The Solitary Reaper Essay Research Paper the free essay sample

The Solitary Reaper Essay, Research Paper the lone harvester. # 8220 ; The Solitary Reaper # 8221 ; by William Wordsworth is a romantic verse form written by Wordsworth while going through the Scots Highlandss. It is written in first individual narrative and Wordsworth about seems to be speaking to himself, but at the same clip he is explicating a narrative to the reader. He tells of an experience of watching a # 8220 ; lone upland young girl # 8221 ; working in some Fieldss and singing. Wordsworth is in awe and admiration of the adult females # 8217 ; s voice and the tone of the verse form is happy and it about is a verse form of congratulations. The subject of the verse form seems to be the beauty of voice and vocal, and the consequence it leaves upon a individual. Wordsworth says in the last two lines, # 8220 ; the music in my bosom I bore, long after it was heard no more # 8221 ; . This shows the impact that the adult female # 8217 ; s vocalizing had on him and how he could still hear the vocalizing in his head long after he had encountered the adult female. We will write a custom essay sample on The Solitary Reaper Essay Research Paper the or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many linguistic communication techniques were used in # 8220 ; The Solitary Reaper # 8221 ; . These helped make an impact on the reader and do the verse form more gratifying. Alliteration was used to consequence in the 4th line of the 2nd stanza # 8211 ; # 8220 ; Among Arabian sands # 8221 ; . The repeat of the soft missive # 8220 ; A # 8221 ; axial rotations off the lingua and leaves a memorable consequence on the reader. The usage of oculus rime is shown in the first stanza, where in the 2nd and 4th lines the last word is # 8220 ; lass # 8221 ; and # 8220 ; base on balls # 8221 ; severally. These two words at first glimpse expression like they should rime but really wear # 8217 ; T when read over. This causes the reader to halt and believe. They may even look over the lines once more. This technique sticks in the head. Assonance is shown in the 5th line of the last stanza # 8221 ; I listened, motionless and still # 8221 ; . The repeat of the # 8220 ; I # 8221 ; sound in # 8220 ; listened # 8221 ; and # 8220 ; still # 8221 ; creates vowel rhyme and is easy read. In the 2nd stanza Wordsworth creates an image of the adult female # 8217 ; s voice by literally comparing it to a birds. # 8220 ; A voice so thrilling Ne # 8217 ; er was heard, In springtime from the cuckoo-bird # 8221 ; . This gives the reader an thought of how beautiful the adult female # 8217 ; s voice was. In the first line of the 3rd stanza, Wordsworth asks a rhetorical inquiry. # 8220 ; Will no 1 state me what she sings? # 8221 ; . Although the reader could non perchance reply this inquiry, it demonstrates Wordsworth # 8217 ; s admiration at the vocal of the adult female. It causes the reader to halt and contemplate different subjects of the vocal, as does Wordsworth in the latter lines of the stanza. # 8220 ; Or is it some more low ballad, Familiar affair of today? # 8221 ; . This besides is a rhetorical inquiry. This verse form consists of four poetries, with the first and last poetry being indistinguishable in rhyme formation and the 2nd and 3rd poetry besides being indistinguishable. The rhyme strategy is ABCBDDEE, FGFGHHII, JKJKLLMM, NOPOQQRR. The beat is in iambic tetrameter with accent on every 2nd syllable. The dominant rime and beat in the verse form leaves impact on the reader and makes the verse form pleasant to read as it makes the words flow. Rhyme and rhythm give a happy tone on the verse form. I found the verse form # 8220 ; The Solitary Reaper # 8221 ; by William Wordsworth really pleasant to read. One could easy associate to the rime and beat of the verse form. The subject of the beauty of voice and vocal is good portrayed as the verse form itself is really song like and leaves a gay consequence on the reader.

Red Wolves essays

Red Wolves essays Until recently red wolves had become virtually extinct. Until almost 100 years ago red wolves had roamed from the central U.S. all the way up to New England and down as far as Florida. By the time that scientists realized that there was a major problem with the red wolves they were almost extinct. The red wolf is the first effort to restore a predator in the wild after it was officially declared extinct in the wild, said Bud Fazio, team leader of the U.S. Fish and Wildlife Services Red Wolf Recovery Program. Not very much was ever known about the actual population numbers of the red wolf in the past, but it is believed that the numbers started to drastically fall when the Europeans started to settle heavily from Texas east. Eventually hunting and trapping took its toll before the reproduction process could catch up. Records show that in the late 1700s North Carolinas courts would pay bounties for the red wolves, and by 1970 the red wolf population had nose-dived near extinction, leaving one hundred estimated wolves dwelling a small area in Texas. Since conservationists and the Fish and Wildlife Service took action a little over 15 years ago the red wolf population is on the rise. Through a captive breeding program on two islands (Bulls Island, S.C. and St. Vincents Island, Fl.) the predators are now off the endangered species list, and about 100 roam free here in North Carolina. Scientists have been able to closely monitor this through radio collars and field scientists. The problem that arose from introducing the wolves back into the wilderness was two fold. Not only was there a problem with some citizens who disapproved of the reentrance of the wolves, coyotes were starting to cross breed with them. Since those problems were identified The Fish and Wildlife Service have been rounding up the hybrid wolves and coyotes to have them sterilized before reentrance in to the wild, as for the ci...

The Impact of Firm Size on the Process and the Role of SME in Creating Essay

The Impact of Firm Size on the Process and the Role of SME in Creating Innovation in New Zealand - Essay Example The paper tells that New Zealand bases much of its support to research and development by awarding the sector the necessary support it deserves. This is evident in 2010 when the expenditure in R&D reached a whopping $2,444 million and $ 2,161million in 2008 most of which led to innovative findings. The research and expenditure represented 1.31% of the GDP representing an increase over the years. The total business expenditure on research and development in the year 2010 was estimated to be around $1,013 million an increase of 8% of the 2004 allocation. In the year 2010, the experimental research got most of the funding followed by applied research and basic research in that sequence with the latter getting the least funding. This is quite opposite in the last decade when basic applied research used to get more funding than other type of research. Most of these research funding come from the government and businesses with minor funding coming from universities, oversees and other fund ing sources. The government is very supportive in matters relating to research and development and this is evident in the year 2010 when it contributed about 46% of the money mean for research and development. This is higher compared to 28% of the government contribution in R&D in the year 2008. From all the sectors funded by research, the New Zealand business sector got 38% of the research funding in the year 2010 representing a decrease of 41%. Most of the research personnel in New Zealand had a bachelor’s degree or higher making most of their research to be of high quality and of international recognition. New Zealand environment, Economic and Culture The new Zealanders exhibit strong cultural ties that were weakened by the British Empire during colonial rule. Of late, the New Zealand culture has been broadened by globalization and immigration from various parts of the globe, the European and the Maori are the two main ethnic groups in occupying the region together with ot her tribes but in minority status. New Zealand is a geographically isolated country with unique natural environment across its landscape making it a very beautiful country. The country experienced a long period without human habitation. Its richness in biodiversity boast over 80,000 species of native animals plants and fungi some of which have not been found anywhere in the world. The country’s population is just about four million people with a good population growth rate which offers good market for its innovative services. Most of the people in New Zealand live in urban areas most of which are within beautiful coastlines with beautiful beaches. The population density is low making it a sparsely populated country which consists of two main islands with several small islands in beautiful environment. Environment dominates almost every aspect of New Zealand life thus they take great efforts to conserve it in ways that protect economic wellbeing, social systems and cultural we alth. The SME sector employs about 31% of the country’s population making it very significant for the economy and to the government in matters of development. Most of these SMEs are largely managed and operated by their owners who are motivated by the view of making profits. Just like other SMEs in the world, the SME in New Zealand lack specialist staff at their managerial levels like big businesses and companies. The self employed in this are about 10.5% of the workforce with 5 or fewer employees accounting for about 12%.

Commercial Litigation Assessment Essay Example | Topics and Well Written Essays - 2500 words

Commercial Litigation Assessment - Essay Example ended that the court had jurisdiction since Austria was the place of performance of the contract as evidenced by the Brussels Convention’s Article 5 (1). Further, in all the invoices raised by the Gasser to MISAT, Austrian court was mentioned as a ‘choice of court’ clause and MISAT had never raised any objection over it. Within the meaning of Articles 17 of the Brussels Convention and because of the trade usage and practice existed in the trade between Italy and Austria, the two parties had consented to accept the jurisdiction of the Austrian courts. Whether the court second seised may evaluate the authority of the court of the first seised if the second court has the sole deciding authority under Art 17 or must the second court prevent its proceedings as per Art 21 albeit the accord granting jurisdiction. (Sheppard 2007: 211). Though, there is no involvement of English parties in Gasser case, UK government still presented its written remarks on the question raised. It was submitted that in cases of unique jurisdiction, a derogation from Art 21 can be made by the court second seised and can declare its verdict without awaiting for the court first seised to decide that it had no legal standi on the issue. They counted on ECJ verdict in â€Å"Overseas Union Insurance â€Å", which dealt with Article Sixteen as opposed to Article Seventeen, which was in question this case. It was further contended that the court named in the agreement authorising jurisdiction will, in normal parlance, be in a better status to rule as to the impact of that agreement by applying an essential law of that Member Nation. (Sheppard 2007: 211). The European Court held that the objective of Art 21 is to bar corresponding actions occurring in courts of various Contracting States as to stop implementation of judgments. Hence, so as to give effect to this, Art 21 shall have to be given a wide elucidation. It was viewed that under the provision of Art 21, until the legal status of the court

Answer the questions in Bold Essay Example | Topics and Well Written Essays - 500 words

Answer the questions in Bold - Essay Example My earliest memory of visiting a hospital as a patient was after hurting my thumb during a game of football as a pre-adolescent. It predictably turned out to be a sprain, but the pain and parental concern called for a doctors evaluation. I remember a brief exchange with the doctor, who eventually wrapped my thumb and suggested some type of over-the-counter pain medication before disappearing into the hallway. Later, in my teens, I contracted a mild form of strep throat. This time I ended up at a doctors office rather than the emergency room since it first presented as a potential flu. After an excruciating examination of my throat, the doctor prescribed antibiotics to counter the infection that was present. As I further contemplate the aspects of my healthcare memories, the contributions of various organizations become apparent. The hospital is the earliest interaction with a primary healthcare provider that I can recall, which is fitting since hospitals serve as the foundation of all healthcare delivery services (Weinberg et al., 2012). It was very evident that the place served a massive amount of people, based on the number of patients I noticed and the concise, turn style type of diagnosis and treatment I received. My other stated experience with a direct healthcare provider (at the doctors office for strep throat) was slightly less machine-like. This was probably a result of the scaled-down nature of an office compared to a hospital. However, the process still felt rushed, and I remember feeling that the doctor was more concerned with dazzling my parents via jargon than trying to make me feel comfortable. Spraining my thumb and catching strep throat also resulted in some experience gained with indirect care organizations. As with any professional healthcare delivery situations, my parents, being responsible for me as a patient, had to deal with the consequences imposed by the dreaded insurance

Physical Developments in Adolescence

Physical Developments in Adolescence Introduction Adolescence occurs at different ages for different cultures, while generally considered to be between the ages of 13-18 it is actually the developmental stage in a humans life cycle between childhood and adulthood. During this time the body undergoes many changes quite rapidly much akin to infancy, where drastic growth takes place in a small period of time, however it is less obvious just how much is going on in adolescence. Puberty causes a great many changes as the bodies development of secondary sexual characteristics begins to take place, the brain changes which leads to expanded cognition and streamlined neural pathways. The new developments in the brain cause an influx of hormones into the body which sets off many of these changes, the physical growth has many socioemotional affects as well. These developments impact the childs learning directly through the changes to its brain and indirectly due to socioemotional changes that puberty can have on a child. The implication of the se changes must be taken into account when planning classes and teaching strategies for secondary school students who are going through puberty and in the midst of adolescence. Milestones: The key development during adolescence is puberty. Adolescence can be different depending on culture but is broadly defined as the period between childhood and adulthod as defined my Duchene and McMaugh in Educational Psychology for Learning and Teaching 5th edition. Puberty is the biological changes associated with sexual maturity as defined my Duchene and McMaugh in Educational Psychology for Learning and Teaching 5th edition. Males and females present different physiological changes during puberty and adolescence. Puberty normally starts during adolescence, usually around the age of 13, however it can occur earlier. Females can often start puberty at an earlier age than males. Limbs grow quickly at the start of puberty which can consequentially lead to clumsiness Both sexes experience an increase in height and weight which is followed by menarche in females and semenarche in males. Menarche is the first menstruation in females and semenarche is the first ejaculation of males. The start of puberty in girls is marked by a drastic increase in height and weight along with the start of breast development, there is a 40% increase in body fat by the end of these changes. Males start puberty by having changes occur to the testes and scrotum, this is followed by the appearance of pubic hair and the growth of the penis. Later during pubertal growth in males, the height and weight changes occur, there is a significant increase in muscle, far more than occurs in females who instead develop more body fat. Towards the end of pubertal development males undergo further changes, the larynx lengthens and their voice deepens, facial hair becomes more abundant. The brain undergoes several changes during adolescence that occur with the onset of puberty. Nerve cells called neurons that are responsible for transmitting and storing information within the brain. Neurons transmit information along axons, jumping a synapse via a chemical neurotransmitter before continuing on to another neuron. By the time a human reaches adulthood it has only half the neurons that it generated through its developmental stages. Some neurons die off and others are pruned, the brain has produced man more neurons and synapses than what are needed, this removes the clutter allowing for faster and more efficient transmission of information along with the space for new connections between neurons to be made. The neural connections that are left and used often undergo a process called myelination which is where an axon is coated in an insulating fatty sheath that greatly increases the speed of information transmission. The use it or lose it approach as stated by geidd, where whatever the child is doing and learning through repetition will become stronger in the brain while unused or less used neural pathways may eventually be pruned. During adolescence, the prefrontal cortex is still developing, it will not complete growth until sometime in the third decade of life, maybe not until 25 years of age. Reward centres of the brain are activated early in the adolescent developmental stage. The late development of the pre-frontal cortex and its linking to the amygdala can lead to risk taking behaviour. The rise in melatonin in the brain during development will change the sleeping patterns in adolescence, adolescents will require more sleep or can suffer from memory loss. The amygdala is responsible for emotional memories and learning, it is also plays a part in the fear response. The hippocampus is important to recent memories, helping sort the when, where and what of events. Implications: Due to the emotional memory centres being more prominent in adolescence it means that teachings that emotionally resonate with students will stick with them easier. Lessons that have meaning or cause emotional responses are best. The changes in height and weight along with sedentary lifestyles of teenagers can lead to obesity, encouraging healthy eating habits and physical exercise can help combat this. The lengthening of limbs and enlarging of hands and feet leads to clumsiness, growth of secondary physical sexual characteristics such as breasts, facial hair and lengthening of the larynx (causing the voice to break), acne and the increase in complex thought and emotional depth can lead to many adolescents becoming very self-conscious. Teachers should be very careful not to make students feel self-aware or picked on as any damage to self-image or feelings of being singled out will be felt very keenly. Due to the development of the hippocampus and the link between it and the prefrontal cortex leads to an increased amount of things that can be held in mind at once. This means teachers can give learners easily digestible chunks of information and they should be able to hold them in mind to apply them to topics. Due to the self awareness direct competitions between students should be discouraged. However sports and physical exercise is important and is inheritabntly competitive, the exercise should be promoted but our best to keep students spirits up. Team building exercises both on the sports field and in the classroom are important to allow students to use their newly developed brains to focus Pedagogical strategy Due to the many drastic changes that adolescence undergo it is important to implement strategies that help them become comfortable with these changes and use knowledge of them to maximise a students learning. Due to the changes in the brain in adolescence students will want to develop a sense of self, take part in their learning and have contact with their peers. All of these things are useful to help teenagers become accustomed to working with others, expressing themselves and grow their confidence, however, student directed learning can be chaotic so planning and control needs to be paramount. The developments in body and brain can lead to students being self-conscious and to question themselves, it is important to make sure that any teaching strategy does not put students in competition with each other. The teacher will give a topic or theory to guide the class, study groups then enable the children to have freedom to grow and form their own opinions. Breaking students up into small groups to talk over ideas and have each write ideas down and them discuss them with the class would allow all of these changes to help maximise their learning. If student groups are mixed up every week so that they can see each others strengths and learn from each other, helping develop social skills and expand their ideas. This self-discovery will mean any ideas they have will have meaning to them and any praise for their thoughts will be felt more keenly and it is expressed in front of peers. This approach will help encourage each individuals skills and knowledge within a small group, again, it is important to make sure never to make groups vie for dominance, or make a class a competition. The importance of healthy eating and physical exercise means that anything that can be done to make the class active is important. In early adolescence students are all at different stages of puberty and their strength, skill and coordination will all be very different as their bodies change. While sports tend to be inherently competitive, it is very important to make sure that students do not feel like they are competing with each other as it can lead to embarrassment and disappointment, a fear to fail in the future which can have people remove themselves from physical exercise so as to not have to experience these feelings again. Conclusion The many and rapid changes that adolescents undergo through puberty lead to a diverse classroom that needs a different approach for different students. The physical development throughout adolescence are inseparable from the cognitive, social and emotional changes that puberty leads to. While a lot of obvious changes occur with the body such as height and weight gain, lengthening of limbs and changes to the sex organs, the most interesting changes occur within the brain with the release of hormones. The changes in the brain lead to changes in cognition, social development and emotions, they can lead to the risky behaviour that is often associated with teens and is why such care needs to be taken with the teaching strategies employed with adolescent students. Adolescence can prove to be a fragile time so care is taken to teach in a way that benefits the developing brain and to not cause any lasting scars. Repetition of good behaviours will myelinate to be used more often and quicker.

mr :: essays research papers

In her novel The Stone Angel, Margaret Laurence uses the stone angel monument to embody the qualities of Hagar . Over the course of the novel, Hagar reflects back on the memories that have made up her life. Hagar’s loneliness and depression are self induced and brought on by her pride, lack of emotion, stubbornness and the ignorance which she has towards anyone’s opinion but her own. The qualities of Hagar are identical with those possessed by the stone angel monument and paralleled by Laurence many times throughout the novel. The angel was certainly not a suitable statue to mark the death of Mrs. Currie as it was uncharacteristic of her. The statue of the angel is a more fitting representation of Hagar’s father Jason Currie and hence suits Hagar because her personality was undoubtedly inherited from her father. The pride inherited from her father causes her much trouble throughout life as it seems to be the main root of her problems. Hagar’s lack of emot ion is also consistent with the characteristics of the stone angel. Her inability to show true emotion effects her a lot later in life and is the main reason she is unable to keep a relationship. Hagar’s stubbornness can also be connected to the stone angel monument in the sense that the Angel never moves and is also very set in its ways. The Stone Angel monument was created without eyes. Hagar is also blind in the sense that she is ignorant to the opinions and thoughts of others. The above qualities are shared by Hagar and the Stone angel, and are in essence the reason behind Hagar’s never-ending escape from family and her problems. One of the most dominant emotions shown in The Stone Angel is pride. Pride is a sense of one's own proper dignity or value. Most of Hager’s loneliness comes from her belief that she is socially above everyone else, regardless of what happens to her. This pride is inherited from her father who is very proud of his social standing and openly flaunts it. The Stone angel monument is a symbol of pride itself as it was brought from Italy to show the wealth and power of Jason Currie but purposely to mark the grave of his dead wife. â€Å"She was not the only angel in the Manawaka cemetery, but she was the first, the largest, and certainly the costliest.

Character Analysis -Tell Tale Heart

The short story can produce many different â€Å"types† of characters. Usually, these characters are faced with situations that give us an insight into their true â€Å"character†. In the Tell Tale Heart, a short story written by Edgar Allen Poe, the narrator of the story is faced with a fear. He is afraid of the Old Man’s Eye. The actions that this narrator performs in order to quell his fear can lead others to believe that he suffers from some sort of mental illness. The very fact that this narrator is so repulsed by the old man’s eye, which he refers to as â€Å"the evil eye†, is reason enough to be suspicious of his character. The narrator has an inner struggle with the thought that â€Å"the evil eye† is watching him and an underlying feeling that â€Å"the evil eye† will see the real person that he has become. This paranoia leads the narrator to believe that the only way he can put down his fears is to kill the old man. It is said that denial is usually the sign of a problem. If this holds true, then the narrator has the characteristics of a â€Å"madman†. In the first paragraph, he asks, â€Å"but why will you say that I am mad! (Kennedy & Gioia, 34) This statement can be looked upon as a statement made by someone going through a paranoid episode. He talks as if he is in frenzy, especially when he talks about hearing things in heaven and in hell. â€Å"The disease had sharpened my senses? Above all was the sense of hearing acute. I heard all things in the heaven? I heard many things in hell. † (Kennedy & Gioia, 34) The â€Å"disease† that the narrator is talking about eats away at his conscience until â€Å"[I] made up my mind to take the life of the old man, and thus rid myself of the eye forever. (Kennedy & Gioia, 34) The progression of the story revolves around the actions of the narrator. He describes the â€Å"wise† ways in which he prepares himself to commit this deed. The way the narrator â€Å"stalks† the old man the whole week before he kills him can be evidence of a problem. Every night he would watch the old man sleep. He found comfort in knowing that the eye was not watching him, that it could not see the true evil within his soul. While the eye was closed, so was the idea of killing the old man. It is not until the old man awakens each day that the struggle within is apparent. This may be the reason why the narrator is so obsessed with watching the old man sleep. The actual act of murder, which the narrator believes was premeditated, was in fact a spur of the moment action. He toiled with the idea while the man was awake, that is, while he could see the â€Å"evil eye†. However, while the eye was closed, the narrator was at peace. One night, during one of the narrator’s â€Å"stalking† sessions, the old man awakens. The narrator goes into a paranoid frenzy, mistaking the beating of his heart for the beating of the old man’s heart. During this frenzy, the narrator is afraid that neighbors will hear the beating of the man’s heart. This causes the narrator to take action. He quickly subdues the old man and kills him. He then takes extreme steps in disposing of the body, dismembering it and burying it under the planks in the floorboard. These extreme actions can be used as evidence to the paranoia that is taking shape. The fear of getting caught would be a normal reaction to someone who has committed a murder. However, the dismemberment of the body was not necessary since the narrator had ample resources to dispose of the body properly. When the police arrive at the house, the narrator is sure that he has nothing to fear. He lets them into the house and bids them to search wherever they like. He leads them into the room where the body is buried and invites them to sit down. Although he fears nothing consciously, the narrator battles with his conscience subconsciously. He begins to feel uneasy when the officers start talking to him. The paranoia begins to build steadily and before long, the narrator hears the beating of his heart, which he again mistakes for the beating of the corpse’s heart. This implication gives further evidence to the paranoid nature of the narrator. The beating grows louder to him and, since it is his heart beating, the officers could not hear it. This made the narrator even uneasier since he could not understand why they could not hear it as well. A short while later and after a rabid inner struggle, the narrator, in a fit of rage, admits to his crime, believing that the police officer were aware of what he had done. This is the pinnacle of his paranoid state. The idea that the officers were just toying with him, that they knew all along that he had murdered, presents a clear case of paranoid psychosis. Despite the narrator’s cunning plan of how to commit the murder and how to dispose of the body, his own sub-conscience becomes his undoing. The sound of the old man’s heartbeat continues to taunt the narrator and his reaction to his subconscious thoughts causes him to admit his crime to the police.

Microeconomics - Help and Resources for Students

Microeconomics - Help and Resources for Students This page contains links to economics articles on this site. Most of the major topics in microeconomics have at least one article associated with them, but this is a work in progress and more will be added every month.   Collective Action - Microeconomics The Logic of Collective Action Costs - Microeconomics How to Understand and Calculate Cost Measures (Note: Includes Marginal Cost, Total Cost, Fixed Cost, Total Variable Cost, Average Total Cost, Average Fixed Cost, and Average Variable Cost.) Demand - Microeconomics What Is The Demand For Money?Price Elasticity of DemandIncome Elasticity of DemandCross-Price Elasticity of DemandCost-Push Inflation vs. Demand-Pull Inflation Economic Scale - Microeconomics Increasing, Decreasing, and Constant Returns to Scale Elasticity - Microeconomics Beginners Guide to ElasticityPrice Elasticity of DemandIncome Elasticity of DemandCross-Price Elasticity of DemandPrice Elasticity of SupplyArc Elasticity Income - Microeconomics The Effect of Income Taxes on Economic GrowthIncome Elasticity of DemandFairTax - Income Taxes vs. Sales Taxes Inflation and Deflation - Microeconomics Cost-Push Inflation vs. Demand-Pull InflationWhy Dont Prices Decline During A Recession?What is Deflation and How Can It Be Prevented? Markets - Microeconomics How Markets Use Information To Set Prices Money - Microeconomics What Was The Gold Standard?What Is The Demand For Money?How Much Is The Per-Capita Money Supply?Why Does Money Have Value?Are Credit Cards a Form of Money?When Stock Prices Go Down, Where Does the Money Go?Expansionary Monetary Policy vs. Contractionary Monetary PolicyWhy Not Just Print More Money? Prices - Microeconomics Price Elasticity of DemandCross-Price Elasticity of DemandPrice Elasticity of SupplyWhy Dont Prices Decline During A Recession?What is Arbitrage?When Stock Prices Go Down, Where Does the Money Go?How Markets Use Information To Set Prices Quotas and Tariffs - Microeconomics Why Are Tariffs Preferable to Quotas?The Economic Effect of Tariffs Short Run vs. Long Run - Microeconomics The Difference Between Short and Long Run Supply - Microeconomics How Much is the Per Capita Money Supply in the U.S.?The Oil SupplyPrice Elasticity of Supply Taxes and Subsidies - Microeconomics The Effect of Income Taxes on Economic GrowthWhy Are Tariffs Preferable to Quotas? Voting Systems - Microeconomics Proportional Representation vs. First-Past-The-Post

The True Story Of A Black Youths Essays - Mark Mathabane

The True Story Of A Black Youths Essays - Mark Mathabane The True Story of a Black Youth's Coming of Age in Apartheid South Africa Mark Mathabane I. Main Characters A. Johannes (Mark) MathabaneKaffir Boy revolves around Johannes for the simple reason that he is the author of this book. Growing up in Johannesburg, South Africa was especially hard for Johannes. Johannes is very smart and graduated at the top of his class during his 13 years of schooling in apartheid South Africa. Johannes has had a lot of courage and perseverance throughout his life. B. Jackson MathabaneJohannes's father came from what is now the so-called independent homeland of the Vendas in the northwestern corner of the Transvaal. Johannes's father tried desperately to support his family, but in times of dire need, he backed away and depended on alcohol and abusive behaviors. Johannes's parents met and married in Alexandra on March 21, 1960. C. MotherJohannes's mother came from Gazankulu, the tribal reserve for the Tsongas in the Northeastern Transvaal. She is a very loving and devoted woman. D. Johannes's siblingsJohannes has five sisters and one brother. His sisters names are Florah, Linah, Maria, Merriam, and Linah. George was his only brother. E. Ellen MabasoEllen was the mother of Johannes's mother. She was a humble woman who bore four children: Uncle Piet, Aunt Bush, Uncle Cheeks, and Johannes's mother. she had a statuesque figuretall, limber, and ebony colored complete with tribal attire and multiple anklets, beads, earrings and bracelets. She could easily been a chief's daughter. Her friendly, brown eyes had the radiance of pristine pearls. She was the most beautiful woman Johannes had ever seen. She worked six days a week, from seven to five, mowing lawns, raking leaves, clipping hedges, watering plants, sweeping driveways, cleaning yards and pruning trees for white people. F. Mr. BrownMr. Brown was one of the few people in the yard where the Mathabane's lived with the equivalent of a high-school education. He was a bus driver for PUTCO, but he also operated a moving service that transported people and goods between Alexandra and the tribal reserve of the Vendas. G. Mrs. SmithMrs. Smith was Granny's employer. She was a short, slender woman with silver hair and slightly drooping shoulders. Granny was the Smith's gardener. H. Clyde SmithClyde is the son of the woman who Granny works for. He is a young boy who is somewhat of a snob. As he grows, he learns to like Johannes and they become friends. I. ScaramoucheScaramouche was a self-employed painter. He was also one of the best tennis players among people of color in Johannesburg. An excellent coach, he was well connected in white and black tennis circles. He agreed to be Johannes' coach. Scaramouche turned out to not only be a great coach but a confidant and a surrogate father. He was firm and demanding but not authoritative and stifling. Instead of teaching Johannes his style of play, he let Johannes acquire his own way. J. TomIn June of 1972, Johannes met Tom. He is a lanky Zulu tennis player. He was very harmless-looking K. Wilfred HornWilfred married to Norma. He respects black people and owns a tennis ranch in Halfway House called Barretts. He was a German immigrant. L. Arthur AsheArthur Ashe was a Negro tennis player that Johannes admired very much. he condemned apartheid and did not pretend he was a white man erroneously painted black. Arthur always appeared calm, cool, and collected, even when he was surrounded in a sea of white faces. M. DavidDavid was the number two singles player on the tennis team. He was soft-spoken, politically sensitive, and a brilliant Zulu student whose love for the English language exhaled Johannes's. Johannes and David frequently exchanged books, did English homework together, read prose and poetry together, trained together, and sat on the same seat during tennis trips. David was the first close friend Johannes ever had. The only difference between David and Johannes was that David was a womanizer. N. HelmutHelmut was a short, brown-haired bespectacled white man with a barrel chest. He was always dressed in flashy clothing. He came from a small town in Germany and was working for a German company in South Africa only a few months before he met Johannes. He turned out to be a horrible tennis player, but good practice

How is walt disney company dealing with the challenge of diversity Essay

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