History of Building Construction Changes in the Context of Fire Safety and Prevention Free Essay Example, 1500 words

According to the research findings, it can, therefore, be said that several years ago, American cities were faced with the challenge of urban fires. Most cities were victims of fires and neighborhoods suffered the ignited fires that would take everything away including lives of people. This fire threat is still common with people in the society today. The American government has done its best to minimize risk and the severity of the losses that the fires cause. The government is trying its best to prevent the fires from spreading when they start. This is being done by states starting to enforce rules and standards that should be used when constructing houses so that the houses are able to control the fire from spreading in the case of a fire outbreak. The frequency and the severity of fires in the united states of America do not come as a result of the lack of know how about fire or the lack of knowledge about the means of preventing the fires or any types of suppression. The fire p roblem is as a result of the contractors and society in general failing to apply the methods and be able to fund the fire reduction strategies. We will write a custom essay sample on History of Building Construction Changes in the Context of Fire Safety and Prevention or any topic specifically for you Only $17.96 $11.86/page

The Effects of Wildfires - 1348 Words

Fire at any level can be devastating, yet the effects that wildfires have on every worldwide country really has left its mark on the land. As written by world renowned wild fire spokesperson Smokey the Bear, â€Å"Every year, wildfires sweeps through parts of the United States setting wilderness and homes ablaze. On average these raging infernos destroy about four to five million acres of land a year. But in 2012, wildfire burned more than 9.3 million acres, an area about the size of Massachusetts and Connecticut combined† (U.S. Wildfires). Destroying homes, crops, towns and of course forests. Yet the effects of these fires can be seen from a negative perspective as well as some positive. Plus there are natural causes as well as manmade that†¦show more content†¦The idea that if the wind changes or the fire begins to close in is constantly in the mind of a firefighter, and may change the outcome of these hero’s mission. The effects the fires have on the body are unbearable to trained experts along with every day evacuee, massive amounts of smoke inhalation and the extreme heat causes fatigue and extreme stress on the body which can cause fainting as well as loss of oxygen and possibly lead to death if not treated. Yet that is not even the most dangerous part of trying to evacuate or even fight wildfires. With the potential for the fires to travel at extreme speeds exceeding twenty miles per hour without wind, a running human can never get away from the wall of destruction chasing them, becoming completely engulfed in the flames, and ending up as a fire ball of death. If the instant effects forest fires have on the body aren’t enough the later aftermath effects on the body are seen as even more extreme. Contained in the smoke of these massive blazes is the deadly gas carbon monoxide, once inhaled the effects can be permanent with potential for instant death if inhaled to long. This along with inhaling the smoke alone is a major i ssue for the elderly as well as the extremely young, especially ones that already have current respiratory issues, including COPD (chronic bronchitis and emphysema), or asthma. Along with the effects on the lungs once the smoke and carbon monoxide have entered the body the potential for it to spreadShow MoreRelatedWildfires And Its Effects On Our Environment977 Words   |  4 Pageswe segue into a fifth season. Wildfire Season. Wildfires can wreak havoc! Millions of dollars are spent annually, preparing for Wildfires. Money is allocated for education, training, and preparing to fight Wildfires. Money is spent fighting them and protecting structures that might be in the way. Wildfires can be costly, but they also impact us in other ways. Wildfires tax our resources. They impact our structures and influence where we build and how we build. Wildfires affect our health, especiallyRead MoreThe Effect Of Temperature And Dissolved Oxygen Concentration Associated With Wildfires1374 Words à ‚  |  6 Pagesamount of sediment entering watersheds, which can alter both temperature and dissolved oxygen levels throughout the system. The purpose of this paper is to examine the changes in water temperature and dissolved oxygen concentration associated with wildfire, how these changes can be controlled, how effective these controls are, and what more can be done. II. Temperature Fire can alter stream temperature in several different ways. First, and probably most short lived, is the immediate temperatureRead MoreA Brief Note On Wildfires And Its Effects On The Environment2061 Words   |  9 PagesEvery year, thousands of forest or wildfires are caused by humans, which affect thousands and thousands of acres of land and wildlife all over the United States. Many of these fires that are caused by human error or negligence, occur at many of the beautiful camp sites, that are located around the country. In these cases, these fires not only affect the land and the wildlife, it puts the lives of other camper s, in jeopardy as well. Especially since with wild or forest fires, there is no way ofRead MoreThe Effect Of Temperature And Dissolved Oxygen Concentration Associated With Wildfires1386 Words   |  6 Pagesamount of sediment entering watersheds, which can alter both temperature and dissolved oxygen levels throughout the system. The purpose of this paper is to examine the changes in water temperature and dissolved oxygen concentration associated with wildfire, how these changes can be controlled, how effective these controls are, and what more can be done. II. Temperature Fire can alter stream temperature in several different ways. First, and probably most short lived, is the immediate temperatureRead MoreFighting Fire With Fire Essay1742 Words   |  7 Pagesand efficient ways to prevent and stop wild fires. Wildfires are naturally occurring events that will happen despite any effort to prevent them. The thing people can do is reduce the severity and amount of wildfires by many different tactics. There are organizations all over the world from federal to private with the goal to reduce wildfires. The most widely known organization uses the iconic bear, Smokey, who says â€Å"Only you can prevent Wildfires†(â€Å"About The Campaign†). Fires need three factors toRead MoreSan Diego Wildfires - Smoke And Ash Debris A Public Health Concern Essay1633 Words   |  7 PagesSan Diego Wildfires: Smoke and Ash Debris a Public Health Concern San Diego Wildfires The county of San Diego is a unique haven to hundreds of state and federally recognized endangered, threatened, or rare plant and animal species (The Nature Conservancy, n.d.). San Diego is also a territory with a long history of environmentally catastrophic wildfires. The Cedar and Witch Creek Fires are two of the most recent and notorious wildfires in California history for their degree of damage in terms of acreageRead MoreFires Essay954 Words   |  4 Pagesgenerated a $100-million â€Å"relief fund† to support individuals that are affected by the fires. As well places like The Canadian Red Cross are helping collect donation in various ways to help wildfire evacuees. Official say that there were 97 fires that started on July 8th, 2017 on its own and there are currently 220 wildfires going on in BC, due to this over 9,500 people have been told to evacuate their homes since July 8th, 2017. As of July 7th 2017 BC has spent 46 million trying to fight forest fires sinceRead MoreWhy Wildfires Are An Threat Of Safety, Economy And Environment1567 Words   |  7 PagesWildfires are an increasing threat to safety, economy and environment. Remote sensing technologies offer a large diversity of environmental information to help fire risk prevention services. In this regard, the European Copernicus program integrates a suite of space-born and in-situ datasets to support a wide range of applications, including fire risk assessment. This chapter provides an overview of the Copernicus products and services that are currently used to evaluate fire risk conditions, andRead MoreHistory Of A Fire Regime And Where We Are Today1285 Words   |  6 PagesJillian Spies , Assignment #1, FRST 547- Forestry in British Columbia Wildfire in British Columbia: The History of a Fire Regime and Where We Are Today The extraordinary wildfires that burned in 2015 worried many British Columbians. That year, 304,460 hectares of land was burned by wildfires in the province (Lori Daniels, personal communication, Oct. 30, 2015). Compared to the 10 year average of 115,000 hectares per year (Lori Daniels, personal communication, Oct. 30, 2015), this is a staggeringlyRead MoreWildfires And How Do They Start Essay1491 Words   |  6 PagesWhat are wildfires and how do they start Forest wildfire burn in the U.S. is projected to increase by over 50% by 2050 Wildfires emit huge amounts of carbon dioxide, increasing the rate of global warming. That warming then increases the number and severity of wildfires. We may be underestimating how much carbon future fires will contribute to the atmosphere. The biggest concern I have is that it is possible that we are underestimating the positive feedback of fire to the climate system and

History of Education in the Uk free essay sample

When the 1870 Elementary Education Act was instated it was the first government legislative act that made elementary education available and, in successive years, compulsory for all children. Elementary education consisted of the three R’s ‘reading, ‘riting and ‘rithmetic’, Biblical knowledge and ‘morality’. (Haralambos 2004). Renowned author HG Wells argued that this was â€Å"an act to educate the lower class for employment on lower class lines. † (Cited in Taylor et al 1997). An evolutionary act, not revolutionary, that made no effort to break down the barriers of class based education as but instead provided appropriate schooling for labour class children whilst providing a much needed ‘babysitting’ service as the Factory Acts prohibited children under 10 from working. The development of Britain’s education system was antiquated and lagging behind rival competitors in industry. Broadly up until World War Two, the three types of schooling; public schools for the upper classes, grammar schools for the middle classes and elementary schools for the working class, remained largely unchanged until World War Two. Haralambos 2004) Towards the end of and especially after World War Two the idea of meritocracy arose and with it the desire to rebuild society on meritocratic foundations, starting with education. Rad Butler (conservative MP and president of the board of education education) piloted the 1944 Education Act, often referred to as the Butler act, through parliament. (Derek Gillard 2011). Stephen Moore (2001) proposes that the 1944 Education Act was a part of a large welfare state provision roll out that was put into effect in successive years in the post war period influenced by the 1942 Beveridge Report. Haralambos (2004) highlights the philosophical and ideological underpinning of the 1944 Act as an idea of educational meritocracy and a realisation that the nation wasn’t making use of the talents of its people. â€Å"The nature of a childs education should be based on his capacity and promise and not by the circumstances of his parent. † (Cited in Derek Gillard 2011). The state reorganised the structure of education into three stages; primary education up until the age of eleven, secondary from the age of eleven to fifteen (from 1973, 16) and further or higher education beyond this new leaving age. Taylor et al 1997). Derek Gillard 2011 states that Cyril Norwood publishing the Norwood Report in 1943 directly shaped the landscape of secondary education. Using the prevailing theories of psychologists and educationalists (namely Cyril Burt) of the 1920’s and 30’s understanding of intelligence that held the, now debunked, view of intelligence as fixed and her editary; there were different ‘types’ of pupils, differing in ‘aptitudes and abilities’ and a child’s ‘type’ of intelligence could be found using intelligence testing. Taylor et al 1997). A national intelligence test was introduced, called the 11 plus, and was used as a selection tool for allocating the right ‘type’ of school for the right ‘type’ of child. This method of selection was seen as a scientific way of making sure that each child was receiving an education based on his or her ability. The test was taken on a single day at the age of eleven and this moulded educational trajectory of that child. A tripartite secondary education structure was born; three types of school, for three types of children; grammar schools for the bright and academic, secondary technical schools for children with aptitudes in technical subjects and secondary moderns for the less academic and more practical children. (Haralambos 2004). Taylor et al (1997) puts forth that the tripartite system was designed to provide separate yet equal types of schooling that was geared towards a child’s ability and that each type of school should have a parity of esteem. Parity of esteem was an idea and wasn’t mirrored by the reality; 75% of children who failed the 11 plus were disproportionately working class and consigned to substandard secondary moderns and the ‘top’ 20% who passed were disproportionately middle class who had the opportunity to gain a high quality grammar school education. Very few secondary technical schools were ever built due to their expense and only 5% of children attended them. The 11 plus was perceived as a ‘pass or fail’ test, (failure caused low self-esteem for most schools and the children attending them) and not the selection aid for a merit-based flavour of secondary education it was advertised to be. Derek Gillard’s (2011) argument of classism in the classroom is brought to light by the Attlee government increasing the barrier to entry into grammar schools, declining secondary moderns from introducing C. S. E. exams and rejecting numerous proposals from local authorities to introduce comprehensive schooling. The initial notion of ‘equal chance and opportunity’ education was increasingly viewed as more of a bipartite system of selective schooling; reinforcing the social class division within society rather than flying the flag for educational meritocracy. Criticisms that the tripartite system was wasting talent and not providing the education and skills needed for economic growth, combined with a change of government (from Conservative to Labour) in 1965 led to the â€Å"reorganising of secondary education along comprehensive lines† (Haralambos 2004, p132). A comprehensive education system would bring the tripartite system under one roof, merging three schools into one; educating all children of all abilities regardless of class background. Pupils were all given the same opportunities; there was no ‘selection aid’ (11 plus) as each school had a catchment area that would enable children in the area to attend. Derek Gillard (2011) stated that the ideological driver was to promote social cohesion and abolish ‘classism in the classroom. The move to a comprehensive education system facilitated the pressure for primary schools to teach for the 11 plus was removed and they began to experiment with more liberal child centred teaching methods. (Derek Gillard 2011). According to Taylor et al (1997) the 1960’s and 70’s saw a period of regular governmental change; yo-yoing between Conservative and Labour. It would seem that the determining factor in the rate of change from selective to comprehensive education was th e government in power. The abolition of capital punishment in 1965 and decriminalisation of homosexuality 1967 (www. nationalarchives. gov. uk) was demonstrative of Labours strive for social justice and equality. Haralambos (2004) illustrates the labour party’s push for comprehensive education by highlighting that by the time the conservative party returned to power in 1970 a third of all young people in secondary education were attending comprehensives. Edward Heath’s newly elected conservative government wanted to run grammar schools alongside comprehensives effectively undermining to the very idea of a comprehensive education system. The governmental change back to Labour in 1974 saw that figure increase to 80% by the end of term in 1979. Critics of the comprehensive system of education feared that amalgamating three schools into one would hold back pupils of higher ability and dilute the high academic standards of grammar schools. These fears, however, were unfounded as standards were higher in 1983 (with 4% attending grammar schools) than in 1969 (when 21% were attending grammar schools). Taylor et al (1997). Although exam results improved, the hopes of breaking down class barriers didn’t meet expectations as setting and streaming by ability within comprehensives consigned a disproportional amount of working class pupils to lower streams and sets and the majority of middle class pupils to higher streams and sets. Haralambos 2004). The precursor to the 1976 Education Act that stated there was to be no selection process in education was Prime Minister James Callaghan’s Great Debate speech hinting that the purpose of education was for employment, â€Å"I do not join those who paint a lurid picture of educational decline because I do not believe it is generally true†¦ In todays world, higher standards are demanded than were required yesterday and there are simply fewer jobs for those without s kill. Therefore we demand more from our schools than did our grandparents†¦ The goals of our education†¦ are to equip children to the best of their ability for a lively, constructive, place in society, and also to fit them to do a job of work. Not one or the other but both†¦ (James Callaghan, Great Debate speech at Ruskin College, Oxford, October 18th 1976 courtesy of the Guardian). 1979 saw the re-election of a conservative ‘new right’ government that stayed in power for almost twenty years (until 1997). Led by Margaret Thatcher, the conservative party promoted free market values, privatisation and capitalism. The 1970’s was a time of high youth unemployment and schools and there was a backlash against the liberal teaching methods that were producing young people who lacked the skills required by industry. (Taylor et al 1997). The conservatives wanted an education system that would meet the needs of the market whilst raising standards of education; there was concern that the current system was run by liberal ‘loony left’ teachers and there was an overall lack of discipline. Stories like the William Tyndale Scandal highlighted the need for a return to traditional Victorian values whilst promoting competition. (Derek Gillard 2011). After the failed reinstatement of the selection process in schools (1979 Education Act), by underestimating the popularity of comprehensives, Thatcher’s government waged a war of attrition that spanned almost a decade and 10 legislative acts to weaken and undermine the areas of the current education system; the majority labour controlled LEA’s, the teachers and their unions, the curriculum. For example, the 1980 Education Act gave parents to have the ability to choose from schools from outside their catchment area, creating competition between schools and the ‘absolute freedom of choice by application. (Cited in Derek Gillard 2011). Industry and the free market values of capitalism were the major ideological drivers of the time and the result gave birth to New Vocationalism; the belief that education should serve the needs of the market. The government took the sole responsibility for providing training for work away from employers and in 1983 the creation of a nu mber of youth training schemes; vocational, work based courses for school leavers that would enable them to train and achieve qualifications. These youth training schemes (in 1986) graduated to the forming of National Vocational Qualifications (NVQ’s) which were set to solve the problem of the skills shortage in industry. There was a converse argument that a lack of employment was the problem not the lack of skills or training and vocational qualifications could be seen as a way procuring cheap labour. (Haralambos 2004). The 1988 Education Reform Act, sometimes referred to as the Baker act (after Kenneth Baker), was the most important educational act since the 1944 Butler act and marked the end of the post war consensus and the imposition of free market values on education. Grant maintained schools and city technology colleges that were run like businesses and could specialise to further widen parent choice were created; they circumvented LEA control, were funded directly from central government and had limited selection powers at age 11. A National standardised curriculum and system of testing controlled by the government was introduced with key stages were set in place to make sure that certain education objectives and standards were achieved. The 1992 Education Act saw the creation of league tables, the introduction of Ofsted and colleges and sixth forms taken away from LEA control. The results of standardised tests (SAT’s, GCSE’s and A Levels) and Ofsted inspections would have to be published in the league tables to advertise a schools success or lack thereof and in conjunction with Formula Funding (funding per student) would enable well subscribed schools to expand with parental choice further increasing competition and driving up standards. This had an effect on the economy with higher prices (an increase of 20%) for houses in desirable catchment areas. Ball, Bowe and Gewirtz (cited in Haralambos 2002) argue that not all parents were able to take advantage of the free market model of educational choice. Middle class parents (skilled privileged choosers) understood how the system worked in order to best benefit from it. For example, they had the funds to relocate to a desirable catchment or commute to ‘good schools’. The working class (unskilled chooser) had neither the funds not the understanding of the system to truly reap the benefits. When the labour government came back in to power in 1997 there was a perception that education would revert back to a more egalitarian comprehensive system with no selection but the education policy of Labour was seemingly indistinguishable from the previous conservative government with a continuation of parental choice and competition between schools. (Derek Gillard 2011) Ken Browne (2002) sees the comprehensive equality to free market competition values in education as a shift in priorities from child centred to school centred; the ‘image’ of a schools league table results has become more important than the traditional pursuit of equality of educational opportunity. The question was not ‘what you the school do for the student’ but ‘what can the student do for the school’. Weaker students (working class) were more likely to not be entered into exams for fear of the effect on the league tables and strong students (middle class) were not pushed urther if they already filled the stats of the A* to C bracket as this would be a waste of resources. The academy and free school movement is set to completely break education from LEA control. Academies are described as publicly funded independent schools making education in these schools the sole responsibility of the government and sponsors. They have the power to choose their own curriculum as long as it is ‘broad and balanced’. Alongside academies free schools will do much the same but with less funding and will be run by central government and volunteer and charity groups. Not all schools will become academies and free schools but this migration could be the end of ‘big society’ and mean fragmentation of society that is a haunting reflection of bygone era where the tripartite system entrenched social class division. In conclusion we can see a cyclical pattern in the education system starting in the 19th century with social class division and elitism to the continuation this into the 20th masked by the theory of intelligence rather than social class. In the 1960’s and comprehensive, liberal child centred, education was propped up by the notion of education equality. The tipping point can be seen as the 1976 Great Debate speech by James Callaghan where the emphasis was shifted to education serving the needs of industry. In turn this paved the way for Margaret Thatcher to replace the public service model of education with market forces of competition and a ‘back to basics’ model. And more recently we have seen further privatisation with the academy and free school movement forming the circle and ushering an era of Division all over again. Reference list Browne, Ken. (2002) Introduction to sociology for AS level, London, Polity Press. Gillard D. (2011) Education in England: a brief history www. educationengland. org. uk/history Haralambos and Longley. (2004) Sociology in focus for AQA AS level, Ormskirk, Causway Press. Haralambos and Holborn. (2002) Themes and perspectives, London, Colins. Moore, Stephen. (2001) Sociology Alive, Cheltenham, Nelson Thornes LTD. Taylor et al. (1997) Sociology in focus, Ormskirk, Causeway Press.

The Impact of Corporate Social Responsibility

Question: Discuss about the Impact of Corporate Social Responsibility. Answer: Introduction: In recent times, the CSR (Corporate Social Responsibility) has evolved as a critical and important organizational function (Mulyadi Anwar, 2012). However, the businesses are not sure if the focus on CSR activities can really increase the profitability of firms (Khojastehpour johns, 2014). The large organizations in Australia have found it difficult to obtain a balance between the core function of the organization (profitability) and the secondary function of the organization, Corporate Social Responsibility (Yang, 2013). It would be interesting to study if the focus on CSR activities can really improve the profitability of the large firms. Research Aim and Objectives The research would have the aim to establish the relationship between the corporate social responsibility and the profitability of the large, multinational organizations in Australia. The specific objectives of this research work can be discussed as: 1. To establish the relationship between the corporate social responsibility and the profitability of the large, multinational organizations in Australia 2. To research the ways large firms can use CSR function to improve the profitability of the multinational firms in Australia Research Methodology This research work would be based on mix methods of research. This research work would be a two-phased research work. The two phases of the research would be primary research and secondary research. The research would be an exploratory research that would explore the relationship between the corporate social responsibility and the profitability of the large, multinational organizations in Australia. The primary and secondary research methods that would be used in the research can be discussed as. Primary research methods The primary research methods would be based on the online questionnaire. An online survey would be created to collect data from respondents. A random sampling method would be used to collect data. The online survey would have little but useful collection. The survey would have maximum of 10 close ended questions so that the respondents can answer these questions easily (Blumberg Cooper, 2014). Secondary research methods The secondary research would be completed with a thorough literature review. There are various studies and researches in the literature about this topic. The literature review would be done to explore the existing literature to establish the relationship between the corporate social responsibility and the profitability of the large, multinational organizations in Australia (Harrison, 2013). The secondary methods of research, for this research, would be mainly qualitative in nature. For the literature review, the peer-reviewed journals would be used. A lot of information is available on Internet that would be used to do the literature review. The incredible websites like the personal opinions page and blogs would not be used as part of literature review. Data collection and analysis The data collection would be both quantitative and qualitative in nature. The quantitative data would be collected through online survey and the qualitative data would be collected through secondary research. The data collection would happen through the data collection tools like Microsoft Excel (Saunders Lewis, 2014). The tables and spreadsheets would be used to record and to collect the data. The data analysis would be the nest phase of the research. The data analysis would be done through the statistical tools like SPSS. The simpler tools like Microsoft Excel and Microsoft Word could also be used for the purpose of data analysis. Once the data analysis is done, the next part would be to make the research report. References Blumberg, B. F., Cooper, D. R., Schindler, P. S. (2014).Business research methods. McGraw-hill education. Harrison, R. L. (2013). Using mixed methods designs in the Journal of Business Research, 19902010.Journal of Business Research,66(11), 2153-2162. Khojastehpour, M., Johns, R. (2014). The effect of environmental CSR issues on corporate/brand reputation and corporate profitability.European Business Review,26(4), 330-339. Mulyadi, M. S., Anwar, Y. (2012). Impact of corporate social responsibility toward firm value and profitability.The Business Review, Cambridge,19(2), 316-322. Saunders, M. N., Lewis, P. (2014).Doing research in business and management: An essential guide to planning your project. Pearson Higher Ed. Yang, Y. L. (2013). Efficiency Evaluation and its Determinants of Corporate Social Responsibility Companies.

11 Easy Steps for How to Draw a Dog

Easy Steps for How to Draw a Dog SAT / ACT Prep Online Guides and Tips Dogs are cute! Who hasn’t taken a moment to doodle their favorite pooch on the side of their paper before? But like many animals, dogs can be hard to draw well, especially from memory. If you are trying to up your drawing skill, this guide for how to draw a dog is for you! We’ll cover all the basics of learning to draw animals and dogs in particular, and walk you through drawing a dog step by step. 4 General Tips for Drawing Dogs and Animals Drawing animals can be really challenging! Living creatures are often harder to draw than static objects, as you want your animal drawings to be full of life. Here’s a few tips to get you started! Use References It might feel like cheating to use a reference, but it’s a-OK. Professional artists use references all the time to help their artwork feel more realistic. A reference photo will help you see what a dog looks like without trying to make a real dog sit still the entire time you’re working. There are so many kinds of dogs that it’s practically impossible to remember how to draw all of them. Even if they have similar skeletal structures (which isn’t always the case), their fur texture, eye shape, and size can vary pretty widely. You can take your own reference photos or use ones you find in books or online to help you get the details right. Study Anatomy You don’t have to go to veterinary school, but spending some time looking at animal anatomy will help you better understand how an animal sits, stands, and moves. Pay particular attention to the location of the spine, as this will help you figure out how the animal is shaped. When you know that, you’ll have an easier time positioning the head, legs, and tails appropriately. You can also get a better handle on their muscle structure, which is particularly helpful when drawing animals with short fur and pronounced muscles. Though you don’t need to replicate every detail in your drawing, understanding how an animal’s body works can make your drawings feel more lifelike, even in a cartoony style. Start With Simple Shapes Even complicated drawings are based on simple shapes. A light underdrawing that consists primarily of primary shapes is a great foundation for more detailed drawings; you can build on the basic shapes to help your drawing feel lifelike. Look at an animal’s anatomy and imagine it as several connected shapes. You might see a large oval for the ribcage and a rounded rectangle for the head, or an almost kidney bean-like shape for an animal’s leg. These are just guidelines- they’ll need refinement to really work in a drawing, but using these shapes to guide your work will help you stay on track as you’re drawing. Draw Lightly It takes time and effort to draw well. Start off with light pencil for sketching, and don’t be afraid to erase and try again. As you progress through the drawing process, you can erase your guidelines and draw in heavier pencil. This helps keep you on target and gets rid of the unnecessary lines. When you’re ready, you can go back over your drawing in ink or marker, and erase the pencil marks entirely. That ensures that only the lines you want are visible! This also works for digital illustration. Using layers in illustration programs, you can have underdrawings and layers of increasing detail, which can be turned off when you no longer need them. With practice, you'll soon be doing way better than this. How to Draw a Dog: The Simple Method Even when you’re drawing a simple dog, it’s smart to have an understanding of basic dog anatomy. It might sound silly or unnecessary, but even cartoony drawings need to be based in reality to look right. As mentioned above, take some time to look at dog anatomy and learn the basic shapes that make a dog up to help you make even a simple dog look great! Because there are so many kinds of dogs, we can’t provide a tutorial for how to draw all of them. Instead, here’s a simple guide for drawing a sitting dog that can be adjusted depending on what kind of dog you’re drawing. A modest beginning. Sketch the Muzzle All you need is an oval to start with. Don’t get caught up in making it look perfect- you can make adjustments to it later. Also, don’t worry about details. Just get a circle down and we’ll add to it later, once we have the body done. It doesn't look like much yet... Draw the Head Sketch the shape of the head around the oval you’ve drawn for the muzzle. Again, it doesn’t have to be perfect, because you can change it at any time. You can change the shape depending on how you want your dog to look. Some dogs have very round heads while others are more angular, but having the head oval in place gives you a structure to work around. Looking a bit more like a dog now. Add a Nose Dog noses are unusually shaped. They actually look a bit like mushroom slices, with an exaggerated flare at the bottom. You can start by drawing a sort of rounded triangle, then adding the nostrils to flesh it out. A simple nose or a detailed one can be equally effective depending on how detailed your drawing is. Making progress... Add Ears A dog’s ears can be a great source of expression! Depending on what kind of dog you’re drawing, the ears may be floppy, upright, or even cropped. Start with the basic shape and tweak it from there. Eyes make a big difference. Add Eyes Let’s keep it simple here- eyes are tricky to draw well! Two little ovals will do the job for now, so if we’re doing a simple cartoony drawing, we don’t have to get very detailed. You can add eyebrows to give your dog more of an expression. Dogs don’t have eyebrows exactly like we do, but some have eyebrow-like markings just above their eyes. Feel free to use your imagination! Okay, it's definitely a dog now. Add a Mouth Dogs have two rounded shapes beneath their noses that often turn upwards, making it look as though they’re smiling. You can draw these shapes as rounded ovals to make the dog look happier, or make them more angular and pointed downward to make your dog look more serious. In combination with the ears, the dog’s mouth is the best way to convey emotion. The egg-shaped body feels like a bit of a step backward. Add a Body The body looks a bit like an egg, with the top hidden behind the dog’s head. Again, draw it lightly and go over it later to add more detail. These legs leave something to be desired. Add Front Legs Draw two straight lines and add a little oval at the end for the paw. You can embellish these with spots or fur, but the basic shape is just two sets of two lines with a little oval at the end. I wanted a husky-like tail, even if it looks a bit like a banana right now. Add a Tail What kind of tail a dog has depends on its breed. You can draw a skinny tail, a fluffy one, or no tail at all depending on what kind of dog you’re drawing. These legs are a little on the abstract side. Add Back Legs Back legs are a little more difficult to visualize, but think back to the anatomy of a dog. The dog’s thigh is kind of like a tilted oval, and the foot and lower leg are like an elongated, squashed oval. All these are just sketch lines, so if they look a little funky now, that’s okay- you can fix them up with detail later on. Details and ink definitely help the doggy appearance. Add Details and Finish Up Now that you have the basic structure of your dog, you can touch things up with detail, erase all your sketch lines, and outline in ink. Some things to add to make your dog look more lifelike and cute are color, fur textures, and whiskers. Take a look at real dogs and see the features that make them unique, then make adjustments to yours to make it look special, too! How to Draw a Dog: The Detailed Method Drawing a detailed dog is a lot like drawing a simple dog, though it will likely take you more time and effort. Again, understand the simple shapes that make up a dog. Look at skeletal structure and muscle groups to help you understand what they look like under all that fur, as those are the features you’ll start with before you add more detail. First and foremost: start simple. It’s easier to draw a familiar yellow lab than it is to draw something more complex, like a Puli. That goes for shapes, too. Underdrawing is even more important when drawing detailed dogs than it is for simple dogs, even if you feel like you’re erasing most of the work. And erasing is a big part of drawing detailed dogs. You probably won’t get it perfect the first time, but that’s okay! The dog up above was my first attempt, and if I continued to practice I would get better. Erase and try again and again. You might not notice your skill improving, but every drawing you do brings you closer to the artist you want to be. This beautiful dog is going to be our reference photo. Start With a Reference You can use your own photo or one you find online, but add your own embellishments and tweaks to really make it your own. You don’t need to trace, though you can if you’re just starting out and want to get a better grasp on what dogs look like. It’s not wrong to learn by tracing, but it’s a good idea to use those drawings as practice unless you took the photo yourself. Many artists take their own reference photos. If you can’t, you can use one you find online, but aim to make your drawing substantially different from the reference if you plan to use the picture for something other than practice. Starting with a reference photo lets you work off of an existing image, which can help your drawing be more accurate. Use what you know of skeletal structure so you can better draw the shapes that make up a dog. Not very impressive. Outline Shapes Naturally, dogs are made up of many complex parts. But when you’re starting your drawing, just focus on the basics- the shapes that make up the basic form of a dog. If you were to just imagine a dog’s silhouette, you might see a rounded rectangle for the head, a large oval of the chest, and another oval for the hindquarters. Start with a line to keep the body parts aligned. The line can be straight or slightly curved, depending on what position you’ll draw the dog in. Then draw the basic shapes at their appropriate places, centering them on the line. After some redrawing, we have the basic form of the dog in our photo. Outline Shapes for Larger Features Now that you have the basic dog shape down, you can add just a little more detail. Focus on drawing the larger features of a dog- the snout, feet, and legs. Again, draw shapes rather than detailed features, as you’ll add all the little stuff later. Fill in the places where those features meet the body, and connect the larger sections of the body together. You’ll flesh all of this out later on; for now, you just want it to look like the basic silhouette of a dog, not something instantly recognizable as whatever breed of dog you’re trying to draw. This dog is more muscular than furry, so I focused on the muscles. Add Body Contour Now’s the time to start getting into detail, mostly in the body. Add some rough structure to the body, such as muscle definition for short-haired dogs or fur outlines for long-haired dogs. Look at where the breed is thicker or thinner, and emphasize those areas of the body. Look at where fur gathers on images of the type of dog you’re drawing, and also where muscles are more visible. Those are the areas to emphasize here, but, as always, don’t get too invested in details yet. Also take a moment to draw the legs and feet in more detail. Add toes and fur, if necessary, so you have a clearer picture of what the final dog will look like. Hey, that's a dog! Erase Unnecessary Lines Get rid of the guidelines you used, as from now on you’ll mostly be fleshing out details and shading. You’ve spent enough time on the basic shape, adding some fur and details, that you no longer need your initial shapes and guidelines. Now’s the time to add basic outlines for the dog’s ears, eyes, nose, and snout details. Get their placement and shape right, and be sure they look similar to those in your reference photo. This will probably take some time. Don’t get frustrated if you have to draw and redraw these features several times- these are details that are important to get right, but that can be quite tricky to execute well. You might have to do a lot of practice, but it’ll be worth it in the end! Add Fur Texture Now you can add fur and fluff to the details you added in the last step. Add a little fur to the ears or little tufts on the legs. If you’re not drawing a particularly shaggy dog, add more muscle definition. Use shading to emphasize where the dog’s muscles would show, and sketch out areas where the dog is more muscular to make it look more realistic. Just as you’ve done throughout the drawing, start with general details before you get into the smaller ones. Go for general fur shape, then add fuzzier patches. Get the general body shape and muscle structure done, then add muscles that are in use given your reference photo’s pose. It's not perfect, but that just means it's time to practice! Finishing Touches You’re almost done! Take some time to add additional details to things like the dog’s nose and eyes, and add teeth or a tongue depending on whether the dog’s mouth is open. You can also add spots or other color patterns if your dog has them. Just shading will accomplish this, or you can use full color to give your picture even more pop. However, it is possible to get too detailed. Some artists draw intensely detailed images while others are a little more sparing. Both are great art styles, so don’t feel like adding tons of detail is the only way to make your art look realistic and interesting! Additional Tips for Drawing Dogs Once you've got the basics down, drawing a dog is a matter of practice. Keep trying to improve, even when it feels like your skill isn’t getting better. But if you need some additional help in drawing certain parts or certain kinds of dogs, consider these tips! How To Draw a Dog’s Face Drawing a dog’s face can be particularly tricky- we want our drawing’s faces to be as expressive and cute as real dogs. Understanding what a dog’s skull is like is a great first step, as you’ll be able to see what parts move, what parts don’t, and where important features like the ears and eyes sit. Outline the basic shape before adding features. You can block them in using lines to be sure that they’re all aligned properly. As with the rest of the dog, start with the broader details and then fill in the specific ones. Start with the shape of the eyes, for example, and refine them until they look right. Then add the iris and pupils as well as surrounding fur. You can always make changes, but it’s easier to start with the larger details and fill in the specific ones than end up having the erase everything because you can’t get the shape to look right after you’ve drawn the details. How to Draw a Puppy Puppies are a lot more than miniature dogs- they have different features, which means there are special considerations to keep in mind when drawing them as opposed to adult dogs. For one, puppies often have proportionally larger paws than adult dogs. Drawing the paws a bit larger is a good way to clue people into the fact that you’re drawing a puppy! Puppies are also generally a little chubbier, with more rounded bodies. Though some might be a little muscular, for the most part puppies will be more rounded- combined with other puppy features like larger paws, a rounded body can make a dog look younger. Some breeds also have gangly legs, especially as they begin to grow into adolescents. A few adult breeds, such as borzois and greyhounds, may look gangly as adults, but many dogs get that same look as they’re growing up. It’s okay to make your puppy drawings look a little awkward- it’s true to life! Another good detail for puppies is that their eyes often look proportionally larger than those of adult dogs. This is a common feature of baby animals, and it’s part of the reason that people love them so much. A large head, round eyes, and smaller nose and mouth remind us a lot of human babies, so use those features to make your puppy drawings look even cuter! What’s Next? Don't be afraid to experiment with different styles when drawing dogs. Check out this guide to how to do contour line art and try out a whole new art direction! Not sure what to draw now that you've mastered dogs? This list of 100 different drawing ideas is sure to help. Drawing is a great hobby, but it can also make you money. Check out this list of art scholarships to help you turn your skills into cash for college! Have friends who also need help with test prep? Share this article! Tweet Melissa Brinks About the Author Melissa Brinks graduated from the University of Washington in 2014 with a Bachelor's in English with a creative writing emphasis. She has spent several years tutoring K-12 students in many subjects, including in SAT prep, to help them prepare for their college education. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.332c4658-c365-4200-9924-1bb6860bdb0a'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Brain and mind essays

Brain and mind essays The brain hardware is truly phenomenal and the mind is direly intense. However, the brain and the mind are in one package. So, where in the brain's hardware is the mind found? Supposedly it is found in the frontal lobe of the brain. The frontal lobe is involved in paying attention, planning, behaving emotionally, interacting socially, making decisions and organizing plans. The relationship between the mind and the brain are one, but different. The brain is the physical part of the mind and the mind is the neurologically part of the brain. The brain is the portion of the vertebrate central nervous system that is enclosed within the cranium, continuous with the spinal cord, and composed of gray matter and white matter. It is primary center for the regulation and control of bodily activities, receiving and interpreting, sensory impulses, and transmitting information muscles to body organism. However, the mind is the human consciousness that originates in the brain and is manifested especially in thought, emotion, will, memory, and imagination. It is also the faculty of thinking, reasoning, and applying knowledge. The relationship between the mind and the brain are connected in every way you perceive it. So without the brain, there would not be such thing called the mind. The brain is made up of three main parts; the cerebrum, the cerebellum and the brainstem. The cerebrum is the largest section of the brain. It is divided into two halves. The left side tends to direct activity on the right side of body and the right side controls the left side of the body. The cerebrum has four lobes. The parietal lobe stores information gained from the senses of touch, taste, smell, and hearing. The occipital lobe is the vision-interpreting center. Double vision can be a long-term consequence of damage to occipital brain cells. The frontal lobe controls emotions, personality, voluntary muscle control, and the highest ...

P&G Case Study Example | Topics and Well Written Essays - 750 words

P&G - Case Study Example where the brightest minds have gathered together over the decades to come up with new products that customers would be happy to use on a regular basis, thus providing strength to the bottom line financially. Over ten years ago, P & G realized that market growth was expanding very rapidly, but that there was a slight decline in P & G sales, and innovation projects were only meeting 15 percent in success targets. This presented a challenge that many companies were facing at that time: how to keep up, move forward, and develop a larger range of fresh innovation which would help drive both the top and bottom growth line (Innosight web: Addison web). The P & G research and development (R & D) group consisted of 8,000 internal researchers situated in laboratories across the globe, in 26 facilities, and it was determined that the company had to find a way to make innovation processes, systematic, repeatable and reliable (Innosight web). Solving the Problem of Innovation and Development. It was decided, at this point, to move research and innovation out to the public level, including the customer view as to what they wanted to see on the market that they would purchase (Innosight web). In essence, this was a case of including the public into its hallowed halls of research and development innovation, in order to move beyond the previous insular situation of researchers who were constantly trying to come up with new ideas. Including the public into this new program, called â€Å"Connect & Develop†, opened many doors for the company innovation program, the researchers involved who helped clients/customers to bring dreams and innovative ideas to life, and provided a much larger, ongoing influx of new ideas and products (Addison web). In the Internet age, this has also become a big bonus where researchers and clients can communicate easily over the Internet in any number of ways, thus speeding up the process of in teraction during the development phase of ideas and

Stem Cell Research Essay Example | Topics and Well Written Essays - 1000 words - 1

Stem Cell Research - Essay Example In order to describe the problems related to stem cell it is important to know the general features of the stem cells. Stem cells are the basic unit of life for human beings through which other cells develop in them. These cells help to form organs and tissues in the human body and can thus be called the stem of human beings. These cells are now being researched upon so that they can be used in order to cure major health related diseases (Solo & Pressberg 2007). These stem cells are characteristically divided into adult stem cells and embryonic stem cells. Embryonic stem cells are retrieved from the embryo of a human being whereas the adult stem cells can be found in the organs or skin of an adult. The issue arises in the process of retrieval of stem cells from the human embryo. It is here that the opponents of stem cell research put forward that the life of an innocent is being taken through this embryo whereas the proponents put forward that the life of the child has yet not begun in an embryo (Newton 2007; Stem Cell 2011). In my view stem cell research should be recognized and encouraged because it can lead to many breakthroughs in the world of science. According to scientists stem cell research can prove to bring about new medical therapies in the treatment of certain diseases which were previously considered to be incurable. Previously it was thought that the genetic and nervous disorders were incurable but nowadays with the help of stem cell research some of these disorders can be cured. These stem cells can replace the neurons in the body and can even repair the nervous system if they can be put to use. The stem cells can be integrated into the system of one’s body after which they have the capability to regenerate. This regeneration of stem cells can cause the neurons to form (Newton 2007; Solo & Pressberg 2007). However it is here that the question of morality arises regarding the stem cell research. In order to retrieve the stem cells it is nec essary that the outer covering of the stem cells known as trophoblast is removed. In this process the embryo dies and this creates a controversy in the ethical world. According to the opponents of stem cell research the killing of embryo is just like the killing of an innocent individual. Thus the innocent individual is being denied the right to live which every constitution allows him to (George & Gomez-Lobo 2002, 258). A five day embryo according to the opponents has a right to live and is innocent. The opponents of stem cell research also put forward that embryos which are being used in the research are at times donated and they can be used by infertile couples rather than being used for research purposes. If these infertile couples use these embryos they can bring a life to the world whereas if these embryos are used for research purposes they would definitely be killed. On the other hand the proponents of stem cell research have opposing views regarding the topic. According to them the stem cell research is done on a five day embryo which does not have any moral right because the embryo cannot even breathe. They put forward the fact that an embryo starts with the process of coordination when it is 16 days old whereas a five day old embryo does not even enter the process of coordination (Smith & Brogaard 2003). They also put forward that a five day embryo does not have the mental capability to think or manage which means that they are not yet recognized as individuals of the society. Regarding the infertile couples the proponent state that the embryos donated are not being used by these couples and are rather being killed in one way or the other. Abortion is a way through which these embryos are being killed in some cases. Hence it can be said that killing an embryo for a cause is

STEM CELL DEPATE Essay Example | Topics and Well Written Essays - 1750 words

STEM CELL DEPATE - Essay Example These exceptional cells originate from blastocyst inner cell mass that is a young embryo about five or four years old (Holland et all, 2001). These cells are pluripotent making them unique. Thus, it is easy to characterize these cells differently into any o f the germ layers existing in the body of humans like mesoderm, ectoderm, and endoderm. The endoderm comprises of lungs, intestines, and stomach. The mesoderm is mostly the bone, muscle, and blood. This leaves ectoderm with nervous system and the skin. These cells can repair any human body part, making the embryonic stem cells special. Another element of these cells is that they are able, in any circumstances, to replicate themselves for an indefinite period. The fact these cells can produce themselves in unlimited numbers, and have characteristics of becoming any types of 220 cells, it easy to use in medicine for medical research and regenerative therapy (Holland et all, 2001). Damaged or lost tissues due to injury or disease are easy to for replacement or repair by new tissues developed from administered embryonic cells. Once there is administration of stem cells into the patient body, they move to the damaged place, multiply and engraft, replace the destroyed cells, and restore the functions of the body in the area. Embryonic stem cells can treat diseases such as genetic diseases, juvenile diabetes, blindness, spinal cord injuries and cancer. The technology can also deal with different conditions. The technology can treat major diseases; therefore, it is necessary to use it. What is the ethical challenge about using and harvesting stem cells? The major controversial issue of this research is the state of human embryo. The embryo dies when its inner cell mass is taken. This is because inner mass cell is responsible for formation of the three human body germ layers. Without these cells, the embryo will not develop. People opposing the use of

Prevention Control of Occupational Lung Diseases

Prevention Control of Occupational Lung Diseases Prevention Control of Occupational Lung Diseases What is Occupational Lung Disease? Lung disorder related to matter inhaled from the occupational environment. Occupational lung diseases are a broad group of diagnoses caused by the inhalation of dusts, chemicals, or proteins. Even persons who do not work in the industry can develop occupational disease through indirect exposure. The effects of an inhaled agent depend on many factors: (1) Such as, Physical properties ( particle , mist or gas : solubility , shape , density , penetrability , concentration , radioactivity , size ) Chemical properties (Acidity, alkalinity, fibrogenicity, antigenicity) Susceptibility of the exposed person (Integrity of body’s defences, immunologic status) Dose What substances in the workstation can reason for lung disease? (1) Dustfrom such things as wood, cotton, coal, asbestos, silica and talc. Dust from cereal grains, coffee, insecticides, drug or enzyme dusts, metals and fiberglass be capable to also injure your lungs. Fumesfrom metals that are heated and cooled rapidly. This procedure results in fine, solid particles being carried in the air. Examples of occupations that involve exposure to fumes from metals and other substances that are heated and cooled quickly include welding, melting, furnace work, ceramic making, plastics manufacture and rubber processes. Smokefrom fiery organic materials. Smoke can contain a variety of particles, gases and vapours, liable on what substance is being burned. Fire-fighters are at an increased risk. Gasessuch as formaldehyde, ammonia, chlorine, sulphur dioxide, ozone and nitrogen oxides. These are linked with jobs where chemical reactions occur and in jobs with high heat actions, such as welding, brazing, smelting, oven drying and furnace work. Vapours, which are a form of gas given off by all liquids. Vapours, such as those given off by solvents, usually annoy the nose and throat first, before they affect the lungs. Mistsor sprays from paints, lacquers (such as varnish), hair spray, pesticides, cleaning goods, acids, oils and thinners (such as turpentine). Common Occupational Lung Diseases Obstructive Occupational airway Diseases. Occupational asthma Occupational asthma is the most common form occupational lung disease. Occupational asthma (also known as work-related asthma) is asthma that is caused or made worse by exposures in the workplace. Estimates suggest that 15 to 23 percent of new asthma cases in adults are work related (2). Occupational asthma refers to the development of asthma following exposure to a known occupational sensitizer (often with evidence of an elevated specific immunoglobulin E [IgE] to the relevant occupational allergen) Adhesives, Metals (chemical coolants), Resins, Isocyanides, Flour and grain dust, Latex, Animals (shellfish in particular), Aldehydes, Wood dust may act as agents causing occupational asthma (3). Reactive airways dysfunction syndrome (3) The term reactive airways dysfunction syndrome (RADS) refers to the development of a persistent asthma-like syndrome for at least three months following inhalation of an airway irritant. The onset of symptoms occurs after a single specific exposure to a gas, smoke, fume, or vapour in very high concentrations. It is sometimes referred to as irritant-induced asthma. The most commonly reported agent causing RADS is Chlorine. Other commonly reported agents include toluene diisocyanate, oxides of nitrogen, acetic acid, Sulphur dioxide, and certain paints. Occupational chronic obstructive pulmonary Disease (3) Chronic obstructive pulmonary disease (COPD) is an umbrella term that encompasses several different pathologies, most notably chronic bronchitis, small airways disease and emphysema, and is defined by airflow limitation that is usually progressive. Inhalation of noxious particles or gases encountered in an occupational setting make an important contribution to COPD. Most notably, these include coal dust, cotton textiles, welding vapours, cadmium and silica. Pneumoconiosis (4) The disease is caused by dust particles approximately 2–5ÃŽ ¼m in diameter that are retained in the small airways and alveoli of the lung. The incidence of the disease is related to total dust exposure, which is highest at the coal face, particularly if ventilation and dust suppression are poor. Coal-worker’s pneumoconiosis (3), (4) Coal worker’s pneumoconiosis (CWP) results from the inhalation of particles of coal mine dust, which are engulfed by macrophages which then accumulate to form the coal macule, characteristically located in the centrilobular region. Pneumoconiosis appears on the chest X-ray as small rounded opacities, typically appearing in upper and middle zones. Simple coal worker’s pneumoconiosis is not associated with abnormal clinical signs or significant impairment of lung function. If breathlessness and lung function impairment are present they are likely to be due to associated lung or heart disease. Progressive massive fibrosis (PMF) refers to the coalescence of macules to form irregular masses of fibrous tissue. Asbestosis Asbestosis is a progressive disease that results from breathing in microscopic fibres of asbestos. These small fibres build up over time and can cause scarring, or fibrosis, in the lungs. This scarring causes the lungs to stiffen and makes it hard to breathe or get enough oxygen into the blood.(5)Asbestosis may not show up until 10 to 40 years after exposure to asbestos fibres.(6) Silicosis Silicosis is a disabling, dust-related disease and is one of the oldest occupational lung diseases in the world. Silicosis is caused by exposure to and inhalation of airborne crystalline silica. Silica (SiO2) is the name of a group of minerals that are found in mines, foundries, blasting operations, stone, clay, and glass manufacturing. Dust particles from silica can penetrate the respiratory system and land on alveoli (air sacs). This causes scar tissue to develop in the lungs and impair the exchange of oxygen and carbon dioxide in the blood.(7) Though symptoms of silicosis rarely develop in less than five years. Silicosis also makes a person more susceptible to infectious diseases of the lungs, such as tuberculosis.(7) Byssinosis The symptoms start on the first day back at work after a break (Monday sickness) with improvement as the week progresses. Tightness in the chest, cough and breathlessness occur within the first hour in dusty areas of the mill, particularly in the blowing and carding rooms where raw cotton is cleaned and the fibres are straightened. The most likely aetiology is endotoxins from bacteria present in the raw cotton causing constriction of the airways of the lung. Berylliosis Beryllium–copper alloy has a high tensile strengthand is resistant to metalfatigue, high temperature and corrosion. It is used in the aerospace industry, in atomic reactors and in many electrical devices. When beryllium is inhaled, it can cause a systemic illness with a clinical picture similar to sarcoidosis. The major chronic problem is that of progressive dyspnoea with pulmonary fibrosis. Hypersensitivity pneumonitis Hypersensitivity pneumonitis (previously called extrinsic allergic alveolitis) refers to an allergic inflammatory pneumonitis following the repeated inhalation of organic material. Workers at risk include those with exposure to mould or fungal spore in agriculture, horticulture, forestry, cultivation of edible fungi or malt working, those handling mould vegetables and those caring for or handling birds. The disease has two patterns: the acute form and chronic form. Occupational respiratory cancers Mesothelioma The most notorious occupational cancer in respiratory practice is pleural mesothelioma. Its occurrence almost invariably suggests past asbestos exposure which may have been low level, and even bystander, exposure. The long latency between exposure and presentation suggests that the incidence of mesothelioma will continue to increase. Occupations associated with significantly higher mesothelioma deaths include plumbers, pipefitters, and steamfitters; mechanical engineers; electricians. Pleural disease Asbestos-related pleural disease Pleural plaques are the most common manifestation of past asbestos exposure. They are discrete circumscribed areas of hyaline fibrosis found on mainly parietal pleura. Prevention of occupational lung diseases Agent-Oriented Strategies a. Environmental hazard surveillance Efforts should be continued to be identify occupations in which workers are likely to have high incidence of occupational lung diseases. Special attention should be given to environmental surveillance and exposure control. Environmental surveillance is the most effective means of identifying problem areas, directing control efforts, and subsequently measuring the impact of prevention strategies. i. Asbestos Occupations where workers are more likely to be at high risk of exposure to asbestos needed to be identified. Special attention should be given to environment surveillance and control of such occupations. ii. Cotton Dusts Industries using cotton that contain high levels of endotoxins should be identified and evaluated for possible additional intervention strategies or enactment or enforcement of more stringent dust standard. iii. Silica Occupations where workers are more likely to be at high risk of exposure to silica needed to be identified. Any work sites (such as coal mines) where silica levels exceed the standard must be enforced by mine safety and health administration. b. Medical Hazard Observation Disease surveillance is needed to estimate the prevalence of occupational lung disease. However, because of latency, the lack of treatments, and the progression of some occupational lung diseases after exposure is of limited practical value, and emphasis should be placed on environment surveillance. Hospitals are potential source of data and should be requested to record work histories and to report occupationally related diseases in their discharge reports. Government reporting systems using local physicians and district health officers are potentially the most effective means of disease surveillance. The primary advantage using local physicians and district health is their familiarity with local industry and the medical community. Involvement of local county health departments would also facilitate follow-up of reported cases. However this surveillance method has several difficulties, the most significant being the unwillingness of physicians and workers to report disease because of the potential for litigation and comebacks. c. Hazard Removal For many hazardous substances, control measures are difficult or unavailable. However substitute materials are often available for hazardous substances and should be used. i. Asbestos A rule-making change should be under taken by health authorities to require that a dust control and monitoring plan for all operations with likely asbestos exposure be filed for approval before any work is done in site, Implicit in this requirement would be sound justification for the use of asbestos as opposed to alternative materials. Nonessential uses would not be approved. ii. Cotton Dusts Recommended cotton dust level for work places is 0.2mg/m3. Industries in which workers show acute reactions at dust level below 0.2mg/m3 should consider the use of cotton substitutes or lower dust levels. iii. Silica Because effective controls for silica in abrasive blasting operations have not be demonstrated, silica should be banned as abrasive blasting material. Available silica substitutes that have been shown to be nontoxic should be used. Exposure-Oriented Strategies a. Control Technology Many exposure control measures are available, such as engineering design and automation, ventilation, substitution, isolation, and changes in work practices. Technology transfer and implementation goals should be established, so that both workers and management are familiar with control technology and its application. b. Regulatory Enforcement Regulatory enforcement is the most effective element in the strategy to prevent occupational lung disease. Many acts (such as Mine Safety and Health Act and Occupational Safety and Health Act) place the responsibility for providing a safe and healthful work place directly on the shoulders of employer. Other measures of enforcement include sampling requirements for operators, an inspector audit programme, pre-operational filling hazard control plans and the right for inspectors to unsafe operations onsite. i. Asbestos Evidence indicates that the current asbestos standard provides only partial protection from asbestos-related diseases. Particularly cancer. The present permissible exposure limit (PEL) should be reduced to recommended concentration of 100,000 fibres/m3 since that is the lowest level of exposure that can be accurately measured using currently available analytical techniques. ii.Silica Once silica exposure is recognized, control could be accomplished in particularly every instance. The most effective measure for silicosis is preventing hazardous exposure, through strict enforcement of an appropriate exposure standard. Present federal standard based on percent silica range from allowable exposure of 33ÃŽ ¼g/m3 to 98 ÃŽ ¼g/m3 free silica. These levels should be unified to a single standard that provide protecting against silicosis over working lifetime. iii. Coal Dust Most effective prevention strategy for Coal-worker’s pneumoconiosis is declining coal dust level to 2mg/m3. In addition efforts should be made to increase the awareness of dust control techniques among small-scale operations. c. Education and Training An education program must be targeted to future engineers and managers to increase the appropriate use of control techniques. Involvement should be directed toward schools of engineering, public health, business, and vocational education. The occupational health professional must also trained and actively involved as a ‘change agent’ in trying to improve working environments and developing informed worker and management groups. The educational program of occupational health professionals should include special emphasis on epidemiology, biostatistics, industrial sanitation and safety, toxicology, and occupational health. Professionals need to learn what the work environment is, how to assess the work exposure, and how to control them. Proper use of engineering controls and professional protective devices is necessary component of such education. Government and local health departments can offer a ready source of expertise such as physicians, nurses, sanitarians, epidemiologists. These departments and primary care physicians should be used to identify small and local plant problems. Primary care physicians should be taught to recognize work related diseases as part as of their medical training. d. Incentive Systems Although workers’ compensation lows do provide some financial relief for disabled workers, they are essentially applied only after existing prevention system have failed and when physical therapies are non-existent. For this reason, and because the individual state compensation lows are diverse, significant modifications to present system will not be achievable as part of prevention strategy. Economic incentives, such as lower insurance premiums, should be explored as a means for industry to implement new controls. e. Respirators Respirators and other personal protective devices should not be considered a primary control mechanism because they depend on human intervention. Worker-Oriented Strategies a. Health Promotion and Smoking Smoking is strongly associated with many lung diseases, including chronic bronchitis, emphysema, and lung cancer. Moreover, smoking has an additive effect on risk for chronic bronchitis in workers exposed to coal mine and other dusts, and it acts synergistically with asbestos to increase the risk of lung cancer. So that management and workers should work together to develop appropriate non-smoking policies such as; prohibit smoking at work places with sufficient disincentives for those who do not comply, Distribute information on health promotion and the harmful effects of smoking and etc. b. Worker Knowledge of Exposure and Control Measures Workers should be specifically informed of the hazards to which they are exposed and the control measures available. This should be accomplished by employers distribution information to employees and by public education at school level. Workers right to know lows should be enacted to ensure that workers exposed to hazardous substances, such as silica and asbestos, are informed and aware of the importance of control measures. c. Disease Surveillance Disease surveillance oriented toward the worker is design to discover those workers who may be at increased risk if exposure continues. This increased risk may result from pre-existing condition, early development of disease, or hyper susceptibility to a particular agent. When these workers are identified some form of intervention is warranted, usually involving a reduction of further exposure. Control Occupational Lung Diseases For some diseases there is no treatment other than improving the patient’s current health and preventing further exposure. Early detection of occupational lung disease is often difficult, in part because in many cases, the latent period is long (eg, 15years for chronic silicosis and over 30 years for some asbestos related cancers). In addition, symptoms are often nonspecific and may not appear till disease well advanced. 01. Management of occupational asthma Approximately two-thirds of patients don’t achieve full symptomatic healing and approximately three-quarters have persistent non-specific bronchial hyper responsiveness. After the diagnosis nearly one third of the patients with OA are unemployed up to few years. 02. Management of Mesothelioma The therapy is focused towards relieving of symptoms. Highly selected patients can be prepared for radical surgery. Also the chemotherapy gives a small survival benefit of nearly three months. Pleural effusions can be managed with drain age and pleurodesis. 03. Management of Silicosis All the patients who suffer from silicosis should be screened for active or latent tuberculosis infection. They are also evaluated for other tuberculosis risk factors. (Eg: HIV infection). There was no drug has been found to stop the progression of disease. 04. Management of hypersensitivity pneumonitis Treatments include be away from source of the exposure and eradication of any residual antigens to prevent re-exposure. Self-limited exposure or if the exposure is short term complete recovery can be expected from most of the patents. But the patients with long –term exposure will suffer from permanent damage to the lungs.

Roll of Thunder Hear My Cry by Mildred D. Taylor :: Roll Thunder Hear Cry Mildred Taylor Essays

"Roll of Thunder Hear My Cry" by Mildred D. Taylor What do you think about TJ Avery in this novel do you hate him for his bad deeds or pity him? TJ is quite a confusing character. On one I had I pity him because of all the misfortune in his life, through his own fault though. Although on the other hand I think he is a complacent character, who thinks the world solely revolves around him. He seems to feel that the world owes him a living, a living he is not prepared to work for! I pity TJ because he has never really had any discipline and although discipline can be harsh. There is one advantage to it, guidance. Although TJ appears to be taking advantage of his fathers situation and lack of discipline. I feel that TJ has never really had a role model whom he can look up to instead it seems to me that he has almost had to fend for himself. TJ is being played like a fool between RW and Melvin Simms, he really seems to feel that they like him and doesn’t really realise what their nasty plan is going to result in. as TJ has never had a friend he doesn’t really know the meaning of true friendship. However the readers know that the Simmses are far from adequate. I feel that TJ does deserve some pity because it’s not his fault he has had no discipline it’s nobody’s fault but I do think that if he was a kind considerate person he would make his parents proud of him rather than give them grief and stress. There are only two instances in the book that I feel hatred towards TJ this is the sacking of mama Logan and the killing and injuring of Mr and Mrs Jim lee Barnett. The sacking of Mrs Logan's was totally unfair. This is because it was TJ’s fault he didn’t revise and got Roll of Thunder Hear My Cry by Mildred D. Taylor :: Roll Thunder Hear Cry Mildred Taylor Essays "Roll of Thunder Hear My Cry" by Mildred D. Taylor What do you think about TJ Avery in this novel do you hate him for his bad deeds or pity him? TJ is quite a confusing character. On one I had I pity him because of all the misfortune in his life, through his own fault though. Although on the other hand I think he is a complacent character, who thinks the world solely revolves around him. He seems to feel that the world owes him a living, a living he is not prepared to work for! I pity TJ because he has never really had any discipline and although discipline can be harsh. There is one advantage to it, guidance. Although TJ appears to be taking advantage of his fathers situation and lack of discipline. I feel that TJ has never really had a role model whom he can look up to instead it seems to me that he has almost had to fend for himself. TJ is being played like a fool between RW and Melvin Simms, he really seems to feel that they like him and doesn’t really realise what their nasty plan is going to result in. as TJ has never had a friend he doesn’t really know the meaning of true friendship. However the readers know that the Simmses are far from adequate. I feel that TJ does deserve some pity because it’s not his fault he has had no discipline it’s nobody’s fault but I do think that if he was a kind considerate person he would make his parents proud of him rather than give them grief and stress. There are only two instances in the book that I feel hatred towards TJ this is the sacking of mama Logan and the killing and injuring of Mr and Mrs Jim lee Barnett. The sacking of Mrs Logan's was totally unfair. This is because it was TJ’s fault he didn’t revise and got

Nutrition Information on Food Labels †a Waste of Time and Money?

NUTRITION INFORMATION ON FOOD LABELS – A WASTE OF TIME AND MONEY? Nutrition information on food labels is very useful and helpful for consumers; it is not a waste of time. In this essay I will write about the history of food labelling and later I will concentrate on consumers who should read food labels and those consumers who read the food labels. After that, I will focus on the importance and the advantages that information on food labels have. In the last part, I will write about problems that customers have when reading instructions on food labels. Food labels came legally to life in 1906. Everything started in the USA because the Food and Drug Act said that â€Å"food labelling is needed to protect consumers from economic harm to reducing consumer’s risk of chronic disease†. In 1993, the Nutrition Labelling and Education Act (NLEA) required mandatory food labelling on most products excluding coffee, spices, raw foods and take away foods. Regulations apply mostly to processed and packaged foods and require specific information on food labels like: name of the food, list of nutrients (fat, sodium, total carbohydrates, dietary fibre, proteins, vitamins A and C, some minerals, calories and Kilo calories), the name and address of the manufacturer, the place of origin, serving sizes, expiry date, nutrient content claims, health claims and information about Recommended Daily Intake (RDA) of nutrients while consuming 2000 calories. In the European Union, legislation on food labelling wants to protect, inform and help society to make knowledgeable choices. Every manufacturer should provide the required information to ensure that consumers will be satisfied when buying their products. Food labelling regulations help the consumer to buy safer food. People are more confident when choosing products if they know what a particular product consists of. Nowadays most of the nutritional labels are very advanced and show detailed information about each nutrient and ingredient. Consumers read the labels mostly to improve their intake in good nutrients (proteins, fibre, good fat, vitamins and minerals) and minimize intake of unhealthy nutrients (saturated fat, sodium, cholesterol) that a particular product contains. Those who experience cardiovascular problems, are overweight and obese or have type 2 Diabetes should read nutrition labels very carefully to avoid high intake of nutrients which are significant risk in causing or worsening the illness. Consumers who are allergic to certain foods use nutrition labels to find information about the ingredients that they must not to eat. The most common allergic foods are: milk, eggs, fish, shellfish, tree nuts, peanuts, wheat and soybeans. Some of the above foods may cause instant death or digestive problems like celiac disease or lactose intolerance. Also, the elderly people should read the labels to meet their dietary requirements, which differ from other age groups. Pregnant women should control their Vitamin A intake derived from animal organs and increase their intake in folic acid. Vegetarian and vegan groups will find nutritional labels very useful particularly about the proteins and ingredients derived from animals. Another group of consumer reads information on food labels for personal reasons, for instance to exclude genetically modified foods or religious reasons. Research findings in different countries show that significant amounts of consumers use nutrition information on food labels. Surveys done in the United Kingdom have shown that 58% of those interviewed use nutrition labels. Those people recognize their diet as an important part in their lives. 17% use the labels for nutritional advice. Another study in America has shown that society is interested in nutrition food labels and use them while shopping or at home. The research showed that people with more than high school education are more likely to read the labels. In Canada consumers with small financial income, the elderly and less educated were less likely to use and understand nutrition labels. In Australia and New Zealand, 34% of consumers read the nutrition food labels. Significant groups of parents with young children usually use food labels to check the information about fat and sugar intake. Another advantage of nutrition information on food labels is that consumers look at the labels when buying unknown food products (for example from different parts of the world). It allows people to try exotic and extraordinary cuisines. Nutrition labels are guides to healthy eating and improving diet in beneficial nutrients. They help to avoid bad nutrients and remove bad products from our diets. For instance, manufacturers must inform on food labels that the product contains hydrogenated fat which is more harmful than animal fat. Nutrition food labels draw our attention to healthiness. In America, surveys demonstrated that consumers compare food products to purchase the ones with lower fat and sodium amounts. Information on food labels positively influences consumers that would like to prevent cardiovascular diseases and cancer. Those consumers choose low fat and low sugar products. There has been found a connection between reading the labels and losing weight. In other words, people are more aware of what they eat and make their decisions consciously. Scientists from two American Universities estimated that â€Å"the total monetary benefit of decrease in body weight was $63 to $ 166 billion over a 20-year period of the costs of the NLEA†. Food labels also help to reduce deficiency in certain nutrients. For example costumers who lack iron or fibre in their diet can easily choose food which is high in those nutrients while reading information on the back of the packaging. Legislation on food labels has brought another benefit for consumers. Manufacturers have to follow the rules and cannot wrongly label products. The Food Standards Agency in America is responsible to protect customers against dishonest manufacturers. Retailers must label their product appropriately and must describe it correctly. Labelling food is not only good for consumers but also for manufacturers. They recognized that the more information they show on the labels the better product will sell. It is a great deal for consumers who can find out more details about new products. There is a campaign running around the world called â€Å"5 a day†. With these words health organisations try to convince consumers to eat at least 5 portions of fruit and vegetables every day. Manufacturers and retailers in the UK joined the program and present the information on their food labels. The Information draws consumer awareness and helps them to realize that eating more fruits and vegetables will reduce the risk of certain diseases like cardiovascular disease. Apart from regular nutrition information on food labels on the back of the packaging, manufacturers present some coloured, highlighted instructions in the front of the packaging. This message is much easier for customers to understand than the directions from the back of the product. Usually the information shows the amount in grams per 1 serving and the percentage of daily intake of the nutrient (calories, fat, sugar, protein, sodium / salt). On the other hand, nutrition information on food labels needs some improvements. Food labels should all look the same and equally present the same list of nutrients with the same percentages and amounts. It will be easier for the consumer to memorise one kind of label. Unfortunately, every manufacturer labels their products differently. Consumers do not have time to spend hours in a food store. For example, a co-op retailer in the UK presents its own labels which describe â€Å"high, medium and low† to help consumers to choose healthier products and understand the label more. In fact, industry organisations see it as misleading information considering that these labels could be problematic to sell for example â€Å"fat† in food which is indeed very beneficial to maintain balanced diet. The next problem is that the consumers lack an understanding of the function of different nutrients presented on the labels. The European Heart Network found out that consumers widely read nutrition food labels but do not fully understand them. Often, amounts of nutrients require calculations and consumers do not have enough knowledge about the different nutrients that are important in their diets. The Public Health Nutrition journal informed that converting information from grams to grams per serving size caused difficulties. Nutrition labels should respond to consumer needs and give clear and simple instructions. In conclusion, nutrition information on food labels is not a waste of money. The idea of presenting this information is great because it helps customers to see what packaged food contains and choose the best product that suits them. The information on food labels gives instructions for people who are allergic and have food intolerances. It is also a guide for the consumer on how to start or maintain eating a balanced diet and how to avoid unhealthy and harmful nutrients. However, nutrition information on food labels still needs improvement to enable better public understanding and this is an area that needs to be addressed. References: 1. Angela Shine, Seamus O’Reily, Kathleen O’Sullivan (1997) â€Å"Consumer use of nutrition labels†. British Food Journal, Vol:99, Iss:8, p: 290-296 2. Carolyn D. Berdanier†¦ [et al. ], (2002), â€Å"Handbook of nutrition and food†, California, CRC Press. 3. European Public Health Alliance, (2005) â€Å"Food labelling in the EU: purposes, principles and challenges† URL: http://www. epha. org/a/2006 4. Food and Drug Administration, (2011) â€Å"Food allergies: What you need to know†, URL: http://www. fda. gov/Food/ResourcesForYou/Consumers/ucm079311. htm 5. Food Standards Agency, 2010, â€Å"Understanding labelling rules, URL: http://www. food. gov. uk/foodlabelling/ull/ 6. Food Standards Australia, New Zealand (2011), â€Å"Labelling of food†. URL: http://www. foodstandards. gov. au/consumerinformation/labellingoffood/ 7. Gill Cowburn, Lynn Stockley (2005). â€Å"Consumer understanding and use of nutrition labelling: a systematic review†, Public Health Nutrition, vol:16. Pg: 695-708 8. Hawkes Corrina (2004), â€Å"Nutrition Labels and health claims: the global regulatory environment†, Geneva, World Health Organization. 9. Howard Moskowitz, Michele Reisner, Jonhn Ben Lawlor and Rosires Deliza, (2009), â€Å"Packaging Reasearch and Food Porduct Design and Development†, Iowa, Wiley-Blackwell A John Wiley & Sons, Ltd, Publication. 10. Labels and Labelling Data and Consultancy Services Ltd, (1984), â€Å"Guide to food labelling, Part 2 Claims and misleading descriptions† â€Å"Labels-Law and Legislation – England† 11. M. L. Neuhouser, A,R Kristal, R. E. Patterson (1999), â€Å"Use of food nutrition labels is associated with lower fat intake†Journal of the American Dietetic Association. Vol:99, issue 1, pg: 45-53. 12. National Health Service, 2009, â€Å"Buy healthier food†. URL: http://www. nhs. uk/Livewell/loseweight/Pages/readingfoodlabels. aspx 13. Nayga, R. M. , Lipinski, D. and Savur, N. (1998), Consumers' Use of Nutritional Labels While Food Shopping and At Home. Journal of Consumer Affairs, 32:  106–120. doi:  10. 1111/j. 1745-6606. 1998. tb00402. x 14. Stephen Havas, Jerianne Heimendinger (1995), â€Å"5 a day for better health-nine community research projects to increase fruit and vegetable consumption†, Public Health Reports, vol:110, issue:1, pg:68-79. 15. Variyam, Jayachandran N. and Cawley, John, Nutrition Labels and Obesity (January 2006). NBER Working Paper Series, Vol. w11956, pp. 16. Variyam, J. N. (2008), Do nutrition labels improve dietary outcomes?. Health Economics, 17:  695–708. doi:  10. 1002/hec. 1287 17. Vernal S. Packard, Jr (1976) â€Å"Processed Foods and the Consumer. Additives, Labelling, Standards and Nutrition†. Ontario, Burns ; MacEachern Limited.

Free Essays on Sociological Imagination

C. Wright Mills coined the term sociological imagination in his book The Sociological Imagination. Sociological imagination refers to the relationship between individual troubles and the large social forces that are the driving forces behind them. Mills argued that in order to avoid becoming victims of a large, seemingly distant event, we must learn to understand the relationship between private troubles and social issues. For example if a small group of people in a society were unemployed, then one would ask what it is about them that is keeping them from working. However, when millions of people in a society are unemployed, one must look at what social forces are occurring to cause such an expansive incident. An individual’s life and experiences are shaped by the society in which he or she lives. The life that I know now would be completely different if I was born about 60 years earlier. I have spent the majority of my life living in a time where the economy of the United States was on an incredible up swing. This is due in large part to the commercialization of the Internet, also known as the â€Å"Dot-Com Era.† The stock market was seeing record gains that seemed to have no end. This affected my life because it was a time when it seemed like everyone I knew, including my family, was profiting off the economy. People the ability to spend money to an extent that they would not have normally been able to. Because of this nice things surrounded everyone I knew and me. We were all getting new cars, buying new houses, buying clothes and other things of the sort. Because this society was in great shape, so were all the individuals living in it. If I had been born about 60 years earlier than my actual birth, I would have not lived through a time of economic prosperity, but rather I would have lived through The Great Depression of the 1930’s. The Great Depression was a time of economic despair. The unemployment rate was rising at a subs... Free Essays on Sociological Imagination Free Essays on Sociological Imagination C. Wright Mills coined the term sociological imagination in his book The Sociological Imagination. Sociological imagination refers to the relationship between individual troubles and the large social forces that are the driving forces behind them. Mills argued that in order to avoid becoming victims of a large, seemingly distant event, we must learn to understand the relationship between private troubles and social issues. For example if a small group of people in a society were unemployed, then one would ask what it is about them that is keeping them from working. However, when millions of people in a society are unemployed, one must look at what social forces are occurring to cause such an expansive incident. An individual’s life and experiences are shaped by the society in which he or she lives. The life that I know now would be completely different if I was born about 60 years earlier. I have spent the majority of my life living in a time where the economy of the United States was on an incredible up swing. This is due in large part to the commercialization of the Internet, also known as the â€Å"Dot-Com Era.† The stock market was seeing record gains that seemed to have no end. This affected my life because it was a time when it seemed like everyone I knew, including my family, was profiting off the economy. People the ability to spend money to an extent that they would not have normally been able to. Because of this nice things surrounded everyone I knew and me. We were all getting new cars, buying new houses, buying clothes and other things of the sort. Because this society was in great shape, so were all the individuals living in it. If I had been born about 60 years earlier than my actual birth, I would have not lived through a time of economic prosperity, but rather I would have lived through The Great Depression of the 1930’s. The Great Depression was a time of economic despair. The unemployment rate was rising at a subs...