The Sociological Imagination Utilizes - Free Essay Example

Sample details Pages: 3 Words: 813 Downloads: 7 Date added: 2019/05/07 Category Sociology Essay Level High school Tags: Sociological Imagination Essay Did you like this example? The sociological  Ã‚  Imagination Made up of 10 chapters and divided into three separate sections. The first section and most of the book is about contemporary sociology. The second section is based on classical social science and explains the significant principles involved. The last section clarifies the politics and why it is urgent. Mills was writing at a time when sociology was fairly new in the United States. Not many university or college even had a sociology department. Sociologists at the time effectively discussed how to teach and explain what is intended to know sociology. It was important to come to an understanding. Millss book is a critical point in history outlining trends throughout. It draws in key sociological masterminds of the twentieth century. The book gives a look into sociologys future and had a big influence on sociologist of this time. Don’t waste time! Our writers will create an original "The Sociological Imagination Utilizes" essay for you Create order In the book Mills is trying to show how a person is able to develop reason based on outside information. Mills defines the sociological imagination as the vivid awareness of the relationship between experience and the wider society. Being able to see things socially and how they interact and impact each other. The sociological imagination utilizes four similar factors to help sociologists see things from a different viewpoints: Historical, cultural, structural and critical. Most issues in peoples lives are rarely ever personal. These individual issues are issues experienced by an extensive population of people in society. Numerous individual issues are social issues camouflaged by selfishness. The distinction between an individual and societal issue in an individual are the inconveniences a person encounters and the issues a whole society encounters that could undermine its structure. A normal person may get discouraged about being jobless and acknowledges it as their very own inconvenience. If there are thousands of other individuals also unemployed, Mills argues it should then be treated as a public issue. These problems are interwoven with a large-scale of society where government policy might be included as a public issue. For instance, drinking tea. Drinking tea is an example of sociological imagination. Drinking tea can viewed as a methods for keeping up your wellbeing, such as taking daily vitamins. It could be viewed as a custom, tradition or ritual because some individuals drink tea ceremonially every day at a specific time. It could be viewed as a medication since it contains caffeine, and the consumer of the tea may have a kind of dependence. It could also be seen as a social activity as well. Another example is divorce. On the off chance that just a couple of separations happen inside a society than it tends to be viewed as individual inconveniences of only the people involved. If many individuals are getting divorced each year than it tends to be viewed as an open public issue where foundations like marriage, law and media are considered a bigger issue of society. Mills specified two schools in the book, the first school is the grand theory and focuses on the influential Harvard sociologist Talcott Parsons. Making speculations about what all humans do. Mills sees Parsons is the prime case grand theory. There are two fundamental issues of this theory, the first is that it is confusing in its dialect, utilizing enormous words and long entries when the thoughts are straightforward and could be passed on easier. The basic cause of grand theory is the initial choice of a level of thinking so general that its practitioners cannot logically get down to observation. Cannot explain the problems people have or how to fix them. The second school, abstracted empiricism This school is the school of of polling and is fixated on surveying individuals and collecting public opinion. But this surveying only sometimes works. Mills clarifies why individuals think the way they do. Polling can tell you someones opinion, but it cant tell you what is persuading it. Mills thinks this technique systematize research and stops people from critical thinking. As a result, transforms sociology into a bureaucracy. Sociology takes on the bureaucratic ideals of efficiency instead of truth. Sociology of this kind helps bureaucracies ­ and not the people. Sociology is made up of biography, social structure, and history. Biography refers to the personal problems people face in what Mills calls milieu. Social structure refers to institutions like family, the work environment, and political gatherings and how they are connected. History is how not all social orders are the same. Dependent on when, where, and how they shaped. Sociology asks questions that incorporate biography, social structure, and history. It connects the smaller picture with the bigger picture. Sociology enables him or she to comprehend their place in their reality, and thus, how to change the world. If abstracted empiricism is bureaucracy, classical social science is democracy. It frees men to consider their reality, to pick up a viewpoint on it that enables them to change their conditions.

The Transformation Of Relationships Is Truly A Miracle

The transformation in relationships is truly a miracle. It is beautiful when God is integrated into the connecting of one-another. The structure of a healthy and strong relationship is based on communication, supporting, and learning to forgive each other. Although, the topic of relationships is a little challenging for me because I am single and I have been single for a long time. My experience went from a teenager to a mother. For the last eighteen years I have dated off and on without commitments. The connections that I endured did not last because of different reasons. As a single parent, working three jobs, and a student, I never have the energy or focus to build or create something beautiful with someone; however, I also feel I have not met the right person. Nevertheless, when I do meet the man God has for me, I will honor the relationship and do everything in my power to stay in love every day. When I see couples that are in love, it gives me hope that someday I will experienc e that happiness. When I see couples that are bickering at each other, I remind myself of the happiness of being single. According to the text, regarding the ice cube tray, the disagreements are common in marriages. The smallest annoyance is enough to initiate a battle. The battle will not last if there is love. The disagreement becomes lessened when the reaction of love is displayed in a manner of trust and kindness, especially when God is at heart. Divorce versus commitment per the read,Show MoreRelatedHistory, Religion Has Ruled Villages, Cities, And Empires1766 Words   |  8 PagesKincaid Dwyer Roland Millare Honors Theology III 12.1.17 Eucharistic Miracle Throughout history, religion has ruled villages, cities, and empires. Thousands of laws were created as a result of religious beliefs. Many have fled countries to escape religious persecution and many have died in pursuit of their ideology. While these individuals have stood firm in faith, others have lived a life of doubt and uncertainty. Most surprising, however, would be the hesitation of belief in those monks and priestsRead MoreJane Eyre by Charlotte Bronte1125 Words   |  4 Pageshears Rochester’s voice. This was not some sort of random occurrence or miracle, but it is the productivity of nature. In some way his voice expresses Jane’s inner being, speaking for Jane’s self not only her emotions but also for her deepest goals and aspirations. St. John represents suppression, onus, and an approach expressing the morality of complete grace. St. John forced Jane into to his own realm of grace. Jane never truly acknowledges why she left Rochester in the first p lace. To the readerRead More Dealing With Death Essay1434 Words   |  6 Pagesof undergoing a serious life-altering incident, one often experiences the feeling of a paradigm shift. 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Buddhism And Confucianism Essay Example For Students

Buddhism And Confucianism Essay Throughout history, great civilizations and people have risen and fallen, and during their fleeting existence, religious activities have assumed important functions in those societies. Confucianism, Buddhism, and Islam, are three legacies left by great men, which still have a profound affect on society. Like with all human inventions, though, these three philosophies are all relative to each other : They are comparable in their simplicity of beliefs, the emphasis they placed on the role of women within their society, and the transformation into different sects in later years; but differ from each other in their emphasis in each field respectively. The basic doctrines of these three philosophies can be readily compared with each other. They each carry their tenets in a basic, simple format which is easy to understand and follow. Their beliefs also provide an ethical code encompassed within their beliefs, and each has an objective to attain through simple means. In Buddhism, the fundamental beliefs are to recognize life as cycle of birth and rebirth, and to overcome this cycle to attain Nirvana. The fundamental beliefs of Buddhism are contained in The Four Noble Truths, which are : 1. Life is suffering, 2. Suffering is caused by desire, 3. The way to end suffering is to end desire, 4. The way to end desire is to avoid the extremes of a life vulgar materialism and of self-torture, and to follow the Middle Path(Eightfold Path).1 Following the Middle Path, to Buddha is the way to overcome the painful cycle of life, and are relatively simple practices. They are thus: 1.Right understanding, or views: recognizing that material security does not bring peace of mind and that rituals do not erase the effects of pass acts; 2.Right motives: the quality of the drive behind the thinking and being free from carnal thirst, malevolence, cruelty, etc.. .; 3.Right speech: not indulging in cruel and harsh talk, thereby being able to establish a link between right motives and right action; 4.Right action: any actions that proceed from an unobstructed mind. This also includes abstaining from unwholesome actions and performing those which are beneficial; 5.Right means of livelihood: the idea of not harming living things through any means, and to abstain from indulging in anything which would cloud the mind; 6. Right effort: efforts taken to encourage the development of of the other paths and to discourage any hindrances; 7.Right mindfulness: to prevent the excessive development of of one path at the expense of another; 8.Right meditation: to quiet the mind and present true pictures to the mind of any hindrances to the Middle Path.2 The Middle Path, as seen above, is an ethical code for a relatively simple life of performing good deeds, not harming yourself and others, and maintaining ethical thoughts and frame of mind. By following the Middle Path, a person would eventually reach enlightenment and be able to achieve Nirvana. To the Buddha, Nirvana is the extinction of self hood and a final reunion with the Great World Soul3. Similar to Buddhism, Islam is also a simple faith with simple teachings, with an easily obtainable objective. Islams beliefs though are held in a monotheistic framework ,and in what is known as the Five Pillars of Islam. The supreme deity of Islam is Allah and obeying the will of Allah is done by following the Five Pillars of Islam. They are thus: 1.Every Muslim must utter There is no God but Allah and Mohammed is his prophet; 2.Every Muslim must pray five times a day and publicly on Friday at noon; 3. Every Muslim must give alms(charity) to the poor and unfortunate; 4.During the holy month of the Ramadan, every Muslim must fast from dawn to sunset; and 5.Every Muslim must make a pilgrimage to .u413d04abcd6e3f4232b8e115bce6e686 , .u413d04abcd6e3f4232b8e115bce6e686 .postImageUrl , .u413d04abcd6e3f4232b8e115bce6e686 .centered-text-area { min-height: 80px; position: relative; } .u413d04abcd6e3f4232b8e115bce6e686 , .u413d04abcd6e3f4232b8e115bce6e686:hover , .u413d04abcd6e3f4232b8e115bce6e686:visited , .u413d04abcd6e3f4232b8e115bce6e686:active { border:0!important; } .u413d04abcd6e3f4232b8e115bce6e686 .clearfix:after { content: ""; display: table; clear: both; } .u413d04abcd6e3f4232b8e115bce6e686 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u413d04abcd6e3f4232b8e115bce6e686:active , .u413d04abcd6e3f4232b8e115bce6e686:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u413d04abcd6e3f4232b8e115bce6e686 .centered-text-area { width: 100%; position: relative ; } .u413d04abcd6e3f4232b8e115bce6e686 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u413d04abcd6e3f4232b8e115bce6e686 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u413d04abcd6e3f4232b8e115bce6e686 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u413d04abcd6e3f4232b8e115bce6e686:hover .ctaButton { background-color: #34495E!important; } .u413d04abcd6e3f4232b8e115bce6e686 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u413d04abcd6e3f4232b8e115bce6e686 .u413d04abcd6e3f4232b8e115bce6e686-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u413d04abcd6e3f4232b8e115bce6e686:after { content: ""; display: block; clear: both; } READ: Cancer EssayMecca at least once in their lifetime.4 Along with the Five Pillars, Muslims(followers of the Islam faith) must also abstain from eating pork, gambling, drinking alcoholic beverages, and engaging in dishonest behavior. These rules are the basic laws a Muslim must obey, and they do not require too much effort from the individual or put a strain on the individual. By following them and by obeying the will of Allah, a Muslim is guaranteed a place in an eternal paradise filled with sensual delights. This eternal paradise is the objective of those who are faithful to Allah and Islam. Confucianism is also similar to the others, in its simplicity in teachings and adherence. First Confucianism deals with the rational cosmic order and the organization of worldly affairs. Confucian belief is that all humans were endowed with their .

Location Analysis for BestBet Store

A trade area can be described as a geographic area that can be ascribed to a specific shopping centre, and that is primarily determined by its capability to attract customers given the obstructing or enhancing factors (Understanding Trade Areas para. 1, 5). A trade area is further divided into primary, secondary, and tertiary trade areas depending on the customer base and/or rate of spend.Advertising We will write a custom essay sample on Location Analysis for BestBet Store specifically for you for only $16.05 $11/page Learn More BestBet store is located 30 KM from Shanghai city, in the junction of two major roads leading to three middle class suburbs with an aggregate population of around 45,000 residents. One suburb is 3 KM westwards of BestBet store, while the second is 4 KM westwards on the same highway. The third suburb is at least 3 KM on the northern side of the junction, but it is in another administrative district. High-rise residential building s are sprouting up within the expansive area adjacent to the junction, but most of tenants there commute to Shanghai on daily basis for work-related duties. It is believed that the junction is home to some 10,000 residents, but most of them work in Shanghai. On the east side of the junction, some 10 KM from the physical location of BestBet, there is an expansive residential complex believed to be home to at least some 25,000 high-class residents, but is separated from BestBet store by a lake. Based on the above analysis, the primary trade area would be the area adjacent to BestBet store where high rise residential buildings are sprouting up, the secondary trade areas would be the middle class suburbs located on two major highways originating from the junction, and the tertiary trade area would be the expansive residential complex separated from the BestBet store by a natural lake. The boundaries in this analysis consist of the administrative districts, the lake and the two highways. BestBet will benefit from customers depending on the availability of boats to cross the lake, traffic and transport charges on the two highways, and the northern administrative district customers’ perceptions of buying products from BestBet’s administrative area. The population living in the primary trade area, in my view, does not provide the most potential for the store due to the fact that there is a considerable proportion of the population who buy commodities from the city since they commute there on daily basis.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, this population still forms the primary trade area depending on the high number of customers that originate there when compared to the other areas. In my view, more needs to be done, particularly in advertising and marketing strategies, to appeal to the customers residing adjacent to the store to buy produ cts from the store rather than buying from Shanghai. The store’s marketing executives can also do much more in reaching out to the secondary trade areas identified since they have the numbers needed , not mentioning that they are well connected by the two highways and are within a short distance from the store. Upon analyzing the site, it is safe to argue that it is a good location for conducting business when population figures, social-economic status of the residents, and the infrastructure are taken into consideration. In terms of the population, it is clear that an estimated 70,000 people reside within a 10 KM distance (maximum) from BestBet’s physical location. In theoretical terms, more customers directly translate into more sales. The suburbs can be categorized as middle and high class, implying that the people who reside there have high spending behaviors. This is a positive point for a supermarket business. Lastly, the store is at the junction of two major hig hways, implying that the store can be conveniently accessed and the traffic flow is good. Works Cited Understanding Trade Areas. (n.d.). Web. http://www.directional.com.au/. This essay on Location Analysis for BestBet Store was written and submitted by user Stanley Daniel to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Inequality and Development

Inequality and Development Introduction Development is slow but gradual process that is marked by changes in lifestyle, processes, technology, policies and other aspects that affect human life. Human beings desire to use modern technology to ensure there is efficiency in production processes. In addition, they hope to move very fast from one place to another and access information within a very short period (Muilanovic 27).Advertising We will write a custom essay sample on Inequality and Development specifically for you for only $16.05 $11/page Learn More These and other aspects of modern societies propel people to use various ways of ensuring that they are placed in strategic positions to acquire wealth, power and influence that will help them to control others. This has led to inequalities in various spheres and there are fears that competition for the available limited resources will push people to use unethical and illegal survival tactics. Inequality occurs in various forms, incl uding social, political and economic and each of these aspects has significant impacts on the society. This essay presents different ways that show the impacts of inequality on development. Definitions Inequality refers to unproportional and unfair allocation, access, distribution and provision of social, political and economic resources to people (Duflo 9). This means that this term covers all aspects that show unfair consideration given to people of a particular group. This vice makes some people to be perceived to be more special than others yet this is not supposed to be the case. Equality exists when fair measures are used to allocate people resources and ensure every person gets what they deserve. Development refers to the progress made by individuals and is usually marked by improving living conditions, infrastructure, economy and access to quality social services (Duflo 11). Development is measured by comparing events and situations between two or more societies during diffe rent periods. This aspect may be positive or negative depending on its impacts on the society. Negative development means that the society is experiencing serious challenges in promoting equality among its members. On the other hand, positive development means that people have equal and reasonable access to resources and thus nobody violates their rights and freedoms (Greig 32). Growth refers to visible changes that occur in the society as a result of equality or inequality and how their impacts on people. Inequality has serious impacts on growth and development and that is why nations and individuals have established various ways of eliminating this vice.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Types of Inequalities There are three types of inequalities in all societies and their causes and effects are similar. These classes originate from the issues that create differenc es among people, and that is why they are named after their subjects. Social inequality presents issues that affect people at the family and community level and this means that it is concerned with how people interact with others (Stewart 41). This includes gender, sports, communication, jobs and roles of different members in the society. Economic inequality involves unfair allocation of factors of production and resources that are important in increasing food production, creating employment opportunities and improving economies of nations. Political inequality refers to the unfair preferences that exist in the allocation and distribution of power within a region. This includes appointments, initiation of development projects, diplomatic relations, and other aspects that regulate government activities. The impacts of these inequalities may be similar or different depending on their occurrence, victims and conditions that promote them. Impacts of Inequality on Development The segment ation of aggregate demand in an economic system is a significant impact of inequality in the economy of a society. People in the middle class struggle to fit in the superfluous consumption groups and this force them to strain their budgets at the expense of basic needs like proper food and shelter. This group earns a low income, but cannot be satisfied with the way it lives. Therefore, it has to seek for various ways of ensuring that it does not fall into the low class category by struggling to emulate the behavior of the upper group. High consumerism usually takes place in regions that are close to poor and marginalized communities that have poor standards of living and cannot get proper food, medical attention or clean water (Muilanovic 33). The desire for secondary goods by the middle and upper classes and that for basic needs for the lower category triggers an imbalance between consumption and demand. This leads to wastage and misuse of resources by the rich and this undermines social cohesion in the society. The irritating consumerism of the rich and the shortage of basic needs in low income societies lead to the multiplication of conflicts between the rich and poor. In addition, it leads to increase in insecurity because the poor will struggle to get what they can afford through criminal activities like mugging, robbery and corruption (Sicherl 71). The existence of democratic governance becomes impossible because the marginalized groups will resist attempts to persuade them that the government has their interests at heart.Advertising We will write a custom essay sample on Inequality and Development specifically for you for only $16.05 $11/page Learn More Irresponsible environmental destruction practices will increase because the poor and rich populations will be struggling to utilize resources, particularly, non renewable to satisfy their needs. The structure of the production system will be affected by unskilled laborers becaus e of lack of money to pursue specialized training. It is very difficult for a society to develop if it cannot provide equal resources and opportunities for its people. Secondly, the supply and production system of a society will suffer if it allows inequality to exist. The high consumerism of the middle and upper classes and the high poverty levels of low income earners generate a low demand that cannot consume the goods produced by production systems that aim to expand their operations. This causes an imbalance between the level of consumption of goods and services and what the society produces. The market for goods and serviced produced through modern technology lack market and this exposes producers to stunted growth and some of them may be forced to close their companies (Kuznets 20). Development is blocked when investors spend a lot of money in production yet they cannot recover their capital because of low demand for their goods. In addition, there are possibilities of the dev elopment of a segmented demand that pushes production systems to produce goods and services that satisfy the few individuals that can afford to pay for expensive products. This enshrines a defective social stratum that protects the interests of those that have money to buy expensive goods. The middle and lower classes are usually forced to struggle to meet the high standards set by the bourgeoisies or recede to poverty and desperation. At the same time, the low middle-income earners limit the development of their production system because they constrain their producers to produce goods that meet their demands (Greig 44). Therefore, they cannot sell their products to the affluent communities because of their poor quality. In addition, producers at this level do not benefit from economies of scale, specialization, improved technology and skilled employees because they have inadequate capital to expand their operations. Therefore, a significant part of an enormous production potential will be sterilized at the bottom of the social pyramid. Capital formation will be limited to the production units that serve the upper class that has a dynamic market. Therefore, economic growth becomes stunted because of misdirected production capacity that will not produce adequate income to spur development. In addition, few businesses become capitalized and this restricts income distribution and the ability of a society to increase employment opportunities (Kloby 69). Therefore, social stability is affected because of inequalities and this compromises the security of citizens. These aspects become unstable and this threatens the survival of democratic governance.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, societies that have inequalities have low levels of savings and investments. Income and asset ownership inequality means that the upper class (usually very few individuals) recycles resources that should be invested in productive activities. They invest a significant part of their resources in speculative activities like hoarding and smuggling that are usually profitable compared to legal investments. The proletariats will be forced to buy their products at whichever price the bourgeoisie will deem necessary because they do not have alternatives. Secondly, this practice concentrates resources in the affluent sectors and this spurs consumerism and wastes resources that should be used for development purposes (Stewart 63). Economies should recycle resources by allowing money to move from one individual to another and create utilities. However, inequality concentrates money surpluses in a few hands and this reduces chances of recycling maximizing returns. People save their mo ney and use it for speculative activities that slow development in societies. These practices enable assets, income and savings to concentrate and be controlled by a few individuals and this prevents people from participating in economic activities that spur development because of limited resources and investment opportunities. In addition, they cause mismatches between production abilities of an economic structure and demand that arises from legal earnings and interests (Kloby 720. Therefore, the bourgeoisies will always have chances to manipulate financial institutions for their selfish interests and this creates favorable conditions for the occurrence of recurrent economic crises. In addition, science and technology are indispensable aspects that spur development in societies. These issues represent powerful leverages of contemporary growth because they enable people to simplify production processes. Market opportunities and scope expand permanently when people use discoveries an d innovations to improve their investments and enhance productivity. Science and technology focus on the expansion of knowledge and understanding various issues and this leads to efficiency in production processes. This means that market for sophisticated technology and skills will expand and fetch good returns because people hope to improve their investments (Pritchet par. 4). Therefore, they will invest their resources and concentrate them on technological aspects to ensure that they are able to defeat their competitors. They ignore social and environmental needs that are important in determining the future of people living in low income areas. The need to explore scientific innovations is usually driven by motivations to control the instruments of economic production and not maximization of returns and income. Therefore, the requirements of concentrated markets condition the scientific and technological results that are expected to benefit the society. Few individuals gain at the expense of environmental degradation, displacement of populations and a reduction of arable land in poverty stricken regions. Social cohesion, security and proper governance are indispensable issues that enable societies to develop. Equality means that all members of the society get equal burdens, efforts and results of their actions. However, some groups, especially the upper and middle income earners, do not take their responsibilities and they dump onto the poor the costs they are supposed to bear. It is very disturbing that they are the ones who get and enjoy the largest portion of the results of economic activities in their societies. Those in power use subtle mechanisms that cannot be understood by the poor that are usually illiterate, unskilled and inexperienced to perceive legal and economic interpretations. These uncouth mechanisms include regressive tax systems that ensure the cost of producing goods is met be consumers and differential access to learning and health care institutions (Kuznets 59). In addition, some of them withhold information about public work contracts or investment opportunities because of their proximity to influential politicians, investors and businesses. Social inequality brings different standards of living within a society by giving some people greater opportunities while neglecting others. This causes resentments and misgivings in societies that are supposed to be united; therefore, they hardly make any progress because of poor social cohesion that discourages dialogue and meaningful interactions. There is no way a hungry person can sit on the same table with an individual that has never understood the meaning of hunger. Social cohesion is weakened when oppressed individuals struggle to balance their lives with those of the upper and middle classes. Conflicts between the rich and poor become a daily routine and this creates enmity in the society. Therefore, it becomes difficult for a society to develop if its members have unsettled differences and each group thinks that it deserves better treatment than the other. Lastly, sustainable development is important in ensuring that societies achieve their objectives and everybody has access to quality and adequate goods and services. Inequality enables few individuals to control all factors of production and thus the poor have little say in development matters (Pritchet par. 7). However, sometimes governments and institutions intervene in these situations and offer loans or incentives to individuals to offset economic imbalances. It is necessary to explain that these loans are serviced by tax payers and this means that there is no rational for exposing them to unnecessary budgets when they are unable to afford basic needs. In addition, the bourgeoisies are the ones that control financial institutions and the interests gained on loans are shared with them because they are usually the majority shareholders in banks. People over borrow money from financial ins titutions and this means that they will have nothing to invest in income generating activities (Sicherl 86). The artificial maintenance of demand and supply balance is sustained by successive borrowing that exposes individuals to risks of bankruptcy. Societies cannot develop if they keep depending on loans to offset inequalities between the rich and poor. Conclusion Inequality hinders development because it limits investments and wastes the production potential of individuals and nations. In addition, it hinders small businesses from enjoying economies of scale and this means they will continue to produce cheap and poor goods. Moreover, it promotes irresponsible consumerism and creates conflicts between the rich and poor. Lastly, it destroys the environment and force people to rely on high interest loans to access quality education and medical services. Duflo, Esther. Women Empowerment and Economic Development. New York: National Bureau of Economic Research Press, 2011. Print. Grei g, Alastair. Challenging Global Inequality: Development Theory and Practice in the  21st Century. Basingstoke: Palgrave Macmillan, 2012. Print. Kloby, Jerry. Inequality, Power, and Development: Issues in Political Sociology. New York: Humanity Books, 2003. Print. Kuznets, Simon. Economic Growth and Income Inequality. New York: Wiley, 2012. Print. Muilanovic, Branko. The Haves and the Have-Nots: A Brief and Idionsyncratic History of  Global Inequality. New York: Basic Books, 2012. Print. Pritchet, Lant. â€Å"Divergence, Big Time†, Journal of Economics Perspectives. 31 Oct. 1997. Web. www.cas.umt.edu/econ/documents/courses/advecondev/prichett Sicherl, Pavle. World Inequalities in Human Development Index. New York: CreateSpace Independent Publishing Platform, 2014. Print. Stewart, France. Horizontal Inequalities: A Neglected Dimension of Development:  Center for Research on Inequality, Human Security and Ethnicity. Oxford: University of Oxford Press, 2011. Print.

Spoken English - Definition and Examples

Spoken English s Definition: The ways in which the English language is transmitted through a conventional system of sounds. Compare to written English. Spoken English, says linguist David Crystal, is the more natural and widespread mode of transmission, though ironically the one which most people find much less familiarpresumably because it is so much more difficult to see what is happening in speech than in writing (The Cambridge Encyclopedia of the English Language, 2nd ed., 2003). In recent years, linguists have found it easier to see what is happening in speech through the availability of corpus resourcescomputerized databases containing real life examples of both spoken and written English. The Longman Grammar of Spoken and Written English (1999) is a contemporary reference grammar of English based on a large-scale corpus. The study of speech sounds (or spoken language) is the branch of linguistics known as phonetics. The study of sound changes in a language is phonology. See also: Speech (Linguistics)ColloquialConversationConversation AnalysisDialogueKey Events in the History of the English LanguagePresent-Day English (PDE)Standard EnglishVernacularWhat Is Standard English? Examples and Observations: Academic Bias Against Spoken English[L]inguists have inevitably had a long-standing and intensive contact with standard English. The nature of standard English as primarily a written variety, together with the immersion of academics in written English, does not augur well for their recognition of structures that may be more typical of spoken English than written English.(Jenny Cheshire, Spoken Standard English. Standard English: The Widening Debate, ed. by Tony Bex and Richard J. Watts. Routledge, 1999) The Relationship Between Spoken and Written English[I]n the course of the languages history, the relationship between spoken and written English has come nearly full circle. Throughout the Middle Ages, written English predominately served transcript functions, enabling readers to represent earlier spoken words or (oral) ceremony, or to produce durable records of events, ideas, or spoken exchange. By the seventeenth century, the written (and printed) word was developing its own autono mous identity, a transformation that matured in the eighteenth, nineteenth, and first half of the twentieth centuries. (However, through at least the end of the nineteenth century, spoken rhetorical skills were also seen as critically important to people with social and educational aspirations.) Since World War II, written English (at least in America) has increasingly come to reflect everyday speech. While writing on-line with computers has hastened this trend, computers didnt initiate it. As writing growingly mirrors informal speech, contemporary spoken and written English are losing their identity as distinct forms of language.(Naomi S. Baron, Alphabet to Email: How Written English Evolved and Where Its Heading. Routledge, 2000) Teaching IlliteracyOne main danger is that spoken English continues to be judged by the codified standards of written English, and that teaching pupils to speak standard English may, in fact, be to teach them to speak in formal written English. A test of spoken English may become a test of ones abilities to speak a very restricted codea formal English used routinely by dons, civil servants, and cabinet ministers. It is not very far removed from the language of formal debate. Such a view of spoken English can produce an artificial and unnatural English and can even promote a kind of illiteracy which is as damaging to users of English as not being able to write literate English; for to have everyone speaking and writing only one codea standard written English codegenerates an illiteracy almost as grave as would be the case if everyone were only able to use a local dialect.(Ronald Carter, Investigating English Discourse: Language, Literacy, and Literature. Routledge, 1997) Henry Sweet on Spoken English (1890)The unity of spoken English is still imperfect: it is still liable to be influenced by local dialectsin London itself by the cockney dialect, in Edinburgh by the Lothian Scotch dialect, and so on. . . . [I]t changes from generation to generation, and is not absolutely uniform even among speakers of the same generation, living in the same place and having the same social standing.(Henry Sweet, A Primer of Spoken English, 1890) The Value of Teaching Spoken English (1896)Not only should English grammar be taught with reference to the nature of language and the history of English, but it should also take account of the spoken, as distinct from the written, form. The reasons for this seem to me many and excellent. For instance, it is a misfortune that the English language makes its appeal to the educated mind, mainly through the written and printed form. The appeal to the ear and the appeal to the eye, which should strengthen one another, are thus distinctly separate and divergent. Our orthography encourages this separation. It is, therefore, the more important that textbooks of grammar should make some attempt to counteract this tendency.(Oliver Farrar Emerson, The Teaching of English Grammar, 1896) The Lighter Side of Spoken EnglishIf Opals goin to be a school-teacher, mebbe she wants summat to practice on, grinned her father.Oh, Pa, you mustnt say summatit isnt a word, remonstrated his daughter.Aint a word ! shouted her father with increasing excitement. Well, hear that! How do you know it aint a word?It isnt in the dictionary, said Opal.Shucks, disparaged Pa, whats the dictionary got to do with it? The words that git into the dictionary aint common talkin words nohow; theyre written wordsnobody puts talk into a dictionary.Why not? questioned Opal, astonished at her fathers apparent knowledge of the making of dictionaries.Cause why? Cause spoken words is too lively for emwho can go round and keep track of every word thats spoke? I can make up a hull mouthful myself, and no dictionaryll ever know anything about itsee?(Bessie R. Hoover, A Graduated Daughter. Everybodys Magazine, December 1909)

Human Resource Development as the Expansion of Human Capital in an Org Essay - 10

Human Resource Development as the Expansion of Human Capital in an Organization - Essay Example Therefore, this helps to provide competence and effectiveness in Human resources. An organization should start development programs and training in order to develop skills and competencies in its employees. Human resources development also brings about employee commitment. For employees to be committed to their jobs, they need to be well trained and efficient. This can only be achieved through Human Resources Development. Development opportunities and proper training help employees to feel committed to the organization. Human Resources Development also brings about job satisfaction. If well developed and oriented, employees tend to portray a higher degree of commitment. Development and orientation help to inspire employees for a better performance. In the long run, this brings about job satisfaction. Development of human knowledge through Human Resources development helps the employees to get career development opportunities. Career development involves personal development efforts. This can be achieved by matching development opportunities and training with the employee’s desires. According to Elevator speech 1 by Dimitri Taylor, Human Resources development improves a company’s with its knowledge about how human capital affects organizational success. Human Resources development equips managers with information on how they can improve the success of the organization through employees. Human Resources Development also ensures that there are safety measures in an organization. It does this by ensuring that the organization follows the U.S Occupational Safety and Health Administration regulations. Safety in the work environment may be achieved through maintenance of accurate records and work logs. Human Resources Development also ensures safety in an organization through the development of programs, which reduce the number of workplace injuries. Maintenance of safety in an organization is important because it ensures efficiency in the organization’s operations.

Land Law - Land lease Essay Example | Topics and Well Written Essays - 1500 words

Land Law - Land lease - Essay Example In Bruton v London & Quadrant Housing Trust1, have upheld the existence of contractual, non-proprietary rights lease where the landlord has no proprietary estate from which to grant a proprietary lease. However, it must be created in the proper manner and it must satisfy the definition contained in LPA 1925 s. 205(1)(xxvii). The 1925 scheme was reformed in 1986 (Land Registration Act 1986) and again by the 2002 Act, which has been accused of introducing yet more confusion to the law of leases. There are 3 kinds of lease, legal lease, equitable lease and tenancies by estoppel. Legal lease created by deed, this includes periodic tenancies (LPA 1925 SS. 52, 54). Due to the doctrine of Walsh v Lonsdale2, a contract for a lease operates as an equitable lease without any further action being necessary. The LP (MP) A3 1989 s. 2 supersedes s. 40 of the LPA 1925. A tenancy by estopple operates where the landlord has no title to the land when a lease is granted. The LRA 2002 has made substantial changes to the formalities required for leases, most of which require registration or protection on the land register. Three types of lease are recognised by the 2002 Act: Most leases, which fall outside the scope of compulsory first registration, can be enforced either if protected by a notice on the register or if they fall within the overriding category. ... Leases requiring protection by a notice on the register. Short leases, which override the register. Most leases, which fall outside the scope of compulsory first registration, can be enforced either if protected by a notice on the register or if they fall within the overriding category. The ultimate aim is for as many interests as possible to be entered on the registered. But Leases of three years or shorter cannot be protected by notice and so are 'only' overriding. Short leases (not exceeding seven years) can override the register. Where the tenant is in actual occupation, this protects his Leases on first registration (Sched. 1 para. 2), or on a transfer either under the 'old' law (LRA 1925 s.70 (1)(g)) or the LRA 2002 (Sched. 3 para. 2). In Street v Mountford4, Lord Templeman suggested that there are three characteristics of a lease, these are exclusive possession, a determinate period, for a rent or other consideration. Exclusive possession means that the tenant has control over any one who enters the premises and can exclude everyone, including the landlord. There will be no exclusive possession if: the landlord is entitled to move the occupier at any time from one room to another according to Westminister city Council v Clarke5, there was held to be no exclusive possession. Someone merely has exclusive occupation, such as a hotel guest or a student in a university hall of residence or a resident in a nursing home (Abbeyfield) (Harpenden) Society Ltd v Woods6; In Marcou v De Silvesa7 the agreement required the landlord to provide services. There may be exclusive possession even if: In Aslan v Murphy 8 the landlord retains a set of keys. In Antoniades v

Human freedom and the ten commandments Essay Example for Free

Human freedom and the ten commandments Essay When Jesus was asked, What must I do to inherit eternal life? , he replied: You know the Commandments, keep these and you will live. It has been said, that the Ten Commandments are not simple rules mandated by God, but rather, this set of rules is considered as a gift given to men in order for them to live the life that God has promised. Although the word â€Å"commandment†, by itself, imports something mandatory and obligatory, it must be understood that God has granted each one of his people freedom and independence to choose how he or she will act, and hence, human freedom is an important topic to be discussed alongside the Ten Commandments. It will be seen, that the kind of life that men live is simply a reflection of how he uses the freedom that he has been gifted with. A person can either live a life full of one spent as a good follower of God. Although some would say that it is a question of fate, destiny, or maybe even luck, the truth is that, a person lives a life based on his own choices and decisions. As have been stated, men have been gifted with freedom, and it is up to him how he will utilize this gift. Every person has different forms of needs and wants that have to be dealt with in everyday life. This is where freedom sets in. In allowing absence of restriction, God permits every individual the opportunity to shape his life. It has been stated that this is one risk that God chose to take. â€Å"God risked much in creating us humans with the freedom, now, to unleash horrendous nuclear disaster or to love our fellows across all boundaries. † (Grider, 1994). It is the freedom that each one has been blessed with that enables him to understand and appreciate the life that he has and all the beauty that comes with it. On the other hand, if this freedom is abused, then the consequences that go with it, would also have to be dealt with by the individual concerned. Being free entails a lot of responsibility. It is believed that God granted every individual the gift of freedom, not for the sole reason that he be boundless or limitless. Man is given freedom for him to be responsible for all the things that he says, does or even thinks of. True enough, some philosophers believe that the things that happen to each individual can be traced to the actions and decisions that he chooses to take. Most of the times, it is not up to the heavens if a good or bad thing happens to one person. More of than not, everything that happens to a person can be traced to the course of action that he chose to take. The scriptures that God instructed to be drafted, in essence, are mere forms of guidance for men; but in the end, it is human freedom which will eventually dictate whether or not an individual will live his life by these guidelines. The concept of human freedom is more often discussed by mentioning the story of what happened to Adam and Eve in the garden of Eden. As has been aptly stated, â€Å"these questions as to the nature of human freedom arise especially when we turn our attention to the question of the origin of sin. Only consider how many times the origin of sin has been ascribed to this human freedom of choice, implying this twofold power of man’s nature and of his creaturely existence: to sin or not to sin; a good part and an evil part of his nature. † (Berkouwer, 1962). True enough, God could have stopped the serpent from interacting with Adam and Eve, but due to the freedom that he bestowed the two, they had the choice as to whether or not to take the apple that the serpent offered them. Ultimately then, it is this choice that they made which is the root cause of why they were banished from the garden of Eden. It would appear then that despite the Ten Commandments being set down by God to be sent to his people, the same is not precisely a set of obligatory rules imposed upon men. Rather, the Ten Commandments are considered as a guide as to how each person should live if he wants to experience the kind of life that God promised. This is a kind of life full of happiness, peace, beauty and love. A person’s freedom can lead to this if a person, in choosing paths to take, keeps in mind what the Ten Commandments speak of. Ultimately, it would depend upon the person if he will live the kind of life promised by God ever since the olden times, or if he will use his freedom to lead him to a kind of unspeakable and despicable kind of living. REFERENCE â€Å"The Ten Commandments†, http://www. whitestonejournal. com/tencommandments J. Kenneth Grider , â€Å"Human Freedom†, 1994, http://www. bibleviews. com/humanfreedom. html G. C. Berkouwer, â€Å"Human Freedom†, 1962, http://www. the-highway. com/freedom2_Berkouwer. html

The Lives and Contests of the Gladiators :: Papers

The Lives and Contests of the Gladiators One form of entertainment in the Roman world was gladiatorial contests. In these, the Roman citizens would go to watch gladiators fight, often to the death. Today, these contests seem brutal and cruel, but at the time it was very popular and widely accepted. The Roman people would quite happily judge over whether a man would live or die. Why were the contests so entertaining that they would cost a man his life over it. There were different types of gladiators and different types of contests to keep the citizens interested. The gladiators were traditionally slaves or convicts and therefore very low in the social hierarchy. We also know that they were low down in the hierarchy because they were sold and given between masters, for example one advertisement said: "Twenty pairs of gladiators, given by Lucretius Satrius Valens, priest of Nero, and ten pairs of gladiators will fight". However, despite this apparent lack of social standing, gladiators could become very popular and famous and could eventually be freed. Gladiator is taken from the term "gladius", which means sword. They were originally used during funeral services for dead heroes. Fights between them would be held during the funeral to celebrate the hero. This tradition was taken from the Etruscans. Although today we would see such a custom as cruel, it was in fact made less so than it originally was. Festus wrote - "it was the custom to sacrifice prisoners on the tombs of valorous warriors; when the cruelty of this custom became evident, it was decided to make gladiators fight before the tomb. It seems strange to modern people that somebody would want to have people die at their funeral, but then it was seen as "appeasing the spirit" of the dead man, by honouring them with as big a thing as the life of a man. The Romans would not have seen the loss of a gladiator as too much anyway, as the slaves or convicts that became gladiators were generally considered unimportant anyway.

Extended commentary of ‘On the Departure Platform’ by Thomas Hardy Essay

On the Title: This is obviously a metaphor for the ending of a â€Å"moment†, as well as the literal description of the place where many of the images (within the poem) are based; on a train platform, where the persona and his female love interest part. The title introduces the poem’s key theme to the reader – a separation of young love, but not a permanent one. As one reads further into the poem itself, the persona comments on the painful fact that humanity leaves behind time as well. Overall Structure: Hardy writes in 6 stanzas of English quatrains with an alternate rhyme scheme (a similar technique used in other poems) to concentrate the poem. The last line of these stanzas is conspicuously shorter than the others – usually four or five syllables to the other nine or ten. Hardy does this to a) draw attention to them but also b) to the theme they nearly all have in common. They all illustrate, in the first four stanzas, a diminuation in the woman’s size; as an optical effect, she gets smaller the further she moves away into the crowd. This, in some ways, adds to the poignancy of the poem. Themes: Time (the way that it works), Distance, Pain Difficult Language Notes: ‘Nebulous’ means cloudy. First Stanza Notes: Hardy’s poem is full of visual ideas – they are continuous to provide an important effect to be later considered. Thus his opening line is of an image; â€Å"We kissed at the barrier; and passing through/ She left me.† Hardy intentionally uses a stark and blunt image – the enjambment highlights the phrases â€Å"passing through† (immediately presenting images of movement, perhaps through Time as well) and â€Å"She left me†. One can feel the emotion in that conspicuously short phrase. â€Å"And moment by moment got/ Smaller and smaller.† Continuing with the diminuation of the woman’s figure, Hardy uses mirroring comparatives to emphasize the change. The stanza then ends with the shortened line; ‘She was but a spot;’. Notice the empty sounds in ‘spot’, but the harsh consonance – it invokes a decisively negative emotion. Also note the semicolon at the end of the line. The sense of the sentence continues into the next stanza; viewing the poem as a whole is crucially important. Second Stanza Notes: Again, Hardy presents an image; ‘A wee white spot of muslin fluff’ – the use of the word fluff (as in a fluffy cloud) is complimented by the use of ‘nebulous white’ later on. Hardy imagines the woman as a cloud; an indistinct mass of hazy material. This is important metaphorically. We receive no description of the woman’s face, only her clothing. She has no name, no identity; this memory of a by-gone moment whilst in love (as revealed later) bears none of the crucial intimacy that one would expect such a relationship to possess. You would expect a lover to be able to remember at least facial features! This lack of distinction is to be later explored. Hardy introduces his ideas about perspective and sight in this stanza. He introduces key renaissance optical theory in the line ‘down that diminishing platform bore’. This is the idea of two converging lines eventually reaching a vanishing point. The diminishing platform mirrors the diminishing view of the woman – is this (metaphorically) an emotional statement along with a literal visual one? Note; ‘through hustling crowds of gentle and rough’ refers to the class system of ‘gentlefolk’ and the ‘rough’ of the lower classes. Its only importance is in distinguishing between the figure of the woman and the crowd – the persona is only focussed on her! Third Stanza Notes: Hardy then explores the same image further, with a focus on colour contrast: â€Å"Under the lamplight’s fitful glowers, Behind dark groups from far and near, Whose interests were apart from ours, She would disappear,† Hardy compares the darkness of the scene – which is, remember, in a typically smoky Victorian railway station – to the pure white of the woman’s dress. It stands out. Indeed, he focuses entirely upon this image, as it is the beauty of it which he wishes to recall; therefore, all other individuals become ‘dark’ metaphoric areas in his memory. The line â€Å"Their interests were apart from ours† further advances this – the persona does not care about any other intentions other than his own, and perhaps his partner’s. It could be argued that Hardy creates an intimidating scene around the woman. ‘Glowers’ are angry expressions. The fact that they are considered ‘fitful’ – or appropriate – for the occasion reveals an odd nuance in the persona’s attitude. If it is appropriate, then is the persona angry too? Why would he be? Upset, understandably, but is he frustrated at losing his love? Or is he angry at slowly losing the moment (in terms of memory) itself? On a final note, observe how there is a comma at the end of the stanza. This allows the sense of Hardy’s verse to ‘roll on’, like an exaggerated form of enjambment. Fourth Stanza Notes: Hardy does this to invite comparison between the segmented lines: â€Å"She would disappear,/ Then show again,† He emphasizes the apparent suddenness of the woman’s appearances, whilst also increasing a sense of distance between the figure and the persona. Note how she ‘flickers’ – is this flickering due to a slow loss of clear recollection of memory? This is a nice idea! The figure of the woman herself changes in the following lines, either in memoriam or literally (â€Å"that flexible form, that nebulous white,†). Despite occupying the persona’s entire mental capacity, the image lacks any definition in terms of facial or emotional features. This is highly inconsistent with the idea that the persona cherishes her! (As, indeed, he confirms; â€Å"she who was more than my life to me†.) Why compare an individual whom one should know so well to a cloud? In any case, it is at this point that the figure disappears entirely, with a noticeable ellipse. Here Hardy comes out of his historic mood and into a (near) present tense. Fifth and Sixth Stanzas Notes: Hardy once again comes to the point of his poem at the end, in a comment upon the inability to retain a moment, and the irony of suspending such a moment in literary form. Although the persona views the memory fondly, and has penned â€Å"penned new plans since†, there is a decided lack of evidence for any future physical recurrences of the woman. It is perhaps suggested, therefore, that the relationship has ended at this point – in terms of language, the persona has yet to see her again and maybe never will. Indeed, Hardy uses polysyndeton and recurring dashes, along with the conditional tense to emphasize the uncertainty as to the relationship’s future. Hardy’s point does not regard the relationship, however – therefore the truth is left purposely unclear. By contrast, the aim of the poem is to point to the fact that â€Å"nought happens twice thus† – the persona will never experience such a moment again. This idea is introduced in the last line of the fifth stanza (â€Å"But never as then!†), in a phrase made noticeable through its contracted nature. Then Hardy switches to a present tense exchange. â€Å"-And why, young man, must eternally fly A joy you’ll repeat if you love her well? * O friend, nought happens twice thus; why, I cannot tell!† Whilst also emphasizing the persona’s youth, Hardy makes his tragic point clear once again. However, there exists an irony rooted in his words. For, due to the existence of the poem itself, it can be argued that the moment is quite attainable (as proved above!), but through the use of literary suspension.

Night World : Huntress Chapter 15

Jez recognized them immediately-not the individuals, but the type. They were ‘wolves, and they were thugs. Somebody's hired muscle. She didn't have her stick, but she didn't need it. She could feel a dangerous smile come to her lips; part anticipation and part sheer fury. Suddenly she wasn't tired, wasn't sore, wasn't anything but perfectly in tune with her body and dying to use it as a weapon. She launched herself like a streak of red lightning, passing Claire easily and knocking the human girl flat before landing in front of the ‘wolves. A guy and a girl. They snapped to attention in front of her, each dropping into a fighting stance. Behind her, she could hear Claire say, â€Å"Ow.† â€Å"Good morning and welcome to the Bay Area,† Jez told the ‘wolves; then she snap-kicked the girl in the face. The girl flew backward. She wasn't out of commission, but it had wrecked the joint attack they had been about to make. The guy knew this, but he was a wolf, so instead of waiting for his partner to recover, he growled and threw himself at Jez. Oh, Goddess, this is too easy. As he drove a punch at her face, Jez turned sideways and let his fist whistle past her. Then she threw her left arm â€Å"* around his left hip, holding him in what was almost an embrace. A deadly one, though. At the same instant she slammed her left hand up to his chin, striking with enough force to stun him. He staggered in her arms, snarling. Bristly hairs erupted on his face. â€Å"Sweet dreams, Fido,† Jez said. She hooked her left leg around his right just below the knee and brought him crashing to the platform. His head hit the concrete and he went limp. Somewhere behind Jez, a sort of thin shrieking had begun. Claire. Jez ignored it, and ignored the two or three people scrambling for the stairs- avoiding the down escalator because it was right beside Jez. She was focused on the female werewolf, who was back on her feet. â€Å"Do yourself a favor and don't even try anything,† she said, grinning. â€Å"You're way outclassed.† The girl, who had reddish-brown hair and a feral expression, didn't answer. She simply showed her teeth and lunged for Jez. With both hands reaching for Jez's face. You'd think they would learn, Jez. thought. Especially after what just happened. Even as she was thinking it, her body was making the right moves. She grabbed the girl's leading arm with both hands, then twisted, pulling her off balance. She took the girl down with a pull drop, flipping her to the platform. As soon as the girl was flat Jez locked the arm she still held and began to apply leverage against the elbow joint. â€Å"Don't move or I'll break your elbow,† she said pleasantly. The girl was writhing in pain, spitting and struggling and hurting herself worse. Absently, Jez noticed that Claire had stopped shrieking. She glanced up to make sure her cousin was all right and saw that Claire was on her feet, staring openmouthed. Jez gave her a reassuring nod. Then she looked back at the female ‘wolf. Now that the fight was over she had the leisure to wonder what was going on. There were plenty of people who might want to kill her, but she couldn't think of any reason for them to target Claire. And they had been targeting her; Jez was sure of that. This was no random thing. This was two ‘wolves attacking a human right in public, in front of witnesses, as if they didn't care who saw them. This was something planned, something important. She gave the girl's arm a little twist, and the girl snarled wildly, glaring at Jez with reddish eyes full of animal fury and hatred. â€Å"Okay, you know what I want,† Jez said. ‘I need answers, and I don't have much time. What are you doing here? Who sent you? And why do you want her?† She jerked her head toward Claire. The girl just glared harder. Jez applied more pressure. â€Å"Look, I can make time for this if I need to. I can do this all day. After I break this elbow I'll do the other one. And then I'll break your ribs, and then your kneecaps-â€Å" â€Å"Filthy halfbreed scum,† the werewolf snarled. Jez's heart gave an odd lurch. She tried to quiet it Well, now, that was interesting. Somebody obviously knew her secret. And since they'd been going for Claire, they knew Claire was connected with her†¦. They knew about her family. Jez saw white light. She threw sudden pressure against the ‘wolfs elbow joint. The girl screamed, a sound more of anger than of pain. â€Å"Who hired you?† Jez said softly, each word coming out like a chip of ice. â€Å"Who sent you after my cousin?† She stared into the reddish eyes, trying to reach into the girl's soul and yank an answer out of her. â€Å"Nobody messes with my family,† she whispered. â€Å"Whoever sent you is going to be sorry.† She couldn't ever remember feeling so angry. And she was so focused on the girl, so intent, that it wasn't until Claire screamed that she realized someone was approaching behind her. â€Å"Jez, watch out!† The yell woke Jez up. Without releasing her hold on the female ‘wolf, she turned around-just in time to see a male vampire stalking her. He must have come up the down escalator. And behind him, unbelievably, was Claire, running and getting ready for a flying tackle. â€Å"Claire, don't!† Jez yelled. She struck the female ‘wolf once, with deadly accuracy, on the side of the jaw to knock her out. Then she sprang toward the vampire. But Claire was already grabbing him-a completely futile and foolish gesture. He whipped around and seized a handful of dark hair, and then he was holding Claire in a choke hold, putting her body between him and Jez. â€Å"One more step and I'll break her neck,† he warned. Jez skidded to a stop. â€Å"You let go of my cousin,† she spat. â€Å"No, I really think we need to talk first,† he said, the beginnings of an ugly grin on his face. â€Å"You're the one who's going to give answers-â€Å" Jez kicked him. A roundhouse kick to his knees while he was busy talking. She didn't worry about keeping it nonlethal. She only cared about breaking his hold on Claire.- It worked. He lost his grip, stumbling sideways. Jez grabbed Claire and thrust her out of the way, shouting â€Å"Run! The escalator's right there!† But Claire didn't run. â€Å"I want to help you!† â€Å"Idiot!† Jez didn't have time to say that Claire couldn't help her; could only hurt her. The vampire had recovered and was moving toward her in fighting position. He was big, probably over two hundred pounds. And he was a full vampire, which gave him the advantage of strength and speed. And he was smarter than the ‘wolves; he wasn't just going to lunge. And Jez didn't have a weapon. â€Å"Just keep behind me, okay?† she snarled under her breath to Claire. The vampire grinned at that. He knew Jez was vulnerable. She was going to have to keep half her attention on protecting Claire. And then, just as he was about to make an attack, Jez heard the smack of footsteps on concrete. Running footsteps, with a weird little hesitation between them, like somebody with a limp†¦. She flashed a look toward the stairs. Hugh had just rounded the top. He was out of breath and bleeding from cuts on his face. But as soon as he saw her and the vampire he waved his arms and yelled. â€Å"Hey! Ugly Undead! Your friend missed me! You want to have a try?† Hugh? Jez thought in disbelief. Fighting? â€Å"Come on, hey; I'm here; I'm easy.† Hugh was hopping toward the vampire, who was also flashing looks at him, trying to assess this new danger while not taking his focus off Jez. â€Å"You want to go a few rounds?† Hugh dropped into a boxer's pose, throwing punches at the air. â€Å"Huh? You want to try for the title?† All the time he was speaking, he was dancing closer to the vampire, circling to get behind him. Beautiful, Jez thought. All she needed was for the vampire to shift his attention for one second-just to glance behind him once-and she could kick his face in. It didn't work that way. Something went wrong. The vampire tried to glance behind him. Jez saw her chance and made the kick, a high kick that snapped his head back. But somehow instead of falling backward the vampire managed to blunder forward straight at her. She could easily have gotten away-except for Claire. Claire had obediently kept behind her-even when behind her meant standing right by the BART tracks, on the yellow metal squares that marked the edge of the platform. Now, as the vampire stumbled forward and Jez began to slide out of the way, she heard Claire gasp, felt Claire clutch at her wildly. She knew what had happened instantly. Claire had tried to run the wrong way and was teetering on the edge of the platform. More, she was taking Jez with her. There was a distant rumble like thunder. Jez knew she could save herself-by getting rid of Claire. She could use Claire's body as a springboard to propel herself away from the drop. That way, only one of them would die. Instead, she tried to twist and throw Claire away from her, toward safety. It didn't work. They both lost their balance. Jez had the strange, surprised feeling one gets in the middle of a fell-where's the ground?-and then she hit it It was a bad fell because she was tangled with Claire. All Jez could do was try to keep Claire* away from the third rail on the far side of the track. The impact winded both of them and Jez saw stars. She could hear Hugh screaming her name. The distant thunder had become a roaring, whizzing sound, carried through the tracks underneath Jez. Down here, she could feel a rattling that wasn't audible from above. It was a noise that filled her head and shook her body. She knew absolutely, in that instant, that they were going to die. Both of them. Crushed to pieces under the train. The white dragon would run right over them and not even know it. There was simply no chance. Claire was clinging to her desperately, clawing Jez's arms hard enough to draw blood, and gasping in the breath for a scream. And even if Jez had been a full vampire, she couldn't have lifted Claire the four feet to the platform fast enough. There was nothing to save them, no hope. No rescue. It was over. All of this flashed through Jez's mind in the single instant it took her to look up and see the train bearing down on them. Its sleek white nose was only thirty feet away, and it was braking, but nowhere near fast enough, and this was it, the actual moment of her death, the last thoughts she would ever think, and the last thing she would ever see was white, white, white- Blue. It happened all at once, filling her vision. One second she could see clearly, the next the entire world was blue. Not just blue. Fiery, dazzling, lightning-shot blue. Like being inside some sort of science-fiction special effect. There was blue streaming and crackling and sizzling all around her, a cocoon of blue that enfolded her and shot past her and disappeared somewhere ahead. | I'm dead, Jez thought. So this is what it's like. Completely different from what people say. Then she realized that she could hear a faint shrieking sound beneath her. It was Claire. They were still holding on to each other. We're both dead. Or we've fallen into some kind of space warp. The rest of the world is gone. There's just-this. She had an impulse to touch the blue stuff, but she couldn't move because of Claire's grip on her arms. It might not have been safe anyway. Where it flowed over her, she could feel a sort of zinging and tingling as if all her blood were being excited. It smelled like the air after a storm. And then it disappeared. All at once. Not by stages. But it still took Jez several moments to see anything, because her eyes were blinded with dark yellow after-images. They burned and danced in front of her like a new kind of lightning, and she only gradually realized where she was. On the train tracks. Exactly where she had been before. Except that now there was a huge, sleek BART train two feet in front of her. She had to tilt her head to look up at its nose? It was gigantic from this angle, a monster of white, like the iceberg that sank the Titanic. And it was stopped dead, looking as if it had always been here, like some mountainous landmark. As if it had never moved an inch in its history. People were yelling. Shrieking and yowling and making all kinds of noise. It seemed to come from far away, but when Jez looked she could see them staring down at her. They were at the edge of the platform, waving their arms hysterically. As Jez stared back at them, a couple jumped down to the tracks. Jez looked down at her cousin. Claire was dragging in huge breaths, hyperventilating, her whole body shaking in spasms. She was staring at the train that loomed over them with eyes that showed white all around. A loudspeaker was booming. One of the people who had jumped, a man in a security guard's uniform, was jabbering at Jez. She couldn't understand a word he was saying. â€Å"Claire, we've got to go now.† Her cousin just whooped in air, sobbing. â€Å"Claire, we have to go now. Come on.† Jez's whole body felt light and strange, and when she tried to move she felt as if she were floating. But she could move. She stood up and pulled Claire with her. She realized that somebody was calling her name. It was the other person who had jumped to the tracks. It was Hugh. He was reaching for her. His gray eyes were as wide as Claire's, but not wide and hysterical. Wide and still. He was the only calm person in the crowd, beside Jez. â€Å"Come on. Up this way,† he said. He helped her boost Claire to the platform, and then Jez scrambled up and reached down to help him. When they were all up, Jez glanced around. She knew she was looking for something-yes. There. The werewolves she'd knocked out. It seemed a hundred years ago, but they were still lying there. â€Å"The other guy got away,† Hugh said. â€Å"Then we have to get out of here fast.† Jez heard her own voice, sounding quiet and faraway. But she was beginning to feel more attached to her body. Hugh was guiding Claire toward the escalator. Jez got on the other side of Claire, and they both helped keep her on her feet. The security guy was behind them, yelling. Jez still couldn't understand him and ignored him completely. When they reached the lower level, she and Hugh began to walk faster, pulling Claire along with them. They shoved Claire through the handicapped gate by the ticket window and vaulted over themselves. From down here, Jez could see that the train was smoking all along its bottom. White smoke that sizzled up into the muggy air. â€Å"We can't go on the street,† Hugh said. â€Å"They've got cars out there.† â€Å"The garage,† Jez said. They both headed for it, a multi-story brick building that looked dark and cool inside. They were almost running with Claire, now, and they didn't stop until they were deep within the bowels of the garage, with emptiness echoing all around them. Then Jez sagged against a brick pillar. Hugh bent over with his hands on his knees. Claire simply folded to the ground like a marionette with all its strings cut. Jez let herself breathe for a few minutes, let her brain settle down, before slowly lowering herself beside her cousin. They all looked as if they'd been in an accident. Hugh's shirt was ripped and there was drying blood all down one side of his face. Claire's hair was wildly disheveled, and there were scrapes and small cuts on her face and arms. Jez herself had lost a lot of skin to the tracks, and her forearms were bleeding where Claire had scratched her. But they were alive. Beyond all hope, they were alive. Claire looked up just then to find Jez gazing at her. They sat for several moments simply staring into each other's eyes. Then Jez reached out to touch her cousin's cheek. â€Å"It was you,† she whispered. â€Å"All that time-and it was you.† She looked up at Hugh and began to laugh. He looked back, his face pale in the semi-darkness. He shook his head and began to laugh, too, but shakily. â€Å"Oh, Goddess,† he said. â€Å"I thought you were dead, there, Jez. I thought I'd lost you.† â€Å"Not while she's around, apparently,† Jez said, and laughed harder. She was slightly hysterical, but she didn't care. Hugh's laughter sounded a little like crying. â€Å"I saw that train-and there was no way it was going to stop in time. And then-that light. It just shot out-and the train hit it. It was like a physical thing. Like a giant cushion. The train hit it and it squashed and the train went slower and then it kept squashing-â€Å" Jez stopped laughing. â€Å"I wonder if the people on the train got hurt.† â€Å"I don't know.† Hugh was sober now, too. â€Å"They must've gotten thrown around. It stopped so fast. But it didn't smash. They're probably okay.† â€Å"I just-from the inside, it looked like lightning-â€Å" â€Å"From the outside, too. I didn't imagine it would look like that-â€Å" â€Å"I didn't know it would be so powerful. And, think about it; she's untrained-â€Å" There they were, an Old Soul and a vampire hunter who'd seen everything the streets had to offer, babbling like a couple of kids. It was Claire who stopped them. She had been looking from one of them to the other, getting more and more agitated. Now she grabbed Jez's arm. â€Å"What are you guys talking about?† Jez turned to her. She glanced at Hugh, then spoke gently. â€Å"We're talking about you, Claire. You're the Wild Power.†

ACT Photo ID 3 Requirements You Must Know

ACT Photo ID 3 Requirements You Must Know SAT / ACT Prep Online Guides and Tips The ACT has implemented a number of security measures to maintain the integrity of the exam. One such measure is requiring test takers to show a photo ID. If you don't have an appropriate ID with you on test day, you may not be allowed to take the ACT. In this article, I'll detail all of the ACT photo ID requirements. What's an acceptable form of ID? What should you do if you don't have a photo ID? Read more to find out. Why Is a Photo ID Required? A photo ID is required to confirm your identity and registration. In the past, there have been issues with cheating- students have taken the ACT for other people. The information and picture on your photo ID will be checked against the info and photo on your admission ticket to ensure that everybody takes their own test. If any of the information doesn’t match or you don’t have an acceptable ID, you won’t be allowed to take the test. ACT ID Requirements Your photo ID must meet the following requirements. These rules also apply for international students and students 21 and older. #1: Your ID Must Be Valid Your ID can’t be expired and it must be an official government-issued or school ID. If you use a school ID, it has to be from the school you currently attend. #2: It Must Be the Original ID You can’t show a photocopy or picture of your ID. If you use a school ID, it must be in hard plastic card format. You can’t show a paper or electronic ID. #3: The Text Must Be in English Your name and the text on your ID must be written in English. Don't photocopy your ID. You need to bring the original. Examples of Acceptable and Unacceptable IDs Here are some examples of IDs you can and can’t use for the ACT: Acceptable ACT Photo IDs Government-issued driver’s license Government-issued ID card Official school ID from the school you currently attend Government-issued passport Government-issued military or national identification card Talent Search Identification Forms (only if you weren’t required to submit a photo with your registration). This is just for middle school students. ACT Student ID Form (must be prepared by the school you currently attend or a notary) Unacceptable ACT Photo IDs Credit card or debit card, even if it has a photograph Birth certificate Social Security card Employee ID card Any temporary ID card Missing Child (â€Å"ChildFind†) ID card Diploma Family portrait Fishing or hunting license Organization membership card Any document that doesn’t meet the requirements Not an acceptable ID What If You Don’t Have Acceptable ID? Any student that doesn't have an acceptable ID can use the Student ID Form. A current photo must be attached to the form in the area indicated before the form is authenticated. The form will be used to verify your identity like a photo ID. On the form, you just need to provide basic biographical information like your name, gender, birthdate, and current school. If you need to use the Student ID Form, talk to your counselor or any school official who can help you. You'll need a signature from a school official for the form to be valid. If you're homeschooled or not in school, the form must be notarized and signed by an official notary. If you plan on using the Student ID Form as your ID, I recommend getting it filled out and completed as soon as you register, but you just need to have it correctly completed and with you on test day. All of the ID requirements apply to the Student ID Form. The photo you use on your ID form must match the photo on your Admission Ticket and your appearance on test day. You must bring the original Student ID Form to be admitted to the test center. The Names on Your ID and Admission Ticket Must Match The name on your photo ID must completely match the name on your admission ticket. When you’re registering, make sure you submit the name exactly how it appears on your ID. Don’t use a nickname or shortened version of your name. If you submit a name that’s different than the name on your photo ID when you register, you can change the name on your ticket so that it matches your ID. You can make changes by logging into your ACT web account and selecting â€Å"Make changes to your registration.† Or you can call ACT at 319-337-1270. You must make any necessary changes before the late registration deadline. Keep Your ID on You at All Times On test day, your ID will be checked multiple times. Make sure you have it with you from the moment you arrive at the test center. Typically, your ID will be checked when you first arrive. Then, you’ll have to show your ID before you enter the room where you’ll take your test. And when you return to the room after breaks, you may have to show your ID again. Don’t put your ID in your backpack. Keep it on you. Wear something with pockets, and have your ID with you throughout test day. Keep your ID with you on test day. Final Reminders: ACT Photo ID Rules Check to make sure you have an acceptable photo ID when you register for the ACT. When you’re registering, use the name that’s on your photo ID. Don’t forget to bring your photo ID with you on test day. The night before the test, put everything you’re going to need in a backpack. Review what you have to bring. When you’re at the test center, keep your ID with you at all times. If you have any questions about the ID policy, contact ACT Student Services. What's Next? If you have any other questions about the ACT, you may want to check out our article on answers to frequently asked ACT-related questions. If you're applying regular admission to college, find out when is the last ACT you can take before the deadline. Finally, figure out how to choose the ACT test date that's right for you. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

A History of Napoleons Continental System

A History of Napoleons Continental System During the Napoleonic Wars, the Continental System was an attempt by French Emperor Napoleon Bonaparte to cripple Britain. By creating a blockade, he had planned to destroy their trade, economy, and democracy. Because British and allied navies had impeded trade ships from exporting to France, the Continental System was also an attempt to reshape the French export market and economy. Creation of the Continental System Two decrees, that of Berlin in November 1806 and Milan in December 1807 ordered all allies of France, as well as all countries who wanted to be considered neutral, to cease trade with the British. The name ‘Continental Blockade’ derives from the ambition to cut Britain off from the entire continent of mainland Europe. Britain countered with the Orders in Council which helped cause the War of 1812 with the USA. After these declarations both Britain and France were blockading each other (or trying to.) The System and Britain Napoleon believed Britain was on the verge of collapse and thought damaged trade (a third of British exports went to Europe), which would drain Britain’s bullion, cause inflation, cripple the economy and cause both a political collapse and a revolution, or at least stop British subsidies to Napoleon’s enemies. But for this to work the Continental System needed to be applied for a long time over the continent, and the fluctuating wars meant it was only truly effective in mid 1807-08, and mid 1810-12; in the gaps, British goods flooded out. South America was also opened to Britain as the latter helped Spain and Portugal, and Britain’s exports stayed competitive. Even so, in 1810-12 Britain suffered a depression, but the strain didn’t affect the war effort. Napoleon chose to ease gluts in French production by licensing limited sales to Britain; ironically, this sent grain to Britain during their worst harvest of the wars. In short, the system failed to break Britain. However, it did break something else... The System and the Continent Napoleon also meant his ‘Continental System’ to benefit France, by limiting where countries could export and import to, turning France into a rich production hub and making the rest of Europe economic vassals. This damaged some regions while boosting others. For instance, Italy’s silk manufacturing industry was almost destroyed, as all silk had to be sent to France for production. Most of the ports and their hinterlands suffered. More Harm than Good The Continental System represents one of Napoleon’s first great miscalculations. Economically, he damaged those areas of France and his allies which relied on trade with Britain for only a small increase in production in some areas of France. He also alienated swathes of conquered territory which suffered under his rules. Britain had the dominant navy and was more effective in blockading France than the French were in trying to cripple Britain. As time passed, Napoleon’s efforts to enforce the blockade bought more war, including an attempt to stop Portugal trading with Britain that led to a French invasion and the draining Peninsular War, and it was a factor in the disastrous French decision to attack Russia. It is possible that Britain would have been harmed by a Continental System that was properly and fully implemented, but as it was, it harmed Napoleon far more than it harmed his enemy.

Teaching and Learning Strategies for Patients and Family members of Essay

Teaching and Learning Strategies for Patients and Family members of Toddlers with Asthma - Essay Example From Koenig (2007), we are informed that in the United States children with asthma 4 years of age and younger are increasing and disproportionately affecting children who live in poverty and urban areas who are African American or Latino. Koenig (2007, p. 223) also informed us that that preventing, identifying, and controlling asthma symptoms â€Å"remains complex among children who are very young† although we certainly know more of the pathophysiology of asthma today compared to several years ago. Koenig (2007) pointed out that it is essential for health providers to inquire on the family constellations. This is relevant for training and learning because we have to identify the family members who are with the child most so a nurse can focus on them for teaching and learning activities when appropriate. We also learned from Koenig (2007) that parents and family members can be intimately familiar with a child’s distressed breathing and, because of this, nurses must have respectful stance on the parents’ and family members’ â€Å"expertise† in evaluating the severity of a child’s asthma attack. Koenig (2007) emphasized that other than education on symptom recognition and instructions on pharmacological intervention, there is s a need to develop collaboratively developed crisis management with family members or representatives in the event of an asthma attack.... We also learned from Koenig (2007) that parents and family members can be intimately familiar with a child’s distressed breathing and, because of this, nurses must have respectful stance on the parents’ and family members’ â€Å"expertise† in evaluating the severity of a child’s asthma attack. Koenig (2007) emphasized that other than education on symptom recognition and instructions on pharmacological intervention, there is s a need to develop collaboratively developed crisis management with family members or representatives in the event of an asthma attack. Based on the work of Diette et al. (2008) and Koenig (2007), it may be possible that low income groups are more vulnerable to asthma because of their exposure to poor environmental conditions and pollution. It follows therefore that the training and learning strategy must factor in the environmental situation confronted by the asthma patient and it also follows that the nurse must inquire into t he environmental conditions confronted by the asthma patient. Some of the risk factors for asthma include house dust mites, companion animal allergens, cockroaches, fungi, pollutants, and distress (Pedersen et al., 2011). The preventive strategies for asthma include avoiding exposure to atmospheric pollution, avoiding unnecessary use of antibiotics in young children, and providing a calm and nurturing environment (Pedersen et al., 11). Pedersen et al. (2011, pp. 9-14) provided a treatment strategy, a set of recommendations on the use of a home action plan for family and caregivers, and identified the situations where hospitalization are likely needed. Guidelines on Children with Asthma The US Department of Health and Human Services, through the National Asthma Education and Prevention Program, has developed a