Free Essays on Old Man And The Sea

In Ernest Hemingway’s The Old Man and the Sea, Santiago, during his forlorn excursion out to the ocean, discovered that life offered him a verifiable bliss in addition to disappointment. Respect, valor, and battle were impediments Santiago experienced which gave him fearlessness and confidence. For example, Santiago’s life was loaded up with respect. The past and the present were recollections about which the elderly person was generally glad. The elderly person persevered through huge physical torment, similar to the squeezing in his grasp, driving him to nearly surrender. To empower himself, the elderly person recollected when he was â€Å"el campeon† meaning â€Å"the champion† in Spanish. For quite a while after that everybody had called him â€Å"the champion† (Pg. 70). The memory of being a victor resuscitated Santiago’s endurance, urging him to look for another objective. His next objective, the marlin, at last tested him. He battled the fish for such a long time that he shaped a kind of bond with the fish, and he said â€Å"Fish, I will remain with you until I am dead† (Pg. 52). Right now, when Santiago speared the marlin through the heart, he realized that he was triumphant. This demonstration sensibly calmed Santiago; he i ncreased more respect and fearlessness. Therefore, Santiago’s life was loaded up with a sentiment of honorability. Besides, Santiago frequently discussed his legend, Joe DiMaggio, a well known and prominent baseball player. Joe DiMaggio straightforwardly and in a roundabout way influenced the elderly person. His activities, similar to when he played baseball with the bone prod, and his mentalities added to the old man’s life. Pondering DiMaggio demonstrated the elderly person the best approach to triumph. His love of DiMaggio woke the boldness that was inside the old man’s heart. As Santiago suspected a definitive test was finished, the most exceedingly terrible was at this point to come. The mako sharks had detected the marlin’s blood in the water and moved after it. It drew nearer and assaulted the marlin. Santiago executed the main shark. From that point onward, the sharks continued coming. Th... Free Essays on Old Man And The Sea Free Essays on Old Man And The Sea In Ernest Hemingway’s The Old Man and the Sea, Santiago, during his desolate excursion out to the ocean, discovered that life offered him a certain happiness in addition to disappointment. Respect, gallantry, and battle were deterrents Santiago experienced which gave him fortitude and confidence. For example, Santiago’s life was loaded up with respect. The past and the present were recollections about which the elderly person was generally glad. The elderly person persevered through colossal physical agony, similar to the squeezing in his grasp, driving him to nearly surrender. To support himself, the elderly person recollected when he was â€Å"el campeon† meaning â€Å"the champion† in Spanish. For quite a while after that everybody had called him â€Å"the champion† (Pg. 70). The memory of being a victor restored Santiago’s endurance, urging him to look for another objective. His next objective, the marlin, eventually tested him. He battled the fish for such a long time that he shaped a kind of bond with the fish, and he said â€Å"Fish, I will remain with you until I am dead† (Pg. 52). Right now, when Santiago speared the marlin through the heart, he realized that he was triumphant. This demonstration reasonably calmed Santiago; h e increased more respect and self-assurance. Thus, Santiago’s life was loaded up with a sentiment of respectability. Moreover, Santiago frequently discussed his saint, Joe DiMaggio, a celebrated and prominent baseball player. Joe DiMaggio legitimately and by implication influenced the elderly person. His activities, similar to when he played baseball with the bone spike, and his perspectives added to the old man’s life. Considering DiMaggio indicated the elderly person the best approach to triumph. His love of DiMaggio woke the fearlessness that was inside the old man’s heart. As Santiago suspected a definitive test was finished, the most exceedingly terrible was at this point to come. The mako sharks had detected the marlin’s blood in the water and moved after it. It drew nearer and assaulted the marlin. Santiago murdered the primary shark. From that point forward, the sharks continued coming. Th... Free Essays on Old Man And The Sea In the books that we have perused this semester there are two books that I decided to expound on the first being The Old Man and the Sea and the second being The Crucible. The explanation I picked these two books is on the grounds that I feel that if there are main thrusts within each individual that cause an individual to do awful things there likewise ought to be something within us all to cause us to do great. I feel that these two books show that there are in truth the two sorts of these main thrusts. Now and again both of these powers are available and in others there is just one present. The Crucible was set in an unusual time when individuals were searching for strict opportunity. These equivalent individuals who needed to be disregarded to maintain their religion moved to the current day Massachusetts where they attempted to push their religion onto the individuals who previously lived there. As of now you can see the logical inconsistency, these individuals wished to be free and when they got their desire they needed to drive their convictions upon others. The general subject of this book was that nearly everybody was out to secure themselves, these individuals would accuse others, blame them for witchery so as to shield from being denounced themselves. The individuals of Salem would do whatever was important so as to keep a demonstrate innocence. Most of them were ideal instances of how the main impetus within some can make even great individuals do awful things. Then again an incredible case of a resilient individual who knew directly from wrong was John Proctor . He would not like to partake in the exchange of blame and this demonstrates at any rate now and again these main impetuses are utilized for a decent purpose. The subsequent book is very extraordinary in that there are no allegations being made constantly and there are not so much choices to be made over good and bad. The elderly person, Santiago, an angler who was having misfortune had gone forty days before the boy’s guardians disallowed him to angle with the elderly person. The reality th...

20 Personal Essay Topics What to Write about Your Favorite Food

20 Personal Essay Topics What to Write about Your Favorite Food On the off chance that you are composing a most loved food individual paper, at that point you may be battling to locate a decent method to work out the subject. Recollect that this kind of composing is intended for you to introduce your preferred food, yet it tends to be done as such in an assortment of ways. The subjects beneath can be acceptable points through which you show to the peruser your preferred food and why. For instance, in the event that you are a competitor and you love chomping on steamed rice and broccoli, at that point you can expound on dietary cycles for weight lifting and muscle working as the subject to present your preferred food. This ought to be a paper that you appreciate, so appreciate the twenty point proposals underneath: Step by step instructions to Change Snack Intake Gradually to Improve Physical, Mental, and Emotional Health - My Favorite Ways. Standards of Nutrition and Calorie Consumption in My Favorite Food. Dietary Cycles I Use for Weight Lifting and Muscle Building. How I Change Diet Gradually to Improve Fiber Intake. What Snacks I Eat to Keep the Body Healthy and Clean. Various Diets and Which One Is the Best for My Lifestyle. How I Started Changing Heavier Carbohydrates for Midday Meals and Not Dinners. Which Foods I Eat to Combat Inflammation and Exhaustion. Snacks I Avoid Because of Their Unhealthiness. Nourishments Specifically for Fighting Certain Diseases. My Favorite Foods to Improve Weight Lifting Results and Bodybuilding. My AB Blood Type Snack Foods and Foods to Avoid. The Way I Handle Excess Calories from My Favorite Food. Why My Blood Type O Needs Higher Rates of Fish and Less Grains. Why I, As Blood Type A, Should Be Vegetarian. My Best Foods for Blood Type B. The Negative Impact of Distillation Process and Potential Cross Contamination for Liquors-Why I Avoid Them. Effect of Processed Meats and Their Lack of Nutritional Value-Why I Change My Eating Ways. How I Avoid Sugar Replacements for Snack Foods and Replace Them with Complex Sugars. Which Snacks We Eat That Are Scientifically Linked to Different Forms of Degenerative Diseases. Recollect obviously that these are intended to manage you and may not really be the best fit for your specific composing errand or task. You may likewise give a glance at our intriguing realities on most loved food and composing exhortation article on close to home papers. Since there are such a significant number of from which to pick, and on the grounds that the way toward introducing your preferred food in an innovative light can be trying for understudies, you are additionally given an example beneath of one of the themes with the goal that you can perceive how an article of this sort may be appropriately composed. Test Personal Essay â€Å"Handling Excess Calories from Your Favorite Food† Today, there are numerous individuals worried about calorie harmony. They center exclusively around the possibility that so as to be sound you need to concentrate on the quantity of calories you take in and you should ensure that the quantity of calories you expend is comparable to the quantity of calories you have consumed off. Be that as it may, there is a trick to this idea: a solitary calorie consumed by dozing or by practicing is as yet a calorie consumed however only one out of every odd calorie you devour is the equivalent. A few sorts of calories will procure bigger repercussions on your body in contrast with others, and a great many people are so willfully ignorant of these distinctions or the things they can do to forestall in any case hurtful consequences welcomed on by these unsafe calories. So while organic product may be the best food there is, numerous individuals believe natural product to be similarly the same number of calories as something less solid, which isn't e xactly obvious. At the point when a person’s body gets overabundance calories, the manner in which it for the most part handles that heap is to change over the calories into insulin or fat. In any case, the distinction lies in the calorie sources themselves. Expending 150 calories from almonds is prepared diversely in your body contrasted with devouring the equivalent 150 calories from a Coca Cola. Inside the normal Coca Cola there is more sugar than the American Heart Association directs an individual ought to devour in a solitary day (the pace of which is 6-9 tablespoons for every day from any source). The higher sugar tallies which are ingested will quickly arrive at the liver on the grounds that the Coca Cola, in contrast to almonds or some other more advantageous bite, has no fiber. The fiber contained normally in organic products or vegetables keeps the sugar from arriving at your liver right away. In any case, with a pop, the liver proselytes the sugar promptly into fat which builds yo ur insulin levels. Something else that numerous individuals don't perceive with their preferred nibble nourishments and beverages is that the body will process nourishments in various manners. Devouring a bit of organic product as a tidbit furnishes your body with characteristic sugars which are prepared in precisely the same path as fabricated sugars found in soft drinks. However, the distinction here lies in the way that when the body expends sugars from regular products of the soil, it at the same time gets fiber which assists with separating the sugar over a more drawn out timeframe instead of at the same time. On the off chance that you devour your sugar source without the fiber, everything goes to the liver and the liver gets exhausted. At the point when this happens the pancreas needs to assist with forestalling insulin levels from spiking excessively high and changes over the abundance sugar and insulin into fat which remains put away in the body. One approach to take a gander at it that consuming off the calories expended from a sound tidbit plate of foods grown from the ground is a lot simpler for your body than consuming off the calories that you get from the pizza and soft drink devoured the prior night. So as to consume off a Coca Cola, you have to ride a bicycle for 1:20 and to consume off one treat you need to run for 20 minutes. So as to dispose of the calories from 1 medium box of French fries from McDonalds, you would need to swim for 1:15. A great many people truly do not have the time they have to dispose of the calories that they take in from unfortunate sources, which leaves the calories put away in the body as fat as opposed to changed over as helpful vitality. As a result of the dangers in question, it is basic to comprehend the calorie types associated with the nibble nourishments you appreciate and to moderate the danger of higher fat stockpiling by devouring more advantageous other options. References GOTTSCHALK, A., PARTRIDGE, S. (1950). Collaboration Between Simple Sugars and Amino-Acids. Nature, 165(4200), 684-685. http://dx.doi.org/10.1038/165684a0 Haugen, D., Musser, S. (2012). Nutrition. Detroit: Greenhaven Press/Gale Cengage Learning. Insel, P., Turner, R., Ross, D. (2007). Nutrition. Sudbury, Mass.: Jones and Bartlett Publishers. Lakatos, L., Shames, T. (2004). Fire up your digestion. New York: Simon and Schuster. Schuh, M. (2013). Sugars and fats. Mankato, Minn.: Capstone Press. Shils, M., Shike, M. (2006). Modern nourishment in wellbeing and malady. Philadelphia: Lippincott Williams Wilkins. Venuto, T. (2009). The muscle versus fat arrangement. New York: Avery.

21 Firsts

21 Firsts It’s been 3.5 years since I came to the United States from Nigeria, to study at MIT. In 2017, this ongoing chapter of my life promises to close. I graduate in June, if all goes well. A short while afterward, I celebrate my 21st birthday. Just a week ago, I imagined one version of what the future may look like. I suppose this is a sequel of sorts, one that threads through the pages of an established past. The years since my coming to USA, to MIT, have been some of the most monumental years of my life. I came to experience several things for the first time. These are some of them. ** 1. First time using a washing machine. My first time in the States was prefixed by living with my aunt and her family in Virginia, prior to starting orientation at MIT. Even then, I was still experiencing the first signs of culture shock: jetlag manifesting as odd sleep cycles and slight unease, buildings and roads whose structures were recognizable yet somewhat alien, intensely fast internet. And washing machines. In Nigeria, washing machines exist, but they aren’t common, and they certainly weren’t present at home. As such, like alien spaceships and McDonalds, they were relegated to Hollywood cinema for me. We washed our clothes by filling two buckets with water, one in which we soaked the clothes in detergent, and the other in which we rinsed them. Each fabric was picked up, scrubbed diligently, transferred to the rinse bucket, then pegged to a clothesline in the backyard to dry in the sun over the course of days. Rainy days were especially annoying, as they would prolong the drying time, or in cases of strong wind, would unpeg clothes, sending two hours of work flying into the sand. This was a fun, if monotonous, weekly ritual. I always used this opportunity to plug my tangled earphones into my MP3 player and rock out to P-Square and Styl-Plus, two of my favorite Nigerian musical groups. That first week performing laundry in the US was a little like magic, staring at this alien device, this thing of the movies. With the strange buttons and knobs and labels. My aunt helped me figure out how to use a washer and a dryer, and some tiny part of me was doubtful of the entire process. Then, two hours later, I was pulling clean, sweet-smelling clothes out of the dryer. It was mindblowing. Fast forward to the present, and my lazy head now considers doing the laundry mildly stressful. But once upon a time, it was magic, and if I think about it long enough, it still is. 2. First time pulling an all-nighter. I’d never stayed up for more than twenty four hours, not to my recollection anyway, until my very first night on the MIT campus. But I’d been up all day soaking in the endless activities freshmen could partake in. I ate free food from every dorm and living group I could traverse, a nontrivial chunk of which was liquid nitrogen ice-cream. I jumped on a large bouncy house and listened in on upperclassmen, who at the time had the aura of mystical gods, talk about why they chose their majors. Then, around six p.m., I retired to the basement of Walker Memorial, where a bunch of freshmen and other MIT students were hanging. I would end up spending the next fifteen hours there, in effect pulling my first all-nighter. We devoured several bars of chocolate and talked about where we came from, how we were finding MIT so far. Then we played multiple games, from Never Have I Ever, in which I discovered I was missing out on a lot of life experiences, to an improvised version of Hide and Seek. Around 9 A.M., we decided to grab breakfast, and I zoned out while munching on waffles at the Simmons dormalso a first-time treatseeing white nothingness for a moment. I realized I needed to sleep, so I ate a little more, and made it back to my room, where I collapsed on the bed, overwhelmed and very, very happy. I passed out pretty quickly and woke up early evening. Ever since then, I’ve pulled several all-nighters. Many of them have been less fun, usually trying to complete a challenging problem set, or studying for an upcoming midterm. But many of them have been in the same spirit of that first all-nighter. On some good nights, my floormates and I at Random would just stay up, watching silly YouTube videos and arguing about silly nonsense, and I would glance at the window; lo and behold, the sun was rising. 3. First time building a robot. During Orientation Week at MIT, I took part in a program called DEECSDiscover Electrical Engineering and Computer Science, meant to introduce freshmen to the world of EECS. We were split into groups of three, and for an entire week, we were in charge of writing software and assembling hardware for a lego robot capable of navigating a color-coded maze, using photo-sensors. I would later get to play more with robots in full-fledged EECS classes during my time at MIT, at a higher level of sophistication, but you know what they say. You never forget your first robot. 4. First time eating a burrito. A mexican restaurant called Beantown Taqueria sits diagonally across Random Hall, my dorm, and I ventured in there during Orientation Week. I didn’t have to; every location at MIT was blessed with steak and ice-cream and nachos and pancakes (one moment while I heavily sob in memory of all that free food), but it was near enough and I was curious. I ordered a small, spicy chicken burrito and cut down the whole thing in seconds. I discovered I loved burritos. And tacos. And chimichangas. Since coming to the States, I’ve tried a variety of cuisinesThai, Indian, Chinese, Mediterranean, Ethiopianand as a self-proclaimed foodist, it’s been one of my greater pleasures and I’m constantly in discovery mode. Please e-mail me pictures of tasty-looking non-traditional meals. I’ll either seek them out in Boston, or have no choice but to eat my screen. 5. First time seeing a movie in 3D. A few months after my first semester at MIT, I ventured into AMC, the movie theater in Downtown Boston, and saw Captain America: Winter Soldier in IMAX 3D. Perched somewhere in the back of the theater, wolfing down sadly under-buttered popcorn and drinking overpriced Sprite from an oversized plastic cup, I watched Captain America defend his country’s honor in backdrops of explosions. It was awesome. 6. First time performing below average on an exam. Back in my Nigerian high school, I had nicknames like “Doctor Math” and “2390”. I worked my ass off on every assignment and prepared for every examination, and it paid off: I attained high grades and usually ranked at the top of the class. This crystallized an informal rule in my mind: I could always expect to see my hard work pay off in similar fashion, even at MIT. This myth was busted my very first semester, after my first Biology midterm. I spent a fair amount of time studying for this midtermfrom rewatching lecture videos online, to poring through my handwritten notes, to taking practice midtermsbut ended up scoring well below average, a somewhat crushing experience in a gloomy week. I remember sort of staring blankly at the grade, just before starting a problem set, and feeling my stomach fall. It was the first time I was situated in the bottom half of a class, and I guess my brain had trouble parsing that. This situation would occur a few more times throughout my semesters at MIT, and I would learn to take it much better, especially if I knew I’d prepared the best I could. 7. First time in prison. My first semester in MIT, I found myself in prison. In particular, the Massachusetts Correctional Institute (MCI), Framingham, an all-female prison. I was there as part of a philosophy class in the Concourse program, taught by Professor Lee Perlman, who also taught a class at MCI. We met with six inmates in a small classroom, where we talked about everything from Ancient Greek Philosophy to life beyond the walls of that room. 8. First time skydiving. Well, indoor skydiving, but stop being nitpicky. IT FELT LIKE I WAS FLYING. This actually happened less than a month into my freshman year at MIT. It was Rush Week, in which fraternities and sororities put out a ton of eventsand free food, long live free food in those glorious eternal ecstasy-filled early weeks of the academic yearfor freshmen to participate in. I spent virtually all of that week at Alpha Delta Phi, a place where I would make some amazing first-time memories (from playing Rock Band to eating lobsteror at least attempting to, and having its innards spray all over me in a grotesque assertion of dominance). One of the highlights of that week was getting to go indoor skydiving with the frat brothers. A dozen freshmen and a dozen brothers piled into a bus. Two hours later, we were at SkyVenture, a facility in New Hampshire where the best kind of dreams are realized. Turn by turn, we spent a few minutes each in a vertical wind tunnel, suspended, floating. Each turn was divided into two rounds. My first round, I had all the grace and stamina of an amputee giraffe on rollerblades, and was knocked around the glass walls of the tunnel. The second time around, I was able to maintain my balance, arms spread out, legs tucked above me. It felt like I was flying, flying, flying. I would spend the rest of the night replaying those moments. Funnily enough, the best part of the week probably came from singing It’s the Best Day Ever by Spongebob Squarepants alongside ADPhi brother Ryan Shepard. I can’t sing for squat (and I dont mean this in the cutesy can-sorta-sing-but-is-just-saying-this way, no, I actually cannot sing one tiny bit), but I let that voice rip, and he didn’t stop me. He sang along.   9. First time experiencing overt, in-your-face racism. When I look back on my time in the States, it’s often with a sense of belonging and gratitude. Places like MIT and Boston have become a comfortable home away from home. I’ve created meaningful friendships and built a fulfilling life here. But the fairytale, Wonderland-esque lens with which I’d often regarded the States got busted one very bad evening in Central Square, when I was falsely accused of theft in an extremely racist encounter. Upon realizing I wasn’t the thief, the man let go of me and walked away without an apology for his slur or his accusations, leaving me screaming at his back like an idiot. It was one of the worst experiences of my time in the States, and complicated my sense of belonging and identity. 10. First time identifying as black. USA has a race problem, one I began to perceive in greater detail when I left a home country of predominantly dark-skinned peopleso that the term “black” was never part of one’s identityand moved to a place where this skin color was situated within a minority. For the most part, it made no difference, but when it did, it really did. I fought for a while with this label, largely because I wasn’t quite sure how to reconcile my “African-ness” with the “African-American-ness” blackness often embodied. Black culture is a prevalent term that encompasses a wide swath of general experiences constructed around African American upbringingfrom music to hair to unique sentence structures to navigation around authorityand growing up in Nigeria positioned me away from much of this commonality. But then I realized that whatever perceptions non-black people had of blackness, whether malicious or indifferent, depended not on their ability to pore through my mind and see what kind of culture influenced my upbringing, but on the color of my skin. It really was that simple most of the time, and it bore ripple effects, in many ways structuring the nature of my interaction with people here, and with their expectations, and with my experiences. I came to accept and own blackness, as constructed in the States, as part of my m ultifaceted identity, and one to be proud of rather than ashamed of. 11. First time spending greater than forty hours on a single (biweekly) homework. That’s pretty self-explanatory.I hit the Submit button, tired and feeling vaguely drunk, probably a combination of a mushy brain and exhaustion and annoyance and relief. Shortly afterward, I discovered the time-saving wonders of office hours. 12. First time building a snowman. Before 2013, snow and snowmen were abstractions sometimes shown on TV or mentioned in novels. They might as well have been made-up elements of a science-fiction universe. Then I saw snow for the first time while running late for Ancient Greek Philosophy towards the end of 2013. Ran outside prepared to sprint my way to class, when I stopped in my tracks. Powders of snow were falling from the sky, dripping off frosty leaves and covering the roads in white sheets. It was beautiful. Two days later, the sheets became puddles and snow became annoying. But then Frozen happened, and made snow great again. In January 2015, one early morning, Kevin and I ventured into Killian Court where we lobbed snowballs at each other, made snow angels and worked together to build Olaf, my first and only snowman. He most likely melted to death later that afternoon. Oh well. 13. First time getting a technical A+. Grades are an important part of MIT, and I always work hard to achieve good grades, but after my first semester here, I learned that they were hardly the whole picture. Nevertheless, a memorable highlight of 2014 was taking 6.042, Mathematics for Computer Science, a class of weekly mental workouts, one that reminded me why I’d come into MIT intending to major in Mathematics, and why Computer Science was a natural extension of that desire. At the end of the semester, I got the following e-mail: It was my first technical A+ at MIT, and did much to quell some lingering doubts about whether I belonged here, and whether Computer Science was the right track for me. 14. First time creating a Youtube video. It was this video, created for one of my early blogs: I was a freshman then, and you can totally tell that the pset-deadened eyes and stoic cynicism induced by several months of weird sleep, cold weather and grueling midterms had not set in yet. Oh sweet summer child of 2013, you have a lot on the way. 15. First time experiencing a technical internship. This probably deserves its own blogpost, and I’ll talk about it in more detail in the future, but I landed my first technical internship the summer after my sophomore year. My biggest fear jumping into MIT intending to major in Computer Science was that I was entirely unprepared. I had zero programming experience, but I was talking to freshmen in orientation week who had been writing code since they were babies, who had their own apps, who were steeped in a world of formalized logic and technical jargon that sounded alien to my ears. They seemed like the ideal candidates for a CS major, not me. This fear persisted when I began searching for internships. Outside of classes, I had no tangible programming experience. Turns out I didn’t really need any. I attended a Google event in which engineers talked about their experience at the company, including an engineer who, were I even slightly more superstitious, I would have sworn the gods created and inserted into the event just for me. He talked about his shaky background prior to applying, his uncertainty with even initiating the process, and his subsequent success with the application process. He was having a blast at the company, “doing cool things that matter”. After the event, I prepared a resume, used MIT’s career office to get feedback on it, and applied to Google. Several e-mails and three technical interviews later, I got an offer letter. I spent that summer interning in Google’s Los Angeles office. My mind had conjured a very specific picture of what I wanted and expected from that experience. The picture paled in comparison to the real thing, and that remains one of the most memorable three months ever. In particular, I remember one night, laying down on my air mattress, and thinking, in a giddy sort of disbelief, that everything I wanted from life was slowly coming true. I did exciting work that summer, and again the next, this time in their Cambridge, Massachusetts office. 16. First time attending a music concert. Right after my internship in Los Angeles, I took a Greyhound bus to San Francisco where I attended my first, and so far, only concert. I would spend that night screaming, crying, dancing, singing and losing my voice, a dot in a wave of fifty thousand gyrating fans, waving glowsticks and lighting up Levi’s Stadium. 17. First time experiencing 1 year of uninterrupted electrical power. In Nigeria, electricity is a matter of arbitrariness: at any point in time, there’s a 50% chance of electrical power, so much so that my siblings and I would scream, “UP NEPA!” each time a dead bulb suddenly flickered to life (NEPA standing for National Electrical Power Authority, although this is now a dated abbreviation). In the consistent absence of electricity, my siblings and I had to devise alternative ways to entertain ourselves. For some of us, reading novels were the way to go. We also invented weird, fun games we’d play with each other, and spent inordinate amounts of time napping. As such, my time at MIT produced the first year where I experienced zero incidents of power outages. Constant electricity is something I hardly even notice anymore, except when I call home to speak to family, and they tell me about how NEPA has gotten worse lately. It’s a fairly mundane-sounding first-time experience, but there was a time when if you told me I’d experience a year like this, I’d tell you to stop drinking and get help. 18. First time having a panic attack. Spring 2016 was one of my roughest semesters at MIT. I felt overworked,I was often locked in my room, I was dealing with personal issues, and my sleep cycle was irregular. At some point, it became easier to ignore the signs of the decay than to face them head-on, and I spent every waking moment either buried in a problem set or on Netflix. One Friday afternoon, I got back to my room feeling strangely good, happy even. I microwaved some chicken, drank some Red Bull and took a nap. I woke up two hours later feeling a little weird. I realized I couldn’t feel my heart beat, and for a moment, was sure it had ceased to pump blood. But when I put a finger to my neck, I felt a steady pulse. You’re fine, I told myself. Except I didn’t feel fine. In fact, I felt worse. It felt like I was losing air, like breathing had switched from being a background process to a task of concerted effort. You’re not fine. What if you’re dying? Like right now? As soon as I thought it, it felt true. I could suddenly feel my heartbeat, and it was out of control, racing so fast, Something was very wrong. I left my room quickly and made it to the kitchen on my floor. It was empty. I ran up the stairs, completely freaking out at this point. People were on the floor above me; I blubbered what was going on to one of them. She told me I was probably having a panic attack, and had me sit in front of a TV and watch episodes of Family Guy until I calmed down. The panic attacks recurred a few times over the next several weeks, but between the first and the second, I stopped by MIT Medical, where I was referred to a psychologist Rebekah Kilman. We worked through several sessions, in which she assured me that the panic attack hadn’t been induced by the Red Bull (my initial and frankly dumb suspicion). It had everything to do with processing the different aspects of my life that I had subjugated to under the radar. I learned how to cope with my demons, even if it meant pushing back on schoolwork for a little bit, and an extended period of intense anxiety became milder by the summer and is (mostly) nonexistent now. I’ve heard mixed stories about people’s experiences with MIT Mental, but my experience with them was one of complete empathy, understanding and comfort. They helped me work through my issues the best way they could, and it made a positive difference. 19. First time having dinner at a professor’s home. I took my first creative writing class ever at MIT: Reading and Writing Short Stories with Professor Helen Lee (I also ended up taking Fiction Workshop and Advanced Fiction Workshop with her). Those classes significantly shaped the nature of the stories I wrote and how I structured them, and she is undoubtedly one of my favorite teachers ever. Even during low points of the year, she remained a beacon of light, often checking on how I was doing even in semesters I wasn’t taking any of her classes. I had dinner a few times with her and her family, most recently November of last year during thanksgiving, and in those times, it was like stepping into a bubble, where worries ceased to exist, leaving only room for good food and meaningful conversation, often about race and about writing and about life. 20. First time getting a novel published. I took a gap year between high school and college, in which time I worked on a novel. It got published my freshman year at MIT, and I returned to Nigeria the following summer to help promote it. Reading it again now, I see how differently I would structure the book were I to rewrite it, but it sold well, made several thousand dollars and people liked it. That was more than enough for me, and I’m proud of it. I’m currently working on another novel, Nkem, a word in my language that translates to Mine. It’s been gathering dust in the cobwebs of my mind for a while now, but I’m excited to spend a good chunk of this month working on it, before the next semester rolls around and starts kicking. 21. First time trying to chart the rest of my life. and realizing that I don’t have to. When I think about my life thus far, I realize there’s been a great degree of structure to it, six years of grade school, followed by six years of secondary school, followed by a gap year filled with writing and eating, followed by four years of MIT. And then whatfifty years of work, followed by retirement? I’ve never really deeply thought about life after MIT beyond the high-level desires of wanting to write stories and write code and travel. There have been some aspects that (until now) I took for granted, as certain to happen, and thus never fully inspeced. Like having a family. But as graduation draws closer, and as I start to think of the “real world” awaiting, I’ve been wondering about stuff like this. Isn’t it weirdhaving a little version of Vincent in my arms? Some dorky-looking baby reaching for my cheeks with tiny little fingers. Isn’t that surreal? And sure, I don’t have to think about having kids yet, but at some point, I will, and I don’t think I can get over that strange notion of what it would mean to bring a child into planet Earth. Or to share a bed with a soulmate for decades. Someone to love and wake up next to each morning and fight over optimal blanket appropriation. Should we divide the blankets equally? Would going by approximate body weight be more reasonable? A duel perhaps? Can we just get several gigantic comfy blankets and lay snuggled under ALL OF THEM? Can adults just do that, just buy a ton of comfy blankets? And what happens if ten years into the relationship, things start to fail and I start to hate them, or they start to hate me? What if it’s two-sided? What if it’s not? One-sided is way worse, resentment buried under a forced air of love, truth held back by the paradoxical need to preserve their happiness. And how much truth should ever be sacrificedhow much of your truth, for the sake of their happiness? I’m having all these weird ruminations about everything, from the kind of career I will have to the kind of place I will live. Ten years from now. Twenty years from now. It’s all very theoretical, and all very unnecessary, because at this point in the space-time continuum, I’m a 20-year-old kid in college trying to get a degree. 20. People have lived my life five times over that are still alive. I don’t know squat. I don’t need to figure out squat. But yet, the thoughts, the questions, are in my head fairly often, and I’m increasingly resigned to just winging it. Just seeing where things go. All I know is, I’ve experienced a lot of good things for the first time over the last few years. Coming to MIT has inarguably, definitively, made my life better and more fulfilled, often in ways I could have never anticipated. To a point, anticipation is overrated. Hope is more important. Knowing you have things to look forward to, even if you’re not quite certain of the shape they’ll take. And I know this. I can’t wait to discover what new experiences will populate my life. Whatever they are, I do know that they’re on the horizon, and as far as questions about the future go, maybe that’s all I need to know. For right now at least. Here’s to a life of many more firsts. Post Tagged #mental health

Essay about Philosophy of Education - 733 Words

Philosophy of Education An epidemic of fragile families and a savage society filled with countless negative images puts many of our children at risk of becoming victims rather than the victors they were created to be. While all children are blessed with their own minds, talents, and the ability to grow and mature into adults, they must make a way for themselves in a world overwrought with sex, violence, and crass materialism. Because of this, they are handed low self-esteems, broken dreams, and false hopes in the place of options, opportunities, and hope in a better future. Therefore, the purpose of an education is to restore these things into the community, into each family, and into the heart of every student.†¦show more content†¦I believe that open and honest teacher led discussions and debates are necessary for students to develop courage within themselves to let their voices be heard. The classroom provides them with the opportunity to formulate their opinions about life and also let their opinions be heard by their peers. The classroom, therefore, provides the foundation that students need to learn the truths about life, to learn how to search for answers and then formulate their opinions into words, and to learn how to stand up and speak out about their beliefs in a community setting. Having said all of this, the role of teacher has to be one of many dimensions. The role of the teacher is also the role of an educator, a mentor, a motivational speaker, and a minister. I believe that the teacher is an educator, and not only of his or her subject matter. A teacher should be educated in his/her subject matter, but they should also teach students to relate things to their everyday lives. By doing this, you are teaching students to not only think for themselves, but to survive in a competitive society. The role of a teacher is also the role of a motivational speaker. Students not only have individualized talents that they bring into the classroom, they also have individualized problems as well. Teachers must bypass all of these issues, get students’ attention, and motivate them toShow MoreRelatedMy Teaching Philosophy Of Education880 Words   |  4 PagesAccording to the Education Philosophy test that we took in class, my education philosophy matche d with social reconstruction. Social Reconstructionist believes that systems must keep changing to improve human conditions. Also, emphasizes social questions and to create a better society. Social reconstructionist believe that you have to start over to make things better. While going through the PowerPoint that explained what social reconstitution is, in a deeper way, I came to the conclusion that socialRead MorePhilosophy : Philosophy Of Education1328 Words   |  6 Pages Philosophy of Education Jihyae Choe Liberty University TESL 419 â€Æ' Philosophy of Education A good educator decides the direction of teaching based on a resolute educational philosophy. A firm and resolute philosophy does not equate with a fixed perspective, instead it is a strong foundation that can stabilize the life long educational career. In order to establish a firm philosophical basis, passion toward education should accompany proper understanding. Successful educators who establishedRead MorePhilosophy And Philosophy Of Education828 Words   |  4 PagesPhilosophy of Education Teachers, especially those in the early years of school, have the extraordinary task of instilling a life-long love of learning in their students. We are there to cultivate their young minds in an arena where children feel safe and secure while expanding and exploring their knowledge of the world around them. We are to create responsible, productive and model citizens of the world. We are given an incredible task to carry out! With that in mind, however education needsRead MorePhilosophy And Philosophy Of Education1866 Words   |  8 PagesPhilosophy of Education An educational philosophy gives teachers and all educators’ ways to use problem solving in schools. For a lot of practitioners, actual teaching has been reduced to action lacking of a rationale or justification. According to Alan Sadovick, the author of our textbook, a philosophy of education is â€Å"firmly rooted in practice, whereas philosophy, as a discipline, stands on its own with no specific end in mind† (Sadovnik, 2013, pg. 179). All teachers and prospective teachers haveRead MoreThe Philosophy Of Education And Education1175 Words   |  5 Pagesbeliefs is called a philosophy of education. â€Å"A philosophy of education represents answers to questions about the purpose of schooling, a teacher s role, and what should be taught and by what methods† (Philosophy of Education). Educational philosophies differ among all individuals in education. With individual educators, some choose a teacher-centered philosophy and others choose a student-centered philosop hy. It appears that both realms of philosophy play an important role in education inside the typicalRead MoreThe Philosophy Of Education And Education Essay1545 Words   |  7 PagesThe philosophy of education is not a topic that can be fully taught and understood by reading and studying a textbook, or a few textbooks for that matter. I believe that the philosophy of education is somewhat subjective, rather than objective, and that there exists numerous answers to what is the â€Å"philosophy of education†. I feel that one’s answers can not be expressed with a single word nor a sentence; and that one has to â€Å"experience† rather than just read to find the answer. Yes, a huge part ofRead MoreThe Philosophy Of Education And Education1201 Words   |  5 PagesThe philosophy of education seeks to study the process and discipline of education in order to understand how it works, improve its methods and perfect its purposes in today’s society. How this is done is determined by how well the learner internalizes the concepts of the discipline taught by the educator. Educators have a tremendous responsibility not only to prepare students for their lives ahead, but also to contribute to the evolution of knowledge for future generations. Each generation notRead MorePhilosophy Of Education And Education928 Words   |  4 PagesPhilosophy of Education I believe philosophy of education is defined with learning in many ways. In order to reach a certain level of learning there’s recourse along the way that defines the person and goal. John Dewey said â€Å"educational philosophy centers pragmatism and the method of learning by doing.† Purpose of Schooling A hundred years ago the definition and purpose of schooling changed tremendously. There was a point in time where education was very mediocre and a diploma was not requiredRead MorePhilosophy of Education985 Words   |  4 PagesMy Personal Philosophy of Special Education Christina L. Richardson Grand Canyon University: SPE-529N November 18, 2012 My Personal Philosophy of Special Education As educators, we need a foundation for why we want to teach, where students with different disabilities fit in that foundation, a rationale for how we teach, and a principle that keeps us striving to be the best educators we can be. The purpose of this essay is to point out what I believe the foundation, student location, rationaleRead MoreMy Philosophy On The Philosophy Of Education844 Words   |  4 PagesIn mathematics, as in life, everything must be brought to the simplest of terms. I base my teaching philosophy on the foundation that every student is capable of learning mathematics. I will strive, as a teacher, to ensure that my students are able to have a strong foundation of mathematical skills when they leave my classroom. Some students believe that they are not mathematically gifted; therefore, incapable of learning mathematics. I believe to the contrary, all students with motivation, sustained

Pigs Pork and Animal Rights

Approximately 100 million pigs are killed for food each year in the United States, but some people choose not to eat pork for a variety of reasons, including concerns about animal rights, the welfare of the pigs, the effects on the environment, and their own health. Pigs and Animal Rights A belief in animal rights is a belief that pigs and other sentient beings have a right to be free of human use and exploitation. Breeding, raising, killing and eating a pig violates that pigs right to be free, regardless of how well the pig is treated. While the public is becoming more aware of factory farming and demanding humanely raised and slaughtered meat, animal rights activists believe that there is no such thing as humane slaughter. From an animal rights perspective, the only solution to factory farming is veganism. Pigs and Animal Welfare Those who believe in animal welfare believe that humans can ethically use animals for our own purposes as long as the animals are treated well while they are alive and during slaughter. For factory-farmed pigs, there is little argument that the pigs are treated well. Factory farming began in the 1960s when scientists realized that agriculture was going to have to become much more efficient to feed an exploding human population. Instead of small farms raising pigs outdoors in pastures, larger farms started raising them in extreme confinement, indoors. As the U.S. Environmental Protection Agency explains: There has also been a significant change in how and where hogs are produced in the U.S. over the past 50 years. Low consumer prices, and therefore low producer prices, have resulted in larger, more efficient operations, with many smaller farms no longer able to produce pigs profitably. Pigs are cruelly abused on factory farms from the time they are little piglets. Piglets routinely have their teeth clipped, have their tails cut off and are castrated without anesthesia. After weaning, the piglets are put in crowded pens with slotted floors for the manure to fall through, into a manure pit. In these pens, they each typically have only three square feet of room. When they become too large, they are moved to new pens, also with slotted floors, where they have eight square feet of space. Because of crowding, the spread of disease is a constant problem and the entire herd of animals is given antibiotics as a precaution. When they reach their slaughter weight of 250-275 pounds, at around five to six months of age, most are sent off to slaughter while a small number of females become breeding sows. After being impregnated, sometimes by a boar and sometimes artificially, breeding sows are then confined in gestation stalls that are so tiny, the animals cannot even turn around. Gestation stalls are considered so cruel, they have been banned in several countries and in several U.S. states, but are still legal in most states. When the breeding sows fertility drops off, usually after five or six litters, she is sent off to slaughter. These practices are not only routine but legal. No federal law governs the raising of farmed animals. The federal Humane Slaughter Act applies only to slaughter practices, while the federal Animal Welfare Act explicitly exempts animals on farms. State animal welfare statutes exempt animals raised for food and/or practices that are routine in the industry. While some may call for the more humane treatment of the pigs, allowing the pigs to roam on pastures would make animal agriculture even more inefficient, requiring even more resources. Pork and the Environment Animal agriculture is inefficient because it takes so much more resources to grow crops to feed to pigs than it would be to grow crops to feed to people directly. It takes about six pounds of feed to produce a pound of pork. Growing those extra crops requires additional land, fuel, water, fertilizer, pesticides, seeds, labor, and other resources. The extra agriculture will also create more pollution, such as pesticide and fertilizer runoff and fuel emissions, not to mention the methane that the animals produce. Captain Paul Watson of Sea Shepherd Conservation Society calls domestic pigs, the world’s largest aquatic predator, because they eat more fish than all the sharks in the world combined. We’re just pulling fish out of the ocean to convert it into fish meal for the raising of livestock, for pigs primarily. Pigs also produce a lot of manure, and factory farms have come up with elaborate systems for storing solid or liquid manure until it can be used as fertilizer. However, these manure pits or lagoons are environmental disasters waiting to happen. Methane sometimes becomes trapped under a layer of foam in a manure pit and explodes. Manure pits can also overflow or can become flooded, polluting the groundwater, streams, lakes and drinking water. Pork and Human Health The benefits of a low-fat, whole foods vegan diet have been proven, including lower incidences of heart disease, cancer, and diabetes. The American Dietetic Association supports a vegan diet: It is the position of the American Dietetic Association that appropriately planned vegetarian diets, including total vegetarian or vegan diets, are healthful, nutritionally adequate, and may provide health benefits in the prevention and treatment of certain diseases. Because pigs are now bred to be leaner, pork is not as unhealthy as it once was but is no health food. Because they are high in saturated fats, the Harvard School of Public Health recommends avoiding red meats, including beef, pork, and lamb. Aside from the risks of eating pork, supporting the pork industry means supporting an industry that endangers public health and not just the health of people who choose to eat pork. Because the pigs are constantly given antibiotics as a preventive measure, the industry fosters the rise and spread of antibiotic-resistant strains of bacteria. Similarly, the pork industry spreads swine flu, or H1N1, because the virus mutates so quickly and spreads quickly among closely-confined animals as well as to farmworkers. The environmental issues also mean that pig farms endanger their neighbors health with manure and disease.

The Great Gatsby By F. Scott Fitzgerald - 1614 Words

The Great Gatsby a novel for most ages The novel The Great Gatsby is a dated story that still has not lost its relevance in today’s age. The novel raises many vital questions that most person must face in their lifetime. Accordingly, the theme of the novel The Great Gatsby does have an instructive effect on its readers. Some might suggest that the story if too mature or perhaps too obscure for an average high school student in the United States, I believe this novel should be taught in high school classes all over the country. In order to prove this position, it is necessary to consider what deep effect(s) (if any) The Great Gatsby might have on high school students. In order to better understand why The Great Gatsby novel must remain part of the high school literature curriculum, U.S. high school literature criteria should be examined and placed under a microscope. High schools and other educational institutions have been created to prepare students with a basic level of educational understanding and to better prepare for an adult college life. In most books there is a hidden morality behind the overall plot. Consequently, any book that is taught in high school English classes with in the United States should bring the reader some basic life experience. This â€Å"book experience† is invaluable because odds are that the Meneses 2 reader might encounter a similar experience in their own life, which in turn can provide a bit of adviceShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. This author helped to launch the theme that is so prevalent in his work; the human instinct to yearn for more, into the forefront of American literature, where itRead MoreThe Great Gatsby By F. Scott Fitzgerald1343 Words   |  6 PagesHonors English 10 Shugart 18 Decemeber 2014 The Great Gatsby F. Scott Fitzgerald s 1925 novel The Great Gatsby is a tragic love story, a mystery, and a social commentary on American life. The Great Gatsby is about the lives of four wealthy characters observed by the narrator, Nick Carroway. Throughout the novel a mysterious man named Jay Gatsby throws immaculate parties every Saturday night in hope to impress his lost lover, Daisy Buchanan. Gatsby lives in a mansion on West Egg across from DaisyRead MoreThe Great Gatsby By F. Scott Fitzgerald1155 Words   |  5 PagesThe Great Gatsby The Jazz Age was an era where everything and anything seemed possible. It started with the beginning of a new age with America coming out of World War I as the most powerful nation in the world (Novel reflections on, 2007). As a result, the nation soon faced a culture-shock of material prosperity during the 1920’s. Also known as the â€Å"roaring twenties†, it was a time where life consisted of prodigality and extravagant parties. Writing based on his personal experiences, author F. ScottRead MoreThe Great Gatsby By F. Scott Fitzgerald1166 Words   |  5 Pagesin the Haze F. Scott Fitzgerald lived in a time that was characterized by an unbelievable lack of substance. After the tragedy and horrors of WWI, people were focused on anything that they could that would distract from the emptiness that had swallowed them. Tangible greed tied with extreme materialism left many, by the end of this time period, disenchanted. The usage of the literary theories of both Biographical and Historical lenses provide a unique interpretation of the Great Gatsby centered aroundRead MoreThe Great Gatsby by F. Scott Fitzgerald845 Words   |  3 PagesIn F. Scott Fitzgerald’s novel, The Great Gatsby, colors represent a variety of symbols that relate back to the American Dream. The dream of being pure, innocent and perfect is frequently associated with the reality of corruption, violence, and affairs. Gatsby’s desire for achieving the American Dream is sought for through corruption (Schneider). The American Dream in the 1920s was perceived as a desire of w ealth and social standings. Social class is represented through the East Egg, the WestRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay970 Words   |  4 Pagesrespecting and valuing Fitzgerald work in the twenty-first century? Fitzgerald had a hard time to profiting from his writing, but he was not successful after his first novel. There are three major point of this essay are: the background history of Fitzgerald life, the comparisons between Fitzgerald and the Gatsby from his number one book in America The Great Gatsby, and the Fitzgerald got influences of behind the writing and being a writer. From childhood to adulthood, Fitzgerald faced many good andRead MoreThe Great Gatsby By F. Scott Fitzgerald2099 Words   |  9 Pagesauthor to mirror his life in his book. In his previous novels F. Scott Fitzgerald drew from his life experiences. He said that his next novel, The Great Gatsby, would be different. He said, â€Å"In my new novel I’m thrown directly on purely creative work† (F. Scott Fitzgerald). He did not realize or did not want it to appear that he was taking his own story and intertwining it within his new novel. In The Great Gatsby, by F. Scott Fitzgerald, he imitates his lifestyle through the Buchanan family to demonstrateRead MoreThe Great Gatsby By F. Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. These strong-minded individuals refuse to be influenced by negative reinforcements, and rely on hope in order to achieve their dreams. As a man of persistence, the wealthy Jay Gatsby continuously strives to reclaim the love of hisRead MoreThe Great Gatsby By F. Scott Fitzgerald1646 Words   |  7 PagesThe 1920s witnessed the death of the American Dream, a message immortalized in F. Scott Fitzgerald’s The Great Gatsby. Initially, the American Dream represented the outcome of American ideals, that everyone has the freedom and opportunity to achieve their dreams provided they perform honest hard work. During the 1920s, the United States experienced massive economic prosperity making the American Dream seem alive and strong. However, in Fitzgerald’s eyes, the new Am erican culture build around that

Concept of Competitive Strategy and Business Modelâ€Free Answers

Questions: 1.What is Strategy.2.Discuss about the Business Model Innovation. Answers: 1.Strategy In the video, author explained the various concepts of strategy. There exist various fundamental differences in strategy and tactics. It is important that organizations and leaders must understand the differences between strategy and tactics. The things like tactic, goals and objectives are not strategy in place but a mere part of strategy. One of the key learning from this video is that vision is an important part of strategy. The focus on vision is particularly more important as only senior leaders and managers can bring the vision in the organization. Author compared this scenario with a war scenario where only a general can communicate the vision to the commandos. The same can be replicated to modern day organizations where the senior leaders can communicate the vision to low level employees. Therefore, it is important that strategy must have a long-term plan in place (Gobble, 2012). It is equally important that the leaders should be able to communicate the vision to employees. T he entire strategy can get fail if the vision is not communicated to employees. A key part of strategic formulation is vision. It is important that vision should not only focus on internal environment but also on external environment. For example, vision must focus on the value add that the organization tries to bring in the market. It is important that a strong focus should be there on the unique capabilities of the firm. 2. Business Model Innovation The video suggests that innovation must be an important part of the business model. The large companies like Nokia, Kodak, etc. failed only because they were not able to foresee the future. These companies were too lazy to change and as a result they failed. It is rightly said in the video that today success could be the reason for tomorrow failure as organization tends to reduce the focus on innovation cycle. The key lesson learned from this video is the use of innovation in key competitive advantage. The video explained that customer value is linked to innovation and this helps organizations to create competitive advantage. For example, Apple creates high customer value through differentiated product. Dell uses innovation to attain cost leadership in its products. There is a fundamental difference between the strategies of Apple and Dell. However, the common thing between these two firms and various other successful firms is the use of innovation. It is important that organizations must have an open system of innovation to attain competitive advantage (Gallen, 2013). In my opinion, implementing the Open Systems Theory can be a challenge, however, the adoption of an Open System is a worthy approach due to the advantages this approach provides. For example, an organization that implements and uses an open system is better suited to adopt new changes in the organizational environment and changes that can affect the social, economic, or cultural nature. Application: The concept of an effective vision as a part of strategy is particularly more important for the large and multinational organizations. Lets apply the above learning to Apple Inc. Apple has its presence in almost every part of the world. However, there are some differences when Apple has to manage its subsidiary in Australian market and in Indian market. The vision in Australian market could be product differentiation. However, when it comes to Indian market, Apple has to change its vision to also include the elements of effective pricing. There are differences between the Indian consumers and Australian consumers. Therefore, it is important that the strategic vision should also change when the senior management develops the strategy for Apple in Australian market and Apple in Indian market. It is suggested that the management of Apple Inc. should take the support of local leaders and mangers before they develop the strategy and communicate the vision to local employees. The local lea ders would have a better understanding of local workforce and they have better connection with the low-level employees to communicate the vision (Kryscynski, 2015). At the same time, it is important that the drivers of future goals or the drivers of vision must be effectively communicated to various internal and external stakehol The idea of business model innovation is particularly more useful for startups. It is critical that startups must have a core competency that could be used to provided added value to consumers. Lets take the example of Flipkart (Indian e-commerce startup). The Indian e commerce eco system is a tough eco system with the presence of large and establish players like Amazon and eBay (Zeithaml Bitner, 2010). The startup companies like Flipkart could be successful in Indian market only when they can provide the value that other competitors like Amazon cannot. This value could be provided in terms of cost leadership strategy or in terms of product or service differentiation or the combination of both (Chesbrough, 2010). The use of business model innovation would help Flipkart to analyze the internal and external environment and then use innovation as a tool to deliver values to consumers. As for potential problems, an organizationmight encounter when using business model innovation, I woul d argue that business model innovation may not fit well withall management structures and organizational focus. However, the startups and small organizations like Flipkart should not have much of the problem to implement the business model innovation in workplace. It would eventually help Flipkart to give tough competition to the likes of large players like Amazon in Indian market References Chesbrough, H., 2010. Business model innovation: opportunities and barriers.Long range planning,43(2), pp.354-363. Gallen, S. 2013. Business model innovation. Retrieved from: https://www.youtube.com/watch?v=B4ZSGQW0UMI Gobble, M.M., 2012. Innovation and strategy.Research-Technology Management,55(3), pp.63-67. Kryscynski, D. 2015. What is strategy. Retrieved from: https://www.youtube.com/watch?v=TD7WSLeQtVw Zeithaml, V.A., Bitner, M.J. and Gremler, D.D., 2010. Services marketing strategy.Wiley International Encyclopedia of Marketing.

Thomas Edison , A Great Inventor In 20Th Century Essays

Thomas Edison , A Great Inventor In 20Th Century Thomas Edison was one of the greatest inventor of all time in our history. He has invented over 1903 patents in his life time. That is more than one person could achieve. He was born in 1847 in Ohio. When he was growing as a child, he didn not receive public education. His mother taught him to read and he was fond of reading book. One time, he wanted to be an actor, but he changed his direction to science. He was always curious just about everything around him. One of famous inventions of all time was electric light bulb. He spend years to figure out to turn light switch. He was very smart, out-witted. He was a family man. He spent time with his family when he was free. He had a wife but she died shortly after he invented phonograph. We still use some of his stuff today. If it wasn't for him, we would not have stuf like, CD or computer. We should thank him for what he did. Bibliography N/A Biographies

Macbeth Blood motif essays

Macbeth Blood motif essays In William Shakespeares Macbeth, the motif of blood plays an important factor in the framework of the theme. A motif is a methodical approach to uncover the true meaning of the play. Macbeth, the main character in the play, thinks he can unjustly advance to the title of king without any variation of his honest self. The blood on Macbeths hands illustrates the guilt he must carry after plotting against King Duncan and yearning for his crown. Shakespeare used the image of blood to portray the central idea of Macbeth, King Duncans murder. The crime is foreshadowed in the second scene of the first act. The king shouts, What bloody man is that? (I,ii,1) He is referring to a soldier coming in from battle. The soldier then explains to King Duncan of Macbeths heroics in battle. One assumes that Macbeth is bloody just like the soldier. The soldier describes Macbeth in action Disdaining Fortune, with his brandished steel, Which smoked with bloody execution. (I,ii,17-18) This line connects Macbeth with killing, and hints at the future. The evil deed of murdering the king becomes too much of a burden on the Macbeths. The blood represents their crime, and they can not escape the sin of their actions. Macbeth realizes that in time he would get what he deserves. Since he can not ride himself of his guilt by washing the blood away, his fate may have been sealed. They try to use water for vindication, but Macbeth says that all the water in the ocean could not cleanse his hands. He imagines the blood from the murder staining the ocean red. Lady Macbeth differs from her husband in this aspect. She believes her conscience would be cleansed at the time her hands are physically cleaned. She tells her husband to have the same beliefs as she or he would be driven to insanity. Ironically, Lady Macbeth is the one that is driven to the brink of lunacy as she commits suicide at t...

Colonization of Chile and Mapuche Peoples And Colonization of Peru And Essay

Colonization of Chile and Mapuche Peoples And Colonization of Peru And Incas - Essay Example This essay stresses that both Peru and Chile were colonized by the Spaniards although there are some significant differences. In Peru, they had the support of the natives which was not present in Chile. The Mapuche resisted but the Incas had infighting which weakened them and allowed the colonists to take advantage of the situation. The Spaniards arrived in Peru at the height of the civil war but there was no such disturbance in Chile. The elite Chileans tried to establish themselves as informal authority even before any struggle of independence began but the elite Incas were torn between emancipation and loyalty to the crown. In Peru, the colonists had the support of the local natives which was not present in Chile. This paper makes a conclusion that colonization anywhere in the world has always been confronted with resistance, struggles, and demonstration of power. The colonists always attempt to impose their own culture and laws. The purpose in every case is only to expand their territory and repress people by imposing forced labor. The struggle is reduced if the area to be colonized is internally weak as in the case of Peru. Because of these struggles and the consequent resistance no economic growth takes place in the region. Any development has to demonstrate improvement in the lives of the people and the communities. While the indigenous people have always tried to resist, the elite in every group has been able to muster some amount of support.

IP Management assignment Example | Topics and Well Written Essays - 2000 words

IP Management - Assignment Example The maintenance of ownership of the intangible assets is critical in today’s world where a rapid pace of innovation is followed. The value of the largest organizations in the globe are much dependent on the knowledge based innovations and designs within the organization. Therefore, it is critical to manage the intellectual properties efficiently so as to maintain the intangible assets and the value of any organization. Invention plays a critical role in adding value to the business by contributing to different processes with an objective of capturing and generating knowledge within the organization. Therefore, it is imperative to stress on the proper management of the intellectual properties like patents, trademarks and copyrights within an organization. The management of intellectual property encompasses a wide range of activities including the understanding of the intellectual property, the inherent value of the intellectual property and how the intellectual property should be protected from infringements. Intellectual properties are valuable financial and strategic resources of an organization. Therefore like any other asset, the intellectual properties should also be managed continuously. The proper management of the IP would ensure that the organization attains an in-depth understanding of the IP and thus can assess its values and benefits better. The effective intellectual property management would also ensure that the properties are protected from outside risks like infringement, usage and copy by third parties. The management of intellectual property is not a one-time event but a continuous process that is to be continued till the expiry of the intellectual property. The different decisions points to be identified within the life cycle of an intellectual property for the intellectual property management process are given below. Intellectual

A reflective analysis | Learning with ICT

A reflective analysis | Learning with ICT This part of the assignment is a reflective analysis of my learning with ICT on this module. I am going to review my experience in collaborative learning on this module drawing my attention to the learning experience from the face to face sessions on the unit compared to the classroom sessions. Collaborative Learning Experience There are many ways that people learn in their everyday lives. Learning can take place anywhere at any time wherever you may be. Joel (2003) stated that Learning is a change in behaviour that results from the learners interaction with the environment. Joels statement is linked into the two environments experienced on this module. This module the teaching and learning consisted of face-to-face classroom sessions and online VLE discussions held on a weekly basis for one hour. The topics that were covered in this module are the way you can learn in different ways. Students participated in these discussions about various experiences and reinforced the information to promote further discussion. These discussions were mostly set in groups where we had to work together to complete various tasks. This type of collaborative learning is when two or more people are in a situation to learn something together Dillenbourg (1999). This occurred on two occasions in this module, one was creating a mi ndmap (online) and one was marking a past assignment (face-to-face). Both were instances of learning something new and we were in groups of more than one. Harding (1993) also suggested that collaborative learning usually works when students group together to create a knowledge and understanding of a certain situation. This in my understanding is communication amongst the group. Computer-supported collaborative learning (CSCL) is a concept within collaborative learning where it uses technology in the learning environment to facilitate group interactions Mitnik (2009). In my understanding on this module collaborative learning is the completion of any given project or task. According to Miller (1998) successful collaborative tasks have characteristics such as the problem being solved are example of the types of problems found in normal everyday life. Millers statement here links in with the past and current experiences of all students on the course where they have discussed the topic i n hand relating them to their own personal experiences. Miller (1998) also went onto explain that the problem can be solved by a small number of students who have not got the current knowledge and understanding to solve the problem alone but can contribute to it amongst a team. When working with my peers on the collaborative learning tasks I firstly felt as I am the youngest I wont know as much knowledge as the rest of them. However it gave me the opportunity to develop a higher level thinking skill to show my peers I am interested in the subject that we are going to discuss. The task was a positive learning experience which was very active, involved and insightful. When the mind map task was being developed I found that I was learning mostly from the facilities of the software that were available to me. Thanasis (2009) said that the role of the computer is to support users to communicate and structure the learning activity. This was the case in the collaborative task I completed in this module and the use of collaboration here is the idea of learning taking place when peers interact to achieve task outcomes (Thanasis 2009). This collaboration activity of the module was a challenging task as many of us had different ideas. However I felt that we all put our ideas together to find the best outcome. Smith (1992) suggested that this sort of collaborative learning process is not beginning with facts and ideas and then finding out the problem but it begins with the problem to find out the facts and ideas in the first place. We as a group didnt meet up altogether initially but I discussed the task before hand to a member of my peer and just went over what we would want to do. This pre-process helped as I went away and did my own research to find out some ideas I could share. By working in this environment we could cover more ground and get the task done at a quicker pace than doing it individually in which can help by sharing resources and ideas. With my teaching ex perience in my previous school, students working in smaller groups enable them to increase their knowledge and widen their understanding of the task in hand. The task which is given to the students is structured in a way to accomplish the learning objectives set. Giving students individual responsibilities gives a lively and energetic vibe to the classroom and the thought of competition amongst other students seemed common. Stahl (2002) suggested that when using technology to support collaborative learning it enhances peer interaction and facilitates the distribution of knowledge and expertise amongst the group. The different collaborative Learning strategies I used in the classroom were that I created different tasks and activities that were necessary for the group to work together and be dependent on each other. If certain individuals do really well and shine through, it created a more motivated establishment in the group. Communities of practise My experiences of group interaction relates to the work of Jean Lave and Etienne Wenger Communities of Practise (CoP) which we covered in our module. Wenger (1991) defines CoP as a passion of learning something and sharing it amongst a group of people and then establishing how it was done. This is a way of promoting new ideas, developing social means, facilitating and spreading knowledge within a group (Wenger 1991). Wengers definition relates to the module task we worked on. The process of social learning that occurred when a group of students came together to discuss a task was something that we were interested in and collaborated with. Wenger went onto explaining that CoP had 3 main components to it which were domain, community and practice. A domain of interest is a specific subject area, which in our case the multiple intelligence theories. The community is where students gathered together and shared ideas and information about Gardner in the module. The practise is members of t he group who are already helpful in the resources and give common experience encountered. These components were explored more in Part 1 Websipration unit on Microworlds. Effective classroom interaction needs to be managed to help student generate a deeper understanding of the lesson. Harry (1993) describes Moores theory (1984) that this type of management involving three types of learning. Interaction with resources, teachers and peers. With the face to face sessions we encountered on the course I learnt to work with different types of people from different backgrounds. During our lecturers the small group discussions allowed us to reflect and act upon discussions and responses when certain questions were raised by the tutor. These small group interactions on a weekly basis allowed us to have a better understanding on our peers point of view. Downes (1998) states the idea is that learning is not paced so much by the teacher, as it is by the students own capacity to acquire the mater ial. Downes statement is exactly how our module is routined. The tutor has a certain role in the classroom but it is up to the student to obtain and research the necessary information to be prepared enough for the upcoming discussions. This collaboration experience in the classroom and online allowed different students give different responses and established a range of different perspectives on the topic discussed. In MacGregors view he states that Knowledge is shaped, over time, by successive conversations MacGregor (1990). The ability to relate to other students in the face to face session is helpful for other students who find it difficult to communicate in front of others and can benefit their own social skills. However the same goes for the online learning sessions on the module where the learning is catered to individual students and their different learning styles (Downes 1998). As Downes suggested the student can adapt the materials and discussions thrown at them and can re spond in a learning style that suits them. These different learning styles online without seeing peoples faces becomes a centre of excitement and motivation that we all can feel throught the discussions. Maslows theory of motivation describes how human actions are directed toward goal attainment. The esteem needs from Maslows hierarchical pyramid shows a link to the online learning sessions that as students we need the confidence, self-esteem and achievement when working and expressing our views online. To add to this experience it has a deeper impact on me when I answer a question and others respond to it. This built my own self esteem which is described by Maslows theory of motivation as the others were responding to my ideas and encouraged me to give more to the discussion. At times from the online session it was hard getting the topic discussion together as many in the small group didnt want to manage the talk. Gunawardena (1995) suggested that online learning lacks social inter action between students and teachers, as well as within peer groups themselves. I agree with Gunawardenas statement here because it was hard getting everyone to agree with a certain responsibility which slowed down the discussion process. It is difficult to recognise that our group needs a little help and guidance in our conversation but this is not established by the tutor as they are mainly floating between group discussions. I also found that in many of our discussions even though we had a small group, 1 or 2 members would not say anything at all. This then leaves the discussion on 2 people who are the most dominating of characters end up having a conversation between themselves and others are simply sitting and reading. With the online discussions weekly discussions are uploaded on the VLE before the group get together. If the online conversation becomes slow and undirected, I tend to look at a group discussion they placed on the VLE and give my own options on it. This tends to gear the conversation back up and others tend to join in. These posts at times gives me ideas that I hadnt thought of and enables me to respond to their posts so the other students know that other students have acknowledged them. Through the experiences on the online chats I have noticed that this type of interaction allows the opportunity for students to share their own reflections, give critical feedback and comment openly about the topic. If a question is asked from the tutor in lesson its apparent that the same 3 or 4 confident students (including me) will raise their hands and continually answer. The answers are spontaneous commonly on the spot with limited time that we have to discuss. However on the online environment, if the same question is answered its opens a new dimension of read, review and respond method that we have encountered on the course. This VLE learning and online discussions encourage the use of other resources such as internet links, course materials, discuss ions boards at my convenience to help elaborate group discussions. Evaluation ICT has changed dramatically from when ICT as an A level in my experience was simply reading, copying out of a book and then taking the exam. This module has developed my understanding of the intensity of ICT and how ICT can be differentiated in many ways through the range of different virtual worlds software packages. The different activities we entailed in the module were across the board where as I discussed before even different students from different backgrounds could explore. Calongne (2008) explains in his article that Virtual worlds support different learning styles and give students opportunities to explore, discover, and express their understanding of the subject. However the tools capabilities do not guarantee a great learning experience. This was the case on the module, even though there were different virtual softwares we experimented with some were not interesting at all. Only the software I felt I learned the most from were described in part 1 of this report even thou gh most of the software activities were similar to each other. I have learnt a lot about the resources available that I didnt know about and how it can be used in Learning. Applying for my Masters I was worried that I would not have the confidence or techniques to stand up in the classroom again however this module has given me more resources to help me in the future to enhance my lessons using different learning materials. I have always been interested in ICT choosing it at GCSE and A LEVEL and then following it through into my degree and PGCE course. ICT has impacted learning so much that everything is now based around PCs. The online lecturers which were part of the module were accessed at any convenient time and place. This enabled students in the UK and abroad to approach the module without any limitation and express ideas at a pace convenient to them. Online learning as experienced on this module has brought a new dimension to learning and allows the student to engage with oth er members of my class outside the university environment which helps build confidence amongst the group when we got together. The flexibility of not writing quick short hand notes in lecturers but the detail of discussion remains and I can easily read back anything I may have missed. The tutor in this instant can be seen as a guide to the discussions and gives us students the opportunity to express our opinions and comments on other comments. The classroom interactions are more for the students who prefer to gain more knowledge from other people but also establishing new friendships amongst the group and direct contact with the tutor. Within the learning environment from face to face sessions which are rather brief in my experience however it becomes at times a great ice breaker for those who tend to be the much shy students. Our tutor being the certain point in both the face to face and online sessions gives them plenty of experience to help avoid any future drawbacks from these s essions. This enables tutors to grip the potential of collaborative learning and pull together information from the module evaluations to improve the course as a whole. Conclusion Online learning can always have its advantages and disadvantages but technology is there as a tool for learning which is combined with the different teaching methods. It is the way the students respond, review and reflect which was a key aspect of learning in this module. Students explore education in many different ways and the course has allowed us to do this online and face to face. These are only 2 types of learning but more technology will be introduced and more ways of learning will be introduced. This can change how we learn today through the use of student social collaboration methods. As cited in Gibson (2007) Visions without action is a dream; action without vision, nightmare. If only there was a virtual simulation that can visualise the future of education and how a learning environment would look like which could give us an indication of how rapidly technology is changing.

Nausicca :: History

Nausicca NAUSICAA; HOMER ‘THE ODYSSEY’ BOOK VI INTRODUCTION A close look at book V1 and others in Homers Odyssey may lead us to this observation. Far be it from one to lay blame at the door of a Goddess but as far as Nausicaa is concerned surely Athena did contribute by leading the poor girl on to believe that Odysseus was ‘The One’, she was to marry. This will be taken into account as we look in more depth at the poem. Virgil acquaints us with similar facts in his book The Aneaid whose content look at Aeneas abandoning Dido at the instigation of the gods, infact Virgil’s work is classically dubbed as a conscious effort to imitate Homer. We should also look at the myth of Theseus and Ariadne for comparison when Ariadne aided Theseus, as did Nausicaa aid Odysseus, these two stories feature abandonment at the instigation of Athena and Aphrodite. Abandonment as a theme can be looked at certainly, along with the god’s interference in the affairs of men. C.M Bowra the late eminent author and professor of poetry (wadham c ollege 1946-51) puts to us that â€Å"Despite her early hopes Nausicaa is left with only the consolation that after all she saved Odysseus and that he will remember it†. Which along with the afore mentioned themes we will discuss. THE MEETING This part of the Odyssey begins with Athena appearing to the sleeping Princess having a beautiful dream convincing her that all too soon her wedding day will be upon her. It is clearly assumed by Nausicaa that this is all real because the god’s wouldn’t lie! Athena arrives in disguise of Dymas whom Nausicaa has affection for, a ploy by Athena to gain trust from the innocent Nausicaa who would then not question the content of her dream. Homer tells us that Athena insists she prepare for her ‘wedding’ by going outside the city to the river with her maids to clean and prepare her trusso. Homer lets us know that Athena is all too aware of the sleeping shipwrecked Odysseus in need of rescue. Nausicaa probably for her naivetà © and youth is the chosen subject to assist the rescue of this man. Odysseus is discovered after a ball the maidens play with lands near him. Nausicaa discovers the partially naked man and again Athena interrupts the proceedings by placing ‘courage’ in her heart to face this bedraggled spectacle of a man without fear.

Generalist Practice in Social Work Essay

As generalist, social workers operate from a base of diverse skills which enable them to help individuals with personal problems, while simultaneously confronting the larger issues which are problematic for communities or organizations. Based upon the Generalist Intervention Model, today’s social worker must be equipped with a skill set that is able to address micro, mezzo and macro systems in order to effect change and address issues at each of these levels. Micro systems are defined as individuals, mezzo systems represent small groups and macro systems are large organizations and communities. This book outlines the bases of these three areas of practice in the form of a guide. We are shown the commonalities between the three systems. More importantly a practical model for initiating macro change in organizations and communities is provided in detail; along with analysis of the specific skill set required to enact these changes thru the macro intervention process. This book i s essential for helping the social worker to understand how to effectively advocate for client resources and services, by using agency skills within a community context. The ability to navigate from community to agency, in providing client services is the bases of achievement within the social worker profession. Knowledge of the macro system as it pertains to the role of the agency is germaine to establishing what a social worker can and cannot accomplish for their client. Similarly community issues must be understood for the impact that they present on the social workers ability to perform. The core of the book’s ideology on generalist practitioners is that they possess a wide diverse skill set along with comprehensive understanding of organizational functioning, to perform as a liaison helping their clients (micro system) to benefit from the macro system. Specifically, the book delineates the need for social workers to be thoroughly aware of how organizations function within the community and within towns, counties, states, the national and on the international level, to have a working framework that will enable them to help individual clien ts, groups, families and communities. This book seeks to address the means of accessing resources and contributing to effecting change within the organization to this end. In exploring the macro systems, diverse methods of intervention are presented, from the perspective of how they affect the social worker’s ability to provide services at the community and  organizational levels. The strategies offered in the exploration of the generalist intervention model have proven effective when utilized to present ideas involving changes at the macro level, which are based upon experiences encountered in providing micro services. This is an essential part of the social worker’s role, helping the agency to improve service to clients, from input gained from the social worker in actual practice. Generalist practice is an outgrowth from historical social worker practice, in its expansive approach which incorporates a wide knowledge of skills and professional values enabling the social worker to work across the board, i n providing specific client services. This model represents a change in the historical practice of having practicitioners specialize in one area of practice, such as with individuals or administration. In employing the generalist approach the overriding benefit is that problems are now dealt with from numerous perspectives that may involve all three systems. Presenting the foundation for generalist practice the authors define knowledge, skills and values as the basic three areas needed to be assessed when evaluating any problem. This paradigm is further broken down into the steps to be undertaken to put the model into usage. These fundamental critical thinking skills include engagement, assessment, planning, implementation, evaluation, termination and follow up, with room for reassessment or discontinuation of contact as the basis of the the generalist intervention model. Specific case histories are given as examples of how these steps can be effectively enacted to address the wide range of problems that social workers confront. To this end, the authors target the basic requirements for social workers necessary to enacting the generalist practice as: extreme flexibility, wide base of knowledge about many aspects of life and the mastery of a range of problem solving skills that may be utilized at the micro, mezzo and macro levels. Therefore the ability to apply this knowledge, combined with professional values thru the use of recognized skills and practices, forms the basis of generalist practice. In possessing these skills, the social worker is able to work within any size system in a wide range of professional capacities. Some of these may include mediator, education, initiator, negotiator, advocate, and general manager, as examples. Presenting the varied roles, necessary for the social worker to perform, the author’s elucidate upon a variety of topics related to professional ethics, exploring the values and  mindset that the social worker needs to adapt to their professional role effectively. Special attention is given to the aspects of diversity, and how this relates particularly to populations who are at risk, where special attention needs to be given to insure that social justice is being enacted in the care for oppressed people who may have been marginalized. How these values are encoded in the NASW’s code of ethics is also touched upon. In addition to discussing the importance of utilizing critical thinking skills in social work, practitioners are prese nted with the hierarchy of steps necessary for effecting planned change at the micro level. From the micro level, a similar protocol is furnished for planned change at the macro level, which encompasses many of the same steps but utilized in an expanded version of the first model. This problem solving model is based upon The Prepare Process, which is given an in-depth treatment demonstrating how the practitioner may put this model into actual effect. Basically, the authors treat the three practices using the same fundamental process, as it is stressed that the skills acquired to work with each group, simply are expanded to incorporate the needs of the preceding groups. To this end, the book delves into the specific use of micro skills for addressing planned change at the macro level. Social worker practitioners are shown how to utilize professional communication skills such as an examination of nonverbal and verbal communication patterns, in an effort to show how to initiate and deal in relationships with professional colleagues, community members, political contacts and th ose in administrative positions. Practical subjects such as conflict resolution and effective supervisory skills are explored in depth. In offering an overview of basic communication skills needed to interact effectively at the micro level, the discussion addresses eye contact, listening attentively, nonverbal cues from facial expressions, body language and the conveyance of warmth and empathetic responses to convey feelings of genuine concern for the clients. The impact of these nonverbal signals is explored from the context that this type of communication may have in varying multicultural applications. Many practical examples are presented enabling the social worker to learn the appropriate verbal expressions to convey the desired sentiments. These are offered to the practitioner thru a series of vignettes, illustrating the key points discussed. Branching out into a discussion of communication as it relates  to the macro level, the authors present additional specific tools and techniques for enhancing the commun ication process such as clarification, encouragement, sensitivity to cultural norms, paraphrasing and reflective responding. Specific treatment of the topic of assertiveness, which encompasses aggressive communication as it is applicable to the macro context, is explored in depth. A good deal of detailed strategy and discussion of aspects of the role of and the resolving of conflicts are handled adroitly. Case studies are provided to help assimilate the factual information as it is most often to be encountered in the field. The complex role of the supervisor is addressed, from the perspective of the most efficient means of communicating as a worker being supervised or as the one administering the supervision. A detailed analysis of the way that workers evaluate supervisors, according to their level of expectation is presented as a highlight. This important basic information on the dynamics of the supervisory role is then broken down and addresses the entire gamut of factors that those in a supervisory position need to be cognizant of, to do their job effectively. This encompasses the educational and administrative functions that accompany the supervisor’s role, which include record keeping, agenda planning, and commitment to improvement of communication skills, showing enthusiasm for work activities, and engaging other employees by using a spirit of cooperation. Problems that confront those functioning in a supervisory capacity are explored in detail. An exploration of the challenges that the social worker practitioner may encounter from the supervisor, as the supervised is presented with an eye toward thwarting some of the routine occurrences that staff confront in the dispensing of their duties. Some of these areas discussed in this book include misunderstood communication, addressing the supervisor who assumes credit for the work that others have produced, incompetence on the part of the supervisor and the aspect of the lazy supervisor. A series of potential scenarios illustrating the above aspects of supervisor to supervised conflicts requiring use of the techniques previously described under this heading, provide actual applications for the models suggested. Networking and the importance of utilizing this tool in the mezzo and macro practice areas, is explored in-depth. This is elaborated upon to include concepts in teamwork including effective functioning as the team leader or team member. As these  applications are most o ften used in the larger macro and mezzo contexts, detailed discussion on parliamentary procedure, along with other strategies for meeting planning and implementation are provided. Regarding networking as it relates to being an important tool for social workers, the authors goes into detail as to how clients can gain benefits being engaged in informal networks designed to help with their needs. These frequently include the church, gangs, and groups based upon friendship. Additionally, this concept has strong implications within the cultural context, as these forms of networking for support may be strongly developed within some of the core groups that the social worker provides assistance to. The authors then move into a synopsis of the macro system as it relates to working in organizations, explaining in depth the nature of organization as they function. Even for the beginning practitioner of social work, it is important to understand how social services and social agencies are formulated and work. In this regard, a lengthy discussion of the major organizational theories are addressed, which include a look at classic science based theories of management, theori es of human relations, theories x,y and z, and the dynamics accounting for cultural perspectives, economic perspectives and contingency plans. A lengthy description of the PREPARE and IMAGINE models for the assessment of organization or community change is presented detailing the steps necessary to enact this model at all levels. A continuation of an examination of the IMAGINE model assesses how the implementation of projects and the development of programs at the macro level may best be achieved. The model stresses the importance of adopting a positive mental framework when seeking to undertake change in the macro system; avoiding feelings of hopelessness that may be associated with the perceived largeness of the task, due to the size of the infrastructure. Specific steps are outlined so that the social worker may strategize a plan to implement a project for planned change, and examples of macro projects are provided. Related to this is The a discussion of the use of PERT charts to strategically implement planning using 5 key elements is discussed in detail, illustrating examples of this model and the action steps required to put it into usage. Examples of these models as they are applied to current systems for change abound, with specific cases centering on sexual harassment issues, under the SHAPE model, which is presented as a program  designed to tackle sexual harassment in large organizations. Additional examples of steps necessary to enact such a program for change at the macro level, is delineated providing the example for the introduction of similar programs addressing other areas of planned change. In looking at organizational operations the authors discuss the subject from the perspective of systems. In this regard, they relate the basic nature of organizations which encompasses the agency setting, the organization’s goals, and culture and structure of the organization. Further elaboration on organizations includes a look at the larger picture or macro contact effecting the organization. The changing macro environment, effected by diminishing resources, legitimating, client sources and the need for resources and relationships with other organizations are all covered in detail. The idea of working for a bureaucracy, from the perspective of what the atmosphere is actually like, along with tips for surviving within this environment are delved into in detail. Varyi ng approaches to management style within a bureaucracy are contrasted and compared; and, problems frequently encountered by workers within the bureaucracy are explored. The role of social workers as it relates to communities and neighborhoods is presented in great depth by the authors. It is important for the social worker to comprehend the needs of their clients, within the specific context of the neighborhood in which they live. Paramount is the explanation of the various types of communities and neighborhoods and how they function from the ecological point of view and as that of a social system. To this end, social stratification and the actual economic and political systems that define the community are explored as essential points of evaluation when working as a generalist seeking to institute systemic change or to provide micro services. Elaborating, the authors maintain that it is necessary for the social worker to comprehend the dynamics and movers and shakers of a given community, understanding power as it relates to the context of community. The relationships of the community members as this translates into their role as helping networks i s examined; and, methods of working within these established groups are explored. Discussions defining the various types of communities, with elaboration on their function follows. Presenting the social systems model in enacting systems theory is explained, along with defining the client system, action system and target system  theories for addressing change at the macro level. This is followed with an elaboration on the community roles in functioning as both ecological and social systems. Various theories utilized in the generalist practice to access and make changes in the macro system are defined including the ecological theory, human behavior theory, and rational theories are explored from the perspective of their impact upon the community. This is in addition to a breakdown of the major concepts that the social worker needs for greater understanding of community dynamics including competition, centralization, concentration, gentrification, invasion and succession. Finally a summary of the models needed to provide community assessment, in order to expand soc ial services or improve the functioning of the community in the provision of resources is elaborated upon. Emphasis goes back to the generalist’s required skill set and tools needed to effect change at the macro level. This is handled in great detail utilizing the models previously presented in the PREPARE AND IMAGINE models, as they apply to macro practice for communities. Central to implementing these models is a grasp of the pragmatic steps that the social worker must be prepared to take in following the PREPARE model to approach change at the community level. In summary, these critical steps include identification of the problem; personal assessment of the worker’s macro reality; establishment of major goals; identification of influential community people; and performance an assessment of the financial costs. They add that a review of both the personal and professional risk; along with an evaluation of the potential for successful change within the macrocosm, is also essential. The elucidation of the implementation of macro system change by using the IMAGINE modelâ€℠¢s seven steps is broken down in detail. Illustrated with a case scenario, the authors shows how the various components of the model are effectively utilized in other contexts, with many highlighted examples illustrating how the model may best be put to work. When exploring the process of evaluation as it pertains to the macro practice, the authors demonstrate the necessity of evaluating with an eye toward demonstrating success, as this is instrumental to receiving continued resources. As such, the social worker learns how to develop the correct contextual overview and provide actual definitions needed for proper evaluation. This is combined with descriptions of the purpose for the evaluation, and singling out  problems that presented during the course of evaluation representing a barrier to the achievement of the desired results. Summarizing the dynamics of the evaluation process, the discussion includes an overview of monitoring, summative, and efficiency evaluation techniques. Methods for implementing successful evaluations include discussion of both quantitative and qualitative analysis, with a specific look at examples that include client satisfaction surveys, goal attainment setting and target problem scaling. Providing an expande d summary of the various evaluation designs to be utilized for macro intervention, the authors present a detailed look at sampling and measuring program effectiveness. Various forms of random sampling techniques and methods of data gathering are presented with focus on using six established evaluation designs focusing on various stages in experimental designs. Specifically, the authors go into great detail on sources for measurement instruments and tests, concluding with details of utilizing data analysis and the presentation of the acquired data. A targeted look at the generalist’s role in providing advocacy with an eye toward effecting change within the macro is analyzed from the perspective of how this can be best accomplished when dealing with populations-at-risk. Essentially, the concepts for social action, empowerment as it applies to Hispanic Americans, native Americans and Alaskan natives, women, Asian Americans, women, lesbian and gay persons and clients receiving public assistance are explained, as these groups define the at-risk population. The social worker’s role in working with these specific populations and the opportunity to provide advocacy to these groups within the macro level are explored from the perspective of a series of specific guidelines designed to help in the attainment of these goals. Of importance to the attainment of the above, is a look at the steps required to enact macro change through utilizing the legislative process, which is explored in great detail starting with the drafting of a bill as the initial step in legislative advocacy. This is form of macro intervention at the upper echelons of society and is offered as a blueprint over viewing how the process may be effectively by the generalist social worker. Other forms of political advocacy and social action are presented as alternative means of goal attainment that are more complicated than convention methods. The specific dynamics of Sal Slinky in his Social Action Approach are defined, with a  case history demonstrating the model in action as it relates to the homeless as an example. In presenting a discussion on the role of ethics and concepts of ethical dilemmas within the macro context, the authors present a look at the NASW Code of Ethics which elucidates six of the core values for professional social workers. At the top is service to clients, followed by social justice and individual dignity, human relationships, competence and integrity are also reviewed in detail as to how these concepts effect ethics within macro practice. They describe how working within the macro environment may expose the social worker to uncover laws and policies that may pose a conflict of interest to the ethics platform that has been enacted as a model for providing care, as professional values are part of the basic foundation. A detailed analysis of the application of the code of ethics within actual practice, is provided, and covers areas that include self determination, informed consent, competence, social diversity and cultural competence, conflict of interest and confidentiality and the issue of privacy. Additionally, other pragmatic issues under this heading discussed include access to records, sexual relationships, physical contact, sexual harassment, derogatory language, and payment for services. All of these categories have great impact upon the functioning of the social worker and their ability to interact effectively with clientele. Similarly, the ethical responsibilities governing social workers interaction with colleagues involves many of the same components and includes a review of sexual relationships and harassment, referral for client services, consultations, colleague disputes, respect, interdisciplinary collaborations and confidentiality issues such as impairment or colleague incompetence and reporting unethical behavior. The application of the tenets of the code as it relates to the social worker in practice is explained, from the perspectives of billing, client transfer and records, administration, evaluating performance, continuing education and development of staff, employee commitment and disputes between labor and management. Ethical considerations that the social worker must maintain, when considering their role as a professional are defined and include comp etence, discrimination, private conduct, deception, dishonesty and fraud, impairment, solicitations, misrepresentation and the acknowledgement of credit for work done. The discussion on ethic concludes with a look at the aspect of ethical conduct  affecting the social workers reponsibitly to the social work profession as well as to society at large. This subject is treated from the context of personal values, and we are given a look at the types of ethical issue that the social worker is likely to confront. This is presented along with a synthesis of the ethical absolutism approach comparing it to ethical relativism as a model. Specific examples on handling ethical dilemmas are provided as the principles involved in ranking ethical perspectives are reviewed, which includes a study of the specifics as it presented in Liebenberg and Logoff’s Ethical Principles Screen outlining the hierarch of ethical rights. As there are bound to be stumbling blocks involved with the application of ethics within the macro context, the dilemmas that the social worker may confront me this regard are handled in depth. The challenges for the social worker, engag ed in working with the courts, are detailed with special emphasis on the key terms used to explain courtroom processes. Differences in the application of social work and courtroom protocol are defined, in addition to presenting a plan outlining how the social worker can best prepare to testify in the courtroom. A basic explanation of the adjudication process is consolidated, but specific address to the various cross-examination strategies utilizing is presented in welfare protective services cases. The role of the social worker in court is explained and highlights include an actual court petition for removal of a child from the mother’s residence is the case example presented, in order to see how these concepts would apply to events likely to be encountered at some point in the professional social worker’s career. Special attention is given to juvenile court process as this is a specific area in which the social worker will ultimately gain much familiarity. The management of agency resources is explored from several different perspectives including working with the media and building eff ective media relations. General guidelines for achieving harmonious and beneficial relations with the media are presented in a 10 point program detailing the basics of effective media communications. Pragmatic applications of technology, asset relates to computer programs and software are explored, offering new concepts in the management of information systems and how these effect the services offered in generalist practice. Fund raising principles and the various applications of techniques designed to solicit resources are offered from the many  different perspectives that these tools may be employed to raise resources. Specific examples of fund raising that may be effectively enacted include direct solicitation, benefits and variations, individual donors, creating an organization with this purpose and seeking out group giving. The procurement of grants and contracts are treated separately as this source of funding for social work programs is a favored means of adding resources necessary to enact macro c hange. Business grants, foundation grants and government grants are defined as separate entities, and the basic principles needed to navigate through these areas are provided. The how top’s of grant application are succinctly covered, allowing the social worker to grasp the actual steps necessary to enact this form of funding thru traditional grant proposal writing. Several in-depth examples illustrating various components of the grant proposal process are offered, with specific case histories utilized to illustrate how these techniques have been successfully applied in the past. Addressing personal issues that the social worker needs to address in order to function effectively in their capacity, include a discussion of stress management from the perspective of the General Adaptation Syndrome. Looking at the inception of stressors within the agency context, the authors discuss the psychological, physiological and behavioral problems resulting from stress, with a look at numerous techniques that may be employed for effective stress management. Exploring variations in personal style that are utilized to combat stress, along with an analysis of the effects of time management as they play into the paradigm are offered. Practical suggestions for setting priority and realistic goals focusing on time management are offered along with specific techniques to be used in the management of time. Finally, the authors present concise information for the social worker as it pertains to the attainment of personal professional goals, focusing on the resume, interviewing skills and getting a job. The practical information is geared toward helping the social worker assess their capabilities and areas of interests, as it relates to the type of employment being sought. Presentation of the abilities, in the format of the resume are offered in detail with comprehensive tools and techniques for making a positive presentation being explored in detail. Resources for locating jobs that match the defined objectives and preferences for a career are offered and include a look at newspapers, NASW publications, networking  and state merit system lists.