My Application For South Africa - 1860 Words

My Application for South Africa 2016 The first time I was introduced to South Africa was last year during choir. For choir we sang a South African ritual. This enticed me to look into the culture of South Africa to find out more things about my new found interest. During this investigation I found out that South Africa is prominent for their unique wild life, it is the only country which has hosted the world cup for cricket, rugby, and soccer, the vast history due to the colonialization of Africa by Europe, and the luxurious bodies of water found in South Africa. Also during my research, I found out that Woodberry offers an exchange program in South Africa. I became extremely interested in this program. I would love to do this program so†¦show more content†¦These include Nelson Mandela’s house, Robben Island, Groot Constantia, The Company’s Garden, and the Bartholomeu Dias Museum Complex. These places entice me due to the fact that history is one of my favorit e subjects. Another major part of South Africa is the sports seen there. South Africa’s main sports are rugby, cricket, and soccer. I am a huge sports fanatic, however I am not as interested in South African sports as I would like to be. South Africa has such a dedication to its sports that it is the only country which has hosted the world cup in rugby, soccer, and cricket. South Africa hosted the rugby world cup in 1995, the cricket world cup in 2003, and the soccer world cup in 2010. I would love to see the locations of where these important games were played, which brings me to my next point, South Africa’s unique sights. South Africa is also known for its breathtaking sights which include the Kruger National Park, Table Mountain, Blyde River Canyon, and the Hluhluwe-Umfolozi Game Reserve just to name a few. At these sights you can either see the unique animals of South Africa in their natural habitat, or look over all of South Africa from the mountain and the canyon. The cultur e of South Africa is one of the major reasons why I would love to be able to participate in this unique opportunity. I also think I would be the right choice for this program due to the person that I am. If I am chosen St Johns would be

Critical Thinking Academic Writing - 2742 Words

CRITICAL THINKING AND ACADEMIC WRITING Question: Explain how you would apply Critical Thinking Skills in reading and writing as a student of Health Care. TABLE OF CONTENTS CONTENTS PAGE 1.0 INTRODUCTION 1 2.0 Application of Critical Thinking Skills in reading and writing as a student of Health care 5 2.1 Interpretation 6 2.2 Analysis 6 2.3 Evaluation 7 2.4 Inference 8 2.5 Explanation 8 2.6 Self-Regulation 9 3.0 Conclusion 10 References 11 INTRODUCTION Thinking critically is thinking carefully with clarity, depth, precision, accuracy and logic. It is a process of thinking in a certain way, with accuracy and precision, of thinking carefully, with logic and depth, and of†¦show more content†¦Good critical thinking is one which highlights all the negative and positive aspects of the writer. Critical thinking is based on critical reasoning which is based on the ability to differentiate strong arguments from weak ones. Therefore, an argument based on certain claims, and supported by well-reasoned facts conclusively deserves merit as compared to one based on questionable and ultimately leads to a more honest and informed understanding of the beliefs we debate and the ideas we value.† http://en.wikipedia.org/wiki/Critical_thinking Application of Critical Thinking in Academic Reading A student in health care often has to read medical academic texts from medical journals and books, for instance if the student is reading on prevalence of cancers in women. The student has to develop a personal academic rational in response to the article or theory or chapter through, developing an understanding of the content, what the author says about the causes of cancers and evaluating the preventive measures and critiquing the article. The student should get a preliminary idea, as to whether the type of cancers presented are what is in their line of interest by reading the introduction or abstract and skim reading the text, before reading the text closely. When reading critically, the healthcare student has to ask some questions which act as a guide, which are, how to identify the main points of the text such as types of cancers, the age group and the region mostShow MoreRelatedFirst Year Students Need Their Fundamental Study Skills to Make the Necessary Adjustments to Achieve Their Successful Journey at University1351 Words   |  6 Pagesyear students need their fundamental study skills to make the necessary adjustments to achieve their successful journey at university. The main points that will be outlined in this essay are the importance of becoming a critical thinker, verbal skill linked with academic writing and note taking skill is related to referencing skill. First year students need their fundamental study skills to build the necessary adjustments to be successful at university. Before I expand my composition, I willRead MoreEssay about Academic Success1210 Words   |  5 PagesContinuing Academic Success Kasey E Marsh II Gen/200 3/1/2015 Susie Holiday Continuing Academic Success The end is near to my first class at the University of Phoenix. As I continue on with my education, I would like to have great academic success. Academic success can be achieved by being aware of one’s goals, the writing process and the importance of critical thinking skills. By knowing these things, I believe my academic success will be achievable. Goals SettingRead MoreDeveloping Strong Academic Study Skills926 Words   |  4 Pagesstrong academic study skills in Higher Education is arguably the most important area of learning and development a student can cultivate, in order to achieve academic success. 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Fanny Mendelssohn Free Essays

Fanny Mendelssohn was one of the greatest female composers to have ever lived. She was born on November 14th, 1805 in Hamburg, Germany. Fanny was a romantic composer and, though only few were published in her life, she composed over 500 works including lieder and piano pieces (Stanton, 1984). We will write a custom essay sample on Fanny Mendelssohn or any similar topic only for you Order Now Fanny was the oldest of four children and the sister of the well-known composer Felix Mendelssohn, with whom she was very close to (Estrella, 2011). Her grandfather was Moses Mendelssohn, a very popular philosopher of the time (Estrella, 2011). Fanny was extremely talented from childhood, but unfortunately was limited due to the negative attitudes toward women in musical professions of the time (Estrella, 2011). As a child, Fanny was trained on the piano by her mother. She once performed twenty four preludes from Johann Sebastian Bach’s â€Å"Well-tempered Clavier† from memory (Stanton, 1984). She was also influenced when she began to study under other composers. In 1816, Fanny began to compose with Marie Bigot in Paris. Later, in 1818, she went on to study composition under Carl Friedrich Zelter (Estrella, 2011). She wrote over 200 lieders, including the famous â€Å"Swan Song† (Estrella, 2011). She also wrote over 200 fugues, preludes, and sonatas. Later in her life, she began to write choral music, including the famous cantata â€Å"Oratorium nach den Bildern der Bibel† (Estrella, 2011). There are many interesting facts to be learned about Fanny as well. It is rumored that when Felix, her brother, played for Queen Victoria, the queen was very impressed. The Queen went on to say that her favorite was â€Å"Italien,† which Felix admitted was the work of Fanny (â€Å"Essentials of Music Composers†, 2011). Fanny was also extremely close to her brother, Felix. Felix idolized Fanny and would seek her out for musical advice and approval on his own compositions (FMH, 2009). In fact, when Fanny passed away in 1847, it is said that Felix later became depressed and passed away six months later (Estrella, 2011). In 1829, Fanny married Wilhelm Hensel, a successful artist and painter (Stanton, 1984). They had one son together, Sebastian, whom they named after Fanny’s favorite composer, Johann Sebastian Bach (Estrella, 2011). Fanny’s musical talent matched, if not surpassed that of her brother’s, but even if Fanny had wanted to pursue a career in music it would have been nearly impossible. Societal attitudes of the time prevented women from holding professions in music. Even her father discouraged her. In an 1820 letter to Fanny, he tells her that, while music could be a career for Felix, â€Å"for you it can and must only be an ornament, never the basis of your being and doing. FMH, 2009). † He encouraged her to take on the more â€Å"conventional† role of staying at home and bearing children. A year later, Fanny married Wilhelm Hensel. She did take on the acceptable role of women at the time, but still continued to compose over 400 more works (FMH, 2009). On May 1847, after rehearsing her brother’s cantata â€Å"Die erste Walpurgisnacht † for a performance, Fanny collapsed and passed away at the age of forty-one, due to a stroke. Fortunately, she lived long enough to experience changing attitudes towards women in musical professions, which aided in a number of her works having appeared in print, and thus allowed her to fulfill her goals of being seen as a serious composer (FMH, 2009). Since Fanny was one of the first female composers to ever have work published, she set a precedent for the emergence of women into a male-dominated profession (FMH, 2009). Much of Fanny’s work is unknown because most of her music was not published, but it is very apparent that Fanny Mendelssohn was and still is one of the most notable and talented female composers of all time. How to cite Fanny Mendelssohn, Papers

Analysis of Good and Evil in The Crucible Essay Example For Students

Analysis of Good and Evil in The Crucible Essay It was a play with tremendous feelings with many inside twists hidd en in the archives of the true story. It was a play with emotional feelings; feelings of anger , hate, and evil, yet feelings of manipulation, good, and pureness. It was the Crucible. A fireball of guilt, evil, and good compiled into one magnification. The Crucible: Good versus Evil. The play contained many scenarios of good versus evil, and the characters who generally possessed these feelings and intentions. But it must be understood t hat there were the intentions, the incentives, and then the actions taken out on a person or a group of people. Every character could either be placed in the intentions under good or bad intentions. Aft er that, almost every character has mixed feelings of evil or good actions. We will write a custom essay on Analysis of Good and Evil in The Crucible specifically for you for only $16.38 $13.9/page Order now The fight between the centre of evil and the centre of good is the foremost important of the points. Abigail Williams is the nucleus of all evil in the story. Sh e is the one who triggers off this sense of hate in the play. She tempts Proctor into lechery, and comm its unlawful acts which all are against the Puritan religion. To escape punishment for dancing, she deflects the actions and blames them on someone else, and does not care how many lives she ruins. La ter when she grows into power and influence, she seems to enjoy sending these innocent peopl e their deaths. She takes pleasure in her lies, and thrives on the attention and power that th ey bring her. All these are the aspects of being the evil character. Power, attention, and acts of w rongful doing. Therefore she can be labelled with being the evil character in the novel. She uses evi l actions disguised as good by admitting who was with the devil. Of course the people she accuses a re actually innocent, but she has the ability to manipulate people into believing that she is doin g good. This again is evil. The centre of good can be labelled as John Proctor. He is considere d the hero of the story, because he fits into the points that make up the hero of a story. Pr octor is a heroic martyr at the end of the play, when he falsely admits that he was with Satan all a long. He then refuses to tell the judge and accuse anyone of being with Satan too like Abigail did. Th erefore he may be considered a martyr, for dying for a cause of saving the lives of other innocen t people. John Proctor also tries to defend his wife, and attempts to make the judge realize how Abiga il is manipulating him. This is where the conflict arises between good and evil. It is survival o f the fittest. Who will survive at the end? Abigail Williams or John Proctor? This is the main battle o f the story. John Proctor is not a saint in this story either.  He does possess s ome fragments of evil in his soul. His intentions are to do good and that justice is served, but he wants this so badly, that he also turns to evil incentives to kill Abigail subliminally for w hat she is doing. At the latter part of the play, he tries to use evil to counter evil by saying he was w ith the devil. His intentions are to do good, but that is really against the Puritan Code, and hence i s considered evil. One more fault that Proctor has was for committing lechery with Abigail. This is ev il, because it is against the Puritan rules. Abigail and Proctor are both at fault. .u9363186a8ba6104e87497eca644aa8da , .u9363186a8ba6104e87497eca644aa8da .postImageUrl , .u9363186a8ba6104e87497eca644aa8da .centered-text-area { min-height: 80px; position: relative; } .u9363186a8ba6104e87497eca644aa8da , .u9363186a8ba6104e87497eca644aa8da:hover , .u9363186a8ba6104e87497eca644aa8da:visited , .u9363186a8ba6104e87497eca644aa8da:active { border:0!important; } .u9363186a8ba6104e87497eca644aa8da .clearfix:after { content: ""; display: table; clear: both; } .u9363186a8ba6104e87497eca644aa8da { 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; } .u9363186a8ba6104e87497eca644aa8da:active , .u9363186a8ba6104e87497eca644aa8da:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9363186a8ba6104e87497eca644aa8da .centered-text-area { width: 100%; position: relative ; } .u9363186a8ba6104e87497eca644aa8da .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9363186a8ba6104e87497eca644aa8da .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9363186a8ba6104e87497eca644aa8da .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; } .u9363186a8ba6104e87497eca644aa8da:hover .ctaButton { background-color: #34495E!important; } .u9363186a8ba6104e87497eca644aa8da .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9363186a8ba6104e87497eca644aa8da .u9363186a8ba6104e87497eca644aa8da-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9363186a8ba6104e87497eca644aa8da:after { content: ""; display: block; clear: both; } READ: The Crucible Reputation EssayAnn Putnam was greatly influenced by Abigails doings, that she beg an to follow the same strategy. She then accuses Rebecca Nurse of witchery to escape her a ccusation. This deflection is just used to keep herself out of trouble. Consequently, Ann Putnam i s then considered evil, for using deflection. Marry Warrens intentions at the beginning of the story were to do good and justice. But she sees that when she is in trouble, she also needs someone to defl ect the punishment on. This greed results in her saying that Proctor was associated with Satan, and that he possessed her and made her do all of her wrong actions. Her intentions were first good , but then her actions turned into pure evil, just like Abigail had done. Reverend Hale also is deceived into the traps of Abigail, and accid entally goes along with her plans. He thought he was doing good, but his actions turned out to be evil and wrong. He later realizes that he was being manipulated by Abigail, and decides to ma ke up for his actions, so he can be good. Hale begins by visiting the accused in jail and telling them to confess to being with the Devil, so they may get out alive. This action is wrong against t he Puritan code, but his incentives are to do good, so the people will not be executed for no reason. He can therefore be considered good at the end of the story. One very important battle that is not very obvious in the story is with God and the Devil, being good and evil. The question is will the accused people be sent to heaven with the good God, or will they burn in hell with the evil Satan? This is mainly what t he whole play is based on. The Puritan religion is the reason for why the people are being executed . In conclusion, there is a substantial difference between the forces of good and evil in the play. The forces of good always tried to do what was best for everyb ody, even if it meant breaking some Puritan laws. The evil group did whatever was best for themselv es. They were greedy, and had no consideration for others. But one  thing that must be remember ed is usually, the good always prevails over the forces of evil. It was not the same in The Crucibl e. In the end, Abigail had succeeded in her wrong doing, and had killed Proctor. For once, evil emerged victorious

Vietnam Is One Of The Most Famous Wars That America Has Taken Place In

Vietnam is one of the most famous wars that America has taken place in. It is also considered by some to be the most controversial. Many say that America did not belong in the fight and that it was a waste of money, man-power, and time. Others say that it was important to show that the U.S. will not stand by and let a country or territory be taken in the wrong way. Vietnam lasted from 1959 to 1975. It involved the North Vietnamese and the National Liberation Front or NLF. It also included the U.S. and the South Vietnamese forces. From about 1946 to 1945 the Vietnamese had struggled for independence from the French during the first Indochina War. When the war ended the country was split into two creating North and South Vietnam. North Vietnam soon came under the control of Vietnamese Communists who really hated France and were looking to unite Vietnam under Communist rule. South Vietnam was controlled by Vietnamese leaders who favored the French. The reason that the U.S. entered the Vietnam War was fear of the "Domino Effect". The Domino Effect is the term used to explain that if one country falls under Communist rule than soon after the countries in that area will soon fall also. If Vietnam became a Communist state than it was likely that more could fall also. This is also why the U.S. supported South Vietnam. The U.S. didn't send troops in until 1965. They were sent in to keep the South Vietnamese government from collapsing but in the long run they eventually failed. When Ngo Dinh Diem came into power he used very repressive measures. These measures led to growing organized opposition within South Vietnam. Another problem was that Diem's government represented a small minority of Vietnamese who were mostly businessmen, Roman Catholics, large landowners, and others who were pro-French. At first the United States helped South Vietnam military advisors and financial assistance. The Gulf of Tonkin Resolution was what eventually gave President Linden B. Johnson permission to escalate the war in Vietnam. President Johnson felt that he had to take a forceful stance on Vietnam so that other Communist countries wouldn't think that the United States "lacked resolve". Johnson also believed that the key to success was to frighten North Vietnam's leaders with the possibility of full-scale United States military intervention. In January of 1964 Johnson approved of top-secret, covert attacks against North Vietnam, including commando raids against bridges, railways, and coastal installations. After reports of North Vietnamese gunboats attacking United States NAVY war ships Johnson went on air to get approval from the public of an attack on Vietnam. Soon after Congress gave Johnson the Gulf of Tonkin Resolution which gave him war-making powers until such time as "peace and security" had returned to Vietnam. On March 8, 1965, 3500 U.S. Marine troops landed in da Nang. Soon after about 74,000 combat troops arrived. When some of the soldiers of the U.S. 9th Marine Regiment landed in da Nang in March 1965, their orders were to protect the U.S. air base, but the mission was quickly changed to include search-and-destroy patrols of the area around base. This corresponded in miniature to the larger strategy of General William Westmoreland. Westmoreland, who took over the Military Assistance Command in Vietnam (NACV) in 1964, wanted to establish a large American force and then unleash it in big sweeps. This strategy was called attrition- eliminating or wearing down the enemy by inflicting the highest death toll possible. There were 80,000 U.S troops in Vietnam by the end of 1965, by 1969 there would be 534,000. The North Vietnamese and the NLF had anticipated the U.S. escalation. With full-scale movement of U.S. troops onto South Vietnamese territory, the Communists claimed that the Saigon regime had become a puppet, not unlike the pro-French. Both the North Vietnamese and the NLF appealed to the nationalism of the Vietnamese to rise up and drive the U.S. forced out of Vietnam. The strategy against the United States was decided after alot of debate. Many argued that South Vietnam had to liberate themselves. Others argued that Vietnam was one nation and therefore dependent on all Vietnamese for it's dependence and reunification. After the United States

The Young GoodMan Brown What happened to all my paragraphs essays

The Young GoodMan Brown What happened to all my paragraphs essays "Young Goodman Brown", by Nathaniel Hawthorne, is a story that is rich in metaphors which ultimately question the very morals and ethics of his religious society. In "Young Goodman Brown," Goodman Brown is a proud Puritan who meets with the devil that causes him to become aware of the society he lives in. The story about Goodman Brown centers on a proud man who thinks that a meeting with the Devil cant alter his faith in religion. He also desires to find more about his inner domains, but eventually finds out how hypocritical his community is. The storys crux is based upon religious metaphors of Hawthorne's town of Salem during their religious conflict. The beginning of the story mentions the Goodman's wife, Faith who has a double meaning to her name. Goodmans name also should not be overlooked because it is a double-edged sword as well. Hawthorne plays with Faiths name in that it symbolizes religious faith. Faith- Goodmans wife- is seen as a pious woman who like Goodman, is deep into her religious beliefs. She is innocent like her religion. To indicate Faiths innocence, Hawthorne gave her pink ribbons to wear. These ribbons are important, because they expose Faiths character. Pink is seen as a pleasant color that promotes no tension. Pink is not as violent as red, or gloomy as black. In addition, there is "Goodman. His name represents what his society thought of him. He was a religious good person, who came from a long linage of prominent Puritans. "Young Goodman Brown" begins when Faith, Brown's wife, pleads with him not to go on his "errand. Goodman Brown says to his "love and my Faith" (passage 5) that "this one night I must tarry away from thee" (passage 5). When he says his "love" and his "Faith, he is talking to his wife, but he is also talking to his "faith" in God. He is venturing into the woods to meet with the Devil, and by doing so; he leaves...

CARE STUDY Essay Example | Topics and Well Written Essays - 1500 words

CARE STUDY - Essay Example However, the profession was taken more seriously with time and in the middle ages, there were more people working formerly as nurses (Ehrenreich and English, 2010). However, most of them were women of low standing in society with little training or organization (Dingwall, Rafferty and Webster, 2002). The history of nursing was revolutionized by the entry of Florence Nightgale who dedicated her life to helping the suffering and ill after she witnessed the thousands of people dying untended for during the Crimean war in 1854 (Dossey,2009). Thanks to her efforts, modern and professional nursing came about and today nursing is considered both and important and respectable career. Consequently, a great deal of research has been carried out on the professional and to this end, several nursing models have been developed. Roy’s model of nursing is based on the conceptualization of a person as a holistic entity with individual elements coming together to form a complete being. It is grounded on the following core components person, health, environment, and nursing; this model posits that the environment in which a person lives must be taken to account. This is because there is a constant interchange of information, matter and energy between the individual and the environment (Roy and Andrews, 1999). The model’s major strengths include the fact that it provides an efficient guide for nurses to use in interviewing and carrying out individual patient assessments, and it is easily applicable in nursing practice. However, it is weakened by the fact that it requires a great deal of painstaking effort to apply and with so many components, and as a result, it is rather challenging to get a reliable outcome. Orem’s theory provides a model that determines the self-care deficit and then defines what roles both patient and nurse need to play to meet the discovered

Rembrandt - Dutch Painting in the Golden Age Essay

Rembrandt - Dutch Painting in the Golden Age - Essay Example The essay "Rembrandt - Dutch Painting in the Golden Age" discovers Rembrandt Harmenszoon van Rijn's art and Dutch Painting in the Golden Age. His specialty was in the area of portrait painting where he achieved widespread reputation. Another characteristic of Golden Age painting was a focus on realism, yet Rembrandt was renowned for the expressiveness and skill in which he seemed to capture the essence of the individual being painted. To more fully appreciate these characteristics, it is helpful to understand the changes that were taking place in the country at that time and to examine one of Rembrandt’s works such as â€Å"The Noble Slav† executed in 1632.Rembrandt was born into an unprecedented time of prosperity for his country. It was a time in which the Netherlands began to grow in economic scale thanks to a tremendous influx of wealthy merchants and tradesmen into Amsterdam following the fall of Antwerp in 1585. The city was powered by energy provided by windmills , the economy driven by the advent of sawmills and the Dutch people’s historic proficiency in maritime activities quickly enabled them to establish themselves as dominant figures in the contemporary world market. By Rembrandt’s birth in 1606, the Dutch East India Company had already emerged as the world’s first multinational corporation fully engaged in importing the exotic spices and other goods that were making the Netherlands a rich land. In keeping with such dramatic change, the old rules of social status based on birth.

Describe your professional progress to this point as well as your Essay

Describe your professional progress to this point as well as your short-term and long-term career goals. How do you expect Fordham Business to benefit your future career needs - Essay Example Finance has always been my area of interest, and I think this is the right time for me to go further in this field as I have not only completed my graduation but I am also determined to establish my professional career as a skilled financial expert and accountant. My family’s professional background has shaped my overall personality, as well as my interest in finance and accounting. Both of my parents have been engaged in business and finance related work since my childhood. Therefore, I have had more exposure to the world of business than many of my peers. When I was little, I often heard from my parents some interesting terms related to business, such as import and export, finance, FDI, and so on. It kindled my curiosity and made me want to learn more, which in turn helped me shape my thoughts about my professional career, so I aimed to become a skilled accountant. Moving to New York City, the world center of business and finance, gave me a new perspective. I came to NYC in 2008, at a time when the world was battling the most severe financial and economic crisis. I asked myself, â€Å"Why does finance have such a strong power on economy? How is everything interconnected?† In search of answers and trying to make the best use of the many opportunities the city offers, I interned at the global headquarters of Ernst & Young during my high school summer vacation of 2010. The few weeks at its financial service department not only helped me understand the way different business verticals are connected, but also reaffirmed my determination to study finance and business management in college. With great interest in business and finance and with excellent academic performance, I was admitted to NYU Stern School of Business in 2011, majoring in both Finance and General Accounting. Through my four-year education at NYU Stern School of Business and internships at different

Textile dyeing and textile wastewater treatment

Textile dyeing and textile wastewater treatment Advances In Textile Dyeing And Textile Wastewater Treatment Using Advanced Oxidation And Membrane Filtration Technologies: A Review Introduction The textile industry is a diverse sector in terms of production of raw materials, operating processes, product development, and equipment. The industry is well-characterized for consuming large amounts of water, energy, and discharging high volumes of waste in to public sewage treatment plants (STP). The main sources of pollution in the textile sector are derived from operating processes such as dyeing and finishing mills. These processes use considerable levels of water (ex. 70-150L for 1kg of cotton), chemicals (salts, alkali, wetting agents, etc.), and dyestuffs (e.g. reactive dyes) to achieve the desired properties of the textile product of which contribute to the pollution load in the industry. Major pollutants of environmental concern in textile wastewater include toxic organic compounds, color, suspended solids, and biochemical/chemical oxygen demand (BOD5/COD). The disposal of textile effluent in the municipal STP is an environmental concern because these industrial pollutant s may pass through unchanged and enter the receiving rivers or streams potentially harming the welfare of aquatic life. The adverse effect of these pollutants on the aquatic environment include depletion levels in dissolved oxygen, reduction in photosynthetic activity, and increase susceptibility for organisms to acids and bases. Effluent treatment technologies proposed in literature include activated sludge, coagulation, ozone, electrochemical oxidation and membrane filtration technologies . Conventional treatment methods such as coagulation and activated sludge have been used to manage textile wastewater to governmental standards for discharging in sewage treatment plants however these processes are ineffective for removing color from wastewater. Advanced oxidation processes such as electrochemical oxidation and ozone are alternative applications to effectively remove color and toxic organic compounds however some disadvantages include operating costs and possible production of chlorinated organic by-products in the receiving waters. Membrane filtration processes such as nanofiltration and reverse osmosis are promising technologies for an ecological friendly approach to treating textile effluent for reuse since it consumes less water and energy. The aim of this review paper is to describe two novel methods for reducing pollution load in textile dyeing of cellulose fabrics. The first method is the use of cationic reagents as a pretreatment for cotton fibers to enhance dye fixation and the second method uses supercritical carbon dioxide (CO2) to replace water as a dye transfer medium. An overview on textile dyes, dye fixation, and dyeing process will be discussed. Furthermore, effluent treatment technologies such as coagulation, advanced oxidation processes (electrochemical oxidation and ozone) and membrane filtration technologies (nanofiltration and reverse osmosis) in which the mechanism and evaluated as promising applications for treating effluent water to be reuse in textile wet processing operations such as dyeing. Textile Dyes And Dye Fixation Dyes are described as colored substances with complex chemical structures and high molecular weights. By definition the color arises from the attachment of the auxochrome to the chromophore (light absorbing group) of the dyes that alters both the wavelength and intensity of absorption. Dyes manufactured for clothes makers are designed to have good light stability and chemical resistance to degradation, however due to the high solubility of dyes in water biological treatments are ineffective in removing color from the effluent. Wash fastness is an important factor to weigh into consideration when determining the durability of the product. It is dependent on the covalent bond strength between the fiber and dye against alkaline and acid hydrolysis, and the efficient use of water to remove unreacted dye from the substrate. The degree by which dyes are fixed on to fiber and get discharged into the treatment bath after wash-off is referred to as dye fixation. The influence of dye loss is a ttributed to several factors such as the type of dye, the depth of shade, application method, and liquid ratio (water/energy consumption). Cotton and other celullosic fabrics are colored with reactive dyes because these dyes have good light stability and good wash fastness characteristics but poor dye-fixation yields (60-70%). Reactive dyes attach on the fiber via a covalent bond formation between the reactive group of the dye and the nucleophilic group in the fiber. The dye-fiber reaction is facilitated by large amounts of salt and electrolytes that reduce the charge repulsion forces between the negatively charge dye molecules and the negatively charge hydroxyl groups in the fiber as a result of the ionization of cellulose hydroxyl groups in water. However, due to the competitive reaction between the hydroxyl anions (OH-) in the alkaline bath and negatively charge dye molecules for the ionized hydroxyl groups in the cellulose fibers which are the nucleophiles for the dye-fiber reaction; approximately 40% of hydrolyzed (un-fixed) dye remains in the treatment bath at the end of dyeing process. An extensive demand for was h-off is required to achieve the desired wash fastness characteristics on the product. Textile Dyeing Before the fabric enters the dyeing process it must be properly treated to remove all natural impurities and chemical residues applied during operating processes such as fiber production, and fabric weaving and knitting. The pretreatment process includes desizing, bleaching, and mercerization of which contribute nearly fifty percent of waste pollution generated by the industry. Conventional dyeing processes use large amounts of water nearly 100L of water per 1kg of textile. Water is a â€Å"poor† medium for transferring dyes on to the fabric from an environmental point of view because of the increasing shortage of water available. Salts and alkali are added when dyeing cotton with reactive dyes in order facilitate the affinity for the dye molecules on the fiber. The treatment bath at the end of dyeing process is heavily polluted with toxic organic compounds, electrolytes, and residual of dyes of which can be expensive to recover and purify. Effluent disposal is the primary opt ion since treated water to be reuse in the industry needs to have no color, no suspended solids, low COD, and low conductivity levels. Therefore, the development of environmentally safe production methods is challenging since both the wastewater quality and quantity depend to a considerable degree on the technique used for a certain substrate (fiber). Influence Of Cationization For Dyeing Cellulose Fibers With Reactive Dyes The influence of cationization for dyeing cotton with reactive dyes enables an environmentally friendly approach to increase dye utilization, lower water and energy consumption, and reduce effluent disposal/treatment. Cationization of cotton is generally performed by introducing amino groups in the cellulose fiber through the reaction of the hydroxyl groups in the cellulose fiber and the reactive group (e.g. epoxy and 4-vinylpyridine) of the quarternary cationic agents. The pretreatment of cellulose fibers with reactive cationic agents will increase dye adsorption as a result of the columbic attraction between anionic dye molecules and nucleophiles on the substrate. The dye-fiber reaction can occur under neutral or mild acidic conditions without the use of electrolytes and therefore severe wash-off procedures can be eliminated since hydrolysis of dyes generally occurs in alkaline conditions. EPTMAC, 2,3-epoxypropyltrimethylammonium chloride, is an example of a quarternary cationic agent used in research studies to investigate the use of cationization for improving dye adsorption of cellulose with reactive dyes. Under alkaline conditions EPTMAC will react with alcohols to form ethers and thus produce a cationized fiber when it reacts with the methyl hydroxyl groups at the C6 position of the cellulose polymer. A combination of electrostatic interactions such as ion-ion or ion-dipole forces, intramolecular and intermolecular hydrogen bonds, and van der waal forces may influence the adsorption of the cationic group of the pretreatment agent to the anionic carboxylic groups in the cellulose fiber. The reaction between the reactive group of dye molecules and the amino-functional nucleophiles of the cationized fiber has been proposed by Blackburn and Burkinshaw (2003) to occur via a nucleophilic substitution mechanism or a Michael addition to a double bond. Factors that appear to influence the cationic process of dyeing fabrics include cationic reagent concentration, dye concentration, and temperature. Kanik and Hauser (2004) demonstrated that increasing the cationic reagent concentration in the pretreatment solution caused a decrease in dye penetration of the substrate suggesting that an increase in surface coloration occurred as result of the strong ionic attraction of dye molecules for the cationic charges on the fiber. Montazer et al. (2007) reported that the color strength (K/S) values for dyeing with treated cotton with cationic process were often 2-4 times better than that of dyeing via conventional methods (K/S values range from 1-4). The effect of temperature influenced the percent of total dye utilization by increasing the absorption of cationic reagent for the substrate. Subramanian et al. (2006) demonstrated that better color strength values (K/S value 12.987) and maximum total dye utilization (T value 95.1%) were obtained when 20% concentration of cationic reagent (CIBAFIX WFF), 10g/L of soda ash, and an optimal temperature of 70 ºC was used as the cationization parameters. A substantial reduction in industrial pollutants such as BOD5, COD, and total dissolved solids were determined using cationic reagent CIBAFIX WFF compared to dyeing untreated fabric by conventional methods. Blackburn and Burkinshaw (2003) reported the pretreatment of fabric via cationization reduced the level of water consumption to nearly half of that applied during the normal dyeing process ( Textile Dyeing In SuperCritical Carbon Dioxide Supercritical fluid technology is a promising application for the development of a water-free dyeing process in that it can be environmental friendly, energy saving, increase productivity, and eliminate effluent treatment and disposal. The beneficial properties of dyeing textiles in supercritical carbon dioxide (SC-CO2) are that it is expensive, non-toxic, non-flammable, CO2 can be recycled, and control in dye application rate. SC-CO2 exhibits densities and solvating powers similar to liquid solvents adding to its advantages in textile processing, since its low viscosity and rapid diffusion properties allow the dye to diffuse faster into the textile fibers. SC-CO2 has been successfully employed as a solvent system in the dyeing and finishing processes for synthetic fibers such as polyesters. In polyester dyeing, SC-CO2 penetrates inside the fibers causing them to swell thereby making the fibers accessible to the dye molecules. As the pressure is lowered the dye molecules are trapped inside the shrinking polyester fibers and no waste is generated since the dye molecules cannot be hydrolyzed and no additional energy is required to dry the fabric after dyeing [18]. Since non-polar dyes are primarily used in supercritical CO2 dyeing further development is required to enhance the dyeing of natural fibers with ionic dyes such as acid dyes or reactive dyes because the affinity of natural textiles with dyes occurs by chemical (covalent bonds) interactions or fixed by physical (van der waals) forces.20-21 Kraan et al. (2003) reported four factors that influence the role of supercritical CO2 dyeing for natural fibers â€Å"(1) dye solubility at operating pressure and temperature, (2) fiber accessibility to allow diffusion of dye molecules on substrate pores, (3) dye-fiber substantivity, and (4) the reactivity of dye with the textile.† Sawada et al. (2004) investigated the action of co-surfactant on the phase boundaries of the pentaethylene glycol n-octyl ether C8H5 reverse micelle using various kinds of alcohols and discussed he solubility of ionic dyes in the C8H5 reverse micellar system when co-surfactant density of CO2 and temperature are varied. The research strategy was to dissolve the ionic dye in a SC-CO2/reverse micellar system that involves dispersing a small quantity of water in SC-CO2 and co-surfactant suitable dye bath that contained conventional ionic dyes in SC-CO2. Alcohol, particularly 1-pentanol seems is a suitable co-surfactant to accelerate the solubilization of water in SC-CO2; it assists the formation of stable reverse micelles. Pentaethylene glycol n-octyl ether C8H5 as a surfactant is soluble in liquid and SC-CO2; the complex C8H5/CO2 system has a potential to enhance the solubility of water by an addition of co-surfactant in comparison with a typical reverse micellar system in organic media . Beltrame et al (1998) investigated the effect of polyethylene glycol as a pre-treatment of cotton fabrics in SC-CO2 and the results showed that the dye uptake was strongly increased if cotton was pretreated with PEG. PEG is able to form hydrogen bonds with cellulose chains this prevents the complete deswelling of the fibers during the SC-CO2 treatment thus maintaining to cotton the more accessible to dyeing. At the end of the treatment however when the CO2 is evacuated the dyes migrate out of the polymer in the undissolved state through the polymer pores and washing fastness is consequently very low. In order to avoid these undesired effects benzamide which is soluble in SC-CO2 is a good solvent for disperse dyes as a synergistic agent; it is able to form hydrogen bonds with cotton and PEG thus favoring dye entrapment through the partial occlusion of cellulose pores. The results yield good dye uptake, light and wet-washing fastness are good increasing the durability of the product. F ernandez Cid et al (2005) prior to dyeing the cotton it was presoaked in a solution of methanol to swell the fibers. The methanol replaces the water in the cotton and will attach the cotton hydrogen bonds. The hydrophobic part of the methanol will make diffusion of hydrophobic non-polar reactive dyes into the cotton possible. Application In Wastewater Treatments The treatment of textile wastewater for reuse in textile operations represents an ecological and economical challenge since textile effluents vary in composition due to the different chemicals or physical processes used on fabrics and machinery. Textile pollutants of environmental concern include residual dyes, color, BOD, COD, heavy metals, pH, high suspended solids, and toxic organic compounds.2 Typical effluents characterized in the textile industry and their measurements are presented in Table 1 [23]. Table 1. Effluent Characteristics of Textile Wastewater [derived from Kdasi et al., 2004] Parameters Values pH 7.0-9.0 Biochemical Oxygen Demand (mg/L) 80-6,000 Chemical Oxygen Demand (mg/L) 150-12,000 Total suspended solids (mg/L) 15-8,000 Total dissolved solids (mg/L) 2,900-3,100 Chloride (mg/L) 70-80 Total Kjeldahl Nitrogen (mg/L) 70-80 Color (Pt-Co) 50-2500 The removal of COD and BOD are important from an environmental point view since high levels can deplete the level of dissolved oxygen in receiving rivers causing an increased amount of non-biodegradable organic matter.23 Some advantages and disadvantages for the various chemical-physical treatment processes applied for cleaning wastewater is listed in table 3 (edited from babu et al). References 1. Babu, B. R.; Parande, A.K.; Raghu, S.; Kumar, T.P. Textile Technology, Cotton Textile Processing: Waste Generation and Effluent Treatment. J. Cotton Sci. 11, 141-153 (2007). 2. Savin, I.; Butnaru, R. Wastewater Characteristics in Textile Finishing Mills. Environmental Engineering and Management Journal 7, 859-864 (2008). 3. Ren, X. Development of environmental performance indicators for textile process and product. Journal of Cleaner Production 8, 473-481 (2000). 4. Hendrickx, I.; Boardman, G.D. Pollution Prevention Studies in the Textile Wet Processing Industry [Literature Review]. VPI SU Dept. of Civil Engineering, Blacksburg, VA.. Tech. Rep. NCDENR (Ref/01/00469) (May 1995). 5. Ergas, S. J.; Therriault, B. M.; Reckhow, D. A. Evaluation of Water Reuse Technologies for the Textile Industry. Journal of Environmental Engineering 132, 315-323 (2006). 6. Laing, I. G. The Impact of Effluent regulations on the dyeing industry. Rev. Prog. Coloration 21, 56-71 (1991). 7. Alinsafi, A.; da Motta, M.; Le Bonte, S.; Pons, M.N.; Benhammou, A. Effect of variability on the treatment of textile dyeing wastewater by activated sludge. Dyes and Pigments 69, 31-39 (2006). 8. Lin, S.H. and Chen, M.L.. Treatment of Textile Wastewater by Chemical Methods for Reuse. Wat. Res. 31, 868-876 (1997). 9. Canizares, P.; Martinez, F.; Jimenez, C.; Lobato, J.; Rodrigo, M.A. Coagulation and Electrocoagulation of Wastes Polluted with Dyes. Environ. Sci. Technol. 40, 6418-6424 (2006). 10. ONeill, C.; Hawkes, F. R.; Hawkes, D. L.; Lourenco, N. D.; Pinheiro, H. M.; Delee, W. Colour in textile effluents-sources, measurement, discharge consents and simulation: a review. J. Chem. Technol. Biotechnol. 74, 1009-1018 (1999). 11. Kulkarni, S. V.; Blackwell, C. D.; Blackard, A. L..; Stackhouse, C. W.; Alexander, M.W.; Textile Dyes and Dyeing Equipment: Classification, Properties, and Environmental Aspects. US EPA , Research Triangle Park, NC, 1985. 12. Blackburn, R.S.; Burkinshaw, S.M. Treatment of Cellulose with Cationic, Nucleophilic Polymers to Enable Reactive Dyeing at Neutral pH withouth electrolyte addition. J. Applied Polymer Science 89, 1026-1031 (2003). 13. Fernandez Cid, M.V.; van Spronsen, J.; van der Kraan, M.; Veugelers, W.J.T.; Woerlee, G.F.; Witkamp, G.J. Excellent dye fixation on cotton dyed in supercritical carbon dioxide using flurotriazine reactive dyes. Green Chem. 7, 609-616 (2005). 14. Frazer, L. A Cleaner Way to Color Cotton. Env. Health Perspectives , 110, 252-254 (2002). 15. Montazer, M.; Malek, R.M.A.; Rahimi, A. Salt Free Reactive Dyeing of Cationized Cotton. Fibers and Polymers 8, 608-612 (2007). 16. Kanik, M. and Hauser, P.J. Printing Cationized Cotton with Direct Dyes. Textile Research Journal 74, 43-50 (2004). 17. Subramanian, M.; Kannan, S.; Gobalakrishnan, M.; Kumaravel, S.; Nithyanadan, R.; Rajashankar, K.J.; Vadicherala, T. Influence of Cationization of Cotton on Reactive Dyeing. JTATM 5, 1-16 (2006). 18. Montero, G.A.; Smith, C.B.; Hendrix, W.A.; Butcher, D.L. Supercritical Fluid Technology in Textile Processing: An Overview. Ind. Eng. Chem. Res., 39, 4806-4812 (2000). 19. Ozcan, A.S.; Clifford, A.A.; Bartle, K.D. Solubility of Disperse Dyes in Supercritical Carbon Dioxide. J. Chem. Eng. Data 42, 590-592 (1997). 20. kraan et al 21. Sawada, K.; Takagi, T.; Ueda, M. Solubilization of ionic dyes in supercritical carbon dioxide a basic study for dyeing fiber in non-aqueous media. Dyes and Pigments 60, 129-135 (2004). 22. Beltrame, P.L.; Castelli, A.; Selli, E.; Mossa, A.; Testa, G.; Bonfatti, A.M.; Seves, A. Dyeing of Cotton in Supercritical Carbon Dioxide. Dyes and Pigments, 39, 335-340 (1998). 23. Al-Kdasi, A.; Idris, A.; Saed, K.; Guan, C.T. Treatment of Textile Wastewater by Advanced Oxidation Processes-A Review. Global Nest: the Int.J. 6, 222-230 (2004).

Frankenstein, Community, and the Individual Essay -- Literary Analysis

Many innovations throughout the modern world have made life significantly easier, safer, of higher quality, and are said to be done for the "greater good of humanity". However, these accomplishments come at a cost, as expressed through the concepts of creation and responsibility that lie at the core of Mary Shelley's Frankenstein. It is through these concepts that Shelley explores how society has changed during Romanticism and the Industrial Revolution, with lessening importance on shared knowledge and the "public sphere" and more emphasis on individual achievement and identity, leading to a fractured and isolated society. In this paper I argue that Mary Shelley's Frankenstein criticizes the impacts of Industrial Revolution and Romantic era-inspired individualism on the community and individual, using Victor Frankenstein's disruption of the reproductive process and subsequent relationship with his creation as examples of potential negative consequences. To begin our analysis, I will look to how Mary Shelley positions Victor Frankenstein's motivations to create life against natural laws within the ideas of individualism, as Victor can correlate directly to the educated human at the center of Enlightenment, Industrialism, and Romanticism values. With the burgeoning interest in scientific discovery during the Industrial Revolution "transform[ing] British culture" and "changing the world"(Lipking 2065), many concepts of society were also changed, which Shelley looked to explore through Victor's actions. Rooted in the scientifically curious spirit of Industrial England, Victor's attempt to create life can show many examples of how an importance of the individual acquisition of knowledge and accomplishment can disrupt society. Victor's... ...athetic Community In Frankenstein And 'The Structure Of Torture'." Science Fiction Studies 36.2 [108] (2009): 205-216. MLA International Bibliography. Web. 9 May 2012 Hogsette, David S. "Metaphysical Intersections In Frankenstein: Mary Shelley's Theistic Investigation Of Scientific Materialism And Transgressive Autonomy." Christianity And Literature 60.4 (2011): 531-560. MLA International Bibliography. Web. 9 May 2012. Lipking, Lawrence I, Stephen Greenblatt, and M H. Abrams. The Norton Anthology of English Literature: Volume 1c. New York: W.W. Norton & Co, 2006. Print. Melton, James V. H. The Rise of the Public in Enlightenment Europe. Cambridge, UK: Cambridge University Press, 2001. Print. Stillinger, Jack, Deidre Lynch, Stephen Greenblatt, and M H. Abrams. The Norton Anthology of English Literature: Volume D. New York, N.Y: W.W. Norton & Co, 2006. Print. .

Literature Review on Assertiveness Essay

Literature   Review on Assertiveness Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Assertiveness is the ability to express one’s point of view, feelings, thoughts and needs while keeping the rights of others peoples in mind. An assertive individual learns which response to select, whether it can be acting non-assertively, aggressive or assertive on a case by case basis. Nevertheless, acting assertively is not usually the best selection in accomplishing the best possible results. An assertive individual has the capacity to stop and think what is in his or her best interest as well as the interest of others (Peneva, 2013).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The study of assertiveness began in the middle of the 20thcentury whereby it was associated with clinical practice. The clinical psychologists accepted non-assertiveness as a reason for some of the mental illnesses and thus to treat them, they implemented several programs with the main aim of developing assertiveness. In the 70s, when the civil rights movement in America was growing, some psychologists concentrated on assertiveness as a way of protecting the rights of individuals. They claimed that the capability to protect individual human rights in a humane and democratic manner, without prejudice to the fundamentals of others was among the significant features of assertive conduct. Therefore, the political and social associations during the 80s and 90s of the 20th century promoted the interest in assertiveness as a way of strengthening the human potential and attaining maximum individual fulfillment (Peneva, 2013). Various periodicals w ere published targeting professionals and incorporating theoretical description of training programs and studies as well as theoretical positions. The first study on assertiveness was performed by an American psychologist Andrew Salter in 1949 with the main aim of discovering the causes of uncertainty and find a mean to treat or reduce its neurotic influence (Peneva, 2013). According to him, uncertainty occurred due to the prevalence of retention processes over stimulation process in the nervous system. He also claimed that most people in the contemporary society suffered from a disorder of the balance nerve. This formed the theory of assertion, which is based in the premise that every person have certain basic human rights such as the right to make errors.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   People who are assertive has characteristics such; emotionality of speech, expressiveness of speech, potential to oppose and counter others suggestions, accepting praises, and impulsive in own actions and refusal. On the other hand, individuals who are non-assertive lack the ability to maintain adequate boundaries between his or her rights and those of others. Non-assertiveness happen when one permits his or her boundaries to be restricted. A non-assertive person tends to internalize tensions and feelings and to experience such emotions as anxiety, fear, fatigue, nervousness and depression (Ames, 2008).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The review on assertiveness brought about other associated concepts such as professional light, assertive communication, self-confidence and conflict management. Assertiveness has been claimed as the background for understanding these concepts and their independence in assertiveness.Lizarraga.M et al, examined the impacts of teaching self-regulation, assertiveness, and empathy to forty middle school students in a compulsory education setting (Lizarraga et al, 2003). The study involved a quasi-experimental design, which utilized pre and post-test measurement. According to them, assertiveness refer’s to an individual capability to express and advocate interests, ideas and feelings easily without anxiety, but maintaining respect for other people.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Assertiveness is also connectedto self-esteem and self confidence because peoples who feel self-assured and competence interact more naturally and sincerely in establishing relationships. Anna Deltsidou in â€Å"Undergraduate nursing students’ level of assertiveness in Greece,† examined the assertive behavior in students’ interaction with each other as well as their studies in the first and second semester. According to Anna, the concept of assertiveness acquired meaning when defined in terms of chosen indicators such as autonomy, relationship and authenticity (Deltsidou, 2008). The study involved an assertiveness scale that measured assertiveness in relationships, which proved to be valid and reliable to a significant extent.It was concluded that nurses interact with colleagues, patients and other health care professionals whereby the interaction is improved when nurses have a good assertive communication skills.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Having the same idea with Anna, Amir Abbassi and Raghu claimed that assertiveness acquire meaning through autonomy, courage, and authenticity (Abbassi& Raghu, 2006). Furthermore, they claimed that assertiveness is a significant notion in counseling, sociology and psychology for dealing with matters in individual characteristics required for functioning various roles in the society. They concluded by claiming that autonomy, courage, and authenticity are interconnected to each other, which are the primary indicators of assertiveness and latter give meaning to assertiveness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is a comprehensive body of literature on assertiveness and assertiveness training. All the same, assertiveness is defined as the practice of traits that enables individuals to act in their best interest, express themselves and stand for themselves without denying the rights of others. ArvindSinghal and MotokoNagoya presented the definition of assertiveness in the similar manner through their study on â€Å"Assertive as Communication Competence,† which claimed that there is significant variation between individuals’ attitudes toward performing assertive behaviors (Singhal& Nagao, 1993). Nevertheless, it is clear that some people are more assertive than others. They also argued that assertive communication competence is situational and contextual whereby it vary from situation to situation depending on the gender, and concluded by claiming that there is a need for further investigation on assertiveness as a tool for measu ring communication competence in intercultural settings.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Daniel R. Ames explored the varying levels of assertiveness in negotiations and interpersonal conflicts in his article, â€Å"Assertive Expectancies†. According to him, assertiveness is a healthy and desirable behavior for all individuals who interact in a group situation insofar as it militates against personal powerlessness and can lead to personal empowerment, and ultimately benefit the workplace as a whole (Ames, 2008). According to Ames, individuals make idiosyncratic prediction of the social and instrumental implications of a given acquiescent behavior, which is in line with theories of personality that claims that outcomes expectancies shape behavior (Ames, 2008). Thus, it is possible that assertiveness is predominantly the product of expectancies and values, meaning that individuals who expect high assertiveness to be harmful could simply be more concerned with preserving relationships. He concluded by arguing that assertive ness there are many definitions of assertiveness that differ in accordance to the particular perspective or the purpose of the definer as well as the context. However, the meaning of assertiveness must concerns confidence, and behavioral pattern, which are the fundamental components of assertiveness.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In describing the behavior of consumer, ClaesFornel and Robertperformed an exploratory study of assertiveness, aggressiveness, and consumer complaining behavior. They defined assertiveness as a complex of behaviors that are produced by an individual in an interpersonal context, which shows an individual feelings, opinions, attitude, wishes, firmly and honestly while preserving the attitude, wishes, rights and opinions of others (Fornell& Robert, 1979). Moreover, they suggested that assertiveness does not concern an undue or excessive amount of fear and anxiety, but represents the standing up of an individual rights without violating the rights of others. This is in line with arguments of mental health scholars who argue that assertiveness is learned and depend on the situation to situation. Likewise, the impacts of assertive training involve increased positive response from others, increased self-esteem and decline in social situations for individuals having gone through a training program.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the above literature review reveals, it is clear that the definition and source of assertiveness depend on an individual perception and the situation to situation. The key indicators of assertiveness are courage, autonomy and authenticity. References Abbassi.A, & Singh N, Raghu (2006) Aseertiveness in Marital Relationship Among Asians Indians in the United States. The Family Jounal.14.392-398 Retrived from http://www.sagepub.comAmes, R, D (2008) Assertiveness Expectancies: How Hard People Push Depends on the Consequences They Predict. The Journal of Personality and Social Psychology.6. 1541-1557 Retrieved from http://www.columbia.eduDeltsidou, A (2008). Undergraduate nursing students’ level of assertiveness in Greece: a Queaionnaire survey. Journal of Nurs Education in Practice 9. 322-330Retrived from http://www.researchgate.netFornell, C & Robert.(1979) An Exploratory Study of Assertiveness, Agressiveness, and Consumer Complaining Behavior.Th Journal for Association for Consumer.6: 105-110 Lizarraga. M, Ugarte. M, Cardelle-Elawar, Iriarte.M &Baquedano.M (2003).Enhancement of Self-regulation, assertiveness, and empathy.Jounral of Learning and Instruction 13. 423-439. Retrived from http// www.elsevier.com/Peneva, I &Mavrodiev (2013).A Historical Approach to Assertiveness.The Journal of Psychology Thought. 6(1) 3-26 Singhal.A, & Nagao, M (1993). Assertiveness as Communication Competence: A Comparison of the Communication Styles of American and Japanese Students. Asian Journal of Communication. 3. 1-17 Retrieved from http://utminers.utep.edu Source document

Courage In To Kill A Mocking Bird essays

Courage In To Kill A Mocking Bird essays What does a recovering drug addict, a boy who accepts a dare, and a man who does not fight back have in common? Courage. The dictionary defines courage as the quality of mind or spirit that enables one to face difficulty, danger, pain, etc., with firmness and without fear or to have the courage of one's convictions, to act in accordance with one beliefs, esp. in spite of criticism. The word courage goes beyond its simple definition and has three basic forms: physical, emotional, and moral courage. The most recognizable form of courage is physical courage. This type of courage is displayed when a soldier enters a physical battle with his life on the line. Acts of physical courage are often honored with admiration or some type of recognition. An act of true physical courage is not done with the purpose of receiving recognition or benefiting oneself. In this usage of the word, it is especially important to remember that courage is not simply fearlessness. Instead, it is overcoming fear to do something honorable. The soldier in war is an excellent example. He is overcoming his fear to defend his country without expecting any other rewards. On the other hand, Jem demonstrates a poor example of courage in the beginning of To Kill a Mockingbird. Dill dared him to touch the Radley house, and he accepted, but only to retain his own pride and not look like a coward. His actions served no other purpose besides benefiting himself and were quite childish. A second type of courage is emotional courage, which is often demonstrated in the handicapped, terminally ill, and people with addictions or disorders. It requires a kind strength that goes far deeper than that of physical courage. This kind of strength is needed to overcome feelings of hopelessness that go along with fighting something that is hard to change. Emotional courage is seldom rewarded publicly. Instead, the rewards are personal. Mrs....

James Kellenbergers Characterization of Job-Like Beliefs in the Face of Evil Essays

James Kellenbergers Characterization of Job-Like Beliefs in the Face of Evil Essays James Kellenbergers Characterization of Job-Like Beliefs in the Face of Evil Essay James Kellenbergers Characterization of Job-Like Beliefs in the Face of Evil Essay November 27, 2009 James Kellenberger’s Characterization of Job-Like Beliefs in the Face of Evil How does James Kellenberger characterize a believer’s â€Å"Job-like† belief in the face of evil? Does such belief make sense as a response to the problem of evil? Why or why not? Before exploring James Kellenberger’s characterizations of the Job-like believer’s beliefs in the face of evil, it is important that we first examine and understand exactly what is meant by â€Å"Job-like† – and to do that, we must consider the story of Job as it is written in the Hebrew Bible. Essentially, Job is a religious man who also happens to be a very prosperous individual. God approaches Satan seeking his opinion of Job, as he appears to quite clearly be a pious man. Satan then answers that Job is only so devout as a result of his prosperity and wealth. As a result, God offers Satan the freedom to essentially pull apart Job’s life – removing/destroying his possessions and family. Job’s wealth is taken away, his possessions are destroyed, and the house of his firstborn is knocked down by a wind, killing every one of his offspring who were gathered for a feast. Much to Satan’s surprise, Job does not falter in his faith to God despite all these sufferings. God then grants Satan permission to directly affect Job’s health in hopes that he will break in his devoutness, so long as he does not take his life. Job is smitten with boils and illness, but his only response is to scratch them away with broken pottery, still remaining strong in his faith. His wife asks him to â€Å"curse God, and die† but Job simply replies with â€Å"You speak as one of the foolish speaks. Moreover, shall we receive good at the hand of God, and shall we not receive evil? (Job 1. 9-10) It is in this that Job reveals his true faith in that the actions of God, be they good or evil, they are regardless a part of God’s creation or domain – and as such, should not be seen as a reason to break faith. Job’s friends accuse him of sinning and not admitting it, as it is the only way to explain his suffering at God’s hands, but Job remains steadfast in his piety. In the end, God curses those who spoke against Job and commends him for his righteous ways. Job is then blessed with riches far surpassing his original wealth and a new family ore beautiful than his last. The story of Job in itself helps us understand what Kellenberger means by â€Å"Job-like† believers. Kellenberger breaks the concept of Job-like belief down into three elements: (1) the recognition of evil in the world; (2) the conviction that God and God’s creation are good; and (3) the sense of beholding God’s goodness in the world. (Kellenberger, 329) Fundamentally, Kellenberger is saying that in order for one to have Job-like beliefs it is firstly most important to recognize and understand that there is evil in the world, be it natural or moral evil. As Job faces his suffering at the hands of God, he acknowledges that evil is being done unto him. However, he does not attempt to challenge God’s allowance of evil as much as he challenges the charge that called for such suffering to be brought upon him. He never loses faith in the goodness of God, even when faced with evil for no reason he can discern. So goes the second element of Job-like belief as stated by Kellenberger. A Job-like believer will always remain devout in their belief that God and His creations are good. If Job was to lose this devoutness, his faith in God would have failed, as his trust in His goodness would have as well. A Job-like believer will simply believe that all is well, and not attempt to discern or distinguish a reason for the existence of evil, but simply accept that it is God’s will. And if they believe that God is good (as the second element of Kellenberger’s description of Job-like belief calls for), then surely it will shine through the evil. Where someone else may see evil as evidence against the existence of God’s goodness, a Job-like believer will not, nor will they seek reason for evil, as it is merely a facet of God’s goodness in the end. In the simplest explanation, Kellenberger characterizes a Job-like believer’s response in the face of evil as exactly that: a simple recognition of evil’s existence and not seeing it in any way, shape, or form as evidence against God’s goodness. As well, however, Kellenberger presents Eleonore Stump’s Mirror of Evil theory as another angle to explore it from. The theory itself fundamentally states that â€Å"one can come to see God’s goodness through experiencing evil† (Kellenberger, 338), not simply believing that the good is always there, but believing that evil is required to fully experience the goodness. This theory, to me, makes the most sense as a response to evil – at least in terms of a pious individual looking to remain comforted by God’s will. The question posed at the outset of this paper, â€Å"Does such belief make sense as a response to the problem of evil? is completely subjective depending on what one is looking to achieve through responding to it at all. For example, an individual whose goal through their spirituality is to please God and remain in his good graces would find solace in the mirror of evil theory, as it provides an out for anyone suffering from God’s apparent evil – because in the end, that evil is required to see the good. The original idea that one simply accepts evil would not work in the favour of this individual, as it would leave them guessing and without any understanding as to why they are suffering in the first place. As someone who isn’t particularly religious, I can only provide a perspective from the outside, and offer my reasoning as if I were a devout person. There are aspects of Kellenberger’s concepts that make sense as a response to evil, and there are some aspects that don’t. If I were a religious man who lived my life with the goal of staying in God’s favour, Kellenberger’s characterizations wouldn’t apply to the question, as there would never be a â€Å"problem† of evil to begin with. As stated before, Job-like belief calls for the acknowledgment of evil as a characteristic of God’s goodness – hence, the moment I address evil as a problem, I am no longer a Job-like believer, because essentially, I have lost faith in the goodness of God. Not restricting the analysis to those looking to maintain a Job-like belief, the ideas that these beliefs entail do make sense as an easy approach and response in the face of evil. They provide the individual with an easy, harmless, and even comforting reaction to suffering – and that, to me, makes the most sense of all. As I said, I’m not personally a devout man, but when faced with evil, someone who follows in the footsteps of Job definitely has a leg up on me in terms of dealing with it and not increasing their suffering. Where an individual with any other belief may struggle and suffer trying to question or prevent evil, a Job-like believer finds solace in knowing that the evil that causes them pain is all simply a facet of something far greater and better for them. Be it natural or moral evil, the Job-like response will always be the most sensible if one wishes to always remain even-headed, comforted, and blessed by God. The only issue being that one must first recognize the evil in the world and then recognize God and everything he does as good. Personally, this is the only flaw as it can be difficult for someone to ever get to that point alone – provided they aren’t spiritual or religious to begin with. But I guess that all comes with the whole devout thing. Kellenberger presents some very interesting ideas as to how one with Job-like beliefs might respond to evil, and maintains an even argument that would allow any interpretation to go one way or another. Personally, I find that his approach is the most sensible for an individual looking to remain comforted in their faith and regardless of suffering, feel as though they are within God’s good graces. This however, is very subjective depending on the type of faith this individual maintains and what they look to achieve or aim for with their spirituality – but in the end, isn’t that always the thorn in the side of any religious concept?

Formal Report Research Paper Example | Topics and Well Written Essays - 3000 words

Formal Report - Research Paper Example The study utilizes information from both secondary and primary sources. The primary source of the information is a questionnaire that was submitted to Market Industry Service Branch of Agriculture and Agri-Food Canada (AAFC). The results were analyzed and some statistically projected to create an overview of the trade and its success rate. The secondary sources utilized in the report include internet searches, some scholarly articles reporting on Canada’s agri-food business and Hong Kong’s demographics and current food situation. The other secondary sources include articles in periodicals and a book that details comprehensive information on cold chain logistics. The report is addressed to AAFC, which in turn is supposed to expand the business ties of Agri-food products to Hong Kong. The key outcome of the report is that UTi Worldwide Inc. has a potential business opportunity to provide the refrigerated transport services for Agri-food from Canada to Hong Kong. The coming of globalization has converted the world into one small village where some key important factors towards economic growth such as communication, and transportation have become easy to achieve. However, when it comes to logistics it is important to note that physical separation remains to be an important reality that we have to keep in mind (Theo Notteboom and Rodrigue 217). It takes a considerable time to efficiently and effectively to transport goods over long distances especially overseas. This shipment becomes a delicate business especially when there are delays and the shipment is for perishable products. It is for this reason that many industries such as food, medical, agricultural, and pharmaceutical industries are resorting to the cold chain technology. Many transportation companies have realized this niche and developed specialized services that focus on transportation of

Hospitality Industry Management Essay Example | Topics and Well Written Essays - 750 words

Hospitality Industry Management - Essay Example Brief Overview of Pan Pacific Hotel: The Pan Pacific group has 18 premium hotels and resorts all across the world. For last 35 years this group is providing the best service with luxury and comfort of the highest order. The main aim of this group is to do the best for their stakeholders. The Australian branch of the Pan Pacific Hotel was launched on 6th January, 2011 (Pan Pacific Hotels and Resorts, official webpage, 2013). Promotion of The Pan Pacific Hotel, Perth: The pan pacific hotel group is one of the renowned hotel and hospitality management group of the world. The group itself follows a uniform promotional strategy all across the world in different countries wherever they have their branches. Recently they have open a branch in Pert, Australia and there also there promotion of product and service are following the same pattern like the other parts of the world. The key promotional part of their group is distinctive accommodation with high service standards.The emotional value s of the staffs associated with this group also helped them to serve their customers more efficiently. The smile and heartfelt gesture of their staffs for all the visitors can be treated as personal pride that helps to create moments that can be remembered by the visitors throughout their life. By this the group build their brands and meet the needs of the customer (Every Moments Count, Annual report, 2011, 10). The promotional Strategy is entirely based on creating best memorable hotel experiences for the clients, enriching customer experience, internallsing the brand value of encouraging more involvement of the partners and associate, arranging road shows to build more connections with the customer base all over the country. In the year 2012, the pan pacific hotel group launched a new advertising campaign for its Australian portfolio. Source: http://www.pphg.com/pphg_new_advertising.html on 19-09-2013. The tag line of this advertisement was â€Å"Pan Pacific Hotels and Resorts: E mbrace the Pacific†. With this add promotion , the group promised to provide an enriching experience for the refreshment of their guest. The ‘Pan Pacific Perth - A hotel stay like no other’ tagline was used to ensure unique and uncompromised customer service that no other hospitality management group can provide.(Pan Pacific Hotels Group –Press Release, 2012). Partnership of Pan Pacific Hotel, Parth: Pan Pacific hotel, pert to elaborate their business associated themselves with different social and sports activities in the city of Perth, The hotel associated themselves as the major hospitality partners for the Australia’s richest road race in the Southern Hemisphere. (PR Consloe, 2013). This partnership was in view of the companies brand promise of creating meaningful and enriching experience for its customers, staffs and local people. Recommendation of Improvement of Product Price Promotion and Partnership: Jones (1999), in his writing pointed out t he concept of multi-unit management. According to him, this concept will give a new dimension to this continuously changing and growing hospitality management industry. In his study he pointed out towards the theoretical concept of how does these hospitality chains were functioning over the year, and also suggested a new model related to the multi-level hospitality management which clearly based on six activities namely: integration, location, configuration, organization, implementation and adaptation.

Real Courage Essay Example | Topics and Well Written Essays - 500 words

Real Courage - Essay Example I am normally a very outgoing person and within a few days, I had made many friends, among who was Tim, who would eventually become my closest friend. Tim was shorter than me and with a smaller build and I had heard rumors that he was often a victim of bullying. I had not witnessed the bullying firsthand and Tim always refused to talk about it whenever I asked. I therefore thought that it was nothing serious until one day after school, I saw Tim being beaten up by an older kid. He was much bigger than I was and despite my desire to stop him, I was suddenly afraid and instead of going to Tim’s aid, I pretended that I had not seen him and went home. For several days afterwards, I did not have peace because I realized that I had been in a position to do the right thing and help my friend yet I had not had the courage to do so. I felt very ashamed for failing Tim and I did my best to avoid him as much as I could because I could not look him in the eye. However, not long afterwards, as I was heading home from school, I saw Tim being beaten up by the same bully and for the first time, instead of being overwhelmed by fear, I felt an anger that I had never felt before rising inside me. All the frustration and shame that I had felt for many days came rushing forward and I suddenly went for the bully. My sudden onslaught and its ferocity must have taken the bully by surprise because he did not defend himself and against all my expectations, he turned and ran. I was so furious that I chased him for an entire block before I became too tired to follow. I went back to see whether Tim was alright and he was so dumbstruck by my actions that he at first did not answer me. However, after his initial shock, he told me that he was fine and then he told me the story about why he was always the bully’s victim. The bully, named Tony, always demanded Tim’s lunch money and whenever he did not have it, Tony would ambush him after school. I later came to realize that

Impacts Of Poverty On Student’s Achievement Essay Example for Free

Impacts Of Poverty On Student’s Achievement Essay Poverty is an issue faced by more children in our nation. Children face problems related to poverty during their schooling. The price that children pay out of poverty is incredibly high than anyone can imagine. Each year, schools admit large numbers of children with needs brought about by poverty which is an issue that the school is usually not prepared to deal with. Poverty is a risk factor in the process of student’s education. This paper examines the impacts of poverty on teaching and learning which determines the student’s academic achievement. The concept of being at risk This term refers to students who are faced by life’s social circumstances such as poverty that puts them at risk of underachieving in school. There are many risk factors which increases the chances of a student to failure. However poverty is regarded a major risk factor due to its compound effect. Some of the factors that are related to poverty and put a student at greater risk of failing include, very young parents, unemployment, low educational level parents, substance abuse, exposure to inadequate or improper educational experiences, dangerous neighborhood, mobility, abuse and neglect as well as homelessness. (Gromard, 2003) These factors affect the physical status of the children as in dressing, the type of food they eat, their personal effects are usually of low quality or cheap. The physical disparities in among the students cause a wide gap between the poor students and their peers from middle or upper class families. Sometimes the isolation of this group of students is automatic in that they themselves assume that others do not want to associate with them. Teachers may also contribute in perceiving students in accordance to their social classes. This is however a rare case because teachers are professionals. Nevertheless, there are some instances that the teacher may talk about an issue in the process of teaching and unintentionally touch the students from poverty stricken families. For example in studying population, the teacher may teach about demographics of poverty which is inevitable. This students may change their attitude towards the teacher and hence the subject. (Knapps, Shields, Clementina, 2001) High mobility is a symptom associated with poverty in connection to other surrounding factors. Students who come from poor families may live in daily or monthly rent houses. This is makes them to move day in day out as their parents look for jobs or runs away from problems like abusive spouses, financial responsibilities or criminal records. This kind of situation may also put the poor family homeless. The conditions they live in affect their education achievement. This result from the emotional impact that moving impacts on children. The children also are forced to join new schools occasionally where they may find it very difficult to adapt. When this factor combines with other issues related to poverty, overwhelming effects on the students’ social, emotional and cognitive development are experienced. Students from poor families attend school irregularly. Transfers to new schools are a routine which brings about difficulty in socialization with new friends in the new school. This may make the student to become either withdrawn or hostile due to their experiences in their past attempts to make friends. The student may therefore develop an attitude of ‘why bother’ with regard to both social and academic aspect schooling as they will after all be moving soon. Due to the various reasons of moving, which are often abrupt, the student come to the new school without records from their previous school which makes it difficult for the school to track the records. As a result, teachers lack the slightest idea of what the student have or haven’t leant. It is a big challenge for the school to place the new students in a class and provide them with the additional services they may require. Even when the school succeeds in placing the new students in class and providing these services, these students will likely move within the school year. It is also difficult for teachers to teach these kinds of students something valuable as they rarely concentrate. Children from poor families become aware of the social economic classes that exist in the society at a very tender age. They grow being aware of their own class and that of their peers which make them to develop a class related attitude as early as in their elementary schooling years. This attitude id carried on throughout their lives in school. Inferiority complex or aggressiveness may be the end result of this effect of poverty in the student’s life. However teachers can help children build up caring and sensitivity towards various cultures including social classes. Lessons and activities in the school should be designed on how children perceive the world and themselves during the different stages of development. For example at the age of eleven, children can comfortably reflect on the causes and solutions to poverty. Achievement gap Achievement gap is the difference in academic achievement between children from various groups or classes in relation to ethnic, income or race. The achievement of students is generally lower than that of middle and upper classes. However at lower levels, children of poverty achieve more than their peers from well to do families. Children from low income families have more in their minds than quizzes, homework or extracurricular activities. As pointed out earlier in this work some may have spent their nights in the streets due to homelessness, at camps or compounds of their friends or relatives. Therefore they are often engaged in thinking about where they will spend that night as well as caring about their parents who go through hardships trying to look for a living for the family. This affects their concentration in class and other school activities hence affect their performance academically as well as socially. (Brown, 2000) The reason for variation in achievement of students is determined by the social environment the students come from and the education that they receive in school. Poverty influences the quality of student’s learning behaviors, their past experiences with education, home environment and sometimes the teacher’s attitude which greatly affect the individual student performance. Students from poor or low income families are generally worried too much about themselves. They usually feel out of place when interacting with children in other social classes. They may feel that the society is unfair by placing them in poverty. The students may decline from participating in class activities and this affects their learning in school. As proposed by Salvin 2001, schools impact on students’ academic achievements are powerful and the success of all the students regardless of their social economic class depend on the teachers’ perception of these students as at promise rather than at risk and at the same time preparing them to get to their full potentials in life. A good education that is focused is usually the only means of breaking the vicious cycle of poverty for the poor children. These children require an education founded in high standards with high expectation for all. The curriculum should be aligned to ensure that a meticulous and assessment go hand in hand with the standards. The curriculum should avoid a decrease in opportunities for the students from the poor background. What usually takes place in the classroom has influence on the achievement of the students and hence teachers should be careful when passing information to students. (Plumber, 2004) The teacher should avoid at all costs any activity that may discriminate students from poor backgrounds. The content of education should be of value and cultural relevant. Teachers should be aware that the instructional and classroom management methods do not necessarily work well for poor students. The teachers can help in closing the achievement gap.

Sociological Imagination In Relation To My Life Sociology Essay

Sociological Imagination In Relation To My Life Sociology Essay Sociological imagination is germane to experiences of the individual with other relationships in society. There are three primary characteristics of the sociological imagination history, biography and social structure. In correlation with Mills hypothesis of the sociological imagination, we will be able to position ourselves in reality and have enhanced understanding of ourselves and others through a grasp of the links between personal experiences versus structural and historical forces (Mitra Sarabia, 2005). In this paper, I will undertake a critical contemplation on the factors that seem to have influenced my life choices and chances. I will use my own personal encounters as a case study and will use the sociological imagination as the tool for examination while realizing that this concept must be applied critically since I am attempting to link personal experience to public issues (Schudson, 2008). Because of my life circumstances, the feminist point of view is the most useful ap proach although symbolic interactionism explains many of the issues I have encountered. The key sociological factors I have seen reoccurring in my research are class, gender and socialization. These pivotal factors of socialization have allowed me to unpack and carefully examine what the sociological imagination is, how it works based on my life experiences, and the ways in which it connects to the structural conditions in my life. The distinctive attribute of history correlates to the ways in which a society was produced and how it has been transformed over the course of time. The term Biography is an idiom for the human circumstances, or the nature of man in correlation to the type of individuals in a particular society. Social structure defines the order of a society focusing on the people who are dominating, and how they cling together and how over time they change. The sociological imagination defines visionaries who can see beyond what is in front of them in relation to history, biography and social structure. (Mills, 1959, pg. 7) The theory of the sociological imagination facilitates an individual to associate their own life experience with the whole of history along with social, economic, and political forces. The entire concept of the sociological imagination was summarized by Mills belief that the life of any one individual and the history of the whole society cannot be understood unless both are understood (Mitra Sarabia, 2005). This is because individual occurrences as well as all human action is socially and historically contextualized. The central question concerns how we can proceed or make the leap from individual experience to the entire society and to history. Schwalbe exemplifies how the social world must involve individuals practicing a conscious effort of relating and unpacking their live experiences with society as a whole when stating how In the end, sociological mindfulness must be about more than studying how the social world works. It must also do more than inspire curiosity, care and hope , it must help us change ourselves and our way of doing things. (Schwalbe pg. 43) The sociological imagination is best considered as a vehicle which permits use of one of the major sociological perspectives (Mitra Sarabia). In this case, it will be feminism but symbolic interactionism is relevant for this analysis. My parents primarily instilled certain values and beliefs especially concerning fairness and justice. The sociological imagination promotes critical thinking skills. The sociological imagination has refined my ability to think in relation to ground breaking new and innovative connections between myself and the society. A good metaphor by Allan G. Johnsons literary work The Forest The Trees and The One Thing exemplifies the sociological imagination as the forest is society and the trees are individual people. How the trees are related to the forest personifies how individuals relate to society and societies history as a whole. Its crucial to understand the relationships a mong trees that make a forest what it is. Paying attention to that something more whether it is a family, corporation or a whole society, and how people are interrelated to it is at the heart of the sociological process (Johnson, Allen, pg. 5) Social research is concerned with the definition and assessment of social phenomena. Social researchers enable us to get inside these diverse social worlds and discover what social forces are at work in creating social life. (Duneier pg.53) Duneiers standpoint on the sociological imagination corresponds to the discovery of my own personal sociological saga. As a college student I think to be successful you need to have sociological imagination. How often do we sit in classes and wonder what the purpose of all this is? When many of us graduate from high school we see as far as the first day of college, we have no vision of our future, we are looking to escape from our parents home and to find freedom and self expression. Then there are others who graduate from high school and start their college careers. The first day of college is just another day for them, they are thinking about the life they will lead 10-15 years in the future. They see their career going a certain way, when they plan on getting married and having children and some even see their retirement by the age of fifty. I find myself somewhere in the middle. I have always known I my dream job was to become a writer from the time I picked up a pencil as a child I was in love with the feel of the pencil lead on paper. I took all the courses I could in writing and participated in workshops and wrote for my local high schools paper read avidly. Upon graduation from high school I was focused more on making money, therefore I went to work and gave up writing. However, it did not take long before I went to college I quickly realized that if I wanted to not work so hard for a minimal amount of money I would need to get a college degree in something that was practical yet gave me time to write. In college as I tried to choose a major I was still focused on making money rather than being happy with what I was doing. I was determined to follow one of my passions and I picked Broadcast Journalism as my major because I could use my writing skills and do something I loved doing which was storytelling through interacting with people and reporting. I began seeing my life in years rather than days. I began taking classes in subjects I liked. I am studying business as at the Whitman School and minoring in Entrepreneurship because I know this will be an imperative skill to have later in life. I continued pursuing my passion for writing however in my many required arts and science elective classes, and have a plan for the years to come as how I want to make my living. I want to become either a sports broadcaster or a sports writer. I identified education as the key to change. The sociological imagination creates links between the personal the wider society in a reciprocal way. The person who has the sociological imagination is able to understand the large historical process in terms of its meaning for the inner experience and outer life of the individual. Schudson argues that the sociological imagination allows us to critically investigate reality instead of passively observing it. Andreev expands on that by explaining that individ uals who are positioned at different social and economic points in society hold different views of the world. Rushing argues that education is not always the solution but rather a source of new social and economic inequalities since we can never escape from the factors of class, gender and race. As a result, the concept of the sociological imagination needs to be applied to a system of education as well to understand what impact that education will produce on different groups of people. I have found through my analysis that in order to use the sociological imagination and see a need for structural change, the person has to be oppressed or deprived in some way. With the internet there is no discrimination; sociological imagination has little historical or biographical influence even social structure is irrelevant. The world of C. Wright Mills is disappearing on the internet people have no sociological imagination. People on the internet are fast becoming a society with no past or future there is just the present what is being done right at this moment. I want this type of life so does that mean I have sociological imagination in regard to the internet and how I will use it in my life. I know how the internet began and what it was originally used for, but does it influence my vision of how I am going to use it? No, when I am sitting at my laptop I dont think of the history of the internet or the people who use it. (Solis-Gadea, 2005, pgs. 113-122) When Im writing on my laptop I dont think of the people I am writing for or working for they have no face, no personality, no relevance to me except for giving me work. Social structure is nonexistent on the internet as well. No one has a face unless you want to and even then you cant be positive it is really their face. The way sociological imagination works in my life is by me seeing into the future and having a vision of myself working as a sports broadcaster or a sports writer. If sociological imagination is about making a connection to historical events and my instincts for the life I want then I would have to say I want a life unlike my parents., I do not desire to restrict myself and my lifes goals a job for 30-40 years because I have a mortgage and car payment, kids and a wife and the Joness living to the side of me. I want mobility and freedom and most importantly I want to utilize the technology that is out there to assist me in having the life I envision. (Schneider Silverman, 2006, pg. 43) The sociological imagination is valuable for allowing understanding of ourselves by means of the links between personal experiences versus structural and historical forces. Through reflecting on my life choices and chances with the use of the sociological imagination, I have been able to arrive at particular realizations. Power and class are at work in the wider society just as they are operating in my own life. Socialization was a key factor in my life because it guided me to connect with the underlying and structural conditions in my life. The sociological imagination promotes critical thinking skills, this idea to me means being able to think in terms of new and innovative connections between myself and the society. Worked Cited Mills, C. Wright.   (1959). The Sociological Imagination.   New York:   Oxford University Press. Johnson, Allan. The Forest, The Trees, and The One Thing Schwalbe, Micheal. Finding Out How The Social World Works Duneier, Mitchell. Sidewalk An ethnographic study of street vendors in New York City Schneider, L. Silverman, A. (2006). Global Sociology: Introducing Five Contemporary Societies 4 ed. New York: McGraw Hill. Solis-Gadea, H.R. (2005). The New Sociological Imagination: Facing the Challenges of a New Millennium. International Journal of Politics, Culture, and Society. 18(3-4), 113-122. Andreev, A. (2008). Russians mentality and problems of social inequality. Sociological Research, 47(5), 52-62. Retrieved, from Academic Search Premier database. Dowell, W. (2006). Throwing the sociological imagination into the garbage. Teaching Sociology, 34, 150-155. Retrieved, from Sociological Abstracts database. Mehan, H. (2008). Engaging the sociological imagination. Anthropology and Education Quarterly, 39(1), 77-91. Retrieved, from Sociological Abstracts database. Mitra, A. Sarabia, D. (2005). Embracing the sociological imagination: A study of university students perceptions of sociology. College Student Journal, 39(4), 637-646. Retrieved, from Academic Search Premier database. Rushing, W. (2001). Inequality and education reform. Race Ethnicity and Education, 4(1), 29-41. Retrieved, from Academic Search Premier database. Schudson, M. (2008). The sociological imagination as clichà ©: Perils of sociology and practices of journalism. International Journal of Political and Cultural Sociology, 20, 41-49. Retrieved from Sociological Abstracts database.