Tuesday, February 24, 2015

Questions About World War I

Lucy Lastovic 
February 24, 2015
Mrs. Lawson- H Block
Questions About WWI

  1. WWI began on July 28, 1914 and ended on November 11, 1918. The immediate cause in the starting of World War I  was the assassination of Franz Ferdinand, the archduke of Austria-Hungary. His death at the hands of Gavrilo Princip – a Serbian nationalist with ties to the secretive military group known as the Black Hand – propelled the major European military powers towards war. Many scholars also believe that the gradual emergence of a group of alliances between major powers was partly to blame for the descent into war. The two groups of allies were: Britain, France and Russia formed the Triple Entente, while Germany, Austria-Hungary and Italy comprised the Triple Alliance.                                        http://www.theweek.co.uk/world-news/first-world-war/59782/how-did-the-first-world-war-start#ixzz3Sfx2SgWC
  2. On April 6, 1917, the U.S. joined its allies--Britain, France, and Russia--to fight in World War I. On May 7, the British-owned ocean liner Lusitania was torpedoed without warning just off the coast of Ireland. Of the nearly 2,000 passengers aboard, 1,201 were killed, including 128 Americans. The German government maintained, correctly, that the Lusitania was carrying munitions, but the U.S. demanded reparations and an end to German attacks on unarmed passenger and merchant ships. In August, Germany pledged to see to the safety of passengers before sinking unarmed vessels, but in November a U-boat sank an Italian liner without warning, killing 272 people, including 27 Americans. With these attacks, public opinion in the United States began to turn irrevocably against Germany. United States broke diplomatic relations with Germany; the same day, the American liner Housatonic was sunk by a German U-boat. On February 22, Congress passed a $250 million arms-appropriations bill intended to ready the United States for war. In late March, Germany sank four more U.S. merchant ships, and on April 2, President Wilson went before Congress to deliver his famous war message. Within four days, both houses of Congress had voted in favor of a declaration of war.  http://www.history.com/this-day-in-history/us-enters-world-war-i
  3. Germany had formally surrendered on November 11, 1918, and all nations had agreed to stop fighting while the terms of peace were negotiated. On June 28, 1919, Germany and the Allied Nations (including Britain, France, Italy and Russia) signed the Treaty of Versailles, formally ending the war.                                           http://www.americaslibrary.gov/jb/jazz/jb_jazz_ww1_3.html
  4. The main terms of the Versailles Treaty were:                                                                             (1) the surrender of all German colonies as League of Nations mandates;                                     (2) the return of Alsace-Lorraine to France;                                                                                 (3) cession of Eupen-Malmedy to Belgium, Memel to Lithuania, the Hultschin district to Czechoslovakia                                                                                                                             (4) Poznania, parts of East Prussia and Upper Silesia to Poland;                                               (5) Danzig to become a free city;                                                                                                 (6) plebiscites to be held in northern Schleswig to settle the Danish-German frontier;               (7) occupation and special status for the Saar under French control;                                           (8) demilitarization and a fifteen-year occupation of the Rhineland;                                             (9) German reparations of £6,600 million;                                                                                     (10) a ban on the union of Germany and Austria;                                                                     (11) an acceptance of Germany's guilt in causing the war;                                                             (12) provision for the trial of the former Kaiser and other war leaders;                                         (13) limitation of Germany's army to 100,000 men with no conscription, no tanks, no heavy artillery, no poison-gas supplies, no aircraft and no airships;                                                     (14) the limitation of the German Navy to vessels under 100,000 tons, with no submarines;Germany signed the Versailles Treaty under protest. The USA Congress refused to ratify the treaty. Many people in France and Britain were angry that there was no trial of the Kaiser or the other war leaders.                                                                                           http://spartacus-educational.com/FWWversailles.htm                                                                    The US did not ratify the Treaty of Versailles because the League of Nations said if another nation was attacked we would automatically send troops to ensure their territorial integrity we did not want to do that.                                                             https://answers.yahoo.com/question/index?qid=20080526211028AAX6LXJ
  5. What was Germany's reaction to the Treaty of Versailles? How much did Germany have to pay for the war? What issues from WWI took part in the start of WWII?

Tuesday, February 17, 2015

The Influenza Epidemic of 1918

Lucy Lastovic
February 18, 2015
Mrs. Lawson- H Block
Research Essay

                                                         Influenza Pandemic of 1918

Every year during the fall, people go to get their annual flu shot to protect themselves from the contagious virus. While many people get infected by influenza, it results in common cold symptoms like sore throat, chills, body aches, sore throat, and fever. However, in 1918-1919, influenza took the world by storm. All over the world, people were becoming infected by this unknown virus. No one knew where it was coming from, how it was being spread, or even what is was for that matter. Later, they would learn that the soldiers fighting in WWI were carrying this virus with them wherever they went. In this essay, I will discuss how this pandemic unfolded, the impact it had on the United States, what strategies the government took for fighting this disease, and how the army was affected by this silent killer.

The influenza pandemic was not one outbreak which lasted for over a year. It was, however, three different waves of the influenza virus, each one more virulent and deadlier than the last. The first wave occurred when a mild strand of influenza broke out in the late spring and summer of 1918. The second wave consisted of an outbreak of severe influenza in the fall of 1918. Lastly, the third wave erupted in the spring of 1919 with the most deadly and contagious strand of influenza than those before it. (U.S. Department of Health and Human Services ) In a study done by Captain Alan M. Chesney, a medical officer with the AEF in France during WWI, he discovered and documented the "evolution of a more virulent influenza". In his first documented phase, he analyzed the 5th artillery brigade during the time period of June-July 27th. He recorded that there were only 77 "mild cases" of the influenza virus. During his second phase, he followed the 58th artillery brigade from July 27th to August 23rd, and recorded that 200 of the soldiers became ill. Lastly during his third phase, he followed the 6th artillery brigade from August 23rd to November 8th. 1,636 soldiers, which was more than 1/3 of the brigade, contracted influenza and 151 soldiers died.   At the end of his study, Chesney reported, "the frequent changes in the population of the post, brought by the short stay of each brigade, exercised considerable influence upon the course of the epidemic of influenza."(U.S. Military:Influenza Pandemic) That being said, one can see how the influenza virus erupted during three different time frames and coming back deadlier than it was before.

Twenty to forty million people were killed by the Influenza Pandemic of 1918. Just to get a mental picture of how many people died in this pandemic, more people died from influenza in ONE year than in FOUR years of the Black Death Bubonic Plague. ( Stanford: The 1918 Influenza Pandemic) In the United States alone, it infected over twenty-five percent of the entire population. In just that one year, the United States average life expectancy dropped by an astounding 12 years.
(National Archives and Records Administration) It is clear that the most obvious impact the United States faced was the dramatic decrease in population. Around 675,000 Americans died from the influenza outbreak. Calculating just the soldiers of the United States, half of the soldiers who died in Europe died from the hands of influenza, not the enemy.( Stanford: The 1918 Influenza Pandemic) The United States lost soldiers, doctors, nurses, servicemen, and citizens all from this virus, so of course we must look at what America did to fight this killer virus.

On September 27th, 1918, influenza officially became a reportable disease. However by that time, the second wave of influenza had already begun. The government sent as many medically trained personnel over to Europe and American camps to aid to the soldiers as best they can. There just weren't enough doctors and nurses to aid to the thousands and thousands of soldiers infected and dying from the flu. When the PHS was able to send more medical aid, they often became ill en route to the camps or when they arrived. For those who got there healthy and uninfected, found themselves unprepared and under-staffed for the task in front of them. In October, Congress gave one million dollars to the PHS, which enabled them to recruit and pay for more medical personnel. (United States Department of Health and Human Services) In a Directive from the Division of Sanitation, they stated many guidelines or rules for people to follow in order to protect citizens from getting infected or spreading the virus. Basically, it stated to stay away from crowded and public places, stay healthy and rested, and stay away from anyone who was coughing or sneezing. Seeing as there was no vaccination or antibiotic to kill the virus, the best the government could do was head warning to the public and send doctors and nurses to help those infected.

What better way to spread a highly contagious virus than to send infected soldiers all over the world with it? Influenza traveled with military personnel from camp to camp, trench to trench, and country to country. In September through November 1918, during the peak of American military involvement, influenza and pneumonia infected over 20-40% of the United States Army and Navy. With all of these casualties, if affected the amount of available soldiers, the induction and training schedules, and it rendered thousands of military personnel non-effective. The War department counted that influenza sickened 26% of the Army, which is over one million men. It also killed 30,000 men before they even reached France. In the Navy, they recorded that out of 600,000 men, there were 5,027 deaths and more than 106,000 soldiers were admitted to the hospital. WWI fostered this diseases by creating conditions in the trenches of France that some epidemiologists believe enabled the flu to evolve into a  world-wide killer. Disease shaped WWI by rendering a majority of the Army and Navy non-effective, and diverting resources and personnel from the military campaign. The military was the biggest factor of this pandemic because not only did it kill and infect a majority of the soldiers, they were unknowingly carrying this lethal killer with them all over the world. (U.S. Military:Influenza Pandemic)

The Influenza Pandemic of 1918 claimed the lives of millions of people. A now particularly harmless virus was once the silent killer of the 1900's. While many people speculate as to what the origin of influenza is, historical and epidemiologic data have been determined inadequate in identifying the geographic origin of the virus. However, one strong possibility is that it developed somewhere in Asia, seeing as before and after the Pandemic of 1918, most influenza pandemics began in Asia and the spread to the rest of the world. (Origin of Influenza) While there were many casualties in WWI, the United States had relatively fewer casualties than other countries- 112,000 dead. Half of these deaths were from influenza, not the enemy. (American History: A Survey, Twelfth Edition) Since the influenza pandemic, America has restored its population and found a vaccine and antibiotic to fight against influenza. The world will be prepared if there was ever another Influenza Pandemic, because now we have the tools and manpower to kill it before it kills us.

United States Department of Health and Human Services This source provided lots of dates which mapped out a "timeline" to see what happened when. It talked about the different waves that the flu traveled in. It also mentions how the pandemic unfolded, how the US was mobilized to fight influenza, communications, and lastly the fading of the pandemic.
National Archives and Records Administration This source provided a brief background on the Pandemic but mostly provided statistical data. However, this source had links to numerous primary sources including personal letters, journals, newspaper articles, pictures, government directives, and more from the 1918 Influenza Pandemic.
U.S. Military:Influenza Pandemic This source focused specifically on how the influenza pandemic impacted the Army and Navy. It talked about the three different waves in which influenza occurred and how the war fostered influenza in the crowded conditions of military camps in the U.S. and European trenches.
Stanford: The 1918 Influenza Pandemic This source provided a lot of statistical data in regards to the casualties resulting from the flu, decrease in life span, and how many people were infected by this virus,
Directive from Division of Sanitation Being an actual directive from Washington D.C and written by the Division of Sanitation in 1918, this was by far the best source. It provided me with what knowledge they knew about influenza and what strategies they were taking in order to protect the citizens.
American History: A Survey, Twelfth Edition This source contained the least amount of data out of all of my sources, seeing as the text only mentioned the casualties caused by the flu. There was no other data about influenza in regards to how it impacted the U.S. or how it was spread.
Origin of Influenza In this source, I was able to find information concerning the origin of the influenza outbreak. While there is speculation of Europe, Asia, America, or even China, there is no way, as of today, of discovering where this pandemic evolved.



Wednesday, January 21, 2015

How Do You Analyze a Political Cartoon?


If you were to analyze a political cartoon, you would first need to just look at the whole picture, and not look for detail.

Next, begin to scan over the picture and notice the main focus of the cartoon or what point the cartoonist is trying to convey.

Look for detail. Notice objects, people, and scenery/setting.

Determine the audience or bias for the cartoon. Interpret what the cartoon represents!

Finish!


Guide to Analyzing Political Cartoons
What, if any, words do you see?
What was happening when this cartoon was made?
What methods does the cartoonist use to persuade the audience?
Who? What? When? Where? Why?

Political Cartoon 1:

Taking a first look at this cartoon, you can see McKinley holding on to a Filipino child near the edge of a cliff. While the "world" looks on, the question above (What will he do?) asks will he decide to keep the Philippines or give it back to Spain. A bias is sort of implied by comparing Spain to throwing a child off a cliff, so this cartoon is trying to sway readers opinions into taking the Philippines.

Political Cartoon 2:

Looking at this cartoon, you can see a Hawaiian native, Cuban native, and Filipino native skipping side-by-side holding hands and waving American flags. With big smiles on their faces, it looks like the natives are enthralled by the fact that the United States came in. This cartoon portrays the U.S. as heroes to these people and that they are "over the moon" excited about what the United States has done to them...NOT!!

Political Cartoon 3:
Cuba, Puerto Rico, and the Philippines knocking at the door of the U.S.
In this picture, you can see dirty, savage looking children from Cuba (also P.R. and Philippines) knocking on Uncle Sam's door, which represents the U.S., to let them in. In other words, this cartoon portrays these countries as begging for the U.S. to take them over and control them and basically do with their land however they please, which we all know is not the case. This, like most political cartoons, portrays a bias that puts the U.S. on a pedestal and makes them look like international heroes who only wants the best for other people.

Monday, December 15, 2014

US History- First Semester Summary Activity

Lucy Lastovic
December 16, 2014
US History-H Block
Speech

From watching historically based films like "Glory" and "12 Years a Slave", to researching how Native Americans are genetically predisposed to obesity and diabetes, I have been presently surprised by the copious amounts of different topics we have learned this semester. Seeing as I want to go into the medical field, I was very interested in my research topic about what marker or gene causes Native Americans to be susceptible to obesity and diabetes. For thousands of years, communities and populations that relied on farming, hunting, and fishing for food experience a great fluctuation of alternation periods in which they endured feast and famine. For their bodies to adapt to these extreme changes in caloric needs, their bodies developed a "Thrifty Gene" that allowed them to store fat during times of plenty so that they would not starve during times of famine. While this gene was extremely helpful in times of famine, these populations have now adopted to the “typical” western lifestyle. Meaning, they endure less physical activity due to automobiles, consumption of a high-fat diet, and access to a constant supply of calories. This Thrifty Gene has begun to work against these communities, continuing to store calories in preparation for famine, causing their high susceptibility of diabetes and obesity. So I was pleasantly surprised to discover that by understanding the biology of things like genes, I can get a better insight to American history as a whole.
Having a minimal history in the rise of the industrial workforce and the people that worked in it, I was unpleasantly surprised by the how the children were treated. At least 1.7 million children under the age of 16 years old were employed in factories and fields. Only 38 state legislatures had passed child labor laws in the late 19th century. Agriculturally employed children worked 12 hour days in the field, and these children were often exempt from the laws. For factory working children, they had to be at least 12 years old and would work a minimum of 10 hours a day. These children were being maimed and even killed in industrial accidents at an alarming rate. Knowing that children were being so poorly mistreated and manipulated by adults just so they could pay cheaper wages is truly sickening.
10 years down the road, I will be able to remember and discuss the effects of Social Darwinism during the Industrial supremacy. More importantly, I will be able to remember Herbert Spencer’s argument in which he states that society benefited from the elimination of the unfit and survival of the strong and talented.
Racism has been an issue that Americans in the past and present have struggled with. 149 years after slavery was abolished, and all men and women of different skin color became equals, we are still having catastrophic issues with racism. Take Michael Brown for example, an 18 year old African-American male who was shot and killed by a white police officer. Everyone jumped to the conclusion that he was shot because he was black, but no one stopped to listen to the fact that he had just tried to rob a store and then physically assaulted the officer, resulting with Brown turning the gun back on the officer. It was self defense, but people who did not even witness the crime, immediately jumped to the conclusion that it was about race.
Looking back at what we have learned in history this past semester from 1865 to 1920, there is a common theme of growth and expansion throughout America. Whether it’s political or technological, America went through a major transformation during this era. Therefore, I would name this era the Age of American Expansion because we have talked about all forms of expansion throughout America. Anywhere from expansion of populations across the nation or the spread of industrial factories, America went through a significant period of growth during this era.


Friday, November 21, 2014

Thinking About Success

LUCK-4
OPPORTUNITY-3

SKILL-2
HARD WORK-1

Jennifer Lawerence

Luck- Luck has absolutely NOTHING to do with economic success. Sure, one might get lucky every once in a while, but success comes from hard work, skill, intelligence, and dedication to bettering yourself.

Opportunity- While opportunity is important when looking for a job, it is not that important because if you are truly gifted at what you do and are a hard worker, a business will most likely hire you even if they are not looking to hire anyone.

Skill- Going off what I said below, skill is an important factor in becoming successful. But if you only rely on having skill, you will not have much success because there are many people in the world who also have that same skill. It all depends on how much work you put in to it.

Hard work- Success does not come to a person unless they are dedicated and put hard work into their career. Sure, you may have a natural gift in that field, but that will only get you so far unless you actually put in the work and put in the effort into becoming successful.

***In my opinion, what makes a person economically successful is a cornucopia of things.  First off, hard work always pays off! However, all the hard work or effort in the world won't matter if you aren't inspired. Secondly, skill or aptitude for a profession is a significant part of becoming successful. Quite frankly, if you aren't good at something, you most likely won't be too successful at it. Lastly, economic success comes from hard work, skill, intelligence, and dedication to bettering yourself.***

Wednesday, November 19, 2014

Mass Production in Retail

Zara Headquarters
By reading these articles focusing on the mass and rapid production of retail based on the needs and wants of retailers, I have learned what all goes into marketing clothes. For instance, Zara is famously known for its ability to deliver new clothes to stores quickly and in small batches. In order to achieve this, Zara controls its manufacturing more than most retailers by manufacturing most of its clothes in Spain or in countries of close proximity. Zara produces 450 million items a year for its 1,770 stores located in 86 countries. 

I also learned what the "Top 10 Supply Chain Innovations of All Time" are! These innovations are responsible for the expansive growth in the retail industry that we live in today.

  1. The Toyota Production System
  2. P&G's Continuous Replenishment
  3. The Ocean Shipping Container
  4. Economic Order Quantity (EOQ)
  5. The Ford Assembly Line
  6. The Universal Product Code
  7. The FedEx Tracking System
  8. Distribution Requirements Planning (DRP)
  9. 3M's Transportation Load Control Center
  10. Taylorism


QUESTIONS:
Though it costs more to make larger sizes, why charge more for bigger sized clothing when you lose a sale altogether, instead of losing a couple of dollars?

Monday, November 17, 2014

Immigration from Europe to US


Dear Mom,

As of today, it has been two full months of living in the United States, and oh how it is different from Italy. Being completely fluent in the English language has helped me immensely. I have been able to converse with other immigrants in my neighborhood, as well as being able to communicate with potential employers. I have gotten a job in a clothing industry where I sew/make clothes for mass production. Instead of women making their own clothes here, they can now go to department stores and BUY clothes already made! I make a fairly decent salary, but all workers recently have had their incomes increased, which helps me pay for the rent in the tenement building where I live.

It has been difficult adjusting to city and urban life here. Instead of having lots of land and being far away from other people, the proximity of other's residences is quite overwhelming. Being able to go through this transition with other immigrants in the same position has really helped me adjust to my new life in New York, Mom, you would not be able to believe how many people from different countries there are here? There are Italians, Germans, Slavs, Russians, Irish, and so much more! Even though we are from all different backgrounds, we have assimilated a group or community in which us immigrants are there for each other and can process challenges that we have all gone through. I miss you terribly, but I hope one day you and Dad can come join me here in New York!

Much Love,
Lucy