Jorge Amados Gabriela, Clove and Cinnamon essays

Jorge Amados Gabriela, Clove and Cinnamon essays Jorge Amadoi ¿Ã‚ ½s i ¿Ã‚ ½Gabriela, Clove and Cinnamoni ¿Ã‚ ½ is a tale of different stories in the township if Ilhi ¿Ã‚ ½us, which is a province of the larger city of Bahai, situated in the northern Brazil. This is not a long novel, as epics go; but it is easy to place the details of the narrative: the political infighting, legal wrangles, unrequited love, romantic conquests, and the progress of women within the microcosm that was Ilhi ¿Ã‚ ½us in the early part of the twentieth century, against the back drop of the coming of capitalism and profiteering. This is also a microsm of the struggle of Latin America against the burgeoning hegemonies of the developed Western Hemisphere. (1) Despite the name of the novel, it is not only about Gabrielai ¿Ã‚ ½if indeed she is the heroine (for this novel has plenty of heroes and heroines).This essay will be written to describe the geographicali ¿Ã‚ ½cultural, political and economici ¿Ã‚ ½aspects that the novel. Ilhi ¿Ã‚ ½us is a microcosm for the third world development in Brazil, and, indeed, the rest of Latin America. The forces of capitalism take root. The drive to profits above all displaces and dispossesses people. Ilhi ¿Ã‚ ½us is not a big town. It is a mere province of one of the lesser known, but nonetheless growing cities of northern Brazili ¿Ã‚ ½Bahia. While the Ilhi ¿Ã‚ ½ans see Bahia as the center of their culture, the rest of the world might be more inclined to remember the cities of Rio de Janeiro and Sao Paolo. But Bahia does provide the backdrop against which Ilhi ¿Ã‚ ½ians measure their progress. Ilhi ¿Ã‚ ½us was created by the removal of the virginal, Amazonian rainforests in order to make way for cacao plantations to meet the growing demand for chocolate in developed parts of the world. The quest for cacao and land that cultivated it and the greed for the revenue it might generate, much like the frontiersman during the long-defunct California Gold Rush, gave rise to i ¿Ã‚ ½Colonels.i ¿Ã‚ ½ These were so...

Pew projects Essays - Demography, Population, Immigration

Pew projects Essays - Demography, Population, Immigration Prof Lauren Conj Comm 301 15 November 2015 Pew projects that in forty years time, no racial or ethnic group will constitute a majority of the U.S. population, as whites are projected to become less than half of the U.S. population by 2055. Therefore, by 2065, the nation would be 46 percent white, 24 percent Hispanic, 14 percent Asian and 13 percent black. Moving forward, Pew projects, births to current Americans will be vastly outnumbered by new arrivals unless Congress hits the pause button on issuing new green cards. If that doesnt happen, Pew projects an immigration flow so large that nine-tenths of all new residents will be immigrants or their children. In a 2012 report, the Center for Immigration Studies observed that: if the level of immigration the Census Bureau foresees in 2050 were to continue after that date, the U.S. population would reach 618 million by 2100 double the 2010 population. Those numbers could go even higher as many politicians, most notably , are pushing to dramatically expand the number of green cards, foreign workers and refugees. These limitless immigration expansions are sought by donors who want to keep workers salaries as low as possible. Today, after five decades of large-scale immigration, real average wages are lower than they were in 1973, shortly after the green card gusher began. Because foreign workers do jobs for such low pay, their incomes are padded with welfare. A census data report authored by the nonpartisan Center for Immigration Studies recently found that immigrant households use welfare at significantly higher rates than native households, with more than half of U.S. immigrants on welfare. Manhattan Institute scholar Heather Mac Donald has observed foreign-born Hispanics and their American-born children use welfare at rates which vastly exceed those of native-born whites. Native-born Hispanics collected welfare at over twice the rate as native-born whites, Mac Donald writes. Moreover, the Hispanic population accounted for almost the entire increase in poverty from 1990 to 2004. As Washington Post columnist Robert Samuelson has reported:

Student debt and bondage Coursework Example | Topics and Well Written Essays - 1000 words

Student debt and bondage - Coursework Example The increase is attributed to the high cost of education and that more and more students secure loan because they cannot afford it. This is also aggravated by the length of term of loans and the additional consolidation and refinancing that occur in the span of amortization. The author is of the opinion that this phenomenon defeats the purpose of education, especially the kind that the United States has. There is an implication that the American higher educational system is supposedly the ideal model because it is decentralized, has liberal admission requirements, low tuition and subject to freedom of expression. He supported this by citing that the higher education has opened to an expanding body of students. The author then proceeded on explaining how the growth of student debt is analogous to the creation of a system of bondage and indentured servitude not unlike the system that permeated during the colonial period, when slaves toiled for their freedom. He argued that this is the case, owing to several important points. First, the sheer number of indebted students (two-thirds of the college student population) would mean that majority of the new generation would be tied to paying off their debts, sacrificing their desires and opportunities to better their lives in the process. The prevalence typifies the old bondage regime. However valid or reasonable the reasons given by Williams on the issue on student debt, I would have to say that calling it bondage or tantamount to slavery is not fair, or, at least, premature considering the reasons that he was able to provide. Academic institutions in the US operate within the capitalistic system and that they are able to provide high quality of instruction because of their capability to do so. Criticizing the manner by which students were made to work longer hours for their tuition fees is a legitimate position. However, the option to get a loan is their choice. They are aware of the terms and this does not involve ba d faith on the part of academic institutions. It is not like they were coerced to get a loan or the school unilaterally modified the loan in the middle of the term for its own benefit. Students have numerous options available to them. For instance, if they cannot afford it or that they think they would not be able to bear the work that comes with the education they want, then, they could go elsewhere where the tuition is cheaper. Or that if they do not want to invest time and effort for education they could simply opt out of college. It is not right to just dole out a scholarship as if it is a privilege just because of one’s status in life. It is not, hence, indentured servitude because the relationship is economically legitimate and involves freedom of choices. What Williams want is a case of socialism that would reward non-performance. It is a case of reverse class privilege. In the US, we thrive and excel in the merit-based value wherein individuals are responsible for the ir own fates. To get something that one did not earn is un-American. The government cannot subsidize higher education for all. In this case, schools provide the opportunity for individuals to better their lives and earn higher income in the future. By allowing students to avail of debts and work to pay for it, an option is offered to those who cannot afford the tuition fees. In this issue, I would