soft tissue movement. Psychologists They help and support children with social, emotional problem or learning difficulties. They offer advice and giving counseling to children and parents. Being able to enhance the childs learning and enabling practitioners to be more aware of the social factors affecting childrens learning. Improved education outcome. Counselling Training Health Visitors. They are health professionals who help, support and educate parents on the way of preventing diseases through immunizations, good child nutrition, minor illness and behavior issues. They advice parents on health and child development. They do home visits and sometimes, they can be found in the local medical centre at least once a week. They support parents to ensure that children are protected from illness and they achieve their developmental milestones. Improve education and life outcome for children and young people. Identifying mothers suffering from depression. Reduced post-natal depression. Medical advice Training Home visits Parental training Social workers They are employed by social services. They provide assistance and advice to children, young people and families with health need, housing issues, and poverty. They support young people living care and those facing difficulties of any kind. Keep families together by giving them support. Children from care fulfil their full potential. Families getting the help they need. Crisis intervention Anger management Stress management Relaxation training Mid wives They offer health support to parents expecting a child/ children. Parent has a successful pregnancy and birth. Reduce the number of women smoking during pregnancy. Increased breast feeding. Increased parental confidence. Training Antenatal care. Pre- and post natal care. Birth plans Training Breast feeding training. Play specialist They are employed by the local Primary Health Trust. They make observations and assessments through play with children in hospitals to identify their needs and fears while in hospital. The children get full recover and play freely without any problems. Assessments Introduction of play Voluntary agencies and services These include local and national services like NSPCC. They support and give advice to children, young people and their families experiencing threatening situations. The families feel safe, secure and protected. They have a peace of mind knowing that they can get support and advice if they experience ant threatening behaviour. Training Support and advice Special Educational Needs Coordinator (SENCO). Works in the setting They have the responsibility to organise identification and support for children with special education needs Being able identify that a child has special education needs and the child being able to get the help they need early on in time. Referrals to respective professionals Support Psychiatrist They are doctors trained medically. They specialise in mental health. They diagnose and support children and young people with mental health problems. When the child and young person get all the support and treatment the y need. When they are able to lead a normal life afterwards. Counselling Training Awareness Nurse specialist They give advice and support to children, young people and their families on how to manage chronic conditions. They also measure and assess childrens development. When families are able to handle and manage chronic conditions. When families are able to get help in time if there are any underlining problems with their childrens development. Training Raising awareness Measurements and assessment of children development. Young justice teams. They work with children and young people with anti social behaviour in the community. They work hand in hand with the social workers. When the children and young people get the support they need to be model citizens. Recognising and managing their emotions and learn about relationships. Improved social and emotional skills, attitudes, behaviour and academic performance. Target offending behaviour Thorough assessments of children and young peoples individual needs. Offer structured programmes. Offer programmes that can work that meet the families needs. Additional learning support teams They help children with specific educational needs within early years provisions, schools and out of school. Children get the support and education to achieve their development goals. Improved learning outcomes. Training Awareness Support Assistive technology Children and young peoples development can be supported by using a range of technology. A voice activated computer programme will assist children and young people with delayed fine motor skills with writing. Children and young people with difficulties walking may use the latest wheelchairs so as they are able to achieve their development goal and be more independent. Physiotherapists, speech and language therapists and sensory impairment support professionals have the responsibility to choose the right type of assistive technology for children and young people. http://www.ehow.co.uk/socialworkers (16.02.2013) http://www.physiotherapy.notes.com (16.02.2013) http;//www.surreycc.gov.uk/social-careand health (17.02.2013) http://www.nfer.ac.uk/nfer/publications (17.02.2013). Tassoni, P., Beith, K., Bulman, K., Griffin, S. (2010) Children and Young Peoples Workforce. Early Learning and childcare. Level 3 Diploma. Essex: Heinemann. Walker, M. (2011) Children and Young Peoples Workforce. Early Learning and Childcare. Level 3 Diploma. Cheltenham: Nelson Thornes.

Frank Vincent Zappa :: Musician Biography

Frank Vincent Zappa was born in the city of Baltimore, Maryland on December 21, 1941. He came from Greek, Arab, Sicilian and French decent, inheriting the Greek and Arab from his Father, and the Sicilian and French from his Mother (Zappa 15). Frank’s childhood home was in the town of Edgewood, Maryland in the Army housing facility (16) where his Dad worked as a meteorologist at the Edgewood Arsenal (19). Because Frank kept getting sick in Maryland, his parents decided to move down to Florida (22). Frank’s Mother got homesick so they moved back to Maryland. This time they moved into the city of Baltimore, but no one in the family particularly enjoyed it there so they packed up and headed west for California (23). It was in California where Frank developed his interest in explosives, as he already had learned how to make gunpowder at the age of six (24). While Frank was reloading a used firework tube between his legs with some of his "secret formula" (which consisted mainly of filed Ping-Pong ball dust and single-shot caps), he accidentally pressed down too hard on the single shot caps, and they ignited, nearly rendering him unable to have children, as well as making a small crater in the floor and blowing the doors open (26). Frank did not learn from this, however. It would not be until he and some friends managed to fill some paper cups with solid rocket fuel and stink bomb powder, and started fires all throughout the school on open house night that would make him stop. This ingenious act got him expelled, and brought an end to Frank’s "scientific career" (27). Aside from exploding things, Frank also had an interest in music, when at the age of twelve he began to get interested in the drums. In 1956 he was playing the drums for a rhythm-and-blues band called the Ramblers, but he was eventually fired because the other members of the band complained that he "played the cymbals too much" (29-30) Another musical interest of his was Edgard Varà ¨se, a man who, according to Frank, looked like a mad scientist. His music contained sirens, snare drums, bass drums, and even a lion’s roar. Frank absolutely loved it (31-32). Aside from Varà ¨se, Frank also liked Stravinsky, for he had bought The Rite of Spring performed by "The World-Wide Symphony Orchestra," and he loved that almost as much as he loved Varà ¨se.