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Sr. Business Intelligence Consultant Resume. Canada-ON-Greater Toronto Area. Miss Character! Program and Project Management with a specialty in Business Intelligence / Data Warehousing. #8226; Leadership and Essay I Learned Was Different mentoring. #8226; Practical ingenuity -- skills in miss analysis, planning, combining and the yellow criticism adapting. #8226; Executive level presentations #8226; Meeting and discussion facilitation. #8226; Business case development. #8226; Business Intelligence/Data Warehouse design. #8226; Business, data and systems analysis. #8226; Expertise applying Life Cycle Development methodologies. #8226; NCR/Teradata, Unix/Oracle, Mainframe/DB2. #8226; Canadian Tire Corporation (Jan 2012 - May 2012, consultant) Relationship Manager (Hybrid Business and havisham analysis IT), Automotive. Yeats Gyre! #8226; Canadian Institute for Health Information (Jan 2008 -- Oct 2011) Senior Consultant/Program Manager, Strategic Reporting Solutions (permanent) Data Warehouse Project Manager and Senior Business Analyst (consultant) #8226; Cancer Care Ontario (Dec 2004 -- Dec 2007, consultant) Data Warehouse Program/Project Manager and Lead Business Analyst. #8226; Sun Life Financial (2000 -- 2004, consultant) DW Application Architect, Project Manager, Business Analyst, BI Developer. #8226; ATT Canada Corp (1998 - 2000, consultant) Data Warehouse Application Architect and Project Lead. #8226; Royal Bank Financial Group (1998, consultant) Data Warehouse Business Systems Analyst. #8226; Ministry of Education (1998 -- volunteer) Member of the Business-Information Systems Program Standards Committee. #8226; Canadian Pacific Railway (1995 -- 1997, consultant) Data Warehouse Project Lead, BI OLAP Developer.

#8226; Unitel Communications Inc. (1992 -- 1995, employee) Project Manager, Data Warehouse Project Lead. #8226; Sun Life Assurance Company of Canada (1988 -- 1992, employee) Senior Programmer, Systems Analyst. #8226; Canadian Pacific Railway (1985 -- 1988, employee) #8226; Provide senior oversight of a cross-functional team, including Vendors, Vendor Management, IT, Marketing and business units to build an executive level pre-project business case and financial package for havisham character, projects on the strategic roadmap. #8226; Successfully managed and prepared a number of strategic work packages for VP approval, including one that improves the in-store customer experience of Tire Selector self-serve Kiosks. Jan 2008 - Oct 2011 Canadian Institute for Health Information Toronto, Ontario. Feminist! #8226; working member of the eReporting Steering Committee, responsible for providing both strategic and operational program updates. #8226; mentor and thought leader for business areas and project team members for overall project and miss character resource planning activities. Yeats Gyre! #8226; manage and execute the eReporting strategic planning process by working collaboratively with business areas and miss the eReporting and EDW Services team to zeus roles, articulate and prioritize needs, benefits and objectives, plan the work, ensure the scope is sufficient and miss havisham character aligns with organizational objectives. Tax Fraud And Money Essay! #8226; develop strategic partnerships to broaden the havisham character analysis understanding and awareness of zeus roles, eReporting solutions within and external to CIHI. #8226; established new, innovative processes that standardized the eReporting design approach, creating more sustainable products and havisham reducing time to market of yeats gyre, eReporting products. #8226; led a team that established specialized Business Intelligence/Data Warehousing business analysis processes and artifacts. #8226; formulated the multi-year eReporting business plan. #8226; managed 3 concurrent projects: 1. Establish a vision and miss roadmap for public eReporting. Essay The Moment! 2. Evolve the eReporting Experience. 3. Elevate the use of Hospital Standardized Mortality Ratio (HSMR) reporting across Canada. Miss Havisham! #8226; helped define CIHI's 3-year eReporting Roadmap by scheduling and wallpaper feminist criticism leading business area interviews with managers, directors and VP's across all business areas within CIHI. #8226; standardized the gateway into eReporting products. Miss Havisham Character Analysis! #8226; successfully led a project team of business analysts, ETL developers, business intelligence specialists, quality assurance analysts and data modelers that implemented a web-based, interactive business intelligence solution for a key hospital performance indicator (HSMR) used across Canada. Definition! #8226; created project resource timelines and estimates for budgeting and forecasting. #8226; managed client relations to ensure that project team delivery expectations were specified, managed appropriately and met, by developing successful partnerships and ongoing communication with clients. #8226; understood business area challenges, objectives and operational aspects of the business through the use of applicable facilitation and analytical approaches, the assessment of alternative solutions and the balancing of risk the business area was willing to accept. #8226; facilitated requirements gathering sessions by using Joint Application Development (JAD) sessions, white boarding, face to face interviews, and conference calls. #8226; led, mentored, supported and miss havisham character coached team members and peers by providing expertise and guidance appropriate to Business Schemes, Tax Fraud and Money, their knowledge and skill level. . Environment: Oracle, PL SQL, MicroStrategy. #8226; prepared the project charter and project plan, providing regular status updates to project sponsors. #8226; prepared and delivered key presentations to many levels of the organization, including CCO's leadership team. #8226; led and worked with members of the EDW team, the Department of Preventive Oncology and CCO's registry area to define the project approach and scope. #8226; Collaborated with other projects within the character analysis EDW portfolio to communicate and manage inter-project dependencies. #8226; successfully re-engineered CCO's very dated and complex Ontario Cancer Registry (OCR), including: #8226; Case Resolution (the association and resolution of yeats gyre, cancer diagnosis information from pathology labs and hospitals from across Ontario, into an incident case of miss, cancer) #8226; Web-based operational tool that allows CCO's registry area to manage the wallpaper feminist OCR. #8226; OCR Reporting, including: iPort™, MicroStrategy Desktop ad hoc analysis, operational reporting and miss havisham character feeds to other organizations (Statistics Canada, North American Association of Central Cancer Registries, International Agency for Research on Cancer) #8226; Worked in partnership with internal experts to successfully translate North American Association of Central Cancer Registries (NAACCR) pathology report coding rules into a set of automated rules, accounting for the variety of data sources and zeus roles their varying data completeness and quality. #8226; Participated in defining and documenting the 5-year EDW Roadmap, incorporating a Capability Maturity Model and the Cancer Patient Continuum. #8226; Lead and miss character analysis worked with the BA team to create and Business Fraud: Pyramid Tax Fraud propose project charters, detailing deliverables, scope and miss havisham character objectives.

#8226; Worked with other EDW team leads to definition, develop project estimates and timelines. #8226; Coordinated and tracked progress of BA deliverables. #8226; Supported the havisham character project manager in identifying and managing risks, issues and paper definition change requests. #8226; Interviewed business and subject matter experts to determine business and miss havisham character data requirements during development of the detailed business and functional requirements. #8226; Coordinated the creation of the Privacy Impact Assessments for each phase of the EDW. #8226; Conducted demonstrations of iPort™ to key business representatives and executives. #8226; Worked with the feminist Business Intelligence and Architecture teams to develop the look-and-feel of the web-based front end for iPort, including 53 “Quick Facts” reports and 10 “Detailed Analysis” prompted reports. #8226; Investigated and analyzed data/business requirements translating complex derivations into reproducible methods to be developed in analysis, ETL and BI. Business Fraud: Schemes, And Money Essay! Supported and provided clarification to ETL and BI developers acting as a liaison with the business and subject matter experts. #8226; Created iPort site content, including report footnotes, report caveats, glossary of cancer related terms, FAQs and miss havisham detailed methods outlining how data values were derived. #8226; Prepared case studies and lead on-site User Acceptance Testing sessions with business representatives from across Ontario. #8226; Established excellent working relationships with business representatives and subject matter experts through effective communication and relationship management. #8226; Established new processes and standards for EDW definition, design, development and operations at CCO. University of Windsor. Result Fall Was! #8226; Choosing the Right Data Warehousing Approach (March 2011) #8226; The Data Warehouse Institute World Conference (November 2010) #8226; Strategic Planning for Organizational Success (May 2010) #8226; Blueprint (Requirements Tool) (October 2008) #8226; MicroStrategy DSS -- Introduction/Advanced. #8226; Crystal Reports Trillium (Seagate) -- Advanced. #8226; BI Query Administrator and Reports. #8226; Information Advantage Analysis and Reports. The Data Warehouse Institute -- Member.

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Miss Havisham - Cliffs Notes

Miss havisham character analysis

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Miss Havisham - Cliffs Notes

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Miss Havisham - Cliffs Notes

Word-searchable text of Michelle Obama’s Princeton thesis. Below is a word-searchable text of havisham analysis, Michelle Obama’s Princeton thesis unearthed by Essay I Learned Was Different Politico . Miss Character! For a PDF copy, click here. Princeton-Educated Blacks and the Black Community. Michelle LaVaughn Robinson. presented to Princeton University.

in partial fulfillment of the. requirements for the degree of. Bachelor of Arts. Department of Sociology. Princeton, New Jersey, 1985. (c) Michelle LaVaughn Robinson, 1985. I hereby declare that I am the zeus roles sole author of this thesis. I authorize Princeton University to lend this thesis to oth- er institutions or individuals for the purpose of scholarly. Michelle LaVaughn Robinson. I further authorize Princeton University to reproduce this. thesis by photocopying or by other means, in total or in.

part, at the request of character, other institutions or individuals. for the purpose of scholarly research. Michelle LaVaughn Robinson. Princeton University requires the signatures of all persons. using or photocopying this thesis. Please sign below, and.

give address and date. I. INTRODUCTION 1. II. HYPOTHESIS 4. Dependent Variables 4. Interaction Attitudes 4. Comfort and its Relationship to. Interaction Attitudes 5. Benefit Attitudes 9. Change Over Time in the Dependent Variables 11.

Independent Variables 15. Causal Model 18. Measures of the Dependent Variables 22. Measures of the Independent Variables 24. IV: FINDINGS AND DISCUSSION 26. Description of the Sample 26. General Attitudes of Respondents 27.

Background of the Respondents 33. Explanatory Findings 36. Time vs. Ideologies 36. Time vs. General Comfort and Motivation. to Black Community 37. Association Between Time and Ideologies 39. Time and its Correlates 40. Association Between Ideologies and.

Schools Attended 43. Associations between Ideologies and zeus roles, the. Dependent Variables 44. V. SUMMARY AND CONCLUSIONS 51. Revised Causal Model 51. Major Conclusion 53. New Hypothesis 57. To Mom, Dad, Craig, and all of my special friends: Thank-you for loving me and always making me feel good about. This thesis would not have been possible without the help.

and guidance of my advisor, Professor Walter Wallace. Thank-you Professor Wallace you have made me a much better. I would also like to thank my respondents, members of the. ABPA, who participated in my study. It is good to know that. Black Princeton students can count on the support of the As- Special thanks to Mr. Steve Dawson, President of the miss havisham ABPA, and Mr.

Richard Roper for their time and zeus roles, support. Finally, I would like to thank Pat Larue and the Alumni Records. office for assisting me in mailing my questionnaires. The purpose of this study is to havisham character, examine various attitudes. of Black Princeton alumni in their present state and as they. are perceived by the alumni to have changed over time. Yeats Gyre! This.

study tries to examine the following attitudes of alumni: the extent to which they are comfortable interacting with. Black and havisham character analysis, with White individuals in various activities; the. extent to which they are motivated to benefit the Black com- munity in federalist comparison to other entities such as themselves, their families, God, etc.; the ideologies they hold with re- spects to race relations between the Black and White commu- nities; and feelings they have toward the Black lower class. such as a feeling of obligation that they should help im- prove the lives of this particular group of Blacks. As a future Black alumnus, this study is particularly in- teresting because often times I take my own attitudes about. such issues for granted;. never pausing to reflect upon how. my experiences at Princeton may somehow have caused my atti- tudes to change. This is havisham analysis important for Blacks in contempo- rary society because as more Blacks begin attending predomi- nately White universities it will be helpful to know how. their experiences in these universities affect their future. attitudes. In years to come if their attitudes do change, is it possible, for example, that they will become more.

comfortable interacting with Blacks or with Whites in yeats gyre vari- ous activities? Will they become more or less motivated to. benefit the Black community? If there is a change in their. attitudes to what might it be attributed? Will they feel. any obligation as a member of the Black community to character, help.

other Blacks in particular who are less fortunate than them- Earlier in my college career, there was no doubt in my. mind that as a member of the Black community I was somehow. obligated to this community and would utilize all of my. present and result fall, future resources to benefit this community first. and foremost. Miss Havisham Analysis! My experiences at Princeton have made me far. more aware of my “Blackness” than ever before. I have found. that at Princeton no matter how liberal and open-minded some. of my White professors and classmates try to federalist paper definition, be toward me, I. sometimes feel like a visitor on miss campus; as if I really.

don’t belong. Regardless of the circumstances underwhich I. interact with Whites at Princeton, it often seems as if, to. them, I will always be Black first and a student second. These experiences have made it apparent to me that the. path I have chosen to follow by zeus roles attending Princeton will. likely lead to my further integration and/or assimilation. into a White cultural and social structure that will only. allow me to remain on the periphery of miss character, society; never becom- ing a full participant. This realization has presently, made my goals to actively utilize my resources to benefit. the Black community more desirable. At the same time , however, it is conceivable that my.

four years of exposure to a predominately White, Ivy League. University has instilled within me certain conservative val- ues. For example, as I enter my final year at yeats gyre, Princeton, I. find myself striving for many of the analysis same goals as my White. classmates–acceptance to a prestigious graduate or profes- sional school or a high paying position in a successful cor- poration. Thus, my goals after Princeton are not as clear. Is it possible that other Black alumni share these feel- ings? Do most alumni experience a change in their atti- tudes; and, if so, how are they likely to change? This. study will try to provide some answers to federalist paper, these questions. However, before discussing the findings, it will be neces- sary to define the variables of the study and explain the.

methods used to measure these variables. This. study focuses on four dependent variables which may. be divided into two attitude categories: 1) the miss havisham extent to. which respondents to the questionnaire feel personally and. ideologically comfortable interacting with Blacks and with. Whites; and 2) the relative degree of motivation these re- spondents have to benefit various entities–including the. Black community, themselves, their families, and the Ameri- can community at large (which is, of course, predominately. White). Let us call these two categories “Interaction Atti- There are two basic variables in this category.

By in- quiring about the relative comfort that the respondents feel. when interacting with both Blacks and Whites in various ac- tivities, the study tries to provide some idea of the re- spondents’ personal preferences when interacting with Blacks. and with Whites, and thus measures their degree of attach- ment to individuals of different races. In addition, the. study also inquires about respondents’ ideological prefer- ences regarding relations between the Black and wallpaper, White commu- nities. Let us consider these two variables more closely.

Comfort and its Relationship to Interaction Attitudes. Webster’s Dictionary of English offers several key syno- nyms for “comfort”, some of which are ease, pleasure, and. enjoyment. When one speaks of being “comfortable with” someone or something, one often thinks of environments which. promote feelings of ease and miss havisham analysis, with which one is familiar, such as being in yeats gyre one’s own home or with one’s family and. close friends. More often than not, one finds comfort in.

things with which one is familiar rather than in unfamiliar. things. Analysis! It is also more likely that one is an immediate result of the fall empire more attached to. to things with which one is familiar than to things with. which one is character analysis unfamiliar. The Yellow Feminist! Therefore, in the case of the re- spondents, I argue that the miss character analysis relative sense of comfort they. may feel when interacting with Blacks in Business Fraud: Pyramid and Money comparison to. Whites (and vice versa) in various activities reflects the. relative ease and familiarity the character analysis respondents feel with. Blacks in comparison to Whites which, in turn, indicates the. extent to zeus roles, which the respondents are personally attached to.

Blacks as individuals in comparison to Whites as individu- It is important to point out miss character, that one’s attitudes about. race relations on an individual level have an important de- gree of logical independence from one’s attitudes about race. relations on a community level. Federalist Definition! An individual who is more. personally comfortable with Blacks than with Whites on an. individual level need not hold political ideologies which.

support the separation of Blacks and Whites on a community. level. Likewise, an individual who is personally more com- fortable with individual Whites than with individual Blacks. may or may not hold ideologies which support the havisham analysis integration. of Blacks and Whites on a community level. Yeats Gyre! Therefore, it is. necessary to measure attitudes towards relations between. Blacks and Whites on a community level (to be referred to as. “ideologies”) independently from personal attitudes towards.

relations between Blacks and Whites on an individual level. The variable to be discussed next tries to accomplish this. by mesauring the extent to which the respondents are separa- tionist and/or pluralist or integrationist and/or assimilia- tionist (to be referred to havisham analysis, as sep/plur and zeus roles, int/assim). Separationism/Pluralism and Integrationism/Assimilationism. Unlike the discussion of “comfort”.in the previous sec- tion, literature defining concepts of sep/plur and int/assim. was found. Havisham Character Analysis! Therefore, in wallpaper feminist criticism order to demonstrate the role of. these concepts in this study, the following section will. draw on miss havisham analysis the writings of such authors as van den Berghe, Billingsley, and Carmichael and Hamilton, to name a few, whose writings utilize these concepts. van den Berghe (1967), discusses the possibility of two.

types of Essay on The Moment I Learned Was Different, pluralism: 1)cultural structural pluralism in. which one finds different ethnic groups with their own lan- guages, values, etc., but participating in a common social. structure (things people do together); and 2)social struc- tural pluralism in which one finds shared languages and val- ues across different ethnic groups each participating in its. own separate social structure.)1 These definitions of plural- ism utilized by van den Berghe serve as a basis for using. the term “pluralism” as a measure of the respondents’s atti- tudes about analysis, race relations between Blacks and Whites on a. The idea of separationism and pluralism (both cultural. structural and social structural) is Essay I Learned Was Different also discussed by Bill- ingsley (1968) who believes there is a need for Blacks to. build up their own communities; define themselves by havisham new. “Black” standards different from the old White standards; and exercise power and control over their own institutions.

and services within the Black community. 1 Pierre van den Berghe, Race and Racism, (New York: Wiley), Stokely Carmichael and paper definition, Charles Hamilton’s (1967) devel- oped definitions of separationism in their discussion of. Black Power which guided me in the formulation and use of. this concept in miss analysis the study. The concept of Black Power rests on yeats gyre the fundamen- tal premise: Before a group can enter the open. society, it must close ranks.

By this we mean. that group solidarity is necessary before a group. can operate effectively from a bargaining position. of strength in a pluralistic society.’ Thus, Carmichael and Hamilton define separationism as a nec- essary stage for the development of the miss character Black community be- fore this group integrates into the “open society”. The idea of creating separate social structure and cul- tural structures as suggested by these authors serves to. clarify definitions of separationism/pluralism as they func- tion in the dependent variable which tries to measure the. respondents’ ideologies concerning political and economic. relations between the Black and White communities. Conyers and Wallace (1976) embody the idea of Blacks.

working with Whites as a plausible political and economic. ideology about Essay on I Learned Was Different, relations between the miss havisham analysis Black and White commu- nities. Their discussion focuses on representative integra- tion which is the zeus roles integration of Black official into various. aspects of miss character, politics. They discuss problems which face these. Black officials who must persuade the White community that.

they are above issues of race and that they are representing. 2 Stokely Carmichael and :Charles Hamilton, Black Power: The. Politics of Liberation in America, (New York: Vintage Books), all people and not just Black people. Zeus Roles! The idea of miss havisham character analysis, working. with Whites to form a common social structure and cultural.

structure as opposed to creating two separate social struc- tures and cultural structures discussed in the writings of. Conyers and Essay on, Wallace have aided in the development of con- cepts of integrationism and assimilationism as they function. The second set of havisham, dependent variables in this study tries. especially to measure the extent to which the respondents. were motivated to benefit various social groups. The first. variable was designed to provide some idea of yeats gyre, how interested. the respondents are in positively contributing to the Black. community relative to other social groups such as the analysis White. community, their families, their occupations.

The second. variable in this category was designed to measure the nature. of the respondents’ attitudes not toward the zeus roles Black community. as an undifferentiated whole, but specifically toward mem- bers of the lower class in that community. Let us consider. these variables a little more closely. The study examines the miss havisham respondents’ motivations to ben- efit various individuals and groups of individuals, thereby, measuring their value priorities. Essay On I Learned! The study inquires about. the respondents’ motivations to benefit him/herself, and the.

following social groups: the miss character analysis family, the Black community, the White community, God and church, the U.S. society, the. non-White races of the world, and the human species as a. In an individual’s lifetime, it is necessary that the zeus roles in- dividual focus his/her interests on benefiting a limited. number of things at miss havisham analysis, a time because it is impossible to help. everyone and everything equally at paper definition, the same time. There- fore, the individual must create a motivational hierachy. from which the analysis individual can determine which social groups. are most important to an immediate of the empire, benefit. Analysis! Some individuals may place. the highest value on benefiting themselves or their fami- lies.

Others may value their occupational fields most high- ly. Others may place God before everything else. In still. other instances, one’s motivation to benefit either the U.S. society, the non-White races of the yeats gyre world or the human spec- ies as a whole could be most powerful. The desire to benefit the Black community as previously. mentioned, is also included in the list of subjective moti- vations. However, this dependent variable did not differen- tiate the Black community in any way because it tries to. measure the level of interest the respondents have in miss character the. Black community as a whole in comparison to other possible.

social groups as a whole. The variable discussed next tries. to make up for yeats gyre, that. The second benefit variable examines the respondents’ desire to benefit specifically the Black lower class rather. than examining attitudes towards the miss havisham character Black community as a. whole.

This identification is useful because there is paper definition a. large segment of the Black community that is lower class and. as a result of the strong likelihood that respondents now. belong to classes higher and miss havisham analysis, more powerful, politically and. economically, than the lower class largely because they have. graduated from Princeton University, it is interesting to. see what their attitudes are towards a large majority of. Blacks unlike themselves.

Feelings of an immediate of the empire was, obligation to improve. the life of the miss character analysis Black lower class, feelings of result of the roman empire was, guilt for be- traying the Black lower class, as well as feelings of shame. or envy toward the Black lower class are investigated in. CHANGE OVER TIME IN THE DEPENDENT VARIABLES. By adding a measure for change over time the dependent. variables may be.studied both in their present perceived.

state and as they are perceived by the respondents to miss havisham character, have. changed over time. The study accomlishes this measure of. change by dividing the federalist paper definition respondents’ lives into three peri- ods: “Pre-Princeton” (years before entering college), “Princeton” (years in college), and “Post-Princeton” (years. after graduating from college).3. It is important to character, realize that the change measured is. that which is perceived by Schemes, Tax Fraud the individual; an introspective. measure of change. Havisham Character! For example, the individual answering.

the question may believe that he/she has changed in no way. at all, however, if someone else, possibly a family member, were asked the same question about the individual, it is. possible that they would believe that the individual has. drastically changed over time. The measure for change over time is zeus roles focused around.

Princeton because the study attempts to examine the effects. of a Princeton education on Blacks. Respondents are repre- sentative of a small number of Blacks who attend predomi- nately White universities and they also represent an even. smaller portion of Blacks attending Ivy League universities. Unversities such as Princeton only havisham analysis began admitting Blacks in.

the 1960’s and presently Blacks comprise only federalist paper about 10% of. total enrollment. Havisham Analysis! Due to the small number of the yellow wallpaper feminist criticism, Blacks in at- tendance, the havisham character University does not often meet the social and. academic needs of its Black population because these univer- 3 For this study, change was computed for first, the Pre- Princeton to Princeton period (to be referred to as “Pre- to-Prin”) and on The Moment, then for the Princeton to miss character analysis, Post-Princeton. period (to be referred to as “Prin-to-Post”). By calcu- lating the difference between the number indicated by re- spondents for Business Fraud: Schemes, and Money Laundering, Pre-Princeton point and the number indicated.

by respondents for the Princeton point, it was possible to. estimate the change during the Pre-to-Prin period. Like- wise the difference between the number indicated by the. respondents for Princeton point and the number indicated. for the Post-Princeton point shows the change during the. Princeton to character analysis, Post-Princeton period.. sities focus their attentions on accommodating the fall was White. students who comprise the majority of miss havisham analysis, their enrollments. Dejoie discusses the claims of the negative effects of. predominately White universities on the Black students at- tending those universities. Although I was unable to find.

empirical support for Dejoie’s essay, I feel the Essay The Moment I Learned Was Different ideas she. expressed are worth some discussion. Dejoie believes that “Institutional policies of predomi- nately White universities have established practices which. favor the prefered groups and have ranked priorities which. are meant to facilitate the tasks and improve the conditions. of White students while ignoring the needs of the Black stu- dents”.” Dr. Dejoie goes on in her study to discuss the ef- fects of biased curricula which does not encourage,”…The.

contribution of Blacks, the study of Blacks, as a group”.5. She states that Departments of Black Studies are kept very. separate from White university curricula. Dejoie also dis- cusses the negative aspects of social and non-academic ac- tivites at these schools: “Fraternities, sororities, home- coming activities and miss character, student government maintain the White. status-quo. Fraud: Pyramid Schemes,! As in academic areas, the social aspects of. university life systematically follow the interests of the. White students–the majority group”.6. 4 Dr. Carolyn Dejoie, “Low Morale in Higher Education: Blacks in.

Predominately White Universities”, (source of article unknown). As a result of such biases, both academic and havisham character, non-academ- ic, it is often difficult for some Black students to adjust. to Princeton’s environment; and unfortunately there are very. few adequate support groups which provide some form of gui- dance and counsel for zeus roles, Black students having difficulty mak- ing the transition from their home environments to Prince- ton’s environment. Most students are dependent upon the use. of their own faculties to carry them through Princeton. Therefore, it is important to understand exactly what kinds. of changes Black students undergo, if any, while in miss Prince- For this study, the Pre-Princeton measure provides a. rough idea of The Moment Was Different, what kinds of beliefs respondents held with.

respects to the dependent variables before entering college. and the Post-Princeton measure provides some idea of what. respondents’ beliefs are after college. Thus, if findings. show consistency between the havisham analysis two periods (Pre-Princeton and. Post-Princeton), it may be possible that no change occured. as a result of their Princeton education, or possibly in. this case, Princeton’s effect on the respondents’ beliefs. lasted for a short time and then no longer effected their. attitudes, thus making these effects temporary. If findings.

show some change through the periods, it may be possible. that their Princeton education influenced these changes. By measuring a number of independent variables, this. study will try to zeus roles, determine some correlates of the respon- dents’ interest in interacting with Blacks and miss havisham character, Whites on federalist an. individual and havisham character analysis, a community level, as well as their interest. to benefit various social groups; the Black community in. particular. Federalist! The independent variables of havisham, this study include. the following: the actual time the respondents spent inter- acting with Blacks and Whites (to be referred to as “time”); and the racial make-up of the individual’s primary and sec- ondary schools, in addition to the racial make-up of the in- dividual’s neighborhood; the race of the person whom the in- dividual most admired throughout his/her lifetime; the. individual’s image of Essay on The Moment Was Different, God; the number of books in the indi- vidual’s home while growing up and presently; and the age.

and sex of the individual. Therefore, although this study. examines several independent variables, as will be shown in. a later chapter, only a few independent variables were found. to have strong relationships to the dependent variables. This section will discuss the independent variables found to. have the miss analysis strongest relationship to the dependent variables.

first, and will discuss the independent variables of the. study which are found to have no relationship to the depen- dent variables last. As will be demonstrated, the independent variables which. measure the actual time the indivdual spent with Blacks in. comparison to Pyramid Schemes,, Whites throughout Pre-Princeton, Princeton, and Post-Princeton years will be used as an independent. variable.

This variable is related to several other inde- pendent variables which measure the racial make-up of the. individual’s neighborhood in which he/she grew up as well as. the individual’s primary and secondary schools. The individual’s past and present socio-economic status. is measured by the independent variable which asks for the. economic class in miss which the individual’s family belonged.

when growing up, in addition to the individual’s career mo- bility in comparison to the individual’s parents’ socio-eco- Another independent variable measured in this study is. the race of the person whom the individual most admired. thoughout his/her lifetime. This variable enables one to.

examine the influence of the race of the result of the empire individual’s role. models on their attitudes with respect to the dependent. variables of the study. A rough measure of havisham character analysis, literateness (tendency for wallpaper criticism, an individ- ual to include reading and miss havisham, writing as a major part of his/ her life) is attempted by the variable examining the number. of books in the individuals home while growing up and pres- ently; and finally, age and sex of the individual will also. The study contains a set of questions examining the indi- vidual’s belief in God. On The Moment I Learned! This measure has been used in place. of the traditional measure which asks simply, “Do you be- lieve in God? “requiring a “yes” or “no” response or “Which. bests describes your religious beliefs? Check one: Protes- tant, Catholic, Jewish, Athiest, none of the character analysis above, other.” Instead of examining whether or not the wallpaper criticism individual believes.

in God, Piazza and Glock (1979) demonstrated that examining. the specific content of the individual’s beliefs as opposed. to measuring whether or not the individual believes in havisham character God. provides greater insight into the individual’s ideas about. God. The study found that when people answer “yes” or “no” to the the yellow wallpaper traditional measure of Belief in miss character analysis God, they do not all. mean the same thing; their conception of God varies. “Most. Americans Believe in a God, but this does not necessarily. imply that they have the same thing in Essay on I Learned Was Different mind”.7.

In order to miss character analysis, obtain a clearer idea of the content of the. individual’s religious beliefs, Piazza and Glock developed a. question that depends on definition three interrelated measures: the. extent to which the individual does or does not believe in a. God, the degree to havisham character, which the individual believes God influ- ences the way society is organized, .and the degree to yeats gyre, which. the individual believes God influences the individual’s own. 7 Piazza and Glock, “Images of God and Their Social Mean- ing”, Religious Dimensions, (New Jersey: Prentice Hall, The diagram below represents the original hypothesized.

relationships between the independent and dependent vari- Comfort interacting with Blacks. Motivations to benefit the Black community. Attitudes towards the Black lower class. It is my belief, as seen by character analysis the above causal model, that. the independent variable which measures the actual time the. respondents have spent throughout the three periods of their. lifetime with Blacks and with Whites will have a strong ef- fect on the dependent variables of the study because the.

more the individual spends time with a group of people, the. more the individual will be familiar with that particular. group of people. For example, if the study shows that more. respondents spend time with Blacks than with Whites during. each period of his/her lifetime, the the yellow feminist study is likely to show. more respondents tend to be comfortable with Blacks than.

with Whites when interacting in various activities. I also further hypothesize that this sense of miss havisham analysis, comfort. with Blacks will be greatest in all the activities measured. by this dependent variable except intellectual activites. Intellectually, Blacks may be more comfortable with Whites.

as a result of a greater amount of exposure to Whites in an. academic setting while at Princeton. Attending Princeton. has probably forced the respondents to Essay on Was Different, compete intellectual- ly with Whites more than with Blacks and, thus, they have. probably become more familiar with Whites intellectually, but in other activities they are not likely to have gained.

familiarity with Whites if they did not spend time with. Whites in miss other activities besides intellectual ones. As a result of this greater sense of comfort felt by re- spondents with groups with whom they have spent more time, more respondents will be interested in Fraud: Schemes, Laundering benefiting these par- ticular groups in comparison to others. Analysis! Thus, the variable. measuring time spent with Blacks or Whites will also influ- ence the zeus roles dependent variable measured by the respondents’ mo- tivation to benefit various social groups.

For example, re- spondents who. have spent time with Blacks are likely to havisham character analysis, be. more comfortable with Blacks and will, therefore, take a. great interest in zeus roles benefiting this group in comparison to. other social groups. Consequently, it is havisham analysis also likely that. these respondents are motivated to benefit self, their loved. ones (who are also likely to be Black) and the Black commu- nity in comparison to other social groups indicated by zeus roles this. variable. While Blacks who are more comfortable with Whites. than with Blacks will probably be less interested in ben- efiting the Black community. The more respondents spend time with Blacks, the more po- sitive and compassionate they will be in their attitudes to- wards lower class Black Americans, expressing strong feel- ings of havisham, obligation to take part in zeus roles improving their lives. Feelings of obligation will also tend to miss, be strong for.

Blacks who have spent more time with Whites because of a. general sense of compassion towards all underprivileged peo- ple. However, the on The Moment I Learned feelings of pride in remaining apart from. their lives will be much stronger than their feelings of. pride in not remaining apart from their lives because these. respondents will show tendencies of downplaying the rela- tionship between themselves and other Blacks. The socio-economic status of the miss havisham character analysis respondents’ parents in.

addition to the individual’s career mobility are likely to. place these individual’s in social and an immediate empire was, economic arenas more. compatible with Whites, who make up a large segment of mid- dle class Americans, because they will be able to afford all. of the character luxuries typical of the zeus roles White middle class. Thus, the higher the class and the more upward the miss character analysis career mobili- ty, the more comfortable these Blacks will be with Whites. than with lower class Blacks.

Class and upward mobility. will probably influence the dependent variables in the same. way that time spent influenced the independent variables. My overall hypotheses described in this section focuses. on the group with whom the respondents identify most. The. independent variables measure identification through such. questions as time spent with Blacks and Whites, socio-eco- nomic class, career mobility, etc. The individual’s degree.

of identification with either Blacks or Whites will deter- mine his/her motivations to wallpaper feminist, benefit various social groups, his/her ideologies about race relations between the Black. and White communites, relative comfort felt by him/her when. interacting with Blacks and Whites, and miss havisham analysis, his/her interest in. the Black lower class. Paper Definition! The more the individual identifies. with the Black community the more his attitudes will sway. towards a positive relationship with the Black community, however, the miss havisham analysis more the individual identifies with the White.

community the more his attitudes will sway towards a neg- ative relationship with the Black community. Yeats Gyre! This idea of. identification will be discussed further in the Summary and. Conclusions chapter of this study. The first part of the questionnaire, questions 1, 3, 4, and 5 measure the miss character dependent variables, interaction and ben- efit attitudes. The second part of the questionnaire, ques- tions 2 and 6 through 19, measure the independent variables. Measures of the Dependent Variables.

Using a scale varying from feeling “much more comfortable. with Blacks” through feeling “about equally comfortable with. Blacks and Whites”, to feeling “much more comfortable with. Whites”, the first question of the study asked respondents. to indicate the relative degree of zeus roles, comfort they felt while. interacting with Blacks and havisham analysis, Whites in feminist criticism various activities. during the three life-periods. The activities referred to. were as follows: “intellectual (discussing philosophical, scientific, technical or artistic ideas”; “social (partying, dining, going to shows and sports)”; “religious (sharing re- ligious views, worshipping)”; “political (participating in. demonstrations, political campaigns and organizations)”; “business (working on analysis a paying job, as ‘subordinate and/or.

superordinate)”; “dating (including all specifically sexual. activities)”; “sports and athletics (including keeping in. shape and competing)”; and yeats gyre, “in general (considering all ac- Question 3 asked alumni to rate the contributions to. their behavior, during the three life-periods, of havisham character, motiva- tions to benefit various individuals and Essay The Moment Was Different, social groups. The. scale used for this question varied from feeling the motiva- tion made “no” contribution to their behavior through feel- ing the motivation made a “moderate” contribution to their. behavior to feeling the motivation made a “very strong” con- tribution to their behavior. Character! The individuals and social. groups referred to were as follows: self; loved ones; occu- pation; God and church; local residential community; the. Black American community; the USA as a society; the non-

White races of the world; and the human species as a whole. A similar scale was used to the yellow wallpaper criticism, measure the respondents’ views during the three life-periods about relations between. the Black and White communities in the U.S. in question 4. In this scale, alternatives ranged from being “very strongly. separationist and/or pluralist” through being “undecided” to. being “very strongly integrationist and/or assimilationist. Question 5, the last measure of the dependent variables. asked respondents about their personal attitudes towards. lower class Black Americans. This question was broken into. a series of statements to which the miss respondents were asked.

to indicate if they felt the statement was “very true”, “false” or if respondents were “undecided”. Feminist Criticism! Some of the. statements measured were as follows: “I feel proud that I. have been strong enough to avoid remaining in or falling. into, lower class life”; “I feel obligated to help improve. their life”; “I feel they must help themselves”.

Measures of the Independent Variables. The second part of the questionnaire consists of havisham character analysis, fourteen. questions aimed at measuring the independent variables of. the study (e.g., how much time spent with Blacks vs. Whites).

These questions are very straightforward and try. to provide a general description of the respondents. Business Schemes, And Money Essay! For. example, question 9 asks “Which of the following describes. your primary and havisham character analysis, secondary schools?” The choices are, all. or almost all Black, mostly Black, about zeus roles, equally Black and. White, mostly White, and all or almost all White. This.

question, in addition to others like question 5 which asked. for the havisham predominate racial make-up of the neighborhood in. which the respondents grew up, provide a general idea of the. types of racial associations the respondents had before en- tering Princeton. Others such as those questionning respon- dents’ current living arrangements, age, sex, and career mo- bility in questions 16, 17, 18, provide a general picture of. the respondents’ ,present lifestyle. Questions 6, 7, and 8. measure the content of the respondents’ belief in God. These. questions asked the following: the respondents’ belief in. “God”, the paper influence of miss character, “God” in the respondents’ personal. life, and the respondents’ belief in fall of the roman empire the influence of “God” on the way society is organized.

These variables may be. combined to create new independent variables if desired. The sample of character analysis, 400 Black Princeton alumni was obtained. from the Alumni Records Office at Princeton University. With the permission of Steve Dawson, the President of result of the empire was, the. Association of Black Princeton Alumni (ABPA) and miss analysis, his office, the staff at the Alumni Records Office assisted the study by. selecting every fourth name on a mailing list of approxi- mately 1200 names until 400 names were collected. The questionnaire was sent through U.S. mail along with a. letter from the President of the ABPA, encouraging subjects. to participate in the study, and a stamped, self-addressed. envelope for the return of the questionnaire. The sample.

consists of yeats gyre, Black Americans who graduated from Princeton’s. undergraduate program. The total number of returned ques- tionnaires was 89; thus, the response rate for this ques- tionnaire was approximately 22%. FINDINGS AND DISCUSSION. DESCRIPTION OF THE SAMPLE. The following section intends to miss havisham, provide an idea of how. the alumni responded to Essay I Learned, the questionnaire in general. Miss Havisham! In.

order to fully appreciate such a discussion one must keep in. mind the uniqueness of the individuals upon which this study. focuses. Not only wallpaper are these respondents representative of. middle class Black Americans, but as some of the havisham first. Blacks to be integrated into Princeton University(infamous. for being racially the most conservative of the definition Ivy League. With 73% of respondents indicating that they were between.

the ages of 25 and 34 years (see table 1), it is also proba- ble that the majority of the respondents were attending. Princeton during the miss character 1970’s when affirmative action which. provided numerous opportunities for result fall empire, Blacks economically, ed- ucationally, and occupationally was put into miss character, effect. For. the first time since reconstruction Blacks were beginning to. be properly represented in such fields as politics, govern- ment, medicine, education, etc. The Black Power Movement.

was also strong during this time and as I have mentioned. earlier in yeats gyre the study, such leaders as Stokely Carmichael. were stressing the need for Blacks to separate themselves. from White society in order to strengthen the Black communi- ty. Thus, it will be fascinating to find out what types of. Blacks decided to attend a prestigious, White university, and how this education may have affected them. General Attitudes of Respondents. In table 2, during the Pre-to-Prin period, the percentage. of respondents who reported spending more time interacting.

with Blacks than with Whites rose sharply from 43% to 61%. Yet, during the character analysis Prin-to-Post period, the percentage of an immediate fall of the roman, re- spondents spending time with Blacks dropped back down from. Data in. Table 2 only show percentages of respondents. spending time with Blacks and Whites for what shall be re- garded, for miss analysis, the purposes of this study, as particular points. in time, i.e., Pre-Princeton, Princeton, and Post-Princeton.

One cannot know from these data, how individual respondents. changed between these points. This type of information is. available,: however, by examining Table 2a which shows the. percentage of respondents that (1) changed in on The Moment I Learned the direction. of spending more time with Blacks, (2) made no change in. this respect, and (3) changed in the direction of miss havisham, spending. more time with Whites during the Pre-to-Prin and the Prin- to-Post periods.

Thus, Table 2a shows that during the federalist Pre- to-Prin period 46% of the respondents changed toward spend- ing more time with Blacks, while only 26% changed toward. spending more time with Whites. Miss Havisham! During the Prin-to-Post. period, however, the percentage of respondents who changed. toward spending more time with Blacks dropped drastically by.

Thus far in the findings, an interesting trend has al- ready appeared which shows that the changes and differences. in the tables are related to something that happened to the. respondents while at Princeton. This belief will be dis- cussed further in the conclusion section of the Essay I Learned Was Different study. Just as the miss percentage of respondents who spent more time. with Blacks than with Whites (and vice versa) appeared to. change during Princeton, the percentage of respondents who.

reported holding sep/plur ideologies regarding relations be- tween the Black and White communities also changed during. Princeton. In Table 3, from the Pre-Princeton point to Fraud: Schemes, Tax Fraud Laundering Essay, the. Post-Princeton point the percentage of respondents who held. sep/plur ideologies greatly increased from miss havisham analysis 26% to 40%. Yet, from the Princeton point to the Post-Princeton point this.

percentage of respondents declined from 40% to an immediate of the roman empire, 31%. In Table 3a which shows the individual-level change in. ideologies over time, it is clear that 45% of the respon- dents changed toward becoming more sep/plur in comparison to. only 16% who changed toward becoming more int/assim during. the Pre-to-Prin period. However, during the miss character analysis Prin-to-Post. period this 45% of respondents who changed toward becoming. more sep/plur dropped to 19%, while the paper definition 16% of miss havisham analysis, respondents.

who changed toward becoming more int/assim rose to 32%. The data in tables 3 and zeus roles, 3a demonstrate that not only did. the percentage of respondents who spent more time with. Blacks than with Whites increase during Princeton, but there. was also an increase in the percentage of respondents who. held sep/plur ideologies. Interestingly enough, the percentage of respondents who.

were motivated to benefit the Black community increased from. 46% at the Pre-Princeton point to 63% at the Princeton. point, and remained drastically unchanged (64%) Post-Prince- ton (see Table 4.3). The change over time as seen in Table 4.3a shows that the. 35% of the respondents becoming more motivated to benefit. the Black community during the Pre-to-Prin period decreased.

to 13% during the Prin-to-Post period, and similarily, the. 10% of respondents becoming less motivated to benefit the. Black community increased to 20% during the havisham analysis same two peri- ods. Thus, even though Table 4.3 shows roughly the same. percentage of respondents were motivated to benefit the. Black community Post-Princeton as Princeton, Table 4.3a. shows that during the Pre-to-Prin period the individual-lev- el change was away from this motivation.

Findings in zeus roles tables 4 and 4.1 are roughly similar to find- ings in Table 4.3 for. respondents’ motivations to benefit. self and loved ones. However, for individual-level change. tables 4a and character, 4.1a, a larger percentage of respondents be- came motivated to federalist paper definition, benefit self and loved ones during the. Pre-to-Prin and Prin-to-Post periods than they become less. motivated to benefit themselves and their loved ones. Thus, becoming increasingly motivated to benefit self and loved.

ones during both periods, but especially during the Prin-to- Post periods, and especially toward benefiting self. Occupational motivations, in table 4.2 show that during. Princeton, there was a larger percentage of respondents who. were not motivated to benefit their occupations in compari- son to the percentages of respondents who are moderately mo- tivated and motivated to benefit occupation. During Post-

Princeton, however, the percentage of respondents who were. strongly motivated to benefit occupation increased greatly. Tables 4.4 and 4.4a which show the percentage of respon- dents who are motivated or were motivated to benefit God, and the individual-level change in miss havisham this motivation respec- tively demonstrate an increase in the percentage of respon- dents not motivated to benefit God; during the yeats gyre Pre-to-Prin. period; 40% during Pre-Princeton to 45% during Princeton, which decreases during Post-Princeton from 45% to miss character, 41% (see. table 4.4).

Table 4.4a shows that during Pre-to-Prin period. a larger percentage of Essay I Learned, respondents reported becoming unmoti- vated to miss havisham analysis, benefit God, than they were becoming motivated to. benefit God, but during the on Was Different Prin-to-Post period a larger. percentage of respondents reported becoming motivated to. benefit God than they were becoming not motivated to benefit. Tables 5 and 5.1 which show the percentage of havisham character, respondents. feeling comfortable interacting with Blacks and Whites in. both intellectual and social activities provide data which. also appear to change during Princeton in comparison to Pre- Princeton and Post-Princeton.

Even though the Pyramid Tax Fraud and Money change is not. drastic for miss, intellectual activities, the 26% of the respon- dents who were comfortable with Blacks rose to 37% from Pre- Princeton to Princeton, and dropped back to 22% during the. Post-Princeton point. Zeus Roles! The pattern of group-level change for. social activities was similar: the miss havisham change from the Pre- Princeton to zeus roles, the Princeton point (64% and 73% felt more com- fortable with Blacks at miss havisham, these times) was followed during the. Princeton point to yeats gyre, the Post-Princeton point by an opposite. change (73%, and 62% felt comfortable with Blacks). In tables 5a we find that 36% of the respondents reported. becoming intellectually more comfortable with Blacks, in.

contrast to the 16% of the respondents who reported becoming. intellectually more comfortable with Whites during the Pre- to-Prin period. During the character Prin-to-Post period, however, these figures were reversed, with only 10% becoming more. comfortable with Blacks while 31% became more comfortable. Similar individual-level changes in feelings of comfort.

in social activities appear in table 5.1a. The 31% of re- spondents who reported becoming comfortable with Blacks dur- ing the wallpaper feminist Pre-to-Prin period decreased to 10% during the Prin- to-Post period, and the 11% who reported becoming more. comfortable with Whites during the miss havisham analysis Pre-to-Prin period in- creased to 31% during the Prin-to-Post period. In table 5 we find that a larger percentage of the re- spondents reported feeling equally comfortable with Blacks. and Whites in intellectual activities during each of the.

three periods than reported feeling more comfortable with. Blacks or more comfortable with Whites. Indeed, comparing. intellectual comfort (table 5) with social comfort, dating. comfort, political comfort, and general comfort respondents.

feel interacting with Blacks and Whites in tables 5.1, 5.2, 5.4, and 5.6, table 5 shows a greater percentage of respon- dents who felt equally comfortable with Blacks and Whites. than in any of these other tables (which is closer to feel- ing more comfort with Blacks) and also shows a smaller per- centage of an immediate of the fall roman, respndents who felt comfortable with Blacks in. comparison to any of the other comfort tables. The latter. supports the hypothesis that the miss havisham character comfort respondents feel. with Blacks will be greater in all activities accept intel- lectual ones. However, it must be noted that for business. and sporting (see tables 5.3 and 5.5), percentages of re- spondents reporting comfort with Blacks are also small in. comparison to tables (5.1, 5.2, 5.4, and 5.6). Background of the Respondents.

There was a split between the sexes; 60% of the respon- dents were male and 40% were female (see table 6). Fifty- one percent of the respondents were raised in homes which. were lower middle class; while 24% of the respondents were. raised in lower or under class households, and result fall of the roman, 24% were. raised in miss havisham character upper to upper middle class households (see table.

Table 8 shows that reading and writing became more apart. of the respondents’ lives after they left Princeton. Zeus Roles! The. seventy-four percent of respondents who indicated having 51. to over 100 books in miss their homes during the of the fall of the roman empire time they were. growing up increased to miss havisham analysis, 89%, while the 25% of respondents. indicating living in homes with less than 50 books while. growing up decreased to 11%. Sixty-five percent of on The Moment I Learned, respondents said they grew up in.

all or mostly Black neighborhoods, 20% said they grew up in. all or mostly White neighborhoods, and 15% of the character respon- dents reported growing up in neighborhoods that were equally. Black and White. Fifty-one percent of the respondents re- ported that they grew up in I Learned Was Different cities, 40% grew up in suburbs, and only 9% reported growing up on havisham character a farm or in “open coun- Even though more respondents reported growing up in Black. neighborhoods many attended secondary schools whose popula- tion was becoming less Black than White in comparison to. their primary schools. Essay On I Learned! For example, the percents for re- spondents who reported attending Black primary schools and. White primary schools were almost equal; 46% Black, 45% White and 9% Black and White. However, for the secondary.

schools, the percent of respondents reporting that they at- tended White schools increased to 63%, while the percent of. respondents who reported they attended Black schools dropped. to 24%, and 13% attended schools that were equally Black and. Although the schools the respondents attended during the. Pre-Princeton point became more White than Black, this trend.

did not appear with respect to their present living arrange- ments. Fifty-four percent of havisham analysis, respondents reported living. with one or more Blacks, only 5% reported living with one or. more Whites, 4% reported living with one or more Blacks and. Whites, and 38% lived alone. At all three times investigated in this study, respon- dents reported admiring Blacks more than Whites. During the. Pre-Princeton point, 58% reported admiring a relative, while. 30% reported admiring a Black friend, or Black fictional or. non-fictional person; and only 11% reported admiring a White.

friend, or White fictional or non-fictional person. An Immediate Result Of The Roman Empire! During. the Princeton point, 50% of the respondents reported admir- ing a Black friend or fictional/non-fictional person, while. 39% reported admiring a relative, and once again, only miss character analysis 10% reported admiring a White friend or fictional/non-fictional. person.

During the yeats gyre Post-Princeton point, 47% reported ad- miring a relative, 44% reported admiring a Black friend or. fictional/non-fictional person, and 9% reported admiring a. White friend or fictional/non-fictional friend (see table. Seventy-one percent of the respondents reported being in. careers that have made them upwardly mobile from analysis their pa- rents’ socio-economic class, while none of the respondents. reported being downwardly mobile from their parents’ socio- economic class, and only 17% of the respondents reported re- maining even with their parents’ socio-economic class; 12% did not know yet how they were moving (see table 10). With respect to belief in God, it appears that their gen- eral belief in some kind of God was relatively high.

Sixty- two percent of the respondents said they definitely believe. in God, while only 6% reported that they do not believe in. God; .24% are uncomfortable with the word “God” but believe. in a.transcendent force; and 9% either do not know or are. uncertain.

Seventy-one percent of the respondents believe. God influences their own lives, but only 43% of the on respon- dents believe that God influences the way society is miss havisham character analysis organ- The strongest relationships found in of the fall of the empire was this study focus on. two variables. The amount of miss, time the respondents spent. with Blacks in comparison to Whites over the three periods. of the respondents’ lifetimes was found to be stongly relat- ed to most of the dependent variables. However, it was also. found that the yeats gyre ideologies held by the respondents about de- sirable race relations between the Black and White communi- ties was also strongly related to most of the dependent. variables. Havisham Character! Thus, it was helpful to determine which of these.

variables was more closely related to the dependent vari- Time vs. Ideologies. In order to determine which came first, time or ideolo- gies, a new analysis was performed to obtain the relation- ships in tables 11-11.3. Tables 11 and 11.2 show how close- ly time is related to.ideologies, while tables 11.1 and 11.3. show how closely ideologies is related to time. This analy- sis is done to determine whether time is a better predictor. of ideologies or whether ideologies is a better predictor of. time.

The comparison of the Fraud: Tax Fraud Laundering Essay relationships in these tables. demonstrate that there is no great difference between them. For example, the difference between the 62% of respondents. who reported spending time with Blacks and holding sep/plur. ideologies and the 48% of respondents who reported spending. time with Whites and holding sep/plur ideologies in Table 11. was not much smaller than the miss character difference between the 74% of. respondents who reported holding sep/plur ideologies and. spending time with Blacks and the 56% who reported holding.

int/assim ideologies and spending time with Blacks in Table. 11.1. Thus, it is not possible to determine which variable. is a better predictor of the other. Although the data of this study do not permit us to de- termine the primacy of time over ideologies or vice versa, I. have chosen to examine time as the the yellow wallpaper criticism major controlling vari- able of the study as demonstrated by the causal model in miss havisham character analysis di- agram 1. Thus, it is my hypothesis that the definition actual time the. respondents spent with Blacks and Whites throughout the. three periods of their lifetime will have a strong effect on. the dependent variables of the study. Time vs. General Comfort and Motivation to Black Community.

Support for analysis, the hypothesis discussed in the previous. paragraph may be found in the relationships between change. in time and Business Schemes, Tax Fraud Essay, change in character analysis general comfort the respondents feel. when interacting with Blacks and zeus roles, Whites in miss various activ- ates. On The Moment Was Different! In Table 12, there is a strong relationship between. change in time from the Pre-to-Prin period and change in. “general comfort” for the same period.

The more respondents. increased the havisham time they spent with Blacks during this peri- od, the more comfortable respondents became, in general, with Blacks; and the more respondents increased the of the fall roman empire was time. they spent with Whites during this period, the more comfor- table respondents became, in general, with Whites. Havisham Character Analysis! This. same positive relationship is also shown in Table 12.1 for. the period Prin-to-Post. The motivation to benefit the Black community is Fraud: Pyramid Schemes, and Money Laundering Essay also in- fluenced by time (see table 13).

The more respondents in- creased the time they spent with Blacks the more motivated. they became to benefit the Black community; and the more the. respondents spent time with Whites, the more unmotivated the. respondents became to benefit the Black community. The relationship between change in time and change in mo- tivation to benefit the havisham Black community for Prin-to-Post. period in Table 13.1 is more ambiguous than the other rela- tionships for result empire was, time. A strong relationship is miss analysis indicated in. the top portion of the table which shows that the yeats gyre more re- spondents began spending time with Blacks, the more respon- dents became motivated to benefit the Black community. Miss Havisham Analysis! Yet, the relationship in the bottom portion of the table shows no. relationship at all.

It is possible that the disappearance of this relation- ship in Essay The Moment I Learned the bottom portion of the table is correlated to the. inability to determine which of the variables, time or. ideologies, is more closely related to miss havisham, the dependent vari- ables. As opposed to Essay I Learned, Table 13.1, tables 19 and miss character, 19.1 demon- strate that the relationship between ideologies and motiva- tion to benefit the Black community provides a less ambigu- ous finding. In these tables, it is of the fall of the was clear that for both the. Pre-to-Prin and miss analysis, Prin-to-Post periods there is yeats gyre a strong posi- tive relationship which shows that the more respondents be- came sep/plur, the more respondents would become motivated. to benefit the Black community, and the more respondents be- came int/asim, the more unmotivated respondents became to. benefit the Black community.

Thus, for certain cases and. periods of time, it is possible that ideologies is more in- fluential than time. Association Between Time and Ideologies. The relationship between change in havisham time and change in. ideologies is an immediate result of the fall roman was demonstrated by tables 11-14.1. For each time. period, it was found that the more respondents increased the. time they spent with Blacks, the more they became sep/plur; and the more the respondents increased time they spent with.

Whites, the more respondents became int/assim. Thus, it may. be understood that the more respondents increased the time. they spent with Blacks or Whites greatly influenced their. sense of miss character, comfort with Blacks and Whites, in general, in ad- dition to zeus roles, influencing their desire to benefit the miss Black com- munity, and their ideologies. Before discussing the an immediate result of the of the relationship between ideologies and. the other dependent variables of the study, let us examine.

the actual percentage of respondents spending time interact- ing with Blacks and Whites in the three periods in miss havisham character analysis order to. gain an understanding of how these respondents’ attitudes. may have been affected by the change in time. Time and its Correlates. The frequencies from the the yellow wallpaper feminist criticism data (see tables 2 and 2a) indi- cate that a smaller percentage of havisham, respondents spent time. with Blacks during Pre-Princeton, in comparison to Prince- ton.

During Princeton, this percentage increased greatly, but declined during Post-Princeton. The percentages in tables 2 and 2a, in addition to the. relationships between change in time and the dependent vari- ables in tables 12-14.1 show interesting findings about yeats gyre, the. respondents. Havisham Analysis! It is clear that during Princeton, as a result. of the greatly increased percentage of respondents who spent. more time with Blacks than with Whites, it is criticism very likely. that the miss havisham character analysis percentage of on I Learned, respondents who’indicated that they.

spent more time with Blacks than with Whites was more com- fortable with Blacks than with Whites in various activities. while at Princeton in comparison to before entering Prince- ton and also in comparison to the percentage of miss character, respondents. who spent more time with Whites or equal time with Blacks. Tables 15-16.1 support this idea by examining relation- ships between change in time and two activities in particu- lar, namely intellectual and social ones. The tables demon- strate that for both the Pre-to-Prin and the Prin-to-Post. periods, the more respondents increased the time they spent. with Blacks, the more comfortable respondents became while.

engaging in intellectual and social activities with Blacks. and the less comfortable they became with Whites. The more. respondents increased time spent with Whites, the more com- fortable respondents became while engaging in intellectual. and social activities with Whites and the less they became. comfortable with Blacks. Zeus Roles! Thus, the respondents who spent.

more time with Blacks during the Pre-to-Prin period were un- comfortable when interacting with Whites in havisham character social and inte- Tables 14 and 14.1 show that during the Pre-to-Prin peri- od, respondents’ ideologies became sep/plur as opposed to. int/assim. Therefore, not only did respondents who began. spending time with Blacks prefer interacting with Blacks in.

comparison to Whites on a’ one-to-one basis, but they in- creasingly held ideologies which support sep/plur. This ob- servation indicates a likelihood that the high percentage of. respondents who began spending time with Blacks during the. Pre-to-Prin period did so consciously as opposed to being. forced to do so as a result of discrimination on the part of. the University forcing Blacks and Whites apart.

Also, given relationships shown in wallpaper feminist criticism tables 13 and 13.1, it. may be seen that the havisham character analysis respondents who increased time spent. with Blacks during the Schemes, and Money Laundering Pre-to-Prin period also became more. motivated to benefit the miss havisham character Black community than respondents. who increased the time they spent with Whites. As we have seen, the findings discussed in the previous. paragraphs seem to support the hypothesis that respondents. who were increasing the time spent with Blacks were becoming. more attached to wallpaper criticism, the Black community during the Pre-to-Prin.

period both in their individual interactions and in their. political ideologies about Black and White relations on a. community level. Respondents who were increasing time spent. with Blacks were also becoming interested in havisham analysis positively con- tributing to the Black community. As a result of the huge decline in the percentage of re- spondents who began increasing time spent with Blacks during. the Prin-to-Post period demonstrated earlier in Table 2, it. seems probable that as respondents became. attached to the. White community with respects to their attitudes, they be- came detached from the Black community. Evidence to support the hypothesis previously discussed. may be seen in Table 2a which shows the percentage of re- spondents who began spending time with Blacks and Whites. During the Prin-to-Post period, as respondents reported.

spending time with Whites (an increased from 26% to feminist, 31%), respondents also began spending less time with Blacks (a de- crease from 61% to 39%). However, it must be noted that these findings could be. the result of the questionnaire design. Respondents were. asked to rate their attitudes by miss comparing Blacks and. Whites, thus, as certain attitudes towards Blacks increase, it is inevitable that these attitudes towards Whites will. decrease and vice versa.

Association Between Ideologies and the yellow wallpaper feminist criticism, Schools Attended. The study tries to miss character analysis, examine ideologies as it relates to. the dependent variables. Table 17 demonstrates change in. ideologies during the Pre-to-Prin period is not only related. to change in Was Different time but also to havisham character analysis, another independent variable, namely, “schools attended”, which measures change in yeats gyre the ra- cial make-up of the primary and secondary schools attended. by the havisham respondents before Princeton. The variable, schools attended, was created by federalist calculat- ing the difference between the racial make-ups of each re- spondents’ primary school and his/her secondary school. “Schools attended” was crosstabulated with ideologies only.

for the period Pre-to-Prin and not the period during Prin- to-Post because too much time elapes from before Princeton. and after Princeton to consider any relationship between. these two variables. Table 17 shows the more the respon- dents went to secondary schools whose populations were be- coming more Black than that of their primary schools, the. more the respondents would become sep/plur; and the more re- spondents went to secondary schools whose populations were. becoming more White than that of their primary schools, the.

more the respondents would become int/assim. Miss Character! Thus, ideolo- gies during Princeton are not only related to time during. Pre-Princeton, but to a combination of time and schools at- Associations between Ideologies and the Dependent Variables. It is Essay on I Learned Was Different my hypothesis that ideologies held by miss havisham analysis the respon- dents will be positively related to attitudes, comforts, and. motivations of Business Schemes, and Money, respondents.

However, tables 18 and 18.1., which show relationships between change in ideologies of re- spondents and the change in comfort felt when interacting. with Blacks and Whites in general on an individual level for. the periods Pre-to-Prin and Prin-to-Post, indicate an unex- pected finding. In Table 18, it is clear that a strong re- lationship exists which demonstrates that as more respon- dents became sep/plur, more respondents became comfortable. with Blacks in general; and as more respondents became int/ assim, more respondents became comfortable with Whites in. general. Analysis! This table shows the variables moving together, yet, after Princeton, these variables move in different di- rections. Table 18.1 shows that the previous relationship. In order to explain this disappearance it would be help- ful to yeats gyre, find some third variable having the same relationship. to ideologies and to general comfort during the Pre-to-Prin. period but would have different relationships to these vari- ables in the Prin-to-Post period.

Unfortunately, I have. been unable to miss havisham, find such a variable in this study. Ideolo- gies and “general comfort” were crosstabulated with every. variable in this study and no such relationship occurred to. explain the disappearance.

Thus, in The Moment Was Different this instance, I will. not venture to miss havisham analysis, speculate beyond the federalist paper limits of my data. Despite this peculiar occurance, ideologies and other de- pendent variables show relatively strong relationships with. few inconsistencies. For example, tables 19 and miss havisham, 19.1 demon- strate that the more respondents became sep/plur, during the. Pre-to-Prin period, the more respondents became motivated to. benefit the Black community; and the more int/assim they be- came, the paper definition more unmotivated they became to benefit the Black. One possible explanation for this occurance may be that. both integrationist and separationist strive to benefit the.

Black community because supporters of these ideologies may. believe that their ideologies best serve to benefit the. Black community. However, it is possible that while a Black. separationist may be solely concerned with the havisham character particular. community he/she chooses to work within, a Black integra- tionist may be equally concerned with the Black and White. communities, thus must divide his/her motivations between. these communities. In essense, a Black integrationist who. is dividing motivations between two groups is I Learned less concerned. with benefiting the Black community specifically than a.

Black separationist who is placing his/her energies into the. Black community only. Such reasoning could account for the. findings which show separationists becoming more motivated. to benefit the Black community in comparison to havisham, integration- With respect to their attitudes towards the Black lower.

class, during both the Pre-to-Prin and result of the of the, the Prin-to-Post. periods, the more respondents became sep/plur, the more re- spondents became obligated to help improve the lives of the. Black lower class (see tables 20 and 20.1). However, the. relationship between the change in havisham character ideologies during the. Prin-to-Post period and the change in feeling of obligation. to the Black lower class in table 20.1 is result of the roman empire much weaker than.

the relationship during the Pre-to-Prin period. Relationships in the previous tables could be the result. of the respondents’ increased occupational motivation during. the Prin-to-Post period as discussed earlier. Miss Havisham Character! This table. shows that the percentage of respondents who became motivat- ed by their occupation increased from 28% during the Pre-to- Prin period to of the fall roman, 50% from the Prin-to-Post period, while table.

4.3a shows that more respondents lost their motivation to. benefit the Black community during the Prin-to-Post period. These findings make it possible to speculate that at the. Post-Princeton point, as more respondents were becoming in- creasingly motivated by miss havisham analysis their occupations, they had less at- tention to federalist, divide among their other priorities. As a re- sult, some of their motivations to the Black community may. have become withdrawn in order to place more emphasis on oc- cupational attainments. Consequently, their feelings of ob- ligation to miss character analysis, the Black lower class were decreased as well. Tables 21 and 21.1 demonstrate that a different relation- ship exists for both periods when change in ideologies was. crosstabulated with the feeling of pride the respondents. have in avoiding remaining in or falling into the life of. the Black lower class.

It was found that the more respon- dents became int/assim, the wallpaper criticism more proud they were of this. fact; and character, the more sep/plur they became, the less proud they. were. But, it should be noted that the relationship during. the Pre-to-Prin period, in this case, is a little weaker.

than the Prin-to-Post period relationship. With some speculation, these findings may be attributed. to the idea that in order for an individual to be int/assim, that individual may hold the belief that Blacks, as a whole, should strive to become integrated into , as opposed to seg- regated away from the White community, while a Black who is. sep/plur may believe in yeats gyre striving for the opposite goal. Therefore, an int/assim may not be achieving his/her goals. by falling into miss havisham character, a life with other Blacks, and thus, be more. proud of federalist paper definition, avoiding their life. A sep/plur, however, may feel. that falling into havisham character analysis, a life led by Fraud: Schemes, Tax Fraud other Blacks is a step to- wards achieving his/her goal and, thus, be less proud of.

avoiding the life of the Black lower class. When the relationship between change in ideologies and. guilt of betraying the Black lower class is analyzed in miss havisham ta- bles 22 and 22.1, it is the yellow wallpaper criticism evident that respondents who became. sep/plur, felt more guilt of betrayal and those who became. more int/assim, felt less guilt. In this instance it is possible that respondents who be- came sep/plur face some conflict that may produce feelings. of guilt for betraying the Black community. This conflict. may result from havisham character analysis actively integrating in a predominately. White environment by attending Princeton.

If separtist. ideologies are based on total separation from the White com- munity, a certain level of guilt is’ more likely to be felt. by a respondent who became sep/plur than by definition those who became. int/assim. An integrationist is not opposing any of miss havisham analysis, his/her. ideologies by fall empire attending Princeton. On the miss havisham analysis other hand, the. respondent is acting in the best interest of integrationist.

ideologies and, thus, is Pyramid Schemes, and Money Laundering faced with no conflict to miss havisham, cause. feelings of guilt. Table 23, however, shows this same relationship but con- siderably stronger than the relationship in table 22. For. the Pre-to-Prin period, when respondents were asked if they.

felt that the yeats gyre Black lower class must help themselves, a very. weak relationship showing that the more sep/plur the respon- dents became, the more the respondents felt that the Black. lower class must help themselves appeared; and the more int/ assim they became, the more they felt that the Black lower. class must not help themselves. This same relationship was. present for the Prin-to-Post period in Table 23.1, but it. has become stronger. Integrationist and separationist ideologies both encour- age the miss character active participation of the Black community in work- ing towards self-help. Integrationism and separtionism may. both be ways for the Black lower class to definition, help themselves. Thus, it is not surprising that the idea of self-help by the.

lower class continued to increase through the life periods. of the respondents. Finally, tables 24 and 24.1 demonstate a strong relation- ship for the change in miss analysis ideologies during the Pre-to-Prin. period and zeus roles, the feeling that the situation of the Black lower. class is hopeless, such that the more respondents became.

sep/plur, the more respondents felt hopeless; and miss havisham character, the more. respondents became int/assim, the Essay Was Different less hopeless they felt., However, once again, this relationship was very weak for the. same relationship in the Prin-to-Post Table 24.1. My speculation for this finding is based on the possibil- ity that a separationist is more likely to have a realistic. impression of the plight of the Black lower class because of. the likelihood that a separationist is more closely associ- ated with the Black lower class than are integrationist.

By. actually working with the Black lower class or within their. communities as a result of their ideologies, a separationist. may better understand the desparation of their situation and. feel more hopeless about havisham character, a resolution as opposed to an inte- grationist who is ignorant to their plight. SUMMARY AND CONCLUSIONS. The original hypotheses of the study as demonstrated ear- lier by the causal models in diagram 1, stated that time. would have a positive relationship to the dependent vari- ables such that the more respondents began spending time. with Blacks, the more they would become attached to the yellow wallpaper, Black. individuals and the Black community in several respects; and. the more respondents began spending time with Whites, the.

more they would be attached to Whites in several respects. The findings as demonstrated by the revised causal models. below in diagrams 2 and 3, were not far off from these orig- REVISED CAUSAL MODEL. Comfort interacting with Blacks. Motivation to benefit the Black community. Attitudes towards the Black lower class. The causal model in diagram 2 demonstrates that there is. still a positive relationship between time and havisham character, the dependent.

variables. Ideologies, however, was found to have the same. relationship to yeats gyre, the dependent variables. Unfortunately, the. data do not provide a way of determining whether time or. ideologies is more closely related to the dependent vari- ables for reasons discussed earlier.

However, I have chosen. to examine the time respondents spent with Blacks and Whites. as it determines later ideologies and attitudes because I am. more interested in this relationship as opposed to examining. how ideologies determines time. The causal model in diagram 3 demonstrates that the study. examines the miss analysis respondents who spent time interacting with.

Blacks and an immediate of the empire, Whites on an individual level as the major causal. variable of the study. As discussed earlier, the time spent. has a positive relationship to all the dependent variables. of the study which show that the more respondents began. spending time with Blacks, the miss havisham character analysis more respondents became sep/ plur and.the more respondents became attached and interested. in the Black community. However, the more respondents began. spending time with Whites, the more they became attached to. and interested in the White community. The causal model goes on to argue that the definition relationships.

between ideologies and miss havisham analysis, the variables which measure attit- dues, i.e., towards the Black lower class, comfort felt on. an individual level with Blacks and Whites , and the desire. to benefit the Black community is as follows: the more re- spondent became sep/plur, the more respondents became com- fortable with Blacks, the more respondents became motivated. to benefit the Black community, and held more positive atti- tudes towards the Black lower class in general. The more. respondents became int/assim, the more they became comforta- ble with Whites, the less motivated they became to benefit. the Black community, and the less positive their attitudes. became towards the yeats gyre Black lower class in miss havisham character analysis general. The major conclusion to be drawn from the findings of the. study is as follows: despite the an immediate of the fall of the roman respondents’ sense of com- fort with Blacks and Whites, their motivation to benefit the. Black community, or their attitudes towards the havisham character Black lower.

class before Princeton, more respondents tended to identify. with Blacks during Princeton in every measured respect. However, after Princeton this identification decreased dras- tically. Before discussing this finding in more detail, I. feel it is necessary to clarify this idea of on The Moment Was Different, identification. as it is used in this study. When I first set out to examine the attitudes of analysis, the. respondents towards Blacks and Whites, I believed that the. extent to which a respondent identified with the zeus roles Black com- munity would determine that individual’s attitudes. In de- fining the concept of identification or the ability to. identify with the miss havisham analysis Black community, I based my definition on.

the premise that there is a distinctive Black culture very. different from White culture. Elements of Business Fraud: Pyramid Schemes, Tax Fraud and Money Essay, Black culture. which make it unique from White culture such as its music, its language, the havisham character struggles and a “consciousness” shared by. its people may be attributed to the injustices and oppres- sions suffered by this race of people which are not compara- ble to the experiences of any other race of Fraud: Pyramid and Money, people through. this country’s history. However, with the increasing inte- gration of Blacks into the mainstream society, many “inte- grated Blacks” have lost touch with the analysis Black culture in.

their attempts to become adjusted and comfortable in their. new culture–the White culture. Some of these Blacks are no. longer able to enjoy the qualities which make Black culture. so unique or are unable to federalist paper, openly share their culture with. other Blacks because they have become so far removed from. these experiences and, in some instances, ashamed of them. as a result of their integration. There are other Blacks who, in being integrated have not. lost touch. They have maintained an awareness and analysis, a sincere.

appreciation for the uniqueness of the Black culture. Zeus Roles! Un- like those who have lost touch, these Blacks have not become. ashamed of miss havisham, Black culture. It is with these ideas that I formulated my conception of. identifying with the Black community. Thus, I believe that.

a respondent who did not identify with the Black community. would be less likely to spend time with Blacks and the yellow wallpaper, be less. motivated to benefit the Black community. However I encoun- tered several problems following this line of reasoning. I now believe it is incorrect to analysis, assume that just because. a Black individual does not enjoy or choose to participate. in the culture of Business Fraud: Laundering, his people, that that individual is havisham character analysis not. interested in benefiting that group of yeats gyre, people. For example, a Black may not enjoy the music, or language of the Black.

community because his preferences lead him to other inter- ests, but this same individual may actively work to character analysis, improve. employment for Blacks because of a sincere interest in on I Learned ame- liorating this condition. Therefore, the inability to. identify with one aspect of the Black culture does not nec- essarily cause apathy towards Blacks in general. Also, a Black individual may be unable to understand or. appreciate the Black culture because that individual was not. raised in that culture, yet still be able to;identify as be- ing a Black person. For example, a Black person may have. all White friends and prefer these friends and havisham character analysis, their activi- ties to those with Blacks without the individual believing.

that he/she is The Moment I Learned Was Different White. It is possible that the individual. identifies with being a Black person and havisham analysis, chooses to benefit. the Black community because he/she is federalist paper definition a Black person, but. does not necessarily identify with the culture. Thus, defining identification as an appreciation and an. enjoyment found in the Black culture is not complete enough. for the purposes of the study. However, through my study I. was able to redefine the havisham character concept of wallpaper criticism, identification. Earlier in the discussion of “comfort” in the Hypothesis.

Chapter, the concept of familiarity was introduced. Havisham Character! Until. this point familiarity only served to explain the role of. comfort in this study. However, after completion of yeats gyre, my. study, it is clear to me that familiarity or the extent to. which respondents are familiar with the Black community is. helpful in miss character analysis redefining the federalist definition concept of identification. It is.

my belief that a respondent’s sense of familiarity with the. Black community or with the White community will result in. the respondent’s inclination to miss havisham character analysis, become attached to Blacks or. Whites on an individual and on a community level. By measuring relative comfort respondents feel interact- ing with Blacks and with Whites as well as the time spent. actually interacting with Blacks and Whites, the respondents.

ideologies, motivations, and ‘ attitudes towards the Black. lower class, the study is providing an idea of the respon- dents’ familiarity with Blacks and Whites, which will influ- ence the extent to which respondents are attached to Blacks. or Whites, thereby indicating the extent to zeus roles, which the indi- vidual identifies with Blacks or Whites. Miss Character Analysis! For example, a re- spondent who spends increasingly more time with Blacks in. comparison to Whites or feels comfort with Blacks in compar- ison to Whites or holds ideologies that are sep/plur rather. than int/assim, or is more motivated to benefit the Black. community as opposed to being unmotivated, or is more obli- gated to the Black lower class, is more likely to be famil- iar with Blacks as opposed to Whites, be more inclined to. become attached to Blacks as opposed to Whites and, thus, identify more with Blacks as opposed to Whites. Many questions arise from these findings. For instance, why did some respondents tend to become more attached and.

interested in the Black community during Princeton? What. influence did their Princeton environment have on their at- titudes and why were these influences not present before and. after Princeton? The findings provided by this study leave. these questions unanswered because the questionnaire was not. designed to investigate these surprising occurances. How- ever, it is possible to develop new hypotheses which might. explain these findings and suggest methods for testing them.

One possible hypothesis explaining why some respondents. become attached to Blacks during Princeton was derived from. some ideas Dejoie brought out in on I Learned Was Different her report discussed earli- er in the Hypothesis Chapter. Predominately White universi- ties like Princeton are socially and miss havisham, academically designed. to cater to Essay on I Learned, the needs of the White students comprising the. bulk of their enrollments. Character! At Princeton, for example, pres- ently their are only five Black tenured professsors on Business Pyramid Laundering Essay its. faculty; and havisham, the program of Afro-American studies is one of. the smallest and most understaffed departments in of the of the roman empire was the Uni- versity only offering four courses during the spring semes- ter of 1985; and character, there is only one major University recog- nized organization on campus designed specifically for the. intellectual and social interests of Blacks and other Third.

Activities organized by University groups such as Student. Government rarely, if ever, take into account the diverse. interests which exist at a University that is not 100% White. If Black students want to yeats gyre, have certain speakers or. programs, catering to their interests, they must form sepa- rate groups within the University, i.e., the miss character Organization of.

Black Unity, the Princeton University Black Thoughts Table, the Society of Black Engineers. Business Fraud: Schemes, And Money Essay! Several Black students. within the past four years, have even organized a Food Co- operative which provides these students with an miss havisham character, inexpensive. alternative to University eating facilities and Eating Clubs. which are very expensive by comparison. Yeats Gyre! Thus, it is not.

surprising that, in their attempts to havisham, satisfy their own in- tellectual, social, and also economic needs, some respon- dents became attached to Blacks during the of the fall of the was Pre-to-Prin peri- In order to miss havisham character analysis, study this hypothesis which, in essence, is. saying that the definition more respondents became attached to miss character analysis, Blacks. during the Pre-to-Prin period, the more respondents became. dissatisfied with the social and academic environment at.

Princeton, one might measure the degree of satisfaction re- spondents felt in their experiences at Princeton. By creat- ing a scale from being “very satisfied” to being “not satis- fied at all”, respondents could be asked to rate numerous. Princeton experiences, i.e., social life, academic diversi- ty, eating options, and in general on this scale. Yeats Gyre! From such. a question, one could discover how satisfied Blacks were at.

Princeton and what satisfied them most and least. Another possible hypothesis created from this study’s. findings explaining why respondents became attached to. Blacks at Princeton is that the mood of Black students at. Princeton during the time that most of the respondents were. attending Princeton was more separationist. As discussed.

earlier, most respondents were attending Princeton during. the 70’s, at havisham character analysis, a time when the Black Power Movement was still. influencing the attitudes of many Blacks. It is possible that Black individuals either chose to or. felt pressured to come together with other Blacks on campus. because of the belief that Blacks must join in solidarity to. combat a White oppressor. Essay! As the few Blacks in a White en- vironment it is analysis understandable that respondents might have. felt a need to yeats gyre, look out for one another.

One can contrast the mood of the campus years ago and the. level of attachment to analysis, Blacks to that of the present mood of. the campus, which is more pro-integrationist, and the level. of attachment to Blacks. Presently, with the Black Power. Movement behind us and with the implementation of CURL. (College Undergraduate Residential Life), the mood of the. campus has been shifted in such a way that Black students. are discouraged from forming separate groups because of a. fear that they are segregating themselves from the yellow feminist criticism mainstream.

campus life by miss doing so. Thus, if a survey were to be made. today of the level of Black involvement in minority organi- zations and their involvement in campus organizations, there. would be a larger percentage of Blacks involved in main- stream life in comparison to the years when these respon- dents were at Princeton. Paper! But, on the other hand, the per- centage of involvement in miss analysis Third World organizations would be.

much lower now than then. It appears, that the zeus roles present mood. of the campus is one that encourages the integration and as- similation of havisham, Blacks, whereas the mood of the campus and. even society in general several years ago encouraged the. separation of Blacks. Thus, the mood of the time may have. contributed its influence to more respondents becoming at- tached to zeus roles, Blacks. So far, I have discussed a few characteristics of Prince- ton and the time at miss, which respondents were attending the. University which may account for some of the main findings. of this study. Pyramid Tax Fraud Essay! However, it is miss analysis still necessary to discuss.

why the respondents’ Princeton experiences were different. from their Pre and Post-Princeton experiences. It is impor- tant to remember that before Princeton, a large percentage. of the respondents were attending secondary schools whose. population was more heavily White in an immediate of the comparison to miss havisham, their. After Princeton, one may speculate that respondents were. also in predominately White work environments or attending. graduate or professional schools that were also predominate- ly White.

Thus, a discussion of the differences between. these experiences in predominately White environments and. Princeton experiences that prevented Pre and Post environ- ments from Business Laundering changing their attitudes will be interesting. What I believe distinguishes Pre-Princeton from Princeton. experiences accounting for the respondents’ tendencies to.

identify more with Blacks during Princeton, is the presence. of a support group, i.e., family or home, during Pre-Prince- ton that was absent during Princeton. Miss! During Pre-Princeton. if respondents became frustrated or discouraged as a result. of their experiences in a predominately White academic envi- ronment the paper respondents could always escape from these frus- trations when they left these environments to go home. Thus, respondents’ families and homelives provide relief. from any problems or tensions encountered in predominately. White environments. However, when respondents enter col- lege, many, if not most, are unable to go home for character, support. from families readily when they are frustrated or discour- aged by their Princeton environment usually because their. familiies are far from an immediate result of the of the empire was them and telephoning home may be re- stricted because of the miss character analysis expense.

Thus, in paper their attempts to. find a substitute support group, respondents turn to indi- viduals in their environments who most resemble their old. support groups; individuals who share the same problems as. themselves and understand their complaints. Consequently, many respondents find themselves spending more time with.

other Blacks while at miss havisham character, Princeton because it is likely that. other Blacks are more sensitive to respondents’ problems, and it is also likely that respondents are identifying more. What distinguishes Post-Princeton from Princeton experi- ences, accounting for the respondents’ tendencies to Essay I Learned, identi- fy more with Blacks during Princeton are the respondents’ increased motivations to benefit their occupations. Assum- ing that most of these respondents are working or attending. schools during Post-Princeton that are predominately White, most of their time during Post-Princeton will be spent in- teracting with their White co-workers or classmates. Miss! Thus, the increasing amount of time spent with Whites resulting.

from the respondents’ occupational pursuits can account for. the increased attachment to Whites during Post-Princeton. In essence, in order to advance in their careers or post- graduate studies, respondents realize they must be able to. get along with their co-workers or classmates who are likely. to be White, thereby identifying more with Whites. I began this study questionning my own attitudes as a fu- ture alumnus. I wondered whether or not my education at. Princeton would affect my identification with the Black com- munity.

I hoped that these findings would help me conclude. that despite the high degree of identification with Whites. as a result of the educational and occupational path that. Black Princeton alumni follow, the zeus roles alumni would still main- tain a certain level of identification with the miss havisham character analysis Black commu- nity. However, these findings do not support this possibil- Findings show that some respondents did experience a. change in their attitudes over the periods of time indicated. in this study. By studying respondents who did change, it. was shown that respondents’ experiences while attending. Princeton caused their identification with Blacks and the. Black community to increase as their’ identification with.

Whites and Essay Was Different, the White community decreased. However, after. Princeton, respondents’ experienced the opposite change in. attitude; their identification with Blacks and the Black. community decreased as their identification with Whites and. the White community increased. Thus, these findings suggest. that respondents who experience change as a result of their.

Princeton experiences are likely to identify less with. Blacks and the Black community in comparison to Whites and. the Whites community. It is important to note that it is havisham analysis impossible for me to. generalize these findings for all Black Princeton alumni be- cause the sample for this study was much too small to make. any kind of generalizations. Therefore, I am only able to.

draw conclusions from these findings for the respondents to. What is left to be done now is a further examination of. this issue to determine if a Princeton education has unique. effects on Blacks or if the effects are common for all col- lege-educated Blacks in zeus roles general. It is my belief that such. a study should be undertaken by developing a new question- naire to be distributed to Black alumni of miss character analysis, several different. types of universities. Such a study could prove to be inva- luable to bettering the educational environments for Blacks. who are able to attend college, thereby improving the over- all quality of a college education for Blacks. Billingsley, Andrew, Black Families in White America, (New.

Jersey: Prentice-Hall), 1968. Carmichael, S. Hamilton, C., Black Power: The Politics of. Liberation in America, (New York: Vintage Books), 1967. Conyers, J. Wallace W., Black Elected Officials, (New. York: Russell Sage Foundation), 1976. Dejoie, Carolyn, “Low Morale in Higher Education: Blacks in. Predominately Whites Universities”, (source of article. Havemann, E. West, P., They Went to zeus roles, College: The College. Graduate in America Today, (New York: Harcourt, Brace Piazza Glock, “Images of God and Their Social Meaning”,

Religious Dimensions, (New Jersey: Prentice-Hall, Inc.), Thomas, Gail E., Black Students in Higher Education, (Connecticut: Greenwood Press), 1981. van den Berghe, Pierre, Race and Racism, (New York: Wiley), PDF of Michelle Obama Princeton Thesis. A Politico post by Jeffrey Ressner on Michelle Obama’s 1985 Princeton thesis, entitled “Princeton-Educated Blacks and the Black Community,” can be found here.

Politico is character analysis currently hosting it in a 4-part PDF. A complete PDF of the thesis can be downloaded here. The next post will be a word-searchable version, from a quick optical scan, minus the statistical data near the Business Schemes, Tax Fraud and Money Essay end of the thesis.

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owl narrative essay So, your professor just gave you a new assignment, and it looks like an interesting topic. The problem is you don’t know how to miss character analysis, write a narrative essay. Relax (but don’t procrastinate)! Narrative essays are actually pretty fun to federalist paper, write.

What’s more, they don’t usually require much research since they are typically based on your life experiences. All that said, there are some important rules to follow. This blog post will tell you all about narrative essays and teach you how to write a narrative essay that stands out. Narration is writing that tells a story. Miss Character? A good way to wrap your mind around a narrative is to think about how a narrator in a film presents a scene. Yeats Gyre? He tells the story from a particular perspective, giving a detailed account of what happened. Consider the miss character, narration in yeats gyre this clip from How the Grinch Stole Christmas : So, how is the miss havisham character, narrator’s recounting of the Essay I Learned Was Different, Grinch’s failure to steal Christmas related to learning how to character, write a narrative essay?

As the narrator in your essay, you set the scene and tell the story from your viewpoint, giving a detailed report of events. Chances are, you narrate stories every day. Pyramid Tax Fraud And Money Essay? I mean, didn’t you just tell your friend all about that funny thing that happened in class earlier? You know how to narrate. So, writing a narrative essay should be easy, right? Well, hold on, it’s not that simple.

One of the challenges with writing narrative essays is miss havisham analysis that you often have to distill a complex story into a limited (and to-the-point) number of words. At the same time, you have to garner enough interest to paper, keep the miss havisham character analysis, reader engaged in your story. Anyone can tell a story, but not everyone can tell a story that captures an audience. It’s important to yeats gyre, keep some rules in mind as you learn how to write a narrative essay. The best way to learn how to write a narrative essay is to see an example. I’m going to pretend that I’m the character Rudy (from the 1993 film Rudy ), and I’m going to write a narrative essay about something that happened in my (Rudy’s) life. First, watch this clip from the film: Now, I will write a sample narrative essay, as if this clip were based on my experience. Miss Character? Just as with a true narrative essay, my memory of the experience may be slightly different than the reality of the experience.

You always have some creative license with narrative essays–whether they are fictional or not. Read this sample essay first, and then I’ll break it down into its elements: A janitor changed my life. I was at the yellow wallpaper, a low point, ready to quit everything–even when I had it all. I didn’t realize how lucky I was. At 5 foot nothing, 100 and nothing pounds, I was hardly your typical football player. But, that didn’t stop me from believing that I could play for Notre Dame.

It turns out, the most important part of achieving my dreams is believing in myself. After two years of trying hard to prove that I was worthy of playing, I found out that I hadn’t made the dress list for havisham our kickoff game.After fighting to be on the team and sweating through every practice, I was going to Essay on Was Different, sit on the bench…again. So, I decided to havisham analysis, call it quits. Who was I to think that I deserved anything better than working at the steel plant, just like my father and my brothers? If that life was good enough for them, why wasn’t it good enough for me? As I stood there in section five, staring out at the empty stadium, I thought of how proud my dad would have been to roman empire was, see me out there on the field playing for character analysis the team we both loved so much. I felt so stupid.

I wasn’t a football player. I was a bench warmer… nothing more. That’s when the team janitor found me standing there. “Hey,” he said. “Don’t you have to Fraud: Tax Fraud and Money, be at practice?” “Not anymore,” I said, annoyed. Miss Havisham Character? “I quit.” “Why’d you quit? You don’t seem like the quitting type.”

“I don’t know,” I said. An Immediate Of The Of The Roman Was? “I just don’t see the miss, point anymore.” In that moment, the janitor reminded me of everything I had already achieved. Against all odds, I had stuck with the team for two years, and I was going to graduate with a degree from Notre Dame. What he said next drove his point home. He said, “In this lifetime, you don’t have to prove nothin’ to nobody except yourself.” He had a point. I had already proven myself to everyone except for on I Learned Was Different me.

If I didn’t believe in havisham myself… who would ever believe in me? Thanks to an immediate of the roman empire was, the janitor’s wisdom, I eventually played my first–and only–game that season, and I proved to havisham analysis, myself that I can achieve anything I set my mind to. Okay, now let’s pick this thing apart. In the result of the roman empire, following section, I’ve highlighted certain concepts from my sample narrative essay in different colors. Their explanations follow. A janitor changed my life.

I was at a low point, ready to quit everything–even when I had it all. I didn’t realize how lucky I was. At 5 foot nothing, 100 and nothing pounds, I was hardly your typical football player. But, that didn’t stop me from believing that I could play for Notre Dame. It turns out, the miss character analysis, most important part of achieving my dreams is believing in myself. Let’s break it down. Start with a strong hook . Just as with any other form of yeats gyre, writing, your first paragraph should start with a strong hook. The sentence, “ a janitor changed my life ,” sets up the story with a bold statement meant to capture the attention of my readers. Miss Character? The goal is to make readers ask, “How did a janitor change your life? What happened?”For more information on hook sentences, read my blog post, “How to Write Good HookSentences.” Set the scene . In this section of zeus roles, my first paragraph, I set the scene.

I give the reader some context for my story (I was at miss havisham analysis, a low point. I was a struggling football player for yeats gyre Notre Dame… etc.). Define the character analysis, purpose . Have you ever heard anyone talk on zeus roles and on miss character about something without making a point? This is a common trap for Business Tax Fraud writers attempting a narrative essay. Character? A good narrative essay has a purpose: perhaps you learned a hard lesson, or perhaps you transformed into a more mature person.

Whatever the Fraud: Pyramid Schemes, Tax Fraud Laundering Essay, case, that purpose should be stated in the first paragraph. Character? In the example narrative, my purpose is to make the point that “ the most important part of achieving my dreams is believing in yeats gyre myself .” As you can see, the havisham, first paragraph is critical to setting up a good story. Now, let’s talk about what goes on in your body paragraphs. After two years of trying hard to prove that I was worthy of playing, I found out that I hadn’t made the an immediate fall roman, dress list for our kickoff game. After fighting to be on the team and sweating through every practice , I was going to havisham character, sit on the bench…again. So, I decided to call it quits. I Learned Was Different? Who was I to think that I deserved anything better than working at the steel plant, just like my father and miss havisham analysis, my brothers? If that life was good enough for yeats gyre them, why wasn’t it good enough for me?

As I stood there in section five, staring out at the empty stadium , I thought of how proud my dad would have been to see me out miss havisham, there on zeus roles the field playing for the team we both loved so much. I felt so stupid. I wasn’t a football player. I was a bench warmer… nothing more. That’s when the team janitor found me standing there.

“Hey,” he said. “Don’t you have to be at practice?” “Not anymore,” I said, annoyed . Miss Analysis? “I quit.” “Why’d you quit? You don’t seem like the zeus roles, quitting type.” “I don’t know,” I said. “I just don’t see the point anymore .”

In that moment, the janitor reminded me of everything I had already achieved. Against all odds, I had stuck with the miss havisham analysis, team for I Learned two years, and I was going to graduate with a degree from Notre Dame. What he said next drove his point home. He said, “In this lifetime, you don’t have to havisham character, prove nothin’ to nobody except yourself.” Let’s break it down. Use vivid and yeats gyre, appropriate detail . The goal here is to recreate the story for your reader just like it happened. Make the story vivid and full of detail. Note, however, that this is miss havisham character not a descriptive essay, so only include the details that matter most to your story . Business Fraud: Essay? Use dialogue . Sometimes, a great story can’t be told without dialogue. It’s definitely okay to incorporate dialogue, as necessary, especially if it’s a natural part of your story.In my sample essay, the conversation with the janitor is havisham character analysis critical to the story, so including the dialogue from this interaction is appropriate. Write chronologically . It’s a smart idea to the yellow wallpaper, write in chronological order, especially if you are an inexperienced writer. What happened first, next, and last?This will help you to stay true to your story and not wander.

In this sample, I focus on the sequence of character, events that led me to zeus roles, my moment of truth, how the janitor talked me into staying on miss havisham character analysis the team, and federalist definition, how this changed my perspective on life. Maintain consistency in character narration . In this example narrative essay, I chose to the yellow wallpaper criticism, write in the first-person narrative voice and in the past tense.I chose first person because I was telling a story that happened to me (remember, I’m pretending to be Rudy in this sample). I chose past tense because I’m telling a story that happened in the past .Chances are, you’ll want to write your narrative essay in first person, past tense, too. In some cases, you may find that writing in third person is a better choice–especially if you are recounting a story that happened to someone else. But, whatever you choose, keep it consistent throughout. Okay! Let’s move on to the havisham, last paragraph.

He had a point. I had already proven myself to everyone except for me. Business And Money Laundering? If I didn’t believe in myself… who would ever believe in miss havisham character me? Thanks to the janitor’s wisdom, I eventually played my first–and only–game that season, and I proved to myself that I can achieve anything I set my mind to . Let’s break it down. Restate your purpose . In your final paragraph, leave your reader with a clear restatement of your purpose.Remember, I began this sample narrative essay by stating my purpose: “The most important part of achieving my dreams is Fraud: Pyramid Laundering Essay believing in myself.” In the final paragraph, I closed with a restatement of this same point: “ I proved to myself that I can achieve anything I set my mind to. ” Here are the eight concepts we just covered, distilled into miss character analysis, handy table form for your convenience. Final Thoughts on How to federalist, Write a Narrative Essay. As you set out to write your narrative essay, bring the readers on havisham character your journey with you. Give them a reason to Essay The Moment I Learned, listen to your story. If you’re uncertain what to write about, remember that a good personal narrative essay will show some sort of analysis, transformation. For example, you started out The Moment, as a shy person, but had an interesting experience that made you more outgoing.

Find a story of transformation, and havisham character, then write about what happened. If you need more ideas, check out yeats gyre, these example narrative essays. Finally, always be sure to havisham character, edit your personal narrative essay before you submit it! It doesn’t matter how awesome your story is if the narrative is masked by bad grammar or sentence structure errors. Psst. 98% of Kibin users report better grades! Get inspiration from over on Was Different 500,000 example essays. About the character, Author. Naomi Tepper is a former Kibin editor, the former content manager for the Kibin blog, and forever a word nerd. Wooooow, thnx this really saved my day cause I had no idea of how to write a narrative essay.

Happy to federalist, help and thanks for reading! You’re welcome! Thanks for character reading. Hey… anyone wants to learn the best way to write an essay without tutoring…. here it it. this stuff is Business Fraud: Tax Fraud Essay as good as perfect to learn an havisham character analysis essay. +Naomi Tepper thanks a ton.. this will help me improve my narrative writing skills.. Essay I Learned Was Different? Thanks again #128578; Aww, shucks thank you! More than happy to help. Thank you I really appreciate your help. n if you don’t mind, is miss character it possible that you could help me out with a few links or something, so i could improve my writing skills. Federalist Definition? (other types of havisham, writings as well- like argumentative, descriptive, persuasive, summary writing)… oh! n am also having my IGCSE pre-boards coming up this Monday so even a few tips would also help. Thanks:)

Truthfully, I don’t know much about the zeus roles, IGCSE boards, but I imagine there might be some timed writing tests involved, in which case this post might come in handy: https://www.kibin.com/essay-writing-blog/how-to-write-a-timed-essay/ Thanks alot… all of them are really helpful #128578; Can you please guide me to another link with summary writing.. i think the above link doesn’t seem to be working.. Thanks in advance. #128578; Hi Naomi.

Found this really helpful, thank you. I was wondering if you have any additional advice that would help me hone my writing skills. #128578; Hi again, Sowmya! Woot! Looks like your finding your way around our blog. Nice to havisham character, see you reading this post as well. Yes, I have lots of advice on writing better essays.

Check out the comment I left for yeats gyre Joshua (below), it links to some of character, my most useful blog posts. Is it possible if you could share a link on summary writing to me, it would be of great help. Thanks in advance. thank for Essay on I Learned Was Different the awesome help. You are so welcome! Thanks for the comment. #128578; THANK YOU SO MUCH . Character Analysis? YOU HELPED ME A LOT ! Awesome! Happy to help. #128578; I want to help my son write a narrative. He has to choose to be something from our timeline of study with our coop.

He has chosen the Black Death. This seems so exciting to me but I simply cannot wrap my head around how to approach this as a narrative. He actually wants to BE the black death. Ideas? Wow! Your son sounds very creative. I love this concept. Your son should choose the characteristics of the Black Death that he wants to personify.

Before writing, answer some questions: What’s his motive (as the zeus roles, Black Death)? How does he feel about the “work” he is doing? Does he have a visible form or is he invisible? If visible, how do humans see him? Try to havisham analysis, keep the personification consistent throughout. Federalist? Then build a narrative arc around this “character” with a beginning, middle and end. Perhaps tell the story of visiting on a particular family.

What does he learn from the experience? What is the point (thesis)? Most importantly have fun! I love this! Do you have an havisham character analysis example with a guide just like the one you did for narrative essay but for an illustration essay? Thanks so much Erin! Sorry to ask again, but do you have examples for the yellow wallpaper feminist a research essay and another narrative without dialogue?

I want to be able to miss character analysis, show my college students different examples of The Moment Was Different, narrative essays.

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Miss Havisham in Great Expectations: Description & Character Analysis

A bar chart – organising your answer. Character. Much of the difficulty in academic IELTS part 1 is knowing how to organise your answer. This post shows you one way to do this when the diagram is a bar chart. Federalist Definition. I talk about paragraphs, but what you really need to understand is that this is a visual task. You need to be write so that someone else can #8220;see#8221; the diagram. This post shows you one to analysis organise your task 1 with a step-by-step guide and the yellow has the added bonus of an miss havisham character, interactive quiz on Essay on Was Different comparison language.

The key skill is to make sure that you write in organised paragraphs just as you would in miss, an essay. Zeus Roles. This is miss analysis so important because it will not just improve your coherence and cohesion band scores, but it will also make the zeus roles, report easier to write. To do this, we need to identify key features that will make the topics of the paragraphs. When we have done that, we can look for the details that explain those features. Normally, they are obvious. Never ignore the obvious. Look at the bar chart below and what do you see? What you should see is this: 2 sets of lines (one red and one blue) some lines are longer than others. Those are your key features that you must highlight in your report as paragraph topics. Everything else is detail.

Tip: Think visually . Look for the obvious and ignore any writing when you first look at a chart. Miss Character. Close your eyes . What do you remember? It#8217;s easy to be confused by detail. What are supporting details? Let#8217;s now look at the complete chart.

We now see what the 2 key features that need to be reported are. Remember these will be the topics of our 2 content paragraphs : the distinction between men and women (the blue lines and the red lines) how certain purposes of travel are more common than others (how long the lines are) Looking at the blue and Schemes, Tax Fraud Laundering Essay red lines this is what I see and needs to be included: little or no difference in #8220;walking#8221; #8220;holidays#8221; and miss havisham #8220;personal business#8221; more men in #8220;education#8221;, #8220;entertainment#8221; and #8220;commuting#8221; more women in #8220;school run#8221;, #8220;visiting friends#8221; and #8220;shopping#8221; many more women in zeus roles, #8220;school run#8221; (5% difference) many more men in #8220;commuting#8221; (8% difference) This is fairly straightforward as all you need to do is miss character arrange the different categories into an order showing the most common and least common purposes. commuting and shopping much the most common (around 20% average) visiting friends and school run both around 15% average personal business just under 10% average sport/entertainment around 7% average just more than education at 6% least common is Pyramid and Money Essay walking and holidays at around 3% each. Note the % figures here are averages of the male/female numbers. Tip: when you have many different categories, it is a good idea to group them together under a few headings. There are, of course, many possible answers to this task. Here is one solution.

This bar chart shows the different reasons for making journeys in miss character, the UK in 2006 and how males and females differed in federalist paper definition, this. It is immediately apparent that the most common purposes for travelling were commuting and shopping, both being around 20 per cent of trips. Havisham Character Analysis. The next most common reasons were visiting friends and doing the school run at yeats gyre, 15%, closely followed by personal business at miss, around 10%. Essay The Moment I Learned. Travelling for sport and miss character analysis entertainment (7%) was only just more common than journeys for educational purposes (6%). An Immediate Result Of The. Finally, the fewest number of character, trips were travelling for holidays and result of the walking, both of which accounted for around 3 per cent of all journeys. Typically, there were few major differences between males and females. In holidays, personal business and miss havisham character walking both sexes took approximately the same amount of journeys, while slightly more men travelled for educational purposes and more women visited friends. Notably, almost twice as many men as women travelled for entertainment reasons and, likewise, around 7% more men commuted to Essay The Moment I Learned work.

The two areas in which women travelled significantly more than men were shopping and the school run. Test your comparison vocabulary/grammar. In this form of writing comparisons are crucial. Indeed, they are perhaps the most important grammar item in academic task 1. So why not test yourself with this exercise? See if you can re-use the miss havisham, comparison language from my example.

Tip: try to vary the language you use to make comparisons. One way to do this is use adverbs such as #8220;significantly#8221; Get more help with IELTS preparation on federalist paper definition the main pages of character analysis, my site. Keep up with me on Facebook - all the updates and even more advice there. Or just get all my free lessons by email. 22 Responses to A bar chart – organising your answer. i found the task really greatly done, however, i have a querie. For what i have been reading, you always say that we should not try to put all the data in our writing and here, you actualy did that#8230;.. So in this model of answer there is Essay on The Moment no such a thing as a conclusion? Hi, just a question. I enrolled in a review center here in the Philippines, and miss character analysis they told us that we cannot use the Was Different, word #8220;how#8221;in our introduction Because I noticed that you commonly used the word in miss analysis, your introduction. By the yeats gyre, way, an outstanding site for IELTS, I must say!

And I regret that I only learned about this site just today #128577; I am always suspicious of advice that says you should never do something but all teachers have their own preferences. The question you need to answer is #8220;Does it work?#8221; i#8217;m really greatfull i found this site, even 2 weeks before my examination. Miss Havisham Character. Is there sth about flow charts? I think it has completely different demands. I#8217;m so worried about time management in writing. I#8217;ll definitely try your tips. I have a question maybe It seems stupid, :S. how I can know that % figures are percentages or averages ? Thank u teacher, your lessons are helpful ! % is Fraud: Schemes, simply the havisham analysis, symbol for percentage. The Yellow Wallpaper Criticism. The general rule is you need to read the title for the chart/graph to analysis understand what the figures relate to. Yeats Gyre. If the title reads the #8220;The average number of people who bought a television#8221;, then you know that the miss character, figures relate to averages.

I hope that this does not confuse you but it is yeats gyre possible that the numbers you see are percentages, but those percentages are average figures. Thank you teacher It#8217;s became clear to analysis me now #128512; I have another question , can we use the word #8221; proportion #8221; instead of #8221; percentage #8221; in this type to avoid repeating the zeus roles, word “percentage”.? I hope I do not annoy with my questions, Indeed yes. #8220;Proportion#8221; is a key task 1 word. Keep on asking questions. I got the acceptance score #128512; thank you teacher , really your website help me alot #128512; Thanks for havisham character, your help I finally reached 7, it would not have been possible without your site. Thank you for zeus roles, the wonderful website! The test at all isn#8217;t too bad for me, but I just can#8217;t seem to get this part right. No matter how many times I#8217;ve tried to write a good essay on a graph/chart, I just couldn#8217;t do it. I get stuck from the flow of miss havisham character analysis, information, I can see trends, but too many!

If I try to start with one of them, then I find myself missing the others. Eventually, I#8217;m left with a poor written piece of an immediate of the fall roman empire was, nothing #128577; The first essay is really holding me back on my study to the test. Miss Havisham Character. What can I do to improve? How can I be knocked out of the #8220;information shock#8221; I#8217;m getting everytime I face the graphs/charts essay assignment? It#8217;s not easy. Zeus Roles. I#8217;m hoping to publish more on this soon.

Hope that helps. sir you have simplyfied so much that every body is able to miss character analysis understand.thanks. Sir, I really appreciate what you have done, this website is the yellow feminist criticism just fantastic for learning IELTS. it#8217;s a pleasure to miss character analysis get a guidance frm you#8230;..this site is simply the best#8230; the federalist, main thing is wen v study we neva feel of endurance#8230;..great work . not comments at all only compliments. The site is very helpfull!!But i can not view the pictures.Is there a temporary technical problem ? Yes, it was i apologise. I think I have everything sorted out now, Please let me know if you have any further problems.

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A Character Analysis of Miss Havisham in Great Expectation by - Kibin

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Miss Havisham in Great Expectations: Description & Character Analysis

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Essay on City Life vs. Village Life (2465 words) Essay on City Life vs. Village Life! One of the most striking features of industrial age is the growth of city life. Havisham Analysis! In ancient times the people mostly lived in villages being engaged in agriculture.

Cities arose here and there as centres of trade or seats of government. Today in all industrialized countries the situation has been reversed. The urban population in England and the United States has expanded continuously over the rural population. New facilities of Essay on I Learned Was Different transport and communication have brought thousands of people nearer to each other and made it convenient for them to live together in large aggregations. The growth of cities is a special feature of modern age and as the city grows the whole character of society undergoes a change. There is a sharp difference between the city and village life though with the expansion of urban influence on the village this difference is becoming more and more a matter of degree.

However, in spite of the recent trends of urbanisation the villages still retain many of their traditional features and present a sharp contrast with the urban life. In rural community the force of traditional mores and character, the bonds of family solidarity are more dominant than in on, the urban community. According to Biesanz and Biesanz, “In the rural community custom is the king, the folkways and character analysis, mores control most of behaviour,” The sense of feminist group responsibility which tends to be more and more dissolved in miss character, the growth of the city prevails in village life. The type of village family is generally patriarchal in which the status of the individual is the status of Business Fraud: Schemes, Laundering Essay his family. There is character analysis, less individual questioning and rebellion. The family determines as to whether and whom the individual should marry for the maintenance of family name. Yeats Gyre! There is lesser freedom in the selection of life partner.

There are few love-marriages. Not only marriage but also religion, recreation, occupation pre determined by family traditions. Any deviation from the establish-id family traditions especially in sex matters, is regarded an offence against family unity and hardly tolerated. The life of all men and women is merged in family life. In short, family dominates individual’s life in village community. Moreover, the village community is too small to support a missionary society, like a Rotary Club. Miss Havisham! The family is the only organisation which performs the task of aid and protection. For such functions there is no formal organisation with a president and secretary. On the other hand, in the city community life is conspicuous by the absence of family life. The anonymous character of the city frees the urban dweller from yeats gyre close moral control. Social control becomes the activity of specialized agencies.

Family control is lessened. Police and courts, teachers and social workers take over the regulatory functions of the analysis family circle. A “free lance” detached from family bonds is looked askance at in the village while such a person, even his norms of conduct, sexual and otherwise may pass unnoticed in the city and be admitted to those places where high class gentry goes. If a person violates family marriage customs he- is not boycotted by the urban community, an impersonalized world. According to Davis, “He can escape the oppressive control of any primary group when he wishes, simply by disappearing into the sea of strangers.” It may also be noted that the urban life is more regulated by the State than the Essay I Learned Was Different rural life is regulated. Even minor matters like disposal of garbage and refuse cannot be left to voluntary action. The government acquires many functions, some of which are community housekeeping duties. Thus, in a city as opposed to the village the mores and folkways are least counted on to handle the situation. In other words, the larger the city, the greater becomes the problem of control and the more complex the agencies of secondary control.

Secondly, a village community is marked by immediate contacts between its members. There is a strong ‘we-feeling’ in the rural community. We find members in a village community helping each other and sharing the joys and sorrows of each other. In the village everybody is known to everybody. Their relations are personal. Character Analysis! Customers are not mere strangers but persons with whom all are acquainted. From such contacts each person knows a great deal about his neighbours, their activities, preferences and Essay I Learned Was Different, attitudes. Status of each one in the village community is well known. Written contracts are less important than a word of honour. Crime in village community is rare.

Since there is little secrecy, stolen goods cannot be used and are difficult to havisham character dispose of. Things are done by mutual understanding. In city life, on the other hand, nearness counts much less. The inhabitants of a city hardly know each other. Sometimes, they do not know even their next-door neighbour nothing to speak of influencing their activities. In a big city like Bombay people living in the lower storey do not know the people living in yeats gyre, the third or fourth storey. There is an atmosphere of indifference and callousness in a city. In a city like Calcutta, an inhabitant may spend a whole day in the street and never see a person he knows, though he may see tens of thousands of people. Even friend are likely to havisham character analysis be known only in a particular context and in a particular segment of life. In the words of Gist and Halbert, ‘The city encourages impersonal rather than personal relationships.” Most of the relations are indirect. Competition has a far greater velocity in the city than in Business Pyramid Tax Fraud Laundering, the village.

Life in a village community is simple and uniform. There are few ambitious men and fewer excitements. The villagers lead a uniform life tilling land and rearing animals. Their standard of living is lower than that of the town because the means of earning money are limited. They view land as the miss havisham character analysis most substantial of all heritages. Agriculture is federalist definition, their major occupation. When oppressive taxes or other measures threaten their ownership of land, they align themselves with radical movements as happened in Soviet Russia. The standard of miss character analysis living of the urban people is higher. They are more prodigal than the village people.

Country life suggests ‘save’, City life suggests ‘spend’. The poor turning rich overnight or the rich being reduced to beggary in one day are cases unknown in the village. The man of enterprise and adventurous spirit has no place in rural community. The city dweller becomes indifferent to extremes of all kinds. Indeed the distinction between public and private, between what is shown and yeats gyre, what is concealed, is much sharper in havisham, the city. It is the public behaviour that the city regulates, the private behaviour it ignores. Another contrast between village and urban community is concerning the yeats gyre modes of production. In the village as a rule, only a predominant type of occupation, Le., agriculture prevails. Each family bakes its own bread and does its own washing, for all the environment, physical as well as social, is the same. The city, on the other hand, is the place for all, the character analysis semiskilled worker, the skilled artisan, the “paper-expert”, the technician, the artist, the banker, the yeats gyre teacher, the social reformer and many others.

It is a heterogeneous group of miss people engaged in various pursuits. The city tasks are divided and Essay, sub-divided to such an extreme that even the work of unskilled labour becomes specialized. The trend in havisham character analysis, the urban world is clearly in the direction of a larger percentage of specialized work leading to paper definition a multiplicity of organisations, economic and social. The residents of a city become affiliated with a number of organisations. Their social relations are mostly indirect and secondary. Members of a single family frequently belong to havisham character analysis different organisations. Since these various organisations have different customs and procedures, there is opportunity for confusion and lack of zeus roles understanding. The process of analysis selection for the specialized work is keener.

The management selects those who are best specialized in the work and ruthlessly reject all those who fall below the competitive standard. The owner of special ability has greater chances of Fraud: Schemes, and Money Laundering Essay quick promotion. The individual is rated more in terms of analysis accomplishments than he is rated in the rural community. The city sifts and segregates all of the members according to their ability and finds a fit place for each. An Immediate Result Of The Fall Roman Empire Was! It provides public schools for havisham, the wealthy and private schools for the poor. It also provides distinctive schools for the yellow feminist, elementary, higher, technical, cultural and professional education. It even provides separate schools for miss character, defective persons, e.g. Deaf and Dumb school. The city requires and promotes great social mobility. It lays emphasis on achievement rather than the federalist ascription of status. The urban dweller can raise or lower his status to a remarkable degree during his life time.

The caste element in social stratification is minimized. Status centres on the occupation, on character analysis, the nature and competence of the activity, rather than on the accident of birth. As opposed to the village in a city social climbing is most prevalent. Essay On I Learned Was Different! Sorokin and Zimmermann have written, “The rural community is similar to calm waters in a pool and miss, the urban community to boiling water in a kettle. Fraud: Schemes, Tax Fraud Laundering Essay! Stability is the typical trait for the one mobility is the typical trait for the other.” Specialization is also seen in miss havisham, the physical structure of the city. Distinctive areas are marked for different activities.

Chandigarh, the capital of Punjab State, has been divided into different sectors, each sector with marked peculiarities. In the western world specialization of Pyramid Tax Fraud and Money areas has been carried to a greater extent than in India. The structure varies from city to city in accordance with the miss character size, site and needs, of the city, but generally everywhere in the western world there is a clear division of space into zones of business activity, of low rentals and residential congestion, of transitory abode, of “middle-class” residence, of industrial concentration, and so forth. Specialization in the city has also influenced the life of women. If the social life had remained predominantly a village life, women would have been the Business Essay drudges in the household. Industrialization and miss havisham character, specialization have brought women to workshop and factory. The Yellow Feminist Criticism! They have entered into the wider life which has altered their outlook and habits and liberated them from the miss character exclusiveness of domesticity. As MacIver observes, ‘The individualization of women has been fostered by urban life and the resulting freer reciprocity of relationship between men and women, as individuals, is exercising and will doubtless continue to exercise, since the process is still advancing, a significant influence on the whole structure of society.” The city community evokes in man the qualities which stand in sharp contrast with those demanded by rural community. The village calls for yeats gyre, persistence, a more stern and dogged fidelity to the way of life.

He is miss character, fatalistic and is in constant contact with nature. He sees nature as the practical worker who must wrest a living from the soil. He sees nature as friend and enemy, as the ripened of crops and sender of rains. The forces of nature are beyond his control and reckoning. The Moment I Learned! He is attached to- rituals and becomes superstitious and religious. The city requires alertness and quicker responses to changing situations. The city dweller is more tolerant in matters of religious beliefs, modes of havisham analysis life, tastes and opinions. According to Bogardus, “Rural people are frank, open and The Moment, genuine; they scorn the artificiality or many phases of city life.”

The city is ruled by impersonality of law and the caprice of fashion. In a rural community the rural moral codes are fixed and strict. Any violation of miss havisham character them leads to bitter estrangements and sometimes to personal tragedies. In a rural community there is much mutual aid. If a house is to be mud plastered, a feast given or a sickness nursed, the neighbours come in to help. There is an atmosphere of kindliness. There is a good deal of visiting, several times daily, between the people.

In an urban community there is the yellow feminist, no strong ‘we feeling’. Havisham Character! The absence of a common mode of occupation and the great impersonality of city life narrow the federalist urbanite’s attachments and detract from his feeling of identification with the whole community. The secondary and miss havisham character analysis, voluntary character of urban association, the multiplicity of opportunities, and the social mobility all force the individual to make his own decisions and to Pyramid Essay plan his life as a career. The city instead of havisham character analysis suppressing the individuality emphasizes it. The competitiveness of the city places the individual over against everyone else he is federalist paper, not inexorably tied to any particular relationship or cause. He leaves one city to live in another city and does not feel any loss; but a countryman when uprooted from his village surroundings sheds tears from his eyes. Economic advancement and abundance of opportunities are common incentives of the city. The young men and women leave the rural community for urban community because the latter affords those more opportunities for employment and profits. Miss Havisham Analysis! But sometimes the men coming from the village may have to face disappointment and despair in the city.

So one should leave the village for city after a deep and careful thought. The above are then the features that distinguish rural from urban life. In the yeats gyre city “opposite conditions are found”, aggregation ; instead of physical isolation; associations of many kind’s supplementing or supplanting the functions of family or categorical relationships; contacts with human beings and miss, civilization diversity superseding contacts with nature; differentiation of economic classes and specialization of economic tasks, ranking and grading men in ways often unknown in the country; limited and intensified work, with its endless varieties and disparities of opportunity and of fortune creating an intricate design of competitive living traditionally alien to the rural sense.” It may, however, be pointed out that urbanization of the rural population has reduced the differences between rural and urban community. The urban influence on the rural people can be seen in matters like social organisation, family organisation, food habits, standard of living, dress habits, cosmetics, religion, rituals, beliefs etc. The rural people are taking over the urban modes of life and as this has been happening, the rural way of wallpaper life has been withering away. The more the villages are linked with the city through modes of transport and communication, the faster will be the urban influence on character analysis, the rural life. This may lead to assimilation of the rural people into the urban way of life thereby eliminating the attitudinal and other cultural differences between townsmen and countrymen. Leave a Reply Click here to cancel reply.

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