Redefine by Incubus Essay -- Music Bands Incubus Musicians Essays

Redefine by Incubus "Redefine" is the perfect song to represent us in the time capsule. The song supports using your knowledge to empower yourself, and be an individual. It also emphasizes using your knowledge and intelligence to make the world a better place. The song also reminds us to be wary of abusing our power. We can use our power to make the world a better place, but we can also use our power to the wrong ends and destroy our planet and our lives. Redefine is a rock song, and therefor part of the pop culture. For this reason it is not tied down to any cultural roots, making it accessible to people of all creeds and colors. Brandon Boyd, vocalist for Incubus, starts the song with an interesting analogy. He tells us to "imagine [our] brain as a canister filled with ink...now think of your body as the pen where the ink resides." In effect he is telling us that we each are a well of knowledge and we should use it. College is widely regarded as not only institution to give us knowledge, but also a place to give us the skills to use it. We should not just lear...

Language Is the Mirror of Society

Preamble: Sociolinguistics is the mirror of society. It is not presupposed. We have to mention some important feature and information to justify the comment. To prove this we should clarify some initial terms before discussing further. Sociolinguistics: Sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and the effects of language use on society. Sociolinguistics differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter's focus is on the language's effect on the society. Sociolinguistics overlaps to a considerable degree with pragmatics. It is historically closely related to linguistic anthropology and the distinction between the two fields has even been questioned recently. It also studies how language varieties differ between groups separated by certain social variables, e. g. , ethnicity, religion, status, gender, level of education, age, etc. and how creation and adherence to these rules is used to categorize individuals in social or socioeconomic classes. As the usage of a language varies from place to place, language usage also varies among social classes. The social aspects of language were in the modern sense first studied by Indian and Japanese linguists in the 1930s, and also by Gauchat in Switzerland in the early 1900s, but none received much attention in the West until much later. The study of the social motivation of language change, on the other hand, has its foundation in the wave model of the late 19th century. The first attested use of the term sociolinguistics was by Thomas Callan Hodson in the title of a 1939 paper. Sociolinguistics in the West first appeared in the 1960s and was pioneered by linguists such as William Labov in the US and Basil Bernstein in the UK Society: A society, or a human society, is a group of people related to each other through persistent relations, or a large social grouping sharing the same geographical or virtual territory, subject to the same political authority and dominant cultural expectations. Human societies are characterized by patterns of relationships (social relations) between individuals who share a distinctive culture and institutions; a given society may be described as the sum total of such relationships among its constituent members. In social sciences, a society invariably entails social stratification and/or dominance hierarchy. Insofar as it is collaborative, a society can enable its members to benefit in ways that would not otherwise be possible on an individual basis; both individual and social (common) benefits can thus be distinguished, or in many cases found to overlap. A society can also consist of like-minded people governed by their own norms and values within a dominant, larger society. This is sometimes referred to as a subculture, a term used extensively within criminology. More broadly, a society may be described as an economic, social, or industrial infrastructure, made up of a varied collection of individuals. Members of a society may be from different ethnic groups. A society can be a particular ethnic group, such as the Saxons; a nation state, such as Bhutan; or a broader cultural group, such as a Western society. The word society may also refer to an organized voluntary association of people for religious, benevolent, cultural, scientific, political, patriotic, or other purposes. A â€Å"society† may even, though more by means of metaphor, refer to a social organism such as an ant colony or any cooperative aggregate such as, for example, in some formulations of artificial intelligence. Language: The word â€Å"language† has two meanings: language as a general concept and â€Å"a language† (a specific linguistic system, e. g. â€Å"French†). Languages other than English often have two separate words for these distinct concepts. French for example uses the word langage for language as a concept and langue as the specific instance of language. When speaking of language as a general concept, several different definitions can be used that stress different aspects of the phenomenon. Language, The Social Mirror: Language is a multi-faceted phenomenon. For Chomsky, language is the human essence, a mirror reflecting the natural creativity of the mind. However, language, with its rich variation, can also be seen as a mirror reflecting the miscellaneous nature of the society or the distinct locality of a culture. In her book, Language, the Social Mirror (1982), Chaika states that language and society are so closely intertwined that it is impossible to understand one without the other (p. 1). The mutual dependence, mutual influence, and mutual shaping between language and society are inevitable. Similarly, language and culture are intimately interrelated. Instead of thinking of language and culture, Duranti (1997: 336-7), following Harry Hoijer (1953), suggests that we should think of language in culture. He further states, the linguistic system interprets all other systems within the culture. To expand this idea, we could say that language is in us as much as we are in language. This statement reminds us of linguistic relativity contained within the Whorfian Hypothesis, and at the same time suggests that language is a mirror of the society as well as culture . The following sections will look at language from a socio-cultural perspective, and point out the implications of this outlook on foreign language teaching. Language from a Sociocultural Perspective: In theoretical linguistics, uniformity is the norm; for a formal theory of language intends to reveal the regularity of forms and rules. Toward this end, linguistic data are limited to sentences (as the biggest linguistic units) taken from standard language. Generative Grammar is a perfect example of theoretical linguistics. By contrast, in the study of language in its sociocultural context, best represented by Sociolinguistics and Ethno linguistics, variation is the norm. As noted in passing, linguistic variation is better known as linguistic relativity. In the latest development of the discipline, there has been a pull-and-push tension between relativity and universality in the study of human language. In terms of degree, setting the chronological order aside, linguistic relativity is partly visible in Saussurean structuralism, quite visible in the Bloomfieldian school, highly idealized in the Humboldtian framework, strongly dominating in the Boasian tradition, and well established in the Sapir-Whorf Hypothesis. In our opinion, linguistic relativity is best captured by the neo-Bloomfieldian postulate: Every language is unique, structurally and culturally. Going back to the study of language in its sociocultural context, we believe that the most fruitful discussion of linguistic relativity should be related to linguistic universality. The notion of universality is very popular in the Chosmkyan school, but less popular in the Greenbergian school. The former, formulated in the theory of Universal Grammar, is essentially universality in micro-linguistics, mostly pertaining to abstract syntax. The latter, formulated in Universals and Typology (Comrie 1989), is universality measured across universal parameters in phonology, morphology and syntax, resulting in typologies across languages. While the approach in the former is more theory-driven and the approach in the latter is more data-driven, both the Chomskyan and Greenbergian schools are confined within the domain of context-free linguistics. Therefore, both types of universality are inadequate for the purpose of explaining linguistic relativity in context bound linguistics. To raise the matter of language and society we should discuss the relativity from linguistic perspectives. To the best of our knowledge, the most appropriate universal parameters to explain linguistic relativity are those proposed by Clark & Clark (1977: 516-17), a rather obscure reference since they are not theoretical linguists but scholars in Psycholinguistics. In fact, Clark & Clark do not give much elaboration to their parameters. Despite the marginal position of the following parameters in linguistic theory, they should prove very useful in explaining linguistic relativity. Universals in Human Language: a. Every language is learned by children. b. Every language is spoken and understood by adults easily and efficiently. c. Every language embodies the ideas people normally want to convey. d. Every language functions as a communicative system in a sociocultural setting. These universal parameters seem to be observation-based and hence empirically verifiable; and they are on par with the laymans definition of language, i. e. , language is a means of verbal communication. Not the structural feature but the functional nature of language is presupposed in each of these parameters. The question is: how do these universal parameters explain linguistic variation? Parameter (15) a implies that L1 acquisition is part of cultural transmission, or from the Chomskyan perspective the exposure of the LAD to primary language data. In acquiring their L1, children simultaneously acquire the sociocultural values. Parameter (15) b is true with mono-level languages, like Indonesian or English, but not necessarily true with multi-level languages, such as Balinese, Javanese, or Sundanese. It is observed that the mastery of Javanese varies considerably across speakers: all of them are fluent speakers of the ngoko low form, but not many of them, particularly among younger generations, are fluent speakers of the krama high form. The picture of prosperous society can be seen from this variation and the force is language. Parameter (15) c is universally true at the functional level, but variation occurs at the structural level and in the manner of conveying ideas. Parameter (15)d, like (15)c, is universally true with reference to a language as a whole communicative system, but languages vary structurally across cultures. The neo-Bloomfieldian postulate stated above (i. e. , every language is unique, structurally and culturally) modifies parameters (15)c and (15)d. Language as social network Language is a social phenomenon. Because language arises naturally and inevitably in all human groups, linguists study not simply the sounds, grammars and meanings of the world’s languages, but also how these languages function in their social settings. Many linguists believe that humans are genetically programmed to learn language, but it still takes social contact to turn on the switch that makes us talk. Because our social networks tend to be complex, we all use multiple versions of our native language. We may speak differently when we’re with friends, relatives or strangers; when we’re at home, in school or on the job. The context of communication — its purpose and audience — determines whether our words are spoken or written, formal or informal, full of slang or technical jargon, off-color, colorful, or colorless. The social context of communication also affects the degree to which our language approaches or avoids the norms of correctness that our speech community deems appropriate to the occasion. Social contact and social conflict both shape language. Relative changes in language due to social changes Social changes produce changes in language. This affects values in ways that have not been accurately understood. Language incorporates social values. However, social values are only the same as linguistic values when the society is a stable and unchanging one. Once society starts changing, then language change produces special effects. The use of language forms a closed loop, since it is modelled on the loop of projection and introjection. The difference between the two loops is simply that the psychological one is based on individual meanings and the linguistic one on social values. This link between language and social values is one of identity, but only as long as society is static or is evolving slowly. In a static society, the language is the society. Society is its language. The two are one. Language and society are two different systems since the structure within language centres on the static signifier whilst the structure within consciousness orientates on the dynamic signified. In times of stability the dynamic structure of consciousness is put on hold, so linguistic values and social values are one. However, as society changes so the dynamic structure gradually comes into the foreground. Perhaps it is more accurate to put this effect the other way around: as the dynamic structure of consciousness becomes accentuated, so society begins to change. Relative changes in society due to language changes: Language contains traditional values – this is what is implied in the ideas of social conditioning and social learning. In a static society, traditional values are unquestioned. Hence social learning takes the form of social conditioning. Social conditioning is the unquestioned or confused adherence to social norms, and occurs when society is taken to be self-referential. Society is the judge of its own needs. The only circumstance that normally breaks social conditioning in some degree is change. Therefore in a period of fast social change, chaos occurs as social norms are questioned, altered and perhaps even rejected. New norms are slowly generated. This chaos ensures that society can no longer be regarded as being self-referential. In this situation of chaos, language is grasped as being self-referential. Then language is no longer necessarily tied to social reality. In such times, values change as the values within language change and we may witness radical innovation in artistic genres. For example, the nineteenth century saw the focus on art for art’s sake, along with science for science's sake (neither art nor science were to be dependent of values external to themselves, such as social usefulness). Then the problem of grappling with the new possibilities of language produced the dense symbolism of Mallarme. In twentieth-century literary theory the text has become autonomous and self-contained, and/or the reader has acquired total freedom in his interpretation of the text. Language creates society: This relation is not apparent in static societies; it is easy to assume that society antedates language. Even ‘primitive’ societies are no exception. A ‘primitive’ society is one where language use is primitive, and indicates hunter-gatherer tribes – yet a tribe cannot be established until the necessary linguistic signs for authority are created. Society cannot be created until a group of people has some values in common. And values require a language to embed them and articulate them. It is language that brings people together and keeps them together. Language always precedes society. Even in small groups this relation holds: for example, in a political discussion group the people come together because they already have, or want to learn, a common political language. Some models to explain how language interacts with society: Features of society affecting language use and response may be (more or less): †¢ Static: e. g. thnicity, gender, class background †¢ Changing: e. g. education, age, social environment, attitudes and fashions †¢ Situational/contextual: e. g. immediate social situation (workplace, home, recreation, peer group, perceived formality of situation) In studying this wide field of language theory, we will find it impossible to have detailed knowledge of all social categories. We should, however, have a range of examples from different areas as shown above. We should also have a wide body of examples from a smaller range of categories – especially any on which we may be examined. We must be able to comment on language features (relevant to sociolinguistics) in these examples. Shirley Russell takes the first approach in Grammar, Structure and Style (OUP; ISBN 0-19-831179-6), looking in depth at gender, advertising and law only. George Keith and John Shuttleworth Living Language Hodder; (ISBN 0-340-67343-5) take the second – they do not identify any topic within the general subject area, but give copybook examples of how to â€Å"read† a text that embodies attitudes to society in its language use. Relationship between Education and Society To show the relation of sociolinguistics with society from educational perspective we should discuss the relationship between education and society. We have seen education in particular as a means of cultural transmission from one generation to another. The parents are the first teachers of the child and they still maintain an educative function throughout the early and formative years of the child. In most of the developing nations of the world, including Nigeria, parents are responsible for sending their children or wards to school. Since these nations are undergoing rapid socioeconomic and political changes, they witness special problems in evolving the appropriate education system, which will be able to produce the adequate manpower needs in all the segments of the society. Schools are established in many societies of the world so as to instill in the pupils those skill’s which will afford them the opportunity of taking their rightful positions in the society; but this function cannot be adequately accomplished without the assistance of the home because both the home and the school perform complimentary functions in the moral and intellectual development of the child. This means that the child cannot be educated in a vacuum or in isolation. Therefore, for a child to be educated there must be interaction between him and his physical and social environment. By this we mean that education is the development of personality. It is something which goes on both inside and outside the home and in the school. In other words, education is an activity of the whole community. This means that education is used in the transmission of the cultural values. One important implication of looking at education as the transmitter of cultural values is the fact that education can be influenced by the culture of the society in which it takes place. For this reason, one may infer that for a child to be educated, he must be influenced by his environment and, in turn, be capable of influencing it. And it is only by the concept of the continuous interaction of the individual and his society that the development of personality can be properly understood. We have noted above that education is a means through which the cultural values of a particular society are transmitted from one generation to another. Through this process, the society is able to achieve basic social conformity and ensure that its traditional values, beliefs, attitudes and aspirations are maintained and preserved. Clarks (1948) observed that a general knowledge and acceptance of the ideals and aims of our society is essential for all its citizens, and it must be achieved through education but in a form, which makes it compatible with freedom. So he reconciles the double purpose by saying that admittedly, the purpose of the educative society may be to make men conformable. But overmastering that must be the purpose to make men free. A society needs a stable and dynamic set of values and a, unified purpose. It is when this is ascertained that meaningful economic, political and social programmes can be embarked upon for ~he overall benefits of the citizens. To be a fully developed person in such a society implies full and creative membership of it with powers to change it. Ottaway (1980) contended that the transmission of culture still remains a vital function, and is not to be dismissed as merely conservative in the sense of being old-fashioned. He further observed that our children are potentially the society of the future, which still belongs to the non-social community, and education in this respect can be regarded as a socialization of the young. Education depends on the total way of life of a people in a society. This suggests that the type of education provided will differ from society to society. Besides, each society has her own norms, values and her own ideal persons who stand out clearly for the younger generations to emulate. Since all these societies are not the same, then it means that a man regarded as a hero in one society because of his contributions to educational development of the society may not be regarded as such in another society where education is not given priority in the scheme of their daily activities. It, therefore, implies that children have different people to emulate in different societies. It is logical to expect that the type of education given in each society will change from time to time as the society changes. Many writers have argued that education is one of the causes of social change in the society, but another school of thought is of the opinion, that educational change tends to follow other social changes, rather than initiate them. Ottaway (1980) observed that ideas of change originate in the minds of men; often in the mind of a single man. Exceptional individuals invent new techniques and propound new values for their society. These ideas arise from the impact of men on his culture, but do not change the culture until they are shared and transmitted by a social group. In his own submission, Boocock (1972) noted that societies undergoing rapid social change or modernization have special problems in adapting the educational system to the manpower needs of the world. They often suffer shortages of persons with special kinds of learning in engineering and other technical fields and may have difficulty in keeping persons with valuable skills once they have completed their education. Another area of the relationship between education and society is through the arrangement of the entire society into a hierarchical order that is, through the social structure in which education plays a prominent and significant role in fixing educated individuals into social classes. Ottaway (1980) observed that education is the process of preparing people to fit into this complex social structure and to play particular social roles as members of more than one institutional group. Individuals have to learn to be fathers or mothers, school teachers or civil servants, shopkeepers or priests. They have to learn to keep the law, to understand how they are governed and to be prepared to try and change the social moves when they see that they can be improved. Education as a social phenomenon is also concerned with the preparation of the child for his future occupation in life. This is one of the main economic functions of education and this is in the interest of both the society and the individual. Through education an individual knows the structure of the society and the different types of relationships that exist among those structures in the society. The child is taught how to perform different roles within the social structure in the society. These roles are inter-related. For example, the role of a father is a relational role; a father could be a son to another person. So education allows the child to perform his role adequately within the social structure in the society. In addition, the child is able to understand the network of inter-relationships among the different social institutions that make up the society. Also of importance are the different functions that are performed by each social institution in the society. Like an individual, each institution has definite functions to perform in the society and the functions of each institution differ from one to another even though they are complimentary. Another aspect of the relationship between education and society is in the area of social interaction. Social interaction may be defined as any relation between people and groups, which changes the behaviour of the people in the group. There is a need for social interaction by the child before he could acquire the culture of his society. This interaction in the society is therefore part of the child's education, provided that, that type of interaction brings about positive changes in the child's behaviour in a right direction as required by the educational system. One important point here is that the child has been taking part in group interaction long before he starts to attend school and the most common among these group interactions are within the family and the peergroup. These groups in which the child interacts give him the opportunity to learn from the wider circles in the society. From his social contacts, he learns his roles in different groups and this influences his personality development. Many sociologists have appreciated the relationship between education and society and have concluded that the two are so interrelated. That one cannot draw any line of demarcation between them. It has been observed that the educational system of any nation must be based on the needs and demands of the society and that any educational system that fails to meet the needs, aspirations and ambitions of the society is not relevant and is bound to fail. The educational system of any nation is concerned with, the transmitting of the cultural values of today to those who will live in the world of tomorrow, and contents of education must somehow strike a balance. Dubey et. al. (1984) observed that a good educational system, in all its full substance and ramifications, is related to the level of culture, industrial development, rate of urbanization, political organization, religious climate, family structure, stratification and other institutions of the total social system. Finally, education has to fulfill both the individual's needs and those of the society and must keep pace with other sub-systems in the society, as both variables are inter-related. Economy affects by language and society: By trying to detect evidence of the presence of the principle of linguistic economy in Early Modern English works, it was noted that most of the texts scrutinized and dealt with in this paper present the English language as a simple language to learn, made up of easy expressions and governed by few grammatical rules, which have undergone, in the course of many centuries, an ven more conspicuous simplification:  «the English Language is perhaps of all the present European languages by much the most simple in its form and construction This characteristic results from gradual linguistic changes, but it can also be traced back to the very nature of the English language and its speakers; English people are depicted as savers ( «we are a people very sparing of our wo rds, and even of our syllables »: White 1761:29), who avoid excessive efforts to communicate:  «we have a fondness for Abbreviations, and that fills our language with many Monosyllables » (Collyer 1735:68). Moreover, the monosyllabic nature of the lexicon is often underlined:  «monosyllables are very numerous in our English Tongue, that. s why it is an easy Tongue to write and to speak » (Aickin 1693:30). A lot of remarks concern the use of several abbreviations, or the lack of morphological endings that usually indicate syntactic connections, or again the purity and elegance of its construction, all aspects that indicate economy and saving as beneficial, almost peculiar characteristics of the language. Some of the most important aspects coming out of the analysis of the texts will be now considered and investigated, in order to emphasize the presence or the absence of the concept of economy in the observations collected; the related comments will be classified by linguistic levels. Conclusion: The whole discussion brought the vicegerency of language, society, economy, education, culture and so on among them. One is representative of another. Overall contributions make the society and sociolinguistics analyze the role of each individual element. We can strongly take apart to accept sociolinguistics as the mirror of the society. REFERENCES †¢ Wikipedia, the free world encyclopedia. †¢ Ronald Wardhaugh: An Introduction to Sociolinguistics. †¢ Becker, Alton L. 1995. Beyond Translation: Essays toward a Modern Philology. Ann Arbor: The University of Michigan Press. †¢ Brown, Douglas H. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents. †¢ Brown, Penelope & Levinson, Stephen C. 1987. Politeness: Some universals in language use. Cambridge: Cambridge University Press †¢ Chaika, Elaine. 1982. Language the Social Mirror. London: Newbury House Publishers, Inc. †¢ Chaudhary, Nandita. 2004. Listening to Culture: Constructing Reality from Everyday Talk. New Delhi: Sage Publications. †¢ Chomsky, Noam. 1972. Language and Mind (Enlarged Edition). San Diego: Harcourt Brace Jovanovich Publishers. †¢ Clark, Herbert H. & Clark, Eve V. 1977. Psychology and Language: An Introduction to †¢ Psycholinguistics. San Diego: Harcourt Brace Jovanovich, Publishers. †¢ Comrie, Bernard. 989. Language Universals and Linguistic Typology (second edition. ) The University of Chicago Press. †¢ Duranti, Alessandro. 1997. Linguistic Anthropology. Cambridge: Cambridge University Press. †¢ Finochiaro, Mary. 1974. English as a Second Language: From Theory to Practice. New York: Regents Publishing Co. †¢ Blakemore, K. and Cooksey, B. (1981). A Sociology of Education for Africa. London: George Allen & Unwin. †¢ Boocock, S. (1972). An Introduction to the Sociology of Learning. New York: Houghton Mifflin. †¢ Clarke, F. (1948). Freedom in the Educative Society London: University Press. †¢ Dubey, D. L. et. al (1984). An Introduction to the Sociology of Nigerian Education. London: Macmillan. †¢ Durkheim, E. (1961). Moral Education, English Translation. London: Free Press. †¢ Havighurst, R. J. (1960). Education, Social Mobility and Social Change in Four Societies. Homewood, III: Dorsey Press. The assignment prepared and submitted by the following students:- |SL |Full Name |Batch |Full ID No. | |01 |Md. Harun-or Rashid |4th |BAEEM04081007 | |02 |S. M. Ahsanul Karim |4th |BAEEM04081004 | |03 |Khandakar Mahbul Alam |4th |BAEEM04081004 | |04 |Iqbal Hosen |5th |BAEEM05082004 | |05 |Arshadul Haque |6th |BAEEM06083001 | |06 |Kamruzzaman |6th |BAERM05082078 | |07 |Nazrul Islam |4th |BAERM01081004 | |08 |Md Abul Kalam Azad |7th |BAEEM07091013 | |09 |Md. Mahfuzur Rahman Hydar |8th |BAEEM08092003 | |10 |Md. Abu Taher |7th |BAEEM07091007 | |11 |Md. Niaz Morshed |7th |BAEEM07091060 | |12 |Md. Faruk Hossain |7th |BAEEM07091023 | |13 |Md. Mun-uddin |7th |BAEEM07091006 | |14 |Rafiqul Islam Akanda |10th |BAERM10101015 | |15 |Mohammad Mamun Miah |10th |BAERM10101046 | |16 |Md. Asad Ullah |10th |BAERM10101045 | |17 |Md. Rosul Amin |4th |BAEEM04081002 | |18 |Md. Ujjal Sheikh |6th |BAEEM06083005 | |19 | | | | |20 | | | | |21 | | | | |22 | | | | |23 | | | | |24 | | | | |25 | | | | |26 | | | | |27 | | | |

October Sky Hero Essay

Some people say you have to do something special to be called a hero, but Miss Riley just has to be herself. She was Homer’s teacher and was very encouraging. Miss Riley believed in Homer before he thought he could build the rocket. I think she acted as an inspiration to Homer and the Rocket Boys. To begin with, Miss Riley is heroic because she was an encouraging teacher. When she taught Homer, she seemed to support him very much. As a teacher, that meant she was helpful to her students including Homer. I believed she was lionhearted- meaning when she taught and also when she wasn’t Miss Riley always cared for others. For example, I knew someone who always cared for other people. She always remembered other people’s birthday’s, sent cards for all occasions, and put other people first. This person is my great- grandma, she acted as if I had a Miss Riley in my life only we were related and I was lucky for that. Furthermore, Miss Riley is heroic because she believed in Homer before he did in himself. Homer’s father- Jon put him down and showed no support towards what he wanted to do. His father wanted Homer to become a coalminer like everyone else in the town. But Miss Riley knew that is not what Homer should do, and he had a special potential to succeed by making the rocket ship. Although Miss Riley was sick when Homer was awarded 1st place- she was still very optimistic. Miss Riley had a disease called Hodgkin’s disease. This deathly disease would not allow her to live much longer. With that said Miss Riley always looked in the future, even though she was vastly ill. To continue, I feel Miss Riley acted as an inspiration. But not only for Homer, but many other people in the town. Like I said before she was a positive person and looked into in the future. Other people could take that as a lesson. I think Homer looked up to Miss Riley. I also look up to my great grandma. They both share similar traits that people don’t always have. In my opinion, my great grandma had a special power of making someone feel like they were worth living and they had a purpose in life. On the other hand Miss Riley made people feel like they could succeed. All in all, Miss Riley is heroic because she was encouraging, she believed in Homer, and she acted as an inspiration. Unfortunately, Miss Riley passed away from the disease, but of course she will be remembered, and Homer and the Rocket boys could never forget her.

5 Superstar Female Sociologists You Should Know

5 Superstar Female Sociologists You Should Know There are many female sociologists who do important work around the world, on topics ranging from the achievement gap, to global consumption patterns, to gender and sexuality. Read on to learn more about 5 superstar female sociologists. Juliet Schor Dr.  Juliet Schor  is arguably the foremost scholar of the sociology of consumption, and a leading public intellectual who was awarded the 2014 American Sociological Associations prize for advancing the public understanding of sociology.  Professor of Sociology at Boston College, she  is the author of five books, and co-author and  editor of numerous others, has  published a multitude  of journal articles, and has been cited several thousand times by other scholars. Her research focuses on consumer culture, particularly the work-spend cycle- our tendency to spend more and more, on things that we don’t need and that won’t necessarily make us happier. The work-spend cycle was the focus of  her  research-rich, popular companion hits  The Overspent American  and  The Overworked American. Recently, her research has focused on  ethical and sustainable approaches to consumption in the context of a failing economy and a  planet on the brink. Her 2011 book  True Wealth: How and Why Millions of Americans Are Creating a Time-Rich, Ecologically-Light, Small-Scale, High-Satisfaction Economy makes the case for shifting out of the work-spend cycle by diversifying our personal income sources, placing more value on our time, being more mindful of the impacts of our consumption, consuming differently, and reinvesting in the social fabric of our communities.  Her current research into collaborative consumption and the new sharing economy is a part of the MacArthur Foundations Connected Learning Initiative. Gilda Ochoa Dr.  Gilda Ochoa  is  Professor of Chicana/o and Latina/o Studies at Pomona College. Her cutting edge approach to teaching and research has her regularly leading teams of college students in community-based research that addresses problems of  systemic racism, particularly those related to education,  and community-driven responses to it  in the greater Los Angeles area. She  is the author of the 2013 hit book,  Academic Profiling: Latinos, Asian Americans and the Achievement Gap. In this book, Ochoa thoroughly examines the root causes of the achievement gap between Latino and Asian American students in California. Through ethnographic research at one Southern California high school and hundreds of interviews with  students, teachers, and parents, Ochoa reveals troubling disparities in opportunity, status, treatment, and assumptions experienced by students. This important work debunks racial and cultural explanations for the achievement gap.   Following its publication, the book  received two important awards: the American Sociological Associations  Oliver Cromwell Cox Book Award for Anti-Racist Scholarship, and the Eduardo Bonilla-Silva Outstanding Book  Award from  the Society for the Study of Social Problems. She is the author of numerous academic journal articles and  two  other  books- Learning from Latino Teachers  and  Becoming Neighbors in a Mexican-American  Community: Power, Conflict, and Solidarity- and co-editor, with her brother Enrique, of Latino Los Angeles: Transformations, Communities, and Activism.  To learn more about Ochoa, you can read her fascinating interview about her book Academic Profiling, her intellectual development, and her research motivations. Lisa Wade Dr. Lisa Wade is a preeminent public sociologist in today’s media landscape. Associate Professor of Sociology at Occidental College, she rose to prominence as co-founder and contributor to the widely read blog Sociological Images. She is a regular contributor to national publications and blogs including  Salon, The Huffington Post, Business Insider, Slate, Politico, The Los Angeles Times, and Jezebel, among others. Wade  is an expert in gender and sexuality whose research and writing now focuses on hookup culture and sexual assault on college campuses, the social significance of the body, and U.S. discourse about genital mutilation. Her research has illuminated the intense sexual objectification that women experience and how this results in unequal treatment, sexual inequality (like the orgasm gap),  violence against women, and the socio-structural problem of gender inequality.  Wade has written or co-written over a dozen academic journal articles, numerous popular essays, and has frequently been a media guest on radio and television. In 2017, her book American Hookup was published, which examines hookup culture on college campuses. With Myra Marx Ferree, she  has co-authored a textbook on the sociology of gender. Jenny Chan Dr. Jenny Chan  is a  groundbreaking researcher whose work, which  focuses on issues of labor and working class identity in iPhone factories in China, sits at the intersection of the sociology of globalization and the sociology of work. By gaining hard-to-come-by access to Foxconn factories, Chan has illuminated many of the things Apple doesnt want you to know about how it makes its beautiful products. She is the author or co-author of numerous journal articles and book chapters, including a heartbreaking and analytically shrewd piece about a Foxconn suicide survivor,  and is writing a book with Pun Ngai and Mark Selden, titled  Dying for an iPhone: Apple, Foxconn, and a New Generation of Chinese Workers. Chan is an Assistant Professor in the Department of Applied Social Sciences at the Hong Kong Polytechnic University, and was previously a Lecturer at the University of Oxford. In 2018, she became the Vice President of Communications for the International Sociological Association’s Research Committee on Labour Movements. She has also played an important role as a scholar-activist, and from  2006 to 2009 was the Chief Coordinator of Students and Scholars Against Corporate Misbehavior (SACOM) in Hong Kong, a leading labor watch organization that works to hold corporations accountable for abuses happening in their global supply chains. C.J. Pascoe Associate Professor of Sociology at the University of Oregon, Dr. C.J. Pascoe is a leading scholar of gender, sexuality, and adolescence. Her work has been cited by other scholars  over 2100 times and has been widely cited in national news media. She is the author of the  groundbreaking and highly regarded book  Dude, Youre a Fag: Masculinity and Sexuality in High School, winner of the 2008 Outstanding Book Award from the American Educational Research Association. The research featured in the book is a compelling look at how both formal and informal curricula at high schools shape the development of gender and sexuality of students, and how in particular, the idealized form of masculinity boys are expected to perform is premised on the sexual and social control of girls. Pascoe is also a contributor to the book  Hanging Out, Messing Around, and Geeking Out: Kids Living  and Learning with New Media.   She is an engaged public intellectual and activist for the rights of LGBTQ youth, who has worked with organizations including Beyond Bullying: Shifting the Discourse of LGBTQ Sexuality, Youth in Schools, Born This Way Foundation, SPARK! Girls Summit, TrueChild, and the Gay/Straight Alliance Network. Pascoe is working on a new book titled Just a Teenager in Love: Young People’s Cultures of Love and Romance and is a co-founder and co-editor of the blog Social In(Queery).

How to become a delivery driver

How to become a delivery driver Delivery drivers are not just necessary for logistics, but also bringers of good things. Think about it- when was the last time a delivery driver brought you bad news? Now think about the last time a delivery driver brought you something awesome, like pizza or the Amazon package you just ordered, like, 10 minutes ago. As a delivery driver, you’re making good things happen. And whether it’s a right-now job or a starting point on a road to a broader career in shipping and logistics, here’s what you’ll need to get started. What does a delivery driver do?Delivery drivers deliver goods or products, either on a route (like packages) or on demand (like food delivery). They’re responsible for making sure the product gets to customers as completely and efficiently as possible, while limiting damage or delays that can lead to a negative customer experience. A delivery driver’s duties may include:Loading and unloading trucksDriving within a set area in varying road or weather conditionsTracking shipments and deliveries and recording dataTroubleshooting customer issues if there is damage or a problemBasic truck maintenanceProcessing customer paymentsHandling food safelyDelivery drivers may work around the clock, especially as companies push to deliver goods on Sundays and holidays. These shifts may increase around holidays or other busy times of the year (depending on what they deliver).What skills do delivery drivers need?As logistics professionals, delivery drivers need to be schedule-oriented, and customer service-oriented.Driving Skills:Â  A valid license and a clean driving record are key here. Drivers who use cars to delivery may not need a special license, but delivery drivers who work with box trucks or larger trucks will likely need to complete a training course and pass a special commercial driver’s license (CDL) test.Customer Service Skills:Â  No one wants to get a mangled box or a pizza where all of the cheese is stuck to the top of the box. The delivery driver is responsible for making sure the customer is getting what he or she expects. And even if that can’t be resolved right away, that means working with the customer to escalate the issue to the right people who can help.Time Management Skills:Â  Delivery drivers are always on a schedule, no matter what they’re delivering. That means figuring out efficient routes, managing downtime, and staying on track during delivery hours.Problem Solving Skills:Â  Serving the public is full of variables, as is anything related to driving. A flat tire or an irate customer, can derail an entire schedule. So a delivery driver should be well-versed in solving problems on the fly, or at least coming up with a game plan that can help get things back on track.What do you need to become a delivery truck driver?Delivery truck drivers typically have a high school degree or equivalent certificate, plus receive on-the-job training. You’l l also need a valid driver’s license- either a standard state-issued license or a specific CDL if you plan to drive large vehicles. Each state has its own CDL requirements, so be sure to check out what your own state requires before you hit the road.How much do delivery drivers get paid?According to the U.S. Bureau of Labor Statistics, the median annual salary for delivery drivers is $28,390. This can vary depending on the driver’s experience and the type of delivery.What is the outlook for delivery drivers?The growth in this field is steady, especially as shipping and delivery logistics continue to take center stage as part of the growth of e-commerce.

Reward Essay Example | Topics and Well Written Essays - 1750 words

Reward - Essay Example Thus, in reality, women face a lot of challenges within the labor relations. They are discriminated from certain employment, from private employers, labor unions and employment agencies within hiring and job placement processes and promotional opportunities. They are even paid lower wages. For that purpose examination of the given question should be done. In the following report the term equal pay and its legal position in UK law will be examined. Strategic and practical steps in ensuring pay equality will be outlined with the reference to HRM strategy and policy. Methods and techniques of pay and reward will be evaluated. Equity in pay for certain work is essential to all people and is associated with the satisfaction of the level of pay, according to Bratton and Gold (2012). However, due to the current economic considerations that perceive pay to be dictated by the forces of the supply and demand of labor, the term of equity in pay is in conflict. For such peculiar country as UK, equal pay legislation exists for more than forty years, while the legal rules are developed and amended in 2010 with the implementation of the Equality Act. Moreover, the Labor Organization’s Convention is aimed to provide all employees with the principle of equal pay and value all work made by men and women equally. However, despite such rules, there are still many problems identified with equal pay in the UK, and most notably the issues are observed with gender pay gap. According to Advisory, Conciliation and Arbitration Service (2015), equal pay refers to employers’ provision of equal treatment of men and w omen employees and ensuring of good working conditions within their employment contract. Whether it is a work that one likes or that, which one rates as equivalent under a job evaluation study, a work should have equal value in terms of human efforts and skill. Equal Pay Portal (2015) states, that it is the main principle for employers to provide an equal pay for

Archetype, the Cause for Suffering according to Buddha, and Peoples Assignment

Archetype, the Cause for Suffering according to Buddha, and Peoples Perception on Platos Level of Awareness between Ancient Athens in Modern Day - Assignment Example An archetype is a universally acceptable pattern, behavior or statement among human beings that is meant to build pillars for individuals to follow. Carl Jung a psychologist claim that archetype lies in the collective unconscious of humanity and so it is in every individual. Archetype was derived from a Latin word ‘archetupos’ which means first-molded, hence it represents the beginning (James, 5). There are, however, critics to archetype saying that is a myth in psychology and culture, according to the critics it is something that does not really exist. An accept in modern society will be heroes and leaders, these are the modern day archetype and individuals always want to emulate them. Heroes are believed to be selfless and problem solvers, they do things for the community around them as compared to the doing for themselves. The community tends to be looking upon them for the solution of things facing them. A hero is a courageous being who has strength and capability fo r taking care of the people around him. Every hero story is the same where they are born and living just like an ordinary person, then tackles an extraordinary problem that other people cannot handle, receiving awards hence becoming the community hero. A person holding a higher position example a political position or maybe in an organization and show concern by helping the region or organization from a bad position that was in earlier to a better place is considered a leader. People acknowledge their work when they see that there have been lifted from a ditch to a place they can confidently support themselves. The fact that not everybody can do that for an organization or a region and people look up to them, gives them the title leader (Margaret, 139). Heroes and leaders are ideal people mainly because people look upon them to handle hard tasks that not every person can.     Ã‚