A single gene disorder Research Paper Example | Topics and Well Written Essays - 1000 words

A single gene disorder - Research Paper Example It has a wide prevalence worldwide especially in Africa where the occurrence is in about 1 in 100 individuals (Genetics, 2000; Online Mendelian Inheritance in Man). Single-gene disorders generally arise due to mutations or changes in a single gene of the genome. Subsequent changes in the protein product of that gene give rise to a disorder. These disorders could be inherited due to an autosomal dominant or recessive gene or a X-linked inheritance. Every individual acquires two copies of a gene, one form each parents and in the dominant inheritance the disorder occurs if one copy of the gene is defective and in the recessive inheritance it exhibits only if both the copies of the gene are defective. In the case of X-linked disorder, the defective gene is present in the X chromosome and the disease manifest most commonly in males as they only have a single copy of the X chromosome (Human Genome Project Information, 2008). One such single-gene disorder is sickle cell disease which occurs due to a single point mutation in the gene coding for the hemoglobin protein. It has an autosomal recessive mode of inheritance. Hemoglobin, the most important pro tein of the red blood cell, is made up of four globin subunits, two ÃŽ ± and two ÃŽ ² subunits, which are coded by their respective genes. Every individual inherits two copies of a gene from each parent which are referred to as alleles. The normal allele for the ÃŽ ² globin subunit is referred to as allele A and the mutated allele as S. A normal individual possessing AA alleles will have a normal hemoglobin moiety, while individuals carrying one A and one S allele will produce both normal and abnormal hemoglobin molecules, as both the A and S allele are co-dominant, and are referred to as carriers of sickle cell trait who are generally healthy but may suffer from sickle cell symptoms under conditions of

Juvenile Delinquency in Hidalgo County Research Paper

Juvenile Delinquency in Hidalgo County - Research Paper Example The violent crime rate is lower in the MSA where Hidalgo belongs because it is 319.20 compared to the Texas rate of 408.60 and the country rate of 386.9 (FBI, 2012).   In other words, the total crime rate in Hidalgo County is higher than the state, particularly its property crime rate, although it has a lower violent crime rate than the latter. When discussing gang presence in the Hidalgo, the Texas Fusion Center Intelligence and Counterterrorism Division of the Texas Department of Public Safety (2013) offers only a rough sketch of gang activities in the region where Hidalgo is in Texas Gang Threat Assessment 2012.   This report stressed that there are approximately more than 2,500 gangs in Texas and Hidalgo County is in a region where gang activity is highest.  There are several parts of Texas that have the highest concentration, and Hidalgo is one of them. Hidalgo is in Region 3, based on this assessment.   In Region 3, the most notable gangs are Tango Blast (Corpitos, Vall ucos), Texas Syndicate, and Texas Mexican Mafia (Texas Fusion Center Intelligence, 2013, p. 17).   Tango Blast engages in violence and Mexican cartels, Texas Syndicate commits violent crimes, as well as human and drug trafficking, while Texan Mexican Mafia is involved in organized crime, extortion, and distribution of black tar heroin (Texas Fusion Center Intelligence, 2013, p. 10).  To deal with these gangs, the state and county offices use different initiatives to tap the resources and systems of local, state and federal law enforcement and state and federal prosecutors.   In general, they integrate resources across intelligence, police, investigative, and prosecution agencies/individuals.  Ã‚  

Web Application Design for School Organisation Optimization

Web Application Design for School Organisation Optimization Application and Knowledge Design At first, the ontology will be planned in accordance with the methodology of ontology building. Description of the Ontology The ontology domain is based upon the running of a school. The goal of the research is to provide users of the applications with the prospects to get information regarding the requirement that is required in the running of a school. The school will incorporate classes, departments, subjects, all staff etc. Queries In order to get all the required information, a number of queries have to be performed throughout the web. Coupled with the required information, it can be stated that the following queries need to be performed. What is taught Monday morning in room CWG/03 at 9am? How many girls are in year 10 take Science? How old is the head teacher? What teacher is head of the sports department? Who teachers Geography and also Sports? Please give all the names of teachers and their email addresses if known. How many of the admin team are under 40 years of age? Admin Staff members whose surname begin with W Retrieve all teachers and their qualifications Retrieve the name of all subjects taught by the teacher with ID 2341 Why the Domain is Interesting to an Audience? The shift of the paradigms in the field of education in the recent decades, as well as the spreading of education, proposes ways through which the education can be provided under one roof. Practitioners and researchers are making every attempt to find approximate methodologies for making education easily available to every human being. With the proposed ontology, the user can have a concept of the school and will be able to develop the school system in any part of the world with an ease of the information technology. The respective domain ontology will act as an instrument for the construction of the school system in an effective and efficient manner. Consider Salvaging Existing Ontologies In order to make an application that fulfils the needed requirements, the following ontologies have been deployed. Tools for Managing Ontologies In the context of definitions and typologies, there are also several available tools for defining and managing ontologies. Since the initials and more rudimentary (Ontolingua Server, Ontosaurus) to the most recent and advanced, the following typology has been proposed. Ontology Development Tools This group includes the tools that serve for the construction of new ontologies or for the reuse of existing tools (Tolk, 2013). Among its functionalities are the addition and the consultation, as well as the export and import of ontologies, visualization in various graphic formats, etc. Ontology Fusion and Integration Tools These tools try to solve the problem of the combination and integration of diverse ontologies of the same domain; that occurs when two distinct organizations are united, or when it is intended to obtain a quality ontology, from the existing ones (Jain, 2013). Ontology Evaluation Tools They appear as tools for support should ensure that both ontologies and related technologies have a minimum level of quality (Ferraram, 2013). In the coming years, this effort can lead to identical certifications. Annotation Tools These tools are premeditated to consent users to insert information and data (Jain, 2013). Most of these tools have seemed recently, along with the idea of à ¢Ã¢â€š ¬Ã¢â‚¬ ¹ the semantic web. Tools, Storage and Questions They are termed as the instruments that have been created to allow easy use ontologies (Maedche, 2012). The key is the intent that the web becomes a real platform to transmit knowledge. Learning Tools They are semi-automatically used to build ontologies from natural language. Along with the tools or editors, ontologies must mention the existence of different languages à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹that allow the creation and / or development thereof. Most are built by XML syntax or RDF (S) and OIL (Ontology Inference Layer), DAML (DARPA Agent Mark-up Language), OIL and OWL (The Web Ontology Language) (Shvaiko, 2013). In any case, some of these ontology languages à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹are still in development, although thanks to the work and support of the World Wide Web Consortium (W3C) OWL seems that consolidates acquiring a clear and obvious progression. Significant Terms used within the School Ontology The significant terms that will be deployed throughout the research paper are mentioned below. Staff Students Teachers/Lecturers Admin staff Rooms Classrooms Staff room Timetable Description of the Classes and Hierarchy Classes The classes are explained in the below mentioned diagram. The Architecture of 3-Tier Content Management is illustrated in the below mentioned diagram. Description of the Classes and Hierarchy Classes Describing Classes Three primary classes will be defined i.e. Users, institutions, and learning resources. The institution class is further divided into colleges. The learning resource class incorporates a list of overall courses as its user class and subclasses consists of a list of every type of users i.e. Instructor, student, and administrator (Jain, 2013).   The overall classes are sub classed under one class that exemplifies overall classes root. Tools and Techniques Used in Prototype Development Owl and Protà ©gà © editor have been deployed to build domain ontologies for its popularity and simplicity. RDQL and Jena2 APIs have been deployed in order to interact with a semantic web reasoner to implement the designed prototype (Kholief, 2012). OWL has been used as the ontology language, reason being; it has been recommended due to its tool support, and functionality. SPARQL is the recommendation of the W3C recommendation as a query language within the framework of Jena for RDF. SPARQL has been deployed to extract the information from the graphs of RDF. This infers that the only information retrieved by the SPARQL is stored in a model that consists of a set of N-triple statements (Ferraram, 2013). Moreover, SPARQL can process the ontology in a wide range of languages, including SPARQL, OWL, similar to other languages of RDF based query ierSeRQL, RDQL, and SPARQL is tough to provide semantics with reference to DL, OWL. A typical SPARQL query possesses the below motioned forms SELECT ?x WHERE (?xshortPrefix : localName   value) USING short Prefix FOR ?x refers to the variables that will return to the applications. The WHERE clause stipulates the graph pattern in the form of the list of the triple patterns USING clause describes an alias for URIs prefix to simplify the URL   (Stevenson, 2015) SPARQL can query regarding the objects or predicates too. However, the limitation of SPARQL incorporates that there exists no query disjunction. The Repository tier stores both; the structure and content of the ontology. The Generic ontology researcher engine resides in the semantic tier amid the end user interface tier and repository tier (Icoza, 2015). The end-user interface tier cooperates with the content server via the reasoner by stipulating the criteria tier attribute-value pairs and the constraints. Then, the reasoner locates the pertinent contents (based upon those conditions), and deliver content to the software agents/ users within an arranged manner. Such a type of system decomposition allows those to develop large-scale software systems and reduces the overall time of development (Kholief, 2012). To illustrate the dependencies or relationships in the respective domain, 2 types of relationships have been used; the direct relationship amid content incorporating its inverse relationship. The other relationship is the transitive or indirect, tier prerequisite that refers to the inherited relationships. Sparql queries What is taught Monday morning in room CWG/03 at 9am? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?course ?weekday ?time ?room WHERE { ?course rdf:type sch:Course   . ?course sch:day ?weekday . ?course sch:time ?time . ?course sch:room ?room . FILTER regex(str(?weekday),Monday,i) FILTER regex(str(?time),9AM,i) } Science course is taught Monday at 9AM in room CWG/03. How many girls take science in year 10? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT (MAX(?course) as ?course_name)   (COUNT(?students) AS ?no_students) WHERE { ?course rdf:type sch:Course . FILTER regex(str(?course),Science_,i) . ?course sch:hascourse ?students . ?students a ?type   . FILTER( regex(STR(?type), Year10)) . ?students sch:gender ?gender . FILTER regex(str(?gender),F,i) . } The number of girls who take science in year 10 is 2. How old is the head teacher? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?task ?num WHERE { ?task rdf:type sch:Headteacher . OPTIONAL {?task sch:age ?num } } The headteacher is 45 years old. What teacher is head of the sports department? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?name WHERE { ?name rdf:type sch:Sports_head . } His name is Martin Richards Who teachers Geography and also Sports? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?teacher ?teaches WHERE { ?teacher rdf:type sch:Teachers . ?teacher sch:IsLecturerOf ?teaches . FILTER (regex(str(?teaches),Geography_,i) || regex(str(?teaches),Sports,i)) . } Bill Waite teaches both Geography and Sports. Please give all the names of teachers and their email addresses if known. (Optional patterns, week 6, lecture 5, slide 12) PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?name ?email WHERE { ?name rdf:type sch:Teachers . OPTIONAL {?name sch:email ?email } . } How many of the admin team are under 40 years of age? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT (COUNT(?all)   AS ?total) WHERE { { ?all rdf:type sch:Receptionist } UNION { ?all rdf:type sch:Secretary } UNION { ?all rdf:type sch:Switchboard_Operator } . ?all sch:age ?yrs . FILTER (?yrs } There are 2 members of the admin team that have less than 40 years. What members of the admin staff surname begins with W PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT  Ãƒâ€šÃ‚   ?all WHERE { { ?all rdf:type sch:Receptionist } UNION { ?all rdf:type sch:Secretary } UNION { ?all rdf:type sch:Switchboard_Operator } . FILTER regex(str(?all),_w,i) } Paula Wilson, Charlie Williams and Jane Wight are the admin members whose surname begins with W. Retrieve all teachers and their qualifications PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?teacher ?teaches WHERE { ?teacher rdf:type sch:Teachers . ?teacher sch:IsLecturerOf ?teaches . } Retrieve the name of all subjects taught by the teacher with ID 2341 PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?teacher ?id ?subjects WHERE { ?teacher rdf:type sch:Teachers . ?teacher sch:ID ?id FILTER (?id=2341)  Ãƒâ€šÃ‚   . ?teacher sch:IsLecturerOf ?subjects } Albert Tatlock, the teacher with ID 2341, teaches ICT. DBPedia A timetable query. Results in HTML Ontology-Oriented Inference-Based Learning Content Management System Application Semantic web technologies based upon ontology are considered as the promising solution in order to provide an explicit definition of the shared conceptualisation regarding certain domain as well as acknowledging assemblage of e-learning contents. Ontologies integrated with profiles of the learner integrate to provide enhanced results within an e-learning LMS system. It could be used in contrast with multi-agent technologies in order to derive personalised learning paths (Stevenson, 2015).   The domain of courses can be easily managed by ontology and provide explicit details of education establishment as well as adaptation of students learning paths. General Concepts of LCMS LMS is regarded as the software package, usually applied on the large scale that enables the delivery of learning resources and courses and management to students. Most of the LMS systems are web-based in order to facilitate anywhere, anytime access to administration and learning content. LMS is referred to as the reporting systems and do not include ways to develop new content or to deliver small learning packets (Icoza, 2015). LMS is fashioned for tracking test results, registration, class lists, grades, managing all learning events within the academics institute and class scheduling. In contrast, the LCMs focus upon the learning content. It provides authors, subject matter experts, and instructional designers to means to develop e-learning content in a more effective way. The core concern that is resolved by LCMs is to develop sufficient content just in time to meet the requirements of the learners group or individual learners (Kuhn, 2012). Instructional designers develop chunks of reusable content rather than entire courses and acclimatising to multiple audiences, and make them available to the course developers all through the academic institute. Sequence Diagram The sequence of steps is performed on the retrieve and query as mentioned in the figure below. The flow proceeds as follows: The user search for certain information after the registration to system Then, the semantic-based LMS check the validation of the query The system informs him about, if there is any error in request sending or if the query is invalid If the query is valid, then the system gets the query at repository data as well as user history repository, and sees there is any existing data (Kuhn, 2012). The system notifies him about the existence of data, if the data exists, then data is retrieved by the system makes an inference to that of fetching data by deploying the rules of validation It saves the result of inference to the repository and includes the outcomes to the original retrieved data and responses to the operator. Figure: Sequence Diagram Fundamental   Ontologies The system is based on the ontological framework to allow formal demonstration of learning content along with its principle building blocks such as; different types of learning activities, learning content, participants within the process of learning i.e. teaching assistants, teachers, learners, etc. (Ferraram, 2013). The ontology domains defined can be salvaged by other ontologies, therefore assimilating various contemporary technologies under single ontology illustrating a large domain. Describing Classes Three primary classes will be defined i.e. users, institutions, and learning resources. The institution class is further divided into colleges. The learning resource class incorporates a list of overall courses as its user class and subclasses consists of a list of every type of users i.e. instructor, student, and administrator (Jain, 2013).   The overall classes are sub classed under one class that exemplifies overall classes root. Outlining Properties Figure: Object Properties Figure: Datatype Properties The ontology of the learning resources is the core of this framework has been demonstrated in the graph illustrated below using the OntoGraft (Kholief, 2012). It consists of a number of properties and classes aimed at formally signifying learning content. The ontologies have been divided into two segments; information of learning course and learning content information. The class courses is the one that has been opted by more than one learner while interrelating with customers. The other class consists of the course content such as; lab experience, PowerPoint lectures, notes, and media. Moreover, the courses are also divided into the subclasses. Class course specifications incorporate the information regarding the field, term, and the course type. In addition, class course enrolment includes information regarding the enrolment of students on certain course (Icoza, 2015). The ontology signifies characteristics to the overall procures of E-learning i.e. Preferences and basic personal data along with the speciation of the features of leaner-specific, including multiple dimensions of learning styles and performance. Figure: Projected Learning Resource Ontology Class Diagram A class diagram is the UML structure diagram that illustrates the structure of designed system by exemplifying the classes in the system, constraints, relationships, their features, amongst the classes.  Ãƒâ€šÃ‚   Moreover, the active entities of the anticipated systems include; courses, students, course administrator, and course content. The entities of the business domain include; test, enrolment, course evaluation, and course specification (Kuhn, 2012). The class diagram of the projected system has been illustrated in the below mentioned figure. Figure: Class diagram of Learning Resources ontology Logical Rules The above mentioned rules demonstrate the semantic probing of course content upon the system. The explanation of the rules is mentioned below. rules 1; the privilege of the learner to course content ie enrollment rules 2; pre-request courses of various courses (Ferraram, 2013). rule 3; topic of certain contents such as; authentication lectures of course database is linked to security of topic too Related Work The research will incorporate the approaches of e-learning content management along with the semantic approach that is associated with the represented work. The review has enhanced the e-learning environments with that of the semantic-rich cognisance information. It has intended the educators to utilise this information when updating learning content for future courses. Therefore, heuristics have been developed that allow both; the convergence of LCMS log data and the intelligent analysis into the ontologies of the Semantic web. ILMSs (Intelligent LMSs) have linked the modern approach to the web-based education is dependent upon the LMSs, but under adaptive hypermedia and intelligent tutoring technologies (Kholief, 2012). As the generation of the new Web, the Semantic web has improved conditions for reusing and composing the learning materials. The research has been aimed to develop a simple, learner-oriented, and customised e-learning system as well as to create the material of particular course conforming SCORM. The research emphases upon the development of an ontology of student model that is appropriate with the needs of learning procedures in the faculty of computer science. The oncology has, moreover, incorporated the knowledge regarding student learning styles, student data, as well as the performance of the students (Jain, 2013). The research is based upon the approach, identifying such of those learning objects that amalgamate information technology and educational pedagogy via instructional design. Brief Phenomenon of Ontologies The term Ontology comes from the world of philosophy is the part of metaphysics that deals with being in general and of their transcendental properties, or properties that transcend the limits of the merely experimental (Wanner et al, 2015).   This concept has been adopted by computer science, specifically in the domain of artificial intelligence, adapting it to their needs, and using a metaphor according to which the experimental, physical, tangible, objective and recordable would be the data, and the metaphysical, inedible, subjective would be informative. More rigorously, this metaphorical adoption has given rise to a wide variety of definitions of this new concept, a product of the points of view of diverse authors and, fundamentally, of the different ways of constructing and using ontologies as computer systems (Brizzi et al, 2016). Among the most well-known and used definitions is that states that that an ontology constitutes an explicit and formal specification of menta l abstractions, which are shaped by an agreement of the expert community in a domain and in a design for a specific purpose this definition implies a multitude of aspects that contribute to clarify this concept. Therefore, when analysed in detail, it is ontology provides the structure for a vocabulary controlled in a way similar to a dictionary or a thesaurus. This vocabulary, agreed by the community, is expressed through concepts, thus conforming the abstractions (Johnson, 2016). On the other hand, in terms of the formal specification of a vocabulary, this could be in various forms, such as a flat list of words, a dictionary, a taxonomy, an entity-relationship diagram, a Unified Mark-up Language (UML) model, an XML schema and many other possible ones (Goodchild, 2013). However, the ontologies are much more than described so far and to give a small sample that its possibilities are not confined and trying to clarify and deepen especially, it has resorted to the definition of Neches and employees. It has been argued that ontology defines the vocabulary of an area through a set of basic terms and relations between these terms, as well as such, as rules that combine terms and relationships that extend given definitions in the vocabulary (Kuhn, 2012). This assumes that the ontologies are not formed only by mere concepts with a certain organisation, which would not be much more distant of a thesaurus, but also relations, rules, and axioms are given between concepts that enrich and contribute to expanding the vocabulary of the work domain. In order to clarify, with a concrete case, what is ontology is included below an example regarding possible travel ontology (Stocker et al, 2014). Within it would be all the relevant concepts related to the subject in question, among others: travel, flight, the client, lodging, road, departure, arrival, rate, etc. In this ontology, everything would start from the key concept, trip. Of the same, the different types of trips that a person can perform (flight, train, bus, by boat, etc.). Also, it is the fact that every trip has a single date, time and place of departure and a single date, time and place of arrival, a company and a tariff, concepts all that would be part of the ontology (Whitehead et al, 2013). Once all the basic concepts have been defined, the relations between them, for example, a trip of a certain type with a place of departure and another one of arrival corresponds a determined duration. Another possible relationship would be formed by the place of the concept of departure, place of arrival, and itinerary by road, and that a certain sequence of roads connects two different places. The complexity and variety of relationships can become as can imagine since the multiplicity of relationships can achieve a system much more powerful and effective. Thus, a city of origin may have as points of departure a particular bus station, a train station or an airport (Jain, 2013). Different points of departure that will be depending on the chosen destination or on other issues such as schedules or economic ailments, among others. With this complexity of criteria, intelligence implemented in the system this will be able to guide to the most suitable station or airport, at a certain time and with the relevant transhipments. In this way, the efficiency can be management process of any trip, greatly facilitating the whole process (Ferraram, 2013). Another important element that is part of the ontologies are the axioms (logical expressions), which serve to define meaningful constraints of the type such as, is not possible to travel from the USA to Europe by train or it is not poss ible to travel by boat between Madrid and Barcelona. In addition to it, this small ontology could be implemented on an Information System (GIS), helping to manage all this information in a more efficient and autonomous, because it will allow the user to know what type of transport takes you from one city to another, days and times of departure and arrival, fares, durations, accommodation, etc., all in a smart and automated way. Without forgetting that the information to be obtained can be as much or more complex as it goes bringing greater

Success of a Family: Aspirations & Motives of the Younger Family in Lo

Lorraine Hansberry’s A Raisin in the Sun revolves around a short but difficult period in the lives of the Younger family. Each family member has dreams of a higher quality of life; free from the pressures of poverty and the literal confines of an outgrown and decrepit apartment. Ultimately, the ambitions of each Younger are inspired by dreams of a better life for the family as a whole. Though each Younger approaches this goal differently, they each desire to rise above their current position in the â€Å"rat trap† of society into a better, more respectable, life (964). Each Younger is chasing an ambiguous notion of success and believes that they will bring an end to the family’s hardships; consequentially leading to prosperity and, of chief importance to the Youngers, the rebirth of the families relationships and pride. Walter Lee Younger aspires to obtain wealth and fortune through entrepreneurism and business savvy. Walter’s belief that money is life drives his desire to become a powerful business person and fuels his belief that the family’s problems could all be solved with enough money (980). Unfortunately, Walter’s lack of experience, demonstrated by his belief that â€Å"don't nothing happen for you in this world ‘less you pay somebody off!†, continually hinders his success in life (957). Despite his shortcomings, Walter is persistent in his belief that he can succeed as a entrepreneur, eventually resulting in the loss of the family’s insurance money to Willie Harris. Walter’s belief that money is the solution results in him taking an unreasonable risk. Though these risks result in harm coming to his family they were undertaken in a desperate attempt to improve their lives. Walter’s actions are also significantly motivated by hi... ...ay own, as well as reasserting their pride as a family and establishing themselves in a higher socioeconomic bracket. Though the hardships will undoubtably continue, working together the Youngers will succeed. Works Cited Ardolino, Frank. "Hansberry's â€Å"A Raisin In The Sun†." Explicator 63.3 (2005): 181-183. OmniFile Full Text Select (H.W. Wilson). Web. 23 Mar. 2012. Cooper, David D. "Hansberry's A Raisin In The Sun." Explicator 52.1 (1993): 59-61. Academic Search Complete. Web. 21 Mar. 2012. Hansberry, Lorraine. â€Å"A Raisin in the Sun.† The Norton Introduction to Literature Potable Tenth Edition. Ed. Alison Booth and Kelly J. Mays. New York, NY: Norton, 2011. 950-1021. Print. Matthews, Kristin L. "The Politics Of 'Home' In Lorraine Hansberry's A Raisin In The Sun." Modern Drama 51.4 (2008): 556-578. MLA International Bibliography. Web. 22 Mar. 2012.

Scariest thing that has happened to me

This essay describes my scariest experience in life which happened two years ago in the second year of my graduation term. The Disclosure The local Red Cross society had organized its half yearly blood camp, choosing our college campus as the venue. I had always an inexplicable apprehension in donating blood, never having donated an ounce before. But on that particular occasion, many of my friends donated blood, which created a kind of social pressure on me to participate in the event. On the last day of the camp, I went ahead and enrolled in the list of donors. It was slight pain and a little weakness, which was more imaginary than real, in my perception. A day later and I was feeling fine as ever. Things followed their usual routine for a couple of weeks and one day when I received an envelope from the Red Cross society, I assumed it to be a note of thanks from them. The shock that the content of that note gave me is still etched vividly in my memory. In just one line it stated that my blood could not be accepted for donation as it was found HIV positive. Sweating and trembling I tried to comprehend the meaning of these words as they kept getting in and out of focus Effect and Impact I’d always thought that ‘earth shifting beneath the feet’ is a figure of speech- at that moment I found how true it could be. There was a sudden sense of collapse and devastation around of my world. My career plan, my friends, my family, my life, my dreams, they all were wiped off by that single line. A moment ago I had years and years of time to achieve all that I had planned, and moment later I had been handed my death sentence. The worst part was I did not know whom to seek counsel. I was seeing myself as an anathema and I was sure the moment anyone hears about my state, I would be pronounced as socially dangerous and put into quarantine. The specter of impending death surrounded my vision and its fear impeded my rational and normal approach in life. I stayed up through next couple of nights, unwilling to waste my remaining days or hours in slumber. I tried not to think about it, but surreal images of my last hours, with me alone and forsaken, kept floating before me. They took a more concrete shape in my dreams, which was another reason for my desire to forsake sleep. There was a continuous hammering inside me all the time-a fear that wanted to tear me from within and come out in open. I fought to keep it inside, and hid my mental agony, suffering and torture from even best of my friends and family. Very soon, the idea of suicide started to appeal me. I argued repeatedly with myself on whether I should await the impending doom or shall I take my destiny in my own hands. But for a person like me who had always loved to live life, suicide had only a conceptual appeal. On many occasions, I took a gun in my hand; or leaned out of our 7th floor apartment, contemplating a jump, and found myself unable to do neither. On these occasions, I experience a surge of such pure anger and frustration that I was scared rather than committing suicide, I could murder someone in this state. Unreasonably though a considerable part of my anger was devoted to Red Cross society itself- if they had not organized the blood donation camp, I had never been brought to face this fearsome situation. After Effects Two weeks later, I was visited by a batch-mate who had secured admission in the medical school. She was surprised at the unkempt state of my apartment- I was known to be finicky about cleanliness- and she deduced as much from my demeanor as by my general state that I was holding something within. Once she forced out truth from me, she led me over to the local hospital for a full body check up-including blood and urine culture. She had refused point blank to accept the results of Red Cross and assured me that mistakes could occur in their analysis. The local hospital had to give its report after two days and those days were the tensest and perhaps scariest in my life-scarier than even all the previous weeks which I had spent under shadow of death. It seemed incredible how my fate was being decided in a hospital laboratory some blocks away, and I could not do anything about it. I did not close my eyes for a moment in the two days, swaying between deepest dejection and slightest hope. Two days later when I received the envelope from the hospital enclosing my reports, I could not bring myself to open it and read it. There in my hand was my statement of life or death and I was mortally afraid to take a sneak in it. It was for hours that I kept it clutched in my hands, unable to bring myself to see its content. In the evening my friend visited me again, specifically to know the result of tests. She took the report from me and as she was about to open it, I turned away from, unable to withstand the tension and the probable expression of doom on her face. For several second she did not speak and I felt I would implode-the tension was unbearable for me to withstand. Then she tapped me and said â€Å"Sorry to disappoint you.. but you are as HIV negative as one possibly can be! †

Moscow and Grand National Capital

1. How did Paris become the model for the Grand National capital city? Paris becomes a model for the Grand National capital city because of its impressive public buildings, but mostly because of the work of Haussmann. Before the transformation, Paris was extremely congested, dirty and unpleasant. It was not unified and it had a lack of an effective transportation system. After Haussmann’s work, Paris becomes a model not only within France but also internationally because of its ideal environment and power. 2. How did Haussmann transform the city in just 2 decades?What was his contribution to the economic development of Paris? Haussmann carved out boulevards through the dense city, and opened up the city. He sold land and helped finance construction of new apartment buildings. Sewer systems and clean water was brought into the city, and space was made for both circulation traffic and armies for control. He even created public restrooms for the city, along with parks and the gre en areas of the city. Because of Haussmann’s urbanization, Paris grew economically because it became a place that reflected the power of the state and a place of exporting. . Why were the advantages of the Boulevard system? What were the disadvantages? The Boulevard system created a sense of orientation for the city as well as dividing it evenly. It made transportation easier and organized the city in a way. Some disadvantages might be that some people don’t like a repetitive look of the boulevards and that it could create traffic. 4. What was the social democratic vision for Paris after World War II? What were its advantages and what were its disadvantages?The social democratic vision for Paris after World War II included things such as national healthcare, free education systems, family allowances, pensions and unemployment insurance. The development of the subways and better transportation systems were some advantages of the changes after WWII. Paris also builds new modern buildings, such as the subsidized housing buildings. However even though the housing was built for the white French people, immigrants later started to move in which caused social problems and separations 5.What are some of the problems that have emerged in recent years in Paris as a result of neo-liberalization and market orientation? What are some of the benefits? Some of the problems that have emerged recently in Paris are that there is still separation between the social classes in the suburbs and then in the city. Paris has been moving towards the more global standard of international development as opposed to a highly regulated system. Consumer choice has become more popular and this allows businesses in Paris to have more freedom in the market.

Progressive Reform Era essays

Progressive Reform Era essays The Progressive Reform era marked a huge change in American society. By the turn of the 20th century, society was becoming increasingly urbanized, with families moving to the city to find work in industries that had not existed even a few years before. Cities had always existed, of course, but they grew tremendously as immigrants came to America from many other countries to find new opportunities, and because so many people were moving from agricultural areas to the city. This helped lead to a more prosperous society, and a new middle class of people that attempted to change many aspects of society. This middle class was better off, better educated, and determined to create social change in the country, from supporting women's votes to even supporting unions and the Socialist Party in some cases. The impact of the city and factories on women and children was not nearly as positive as it was on many other members of society. Women and children often toiled for long hours and little pay in the factories, and industrialists took advantage of them in every way they could. This is why labor unions were initially formed, because many business owners were extremely cruel and manipulative of their workers, and did not pay them enough to live on, so they created an entire level of poverty-stricken wage earners as well as a thriving middle class. Technology was what allowed the cities to develop as they did. Innovations such as the railroad and the automobile helped make transporting goods easier and cheaper. There were also many manufacturing innovations, such as the assembly line invented by Ford that made manufacturing more efficient and cost-effective. This lead to development of new technologies and innovations that continue to improve Americans' lives. The new middle class created more social reformers who were concerned with the plight of the poor and immigrants, and they worked to create better working conditions and unders...

So You Just Got Fired. Now What

So You Just Got Fired. Now What Even if it wasn’t your fault, getting fired can be a traumatic experience. Here are 8 steps you can take to ensure you bounce back. 1. Take a momentSulk. Set yourself a time limit- a week or less- and throw yourself a pity party. Wear sweatpants and have ice cream for breakfast and grieve for the job you lost. Feel all the feels and then cut yourself off and get back on that horse.2. Stop Facebook stalkingNo good can come of you and social media right now. You’ll only compare your current situation to everyone else’s apparently devastating success- the constant feed full of fancy promotions and careers, even marriages and babies. Remember that your current situation does not define the scope of your life or career and take a breather from all the bragging of your network.3. Open the windowThe door is closed. That sucks. But now you get to find the window. There will always be a window. Reframe how you’re looking at this loss, and turn it into a gain. What do you now have the freedom to pursue? Figure that out and go get it.4. Soul searchYou’ve turned the positivity corner. Now you’re strong enough to examine what you may have done wrong- or failed to do really well- so you can prevent that from happening again. This could be a valuable learning experience for you. Even if you learn that you just picked a rotten company at a rotten time. Figure out how you can make yourself a better worker having learned where your performance was perhaps not perfect.5. Take it on the chinAsk former coworkers you trust how they view the situation. Ask them to give you straight-up, honest feedback, then listen to what they have to say. Don’t argue. Just take in their view and examine it in the comfort of your own home. Ask yourself what you can take away from what they said in order to do better next time.6. Make a planNow that you’ve learned more about your weaknesses (and are starting to feel that sneaky despair again), it ’s time to get back into the positive and proactive realm. Make a plan for improving each thing on your newfound list of faults, whether major or minor. Turn all of this difficult feedback into a new set of goals you can work at, reach, and celebrate.7. Get physicalNever underestimate the endorphin rush of exercise. Or the confidence you’ll gain from realizing your bod is getting hotter by the day. Your self-esteem will thank you.8. Be gratefulWrite a thank you note. Or ten. To your former boss, your colleagues. Most importantly, to your former supervisor for the opportunity and the things you learned from them. You’ll never know when you might cross paths again.

Definitions of Defamation, Libel, and Slander

Definitions of Defamation, Libel, and Slander   Ã¢â‚¬Å"Defamation of character† is a legal term referring to any false statement- called a â€Å"defamatory† statement- that harms another person’s reputation or causes them other demonstrable damages such as financial loss or emotional distress. Rather than a criminal offense, defamation is a civil wrong or â€Å"tort.† Victims of defamation can sue the person who made the defamatory statement for damages in civil court. Statements of personal opinion are usually not considered to be defamatory unless they are phrased as being factual. For example, the statement, â€Å"I think Senator Smith takes bribes,† would probably be considered opinion, rather than defamation. However, the statement, â€Å"Senator Smith has taken many bribes,† if proven untrue, could be considered legally defamatory. Libel vs. Slander Civil law recognizes two types of defamation: â€Å"libel† and â€Å"slander.† Libel is defined as a defamatory statement that appears in written form. Slander is defined as a spoken or oral defamatory statement. Many libelous statements appear as articles or comments on websites and blogs, or as comments in publicly-accessible chat rooms and forums. Libelous statements appear less often in letters to the editor sections of printed newspapers and magazines because their editors typically screen out such comments. As spoken statements, slander can happen anywhere. However, to amount to slander, the statement must be made to a third party- someone other than the person being defamed. For example, if Joe tells Bill something false about Mary, Mary could sue Joe for defamation if she could prove that she had suffered actual damages as a result of Joe’s slanderous statement. Because written defamatory statements remain publicly visible longer than spoken statements, most courts, juries, and attorneys consider libel to be more potentially harmful to the victim than slander. As a result, monetary awards and settlements in libel cases tend to be larger than those in slander cases. While the line between opinion and defamation is fine and potentially dangerous, the courts are generally hesitant to punish every off-hand insult or slur made in the heat of an argument. Many such statements, while derogatory, are not necessarily defamatory. Under the law, the elements of defamation must be proven. How Is Defamation Proven? While the laws of defamation vary from state to state, there are commonly applied rules. To be found legally defamatory in court, a statement must be proven to have been all of the following: Published (made public): The statement must have been seen or heard by at least one other person than the person who wrote or said it.False: Unless a statement is false, it cannot be considered harmful. Thus, most statements of personal opinion do not constitute defamation unless they can objectively be proven false. For example, â€Å"This is the worst car I have ever driven,† cannot be proven to be false.Unprivileged: The courts have held that in some circumstances, false statements- even if injurious- are protected or â€Å"privileged,† meaning they cannot be considered legally defamatory. For example, witnesses who lie in court, while they can be prosecuted for the criminal offense of perjury, cannot be sued in civil court for defamation.Damaging or Injurious:   The statement must have resulted in some demonstrable harm to the plaintiff. For example, the statement caused them to be fired, denied a loan, shunned by family or friends, or harassed by the media. Lawyers generally consider showing actual harm to be the hardest part of proving defamation. Merely having the â€Å"potential† to cause harm is not enough. It must be proven that the false statement has ruined the victim’s reputation. Business owners, for example, must prove that the statement has caused them a substantial loss of revenue. Not only can actual damages be hard to prove, victims must wait until the statement has caused them problems before they can seek legal recourse. Merely feeling embarrassed by a false statement is rarely held to prove defamation.  Ã‚   However, the courts will sometimes automatically presume some types of especially devastating false statements to be defamatory. In general, any statement falsely accusing another person of committing a serious crime, if it was made maliciously or recklessly, may be presumed to constitute defamation. Defamation and Freedom of the Press In discussing defamation of character, it is important to remember that the First Amendment to the U.S. Constitution protects both freedom of speech and freedom of the press. Since in America  the governed are assured the right to criticize the people who govern them, public officials are given the least protection from defamation. In the 1964 case of New York Times v. Sullivan, the U.S. Supreme Court ruled 9-0 that certain statements, while defamatory, are specifically protected by the First Amendment. The case concerned a full-page, paid advertisement published in The New York Times claiming that the arrest of Rev. Martin Luther King, Jr. by Montgomery City, Alabama, police on charges of perjury had been part of a campaign by city leaders to destroy Rev. Kings efforts to integrate public facilities and increase the black vote. Montgomery city commissioner L. B. Sullivan sued The Times for libel, claiming that the allegations in the ad against the Montgomery police had defamed him personally. Under Alabama state law, Sullivan was not required to prove he had been harmed, and since it was proven that the ad contained factual errors, Sullivan won a $500,000 judgment in state court. The Times appealed to the Supreme Court, claiming that it had been unaware of the errors in the ad and that the judgment had infring ed on its First Amendment freedoms of speech and the press. In its landmark decision better defining the scope of â€Å"freedom of the press,† the Supreme Court ruled that the publication of certain defamatory statements about the actions of public officials were protected by the First Amendment. The unanimous Court stressed the importance of â€Å"a profound national commitment to the principle that debate on public issues should be uninhibited, robust, and wide-open.† The Court further acknowledged that in public discussion about public figures like politicians, mistakes- if â€Å"honestly made†- should be protected from defamation claims. Under the Court’s ruling, public officials can sue for defamation only if the false statements about them were made with â€Å"actual intent.† Actual intent means that the person who spoke or published the damaging statement either knew it was false or did not care whether it was true or not. For example, when a newspaper editor doubts the truth of a statement but publishes it without checking the facts. American writers and publishers are also protected from libel judgments issued against them in foreign courts by the SPEECH Act signed into law by President Barack Obama in 2010. Officially titled the Securing the Protection of our Enduring and Established Constitutional Heritage Act, the SPEECH act makes foreign libel judgments unenforceable in U.S. courts unless the laws of the foreign government provide at least as much protection of the freedom of speech as the U.S. First Amendment. In other words, unless the defendant would have been found guilty of libel  even if the case had been tried in the United States, under U.S. law, the foreign court’s judgment would not be enforced in U.S. courts. Finally, the â€Å"Fair Comment and Criticism† doctrine protects reporters and publishers from charges of defamation arising from articles such as movie and book reviews, and opinion-editorial columns. Key Takeaways: Defamation of Character Defamation refers to any false statement that harms another person’s reputation or causes them other damages such as financial loss or emotional distress.Defamation is a civil wrong, rather than a criminal offense. Victims of defamation can sue for damages in civil court.There are two forms of defamation: â€Å"libel,† a damaging written false statement, and â€Å"slander,† a damaging spoken or oral false statement.   Sources â€Å"Defamation FAQs.† Media Law Resource Center.  Ã¢â‚¬Å"Opinion and Fair Comment Privileges.† Digital Media Law Project.â€Å"SPEECH Act.† U.S. Government Printing OfficeFranklin, Mark A. (1963). â€Å"The Origins and Constitutionality of Limitations on Truth as a Defense in Tort Law.† Stanford Law Reviewâ€Å"Defamation.† Digital Media Law Project

Corporate Information Strategy and Management Essay

Corporate Information Strategy and Management - Essay Example The scenario in the world of business is changing every now and then with new entrants in the market making sincere attempts to make it to the top. Any organization either to survive or compete in the industry needs to re-formulate its strategy keeping in view the market condition and rivals. According to Grant (Bowman, E.H and Helfat, C.E., 2001) business strategy deals with the ways in which a single business firm or an individual business unit of a larger firm competes within a particular industry market whereas corporate strategy deals with the ways in which a corporation manages a set of business together. Chew E.K. and Gottschalk, P. (2009) states that strategy is about creating a competitively differentiated position to win customers in the marketplace. Yannis and Treacy (1986) mentioned that senior executives, strategic planners and information system managers are nowadays formulating policies to include information technology to achieve competitive advantage in the industry market. The technology offers great array of capabilities at lower costs that has motivated the companies to utilize the technology for better decision making process. Information technology is useful in trying to improve the efficiency and effectiveness of current organization and out maneuver the others in the competition. The components of corporate strategy, which include internal, competitive and business portfolio strategy, are affected by information technology that improves the efficiency of the firm's operation. It has become necessary in today's competitive climate for every business organization to utilize the information technology in its operations to achieve the objectives in scheduled time. Therefore the present study intends to find the importance of information technology as part of corporate strategy and its usefulness to the management and also to evaluate its impact during the turbulent times of recession when most of the companies were going bankrupt and filing for liquidation. Research Question The present study is research on the importance of information technology in corporate organizations and management in taking decisions with regard to achieving the objectives through various literature reviews. It is intended to study the impact of IT strategy in development of company's internal strategy and how it is useful in attaining its goals and objectives. Therefore, a short study will be carried out in one of the organizations to study its corporate information strategy and how it is effective in taking managerial decision making process. Review of literature Arquilla and Borer (2007, p.4) relating information strategy to history mentioned that the first giant leap came with electrical telegraph that allowed information to move at the speed which was unheard at that time. And presently, Information Technology (IT) is referred to as wildcard in business by Applegate et al (2008, p.1), a source of opportunity and uncertainty, of advantage and risk. It is further stated that the evolution of technology, work and workforce over the past 40 years has dramatically influenced the concept of organizations and the industries and IT is not considered as a back office transactions tool, it has become a strategic part of businesses enabling the redefinition of markets and industries and strategies and designs of firm

Corporate Annual Reports Essay Example | Topics and Well Written Essays - 1500 words

Corporate Annual Reports - Essay Example Some landmark events such as acquisitions or additional issue of stocks also find a place in these reports. The stock market crash of 1929 resulted in stringent standards applied to the preparation of Annual Reports. Hence the report has to be audited by a qualified accounting professional. The auditors role is to check for any intentional or accidental errors in the companys accounts and give his/her stamp of approval if they are found truthful. In some countries it is mandatory for all publicly held companies to distribute their annual report to all shareholders. In addition to the annual report, shareholders can find more information about the corporation in their "10k" and "10Q" reports. 10K report is a detailed document on the corporations services, products, market share, competition, industry, its customer base, etc. On the other hand the 10Q report gives an elaborate analysis of the companys quarterly earnings. These documents are made easily accessible through the Security and Exchange Commissions website. There are three important financial components to annual reports. They are the Income Statement, Balance Sheet and the Cash Flow Statement. Apart from these major financial components, other information of interest is also included. For example, the Chairmans Address to the Shareholders, Highlighting of major achievements over the year, Managements assessment of the year, an auditors note and a summary of all financial information. Having said this, there is no universally accepted format for annual reports. This gives opportunity for corporations to show an impressive set of numbers, the reality of which can be deciphered only by reading the fine print. For example, some companies see annual reports as a marketing tool that projects the company in a kinder light. So much so that many corporations allocate huge quantities of money in adding frills to their annual reports, making the information look more

Iters 234 Essay Example | Topics and Well Written Essays - 750 words

Iters 234 - Essay Example She would first demonstrate stringing the beads to the children, then allow children to string beads on as they please. The teacher should make comments as the children play, such as "How many beads do you have so far?" or "What color beads did you use?". These questions are a good way to get an idea of a childs knowledge base. This activity meets the ITERS requirement because the stringing of the beads helps strengthen fine motor control and knowledge of colors and numbers is reinforced, which contributes to academic readiness. In this activity, the teacher would set out several knob puzzles on a table and allow children to come to the table as a free choice center. At first, the teacher should play with a puzzle, to model for the children. Then, she should let the children play with the puzzles. If children get frustrated, the teacher may show the child how to turn a puzzle piece around, but she should not do it for the child. This activity meets the ITERS requirement because it strengthens fine motor control and helps develop memory skills, which contributes to academic readiness. Before the activity, the teacher will need to make the dough and refrigerate it, so that it can be firm for the activity. This activity is best to do with individuals or small groups (2 to 3 children). The teacher should allow each child to make a sculpture, then put the sculptures on a baking sheet. Once the children have finished sculpting, their creations can be baked into tasty snacks at 350 degrees Fahrenheit for 5-10 minutes. This activity meets ITERS standards because it is an open ended activity that allows them to express themselves creatively. This is a two part activity, best done with two children or one child at a time. In the first part, the teacher takes each childs handprint in green paint, on the bottom center of the white paper. In the second part of the activity, the teacher allows the child to finish

Food journal analysis week 1 Essay Example | Topics and Well Written Essays - 500 words

Food journal analysis week 1 - Essay Example If we are to analyze, it cannot be denied that the taste of coke is always craved by millions of people around the world due to its taste and this fact is also the reason why I have consumed such amount of soda in my daily intake. Also, the foods that I have taken do have little differences if we are to base with the prescribed amount of intake in the food pyramid. These differences include my intake in calories which has a difference of 957 calories which means that I have consumed more which may cause build-up of calories and a potential of additional 957 calories a day which would be classified as unused. In this particular incident alone, this would be a prime reason of calorie build up in my body. This consumption was caused by too much intake of soda and also intake of rice and wheat foods. This shows that I have consumed calories more than the recommended food intake of an individual. If there are foods that I have consumed more than the prescribed amount in the food pyramid, there are also foods which I have consumed less than the required amount in the food pyramid- example of this is the amount of fiber which is far beyond the acceptable amount of fiber intake in a day.

Customer Relationship Marketing Essay Example | Topics and Well Written Essays - 2500 words - 1

Customer Relationship Marketing - Essay Example customer acquisition it also includes the identification of valuable customers and intends to retain the valuable customers in order to increase the profitability of the company at large. The paper, therefore, shall focus on identifying the actual need of the CRM approach and on the contrary it shall also focus on certain problems faced by the companies. The first part of the paper, henceforth, shall be based on a business point of view rather than an academic perspective analysing the various factors of the approach in depth. The second part of the paper will try to justify the aspects discussed in the first part through analysing the theories and previously conducted research paper. To state the history or origination of marketing is indeed a difficult task. But evidences from decades have been emphasising on the issue to unleash the actual period when the thought and need of marketing were recognised by organisations. According to few researchers, authors, and analysts, revising the initiation of the marketing concept occurred in late 90s while the others argue it to crop up in ancient Greek. However, the marketers in their realistic practises were able to reveal the fact of a revolution in marketing thought with effect to its implementation. To state the fact in other words, marketing concept has changed drastically from the past to its present implication (Hollander & Et. Al., 2005). Consequently, the past phenomenon of marketing was centred on the development of the products or services rendered to the targeted customers. On the whole it was solely implemented from the perspective of the company rather than the targeted customers. To be specific, the companies were highly concentric on what they want rather than considering what their potential customers want from them. Apparently, with due course of time the thought of marketing implications transformed from the sole intention of meeting the companies’ requirements to the aim of justifying the actual

A Super Computer Essay Example | Topics and Well Written Essays - 250 words

A Super Computer - Essay Example The problem was clear to the average reader and did not require a reader to go through it severally in order to understand the message that was being put across as the essay. However, the essay made hasty conclusions and provided incomplete arguments as the evidence that was provided was not sufficient to prove some of the points presented in the essay (White, 1996, 40). This is is seen in the argument that the computer is not capable of understanding the connection between between ideas in their own as this is a form of understanding that is developed by human being. Nonetheless, it shold also be noted that human beings are responsible for the manner in which computers work and all the input that that goes into them. Therefore, self-awareness for the computer cannt be ruled out as the computers can learn it from the human elements that the scientists input into it. The point that the essay states that agreeing to what the super computer is asking for on the basis of self-awareness will imply that the computer will not work in the way it is supposed to can be considered as an unknown fact. The main reason why this is considered as an unknown fact is that it cannot be used in science of philosophy and cannot be verified (White, 1996, 47). There is no way of being certain that the computer will fail to function as it is supposed to if it was allowed to continue operating with its self-awareness and if the scientists yield to its demand except through giving it that chance and making the decision after seeing the outcome.

Customer Relationship Marketing Essay Example | Topics and Well Written Essays - 2500 words - 1

Customer Relationship Marketing - Essay Example customer acquisition it also includes the identification of valuable customers and intends to retain the valuable customers in order to increase the profitability of the company at large. The paper, therefore, shall focus on identifying the actual need of the CRM approach and on the contrary it shall also focus on certain problems faced by the companies. The first part of the paper, henceforth, shall be based on a business point of view rather than an academic perspective analysing the various factors of the approach in depth. The second part of the paper will try to justify the aspects discussed in the first part through analysing the theories and previously conducted research paper. To state the history or origination of marketing is indeed a difficult task. But evidences from decades have been emphasising on the issue to unleash the actual period when the thought and need of marketing were recognised by organisations. According to few researchers, authors, and analysts, revising the initiation of the marketing concept occurred in late 90s while the others argue it to crop up in ancient Greek. However, the marketers in their realistic practises were able to reveal the fact of a revolution in marketing thought with effect to its implementation. To state the fact in other words, marketing concept has changed drastically from the past to its present implication (Hollander & Et. Al., 2005). Consequently, the past phenomenon of marketing was centred on the development of the products or services rendered to the targeted customers. On the whole it was solely implemented from the perspective of the company rather than the targeted customers. To be specific, the companies were highly concentric on what they want rather than considering what their potential customers want from them. Apparently, with due course of time the thought of marketing implications transformed from the sole intention of meeting the companies’ requirements to the aim of justifying the actual

Relationship Between Shape and Diffusion Rate Essay Example for Free

Relationship Between Shape and Diffusion Rate Essay Aim To see whether there is a relationship between the surface area and the diffusion rate Hypothesis I predict that the smaller blocks of agar will turn clear, or diffuse first, as it has a smaller surface area. This is because there is less surface area and volume for the sulphuric acid to diffuse into. Apparatus * Three sizes of agar, 20x20x20mm, 20x20x10mm, 20x20x5mm * 240ml of sulphuric acid [80ml per beaker] * 3 100ml beakers * Tile used for placing the agar * Tissue to wipe off the sulphuric acid off the agar * 3 scalpels * Ruler, measurable in mm * Stop clock * Calculator Method 1. First, cut three pieces of sulphuric acid in the following sizes 20x20x20mm, 20x20x10mm, 20x20x5mm, as accurately as possible 2. Next, fill the three beakers with 80ml of sulphuric acid each 3. Then, prepare the stop clock, and make sure it is has been reset 4. After, place the three blocks of agar into the sulphuric all at the same time, as well as starting the stop clock once the agar is in the sulphuric acid. 5. Carefully stir the three beakers using the scalpels. 6. Watch until one of the blocks have gone completely clear. 7. Once one of the blocks have gone completely clear, stop the stop clock and take out the three blocks of agar and place on the tissue, and wipe off the excess sulphuric acid from the blocks of agar to prevent further diffusion with the two other blocks which have not been fully diffused to fully diffuse 8. Cut the blocks in diagonal, through the middle and using a ruler, measure how much of it has turned clear on each side. 9. Record the data for time taken, and the depth of the clear part on the table. Results Block number 1 2 3 Block dimensions/mm 20x20x20 20x20x10 20x20x5 Predicted order of clearing 3 2 1 Actual order of clearing 3 2 1 Time taken for clearing 8mn56.29s Depth of clear part on block/mm 3 4 5 Surface area/mmà ¯Ã‚ ¿Ã‚ ½ 2400 1600 1200 Volume/mmà ¯Ã‚ ¿Ã‚ ½ 8000 4000 2000 Surface are to volume ratio O:O.3 O:O.4 O:O.6 Conclusion My prediction as to which block will go clear first was correct, being the smaller block, as its surface area to volume ratio was the greatest out of all three, even though there was not much difference between the three values. This is because the third block has a greater surface area for the sulphuric acid to diffuse into the agar, causing the diffusion rate to be greater. The blocks have become clear through diffusion caused by neutralization between the sulphuric acid and the agar, which is an alkaline. Evaluation Quite a few things did not go as planned in this evaluation, but I have come up with ideas on how to improve them if we do an experiment like this again. Firstly, the jelly size may not be accurate from cutting it, and when it has been stirred, bits of it may have chipped off causing a change in its surface area. Next time, to avoid this, we could measure the block of agar more accurately when cutting it, and also be more careful when stirring the agar and stir softer so that no bits may get chipped off. Not only that, but the time we place the three blocks of agar into the sulphuric acid may be different, as well as the time we started the stop clock. Next time, we may possibly find a different method of putting in and taking out the agar so that it remains a fair test, and so that there are less mistakes in the test, which may be reduced by having one person per block of agar and beaker, as well as another person for the stop clock and placing it in and taking it out all at the same time as well as starting and stopping the stop clock. Another complication may have come from the amount of sulphuric acid in each beaker, which may not have been equal. This problem may be reduced by measuring the sulphuric more carefully, maybe with a measuring cylinder before then placing it into the beaker, instead of measuring it into the beaker straight away. Our measurements of the depth of the clear layer of the blocks of agar jelly may have been incorrect as well, and to prevent this, we could possibly use a microscope next time and use a graticule to measure the depth that the jelly has diffused to obtain a more accurate result. The last problem I noticed while doing the experiment was when we were blotting the sulphuric acid off the agar. I found that there may have been some sulphuric acid left on the agar after we have blotted it, which may have caused further diffusion and adjusting our result. This is caused from not blotting off enough sulphuric acid off the agar. Next time, we could carefully blot all the sulphuric acid, and use one piece of tissue for each block of agar so that there is no sulphuric acid on the tissue before blotting each block of agar.

Standalone, Client-server, P2P Systems and Applications

Standalone, Client-server, P2P Systems and Applications Content Definition of Standalone, client-server, peer to peer systems and applications Comparison between standalone, client-server, peer to peer systems and applications Web service and mobile application describe Comparison of web service and mobile application Application types, internet banking Describe application types, system benchmark Online freeware and application types List of application types and Multiplayer game Introduction The overall aim of the initiative is how computer system like hardware and software work and some of the sectors such as standalone, client-server, p2p, websites, gaming, Mobile apps and also cover internet banking. In addition, compare different systems and application, In this, case study diagrams play crucial role to understand case study Task 1 A Standalone A standalone computer system comment on any desktop computer or laptop without needs a connection to local area network (LAN) or wide area network (WAN) that can run small applications on its own. In addition, all the application programs normally installed on the hard disk and its do not require any extra software apart from operation system to run. Windows, IOS, android, OS x and Linux are some examples of standalone systems. After that, standalone applications mainly elderly type software not installed on each customer computer system. Essence computing manufacture only platform-independent applications. After that, its user choice to use any operating system on their computer. (emblad, 2009) Client-Server Client- server system are not similar to old type computer. The main work of Client-server system is supply good resources and services to one or more clients at the same time. In other words, a single server can provide data to a large group at one time. An example, automated teller machine (ATM) network. The server that controls all of the bank accounts. Then, customers generally use ATMs as clients to interface to a server. When two banks servers connected with each other. Then, ATMs provide a user interface and the server gives services such as resettle money from account to account. Client- server application is that category of software that runs on client PCs and creates command to the remote server. This kind of application written in high-level visual programming (htt5) In this diagram, one server that connects to number of computers at one time       Peer to peer (p2p) Peer to peer networking is a technique of share individual resources(data) and it is effective for small-scale businesses or for home. In addition, theres no main server on the network thats why p2p network only shares files and printer as possible. For example, telephony traffic is also progress using p2p technology. Peer to peer applications comes in use when downloading files from numerous sources on the internet. Some examples, Bittorrent, Limewire, Gnutella, kazaa etc (information) In this picture, its shows connection of different PCs for data sharing   Ã‚   Task1 B Comparison of standalone, client-server, peer to peer systems and application Standalone Client-server Peer to peer In standalone system, most client-server application can be installed in standalone setup Standalone system offers no security They can also be portable applications -Standalone app works without the internet -A portable application does not require installation and can be brought to everywhere -There are separate dedicated servers client server system store files on the server client-server can become as big as you need them to be -It offers elaborate security measures -Become very expensive -Large number of workstations -Easy to manage It has no central server -P2p system no central storage or authentication -But not in p2p installed only in homes computers or very small businesses -They offer almost no security -Inexpensive to set up -Limited number of workstations -Hard to manage (http://www.techrepublic.com/article/understanding-the-differences-between-client-server-and-peer-to-peer-networks/ ) Task 2A Describe web service and mobile application 1) Web service Application service is a software that built and available over the internet and the main use of web services is XML messing system.In simple words. Web service is a self-contained, dynamic application, distributed that can be printed and discovered on the internet to generated outcomes and supply chains. For example, java apache Axis 2, microsoft.NET, Perl web and Python web. (htt) 2) Mobile applications Mobile application are manufactured for small handheld devices like tablets, mobile phones and smartphones. In addition, app store is the main hub of mobile apps in which all types of app are downloaded and some of them also preloaded in the devices. The android, IOS, Windows and blackberry are well- known smartphones platforms for supporting a mobile app. For examples, games, education, music, shopping, IM apps (priya, 2016) This show different types of mobile apps Comparison between web services and mobile apps Web service Web services are standard based, process for development and maintenance -It also reduce integration costs With the help of web services business to business, integration becomes easier Easy to installing and maintain Some issues are lack of access from brawer No links from emails and web pages -It does not hold position HTTP Mobile application -Mobile apps can be downloaded from an online store It always remains on the users smartphones, either for repeated or frequent use The maintenance cost is high High graphical performance Good Security system Fast apps performance Slow development speed and high development cost (https://www.apteligent.com/2015/09/app-insight-between-mobile-and-web/) Task 3 Application types, Internet Banking 1) Internet banking Internet banking are very popular and easy to use in the modern world and people with one touch takes the account detail through a smartphone without visit any branch of the bank. More than that, user can transfer and receive money, pay bills, initiate fixed deposits through banking app Types of testing in Internet banking applications 1) Usability testing- Its will very good things that banking application need to be tested for simple and good design so that ever user would be able to work with internet banking application 2) Functional testing Functional testing enclose to examine for all specifications and requirements 3) Performance testing- Mainly during festival time and when bank offer discounts on different product on that time performance failures can effects the reputation of the financial institution badly 4) Database testing- This will be done for data integrity, migration, validation and rules 5) UAT testing- banking application is use (htt2) In the case of internet banking, mobile application and web services are more usefull rather than p2p, standalone and client-server. Because now a days banking play a crucial role in business and its all happness with the help of internet. In addition, banking apps and websites are very important in client life Task 3 System Benchmark Is a type of test that checks the performance of hardware and software. This test also uses to compare two different products according to their performance. When comparing benchmark, the value of the product come higher in the result thats means faster the component, software and overall computer. This picture clear all things (htt3) Example of computer benchmark programs 1) Pass mark Mainly it is a software company thats making software for benchmark testing on a computer system 2) Cyrstal mark crystal mark is collection of freeware benchmark software In system benchmark In my opinion, the system benchmark is already installed in our computer windows so, there is not the role of mobile apps and web services but, p2p, standalone and client-server come in use because benchmark compares the performance of two different. In case, client-server and p2p may be used Online Freeware Online freeware means not an original copy of the software, application or program that freely download from the internet and then installed on Pc and used it. Such, a program is free of cost to users. There is the total difference between free software and freeware, as the user allows to modify the source code for integrated with other software. Common examples, Mozilla firebox, goggle chrome and PDF file and skype, also Freeware anti-virus software like AVG free anti- virus and Microsoft security Essentials. Mainly freeware comes in all category software Freeware software available for no cost money, mostly software comes with some restriction on the distribution and most copies maker and in which user can chance the program source code, some software are open source and left ones remains closed source (htt4) Online freeware totally comes in web services application because when client downloaded the software from website whenever it is copy write software. In that case, web services and mobile application come in use Multiplayer Games There is no end for multiplayer games, but, I cannot describe in the definition. Multiplayer game mainly plays on the internet and more than one player can play and most multiplayer games connected players through the multiplayer server. EA is one of largest video games manufactural company and EA deals with all category games like sports, action, puzzle, racing and some software In diagram, different number of players play the game by connected with the internet, so picture explain all about multiplayer games(https://www.rosiesworld.co.nz/games/?gclid=CLnduP3ItNICFYaVvAodV7IMXg) In my opinion, multiplayer games cannot run without both the applications, because client downloaded the game from the web site and then client-server makes the connection between different player. After that, players start playing game through the internet References (n.d.). guis/remotecliserver.html. (n.d.). https://www.tutorialspoint.com/webservices/what_are_web_services.htm. (n.d.). http://www.softwaretestingclass.com/internet-banking-application-sample-test-cases-and-best-practices/. (n.d.). http://www.softwaretestingclass.com/internet-banking-application-sample-test-cases-and-best-practices/. (n.d.). http://www.computerhope.com/jargon/b/benchmar.htm. (n.d.). https://www.reference.com/technology/examples-freeware-73ea36c07127304. (n.d.). https://techterms.com/definition/client-server_model. emblad, s. (2009). https://www.thebalance.com/types-of-stand-alone-software-1293731. information, g. (n.d.). https://daf.csulb.edu/offices/its/publication/p2p.html#q1. priya. (2016). https://www.lifewire.com/what-is-a-mobile-application-2373354?utm_term=mobile+applications+definitionutm_content=p1-main-2-titleutm_medium=sem. SUMMARY In case study reach, I discus different topics p2p, standalone, client-server and compare them. After that, give some examples and references. In addition, web services and mobiles apps and it uses, examples. In the second part, system benchmark, internet banking and games and give an introduction on application types and in last references. 1) Task1A Description of Standalone ,Client-server ,peer to peer Systems and applications Standalone A standalone device easily functions with other hardware. This means it is unable to combine with another device. For example, DVR that is integrated into a digital cable box is not a standalone While a TIVO box that can record television programs is a Standalone device Moreover, standalone can also know as Software programs that it runs only on operating system not require any types of software. This means that most software programs are a standalone program. Mainly, software like expansion packs for video games and Plug-ins are not standalone programs Since they will not runs unless a certain program is already installed Clientserver client-server systems are not similar to old type computer. The main work of client-server system provides resources and services to one and more clients. In other words, a single server can provide information to a number of clients at one time. An example, automated teller machine (ATM) network. The server that manages all of the accounts for bank and customers typically use ATMs as clients to interface to a server. This server may connect with another bank server (such as when withdrawing money at a bank at which the user does not have an account). The ATMs provide a user interface and the servers provide services Such as transferring money between accounts and cheeking on account

Thomas Edison Essay -- Biography History Thomas Edison Essays

Thomas Edison was a man who influenced America more than anyone else. Some of the inventions he pioneered are still used to this day. He was a man who spent almost his entire life working as a scientist, and receiving more than 1,200 patents in his lifetime. (Anderson pg.7) Thomas Edison’s life was probably twice as productive as a modern day chemist, he was a firm believer of an eight hour work day, eight hours in the morning, and eight in the afternoon. Aside from his amazing history as an adult Edison lived an equally exciting childhood. Thomas Edison was born in Milan Ohio on February 11, 1847. At the time, his father was owner of a successful shingle and lumber company. However with new railroads being built through Milan his father lost customers to the bigger companies which began to open. The Edison’s were forced to move to Port Huron, where he first began his education. When he was only seven years old his teacher, the Reverend G.B. Engle considered Thomas to b e a dull student, and was terrible in math. After three months of school his teacher called him "addled," which means confused or mixed up. Thomas stormed home.(minot, pg1) The next day, Nancy Edison brought Thomas back to school to talk to Reverend Engle. He told her that Thomas couldn’t learn. His mother became so angry at the strict Reverend that she decided to home-school him.(minot 1) After a while his mother, a former teacher herself, recognized his un usual abilities to reason. She quickly got him interested in History and Classic books. Thomas however was strangely attracted to the subject of science. By the age of ten Thomas Edison had already been experimenting and by now owned a sizable quantity of chemicals. Unfortunately his experiments were often quite expensive and he found it his duty to pay for them. Because he didn’t go to school he had plenty of time to earn money by himself. When he was only twelve, he began selling newspapers on the Grand Trunk Railway, he even printed the newspapers himself (Szhlmen, 1). He spent everything he earned on books and chemicals after about one year his mother became so sick of the noises of exploding beakers and the smell of burning flooded the house with smoke that he was no longer allowed to work in the house (Minot). Luckily h e was given permission to move to his lab into the train baggage car. He would be able to experiment during t... ...f a projector but failed. Edison had trouble making a new and improved projector so he settled for helping other inventors further develop theirs. Edison strongly backed the invention of the vitascope. The vitascope was a more efficient version of Edison’s kinetoscope. This new projector was very popular in New York, however, cinematography quickly took its place in the eyes of the public. On the topic of cinematography, the feelings of the public can best be summed up by this quotation, "Moving pictures somehow seemed more important and exciting than seeing actors and actresses strutting around on a mere stage" (Allen 175). Bibliography Thomas Alva Edison was a man who influenced America more than anyone else. Some of the inventions he pioneered are still used to this day. He was a man who spent almost his entire life working as a scientist, and receiving more than 1,200 patents in his lifetime. (Anderson pg.7) Thomas Edison’s life was probably twice as productive as a modern day chemist, he was a firm believer of an eight hour work day, eight hours in the morning, and eight in the afternoon. Aside from his amazing history as an adult Edison lived an equally exciting childhood.

Christmas, Retailers, And The Santa Claus Conspiracy :: essays research papers

Christmas, Retailers, and the Santa Claus Conspiracy Well it looks like it's that time of year again, when colourful lights are hung on trees, families spend time together, and retailers swim naked through their money. You guessed it, I'm talking about Christmas, one of the many holidays that have lost their meaning to commercialization. Forget the memory of Jesus Christ, now's the time to pay homage to the almighty buck. Nowadays when someone thinks of Christmas or Easter the idea of Christianity is one of the last to come into their mind (although I don't think it could have been made much easier -- "Christ"ianity, "Christ"mas -- what kind of minds are we dealing with?). It's far more likely that their first thoughts will be about buying the perfect gifts, having the most eye-damaging house decorations on the block, or having a hairy old fat man in red underwear arrested for putting their child on his lap and whispering to them to tell him what they "really" want (strangely enough there are some parents out there who actually pay money each year to have this abuse inflicted upon their children). The whole idea of Santa Claus is one of the scariest I've come across and yet we embrace it. The entire story sounds like something you should threaten your kid with if he doesn't want to eat his veggies. As I understand it he's supposed to be a fat man wearing red underwear who is capable of sliding down your chimney unharmed in order to quietly slip into your house while you're sleeping. If he really existed I'd be sitting up with a loaded shotgun every Christmas Eve, not dreaming of gifts while this lunatic could be slicing the throats of everyone in my house! And to add to the horror he is said to use "elves" to manufacture "toys" in a little "workshop" in the North Pole. This entire elf story sounds like a softening cover-up fed to us as propaganda. The truth of the matter is there's a Mafia hitman out there named Santa the Claw who runs a sweatshop using illegal child labour to manufacture products in a remote location where he can't be easily apprehended; or so that's what my skills of deductive reasoning tell me. So why the cover-up? Simple. The retailers, businessmen, and all the other bad people are all in on it since they realized long ago the amount of money they could make by marketing the "Santa Claus" idea. So like everything about the holiday, it reverts to money.

Microsoft Environment Analysis Essay

1. The five vulnerabilities that exist for this LAN based workgroup are 2755801, 2501696, 2588513 2639658, 2659883. 2. Yes, the vulnerability that involves privilege elevation is 2639658 (Vulnerability in TrueType Font Parsing), but it is not a high priority. 3. 2719662 Solution: Workarounds refer to a setting or configuration change that does not correct the underlying issue but would help block known attack vectors before a security update is available. Apply the Microsoft Fix it solution that blocks the attack vector for this vulnerability. Disable Sidebar in Group Policy. Disable the Sidebar in the system registry. 2737111 Solution: Workarounds refer to a setting or configuration change that does not correct the underlying issue but would help block known attack vectors before a security update is available. Disable WebReady document view for Exchange. 2755801 Solution: Workaround refers to a setting or configuration change that would help block known attack vectors before you apply the update. Prevent Adobe Flash Player from running. Prevent Adobe Flash Player from running on Internet Explorer 10 through Group Policy on Windows 8 and Windows Server 2012. Prevent Adobe Flash Player from running in Office 2010 on Windows 8 and Windows Server 2012. Prevent ActiveX controls from running in Office 2007 and Office 2010. Set Internet and Local intranet security zone settings to â€Å"High† to block ActiveX Controls and Active Scripting in these zones. Configure Internet Explorer to prompt before running Active Scripting or to disable Active Scripting in the Internet and Local intranet security zone.

Company case: Southwest Airlines †Waging War in Philly

1. How do Southwest’s marketing objectives and its marketing mix strategy affect its pricing decisions? Answer : Operating under an intensely competitive environment , Southwest Airlines carefully projects its image so customers can differentiate its product form its competitors .. To successfully secure its market position , Southwest needs to be extremely Cost-efficient ,Southwest has a well defined business model that uses single aircraft type ,short hauls ,secondary airports , point-to-point versus hub-and-spoke to keep its cost down . Southwest tries hard to differentiate itself by doing seemingly wired things. For example, not assigning seats in its flights helps to reinforce its image that it gets passengers to their destinations when they want to get there ,on time , at the lowest possible fares . By not assigning seats ,Southwest can turn the airplanes quicker at the gate. If an airplane can be turned quicker, more routes can be flown each day . That generates more revenue , so that Southwest can offer lower fares . The marketing objective of Southwest Airlines is to attract long term customers who will be loyal to Southwest Airlines and consistently fly their airline. To draw in repeat customers Southwest focuses on customer service and providing a positive experience while flying . The goal is to continually fill flights and bring the maximum revenue on every flight. Marketing Mix: For Southwest Airlines, promotions starts with the insightful understanding of customer benefits and how to translate those benefits into meaningful products and services . If we look upon the customer’s services of the southwest we will come to know that southwest is providing excellent customer services, baggage handling, easier ticketing, flexible flight schedules, easier check in and check outs on the airport. In the success of southwest airline one of the greatest contributions is of the employees. (In 2004) Little Southwest served a total of 58 cities and 59 airports in 30 states and was offering 14 flights a day from Philly out of only two gates. Two short of year s after Southwest had boosted daily nonstop flights from 14 to 53. It had added service to 11 new cities and quadrupled it numbers of gates 2 to 8, with its eye on 4 more. Promotional Advertisement for Southwest come in a variety of forms. They advertise on TV commercial, in print ads ,on the radio and through word of mouth . We can see that the core strength of the southwest airline is in its low fair. It is very important to know how southwest can afford such a low fair. The answer lies in control over operating costs. Southwest do not offers meals during flights but they do offer snacks to their customers and southwest also save money by not offering training to their employees, Southwest Airlines tries to use maximum seat capacity, though their fairs are low but their plan never flew empty. In addition, Southwest introduced innovated measures to limit overhead costs by introducing ticket-less travel, and this strategy save them more than 20 billion. Southwest also save the cost by lowering the turnover ratio of the employees, southwest introduces highly innovative programs for employees to keep them motivated and satisfied.

Power of One

Chapter One Summary On his Granpa's farm in the province of Natal in South Africa, an unnamed blonde infant is suckled by his black Zulu nanny. She sings to him of warriors and women washing at the baboons' water hole. At five, the little boy's mother has a nervous breakdown and he is sent to an Afrikaans boarding school. He is the youngest student by two years, and is hated because he is the only English-speaker in the school, which makes him a â€Å"rooinek† (Afrikaans for â€Å"redneck,† a derogatory term for the British, inherited from the Boer War).Two eleven-year-olds put the little boy to trial – he is made to kneel naked in the shower, where he says a prayer to his Zulu nanny instead of to God. The Judge, along with his â€Å"council of war†, pee on the boy. The little boy has never seen a shower before – his nanny always washed him in a tin tub. The matron of the hostel, simply called â€Å"Mevrou† (â€Å"Missus† in Afrikaans) , smells the pee on the boy and drags him to the showers. She switches on the cold faucet, but the boy thinks that she too must be peeing on him. The Judge asks the boy why he wets his bed. The boy cannot answer.The Judge pulls down the boy's pants, and the kids all look and laugh at his â€Å"hatless snake† – his circumcised penis. They all chant â€Å"pisskop† (â€Å"pisshead†), which becomes his nickname. The Judge now displays his own large, uncircumcised penis. The little boy manages to whittle the tortures down to one hour a day. His bedwetting still lingers, however, causing him shame and misery. Mevrou examines his bed every morning and sends him to wash the rubber sheet until his hands reek of the carbolic soap. The boy learns that he needs to adopt a camouflage in order to cope. As part of this camouflage, he resolves never to cry.This decision infuriates the Judge. The boy gains some respect from the other kids for holding the school record for the largest number of beatings, yet they continue to ostracize and torment him verbally and physically. At the end of the first term, the boy's district doctor and the flyhalf for the Northern Transvaal rugby team, Dr. Henny Boshoff, picks him up to drive him home to his Granpa, and nanny on the farm. The Judge, impressed by this grand exit from the school, promises the boy better treatment after the holidays. Dr. Henny tells the boy that his mother is recovering from her reakdown, but is not ready to return home yet. It is late summer, and on the farm, the black women spend their days singing as they gather cotton. Nanny prays for Inkosi-Inkosikazi, the great black medicine man, to visit them to solve the little boy's bedwetting problem. Inkosi-Inkosikazi eventually arrives in a black Buick. The women gather gifts of food for him, among them being some â€Å"kaffir chickens,† not quite dead. One of the chickens reminds the boy of his Granpa. The only difference rests in the eyes: the cock has beady eyes whereas the boy's Granpa has eyes â€Å"intended for gazing over soft English landscapes. The boy's Granpa despises Shangaan people (one of the black tribes of South Africa), but he respects the Zulu medicine man, Inkosi-Inkosikazi, who once cured his gallstones. Inkosi-Inkosikazi is considered the last of the sons of the famous Zulu king, Dingaan, who fought off both British and Boers (Afrikaners). The boy's Granpa welcomes him to the farm. Inkosi-Inkosikazi orders the black women to let the chickens loose and catch them a second time. Then he uses â€Å"low-grade magic† to put them to sleep. He beckons the boy to sit with him on the â€Å"indaba† (meeting) mat – a great honor, since only chiefs are allowed to sit on these mats.Inkosi-Inkosikazi now summons Nanny to tell the boy's bedwetting story in Shangaan. Nanny brings the women to tears with her impressive elocutionary skills. Dee and Dum, the twin kitchen maids, are dazzled by Nanny's story. But Inkosi-Inkosikazi simply scratches his backside and orders â€Å"kaffir beer. † That night Nanny hugs Peekay, telling him he has brought honor on her by allowing her to show that a Zulu woman can rival Shangaans in tale-telling. The following day Inkosi-Inkosikazi's magic Ox shinbones tell him to visit the boy in his dreams. In his dreams, the boy must leap over three waterfalls and cross ten stones of a river.Inkosi-Inkosikazi puts the boy to sleep and speaks him through the dream landscape, calling him the â€Å"little warrior of the king. † Then he wakes the boy and tells him that he can always find him in the â€Å"night country. † Inkosi-Inkosikazi now teaches the boy his magic chicken trick and gives him one of the chickens – the one that looks like his Granpa – on which to practice. The boy names the chicken Granpa Chook. Analysis The novel opens with the startling image of a blonde boy being suckled by a black wet nur se. We are immediately confronted with the issue of race, and more specifically of idiosyncratic racial relationships.The voice narrating-that of the protagonist Peekay-is critical of any racial intolerance it encounters. A reflection on Afrikaners' hatred for the English, spawned during the time of the Boer War, ushers in the description of five-year-old Peekay's arrival at boarding school. As the narrator explains, the Boer War (1899–1902) was fought between the Boers (the Afrikaans-speakers of South Africa) and the British (the English- speakers of South Africa) for full possession of the country. Both Boers and British believed themselves to be the rightful inheritors of South Africa.It witnessed the first concentration camps in the world—the British confined the Boers to these concentration camps, where twenty-six thousand men, women, and children died. The derogatory Afrikaans term â€Å"rooinek† (redneck)-used to describe the British-was coined at the tim e of the war since the necks of the British burnt crimson under the hot African sun. By introducing the historical conflict between the two â€Å"white tribes† of South Africa, Peekay reminds readers that racial tension goes beyond difference in skin color-in his words, it enters the â€Å"bloodstream,† and extends to all kinds of cultural and ideological differences.He subtly critiques this inherited â€Å"hatred,† which the descriptions of his torture at the hands of the boarding school boys serve to illustrate. Peekay's adult voice uses hyperbole, or exaggeration, to describe the torture sessions the Judge and his â€Å"council of war† forced upon his five-year-old self. The military and legal metaphors that Peekay uses seem apt when one considers the extreme violence exercised upon the boy-he is urinated on, caned, and severely beaten. Moreover, many of the terms-such as â€Å"standing trial† and â€Å"passing sentence†-are the boys' own invention.We are required to compare the cruel imagination of the boarding school boys with the imagination Peekay discovers at the end of the novel through Inkosi-Inkosikazi. While the narrator keeps an ironic distance between himself and the younger self he is narrating (demonstrated by the narrator's sophisticated vocabulary such as â€Å"stentorian† and â€Å"carbolic†), he often portrays events through five-year-old eyes. He introduces the theme of the difficulty of defining death by providing us with young Peekay's thoughts on the topic: â€Å"I wasn't quite sure what death was.I knew it was something that happened on the farm in the slaughterhouse to pigs†¦ The squeal from the pigs was so awful that I knew it wasn't much of an experience, even for pigs. † The latter quotation also reveals the narrator's sense of humor-throughout the novel, the narrator finely balances tragedy and comedy, suggesting that laughing is sometimes the only way of coping w ith adversity. Chapter Two Summary The holidays end. The little boy's bedwetting problem is solved, but he remains concerned about his â€Å"hatless snake,† even though he recalls that Inkosi-Inkosikazi assured him they shared that anatomical trait.Nanny packs the boy's bags, and includes a red sweater that his mother sent from â€Å"the nervous breakdown place. † They drive in Granpa's Model A Ford truck with Mrs. Vorster, the neighboring widow. The boy, his nanny, and Granpa Chook travel in the back. Nanny is going to town in order to send money to her family in Zululand since there has been a drought. They arrive at the boarding school early, so the boy and Granpa Chook perch in the boy's secret mango tree. Later, the boy leaves Granpa Chook in a clearing in a citrus orchard while he visits Mevrou—he reports that he no longer has a bedwetting problem.Mevrou answers that her â€Å"sjambok† (caning stick) will be lonely. On returning to the clearing, the boy watches Granpa Chook fight a grass snake. The chicken wins, biting off and eating the snake's head. The boy hangs this second â€Å"hatless snake† from a branch near his dormitory window. That night the other kids return. The Judge and his â€Å"jury† beat the boy up for comparing the Judge's new arm tattoo to a â€Å"kaffir† woman's face tattoos. The Judge boasts that his tattoo is a swastika, the symbol of Adolf Hitler. He tells the boy that Adolf Hitler is going to help the Afrikaners exterminate the English.All the boys swear death to all Englishmen in South Africa. Afterwards, the little boys try to figure out who Hitler is. Danie Coetzee, the little boys' spokesman, guesses that it is the new headmaster. That night the little boy experiences â€Å"the loneliest moment that had ever been. â€Å"The next morning, Granpa Chook wakes everyone up with his cock-a-doodle-doing on the boy's windowsill. When Mevrou enters, she notices the â€Å"chicken shit † on the boy's bed and canes him. She wants to butcher Granpa Chook, but when the chicken kills two cockroaches in her defense, she gives him the position of â€Å"cleaner of creepy-crawlies† in the kitchen.Months pass. The boy–still only known to us as â€Å"Pisskop†Ã¢â‚¬â€œbecomes the Judge's servant. In class, Pisskop quickly learns to read Afrikaans and becomes the best in his class in all subjects, even though he is the other boys' junior by two years. In addition to English and Afrikaans, he also speaks the African languages of Zulu and Shangaan fluently. However, aware that his intelligence may be detrimental to his safety, he pretends not to be as clever as he actually is. World War II arrives. A new headmaster comes.The old headmaster, who has a drinking problem, leaves, but only after announcing the â€Å"good news† that Hitler will save the Afrikaners and destroy the English. The Judge warns Pisskop that he will be the first of their pris oners of war. In class, Pisskop's ear gets mauled when the new teacher, Miss du Plessis, hits him for pretending not to know the twelve times table. Then she faints. Another teacher, Mr. Stoffel throws Pisskop against a wall and blames him for killing the teacher. When Pisskop wakes up, he is relieved to find that Dr. Henny is looking after him.Mevrou makes Pisskop lie to Dr. Henny and say that he fell out of a tree. Miss du Plessis has a nervous breakdown and a new teacher, Mrs. Gerber, arrives. Pisskop believes that he has caused both his mother's and Miss du Plessis' breakdowns. Analysis Chapter Two explains the title of the book and introduces us to the novel's main theme: the importance of independence. The five-year-old Pisskop has already learned the necessity of developing an independent spirit within himself. His experiences show him that he cannot rely on anyone at the boarding school; he must nourish this power on his own.Adaptation, or survival through camouflage, is as important as independence for survival. The boy, whose constant consideration of how to cope with his difficult life makes the novel's style approach a kind of stream-of-consciousness, believes that he must camouflage his brilliant mind. He asks himself questions such as â€Å"How could you go wrong with a friend like [Granpa Chook] at your side? † He also occasionally uses the imperative voice, as though counseling himself: â€Å"†¦adapt, blend, become part of the landscape, develop a camouflage,†¦try in every way to be an Afrikaner. In some senses, the author keeps the boy camouflaged from us as well. For example, we are implicated in referring to him as â€Å"Pisskop† or â€Å"rooinek† since we have no other name for him. The notion of naming-as- identifying becomes a vital issue in this novel, where white people do not distinguish between black peoples, but instead clump them all together under the derogatory term â€Å"kaffirs. † Naming so meone else is a powerful tool for establishing identity–as a bedwetter, an English-speaker, or a black person.With the continuation from Chapter 1 of the little boy's education, the novel begins to suggest that its genre is that of the â€Å"bildungsroman†-a novel which follows a protagonist from early childhood to maturity. The fact that the novel is narrated by the protagonist-as-adult from some safe point in the future confirms this genre. The narrator tells the events as he perceived them through his five-year-old eyes, but at the same time gives glimpses of his mature perspective on the events. For example, there is wry irony in the description of how the little boys agree that the new headmaster must be Adolf Hitler.The narrator does not contradict the boys' view, but allows the reader to chuckle at the misunderstandings of young minds. The protagonist already begins to stand out, however; in spite of his naivete, his observations are often uncannily accurate. We are by no means to mock the boy, but rather to marvel at his resilience in this tough world. The narrator confronts the reader with the nastiness of the situation through vivid, immediate story-telling through an abundance of dialogue. The language is often shocking or crude-at one point the five-year-old Pisskop exclaims to himself, â€Å"What a shit of a day already! At other times, however, Pisskop does not possess enough vocabulary to describe the experiences with which he is confronted-for example, he refers to the mental institution simply as â€Å"the nervous breakdown place. † Chapter Three Summary The Judge and his jury interrogate the boy about why his names are â€Å"Pisskop† and â€Å"rooinek. † The Judge pulls down the boy's pajama pants and tells him he is an English â€Å"rooinek† because his â€Å"snake has no hat. † Boers, in contrast, have hats on their snakes. The boy's punishment is to march around the playground every day, co unting backwards from five thousand.However, he actually spends this time doing the Judge's homework in his head. The boy helps the Judge with his homework, reasoning that if the Judge passes the school exams, the boy will no longer have to deal with him. He manages to convince the Judge to allow him to become his full-time homework helper. He realizes, however, that the teacher Mr. Stoffel will smell foul play if the Judge's mental ability drastically improves. The Judge compliments the boy for being a â€Å"slimmertjie† (a little clever one). In return for the help, the Judge annuls the marching after school, and promises not to tell Hitler about the boy.Everything seems to be proceeding more smoothly for the boy and Granpa Chook. The boys hear that Newcastle disease has erupted on a chicken farm nearby. The boy worries about his Granpa, his mother, and himself. He ardently wishes to live with his nanny in Zululand, hidden from Hitler. The Judge reports news of the war, sin ce Mr. Stoffel allows him to listen to his radio. Hitler has taken Poland, which the boy thinks must be in South Africa, owned by the â€Å"Po† tribe. No one explains to him that South Africa is on England's side. The Judge holds â€Å"war councils† behind the school toilets.The senior hostel boys are called â€Å"storm troopers. † The boy and Granpa Chook are the â€Å"prisoners of war† and are tortured and interrogated. The boy must submit to â€Å"Chinese torture†-that is, holding an iron bar with his arms stretched out in front of him-and â€Å"shooting practice,† where he holds tin cans into which the storm troopers catapult stones. In the interrogation, the boy is forced to call his mother a â€Å"whore† who sleeps with â€Å"kaffirs. † They burn him and put biting ants in his pants, but nothing they do can make him cry. The boy's stoicism infuriates them.The boy admits to us those he only cries inwardly-in the â€Å"nig ht country. â€Å"The school term draws to a close. Mr. Stoffel holds up the Judge as an example of academic improvement. The Judge shows no gratitude to the boy for his help. Instead, during a final torture session, he tries to make the boy eat human feces. The boy refuses, keeping his mouth tightly shut. The Judge thus rubs the feces into the boy's teeth, lips, face, and hair. As the Judge cries â€Å"Hail Hitler! † to the skies, Granpa Chook defecates into the Judge's open mouth. In retaliation, the Judge catapults a stone into the â€Å"kaffir chicken rooinek,† breaking his ribcage.The boy begs them not to kill Granpa Chook, but they pelt the chicken to death. The boy cries for the first time-thus ending the drought in Zululand. He gives Granpa Chook a fine burial, and covers his battered body with stones. The â€Å"loneliness bird† settles inside the boy. At dinner that night, the boy is told he must visit Mevrou in the dispensary after the meal. Analysis Chapter Three adds the notion of an inner and an outer self to the theme of the power of one. Pisskop learns how to lead a double life–how to be â€Å"in two places at once†Ã¢â‚¬â€œso that he can appear to have a tough exterior, while hiding his vulnerable interior.In fact, everything that the boy has learnt in Chapter One and Two becomes complicated in Chapter Three. Suddenly the Judge shows glimpses of humanity by treating the boy â€Å"not entirely without sympathy. † Although the litotes-or double negative of â€Å"not entirely without sympathy† indicates that the Judge has only microscopically improved his behavior, it nevertheless shows that the boy has learnt that this is not a clear-cut fight between good and evil, Afrikaners and English, black and white.Bathos, or anti- climax, also serves to highlight that the boy's torturers are human beings, not nameless demons: at the end of Chapter Three we finally learn that the Judge has a name–Jaap ie Botha. While the boy realizes that his imagination is his one way out of the horror of his life, at the same time he has to recognize that â€Å"imagination is always the best torturer. â€Å"As the first person narrator, the boy describes not only the events of his early life, but all his emotions and philosophies. He shares with us universally valid musings that he has extracted from his experience: â€Å"One thing is certain in life.Just when things are going well, soon afterward they are certain to go wrong. It's just the way things are meant to be. † The reader's compassion, or sense of pathos, for the protagonist increases because the descriptions of his neglect by his mother are subtle. Instead of blaming other people, Pisskop becomes everyone's scapegoat. We learn that no one has recognized his birthday when he remarks, in a non-accusatory tone: â€Å"I had turned six but nobody had told me, so in my head, I was still five. † Chapter Four Summary After din ner in the boarding house, the boy visits Mevrou.She hands him a train ticket to Barberton, a small town in the Eastern Transvaal province. The journey will take two days and two nights. The boy's Granpa had to sell his farm to their neighbor, Mrs. Vorster, because Newcastle disease killed off his chickens. The following day from his secret mango tree, the boy watches the other kids leave. Then Mevrou marches him off to buy â€Å"tackies† (sneakers) at the Jew Harry Crown's shop. The boy has never owned shoes before–on the farm, the kids simply wore khaki shorts, shirts, and a sweater if it was cold. When they arrive at Harry Crown's shop, it is closed.Mevrou sends the boy to wash his feet at a garage, and the boy notices a sign above a workshop entrance that reads â€Å"BLACKS ONLY. † He wonders why whites are forbidden there. Harry Crown, jaunty and jocular, arrives. He brews up some coffee for Mevrou and gives the boy a raspberry sucker. He expresses shock wh en, on asking the boy his name, he replies â€Å"Pisskop. † With the money the boy's Granpa has sent, Mevrou buys him some tackies which are two times too big for his feet-she stuffs them with balls of newspaper so they will fit. Pisskop feels grand in them, even though he can barely walk.Harry Crown packs four more suckers into the shoe box while Mevrou is not looking. He also invents a new, more sanitary name for the boy-Peekay. The boy likes the name and decides to adopt it for himself. That evening Mevrou takes Peekay to the train station. She puts his Granpa's change-a shilling-into a pocket on his clothes. When the train arrives, the stationmaster introduces Peekay and Mevrou to the train guard, Hoppie Groenewald, who he says is â€Å"champion of the railways. † Peekay trips up the train steps because of his tackies getting in the way but Hoppie kindly gathers him up in his arms.Hoppie keeps Peekay company in the train compartment, and allows him to take of the t ackies. Peekay asks Hoppies about the sepia photographs hung on the walls- they show Cape Town and Table Mountain. This sets Hoppie off talking about how he almost competed in the National railways boxing championships in Cape Town. He begins giving Peekay a boxing lesson, slipping some leather boxing gloves onto Peekay's hands. Although the gloves are far too big, they feel comfortable to Peekay. Peekay secretly delights that Hoppie may be able to each him how to defend himself against the likes of the Judge. Hoppie tells Peekay that when he grows up he will be the welterweight champion of South Africa. He urges Peekay to start boxing lessons as soon as he arrives in Barberton. When the train refuels at Tzaneen, Hoppie treats Peekay to a mixed grill at the Railway Cafe where the bar ladies interrogate Hoppie about his next boxing fight. Peekay notices that Hoppie likes the younger woman, who has very red lips. Peekay falls asleep and the last image he remembers is Hoppie tucking hi m into bed. AnalysisThe novel's main plot, involving boxing, begins in Chapter Four as Peekay meets Hoppie Groenewald. Peekay compares Hoppie's role in his life to that of a sudden and temporary â€Å"meteorite† and calls him a â€Å"mentor. † The boxing plot initiates a new theme in the novel: the role of mentors in education. Education is not defined merely in formal terms, but as relating to the development of the person in his entirety. In such a way, the novel begins to tackle possible prejudices against sport, and particularly boxing, which is often assumed to give leeway only to violence and aggression.The boxing plot also incorporates the theme of the power of one, since Peekay's ambition to become the welterweight champion of South Africa, and then of the world, is purely his own ambition. The people Peekay encounters later in the novel support him in his endeavor, but often do not understand it. Chapter Four also introduces the main milieu–or backdropà ¢â‚¬â€œof the novel: apartheid. ‘Apartheid' is an Afrikaans term meaning simply ‘apartness,' and was coined by the Nationalist president of South Africa, Daniel Malan, in 1948.Chapter Four occurs before 1948, however, when white supremacist behavior was already in operation, but not yet systematized. Peekay's first consciousness of apartheid comes in this chapter, when he notices the â€Å"BLACKS ONLY† sign. In keeping with his childlike perspective, however, the author does not explain apartheid but pushes it to the background. Peekay's lack of understanding of apartheid established dramatic irony, as the reader understands the social institutions which define and affect Peekay from a more informed point of view.Peekay's confusion is not intended to be analyzed as a childlike confusion, however–the questions Peekay asks are terrifyingly legitimate and precise. For instance, when he wonders why white people cannot enter the workshop, he unwittingly touches at the irrationality of racism and apartheid. The novel is clearly founded in its South African context, with the author extremely conscious of the fact that he is writing for an international audience. He italicizes South Africanisms such as â€Å"stoep† (verandah) and â€Å"doek† (headcloth), and explains concepts that non-South Africans could not be expected to understand.For example, Peekay explains that years after his meeting with Hoppie he â€Å"discovered that the Cape Doctor was a wind that blew in early spring†¦Ã¢â‚¬  At the same time, Peekay's meteorite simile reveals a yearning for something much larger. The author is clearly aiming to make a universal statement about the pointlessness of discrimination against any group of people. The introduction of a Jewish character, Harry Crown, discloses that discrimination works on all levels-racial, cultural, and religious.The fact that Harry Crown coins Peekay's name for him is of vital importance-the author offers the lesson that people can make a difference in one another's lives regardless of how short their period of contact. Chapter Five Summary Peekay wakes early and surveys the savannah outside the train window. He expresses amazement at the washbasin which Hoppie shows him, neatly stashed away beneath the compartment table. Hoppie tosses away Peekay's soggy packed food from Mevrou and insists on buying him a proper â€Å"first class fighter† breakfast.As Hoppie lifts Peekay out of bed, Peekay covers his penis and apologizes to Hoppie for being a â€Å"verdomde rooinek† (a damned redneck). He expects â€Å"retribution. † Nothing happens, however, and Peekay begins to lose his fear of being an Englishman. Hoppie takes Peekay to the dining car where the waiter walks past and asks Hoppie the â€Å"odds† on his fight. Peekay wonders what â€Å"odds† are. He asks Hoppie whether he is frightened for the fight, eliciting another inspiring lecture from Hoppie, who is a â€Å"southpaw† (left-handed boxer). Lunch arrives with free steaks for Hoppie and Peekay.All of the passengers chat enthusiastically about Hoppie's imminent boxing bout. The waiter takes money for bets, and Hoppie has to explain what â€Å"betting† is to Peekay. Hoppie encourages Peekay to bet ten to one with his Granpa's shilling. Peekay is a little worried since Mevrou told him only to use the shilling in emergencies. Hoppie tells Peekay this could be considered an emergency. In Gravelotte, Hoppie takes Peekay to his home on the railway mess. Then they go to buy new tackies for Peekay at â€Å"Patel and Son,† which is owned by an Indian man, Mr.Patel. Hoppie treats Mr. Patel and his daughter–whom Peekay notices as being very beautiful–with disdain and tries to swap Peekay's large tackies for new ones. When Mr. Patel recognizes Hoppie as the famous boxer â€Å"Kid Louis† (Hoppie's boxing name, taken from a black non-Afric an boxer), he wants to return Hoppie's nine pence. Hoppie tells him to give the money to Peekay instead. Mr. Patel hands Peekay a shilling. Peekay is relieved his Granpa's money has strangely been restored. Mr. Patel says that he has bet ten pounds on Hoppie's victory.On the way back to the railways, Hoppie tells Peekay not to address â€Å"coolies† (derogatory term for Indian or â€Å"colored† people) as â€Å"Mister. † They head for the billiard room, where Hoppie's opponent, Jackhammer Smit, comes swaggering towards them. He laughs at Hoppie's small stature and calls him a â€Å"midget. † Hoppie tosses back a witty comment before exiting. Peekay meets Hoppie's friends Nels and Bokkie. At his home, Hoppie educates Peekay in pre-match rituals: a shower, a lie-down, and glasses of water every ten minutes (since it is deathly hot). At dinner, Hoppie introduces Peekay to people as â€Å"the next welterweight contender. Peekay remembers all that Hoppie tell s him, and Hoppie marvels at Peekay's perfect recall. Hoppie's army forms arrive in the mail–he tells Peekay that he has been summoned to war. He explains that Hitler is a very bad man–the enemy, not the ally. Analysis The racism of whites towards non-whites in South Africa becomes clearer in Chapter Five. Peekay's description of Mr. Patel's daughter as wearing â€Å"diaphanous cloth† and having â€Å"dark and very beautiful† eyes contrasts with Hoppie's racist description of Indians as â€Å"coolies. † Thus, the theme of people contradicting themselves in their behavior emerges further here.While showing extreme generosity and compassion to Peekay, Hoppie shows only arrogant racism towards the Patels, and tells Peekay not to call Mr. Patel â€Å"Mister. † Peekay thus becomes more than simply the protagonist-he becomes a moral yardstick by which we are to judge the other characters. Peekay shows respect and courtesy to everyone he meets. Alt hough Peekay's insight into the world remains limited and somewhat humorous, he is fast being forced to grow up. The bildungsroman structure usually involves a series of shifts from one setting to another, with very few visits to past settings.With Peekay surrounded by fresh faces on a train bound for Barberton, a new town, this novel certainly continues to fulfill the bildungsroman criteria. Moreover, most readers are in the same position as Peekay-unclear of the exact details of apartheid, and without an intimate knowledge of the boxing world. When Peekay confides that he does not understand Hoppie's â€Å"boxing parlance,† we share his newcomer's perspective. Chapter Five offers a couple of examples of the author's method of characterization–a simple, conventional method whereby a character's name is subsequently furnished with a short physical sketch.Peekay illustrates Mr. Patel's daughter, for instance, through the following description: â€Å"She was a mid brown color, her straight black hair was parted in the middle†¦Ã¢â‚¬  While the author pursues a conventional characterization method, the reader can understand his preoccupation with appearance, and particularly with skin tone. By Peekay almost taking inventory in noticing the woman's â€Å"mid brown color,† the author highlights the impossibility of categorizing people, especially according to something as nuanced as skin color. People should not be quantified and pigeonholed, he suggests.Yet some of the character descriptions fall into stereotypes or caricatures, contradicting this notion. Mr. Patel, for instance, speaks in a caricatured Indian dialect, using expressions such as â€Å"very-very† and â€Å"by golly. † Such stereotypes suggest that the book belongs to the genre of â€Å"popular adventure. † The characters and events, as will be seen in the rest of the novel, lack authenticity but replace it with the kind of exaggerated magic found in ch ildren's fairy tales. Chapter Six Summary Jackhammer Smit, a miner, has all his fellow miners on his side.The miners have constructed a makeshift boxing ring on Gravelotte's rugby field. All the townspeople gather on the stands (bleachers), with the black denizens having to squat underneath and peer through the whites' legs. Bokkie and Nels, Hoppie's seconds, lead Hoppie and Peekay to the warm-up tent where Hoppie points out the referee–a dwarf–to Peekay. Jackhammer Smit is already decked out in full boxing gear-Hoppie whispers to Peeky that he is â€Å"one big sonofabitch. † Hoppies opts to â€Å"glove up† in the boxing ring to provide more amusement for the crowd.Bokkie, following boxing etiquette, carries the gloves to Jackhammer Smit's seconds so that they may choose. Jackhammer and Hoppie taunt each other verbally, and Hoppie instructs Peekay: â€Å"Never forget, Peekay, sometimes, very occasionally, you do your best boxing with your mouth. † Nels escorts Peekay away from the tent and up the stands to Big Hettie, a large woman who chugs brandy throughout the fight and forgets to conceal her Irish accent when drunk. Hoppie and Jackhammer Smit enter the ring. Big Hettie hurls a curse at Jackhammer and the crowd roars with laughter.Big Hettie calls the dwarf referee â€Å"Sparrow Fart. † The dwarf invokes Biblical imagery, introducing the match as one between David and Goliath. In the first round, Hoppie lands a dozen punches to Jackhammer's left eye. The second round proceeds similarly, except that Jackhammer connects with Hoppie's head three times. Rounds three to five witness Hoppie attempting to wait out Jackhammer by taunting him around the ring. At the end of the sixth round, Jackhammer's left eye is almost shut, and Hoppie's ribs are red from the blows.In the seventh round, the heat begins to take its toll on Jackhammer-his left eye has closed. He manages to punch Hoppie right under the heart, however, and Hop pie crumples to the ground. Jackhammer refuses to move to the corner of the ring, thereby unwittingly giving Hoppie thirty seconds to recover. Hoppie manages to rise on the count of eight. Big Hettie nourishes Peekay with creamy coffee and chocolate cake during the fight. In the eleventh round, Jackhammer purposely knocks the referee backwards so that he cannot witness him headbutting Hoppie to the ground.The railwaymen, supporting Hoppie, cry â€Å"Foul! † After much confusion, and outbreaks of fighting amongst the crowd, the referee decides to award Hoppie the fight on a foul. Hoppie, however, is not satisfied and calls for the fight to resume. In the fourteenth round, Jackhammer knocks Hoppie down-suddenly Hoppie rises with a punch to Jackhammer's jaw, knowcking him out. A â€Å"braaivleis† (barbecue) and â€Å"tiekiedraai† (dance) follow the fight. Hoppie puts Peekay to sleep, next to Big Hettie. Analysis As the narrator matures, his voice gives the story a lyrical tone.The adult Peekay describes the gum trees near the boxing ring with â€Å"their palomino trunks shredded with strips of gray bark,† and the moths and insects which â€Å"danced about the lights, tiny planets orbiting erratically around two brilliant artificial suns. † He uses the same lyricism to describe, almost blow by blow, the boxing match between Hoppie and Jackhammer Smit-indeed, most of Chapter Six is taken up with the fight itself. This foreshadows many similar lengthy fight descriptions in the following chapters: the novel becomes in part a sports novel, with Peekay taking the role of commentator.Yet The Power of One differs from other sports novels in that it raises sport to the level of an art form. Peekay uses music metaphors and similes, subtly comparing boxing to music. For example, he notes how the referee â€Å"orchestrated† the audience to silence, and how Jackhammer Smit bangs his right fist into his left palm â€Å"like a metronom e. † The incongruity of music and a thug such as Jackhammer Smit works like an intellectual conceit-that is, an outrageous comparison that makes sense only after a couple of moments of thought.In such a way, the author compels us to accept boxing as an art form. The rich boxing vocabulary-including terms such as â€Å"straight left†, â€Å"feinting†, and â€Å"clinch†-heightens Peekay's storytelling power. This contrasts with Big Hettie's crude, yet hilarious commentary-she calls the dwarf referee â€Å"Sparrow Fart† and does not listen to a word Peekay says. The fact that the referee is a dwarf, and Big Hettie is partly Irish, adds to the already colorful human landscape of the novel-once again, the author forces us to recall the many types of differences between human beings.Hoppie's victory over Jackhammer is an important plot moment for the young protagonist Peekay since it gives him the faith that â€Å"small† can prevail over â€Å"lar ge. † He admits to the reader that â€Å"Big, it seemed to me, always finished on top †¦Ã¢â‚¬  The battle between small and large takes on a new dimension in Chapter Six: Hoppie teaches Peekay the necessity of strategy, of tactics. His main advice to Peekay is â€Å"First with the head, then with the heart,† an aphorism which Peekay never forgets. Peekay must change his own theme from the battle between small and large to the struggle between brains and brawn.Chapter Seven Summary Peekay awakens on the train to see â€Å"koppies† (little hills) and â€Å"lowveld† (bushland) flashing by outside. He finds a letter and a ten-shilling note attached to the front of his shirt-it is from Hoppie. Hoppie tells Peekay that the ten-shilling note is the money Peekay won from his bet, and in the note he reminds Peekay that â€Å"Small can beat big† and â€Å"first with the head and then with the heart. † Peekay is upset that Hoppie has disappeared from his life, but realizes that Hoppie has given him something to take away-the power of one.Peekay defines this as â€Å"one idea, one heart, one mind, one plan, one determination. † Soon Peekay notices a stench in the train compartment. He looks down from his bunk to see Big Hettie, fully dressed, sprawled on the bed below â€Å"like a beached sperm whale. † She reeks of brandy. When Peekay returns from the toilets, he finds that Big Hettie has half-collapsed onto the floor, with her dress over her ears. Peekay restores her to a normal position by shifting her legs onto the ground. Big Hettie belches in reply and Peekay exclaims â€Å"Boy, did she stink! The conductor, Pik Botha, arrives and gives a melodramatic lament when he realizes that Big Hettie is on his train. He gets even angrier when he discovers that Peekay's ticket is not clipped, and he blames it on Hoppie. Peekay pleads for Hoppie and succeeds. Pik Botha takes Peekay to breakfast, where the boy meets Hennie Venter, a waiter. When they return to the compartment, Botha—a born-again Christian—tells Peekay that Hettie is a â€Å"good example of God's terrible vengeance. † Hettie, however, wakes up to defend herself, calling Botha a â€Å"self- righteous little shit. She sends Peekay to fetch water for her. Peekay returns, and looks after Hettie by cooling her chest with a damp cloth. Hettie orders Botha to engineer a way to get her out of the compartment since she cannot get up. As Botha attempts to climb over Hettie to get a grasp on her, Hettie belches and Botha falls on top of her. Hettie begins to laugh and Peekay realizes that they are â€Å"in a real pickle. † They try a different tactic, with both Botha and Peekay pulling. Peekay loses his grip, however, and falls into Botha's crotch, causing him enormous pain in his waterworks. † They give up for the moment, and Hettie orders a lavish breakfast for herself and Peekay from Hennie. Peekay, no t hungry, gives his helping to Hettie, who scoffs everything. While Hettie eats, she tells Peekay that Hoppie could have been a famous boxer if it were not for the fact that he does not know how to hate. Peekay decides that he needs to learn how to hate. Hettie also tells Peekay about her love affair with a flyweight, who used to beat her up because he could not beat up his opponents. He died of a brain hemorrhage, during a match.Peekay watches Hettie binge herself on food all day, and intuitively realizes that he is witnessing â€Å"a sickness or a sadness or even both. † Hettie cries for herself, and Peekay comforts her. That afternoon the train arrives at the Kaapmuiden station. The railwaymen have to employ monkey wrenches to try to get Hettie out of the compartment. After telling Peekay she has faith in his becoming a great boxer, she dies quietly. Analysis In Chapter Seven, Peekay takes a detour, describing the tragicomic events that occur on his train ride between the towns of Gravelotte and Kaapmuiden.Big Hettie is representative of the â€Å"passing characters† pattern in the novel-some characters remain, while others coexist only briefly with Peekay. As with Hoppie, Peekay takes something away from Big Hettie. He learns about pride and courage. Peekay is learning how to absorb the essence of other people, how to remember what they say. Thus, â€Å"the power of one† does not refer to an individualistic sentiment, but rather to an all-encompassing notion, which acknowledges that the individual is shaped by all those people who pass through his life, whether for a brief or lengthy time.Peekay describes the events of the novel with humor and compassion; events are often both funny and sad. Big Hettie becomes one of the novel's caricatured, burlesque characters, and this chapter could almost be called a tribute to her. Chapter Seven thus deviates from the overarching plot. Hoppie's letter to Peekay, included at the beginning of the ch apter, also works to disrupt the neat, narrative flow and-as Peekay's first letter (and wager won)-it acts as a kind of mark of initiation into a more adult world.The â€Å"toilet humor† apparent in this chapter (Big Hettie's belches, for example) not only works as part of the burlesque, but constructs an invisible hierarchy amongst the characters- proximity to bodily Chapter Eight Summary The train arrives at Barberton station late at night. Hennie Venter says farewell to Peekay and promises to tell Hoppie that Peekay â€Å"behaved like a proper Boer, a real white man. † Peekay does not recognize anyone on the platform and so he sits silently crying, longing for his nanny to arrive and sweep him up. Then he notices a lady approaching.She calls him her â€Å"darling† and holds her against her bony body. Peekay realizes that it is his mother. When Peekay asks her where his nanny is, she simply says that he is too old for a nanny and hurries him out to a car where a certain Pastor Mulvery is waiting to take them home to Granpa. Peekay's mother and Pastor Mulvery spend the car ride home praising the Lord's precious name. Peekay's mother intimates that he must become a born-again Christian at the Apostolic Faith Mission, and Pastor Mulvery says they are on their way to meeting the Lord.Peekay asks if they can meet the Lord the following day–he is too exhausted that night. They both laugh. Peekay longs for the continuation of his past life on the farm. He discovers, fortunately, that the new house has exactly the same furniture as the farmhouse. He surveys the scene: the grandfather clock, the stuffed Kudu head, the painting of the Rourke's Drift massacre, the zebra skin. Peekay's Granpa enters the room and Peekay notices that he remains unchanged too. Only the kettle in the kitchen looks â€Å"new and temporary. † Peekay resolves to question his Granpa about nanny's whereabouts the following day.In the dawn he explores the back g arden, which he finds full of rosebushes–he observes that â€Å"the garden looked like the sort of tunnel Alice might well have found in Wonderland. † Beyond the fences surrounding the garden, Peekay notices plants of a wilder nature-quince, guava, orange, lemon, avocado, poinsettia, and aloe. He decides to explore and, before he realizes, he has climbed high up the hill. Compared to the African bush, the rose garden looks â€Å"tizzy and sentimental as a painting on a chocolate box. † He surveys the town of Barberton from above, and then joins his Granpa in the rose garden.When he asks where his nanny is, his Granpa slowly puffs on his pipe and tells Peekay a cryptic story about his grandmother, for whom he says Africa was too severe. Then he tells Peekay to ask his mother about nanny. Returning to the house, Peekay is reunited with the twin kitchen maids Dum and Dee, who tell him that Nanny is still alive. They also explain to Peekay that his mother has become a seamstress. When Peekay finally confronts his mother about Nanny, his mother tells him that she returned to Zululand because she refused to remove her â€Å"heathen charms and amulets. Peekay shouts that the Lord is a â€Å"shithead† and runs through the â€Å"Alice in Wonderland tunnels† until he reaches the hill. The eggs of the loneliness birds are crushed into powder inside him and, in a moment, he grows up. Analysis Chapter Eight contrasts the preceding two chapters (which cover Peekay's temporary adventures on the train home) by introducing Peekay and the reader to his new permanent place, Barberton. He has to deal with the prospect of a life with his returned mother and her religious fanaticism. He desperately searches for continuity and finds that his Granpa, Dum, and Dee are his only constants.While Peekay's experiences keep shifting from one backdrop to another, his method of narration is not disrupted, but is conventional and linear. Occasionally, he rem inisces about past events, but generally he moves forward chronologically. You may ask how a six-year-old could think like this. I can only answer that one did. The reader finds continuity in the story itself through the recurring motif of the loneliness birds, whose eggs transform to dust at the conclusion of Chapter Eight. This shift is significant, and Peekay observes that, suddenly, he has grown up.He ends the chapter by addressing the reader directly. He specifically addresses the reader's skepticism. It may seem ironic that at the same moment that Peekay announces his burst into the adult world, he confronts the reader's adult rationality. However, as the novel unfolds, it will become apparent that Peekay possesses a special manner of combining adult logic and rationality with a childlike appreciation for the magic and mystery of the world. The literary allusions to Lewis Carroll's novel Alice in Wonderland highlight this belief in magic.It is no accident that the names of the kitchen maids are â€Å"Dum† and â€Å"Dee,† reminiscent of the Carroll's characters Tweedledum and Tweedledee (Peekay presumably provided these nicknames for them in his youth). Not only does Peekay profess to grow up in this chapter, but for the first time he truly begins to grapple with the concept of â€Å"Africa† and his place in it. With his simile comparing his Granpa's rose garden to a chocolate box picture, Peekay consigns the garden to symbolic status-he sees the cultivated garden as a symbol of Englishness.The epithets he uses to describe the garden- â€Å"tizzy† and â€Å"sentimental†-suggest that he wishes to repudiate this part of his identity and allow himself to be captivated by the wild, untamed African land. Chapter Nine Summary While Peekay sits on a rock on the hillside, surveying Barberton, a very tall and thin man with a camera introduces himself as Professor von Vollensteen. He tells Peekay that he could not resist taking a photograph of him as he sat on the rock. He asks for Peekay's permission to call it â€Å"Boy on a Rock. † Peekay notices that the professor is carrying a cactus in his canvas backsack.He asks why the cactus is not pricking the professor, and the old man promises to reveal the secret. He takes the cactus from his bag and introduces it to Peekay as â€Å"Euphorbia grandicornis†¦ a very shy cactus. † He shows Peekay that his backsack is made of leather, protecting his back from the cactus' prickles. Peekay says that he could have worked that out for himself, and the professor calls him a â€Å"schmarty pants. † He asks Peekay whether he knows what a professor is, and Peekay has to admit that he does not know. Suddenly the professor notices a rare aloe under the sock on which Peekay is sitting, and yelps â€Å"Wunderbar! Peekay reminds him that he has not yet explained the word â€Å"professor. † The man replies, â€Å"‘A professor is a person w ho drinks too much whisky and once plays goot Beethoven. ‘† Then he tells Peekay that he can call him â€Å"Doc† instead of â€Å"Professor. † Doc and Peekay part ways and Peekay returns home, to a dismal Dum and Dee. Cowering, they tell him that his mother wants to see him. Peekay does not feel scared-his mother does not realize that he is a â€Å"veteran of interrogation and punishment. † Peekay's mother makes him apologize to her, then breaks down into tears of self-pity.At this, Peekay feels relieved because he is more accustomed to this side of his mother. He tells her to lie down, and brings her some tea and an Aspro. Two days later, Peekay sits watching army trucks filled with soldiers passing by the house when Doc arrives. Doc greets Peekay warmly and says that he wishes to speak to his mother-he has brought an aloe and the photograph of Peekay as presents for her. Doc discovers, to his horror, that Doc is a German. Doc tells Peekay's mother that he believes her son is a genius and he wishes to give him music lessons. At first she resists, since she does not accept charity from anyone.Doc eventually convinces her by saying that in return for the lessons he requires Peekay to work for him, collecting cacti. Peekay's mother now agrees- having a son trained in classical music will be a status symbol for her, a â€Å"social equalizer. â€Å"The summer months pass and Peekay spends the majority of his time with Doc, roaming the Barberton â€Å"kloofs† (cliffs) collecting cacti. Doc teaches Peekay â€Å"the priceless lesson of identification. † He teaches Peekay how to observe, how to listen to himself, and how to use his brain for both original thought and as a â€Å"reference library† for storing information.Doc supplements Peekay's outdoors education with morning piano lessons, and frequent trips to the Barberton library, run by Mrs. Boxall. Peekay soon realizes that he is competent but not a gifted musician. His mother, however, is delighted when Peekay stuns all the Barberton citizens at the bi-annual cultural concert by playing Chopin. The Afrikaners leave the concert when all the English people begin singing â€Å"White Cliffs of Dover. † Peekay explains the close relationship between the Boers and the Germans, who gave the Boers assistance during the Boer War. AnalysisDoc, or Professor von Vollensteen, helps Peekay to counter generalizations about Germans. Peekay is at first shocked since he associates all Germans with Hitler's Nazi party. Chapter Nine shows some stylistic deviations from previous chapters by Peekay's deviations into historical descriptions. At the conclusion of the chapter, he provides the reader with a lengthy description of the close relationship that developed between the Germans and the Boers during the Boer War. In such a way, he undertakes to educate the reader-he does not make allusions to historical events; he explains them.This results in the novel being self-contained—one does not have to undertake much external research in order to understand its context. Perhaps the author is suggesting that the very notion of history and historical recording is at stake in this time period. History cannot be taken for granted, and history text books cannot be trusted. By taking Peekay under his tutelage, Doc becomes the next of Peekay's string of mentors. Doc's character introduces a couple of new vocabulary sets into the novel-that of Latin cacti names, and that of his quirky half-German half- invented dialect.He uses nonsense terms such as â€Å"absoloodle,† and German exclamations such as â€Å"wunderbar. † Doc is a caricatured character (he occupies the space of a kind of fairy godfather), who becomes a foil to Peekay's Granpa-the latter confines himself to the preened, meted world of his rose garden, while the former exposes himself to the dangerous, exciting life of cacti and aloes. Although Peekay now has his mother and Granpa with him, there exists a glaring absence of anyone playing a truly parental role in his life.Doc fills this role. Instead of caring for her son, Peekay's mother neglects him in favor of the Lord, and Peekay in fact plays the role of parent to her. Peekay subtly underscores his mother's hypocrisy-while subscribing to the Lord as the only avatar of morality and modesty, she enjoys the status that Peekay's skill at classical piano affords her. Chapter Nine demonstrates a distinct method in Peekay's narrative style: he begins to provide the reader with recaps, or summaries, of events that have already happened.For example, he recapitulates the events of Chapter Eight and the beginning of Chapter Nine as follows: â€Å"The loneliness birds had flown away and I had grown up and made a new friend called Doc and had learned several new things. † The abundance of the coordinating conjunction â€Å"and† stresses Peekay's eagerness to tally these occasio ns-the effect is one of insistence and continuity. The reader can almost hear the tremble in Peekay's voice. The older narrator-Peekay reminds the reader that the younger Peekay has to hold on to the constants in his life-even the loneliness birds have become a constant.The reader senses Peekay's need to impart his life story-it is not a self- aggrandizing process, but a way in which he can circumscribe the uncertainties of his past. Indeed, the chapter concludes with the adult Peekay foreshadowing the loss of Doc from his life. Chapter Ten Summary Peekay skips two classes at the local school. Doc has convinced him that he should drop his camouflage and reveal his intelligence. Doc is Peekay's true teacher. When around Doc, Peekay says that his brain is constantly â€Å"hungry. † As in the summer months, Peekay arrives shortly after dawn each day for his music lesson with Doc.Doc's eyes are often bloodshot and he tells Peekay that the â€Å"wolves were howling† in his head the previous night-his euphemism for being drunk. Doc's Johnny Walker whisky bottles border the path in Doc's cactus garden. One Saturday afternoon in January 1941, Doc and Peekay are working in the garden when Peekay notices a military police van draw up. An officer and a sergeant emerge and, smoking cigarettes, they wait for Doc and Peekay to approach. Then the sergeant arrests Doc under the Aliens Act of 1939. Doc does not resist but instead sadly tells Peekay that he now must care for the cactus garden.Then Doc asks permission to shave and make a change of clothing before leaving for Barberton prison. Peekay brings jugs of water for Doc to wash. Peekay helps Doc to pack, and slips a half-bottle of Johnny Walker into Doc's bag. The sergeant finds the whisky in the bag and wants to share it with Doc, but Doc refuses to drink. The sergeant drinks part of the whisky then pours the rest onto Doc's beloved Steinway piano. Doc smacks the sergeant's wrist with his walking stick, an d the sergeant calls him a â€Å"fucking Nazi bastard† and a â€Å"child fucker. † Doc, however, is already walking towards the military van.The sergeant runs after him and handcuffs him, then kicks Doc's legs so that he collapses onto his knees. Peekay runs after Doc, screaming, and tries to throw his arms around Doc's legs. As he leaps, the sergeant's kick intended for Doc's ribcage connects with Peekay's face and knocks him unconscious. Peekay regains consciousness in Barberton hospital, terribly worried about Doc. The boy's jaw has been broken, making it impossible for him to speak. A fifteen- year-old nurse with acne, Marie, looks after Peekay and calls him her â€Å"skattebol† (fluffball).She tells Peekay that he has become a town hero for trying to restrain a â€Å"German spy. † Peekay's mother and Pastor Mulvery visit him often, and continue their attempts to proselytize him. Peekay remembers Doc's version of God-a force too busy training bees to fuss with silly humans. Peekay's mother calls Doc an â€Å"evil man† who attempted to kill him. Peekay fumes with frustration-he is the only one who knows the truth but he is unable to speak up to defend Doc. He writes to Mrs. Boxall asking her to visit him as soon as possible. Marie eventually agrees to convey the letter on Peekay's behalf. While waiting for Mrs.Boxall, Peekay writes a long letter explaining the details of Doc's arrest. Mrs. Boxall expresses delight at Peekay's testimony and exclaims that it has arrived just in time-the military court is about to put Doc on trial. She shows Peekay the front page of their local newspaper, The Goldfields News. The picture Doc took of Peekay on the rock is headlined with the words â€Å"THE BOY HE TRIED TO KILL! â€Å"Peekay receives a letter from Mrs. Boxall–she has shown his testimony to Mr. Andrews, the lawyer, but he has said that the piece is so sophisticated that no one will believe that a seven-year-old wrote it .Marie, the only person who can understand Peekay's garble through his broken jaw, is thus commissioned to be his interpreter. Peekay, Marie, Mrs. Boxall, and Mr. Andrews arrive at the magistrate Colonel de Villiers' office. Marie takes a while to find her voice, but Peekay manages to prove that he wrote the statement by writing down the names of various Latin succulents. They win the case, but Doc has to remain in prison since he did not register as a foreign alien when he arrived in South Africa fifteen years previously. Peekay visits Doc in prison and meets Klipkop (Johannes Oudendaal) and Lieutenant Smit.Klipkop tells Peekay that he is a boxer, and Peekay begs him to give him lessons. He tells Klipkop he has to become the welterweight champion of the world. Klipkop says that he is too young-the youngest trainee in their boxing prison squad is ten years old. Peekay watches as Klipkop brutally beats one of the black prison servants, accusing him of stealing some biscuits. Smit wat ches quietly, then tells Klipkop afterwards that he was the one who ate the biscuits. The men take Peekay to meet Kommandant van Zyl, who tells Peekay to inform Mrs.Boxall of a surprise he has for the townspeople the following Monday, in the town square. Peekay asks the kommandant if he can box with their squad. Smit is furious with Peekay afterwards. However, Peekay has realized that Jackhammer Smit is Lieutenant Smit's brother. When he refers to the Gravelotte fight, Smit's eyes begin to shine and he accepts Peekay into the squad. Peekay is forbidden from boxing for two years–he may only do technique training. Eventually Peekay gets to see Doc. Doc tells Peekay the â€Å"surprise† on Monday is a very stupid thing.He tells Peekay to meet him in his cactus garden at noon that day, and to find Beethoven's Symphony Number Five in his piano stool, as well as what is above the sheet music (his whisky). Mrs. Boxall becomes very excited when Peekay relays this news to herâ⠂¬â€œshe says Doc is to give a concert. On Monday Smit and Klipkop fetch the Steinway from Doc's house. They introduce Peekay to another warder, Gert Marais. Gert, an Afrikaner who does not speak English, cannot understand Doc and Peekay's conversation. Doc tells Peekay that he does not want to give the concert-he has not performed for sixteen years.However, the prison warders will not allow Peekay to visit him if he refuses. Doc tells Peekay of his musical history-he describes the disastrous concert of 1925 in Berlin where, playing Beethoven's Symphony Number Five, he froze up. As the mayor is introducing Doc in the Barberton town square, a fight breaks out between the English and the Afrikaners. Doc, trembling, takes a swig of whisky and begins to play. The crowd immediately quiets and is captivated by the music. Doc plays beautifully and Peekay has never seen him so happy. AnalysisChapter Ten is one of the novel's longest chapters, taking up almost a tenth of the novel. It carrie s through on Peekay's foreshadowing at the end of Chapter Nine-the loss of Doc and, in a sense, the loss of his childhood. For the first time in his life, at a mere seven years of age, Peekay must confront military and legal institutions-not as a peripheral visitor, but as an eye- witness of Doc's arrest and thus as an insider. Peekay reserves his own critical judgment of the cruel events he experiences (Doc's arrest, Klipkop's brutal treatment of the black prison servant) in order to allow the reader to draw her own conclusions.Peekay takes on the role of objective reporter or observer in these situations. However, he hints that his reserved behavior does not stem from disinterestedness–he realizes that survival in these settings depends on being diplomatic. Neither does the adult narrator withhold critique of the immorality of the prison world-his tone, often earnest, becomes ironic in his descriptions of the prison staff. After describing the office of the kommandant, with its stuffed gemsbok, eland, steenbok, and springbok heads, the narrator illustrates the kommandant himself, who claims to love wild animals.The narrator's precise descriptions–including, for example, the names of all the different kinds of buck on the kommandant's walls–stress the effect Doc has had on Peekay. Doc has taught Peekay how to observe, analyze, record. These skills will be vital to Peekay's success and survival throughout the novel. There are other reasons why it is sensible for the narrator to unleash his criticism of the harsh, racist behavior in South Africa in a subtle, rather than direct manner. Firstly, The Power of One was written at a time when apartheid was still alive in South Africa.The author himself has to take a diplomatic tone. Secondly, the author does not wish readers to see the South African struggle as one between good and evil forces – he paints the prison staff as humans, not monsters. They have redeeming qualities. Klipkop, Lie utenant Smit, and Kommandant van Zyl are all extremely kind to Peekay. The officers who arrest Doc take a moment to have a cigarette. It is a human moment before their violent treatment of Doc. Moreover, Doc's ability to halt the brawling in the town square, with his beautiful rendition of Beethoven, suggests the triumph of our shared humanity.The chapter ends on an optimistic note when it intimates that a universal spirit holds us all together in spite of our myriad differences. This tone of optimism emerges as the novel's distinguishing tone. In spite of Peekay's portrayal of crude or violent behavior, his faith in the notion of â€Å"the power of one† lingers. Chapter Eleven Summary Dee and Dum wake Peekay every morning with coffee and a rusk (a hard biscuit) and he heads to the prison for boxing lessons and then his piano lesson with Doc. The prison staff allows these lessons to proceed since they enjoy the social status afforded by having two classical musicians in their midst.Doc does not understand Peekay's need to box, but he assists Peekay with â€Å"musical analogies. † He says that in music, as in boxing, exercises make up one's foundation. Peekay's visits are so constant that he becomes part of the prison â€Å"shadow world. â€Å"Peekay becomes friends with Gert Marais, the Afrikaans warder. Gert fixes the boxing speedball so that it is low enough for Peekay