Brown Sugar essays

Brown Sugar essays Brown Sugar is modern day love story between 2 friends, Dre (Taye Diggs) and Sidney (Sanaa Lathan) who can attribute their friendship and the launch of their careers to a single childhood momentthe day they discovered hip-hop on a New York street corner. Now some 15 years later, she is a revered music critic and he is a successful, though unfulfilled music executive. As they lay down the tracks toward their futures, hip-hop isn't the only thing that keeps them coming back to that moment on the corner that they both can't seem to forget, and a bond between them that is not as platonic as they would like to believe. What is the attraction that each couple has for each other? Dre and Sidney have an undeniable yet strange attraction for each other. Because of their strong affinity spawning from their friendship, their true romantic attraction does not become an issue until the pot boils over. The first attraction is infatuation displayed at a young age. The phrase birds of a feather flock together# holds true for Dre and Sidney. The couple is homophily intertwined from the city streets of New York City burros. The two have an abundance of life experiences, and rememberable points during the movie in which make they reflect back and cherish their friendship and love for one another. The two soon begin developing a tremendous love and passion for hip hip music, and there love for hip hop is the glue that will bond them for life. Another element of their attraction is how hip hop has grew along with them throughout the years, and now Sidney is an editor at XXL Magazine, a popular hip hop magazine, and Dre is a successful executive with Millennium Records, developing new hip hop artist. Their passion and love for hip hop has grew into career goals, which have also strengthened the glue between them. And last but not least, is their obvious physical attraction for each other. Sidney is a beautiful cocoa brown s...

Free Online Public Schools for Ohio Students, K-12

Free Online Public Schools for Ohio Students, K-12 Ohio offers resident students the opportunity to take online public school courses for free. This list shows some no-cost online schools serving elementary and high school students in Ohio as of May 2017. In order to qualify for the list, schools met the following qualifications: classes available completely online, they must offer services to state residents, and they must be government funded. The virtual schools listed may be charter schools, statewide public programs, or private programs that receive government funding. Ohio Connections Academy The mission of Ohio Connections Academy (OCA) is to partner â€Å"with families, students and educators to provide a high-quality and personalized online education that meets the individual needs of students and empowers them with the skills required for success in a changing world.† OCA offers a curriculum developed by leading education experts. Instructors have been deemed â€Å"highly qualified† by the state of Ohio. Ohio Connections Academy also prides itself on creating a well-rounded experience for students, with clubs and field trips, as well as personalized teacher-student attention. OCA maintains teaching centers in the Columbus, Cleveland, and Cincinnati areas. Ohio Virtual Academy The Ohio Virtual Academy (OVHA) uses the individualized K12 curriculum, which covers core subject areas and electives. Based on decades of research, K12 has been an established leader in online education throughout the United States, packaging curriculum with high-quality lessons and mastery-based assessments to ensure that students achieve success at every level. The supportive school community arranges enjoyable and helpful monthly get-togethers for students,  parents,  and staff to share their experiences.

Analyze color developments in 17th-century Flemish and French Research Paper

Analyze color developments in 17th-century Flemish and French tapestry, focusing on Rubens, Jacob Jordaens, Simon Vouet and Mich - Research Paper Example There has been an extensive list of tapestries as well as tapestry workers with all the precisions and details that are required with regards to the subjects (Delmarcel, 1999). During the late 16th Century the Flemish painting was very much influenced by the Italian Renaissance. Most of the Flemish painters were influenced by this and thus there emerged the adoption of the Italian baroque in the French baroque in the 17th Century. The Flemish baroque flourished especially through the hands of great painters such as Rubens and Jacob Jordaens. Most of the tapestry which were mainly expressed the same way as paintings took the centre stage in this era. Tapestry is referred to as a type of work that involves coloured threads that are intertwined on lines that are stretched horizontally or vertically to form a substance, a web and also produce a combination of lines as well as tones that are similar to those derived from a painter with his brush. Woven tapestry is regarded as one of the b est forms of art expression that is known in the world. In the Middle Ages period tapestries were known to have a utilitarian function (Delmarcel, 1999). The main aim for their development was to be able to protect the medieval rooms against cold weather and damp, to insulate big rooms so that they could be comfortable quarters or to cover the austere walls of the big castles. Tapestry with regards to France is one of those traditions that have made a great contribution towards the beauty of the French heritage. In the 17th Century tapestry in France led to the formation of the Gobelins factory during the reign of King Louis the fourteenth. The factory which was based in Paris employed up to about 800 artisans who were majoring in the production of tapestries meant for the royal courts. Tapestry weaving has been established over the years among various cultures. The ancient Incas and the Egyptians buried the dead using tapestry woven clothing. The civic buildings of the Greeks had t heir walls covered in tapestry too. However, it is the French based medieval weaver who brought up the craft (Harris, 2005). The medieval weavers were able to extract their dyes from insects and plants within a range of close to twenty colours. For instance red colour originated from madder, pomegranates or poppies and blue was produced by woad. The medieval weaver based their work on sketches that they used from their imagination as well as humour. With regards to the Flemish and French tapestry the focus of this paper is going to analyse the colour development in the 17th Century with focus on Jacob Jordaens, Rubens, Michel Corneille as well as Simon Vouet. It is goes with no doubt that the history of past art was reliant on the use of colour. We are only left to imagine and picture the extraordinary concept that was adapted by the renaissance and mediaeval palaces and churches with the use of the tapestries and wall paintings (Harris, 2005). History of colour in the Flemish and F rench tapestry among other forms of art is partial due to the fact that a lot of the artwork and the colour in the art has survived or perished but only in a changed form. Colour in art is regarded to as an element of art which is produced when there is presence of a light striking on an object and then it is reflected back to the eyes. There are three aspects of colour that were used to describe the French tapestry which were designed in the 17th Centur

It has been suggested that the 1960s was a response to the 1950s Essay

It has been suggested that the 1960s was a response to the 1950s Wonderbread Years. cite your position on this argument. (use - Essay Example Though on the surface the United States in the 1950s was a place of growth and opportunity, just below that surface simmered a riptide of dissent. Segregation was still alive, and Jim Crow laws throughout the South kept the African-American population oppressed (Lindop and DeCapua 58). In 1954, the landmark decision of Brown v. Board of Education ruled segregated schools to be unconstitutional, and in 1957 that decision was enforced in Little Rock, Arkansas (Lindop and DeCapua 60). Due to this and other court rulings regarding segregation, the 1960s saw a strong Civil Rights Movement sweep across the United States. African-Americans sent word to the entire nation that in the eyes of the law they were now thought of as equal; thus, they would solider on until society accepted them as such. In Greensboro, North Carolina, four African-American students waged a sit-in at a previously segregated, all-white lunch counter on February 1, 1960, igniting non-violent protests at lunch counters all across the still-segregated South (Farber and Baily 16). The next year saw whites and African-Americans riding buses side-by-side protesting segregation throughout the South while 1963 brought a massive march on Washington, D.C for equal rights (Morgan 23). All of these actions culminated in the signing of the 1964 Civil Rights Act, which did away with discrimination based on race, color, creed, or sex, and the Voting Rights Act, which finally allowed African-Americans to vote without being afraid of violence or harm (Morgan 21). While the 1960s saw the main action of the Civil Rights Movement, the 1950s were its predecessor, its catalyst, and its instigator as the African-American population of the nation sought to prove what had been laid out by law. African-Americans were not alone in their quest for equal treatment. Women who had previously enjoyed independence while the men were abroad in World War II were once again relegated to home and kitchen in the 1950s (Lindop and De Capua 130). It was taught that a woman should have little ambition in life aside from finding a good husband and settling down to bear children (Lindop and DeCapua 130). This attitude ceased in the 1960s when alongside the Civil Rights Movement, the feminist movement was also alive and well (Morgan 220). Covered in the Civil Rights Act of 1964, which forbade discrimination based on color, creed, or sex, women still fought for equal treatment and pay in the workplace (Morgan 221). Groups, such as the National Organization for Women (NOW) and the Women’s Equity Action League, found no shortage of supporters (Morgan 221). Again, though the actions took place in the 1960s, they were a direct response to the 1950s, when the strong image of a woman supporting the home front was replaced with a woman relegated to shopping, cleaning, and cooking. Had the 1950s not worked so hard on repressing the women that only years before had attained independence supporting their families, then t he 1960s may not have produced such a startling and strong feminist movement. If the 1950s were known to advocate anything, it was conformity. Suburban tracts of homes were

Impact of Unemployment in Economics Essay Example for Free

Impact of Unemployment in Economics Essay There are many people who are looking for jobs but cannot find them mostly because of the slow economic growth rate in the country. South Africa faces structural unemployment where people loose their jobs due to introduction of new technology or relocation of the company, these economic disruptions have resulted in high crime rates, low production and income as well as lost human capital. The NDP has been put in place to solve the problem of unemployment, and if supported well there can be job creation because they promise on expanding work programme, reduce costs of doing business and support entrepreneurship. Body South Africa faces the greatest challenge of a very high unemployment rate, which is highly influenced by the slow growth of the country hence resulting in slow employment growth as well (Parkin et al, 2010:449). Unemployment has been defined in two forms: a narrow definition and a broad definition. The narrow definition of unemployment is the official definition of unemployment and it states that an unemployed person is a person who is willing to work and is making an effort to find a job, Parkin et al, states that â€Å"To be counted as unemployed, a person must be available to work†¦must want to work and have made specific efforts to find a job or taken steps to start a business† (Parkin et al, 2010:495), but the broad definition of unemployment also includes the discouraged workers because they are people who are willing to work but have not been making an effort to find a job in the previous month mostly because they cannot find the jobs (Parkin et al, 2010:495). The business cycle of a country also influences the employment and unemployment rates, for example during a recession period there are high unemployment rate and during expansion there are lower unemployment rates (Lipsey et al, 1999:726). Unemployment is classified into three types; i) Frictional, ii) Structural, iii) Cyclical. Frictional unemployment has been explained as â€Å"The unemployment that arises from normal labour turnover – from people entering and leaving the labour force and from the ongoing creation and destruction of jobs† (Parkin et al, 2010:501). The structural unemployment refers to the more crucial and enduring restrictions on worker mobility, Parkin et al, explains it as â€Å"The unemployment that arises when changes in the technology or international competition change the skills needed to perform jobs or change in locations of jobs† (Parkin et al, 2010:502). Cyclical unemployment is influenced by the business cycle where a recession will increase unemployment and an expansion will decrease unemployment (Lipsey et al, 1999:726). South Africa suffers from Structural unemployment to a greater extent because it affects the economic structure of the whole economy especially due to introduction of new technologies and skills needed to cope with competition from the other countries, South Africa has gone global in the business sector therefore it needs to be upgrading its technology and skills to match its competitors. Unemployment is calculated as the number of unemployed people expressed as a percentage of the labour force, where labour force is the number of unemployed people plus number of employed people (Parkin et al, 2010:502). Number of people unemployed Unemployment = X 100 Labour Force Statistics in South Africa show that â€Å"In Q4:2008, there were approximately 3. 9 million people unemployed in South Africa and during the financial and economic crisis, the level of unemployment climbed rapidly, reaching a peak of 4. million in Q1:2010† (Labour Force Survey 2012), this can be best explained as f luctuation of job creation because, during a recession when the country is facing economic hardships the number of jobs shrinks and this influences a spike in the unemployment rate (Parkin et al, 2010:449). The unemployment rate in South Africa will never drop to zero because it is a developing country and does not have a very high Gross Domestic Product which is â€Å"†¦the market value of all final goods and services produced within a country in a given time period† (Parkin et al, 2010:468), when GDP is low, there is an increase in unemployment because there are few goods produced there for a limited labour force is needed to produce the few goods. The number of unemployed people rose to 4. 5 million in Q2:2011, but declined during the second half of 2011, In Q1:2012, the number of unemployed people rose by 282 000, reaching 4. 5 million, which is the same level observed in Q2:2011† (Labour Force Survey 2012). Unemployment is a major issue in South Africa and the only way to manage it is by increasing our entrepreneurial strategy, supporting Small and Medium Enterprises as well as being united as a nation (Ramaphosa 2012). Job creation is not just a strategy to deal with unemployment but it is also going to eradicate poverty and this will increase the living conditions of every South African citizen. Mr Ramaphosa notes that unemployment is hindering our endeavor to eradicate poverty and also reduce the inequality gap (Ramaphosa 2012). The National Development Plan (NDP) which was produced in 2011 by the National Planning Commission has been put in place as strategy to deal with unemployment and Mr Ramaphosa explains that â€Å"It envisages the creation of 11 million jobs by 2030, and a reduction in levels of unemployment from about 25% to 6%† (Ramaphosa 2012). The NDP plans on involving the government as well as the labour sector to play a role, an expansion of the public works programme is going to help reduce unemployment because it will be offering work experiences and skills to those people who are unemployed. Minimizing the cost of doing business helps small companies to get into business and also employ people to work; the NDP also states that tax subsidy will be granted to businesses to minimize the cost of recruiting young people (NDP Summary 2011), this will result in job creation and hence unemployment is reduced. Unemployment affects the whole country because due to unemployment there will be low standard of living Mr Ramaphosa explains that employment is the core of humanity (Ramaphosa 2012), when unemployment is high crime rates tend to increase as well because need to earn a living, so since they cannot find jobs they resort to robbery, drug trafficking and prostitution, this helps explain the high crime rates and HIV Aids rate in South Africa. Economically unemployment leads to loss of production therefore low GDP because there are no people who can work to help make more products; there is also lack and underutilization of human capital when there are high rates of unemployment (Parkin et al, 2010:468). Conclusion The NDP has been put in place to help manage unemployment in South Africa and if it gets support from everyone 11 million jobs will be created by 2030. Unemployment increases crime rates and hence need to be managed properly. The government plans on reducing the costs of doing business and that way there can be creation of employment, the works programme is also going to be sed to provide skills to people who do not have jobs, and above all education for all has to be achieved so as to eradicate unemployment and hence poverty.

College Admissions Essay: Responsibility Begins with Me

The Cycle of Responsibility Begins with Me    I believe that it is the responsibility of every student who has received an education in a state school to give something back to the state. This state contains many institutions that offer curricula of quality primary education and is home to several above-average secondary or college institutions as well. Students who receive the state's gift of education should show their gratitude by using that knowledge to improve their community. Having lived in a small, rural community, I have long desired improvements for my own hometown. It has long been a fact that very few people who live in my community gain a college education. I plan on earning a bachelor's degree in Aerospace Engineering from University State, and with that degree, I w...

Personal Anecdote

Autobiography Anecdote I intend to write about the time when I broke my wrist. I am writing this autobiographical anecdote In 1st person and my target audience is students. The purpose of this text Is to write a recount of the event. I checked my watch for the fifth time this period, 2. Pm, only three minutes had passed since I last checked. Thirty minutes into the period and I had only completed one equation. I couldn't concentrate; I dropped my pen and looked around to find something entertaining. I found nothing. Everyone was focused and had their head down completing their set of questions.This is the difference between year seven and year eight. The classroom was so quiet that I could hear the inhaling of the person next to me. Thirty minutes till the end of school and I already had enough. My mind had stopped functioning and I struggled to keep my eyes open. It felt as if my eyelids were trying to carry an African elephant. I placed my elbow on the wooden desk and rested my hea vy head in my palm. I thought to myself, ill Just close my eyes for a minute, the teacher wont notice. Random thoughts began to run through my head as I continued to rest In class.I suddenly recalled a past memory. I said thank you to the bus driver as I hopped off the bus onto a patch of green grass. I slipped my smart rider into my right pocket as the Transparent bus drove past me with everyone inside, staring at me. I waited for the awkward moment to pass and began my walk home. It was a hot, humid day as the scorching sunlight blistered my delicate skin. I felt sweat begin to run down my forehead and the back of my uniform began to stick to my body like old glue. The weather was horrible but it wasn't the main reason why I was uncomfortable. I was nervous.I was thinking of how I should tell my mum I wanted to play football. FALL, not soccer. I knew what her answer was going to be, â€Å"No you can't, Its too dangerous. † I continuously ran comebacks In my head trying to f ind the right one which would convince her to let me play but not be rude and make her angry. I did this for the whole walk home and I had forgotten about the piercing sunlight and humidity. As soon as I dumped my school bag in my room and changed from my uniform, which was drenched in my sweat, I decided to ask my mum. â€Å"Hey mum† I said in the sweetest tone possible, â€Å"can I play football for a lube? â€Å"why do you want to play football, its too dangerous† replied mum firmly â€Å"mum please, all my friends are playing too† â€Å"why can't you play basketball or swimming? † â€Å"l don't mind them but I really like footy mum, please† â€Å"Fine but if you get injured it not my fault. † miss! Thank you so much, don't worry It wont happen. † The whaling sound of the school siren woke me. Everyone was already rushing out of class and I still had to pack up my things. Personal Anecdote Autobiography Anecdote I intend to write about the time when I broke my wrist. I am writing this autobiographical anecdote In 1st person and my target audience is students. The purpose of this text Is to write a recount of the event. I checked my watch for the fifth time this period, 2. Pm, only three minutes had passed since I last checked. Thirty minutes into the period and I had only completed one equation. I couldn't concentrate; I dropped my pen and looked around to find something entertaining. I found nothing. Everyone was focused and had their head down completing their set of questions.This is the difference between year seven and year eight. The classroom was so quiet that I could hear the inhaling of the person next to me. Thirty minutes till the end of school and I already had enough. My mind had stopped functioning and I struggled to keep my eyes open. It felt as if my eyelids were trying to carry an African elephant. I placed my elbow on the wooden desk and rested my hea vy head in my palm. I thought to myself, ill Just close my eyes for a minute, the teacher wont notice. Random thoughts began to run through my head as I continued to rest In class.I suddenly recalled a past memory. I said thank you to the bus driver as I hopped off the bus onto a patch of green grass. I slipped my smart rider into my right pocket as the Transparent bus drove past me with everyone inside, staring at me. I waited for the awkward moment to pass and began my walk home. It was a hot, humid day as the scorching sunlight blistered my delicate skin. I felt sweat begin to run down my forehead and the back of my uniform began to stick to my body like old glue. The weather was horrible but it wasn't the main reason why I was uncomfortable. I was nervous.I was thinking of how I should tell my mum I wanted to play football. FALL, not soccer. I knew what her answer was going to be, â€Å"No you can't, Its too dangerous. † I continuously ran comebacks In my head trying to f ind the right one which would convince her to let me play but not be rude and make her angry. I did this for the whole walk home and I had forgotten about the piercing sunlight and humidity. As soon as I dumped my school bag in my room and changed from my uniform, which was drenched in my sweat, I decided to ask my mum. â€Å"Hey mum† I said in the sweetest tone possible, â€Å"can I play football for a lube? â€Å"why do you want to play football, its too dangerous† replied mum firmly â€Å"mum please, all my friends are playing too† â€Å"why can't you play basketball or swimming? † â€Å"l don't mind them but I really like footy mum, please† â€Å"Fine but if you get injured it not my fault. † miss! Thank you so much, don't worry It wont happen. † The whaling sound of the school siren woke me. Everyone was already rushing out of class and I still had to pack up my things.

Jacobean Reading of King Lear Essay

King Lear was written around 1603-06. A contextualised political reading interprets King Lear as a drama that gives expression to crucial political and social issues of its time: the hierarchy of the Jacobean state, King James’ belief in his divine right to rule, and the political anxieties that characterised the end of Queen Elizabeth’s reign: fears of civil war and division of the kingdom triggered by growth of conflicting fractions and a threatening underclass. Like all writers, Shakespeare reflected the world he knew. The ancient Britain the pseudo-historical Lear lived in contained anachronistic references to aspects of Jacobean life, such as eel pies and toasted cheese. Kent calls Oswald a ‘base football player’, evoking the class assumptions of the times. More significantly, King Lear reveals the conditions and preoccupations of Jacobean England in terms of politics, social change, justice, religion, madness, and the natural order. Politics Watching the play, Jacobean audiences would detect many resonances with their own socio-political climate: troubled and uncertain times as Elizabeth’s reign draws to a close and James ascends the throne – as the Tudor dynasty gave way to the Stuarts. Poverty, food shortages and unemployment were commonplace; Bedlam beggars were troublesome, roaming the countryside pleading for charity. These social features are explored by Shakespeare via Lear’s madness and the character of Edgar-turned-poor-Tom. The Cordelia-led French invasion may have sparked memory of the Spanish Armada of 1588. Lear’s character contains parallels to King James’s. James, like Lear, believed in his own divine right to rule, and deemed it blasphemous to question the King’s action. The divine right of the King was the prevailing sentiment reinforced by law, and Lear’s unwitting decision to abdicate  ruptures the divine and natural order Shakespeare makes subtle allusions to James’ profligate behaviour – which held significance for Jacobean audiences. James had proved susceptible to the flattery of ambitious courtiers. Lear’s belated recognition of the conventions, flatteries, and corruptions by which he has long been deceived provides sharp reminder to James that a king is only man like other, subject to the same human frailties: â€Å"they told me I was everything; ’tis a lie, I am not ague-proof.† James, with his intention to unite England and Scotland, would have welcomed the play as a validation of his unionist views. The doomed Lear shown to have â€Å"divided in three our kingdom†; this brusque cutting-up of a kingdom would have appalled the audience (who would share Kent’s horror), warning against partitioning of a state. Monarchs have a sacred duty to keep their kingdom intact, it was a sin to abdicate or divide their country. The divided coronet is a striking visual image, symbolising the political dysfunction, chaos, civil war and personal tragedy that follows the division of the kingdom. Social Change Both Lear and James rules societies characterised by its distinct hierarchical order – but also in the process of social change. A stable feudal society wit its strong allegiances and rigid hierarchy had crumbled in the wake of new scientific discoveries and global exploration. Increasing wealth from commerce fostered new ideas about value and status, as James made social mobility a reality with the selling of knighthoods for cash. A prosperous commercial gentry challenged the King’s power and divided the aristocracy, giving rise to difference political fractions – reflect in the rivalry between Albany and Cornwall. Newly acquired power and property gave rise to a new kind of individual – those who felt no obligation to the old feudal loyalties, filled with the spirit of radical individualism, driven by self-interest. Edmund,  Gloucester’s unscrupulous illegitimate son, refuses to â€Å"stand in the plague of custom† and seeks to thrive by his own cunning – mocking the superstitious beliefs of his father (an upholder of the old feudal loyalty to the king). Another is the corrupt, self-serving Oswald, who is ridiculed by the nobleman Kent. But he represents the emerging class of thrusting individualists in Jacobean England, motivated by self-interest, not loyalty to the traditional order. In their acquisitiveness, Goneril, Regan and Edmund flaunt the â€Å"offices of nature, bonds of childhood, effects of courtesy, dues of gratitude† within the old order of human relationships. Social Preoccupations/Values: How Jacobeans would have responded to these themes/motifs Justice – King Lear reflects the passionate interest of the Jacobeans in justice – both process of law (human justice) and justice meted out by gods (divine justice). The play’s many trials would strike a familiar chord in its contemporaries. There are five trials: 1. Love trial 2. Trial of Kent, whose bluntness earns him instant punishment 3. Improper trial of Gloucester by Cornwall and Regan 4. Lear’s hallucinated ‘mock trial’ of Goneril and Regan 5. Trial by combat where Edmund is destroyed. In each case, the play raises questions as to whether justice has been done. In his madness, Lear becomes obsessed with bringing his daughters to justice, while losing faith in human justice, asking â€Å"which is the justice,  which is the thief?† He reveals the inherent hypocrisy in judgement itself as he imagines a beadle (Jacobean figure of legal authority) punishing a whore despite how he â€Å"hotly lusts to use her in that kind for which thou whippst her†. The concluding lines â€Å"through tattered clothes great vices do appear: Robes and furred gowns hide all† – is a damning indictment of human justice, where possession of power is more important than fairness, where the fallibility of judgement present itself as a searing criticism of Jacobean society. Divine justice, although unmotivated by tangible influences, is equivocal – and their effects equally devastating. Although Albany claims Cornwall’s deserved disgrace of being killed by a servant as proof of divine justice, the death of Cordelia is a bolt from a sky cleared by the vanished storm, demonstrating that there’s no simple scheme of rewards or punishments, earthly or divine. Both are equally wanton, confirming the bleak views of human predicament expressed in â€Å"like flies to wanton boys are we to th’gods; They kill us for their sport†. Religion – Adapted from old play: King Leir, which is pre-Christian. Shakespeare gave his play a pagan setting, which allowed greater freedom for him to present ticklish theological issues, in particular the question of providence, without falling foul of the strict Jacobean censorship. Jacobeans would be shocked by the image of a son assisting his father to attempt suicide, which is a sin. Audience may detect the Christian theme of a journey through pain, suffering and humiliation to love, forgiveness and wisdom. There are obvious biblical echoes, like as Cordelia’s â€Å"O dear father, / It is thy business that I go about†, and the apocalyptic nature of the storm. Thus, its bleak, almost sadistic ending diverges from Jacobean expectation. It doesn’t fit the tragedy trajectory that moves from order to disorder and eventual restoration and fulfilment – Hence, a modified version by Tate containing a happy ending had replaced Shakespeare’s original on the stage for few centuries. Madness – Jacobeans’ attitudes to madness were harsh and unsympathetic (bedlam beggars were believed to be possessed by devils). They may have been startled by the proliferation of madness within the empowered individuals of society: Lear’s madness is that of a selfish, autocratic old man whose will is thwarted, whose moral blindness, misjudgements and lack of understanding of himself and others inevitably lead to breakdown: â€Å"O Fool, I shall go mad† Cornwall and Regan seem to become mad in their obsession with Gloucester’s punishment. Gloucester thinks it better to be ‘distract’ and lose his sorrow in ‘wrong imaginations’. He views madness as a privilege, bestowing innocence upon the insane person. Ironically, the madness of Poor Tom, and archetypal image of insanity, is put on. The Fool’s ‘madness’ is professional, witty, exposing the weakness and folly of his ‘reasonable’ superiors. Human madness is reflected as disturbance in nature and society. Lear’s inner torment is externalised by the violent storm. Lear’s tearing up of the kingdom is political madness, kindling a storm of social frenzy that precipitates cruelty, blindness, madness and death. These incidences of madness demonstrate the vulnerability of those in whom we entrust power, and thus how fragile the fabric of Jacobean society was. The Natural Order – Jacobeans would have viewed the play, especially its characters, through notions of what’s ‘natural’ and ‘unnatural’ instilled into them by their paradigm. This paradigm advocates hierarchical order enforced by God – with King fixed at the pinnacle of the social hierarchy, and the father at the family’s – both charged with the duty to maintain their state in harmony. The perversions that occur to this order are unnatural: Lear’s division of the kingdom according to daughters’ protestation of love violates a monarch’s duty to keep his kingdom unified. This act allows evil to breed, resulting in personal and social madness in the form of suffering, civil war, self-destruction. Children revoking their filial duty also violate natural order. Being female, Goneril and Regan’s usurping of the patriarchal status quo induce particular shock and horror in Jacobeans. Their self-destruction is expected repercussion of their double felony against the natural order. A Jacobean reading interprets King Lear as a vivid social portrait, featuring aspects of social conditions, depicting social change, and voicing the beliefs of its contemporary audience. Its story teaches a moral lesson against the shirking of responsibility and division of one’s state. Its characters represent social groups- their actions and interactions parallel the ebb and flow of social forces.

Coffee Importation into the United States

Coffee Importation into the United States Introduction A large percentage of coffee that is grown in the world is in developing countries while majority of the consumers of this coffee reside in developed countries. Most coffee importers import the coffee in form of unroasted caffeinated coffee, unroasted decaffeinated coffee, roasted caffeinated coffee and roasted decaffeinated coffee.Advertising We will write a custom term paper sample on Coffee Importation into the United States specifically for you for only $16.05 $11/page Learn More The United States has one of the highest populations of coffee drinkers in the world. Over 65% of Americans, which accounts for more than a hundred and fifty million Americans, consume coffee as a beverage (Coyle, 1982). Competitive situation in Importing Country Almost all the coffee that is consumed in the United States has its origins in Brazil. Other coffee importers into the United States include; Vietnam, Latin America, East Africa and Asian countries. As an i mporter, the United States forms one of the largest importers of coffee in the world. Canada follows closely then Europe and some Middle East countries. Coffees from different regions of the world have different aromas, flavors, acidity and body. The coffee that meets the best and highest standards that have been set by international bureau of standards get the highest prices. In the year 2009 alone, Brazil exported coffee worth $756 to the US and $72.7 to Canada (Office of the Federal Register, 2011). Other major exporters of coffee to the United States include Latin America and Colombia. Statistics show that Canada and Europe were among the countries that imported the highest amount of coffee in the year 2009. While the United States imported over 1200 tons of coffee, Canada imported approximately 300 tons. This is a very large amount given that the population of Canada is lower in comparison to that of the United States. It is very important for the importing countries and the co mpanies in charge of the importation to ensure that they perform appropriate product mix functions and strategize according to the available market so that they get the best possible quality, quantity and pay the best prices that are reasonable to the importers and still considerate and fair to the producers so that they also continue producing the coffee. The price, product, place and promotion of coffee are conducted in various ways by the different coffee importers (Johnson Bade, 2011). Competitors in Importing Domestic Producers of coffee Canadian and United States coffee importers have the advantage that coffee from Brazil is not taxed. Therefore, Brazil coffee importers can benefit because they do not have to pay import duty for their coffee. This also offers the importers an opportunity to offer competitive prices to the coffee producers and encourage them to produce large quantities of high quality coffee (Ukers, 1935).Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Different coffee importing countries have come up with tactics of securing high quality coffee and quantities that they need. International coffee importers have coffee fair trade bodies and organizations that aim to dialogue with coffee farmers or coffee farmers’ representatives. The main objective of this dialogue is to ensure that both the exporters and importers feel that their concerns are addressed and respected. A large percentage of the coffee exporters also want to feel that the importers are transparent and that they get the best possible prices for their coffee (Stower, 2011). Although most coffee farmers target maximum profits, not all of them get the fair prices that they demand from the importers. Therefore, there is competition to get the highest paying importers for the coffee farmers. To remain competitive, most United States coffee importers target the dir ect involvement with coffee farmers and they try to exclude middleman who might lead to reduction of profit margins that the coffee producers get for their coffee (Hinkleman, Nolan Manley, 2003). Marketing Activities Competitive Situation The shorter the chain from producer to the importer who processes and markets the product, the better for both parties in terms of business relationships formation and likelihood of getting profits. The disadvantage with the fair trade is that farmers have to pay membership and renewing fees which places prohibitory measures on some farmers that might have small quantities of coffee to provide but might even exceed expected coffee quality expectations. Therefore, some importers target small size coffee farmers located in concentrated regions and ask them to form associations through which they can increase their coffee quantity and increase their chances of having issues that they might have addressed by importers such as higher and prompt paymen ts for their produce (Johnson Bade, 2011). Government Regulations and Tariffs in Importing Country Luckily for Brazil which is the largest coffee importer to the United States, coffee importers do not have to pay import duty to get the product into the country. Trade Regulations and balance of Payment The balance of payment between Brazil and the United States either creates a deficit or a surplus. By the end of the year 2010, the balance of payment to Brazil was $47364730697.53. Although this seems like a high figure, Brazil is one of the most prosperous countries in Latin America. Payments made for coffee imports were a major contribution to the reduction of the balance of payment (Johnson Bade, 2011).Advertising We will write a custom term paper sample on Coffee Importation into the United States specifically for you for only $16.05 $11/page Learn More This shows that coffee is a great contributor to the Gross Domestic Product in Brazil. The import of coffee in the United States can be considered to be conducted in a friendly manner. The United States has a high number of coffee consumers and therefore, needs to create and maintain good relations with the importing nations such as Brazil. It is a requirement that all the coffee that is imported into the United States meets certain specified quality standards. The importer should not leave all the details of the packaging to the importer. Instead, he or she should ensure that the products have been well packaged and that they arrive into the US in good condition. Importers should try and chose the most convenient and cost effective methods that are available for them to bring the products into the US (Hinkleman Manley, 2003). The US Customs and Border Protection (2012) declaration form 6059B requires that importers declare that they are importing agricultural products from another country even though coffee from countries such as Brazil has been allowed into the country. Non decl aration of such coffee might result in heavy fines and confiscation of the coffee or any other imported products. Foreign exchange and Trade regulation policy Coffee is classified as a food product hence; it has to meet the quality standards that are required by the health body. The products have to be labeled on the content, nutritional value and expiry date of the products. Prior notices also have to be filed with the Food and Drug Administration. No limits are imposed on the amount of coffee that can be imported into the United States. Import duty on coffee has been removed for all coffee that gets into the United States creating a point of benefit for coffee importers for Brazilian and other countries that import coffee into the United States (Hinkelman, Manley Nolan, 2003). Foreign exchange for Brazil and other countries that import coffee into the United States, Canada and Europe earn a high foreign exchange because of the value of the dollar in relation to most of these deve loping countries. Trade with other countries especially import of products like coffee into the United States helps in the forging of good relationships between countries which helps to promote peace. Most leaders usually realize that it is important to create and maintain a good atmosphere whereby, they can conduct business with other countries that are of benefit to them. Importers of coffee into the United States should also be ready to provide the necessary conditions to get a trade license so that they can import coffee (Coyle, 1982).Advertising Looking for term paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Licenses and Importing Documents Not just anyone can import coffee as licenses are necessary before the paper work for importing products such as coffee into the United States can be approved. It is only when one has the trade licenses and provides the necessary documents such as import details that one can actually be able to fully take advantage of the free import duty for the coffee importation. Coffee importers from duty exempt countries like Brazil can claim the duty free terms by showing on the importation form that the country from where the coffee has been imported is exempt by entering letter E to the tariff column as a prefix. Evidence of the origin is usually required by personnel at the port in form of invoices or shipping papers (Banks, 1999). All the right documentation should be presented to the government agents at the border entry points before coffee can be allowed into the country such as the type of coffee that is presented for importation for example the type of coffee beans; Robusta or Arabica, the entry of origin, the quantity of the coffee and valid documents from the food drug and administration organization to show that an applications was made and approved US authorities before entry of coffee into the United states (Stowell, 1989). Conclusion The paper has looked at the major competition for coffee importation from developing countries. The major competition for importation of coffee into the United States of America happens to be Canada. Even though Europe has many individuals, most of these individuals prefer tea to coffee thus lowering the position of Europe in being a highly ranked position country in the importation of coffee from growing developing nations. In order to remain competitive in the importation of coffee, majority of the importing countries have been found to use several tactics so as to attract high quality and large quantities of coffee such as formation of coffee trade Fairs whereby, member coffee producers can have their issues such as high and prompt payment being made to their coffee supply to the developed nations. Reference Banks, M. (1999). The World Encyclopedia of Coffee. London: Arness Publishing Limited. Coyle, L. (1982). World Encyclopedia of Food. New Yolk, NY: Facts of Life Publishers. Hinkelman, G. E., Manley, M. Nolan, J.L. (2003). Importers manual. New York, NY: World Trade Press. Johnson, K. Bade M. (2011). The Coffee Book Anatomy of an Industry from Crop to the Last Drop. New York, NY: Bazaar Books. Stowell, A. M. (1989). Importing into the United States: A Guide for Commerical Importers. New York, NY: Books for Business. Ukers, W. (1935). All About Coffee, Second Edition, The Tea Coffee Trade Journal Company.

Vocabulary Word Groups - The Mind

Vocabulary Word Groups - The Mind The Mind The words below are some of the most important used when talking about the mind and mental processes. Youll find an example sentence for each word to help provide context.Once youve learned the use of these words, create a mind-map to help you remember the vocabulary in a creative way. Write a short paragraph to help you start using your new vocabulary. The Mind - Verbs analyze You should analyze the situation very carefully. calculate Can you calculate large sums in your head? forget Dont forget to take your computer with you. infer I inferred that she wasnt feeling well from your conversation. memorize Ive memorized many long roles in my love. realize She finally realized that the answer was sitting right in front of her nose! recognize Peter recognized his friend from college. remember Anna remembered to telephone Bob yesterday. work out The Mind - Adjectives articulate Articulate people impress others with their use of words. brainy I have a brainy cousin who is an engineer for a company that makes airplanes. bright Here child is very bright. Shell go far. gifted George is a gifted pianist. Hell make you cry! imaginative If youre an imaginative person, you might write a book, or paint a picture. intelligent Ive had the honor to teach many intelligent people in my life. The Mind - Other Related Words brain The brain is a very sensitive organ. emotion Some people think its best to not show any emotion. Theyre crazy. genius Have you ever met a true genius? Its rather humbling. idea Tom had a great idea last week. Lets ask him. intellect Use your intellect to solve the problem Mr. Holmes. knowledge He has a wide knowledge of birds in North America. logic Mr. Spock was famous for his use of logic. memory I have a vague memory of that day. Remind me of what happened. mind Focus your mind and lets begin class. skill Verbal skills are an important party of his job. talent She has an incredible talent for music. thought I had a thought about the project. Can we talk? virtuoso The virtuoso played Liszt excellently. More Word Groups The BodyCelebrationsClothesCrime

Personal Family Immigration Story Essay Example | Topics and Well Written Essays - 1250 words

Personal Family Immigration Story - Essay Example My grandfather refutes these claims, saying that they were forced to leave due to the attack on their city and other cities. During this war, approximately 700,000 Arabs were forced out of their homes (Pappà © 76). At the time, my grandfather Juan had just fallen in love with a young, beautiful woman known as Tina. They had just had their first born child when the war broke out. Their home had become a battleground; the air was filled with smoke and dust. Dead bodies were strewn all over since there was no possible way of disposing them as their numbers grew significantly by the second. The villagers were filled with fear and uncertainty. No one was sure about what lay for them the next day. Businesses were destroyed making it difficult for the residents to earn their daily bread. Most people were dying of hunger, since everyone who had food had decided to hoard it due the uncertainty presented by the war. My grandfather’s textile business had been destroyed; his business premises had been burnt down and the Jews had frozen their accounts, making them economically stagnant. At this point of desolation, my grandfather made a wise decision to leave the war-torn Palestine in search of a better place to raise their infant son. The â€Å"Nakba† as is referred by my grandfather was the mass exodus of the Arabs from their Palestine homes. According to my grandfather, he moved his father, mother, two sisters and his family from the war-torn country. His brother had been killed in a blast, and they were not ready to lose another member of their family. They moved to the Dheisheh refugee camp in West Bank in 1949. This camp was like a prison; it was fenced and had a fence made of metal turnstile (Mattar 590). According to my grandfather, the Jews were afraid that the refugees would stone their cars; hence, the fence. The situation at the camp was not humane. People were dying on a daily