Ammonia Production Social Relevance Report essays

Ammonia Production Social Relevance Report essays Ammonia is a colourless alkaline gas with the formula NH3 and is made up of one part nitrogen and three parts hydrogen. It is lighter than air and has a sharp, stinging odour. Ammonia can be inhaled safely if it is greatly diluted in air, but concentrated ammonia gas can cause suffocation and death. Ammonia does not burn is air, but it burns in oxygen with a weak yellow flame. Properties: - Ammonia gas is extremely soluble in water, as it is able to form hydrogen bonds with polar water molecules. It changes to a liquid at  ¡V33.35 oC. Liquid ammonia boils at the same temperature. It freezes to a clear solid at 77.7 oC. In going from a liquid back to a gas, ammonia absorbs a large amount of heat from its surroundings. Upon evaporation, one gram of ammonia absorbs 327 calories of heat. For this reason, ammonia is widely used in refrigeration equipment. Liquid ammonia is used in the chemical laboratory as a solvent. It is a better solvent for ionic and polar compounds than ethanol, but not as good as water; it is a better solvent for nonpolar covalent compounds that water, but not as good as ethanol. It dissolves alkali metals and barium, calcium and strontium by forming an unstable blue solution containing the metal ion and free electrons that slowly decomposes, releasing hydrogen and forming the metal amide. Compared to water, liquid ammonia is less likely to release protons (H+ ions), but is more likely to take up protons to form NH4+ ions and is a strong reducing agent. Ammonia takes part in many chemical reactions. It reacts with strong acids to form stable ammonium salts, with hydrogen chloride it forms ammonium chloride, with nitric acid to form ammonium nitrate and with sulfuric acid to form ammonium sulfate. Ammonia reacts with certain metal ions to form complex ions called ammines. It also takes part in oxidation and reduction reactions. It burns in oxygen to form n ...

5 Ways to Eliminate Deadwood for Direct and Concise Writing

5 Ways to Eliminate Deadwood for Direct and Concise Writing I believe more in the scissors than I do in the pencil, Truman Capote once said. In other words, what we cut out of our writing is sometimes more important than what we put in. So lets continue to cut the clutter. How do we stop wasting words and get to the point? Here are five more strategies to apply when revising and editing essays, memos, and reports. Use Active Verbs Whenever possible, make the subject of a sentence do something. Wordy: The grant proposals were reviewed by the students.Revised: The students reviewed the grant proposals. Dont Try to Show Off As Leonardo da Vinci observed, Simplicity is the ultimate sophistication. Dont presume that big words or lengthy phrases will impress your readers: often the simplest word is the best. Wordy: At this moment in time, students who are matriculating through high school should be empowered to participate in the voting process.Revised: High school students should have the right to vote. Cut Empty Phrases Some of the most common phrases mean little, if anything, and should be cut from our writing: all things being equalall things consideredas a matter of factas far as I am concernedat the end of the dayat the present timedue to the fact thatfor all intents and purposesfor the most partfor the purpose ofin a manner of speakingin my opinionin the event ofin the final analysisit seems thatthe point that I am trying to maketype ofwhat I am trying to saywhat I want to make clear Wordy: All things being equal, what I am trying to say is that in my opinion all students should, in the final analysis, have the right to vote for all intents and purposes.Revised: Students should have the right to vote. Avoid Using Noun Forms of Verbs The fancy name for this process is excessive nominalization. Our advice is simple: give verbs a chance. Wordy: The presentation of the arguments by the students was convincing.Revised: The students presented their arguments convincingly. Or . . .The students argued convincingly. Replace Vague Nouns Replace vague nouns (such as area, aspect, case, factor, manner, situation, something, thing, type, and way) with more specific words- or eliminate them altogether. Wordy: After reading several things in the area of psychology-type subjects, I decided to put myself in a situation where I might change my major.Revised: After reading several psychology books, I decided to change my major.

Soc#3 Essay Example | Topics and Well Written Essays - 4000 words

Soc#3 - Essay Example parts, all of which serve a function together for the overall effectiveness and efficiency of society (http%3a//www.unc.edu/~kbm/SOCI10Spring2004/Structural_Functionalism.doc). Structural-functionalism is a consensus theory and to maintain the smooth functioning of the society as a whole, this theory sees the society built upon order, interrelation and balance among parts. The social conflict (SC) theorists see dominance by a subordinate group by power and authority. To the SF the norms and values are the basis of the society and social change occurs in a slow and orderly fashion. They acknowledge that change is at times necessary to correct some dysfunctions but it must be gradual allowing people to accept the changes without any disruptions. The SC theorists view social order as maintained by manipulation and controlled by dominant groups. The social change according to them occurs in a rapid and disorganized manner and the subordinate groups need to overthrow the dominant groups t o bring about equality and change in the system. Thus these two theories are exactly opposite of each other. The SC believe that oppression and exploitation by the dominant groups is the root cause of problems in the society and they consider this as wrong while the SF may consider this necessary for the smooth running and integration of the society (http%3a//www.unc.edu/~kbm/SOCI10Spring2004/Conflict_Theory.doc). The conflict theorists see change as inevitable, rapid and continuous. The SF argues that most talented people occupy the highest positions while the SC argues that the dominant groups monopolize the positions of power from generation to generation and keep the subordinate group out. While the SF believes that the most important position sin the society are the best rewarded, the SC believe that the dominant group gets the power to define the rewards. Apart from these, the two theories disagree on several issues like crimes, education and sports. Schools are powerful

The role of cellular pathology in the investigation of lymphoma Essay

The role of cellular pathology in the investigation of lymphoma - Essay Example A cytopathologist may perform a Fine Needle Aspiration Cytology (FNAC) in the case of smaller infected sites such as lymph nodes only. Following the diagnosis of the presence of the illness, the tissue samples are screened and examined under a microscope. To successfully treat lymphoma, it is vital to know what type of lymphoma is taking over the patients system. There are two types of lymphoma; in Hodgkin’s lymphoma, the lymphoma tumors invade the lymphatic system, overall weakening the sufferer. Hodgkin’s lymphoma is singled out by an even spread of infected cells (lymphocytes) over the body’s lymph nodes. It spreads from lymph node to the next, forming a gross and maybe a fatal cycle, rather similar to that of the plague, which is painful and unbearable for the victim. Hodgkin’s lymphoma is diagnosed by the appearance of Reed-Sternberg cells (different giant cells originally derived from B lymphocytes), seen under light microscopy of biopsies or NFAC’s. The other type of lymphoma is Non-Hodgkin’s lymphoma. It causes swelling of the infected lymph nodes, and its onset maybe aggressive (fast), or indolent (slow/gradual). Non-Hodgkin’s lymphoma may occur at any age, and cause obsolete swellings about the body. Collection of fluid due to the diseased lymphatic system causes most of the swellings (with the exception Cellular/ Cyto pathology (basically means study of cells) is the branch of medicine which deals with the diagnosis of diseases. This practice was founded/ invented by Rudolf Virchow in 1858. As the name suggests, cells are primarily used to diagnose illnesses. The cells are obtained via biopsies or Fine Needle Aspiration Cytology – involves the sucking of cells from the diseased tissue by using a very fine needle/ syringe. Smears may also be used (such as the Pap smear – to diagnose cervical diseases), but only in complicated cases. These methods of extracting body cells for

Advocacy in Human Services Essay Example for Free

Advocacy in Human Services Essay Under the Rainbow Inc. began when a group of four socially conscious people discovered a dire need for quality, unbiased welfare support without prejudice or borders and became an incorporated association in February 2007. Since its inception, Under the Rainbow Inc. has been committed to excellence in the delivery of social welfare services based on their principles of charity, care and compassion. A range of services designed to promote independence and to enhance quality of life are provided by Under the Rainbow, all of which encompass care and support of local community members, in particular those who require relief from poverty and/or the dependents of any such persons. Advocacy is the primary role of case managers who volunteer at Under The Rainbow and in this human service setting and any other it is essential for services to be provided accurately. This essay will define advocacy in a human services context as well as discuss the type of advocacy that is beneficial to clients in this chosen human service setting. In conclusion, this essay will also describe issues that Under The Rainbow have encountered whilst implementing advocacy and change and the way the current political climate can effect their ability to engage in advocacy and deliver quality human services. Whilst the definition of advocacy in general is broad, in human service and social work practice advocacy is essentially the process of protecting human rights or to change discriminatory or abusive treatment to the vulnerable, whether working with an individual or a group (Corey, Corey Callanan, 1998). Human service workers all act as advocates in the course of their work (Sorensen and Black, 2001) and the Australian Association of Social Workers Code of Ethics (2002) supports this view citing, The social worker will advocate for changes in policy, service delivery and social conditions which enhance the opportunities for those most vulnerable in the community however Forbat and Atkinson (2005) argue that advocacy is not social work, but its principles and values resonate closely. Regardless of ones  definition, the key concept in the notion of any type of advocacy, is that it requires at least three parties: the client, the advocate and the other side (School of Health and Human Services, 2007). Literature suggests that the differing types of advocacy seem as broad as its definition and a number of different types of advocacy exist, however within Under the Rainbows human service framework they are predominately concerned with individual or case advocacy. According to Hepworth Larsen (1993), case advocacy is a way to obtain resources or services for clients that would not otherwise be provided and this theory underlies Under the Rainbows belief that to advocate for a client is to bring about some form of personal and/or social change (School of Health and Human Services, 2007). Under the Rainbow is a voluntary community based organisation which now boasts a membership of sixty-five individuals, many of whom work with clients as advocates for change. The goal for each volunteer who manages cases for Under the Rainbow is to promote fair, equal, and humane treatment through fundraising, charity provision (food and clothing), welfare work and social action against injustice for the disadvantaged. Under the Rainbows social work practice is mainly concerned with implementing changes in the local community to assist in poverty relief to predominately voluntary clients (Barker, 1991), though some are referred. While the majority of Under the Rainbows charity work is concerned with lending a hand materially and financially, they also work one-on-one with clients to determine why they needed a hand in the first place and therefore consider both aspects of their human service delivery forms of advocating. However there is some argument as to whether charity and advocating is in fact the same thing. The assertion by LHirondelle (2002) that charity work simply means offering one-on-one help without effort to give people the opportunity to participate in working with others to change their situation is challenged at Under the Rainbow who believe empowerment of a client is both valuable and essential. Individuals who seek help from Under the Rainbow often see themselves as powerless and unable to make changes in their lives and sadly, those who are discriminated against, are often the most vulnerable. Under the Rainbow clients can be distinguished by many inequalities involving social issues in areas such as power, authority, and wealth, working and living conditions, health, lifestyle, gender, education, religion, and culture. Because the nature of Under the Rainbow is predominately a charity, they realise some of the clients who ask for welfare assistance will not want to be involved in any further actions for changing their situation and staff may only be required to advocate once. However, they know from experience there are just as many of their clients who will want to get involved and connect with others in order to work together for social and personal empowerment. To clarify empowerment further, Shulman (2005) states that the empowerment process involves engaging the client, family, group, or community in developing strengths to personally and politically cope and a number of empowerment workshops and programmes covering issues such as budgeting, self-esteem and parenting are implemented at Under the Rainbow to facilitate this. Clients also often need help when dealing with other agencies and a Justice of the Peace service and help with letter writing, telephone and electronic correspondence is also offered. Often clients feel they have been treated unfairly by other advocacy and law agencys and challenging another organisations reasoning, on a clients behalf or as an individual can be referred to as persuasion advocacy (Reardon, 2001). Many times writing a letter or involving law enforcement agencies to negotiate a point has been successful for Under the Rainbow and their clients to further instil empowerment. Therefore, Under the Rainbow staff believe offering an individual help, whether through the distribution of groceries or an activity similar to the ones discussed above, is seen as empowerment for social change. Under the Rainbow advocate for and empower their clients, bringing people together where they are then able to take action to change their situation. Schneider   Lester (2001) include empowerment in their definition as part of the practice of advocacy and conclude that this value is based on the belief that individuals have strengths to acquire knowledge, become assertive, and develop skills, and through social work advocacy, these strengths can be set in motion. Vanessa, who has worked with Under the Rainbow for nine months states, when I interview clients, I encourage and pay attention to the capable person I see in front of me. My focus as an advocate is never on their previous history, as there is nothing I can do personally to change it. The importance for me is what the client wants from life and how it can be achieved (Pers comm. 2/4/08). Whilst working as an advocate Vanessa does not expect nor require a client to self-disclose, however they usually do, which Vanessa defines as a relationship based on trust and mutual respect. Respecting the privacy rights and confidentiality of Under the Rainbows clients is extremely important and they believe that excellent ethical conduct must be practiced in order to be a credible community advocate. Cultural, language, disability and other accommodations are also provided for. If personal conflicts of interest should occur the advocate will step aside and ask for help from another party. As Under the Rainbow is are self-regulating, ethical decision-making and the process of critical reflection, evaluation and judgment through which a practitioner resolves ethical issues, problems and dilemmas (Trevino, 1986) is extremely important in both a personal and professional context. As well as individual and personal advocating, dissolving barriers and building a sense of community on a local level, Under The Rainbow promote global consciousness and pride themselves on their broad worldview and high awareness of the inter-relatedness and sacredness of all living things. All Under the Rainbow Inc. members are active, both personally and professionally, in many social arenas confronting a broad range of social and political issues. Advocacy of this type, which refers to a connection with social movements, is known as activist or cause advocacy (Healy, 2000) and often involves active criticism of or engagement with government  policies and practices (School of Health and Human Services, 2007). Many members of Under the Rainbow have strong lobbying and media skills and some of their more prominent contributions and support include subscriptions and memberships to other advocacy groups and organisations such as New Internationalist Magazine, Bush Heritage Australia, Amnesty International and Greenpeace as well as Indigenous organisations, animal and environmental protection groups and interests in many other diverse global activist platforms. Under the Rainbow has also purchased and helped plant thousands of trees in South East Queensland through the Queensland Folk Federation at the Woodford Folk Festival site. Under the Rainbow is self-sufficient and as yet to receive any government funding. Relying on donations from its members and the general public to support their services is successful, but often unpredictable and can cause frustration when resources are limited. However, being an incorporated association means that Under the Rainbow is only accountable to themselves, their donors, members, clients and community. Not being affiliated with any government, church or social agency means they are not subject to any other types of accountability usually required under public auspice and this is preferable. Under the Rainbows projects, which are both broad and long-range, draw only on individual and group advocacy skills from its membership pool, preferring to remain exclusive and not out-source help from other agencies. In recent years, new set of ideas, such as advocacy, consumerism, empowerment, participation, and anti-discriminatory practices have all influenced social work practice and this has had an impact on social work values. This new set of ideas is referred to as radical values (Adams et al, 2002) and are concerned with challenging oppression and discrimination, it is within this value system that Under the Rainbow continues to operate. Advocacy is essentially the process of standing up for the rights of others who are being unfairly treated (Sorenson and Black, 2001) and has the potential to bring significant and sustainable change for the better. It can  empower individuals and communities and generate many resources whilst bringing diverse organisations together to work on common issues. Effective advocacy takes specific skills, commitment, effort, resources, perseverance, wisdom and collaboration all of which are faced by the Under the Rainbow volunteers on a daily basis. The case managers at Under the Rainbow realise they need to successfully master the skills needed to be an advocate, which takes time and experience. They are also aware that learning to be persuasive and using resources available to them will increase their level of competence and better assure a positive outcome for both themselves and their clients. I am proud to be a member of Under the Rainbow and my involvement in the challenging albeit very rewarding endeavours to facilitate advocacy for change in this small but powerful association. REFERENCE LIST Adams, R., Dominelli, L., Payne, M., (2002). Social Work, Themes, Issues and Critical Debates (2nd ed.), Palgrave, Basingstoke. Australian Association of Social Workers (2002), Code of Ethics, Retrieved April 2nd, 2008, AASW Website: http://www.aasw.asn.au/adobe/about/AASW_Code_of_EthicsCorey, G., Corey, M., Callanan, P., (1998). Issues and Ethics in the Helping Professions, Brooks/Cole, USA. Forbat, L., Atkinson, D., (2005). Advocacy in Practice: The Troubled Position of Advocates in Adult Services, British Journal of Social Work, 35:3, pp. 321-335Healy, K., (2000). Social Work Practices: Contemporary Perspectives on Change, Sage, London. Hepworth, D., Larsen, J., (1993). Direct Social Work Practice: Theory andSkills (4th ed.) The Dorsey Press, Homewood, Illinois. Trevino, L.K., (1986). Ethical Decision making in Organizations: A Person-Situation Interactionist Model, The Academy of Management Review, Vol. 11, No. 3, pp. 601-617. LHirondelle, C., (2002), Characteristics of Remedial Work vs. Social Change, Retrieved April 4th 2008, Victorian Status of Women (SWAG) Website: http://pacificcoast.net/~swag/index.htmlReardon, K.K., (1991), Persuasion in Practice, Sage Publications, Newbury Park, California. Schneider, R.L., Lester, L., (2001). Advocacy: A New Definition, Social Work Advocacy, Brooks/Cole Publishing, Pacific Grove: California. School of Health and Human Services, (2007). Study Guide: Advocacy and Change, Southern Cross University, Lismore. Shulman, L., (2005). Skills of Helping Individuals, Families, Groups and Communities, Wadsworth Publishing Company, USA. Sorenson, H., Black, L., (2001). Advocacy and Ageing, Australasian Journal on Aging, Vol. 20.3, Supplement 2, pp. 27-34.

Role of Symbols and Symbolism in C. S. Lewis Chronicles of Narnia :: Chronicles of Narnia Essays

Role of Symbolism in C. S. Lewis' Chronicles of Narnia It has always been amazing to realize how well the literature I read as a child has stayed with me through the years. It takes an exceptional writer to compose a narrative that maintains a storyline on the same level of a child's understanding; it takes everything short of a miracle to keep a child's interest. However, that undertaking has been accomplished by many skilled authors, and continues to be an area of growth in the literary world. Only this year the New York Times has given the genre of children's literature the credit it deserves by creating a separate best-sellers list just for outstanding children's books. Yet, on another level, children's literature is not only for the young. I believe that the mark of a brilliant children's author is the age range of those who get pleasure from the stories; the wider the range, the better. I believe a retention of knowledge, as well as the love for a book (whether as an adult or child) is partly linked to the quality of words and imagination utilized in the author's tales. C. S. Lewis is a wonderful example of an author whose work extends to reach beyond the level of children, and brings into view the scenery of Narnia as an expression of life. His storytelling style brought the lands and people of the chronicles intothe view of my mind's eye as a child, and in the same way let my imagination interact with the story. Now I am an adult, and I have come to realize that the symbolism and parallels in the Chronicles of Narnia, which I may have overlooked with my child's mind, are presently real to me. The Chronicles of Narnia are wonderful to read whether one be six or thirty-six; they relate to childhood as well as life in a general sense. While the Chronicles tell the story of an imaginary land full of talking animals and heroic princes/princesses, I tend to look further into it in order to grasp the symbolism and relation to life. Symbolism plays an important role in the chronicles by being the background and foundation of a character. I get the impression that in some ways the characters were constructed around their symbolic purpose, and not the opposite way.

A Game of Thrones Chapter Ten

Jon Jon climbed the steps slowly, trying not to think that this might be the last time ever. Ghost padded silently beside him. Outside, snow swirled through the castle gates, and the yard was all noise and chaos, but inside the thick stone walls it was still warm and quiet. Too quiet for Jon's liking. He reached the landing and stood for a long moment, afraid. Ghost nuzzled at his hand. He took courage from that. He straightened, and entered the room. Lady Stark was there beside his bed. She had been there, day and night, for close on a fortnight. Not for a moment had she left Bran's side. She had her meals brought to her there, and chamber pots as well, and a small hard bed to sleep on, though it was said she had scarcely slept at all. She fed him herself, the honey and water and herb mixture that sustained life. Not once did she leave the room. So Jon had stayed away. But now there was no more time. He stood in the door for a moment, afraid to speak, afraid to come closer. The window was open. Below, a wolf howled. Ghost heard and lifted his head. Lady Stark looked over. For a moment she did not seem to recognize him. Finally she blinked. â€Å"What are you doing here?† she asked in a voice strangely flat and emotionless. â€Å"I came to see Bran,† Jon said. â€Å"To say good-bye.† Her face did not change. Her long auburn hair was dull and tangled. She looked as though she had aged twenty years. â€Å"You've said it. Now go away.† Part of him wanted only to flee, but he knew that if he did he might never see Bran again. He took a nervous step into the room. â€Å"Please,† he said. Something cold moved in her eyes. â€Å"I told you to leave,† she said. â€Å"We don't want you here.† Once that would have sent him running. Once that might even have made him cry. Now it only made him angry. He would be a Sworn Brother of the Night's Watch soon, and face worse dangers than Catelyn Tully Stark. â€Å"He's my brother,† he said. â€Å"Shall I call the guards?† â€Å"Call them,† Jon said, defiant. â€Å"You can't stop me from seeing him.† He crossed the room, keeping the bed between them, and looked down on Bran where he lay. She was holding one of his hands. It looked like a claw. This was not the Bran he remembered. The flesh had all gone from him. His skin stretched tight over bones like sticks. Under the blanket, his legs bent in ways that made Jon sick. His eyes were sunken deep into black pits; open, but they saw nothing. The fall had shrunken him somehow. He looked half a leaf, as if the first strong wind would carry him off to his grave. Yet under the frail cage of those shattered ribs, his chest rose and fell with each shallow breath. â€Å"Bran,† he said, â€Å"I'm sorry I didn't come before. I was afraid.† He could feel the tears rolling down his cheeks. Jon no longer cared. â€Å"Don't die, Bran. Please. We're all waiting for you to wake up. Me and Robb and the girls, everyone . . . â€Å" Lady Stark was watching. She had not raised a cry. Jon took that for acceptance. Outside the window, the direwolf howled again. The wolf that Bran had not had time to name. â€Å"I have to go now,† Jon said. â€Å"Uncle Benjen is waiting. I'm to go north to the Wall. We have to leave today, before the snows come.† He remembered how excited Bran had been at the prospect of the journey. It was more than he could bear, the thought of leaving him behind like this. Jon brushed away his tears, leaned over, and kissed his brother lightly on the lips. â€Å"I wanted him to stay here with me,† Lady Stark said softly. Jon watched her, wary. She was not even looking at him. She was talking to him, but for a part of her, it was as though he were not even in the room. â€Å"I prayed for it,† she said dully. â€Å"He was my special boy. I went to the sept and prayed seven times to the seven faces of god that Ned would change his mind and leave him here with me. Sometimes prayers are answered.† Jon did not know what to say. â€Å"It wasn't your fault,† he managed after an awkward silence. Her eyes found him. They were full of poison. â€Å"I need none of your absolution, bastard.† Jon lowered his eyes. She was cradling one of Bran's hands. He took the other, squeezed it. Fingers like the bones of birds. â€Å"Good-bye,† he said. He was at the door when she called out to him. â€Å"Jon,† she said. He should have kept going, but she had never called him by his name before. He turned to find her looking at his face, as if she were seeing it for the first time. â€Å"Yes?† he said. â€Å"It should have been you,† she told him. Then she turned back to Bran and began to weep, her whole body shaking with the sobs. Jon had never seen her cry before. It was a long walk down to the yard. Outside, everything was noise and confusion. Wagons were being loaded, men were shouting, horses were being harnessed and saddled and led from the stables. A light snow had begun to fall, and everyone was in an uproar to be off. Robb was in the middle of it, shouting commands with the best of them. He seemed to have grown of late, as if Bran's fall and his mother's collapse had somehow made him stronger. Grey Wind was at his side. â€Å"Uncle Benjen is looking for you,† he told Jon. â€Å"He wanted to be gone an hour ago.† â€Å"I know,† Jon said. â€Å"Soon.† He looked around at all the noise and confusion. â€Å"Leaving is harder than I thought.† â€Å"For me too,† Robb said. He had snow in his hair, melting from the heat of his body. â€Å"Did you see him?† Jon nodded, not trusting himself to speak. â€Å"He's not going to die,† Robb said. â€Å"I know it.† â€Å"You Starks are hard to kill,† Jon agreed. His voice was flat and tired. The visit had taken all the strength from him. Robb knew something was wrong. â€Å"My mother . . . â€Å" â€Å"She was . . . very kind,† Jon told him. Robb looked relieved. â€Å"Good.† He smiled. â€Å"The next time I see you, you'll be all in black.† Jon forced himself to smile back. â€Å"It was always my color. How long do you think it will be?† â€Å"Soon enough,† Robb promised. He pulled Jon to him and embraced him fiercely. â€Å"Farewell, Snow.† Jon hugged him back. â€Å"And you, Stark. Take care of Bran.† â€Å"I will.† They broke apart and looked at each other awkwardly. â€Å"Uncle Benjen said to send you to the stables if I saw you,† Robb finally said. â€Å"I have one more farewell to make,† Jon told him. â€Å"Then I haven't seen you,† Robb replied. Jon left him standing there in the snow, surrounded by wagons and wolves and horses. It was a short walk to the armory. He picked up his package and took the covered bridge across to the Keep. Arya was in her room, packing a polished ironwood chest that was bigger than she was. Nymeria was helping. Arya would only have to point, and the wolf would bound across the room, snatch up some wisp of silk in her jaws, and fetch it back. But when she smelled Ghost, she sat down on her haunches and yelped at them. Arya glanced behind her, saw Jon, and jumped to her feet. She threw her skinny arms tight around his neck. â€Å"I was afraid you were gone,† she said, her breath catching in her throat. â€Å"They wouldn't let me out to say good-bye.† â€Å"What did you do now?† Jon was amused. Arya disentangled herself from him and made a face. â€Å"Nothing. I was all packed and everything.† She gestured at the huge chest, no more than a third full, and at the clothes that were scattered all over the room. â€Å"Septa Mordane says I have to do it all over. My things weren't properly folded, she says. A proper southron lady doesn't just throw her clothes inside her chest like old rags, she says.† â€Å"Is that what you did, little sister?† â€Å"Well, they're going to get all messed up anyway,† she said. â€Å"Who cares how they're folded?† â€Å"Septa Mordane,† Jon told her. â€Å"I don't think she'd like Nymeria helping, either.† The she-wolf regarded him silently with her dark golden eyes. â€Å"It's just as well. I have something for you to take with you, and it has to be packed very carefully.† Her face lit up. â€Å"A present?† â€Å"You could call it that. Close the door.† Wary but excited, Arya checked the hall. â€Å"Nymeria, here. Guard.† She left the wolf out there to warn of intruders and closed the door. By then Jon had pulled off the rags he'd wrapped it in. He held it out to her. Arya's eyes went wide. Dark eyes, like his. â€Å"A sword,† she said in a small, hushed breath. The scabbard was soft grey leather, supple as sin. Jon drew out the blade slowly, so she could see the deep blue sheen of the steel. â€Å"This is no toy,† he told her. â€Å"Be careful you don't cut yourself. The edges are sharp enough to shave with.† â€Å"Girls don't shave,† Arya said. â€Å"Maybe they should. Have you ever seen the septa's legs?† She giggled at him. â€Å"It's so skinny.† â€Å"So are you,† Jon told her. â€Å"I had Mikken make this special. The bravos use swords like this in Pentos and Myr and the other Free Cities. It won't hack a man's head off, but it can poke him full of holes if you're fast enough.† â€Å"I can be fast,† Arya said. â€Å"You'll have to work at it every day.† He put the sword in her hands, showed her how to hold it, and stepped back. â€Å"How does it feel? Do you like the balance?† â€Å"I think so,† Arya said. â€Å"First lesson,† Jon said. â€Å"Stick them with the pointy end.† Arya gave him a whap on the arm with the flat of her blade. The blow stung, but Jon found himself grinning like an idiot. â€Å"I know which end to use,† Arya said. A doubtful look crossed her face. â€Å"Septa Mordane will take it away from me.† â€Å"Not if she doesn't know you have it,† Jon said. â€Å"Who will I practice with?† â€Å"You'll find someone,† Jon promised her. â€Å"King's Landing is a true city, a thousand times the size of Winterfell. Until you find a partner, watch how they fight in the yard. Run, and ride, make yourself strong. And whatever you do . . . â€Å" Arya knew what was coming next. They said it together. † . . . don't . . . tell . . . Sansa!† Jon messed up her hair. â€Å"I will miss you, little sister.† Suddenly she looked like she was going to cry. â€Å"I wish you were coming with us.† â€Å"Different roads sometimes lead to the same castle. Who knows?† He was feeling better now. He was not going to let himself be sad. â€Å"I better go. I'll spend my first year on the Wall emptying chamber pots if I keep Uncle Ben waiting any longer.† Arya ran to him for a last hug. â€Å"Put down the sword first,† Jon warned her, laughing. She set it aside almost shyly and showered him with kisses. When he turned back at the door, she was holding it again, trying it for balance. â€Å"I almost forgot,† he told her. â€Å"All the best swords have names.† â€Å"Like Ice,† she said. She looked at the blade in her hand. â€Å"Does this have a name? Oh, tell me.† â€Å"Can't you guess?† Jon teased. â€Å"Your very favorite thing.† Arya seemed puzzled at first. Then it came to her. She was that quick. They said it together: â€Å"Needle!† The memory of her laughter warmed him on the long ride north.

Literature as a Medium Which Conveys the Culture of the Target Language Essay

The purpose of this paper is to familiarize foreign language instructors with the effectiveness of using literature as a mean of bridging the cultural gap between students and the target language. It will also discuss how teaching literature can help students become more effective communicators in the target language and at the same time making them appreciate other cultures different from their own. This may lead to say that, one of the major functions of teaching literature in a foreign language classroom is to serve as a medium to transmit the culture of the target language of the people who speak the language in which it is written. Therefore, literary texts can offer to the students a colorful world that reflects the culture of the language community. As readers; students get engaged within these texts, they come to understand how the characters in such literary works experience life and how they speak and behave in different settings. However , the study of literature can be considered as a method in which students can dive into the cultural experience of the language throughout the imagery and metaphors mentioned in a given text, as Gray points out: â€Å" Students learn to see a world through another’s eye,observing human values , different kind of living and discovering that others live very different societies. they will understand and become broadly aware of the social,political,historical,cultural events happening in a given society. . The role of literature in language teaching Literature, when defined as a subject of study, is an activity that involves and uses language (O’Sullivan, 1991). Ganakumaran et al (2003) stated that it is also referred to as the big â€Å"L† that focuses on the literariness of a text. It is an example of language in use and a context for language use. Literature is seen as a medium in which students’ appreciation of different system language organizat ion can be developed. Therfore, studying literature, on the whole, may not be considered as a reaction but rather as an interaction between the reader , the writer and their cultures. From an other parameter ,the teaching of literature in foreign language classrooms is essential and can be used as a perfect instrument to stimulate and speed up the teaching and learning process Carter and Long (1991). In other words, literature contributes in helping the students to explore knowledge ,promote their literacy development and fosters their language proficiency. Also, literature may provide effective, attitudinal and experiential factors which will motivate students to read McKay (1982). As a matter of fact, Obeidat (1997) said that literature has much to offer than language would normally do, since it has greater freedom and since it acknowledges no linguistic barriers which could refrain our ability to use language. Therefore, it is undeniable that literature helps to improve students’ command of language and the ability to use it freely, not solely as a linguistic, but as a cultural, intellectual, social and psychological medium of expression. In terms of using literature to teach language, Brumfit and Carter (1986) asserted that literary texts not only can grip the reader’s imagination more strongly but they can also be promoted for the examination of language at work. Littlewood (2005) also observed that although such texts were predominantly valuable for developing reading skills, it could be exploited for purposes such as explaining grammar teaching and indicating various types of language usage. Since literary texts contain language intended for native speakers, literature stands as a model for language learners to become familiar with different forms and conventions (Collie and Slater, 1991). Containing real examples of grammatical structures and vocabulary items, the literary texts raise learners’ awareness of the range of the target language and advance their competence in all language skills (Povey, 1967). Second, using literature in language teaching has the advantage of providing cultural information about the target language. Literary texts increase foreign language learners’ insight into the country and the people whose language is being learnt (Collie and Slater, 1991), which fosters learners’ ability to interpret discourse in different social and cultural target language contexts (Savvidou, 2004). . Literature as an instruments that stimulates the knowledge of the culture Teaching literature stimulates the imagination of the students and develops their critical abilities by getting them involved in interpreting the different symbols and meanings found in the text. They become more productive and adventurous when they perceive the richness and diversity of the language. Therefore, it is vital if educators create a harmonious literary atmosphere ,they may enable their students to immerse themselves in the story by turning the classroom into a cultural island where students interact with the text, share different viewpoints about the settings, the style, the language. Researchers have recognized that the benefits of using literature in three core areas: First , literature is beneficial to language development( John and Louis, 1987; Morgan, 1998; Myonghee, 2004;Sage,1987); second, literature enhances the knowledge of ulture and society which is too complicated to be captured by any single piece of expository writing; Third, literature fosters critical thinking by offering readers multiple perspectives especially in books with issues such as immigration, cultural differences, social upheavals (Edmondson 1995/6). John Lye (2003) believed that literature captures the complexities of the human situation, illustrating (dramatically, imaginatively, compellin gly) the grounds and the meanings of values, and the nuances of our experiences. It also allows us imaginatively to inhabit the lives, the experiences, the meanings of others. Lye(2003) added that literature challenges the sentimentalization of values, and those distortions of values which serve the ends of the powerful, the opportunistic, and those who want only to serve their own desires ,from an other parameter, literature explores and reflects conflicts in the culture itself, conflicts in the values and ideas of the culture, the conflict of social groups (ethnic, racial, class, gender, religious and so forth), in addition to that ,it offers a sense of identity and community, by establishing and founding narratives which capture the ‘essence’ of what typifies the culture or community, or by dramatizing those particular stories and images which give the culture a sense of common meaning and purpose. 4.  Applying literature and culture in language teaching classroom When it comes to learning a new language there can be no substitute for actually living in a country where this language is spoken. Besides, teaching literature does not mean ,limit students to take a passive role but to stimulate students to be engaged proactively within the target language. However, foreign language teachers can provide literary texts best by turning their literature classes into a community where students can engage themselves actively with the culture and the language they are studying and where the emphasis in class could be on ‘cultural experience rather than cultural awareness. As Duff and Maley point out, â€Å"literature offers universal themes which are relevant to students’ own experience,it is also a mirror that reflects and heightens each learner’s perception of the social world. Thus, literary texts are opened to multiple interpretations and interactions†. Students cannot remain passive if they are to interpret and understand what they are reading. They are placed â€Å"in an active interactional role in working with and making sense of the target language guided by the teacher, they have to actively participate and interact with each other. Literature and culture in foreign language teaching can provide linguistic and artistic elements and perspectives to students.  Through literature as well as culture, students could have the opportunity to establish a connection with the target language and realize that their own personal, social,cultural and historical contexts have been influenced by a foreign language and a foreign culture and how, in a symbiotic process, this other culture has been nourished. Culture, on the other hand, offers an interdisciplinary field that includes artistic discourses, social conventions, and reflexive impacts. It opens the door for students to increase their knowledge of the target culture as they can contemplate and critically comment on people’s way of life, values, attitudes, and beliefs, and regard how these elements can have an impact in linguistic categories and forms. Indeed,language found a soulmate in literature, and they are inserted in culture.

Impediments to Political, Economic and Social Modernisation in Asia

Impediments to Political, Economic and Social Modernisation in Asia Asia is regarded as the largest continent in the world. It spans from China in the eastern extreme and India in the west. Despite the fact that upcoming economies hail from this continent, some countries are still struggling in terms of making their social, political and economic systems better and modernised.Advertising We will write a custom essay sample on Impediments to Political, Economic and Social Modernisation in Asia specifically for you for only $16.05 $11/page Learn More Economic modernisation is characterised by several indicators among them high employment rates, high Gross National Income, less dependence on foreign aid and a high Gross Domestic Production (Brach 16). Most Asian countries are still not able to realize these due to various impediments. The first one is the issue of small markets. The availability of a ready and big market for any country is vital. The success of any international trade is based on the rate of foreign exchange th rough exports and imports. Second, there is notable economic over reliance on resources and the tourism sectors. Diversification of sources of public fund helps in ensuring that economic growth is guaranteed even when a sector fails. Most Asian economies have placed much reliance on tourism and resource exploitation instead of developing other sectors (Brach 17). The recent global crunch has seen them suffer a lot. The third factor is increased migration of skilled workers and professionals. Most professionals from India and other Asian countries have been lured to work in Europe and America creating a labor vacuum in their own countries. The brain drain effect has in turn denied these countries its best intellectuals and professionals (Brach 17). Retrograde education system is the fourth impediment to economic modernisation in Asia. The education system in Asia has not changed with time even after the Asian countries became independent. The old education systems which were to sui t the colonial masters are still in place today making it difficult for them to embrace technology in a technological dynamic world (Seels and Richey 26-28). The fifth factor is lack of meritocracy. Achievement based on merit is usually crucial in every private and public institution. However, most Asian countries do not embrace this ideal thereby making the qualified to be left out in major appointments (Sparrow 50). Nepotism has been a factor in securing job opportunities giving rise to poor workmanship. Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This impediment has contributed directly to the sixth one which is corruption. Corruption in most Asian countries has been rampant and has manifested itself through many ways such as stealing of public funds, white elephant projects, nepotism and tax evasion by the wealthy. The last impediment that can be identified is climactic factors. The Far East is characterized by some climatic disasters such as tsunamis and landslides. The effect of these calamities is slower economic growth since most resources are redirected to rescue operations, resettlement missions and sourcing for specialized treatment for the injured. The tsunami that hit Indonesia in 2004 for instance claimed over 200,000 lives and displaced about 140,000 (Rao 31). Political goodwill positively affects economic growth. Most nations that enjoy stable political systems are economically empowered while the unstable are still poor. Hindrances to the realization of these political advancements in Asia are discussed next. The first one is exploitation and division under colonial rule. The departure of the colonial masters was a big relief to the colonised but the long term effects of colonisation are still visible today. The divide and rule system of ruling used by the colonisers was deeply inculcated into the natives (Sparrow 45). The effect has been that even today leaders rule on a divided platform which was left by the colonial masters. Second is the presence of authoritarian governments. Democratisation is a key advancement in political institutions. The authoritarian mode of governance witnessed in most countries in Asia negates the rule of democracy in most decision making processes (Sparrow 46). The grooming of Presidents’ sons to become future leaders is usually demeaning to the existent political systems. The impediment is political fragmentation. Most nations were united before the colonial masters set their feet in their territory. The departure of these masters was followed by the fragmentation of political units for resources sharing. Inequitable share of these resources has led to emergence of civil wars that have negatively hindered the revolution of such systems. According to Sparrow (45-47) current efforts geared towards unification of such countries have failed. The social systems play a crucial r ole in ensuring that citizens co-exist peacefully, have access to social amenities and adopt a particular way of life. However, insecurity and crime is one of the major impediments. Most Asian countries have had to contend with rising cases of insecurity and crime due to deteriorating social systems. Most of the criminals are those who venture into the vice for lack of employment. Advertising We will write a custom essay sample on Impediments to Political, Economic and Social Modernisation in Asia specifically for you for only $16.05 $11/page Learn More The other factor is cultural differences. Whereas the practice of different cultures is allowed in most countries, some conservative cultural beliefs and practices are long overdue. A good example is the Caste system applied in India. According to Imamoglu, the system has led to social discrimination between different castes thereby creating a line of separation within the same race (140-145). The emergence of China and Japan as economic powers has not been an easy venture. The rapid address of the discussed factors has played a key role in ensuring that they keep pace with most European countries. A similar approach, therefore, can be adopted by the rest for future sustainability. Brach, Julien. What hinders economic development in the East. German Institute of Global and Area Studies. 2008, Pp. 16-17 Imamoglu, Evans O. An interdependence model of human development: Growth and progress in cross-cultural psychology. Lisle, The Netherlands: Swets and Zeitlinger. 2004, Pp. 140-145 Rao, David P. Disaster management, International Journal of Disaster Reduction. McGraw-Hill Plc. 2006, Pp. 31-32 Seels, Barnard Richey, Raymond. Understanding instructional technology. Learning Cengage. 1994, Pp. 26-28. Sparrow, Oliver. â€Å"Factors affecting social and economic development.† The Challenge Network. Washington, DC. May 2004, Pp. 45-50Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More

Conquering 13 Common College Freshmen Fears

Conquering 13 Common College Freshmen Fears Its totally normal to be nervous about starting college. Your apprehension is a sign that you are interested in doing well and are gearing up for a challenge- the most fruitful experiences are often the most challenging. Most of your fears will probably fade away after your first few weeks, and if they dont, most schools have plenty of resources for dealing with common first-year worries. Here are 13 common worries that crop up in the minds of college freshmen: 1. I Was Admitted by Accident This is a common concern, but an extremely uncommon occurrence. Rest assured, it is unlikely you were admitted by accident, and if you had been, you would have been informed by now. 2. My Roommate Will Be Awful This is, of course, a possibility, but theres also a good chance youll get along really well with your college roommate or roommates. To give yourself the best chance of having a healthy and successful relationship with your roommates, try to communicate with them before school starts. Once you move in, discuss ground rules for things like sharing food, hosting guests, cleaning, and quiet hours. You might even go so far as to write the rules down in a roommate contract. No matter what happens, do your best to be respectful, and if it doesnt work out, you may have an opportunity to change roommates sophomore year. At the very least, youll probably learn something from the experience. 3. I Wont Make New Friends One important thing to remember is that virtually everyone is new, and almost no one knows anybody else. Take a deep breath and introduce yourself to others at orientation, in your classes, and on your floor. Consider joining social clubs, intramural sports, or a student organization where youre likely to find others who share your interests. 4. Im Not Smart Enough Of course, college will be harder than high school, but that doesnt mean you wont do well. Prepare yourself for a challenging workload, and if you feel youre performing below your expectations, ask for help. Your academic adviser can direct you toward relevant resources, like a tutoring center or a fellow student who can help you study. 5. Ill Be Homesick This is true of many college freshmen, and its completely normal. Even if youre not going away to school, youll probably end up missing the time you used to have to spend with friends, family, and loved ones. The good news is there are lots of ways to maintain relationships with those you care about. Block out time to call your parents, check in with your best friend from high school every few days, or email those you want to stay in touch with about your college experience. 6. Im Worried About Money College is expensive, and this is a legitimate concern. You may have to borrow money to cover your education costs. But learning to manage your money is a life skill that youll need to know. If you havent started learning about budgeting your money, college is the perfect time to start. Understanding the specifics of your financial aid package and getting a good on-campus job are smart ways to start getting the hang of personal finance. 7. I Dont Know How to Juggle All My Commitments Time management is one of the biggest challenges for college students. But the sooner you work on it, the better prepared youll be for handling the demands of a full-time job, family, and social commitments. Experiment with different ways of keeping yourself organized, like making to-do lists, using a calendar, setting goals, and assigning priority levels to your tasks. By learning some important time management skills, you can stay on top of your academics and learn how to handle a demanding schedule while still having fun. 8. Ive Never Been on My Own Before Being on your own, especially for the first time, is hard. But something inside of you knows you are ready or you wouldnt have wanted to go to college in the first place. Sure, youll make mistakes along the way, but youre ready to head off on your own. And if youre struggling, there are plenty of people and support mechanisms on a college campus to help. 9. I Cant Do Basic Tasks Dont know how to cook or do laundry? Trying is a great way to learn. And with the wealth of how-to guides online, you should be able to find plenty of guidance for whatever youre trying to do. Better yet, before leaving for school, have someone teach you how to do laundry. If youre already at school, learn by watching someone else or ask for help. 10. I Might Gain Weight Most incoming students have heard of the dreaded 15 pounds that some incoming first-year students gain when they start school. While the wealth of food options and a busy schedule may make it easier than ever to make unhealthy choices, the opposite is also true: You may have more opportunities than ever to stay active and eat well. Try to plan your meals so youre eating enough whole foods and vegetables, and make it a goal to explore as many recreational activities as you can. Whether its checking out group fitness classes, joining intramural sports, biking to class, or making regular trips to the recreation center, youll have plenty of options for staying healthy and avoiding the freshman 15. 11. Im Intimidated by My Professors In addition to being incredibly smart and, yes, even intimidating at times, college professors often set aside time for connecting with students. Make a note of each professors office hours, and muster up the courage to introduce yourself early on, asking how they prefer their students to ask for help if needed. If your professor has an assistant, you may want to try speaking with him or her first. 12. I Want to Stay Connected to My Faith Even at small schools, you may be able to find an organization that caters to and celebrates your religion. See if your school has an office dedicated to spiritual life or browse the student organization list for such groups. If one doesnt exist, why not create one? 13. I Dont Know What to Do After College This is a common fear for incoming students, but if you embrace the uncertainty, you may learn a lot about yourself. Take a variety of courses in your first year or two, and talk to professors and upperclassmen in subjects youre considering majoring in. While its important to plan out your course load and set goals for earning your degree, dont let the pressure to figure everything out interfere with these valuable years of exploration.

The benefits and negatives of hiring temporary workers Essay

The benefits and negatives of hiring temporary workers - Essay Example In this study, several items will be considered while analyzing the cost effectiveness of temporary workers. First, an overall analysis of the benefits as well as the drawbacks of temporary workers will be presented in comparison to the hiring of full-time employees. The presentation of this analysis will demonstrate that hiring temporary workers is, in fact, more beneficial for companies when trying to cut costs. Temporary workers allow for companies to adapt to fluctuating markets, and give them some control in an economy that has not provided much earning incentive. In order to resolve this and to adapt to changing times, temporary workers can be hired and maintained by companies for as long as needed. Skilled contingent workers are included in this study. While skilled contingent workers are often paid more than other temporary workers, and often more than full time workers as well, their use still allows the company to save money. This is because they are usually brought on for short term projects, and then released when the projects are completed. The large salaries or hourly wages earned by skilled contingent workers thus will end, and the company can return to normal expenditure. There would therefore be no need to bring on another full-time employee to handle certain skilled situations that are needed for specific periods of time only, and this has helped to keep costs down for many companies. This study examined three companies throughout a one year, four quarter period. Costs were analyzed and determined as the companies transitioned into using more and more contingent workers. The results of this study demonstrate that companies achieved cost-cutting results that increased every quarter for each company that participated in the study. Therefore, this study helps to prove that temporary workers, whether skilled or not, can be used to help cut the costs of company finances. Results Who are the Temporary Workers Just as employer demand for temporary workers increases during times of uncertainty, many workers seek temporary employment due to transitory or uncertain circumstances. Such workers might include teachers and students out of school for the summer or other vacation periods, or persons entering or leaving the labor force gradually. Women and young persons are more likely than others to experience these transitory conditions. Therefore, it should not be surprising that there was a disproportionately high concentration of both groups employed by temporary help supply agencies in May 1985. Almost two-thirds of the industry's work force were women, in contrast to their 2 of 5 proportion of all wage and salary jobs. This difference clearly reflects the benefits offered to many women by the temporary help supply service industry, particularly the combination of flexible work schedules and the opportunity to acquire needed experience and job market exposure. In addition, the industry has a large number of administrative support jobs, and a disproportionate number of women are traditionally employed in such clerical positions.Women with family responsibilities are particularly attracted to temporary employment because it provides the flexible work schedules that allow them to reconcile work outside the home with family commitments. Women who reenter the labor force after a long absence may prefer temporary jobs until they are able to find suitable permanent employment. Employment through a temporary help supply agency enables them to test the market by sampling a range of work environments until they find the right employment situation. At the same time, temporary employment allows these workers to acquire needed skills and experience while building confidence and increasing their