The Stranger Theory Sociologist Georg Simmel - 1552 Words

In this essay, I will be explaining a social concept called the stranger theory, which is a concept and idea, that sociologist Georg Simmel came up with. I will be describing what it means in my own words, based off research that I have done as well as using the information that we gathered and talked about in our sociological theory class. I will be using a personal story as well as an example of Muslim Americans, to better explain what the stranger concept is. Then I will be talking about a case study group such as American Muslims, where I will go into greater detail to better explain the stranger theory and how frequently this population experiences this concept on a daily basis. Lastly, I will analyze an academic source which refers†¦show more content†¦An example where I felt like a stranger was the first two years of High school. I was a three-sport athlete that always hung around athletes. When we would hang out away from our sport, it was awful for me. I just could not connect with them, which made me feel like an outsider, and a stranger. I longed for the special bond they had. But I had a different and odd personality that did not mesh in with the people that I constantly were surrounded by, and was not really accepted because of it. The more I tried to put on an image to fit in the worse it got for myself. It was hard for me to accept the fact that they were never going to accept me for whom I was, and it is not like I could just make a different me. The more I stuck around and tried to fit in, the more I’d get laughed at, mocked, etc. I never really felt accepted because of this, and I saw myself as â€Å"different.† This was a personal example of what it felt like in my life to be a â€Å"stranger.† An example that we talked about in class was with Muslim Americans. We watched a film which gave us a perfect visual and explained why this group was one of the best examples of the stranger theory that we could come up with. There are many Muslim Americans that are here in the United States, but feel unwelcomed, because of their many other American peers and how they perceive Muslim Americans. The sourceShow MoreRelatedThe Metropolis And Mental Life By Georg Simmel Essay1369 Words   |  6 PagesMetropolis Mental life’ by Georg Simmel and the key arguments of this primary text. It will start off with a key biography of himself and the influences which he had then will go onto explaining the contribution this key author makes to social theory. Georg Simmel was born in Berlin (Germany) in 1858 and died in 1918. He delivered and then published one of his most famous pieces of work ‘The Metropolis Mental Life’ in 1903 in New York. Habermas (1996) described Simmel ‘as a critic of culture isRead MoreDifferences Between Du Bois And Marx1365 Words   |  6 PagesRacial Veil theory holds similarities to the work of Georg Simmel. Simmel coined The Stranger theory in his 1908 essay of the same name. The Stranger is defined as â€Å"an individual who is a member of a system but who is not strongly attached to the system† (Rogers,1999). According to the theory, a person may be close to others in proximity yet does not conform completely to the system and maintains their own customs and norms. As a result, a division arises in society between â€Å"the stranger† and otherRead MoreSymbolic Interactionism George Simmel Jacqueline Low10230 Words   |  41 PagesStructure, Agency, and Social Reality in Blumerian Symbolic Interactionism: The Influence of Georg Simmel Author(s): Jacqueline Low Source: Symbolic Interaction, Vol. 31, No. 3 (Summer 2008), pp. 325-343 Published by: Wiley on behalf of the Society for the Study of Symbolic Interaction Stable URL: http://www.jstor.org/stable/10.1525/si.2008.31.3.325 . Accessed: 31/03/2015 20:24 Your use of the JSTOR archive indicates your acceptance of the Terms Conditions of Use, available at . http://www.jstorRead MoreMetropolis And Mental Life By Georg Simmel2554 Words   |  11 PagesThroughout the course of the semester we have studied the works of various sociologists. Each sociologist that we studied, have had varying ideas of what culture in society is. However, we examined each article with a central theme in mind being â€Å"culture is about meaning-making†. Though meaning making has a general definition that will be discussed later, each writer addressed it differently. The contribution each of these writers has had to our course has been very important when looking at theRead MoreFrom Extravagant Movie Theatres to Lowly Bomba Houses: Investigating the Degeneration of City Spaces Along Claro M. Recto Avenue, Manila10891 Words   |  44 PagesThere is a lack of understanding about the overall process of degeneration of city spaces in the Philippine setting, specifically along Claro M. Recto Avenue, Manila. This study addresses this concern by suggesting a functionalist approach, using the theories of Durkheim and Merton, in analyzing the negative consequences and implications of massive urbanization and gentrification along the aforementioned street. By using an exploratory qualitative research design, this particular study tries to give lightRead MoreGlobalization and It Effects on Cultural Integration: the Case of the Czech Republic.27217 Words   |  109 Pagesconsidered by social theorists as the first author to focus on the dimensional approach in the explanation of the concept of globalization; He explained the globalization phenomenon, basing his argument on the economic factor. Marx in his dependency theory saw that the political-territorial boundaries remain intact and will disappear under a future proletarian supremacy. This is seen because, immediately after his death on 14th of March 1883, his ideas began to invoke a major influence on workers revoltsRead MoreOrganisational Theory230255 Words   |  922 Pages. Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of workRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. 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He further faulted management textbooks for introducing students to the leading theories about management while ignoring what is known about effective management practice. Sympathetic to Mintzberg’s critique, we set out to identify the defining competencies of effective managers. Although no two management positions are exactly the same

Alcohol and Alcoholism Essay - 682 Words

Alcohol and Alcoholism Alcohol is a drug, but unlike the other drugs, marijuana, cocaine, heroine, and probably all the others for some reason this is socially accepted and is legal. Alcohol is bad for you and does have long term affects associated with it. Such as the long addiction to it, effects on the body, and the social interaction effects. Alcohol, and alcoholism is common in America, but drinking is more common around kids. Social drinking a term kids and drinkers have come accustom to, social drinking is defined by one standard drink per hour, and no more than 3 per day, but some people just socialize around people that drink as heavily as they do and confuse that for social drinking. Addiction to alcohol†¦show more content†¦The alcohol consumption effects all these and have an overall personality change when signs of alcoholism begin. Alcohol overall has a detrimental effect over the body and the mind. I do believe alcohol is a drug and like other drugs which are not legalized in the U.S. it is still really bad for you. Also from alcohol a big risk is in evolved with drunk driving, and getting alcohol poisoning. Both of these possible consequences are a big factor when someone drinks irresponsibly, Drunk driving accidents, and deaths happen to much to not notice and to know that drinking is a big cause of deaths in the year. Alcohol poisoning has a greater chance of killing you because the effects are the usual drunken depressant effects but it slowly gets worse as you slip into coma, and if not taken care of die. Social drinking and effects one can have on someone?s personality is usually a drastic change. From this I mean I can speak from experience, one of my friends is an alcoholic from my perspective every chance he gets he drinks and if that is compromised his personality does somersaults, and changes into a mean self centered alcoholic, but anytime he?s not drunk he seems normal but close interaction would prove to be that he has a personality problem, and a severe attitude. What I am trying to say is that my friend is my friend and he?s been through concealing, and (AA) classes and still he struggles to be intoxicated everyShow MoreRelatedAlcoholism : Alcohol And Alcohol Addiction1362 Words   |  6 Pages Alcoholism is an addiction to the consumption of alcoholic liquor or the mental illness and compulsive behavior resulting from alcohol dependency. Alcoholism formerly called alcohol dependence or alcohol addiction, is the more severe end of the alcohol use disorder spectrum. 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Since alcohol is legal for any one over the age of twenty-one, many people begin drinking and then develop an addiction to the substance (Goldberg, 2016). Alcoholism effects people of all ages, background, social status, or ethnic group (National Institute on Drug Abuse, 2016).Read MoreAlcohol Abuse And Alcoholism Abuse1458 Words   |  6 PagesThe alcohol abuse definition is similar to alcoholism in that in both cases alcohol is causing harm to the drinker s life and those around them. The difference is that those who abuse alcohol, but are not yet alcoholics, typically can put some limitations on their drinking and they have not yet become physically addicted to alcohol. The key to the alcohol abuse definition is not in the amount of alcohol consumed but on how it affects an individual. 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Because alcohol addiction can be a slow progressive disease many people don’t see it in the same light as drug addiction. An addiction to drugs is seen as being a more deadly and dangerous issue then that of alcohol because a drug addiction

Values and Interest Free Essays

Step 1: Values, Interests and Skills Review the following information related to the importance of Career Self-Assessment. http://www. job-hunt. We will write a custom essay sample on Values and Interest or any similar topic only for you Order Now org/career-change/self-assessment. shtml Write one paragraph reflecting on your values. I value life and life itself and the lives of my family and the people who are close to me. I also value religion and the guidance that it portrays. I value my education and professional career because it has helped to make me what I am today. I work because I not only have to, but because I want the experience and the knowledge that I will gain from a life of work. I want to be able to use this knowledge to not only help myself and my family, but to also help and teach others, and to also make a different so that I can leave and everlasting impression on whoever I may come in contact with. I also value the ability to speak and to speak freely. I value my ability to be self motivated in whatever task that I may be given. Write one paragraph reflecting on your interests. I am interested in having a career in the heath care administrative field, may it be information, quality control, managed care, finance, marketing etc. This has always been a passion of mine to work in this type of environment because I feel as though these are the areas in health care that are really being overlooked and neglected, and I really want to make a different in organizing and using my knowledge and skills to improve upon these various areas. I enjoy working with people and I don’t have a problem working alone. I love to work in environments that are outgoing and organized and process the ability to grow and be exposed to different things. Write one paragraph reflecting on your favorite skills. My favorite skills are the ability to analyze and research along with effective communication. I also apply information creatively to specific problems or tasks that I may be faced with or assigned to along with sort data and objects, compile and rank information, identify alternative courses of action, set realistic goals and follow through with a plan or decision, manage time effectively, predict future trends and patterns, and accommodate multiple demands for commitment of time, energy and lastly set priorities. Step 2: Personality Assessment Review the information at http://www. myersbriggs. org/my-mbti-personality-type/mbti-basics/ Include each of the four letters of your code below. Use one line for each letter. After reviewing the meaning of each letter, include your interpretation of this information and what this means to you. (Your response should be a minimum of two sentences. ) I I prefer to keep to myself and not let matters or issues in the outside world effect how I live my life. NI love to interpret reason and analyze things. I tend to use these skills when I am learning something new and researching TI am a thinker. I prefer to think about things logically before I go ahead and make any major decisions on anything. P or JI use both perceiving and judging because I like to make decisions but I am also open to new ideas. Step 3: Reflection Now that you have completed a reflection of your values, personality, skills and interests write one to two paragraphs indicating how this information ties to your career. Be sure to consider all four elements you reflected upon. The purpose of this assessment was to reflect on finding out who you as a person, what are your interest, values and the skills that you possess. All of these are factors that will be needed in order to build a successful personal and professional life. The assessment also helps you to figure out your likes and dislikes that you may have regarding various activities. The personality assessment also helps you to find out what type of person you are, and this may also consider what type of people you or what type environment you may work best in. Such as being in tuned with yourself or the outside world, being a thinker or follower, a self starter or person who likes to told what to do. The purpose of the self assessment tool is that people who share similar interests will also enjoy the same type of work and how important different values are to you. Examples of these values, which play an important role in one’s job satisfaction, include autonomy, prestige, security, interpersonal relations, helping others, flexible work schedule, outdoor work, leisure time, and high salary. In addition to determining what you’re good at, the skills assessment also helps you figure out what you enjoy doing. The skills you use in your career should combine both characteristics. You can use the results of the skills assessment to make some changes by acquiring the skills you need for a particular career. How to cite Values and Interest, Papers

Individualism and Family Values free essay sample

This essay will examine the historical evolution of notions of ‘family values’ and ‘individualism’, using historical criticism and semiotic analysis; it will demonstrate how these terms have historically been very fluid and tied to the socio-cultural concerns of their day. Focus will be on establishing a historiography of the key terms, from the late Elizabethan to the modern era. Particular attention will be paid to the Victorian era, wherein, this essay will argue, the true archetype for the modern ‘nuclear family’ was established. This essay will look at key works of art throughout the stated timeframe, works reflective of the era’s common sentiment, in order to establish socio-cultural patterns. The aim of the essay will be to show that the anti-collectivist, increasingly nuclear, and specifically consumer-based nature of modern ‘individualism’ is inimical to traditional conceptions of family values. when considering individualism and its effect on traditional family values, it is important to clarify the understanding of the terms. In terms of Individualism and for the sake of analytical focus this paper shall stick to a relatively modern conception of the word: ‘individualism connotes a dynamic capitalist economic rationality—utilitarian, competitive, and profit-maximising—inimical to the supposed torpor of feudal and tribal mentality alike’ (Meer, 1). On a more fundamental level it could be said that individualism is the opposite of collectivism; it refers to the endeavour, the interests, and, to some degree, the gratifications, of a single person rather than a group of people. The concept of traditional family values is rather more complex. Even within the confines of the United Kingdom, one family’s notion of ‘tradition’ may vary greatly from another’s. After all, the U. K. is a heterogeneous society, comprised of many religious, cultural, and ethnic groups; which is to say the U. K. is the composite of many traditions. Nevertheless, for the sake of simplicity, this paer will adopt a working definition, one which roughly approximates a conventional majority of U. K. society. With slight modification, according to the critic Collins’(2011, 47) the description of a traditional Western family will serve the purpose. Traditional families, then, encompass: ‘heterosexual, racially homogenous couples who produce their own biological children’ (here, we may append nominal Christian religious affinity). Such families have ‘a specific authority structure, namely, a father-head earning an adequate family wage, a stay-at-home wife and mother, and children’. Moreover, the traditional family, states Hill Collins, has overtones of being a ‘private haven from a public world’ (2011, 47). The obvious temptation in this instance is to dismiss individualism outright as contradictory to traditional family values. On the surface, the family seems after all to be a microcosm of collectivism, the very antitheses of individualism; and, undoubtedly, in large part this evaluation holds true. However, this explanation is somewhat monolithic and irons over some of the more problematic subtleties of the case; indeed, individualism presupposes a kind hermetic insulation that would not be possible in the familial context, and vice versa. The reality is that the two concepts are not so hermetic, and are in fact bound to overlap. Consider that for the majority of history the family unit was very much a strategic entity, a way of forging advantageous marital and blood ties. This particular tradition, as one critic has noted, is a longstanding staple of ‘Eurasian family patterns’ (Lal 2006, 178). Considering that, until very recently, males have monopolised authority within the family unit, it is not too difficult to perceive in the tactical manoeuvres of allied kinship, a distinctly individualistic bent. At every level, notes one critic, ‘families looked to dynastic marriage strategies to find greater wealth and power’ (James, 39). In which formulation, we may safely presume, the will of the father was paramount. The altogether calculated manner of pre-modern wedlock is vividly captured in much literature of the time. Vivid examples include Shakespeare’s Romeo and Juliet, wherein the mutual love of the eponymous protagonists is superseded by a blood feud between their respective families; or in Taming of the Shrew, where the prudent father, Baptista Minola, using his children like bartering chips, cannily withholds permission for his much coveted daughter Bianca to marry, before her shrewish sister Katherina is also wed. There is something decidedly ‘unlovely’, then, about the bulk of history concerning traditional ‘love’. As daughters were exchanged like chess pieces, in a paternal power play, certain other influences ensured a level of valour to these otherwise unromantic unions. ‘Traditional’ values concerning ‘the sanctity of marriage’ were ‘preserved through the fierce guilt culture based on sin promoted by the medieval church’ (Lal, 178). Much of this ‘guilt culture’ survived into the modern day, because Christianity has survived; consequently the Christian tradition of monogamous and (ostensibly) lifelong matrimony is still very much a part of ‘modern family values’, even if the religious fervour underpinning it is less ardent and literalistic than before. The necessarily religious tenor of marriage and thus ‘the traditional family’ obtains not only to a physical collectivism, but a spiritual one also. Christianity, as one critic has it, ‘sets the values of universal providence and love against the prideful individualism of the sinner’ (Meer, 47). That said, there is nothing innately selfless about wishing exclusively to possess another person. Contrarily, it is a rather selfish, individualistic act, as is monogamy in general; to pursue such a line of enquiry, however, would be to stray from ‘traditional’ thought and moral stricture and that is a transgression bearing harsh penalties. In which regard, the unhappy fates of two Daniel Defoe (anti) heroines, the eponyms of Moll Flanders (1721) and Roxana (1724), come to mind: their deliberate transgression of sexual and marital mores provoked public censure. The bedrock of normative matrimony was not easily broken. As the narrator of Jane Austen’s Pride and Prejudice (1813) famously averred, as the nineteenth century commenced, it was yet ‘a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife’ (1995, 3). Its is clear that Individualism, does not square with preindustrial ‘family tradition’, which was largely opportunistic, strategic, and paternally calculated. Moral standards are of course wedded to their social contexts; and, as the Victorian era progressed, the ‘traditional’ accordingly fell in line with consensus of the day. This accommodated a ‘Romantic individualism’, which was in part a reaction to Classical and Enlightenment stoicism which ‘set universal reason above the merely personal passions’ (Meer, 47). This ‘individualism’ vaunted subjectivism, imagination, and emotion; it was a kind of self-reflexive solipsism, as opposed to the more modern conception of a strictly self-serving egotism. Thus, for the Romantics, the concept of individual ‘Genius’ held great sway; the lone exalted mind in dominion over its environs. Consider Caspar David Friedrich’s painting, Wanderer above the Sea of Fog (1818), with the sober and solitary watcher stood regally atop a rather wild and craggy rock-face. Also Wuthering Heights (1846), a book possessing ‘a desiring individualism so violent and transgressive that it crosses the material world into the spiritual realm’ (Shires 2001, 66). This was not in itself inimical to traditional family values; although, it did precipitate a more emotionally involved approach to coupling and romantic love in general. This intellectual sea-change came concurrently with an important societal one: marriage partners, at this time came, to be ‘freely chosen, based on romantic love rather than economics or parental concerns, and the marriage relationship changed from being relatively unemotional and functional to warm and compassionate’ (Popenoe, 2009, 92). The old tradition, of strategic alliance, was supplanted by a new one, marriage for love. This new romantic and Romantic tradition, of truly ‘loving union’, was the precursor for modern traditional family values, as the industrial revolution was for modern mechanised society. As the former shaped family tradition, the latter set the stage for what would become the modern ‘individual’, as it is known today. As J. W. Childers (2001,80) observes, ‘the doctrine of individualism seemed to emerge as the soul of industrial culture . The Victorian era, was ‘shaped by the growing power of the bourgeoisie’ (Plunkett, 170); this rising middle-class and their growing wealth, came to vie for influence with the aristocratic classes, as economic power looked to overtake hereditary privilege in terms of societal ‘clout’. Increasing meritocracy gave individual endeavour new credos. The growing force of Capitalism stressed the importance of private property and individual wealth, in leading to a better society. This contention persists today. For example, in a modern economics text book: ‘Wealth leads to individualism, and poverty leads to collectivism’ (De Mooij 2010, 135). Growing urbanisation led, also, to increasingly insulated family units, the origin of the so-called ‘nuclear family’. As all this capital-driven individualism transmuted avarice from vice to virtue, the deleterious effects on ‘traditional family values’ were unavoidable; this is largely because society overall was changing in ways that would render the ‘traditional’ somewhat obsolete. The days of alchemy were in their last throes, to be finally supplanted by chemistry; as was astrology to fall to astronomy; Creation to evolution, and so on. In the face of so much fundamental transformation, the old traditions were inevitably at risk. The emergent industrial world also meant that, like today, family relations began to be deeply influenced by workplace relations (Kirkpatrick Johnson 2005, 352). Nevertheless, in the U. K. Queen Victoria, ‘was a pillar of family values’ (Plunkett, 170). The monarch utilised modern technology such as; photography, to promulgate a specific representation of herself and her family as ‘ordinary’, ‘traditional’ people. This created a potent paradigm of the traditional family to which others could aspire. Thus was deliberately ‘constructed’ as an ideal of tradition. Whether this ideal tallied with reality is not as important as the idea itself; for this symbolic gesture, toward a contrived ‘English family tradition’, anticipates modern day mass-produced ideological media. As late as the eighties, Mitchell (2010, p47) states that Margaret Thatcher explicitly urged a return to ‘Victorian values’. One hopes Thatcher did not literally wish to revive the bigoted, disenfranchised, pseudo-scientific, repressed, racist, and colonialist ideals on which Victorian values hinged; it is the spurious, idealised paradigm of morally upright, industrious ‘Great’ Britons upon which she presumably gazes back, through rose-tinted imaginings of British history (Mitchell 2010, 47). The precedent set by Victoria is that which prevails today, wherein a national myth is propagated at the expense of true rendition. Thus modern society on the one hand vaunts high ‘individualism’, material possession, and personal wealth as the cultural apotheosis, while, on the other, adverting the rectitude of traditional family values. Thus, in Britain, ‘the family is revered and the popular media are dominated by debates about the falling standard of British parenting’ (Storry 2002, 126). An inherent aradox underlies the above: the materialistic consumerism revered by late capitalism implicitly endorses a self-centred individualism that cannot rightly co-exists with the collectivist leanings of ‘traditional family’, as either a pre-modern blood alliance, or a modern love-based family unit. Modern society insistently thrusts a materialistic, individualistic, consumer ideal in people’s faces and then complains that people are not upholding the traditional family values which that ideal refutes. Moreover, modern pervasive media, the dominance of the screen, and ubiquity of the internet, mean that individuals have more means of remaining isolated than ever before, more ways to be ‘individualistic’. Even still, the myth prevails; research suggests young men in the U. K. hold ‘firmly onto romantic notions of traditional family values and the male breadwinning role, even though many can now speak the language of equal opportunities and women’s rights’ (Arnot 2002, 193). The problem is how to reconcile these traditional notions with the un-traditional realities of modern society. The answer is simply to evade reconciliation, by means of obfuscation. The raging greed and individualism unleashed by Thatcher’s deregulatory policies had very little to do with the mythic Victorian virtues she espoused. The true product of her policy was more American Psycho’s (1991) Patrick Bateman, than the improbably virtuous Nell Trent from Dickens’s The Old Curiosity Shop (1841). Although ‘tradition’ is tethered to its epoch and moves accordingly, there are undeniably strains of consistent precept identifiable in traditional family values; sanctity of marriage, heterosexual coupling, productive, patriarchal, child-producing units, and the like. Modern society, wherein marriage is ever less ‘sanctified’ and sex for reproduction hardly the norm, is surely at variance with ‘traditional family values’ (not that this is necessarily a bad thing). The truth is that modern capitalist society is geared against the caring collective endeavour that traditional family values entail. The trend, Vern L. Bengtson and Ariela Lowenstein observe, is to ‘roll back the state’ and ‘thereby release resources for individualism and free enterprise’ (106). The removal of state provisions for the under-privileged, the increasing privatisation of education, the obsessive materialism of the modern U. K. is not compatible with traditional family values. Nevertheless, it is doubtless that the true, individualistic tenor of modern society will continue to be glossed over with the mythical and idealistic family paradigm, of what daily appears an increasingly spurious ‘tradition’.

Apartheid Era Blacks Act No 67 of 1952

Apartheid Era Blacks Act No 67 of 1952 Definition: The Blacks (Abolition of Passes and Co-ordination of Documents) Act No 67 of 1952 (commenced 11 July) repealed early laws, which differed from province to province, relating to the carrying of passes by Black male workers (e.g. the Native Labour Regulation Act of 1911) and instead required all black persons over the age of 16 in all provinces to carry a reference book at all times. They were required by law to produce the book when requested by any member of the police or by an administrative official. The pass included a photograph, carried details of place of origin, employment record, tax payments, and encounters with the police. A special court system was devised to enforce the pass law – people appearing at such commissioners courts were considered guilty until they had proven their innocence. During the 60s, 70s and 80s around 500,000 Blacks were arrested each year, their cases tried (mainly uncontested), and in the 60s fined or sentenced to a short prison term. From the early 70s the convicted were deported to Bantustans instead (under the Admission of Persons to the Republic regulation Act No 59 of 1972). By the mid 80s, by which time almost 20 million people had been arrested (and tried, fined, imprisoned, or deported), the pass law had become increasingly difficult to enforce and it was abandoned. Repealed by the Identification Act No 72 of 1986. Also Known As: Natives (Abolition of Passes and Co-ordination of Documents) Act No 67 of 1952

Essay on Concussions is killer

Essay on Concussions is killer Essay on Concussions is killer Doheny 1 Amanda Doheny English 100 @ 8:50 am Professor Cosand December 4, 2013 Concussions are Killer The magazine I will be writing for is Sports Illustrated. This magazine is based on sport related news such has game highlights, athletes’ biographies, and controversies within the game to name a few. I chose to write about the science behind concussions and why they are dangerous to our youth. Mainly based upon high school and college athletes that compete in high contact sports such as football, soccer, water polo, hockey, and lacrosse. I believe that this subject is important to be aware of because of the horrific results it can have on young student athletes. My target audience is going to be student athletes that play high school or college contact sports, the coaches, and the people who enjoy watching them. A lot of people already know how players get concussions, but not all of them know what a concussion can anatomically do to a players’ brain and the long term effects of this type of neurologically injury. Not only does the lack of care for concussions affect the players’ body, but they could be rejected from their sport. If more people have the knowledge of this injury’s repercussions, the science of the injury, and how to prevent it then we can save more young athletes lives. Sports Illustrated Writer Amanda Doheny Doheny 2 Concussions are the most common injury among contact sport athletes. Most of the talk about concussions comes from the world of football, but other sports such as soccer, hockey and water polo also experience serve head trauma. It can leave players’ dazed, confused and nausea to name a few symptoms. Some player’s and coaches don’t even know what to look for when it comes to a concussion. "The doctor said that one more shot and I could be a vegetable†¦ "It's a tough thing. You never think about all that when you're playing... (Encina 1)† A young Ben Alford said after he was banned from playing on his high school team when he was 17. Coaches, players, and parents need to know what consequences can occur when a concussion happens and how school athletic programs can help prevent them. A concussion is when the brain receives a traumatic blow to head and the brain’s functions are disturbed. Some players cannot tell if they have a concussion or not and that is the scariest part of these injuries. The symptoms for a concussion can range anywhere from dizziness to loss of the senses (taste, smell, sight, hearing, touch). During a football practice researchers have found that kids are receiving more blows to the head then during a game. â€Å"Researchers placed instruments in the helmets of seven football players, ages 7 and 8, and examined a total of 748 impacts that they endured. They found that roughly 60 percent of all head impacts occurred in practice (Toproek 1).† When football teams practice, youth, high school or college, they were less protective gear then they do when they compete. The researchers performed 38 high impact drills, which were 40 or more the force of gravity, 29 took place during practice. â€Å"The study's authors suggest changing the structure of youth-football Doheny 3 practices to eliminate "high-impact drills that do not replicate the game situations." Instead, they suggest

Sociology Research Paper Example | Topics and Well Written Essays - 250 words

Sociology - Research Paper Example Being raised in a politically aware and active family, Weber had every possible opportunity to form his own ideas about the political and social world around him (Giddens, 1973). He saw first-hand many of the things that he was learning, so he was able to come to his own conclusions about some of these things. Especially with the sociological aspects, Weber was so close to all of the action that he was able to watch as it changed; in fact, after he had gone through the proper schooling, he was able to contribute to the things that he saw and believed. Like most people, Max Weber was influenced by what he grew up around. He took the views from both of his parents, as well as the views of other sociologists before him, and come up with theories of his own that he was able to pass on to the world of sociology. Since his mother was devoutly religious, and though Weber did not share this devout feeling, he based a lot of his work on religious grounds, spending a lot of his time comparing social phenomenon with religion. Likewise, his father being a political person, Weber took some of what he saw from his father and added it into the equation. With his own ideas mixed with the thoughts of his parents, Weber was able to come up with ideas that were uniquely

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

A journal - Essay Example Initially I used to jot down a few points in the margin to make me remember things, but learning to create visual learning pegs by labeling notes along the margins, using contrasting colors and styles took my learning strategies to a different level. Other learning skills such as associating different patterns with physical objects, or filling in information from texts and handouts and constantly discussing the topic with colleagues had never occurred to me before and which made learning for me a tedious job. This new way of learning helps me not only to store matter well in my mind but also to recall the matter easily. I think condensing techniques are useful tools that facilitate memorization because when I think of the way I used to try and memorize things, makes me wonder why I never employed these techniques before; because now I find memorizing much easier. Another helpful tool I picked up, was fitting in new matter into the old concepts and reviewing them from time to time. I found this to be exceptionally useful because it helped me to revise a matter that I had deviously learned and it made memorization easier task. Note- taking was a familiar task that I made use during lectures, but the manner in which I used to handle it was a bit monotonous. I came to know that one of the primary goals of note-taking is the gathering of relevant information which could be used for after-class study and organization of ones thoughts. Learning the right technique helped me to jot down notes in a comprehensive manner, which in turn increased my speed and pace. I also learned to take full advantage of the optimal memory curve, by labeling in the margins, using a different color and style. Creating important charts involving visual, auditory and intellectual capacities, in addition to making use of headings, labeling, indenting and other details has gone a long way in helping me to memorize and recall as

The structure of project building project Essay

The structure of project building project - Essay Example The advantage of this method is that if the client is very specific about his requirements of the final project, the contractor has no excuse but to deliver, as all consultants and their coordination are his responsibility. The disadvantage of such a contract is that if the client is not vigilant, the contractor can cut corners in order to maximise his profit, at the cost of the quality of the finished project. This method of procurement makes the contractor a stakeholder in the project, sharing profits as well as risk. The development of such projects are increasingly been seen in large township developments, where phase wise development is done. This method makes it possible for each stakeholder to manage cash flows more easily, despite a slower return on investment. This is a method by which very large and complicated projects requiring several consultants are executed. This is used in cases where no single entity, including architect, contractor or consultant can single handedly deliver the project on time and to specifications. A contract is an exchange of commitments towards a common goal. ... 4.2 A contract is an exchange of commitments towards a common goal. It may be written or oral, and contains the terms and conditions according to which all participants shall work to achieve those goals in the best interests of the venture. The basic requirements that a construction contract has to fulfill are: It needs to be compatible with the laws of the land. It has to be formulated properly, with a clear structure so as to eliminate confusion or ambiguity as to its contents. A contract has to consider the making of an offer and its implicit acceptance by another party, subject to the terms and conditions within it. A contract has to mention the considerations for carrying out the job, in the form of clearly defined monetary compensation for the standard as well as deviations in the terms and conditions. All parties entering into a contract need to have the ability to execute the contract. No person with a criminal record, of unsound mind or under the age of 18 can be a signatory to a contract. Performance obligations in a contract: Every party to the contract has an obligation to complete the work set down in the contract, and to set up a self-auditing mechanism to study his own periodic performance on the project, and to rectify any delays and deficiencies in the execution that may potentially compromise the project. It is also the contractor's prerogative to check the client's satisfaction continuously. Time obligations of a contract: It is the contractor's responsibility to start work after a careful project timeline with realistic deadlines, and to work towards maintaining or exceeding those deadlines. It is also the contractor's responsibility to bring any repercussions of changes in design or

Affective And Cognitive Impulse Buying Behaviour Psychology Essay

Affective And Cognitive Impulse Buying Behaviour Psychology Essay Unplanned purchasing has been concerned by many companies as one of the most important factor which could have a big pact on customers decision making and this later contribute to their sale volume. Therefore, marketing strategies have been adjusted based on consumers preferences to grasp their attention and induce them to buy impulsively. As there were some contradictories about differences of genders associated with impulse buying behaviour, this research hence compares the affective and cognitive impulse buying behaviour on male and female at INTO pre-sessional course. A total of 20 students from Pre-sessional course were selected as sample, divided to be 10 males and 10 females. The students were asked to complete the questionnaire, which was designed to be anonymous in order to allow them to be as honest as possible in providing the actual information. The significant findings showed that both genders are susceptible to impulse buying, however, female seemed to be more affective in buying, while male tended to be more deliberative. Another remarkable point was also found that their most preference product categories could lead them to frequency of spontaneous purchasing. As the results indicate that impulse buying plays vital role on consumer, the paper concludes that further research could attempt to investigate if this behaviour could become compulsory in the future. World industries currently have moved from mass marketing strategy to penetrate in specific market segmentation (Coley and Burgess, 2003) as marketers have noticed that unplanned purchasing behaviour could have an impact on decision making of consumers which later contribute to their sale volume (Assael, 1995; Clover, 1950). As Assael (1995) and Kollat and Willett (1969) point out, supermarket, store, and retailer have been concerned to be the place where associated with consumer the most, therefore the price, promotion, shelf-position, packaging, and even store-displays become more important in grasping attention from customers. Stern (1962) defines unplanned buying as the general term of impulse buying occurred when a shopper experiences a sudden urge purchasing that he or she has not planned in advance, which is related to the process of affective and cognitive responds. Affective is emotional buying or sense making (Wilson and Gilbert, 2005), in the contrary, cognitive is perceptual component which using awareness to measure before making decision (Day, 1972). While several studies have explored the characteristics and important of buying impulsively, there are only a few studies which have focused on male and female behaviour and comparing these significant factors on their gender differences. Some researchers (e.g. Kollat and Willett, 1967) suggest that both men and women have the same degree in being effected by unplanned buying; however, there has been contradictory finding that women are more susceptible to spontaneous purchasing (e.g. Coley and Burgess, 2003). Therefore the purpose of this project i s to compare the cognitive and affective impulse buying behaviour in male and female students of the INTO Newcastle University 2012 Pre-sessional Course. Hopefully that a comparison of these two groups will expose the degrees in which male and female differ in their susceptibility and conditions lead to unplanned purchasing. This may help the students to understand their characteristics which could contribute them to impulse buying and to let them consider more before making a purchase in order to avoid being stated in money tension. Primary information will be gathered from twenty students at Pre-sessional Course. The size of samples will be equal in order to allow a comparison between both groups. Both closed and open questions will be applied to achieve the aim and for the students to express more ideas and provide useful details. Methodology The aim of this project attempted to compare the affective and cognitive impulse buying behaviour on gender differences. As number of researchers have suggested that women are more susceptible to buy impulsively (Coley and Burgess, 2003), therefore, it was decided to compare buying behaviours of male and female, furthermore, this impulsive buying is likely to rise in youth (Coley and Burgess, 2003 cited in Retail World, 2002), students from Pre-sessional course, hence, were considered to be appropriate sample. The students were divided into two groups based on their genders and in order to obtain accurate result of the comparison between these two groups, the size of each group would be equal. There actually should be a very large sample to gather certain and desirable results. However, it was not possible to collect all data due to time restriction. Twenty students from pre-sessional course hence became the largest accessible sample which could be obtained. A written questionnaire w as applied to execute the primary data during the fourth week of pre-sessional program. According to previous study, Coley and Burgess (2003) selected Affective and Cognitive process components which have been successfully developed and used by Beatty and Ferrell (1998). It was decided that the questions should be adapted and followed from previous research in order to allow the comparison with previous findings, therefore these components were used to create multi-item scales divided to be affective components which are irresistible urge to buy, positive buying emotions, and mood management and cognitive components which contain measurements of cognitive deliberation and unplanned buying (Coley and Burgess, 2003: 288) The students were asked to provide their general information about income and shopping frequency, and then rate the level from strongly agree (4) to strongly disagree (0) in responding to the items on the table. In additions, various types of product categories were provided and required students to choose top three they preferred the most, this helped indicated style preferences of male and female which could lead them to buying impulsively. An other category and open question were also included for the student to provide more details. In order to allow the respondents to be as honest as possible, questionnaire was designed to be anonymous. The first question requested students to specify their genders as this would be correlated with the requirement of data collection. Results Part 1: Personal Information Q1. Gender Male: 10 Students Female: 10 Students Q2. Approximate personal income per month Income per Month Male Female  £500  £1000 7 7  £1001  £1500 2 2 more than  £1500 1 1 Q3. How often do you do shopping in a month? Frequency Male Female Once in a month 0 0 Twice in a month 4 2 Three five times in a month 3 5 more than five times in a month 3 3 Part 2: Consumers expression on impulse buying Q4. Please tick à ¢Ã‹â€ Ã… ¡ to the level which explains your shopping style best Figure 1: Comparing Student Attitudes towards Affective Buying Behaviour Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. (2002) Affective and Cognitive Processes Involved in Impulse Buying, unpublished Marketing dissertation, University of Georgia, Georgia. Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Figure 2: Comparing Student Attitudes towards Cognitive Buying Behaviour Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. (2002) Affective and Cognitive Processes Involved in Impulse Buying, unpublished Marketing dissertation, University of Georgia, Georgia. Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Part 3: Customers shopping preferences Q5. What product categories often have the most influence on your shopping habits? Please choose Three of the followings: Figure 3: The Most Preferable Products among Male and Female students Source: adaptation from Amanda Coley and Brigitte Burgess Coley, A. and B. Burgess (2003) Gender differences in cognitive and affective impulse buying. Journal of Fashion Marketing and Management 7:3, 282-295 Q6. What other factors do you think have induced you to impulsive buying? Female: product discounts product design / creativity of product the stores service promotion, member card, member discount, discount events recommendation / persuasion from friends cheap price, big sale, good quality to experience something new Product discount is the most factor impulse me to buy the interesting products because I sometimes feel regret if I didnt buy it and there is not too much chance to buy the products with a lower price Male: price, discounts, packaging friends recommendation. earns a reward and time to replace new collections discount more than 50% quality and product usability In the previous experience, the price discount is very powerful to attract me to go to the store because I will feel like I get the quality product in the cheap price, as you know you have to snatch and fitting on those products first. Sometime, I know what I would like to buy but it has no more my size at all Summary of Results Figure 1 compares the affective buying behaviour between male and female students, the result shows that female students tended to be more emotional in buying as most of them chose I immediately buy if I really like it. However, male students tend to have more positive buying emotion according to their higher-percentage in choosing I feel very good when buying something new whereas attitude of female students towards shopping is to manage their moods reflected from a very salient percentage shown from I buy something to make myself feel better and reduce stresses (Coley and Burgess, 2003: 288). Figure 2 compares the cognitive behaviour between two groups; male students seemed to have more cognitive deliberation comparing to female students as shown from categories I make a list before shopping and buy only what is on the list and I rarely buy impulsively. In addition, female students had higher degree of susceptibility in unplanned purchased as seen from their percentage on I buy things that I had not intended to purchase and I buy it even though I went shopping for other purposes (Coley and Burgess, 2003: 288). There was a significant result correlation with these two figures. While female students were seemed to engage more with buying impulsively in figure 1 and male students are more deliberative in impulse buying as shown in figure 2. The surprising result indicated that male students tended to spend money as soon as they earn it and very distinctive percentage comparing to female students showed that they find themselves in state of tension as they buy thing they cannot afford (Coley, 2002: 88). Both groups, however, shared the same feeling in I regret buying new things and I experience mixed feelings of pleasure and guilt from buying something without considering (Coley and Burgess, 2003: 288). Another remarkable point is in figure 3, represents the most preferable product categories influencing spontaneous purchasing in male and female students behaviour. Clothing could lead both groups into impulsive buying, female students concerned more about beauty and styles with only one male chose health and beauty category, whereas electronics, or sport memorabilia could induce only male students to buy. Discussion This research has aimed to compare affective and cognitive impulse buying behaviour on the students. As Coley and Burgess (2003) argue that women have higher tendency to be involved with impulsive buying on both affective and cognitive behaviour. In addition, women are attracted by apparel, health and beauty, while electronic, technology and sports entertainment induce men more. The overall results of this research founded that women were more likely than men to make an impulsive buying influenced by their most preference products which are clothing, fashion and beauty; however, they are not deliberative when making a purchase. Some findings of the current study do not support the research of Coley and Burgess (2003) who found the women can be patient spending time on shopping and making a good selection therefore they are more engaged in cognitive deliberation. According to information about shopping frequency provided by male students, most of them go to shopping only twice a month , therefore, they probably spend more time on consideration before making a purchase, furthermore, this questionnaire only focused on the behaviour of pre-sessional students at Newcastle University and this could be the possible reasons why the findings differed. One unexpected aspect of the results was that although the male students seemed to be more deliberative in decision making, their percentage towards affective buying was quite high as well. They were likely to spend money as soon as they earn it and found themselves stated in money tension (Coley, 2002: 88) more than female students. The rational of these findings could be explained by answers provided in open question Q6 as male concerned more about product quality and usability, therefore they might suddenly purchase if they really like it without considering its price, while female concerned more on price and discount. The open question also indicated another significant aspect which could lead both genders to buy impulsively, which was the packaging and design that many companies could apply and try to develop their products in order to gain customers interest more. Conclusion This research aimed to compare the gender differences in affective and cognitive buying behaviour on the students. The results of research indicate that male and female are both susceptible to buying impulsively. Within this, their attitudes towards impulse buying are influenced by their most preference product categories. Male will be liable to spontaneous buying more when they find electronics, and technology, whereas female buy immediately when they find fashionable, health and beauty products. Furthermore, female tend to have distinctive degree related to irresistible urge to buy and unplanned buying while male is more organized and having positive buying emotion e.g. male feel a sense of thrill when buying something new. However, both groups shared the same level of experiencing mixed feeling of pleasure and guilt from buying something on impulse (Coley and Burgess, 2003: 288). This research was successful in examining students impulse buying behaviours based on affective and cognitive factors as it could indicate different attitudes of both genders explicitly and also obtained more information that men, sometimes, concern to the quality more than price, and this could induce them to spend more money than women even though the finding showed they are more deliberative in buying. Surprisingly it also created students awareness to purchasing deliberation as a few students informed that they have started to realize their attitudes towards unplanned purchasing which they have never thought of before after they finished answering this researchs questionnaire. The weakness of this research was the size of sample should be bigger and due to all samples were Asian, hence; there should be more nationalities of respondents in order to gather reliable and certain results in order to compare with the previous research. The questionnaire indicated that impulse buying had a vital impact on student behaviour. Previous researchers have described the characteristics of impulse buying (e.g. Kollat and Willett, 1969; Dittmar et al., 1995; Coley and Burgess,2003), future researcher could attempt to investigate if this behaviour can become compulsive behaviour in order to create awareness of buying deliberation and to prevent potential involuntary expenditures in consumers. Word Count: 1813

Initiation in Mark Twain’s The Adventures of Huckleberry Finn Essay

Initiation in The Adventures of Huckleberry Finn In the Adventures of Huckleberry Finn, â€Å"Initiation† is the main idea, in other words the â€Å"major theme.† In an initiation narrative, the protagonist, who in this case was Huck Finn, goes through a rite of passage, a growing up process, which is multifaceted. In a moment of crisis, the protagonist is suddenly obliged to make the painful and alarming transition from childhood to adulthood; this passage is known as the initiation. The initiation is the protagonist’s first step or movement into a new beginning. It is essentially a process by which the hero gains self-knowledge and finds his own identity. In the process, he also learns about the world in which he lives and the nature of evil. The Adventures of Huckleberry Finn, is a novel...

Spheres and Stages of Discipleship

In addition will also discuss what is called the e Four Spheres of discipleship. 2 Spiritually Dead The Apostle Paul described in Ephesians 2: 15 those who were dead in their is ins and transgressions. These are people who have not accepted Christ as Savior, insist dead reject His sacrifice on the Cross. They sometimes claim to seek a God or Higher Power b UT there is no evidence of any relationship with God whatsoever. These people are what the authors call Spiritually Dead. 3 In fact the author compares these people to dead men in a casket just waiting to decompose.When speaking to the â€Å"walking dead† the authors teach how to id entity the common â€Å"phrase from the stage†4 in order to assess where a person is in their walk with God. These typical phrases are usually: ; I don't believe in God. ; The bible is just a myth. Putnam, Jim, Bobby Harrington, and Robert Emerson Coleman. Discipleship: Five Steps That Help Your Church to Make Disciples Who Make Disciples . (Grand Rapids, MI: Sanderson, 2013). 60. Ibid. , 77. 3 Ibid. , 61 . 4 Ibid. , 62. ; Religion is a crutch for the weak. ; Christians are intolerant and homophobic. ; There are many paths to God.Opera Winfred Olsten)5 ; don't believe in hell. Or hell is on Earth. ; My good deeds will save me from hell. ; There is no right or wrong, ‘do what thou will' 6 Once a person is identified as spiritually dead, this should determine how to a approach them with a spirit Of understanding without a judgmental or condemning ATT etude. Spiritual Infant The second stage is called to describe believers who are like newborn babes craving milk instead of the meat of the Word. This comes from the scrim future: â€Å"As newborn babes, desire the sincere milk of the word, that ye may grow†¦ (1 peter 2:23 KAVA).Christians at this stage are alive yet they refuse to grow. This can include new converts a s well as long time Christians who are stagnant in their growth process with God. 7 Spiritua l infant TTS were described in the Book of Hebrews as those living on the milk of the Word who should be teaching: † For when for the time ye ought to be teachers, ye have need that one teach you†¦ † (Web. 5:1214 KAVA). 5 â€Å"Pastor Joel Olsten Discusses Sin And The Path To God,† Opera's Next Chapter, accessed February 1, 201 5, http://WV. Opera. Com/own-operas-next- heaper/Pastor-Joke-Steen-Discusses-Sin-and-the-Path-to-God 6 Crowley, Leister.The Book of the Law:(technically Called Libber AY Vela Legs Sub Figure COX as D levered by XIII . Red Wheel/wiser, 1938. 7 Putnam, Harrington, and Coleman, 63. Spiritual Child The next stage is described as the Stage which characterizes Christians who are growing in their walk with God and growing in their relationships wit h other fellow believers-8 The Apostle John referred to early followers as his children. (1 John 2:12 KAVA) Also in 1 Thessalonians 2:101 2 the apostle Paul refers to himself as a â€Å"spiritual faith † who had to encourage, comfort, and urge the Church of Thessalonians to live holy lives.These spiritual children have learned the church â€Å"lingo† or language and are a able to function in a growing church body as believers, but they are selflessness with much of their spiritual life involving around themselves. 9 These individuals can be new con arts as well as old converts who have attended church for decades. They can be identified by the Eire â€Å"phrase from the stage† which are: ; I don't know if this church meets my needs. ; The church is getting too big. ; Why do we have to learn new songs? NO One speaks to me at church. 10 The length of time a person has attended church has nothing to do with their level of growth .They need to surround themselves around mature Christians in order to go from dependency to self sufficient. 1 1 8 Putnam, Harrington, and Coleman, 65. Ibid. , 65. 10 Ibid. , 66. 11 Ibid. , 66 9 Spiritual Young Adult 1 John 2:1314 d escribes Spiritual Young Adults as Christians who have overcome the Evil One and the Word of God abides in them. 12 These individuals are striving to become more concerned about others rather than themselves. They are more students of t e Word of God and the Great Commission. They are givers instead of takers. 13 You can identify a Spiritual Young Adult by these phrases from the stage: ; In my devotion†¦ I will like to go to Uganda for a mission†¦ ; I love being a worship leader because†¦ ; I have three friends that I witness to†¦ These young adults need mentoring and a place to utilize their spiritual gifts. Spiritual Parent Spiritual Parents are considered spiritually mature people who make disciples and have grown strong in the Lord. These are reliable disciples who are qualified to tea chi others. 14 2 Timothy 2:12 describes them as those who have grown strong in grace that is in Christ Jesus. They can also determine where a person is in their walk with the L ord and oft en can mentor these young adults.God is a Spiritual Parent who nurtures and fights for His s virtual children as His own. 15 12 Putnam, Harrington, and Coleman, 67. Ibid. , 67. 14 Ibid. , 68. 15 Adams, Vincent. Imitating the Fatherhood of God: A Single Dad's Guide to Spiritual Parenting . S. L. : Solaris, 2012. 17 13 6 The Four Spheres of Discipleship The four spheres of discipleship describe how a disciple grows in four stages: The sphere with God and disciple, the church sphere, the sphere of family an d the world The spheres help the disciple understand the head, heart and hands of God, family y, church and the world. 6 The sphere is designed help a disciple balance family life and minister y life. It also shows them how to integrate the four spheres within the five stages of discipleship. Below will detail each sphere. Sphere One: The Centrality of Christ In the book Discipleship, by Dietrich Bondholder, the author conveys that through simple obedience does one reall y understand the meaning of being a disciple. 17 Who en referring to the dead or God's authority, true submission are evident. When dealing with the heart of the relationship between God and the disciple, there are visible changes in the pee arson's life called transformation.With the hands, the disciple ventures outside the walls of the church through evangelism. 18 Sphere Two: Relationship With The Family of God (Church) The second sphere of relationship is where we grow as Christians within the b odd of Christ. Scripture points out that we are in the family of God with brothers and sisters in Christ. 1 9 As a church family, the church works to nourish relationships among believer sometimes converted from broken families. Some Of the broken families were from the d splices' choice to follow Christ. 20 16 Ibid. , 77 Bondholder, Dietrich. Dietrich Bondholder Works . Volume 4: Discipleship. Minneapolis: Fortress Press, 1996. ) 77. 18 Putnam, Harrington, and Coleman, 86. 19 Ibid. 20 S phere Three: Relationship At Home A third sphere is addressed by the Apostle Paul in Ephesians 5 & 6 involves the home. Paul discusses how the husband should lead the household and love h is wife. Also how the wife should love her husband. The responsibility of the fathers and mothers in easing children and responsibility of children to respect their parents. 21 Sphere Four: Relationship With The World Finally the Apostle Paul moves toward chapter 6 of Ephesians, where he addresses a final sphere of relationships with the world.

UNDERSTANDING OF IDEAS, CHARACTERS AND THEMES- Tra Essays

UNDERSTANDING OF IDEAS, CHARACTERS AND THEMES- Tra Essays UNDERSTANDING OF IDEAS, CHARACTERS AND THEMES- Track the development of characters rather than arguing that they are one-dimensional and fixed throughout the play. Macbeth and Lady Macbeth were not always evil. They changed evolved in the response to the circumstances throughout the play. - How did the characters evolve - Macbeth - initially valorous, brave and loyal, later excessively ambitious, filled with self-doubt, ruthless. - Lady Macbeth - initially calm and decisive, later excessively ambitious, deceptive, manipulative, unstable. - Compare and contrast characters Macbeth - compare to: - King Duncan: who was a wise, virtuous, respected king, Macbeth thought he was too soft. - Banquo: who was a reasonable and rational when he received the prophecies but he was also flawed because he did not publicly voice his suspicions of Macbeth, perhaps comfortable in the knowledge that he would father a lineage of kings. - Malcolm: Provided the asses sment of Macbeth being a dead butcher' but this is framed within the context of Macbeth having murdered Malcolm's father. Lady Macbeth - compare to: - The Witches: These female characters are connected in that they are all manipulative and deceptive. They also call on evil spirits in times of need. Lady Macbeth "come, you spirits that tend on mortal thoughts" and the witches take guidance from Hecate. Also using the same line "Glamis thou art and cowdor and shalt be" - Lady Macduff: Who was homely, motherly and loyal to family, she also critisised her own husband who she thought was committed treason. - Use characters to discuss themes and ideas: Macbeth - The difference between kingship and tyranny, and the corrupting power of unchecked ambition. Lady Macbeth - Females as manipulative, deceptive and tempting (females weapons) ANALYSIS OF HOW AND WHY THE AUTHOR CONSTRUCTS MEANING- You need to display an understanding of the literary devices that Shakespeare used and the effect that these have on the construction of meaning within the play. Refer to the following motifs and symbols. - Description of the Setting: The barren heath was misty, dark and eerie which represents the supernatural aspect of the play. The wild storms and great tremors represented the violations of the natural order. - Equivocations were used to tempt, confuse, manipulate and deceive characters into expressing their latent destructive qualities. - Blood - guilt and remorse- Animals - unnatural behavior represented the violations of the natural order.- Clothing - lil-fitting positions and improperly gained statuses. - Consider the context of Jacobian England - The gunpower plot and the assassination attempt King James. Shakespeare was a "King's Man" and was providing a warning to the general populace of the dangers of regicide. INTERPRETATION OF THE TEXT IN RESPONDING TO THE QUESTION - Clearly state the topic at the very beginning of the essay.- Identify the key words in the topic and perceptively explore the possible discussion points.- Write a distinct topic sentence in the introduction for each of the separate argument that you will use to support your overall contention.- Each paragraph must support the overall contention. (you can write a good paragraph, but if it does not address the topic then it is irrelevant) INTERPRETATION An interpretation is a particular and specific understanding of a text. This implies that there are multiple possible interpretations of Macbeth. Mention an alternative to contrast with your suggested understanding. Eg. "It can be argued that the female characters were responsible for Macbeth's downfall, however Macbeth was both aware of, and responsible for his actions and their consequences when he said "O horror, horror, horror!" (Act 2, Scene 3, line 59) when he killed King Duncan. He clearly knew what he was doing. USE OF APPROPRAITE TEXTUAL EVIDENCE AND RELEVANT METALANGUAGE- Use at least one major quote per paragraph, but don't limit yourself to that. Try not to use more than 2 or 3 lines from the play per quote. - The quote must support your discussion, or in other words be appropriate - Embed the quote within your sentence rather than write, "This quote shows" - this is sloppy and clunky language. - When using specific or individual words from the play, claim them as quotes. For example: "instruments of darkness" - Metalanguage - use terms such

What Not to Include in Your Business Email Signature

What Not to Include in Your Business Email Signature Note: this article is part of a series about current issues to consider when writing business email.Subscribe to this blogto receive the full series. A business email signature I received today from a Human Resource manager included this somewhat inspirational quote: â€Å"Just when the caterpillar thought its’ life was over, it became a butterfly.† While I often tend to agree with inspirational insights theoretically, do not include them in your business email signature. They are distracting from the core message of your email. Business email volume is heavy, and we need to streamline our messages to assist busy readers. This quote offers only unrelated extraneous content, and requires additional valuable reader time – never good practice. (Additionally, there is a grammar error. Its’ is a grammatical formation that does not exist. The possessive form of its is its. Correct it's vs. its grammar should be, â€Å"Just when the caterpillar thought its life was over†¦Ã¢â‚¬  ) Match Business Email Signature to Your Reader This quote is particularly odd for a Human Resources manager, given the layoffs occurring across many companies. There is an oblique hint of ending/layoff mentioned, and reminder of this in an email from Human Resources is not helpful! This statement could easily cause employees to worry needlessly. Email signatures can be hugely valuable for marketing: Use business email signatures to increase sales Announce new initiatives to internal staff Announce new products or events to external contacts Highlight a new marketing initiative Avoid: Inspirational quotes Any political statements Any religious statements Colorful fonts. Keep your business email signature clean and professional A jpg image. Many email clients will add this as an attachment only. They are not helpful and add clutter. Would you like a review of your business email, including signatures, time management, and crafting messages that work? Consider our Email Course.

Introduction to legal frame work Assignment Example | Topics and Well Written Essays - 3000 words

Introduction to legal frame work - Assignment Example lly an individual that carries on business activities on his own account and is singularly responsible for all the losses and profits that are made by his business. In managing the business enterprise, a sole trader is tasked with the responsibility of acting as both the risk bearer and the owner of his business. He is expected to use his own labor and skill as well as use his own capital in addition to his also being entitled to all the profits that the business organization is able to make. As a result of his having unlimited liability, a sole trader is personally responsible to all the creditors of the business enterprise and he alone bears the complete risk of the failure or success of the business organization. In the event that the business enterprise happens to be particularly large, a sole trader has the option of employing a large number of people to help him in effectively managing the business operations. He also has the option of borrowing funds to be used in financings the operations of his expanding business. Canwell (2005), points out that about 63 percent of all business organizations in the United Kingdom are noted to be run as single-person enterprises. Some of the advantages of this business structure include the fact that the registration of a small business in the United Kingdom is relatively straight forward, its record keeping is simple and the owner gets to enjoy keeping all the profits that are made by the business organization after paying taxes. Opting to operate as a sole trader provides the business owners with the opportunity of being able to test the market before they can go on to get involved in some of the more complicated forms of business structures. The main disadvantage with this form of business structure is that the current laws do not make any distinction between the sole trader and the business. It is this aspect that causes the trader to have unlimited liability. Having unlimited liability means that any debt that the

Cult of Domesticity Essay Example | Topics and Well Written Essays - 2000 words

Cult of Domesticity - Essay Example There were jobs for men which yielded goods and services so the women and children could stay home. Secondly, with only men working to earn a living for their families, a general perception existed that only man could be the "bread earners". This view maintained that the practical world was a rough and violent place which was full of troubles and temptations and a man had to survive as best as he could. Because the women were gentle and delicate by nature, such an environment was no place for them. Instead her place was in the home where she took charge of all the affairs of the house. And third, such a family started considering itself as the backbone of society and the importance and relevance of relatives decreased. (1) This re-structuring of society also resulted in revision of the views about a woman's role in family and society. As men became the primary source of earning a livelihood for the family, women found more and more leisure time at their hands. Social leaders, male and female, began to emphasize domestic and religious activities as a way to fill that leisure time. Since men had become the primary source of income for women, it was deemed natural to invoke the Pauline doctrine that women be submissive to men. Through their increased activities in church and Sunday school, women were able to nullify Paul's decree on woman's silence in church. To show that the emerging middle class women were becoming as lady-like as the upper, leisure class, an increasing emphasis on purity in women developed. This view has been defined by Barbara Welter as the Cult of True Womanhood. (2) According to the Cult, a woman was essentially a hostage of her house-hold. In a rapidly evolving society the values changed with equal rapidity and fortunes rose and fell on a daily basis. In such uncertain times only one thing remained constant - a true woman. The attributes of True Womanhood, by which a woman judged herself and was judged by her husband, her neighbors, and her society could be divided into four cardinal virtues or ideals :- Ideal One - Piety: Religion or piety was the cardinal virtue of the True Woman. It was a common belief of the time that a woman had a natural inclination towards religion. Mrs. John __________________________________ 2 Welter, Barbara. The Cult of True Womanhood, 1820-1860. In American Quarterly, XVIII (1966), 151-74 Sanford... agreed thoroughly: "Religion is just what a woman needs. Without it she is ever restless and unhappy..." The reason why religion was given such importance was perhaps because it did not necessarily take a woman out of her sphere of influence i.e. her home. Piety was the "core of a woman's virtue, the source of her strength." All other virtues would necessarily follow. Women were expected both to uphold religious virtue within their own homes and to spread religion to others. They were the "handmaid[s] to the Gospel" whose job it was to ensure the piousness of the rest of their society. Piety, therefore, gave women "something to do" and the church reinforced all other qualities of "true women." Without piety first and foremost, a woman was "unnatural and unfeminine, in fact, no woman at all." (2) Ideal Two - Purity: Female sexual purity was

The role and function of the declaratory and constitutive theories of Essay

The role and function of the declaratory and constitutive theories of state recognition, in the international community, and having regard to the distinction be - Essay Example States are the most important â€Å"components of the international legal system†.2 In this regard, the 1933 Montevideo Convention provides a legal framework in international law for the necessary conditions for the acquisition of statehood3. The practice of customary international law and relations however, demonstrate that the institution of state recognition has an important role to play in the formation and acceptance of new entities calling themselves states. State recognition is also closely tied to the acceptance or refusal to accept what is essentially an unconstitutional change of government. While this aspect of statehood is not as important as state recognition, it nonetheless produces a series of consequences under international law, particularly the establishment of diplomatic relations and international personality. Unfortunately, the institution of state recognition is not firmly settled in international law. As a result, theoreticians and practitioners have developed two competing theories directly applicable to the institution of state recognition and its legal effect on statehood. These theories are known as the constitutive and declaratory theories and neither are capable of practical application in their pure form. The manner and degree to which each of these theories can be applied largely depends of extralegal factors. The result is, the international legal regime with respect to the conditions necessary for obtaining statehood is uncertain, unclear and unpredictable. Inevitably the aims and objectives of international law, which are to create a reliable and consistent body of law, is compromised. It is important to point out however, that international law is a relatively young and inconsistent body of law in which customary norms are not historical, but rather the actual source of law-making and for this reason, the practice is of far greater significance than in

Us. World History Essay Example for Free

Us. World History Essay 16. Consider the relationships and contact of European societies with Asia, Africa, and the New World from 1492 to 1914. What are the changes and continuities in these relationships? What did the Europeans want in each area of the world? How was the European trading systems different from the earlier systems involving Dar-Al-Islam? What effects did these contacts have on the Europeans? On the societies contacted? You might want to make a chart of these causes and effects. How did the patterns of world trade change from 1492 to 1914? The Europeans used the power of seas and oceans to control the export of specific products. They had products such as pepper, cinnamon, and nutmeg. They regulated commerce with Asian trading network that stretched from ports of the Red Sea to South China. Many European seafaring nations were involved in South and Southeast Asia and was based on trade. The European powers struggled to find the most profitable ways to get things that they wanted from Asia. Most of the Europeans went to Asia to find Christian converts instead of personal gain. Also some stayed to live in coastal enclaves, but trade and commercial profits let Europeans explore, fight in wars and have a hard time to live in Asia in nearly the first century of European overseas expansion. Africa also used their African coast to trade with China and the New World. 80 percent of Africans died in middle passage voyage from African to the New World. Many people died in trading because people began getting infected with disease and spread them. Everywhere in West Africa was the region influenced by trans-Atlantic slave trade. The East Coast of Africa traded along the Indian Ocean with many Ottoman Turks. Some continuities is that we use some of the same patterns of trading throughout 1492-1914. For example, we still use the availability of oceans and seas to trade along the coasts of countries. But there were many changes as well. During the 1800s and 1900s, technology became more advanced. This led to easier ways for trading. Africans traded for ivory, gold, and especially slaves, with the New World. The slaves were forced to go to the households to work. Some places that had many slaves are Arabia and many areas of the Middle East. Europeans also took many slaves. Europeans always needed slaves to go work on their plantation colony. The East African coast was the area that supplied the most slaves. They shipped the slaves off to any country that had something in return for the Africans. Europeans established many plantation style colonies on islands such as  Mauritius (located in the Indian Ocean) but they always depended on the East African Slave trade. Slavery became a prominent feature of the east African coast and the slave trade from the interior to these plantations and to the traditional slave markets of the Red Sea kept going till the end of the 19th century. The effect on the Europeans was that they were making many plantations and were able to make a lot of money with the other countries that they were in contact with because they traded their plantation for other expensive goods. Dar al Islam was different from Europe because in order for them to trade their plantation and crops, they had to work on it to make it grow. Unlike the Europeans, they have slaves doing the work for them. After the good results of the Europeans, other countries bought slaves, knowing that they would have more done, and more goods to trade. 17. The industrial revolution is a major concept in terms of the world history. What factors were necessary to have an industrial revolution? Where did it begin? Where did it spread? How did it change patterns of economic, social, and intellectual interaction? What advantages and disadvantages did it bring? Compare the changes brought by the Industrial Revolution of the nineteenth century with those brought by the movements toward Globalization of the twentieth century.. For an industrial revolution to take place Business Leaders, labor sources, natural resources, Inventions Innovations, and in Britain the 2nd Agricultural Rev, factory systems, economic philosophies, and capitalism + enlightenment ideas combined. The industrial revolution started in Britain with the 2nd agricultural revolution (Enclosure movement and Urbanization). The industrial revolution spread through much of Europe, especially Belgium, France, and Germany as well as Japan and the United States. Intellectual interactions increased with the spread of new ideas and a lot of new inventions to better life and contribute to the industrial revolution, such as the domestic system, the steam ship and the steam-powered locomotive. Patterns of economic and social interactions also increased by not in a good way, social the government controlled everything that society did and owned most of everything and economically patterns decreased among the population and focused to land owners or factory owners. Innovations such as the telephone, combustion engine, radio, airplane, the system of interchangeable parts and  the assembly line. The advantage was huge money to land owners and factory owners, new technologies making Britain, at the time, the hegemony. The disadvantage was that is cause massive poverty amongst the majority of the population, pollution and families being torn apart. The changes in the Industrial revolution brought great money and power to that country of the time, and eventually led the nation to be prosperous, although globalization now is making the world smaller, giving pollution causing environmental problems and making life economically dependent. 18. Make a list of the ways that the industrialization was related to the Imperialism and to Nationalism. Then illustrate each of the items on your list with examples from the experience of Russia, France, and the United States, Great Britain, the Ottoman Empire and Mexico. * Makes the people work together: In Europe, urbanization occurred and for the domestic system to work, people had to cooperate with each other. * Gave women a little bit of more rights: In Europe, women were allowed to work in factories but they were under horrible conditions. * Increased trade for foreign resources: Europe colonized nations on every other continent in the world to get raw materials. * Influenced ideas: Ideas came such as communism, socialism, neocolonialism, and Marxism * Brings more technologies: Some technologies that were developed was the flying shuttle which sped up the weaving process in 1733. In 1763, John Hargreaves invented the spinning Jenny which was capable of spinning vast amounts if thread. In 1793, Eli Whitney invented the cotton gin, which allowed massive amounts of cotton to be quickly processed in the Americas, and exported to Europe. Also, the telegraph which was invented in 1837 by Samuel Morse, allowed people to communicate across great distances within seconds. The telephone, which was invented in 1876 by Alexander Graham Bell. Thomas Edison invented the light bulb in 1879. The internal combustion engine was invented by 1885 by Gottlieb Daimler. Marconi Guglielmo invented the radio in 1890s and Orville and Wilbur Wright invented the airplane in 1903. * Helps the people: To all the countries that industrialized, this helped manual labor from the people to convert the labor into machines. * Rapid shift in economy: All economies boosted because of all the progress it made * Countries engage in war: Countries were getting more powerful and others wanted to be the  same. Some examples of wars because of nationalism were World War I and World War II. * Changes in social structure: Throughout history, the wealthy class was small and the poorest class was huge. But industrialism twisted it around, members of the working class saw factory owners gain wealth quickly – at their expense. The owners didn’t inherit their position, but achieved success by exploiting their workers, and the workers knew it. * Rebellions take place: They took place because of change. * 3 groups of people come about: Conservatives, Moderates, and Radicals. Conservatives don’t want change, Moderates are fine with whatever happens and Radicals want change. * Forces the country to gain a lot of power: the country gains a lot of wealth and tends to have more power and control over other countries created colonies. * Some countries gain independence: Countries in North and South America gain independence like America in 1783, Paraguay in 1811, Uruguay in 1811, Chile in 1826, Argentina in 1816, Ecuador in 1822, Colombia in 1815, and Venezuela in 1821. * Impact on environment: Industrial Revolution created pollution and gobbled up a lot of natural resources 19. Analyze changes in gender and social structure in the following regions: United States, France, China, India, Ottoman Empire/Turkey, and Brazil from 1750 to today. Throughout history the majority of societies were base upon male dominance, a patriarchal society. Usually this was because back in the stone ages many societies were nomads, or they were societies involved and agriculture and women were not looked at highly. This is because women were expected to stay home and cure for the kids or take care of the house while the males would go out and make sure there is food for the family when they get back and this is what made males more dominant over females knowing that without the males getting food survival would be extremely tough. However throughout time some societies became less agricultural such as the United States throughout times such as during World War I. During the war all the men were sent off to serve and fight for their country and the only people back home were females and eventually females started to run there own business and gain some sort of importance and if it weren’t for them the United States would’ve been in a completely different situation when the men returned home from war. In spite of the males having all the dominance over females when they returned home from war they expected women to give up what they have accomplished and hand  it over to the men. Of course it all seemed unfair to the women but there was not too much they could do, but this is how the societies change socially. The geography and society situations usually reflect upon the social structures within empires, kingdoms, countries etc. 20. Make a chart outlining the content, strengths, effects, and limitations of each of the following intellectual systems of thought: Adam Smith – The wealth of Nations Karl Marx – The communist Manifesto Isaac Newton – The Principia Explain why each of these works is the product of Western and Enlightment thinking. Intellectual systems:| Content:| Strength:| Effects:| Limitations:| Adam Smith- â€Å"The wealth of Nations†| Private ownership| Economic prosperity and fairness| A free market system| Governments were removed entirely from regulation (laissez-faire capitalism)| Karl Marx- â€Å"The communist Manifesto†| Working class could eventually revolt and take over means of production| Helped better the conditions of the workers and the amount of hours they worked | In England a group of workers called luddites destroyed equipment in the factories in the middle of the night to protest working conditions and pitiful wages| All the instruments of power- the government, the courts, the police, the church-were on the side of the rich against poor| Isaac Newton- â€Å"The Principia†| Where he invented calculus| Proved the theories of Copernicus, Galileo, Bacon, and others| Proved that the sun is the center of the universe| Helps scientists prove experiments but doesn’t necessarily mean or give the right answer | Each of these works is the product of Western and Enlightenment thinking as the Age of Enlightenment refers to a period of time in Western culture and philosophy where reason was advocated as the best and surest way to obtain the truth.

The Place of Morality and Government in Low Value Product Development :: Economics Economy Business Papers

The Place of Morality and Government in Low Value Product Development A company is fundamentally in business to make money. There are many so called "low value products" that could prove extremely beneficial to a large number of people, but are not likely to be profitable from an economic point of view. This situation creates a complex problem that incorporates economics, morality, private industry, individuals and government. It is always interesting and difficult when big business, government and ethics are thrown together, and this problem is no exception. First, it needs to be established whether the low value product the company is considering developing might not turn a profit, or if it definitely will not be profitable. If there is a reasonable hope that the product is at least a break-even proposition, the company is much more apt to consider it than if it is certainly going to result in the loss of money. All of this, including the moral aspects of the question, has to be understood within the context of economics. A company is simply not going to do something out of the good of "its" heart, just because it is "the right thing to do". A company must be convinced that by investing their time and money into a certain product's development, they will directly or indirectly profit from it. Thus, all incentives aimed at getting a private company to bring a product to market that will benefit the public, must in some way benefit the company. There is certainly a moral obligation for developed countries to at least attempt to assist those of the third world, but the burden may not lie with private industry. Before turning to the issue of how to get private industry to invest in low value products, the role of government needs to be explored. The government's role as a provider of incentives will be explored later, but it's also necessary to look at the possibility of government acting as the lone low value product developer, leaving private business out of it. This can be broken down even further: the governments of underdeveloped and developed countries providing for their own people, or the governments of developed countries providing for the common good of all countries. A government is set-up fundamentally to act for the common good of that nation's people. Thus, the government of a country, whether developed or third world, has a moral obligation to do everything in its power to provide for its people, including prov iding research funding for the development of these low value products.