Globalization and the Multinational Corporation Multiple...

International Financial Management, 2e (Bekaert / Hodrick) Chapter 1 Globalization and the Multinational Corporation 1.1 Multiple Choice Easy 1) Which of the following was created in an effort to promote free trade? A) World Trade Organization B) the Sarbanes-Oxley Act C) multilateral development banks D) the Organization for Economic Cooperation and Development Answer: A 2) Which one of the following is an investment from which the payoff over time is derived from the performance of an underlying asset? A) a common stock certificate B) a derivative security C) a corporate bond D) a mortgage bond Answer: B 3) What is the name for the shifting of non-strategic functions to specialist firms to reduce costs? A)†¦show more content†¦D) a single European currency managed by a European central bank. Answer: D 18) The European Union is a free trade association that is based on a(n) A) economic and monetary union. B) economic union. C) monetary union. D) a commonly agreed upon list of lowered tariffs. Answer: A 19) Which one of the following has a single currency managed by a common central bank? A) ASEAN B) European Union C) World Trade Organization D) The Organization for Economic Cooperation and Development Answer: B 20) Which one of the following is renowned for its high-quality databases on economic and social data? A) WTO B) EU C) OECD D) World Bank Answer: C 21) What is the name of the international organization that fosters monetary and financial cooperation and serves as a bank for central banks? A) WTO B) EU C) World Bank D) Bank for International Settlements Answer: D 22) Which of the following are institutional banks that provide financial support and professional advice for developing countries? A) multilateral development banks B) central banks C) investment banks D) Barclays bank Answer: A 23) What economic field of study explores the problems associated with a firm that arise from a separation of ownership and control and devises ways to resolve them? A) futures and options B) agency theory C) foreign direct investment D) franchising Answer: B 24) State-owned investmentShow MoreRelatedMarketing Ch-91075 Words   |  5 PagesPF16- 09 Multiple Choice Identify the choice that best completes the statement or answers the question. _C___ 1. According to your text, ____ are small technology-based firms operating in international markets within two years of their establishment and realizing as much as 70 percent of their sales outside the domestic home market. a.|natural globals| b.|multinational corporations| c.|born globals| d.|born multinationals| e.|multinational enterprises| __B__ 2. The Mont BlancRead MoreIntroduction. While Organizations Are Complex And Seemingly1457 Words   |  6 Pagesincreases when it expands outside its home borders. Multinational corporations have carefully weighed the pros and cons of moving to a global level and developed a solid understanding of the various cultures in countries worldwide. This understanding is not always as solid as managers may think because uncertainties and other areas not considered arise. These may include formulating strategies, managing risks, or motivating people from multiple cultures. What of leadership styles? Often organizationsRead MoreMarketing and Easy Ref994 Words   |  4 Pagesa pan-regional marketing strategy. ANS: T PTS: 1 DIF: Easy REF: p. 7-8 NAT: Analytic | Diversity 3. The formation of NAFTA encourages more multinational companies to adopt multidomestic strategies. ANS: F PTS: 1 DIF: Difficult REF: p. 8 NAT: Analytic | Diversity 4. The volume of international trade is decreasing due to globalization. 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The Reconstruction Essay - 925 Words

The Reconstruction Reconstruction is defined as the period following the Civil War in which the Republican-dominated Federal government sought to reunite the Union; the measure included drastically remodeling Southern society in order to secure equality and independence for blacks through granting them various freedoms. Many historians believe that in order to fully understand the modern United States, one must understand Reconstruction. Studying it, therefore, has been a top priority amongst historians. Over the years, three main schools of thought have developed concerning Reconstruction. The Dunning School viewed the Northern Republicans as tyrannical leaders who pushed aside the governments†¦show more content†¦Following the Civil War, many blacks argued that their hard work as slaves entitled them to a portion of their former masters land. Southern whites, however, denied the blacks of this arguable right. It was left up to the state governments to take action and issue land distributi on plans. The strong opposition from whites and even some Republicans to black land ownership, based on racism and fears of economic instability, stifled any government action. Left in poverty, many blacks, Burns argues, were forced to depend on their former masters for work, developing strict bargaining relationships with them in exchange for the paternalistic one that had existed during slavery. Foner argues that this dependence was not all bad; blacks were able to embrace the free-market, saving up money to purchase small luxuries, such as clothing and different foods. Ultimately, however, no land was distributed and Reconstruction failed to provide blacks with economic autonomy. Burns argues, through evaluation of other regions where slaves were emancipated, that if land had been distributed, blacks would have been productive on it. 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Types of Breast Reconstruction Procedures Available Near Brickell For some patients, reconstruction can begin during their mastectomy. Other patients may choose to have their breast reconstruction at some point after their mastectomy. Typically, breast reconstruction surgery involves several surgical sessionsRead More Reconstruction Essay932 Words   |  4 Pages Reconstruction took place after the end of the civil war. The reason for reconstruction was to put the union back together and free the slaves once and for all. Reconstruction took three eras to be completed. The first was Lincoln, the second Andrew Johnson, and the third was the Congressional â€Å"hard plan.† The Lincoln era lasted from 1863-1865. On December of 1863 the decree of â€Å"soft plan† was introduced. The â€Å"soft plan† included amnesty for the southerners that took the loyalty oath. It alsoRead MoreReconstruction Vs Republican Reconstruction Essay1035 Words   |  5 Pagesappearance of the Reconstruction Era in 1865. It was a period in which Americans â€Å"put the pieces together†. People were split after the Civil War, some wanted to reconstruct the Confederate states- where it is politically and economically damaged- and the others wanted to have revenge against the South because they caused the war that resulted with memories of death and suffer the Americans had to endure. And that was a reason of the emerging of the Presidential Reconstruction and the Republican

Adolf Hitler as a Terrorist free essay sample

Adolf Hitler, the famous Germany dictator and leader of National Socialist German Workers Party, commonly referred to as the Nazi Party, lived between April 20, 1889 and April 30, 1945; almost exactly fifty-six years. For the first thirty years of his life, he was an obscure failure; becoming a local celebrity almost overnight before becoming a man around whom the whole world policy revolved when he became Germany’s Chancellor in 1933 before turning his rule into a total dictatorship. Adolf Hitler was responsible for the outbreak of the Second World War and the Holocaust that resulted in the killing of 6 million Jews. He was born in Braun au am Inn, a small town on the border of Austria and Germany. After becoming a decorated veteran of World War I, he joined the German Workers’ Party in 1919. He later became the leader of the party (now called NSDAP or Nazi) in 1921 (Haugen, 2006). With the failure of a revolution called the â€Å"Beer Hall Putsch† in November, 1923, by the Nazi Party, Adolf Hitler and his conspirators were imprisoned. This made young Hitler to vow that he would take power â€Å"legally†. After his release, Hitler gained massive popularity in Germany by constantly attacking the Treaty of Versailles that had been imposed on the country after the First World War With his great oratory skills, and anti-Semitism and anticommunism ideologies Hitler quickly rose through the ranks of German leadership, being appointed Chancellor in 1933 before transforming the country into a single-party dictatorship (Davidson, 1997). His aim to establish Nazi rule throughout Europe led to the outbreak of World War II. He committed suicide in 1945 to avoid capture after Germany’s defeat. Hitler rose to power on the backs of his own terrorist organizations. Hitler had been seeking to become the leader of German since the early 1920s. Hitler believed in the power of terror. He illustrated in his private conversations, speeches and books. In his famous book â€Å"Mein Kampf† he writes: â€Å"Terrorism is a form of propaganda, a political weapon that can be use to instill fear, horror and indignation, to destroy and sap out the will of people. Through fear and terror one can demand obedience and blind submission. Through death and terror (and the promise of more terror to come), the terrorist will conquer all opposition. Terror is a political weapon and its purpose will force capitulation†. This summarizes Hitler’s view of terrorism; that terror is the most effective form of politics (Nicholls, 2006). To the Nazis and Hitler, absolute control and constant intimidation of opponents was an important component of the fascist-controlled state. Adolf Hitler organized several extensive organizations within the National Socialist Party to ensure that nobody challenged his power in Germany or any other state that came under their control during the drive to annihilate continental Europe during the Second World War. This pattern of terrorist organization can be traced back to 1922 when Hitler organized his Sturmabteilung (the â€Å"Storm Troops†), commonly known as the SA, whose uniforms included the distinctive brown shirts. In 1926, Nazi leaders created another power group known as the SS (officially called the Schurtzstaffel), or the â€Å"Security Guards†. Initially, the SS was conceived as a branch of the SA, but by the 1930s, the group had become two different entities (Hook, 2011). These groups (the SS and the SA) frequently practiced intimidation, kidnappings, beatings, torture, and murder to achieve Nazi’s political goals. When Adolf Hitler became Germany’s chancellor in 1933, he created a secret state police, called the Geheime Staatspolizei, or the â€Å"Gestapo†. Its duty was to intimidate the German people and arrest anybody suspected of being anti-Nazi and questioning Hitler’s authority. The Gestapo also had a branch called the SD, or Sicherheitsdienst. This was the security service which infiltrated every branch of the German government to assist the Nazis in maintaining power and exposed the alleged enemies of the party. Such organizations reveal how fundamental hate was within the Nazi regime. The individual Nazi leaders most responsible for these institutions were Goebbels and Himmler. Both aimed to spread Hitler’s racial ideas and give them some structure, although their methods differed greatly. Goebbels strove to operate within the rules of the Nazi Regime while Himmler transcended them by creating a new system (Lifton, 2000). The SA was initially formed to provide security in Nazi gatherings and campaign speeches against disruptions and assaults by members of rival parties. Its activities quickly changed to include assaults on the activities of other parties. SA men would attempt to disrupt the gatherings and campaign speeches for rival political parties, particularly left wing. They would also attack leftist marchers when they were demonstrating or attempt to generate a confrontation. At times they invaded party reading rooms and newspaper offices. SA’s terrorist activities were not just limited to secular and political violence; they played an important role in terrorizing and capturing Jews and other groups that did not fit Hitler’s ideology of a racially pure German state. The application of Nazi ideas and ideology was based on two types of force against individuals and social groups. One of these took the form of propaganda and indoctrination, the other was based on terror (Ku? hl, 2002). The Nazi ensured that not to appear illegal and unconstitutional, they maintained the basic structure of the Weimar Republic while sublimely adding a Nazified layer. The same applied to the process of indoctrination and propaganda. Germany’s ministry of education was fully centralized as part of the campaign to destroy the autonomy. This was done to Nazify all schools through the teaching of a common curriculum which taught subjects closely similar to the Nazi ideology. Also a new institution was created in March 1933 called the Ministry of People’s Enlightenment and Propaganda. It controlled all areas of propaganda such as radio, press, and film while heavily influencing cultural output in form of music, fine arts and literature. Another organization created purely for the purpose of spreading propaganda was the 1936 law on the Hitler Youth, which legalized the institution that had existed since the coming to power of the Third Reich (Ku? l, 2002). Nazis primary ideology was National Socialism and it was closely related fascism that was practiced in neighboring Italy by the dictator Benito Mussolini. The primary tenets of this ideology were nationalism, anti-Semitism and racism (Ku? hl, 2002). It claimed that Aryans were the most superior of all races. To maintain the purity of Germany’s Aryan race, Hitler strove to exterminate Jews, Romani (Gypsies), the physically and mentally disabled. Other groups that were considered inferior by the Third Reich included blacks and homosexuals. Nazis also believed in the expansion of Germany’s territories to gain â€Å"living space† (Lebensraum) for the German people. Nazis knew that use of propaganda and imposing their ideologies would be a sure way to cement Hitler’s leadership and ensure the Third Reich survived. They were particularly keen to teach these ideas to young citizens, since it effectively ensured that if they grew up they would be loyal to Hitler and the Nazi Party. In order to indoctrinate children and the youth they were taught how successful the Nazis had been. In Biology and Race Studies, they were taught that the Aryan race (Germanic and North European) was better than any other, particularly individuals with African or Semitic descent (Leitz, 2000). The democracy in Germany effectively ended when Hitler began dismantling the democratic elements of the constitution after being appointed the chancellor in 1933. The end of the Weimar Republic set both Hitler and the Nazi Party firmly on the path that ultimately led to outbreak of the Second World War and the Holocaust. Violence and terrorism became an integral part of the Weimar Republic. When Hitler failed to capture power during the Beer Hall Putsch, he did not give up on the use of violence to achieve his ends; the violence simply took new forms to ensure that he became Germany’s leader â€Å"legally†. He achieved this by forming the ubiquitous SS and SA groups. Due to rejection of Nazi Party by urban voters during its early attempts to gain power, the Nazis decided to concentrate on the countryside to recruit voters and encourage the youth to join its terrorist groups. Romantic nationalism, strong religious beliefs which made them vulnerable to anti-Semitism, along with economic difficulties, made rural populations a perfect target for Nazi propaganda. Playing on the increasingly popular issue of nationalism, the Nazis emphasized that peasantry had a special status of being the true nobility of what Germany should be, because they were the purest form of the Aryan race which in essence made them the racial backbone of the nation. The Nazis told them the Jewish bankers and capitalists, and the Marxists that controlled the government were a threat to the economic existence of this group. They promised rural peasants tax reliefs, agrarian reforms, and the total elimination of indebtedness (Hook, 2011). Such propaganda was part of an intensive recruitment drive in rural areas and small towns, where the Nazis ensured that they kept a constant pace of activities. They saturated numerous districts with demonstrations and parades; presented countless lectures aimed at addressing several economic and local issues, organized entertainment events which they appropriately ensured portrayed patriotic and Nazi-oriented films. The major political parties of that time had not paid such a level of attention to the peasantry, and thus the sympathy for the Nazis increased accordingly. In the small towns, Nazis presented an image of their party as one that was championing for the traditional German right and not as revolutionaries. Their primary goal was the rejuvenation of Germany, and they constantly attacked the current government as a pawn of the allies who had effectively ensured that Germany was a slave among nations the moment they agreed to sign the Treaty of Versailles (Davidson, 1997). They downplayed their previous socialist ideals, as they strove to portray themselves as defending the rights of the middle class and ownership of private property, which they considered to be under threat due to Marxism, big businesses, and control of Germany’s financial institutions by foreigners and Jews. Nazi speakers addressed middle class problems in rural areas, exploiting fears and prejudices of this social class, while their propagandists saturated major towns with leaflets and posters. The Nazi tactic of penetration proved to be very effective in both the major towns and in rural areas, as they continued to infiltrate various organizations and Nazify them. Moreover, they managed to penetrate numerous middle-class professional, business, and student associations in major towns. Their desire to attract middle-class individuals was partially due to the need to staff the party’s ranks with more competent and more intelligent bureaucrats. The influx of educated individuals into the party in the late twenties showed positive results of their recruitment campaign, just as the continual growth in membership from the countryside was an encouraging sign of the party’s increasing popularity. More youth were also willing to join its SA and SS ranks, which were tasked with terrorizing opposition into submission. This gave the party a reputation for organizational effectiveness, dynamism and determination. Concrete results for the party were immediately evident. The NSDAP almost doubled in size in 1929, and by the end of that year the SA had grown in strength; it now has 100,000 fighters, equaling the size of the German army at that time (Davidson, 1997). Nothing embodied the terrorist activities of the Nazi regime like the Holocaust. On January 20, 1942, fifteen high-ranking Nazi Party and government leaders gathered to coordinate logistics for carrying out the â€Å"final solution to the Jewish question†. The â€Å"Final Solution† was the Nazi’s codename for deliberate planned mass murder of all European Jews. They calculated that 11 million European Jews from more than 20 countries would be killed in their master plan. During months before the conference, special units made up of the SS, the elite guards of the Nazi state, and police personnel, known as Einsatzgruppen, had slaughtered Jews in mass shootings on the territory of the Soviet Union that German troops had occupied. Six weeks before the meeting, the Nazis began to murder Jews at Chelmno, Poland. Here SS and police personnel used sealed vans into which they pumped carbon monoxide to suffocate their victims to death (Haugen, 2006). Throughout the 1942, trainloads of Jewish men, women and children were transported from countries all over Europe to a massive concentration camp in Auschwitz, Treblinka and four other major extermination centers in German-occupied Poland. By the years end, more than 4 million Jews had been killed. During the Second World War (1939-1945), the Nazi government and their collaborators killed or indirectly caused the deaths of up to 6 million Jews (Leitz, 2000). Hitler and other Nazi ideologues regarded Jews as a dangerous â€Å"race† whose very existence threatened the biological purity and superiority of the Aryan race. To secure the help of thousands of individuals to implement the â€Å"Final Solution†, the Nazi regime exploited existing prejudice against Jews in Germany and other countries that had been conquered by or allied to Germany. After the war turned against Germany, the SS decided to evacuate concentration camps outside Germany to prevent liberation of prisoners. Several inmates died during the long journeys on foot known as â€Å"death marches†. The American government did not pursue a policy of rescue of victims in Nazi concentration camps during World War II. Like their British counterparts, the U. S. military and political leaders argued that winning the war should be the top priority since it would bring an end to the Nazi terror. Once the war erupted, security concerns, amplified partly by anti-Semitism, influenced the U. S. State Department (led by the Secretary of State Cordell Hull) and the U. S. government to do little to ease restrictions on entry visas for Jews seeking asylum. In January 1944, President Roosevelt established the War Refugee Board within the U. S. reasury department to facilitate the rescue of refuges from Germany (Yeadon Hawkins, 2008). Fort Ontario, located in Oswego, New York, began to serve as an ostensibly free port for refugees from the territories that had been liberated by Allied forces. The above factors clearly illustrate that Adolf Hitler was clearly a terrorist, only with bigger ambitions and power that enabled him to execute one of the most heinous crimes against humanities. He used several tactics employed by today’s terrorist cells including al Qaeda of propaganda, promise of liberation, racism and religious intolerance. Just like most terrorist leaders, Hitler was not motivated by material gain, but by political goals disguised under religion that they believe is furthered by their actions.

Two Scavengers in a Truck Essay Example For Students

Two Scavengers in a Truck Essay Compare Nothings Changed with Two Scavengers in a Truck, showing how the poets reveal their ideas and feelings about the particular cultures and traditions that they are writing about  Both poets convey strong ideas about the inherent divisions that are inherent in modern-day society. Afrika conveys his ideas by writing about racial discrimination and segregation in South Africa, informing the reader about the differences in the quality of life for Blacks and Whites. Ferlinghetti, however, decides to tackle the theme of social/wealth divide in San Francisco, U.S.A. Afrika also describes the landscape, nature and setting in much more vivid detail, using it to represent the history of District Six. Ferlinghetti, who focuses on the people who are the protagonists of his poem. Although set in two very different locations; one in a third world country and another in a developed country, both poets deal with the issue of inequality and prejudice. We will write a custom essay on Two Scavengers in a Truck specifically for you for only $16.38 $13.9/page Order now Afrika and Ferlinghetti both feel very strongly about inequality in society and how people can be discriminated against due to their skin colour or social class. The reader is able to tell that Afrika feels strongly about his particular culture and traditions because he tells part of the poem in first person (singular and plural): I back from the glass and We know where we belong. In this way he vividly conveys the emotions that Black people suffer as a result of discrimination, as he becomes a part of them. Afrika demonstrates the suppressed anger and resentment that clearly bubbles beneath the surface when he says: the hot white inwards turning of my eyes. Through his use of harsh images such as brash with glass, it squats and the symbolism of danger, blood and violence behind the image of a single red rose, he demonstrates his strong emotions on the issue of discrimination. Ferlinghetti seems to feel slightly less strongly, as he expresses his ideas in a way that is less harsh and jarring, in comparison with Afrikas use of language. Ferlinghetti conveys his ideas in a more ambiguous manner. For example, the last line of his poem: across the small gulf in the high seas of this democracy could be interpreted as either Ferlinghetti showing his disapproval for a society which allows such divisions to arise, or illustrating his approval for a society which allows such diverse lifestyles to co-exist with alongside each other. However, it is clear that Ferlinghetti feels strongly about the divisions (whether in positive or negative light) that wealth can bring, as throughout the poem, he continually contrasts the two garbage men and the beautiful people. For example, in the first stanza, he illustrates the difference in physical height between the garbage men looking down onto the people in the Mercedes, who are down below. This could demonstrate how Ferlinghetti believes that although the beautiful people are higher up in the social ladder, they are lower down in the moral standpoint of things. In the second and third stanza, Ferlinghetti contrasts their appearances; the casually coifed woman with the gargoyle Quasimodo. All this infers to the reader that the beautiful people are very much more image-obsessed and fake, in comparison to the garbage men, and perhaps they are the ones that are the scavengers. Afrika begins by using a succession of one-syllable words, sets a harsh, uncomfortable tone for the rest of the poem. Also in the first stanza, Afrika uses sibilance at the end of words, such as the phrase seeding grasses thrust, which is an awkward and almost unnatural sound pattern, adding to the image of an harsh, unwelcoming environment. His use of onomatopoeias also adds to this distinctly coarse atmosphere. .u6bd21498b329f4e21bb9c1349314e447 , .u6bd21498b329f4e21bb9c1349314e447 .postImageUrl , .u6bd21498b329f4e21bb9c1349314e447 .centered-text-area { min-height: 80px; position: relative; } .u6bd21498b329f4e21bb9c1349314e447 , .u6bd21498b329f4e21bb9c1349314e447:hover , .u6bd21498b329f4e21bb9c1349314e447:visited , .u6bd21498b329f4e21bb9c1349314e447:active { border:0!important; } .u6bd21498b329f4e21bb9c1349314e447 .clearfix:after { content: ""; display: table; clear: both; } .u6bd21498b329f4e21bb9c1349314e447 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6bd21498b329f4e21bb9c1349314e447:active , .u6bd21498b329f4e21bb9c1349314e447:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6bd21498b329f4e21bb9c1349314e447 .centered-text-area { width: 100%; position: relative ; } .u6bd21498b329f4e21bb9c1349314e447 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6bd21498b329f4e21bb9c1349314e447 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6bd21498b329f4e21bb9c1349314e447 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6bd21498b329f4e21bb9c1349314e447:hover .ctaButton { background-color: #34495E!important; } .u6bd21498b329f4e21bb9c1349314e447 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6bd21498b329f4e21bb9c1349314e447 .u6bd21498b329f4e21bb9c1349314e447-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6bd21498b329f4e21bb9c1349314e447:after { content: ""; display: block; clear: both; } READ: Politics and the English Language EssayFor example, Afrikas use of click and crunch appeals to the readers aural sense, which increases the impact of his vivid images and creates a jarring effect. Afrika follows this with a stanza almost completely devoted to illustrating the physical effect of his anger, through descriptions of the labouring of my lungs and the hot, white inwards turning of my eyes. This, combined with his repetition of the word and creates a accumulating effect and the reader is able to empathise with the anger that is building up within him. Afrikas sensory and rather vulgar images, such as wipe your fingers on your jeans and spit a little on the floor used in contrast with the crushed white glass and linen falls of the previous stanza, shows his bitterness and resentment against the difference in the restaurants that Blacks are allowed to go to and the ones that will accept Whites only inn. The climax of the poem is the use of harsh, violent images, where Afrika mentions how his hands burn for a bomb to shiver down the glass, which leaves the reader with a feeling of desperation and helplessness. Ferlinghetti does not use a distinctive pattern for his first stanza, or in the rest of his poem. He does, however, use sibilance in the second stanza, when he describes the woman wearing a short skirt and colored stockings, which is preceded with the oxymoron and alliteration of casually coifed. This combination of factors makes the woman and man in the Mercedes seem as if they are trying very hard to be noticed and to appear flawless. The contrast between the garbage men and beautiful people is highlighted when Ferlinghetti goes as far as to differentiate their smells. He describes the people in the Mercedes like an odourless TV ad, which alongside the (most probably) pungent smell of the garbage truck is very weak and almost unreal, illustrating how the beautiful people are perhaps merely an image of perfection, not reality. The structure of these two poems is very terms of style and even shape. Nothings changed is more conventional in terms of the shape of the stanzas. All the lines start at the same place on the left-hand side of the page. Afrika generally follows the style of conventional poetry, with the majority of the stanzas containing roughly the same length of lines and number of lines. However, Afrika does use enjambment, which Ferlinghetti also uses in his poem. Ferlinghetti embraces the culture of beat poetry fully, in throwing aside the conventional, traditional ideas of how poetry should be written. Two scavengers, Two beautiful people in a Mercedes is shaped in such a way that it physically reflects the social divide, as the poem can be split into two in various different ways and still managing to remain coherent. For example, the lines that start on the left hand side can be read without those that start slightly indented and vice-versa. This could perhaps be an effort by Ferlinghetti to illustrate how the lives of the garbage men and beautiful can co-exist with each other without ever coinciding. Ferlinghettis use of enjambment and indented lines forces the reader to pause in certain places, which isolates and highlights important lines. This is clearly evident in the last stanza, where the final three lines are spaced out in such a way that causes the reader to slow down and pause at the end of every line. This draws attention to the meaning behind the lines. Both poets tell the reader something different; Afrika focuses on the consequences of racial division and discrimination, showing how such treatment can breed hatred, resentment and violent retaliation. Ferlinghetti chooses to explore the theme of the division that wealth can bring. He raises the question of how society can allow such divisions to arise and how America (and the Western World) has become so commercialised that these so-called beautiful people are in fact fake and have lost grip with reality. Ferlinghetti leaves it open to interpretation as to whether the garbage men are envious of the beautiful peoples wealth and material possessions or whether they are more content with their honest, frugal lifestyle. However, both poets convey the fact that in our modern day democratic society, divisions are evident, be it racial, monetary or otherwise.