American Literature Essay Example | Topics and Well Written Essays - 750 words

American Literature - Essay Example (A Rose for Emily) The worth of a person is realized only by the number of people who attend the funeral of that person and Emily certainly was very lucky to have so many people attending her funeral, she was misunderstood by the people of her locality and considered insane by the majority of people in her locality. Emily suffered a lot of in her life and in she hardly speaks in the story, this goes to show that she was in a shock because the person who she loved deserted her. No one came to her house for ten years; she had no social life and never spoke to anyone. She only had her Negro servant at her house to speak to except him she never spoke to anyone in her locality. ... She was left all alone when he died; she had no companion to look after her and to provide her with emotional support. Introduction of Homer Homer was a fine young man who gets involved with Emily in the story; people of her locality spot her with Homer many a time in the story, people of her locality think that they would soon get married but it turns out the other way. Homer was not interested in marrying her, he was interested in men and hence they don’t get married. Emily was already suffering from emotional trauma and this was too much for her to take and hence she bought arsenic from the medical shop and poisoned Homer. The other people saw Homer for one last time when he entered the Kitchen of Emily’s house. She was under a lot of trauma and kept the body of Homer in another room, she used to love and maintain the body of Homer and this was how she used to get emotional support for herself. When she dies, the people break into her house and open the door which wa s locked for the last 40 years and they find a corpse of homer and â€Å"long strand of iron-gray hair.† This goes to show that she had sexual relationship with the corpse of Homer and possibly either she or her Negro servant poisoned her. Emotions and Love Life of Emily Emily was not eccentric as thought by most people instead she needed love and support which she never got from anyone. Her Father never allowed her to date and she failed to find a suitable Groom for herself. She was dejected and emotionally broken, then the twist in the story comes when Homer appears in the story, she goes around with him and believes that he would marry her and the people of her

Integration of Gujarati Immigrants in Britain

Integration of Gujarati Immigrants in Britain Gujarati Immigrants Transnational RESEARCH QUESTION: How does the integration of Gujarati immigrants in Britain affect their participation in transnational activities? Introduction This proposed research aims to understand links between social and economic integration and participation in transnational activities. I will focus on Gujarati immigrants as they are widely regarded as being amongst the most affluent, successful and religious of Britain’s South Asian settlers (Dwyer, 1994). The proposed research is a case study (Marshall Rossman, 1999) exploring patterns of integration and participation in transnational activities within this particular group. The research question is important because I want to challenge both the idea that all Gujarati immigrants are rich and successful and simplistic understandings of segmented assimilation theory (Kivisto, 2001; Portes, 1995; Yu Greenman, 2005). Empirical evidence for this purpose will be gathered by a combination of qualitative and quantitative methods. The results will give a detailed picture of a particular group of immigrants but will be relevant to understanding other groups as well. Literature Review As a theoretical starting point, I will refer to the work of Portes, who defines transnationalism as referring to: â€Å"†¦a growing number of persons who live dual lives; speaking two languages, having homes in two countries, and making a living through continuous regular contact across national borders. Activities within the transnational field comprise a whole gamut of economic, political and social initiatives†. (Portes et al, 1999, pp. 217-218) For Portes (1995), to understand the relationship between transnational behaviour and immigrant integration we have to understand the theory of segmented assimilation. This theory makes an effort to understand the individual and contextual factors that determine into which parts of the host society second generation immigrants become incorporated: in the case of Gujarati immigrants, these areas will be social, economic, cultural and religious. Many writers have emphasised that transnationalism is in part an adaptive strategy a reaction to the hostile reception and downward mobility that immigrants face in post-industrial nations (Basch et al 1994). However, transnational behaviour and immigrant integration is discussed differently by Kivisto (2001). Kivisto argues that contrary to the transnational view of immigrants living in two countries at the same time immigrants are located in one and the immediate concerns of the receiving country take lead in to the more distant concerns of the sending community. For Kivisto, for example, Portes’ theory of transnational immigration does not look at the variation of transnational behaviours among immigrants with comparable family and social link with the country they are from. He provides an assessment of transnationalism that is a subset of assimilation theory, rather than an alternative to it and suggests that the following factors should be considered in research on this topic: The costs associated with travel Access to communication technologies The salience of homeland political issues or economic conditions versus similar issues in the host society How institutions in the host society may limit immigrants’ access and the nature of their involvement The impact of popular culture The role of nation states (p.573). Yu and Greenman (2005) criticize segmented assimilation theory on the basis of an empirical study on immigration adolescents yielding two main findings: First, for immigrant adolescents living in non-poverty neighborhoods, they find assimilation to be positively associated with educational achievement and psychological well-being but also positively associated with at-risk behavior. Second, there is little empirical evidence supporting the theory of segmented assimilation. For these writers, future research would be more fruitful focusing on differential processes of assimilation rather than differential consequences of assimilation (http://www.psc.isr.umich.edu/pubs/abs.html?ID=3443). Bearing this in mind, the focus of my study is on Gujarati immigrants’ participation in terms of its relation to integration process. I am also drawing on Ballard’s (1994) Desh Pardesh: The South Asian Presence in Britain. The book contains a collection of essays about the diverse, multicultural South Asian communities in Britain, including Gujarati immigrants. The of the book ‘Desh Pardesh’ means home from home and at home abroad. The book attempts to look at some of the issues relating to processes of the reconstruction of social, economic, religious and cultural life in order to integrate in the new country. The case of Gujarati immigrants There are over half a million Gujaratis in Britain (Dwyer, 1994). Britain remains a popular destination for immigrants because of its strong economy. However, the jobs that immigrants generally take on are in the secondary sector and typically unskilled manual labour (Massey, 1987); I suggest that this is also the case with many Gujarati immigrants. Social networks both in Gujarat and Britain also account for a large number of migrants coming in from abroad (Boyd 1989). In the research I aim to focus on Gujarati immigrants who are in search for better employment opportunities in Britain and are wishing to settle. As for Portes (1999): â€Å"For purposes of establishing a novel area of investigation, it is preferable to delimit the concept of transnationalism to occupations and activities that require regular and sustained social contacts over time across national borders for their implementation. Thus defined, the concept encompasses, for example, the travels of a Salvadoran viajero delivering mail and supplies to immigrant kin on a monthly basis or those of a Dominican garment shop owner going to New York several times a year to sell her wares and acquire new fabrics and designs for her business. By the same token, it excludes the occasional gifts of money and kind sent by immigrants to their kin and friends (not an occupation) or the one-time purchase of a house or lot by an immigrant in his home country (not a regular activity) (p.219). I will apply this idea to immigrants from Gujarat, India who represents the latest ‘wave’ of migration. The group will consist of middle-class people with only Indian school qualification aged 18-28 years and who enter into unskilled manual labour, e.g. working in restaurants, cleaners, groceries, retail and so on. My aim is to try and understand the people who face difficulties in Gujarat, India due to unemployment. Many writers have written about different Gujarati communities abroad, for example about the success of East African Gujaratis in terms of education achievement and business (Ballard 1994; Bughart 1987; Bhachu 1985). I want to also look at the poor Gujaratis who lack educational qualifications and are struggling to find work in Gujarat. Research methods Key questions regarding the orientation to the conduct of the research are: 1) Is my strategy ‘deductive’ or ‘inductive’? 2) Is my research qualitative or quantitative? and 3) Is my epistemology positivist or interpretivist? First, deductive research strategy is concerned with the testing of theory, or a pre-given hypothesis. As a result, hypothesis is confirmed or rejected. Inductive approach is more relevant in my research because it allows categories emerge from the data (Marshall Rossman, 1999). If for example I was trying to research first generation immigrants rather then second then I would have to modify theory of segmented assimilation to apply it to the right group. If I use the inductive approach I will begin with findings and observations from which I will generate theory. Second, my research will be both quantitative and qualitative in that it will look at numeric population patterns as well as individual lived experiences (ibid). Third, my research will be interpretivist in that it is ‘guided by a set of beliefs and feelings about the world and how it should be understood and studied’ (Denzin Lincoln, 1994, p.13). Exploratory Data Collection The method I will be using to collect data will be participant observation during my field work in Britain. I will study groups of Gujarati immigrants who are either unemployed or have low-paid jobs. This approach attempts to understand ‘what is going on’ and that is why participant observation is a suitable method for this research (ibid). This method will help me in developing useful interview questions. It will also allow me evaluate data collected through other methods (Pelto and Pelto 1978). ‘Participant observation’ as a method involves observing as well as participating with those who are being studied, and it also involves social interaction as well as engaging in their way of life (Spradley 1980). The extent to which a researcher participates in a social setting ranges from non-participation to complete participation, in the latter case becoming a member of the group. I will participate moderately with the Gujaratis’ daily activities (ibid; Dewalt et al 1998). (a) I need to gain entry into the community and begin building my relations with immigrants. I will be working in two main areas which have the highest number of Gujaratis, Wembley (NW London) and Leicestershire (Midlands). I will have to find accommodation in these two regions of Britain. To gain access into the community I will also volunteer to work as a sales assistant for retail shops in these areas. By doing this I will be able to build comfortable relations with my respondents. This will also encourage informants to talk normally as they would with a friend or community member (Denzin Lincoln, 1994).

cell division :: essays research papers

Cell Division   Ã‚  Ã‚  Ã‚  Ã‚  Why must cells divide? To start it off, cells can’t keep growing forever, so when they reach a certain size they will have to divide. Cells divide for four important reasons; reproduction, growth, repair, and replacement of damaged or worn out cells. Most cells divide at least once during their life cycle and some divide divide dozens of time times before they die. There are three types of cell division. They are binary fission, mitosis, and meiosis. When cell division is in the form of mitosis it is usually associated with cell growth, replacement, and repair. When the cell goes through meisosis it usually involves asexual reproduction. Both the process of mitosis and meiosis involve the duplication of the DNA and the splitting of the nucleus. Mitosis is a type of cell division that produces two genteically identical cells from a single cell. Mitosis is basically a process that cells goes through to to form two new nuclei, with each nuclei containing the same number of chromosomes. Mitosis is used by many unicellular eukaryotic organisms for reproduction. Multicellular organisms use mitosis for growth, repair, and the cell replacement. An example of a multicelluar organism using mitosis for cell replacement is in the human body, the human body have about twenty-five million mitotic cell divisions occur every second to replace the cells that have finished their life cycles. There are five phases in the mitosis process. The phases are interphase, prophase, metaphase, anaphase, and telophase. In every living things there are cells. But each living thing only begin life with one cell. The single cell soons begin to take in materials it needs to grow. While the cell is taking in the important materials it is also growing. When the cell is dividing, multiplying, and building it is going through growth. The cell continues with the process of multiplying, dividing, and building until it is fully developed. As the cell grow it changes in its form and what it does.

How Does Text Messaging Effect Students?

The Effects of Text Messaging on English Grammar By Lisa Russell, eHow Contributor  , last updated February 15, 2013 * * * * Print this article The Effects of Text Messaging on English Grammar Debate rages among educators about the effects of text messaging on English grammar. According to an unscientific poll conducted by Edutopia. org, 50% of the 1028 respondents felt texting is harming students' writing and grammar.In the same poll 20% thought that text messaging may have some impact's student's writing but they do not think it is a major problem; 27% felt texting was not a negative influence. Other People Are Reading * How Does Text Messaging Affect the Ability to Write ; Speak in English? * Why Does Texting Affect Grammar? 1. Negative Effects * Educators weighed in on Edutopia. org about how text messaging has effected student's writing abilities: â€Å"I teach 9th and 11th grade English and regardless of the age, my students' spelling is atrocious.Texting does not and has no t helped. † Some teachers believe the abbreviations used in text messaging are assaulting written English. Middle and high school teachers report that papers are being written using poor punctuation, bad grammar and inappropriate abbreviations. Students sometimes do not realize they are using text lingo in their academic writing. 2. Positive Effects * Some educators feel that anytime you can get students to write, it is positive. Students are writing more than ever before because of texting, instant messaging and online communications.Educational researchers discovered that students are writing more and revising more. The assumption that text messaging is just writing anything, but students must edit to fashion messages into a few precise words. There are teachable moments involved with texting; teachers can use it to teach about the evolution of language from Shakespearean English to Internet English. * No Effect * A third view about the effects of text messaging on English g rammar is that there is no effect.Text messaging may be considered another language; learning a new language does not affect a student's ability to use English grammar. The same can be said of slang words on English grammar. Each generation has its own jargon and English grammar has not been changed. Students need to learn the basics in English class to know the difference between slang, texting lingo and correct English. Sponsor Read more:  The Effects of Text Messaging on English Grammar | eHow. com  http://www. ehow. com/list_5828172_effects-text-messaging-english-grammar. html#ixzz2OfFFiEIz How Does Text Messaging Effect Students? The Effects of Text Messaging on English Grammar By Lisa Russell, eHow Contributor  , last updated February 15, 2013 * * * * Print this article The Effects of Text Messaging on English Grammar Debate rages among educators about the effects of text messaging on English grammar. According to an unscientific poll conducted by Edutopia. org, 50% of the 1028 respondents felt texting is harming students' writing and grammar.In the same poll 20% thought that text messaging may have some impact's student's writing but they do not think it is a major problem; 27% felt texting was not a negative influence. Other People Are Reading * How Does Text Messaging Affect the Ability to Write ; Speak in English? * Why Does Texting Affect Grammar? 1. Negative Effects * Educators weighed in on Edutopia. org about how text messaging has effected student's writing abilities: â€Å"I teach 9th and 11th grade English and regardless of the age, my students' spelling is atrocious.Texting does not and has no t helped. † Some teachers believe the abbreviations used in text messaging are assaulting written English. Middle and high school teachers report that papers are being written using poor punctuation, bad grammar and inappropriate abbreviations. Students sometimes do not realize they are using text lingo in their academic writing. 2. Positive Effects * Some educators feel that anytime you can get students to write, it is positive. Students are writing more than ever before because of texting, instant messaging and online communications.Educational researchers discovered that students are writing more and revising more. The assumption that text messaging is just writing anything, but students must edit to fashion messages into a few precise words. There are teachable moments involved with texting; teachers can use it to teach about the evolution of language from Shakespearean English to Internet English. * No Effect * A third view about the effects of text messaging on English g rammar is that there is no effect.Text messaging may be considered another language; learning a new language does not affect a student's ability to use English grammar. The same can be said of slang words on English grammar. Each generation has its own jargon and English grammar has not been changed. Students need to learn the basics in English class to know the difference between slang, texting lingo and correct English. Sponsor Read more:  The Effects of Text Messaging on English Grammar | eHow. com  http://www. ehow. com/list_5828172_effects-text-messaging-english-grammar. html#ixzz2OfFFiEIz

Chinese investments and business Essay

For more than ï ¬ ve years now, China has been the most important trade partner of Africa (OECD, 2011). Its growing investments in the African continent show the deï ¬ nite long-term interest that the Asian country has in Africa. When comparing the manner and the effectiveness of doing business in Africa of Chinese companies and of western companies, a lot of differences can be found. These divergences can help us better understand why Chinese ï ¬ rms are being more successful in Africa than European and American ï ¬ rms but also why they continue to be so eager to multiply and deepen their business partnerships in Africa. The particularities of the  « Chinese way  » to do business in Africa that enhance this growing investing trend can be assembled in three general characteristics of the Africa-China relations: the long-term relationship that was built between China and African countries over the years, the efï ¬ cient model used by Chinese companies to cultivate a good image in the eyes of the African people and the important role played by the Chinese government through diplomatic efforts. 1. Africa and China, in good terms since 1955. At the Bandung conference in 1955, China has allied with the newly independent African countries in order to resist agains any form or colonialism or neocolonialism. This ï ¬ rst contemporary step reï ¬â€šects the position that China has since been adopting: allying with African countries by showing them that China is  « on their side  » and helping them ï ¬ ght the western hegemony. By positioning on their side and emphasizing their common interest and similarities in resisting the western world, China has gained a great trust in Africa. This process was greatly catalyzed by the actions of  the Chinese government from the 1960s till today. On the other side, complicated diplomatic relations between the African and the western countries have made it more difï ¬ cult for the European and American companies to do business in Africa. Indeed, political leaders from the West have had negative behaviors with African leaders and people, only emphasizing the poverty, the instability and the lack of democracy of this continent and underrating Africa’s potential for business (Rieff, 1998). In fact, companies from the Western world were only pushed by their leaders to invest in Africa in the 1990s, when these latter started to realize the performances of Chinese ï ¬ rms in Africa (Sautman & Hairong, 2007). On this side, we see clearly that the Western countries are late compared to China and still suffering from their image of neocolonialists. Furthermore, it is interesting to see that China has been paying more attention to the longterm consequences an interests, when investing in African countries. On the other side, the western countries as seen by the Africans as investing selï ¬ shly and only looking for rapid expansion without caring about the long-term consequences for Africa and its people. Also, when looking at Hofstede’s cultural dimensions, we observe that China and many African countries are similar on certain dimensions such as individualism (low) and power distance (high), which could make it easier for Chinese companies to invest in Africa. Nonetheless, the success and the attraction of China in Africa seems to have deeper explanations, and some authors suggest that a true  « Chinese model  » exists when it comes to its commercial activities on the African continent (Li, 2005). This speciï ¬ c method of investing in Africa is made possible for Chinese ï ¬ rms through China’s philosophy to encourage foreign direct investments (FDI) and with the help of all the Chinese savings. 2. A more efï ¬ cient model, a better image, a better business environment. Since the beginning, China was able to  « play on the same side  » as African countries as they can relate to some similarities in their history. Indeed, both African and Asian countries, except for Japan and Korea, were developing countries not to long ago, after suffering of decades of colonialism from the Western countries. In this sense, China, which is the best developed of the  « South  » countries can then show the way to African countries and understands the situation there far better than the Occidental countries do. To go even further, some authors argue that increased trade and investment from China is reducing the African dependence on the US and other Western countries: it is then seen as  « mutually beneï ¬ cial  » (Itano, 2005) It is because of that mutual understanding and beneï ¬ t that Chinese companies see Africa as a less risky proposition. These companies have understood how to do business in Africa and how to overcome the risks of that continent. At ï ¬ rst, it could look like Chinese, American and European companies are doing business in the exact same way: they all extract resources such as oil and buy tax materials from Africa, while exporting other consumer goods. However, China seems to be more selï ¬â€šess when doing it. Chinese companies, thanks to their still cheap manufacturing force, is able to export goods to Africa that are way cheaper than the ones from Western countries, and sometimes even cheaper than the local African goods (Donnelly, 2005). Moreover, Chinese companies seem to have understood that to improve their business relationship with African stakeholders, they have to really contribute to the development of the country in which they operate. While the Western companies have an image of only improving the GDP of the nations in which they !do business, only looking at their interests, pretend to be helping African countries because they help them grow. However, the main difference between Chinese and Western way of investing is that the ï ¬ rst one has been helping Africa to develop while the second one has only brought growth but no real  development. The Chinese companies seem to have done more to help industrialism grow in the different African countries where they operate. According to the Carnegie Endowment for International Peace, in 2009, 29% of China’s FDI to Africa went to the extractive industries but it represented 60% of U.S. FDI . During the same year, the CEIP reported that China had invested more in manufacturing, and in African jobs, than the U.S did (Proctor, 2013). Chinese companies have found that helping the African countries to develop and to industrialize, while providing low-cost technologies to their African partners (Muekalia, 2004) allowed them to build better relations with these partners and get more connections locally, which seems to be essential she doing business in Africa. The last characteristic of this Chinese model is very interesting and it has to do agin with the similarities between the two cultures. While western expatriates in Africa show a very negative image of their countries, this is not the case at all for the Chinese workers. These latter appear to have a closer lifestyle to the African people than the workers and businessmen from Europe and North-America. The have similar living conditions, are not privileged over the African employees and do not demand indecent salaries. On the other side, the Western executives and workers, even among Non-governmental organizations (NGOs) seem to have an exploitative behavior and take advantage of their position (Wainaina, 2006). This type of behavior can, without any doubt, be called neocolonialism, and this is what makes Western companies loose the trust an collaboration of their African partners. This altered relation between Western and African companies create an even riskier environment for the ï ¬ rst to business on the second’s territory. Nevertheless, Chinese’s good behavior and long-term earned respect allows its companies to enjoy good relations and an easier business environment. This important difference, however, is not only imputable to the Western companies actions, but particularly to the wrong strategies of their  governments, completely opposed to China’s diplomatic strategy. 3. Efï ¬ cient diplomatic efforts from the Chinese government. Indeed, as it was said before, the diplomatic efforts of the Chinese government in Africa are more than 50 years old. The best example for this is the Tanzania-Zambia railway project, implemented by China during the 1960s and the 1970s, and which was made possible through the help of around ï ¬ fty thousand workers from China ( Hall & Peyman, 1976). This is the perfect example of the way China has been doing diplomacy in Africa for the past half century: it brings help without trying to force things and knowing that they will get something in return. In the opposite, E.U. and the U.S. have always attached conditions to their help in  Africa, demanding changes from their governments and forcing different legal and economic reforms. Indeed, these governments have continuously tried to force their western conception of democracy into the African countries, while pushing for more deregulation and privatization. This obsession for democracy, coupled with an almost unhidden neocolonialist desire to  « educate  » the African people has pushed the Western leaders into complicated relationships with the African people and has deteriorated their image in the continent. Today, some of the Western governments start to see their mistakes and realize that their strategy has not been the right one and has made investing in Africa even more complicated for their ï ¬ rms. When she was still Secretary of State, Hillary Clinton, ex- declared that the U.S. ï ¬ rms should look for  « sustainable partnerships in Africa that add value rather than extract it.  » (Salvaterra, 2012) However, these countries still have a long way to go, as they have been using international treaties that have weakened African nations (Nunn & Price, 2004) and that are seen as  « promoting an aggravated form of worldwide unequal exchange  » (Sautman, B & Hairong, Y, 2007). China, on the other side, has been promoting infrastructure, human capital and other long-term investment, while Western countries have been promoting only primary products and ï ¬ rst-aid. China’s government has never given any ofï ¬ cial political support, while keeping smooth relationships with the African leaders, which is a deep difference with the U.S. and the E.U. This difference seems to be the most obvious when it comes to aid in Africa. Western countries’ aid is called  « tied aid  », meaning that the aid will only provided in certain conditions, which will beneï ¬ t the stakeholder performing the aid. For example,when a U.S. passes a contract with an African developing country, it ties the ï ¬ nancial aid it will provide to this African country to the obligation to use this money to buy goods from American ï ¬ rms or non-proï ¬ t organizations. Chinese aid, on the contrary is mostly  « untied  ». The best description of this divergence of strategies between China and the Western countries seem to be described by Julius Nyere (1974), when he declared that  « the Chinese people have not asked us to become communists in order to qualify for this loan†¦ They have never at any point suggested that we should change any of our policies  ». Conclusion The main reason why it is easier for Chinese ï ¬ rms to do business in Africa than for other ï ¬ rms seem to be contained in this quote. China has been building a positive relationship with African countries, where both parties are winning and where Africa’s free agency is taken into account and even valued. The Chinese diplomats and companies have managed to lower the risk of corruption and of change from the African people by building a good image in their eyes and becoming  « friends  » with them. On the other side, Western ï ¬ rms still suffer from these risks of corruption as they rarely beneï ¬ t from a trust-based relationship in the African countries, which is crucial when trying to work around this problem. By having neocolonialist behaviors and building win-lose situations instead of win-win situations, they made it even worse for them to do business in Africa.