Poverty Is The State Of Being Extremely Poor - 1205 Words

If you are to ask an American, â€Å"What are some significant issues occurring in the United States today?†, their response would probably be something predictable like: taxes are way too high; over-standardization of education; obamacare ;or interest rate on credit cards. But what about bigger issues like Poverty. Poverty is one that doesn’t really stick out to a lot of individuals, but it should be addressed. Poverty is the state of being extremely poor, but what does it mean to be poor? Poverty is the children who don’t have a home and children who go to bed hungry each and every night. Poverty is our friends and our neighbors who have to beg for money because they can’t afford to pay off their home payment. Poverty is in our backyards,†¦show more content†¦Other potential causes of poverty are substance abuse, mass incarceration, unemployment, and low minimum wage. For example education, poverty prevents people from attaining proper education . Children who don’t form essential thinking skills before going to school often fall behind other children around their age. Without the ability to attend school, many people go through life illiterate. Then there’s incarcerations. Thus, leading to high unemployment rates in the United States. A high unemployment rate can impede a country from progressing in all aspects, and hinders the country from developing into a strong economic system. An additional prompt is the patterns of substance abuse that are established at an early age that impacts other life decisions affecting poverty, such as whether or not to stay in school. And consequently, children who are born to substance abusing parents are more than likely to be malnutritioned. The meaning of malnutrition is the lack of sufficient nutrients in the body which leads to various internal diseases. Diseases are very common in people living in poverty because they lack resources to maintain a healthy living environme nt and homeless children are less likely to receive proper nutrition and immunization. Now, it is known that every cause has an effect and surely the level of poverty in the United states has a drastic influence on the

Sailing with Vespucci - 546 Words

Sailing with Vespucci If I were to ride aboard the ship in the age of exploration, I would choose Amerigo Vespucci. Amerigo was born in Florence, Italy on March 9, 1951. He was one of the first Europeans to believe that the land Columbus had discovered was not the Indies, but rather an entirely new continent. Because of this, the new land would be called the Americas, a feminized version of Amerigo. Amerigo was born in Florence, Italy, his parents, Ser Nastagio and Lisabetta Mini, were friends of the Medici, a very wealthy family that controlled Italy from the 1400s to 1737. When Amerigo was in his early 20s his uncle, who was the ambassador to France, sent him on a brief diplomatic mission to Paris. This trip probably sparked his fascination of travel. After that Amerigo held a number of different jobs that would teach him valuable lessons that would benefit later in his life. These included small business endeavors, being a banker, and even being involved with merchants who would supply Columbus’ journey across the Atlantic. On one occasion he even got to sit down with Columbus and talk to him about the new world. This conversation most likely inspired his adventures to the new world. So when Amerigo was in his 40s he decided to abandon his failing business venture and become an explorer, funded by queen Isabella of Spain, before he was too old to. It is believed that Amerigo left for his first voyage on May 10, 1497 from the port of Cadiz with a fleet ofShow MoreRelatedEssay on The Discovery of Amerigo Vespucci2518 Words   |  11 PagesThe Discovery of Amerigo Vespucci Who was Amerigo Vespucci? This is a question I asked myself as I was researching the man credited with the discovery of the new world. Much information has been written about Christopher Columbus and very little about Amerigo Vespucci. To understand who Amerigo Vespucci was is to look at his life and times in that time period. This paper is an attempt to look at his history and try to get a better understanding of his life in the â€Å"Age of Discovery†. To haveRead MoreFinding the Secrets of the World: Chirstoper Columbus845 Words   |  3 Pagesdad, he took notes on how the sea changed colors and the patterns of the winds and currents. He soon became aware of the virtues and the risks of navigation. Christopher Columbus grew up to be a well-mannered young man. The experiences he had when sailing with his father and large convoys, made him a very skilled mariner. At every new place he was at, he took notes not only on navigation but climate as well. It was said that he had remarkable senses of sight, smell, and hearing. On one expeditionRead MoreComparison of the Explorations of Portugal, Spain and France718 Words   |  3 Pageswas not enough for him, so he was looking for more opportunities, especially to trade with India. His main goal was to find a sea route that connected to Asia. When Manuel took the throne, he organized a large expedition to India. After 22 days of sailing the crew landed Portugal reached their goal; they had found their long sought water route. I feel that without the advanced technology that Portugal utilized that no such route would have been found and they would have not been able to gain essentialRead MoreThe Scientific Revolution And The Reformation1435 Words   |  6 Pageshave it. The northern reaches of the new continent were claimed by Henry Hudson. In his text/lecture â€Å"Henry Hudson (English Navigator and Explorer†, John Edwards Caswell argues that â€Å"A river, a strait, and a bay in North America is named for him† â€Å"Sailing from L ondon on April 17,1610, in the 55-ton vessel Discovery, Hudson stopped briefly in Iceland, then proceeded to the â€Å"furious overfall. †Passing through it and entering Hudson Bay in early August† â€Å"his discoveries formed the basis for the DutchRead MoreWhere Would We Be Without Them?1444 Words   |  6 Pageshave it. The northern reaches of the new continent were claimed by Henry Hudson. In his text/lecture â€Å"Henry Hudson (English Navigator and Explorer†, John Edwards Caswell argues that â€Å"A river, a strait, and a bay in North America is named for him† â€Å"Sailing from London on April 17,1610, in the 55-ton vessel Discovery, Hudson stopped briefly in Iceland, then proceeded to the â€Å"furious overfall. †Passing through it and entering Hudson Bay in early August† â€Å"his discoveries formed the basis for the DutchRead MoreHistory essay questions1564 Words   |  7 Pagescampaign known as the Reconquest to eliminate M uslim strong holds and to purify Christianity in the region. d. During that time, Christopher Columbus was part of their royal cavalcade, a group of adviser, servants and hanger-ons. e. Columbus’ idea of sailing west to Asia had already been rejected by Portugal. He pitched his idea in 1486 to the Queen while on their religious campaign. After years of pitching the story, Queen Isabella finally agreed in April 1942, hoping to expand her wealth and monarchyRead MoreEssay on The Rise of European Empires1330 Words   |  6 PagesItaly, â€Å"crossed the Atlantic†¦and touched on the mainland of North America.† Great debates ensued over who was the first land here. Amerigo Vespucci (1452-1512) gave an account of his four voyages, which demonstrate that, if accurate, Vespucci actually reach the America’s â€Å"shortly before Cabot, and at least 14 months before Columbus.† The main reason for sailing to the west was the search for alternate routes to Asia and the hopes in discovering â€Å"wealthy civilizations, or precious metals, but few foundRead MoreHow Oceanography Is An Study Of The Oceans Through Mapping And Exploring Unknown Sea Routes1577 Words   |  7 Pagesoceanographer is also gather footage and do all kinds of stuff. Early explorers such as Christopher Columbus Amerigo Vespucci and Ferdinand Magellan all contributed indirectly to Oceanography. Christopher Columbus sailed across the Atlantic discovering a new land, which he deemed to be India. In doing this Columbus charted this lens and set forth the legacy for future explorers. Amerigo Vespucci was one such explorer that s built off of Columbus s ideas and found out that Columbus was wrong in sayingRead MoreWhere Would We Be Without Them?1444 Words   |  6 Pageshave it. The northern reaches of the new continent were claimed by Henry Hudson. In his text/lecture â€Å"Henry Hudson (English Navigator and Explorer†, John Edwards Caswell argues that â€Å"A river, a strait, and a bay in North America is named for him† â€Å"Sailing from London on April 17,1610, in the 55-ton vessel Discovery, Hudson stopped briefly in Iceland, then proceeded to the â€Å"furious overfall. †Passing through it and entering Hudson Bay in ear ly August† â€Å"his discoveries formed the basis for the DutchRead MoreThe Revolution And The Reformation1432 Words   |  6 Pageshave it. The northern reaches of the new continent were claimed by Henry Hudson. In his text/lecture â€Å"Henry Hudson (English Navigator and Explorer†, John Edwards Caswell argues that â€Å"A river, a strait, and a bay in North America is named for him† â€Å"Sailing from London on April 17,1610, in the 55-ton vessel Discovery, Hudson stopped briefly in Iceland, then proceeded to the â€Å"furious overfall. †Passing through it and entering Hudson Bay in early August† â€Å"his discoveries formed the basis for the Dutch

Martin Luther King Jr., Letter from Birmingham Jail free essay sample

Bryan Quezada English Composition 1 Section 12, Spring 2012 Martin Luther King Jr. , Letter from Birmingham Jail Most Effective Argument I feel Dr. Martin Luther King’s use of facts and history was an effective argument because it not only gave reason to why he would be in Birmingham but also gave also made a convincing argument of why his cause was justified throughout history by giving examples of times in history where actions like his were necessary and actions of wrongdoing was justified through law. In his letter to the clergymen, by referring to the bible a number of times, he appealed to the religious beliefs of the clergymen. He shows this when he refers to Apostle Paul, in where Apostle Paul would carry his gospel of god beyond his own village and throughout all over the Greco-Roman world, Martin Luther King would carry his gospel of freedom to beyond his own town and throughout all of the South and America. We will write a custom essay sample on Martin Luther King Jr., Letter from Birmingham Jail or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Dr. Martin Luther King even goes so far as to refer to Jesus Christ, who he describes as an extremist for love and quotes from him, â€Å"Love your enemies, bless them that curse you, pray for them that despitefully use you†. Jesus went to extreme lengths to spread his teachings of love, and like Jesus, Dr. King would go to extreme lengths for justice and equality. And he proves this by leading them into the streets to march peacefully, boycotting restaurants and bus stations. Dr. King also appeals to the sympathetic side of the clergymen when he tells them why his cause cannot ‘wait’ for their ‘constitutional God-given rights†. He goes on to write of why it would be easy for those who never experienced segregation to say wait, but for those who have experienced segregation, it is difficult to wait. Dr. King explains that those who experience segregation find it hard to wait after seeing witness their mothers, fathers lynched by mobs, their brothers and sisters drowned, and beaten and even killed by police officers. And how it feels like to try to explain to their children why they are not allowed to do certain things or go to certain places that help develop a sense of inferiority and insecurity in them as they grow up. Dr. King appeals to the moral sense of the clergymen about ‘just’ and ‘unjust’ laws and how he can advocate against breaking laws when he refers to how it was considered ‘legal’ for the Nazis of Germany in World War II to prosecute and execute Jews and was considered to be ‘right’. And it was considered ‘illegal’ and ‘extreme’ when the Freedom Fighters of Hungary rose up against the Soviet-imposed polices of their government. Maslow’s Hierarchy of Needs can be applied in Dr. King’s argument in many ways, that include Self-actualization, Esteem, Safety, and to a certain extent, Physiological. According to Maslow’s Hierarchy of Needs listed as Self-Actualization there are two things that can be applied; morality, and lack of prejudice. In Esteem, all five elements are missing; self-esteem, confidence, achievement, respect of others and respect by others. In Safety, four elements are missing that include security of; body, employment, family, and health. And finally, in the Physiological category, food, water and sleep are missing. In the need of Self Actualization, morality is missing when Dr. King explains ‘just’ and ‘unjust’ laws to the clergymen. And lack of prejudice is missing a number of times when he explains the reason why it’s hard for his people to wait for justice. The Esteem need, the self-esteem and confidence of the people and their children are greatly affected when Dr. King explains that, â€Å"All segregation statutes are unjust because segregation distorts the soul and damages the personality†. He writes that it gives the segregator a false sense of superiority and the segregated a false sense of inferiority, which then leaves the segregated unmotivated to work towards achievement. When Dr. King explains why his people cannot wait for justice, he explains how his people lack the respect of others, stating that they would beat and curse at his ‘brothers’ and ‘sisters’. The need for Safety is not met when the security of colored people becomes compromised as Dr. King explains that his people live in constant fear of not knowing what’s going to happen next, leaving them to worry for their physical being as well as for their families’ health. Where shops would not employ colored people, employment was not always guaranteed. And finally, as mentioned, to a certain extent, the Physiological need may not sometimes be met as he explains that his people would be denied services from motels, and forced to sleep in their cars. From this, we can infer that colored people must have been denied in many services that could have included food and even water.

Rita free essay sample

Background Information Educating Rita, written by British playwright Willy Russell, was commissioned by the Royal Shakespeare Company, and premiered at The Warehouse, London, in June 1980. The play went on to win the Society of West End Theatres award for Best Comedy in the same year. The play was adapted by Willy Russell into a 1983 award-winning film starring Michael Caine and Julie Walters. Setting The play takes place entirely in Frank’s office at a university in the North of England. The original play took place in the 1980’s but the script was revised in 2003 to be more generically â€Å"contemporary†. The Playwright I wanted to make a play which engaged and was relevant to those who considered themselves uneducated, those whose daily language is not the language of the university or the theatre. I wanted to write a play which would attract, and be as valid for, the Ritas in the audience as well as the Franks. We will write a custom essay sample on Rita or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Willy Russell, born and raised in a suburb of Liverpool, came from a working-class background. Some of his experiences in early adulthood are reflected in his play Educating Rita. Russell left school after completing only one O-level (comprehensive exams taken in the equivalent of grade 10) in English Literature and went on to become a hairdresser. At age 20 he returned to school and became a teacher. Echoes of all of these experiences, his working-class upbringing, leaving school early, hairdressing and later becoming a teacher, can be seen in Educating Rita, a play he wrote to appeal to people from a wide range of backgrounds. In many f Russell’s plays a philosophy is put forward that anyone is capable of change whatever obstacles may be in their path. Literary Elements Characters Frank Frank is a middle aged, middle-class English professor who has taken on the extra job of tutoring an Open-University student. He claims that this is to help pay for the copious amounts of alcohol he drinks throughout the play. It’s not clear if this is merely a joke or not. He i s disillusioned with the university environment, but is so closely identified with academia that he cannot imagine leaving. He claims he is a terrible teacher and is a poet who hasn’t written anything in years. Frank’s central conflict is that he can offer Rita the knowledge and skills she wishes to gain in her quest to change her circumstances and transcend her class origins; however, to do this he believes he will destroy the very characteristics that make Rita such a breath of fresh air. Frank is obviously charmed by Rita because she represents to him the very opposite of his own mundane, predictable and safe life. Frank’s fortunes in the play are closely linked with Rita’s progress – in a way, he deteriorates as she flourishes. He becomes emotionally dependant on her just as she is, initially, intellectually dependant on him; his dependence on her reflects his need to feel useful and influential when his guidance is no longer needed and Rita ventures out on her own, Frank is cut loose and his drinking spirals out of control. We can see that Frank is trapped by his class and circumstances and addiction, in some ways, as much as Rita is limited by her circumstances. In the final scenes of the play, as Frank prepares for his trip away from the university, we can imagine that he is about to embark on his own journey of self discovery and learning and it is Rita’s haircut that symbolically cuts him lose and prepares him for what is to come. Rita (Susan) Rita is a young working class hairdresser in her 20’s. She applies to study with the Open University; the OU was a very popular correspondence-based school in Britain that did not consider previous academic standing for admission. Rita’s real name is Susan, but at the opening of the play she introduces herself to Frank as Rita, a name she associates with a somewhat radical popular American author, Rita Mae Brown. This re-naming, along with some of her early comments to Frank, show us that she is painfully uninformed and passionately hungry for knowledge, and eager to reinvent herself. The knowledge she can get from Frank, she feels, will give her access to a world where she will be able to find greater meaning in her life. Rita says she has enrolled in school because she â€Å"wants to know†. She’s married and wants to â€Å"find herself† before beginning to have children, but her quest for knowledge is also a yearning for transformation and meaning. Rita begins the play as an interesting character because her persona is very deliberate. She hides her insecurity and her ignorance behind a brash facade of bravado. We can’t help liking her for her courage while at the same time we cringe a little at how transparent she sometimes is. Eventually Rita (who goes back to being Susan with everyone but Frank) becomes successful within the world of academia. She separates from her husband, quits her job as a hair-dresser, tries to change her accent and makes friends with some of the students on campus. She feels her transformation is complete – and because she associates Frank with her rough beginnings, she distances herself from him, and largely comes to conform to a somewhat stereotypical version of an academic intellectual. In the end, after Frank nearly drinks himself out of his University job, Rita returns, having found a balance between the brash, naive person she was and the intellectual she wished to become. Rita is often compared to Eliza in Shaw’s Pygmalion, but she possesses much greater agency than Eliza ever did. Rita finds a future with possibilities, whereas Eliza was still very much trapped by class and gender. Plot Structure Act I Act one introduces us to Rita and Frank and the rhythm of their relationship. Every scene takes place in Frank’s study. Most scenes begin with Frank working or drinking in his office, and Rita barging in. It is clear that she is a breath of fresh air in his life which seems predictable and staid. The power dynamic between the two characters in the first act remains steady. Frank possesses the stability and balance that Rita needs to be successful in her aim to get an education. Rita, full of energy and enthusiasm, lacks focus and discipline. She continuously veers off topic, more interested in expounding on her working class environment and quizzing him about his drinking and personal life than in really focusing on the texts he presents her with. Rita resists Frank’s attempts to bring her in line, but not without intelligence and wit. At the same time she manages to instil in him a certain degree of spontaneity and enthusiasm which we guess has been lacking in his life previously. At the end of the act the conflict comes to a head when Rita’s husband tells her to quit studying. She leaves her husband instead, and at this point makes the decision to apply herself fully to the academic world. Act II The opening scenes of this act are short and to the point. It is immediately evident that Rita’s determination is paying off. She is successful in her attempts to turn herself into an academic. Ironically, the more successful she is in this world, the less powerful Frank becomes. He is aware that he is going to become less relevant to her as time goes by, but this process is obviously painful for him. This culminates in scene three, when we find Rita in the office and Frank barges in the door drunk. We learn that Frank has been asked to leave the college. At this point we begin to see that Rita is surviving in the world of academia more successfully than Frank. While he has had an influence on her, she has also had an influence on him – through her eyes he has seen the superfluous of the world he inhabits. This realization seems to be contributing to his drinking as he makes a few disastrous attempts to let some fresh air into his teaching. Throughout this section of the play we see Rita rejecting her own previous life and opinions in favour of a more conventionally academic approach to life. Frank and Rita have reversed roles. Frank is obviously devastated by this and the climactic moments of the play come at the point where Rita rejects Frank because she feels he is holding her to a previous version of herself. In the end, Rita comes to reconcile her newfound knowledge with a clearer sense of the world. Frank has been asked to leave the university, a change which we (perhaps vainly) hope will be good for him. Rita comes to tell him that what he has given her is choice: choice in what to do with her life, choice in how to see the world. Themes â€Å"One way of describing Educating Rita would be to say that it was about the meaning of education†¦ Another would be to say that it was about the meaning of life. A third, that it is a cross between Pygmalion and Lucky Jim. A fourth, that it is simply a marvellous play, painfully funny and passionately serious; a hilarious social documentary; a fairy-tale with a quizzical, half-happy ending. † Sunday Times The majority of themes in the play interconnect with one another. Here is a not entirely exhaustive list of some of the main themes in the play. The Limitations of Class Educating Rita was written in the 1980’s in Britain, at a time when many traditional working class occupations were disappearing. Rita’s opinion is that the working class, from which she comes, has lost some of its place at the heart of British society. She talks about the older people she knows who get a certain â€Å"spark† when they talk about being more involved in the struggle to survive that would have been more prevalent in earlier times in Britain. She says that now that everyone has access to housing and other necessities that people have lost their purpose. Rita implies that when a class, which was defined by its work, no longer has work, that a vacuum is created. She claims that the space which was once filled with work is now filled by consumerism and empty pursuits. When her mother says â€Å"we should be singing better songs than these,† she is implying that they should be finding more meaning in their lives. The play is fairly bleak in its portrayal of working class British culture. Willy Russell’s own working class origins softens this a little. It is possible to view this portrayal as a deeply personal one which is informed by Russell’s own experience and channelled through the deeply subjective voice of Rita. That is to say the opinions expressed in the play are part of Rita’s process and not necessarily presented as universal truths. Frank’s class origins are more obscure, but what is clear is that in the present of the play he is firmly a member of the middle class. His own critique of middle class, academic culture are as damning as Rita’s of her own culture, but for the most part they read as a critique of academia as much as the middle class. It is clear that from Rita’s perspective the trappings of middle class culture are desirable, but with Frank as its representative, the middle class doesn’t come off particularly well either. It is clear that in some ways Frank is as trapped by his class and environment as Rita is, maybe more so. Rita talks about a degree of conformity in the people she grew up with which limits people’s ability to transcend their origins, but this can be applied to all levels of society. In Rita’s case, she is expected not to pursue her education, but to get married and have children. She worries that any rejection of this class-based destiny would be hurtful to those around her. She talks about people being proud of their class, but implies that the pride is based on an outmoded way of looking at the world. Rita mostly laments that she is not being given the opportunity to explore her own identity within the class culture that she lives in. Language Language, particularly swearing, and accents are important but subtle elements in the play. Accent In Britain, accents are often an indication of class as well as region. Rita clearly has a working class accent. At the beginning of the play her language is littered with regionally specific phrases which are far from formal. As the play progresses, her language becomes more formal, and her vocabulary changes when she discusses academic matters. Eventually, in the second act she tries to lose her working class accent entirely – this phenomenon reflects real class issues in Britain, where people actually do try to change their accents to sound â€Å"better†. Frank is shocked by this denial of her true identity. When Rita begins to try to integrate her new-found education with her old way of thinking, we see her slip slowly back into a softened version of her old accent. The blending of the old and the new neatly mirrors the balance she finds at the end of the play. Swearing Rita comes into Frank’s office extolling the virtues of swearing. She claims that it is only narrow minded people who don’t see that words are just words. This is one of her first attempts at an intellectual discussion; however, it is clear that Rita’s language when she first meets Frank is entirely inappropriate. Swearing is associated with emotion rather than intellect in both a positive and negative way. Rita’s attempts to cover up her own discomfort at being in a new threatening environment by swearing is inappropriate, but interestingly, Frank, at a few key moments in the play, swears. One such moment is when he hears that Rita’s husband has asked her to leave. At this point the emotion seems largely appropriate. Materialism Rita believes that once, the working class was proud of its blue-collar, hard-working values; now that there isn’t enough work to go around, those values have been replaced by a materialistic culture which numbs people’s sense and keeps them from questioning what’s happening in their world or trying to get ahead in life. These ideas tie into the thematic significance of Howard’s End, the Forrester novel Frank tries to get Rita to read and which she, ironically, calls rubbish. Rita puts her materialistic pursuits aside while she is attempting to acquire knowledge through her course with Frank. She claims she won’t buy any more dresses until she has finished studying. At a certain point she does however, buy some second-hand clothes and we get the feeling that for a time anyway, she has replaced working class materialism with middle-class materialism. She quits her job as a hairdresser, which she complained was superficial, for a job in a bistro. We suspect, despite the change in the quality of the conversation, that this new job is not so meaningful either, but it has the trappings of intellectualism, which Rita mistakenly takes for the point of her pursuit of knowledge. The height of this mistaken view is seen when she tells Frank that she now knows what clothes to wear and what wine to choose and so she no longer needs him. In the end, Rita sees the mistake she has made. Frank presents Rita with a new dress as a symbol that he feels she has indeed become an educated woman who is unlikely to mistake material things for knowledge. The Value of Education/ Culture and Knowledge In general, education and its links to cultural pursuits, such as ballet and poetry and drama, are seen as positive things in the play. The big question of the play, however, is whether academic learning in some way stifles creativity. We watch Rita yearn for knowledge so that she can find new meaning in her life. To be successful at the university, however, she needs to put her passionate responses and independent thinking behind her, and conform to a staid, predictable formula. This, at times, undermines the real point of her quest, and in fact implies that all levels of society are prey to the same ennui On the other side of the class divide we see Frank, who is trapped in the dry world of academia. It is clear he is bored and unsatisfied, but that he is too stuck in his ways to ever leave. He is a failed poet because, in his own self-assessment, he wrote from an intellectual standpoint, not one of passion. This is symbolic of the curse of academics, who, it is suggested, have the power to suck the joy out of art in their pursuit of knowledge and definition. In some ways Frank is on the opposite trajectory from Rita. To be successful, she needs to harness her originality and energy and learn how to conform. Frank, on the other hand, needs to find a way out of the dry, staid life of academia which he is allowing to stifle him. The question becomes whether Rita will suffer this same fate; however, in the end she has found a balance, where she can take what academia has to offer and still maintain her fresh creative look on life. Frank also is on the edge of a new chance. Rita cuts his hair taking â€Å"ten years† off of him at the end of the play and we hope that in his time away from the university maybe he will find some of his passion and creativity again. Choice In the end, the world of the working class is not given precedence over the world of the university; passion does not triumph over reason; youth does not triumph over age. In the end, what triumphs is the ability to choose your own path. Rita says she may go to France for Christmas or maybe she’ll stay home. She may have a baby or she may not. What Frank has given Rita is the ability to choose what direction her life is going to take. For Frank, just knowing Rita has given him the insight that there are choices in the world. By teaching Rita to make choices, he has reminded himself of his own options. He has, despite his desire for passion and art, allowed himself to settle into a predictable life, and a self-destructive path. In the end, he too has learned that he is responsible for his own destiny. Space The play is confined to the staid space of Frank’s office. The office represents the academic world to which Frank belongs. In the first scene Rita cannot get the door open to let herself in, symbolically representing how, because of her upbringing, access to the university is difficult. Later in the play she cannot get the window open to let in the fresh air, and we symbolically see how stuck in his dusty world of old ideas Frank is. In all the scenes but one Frank is already in the office as if he is permanently ensconced in this world. In most of the scenes Rita enters the room like a whirlwind bringing with her passion and enthusiasm. The two main exceptions to this are telling. At the point at which Rita has rejected Frank as no longer useful to her on her journey, she is already in the office, symbolizing her success within the university setting. In contrast to all the other scenes, Frank is the one who cannot get through the door and when he does, he is drunk and belligerent showing his slipping grasp on things. In the final scene we see Frank slowly packing up his books which both symbolize his learning, but also have acted as a screen behind which he hides his drinking. We cannot but hope that when he leaves this room he will be given a chance to find the same kind of passion and enthusiasm outside of it, that Rita has brought to it. Questions 1. What differences are there between Frank and Rita in terms of class? . Why does Rita say she wants to go to university? 3. What does Rita mostly want to talk about for the first half of the play? What does this indicate about her commitment and understanding of what a university education is? 4. Does Frank want to help Rita get the education she wants? Why or why not? 5. What do you think it means when Rita says her mother tells her â€Å"we should be singing better songs than th ese†? 6. What change occurs at the end of the first act of the play? 7. Is Frank pleased about how successful Rita is, throughout Act Two, in her academic endeavours? Why or why not? 8. Why does Rita attempt to change her accent? What does this symbolize about what she is trying to do with her life? 9. Why does Frank say to Rita â€Å"You haven’t learnt better songs, just different ones. †? 10. How is Frank changed by his interactions with Rita? How is she changed by him? 11. What do you think the haircut at the end of the play symbolizes? Activities Watch My Fair Lady. Compare such things as depictions of class, language, gender. Read Pygmalion by Bernard Shaw. Ask students to compare Shaw’s message with the message of Educating Rita. Read Earl Shorris’ â€Å"On the uses of a liberal education: As a weapon in the hands of the restless poor† from Harper’s (Sept. 1997) pgs 50-60 (available on the internet). Compare Shorris’ conclusions about the value of a liberal education with Rita’s evaluation of the importance of education. Ask students to write a brief essay about a teacher who has had an impact on them. Compare their experiences with the experiences of Rita in the play. Compare Educating Rita to one of the following movies about teachers and education. Most movies about this kind of relationship are about a teacher who enters the world of the students and inspires them (upper class kids in Dead Poet’s; working class kids in the other examples. It might be interesting to look at how in Educating Rita, Rita comes to the teacher and liberates him as much as he liberates her. Dead Poet’s Society To Sir, With Love Stand and Deliver Dangerous Minds (There are many other examples of this sort of film about an inspirational teacher who opens doors of opportunity and understanding for his or her students, which would be entirely suitable for this kind of comparison. Ask students to do some research on the links between class and education as a way towards discussing some of the things Rita says about her working class background. Study class conflict in the 1970’s -1980’s in Britain to get a deeper understanding of some of the issues Rita hints at when she discusses the world she grew up in. Discuss whether study ing art too closely takes the joy out of it, or whether we sometimes have to study art to truly appreciate it. Using the attached model (appendix 1) as an example, ask students to create an idea map.

Q6) What are the major cost drivers for the bottle Essays

Q6) What are the major cost drivers for the bottle Essays Q6) What are the major cost drivers for the bottlers? The cost drivers for the bottlers were as follows: Bottlers had a "direct store door" arrangement, which increased the cost of transportation and labour because their own personnel did the driving, unloading and stacking. Retail stores were paid by bottlers for promotional activities and discount levels. The bottling process in itself was highly capital intensive requiring high speed production lines etc. The other main costs were the concentrate and syrup. This cost was dependent on CSD suppliers and market price for sugar/ corn syrup. The bottlers heavily invested in trucks and distribution networks apart from routine expenses like packaging, labour and other overheads. Q4) How have Coke and Pepsi managed the rivalry in the CSD industry in terms of concentrate suppliers? Coke and Pepsi managed the rivalry in the CSD industry by following some of the below mentioned tactics over a couple of decades: Pepsi started focusing more on take-home sales to target family consumption. For th i s they introduced the 26-oz bottles. Pepsi started with an aggressive marketing campaign called "Pepsi Generation" to promote and increase sales among the youth. Pepsi also worked to modernize plants and improve store delivery. Pepsi's bottlers were concentrated and were larger than Coke's. This gave them an advantage over Coke. Pepsi used to sell concentrate at 20% lower than Coke, promising to spend the extra income on promotion after equaling Coke's prices. Both Coke and Pepsi experimented with cola and non cola flavours and new packaging options. Non returnable glass bottles were introduced along with metal cans. In the 1970s Pepsi came up blind taste tests called "Pepsi Challenge" and Coke countered it with rebates and retail price cuts. During this period, Coke renegotiated with its bottlers to bring in more flexibility in pricing of syrup and concentrates. Coke also switched to lower priced high-fructose corn syrup later on. Pepsi followed suit. Coke started with "Diet Coke" and in a couple of years Pepsi came out with a similar product. Q5) How should Coke and Pepsi face this challenge? Recommend. Coca Cola and Pepsi should focus on growth related strategies rather than devising tactics to outdo each other for shorter periods of time. The long term focus would not only be profitable in the future but also be highly sustainable. Some of the ways this can be done is as follows: Continue expansion into emerging markets. As the buying power of consumer increases, so would the sales of these brands. Both of them should start using healthy sweeteners in order to counter the claim of aerated drinks leading to obesity and other health problems. This would not take much investment and as the trend for healthy living grows consumers will be relatively insensitive towards price. Have a green strategy (like environmentally friendly factories, recycle of the bottles, water cleaning systems ). This will have a positive effect on customer loyalty and will help in the brand building process. Continue to churn out newer products and bring about innovation in these products. Innovation to be based on geography, occasion, target demographic group and ingredients. For retailing strategies, increase shelf space, install more and better equipments in the market and also expand availability into new outlets and channels. Q2) Analyze the industry attractiveness of concentrate suppliers and independent bottlers. Comment on vertical integration of CSD, bottlers and suppliers. Give a strategic rationale. Industry attractiveness for the concentrate suppliers is as follows: Bargaining power of suppliers: The powers of suppliers are low for the CSD as the suppliers are fragmented. Materials like colouring , citric acid and caffeine have no differentiation. Also the switching costs to these are really low and these commodities are easily available in the market. Also there is minimalistic threat of forward integration. Bargaining power of Buyers: Bottlers have very low bargaining power as both Coke and Pepsi determine the terms of the contract for pricing and other conditions. Also they have retained exclusive deals with food outlets. As a matter of fact, most voluminous bottling accounts were owned by these companies which gave them large negotiating powers. Threat of substitutes: Threat of substitution is very high as there are numerous alternates

Interview with Xiaochu of BenMo Public Relations Essay

Interview with Xiaochu of BenMo Public Relations - Essay Example Since I participated so actively in society, I was able to get a good idea of what society wants. I noticed that most PR companies did not seem to really be providing what the public actally wanted, they didn’t have that knowledge of the Chinese people that was necessary to make a true connection. Most of those foreign PR companies saw the potential in our country of almost 1.6 billion people and most of the time, and my idea was to adapt their professionalism and experience to provide a PR experience and service that was specifically tailored for our country .† Everyone knows PR. What we need here is something â€Å"by the people for the people† so to speak. I wanted to create a widespread, quintessentially Chinese central network, where a central figure was available whom the public could relate to and have access to. â€Å" I want my company to grow like a big tree and now, I am the seed. We have a long way to go.† X: You know, I have never really seen money as my main goal in any of the work that I have done or that I am doing. As I started my business, I never really bothered about how much money I made on an individual job, the only consideration I would bear in mind is how large a segment of the public I was able to gain access to, through my PR work. My theory was, â€Å"the bigger you get, the more jobs you get and the money will come naturally.† X: Well I have always believed in the strength of the word of mouth kind of advertising. â€Å"â€Å" Clients are our number 1 strategy in promotion of the BenMo. Word-of-mouth plays a central role of great influence, and clients are more likely to trust a friend or family member’s recommendation as opposed to an advertisement. X: Well, I would say the secret is knowledge of the media. As an ancient Chinese proverb says, you have to â€Å"know the inches† – in other words, deliver only the news you can support

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

International Business - Assignment Example Secondly, the culture of the people of USA is different to that of the people of Turkey. Evidently, the Turkey citizens have different beliefs to people of the United States of America hence a person working in the USA will be more diverse in terms of norms and beliefs to that person working in Turkey(Czinkota, 1989). In addition, the language barrier is another factor that brings the contradiction in the two working regions; that is USA and Turkey (DRS, 2012). For example, the national language of Turkey is Turkish while that of the United States of America is English. Therefore this vividly brings out the difference of working in the two countries. Furthermore, the constitution of the country Turkey is different to that of the USA (Czinkota, 1989). Evidently there are a number of things the government of Turkey approves one to engage in but the government of USA totally bans them totally and vice versa. In conclusion, there are a lot of things that may prohibit a person to work in a particular country and make that country unfavorable working environment. Clearly, this is highlighted throughout the book and one can practically hand pick