MONEY AND FREEDOM IN BRONTE NOVELS

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MONEY AND FREEDOM IN BRONTE NOVELS

In Jane Eyre, by Charlotte Bront, Wuthering Heights, by Emily Bront, and The Tenant of Wildfell Hall, by Anne Bront, the desire for freedom is a constant theme. Although freedom in Victorian society is usually associated with having money, it is actually much more complicated than thatat least in these Bront novels. Freedom comes in different forms, and usually with a price.

In Jane Eyre, Jane is continually yearning for liberty and independence, but she cannot make up her mind about what kind of freedom she desires. Throughout the novel, she is offered several different types of freedom. As a child, she dreams only of freedom from Mrs. Reed, yet she already understands that with it there comes a priceeven though she is miserable living with the Reeds, she would rather remain with them than live with poor relations "Poverty looks grim to poor; still more so to children they have not much idea of industrious, working, respectable poverty …poverty for me was synonymous with degradation…I wasn't not heroic enough to purchase liberty at the price for caste" (8). At the time, her limited material comfort seems more important to her than freedom.

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When she is sent away to school, she is freed from the awful Reeds, who treated her with cruelty, only to enter a new form of imprisonment and dependency at Lowood Institution. After several years, she wishes for something more "I tired of the routine of eight years in one afternoon. I desired liberty; for liberty I gasped" (151). She accepts a position as a governess at Thornfield Hall, where she meets and falls in love with the extremely wealthy Edward Rochester. With his proposal of marriage, Mr. Rochester offers her emotional freedom and financial well being, but she refuses to accept it on his terms. Jane tries to keep her identity intact by resisting Edward's attempts to buy her new things and insisting on dressing the same as before. She resents being dependent on him "It would, indeed be a relief…if I had ever so small an independency; I can never bear being dressed like a doll by Mr. Rochester…if I had but a prospect of one day bringing [him] an accession of fortune, I could better endure to be kept by him now" (54). She will not become someone else, even for the man she loves. This is a somewhat modern way of looking at things, as it was commonplace for women of that era to rely financially on their husbands, as well as to become whatever it was their husbands expected of them.

Mr. Rochester's fortune was acquired through the machinations of his father and brother "I must be provided for by a wealthy marriage…They thought only of the thirty thousand pounds, and joined in the plot against me" (6). He had been sacrificed by his father's greed. As a result he had money and independence, but he was tied forever to an insane woman he could not love. To him, Jane is an opportunity to free himself from the chains of his past. He feels he has suffered enough, that is misfortunes in the past have given him the right to feel he deserves the freedom to love and marry again "travel yourself to what clime you will, and form what tie you like. That woman, who has so abused your long-sufferingso sullied your name; so outraged your honor; so blighted your youthis not your wife; nor are you her husband" (). He is willing to defy the laws of man and god to serve himself.

Jane, however, feels differently. She refuses to become Mr. Rochester's mistresswithout the sanctity of marriage, she risks losing Mr. Rochester's respect "to become the successor of [his former mistresses], he would one day regard me with the same feeling which now in his mind desecrated their memory" (40). To stay with Mr. Rochester would mean surrendering her integrity, her morals, and her principles, which have thus far guided her through life "Laws and principles are not for the time when there is no temptation…they have a worthso I have always believed" (408). She forfeits his love, which would make her a "slave in fool's paradise", to be "free and honest" (455). While Jane's motivating force is her search for love and autonomy, she refuses to sacrifice herself in the process.

St. John Rivers is Mr. Rochester's opposite. He takes Jane in after she is left with nothing and offers her a job as a teacher in a poor school. Although Jane still harbors the same fear of poverty she had as a child, she swallows her pride and accepts the position, despite the initial degradation she feels. After all--it enables her to be self-reliant "It was independent; and the fear of servitude with strangers entered my soul like iron" (450). She learns to overcome her snobbish feelings of disgust for her students, and becomes a part of the community. It is then that Bront decides to award her heroine with an inheritance of 0,000 pounds "It is a fine thing, reader, to be lifted in a moment from indigence to wealth…independence would be glorious" (47-480). Jane has finally earned her precious freedombut she is still unfulfilled. After striving for liberty at every opportunity, when it is at last granted to her, it is still not enough. She attributes her feelings of emptiness to being separated from Mr. Rochester. When St. John pleads with her to accompany him to India, she realizes that she must move on. She submits to his requests, with the exception of his marriage proposalshe will not be his wife. Once again, Jane refuses to sacrifice her needs "I will give the missionary my energiesit is all he wantsbut not myself" (505). With St. John she would have her integrity and her morals intact, as well as an abundance of money, but no love.

In Jane eyes, any sacrifice of her self, or self-worth, is another form of imprisonment. She is determined that her "heart and mind [remain] free" (507). Yet, in her refusal to St. John, she understands that her need to love and be loved are just as important. It is this realization that leads to her decision to return to Thornfield Hall, where she is reunited with the widowed Mr. Rochester. Jane finally finds fulfillment when she realizes that there can be equal balance between love and independence without losing herself in the process. Although marriage in itself is compromise, it is on Jane's terms. Most people would consider it burden to take care of a disabled husband, but it is one Jane takes on with pleasure, because it is equally reciprocated "I am my husband's life as fully as he is mine" (554). It is interesting how Bront depicts these two characters as being one person "No woman was ever nearer to her mate than I am ever more absolutely bone of his bone, and flesh of his flesh" (554). It is almost identical to the attachment described between Heathcliff and Cathy in Emily Bront's Wuthering Heights.

In the novel, Cathy sacrifices her love for Heathcliff as well as her true nature for a higher class status and money. She loves Heathcliff, but also feels to marry him would degrade her "If Heathcliff and I married, we should beggars" (174-5). She would like to be "the greatest woman of the neighborhood" (171) and marry the rich and handsome Edgar Linton. While Jane Eyre was firm in her unwillingness to compromise herself for the sake of monetary freedom, Cathy is not so noble. Although she struggles with her love for Heathcliff and her desire for money, she chooses money. She knows it is the wrong choice "In whichever place the soul livesin my soul, and in my heart, I'm convinced I'm wrong…I've no more business to marry Edgar Linton than I have to be in heaven" (17-), but she makes it anyway. The result is she is now rich, but not happy. When Heathcliff returns after an absence of three years, a jealous Edgar assumes his rights as her husband tries to force her choose between himself and Heathcliff. She had not counted on this "Every Linton on the face of the earth might melt into nothing, before I could consent to forsake Heathcliff…I shouldn't be Mrs. Linton were such a price demanded" (174). Where as Cathy thought having money would enable her to free Heathcliff from Hindley's control, it only serves to divide herself from him forever, something she believed impossible "My love for Heathcliff resembles the eternal rocks beneath…I am Heathcliff…don't talk of our separation againit is impractical" (175). She in turn begins to starve herself, exercising what little freedom she has on her body. She understands the restrictions of being a wife for the first time, and longs for the freedom of childhood "I wish I were a girl again, half savage and hardy, and free" (0). Having a rich husband is not exactly what she hoped it would beshe selfishly thought she could have everything money, class and independence, while staying true to herself in the process. She realizes her marriage to Edgar should never have happenedit is the catalyst for all that transpires with Heathcliff from that point on, even after her death.

Whatever remnants of a conscience that may have once existed as a boy in Heathcliff are now gone. He is utterly ruthless neither morals nor sentiments will impede him in his pursuit for revenge. He cheats Hindley out of his fortune, and takes over Wuthering Heights. He is becomes rich, but he derives no pleasure from his new status. He is so bitter over losing Cathy, and so driven towards revenge that he uses the money only as a tool in his vengeful plans. The money permits him to seduce Edgar's sister Isabella Linton, thus enabling him to rob Hareton and young Cathy of their rightful inheritances as well. Heathcliff may benefit from financial independence, but he is never able to enjoy ithis only enjoyment is the misery he inflicts on others. His desire for the money of his enemies has turned him into a monster. He is a prisoner to his hatred and obsession. Only when he is finally able to let go of them is he able to be content "I repent nothingI'm too happy" (47). He dies shortly after with a look of exultation on his face.

Another example of the price of fortune is the class barrier it creates in The Tenant of Wildfell Hall, by Anne Bront. Helen Huntingdon is desperate for freedom; her husband Arthur exercises his control over her to make her stay with him. After much torment on her part she runs away from her alcoholic husband and earns a "lowly independence" (55) by selling paintings. Her husband eventually dies and she is rewarded with freedom and independence. She has inherited Arthur's estate, but her elevated status creates an obstacle between her and Gilbert. When Gilbert hears the news, he hesitates to contact herhe is a farmer and she is an heiress to a large estate "Doubtless there was a wide distinction between the rank and circumstances of Mrs. Huntingdon, the lady of Grassdale Manor, and those of Mrs. Graham the artist, the tenant of Wildfell Hall; and it might be deemed presumption in me to offer my hand to the former" (4). Gilbert's worries of financial inequality are similar to Jane Eyre's she initially refuses to even hope that Mr. Rochester could love her, only a governess. Both couples do overcome their problems and have their happy endings.

In all three of these Bront novels, the most evident similarity is that money and freedom are linked, but one does not define the other Catherine Earnshaw marries for money but loses her freedom in the process. Another theme is that freedom is earned, usually after a period of suffering or sacrifice Although both Jane and Helen inherit large fortunes at the end of each novel, neither has had an easy time of it. Charlotte and Anne both chose to have their respective heroines endure many trials and tribulations before they finally are awarded with money and a husband. In contrast, Cathy tried to win it the easy way, by marrying a man she did not love for money, with disastrous results. Even Mr. Rochester must lose an eye and a hand before he is freed from Bertha. However, the main lesson to be learned from the Bront's is that while money and freedom are essential to one's well being, without love they are worthless.

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Switzerland

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CULTURAL ANALYSIS

Originally inhabited by the Helvetians the territory comprising modern Switzerland was conquered by Julius Caesar during the Gallic wars and made part of the Roman Empire. It remained a Roman province until the 4th century AD. Under Roman influence, the population reached a high level of civilization and enjoyed a flourishing commerce. Important cities, such as Geneva, Basel, and Zurich, were linked by military roads that also served as trade arteries between Rome and the northern tribes.

After the decline of the Roman Empire, Switzerland was invaded by Germanic tribes from the north and west. Some tribes, such as the Alemanni in central and northeastern Switzerland, and the Burgundians, who ruled western Switzerland, settled there. In 800, the country became part of Charlemagnes empire. It later passed under the dominion of the German emperors in the form of small ecclesiastic and temporal holdings subject to imperial sovereignty.

Switzerland adopted a federal constitution in 1848, modeled in part on the U.S. Constitution. The Swiss amended their constitution extensively in 1874, establishing federal responsibility for defense, trade, and legal matters. Since then, continued political, economic, and social improvement has characterized Swiss history. The Swiss did not participate in either world war (www.brittanica.com).

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From a climate point of view, Switzerland is located in a transition zone. In the west, there is a strong influence of the Atlantic Ocean. Winds bring a lot of moisture into Switzerland and cause rainfall. In the east, there is an almost continental climate, with lower temperatures and less precipitation. On the other hand, the Alps - which run from east to west - act as a climatic divide. South of the Alps, there is an almost Mediterranean climate, with significantly higher temperatures but also a lot of precipitation.

Generally speaking, spring is wet and cool, April is well known for fast and often changing weather conditions. Summer is supposed to be warm and dry, while fall is usually dry, but cool. The temperature will drop significantly in September or October. Winter is supposed to be cold and dry. In the Alps, they usually get a lot of snow, but even at lower elevations, there is a good chance that they will get a foot of snow every now and then (www.cia.gov).

INSTITUTIONAL

Family

People marry relatively late. They concentrate on their training and career before they start a family. The majority of couples have only one or two children. Surveys have shown that parents put financial difficulties as the main reason for restricting family size. Large flats are expensive, and there is a shortage of affordable child care.

Women complain of the difficulty of combining motherhood with a career, and as a result, many give up work. Women still tend to look after the house and children while the man is normally the main breadwinner. The number of women continuing to work after starting a family increased dramatically during the 10s, but most of them do so part time.

Switzerland has a higher rate of both marriage and divorce than the average across the European Union. Far fewer babies are born out of wedlock than in most other European countries, although the percentage is rising. Most Swiss couples now live together first, often only getting married shortly before the birth of their first child.

Education

Since Switzerland has no natural resources, education and knowledge have become very important resources. Therefore Switzerland claims to have one of the worlds best education systems. In Switzerland, most children go to public schools. Private schools usually are expensive and people tend to think that students of private schools probably didnt make it at the public school.

In Switzerland, every child must at least go to elementary school. Unlike school, children are not required to attend kindergarten, but most children do go to kindergarten. They do not learn to read and write but develop their social capabilities and get used to sitting quietly for a while and pay attention to the teacher. Children may attend kindergarten for one year or two years.

After elementary school, kids may either choose to go to secondary school or to start an apprenticeship. In the later case, after finishing the apprenticeship, it is still possible to start an academic career at either a secondary school or a so called Fachhochschule (technical college).

In Switzerland, most kids start a Berufslehre (apprenticeship) after elementary school. Depending on the profession, an apprenticeship takes two to four years. Apprenticeships include all kinds of professions, from handicraft to office worker. Apprentice will get trained at a company or organization, but also attend school for one or two days a week. Some companies also provide additional classes on their own. After apprenticeship and depending on their education, young people can either start a job or join other schools for further education.

Political System

Switzerland is divided politically into 6 cantons. There are German-speaking and French-speaking cantons, one Italian-speaking canton and cantons in which both German and French are spoken. There are cantons which are virtually made up of just one city and there are cantons consisting almost entirely of mountains and valleys.

Each canton has its own constitution, its government, its parliament, its courts and its laws, though they must, of course, be compatible with those of the Confederation. The cantons enjoy a great deal of freedom of decision-making. They have independent control over their education systems and social services, and each has its own police force. Each canton also sets its own level of taxation (www.cia.gov).

Legal System

Day-to-Day Living

Housing

The Swiss enjoy one of the highest standards of living in the world, and an

exceptionally high cost of living to match. Switzerland has a large number of one and two person households. Many older people live alone or in retirement homes, rather than with their children or relatives as they used to. However, children are staying in the same house with their parents for longer, often living there with their first partner.

Families with children prefer to live outside the big cities, if possible buying their own homes. However, the proportion of owner-occupiers remains the lowest in Europe. Two thirds of people in Switzerland do not own a home.

Diet and Nutrition

In Switzerland, breakfast typically includes bread, butter, marmalade or honey, maybe some cheese or cereals, plus milk, cold or hot chocolate, tea or coffee.

Lunch may be as simple as a sandwich or it could be a complete meal. Depending on what people had for lunch, dinner can be a full main course or just some bread, cheese, maybe some dried meat or any other light meal. Drinks range from plain water to different types of soft drinks including most internationally well known brands plus some local products, to a great variety of beers and wines. Hot drinks include many different flavors of tea and coffee.

Recreational Activities

There is a huge variety of recreational activities and sports in Switzerland. The country's geographical structure and small size is very beneficial for these activities. Among the activities are biking, skiing, hiking, ski diving, boating, windsurfing, and golfing.

The boom in adventure sports has arrived in Switzerland with a vengeance and dozens of companies are offering canyoning and bungee-jumping, as well as aerial sports such as paragliding, air gliding, and a host of others.

Swimming and watersports have big followings at all the lakeside resorts, and almost everywhere is clean enough. Boats and equipment for windsurfing are for rent on almost all lakes, but getting enough of a breeze can be a problem. Rowing and canoeing are also popular, especially on the Rotsee near Luzern. Cycling is massively popular. To complement the country's many cycle routes, there are also currently three long distance inline skating routes of around 00 km each.

Official Language

There are as many as four different official languages with German being the most used at 74 percent, French at 0 percent, Italian at four percent, and Romansh at one percent. The remaining one percent speaks other languages.

The term German speaking Swiss is not really correct, they actually speak Swiss-German. Swiss-German is very different form the German spoken in Germany or Austria. Even more surprisingly, there is no written Swiss-German at all. People in Austria, Germany and Switzerland share the same written German language, known as high German. However, the term written German is far more accurate. The written German is very different form the Swiss-German. It is almost a foreign language itself.

Business Customs and Practices

While some American businessmen may find their Swiss counterparts somewhat conservative in such things as dress and the formal use of family names, conducting business in Switzerland is quite similar to how business operates in the United States. Punctuality, particularly in German-speaking areas, is highly valued. Allowing ample lead time in setting up business appointments is also considered polite. One should not expect to drop in without an appointment on a business acquaintance. Swiss are punctual for all appointments, both business and social, and expect you to show the same courtesy. Most Swiss business people will entertain you in restaurants rather than at home, usually for lunch.

Swiss calendars fill up weeks, even months in advance. Allow plenty of time when seeking appointments. It is important to always make clear the purpose of any meeting. All correspondence should be typewritten.

In Swiss business culture, clothing is formal and conservative. All clothes should be subdued in appearance, yet pressed, clean, and in perfect condition. Clothing styles for both men and women are more subdued in the German north than in the French and Italian speaking regions. Standard attire for men includes finely tailored suits, starched shirts, and ties. Standard attire for women includes suits with skirts of a conservative length. Pantsuits, in classic styles, can also be acceptable. Dress well, but modestly. The Swiss dislike showy displays of wealth. Any jewelry that is worn should be elegant, but very simple and understated.

Economics and Income

Switzerland has one of the highest per capita rates of gross domestic product in the world. Switzerland has virtually no mineral resources and a restricted surface area. It depends for its wealth on foreign trade. The relatively small size of its domestic market is another factor which has encouraged Swiss manufacturers to look abroad. They need foreign markets in order to make investment in research and development worthwhile.

The Swiss economy is not built on mass production, but on highly-qualified work and well-trained workers. Many businesses have followed what they call a niche strategy, concentrating on a small range of high-quality products. As a result even some small enterprises have been able to corner the world market in their own specialty.

Overall, the important areas for Swiss exports are micro-technology, high technology, biotechnology, the pharmaceuticals industry and banking and insurance know-how.

What people earn is a private matter. It is seldom discussed, even among friends. Switzerland is a rich country and most people can live well. Although some are better off than others, they act modestly and dont flaunt their wealth.

Three Swiss families were included in the 00 list of the 100 richest people in the world drawn up by the US magazine Forbes. The magazine put a total of 1 Swiss residents among the worlds 47 dollar billionaires.

In Switzerland, poverty means not having what others take for granted. The official poverty line in 1 was ,100 francs per month for a single person household, or 4,000 for a family with two children. Under this definition, 10.6 percent of the population was poor. Single parent families and men living alone are the most likely to experience poverty. Contrary to popular belief, poverty among the elderly is no more widespread than across the population as a whole.

Please note that this sample paper on Switzerland is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Switzerland, we are here to assist you. Your cheap research papers on Switzerland will be written from scratch, so you do not have to worry about its originality.

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An analysis of the macro-environment of South Africa

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An analysis of the macro-environment of South Africa

POLITICAL SYSTEM

a) Political structure

·Government type Republic

·Head of state/government - President Thabo Mbeki

b) Political parties

·Since the transition to democracy in 14, South Africa has been ruled by the left-leaning African National Congress (ANC). The ANC was the major source of opposition to the minority white governments of the Apartheid era, and has reaped the rewards in terms of solid electoral mandates in both the general elections held since the transition to democracy in the early 10s.

·The Democratic Party has become the most vocal source of liberal opposition to the ANC, under the leadership of Tony Leon. However, the party remains a predominantly white organization, and is unlikely to gain in influence unless it is able to broaden its appeal. The other significant player in South African politics is the Zulu nationalist Inkatha Freedom Party (IFP), which won 4 seats in the 1 election.

·The ANC was led to victory in 1 by Thabo Mbeki, the former president Nelson Mandela having fulfilled his vow to hold power for only one term. Mbeki had been effectively running the country for two years prior to the poll, so the end of the Mandela era has had few effects on the direction of policy.

d) Stability of government

·Politics in South Africa has struggled to shake off the divisive language of race and ethnic grievance. The ruling African National Congress (ANC) continues to scare off white support, and even within the black communities divisions between Xhosa and Zulu groupings are reflected in the animosity between the ANC and the Zulu nationalist Inkatha Freedom Party (IFP).

·Nevertheless, the political situation has proven remarkably stable, and there was a marked decrease in political violence during the 1 election, in comparison to the political assassinations and violence during the country's first proper democratic contest in 14.

e) Special taxes

·The macro-economic policy adopted by the South African Government in 16 demonstrated its commitment to open markets, privatisation and a favourable investment climate, moving away from the former governments strategy of import substitution and industrial development that protected local industries with high tariff barriers.

·Since 15/6, South Africa has reformed and simplified a complex tariff structure, reduced its average tariff rate considerably and terminated most import controls and trade restrictive practices.

ECONOMIC STATISTICS AND ACTIVITY

a) Gross Domestic Product (GDP)

·Following two years of sluggish growth in 18 and 1, brought on by the emerging markets crisis, the South African economic outlook improved considerably as from 000. In the year 000 Real GDP was 11. and Real GDP growth improved to .4% from .1% the previous year.

e) Principal industries

·Mining, automobile assembly, metalworking, machinery, textile, iron and steel, chemicals, fertilizer, foodstuffs

·Tourism - Within five years, tourism's contribution to the economy will outstrip that of mining. The government, which sees the sector as a great way to create jobs and woo foreign currency, has launched an intensive marketing campaign and tourism skills development project.

·Mining - Mining accounts for only 6% of GDP, but gold exports provide one-fifth of South Africa's foreign exchange reserves. The country also produces 75% of the world's platinum, an important component in cars' catalytic converters. South Africa's global role in mining also continues to grow.

·Manufacturing and cars - Manufacturing is the largest contributor to GDP, at 18%. It is dominated by engineering and metal products but food and tobacco processing remain important. Manufacturing output has revived in the last six months, helped by stronger exports to Europe and Asia, as well as a modest upturn in domestic demand.

f) Percent foreign investment/industry

·South Africas reputation as an emerging market suffers from its proximity to the instability and conflicts that have appeared in neighbouring countries. The 000-00 land invasions in Zimbabwe and the controversial Zimbabwean election in March 00 had a negative impact on the value of the Rand and on South Africas ability to attract foreign investment.

g) Principal exports, imports (£ value)

·In 00 the world total export market was 6. billion US dollars, South Africa had an export value of .7 million US dollars, and was ranked 8 in the world in terms on this share. Export performance has been relatively good, and South Africa could reap considerable benefits from recent efforts to liberalize trade both with the EU and with its African neighbours.

·Principal export commodities included gold, diamonds, platinum, other metals and minerals, machinery and equipment (18 est.)

·In 00 the world total import market was 6.5 billion US dollars, South Africa had an import value of . million wand was ranked 40 in the world based on this share.

·Principal import commodities included machinery and equipment, chemicals, petroleum products, scientific instruments, foodstuffs (000 est.)

h) Balance of payments

·In 001 the current account deficit totalled R1.7 billion, or 0. percent of GDP, compared to a deficit of R.1 billion in 000. The marked improvement in the current account balance resulted from a substantial increase in merchandise export earnings, which rose by R41 billion or 0 percent in 001.

·The financial account balance, which covers transactions in financial assets and liabilities with non-residents, changed to a deficit of R1.5 billion in the fourth quarter of 001 after surpluses were recorded during the second and third quarter of 001. In 001 as a whole, the financial account registered a surplus of R7. billion, compared with R.1 billion in 000 and a R.5 billion surplus in 1. Both the absolute level and composition of these flows are generally regarded as inadequate in view of the country's long-term growth and development needs. Foreign direct investment into South Africa, which had been positive in the first three quarters of 001, turned negative to the value of R1. billion in the fourth quarter. South African companies exported capital valued at R5.4 billion during the fourth quarter of 001. They did this by acquiring interests in the equity capital of foreign companies and also by extending trade credits to foreign subsidiaries or other associated companies.

i) Exchange rate

·The volatility experienced in the Rand exchange rate in recent years, not only continued, but increased during 00. The weighted exchange rate of the Rand, which had declined by 1.5 percent from the end of June 001 to the end of September, fell further by 4.0 percent from September to the end of December. On balance, the nominal effective exchange rate of the Rand declined by 4.4 percent from the end of 000 to the end of 001, following a decline of 1.4 percent in 000.

·Rand per US dollar - 10.5407 (00), 8.60 (001), 6.8 (000), 6.105 (1), 5.58 (18)

k) Labour forces, unemployment rates

·Real wages and productivity have increased by over 0 per cent since 14, bringing rising living standards to millions of people and strengthening the competitiveness of industry.

·However increasing substitution of capital for labor has created the specter of 'jobless growth', and unemployment remains stubbornly high, at around 40% by official figures. With low rates of labor market participation, the true level of unemployment is far higher.

l) Inflation rates

·As a result of the Rands performance and also because of a rise in international oil prices, inflation began to accelerate in December 001. South African inflation had declined considerably in recent years. However, due to new inflationary pressures, the South African Reserve Bank was only just able to bring the rate within the target range for 001 of between and 6 percent. In the year 000 the inflation rate was 5.%.

Infrastructure

·Fiscal consolidation over the past five years has afforded government the opportunity to deepen its commitment to redistribution, allowing consumers significant tax relief, encouraging investment by the private sector and placing a renewed focus on physical infrastructure development.

·For the 00/00 Budget, capital spending is budgeted to grow by 18.1 percent a year over the next three years, including strong investment in both social infrastructure - such as schools, hospitals and housing - and provision for investment in roads, water services, rail infrastructure and other economic assets.

SOCIAL ENVIRONMENT

b) Education

·Literacy definition age 15 and over can read and write

total population 86.4%

male 87%

female 85.7% (00 est.)

·This is lower than in developed countries. The US, Japan and Germany all have a 100% literacy rate.

c) Demographics

·The population grew by 1.4% in 000 to reach 4.6 million.

·Birth rate = 18.87 births/1,000 population (00 est.)

·Age 0-14 years 0% (male 6,460,7; female 6,77,00)

15-64 years 65% (male 1,807,; female 1,70,088)

65 years and over 5% (male 864,441; female 1,88,864) (00 est.)

·Gender - In 001, females accounted for 51.50% of the population in South Africa, while the male population represented 48.50% of the population. South Africa has the same ratio as the UK, and it is close to most Western European countries. However, comparisons differ when the population aged over 60 is considered.

e ) Living standards and leisure

·Housing - House completed since 14 1.1 million. These houses have secured tenure, running water, sanitation and electricity.

Number of people given shelter in the past 5 years 5 million

Number of rented council units transferred to full ownership 70,000

Number of homes still needed to million

Number of people still in need of adequate housing 7.5 million people

·South Africa has made great strides in proving housing and basic services such as electricity and water to the people of South Africa. Despite not achieving its goal of 50,000 houses per year, the government says that its housing delivery surpasses such world leaders as Sweden, Cuba and Singapore. However, much remains to be done overcome the housing backlog and make water and electricity available and affordable.

·Recreation

·South Africas climate is ideal for outdoor sports and recreation all through the year. Soccer, rugby and cricket are the most popular sports in South Africa. South Africans also enjoy tennis, field hockey, squash, badminton, golf, surfing, sailing, running and cycling.

·During the apartheid years many sectors of the South African population were forbidden to participate in certain sports. This changed after apartheid was repealed. Sport has brought the various ethnic groups of South Africa closer together. For example, in 15 during the Rugby World Cup tournament, hosted for the first time in South Africa, the whole nation rallied around the South African Rugby Team. The current government is working to upgrade facilities and make sport accessible to everyone.

·Cinema remains one of the most popular forms of entertainment in South Africa, with over 6 million people going to the movies every year. Other favourite recreational pastimes include music, dancing and socializing. South Africans have a strong musical tradition and dance is considered an important component of recreation and of communicating with others.

TECHNOLOGY

b) Information systems

·Internet users .068 million (00)

Growth of the lingerie sales on the Internet

A survey on retail e-commerce in South Africa conducted by Arthur Goldstuck for technology research house World Wide Worx, found that the single fastest growing retail category by number of sites is Lingerie

·Mobile phones 7.06 million (001)

·Telephone system the system is the best developed and most modern in Africa

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A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon

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Hedgehog - Critical Essay

The task asks you to compare and contrast the two poems - obviously with a view to discussing themes and how the hedgehog is viewed by both Muldoon and Thwaite - but it also asks you to show how the two poets have used language.

This last instruction is of great importance because when you are not only be expected to talk about the similarities and differences with regard to such things as themes but you must, within such discussions, show how the poets have used language to convey their themes i.e. through choice of diction, image, tone, alliteration, form etc.

What you must try to avoid is

Help with essay on A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon

i)doing two separate critical analyses which offer no comparisons

ii)structuring an essay in a rigid way around themes, tone, diction etc. within which you lose sight of how the subject has been treated - in other words you lose a sense of the poems as a whole

iii)rambling on about general similarities and differences with regard to the treatment of the subject paying very little attention to how language has been used to convey a poet's themes/concerns

Approaches

There are two main ways of comparing two poems but both rely on a detailed awareness of each poet's treatment of his subject - what themes he is able to expound from it - and of how each poet has used language in order to convey his ideas etc.

Both approaches must be introduced by a clear and precise introduction which identifies in general (but not vague) terms just what are the primary similarities and differences between the two poems e.g.

Although both of the poems in question have the hedgehog as their primary subject material, and although both of them deal with similar themes such as victimisation, suffering and man's alienation from nature, each poet treats his subject and presents his themes in a different way Muldoon takes a symbolic approach to the hedgehog, making it representative of a victim of man's cruelty and indifference rather than a creature in its own right, whereas Thwaite concentrates on a far more detailed, 'naturalistic' description, paying great attention to the everyday life of the hedgehog and its relationship with man.

At this stage there is no real need to throw in some vague and waffly comment about how they each use language differently because if you write this essay properly then as you examine the themes/treatment of the subject you will necessarily have to show how language has been used differently.

What I am trying to say is that the main point of the essay is to discuss the different views towards/uses of the hedgehog, not to concentrate on an essay which pays more attention to badly decontextualised quotes in order to make a couple of weak points about literary terms and structures.

Approach 1

After such an introduction you can then talk about the first poem in detail, concentrating on establishing how the poet has used the hedgehog to present his themes. During this discussion you will have various opportunities to actually discuss how language is used for the presentation of his ideas e.g.

Muldoon's poem ironically begins not with a focus on the hedgehog of the title but with a description of how a snail moves

The snail moves

Like a hovercraft,

Held up by a rubber

Cushion of itself,

This vivid use of figurative language immediately establishes not only a very clear description of the nature of the snail's movement but, far more importantly, establishes a link between man and nature. Both the hovercraft and the rubber cushion are objects linked directly to man, to bring comfort on the one hand with regard to ease of travel and on the other with regard to how we might sit. By using such similes and metaphors, Muldoon appears to be trying to set us also at our ease; the images are almost comical in their construction, likening a snail to a hovercraft and a cushion, and certainly do not seem to have a great deal in common with the later line of discussion which he will pursue as he presents such themes as suffering, alienation and isolation. However, this appears to be a deliberate ploy, a way of perhaps catching us off guard with regard to the true nature of the poem as indeed such images catch us off guard with regard to our own feelings about the snail.

The point is to allow a discussion of language but always in relation to the actual themes and ideas of the poem itself.

As the poem continues, Muldoon establishes a link between the snail and the hedgehog of the title. He says that the snail shares "its secret with the hedgehog" but, as if in an act of selfishness,

The hedgehog

Shares its secret with no one.

Already we can see not only a relationship being established between the two representatives of the natural world but also the first indication that for whatever reason the hedgehog is a secretive, isolated creature, unwilling to share its knowledge with anyone or anything else. This sense of isolation is further compounded as the poem continues

We say, 'Hedgehog, come out

Of yourself and we will love you.

This appeal is obviously not a literal act and it is from the nature of such an inquiry that it is possible to see how the poem takes on a far more symbolic character, with the hedgehog itself being developed as a symbol for Muldoon's primary themes. The yearning tone implies a desire not just to literally understand the hedgehog and its apparent introspection and isolation but, on a symbolic level, to understand nature itself. This in turn suggests that Muldoon is arguably concerned with man's loss of contact with the natural world, as symbolised by the hedgehog. The hedgehog's refusal to acknowledge let alone answer man's pleas - 'man' in general terms because of the inclusive use of the pronoun 'We' - surely confirms this sense of alienation

We want

Only to listen to what

You have to say. We want

Your answers to our questions.

Two important points arise from this section of the poem. First of all there is an ironic reversal of roles taking place. Whereas before we might have considered the hedgehog in its natural state and behaviour to represent a rather isolated and even alienated figure, the victim, as in the second poem, of man's 'conquest' and control of his environment, it seems from the implied tone of this extract that in fact it is man, the inclusive 'We' again, who is isolated, lonely and pleading for help. It is man who seems to lack the confidence and reassurance that appears so desperately needed, as suggested by the selfish nature of the pleas, "We want...We want..."

You could then discuss the the last two stanzas, establishing primarily the very powerful association of the hedgehog with Christ through the lines

We forget the God

Under this crown of thorns.

Why? What is being suggested through such metaphors? Establish the symbolic use of the hedgehog to clearly underscore the themes of suffering, of alienation and even betrayal...of how Muldoon's man purpose in this powerful, questioning poem may well be to establish the fact that we have lost contact with nature and, arguably, therefore ourselves.

Having established the first's poet's primary themes/concerns, and also having shown how language has been used to achieve his effects, you now have to discuss the second poem in the light of the first!

Unlike Muldoon's poem, Thwaite's begins with a very detailed and evocative description of the movements and habitat of the hedgehog itself

Twitching the leaves just where the drainpipe clogs

In ivy leaves and mud, a purposeful

Creature at night about its business.

This is a far more realistic portrayal of the hedgehog than Muldoon's and initially suggests that Thwaite may well be concerned with different aspects of the creature and, indeed, with different issues entirely. However, as the poem develops it soon becomes clear that he too is dealing with the themes of suffering, alienation and isolation, though in a far less symbolic way.

He initially concentrates on emphasising the supposed power of the hedgehog within its own environment,

Dogs

Fear his stiff seriousness. He chews away

At beetles, worms, slugs, frogs. Can kill a hen

With one snap off his jaws, can taunt a snake

To death on muscled spines.

These vivid descriptions lay emphasis on the hedgehog's power through their use of such active, forceful words as 'fear', 'kill', 'snap' and 'taunt', giving the impression that the creature is master in its own kingdom. The intention of such lines may well be to create a realistic but also a rather unsympathetic picture of the hedgehog, almost serving to alienate it from us as we usually perceive a hedgehog as a timid and rather gentle creature, something that is arguably suggested in the first poem through the tone of address and the secrecy of the animal. As if to underline this strange reversal of how we might perceive the hedgehog, Thwaite then tells us that,

Old countrymen

Tell tales of hedgehogs sucking a cow dry.

Surely this bizarre image is intended to shatter the misconceptions the first two stanzas have created and make us look afresh at the hedgehog; to make us laugh at its preposterousness in order to make us question ourselves and our own judgements; to make us consider the real power of the hedgehog, rather than that suggested by old wives' tales. So, both poems can be seen to be asking us to re-examine our attitude towards the hedgehog, the first through its metaphorical/symbolic associations and Thwaite's poem through shattering the myths and preconceptions.

You would then need to examine the final stanzas and explain how this poet also deals with the themes of suffering - another reversal because it is now the hedgehog that is suffering and not the other creatures; in a similar way to the reversal which takes place in the first poem - alienation and isolation, as did Muldoon, along with man's inability to realise that he is losing contact with the natural world e.g.

The third stanza is based around a series of very vivid images which emphasise the suffering and isolation of the hedgehog e.g.

But this one, cramped by houses, fences, walls,

The fact that the creature is "cramped" by man-made barriers and restrictions seems to elevate it to a more symbolic level, a symbolism which is similar to but not as powerful as that in the first poem. This is no "God" but most definitely a victim, a sufferer in another sense. This hedgehog is literally isolated and alienated by man's lack of understanding and actual manipulation of his environment, rather than a creature which is symbolically isolated by man's loss of understanding and appreciation of the natural world as in the first poem...

Stress the similar themes but also show an awareness of how they have been conveyed in a different way to the themes in Muldoon's poem.

As a conclusion you might like to reinforce the fact that both poets use the hedgehog to present an examination of man's relationship with nature, emphasising the fact that in both poems, despite what might initially be perceived, both poets recognise that the hedgehog is the victim and we are the victimisers.

The point is to keep referring to the first poem when discussing the main aspects of the second.

Please note that this sample paper on A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon, we are here to assist you. Your cheap custom research papers on A guide to comparing two poems on the subject of Hedgehogs, one by Anthony Thwaite, the other by Paul Muldoon will be written from scratch, so you do not have to worry about its originality.

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Abolitionist movement

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Olivia Ricks

January 1, 00

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Abolitionist Movement Project

Period 1

Thesis Statement As the anti-slavery movement moved on it became clear that the reasoning and opinion of whites on abolition issues were relevant, even though the voice of an African American is more heartfelt and emotional. Sojourner Truth and Fredrick Douglass were great abolitionist. They are still being remembered as heroes along with other abolitionist such as William Lloyd Garrison, Harriet Tubman, Wendell Phillips, Lucretia Mott and Quaker Benjamin Lundy. Those are just some of the people that proved that the justification of slavery by whites was bogus.

Isabella was born between 177 and 1800. She later changed her name to Sojourner Truth (Narrative of Sojourner Truth, 1875). She was born to Betsy and James. James and Betsy were the slaves of Colonial Ardinburgh Hurly. Colonial Ardinburgh died when Isabella was a baby. She and her parents became the slaves of his son Charles. Isabella was said to have ten to twelve brothers and sisters, but has only seen six of them. She remembers the two that were younger than her a three-year-old girl and a five-year-old boy. Isabella and Peter her younger brother stayed with their parents until the death of Charles.

At an auction to decide where Charles's assets were going to be placed, the people thought that James, Isabella's father wasn't able to do anything anymore. Betsy was given her freedom to care for James. They were able to live comfortable for several years until the death of Betsy. Betsy was supposed to be fixing something to eat for James in the kitchen. James came into the cellar where they lived and saw that Betsy was lying on the floor choking. She had become ill with palsy. Isabella and Peter were permitted to see their mother's remains and visit with their father. James died a couple of years later. He was found in a filthy, cold and deserted cabin in the woods. The news of his death reached John Ardinburgh the grandson of Colonial Ardinburgh. Jon decided the James should have a good funeral (Narrative of Sojourner Truth, 1875).

A couple of years after James death Isabella was married to another slave, named Thomas. Isabella became the mother of five children. Isabella's trial with slavery started way before she was old enough to know it, but she really felt the pains of slavery when it involved one of her children. One of Isabella's children got sold to doctor, who took the boy to New York, but sent him back because he was too small. Isabella's son Peter was illegally sold. She eventually got him back but he was severely tortured both physically and emotionally by the people he was sold to. When Isabella became free, Peter and Isabella went to live in New York. Peter got into a lot of trouble. Isabella decided to disown him until he changed. Peter got arrested and Isabella didn't come to his rescue. Peter called a man from his neighborhood that helped young colored culprits. The man, Mr. Williams told Peter that he had to go on a vessel and away from the city. Peter left the summer of 18. He wrote a letter to Isabella that was dated October 17, 1840. He wrote her twice afterwards. She never heard from him again. When Sojourner died she left a legacy that was full of hardships, and triumphs.

As a man who experienced slavery first hand Fredrick Douglass is a prime example of a black abolitionist who escaped from slavery and spoke out against the institution out of loyalty to his race. Frederick Baily was born a slave in February 1818. On Holmes Hill Farm on Marylands Eastern Shore. The farm was part of an estate owned by Aaron Anthony. Aaron Anthony also managed the plantations of Edward Lloyd V, one of the wealthiest men in Maryland. The main Lloyd Plantation was near the eastern side of Chesapeake Bay, 1 miles from Holmes Hill Farm, in a home Anthony had built near the Lloyd mansion, was where Fredericks first master lived. Fredericks mother, Harriet Baily, worked the cornfields surrounding Holmes Hill. He knew little of his father except that the man was white. As a child, he had heard rumors that the master, Aaron Anthony was his father.

Because Harriet Baily was required to work long hours in the fields, Frederick had been sent to live with his grandmother, Betsey Baily. Betsy Baily lived in a cabin a short distance from Holmes Hill Farm. Her job was to look after Harriets children until they were old enough to work. Fredericks mother visited him when she could, but he had only a hazy memory of her. He spent his childhood playing in the woods near his grandmothers cabin. He did not think of himself as a slave during these years. Only gradually did Frederick learn about a person his grandmother would refer to as Old Master and when she spoke of Old Master it was with certain fear. At age 6, Fredericks grandmother had told him that they were taking a long journey. They set out westward they had approached a large elegant home, the Lloyd plantation. His grandmother pointed out children who were his brother Perry, and his sisters Sara and Eliza. His grandmother had told him to join his Plantation, where several children were playing on the grounds. He did so reluctantly. After a while one of the children yelled out to Frederick that his grandmother was gone. Frederick fell to the ground and wept, he was about to learn the harsh realities of the slave system.

Fredericks mother was rarely able to visit her children due to the distance between Holmes Hill Farm and the Lloyd plantation. Frederick last saw his mother when he was seven years old. He remembered his mother giving a severe scolding to the household cook who disliked Frederick and gave him very little food. A few months after this visit, Harriet Baily died, but Frederick did not learn of this until much later. Frederick gradually learned to read and write. With a little money he had earned doing errands, he bought a copy of The Columbian Orator, a collection of speeches and essays dealing with liberty, democracy, and courage. Frederick was affected by the speeches on freedom in The Columbian Orator, and so began reading local newspapers and began to learn about abolitionists. He was not quite 1 years old but enlightened with new ideas that both tormented and inspired him. Frederick began to detest slavery. His dreams of freedom were encouraged by the example of other blacks in Baltimore, most of whom were free. But new laws passed by southern state legislators made it very difficult for owners to free their slaves.

While apprenticing at the shipyard, Frederick was harassed by white workers who did not want slaves or free blacks competing with them for jobs. One afternoon, a group of white apprentices beat up Frederick and nearly took out one of his eyes. Hugh Auld, his master was angry when he saw what had happened and attempted to press charges against the assailants. None of the shipyards white employees would step forward to testify about the beating. Free blacks had little hope of obtaining justice through the southern court system, which refused to accept a black persons testimony against a white person. The case was dropped because of this.

In Fredericks spare time he met with a group of educated free blacks and loved the fact that he was a student again. Some of the free blacks formed an educational association called the East Baltimore Mental Improvement Society, which Frederick was a part of. This is where Frederick learned his debating skills. At one of the societys meetings, Frederick met a free black woman named Anna Murray. Anna was a few years older than Frederick and was a servant for a wealthy Baltimore family. Although Anna was a plain, uneducated woman, Frederick admired her qualities of thriftiness, industriousness and religiousness. Anna and Frederick were soon in love and in 188 they were engaged.

In 184 Douglass was a part of the Hundred Conventions project. This was the American Anti-Slavery Societys six-month tour of meeting halls throughout the west. Even though Douglass enjoyed his work immensely, his job was not an easy one. When traveling, the lecturers had to live in bad conditions. Douglass was often roughly handled when he refused to sit in the Negro sections of trains and steamships, and worst of all some of the meetings that were held in western states were sometimes disrupted by mobs. In 1840, when Fredrick was a member of the group American Anti-Slavery Society they split up. Even though all of them wanted to end slavery they didn't think women should have equal rights. In Pendleton, Indiana Douglasss hand was broken when a gang of thugs beat him and an associate. Such incidents were common on the western frontier, where abolitionists were often viewed as dangerous fanatics. Despite these incidents, Douglass was sure that he had found his purpose in life.

Douglass's main way to fight against slavery was to speak about it, but he had to be discrete with what he said. Fredrick Douglass published the story of his life. He got his William Lloyd Garrison and Wendell Phillips wrote introductions for the book. His autobiography was bestseller. While all of this was going on Fredrick was still not free. He ran from his master. On December 5, 1846 Hugh Auld signed papers that said Fredrick was free. On December ,1847 Fredrick newspaper "North Star" went into presses.

Some of Fredrick Douglass's hopes were dashed during Reconstruction and the Gilded Age, but he continued to travel widely and lecture on racial issues, national politics, and womens rights. In the 1870s Douglass moved to Washington, D.C., where he edited a newspaper and became president of Freedmans Bank. As a stalwart Republican, Douglass was appointed marshal (1877-1881) and recorder of deeds (1881-1886) for the District of Columbia, and charg daffaires for Santo Domingo and minister to Haiti (188-181).

Brilliant, heroic, and complex, Douglass became a symbol of his age and a unique voice for humanism and social justice. His life and thought will always speak profoundly to the meaning of being black in America, as well as the human calling to resist oppression. Douglass died in 185 after years of trying to preserve a black abolitionists meaning and memory of the great events he had witnessed and helped to shape.

Both Sojourner Truth and Fredrick Douglass were former slaves, and had hard lives. Both of them tried to reach people by word of mouth. Fredrick Douglass was a great lecturer and Sojourner Truth talked with whomever she came in contact with. I think that Fredrick Douglass definitely had more chances to speak because he was a male. Sojourner and Fredrick believed in some of the same things. The three main ideas they believed in were; equal rights for women, ending slavery and that God loves us all. Fredrick truly captured all of these things in the motto for the newspaper, " Right is of no sex- Truth is of no color- God is the Father of us all, and we are brethren."(History Sourcebook)

Conclusion The abolitionist movement to me started the struggle for African Americans to gain equality in the world. People in the abolition movement and the civil rights movement had a lot of similarities between them, but the thing that bonds them is one common goal which is simply to be FREE.

Bibliography

David W. Blight, Frederick Douglass Civil War Keeping Faith in Jubilee (18); Waldo E. Martin, The Mind of Frederick Douglass (184).

Jacqueline Bernard, Journey toward Freedom The Story of Sojourner Truth (167); Hertha Pauli, Her Name Was Sojourner Truth (16).

Foner, Philip S. The Life and Writings of Frederick Douglass Pre-Civil War Decade 1850-1860. New York International Publishers, 150.

Fredrick Douglass, The Hypocrisy of American Slavery July 4, 185

Fredrick Douglass, The North Star

Fredrick Douglass, Narrative of the Life of Fredrick Douglass An American Slave. Cambridge Belknap Press of Harvard University, 160

Internet

www.britannica.com

www.yahoo.com

All pictures came from Modern History Sourcebook

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Literacy

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Reading competencies are a key factor in unlocking pupils' full potential across the curriculum. As Caroline Daly (18) suggests ' pupils' experience of reading impacts upon their participation in wider learning; it has implications for personal enrichment; economic viability and employment prospects; social relationships; leisure activities and cultural identity.'

The two pupils that I have chosen to look at in this essay with regard to reading, are both from Year 8. Child A (male) is from a bottom set class, consisting of seven boys and three girls. Child B (female) is from a top set with twenty-two pupils, thirteen girls and nine boys. They are opposite ends of ability and were both happy and open to talk with me about their own reading experiences.

I would like to start by looking at some of the key differences of how and what child A and B read with regard to the evidence collated from my survey. I carried out this survey with each child individually in a quiet room to try and create a comfortable environment for answering the questions openly and honestly. When asked if they enjoyed reading, child A's response was quite different to that of child B. Child A responded with 'sometimes' whereas child B answered much more enthusiastically and said she 'enjoy it very much [she] reads all the time.' So from the outset we can see the different attitudes towards reading from either child.

When questioned about how they prefer to read, child A again was drastically different to child B. A said he would 'only read in [his] head' and disliked reading out loud or group reading as he felt 'embarrassed'. His strategy for coping with difficult sentences or words was just to 'skip past them' or if he was at school he might ask the person next to him. B however said that she mostly read in her head but does not mind reading out loud either on her own or with a group. Child B's strategy for dealing with difficult areas was also very different. Instead of ignoring the problem she said she would 'read the bit out loud to try and make sense of it' or try and 'break down the words to fit them into the sentence.' When I asked what she would do if this didn't solve her problem, she said she would ask an adult for help. Child B is also happy to read anywhere, at home, on the bus or in school whereas child A said he finds reading in school really 'boring' and only reads a bit at home.

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The questions about what they read also revealed some stark differences. Child A doesn't like any of the texts he reads at school and wouldn't ever read 'the lengthy proper English books.' Although he did say that he likes the way the 'stories are put together' in Shakespeare but couldn't name which play. Instead he prefers to read computer magazines, manuals for his computer games and things on the Internet. When I asked if he read with anyone at home he said that he 'sometimes reads to his older brother but he will only listen if it's one of the computer magazines.' Child A also said that he might read a book that's been recommended to him as long as it interests him.

Child B's reading is much more varied, she is currently reading Water Wings by Morris Gleitzman at home, which her grandmother bought her. She likes to read children's fiction and doesn't mind the texts that they read at school. However, she did say that she wished they were more 'up to date.' Child B's favourite thing to read though, is like child A, magazines. Her favourite is 'Sugar' magazine as it contains different things that interest her. Child A always used to read with her grandmother and mother. Now she reads with her younger sister instead, although she did not say what they read together.

So from simply comparing some of the answers that came out of the reading survey, I feel that there are three main factor of influence on child A and B's attitudes towards reading. They are motivation, family and gender.

It is apparent from the survey that both children have a passion for certain subjects or topics and when a text contains this and engages them, reading takes place. It is from this passion or enthusiasm that motivation to read can stem from. It is important to remember that (Daly, 18) 'the diversity of texts encountered outside the English classroom contributes to the continuum of pupils' reading histories.' It is this that helps motivate and drive them to read. Child A's reading history is very limited to that of child B who, although enjoys reading magazines like child A, will also engage herself with fiction that is bought for her. It is the reading history of child A that may be a contributing factor as to why he finds certain text so boring. Daly (18) concludes that 'in [his] own choice-led and needs-led encounters with texts outside the classroom…an unsatisfactory text can be switched off, left unfinished or replaced readily with available alternative.' Meaning that child A could quite happy change from web page to magazine to computer game at home whenever he feels the need. This attitude is also reflected in child A's strategy for dealing with difficult text, whereas child B will be motivated to try and solve the problem, A just skips past it, ignoring the problem and moving onto something else therefore lacking development. As Bearne and Hodges (000) state 'if students are not motivated to read, then they will not engage in the breadth and depth of reading necessary for that development to take place.'

I also feel that the role of the family has helped shape the different attitudes to reading of child A and B. Bruner (166) acknowledges the need of a role model to help guide and shape the developing reader. This modelling is just as important in the home as it is at school and the different development of child A and B due to these role models is obvious. B is supported in the home and encouraged to read, whereas child A reads to his brother only when it's about computers.

My last factor, gender, is one that I felt I could not ignore. From the ratio of boys to girls in the top and bottom sets, a gender divide is evident. Daly (18) along with Bearne and Hodges (000) acknowledges this differentiation between boys and girls and it is interesting to note when looking at the points raised, the similarities to child A and B. Daly (18) highlights that 'boys in general have expressed greater interest in events and plot development,' which was seen in child A not wanting to read Shakespeare but was interested in how the plays were constructed. Also, the fact that girls read more fiction than boys is clear to see from the survey, with child B wanting more contemporary novels on the curriculum, so she can read them at school, as well as at home.

With these differences between child A and B highlighted, it is no surprise to see a clear link between their reading abilities and their ability to convey written responses. To start with child B, the writing was excellent. Both pieces of work needed a good understanding of the text and child B received top marks and a credit for both samples. In the first piece of work, which was asking the child to write a story in the style of Jerry Spinelli, child B wrote using a number of devices to imitate the original author. Short sentences were used to vary the pace as well as good description, use of speech etc. This helps to prove that child B had engaged and understood the text, grasping not only its meaning but also its structure. The teacher's comment for the story was 'well done you imitate Spinelli's style extremely well.' The second example also demonstrated a good grasp of what was being read. It involved child B writing from a character's point of view. Again, she received top marks and showed great empathy and understanding of not only the character that she was pretending to be but also the relationships that character had with others in the same text. Again the teacher's comment was 'excellent understanding of how she might see the problem.'

Child A however, was more difficult to examine. He had very little work related to written responses, as most of it was basic comprehension. The example I have, is when child A had been given film and television reviews to read, then he had to write his own review in a similar style on his favourite film or television program. Instead of writing a large amount child A wrote five lines and then filled the rest of the page with a picture of The Simpsons. The review is quite basic but there is evidence of understanding on how to structure a review in his description of the comedy in The Simpsons. Child A describes it as 'couch gags', a fairly strong and imaginative way of explaining the humour.

The drawing of the picture in child A's work leads me on to discuss the other methods of gaining an understanding of what was read. Obviously with child A, he enjoys drawing, so this is an ideal form for him to express understanding. Activities such as designing a book-jacket or advertising material or picture storyboards might be a way of engaging the child to express his responses more coherently. You could also try oral discussion, taped reviews, oral predictions, dramatisation or hot seating to discover whether what has been read in the classroom has also been understood. Modelling a written response with the child might also help him to convey his meanings, as perhaps it is just the structuring rather than the writing, which is hindering performance. There are many ways of exploring interpretation and understanding of a text and all avenues of assessment should be used, no matter what the ability of the child.

Reflecting on my conclusions and readings, child A appears to be the basis on which Paddy Lease (18) wrote 'Teaching Disadvantaged Readers.' Lease explores how reading has become almost a torture rather than a pleasure, particularly in group situations. She discusses the problem of peer group pressure and the fear of 'making a fool of oneself.' Lease also explores the problems of boredom and lack of enthusiasm, while recognising that this problem can stem from the fact that there is little or no encouragement from home. Lease (18) suggests different strategies for improvement, most of which centre around 'giving the child attention and respect, by focusing on the child's hobbies, obsessions and enjoyments, the teacher can learn what is important to each individual and begin to provide material which the child finds relevant and interesting.' One way of doing this could be to ask the child to create their own book, from cuttings from magazines or using CD ROM storybooks. From here you have the potential basis for moulding a more creative and engaged reader.

In Bearne and Hodges (000) 'Reading Rights and Responsibilities' I drew many similarities to what was being said in relation to child B. Firstly, the rights from Daniel Pennac (14) I felt described child B well. Where it says 'what emerges strongly is the right to be a committed reader, an individual making choices according to inclination as well as need', I drew parallels to child B's confident reply during my survey that Sugar magazine was her favourite thing to read. The fact that Bearne and Hodges (000) say that 'if you are struggling with a text, you have to be engaged with it in some sense', helps to describe what is happening when child B applies her own reading strategies. Child B needs to be constantly pushed, not letting her sit back because she is already a good reader, like Vygotsky's 'zone of proximal development' we should be continuously trying to identify what child B can achieve next. This will help her to develop into a reflective, responsive and critical reader.

Overall, what is needed to assist child A and B is (Bearne and Hodges, 000) 'space, time and positive encouragement for teachers to take intellectual as well as practical responsibility for the development of the reading curriculum, and for students to enjoy more of the reading rights to which they are entitled.'

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On September 4, 00, the Dow Jones Indexes and SAM Group announced the results of their annual review for the Dow Jones Sustainability Indexes (DJSI). Effective September , 00 the DJSI World will again include over 00 companies from countries that lead their industry in terms of sustainability.

Intel Corporation has been selected as a component of this important index since its inception in 1. And, more significantly, Intel has been declared the Technology Market Sector Leader for the last years in a row. We are proud of this bottom-line recognition of our efforts across multiple disciplines at Intel that make up our economic, environmental and social performance states Dave Stangis, Director, Corporate Responsibility for Intel.

According to John Prestbo, Editor, Dow Jones Indexes, Since we launched the DJSI family in 1, there has been a significant shift in market perception of sustainability investments. A growing number of private and institutional investors are adapting economic, environmental and social criteria to reflect the impact of sustainability issues on long-term shareholder value. As a result, we are now seeing this investment style stepping out of its niche and making its way into mainstream asset management and equity research.

Since the launch of the DJSI 45 licenses have been issued to financial institutions in 14 countries. These licensees have created a variety of index based financial products including active and passive funds, equity baskets and warrants. In total, the assets managed in these portfolios now stand at close to $. billion EUR.

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For full information on the Indexes, including review methodology, a full list of the components, Market Sector Leaders and Intels Sustainability Biography visit www.sustainability-index.com.

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Intel gets perfect score in Human Rights Campaign Index

Intel is one of only 1 major U.S. companies to achieve perfect scores in the 00 Corporate Equality Index tallied by the Human Rights Campaign (HRC). Chartered with protecting the rights of lesbians, gays, bisexual, and transgender individuals, HRC conducts its corporate ratings annually.

The number of major U.S. companies to achieve the 100-percent ranking is up from 11 in 00.

What we see this year is improvement in every category measured, from written non-discrimination policies to domestic partner health insurance benefits and beyond, says HRC Education Director Kim I. Mills in an article published on the HRC home page. Corporate America continues to be a leader in the quest for GLBT civil rights. The bottom line is that successful businesses are increasingly recognizing that equality works.

Some 80 companies improved their scores in 00, with Lockheed Martin Corp. leading the industry trend by improving from a rating of 0 percent in 00 to 71 percent in 00.

HRC rates companies based on their performances in seven major indices that answer the following questions Does the company have a written non-discrimination policy covering sexual orientation, as well as a written policy covering gender identity and/or expression? Does the company extend health care benefits to same-sex partners? Does it offer diversity training? Are gay, lesbian, bisexual, and transgender (GLBT) employee groups officially sanctioned? Is corporate advertising respectful of the GLBT community? Are local GLBT community groups financially supported? And finally, does the company decline to engage in activities that could undermine the rights of the GLBT community?

The 0 corporations that joined Intel in achieving 100-percent ratings are Aetna Inc., American Airlines (AMR Corp.), Apple Computer Inc., Avaya Inc., Bank One Corp., Capital One Financial Corp., Eastman Kodak Co., Hewlett-Packard Co., IBM Corp., J.P. Morgan Chase & Co., Lehman Brothers Holdings Inc., Levi Strauss & Co., Lucent Technologies Inc., MetLife Inc., NCR Corp., Nike Inc., PG&E Corp., Prudential Financial Inc., S.C. Johnson, and Xerox Corp.

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The Alzheimers Association, Intel Team Up To Expand Home Care Technology Research

Associations Research Program Expands into Technology Arena

The Alzheimers Association and Intel Corporation today announced the formation of a consortium to spur development of technologies for the home to help people with Alzheimers disease. The Everyday Technologies for Alzheimer Care (ETAC) consortium plans to fund more than $1 million of research to develop new models of Alzheimer care based upon current and evolving technologies in computing, communications and home health care.

The formation of this consortium is the first of its kind between a leader in Alzheimer research and a leader in the computing technology industry, said William Thies, vice president, medical and scientific affairs for the Alzheimers Association. It is our hope that through this effort we will improve the quality of life for millions of people with Alzheimers disease, their families, friends and professional health care partners.

Managed by the Alzheimers Association, the ETAC consortium will fund research grants to explore new ways to help delay the onset of disabling symptoms, compensate for functional impairments and postpone and/or prevent placement in residential care settings. The Alzheimers Association and Intel will invite other technology companies, universities, industry labs, government agencies and voluntary health organizations to join the consortium and to help fund this research.

By working with the Alzheimers Association we hope to stimulate innovative research that uncovers how computing and communications technologies can support behaviors that help prevent and detect disease, foster independence and improve quality of life, said David Tennenhouse, vice president and director of research for Intel.

There are currently 4 million Americans living with Alzheimers. This number is expected to surge as 76 million baby boomers begin to turn 65 in 011. In addition to those with the disease, another 1 million family members are affected by its devastation. Caregivers and loved ones are burdened with the time and resource consuming tasks of supporting the individual with Alzheimers physically, cognitively, emotionally and spiritually.

A New Remedy Everyday Technologies for Alzheimer Care

The Everyday Technologies for Alzheimer Care consortium grew out of several separate, on-going efforts at the Alzheimers Association and Intel. In 001, the Alzheimers Association convened a technology research group to review the impact of emerging technologies on the quality of care and health services for Alzheimers disease. The group consisted of caregivers as well as experts from diverse disciplines including bioengineering, robotics, artificial intelligence, communications, systems design, software engineering, medicine, nursing, biology, economics, finance and business.

In addition, the Alzheimers Association is the largest private funder of Alzheimer research having put nearly $140 million towards research into the causes, treatment, prevention and cure of the disease. The associations research grants program encourages work by new investigators and innovative, state-of-the-art projects.

The ETAC consortium represents an expansion of the Alzheimers Associations medical and scientific research program into medical and electronic technology, added Thies. ETAC is a first step toward building a consortium of businesses, healthcare groups and aging organizations that share the widespread industry concern that current care systems and models will be inadequate to accommodate the increasing demand for individualized care.

At the same time, Intel continues to fund and conduct research on the ways in which computing and communications technologies could support the daily health and wellness needs of people of all ages in their homes and everyday lives. Through its university research program,Intel awards worldwide university research grants for projects designed to advance key focus areas, including those in the area of consumer health and wellness.

Additionally, Intels Proactive Health strategic research project is developing in-home technology prototypes to test applications that address the needs of the worlds aging population. An example of this technology is a wireless sensor network made up of thousands of small, sensing devices that could someday be embedded throughout the home to monitor important behavioral tendencies such as sleep and eating patterns, location and also send prompts to a person such as reminders to take medication. The data collected by the sensor network could help in the detection and prevention of dementia or other medical conditions, as well as help a caregiver locate a patient in need. For more information about Intel Research visit www.intel.com/research.

The ETAC consortium will build a national alliance of research and development experts from diverse disciplines including software engineering, medicine, and business to identify and harness technologies such as sensor networks that will address the many care needs of people with Alzheimers disease and ease the burden to their caregivers and loved ones.

About the Alzheimers Association

The Alzheimers Association is the world leader in Alzheimer research and support. Through our national network of advocates and chapters, we advance research, improve services and care, create awareness of Alzheimers disease and mobilize support. Our vision is a world without Alzheimers disease. For more information on the Alzheimers Association, visit www.alz.org.

Intel, the worlds largest chip maker, is also a leading manufacturer of computer, networking and communications products. Additional information about Intel is available at www.intel.com/pressroom.

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Intel Elects John L. Thornton To Its Board Of Directors

Intel Corporation announced that John L. Thornton, professor and director of global leadership at Tsinghua University in Beijing, was elected to Intels board of directors, effective today.

Thornton retired July 1 as president and co-chief operating officer of Goldman Sachs Group Inc. and as a member of that firms board of directors.

He is also a director of the Ford Motor Company, British Sky Broadcasting and Pacific Century Group Inc. He is chairman of the Brookings Institution Board of Trustees, a member of the Council on Foreign Relations, and a member of the advisory board or trustee of the Asia Society, The Goldman Sachs Foundation, The Hotchkiss School, Morehouse College, The Tsinghua University School of Economics and Management (Beijing), the Yale University Investment Committee and the Yale School of Management.

Thornton received a bachelors degree in history from Harvard College in 176, a bachelors/masters degree in jurisprudence from Oxford University in 178 and a masters degree in public and private management from the Yale School of Management in 180. He and his family live in London and Far Hills, N.J.

We are very pleased to have John Thornton join Intels board of directors, said Intel Chairman Andrew S. Grove. His background in management and finance and his 0 years of hands-on experience with international business will be immensely valuable to us.

Thorntons election to Intels board brings the number of directors to 1. That number is expected to decrease to 11 in May when Charles E. Young, a director since 174, reaches the boards mandatory retirement age.

Intel, the worlds largest chip maker, is also a leading manufacturer of computer, networking and communications products. Additional information about Intel is available at www.intel.com/pressroom.

Intel is a trademark or registered trademark of Intel Corporation or its subsidiaries in the United States and other countries.

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