A Career As A Bricklayer :: Free Essay Writer

A good career for me would be a bricklayer. Bricklayers make a lot of money but it’s also a lot of work. It’s a job that most people wouldn’t necessarily enjoy but on the other hand you would make a lot of money, about $14-$18 an hour. (WOIS p ) A quote from my sister who works at Big Kmart is, â€Å"People work at jobs they don’t enjoy just so they can make a lot of money.† I think I could do the job well. Three reasons I think I could do the job well are, I’m a good worker, I have a lot of energy, and I know a lot about bricks. With these three reasons in mind, it would be good to think of a bricklayer as a career for me. I think that I would be a really good bricklayer.   Ã‚  Ã‚  Ã‚  Ã‚  I’m a good worker. If you were to give me a job to do then I would do it and do it well. If I’m focused and determined to do the job, I will get the job done successfully. That’s pretty much all there is to it. If you told me to build a wall out of bricks, for example, I’m the kind of person who will be right on the job. I’ll just start working then I’ll work until the wall or whatever it may be is built. Now everyone has days that they are tired but they still have to work. Let’s say I was tired, I would work not only because I had to but because I would care so much about my job to do my absolute best.   Ã‚  Ã‚  Ã‚  Ã‚  For my whole life I have had a somewhat large amount of energy. That means that I can do something for a long period of time, without getting tired. Bricklayers work different amounts of hours all the time. It depends on the project and on who you are working for. A lot of bricklayers are self employed so they work what they want to. So it really depends on what exactly you are doing (WOIS p ). I could work long hours, that is another reason why I’d be good at my job. Most people would hire you for the job if they know that you will get the job done in a reasonable amount of time doing a fair job. My sister says that, â€Å"One of the most important aspects about a job is having a good reputation. If your boss knows you will do the job and do it well then you should be

Don Cherry :: essays research papers

Don Cherry, born and raised in Kingston Ontario, is known for his openness, often debatable and always amusing commentary. Mr. Cherry can be seen weekly during the National Hockey League season. He has a segment during the first intermission, every Saturday on CBC's Hockey Night In Canada called the Coach's Corner. Don grew up playing hockey, for he was playing in the OHL by the time he was 17. Unfortunately, Don never made it big, but he managed to make his way around the minor league system for a good 15 years. He played a few games in the NHL, attended many training camps, but nothing to brag about. But, that is where Don is different, for he will brag about his days on the ice. He will let every one know about his toughness, grit and determination. After his days as a minor league player, Don was hired on as the head coach for the Boston Bruins, where he experienced much success including a coach of the year award in 1976. It was in 1984 where Don found his true calling though, for it was that year where he accepted a job on the popular Hockey Night in Canada. Don's first controversial television interview came after the 1986/87 World Junior Championship game, in which Canada and the Soviets had an unbelievable brawl. Don condoned the on-ice violence, and that it what he believes in to this very day. Now it is almost as though every Saturday night, Don has something new and controversial to say. It is for this reason that large numbers of people tune in for the first intermission to see Coach's Corner. Don has been very open with his dislike for European hockey players, especially Russian's. Don is the owner of the Mississauga Ice Dogs of the OHL, and he does not have one European player on the team. Don has also been very open with regards to fighting in hockey. He has stated time and time again that fighting is part of hockey, and for this he has been criticized greatly. This is an example of one of Don's many great qualities. Don Cherry's best quality is the fact that he has the ability to say what he thinks, and say what he believes. For example, during the last Winter Olympics in Nagano, Premier Bouchard of Quebec complained that the Jean Luc Brossard carried a Canadian flag instead of a Quebec flag.

Of MIce and Men: Curley’s Wife Essay

Names have been an important facet of society for as long as Homo sapiens have existed. A name is defined as â€Å"a word or symbol used in logic to designate an entity. † In Of Mice and Men, John Steinbeck teaches a lesson about the nature of human existence and shows how grim and isolated people become without hope. Steinbeck neglects to address Curley’s wife’s character by name in order to emphasize her position as a literary element and provide commentary on society in the time period during which he lived. Curley’s wife is never named because Steinbeck wished to emphasize the ubiquitous dislike of her throughout the farm. Whilst reading the novella, it is implied that no one on the farm likes Curley’s wife. However, there isn’t necessarily a flaw in her personality from which this aversion to her stems. The characters avoid interaction with her because they fear retribution from her possessive, short-tempered husband. The men on the farm begin to foster hatred toward her because her constant need for attention puts their livelihoods in danger. The men can’t ever get too familiar with her because they are distanced by the fact that she is Curley’s wife. Steinbeck constantly reminds the readers and the characters in the book of this fact by denying her a proper name. Second in the litany of reasons why Curley’s wife remains unnamed throughout the entire novella is that Steinbeck wishes to superimpose over the entire story the idea that she was a possession of Curley’s and not an independent entity. During the course of the novella, we run across multiple instances in which Curley is angered by even the idea of his wife consorting with other men, even in a platonic manner. As previously stated, Curley would even resort to firing men if he was unpleased with the way the interacted with his wife. The reader is able to draw a parallel between the way Curley treats and acts toward his wife and the way someone would act when dealing with an object of theirs. It is very clear that she is expected (by Curley and the other men, save Lennie) to obey Curley at all times. At the period in time in which the novella is set, women are expected to submit to their husband wordlessly and this is thoroughly explored in Of Mice and Men through Curley and his wife’s relationship. The zeitgeist of 1937(the year in which the book was published) and its subsequent influence on literature written around that time period is another reason Curley’s wife remains nameless. In that time, women were considered inferior to men and weren’t nearly as important in the public eye. One must remember when reading Of Mice and Men that the 19th amendment which gave women the right to vote only became an addendum in 1920. The novella was set during The Great Depression a time during which women did not have the amount of authority in society as they do today. Curley’s wife was used to depict women as troublemakers that disrupt the flow of life for men. Steinbeck failed to assign Curley’s wife a name because it was acceptable at the time for women to be undermined and overlooked. By constantly referring to her as â€Å"Curley’s wife† Steinbeck undermines her character as an independent person because she is forced to always be associated to Curley. With this â€Å"minor oversight† Steinbeck was able to use her character in idiomatic ways to enhance his writing. As indicated previously, Steinbeck writes Curley’s wife as a literary element to enhance the story as opposed to a character in the story. Almost humorously, one of the outcomes of refusing her a proper name (which I suspect was intentional) is that it caused the reader to direct more attention to her than anyone else in the story. Steinbeck is commonly known as an author who utilizes descriptions as a way to portray his characters. Curley is often mentioned as â€Å"the boss’s son. † Slim is introduced as the â€Å"jerkline skinner. † Crooks is solely referred to as â€Å"the stable buck† or simply ‘nigger’ until chapter 4. Despite the fact that all these characters have names, they are relatively miniscule parts of the story when push comes to shove, the nameless wife is the one who causes things to happen and mandates attention from every angle, be it real or fictitious (by which I mean from both readers and characters within the story). The most convincing reason yet as to why Curley’s wife remains unnamed lays in something Steinbeck once said in an interview. Steinbeck described her character as a symbol. He was recorded to have said â€Å"She has no function, except to be a foil – and a danger to Lennie. † She was the antagonist who provided the main characters something to be anxious about; she was the force that put up massive hurdles for the protagonists to overcome. A villain is defined as â€Å"The person or thing responsible for specified trouble, harm, or damage. † Inadvertently, such was the purpose of Curley’s wife. It wasn’t her plan to end Lennie’s life. She simply pursued what she felt she deserved: male attention. Her need to fill this desire for attention became so intense that it ultimately caused tragedy. In conclusion, Curley’s wife not being assigned a name was not just a mere oversight at the hands of John Steinbeck. She was an instrument used to undermine the position of women in society. Steinbeck purposefully left out her name in order to enhance his writing, and address issues during the time period in which he lived. Curley’s wife was used to depict women as the ones who threatened the happiness and well-being of men. Denying Curley’s wife a name was an integral part in the writing of Of Mice and Men. (c) Raquel Bracey, December 2012

Computer Dynamics

I. Computer Dynamics Computer Dynamics is a microcomputer software development company that has a 300-computer network. The company is located in three adjacent five-story buildings in an office park, with about 100 computers in each building. The current network is a poorly designed mix of Ethernet and token ring (Ethernet in two buildings and token ring in the other). The networks in all three buildings are heavily overloaded, and the company anticipates significant growth in network traffic. There is currently no network connection among the buildings, but this is one objective in building the new network.Describe the network you would recommend and how it would be configured with the goal of building a new network that will support the company’s needs for the next 3 years with few additional investments. Be sure to include the devices and type of network circuits you would use. You will need to make some assumptions, so be sure to document your assumptions and explain why you have designed the network in this way. Assumptions: The two buildings with Ethernet are wired with at least Cat5e cabling and all wiring is run back to a central closet on each floor to a data switch.To connect the floors in the building a fiber cable is run between the closets to connect them to each other, a chassis based switch with a router module installed, and the local service providers WAN. Rewire the building that has Token Ring to at least Cat5e cabling, Token Ring will not be able to withstand the network load or the anticipated network traffic growth. Install a chassis based switch with router modules installed and fiber ports to connect this building to the newly designed backbone.Chassis switches are robust and scalable; they will survive the demands of the network for the next 3 years. Connect the three building via the chassis switches using fiber from building to building and a dedicated point to point circuit to the service provider’s WAN. This will allo w the three buildings to share resources across the network, communicate with each other through the network, and share applications across the network. Install a DHCP server to issue IP addresses to the computers on the company’s networks so they will recognize that they are a part of the same network.

The African American Achievement Gap:

The African American Achievement Gap: Why is it There and What Can be Done Are Black Americans Dumber than White Americans? Can it unequivocally be stated that European Americans hold more intelligence then African Americans? Are African Americans genetically wired to have a lesser mental capacity then European Americans? For a long time this was the explanation to a burning problem. African Americans score lower than White Americans on vocabulary, reading, and mathematics tests, as well as on tests that claim to measure scholastic aptitude and intelligence. This gap appears before children enter kindergarten and it persists into adulthood. The typical American black still scores below 75 percent of American whites on most standardized tests. On some tests the typical American black scores below more than 85 percent of whites. † (CHRISTOPHER, JENCKS) This test score gap is not an inevitable fact of nature. It is true that the gap shrinks only a little when black and white child ren attend the same schools. It is also true that the gap shrinks only a little when black and white families have the same amount of schooling, the same income, and the same wealth.However, after extensive research, no one has found any evidence saying that blacks have less intellectual ability than whites. So what causes this gap in test scores? Some attribute it to the culture of African Americans. They say that African Americans are uninterested in learning and don’t seek to pursue academic excellence. Some attribute the gap to testing conditions. Some attribute it to concepts such as â€Å"White Guilt† and â€Å"Stereotype Threat. †(Will be explained later) I however cannot attribute it to any one thing. This whole issue cannot be explained by one concept.Rather then trying to describe the achievement gap with one concept, I attribute it to a combination of many. The reason for the perceived gap in test scores is an intricate combination of things such as S tereotype threat, White Guilt, and Culture. On this issue, Thomas Sowell takes the position that this gap has nothing to do with racism or race. Sowell says, â€Å"For much of the first half of the 20th century, these differences were attributed to race-that is, to an assumption that blacks just did not have it in their genes to do as well as white people.The tide began to turn in the second half of the 20th Century, when the assumption developed that black-white differences were due to racism on the part of whites. † (Sowell, Thomas) However, his research showed something different. With his study at Harvard, he noticed that most of the black alumni were either from â€Å"the West Indies or Africa, or were the children of West Indian or African immigrants. These people are the same race as American blacks, who greatly outnumber either or both. † (Sowell, Thomas) This completely dispels the idea of race being a factor. So what does cause the gap?Sowell believes Culture does. His main argument is that the culture from so-called â€Å"rednecks† from Europe caused this uneducated culture seen in blacks. He says, â€Å"The culture of the people who were called â€Å"rednecks† and â€Å"crackers† before they ever got on the boats to cross the Atlantic was a culture that produce far lower levels of intellectual and economic achievement, as well as high levels of violence and sexual promiscuity. † (Sowell, Thomas) Now the most important points raised are that only a third of whites lived in this culture while 90% of blacks live in it.Of course culture fades away eventually but, it has very slow within the black community; especially in the worst black ghettos in the country. This is a culture of counter productivity and self-destruction. Sowell says all blacks are regarded this way. However, the question has to be asked; can this really be applied to all blacks? It really can’t. Culture can be a valid explanation for t his particular group of black people but it does not prove anything for all blacks. Not all blacks are from the ghetto.Some actually come from prominent, stable homes. Some actually come from the same environment as successful whites and Langston Hughes takes a look at some of these people. Hughes also takes the view of culture but he examines it from the view of blacks that are not stuck in the ghetto but have stable backgrounds. Hughes takes the view that blacks are actually hindering themselves. He says that there is a huge obstacle standing in the way of every black person. He actually makes a reference about artist but it can be viewed as any black person.He says the obstacle is, â€Å"this urge within the race toward whiteness, the desire to pour racial individuality into the mold of American standardization, and to be as little Negro and as much American as possible. † (Hughes, Langston) His example is a poet. This poet subconsciously wants to be white because he feels it will make him a better poet. This poet comes from a strong background in the middle class. According to Hughes, they attend church; the father has a steady job; the mother works on occasion; and the children attend mixed schools.However, the problem comes with how the parents treat their children. The mother says things like, â€Å"Don’t be like niggers† when the children are bad. In turn the father says things like, â€Å"Look how well a white man does things. † So in this home and many others, black is not praised or celebrated it is taught to be ashamed of. They are taught to want to be white. It is staggering what blacks do to themselves because of this. Fist Hughes says the more predominant don’t support their own people.His example is that, A â€Å"Negro clubwoman in Philadelphia paid eleven dollars to hear Raquel Meller sing Andalusian popular songs. But she told me a few weeks before she would not think of going to hear â€Å"that woman. â⠂¬  Clara Smith, a great artist, sing Negro folk songs. † (Hughes, Langston) This is the problem with many blacks. They don’t support their own people in anything because they don’t feel it will be accepted by whites and, that is ultimately what they want. Hughes also alludes to how blacks don’t’ support their own until whites do.His example is â€Å"a young colored writer who had been writing well for the colored magazines for some years, but it was not until he recently broke into the white publications and his first book was accepted by a prominent New York publisher that the â€Å"best† Negros in his city took the trouble to discover that he lived there. † (Hughes, Langston) The key here is â€Å"white. † Blacks are afraid to be who they are because white is seen as the ultimate goal. Black is seen as inferior. So can this be applied to test taking? It certainly can. If blacks are feeling inferior then their test performanc e cannot be as good as whites.Hughes is saying that being black is a hindrance that was built by blacks ourselves. But can this still be applied to all blacks. No it can’t because not all blacks come from households where white power is subconsciously feed to them. Some come from homes where black is celebrated. But for some reason the gap is still there but why? Shelby Steele’s position on the matter is based on the theory of White Guilt. White Guilt is a â€Å"vacuum of moral authority in matters of race, equality and opportunity that comes from the association of mere white skin with America’s historical racism.It is the stigmatization of whites and, more importantly, American institutions with the sin of racism. † (Steele, Shelby) Simply meaning that all white institutions are doing whatever they have to do not to appear racist. According to Steele this started right after the civil-rights movement. Where he believes that blacks made, â€Å"the great est miscalculation in black American history. † (Steele, Shelby) He says, we allowed ourselves to see a greater power in America’s liability for our oppression than we saw in ourselves. (Steele, Shelby) This meaning blacks saw an opportunity to get lazy because they thought they could get more out of taking what whites give rather then working to take their own. According to Steele, blacks have been living in an age of white guilt for about a few decades now. So Steele is taking the position that the achievement gap is where it is at because blacks do not have to work as much as they did before. Steele uses the example of a University. There is no way that they would admit students just based on academia because chances are there would be little to no black faces at the University.This university would be called racist and scrutinized heavily. In Modern time, it is politically correct to include blacks in all walks of life. During the Civil Rights Movement, being black was terrible thing. You were punished for it. Today blacks are rewarded for it in many ways. It is good but bad also. This age of white guilt is a time where the black person â€Å"lives in a society that needs his race for the good it wants to do more than it needs his individual self. His race makes him popular with the white institutions and unifies him with blacks. † (Steele, Shelby) This however limits him as a person.This gives him less desire to work hard. What’s the point when things will just be put in his hand anyway? Steele uses Dr. Cornel West as an example. Dr. West was promoted to a full professorship at Harvard, which is a very high honor. However Steele says, â€Å"It was never Cornel West-the individual- that Harvard wanted; it was the defanged protest identity that he carried, which redounded to the university as racial innocence itself. How could anyone charge this university with racism when it promoted Cornel West to its higher reaches? † (S teele, Shelby) So there lies the main point. Dr.West achieved high position by doing less work. This is Steele’s explanation as to why the achievement gap is there. Blacks simply do not have to work as hard as they once did to succeed because the whites are â€Å"too eager for the moral authority black skin offers them. † (Steele, Shelby) Can this explanation be applied to all blacks? Again some blacks are exempt from this. Some take the easy way out and take full advantage of things like affirmative action. However, some do actually work at what they do. But, for some reason, there is still a gap within this group that is working hard. Why is that? Claude M.Steele offers the concept of Stereotype Threat as the reason this gap exists. Stereotype threat is â€Å"the threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm that stereotype. † (Steele, Claude M) Stereotype threat can be used to explain the reason that hard working goal oriented black Americans contribute to the achievement gap. When it comes to matters of race, it is assumed that a particular situation is experienced in much the same way by different groups of people. This is especially assumed to be true in test taking.However, this is often times not true for blacks. Steele says, â€Å"But for black students, difficulty with the test makes the negative stereotype relevant as an interpretation of their performance, and of them. They know that they are especially likely to be seen as having limited ability. † (Steele, Claude M) It is not that blacks are in anyway inferior its just a certain pressure is always put on them when doing things like taking test. This is because tests are often given as a test to measure ability, so because of the negative stereotype blacks feel an added pressure and succumb to it.From one experiment- focusing on vocabulary- Steele performed on black and white students, h is conclusion came to be that, â€Å" When black students were told that the test would measure ability, they completed the fragments with significantly more stereotype-related words that when they were told that it was not a measure of ability. † Now the thing about stereotype threat is that it is not like the â€Å"self –filling prophecy. † They don’t think they will perform inadequately and then in-turn score low. Steele says Stereotype threat, â€Å"is something different something external: the situational threat of being negatively stereotyped. So Stereotype threat can be applied to hard working black Americans because it only exist if they care that the negative stereotype is there. So these students actually work so hard to disprove the stereotype that they actually hinder themselves. For one of Steele’s experiments he noticed this to be true. He says, â€Å" Black students taking the test under stereotype threat seemed to be trying to ha rd rather than not hard enough. They reread the question, reread the multiple choice, and recheck their answers, more then when they were not under stereotype threat. (Steele, Claude M) So what this did was make the test takers inefficient. If you think to long on standardized to you are automatically hindering a very good score. So the reason hard working black Americans contribute to the gap is evident. But, like it was previously stated, not all black Americans actually work hard so this cannot be the only reason the gap exist. I believe the gap exist because of a combination of a few of the afore mentioned arguments. Yes Sowell’s point is valid but the culture argument cannot be applied to all blacks.Yes Langston Hughes point is valid but his aspect of culture cannot be applied to all blacks. The same goes for both Shelby and Claude Steele. Applying one of these theories to an entire race of people to explain the gap in test scores will just not suffice. I can honestly sa y that throughout my life experiences that I have seen every theory for myself. I have seen and lived among the people that these theories apply to and I believe that it all culminates to create the observed gap between African Americans and other ethnic groups.Sowell is absolutely correct when he says there is a self destructive, counterproductive culture in the nations ghettos. Everyone I know from these areas thinks that way. They do not like learning; they hate hard work and are content being at the lower rungs of life. So when the children do go to school and take there standardized test, more often then not, they don’t try. They have a â€Å"whatever† attitude towards it. And for the few that do try, they just aren’t prepared because the people around them and raising them have this disdain towards learning.I have a close connection with people who embody the â€Å"White Guilt† theory and the â€Å"Stereotype threat† idea. I have lived with i t all of my life and I can say it has affected me. In high school and even in college I have seen an abundance of students who are whole-heartedly living in the age of white guilt. It’s not that they don’t’ try it’s just they do enough to get by because they know if they make it to a certain point, aids like affirmative action and minority quotas will take them where they need to go. So when it comes to test taking they do try, but won’t stress themselves out over it.Although they are just as smart as their white counterparts, they just don’t see the need to put in the extra effort. Students that experience stereotype threat are just as prevalent. I can say that I fit into this mold. These students do in fact try to hard. They try so hard to prove the stereotype wrong they actually end of proving it. They try so hard not to make mistakes on the test that they do. They try so hard not to contribute to the gap, they actually do. So the reason the gap exist is a combination of many different people that come from different demographics and situations.All of these added together make the achievement gap in test scores. It is clear to see that this gap cannot be explained by one theory. Too many blacks come from to many different situations for this to be the case. So we can see that when these are added up it amounts to the gap in test scores among other things. So how can it be fixed? Just like there is not one factor contributing to the gap, there is not one way to fix the gap. The solution would be more of a chain reaction effect. The problem starts in the inner city where the lazy â€Å"I don’t care† attitude is prevalent.These are the people that create the negative stereotype black people have. So the blacks that are doing better than these people and are trying to do better in life have to bear the burden that the â€Å"ghetto† blacks place on them. The people that apply to Hughes theory are ash amed of them. The people in Shelby Steele’s theory are lazy because the world is trying to integrate them (the ghetto blacks). And the people in Claude Steele’s theory are working so hard to overcome the stereotype the â€Å"ghetto† blacks have placed on them.Until the blacks from the inner city change nothing will. The blacks in the higher rungs of life can’t change their ways, in this case test taking ways, until the burden placed on them is lifted. So until the inner city mentality changes, the gap will forever be there. Works Cited CHRISTOPHER, JENCKS. â€Å"The Black-White Test Score Gap. † The New York Times. 1998. Web. 25 Oct. 2010. . Hughes, Langston. â€Å"†The Negro Artist and the Racial Mountain† (1926). † Welcome to English  « Department of English, College of LAS, University of Illinois. 926. Web. 25 Oct. 2010. . Sowell, Thomas. â€Å"Thomas Sowell — Crippled by Their Culture. † OrthodoxyToday. org | Home. 26 Apr. 2005. Web. 25 Oct. 2010. . Steele, Shelby. â€Å"The Age of White Guilt: and the Disappearance of the Black Individual. † CIR Home. Nov. 2002. Web. 25 Oct. 2010. . Steele, Claude M. â€Å"Thin Ice: â€Å"Stereotype Threat† and Black College Students – 99. 08. † The Atlantic — News and Analysis on Politics, Business, Culture, Technology, National, International, and Food a? â€Å" TheAtlantic. com. 1999. Web. 25 Oct. 2010. .

Apush Frq Outlines

Follow the directions on the opposite side of this assignment for FRQ Outlines. They are considered a TEST score, each question is worth 40 points (if there are 4 outlines, then it is a 160 point test). These outlines are due the first day of class. 1. Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750. British French Spanish 2. Analyze the differences between the Spanish settlements in the Southwest and the English Colonies in New England in the 17th century in terms of TWO of the following: Politics Religion Economic Development 3. How did economic, geographic and social factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 – 1775? 4. Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions: New England Chesapeake Middle Atlantic 5. Analyze the impact of the Atlantic Trade Routes established in the mid 1600’s on economic development in the British North American colonies. Consider the period 1650 – 1750. 6. Compare the ways in which TWO of the following reflected tensions in colonial society. Bacon’s Rebellion (1676) Pueblo Revolt (1680) Salem Witchcraft Trials (1692) Stono Rebellion (1739) 7. â€Å"Geography was the primary factor in shaping the development of the British colonies in North America. † Assess the validity of this statement. 8. Compare and contrast the culture and economy of the southern colonies with that of the New England Colonies. 9. Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures. Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s. New EnglandSpanish Southwest ChesapeakeNew York and New France 10. In what ways did ideas and values held by Puritans influence the political, economic and social development of the New England colonies from 1630 through the 1660’s?

Math Problems Speech or Presentation Example | Topics and Well Written Essays - 1500 words

Math Problems - Speech or Presentation Example Budgeted factory overhead is $400,000 for the current year. Of this amount, $100,000 is fixed. Of the $18,000 of factory overhead assigned to the Northern Cycles, only $13,500 is driven by the special order. $4,500 is a fixed cost. Certain costs can be omitted because the analysis is based upon margin contribution. Under the set structure, 25% of the factory overhead is fixed, which translates to the $4,500 of fixed costs associated with the special order. In this analysis, G&A costs do not even need to be calculated. The 10% markup offered by Mr. Bass does not even cover the special order’s portion of operating fixed costs ($ 4000 - $ 4,500 = ($ 500), much less the order’s share of fixed G&A or variable unit fixed cost allocation. In other words, once we reach the point of determining a loss, there is no need to proceed on to the costs that might be relevant if this special order was not so unreasonable. If the offer is accepted, the opportunity costs are considered as the difference in payments between what would be received from the Bass deal and what would be received on the open market. In this case, the Bass deal returns $ 4,000 above costs, and the open market sales return $ 24,000 above costs. Thus, the opportunity cost of the Bass deal is $ 20,000. It should consider whether it could place a special order of this size with other sources who are willing to pay a higher markup than Bass. It should consider whether the cost of keeping the Bass account is worth the short-term profit loss to the company. If the market is strong, Thousand Island may not be able to afford a customer like Bass. The Entertainment Corporation produces and sells three products. The three products, CDs, DVDs, and videotapes, are sold in a local market and in a regional market. At the end of the first quarter of 2009, the following income statement was prepared: Management has expressed special concern with the regional market because of the