Catherine and Rodolpho Essays

Catherine and Rodolpho Essays Catherine and Rodolpho Essay Catherine and Rodolpho Essay Another great problem about Eddie was that he was judgmental. As soon as he saw Rodolpho he didnt like him. Eddies character is of a stereotypical man- works hard for a living, cares about his family and goes to the pub with his mates for a drink. Rodolphos character was the total opposite. He was quite feminine. The things that showed his femininity was that he was Italian and had blonde hair, he sang on ships, and can mend cloths such as dresses. Eddie didnt give Rodolpho a chance to get to know him. You could say that Eddie thought that Rodolpho wasnt man enough for him or Catherine. An example of this is when Eddie is teaching Rodolpho how to box, by doing this he is teaching him a mans sport. Eddie asks Rodolpho to hit him in front of Catherine and Beatrice, Eddie knows that Rodolpho wont hit him however he asks him only to prove to Catherine that hes not a man. Rodolpho doesnt want to hit Eddie. Dont pity me you cant hurt me. Eddie says this to Rodolpho he intimidates him. This shows the differences between Eddie and Rodolpho. Eddie became jealous very easily. He was jealous of Rodolpho, and how his little girl, Catherine chose Rodolpho over him. Another point to mention was that Eddie turned his back on his family by calling immigration and snitching on Rodolpho and Marco. In the beginning of the play Eddie tells Catherine and Beatrice not to snitch. They got stool pigeons all over this neighbourhood-it could be your best friend. Ironically that is exactly what Eddie does in the end, he betrayed his family and friends. Eddie makes two visits to Alfieri for advice. The first time he goes to see if there is any law against Catherine marrying an immigrant who aint right. I mean he aint right. Hes a blond guy Alfieri could not give Eddie any help. Alfieri says to Eddie she cant marry you can she? He says this as if Eddie has strong feelings for Catherine but not as a daughter, however Eddie denies it. Eddies second visit to Alfieri, he is desperate and tells Alfieri that Catherine and Rodolpho are getting married. Eddie is hoping for Alfieri to say phone immigration, however he says if you phone the law a river will drown you and you will have no friends. Eddie ignored Alfieris advice. This shows that Eddie was very stubborn; once he had something in his mind no one can tell him otherwise, just like how he didnt like Rodolpho but never gave him a chance. Eddies unacceptable behaviour to Rodolpho and Catherine was what eventually killed him. A good example of this was when he came home drunk to find Rodolpho and Catherine in the bedroom. He started a big argument in which he kissed Rodolpho and Catherine. He kissed Rodolpho to show Catherine that hes not a man and not right for her. He then kissed Catherine on the lips to say to Rodolpho, shes not yours shes mine, and she needs a man like me to be with. I think that Eddie succeeds in humiliating Catherine and Rodolpho, however I think that this turns Catherine even more away from Eddie and the love for Rodolpho increases. After Eddie doing what he had done and Rodolpho and Catherine were still together and still getting married, the only option left was to go behind his families back and call the immigration office. This shows that Eddie was a very stubborn, selfish, scheming, jealous man. Another example of Eddies unacceptable behaviour which lead to his death was when he pulled a knife out on Marco, in an attempt to stab him, Marco manage to reverse the knife into Eddies chest and kill him. Eddies behaviour was totally stupid and uncalled for. In Alfieris final speech he says that even though Eddie was wrong he admired him in how he fought for his family. I will love him more than all my sensible clients. I agree with Alfieri in the way that Eddie was a honest man, just protecting his family, however the manner in which he went about protecting his family was unacceptable. He betrayed his family; he never gave Rodolpho a chance and tried to kill Marco.

Outliers by Malcolm Gladwell Essay Example

Outliers by Malcolm Gladwell Essay Example Outliers by Malcolm Gladwell Essay Outliers by Malcolm Gladwell Essay In the novel, Outliers, by Malcolm Gladwell, he explores that your environment, family, and cultural background have an effect on whether you will be successful or not. Matt Amaral, an English teacher from Mount Eden High School, argues that Steph Curry should not visit his school. He says, â€Å"You wont be able to bring yourself to tell them it is already too late.† Similarly, Amaral states how Steph Curry will be an inspiring role model that’ll say all the right things to persuade one to be successful, but in reality, he isn’t telling the truth. Gladwell’s arguments use examples from multiple scenarios that relate to Amaral’s key points. Gladwell introduces the â€Å"Matthew Effect† in the first chapter of the book. He states that people who are passionate, talented, and work hard can be successful. Also, he mentions that kids who matured faster than others grew up to be professional athletes because of the month they were born in. He argued that kids born in January, February, or March became professional athletes because they had a greater advantage over the kids born in August, September, or November. This relates to how Steph Curry has a great advantage by being tall. In the letter to Steph Curry by Matt Amaral, he says, â€Å"You also wont talk about the fact that you are a giant man and taller than almost all of my students will ever be. Even though on the court you look like Peter Dinklage in high tops, when you are around real people you are very, very tall. Six-foot-three is nothing to laugh at, and if you did walk into my classroom, you might hit your head on the doorframe.† Steph had a famil y that was tall. Therefore, he’s tall, and he was also born in March. â€Å"It is those who are successful, in other words, who are most likely to be given the kinds of special opportunities that lead to further success.† (Gladwell, 30) Take, for instance, the example of junior hockey players in Canada. Most of the hockey players on the best traveling team in all of Canada had birthdays in the first three months of the year. This seemed like an unbelievable coincidence, until we explore further. Gladwell interviewed people connected with the selection for these teams and it turned out the participants of a certain level had to be born after the New Year. Theoretically a boy born on January 1st would have time to physically mature over someone born towards the end of the year (making that child the youngest on the team). The more physically mature boy would then be selected for the team, get more practice time, better coaching, and compete on a higher level. This created and advantage for older children and created a roadblock in the path for hockey players born towards the end of the year. This is a phenomenon that also happens in our schools. For every kindergarten or first grade class there is a cut-off date for children who are being registered for school. The children closest to the cut-off date have more time to cognitively develop as compared to younger children. This provides the older children with a greater opportunity to be included in gifted classes, have better teachers, explore concepts more in-depth, and get the same head-start on education the older players got in hockey. The 10,000-hour rule, as I have come to realize is quite popular, is Gladwell’s theory that to truly become an expert at something one needs to spend 10,000 hours perfecting the craft. Gladwell cites several examples including a young Bill Gates practicing writing code, but for the sake of space, I will explain one example: The Beatles. While performing in the late 1950’s in Liverpool, The Beatles were not particularly gifted showmen and rarely stood out among other Mersey Beat groups. It wasn’t until they were booked to play clubs in Hamburg that they began to show their true colors. What was it about Hamburg? Gladwell points out that in Germany they played seven days a week for eight hours a day. Along with their Liverpool background, the Beatles had achieved 10,000 hours playing and performing, the magic number for mastering your craft. The 10,000-hour rule can apply several ways within our schools. For students, 10,000 hours can be spent in class, studying, researching, writing and computing. Perhaps to become the best student possible, or at least master the process by which you learn, one must reach that benchmark of time before becoming an expert. For teachers and administrators perhaps we must spend those hours teaching, reflecting, brainstorming, meeting, sharing ideas, and listening to others before we can master the art. Maybe we truly need to spend at that time learning from others and applying what we know before we can really find our niche in this profession. A child’s abnormally high IQ may trigger thoughts of undoubted success for many of us, but Outliers shows us that many with unbridled promise fail to deliver. This study shows that almost all â€Å"geniuses† that fail to complete post-secondary degrees have one glaring trait in common: socioeconomic status. Gladwell presents the case of Chris Langan, a man who’s IQ nears 200 and taught himself to read by age four. Langan spend his adult years as a bouncer and later ran a horse farm. This is hardly dignified work for â€Å"the smartest man in America. Langan’s only mistake was growing up poor. Gladwell compares Langan with Robert Oppenheimer, architect of the atomic bomb. While both were extremely intelligent, only Oppenheimer grew up affluent and gained necessary skills needed to succeed. While Langan had difficultly figuring out the procedures necessary to fill-out financial-aid forms in college, Oppenheimer was raised to learn social niceties. The autho r goes into great detail explaining how the experiences provided to Oppenheimer through family wealth helped separate him from a fate all-to-often found by the poor. The topic of educating the nation’s less fortunate is one that is certainly not new. However, letting talented people slip through the cracks is something that we as educators can help to prevent. Someone with Chris Langan’s intellect does not come often, but that does not mean that as educators we cannot spend time to help those less fortunate. While the affluent can afford private schools, better tutors, and more social experiences, it is our job as public educators to do our best to provide all students with an opportunity to succeed. Prior to reading Outliers, I knew that socioeconomic status certainly played a role, but learning of all the cases where great minds have been wasted most definitely opened my eyes to the plight of the less fortunate. Part Two: Legacy In the second part of the book, the author looks at the backgrounds, influences and cultures to determine their role in someone’s success. Gladwell investigates cultural heritages and their effect on people. He presented the case of Korean Air, the most accident-prone airline in the world. It turns out that Korean culture frowns on speaking or giving commands to one’s superior. Simply put, members of the crew were watching their captains make mistakes with out speaking up and it was costing lives! In order for Korean Air to turn things around, it needed to change the culture. This is mirrored in our public schools across the country. Initiatives are constantly being presented and rarely do the ever affect the status quo. Until the culture of the school is changed improvements will continue to fall by the wayside. Just as in the Korean Air example, subordinates needed to by into the culture change. In schools, it is the teachers and staff that ultimately determine the success of a program. We must change the culture of our schools, get teacher buy-in, and have all staff believe in the change if initiatives are to work. Top-down communication is not the way to effectively foster change; our school culture needs to be reworked. One of the most fascinating chapters in the book is titled â€Å"Rice Paddies and Math Tests. † Gladwell takes on the stereotype of Asian students and their proficiency for math. Again, the answer lay in one’s ancestry and cultural heritage. Asians have subsisted on rice for centuries, and growing rice is one of the most labor-intensive crops in the world. Like math, there is no shortcut to cultivating rice paddies. Reaping a bountiful crop takes hard work, patience, and practice as well precise farming techniques. These traits that are so often associated with the Asian culture are exactly the recipe for success in the field of mathematics. There is no shortcut for math aptitude either. A student must be willing to continue to work after the thought â€Å"This is too hard† has already crossed their minds. In fact, the author found that math aptitude perfectly aligns itself with the countries that values hard work the most. The culture has predisposed them for success in math! Changing students mind and the values of all Americans may be nearly impossible, but a valuable lesson can be learned from all of this. Hard word and determination really does play a part in one’s success, and that it is not all luck, birth dates, and economic circumstance. This also relates closely to the 10,00 hour rule that I discussed earlier. Do you that these farmers have spent 10,000 hours cultivating their fields with backbreaking work? I certainly do. This also sets an example for students and staff hat in order to make real progress we have to keep pushing when things get difficult and persevere if we are to be truly successful. Finally, we examine the case of the KIPP Academy in the Bronx, New York. The KIPP Academy (Knowledge is Power Program) is a school in which almost any child in the Bronx can attend. There are no entry requirements and applicants are not chosen by their parent’s bank account. There i s a catch though: students attend classes from 7:30 AM to 5:00 PM and often have homework until 10 or 11 o’clock. KIPP Academy students also come to school for four hours on Saturdays and five hours each day in the summer. Many of us would wonder why anyone would subject himself or herself to this torture. The answer is simple: 84% of the KIPP students are proficient or advanced in math in an area of poverty, which rarely affords children the educational background to go to college. By presenting this case, Gladwell nicely and neatly wraps up his argument as to why some are successful while others fail. The KIPP Academy has ironed out the wrinkles of birthdays (anyone can attend), socioeconomic status (it matters not how much money you have), and cultural heritage (if you come to KIPP you will get your 10,000 hours regardless of where you came from). The KIPP Academy has placed success solely on the individual. It is up to the person to change his or her future. Success is not made on hard work alone; it is not given either. Rather a serious of factors needs to fall in place in order for the average person to become an outlier. But with knowledge of factors, one can overcome shortcomings and put themselves into positions to greater affect their lives or the lives of their students.

Secuestro internacional de niños y restitución

Secuestro internacional de nià ±os y restitucià ³n Si su nià ±o o nià ±a, que tiene la residencia habitual en Estados Unidos, es và ­ctima de un secuestro internacional por parte del otro progenitor, esto es lo que debe hacer con e fin de obtener su restitucià ³n. En este artà ­culo tambià ©n se hace referencia en dà ³nde se puede obtener ayuda psicolà ³gica, legal e incluso econà ³mica para estos casos. Quà © hacer si el nià ±o và ­ctima de secuestro est todavà ­a en Estados Unidos Contactar inmediatamente con la Oficina de Asuntos para la Nià ±ez, dependiente del Departamento de Estado, marcando gratis al 1-888-407-4747. Se puede pedir hablar con alguien en espaà ±ol y llamar a cualquier hora del dà ­a o de la noche, incluso durante los fines de semana. Secuestro internacional de nià ±os Si el menor ya ha dejado Estados Unidos pero se cree que se encuentra en un paà ­s de los que ha firmado la Convencià ³n de la Haya sobre Secuestro internacional de nià ±os, marcar al mismo nà ºmero mencionado en el prrafo anterior. Pero si el nià ±o o la nià ±a se encuentran en otro paà ­s no incluido en dicha Convencià ³n, contactar primero con las autoridades de dicho lugar y a continuacià ³n con la Oficina de Asuntos para la Nià ±ez al telà ©fono ya mencionado. Si el padre o la madre que quieren notificar el secuestro se encuentran en ese momento fuera de Estados Unidos, marcar al 1-202-501-4444. Quà © ms se puede hacer en los casos de secuestro internacional de nià ±os Acudir a la policà ­a y rellenar la planilla para reportar la desaparicià ³n de una persona. Pedir que los datos del menor y su desaparicià ³n sean incluidos en la base de datos del Centro de Informacià ³n Nacional de Crà ­menes (NCIC, por sus siglas en inglà ©s). La policà ­a puede informarle de si es posible y cà ³mo obtener rà ©cords de telà ©fono, de tarjetas de crà ©dito e incluso de correos electrà ³nicos para conseguir localizar al padre o a la madre que han secuestrado al menor. En este punto, consultar con un abogado antes de decidir si es conveniente denunciar al padre o a la madre que se llevà ³ al menor. En ocasiones, si no hay todavà ­a denuncia, es posible resolver el caso ms rpidamente. Pero depende de las circunstancias. Conviene tambià ©n tener en cuenta que si hay una orden de bà ºsqueda y captura en contra del secuestrador es posible notificarla a la INTERPOL para que ayude en la bà ºsqueda. Tambià ©n se puede solicitar ayuda en la oficina local del FBI en el departamento de de Crà ­menes contra nià ±os. Asimismo se puede acudir a Centro Nacional para Nià ±os Desaparecidos y Explotados (NCMEC, por sus siglas en inglà ©s). Esta oficina puede ayudar a crear un pà ³ster del menor desaparecido y a que se circule y publique en los medios de comunicacià ³n del paà ­s en el que se sospecha que el nià ±o o la nià ±a pueden estar. Si el menor secuestrado est localizado en otro paà ­s, el padre o la madre pueden solicitar que la embajada o el consulado ms cercano lo visiten, siempre y cuando el nià ±o sea ciudadano americano y el progenitor que se lo ha llevado lo autorice. Para pedir esta visita se debe enviar un fax al 202-737-9136. Hay que idenficar al nià ±o y seà ±alar su fecha y lugar de nacimiento e identificar al padre o madre que se lo ha llevado y el lugar donde pueden ser localizados. Quà © pasa si el menor est localizado en otro paà ­s y el padre o madre que se lo ha llevado se niega a devolverlo Puede que el progenitor que lo busca tenga una orden judicial de una corte americana en la que se reconoce que tiene la guardia y custodia en exclusiva del menor. Pero eso no quiere decir que tal orden sea de aplicacià ³n en el paà ­s al que el menor ha sido llevado. Asà ­ que posiblemente hay que ir a Corte en el lugar en el que se encuentra el nià ±o o nià ±a. Para ello es fundamental elegir un buen abogado local. El Departamento de Estado, a travà ©s de la Oficina de Asuntos de la Nià ±ez (Office of Children ´s Issues) cuenta con especialistas en secuestros internacionales que pueden ayudar a definir cul es la mejor estrategia en un determinado paà ­s y cà ³mo elegir abogado. Se ruega muy encarecidamente no presentarse en el paà ­s extranjero, tomar al menor e intentar regresar con à ©l a Estados Unidos. Dependiendo del paà ­s, puede acabar en la crcel o con una demanda en su contra de carcter civil o penal. Otro tipo de asistencia disponible Si necesita apoyo mientras busca a su hijo que ha sido và ­ctima de un secuestro internacional, puede contactar con dos organizaciones: Take Root, llamando al 1-800-Root-OrgTeam Hope, marcando al 1-866-305 HOPE Asimismo, puede pedir ayuda a la Oficina de Asuntos de la Nià ±ez que le brindarn consejo y cà ³mo dirigirse a buenos profesionales. Si necesita apoyo econà ³mico para viajar al extranjero, puede que califique para un fondo de ayuda gestionado por la Oficina de Và ­ctimas de Crà ­menes (OVC, por sus siglas en inglà ©s) y que depende del Departamento de Justicia. Por à ºltimo, a travà ©s de NCMEC puede obtener ayuda profesional para encarar el proceso de reunificacià ³n con su hijo con à ©xito. Tip Si usted tiene miedo fundado de que sus hijos puedan ser secuestrados internacionalmente por su otro progenitor, guarde en un lugar seguro los pasaportes de los nià ±os y asegà ºrese de que sin su autorizacià ³n no se pueden renovar ni conseguir otros nuevos alegando su extravà ­o.   Adems, solicitar o renovar el pasaporte americano de un infante requiere requisitos especà ­ficos de presencia de los padres y del menor que hay que respetar, precisamente para evitar este tipo de problemas. Por el contrario, si un nià ±o/a americano va a viajar internacionalmente sà ³lo con uno de los padres o con ninguno pero con el consentimiento de ambos, asegà ºrese de que lleva toda la documentacià ³n extra necesaria para evitar ser parado en la frontera. A tener en cuenta Excepto Bolivia y Cuba, todos los paà ­ses de habla en espaà ±ol son miembros de la Convencià ³n de la Haya sobre Secuestro Internacional de Nià ±os o estn asociados y respetan su normativa. Nià ±os mexicanos en Mà ©xico y paps (o mams) en USA Si tienes un hijo mexicano en Mà ©xico y el pap est en Estados Unidos y no paga la pensià ³n de alimentos puedes solicitarla de esta manera.

Management Assignment Example | Topics and Well Written Essays - 250 words - 1

Management - Assignment Example The other stakeholders include Feeding America, the National Network of Food Banks apart from volunteers who give their support for the cause (SPFB, ‘About Us’). Primary beneficiaries of SPFB are the person in need of food which is channeled through other NGOs and churches working towards the benefit of the society. It is evident from the mission and vision of SPFB that is not for profit organization and is primarily Business to Business (B2B) organization as it provides services through other stakeholders, not directly to the needy (SPFB, ‘About Us’). The SPFB implements marketing mix strategy successfully. The 4Ps of marketing mix strategy is strategically employed by the organization where product is their service i.e. providing free food to hungry where the waste food is collected from restaurants, hotels and other places; provides service in 25 county areas of West Texas where food is distributed its division’s i.e. Food Bank Operations and Farm Orchard & GRUB which is further channeled through various NGOs and encourages promotion through various programmes like food drives at school, local communities, and U Can Share (SPFB, ‘Programs & Services’). As most of the programmes are done through volunteering, donations are accepted for providing food voluntarily for which effective pricing strategy is used depending on the number of meals. Similarly, funds are raised through donations through fundraising from different sectors of the society (SPFB,

Segmentation and Target Market Term Paper Example | Topics and Well Written Essays - 1500 words

Segmentation and Target Market - Term Paper Example The solar market of the United States is considerably large and is growing at a significant rate. The high cost of generating power along with high customer demand for energy and monetary inducements from federal government has accelerated the growth of solar market in the United States along with California. In the year 2009, almost 107,000 new solar heating, refrigeration and solar electric connections were implemented in the United States. In the long-run, the growth opportunity for this industry is measured to be quite bright. The market growth of solar products is a result of long-run extension of Investment Tax Credit (ITC) policy by the federal government (Sherwood, 2010). California is considered one of the most populated states in the United States. It is also a reputed state with respect to the use of solar system. In California, a significant development for utilization of solar energy can be observed in the recent times. It is expected that by 2030, solar energy will represent almost 16% to 18% of total state energy consumption. California has the highest solar insolation levels in the entire United States. In present days, California accounts for almost 61% of entire United States’ solar energy plans. The state hosts around 27 organizations which are involved with solar energy-related functions, comprising manufacturing of silicon cells, modules and solar chips among others. Therefore, these solar marketing trends represent favorable conditions for marketing the solar products of XYZ Company (Barber, 2003). In order to develop any marketing plan, the economic condition must be considered as it can determine the probability of success or failure of the product in the market. The Californian economy is driven by three major sectors which are technology, exports and hospitality. California was considered as the 9th biggest economy in the world in 2010. With respect to size, the Californian economy is learnt to be the second best in comparison to Brazil.

Early American History - Abraham Lincoln Essay Example | Topics and Well Written Essays - 2000 words

Early American History - Abraham Lincoln - Essay Example The three-day bloodbath ended with a massive Confederate assault of Cemetery Ridge by Major General George Edward Pickett on the battle’s last day, July 3, 1863. Known as ‘Pickett’s Charge,’ the reckless action devastated the Confederate forces and caused General Robert E. Lee to offer his resignation. The enormous losses incurred by the Confederates at Gettysburg marked the beginning of the end for the South. The Union army won the battle but also incurred heavy losses causing Commander General George Meade to offer his resignation as well. While Lee was retained as commander of the South, Meade was replaced by an angered President Lincoln who appointed Ulysses S. Grant in Meade’s position. After the battle, the Southern troops limped back home while what remained of the Northern army stayed because of flooding in the area. At Gettysburg, many thousands of decomposing bodies littered the battlefield, many of which were buried in very shallow graves. According to a witness, â€Å"body parts stuck up here and there. Hogs rooted out the bodies and devoured them† (Wills, 1992 p. 21). To alleviate the gruesome situation, a national cemetery was planned so that the dead could be buried properly. The dedication of the cemetery was held before all the thousands of bodies could be buried, but it was hoped that a formal and somber ceremony would serve to change the horrific scene of butchery to a place of honor and one that displayed a more peaceful ambiance.

Oral Colonization of Mutans Streptococci in Young Children Research Paper

Oral Colonization of Mutans Streptococci in Young Children - Research Paper Example The bacterial properties (virulence factors) of these organisms favorable for colonization Can acquiring MS at early age influence incidences of dental caries in later years MS transmission routes. Whether nonmutans in oral flora affect colonization and or action of Mutans. Research question: what are the host and microbe factors influencing oral colonization by MS in young children. Materials and Methods: In the course of research paper preparation the microbiological as well as molecular biological approaches taken by the researchers would be presented. These are used to differentiate between mutans and nonmutans from oral cavity, production of mutacin and glucan, identification of different MS genotypes etc. The methods of longitudinal surveys used in various studies are also part of the intended research. Results and discussion: The results obtained in the chosen host and bacterial factors responsible for MS colonization would be presented. For the convenience of explanation of results the results and discussion are combined in this paper. The manuscript would contain at least a total of 7-8 tables and figures. These are integrated in the text and attached as per the instructions. The title page with author's (of this paper) name and affiliation, abstract, acknowledgement and a bibliography of all sources of literature also to be included in the paper. FULL PAPER Author (s): Affiliation(s): Oral colonization of mutans streptococci (MS) in young children ABSTRACT The aim of this study was to evaluate influence of host and bacterial factors on oral colonization by MS in young children. It was observed during the course of investigation that children acquired MS by horizontal as well as vertical transmission. More... As the report stresses  various surveys, in many countries, have indicated presence of a type of dental caries, early childhood caries. These decays of primary teeth lead to dental abscesses and toothache which often requires anesthesia for treatment. Colonization by mutans streptococci (MS), particularly S. mutans and S. sobrinus, is the major cause of ECC in young children. There are disputes regarding time of entry of oral MS in young children and whether these are part of normal oral microflora or not. Since colonization by MS could be targeted to relieve young children from experiences of ECC, the paper would critically discuss host and microbial factors important for transmission and colonization of these bacteria.  From this paper it is clear that  mutans was also detected in predentate children, despite a low caries rate. Together, these reports suggest that children may be colonized by S. mutans before the "window of infectivity" opens. A predentate infant is not likel y to have MS in salivary flow since swallowing occurs fast while bacterial divisions are only 2-4 times. MS could instead persist by forming adherent colonies on mucosal surfaces.   Tanner and coworkers have demonstrated that the fur ­rows of the tongue appear to be an important ecological niche for oral MS.   It is contrary to the prior observations that MS colonization occurs only at the time of primary teeth eruption.