Smoking cessation Essay Example | Topics and Well Written Essays - 750 words

Smoking suspension - Essay Example As per Pignone and Salazar (2009), smoking discontinuance can expand future of as long as 3 years in ladies smokers and 2 years in men. In different investigates, the future of a non-smoker is 13-14 years higher than a smoker (Chandler and Rennard, 2010). Studies have affirmed that smoking discontinuance has causes quick medical advantages to the person. A few intercessions are effective in smoking end which incorporates advising, pharmacotherapy or a blend of both. In this regard, the most significant factor is client’s self picked wellbeing objective to stop smoking and both pharmacotherapy and directing end up being valuable for such patients, notwithstanding, in patients with reluctant conduct to stop pharmacotherapy is incapable. Clinical directing methodology ought to underscore on wellbeing and monetary advantages of discontinuance, inspirational meetings, persistent instruction on sickness chance variables, network/family backing and backslide counteraction. Pharmacolo gical treatments comprise of nicotine substitution treatment which incorporates nicotine fix, gums, capsules, nasal showers, inhalers and so on. (Pignone and Salazar, 2009). These have demonstrated to be similarly powerful in smoking suspension. Likewise, upper treatment with medications, for example, Bupropion, varenicline and Clonidine have been demonstrated as powerful smoking suspension specialists. A few examinations have proposed that a blend of these pharmacological treatments is very powerful for example nicotine gum with nicotine fix and so forth. (Chandler and Rennard, 2010).

The Cave and the Matrix Essay -- Plato Republic Matrix Movie Philosoph

The Cave and the Matrix Film pundits and savants the same concur that the film â€Å"The Matrix† is for sure dependent on certain Platonic subjects from Book VII of The Republic. In this story entitled The Allegory of the Cave, he depicts a dim underground cavern where a gathering of individuals are sitting in one long line with their backs to the cavern's passageway. Anchored to their seats since the beginning, all the people can see is the removed cavern divider in from of them. The shadows of sculptures held by concealed ‘puppet handlers’ think about the dividers from the light of a fire that is likewise far out of those in the cavern. The topic of the moral story is that their existence is a poor duplicate of this present reality. As indicated by Plato, our reality is only shadows, blemished appearances of the structures. Like the detainees of the cavern, the people caught in the network (the cavern) just observe what the machines (the current manikin handlers) need them to see. They are fooled into accepting that what they hear in the cavern and see before them is the genuine reality that exists. Besides, they acknowledge what their faculties are letting them know and they accept that what they are encountering is all that truly exists- - that's it. The film not just consolidates these equivalent thoughts, the story line of the film matches that of the purposeful anecdote. The most significant character is who Plato calls the â€Å"Philosopher† or the â€Å"Intellectual.† In the moral story, Plato speculates that one of the detainees in the long run be rel... The Cave and the Matrix Essay - Plato Republic Matrix Movie Philosoph The Cave and the Matrix Film pundits and savants the same concur that the film â€Å"The Matrix† is without a doubt dependent on certain Platonic subjects from Book VII of The Republic. In this story entitled The Allegory of the Cave, he portrays a dull underground cavern where a gathering of individuals are sitting in one long line with their backs to the cavern's passage. Tied to their seats since the beginning, all the people can see is the far off cavern divider in from of them. The shadows of sculptures held by inconspicuous ‘puppet handlers’ consider the dividers from the light of a fire that is additionally far out of those in the cavern. The subject of the moral story is that their existence is a poor duplicate of this present reality. As per Plato, our reality is only shadows, flawed signs of the structures. Like the detainees of the cavern, the people caught in the network (the cavern) just observe what the machines (the cutting edge manikin handlers) need them to see. They are fooled into accepting that what they hear in the cavern and see before them is the genuine reality that exists. Moreover, they acknowledge what their faculties are letting them know and they accept that what they are encountering is all that truly exists- - that's it. The film not just consolidates these equivalent thoughts, the story line of the film matches that of the moral story. The most significant character is who Plato calls the â€Å"Philosopher† or the â€Å"Intellectual.† In the purposeful anecdote, Plato theorizes that one of the detainees in the end be rel...

Native-speaker And Non-native-speaker Teachers Of English Essay

Native-speaker And Non-native-speaker Teachers Of English Essay Native-speaker And Non-native-speaker Teachers Of English â€" Essay Example > IntroductionEnglish has become one of the fastest growing languages being taught and spoken around the world. Its spread started in the 19th century. Alastair (1998) notes that, this time was a time for the British to marvel at their own greatness due to the global spread of their language. Guest, 1838/1882) (as quoted by Alastair) noted that English was becoming among the greatest tools of civilization. It’s noted that it was being used in Africa, islands of Pacific, hindoo, among other countries and continents. Jacob Grimm is quoted by trench (1881) stating that English language had grown to be used globally, and may as well be called a world language. Claiborne (1983) notes that, English is spoken by more than 300 million people as their native language, the second largest language in the world after the mandarin Chinese. Currently, the rise of families, students, business people among others immigrating to foreign countries requires that they learn English for effective comm unication. It is argued that both native speakers of English and non-native speakers of English have much to offer as teachers of English to speakers of other languages. In this regard, this assignment will explore several contexts of ESL/EFL in which teachers of native speakers of English and no-native speakers of English. This will include the consideration of the kind of knowledge, skills and attitude which are necessary for an English teacher to take on board when teaching English in specific contexts. ENGLISH AS A SECOND LANGUAGE/ FOREIGN LANGUAGECurrently, most institutions in countries that English speaking countries teach the language as a foreign language or second language to its students. TEACHING ENGLISH AS A SECOND LANGUAGE (ESL)Teaching English as a Second Language usually means teaching English in a country where English is already the main or official language. Usually, countries such as The United States, Canada, The United Kingdom and Australia are an example of locations to teach ESL. This is usually experienced when people migrate into another county where their native language is not spoken, or is not used for education. These people may enter into these countries for business missions, seminars, or migrate, and are faced with the challenge of learning English for their daily communication with other people in the country. Usually, such people may enter the country with advanced or with only the Basic English. They may want their children to join the local schools and are required to learn the language to attain the level appropriate to their age or country’s standards. A teacher who lives and teach English in an already English speaking country can be referred to as teaching English as a second language (www. teaching-esl-to-adults. com)TEACHING ENGLISH AS A FOREIGH LANGUAGE(EFL)English as a Foreign Language (EFL) refers to teaching English in countries where English is not the major language, or the official language. Examples of s uch countries include countries like Thailand, China, Korea, among others. In this case, students study English in their own native countries as part of their school curriculum or as a requirement for immigration or travelling abroad.

The Concept Of Sexual Orientation - 1293 Words

Abstract The purpose of the study was to synthesize and critically evaluate the concept of sexual orientation, especially as it is studied and presented in large, population-based and school-based adolescent survey literature. Specifically, the study examined methodology and instrumentation used for the assessment and measurement of youth sexual orientation present in refereed literature. Of the forty-eight empirical studies, five included items that assessed all three dimensions of sexual orientation. The majority of studies used surveys that exclusively assessed sexual orientation identity (n = 30; 63%). The majority of those surveys provided between four and six identity response options with parenthetical descriptions, including the†¦show more content†¦(World Health Organization, 2006) Sexual orientation involves an individual’s sexual attraction, identity, arousals, fantasies, and behaviors towards persons of the same sex, other sex, or both sexes (Bell, Weinberg, Hammersmith, 1981; LeVay Valente, 2006; LeVay Baldwin, 2012), and is dynamic (not static) in nature (Klein, Sepekoff, Wolf, 1985; Berkey, Perelman-Hall, Kurdek, 1990). Health researchers have proposed that sexual orientation is a multi-dimensional aspect of a person’s identity that consists of at least three dimensions existing on a continuum (Sell, 1997): sexual orientation identity, sexual attraction, and sexual behavior (Sell Petrulio, 1996; Laumann et al., 1994; Hughes Eliason, 2002; Solarz, 1999; Savin-Williams, 2006). Sexual Orientation Identity. One of the earliest sexual orientation identity classification schemes proposed in the 1860s (Sell, 2007) consisted of three categories: Dionings (heterosexual), Urnings (homosexual), and Uranodionings (bisexual). Homosexual women (Urningins) and heterosexual women (Dioningins) maintained separate categories from men (Sell, 2007). Sexual orientation identity can be described as an individual’s conception of his or her own sexuality (Cass, 1984; Coker, Austin, Schuster, 2010). Heterosexual (straight), homosexual (gay and lesbian), andShow MoreRelatedOperational Definitions Of Construct Validity1011 Words   |  5 Pagesto the validity of the instrumentation used to capture the constructs/concepts a researcher is interested in measuring (Shadish, Cook, Campbell, 2002). In research, the concepts explored must be defined explicitly to communicate with others how the research was conducted. For this end, conceptual definitions are needed to explain t he meaning of a concept. However, operational definitions provide specificity on how the concept will be captured and measured. Operational definitions contribute to:Read MoreThe Issue Of Sexual Orientation1090 Words   |  5 Pagesregarding sexual orientation is vast, and a lot of different definitions of the concept have been introduced throughout time. Nevertheless, although homosexuality is fairly common in the United States, many people still misunderstand it. The different types of sexual orientations and their difference from other sexual-related terms, such as gender role and gender identity, are all confused by the general population. Sadly, even today, there are people that believe in a right or wrong sexual orientationRead MoreMen Who Have Sex With Men Essay1476 Words   |  6 Pages MSM Men Who Have Sex With Men A Critical Concept Essay Tara L. Gill CIIS Sexuality is historically rooted vacillating through out time, adjusting to the individuals personal experience and is influenced by cultural norms. In the United States, sexual behavior and attitudes are driven by variations in gender, social class, ethnicity, and religion. In fact, sexuality is fluid and is different for everyone. It is a unique, diverse, complicated, secretive, and puzzling experienceRead MoreErving Goffmans Work Stigma1441 Words   |  6 PagesSocial psychology and the concept of stigma were greatly influenced by Erving Goffman’s (1963) work Stigma. This pivotal project delineates the varying types of stigmatizing characteristics that arise in various social settings, and the sanctions those individuals receive as a result from deviating from what is considered â€Å"normal.† Through analyzation of the narratives and experiences of â€Å"blemished† individuals, Goffman builds theory on stigmatized identities. He also maps the construction of theRead MoreAfter Careful Examination Of Biblical Texts The Catholic1425 Words   |  6 Pagesindividuals with same sex attractions to seek opportunities to change their sexual orientation, in order to have a sexual orientation that better matches their religious identity and beliefs. The most popular way to alter sexual orientation is through conversion therapy, a complex process that helps willing homosexuals change their sexual orientation and to find a sense of peace. Some homosexuals seek help to change their sexual orientation through conversion therapy. Conversion therapy originated in theRead MoreThe Workplace Of The Lgbt Community1494 Words   |  6 Pagesdiscrimination in employment based on sexual orientation (Badgett, Lau, Sears, Ho, 2007). In 1994 the Don t ask, don t tell (DADT) was the official United States policy on service by gays, bisexuals, and lesbians in the military (Badgett, Lau, Sears, Ho, 2007). Eighteen states and the District of Columbia prohibit employers from discriminating based on sexual orientation and gender identity, with three additional states banning discrimination based on sexual orientation only (Badgett, Lau, SearsRead MoreUgandan Laws on Homosexuality744 Words   |  3 Pagesstrongly against homosexuality and 33% ignored the concept, thus, making the idea of rejecting the phenomenon more dominant than living with it and its a well-known fact that homosexuality faces the lowest acceptance rates in Asian and African countries and the highest in Australia, Europe and the Americas. In the philosophical social science, there have been two views of homosexuality. The first view of the essentialists stated that sexual orientation of a person is determined by natural genes andRead MoreSexual Identity And Adolescent Development Essay1464 Words   |  6 PagesAcquiring a sexual identity is very important and critical to the development of adolescents. While neither sexual or gender identity has anything to do with an individuals’ physical anatomy itself, both have separate, individual meanings. According to genderspectrum.org, gender identity is a reflection and realization of â€Å"one’s internal sense of self as male, female, both or neither†. On the other hand, in regards to sexual identity and adolescents, this involves figuring out whom they find themselvesRead MoreSexual Orientation Is A Choice1603 Words   |  7 PagesIn today’s society, there is an ongoing argument as to whether sexual orientation is a choice or if it is a preference that one is born with. Due to these conflicting perspectives, many philosophers have written books and conducted experiments in order to determine and justify which viewpoint is accurate. In Simone de Beauvoir’s book, The Second Sex, particularly the chapter entitled â€Å"The Lesbian†, she illustrated her assumption that homosexuality is a choice through the anal ysis of their benefitsRead MoreThe Biological Basis Toward Sexual Orientation1406 Words   |  6 Pagesstill numerous social problems that still exist in society today. Amongst those numerous social problems, sexual orientation and inequality stand out to me. Research from biology, psychology, and sociology is where our understanding of sexual orientation comes from. There are two hypothetical theories researchers have discovered examining the biological basis toward sexual orientation. One concept is the neurohormonal theory, biologist contend that homosexuality is caused by abnormal sex hormone levels

Open Religion Exam Review Free Essays

What problem does global free trade cause? Explain â€Å"common good. † – the 3 essential elements for common good. What is social justice? 7 themes of Catholic Social teaching. We will write a custom essay sample on Open Religion Exam Review or any similar topic only for you Order Now What each theme teaches Explain globalization How much of the total world income do countries like Canada receive? How much of the total world income do the poorest people in developing countries receive? How has globalization become a nightmare for poor countries? Explain how globalization could lead to justice. Who is Craig Eagleburger. What issues does he care about? Who has he helped? How has he helped them? â€Å"Inside Your Threads†. What are the issues raised. How are these situations unjust? What could be done to bring justice to these situations? Who is Ryan Hershel? What issue does he care about? Who has he helped? How has he helped? Why are relationships important? Define intimacy. Briefly explain the 5 levels of intimacy Describe the stages Of the family life cycle. What Stage is your family in? What are the types of families? Describe the moral decision making model What are values? Describe standards for judging values Define or explain sex, sexuality, sexual orientation, heterosexual orientation, nonsexual orientation, abstinence, celibacy, chastity What are SST Is – list ‘bacteria caused’ SST Is – treatment – list ‘virus caused’ Stir – treatment 2 reasons why the Catholic Church calls for abstinence from sexual intercourse outside marriage What is Natural Family Planning (NAP)? What does it mean to be Catholic in today’s society? Movies we watched this semester Power of One Stolen Summer Dan in Real Life Junk Ryan’s Well It Take a Child Inside Your Threads pay it Forward Explain how each movie connects to a theme or topic discussed in class this semester. How to cite Open Religion Exam Review, Papers

The Listeners Essay Example For Students

The Listeners Essay However, stone and frown is a half rhyme. The middle part of the poem, there is less rhyming. command, read things, fed: appear: kings; There is only one rhyme in the middle section of the poem. At the end of the poem, however, the previous rhyming scheme is resumed. In this poem also, description is unevenly distributed between aspects. The description of the statue is rather detailed but the poet does not describe how it came to be there. We will write a custom essay on The Listeners specifically for you for only $16.38 $13.9/page Order now Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command,This gives a detailed description of the face but there is nothing to say why the statue was built except for Look on my works in line 11. In Ozymandias, lines 11 and 12 are about what Ozymandias did. The poem builds an image of his self importance. King of kings This shows his extreme vanity which gives an insight into his character. He believes everybody likes him but various bad qualities are included. Some examples are, frown, wrinkled lip, sneer of cold command. This is negative description, especially, sneer of cold command. The irony in this poem is embossed by his opinion of himself, especially, king of kings. My name is Ozymandias, king of kings: Look on my works ye Mighty and despair Nothing beside remains. His works no longer remain and all there is to say he ever lived is the broken statue with the face half buried in the sand. The lines highlighted above are contrasting, also adding to the irony. The whole poem seems to be based on survival, destruction and death. Which yet survive these lifeless things, Although nothing Ozymandias made is still there, the way in which the sculptor made the statue is still recognised and although the statue is not alive, the sculpting makes it seem real. In On the Departure Platform there are also unanswered questions. For example, the poet does not tell us why the persona had to leave, what his relationship was to the woman he talked about and what happened on his return. The reader can speculate over these questions but nothing suggests a clear answer. The rhyming scheme in this poem is A, B, A, B. This gives a good rhythm and highlights certain words. However, unlike The Man He Killed, the last line of each stanza is shorter than those that precede it. We kissed at the barrier; and passing through She left me, and moment by moment got. Smaller and smaller, until to my view She was but a spot This shows the rhyming scheme and the comparisons to the woman which keep appearing throughout the poem. This poem is similar to both Ozymandias and The Listeners in that particular areas have a lot of description. In this case, it is the atmosphere on the platform and what the persona saw when he looked back. Under the lamplights fitful glowers, This describes the scene at the train station rather well but once again, there are large holes. None of the main questions in this poem are answered. In The Man He Killed the poet writes each stanza in the same format. Each stanza has 6 syllables in the first line, 6 in the second, 8 in the third and 6 in the fourth. This helps highlight certain words and provides a good rhythm to the poem and also rhyming poems encourage many readers. once again, the poet uses a persona that the reader can identify with easily. This poem has fewer unanswered questions. It is pretty self explanatory and simple whilst conveying the poets views well enough as to make the reader feel what the poet does. The only real question would be who was the persona talking to. .u6098b5759fdc340e24d0bd8b80243586 , .u6098b5759fdc340e24d0bd8b80243586 .postImageUrl , .u6098b5759fdc340e24d0bd8b80243586 .centered-text-area { min-height: 80px; position: relative; } .u6098b5759fdc340e24d0bd8b80243586 , .u6098b5759fdc340e24d0bd8b80243586:hover , .u6098b5759fdc340e24d0bd8b80243586:visited , .u6098b5759fdc340e24d0bd8b80243586:active { border:0!important; } .u6098b5759fdc340e24d0bd8b80243586 .clearfix:after { content: ""; display: table; clear: both; } .u6098b5759fdc340e24d0bd8b80243586 { 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; } .u6098b5759fdc340e24d0bd8b80243586:active , .u6098b5759fdc340e24d0bd8b80243586:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6098b5759fdc340e24d0bd8b80243586 .centered-text-area { width: 100%; position: relative ; } .u6098b5759fdc340e24d0bd8b80243586 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6098b5759fdc340e24d0bd8b80243586 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6098b5759fdc340e24d0bd8b80243586 .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; } .u6098b5759fdc340e24d0bd8b80243586:hover .ctaButton { background-color: #34495E!important; } .u6098b5759fdc340e24d0bd8b80243586 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6098b5759fdc340e24d0bd8b80243586 .u6098b5759fdc340e24d0bd8b80243586-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6098b5759fdc340e24d0bd8b80243586:after { content: ""; display: block; clear: both; } READ: Victorian poetry EssayHowever, this would not really affect the meaning of the poem if it was included but it would make the poem more complicated and detract from the moral. The Listeners, Ozymandias and On the Departure Platform all have many unanswered questions. The poet leaves the reader wondering after they have finished reading the poem. however, in this aspect, The Man He Killed is a much fuller, clearer poem which is largely self explanatory. It leaves the reader thinking about a serious subject, not, for example, why the Traveller went to the house. In my opinion, Thomas Hardy wrote this poem during the Boer wars to convey his thoughts on the matter. The persona says Yes; quaint and curious war is! All four poems are about somebody who is no longer there. In The Man He Killed, the man the persona shot is not there. In Ozymandias, Ozymandias is not there. In The Listeners the listeners are ghosts, maybe of the people the Traveller was meant to meet. In On the Departure Platform the persona himself has to leave his partner, maybe to go to war. All four poems contain a moral. However, in Thomas Hardys poems, (The Man He Killed and On the Departure Platform) the moral is clearer. In The Man He Killed, the main message is how strange war is and in On the Departure Platform, the moral is nothing can be exactly the same twice. In my opinion, it was easier to understand Thomas Hardys poems because they are real life events which means the reader can identify with the persona, making the poem more meaningful. In The Listeners, there is a vague moral of do things straight away because if you wait too long, you may not be able to. In Ozymandias the moral is that whatever you do, nothing can last forever and maybe to some extent not to be vain and self important. The Listeners is the only one of these poems to not have a persona telling a story. Whereas the other three poems are all in first person, The Listeners is in the third person which makes it more of a story. The poems I have studied have many similarities and differences and it would be hard to say that two poems are more associated with eachother than any other pair. The main difference however, is about unanswered questions. In this aspect, The Man He Killed is the odd one out of these poems.

egyptian pyramids essays

egyptian pyramids essays When most people mention Ancient Egypt the first thing that comes to mind is the Pyramids. To construct such monuments required a mastery of art, architecture and social organization that few cultures would ever rival. The pyramids are said to have built Egypt by being the force that knit together the kingdom's economy. Their creations were so substantial, that the sight of these vast pyramids would take your breath away. Today, the valley of the Nile has an open air museum so people can witness these grand monuments. Obsessed with the afterlife, Egypt's rulers of 4,500 years ago glorified themselves in stone, thereby laying the foundation of the first great nation-state. A Pyramid is an enormous machine that helps the king go through the wall of the dead, achieve resurrection and live forever in the happiness of the gods. The start of the Old Kingdom is said to be the building of the Djoser's monument. The construction of Step Pyramid of Pharaoh Djoser began around 2630 B.C. and was designed to awe the ancient Egyptians, to impress them with their rule's godlike strength. It was the world's first great construction project; indeed, it was the world's largest building. Djoser, the second king of the 3rd dynasty, hired an architect called Imhoptep who for the first time constructed a tomb completely of stone. Imhoptep is considered the preeminent genius of the Old Kingdom. He assembled one workforce to quarry limestone at the cliff of Tura, across the Nile, another to haul the stone to the site where master carvers shaped each block and put it in place. The Step Pyramid is a terraced structure rising in six unequal stages to a height of 60 meters, its base measuring 120 meters by 108 meters. The substructure has a system of underground corridors and rooms. Its main feature being a central sha...

7 Tips for Brainstorming

7 Tips for Brainstorming 7 Tips for Brainstorming 7 Tips for Brainstorming By Mark Nichol Whether you’re trying to develop the topic of an essay or the plot of a short story, or you and some of your colleagues have been assigned to propose an idea for a product or a project, a brainstorming session is a means to a successful outcome. Here are some tips for the brainstorming session’s procedure. 1. Create ground rules: Withhold comment on or evaluation of items during the initial brainstorming session; just record them. Accept every suggestion, unless the person who suggested it retracts it (and even then, the group can override the retraction). Respect others and their ideas. Be uninhibited and imaginative. 2. Set a time limit based on whether you’re brainstorming on your own or based on the number of fellow brainstormers five minutes, fifteen minutes, half an hour. (Longer periods will probably produce diminishing returns.) 3. Create a mind map a constellation of main topics and subtopics or of related points on a large sheet of paper, a whiteboard, or another surface that all participants can see, or simply list suggestions in roster form. 4. Don’t go into details about any item, though other items inspired by a detail can be added to the list. 5. Don’t stop the initial brainstorming session until the time is up. If the individual’s or group’s momentum falters, review the list to prompt new items, or explore details or tangents. 6. If, despite the additional efforts described in the previous point, no new ideas are produced, search for random terms in a dictionary, a pertinent document or publication, or any written content. 7. Don’t stop brainstorming just because what seems at that moment to be an ideal suggestion seems to obviate further progress. Mark the item for emphasis and keep brainstorming. At the end of the session, organize the list sequentially or by headings and subheadings. Then discuss the merits of the list items and reduce the list to a manageable number of items. If the goal is to select or recommend one item or a short list and report results to one or more other people, produce those results and, if necessary, draft a proposal or assign brainstorming group members to do so after the meeting. Then, reconvene in person or distribute proposal materials electronically to finalize the proposal. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:10 Grammar Mistakes You Should Avoid26 Feel-Good WordsCaptain vs. Master

ENG Comp II- TCP Task 1 Research Paper Example | Topics and Well Written Essays - 1250 words

ENG Comp II- TCP Task 1 - Research Paper Example In this context, Al-Azmi (2013) has provided lots of information on how user behaviors, expectations, and needs are being studied. This paper is selected as a reference since Al-Azmi’s (2013) excellent literature review helps the reader to understand the might of cognitive technologies at full length, especially in the realm of business intelligence. Al-Azmi is a qualified computer engineer with extensive experience in writing journal articles and scientific papers. Bentivoglio, C. A., Bonura, D., Cannella, V., Carletti, S., Pipitone, A., Pirrone, R., .Rossi, P.G. & Russo, G. (2010). Intelligent Agents supporting user interactions within self regulated learning processes.  Journal of e-Learning and Knowledge Society,  6, 27-36. The authors of this journal article clearly show that how adoption of cognitive technologies has proved to be instrumental in improving user satisfaction and performance. Hence, Bentivoglio et al (2010) are of the opinion that development of cognitive tools and techniques with self-regulatory capabilities can give better results. This paper has been selected because the authors have explained several advanced concepts with the help of real world examples. Carlo A. Bentivoglio is a science education specialist from the University of Macerata. Implementation of cognitive technologies in education is one of his team’s current research interests. In this journal article, Dascal and Dror (2005) have successfully attempted to contextualize cognitive technologies as per the demands of contemporary world. The authors show that the cognitive tools can be put in use to improve user performance by the means of process redistributions, semantic understanding of things, text mining, etc. The paper is selected for present research because it contains an exhaustive coverage of the topic that how people can benefit most from intelligences tools and cognitive methods. The authors Dascal (Tel-Aviv University) and Dror (University College of London)

Journalism Portfolio Essay Example | Topics and Well Written Essays - 1000 words

Journalism Portfolio - Essay Example Most news may be intended to deflect or defuse public opinion on matters of great importance and editors can influence the direction of how opinion is shaped. When a newspaper is owned by a politician, then there might be truth to the statement that â€Å"news is what someone, somewhere wants concealed† as in the case of Italy today. As mentioned earlier, this newspaper is mostly of community-type of publication and so most of its stories are local in nature. Most of the sources were the local news reporters that had gathered the news scoop within their areas. However, some of the news with a wider look such as global news content had been rehashes (re-written) of global news organizations as it has no capability of news gathering that is global in scope. Anyway, this is the trend today in most news organizations whereby they become aggregators of various news sources which it had deemed newsworthy to be included in their own publications. In the Internet age today, it is far more economical to just subscribe to some big news organizations like CNN or Time to syndicate the same news materials and ask a reporter to re-write it with a local background. Discussion In a world of instant news and competition for crucial publication space, the news of today has to be carefully selected that will interest its target audience. The readers of this type of newspaper would normally be interested on matters that concern them and only later will they go on to other news happening much further afield. For example, the most recent news of a dead whale carcass washing ashore should be of greater interest to its readers because this event can be considered as a rarity (it is not everyday a dead whale is washed onto the sands). Its news value may be in its ability to shock some readers to make them wander how could an event like this happen (Carr 1) and adding a photograph could lend a certain bit of nostalgia. The dead whale would be of concern to local residents because of the intense stink it brought. A public figure is normally defined to be someone who is usually in the limelight and this by necessity includes public figures like politicians, artists and actors or actresses. They opted for a profession that requires them public exposure or may have fame or prominence so that their lives are the focus of intense public scrutiny. A celebrity, on the other hand, is a type of person who acquired a certain persona such as rock stars, movie stars or sports stars. They are very familiar to the general public and their actions and statements are closely followed in most of the time. A public figure has less claims to privacy than an ordinary person since their lives are open to the public by virtue of their standing in the community or society. If a public figure is the subject of a bad news article, then he or she must first prove his status as a public figure in order to establish an evil motive in writing that article, such as malice or hate. Other citizens enjoy a higher degree of privacy in this regard because they are not in the public eye. The private lives of public figures can be written quite easily with mostly no objections but if the writer has written something defamatory, then a libel suit can be filed by concerned party.

Public Expenditure on Education in India

Public Expenditure on Education in India Abstract Prioritizing amongst the competing ends for the government treasury is a big challenge for a developing country like India. Poverty eradication, health and other crucial social needs compete with education and create fiscal pressures. But an investment in education is considered inevitable. This research paper compares public expenditure on education in India in 2005-06 and 2010-11. As observed, government spent more on revenue account than capital account. Share of the State and Union territories in public expenditure on education was more than that of the Centre. States/UTs spending were highest for Non-plan expenditure across all categories of public expenditure on education. Spending was almost double in 2010-11 as compared to 2005-06 in absolute terms but the relative shares between categories hardly changed. Share of expenditure on education was highest for elementary education followed by secondary education, university education higher education, technical education and then adult education. Key words Public expenditure, education, plan, non-plan, revenue, capital, India INTRODUCTION There are primarily three sources of financing the education in India i.e. financing through central government, state government and non-government sector (including parents, non-government organizations, banks, philanthropic contributions and as a part of corporate social responsibility activities amongst others). Government is expected to shoulder greater responsibility in providing for education due to the social returns associated with education. The central and state financing is further bifurcated in Revenue account and capital account and Plan and Non-plan expenditure. Expenditures on capital account are long-term in nature. They are used for acquiring fixed assets such as land, building, machinery and equipment. Other items that also fall under this category include loans and advances sanctioned by the Centre to the State governments, union territories and public sector undertakings. However, expenditures incurred for the routine functioning of the government departments and various other services, largely not associated with acquisition of assets such as subsidies, salaries, interest, etc. incurred by the government are referred to as revenue expenditure. Plan expenditure refers to the expenditure devoted towards the funding of the plans by the government. On the other hand, non-plan expenditure refers to the expenditures other than those devoted for the plans of government. Plan and non-plan expenditure are incurred on capital and revenue accounts. The objective of this paper is to analyze in detail the contributions made by the Centre and the State governments towards expenditure on education in 2005-06 and 2010-11 and observe the changes thereby. The selected years were chosen due to the availability of comparable data. Data for actual expenditure, revised estimates of budgeted expenditure and budgeted estimates were available, but for the purpose of analysis the data related to actual expenditure incurred was only considered. Henceforth State would refer to State and Union territories combine, CAPITAL AND REVENUE EXPENDITURE ON EDUCATION In absolute terms the budgeted expenditure on education and other departments by Central and State governments in 2005-06 accounted for INR 1,14,389 crores out of which the expenditure on revenue account was about INR 1,13,229 crores (98.99%), on capital account was about INR 1,143 crores (1%) and on loans and advances was about INR 17 crores (0.01%). Similarly for 2010-11 the total expenditure accounted for INR 2,97,311 crores out of which the expenditure on revenue account was about INR 2,93,478 crores (98.71%), on capital account was about INR 3,776 crores (1.27%) and on loans and advances was about INR 57 crores (0.02%). While the absolute budgeted expenditure on education almost increased 2.5 times over the period of five years, the relative share of revenue account, capital account and loans and advances almost remained same. There was just a shift of 0.27% from revenue to capital account. It was further observed that the entire contribution on capital account came from the Sta tes with no share at all from the Centre. As can be observed the share of revenue account left almost negligible share for capital account and loans and advances from the total expenditure. Since capital expenditures are incurred on procurement of fixed assets, the data indicated that lesser expenditure was incurred in acquiring land, building, machinery and equipment. Growth in education would be difficult if it was not duly supported by a growth in acquisition of assets. It can also be observed that the contribution for expenditure on salaries, subsidies and interest payments through revenue account was high. PLAN AND NON-PLAN EXPENDITURE While plan and non-plan expenditure were also incurred on capital account, the amount being comparatively meager, plan and non-plan expenditure on revenue account only had been analyzed. The total budgeted Plan and Non-plan expenditure by education and other departments on revenue account were INR 1,13,229 in 2005-06 and INR 2,93,478 in 2010-11 as suggested in the previous section. In 2005-06 Plan expenditure accounted for 27.9% and Non-plan expenditure accounted for 72.1% of the total budgeted expenditure on revenue account. Similarly in 2010-11 Plan expenditure accounted for 33.2% and Non-plan expenditure accounted for 66.8% of the total budgeted expenditure on revenue account. Therefore over a period of five years about 5% of the share of Non-plan expenditure was shifted to Plan expenditure. For 2005-06 and 2010-11 the Plan expenditure for Center was more and Non-plan expenditure of State was more. Across the total budgeted Plan and Non-plan revenue expenditure the highest share was of Non-plan expenditure by States. The Non-plan expenditure by States accounted for 67% of the total revenue expenditure in 2005-06 and 59% in 2010-11 respectively as can be seen in figure 1. Figure 1: Budgeted Plan and Non Plan Expenditure on Revenue account for Center and State for 2005-06 and 2010-11 Source: MHRD (2008, 2014) Hence it can be concluded that the budgeted expenditure on education was incurred most on the revenue account and of the revenue account the contribution of the non-plan expenditure by the State was highest. EXPENDITURE ON EDUCATION AS A PERCENTAGE OF GDP Expenditure on education as a percentage of GDP is a globally accepted criterion which is widely used for international comparisons of financing of education. Figure 2 depicts public expenditure on various sectors of education namely elementary, secondary, university higher, technical education as a percentage of GDP. Expenditure of Adult education was nominal and so has not been included. Public expenditure included the expenditure incurred by education department and other departments and ministries respectively for various sectors. India being a developing nation highest public expenditure on education as a percentage of GDP was incurred on elementary education in 2005-06 (1.61) and in 2010-11 (1.7). It was followed by expenditure on secondary education, university and higher education and technical education for 2005-06 as well as 2009-10. In comparison with 2005-06 public expenditure on education as a percentage of GDP was incurred more in 2010-11 across all levels of education. Expenditure on education as a percentage of GDP by states was highest for elementary education followed by secondary education, university higher education and technical education for 2005-06 and 2010-11. But the expenditure on education as a percentage of GDP by Centre was highest for elementary education, and was followed by university and higher education, technical education instead of secondary education, that got the least share. Compared to 2005-06 in 2010-11 the commitment by the Centre increased for university higher education and technical education with little left for secondary education. The contribution by the Centre almost doubled for university and higher education and more than doubled for technical education. For secondary education there was a fall in the public expenditure on education from 0.7% to 0.1% of the GDP from 20 05-06 to 2010-11. It can be further observed that the contribution of state for all levels of education was more than that for Centre for both the years 2005-06 to 2010-11 as can be observed in figure 3. While not much change could be observed in the share of State and Centre as a percentage of GDP in 2005-06 and 2010-11 for elementary and secondary education, a dramatic rise in the share of the Centre as compared to State could be observed for university higher education and technical education for the same period. Figure 3: Sector-wise share of State and Centre in Public expenditure on education as a percentage of GDP for 2005-06 and 2010-11 Source: MHRD (2008, 2014) The share of State (76.4%) and Centre (23.6%) for elementary education in 2005-06 almost remained stagnant as observed for State (74.7%) and Centre’s share (25.3%) in the GDP in 2009-10. Similarly the share of State (92.2%) and Centre (7.8%) for secondary education in 2005-06 was almost the same for State (89.9%) and Centre (10.1%) in 2009-10. Share of Centre for university and higher education in public expenditure as a percentage of GDP increased from 23.9% to 38.4% and that of the States decreased from 76.1% to 61.6%. Likewise the share of Centre for technical education increased from 33.3% to 50% and that of the States decreased from 66.7% to 50% from 2005-06 to 2010-11. Therefore the shift from the Centre to State in the share of university and higher education was to the tune of about 15% and for technical education it was about 17%. CONCLUSION The present scenario calls for serious action in support of financing the higher education access in India. A bigger financial commitment surpassing the inflationary conditions both by the central and the state government is warranted. A larger share as a percentage of GDP should be allocated for the expenditure on education to enhance the access to education. Higher funds would be required to address the expenditures on revenue account, like that for filling the vacant faculty positions. On the other side, the expenditure on capital account like raising the qualitative learning infrastructure would be obligatory to achieve a higher rate of enrolments. Access to equitable and qualitative higher education is the need of the hour for a country like India aspiring to excel in the economic growth and development. The commitment from government and private sector towards the investments in developing human capital will determine if the demographic advantage will be a dividend or a liability. Governments today increasingly face the limitation to raise means owing to the fiscal pressures, increased demand for access to education, rising costs, expectations for improvement in infrastructure, increasing the resources, enhancing, quality and competing prioritized demands on the government treasury. For a developing country like India, it is difficult to assume that government alone would be able to achieve the mammoth task of assuring access to education for the masses. Higher efficiencies can be achieved by the allocation of the funds on the criterion of ‘performance based funding’. Increased accountability should be accompanie d by increased autonomy to raise funds at the institutional level, with wisdom to assure the opportunity of access to quality education for anyone willing to pursue the same. The government through necessary regulatory changes should incentivize philanthropic and alumni contributions by allowing tax rebates on incurring such expenditures by individuals. Income generated through consultancies, research and development and providing training workshops in the area of expertise should be appreciated and encouraged. Considering the present and future demand for higher education in India, it cannot be denied that financing remains a serious challenge. To achieve this mammoth task, all possible sources of funding will have to be explored to assure a qualitative and equitable access to higher education.

Analysis of Hamlet Act II.2 Essay

Act 2, Scene 2 is an important scene for the audience’s impressions of Hamlet, as it is the first time we can see the â€Å"antic disposition† of which he has previously spoken. He enters the scene on page 50, and immediately enters into conversation with Polonius. We can see that the act of his madness relies upon rhetoric devices such as puns and double meanings, which are deliberately intended to confuse. On page 51, for example, when Polonius asks him what matter he reads, he replies: HAMLET: Between who? In this, Hamlet is playing on the double meaning of the word â€Å"matter†- although Polonius intends it to mean his reading matter, Hamlet knows it could also mean personal matters, and picks the wrong interpretation, intending Polonius to think that his mental instability is such that he cannot follow the conversation. Although there are these occasions upon which Hamlet seems to be truly mad, the audience can see that he is being rather clever in constructing his act. When Polonius clarifies the meaning of the word â€Å"matter† which he intended, Hamlet responds with a thinly veiled attack on him: HAMLET: The satirical rogue says here that old men have grey beards, (†¦ ) and that they have a plentiful lack of wit. Here, Hamlet pretends to discuss the â€Å"slanders† of which he reads, but the audience can see that he is commenting on Polonius as an old man. By mentioning the â€Å"plentiful lack of wit†, he recognises how obvious Polonius’ motives are in conversing with him, and attacking his methods. Although Polonius does not pick up on this, he does see that there is more to the â€Å"madness† of Hamlet than is seen, commenting â€Å"there is method in’t. † While Hamlet’s act here seems rather convincing, as soon as Rosencrantz and Guildenstern enter his madness begins to slip. His conversation with the two is coherent, as he directly questions them to see how honest they are. For example, on pages 53-54: HAMLET:Were you not sent for? Is it your own inclining? Is it a free visitation? This short, direct questioning shows his cynicism of the two- he knows that they did not come of their own free will, and is simply testing them to prove their honesty. When they are hesitant to answer, he decides they have not passed his test, and afterwards treats them with a contempt or disregard. This wariness in his personality will become important later in the scene when he contrives a means of testing Claudius. Furthermore, the coherency with which he asks these questions show the sanity underlying his act of madness. Hamlet himself recognises this, when on page 57 he comments â€Å"I am but mad north-north-west. â€Å", implying that although there are times when he acts with seeming insanity, he is also capable of coherent conversation. This also emphasises to the audience that what they see is simply an act, and underneath the madness there is a young man obsessed with avenging the death of his father. Although his mood during this first part of the conversation is that of anger and mistrust towards his two friends, there is an abrupt change in his speech and actions when the players are mentioned to him. In fact, his speech becomes uplifted and he appears to be genuinely excited about the upcoming play. For example, on page 55: HAMLET: He that plays the king shall be welcome- his majesty shall have tribute of me. This is rather ironic- while he shall welcome the actor who plays the king, in reality it is a king who is the source of all his problems. This shows Hamlet’s love for actors in that while very few people in his life are trustworthy and it is hard to distinguish their actions from the meanings behind them, one can be certain that the actors will be acting. After this, he then goes on to list the many characters who appear in a play, explaining what they shall do and how he shall enjoy it- â€Å"the lover shall not sigh gratis†. This also shows that he is knowledgable on the matter of the theatre, as he is acquainted with the many parts which are played. It also shows his excitement, as he speaks more a long time on the matter. His speech is not organised into short, direct questioning as before, but instead he speaks in longer, freer sentences. This change in syntax clearly shows his mood- whereas before his short sentences showed doubt and mistrustfulness, these longer sentences show that he is what he is saying is exactly what he thinks- in contrast to the earlier part of the conversation, he now clearly seems to be relishing and enjoying the words as he says them. This is the first time that the audience is made aware of Hamlet’s love of drama, which is an important part of his personality and will become vital later on in the scene, when the audience is made aware of his plans. It also explains how, when faced with the dilemma of how he should react to the news of the ghost, his immediate reaction is to put on an act. At the end of the scene, Hamlet is left alone and speaks his second soliloquy of the play. As is typical of Shakespearean dramas, soliloquies are used to give the audience an insight into the character’s innermost thoughts and feelings without worrying about the opinions and reactions of other characters towards them. The speech is organised into three main parts: the first, a comment on the player he has just seen perform, followed by a self-critical analysis, before he goes on to explain his plan of action. He begins by speaking about the player, who has put such great emotion into his performances that he weeps during them. Hamlet contrasts this with the state of emotional turmoil in which he resides, although he is not allowed to show it externally. During the soloiloquy, Shakepeare uses several rhetoric devices to communicate this distress to the audience- for example, the frequent use of exclamation marks, which suggest a passion behind his speech. By line 568, he uses a great deal of rhetorical questions: HAMLET: Am I a coward? Who calls me villain? Breaks my pate across? These questions serve to increase his anger, and as he says them his speech becomes increasingly passionate. At this point, he is talking about himself- by saying â€Å"Who calls me villain? † he is opening up to criticism from others, but then swiftly moves on to speak about himself. HAMLET: But I am pigeon-livered and lack gall During this section of the soliloquy, Hamlet reveals his attitude to the revenge which he has sworn to take. He shows the audience his conflicting feelings- on one hand, we can see that he feels he is cowardly for not having acted sooner. This shows a contrast between what he feels he should be and what he actually is, which is further reinforced when he explains â€Å"ere this/I should ha’ fatted all the region kites/ With this slave’s offal. † This shows that he feels that he should have taken revenge by now in order to remain true to his dead father, and yet he is reluctant to act too quickly. To add to this feeling, he has just ben watching the players speak of Pyrrhus, who was a man of revenge and action- what Hamlet feels he should be. He is also clearly filled with loathing towards his uncle- at one point referring to him as: HAMLET: Remorseless, treacherous, lecherous, kindless villain! This list of negative adjectives very clearly show the audience how passionate he is upon this issue. By this point, his extreme hatred of Claudius is obvious, and by describing him in this way Hamlet is only working himself into greater fits of passion and determination to act upon the situation. However, Hamlet is not, like his father, a man of war and fighting, but instead rather more cunning in his revenge- in this respect, he could almost be described as like Claudius. He realises that passion is not the way to solve his problems, saying on page 63: HAMLET: About, my brains. This signifies a change in his thoughts- whereas before he was speaking with passion and anger, he has now regained some control over his emotions and can speak with a greater coherency. It shows his belief that, in order to exact his vengance most effectively, he will need to remain calm and collected while thinking about it. As revenge is clearly the most urgent matter on his mind at this tiime, then, there is a need for him to think carefully, and by saying â€Å"About, my brains. † he is recognising this. It is at this point in the scene that the cynical facet of Hamlet’s personality comes back into importance- we can see that he needs evidence before he acts, as he declares towards the end of page 63: HAMLET: I’ll have grounds more relative than this. To the audience, this is further reinforcement of his suspicious nature- rather than simply take revenge without thought, he must first devise a plan to test the truth of the ghost’s words. This in in keeping with what we have been told of his past- namely, that he is a scholar from Wittenberg, which at the time was one of the most prestigious universities in Europe. Therefore, his questioning nature is in keeping with this- for, being educated, he is less likely simply to accept what others tell him wthout proof. We see this during his â€Å"testing† of the motives of Rosencrantz and Guildenstern earlier on in the scene, but only now does it begin to relate directly to the central plot. This concludes Act 2:2, during which Hamlet as a character has greatly developed. We see his plans begin to come together, as he feigns the â€Å"antic disposition† which was spoken of in previous scenes. The audience also begins to see his character develop, as we are introduced to such elements of his personality as his love for drama and his cynicism, all of which fashion the style which revenge will take, and ultimately guide the play to its inevitable ending.

Tips for Filling Out USCIS Forms

Let’s face it, even native-born American citizens don’t like filling out forms for the federal government. For an immigrant, the task can be daunting. Language barriers and cultural differences can complicate even simple, straightforward communication with the government. Each year, U.S. Citizenship and Immigration Services receives millions of forms and applications from immigrants. Unfortunately, untold thousands of those are rejected or discarded because they were not filled out properly. Here are some simple tips to make sure the government accepts your form: Make sure you fill out the form legibly. If it’s messy or damaged and the government can’t read it, you’ll have not chance of getting what you want.Answer all questions truthfully and completely. It can be a serious offense to give the government incorrect information.Make sure the spelling is correct — especially with names. If you need help understanding the English, then get help. Generally, most applicants will not need to consult an immigration attorney to fill out a form. You can do it yourself! But if you have a complicated you, you may want to seek a lawyer’s advice. Follow the instructions carefully. If you need to send a fee with your document, make sure you send the right amount the right way.Don’t forget to sign your form. An unsigned form is a simple mistake that can delay your case for months. USCIS is constantly changing its forms, so it’s important you are sure you are filling out the right one. Here are some tips from the government. Remember that forms and applications are free, though there may be a charge to file them. Beware of dishonest service providers who might try to charge you for a blank form. A warning from the federal government: Never pay for a blank USCIS form! Some useful tips from USCIS: You can get a form by downloading them on line at the USCIS website, or by calling 1-800-870-3676.Make sure you are using the most current version of the form you want. Again, USCIS is changing and revising them all the time.When possible, download the form from the USCIS website and complete it with a computer. This will help ensure your document is legible.If you do write your answers by hand, use black ink and make sure your writing is neat and stays within the space provided.USCIS uses special scanners to read forms and documents. The scanners will not read the information properly if it is greyed-out, highlighted or corrected using correction fluid or tape. Take time to make sure your for form is as neat as possible!If you do make an error, the government recommends that you start over with a clean form. Again, they’re free!Complete the entire form. A partially completed form will not get you what you want. Barcoded Forms — USCIS Adds New Technology USCIS says it has added 2D barcode technology to some of its most used forms. They include: G-28, I-90, I-131, I-821, I-864 and N-400.The government says that when you complete these barcoded forms with a computer, the barcode at the bottom of the page will store the data entered on the form. USCIS will be able to scan the information from the barcode and upload it directly into the USCIS system.USCIS says you are not required to complete the barcoded forms electronically, but immigrants are encouraged to use them and to visit the government’s online form site. Remember the barcode captures only typed information; handwritten information is not captured by the barcode. So, you have to complete the forms fully electronically or full in handwriting.Take care not to damage the barcode. Give Your Form One Last InspectionBefore you file your form, look it over one last time to make sure it’s accurate and complete.USCIS says you should check these things in particular:Did you sign it?Are you sending the correct fee if one is required?Have you answered everything truthfully and completely?If you are sending more than one form, have you written your name and date of birth exactly the same way on each form? This is very important, whether you’re trying to get a visa, applying for citizenship or just changing an address.Are you mailing your form to the correct government address? If you’re not sure, check it.

The Sociological Imagination By C. Wright Mills - 986 Words

Mills Chapter Summary â€Å"Yet Men do not usually define the troubles they endure in terms of historical change and institution contradiction.† Stated from chapter one of â€Å"The Classic Readings in Sociology† which was based on â€Å"The Sociology Imagination† by C. Wright Mills. As our Sociology 131 class study the works of C. Wright Mills, we learn and examine his views. We learn how he view other things such as marriage, war, and the limitations of men. His view of war is that both sides play a role to create the war so both societies have to hold part of of the blame. In the viewpoint of a civilian we find that we are unaware of the fact the government, one of our social institutions, has to agreed to go to war with another country.†¦show more content†¦It can be based in multiple ceremonies and sustain the tradition of the Nuclear family and the responsibility of the Nuclear family holds which is to raise kids. Marriage can be what sociologist thinks of the world. Which is â€Å"things are not what they seem† in some situations. Meaning that you never know the real motives why some people get married. An example of this is families with domestic violence. Usually these families are the result of marriages that are created with motives but no love. They are made from the other motives that Mills had mentioned in his memoir. They increase the divorce rate because their is no solid foundation in the relationship. Berger also talked about the limitations of men and how men are scared to be aware of these said limitations. Men being aware of their limitations could benefit the human race because of the fact they can look for ways to not only push these limitations but also break them. By doing so we can prove what scientists have been saying which is the human race can evolve. Our limitations can be shown through our age and lifestyle choices. Our age limits us by how our bodies change to adjust to our age. Making so that some part of the human body break down or gets weaker. In doing this it makes some human limited on their actions. Our lifestyle choices limits us because of how much free will we are given. In giving us that free will we see how we as human create our own limits as well as our own mental blocks to keep usShow MoreRelatedThe Sociological Imagination By C. Wright Mills857 Words   |  4 PagesThe sociological imagination is simply the act of having the capacity to think ourselves away from the commonplace schedules of our day by day lives keeping in mind the end goal to take a gander at them with a new perspective. C. Wright Mills, who made the idea and composed a book about it, characterized the sociological creative ability as the clear attention to the connection amongst encounter and the more extensive society. The sociological imagination is the capacity to see things sociallyRead MoreSociological Imagination By C. Wright Mills969 Words   |  4 Pages C. Wright Mills defined sociological imagination as the awareness of the relationship between personal experience and the wider society . Understanding and being able to exercise the sociological imagination helps us understand the relationship between the individual and society. Mills focuses on the distinction between personal troubles and public issues. Having sociological imagination is critical for individual people and societies at large to understand. It is important that people areRead MoreThe Sociological Imagination : C. Wright Mills907 Words   |  4 Pagesindividual s life a person will experience what C. Wright Mills refers to as the trap. The trap alludes to a person that can only see and understand their own small scope of life. Their frame of reference is limited to their day to day life and personal experiences that are directly related to them, they cannot see the bigger picture. They do not yet know that the sociological imagination can set them free from this trap and as C. Wright Mills said, In many ways it is a terrible lesson; in manyRead MoreThe Sociological Imagination By C. Wright Mills131 5 Words   |  6 Pagesâ€Å"The sociological imagination enables us to grasp history and biography and the relations between the two within society. This is its task and its promise.† C. Wright Mills writes about the sociological imagination in an attempt to have society become aware of the relationship between one’s personal experience in comparison to the wider society. By employing the sociological imagination into the real world, individuals are forced to perceive, from a neutral position, social structures that, inRead MoreSociological Imagination By C. Wright Mills942 Words   |  4 PagesSociological imagination according to C. Wright Mills (1959) â€Å"enables its possessor to understand the larger historical scene in terms of its meaning for the inner life and the external career of a variety of individuals† (p.5) Mills in this book of The Sociological Imagination explains how society shapes the people. Mills wants people to be able to use sociolo gical imagination to see things in a sociology point of view, so they can know the difference between personal troubles versus personal issuesRead MoreSociological Imagination, By C. Wright Mills Essay1611 Words   |  7 PagesI SOCIOLOGICAL IMAGINATION CONCEPTUALIZATION As conceived by C. Wright Mills, sociological imagination is the mental ability to establish intelligible relations among social structure and personal biography that is observing and seeing the impact of society over our private lives. Sociological imagination helps an individual to understand on a much larger scale the meaning and effect of society on of one’s daily life experience. People blame themselves for their own personal problems and they themselvesRead MoreThe Sociological Imagination, By C. Wright Mills799 Words   |  4 Pages The sociological imagination, a concept used by C. Wright Mills, is essentially the ability to perceive a situation or act in a much larger social context as well as examining the situation or act from many perspectives. In particular, it plays a paramount role in Donna Gaines Teenage Wasteland. It is a tragic story of 4 teens who together, committed suicide. The teens were deemed as â€Å"dropouts, druggies† [Teenage Wasteland 8.2 ] by newspapers and were still treated with disdain even after theirRead MoreThe Sociological Imagination : C. Wright Mills1822 Words   |  8 PagesC. Wright Mills defines the sociological imagination as, â€Å"what they need, and what they feel they need, is a quality of mind that will help them to use information and to develop reason in order to achieve lucid summations of what is going on in the world and of what may be happening within themselves†. Mills also says that the sociological imagination enables us to grasp history and biography and the relations between the two within society. When I read Chapter One: The Promise from C. WrightRead MoreThe Sociological Imagination, By C. Wright Mills1692 Words   |  7 Pagesentire life, can be determined by examining his or her intellect, high school performance, and talents. However, C. Wright Mills proposes a new approach to this idea in his work, â€Å"The Promise.† Mills presents an idea known as the sociological imagination, which examines society on a larger scale to better grasp an individual’s life circumstances (Mills 2). The sociological imagination examines the role of social forces on the lives of individuals (Butler-Sweet, September 5, 2017). For example,Read MoreSociological Imagination, By C. Wright Mills1762 Words   |  8 Pages 10/11/2017 ID 100602667 Soc. 1 FY40 Sociological Imagination The Sociological Imagination, by C. Wright Mills, was a statement that questioned the developing field of sociology, challenging sociologists and the public to take seriously the rise of elites and the decline of American democracy, American community, and American equality. Mills argues that the sociological imagination is a quality of mind necessary to the understanding of the human condition