The Element Chlorine Essay Example For Students

The Element: Chlorine Essay The Element: ChlorineGeneral InformationWe researched the chemical element known as chlorine. Chlorine hasan atomic number of 17 and an atomic weight of 35.453. It has avalence number of 3. The element has 3 energy levels. Chlorine existsas a greenish-yellow gas at normal temperatures and pressures. Chlorineis second in reactivity only to fluorine among the halogen elements. Chlorine is a nonmetal. It is estimated that 0.045% of the earthscrust and 1.9% of sea water are chlorine. Chlorine combines withmetals and nonmetals and organic materials to form hundreds ofchlorine compounds. Chlorine is about 2.5 times as dense as air andmoderately soluble in water, forming a pale yellowish green solution. Chlorine is so reactive that it never occurs free in nature. We will write a custom essay on The Element: Chlorine specifically for you for only $16.38 $13.9/page Order now Chemical PropertiesChlorine is in the halogen family, and like all the otherhalogen elements chlorine has a strong tendency to gain one electronand become a chloride ion. Chlorine readily reacts with metals to formchlorides, most of which are soluble in water. Chlorine also reactsdirectly with many nonmetals such as sulfur, phosphorus, and otherhalogens. Chlorine can support combustion; if a candle were to be throwninto a vessel of chlorine, it would continue to burn, releasing dense,black clouds of smoke, The chlorine combines with hydrogen of theparaffin, forming hydrogen chloride, and uncombined carbon is left inthe form of soot. Soot is black residue from fuel. Chlorine replacesiodine and bromine from their salts. Dry chlorine is somewhat inert ornot able to move, but moist chlorine unites directly with most of theelements. HistoryChlorine was discovered in 1774 by Karl Scheele. Humphry Davyproved that chlorine was an element. Extensive production began 100years later. During the 20th Century. The amount of Chlorine used wasconsidered a measure of industrial growth. In, 1975 chlorineproductions ranked seventh on the list of largest-volume chemicalsproduced in the United States. The importance of chlorine has changedas new uses have been added. In 1925 paper and pulp used over one-half . The chlorine made and chemical products only 10%. By the 1960spaper and pulp use accounted for only 15-17% and the chemical usesincreased to 75-80%. Peoples uses have contributed to the growth oflarge cities, and new textiles, plastics, paints, and miscellaneous useshave raised mans standard of living. Many large companies are basedprimarily on the manufacture of chlorine and its compounds. In 197817% of the United States production went into the production of vinylchloride monomer. Other chlorinated organics consumed 48 % of UnitedStates Production. Toxicity and PrecautionsChlorine was used in World War I as a poison gas. In factmost poisonous gases have chlorine in them. Chlorine is very corrosiveto moist tissue and has a very irritating effect on the lungs andmucous membranes of the nose and throat. Inhalation of chlorine gascan cause edema of the lungs and respiratory stoppage. When hydrogenand chlorine gases are mixed together, the mixture is stable if keptin a cool, dark place. If heated or exposed to sunlight, the mixtureexplodes. Chlorine is easily liquefied and usually transported in itsliquid state in pressurized drums. Great care must be taken, however,to prevent the containers from bursting and liberating large amountsof the gas. In the United States most European countries, largequantities of chlorine may only be transported by train. The presenttrend is to limit the transport of chlorine as much as possible byproducing and using the element in the same location. .u0c5e2c4e8d0b9b6a4e02943301334fcb , .u0c5e2c4e8d0b9b6a4e02943301334fcb .postImageUrl , .u0c5e2c4e8d0b9b6a4e02943301334fcb .centered-text-area { min-height: 80px; position: relative; } .u0c5e2c4e8d0b9b6a4e02943301334fcb , .u0c5e2c4e8d0b9b6a4e02943301334fcb:hover , .u0c5e2c4e8d0b9b6a4e02943301334fcb:visited , .u0c5e2c4e8d0b9b6a4e02943301334fcb:active { border:0!important; } .u0c5e2c4e8d0b9b6a4e02943301334fcb .clearfix:after { content: ""; display: table; clear: both; } .u0c5e2c4e8d0b9b6a4e02943301334fcb { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0c5e2c4e8d0b9b6a4e02943301334fcb:active , .u0c5e2c4e8d0b9b6a4e02943301334fcb:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0c5e2c4e8d0b9b6a4e02943301334fcb .centered-text-area { width: 100%; position: relative ; } .u0c5e2c4e8d0b9b6a4e02943301334fcb .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0c5e2c4e8d0b9b6a4e02943301334fcb .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0c5e2c4e8d0b9b6a4e02943301334fcb .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0c5e2c4e8d0b9b6a4e02943301334fcb:hover .ctaButton { background-color: #34495E!important; } .u0c5e2c4e8d0b9b6a4e02943301334fcb .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0c5e2c4e8d0b9b6a4e02943301334fcb .u0c5e2c4e8d0b9b6a4e02943301334fcb-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0c5e2c4e8d0b9b6a4e02943301334fcb:after { content: ""; display: block; clear: both; } READ: Is Advertising Ethical? EssayUsesChlorine has many great uses. Chlorine is an excellentoxidizing agent. At first. The use of Chlorine was used as ableaching agent in the paper, pulp, and textile industries and as agermicide for drinking water preparation swimming pool purification, andhospital sanitation has made community living possible. Chlorine is used in bleaching as said before. The bleachingaction of chlorine in aqueous solution is due to the formation ofhypochlorous acid, a powerful oxidizing agent. If a colored, oxidizablematerial is present, hypochlorous acid releases its oxygen to oxidizethe material to a colorless compound. Liquid bleach is usually anaqueous solution of sodium hypochlorite, and dry powder bleachescontain chloride of lime. Since chlorine destroys silk and wool,commercial hypochlorite bleaches should never be used on these fibers. Chlorine is also used as a disinfectant. The oxidizing abilityof chloride of lime enables it to destroy bacteria; therefore largeamounts are used to treat municipal water systems. This chemical isalso used in swimming pools and for treating sewage. Chlorine is used as rock salt. Sodium chloride, NaCl, is useddirectly as mined (rock salt), or as found on the surface, or asbrine also known as salt water. It can be dissolved, purified, andreprecipated or given in return for use in foods or when chemicalpurity is required. Its main uses are in the production of soda ashand chlorine products. The form uses it as refrigeration, dust, andice control, food processing, and food preservation. Calcium chloride,CaCl2, is usually obtained from salt water or as a by product ofchemical processing. Its main uses are road treatment, coal treatment,and concrete conditioning. In addition to these products, for which chlorine is needed,various other chlorine compounds play an important part in chemistryand the chemical industry. The chlorides of most metals are easilysoluble in water, which widens their applicability. Some otherimportant compounds are the chlorates, the perchlorates, and thehypochlorites. Hydrochloric acid is one of the most frequently usedacids. PreparationThe most important method for preparation of chlorine is theelectrolysis of a solution of common salt, sodium chloride. Thechlorine gas is liberated at the positive anode or positively chargedelectrode, which is made of graphite since a metal anode would reactwith chlorine. At the iron cathode or negatively charged electrode,sodium ions are reduced to sodium metal, which reacts immediately withwater to form sodium hydroxide. Another method of preparing chlorine is by the electrolysis ofmolten salt. This process is used specifically to produce sodium, andthe chlorine is a commercial by product. When large quantities ofwaste hydrochloric and are available. Chlorine may be recovered byoxidation of the acid. This method has the advantage of convertinggreat quantities of waste acid to useful substances. No matter what process is used to prepare chlorine, the gasmust be well dried. Dry chlorine is much less corrosive than moistchlorine gas. In the laboratory chlorine may be prepared by heatingmanganese oxide with hydrochloric acid. ConclusionIn conclusion chlorine is a very wonderful element. Chlorine hashundreds of compounds. If we did not have these compounds we wouldnot have clean water, we would have an insect problem, we could notmake many important compounds that are used in medicine, and some ofthe battles in World War I might have been lost if it were not forchlorine. Our world would not be the same if not for chlorine.

Gender Bending Party Reflection Essays

Gender Bending Party Reflection Essays Gender Bending Party Reflection Essay Gender Bending Party Reflection Essay We are living in a twisted world. When I first heard of this gender bending party, I did not feel special at all because I experience this gender bending process myself everyday in my life. However, this party did raise the old memories of my teenage days. I was a typical little girl when I was 3 or 4 years old. I behaved very gently and followed everything my parents said. I also dressed very girlish at that time. I remembered that I refused to wear trousers even we were off to the playground (I just could not believe that I wore a dress to climb up the monkey mountain) 2 years old. My hair was such a disaster! I did not wear dress (expect school uniform) since then until entering university. I kept this hair style for many years the recent year. For 9 years I was living a gender bending life. I was called little brother, mister whenever I was out in my casual wear. I am so used to be a boy or have a males identity that I would not feel embarrassing when the others misjudge my sex. My mother asked me if I needed a transgender operation or not. This is a very inspiring question indeed. I agree with some of the trans revolutionists that male / female norms are no longer objectively defined by the sex organs a person was born with, but subjective and socially constructed (LaBarbera, 2001). Here, the word socially is the focus. The interpretation of gender identity depends mostly on what society you are living in. Furthermore, the appearance cannot tell the whole story of a person. To me, wearing sports wear and clothing that are originally designed for men are just because I feel like to. : It is more convenience for me to dress that way. There is nothing to do with psychological abnormality. I like to be a girl. Nevertheless, the others are not thinking in the same way as I am. For many people, especially for my parents generation would think that you must be homosexual, bisexual or some kind of freak if you dress like the opposite sex. Boy meets girl, an experiment that carried out by a television broadcast company in England (2001). The participants of the program had to transform themselves into members of the opposite sex. They must walk, talk, dress, behave and think differently as they developed a character who they would play while living as the opposite sex. It was similar to our gender bending party, yet, more strict. People were free to join, but there was different stage of elimination. Girl to boy Our gender bending party was not that successful because the gender concept limited our creativity. Actually all of us should know what a typical boy / girl should like, yet, we were not open enough to play the new gender role that was different from what we were originally. We were not psychologically prepared well to join the party. From the Boy meets Girl program, I learnt that the most successful participant was the one who fear of nothing including the insecurity feeling that generated by him. The weakness of us was the characteristics of the gender were not emphasized enough. The Boy meets Girl program participants were to change from head to toe, including their body shape, voice, fashion taste and even behavior. To me, the most difficult thing to breakthrough in the party was to commit something that I was not. How can we face the public when we are not familiar to ourselves? How can we present ourselves? It was certainly not comfortable for us and the people would have contact with us. As I mentioned before, gender identity was closely related to social context. You wont feel strange if every boy wear dress in street. Actually, the history of cross-dressing stretches back a long way, to origins far removed from gay night clubs. In medieval Europe, women cross-dressed to overcome the gender hierarchy. Historical accounts reveal that abandoned wives often donned male disguise in order to live independent lives. The literature of the time reveals a fascination with cross-dressing. Some have speculated that Joan of Arc was a transvestite and there is even a legend of a female Pope. Cross-dressing was also found in China. During the Wei-Jin period, idle talk ( ) was popular among the upper class and the intellects. Only men could join idle talk. They would make up and wear beautiful garments like ladies to attend these idle talk meetings. However, the popularity of idle talk did not mean the disempowerment of machoism. It is not difficult to see why. First, under the patriarchal society, the power of male is always protected. Second, if men can successfully play the role as women, means they can take control of both sexes. They act or dress like women because they choose to be, on the other hand, women should dress properly what a women should dress. This was my interpretation of gender identity in Wei-Jin period. I do not think it is the case now in Hong Kong. Cross-dressing is always linked with fashion, uniqueness. In many fashion magazines, you can always see a male model dress very girlishly.

An Exploration of Matrilineal Art in In Search of Our Mothers’ Gardens

An Exploration of Matrilineal Art in In Search of Our Mothers’ Gardens In the essay â€Å"In Search of Our Mothers’ Gardens,† Alice Walker presents a moving portrait of matrilineal art and creativity extending throughout black history. Following this line, Walker illustrates generations upon generations of lost artists, mothers and grandmothers â€Å"driven to a numb and bleeding madness by the springs of creativity in them for which there was no release† (232). Among her imagined foremothers, Walker conjures the nameless ghosts of unrecognized genius and talent: stifled painters, thinkers, and sculptors emerge as black incarnations in the tradition of Virginia Woolf’s Judith Shakespeare. Walker traces this lineage, suggesting that even when systemically repressed and silenced, this creative spirit has survived, if only to be passed down in the hope of finding expression in the next generation of black women. In her exploration of Walker’s fascination with matrilineal inheritance, Dianne Sadoff notes a certain disparity between Walker’s veneration of her foremothers in certain texts and her anxieties about motherhood in others. Proposing a revision of Sandra M. Gilbert and Susan Gubar’s theory of the â€Å"anxiety of influence† unique to female authors—itself a revision of Harold Bloom’s model of literary influence—Sadoff suggests that although Walker’s conception of matrilineage appears â€Å"not at all melancholy or anxiety laden,† her fixation on the subject â€Å"masks an underlying anxiety that emerges, although disguised, in Walker’s fiction† (7). Indeed, for all Walker’s veneration of mothers—both biological and otherwise—the sacred state of motherhood receives a notably different treatment in Meridian. Walker’s second novel sees motherhood both implicitly and explicitly aligned with necessary and inevitable death. Complete with a cast of corpses both literal and metaphorical, mothers dying both real and symbolic deaths, Meridian presents an unmistakable association between womanhood and death, underscoring a dominant patriarchal narrative in which female martyrdom is privileged at best, and demanded at worst. Silenced by a patriarchal order reflected in a Lancanian conception of paternal structures of meaning, these mothers see their voices stifled and suffocated in their offspring, rather than renewed in the promise of a new generation as illustrated in â€Å"In Search of our Mothers’ Gardens.† Out of this cast of corpses, Meridian’s titular character emerges to break the cycle of silence and martyrdom by refusing motherhood—the most privileged form of female sacrifice. In refusing to accept suffering or to privilege the sacrificial rite of motherhood, Meridian issues a challenge to the patriarchal order, one that parallels a similar rejection of the martyrdom associated with the novel’s conception of collectivist activism. In Meridian, dominant narratives surrounding both womanhood and political collectivism encourage and privilege suffering and sacrifice for an allegedly noble cause. Both as a woman and an activist, Meridian maintains her individuality at all costs, refusing to conform to any collectivist demands that insist she sacrifice her identity or independence. In refusing to conform to these patriarchal standards and rejecting martyrdom, Meridian escapes the narrative of sacrifice that plagues her fellow activists. As Lynn Pifer outlines, Meri dian’s eventual reconciliation of political activism with her need for individualism parallels her gradual reclamation of voice. At the end of the text, Meridian—who spends much of the novel refusing to participate in authorized discourse—at last â€Å"finds her voice and moves beyond her method of strategic silences† (Pifer 88). Meridian’s rejection of motherhood issues a challenge to the patriarchal narrative of suffering, while simultaneously breaking the Lacanian cycle of silence. In rejecting motherhood and martyrdom, Meridian gains the freedom to accept and use language outside the parameters of authorized patriarchal discourse. As noted, motherhood in Meridian is enacted primarily by a cast of dead women. Among the ensemble are literal corpses, along with departed women whose deaths have lived on in folklore, and even still-living women who have suffered metaphorical deaths. To this body count, I offer for comparison the addition of another famous literary corpse mother: Addie Bundren in William Faulkner’s As I Lay Dying. At various points throughout Meridian, the decidedly postmodern novel invites comparison to its modernist predecessors, specifically in its occasional evocation of a distinctly southern gothic grotesque. This Faulknerian imagery is perhaps most evident in the novel’s bizarre opening scene, featuring none other than the novel’s first maternal corpse: the body of the slain Marilene O’Shay repurposed as a carnival attraction. This influence resurfaces later in the novel, with the description of Meridian’s mother bearing prominent similarities to Faulknerâ₠¬â„¢s Addie Bundren. Presenting Faulkner’s Addie as parallel to Walker’s Mrs. Hill, an analysis of the Lacanian significance of Addie’s rejection of language illuminates a similar treatment of language and motherhood at work in Meridian. First, however, it may be helpful to examine the corpse mothers of Meridian exclusively. The novel’s first corpse, the grotesque Marilene O’Shay, functions as a literal embodiment of the dominant female narrative against which Meridian pushes. Pointing to the the three epithets painted on O’Shay’s carnival trailer: â€Å"Obedient Daughter, Devoted Wife, and Adoring Mother (Gone Wrong),† Pifer illustrates the ways in which the corpse â€Å"sums up the narrow possibilities for women in a patriarchal society,† (80). Significantly for Meridian, whose reluctance to submerge or obscure her identity drives much of the conflict in the story, these â€Å"possibilities† all necessarily compromise a woman’s individuality, redefining her identity in terms of her relationships within the patriarchal order. While Marilene’s violent death at the hands of her husband speaks to a recurring motif of sexual violence against women throughout the novel, perhaps of even greater significance is her ability to fall back into her husband’s favor in death. Despite the allegedly universal acknowledgement among authorities and family members alike that O’Shay’s actions against his wife are justified, â€Å"Cause this bitch was doing him wrong,† the wronged husband softens considerably toward his wife in death (Walker 7). When her body resurfaces years later, according to the local legend, â€Å"He’d done forgiven her by then, and felt like he wouldn’t mind having her with him again,† (8). In death, Marilene O’Shay is the embodiment of ideal womanhood: sacrificed, silent, and, as Pifer notes, â€Å"utterly possessed† (81). In her petrified and powerless state, Marilene ascends to such a high rank of patriarchal womanhood that her va lue is literally quantifiable. Deciding his wife’s body could be â€Å"a way to make a little spare change in his ol’ age,† Henry O’Shay effectively commodifies his wife (Walker 8). Marilene’s successors, the novel’s other female corpses, all follow in her footsteps as â€Å"mothers gone wrong,† in some capacity or other. Meridian highlights a narrative in which womanhood is almost synonymous with motherhood, depicting a series of women who simultaneously meet their demise and maximize their societal value as martyrs through motherhood. The Wild Child is the next victim of womanhood to surface in the novel. â€Å"Running heavily across a street, her stomach the largest part of her,† The Wild Child dies largely a victim of her pregnancy (Walker 25). While in life, The Wild Child is rejected by all but Meridian, in death her value increases, not unlike that of Marilene O’Shay. When The Wild Child dies, the same Saxon classmates who previously begged their house mother to have Meridian’s young ward removed from the honor’s house find new appeal in the slain girl, showing up to her funeral in large numbers and prompti ng to Meridian to drily remark, â€Å"I would never have guessed Wile Chile had so many friends† (28). In life, The Wild Child is at best an inconvenience, at worst an abomination. In death, she suddenly becomes an attractive symbol of martyrdom, one the students repurpose for their own misguided and ultimately self-destructive demonstration. Fast Mary is another figure of Saxon folklore whose tragic death, romanticized by the students, renders her a sacred martyr of The Movement. In a particularly gory instance of â€Å"motherhood gone wrong,† Fast Mary is forced to hide a pregnancy from the Saxon administration before dismembering the child and attempting to dispose of it. After getting caught, Mary hangs herself in solitary confinement. Like The Wild Child, Fast Mary owes her popularity to her tragic death, in which she is immortalized as another symbol of martyrdom for the would-be Saxon revolutionaries. As Pifer notes, the students â€Å"relish the story of a girl forced to go to terrible lengths to maintain the college’s demands,† (82). In fetishizing Fast Mary as a tragic and heroic icon, Saxon’s aspiring activists unwittingly fall into the patriarchal narrative themselves by equating Fast Mary’s worth with her suffering. While the deaths of Marilene O’Shay, The Wild Child, and Fast Mary are literal, other living women in the novel suffer symbolic or metaphorical death. As Pifer summarizes, â€Å"Perfect women in this community, as Meridian well knows, are perfectly mindless, nicely dressed, walking corpses† (84). Most notable among these walking corpses is Meridian’s own mother, who compares motherhood to â€Å"being buried alive† (Walker 42). Not unlike the young Saxon women canonizing Fast Mary’s tragedy within their community folklore, Meridian’s mother finds herself trapped in a patriarchal narrative that praises motherly suffering and sacrifice. Although she disdains the shabby outward appearance of other mothers, Mrs. Hill cannot help but imagine in these women â€Å"a mysterious inner life, secret from her, that made them willing, even happy, to endure† (41). Meridian’s mother is so seduced by the glorified image of maternal suffering tha t she decides to join their ranks herself, only to realize that â€Å"the mysterious inner life she had imagined was simply a full knowledge of the fact that they were dead, living just enough for their children† (42). Despite her disappointment, Meridian’s mother completes the patriarchal narrative by ultimately coming to take pride in her suffering and sacrifice, proudly proclaiming that she has six children, â€Å"Though I never wanted to have any,† (Walker 88). Sadoff presents a similar analysis of Mrs. Hill, further contextualizing her inevitable demise from independent woman to walking corpse within the tradition of matrilineal decay: Now anti-intellectual, prejudiced, and blindly religious, Meridian’s mother nonetheless once fought her father’s sexism, her own poverty, and the racist system to become a schoolteacher. The cost: her mother’s life and willing self-sacrifice. As a daughter who becomes a mother and so participates in matrilineage, Meridian’s mother represents the history of black motherhood: a legacy of suffering, endurance, and self-sacrifice. (23). Against this portrait of Mrs. Hill, I present for comparison Faulkner’s Addie Bundren, whose own embodiment of maternal suffering reflects Lacanian structures of meaning that illuminate Meridian’s challenge to the patriarchal order and reclamation of voice. Both Meridian’s mother and the matriarch of the Bundren family belong to the quasi-deceased. While Mrs. Hill finds metaphorical death in motherhood, Addie narrates her sole chapter in Faulkner’s famously polyvocal narrative from beyond the grave. Both women are former school teachers who ultimately feel deceived once persuaded to abandon their teaching posts for marriage. Equal parts unimpressed and violated by their husbands, both women bemoan the false promises of domestic bliss. â€Å"I realized that I had been tricked by words older than Anse or love,† Addie laments, referring to the ancient tradition of the patriarchal order to which she has fallen victim (Faulkner 100). Mrs. Hill, too, blames systems beyond herself in the assertion that â€Å"she could never forgive her community, her family, his family, the whole world, for not warning her against children† (Walker 41). Both women struggle to define and identify with love, and both ultimately end up at lukewarm conclusions; Mrs. Hill settles with a â€Å"toleration for [her husband’s] personal habits that she identified as Love,† while Addie remains skeptical of the concept altogether, mustering only the indifferent claim, â€Å"It was Anse or love, love or Anse, it didn’t matter† (Walker 41, Faulkner 99). Perhaps most significantly, both women feel an intense violation and abstraction with childbirth. Addie remarks that her â€Å"aloneness had been violated† with the birth of her first child, while Mrs. Hill’s first pregnancy finds her â€Å"as divided in her mind as her body was divided, between what part was herself and what part was not† (Faulkner 99, Walker 42). In her analysis of As I Lay Dying, Doreen Fowler identifies another key aspect of Addie’s character, one that surfaces in Mrs. Hill’s character as well: a rejection of language. Addie’s famous, fragmented pronouncement that â€Å"words are no good; that words dont [sic] ever fit even what they are to say at† prefigures her denouncement of each in a series of social constructs— including love, sin, fear, and salvation—as merely â€Å"a word like the others; just a shape to fill a lack† (Faulkner 99). Interpreting this in Lacanian terms, Fowler argues that â€Å"Addie hates language because it is based on separation and difference† (320). In basic Lacanian ideology, as a Fowler outlines, a child enters the realm of the symbolic and acquires language by becoming aware of difference and separating from the mother, reflecting Saussurean structures of language that insist a sign has meaning only in its difference from other signs. If separation from the mother is the key to the symbolic realm, then â€Å"the murder of the mother is constructed as positive step toward establishing identity,† thus providing an explanation of the mother-as-corpse motif prominent in both As I Lay Dying and Meridian (317). However, it is not enough to simply kill the mother. Once the child has achieved this separation from the mother, the child must then â€Å"generate substitutes for her that are permissible within the Law of the Father† (Fowler 320). This production of substitutions is where the previously shared experience of the Lacanian order diverges for sons and daughters. Fowler calls on Nancy Chodorow’s theory of maternity to explain the daughter’s inevitable repetition of her mother’s fate. According to Chodorow, when the child attempts to recreate the initial unity with the mother through replacements, the daughter does so by becoming a mother herself, thus renewing the Lacanian cycle and perpetuating a patriarchal order that in turn demands the new mother’s own death (Fowler 318). Addie hates language because it is made possible by the same patriarchal system that necessitates her death. Parallel to Addie’s rejection of language is Mrs. Hill’ s rejection of creative expression of any kind. Much like the generations of lost artists Walker memorializes in â€Å"In Search of Our Mothers’ Gardens,† Mrs. Hill is aware that â€Å"creativity was in her, but it was refused expression† (Meridian 42). Unlike the silenced foremothers of â€Å"Gardens,† however, Meridian’s mother does not appear to carry any hope of passing her stifled creativity along to the next generation. Rather, her silence is deliberate and in some sense vengeful, â€Å"a war against those to whom she could not express her anger or shout, ‘It’s not fair!’† Finding herself trapped in the living death demanded by the patriarchal order, Meridian’s mother wants to see the same fate inflicted on the next generation. Mrs. Hill vows never to forgive her foremothers for not warning her, and in turn enacts her revenge through silence, refusing to warn the next generation of women. Meridian’s friend, the oft-pregnant Nelda, suspects as much: à ¢â‚¬Å"Nelda knew that the information she had needed to get through her adolescence was information Mrs. Hill could have given her† (Walker 86). A victim of the Lacanian cycle, Mrs. Hill keeps quiet, in her silence willfully allowing the next generation of women to fall victim to the same metaphorical death. In spite of her mother’s influence, however, Meridian successfully refuses motherhood, finally breaking the Lacanian cycle of matricide. In As I Lay Dying, Addie’s revenge by silence comes to fruition, with her pregnant daughter—the teenaged Dewey Dell—failing to procure an abortion and succumbing to her role as the displaced, deceased mother. Meridian, however, suggests a more hopeful future for womanhood. Meridian successfully breaks the Lacanian cycle of martyrdom by refusing motherhood—through adoption, abortion, and finally, castration. In this refusal to privilege maternal suffering or to compromise her identity by allowing her child’s needs to obscure her own, Meridian issues a challenge to the patriarchal order, one she will repeat against the collectivist demands of The Movement. Not unlike her mother, Meridian displays her own complicated relationship with language throughout the novel, preferring silence over blind participation in authorized patriarchal discourse. In her analysis, Pifer parallels Meridian’s successful reconciliation of her political and personal beliefs at the end of the novel with her simultaneous reclamation of voice. Throughout the novel, Meridian flees the erasure of the individual dominant in narratives of motherhood and activism. Aware of the self-destructive powers of collectivism, Meridian repeatedly rejects the authorized discourse of a series of communities, beginning with her childhood church congregation. Meridian’s inability to â€Å"say it now and be saved,† to pronounce empty allegiance to the Christian savior and martyr, resurfaces in her inability to complete the oath promising to kill for The Movement (Walker 16). Rejecting systems that obscure individuality and privilege martyrdom, Meridian pursues a path of independent activism in much the same way as she chooses a single life not submerged in wife or motherhood. She refuses to seek glory as a martyr for any cause, understanding that â€Å"the respect she owed her life was to continue, against whatever obstacles, to live it, and not to give up any particle of it without a fight to the death, preferably not her own† (220). When this understanding leads to the realization that Meridian could in fact kill, it is not for the sake of any blind collectivist doctrine or â€Å"movement,† but rather for her own sake or that of another individual. Pifer’s reading sees Meridian’s transcendence of the â€Å"murderous philosophy of the would-be revolutionary cadre† consummated as she joins her voice in song with the congregation and â€Å"her personal identity becomes part of their collective identity† (88). Meridian’s reclamation of her voice signals an acceptance of language—a reply to her mother’s tight-lipped rejection of creative expression—that breaks with the Lacanian order. In her refusal to have children, Meridian refuses to continue the Lacanian cycle of achieving difference and separation only to submerge it once again in an attempted return to unity through childbirth. In breaking this cycle, Meridian issues a challenge to the patriarchal order. Freed from the obligation to discard her independence and submerge difference—the Lacanian heart of language—in motherhood, Meridian gains full control of her voice. Meridian no longer has to pass the creative spark silently on to the next generation. She does not have to bury her stifled voice in her mother’s garden. Free of the patriarchal order, Meridian finally gives life to the voices of her foremothers. Works Cited Faulkner, William. As I Lay Dying. Edited by Michael Gorra. New York: W.W. Norton Company, 2010. Fowler, Doreen. â€Å"Matricide and the Mother’s Revenge: As I Lay Dying.† The Faulkner Journal 4. 12 (1991). Rpt. in As I Lay Dying. Edited by Michael Gorra. New York: W.W. Norton Company, 2010. Pifer, Lynn. â€Å"Coming to Voice in Alice Walker’s Meridian: Speaking Out for the Revolution.† African American Review, vol. 26, no.1, 1992, pp. 77-88. JSTOR. Sadoff, Dianne F. â€Å"Black Matrilineage: The Case of Alice Walker and Zora Neale Hurston.† Signs, vol. 11, no. 1, 1985, pp. 4–26. JSTOR. Walker, Alice. â€Å"In Search of Our Mothers’ Gardens.† In Search of Our Mother’s Gardens. New York: Harcourt. Brace Jovanovich, 1983: pp. 231-244. Walker, Alice. Meridian. New York: Harcourt, 2003.

Community Development Corporation Essay Example | Topics and Well Written Essays - 250 words

Community Development Corporation - Essay Example This paper also describes the kind of services the company provides. This company is not purely a community development company but has had significant contribution in the recent times. The company works alongside Community Development Corporation (CDC) in Dallas. The main focus of the two companies is mainly the kids. This is a good and commendable move especially because the kids are the future. The program supports an estimated 4000 children in about 18 schools (Jacques, 12). The DynCorp international corporation seeks to promote learning of mathematics and computer applications among other areas of focus. Most recently, the company donated 500 iPods to the children to help them understand computer applications better as well as help them download notes. Other than the small kids, the company also supports other needy groups in the society such as law enforcement veterans, international community development, veterans of the U.S. military and worldwide education programs (Jacques, 20). These are some of the sectors that are often overlooked by the government as well as other community development companies. The company also gives back to the community through its philanthropic donations project which involves training programs for the local community as well as volunteers. Through such projects, the company does not only empower the community but also prepares the community for a better

Fighting Cyber-Crime Term Paper Example | Topics and Well Written Essays - 1250 words

Fighting Cyber-Crime - Term Paper Example This is because: 1. Every country has their own and separate legal, technical and organizational issues. 2. All information is stored in free-text format. 3. Information keeps changing dynamically. Thus, it has become a biggest international challenge. So how are they fighting against cybercrime? This is the topic of discussion in this task. What is Cybercrime? Cybercrime is any illegal activity that is conducted through the use of computers, the internet and computer network. There are many kinds of cybercrimes that exist: internet fraud, computer hacking, spreading of malicious code or viruses, cyber piracy and many more. And new types of cybercrime keep on being introduced. (Yang, 2008, p. 32). There are many reasons why people commit cybercrime; some of which are as follows: 1. Intellectual: when hackers gain illegal access to information on a secured website or crack passwords. 2. Emotional: when hackers take revenge from any employee of a company by giving threats through the u se of emails. 3. Financial: when hackers gain money through internet fraud. 4. Accessibility: when people download pirated software from the internet. Hence, cybercrime is not an accidental approach; it is an intentional act to gain some or the other kind of benefit on the part of the person committing it. (Cross and Shinder, 2008, p. 29). Some Examples of Cybercrimes Bob Smith who was a residence of Oklahoma, observed that his credit card had been used by some criminal who did fraudulent purchases. Two accounts had been opened with his information in two different banks. The criminal further applied for a loan in Dallas to buy a car and he changed the address of Bob to some address in Dallas which was a fake address. This was an example of use of internet fraud which is a cybercrime. (Cross and Shinder, 2008, p. 4). On 8 March, 2008, some data thieves broke into computers of chain of supermarkets Sweetbay and Hannaford Brothers, and stole around 4.2 billion credit card and debit ca rd numbers. A person’s email account password was hacked and his account was misused for sending malicious code to the contacts in the person’s address book. As the people receiving the malicious code think that it is coming from their friend, they open it and execute the attachments which infect their computer with the malicious code. (Nagpal, 2008, p. 133). Fighting Against Cybercrime The police should not be the only one involved in fighting against cybercrime. Legislators should also perform their part by making appropriate laws. Furthermore, the IT community and the society themselves should report the incidents of cybercrimes to the higher authorities as well as they should take measures to prevent themselves from becoming victim to these crimes. To fight against cybercrime, the following steps are being taken: 1. Educating the IT Professionals: As they already understand computer security, IT professionals are further made aware of computer crimes in which they are educated about the law which states what things come under computer crime and what things do not. The IT professionals are also being included in the law making in which they share their expertise. Furthermore, they are being involved with the police in the investigation of any computer crime scene so that they can give technical help and advice through their expertise.

The three demands of being a college student Essay Example for Free

The three demands of being a college student Essay Modern life offers great opportunities for college graduates. That is why receiving college education is very important in today’s fast dynamic world. However, studying in college puts a lot of responsibilities on the shoulders of students, because they have to experience an increased level of academic requirements and competition, which make them feel more responsible for their actions, achievements, progress and even failures. Since college environment is completely different than the one of high school, studying in college requires from the students to use more skills than they used in high school. Therefore, attending college is more demanding, because students need to learn how to manage their time, strengthen their reading skills, as well as improve their social skills. First of all, effective time management in college is very important for students to be successful. In high school, teachers try to be easy on students with the due dates of the assignments or with students’ being late for the classes. However, in college, teachers tend to set everything in stone. For example, all college students are required to submit their assignments and projects on time. They also have to be in their classes on time whenever exams are held. Not following these guidelines can cause a lot of problems for the students who want to receive high final ratings. Moreover, college requires the students to complete full taken credits successfully. So, for students to do well in college, it is necessary to know how to manage their time properly. Another important demand of being a college student is developing strong reading skills. In college, the majority of classes require students to read in order to understand the lectures throughout the semester. For example, my History 10 class fully depends on reading the textbook in order to understand the lectures given in the class. Also, college teachers require their students to read some specific textbooks, so the students can participate in the graded in-class discussions. That is why college students have to keep in mind that reading is one of the paramount necessities because it helps to achieve good academic success and a great number of their other personal goals. And, finally, most classes in college require students to work in groups for setting a competition among classmates and making the students to receive better results. In order to perform a group work students need to know how to socialize and establish good personal connections with the classmates. Strong social skills help college students to participate in various team projects and receive good reward from such work. Besides, when a student knows how to communicate with his classmates and to convince them of his point of view, he will have a great opportunity to feel more comfortable in social environment of the college. This means that socializing also helps students to be successful and demonstrate great academic performance in college. Therefore, the demands of being a college student are quite different than usual demands for high school students. In college, every student has to learn time management, reading skills, and social skills because those abilities are very helpful for every student to get through the last stage of his or her academic life. Nevertheless, college students should keep in mind that their experience and knowledge received in high school are crucial and very important, because everything they learned during their high school times will help them a lot to progress, advance, get good grades, win a good reputation, and make their years of studying in college bright and interesting.

Modern Sculpture Americanoom Essay -- Modern Art Artwork

The Artistic High: Selfish Salvation Escape. It’s worth any given amount of time, money, and sacrifice. A haven; a distraction from the ordinary; an oasis of idylls. But from what exactly? A high instructs for a quick perceptual blur; an interrelated pleasure of detachment, obeyed by a climatic crash, which adds further weight to a reality somehow less livable. The trip is understood; it creates room for addiction; an insatiable thirst for an ironically cleansed state, reminiscent of an oblivious feeling associated with childhood innocence. Yet no matter the depth of any high, what one seeks to escape most is --â€Å"illogically†-- eerily present in the vicinity. Along with this acknowledgment comes the climatic crash; the end of leisure; the closing act in a play, character role left in the costume room; the fading of a blasting song. Our sought escape is logically –and even illogically (imagination does not detach from this reality)—impossible. This is because what every person seeks to esc ape is an unbearable environment; an unbearable self. Throughout history, generations have introduced various forms of escapism: drugs, yoga, exercise, meditation, induced sleep, even tea. But an escape whose consistent efficiency prevails throughout time resorts back to an almost instinctive skill, requiring the minimum provisions: pencil and paper. Through this blissful childhood skill, the body is engulfed in a soothing lake of endorphins, which neither ignores nor fully acknowledges pain, but molds it into a malleable attitude reflected in the beauty of art. Throughout what may perhaps have been the most historically-active decade, the 1960s stirred significant social transformation in the United States and abroad. Among infinite socia... ...th artists were able to pass their troubles and experiences onto a work, which would be shared with the world and hence numb their personal worries, knowing their message would reach millions, therefore exploring a new definition of selfish escapism through selfish salvation. Works Cited â€Å"Argentina.† Microsoft Encarta Reference Library. CD-ROM. Microsoft. 2005. â€Å"Chryssa.† Microsoft Encarta Reference Library. CD-ROM. Microsoft. 2005. Florou, Katerina. â€Å"Chryssa.† Astir Magazine. 26 Sept. 2006. Gladwell, Malcolm. Blink: The Power of Thinking Without Thinking. New York: Little, Brown and Company, 2005. â€Å"Greece.† Microsoft Encarta Reference Library. CD-ROM. Microsoft. 2005. â€Å"Kennedy.† Microsoft Encarta Reference Library. CD-ROM. Microsoft. 2005.

Interior Design

Art is all around us whether we see it hung up in an art gallery or have it in the space of our own homes. I've always been creative and just loved everything that had to do with design. Although as a young girl I never knew what I really wanted to do until about a year ago, I found my passion and knew at that instant what I wanted to do in life. Rearranging my room was always something I enjoyed doing I never realized it was going to be my passion in life until about a year ago when I planned with my husband how to locate and build the interior decoration in our house. I helped decide every step of the way from where it was going to be all the way to the design of the house to choosing colors and furniture. I enjoyed doing this every step of the way. Helping in designing the house wasn't a chore nor a job it was life for me. It was something I enjoyed doing everyday and looked forward to. I know that The Lebanese University, Faculty of Fine Arts can give me the tools I need to excel in the career of Interior Design. With the hands on education and professional teachings I know it will give me what I need to do great as an Interior Designer. It will give me everything I need to be successful and start my own business in interior design. The Lebanese University, Faculty of Fine Arts is where I want to be.

Integrated and multi-agency working Essay

1.1 Explain the importance of multi-agency working and integrated working. Multi-agency working allows practitioners from different sectors and professions to work together to support children, young people and families. It makes sure that the child has the best support it can have. It has amazing benefits for the child and early identification and intervention allows that child to have tailor made support, thus allowing the child to reach his/her full potential either in their learning or development. It is important that young children and their families have support as a holistic approach which is part of the government framework. For example.ECM Every Child Matters, the five outcomes of ECM is that we should be working together to achieve the best possible outcomes for the children. The five aims are as follows. 1. be healthy. 2. Stay safe 3 Enjoy and achieve 4Make a Positive contribution 5Achieve economic well-being. A very effect part of multi agency working is inclusion and so they will encourage the child to be a part of whole class learning and will plan and adapt lessons accordingly. So the individual agencies provide different areas of expertise and the child will have the benefit of the holistic approach. 1.2. Analyse how integrated working practices and multi-agency working in partnership deliver better outcomes for children and young people. There are many outcomes for children that will be positive if the professionals working with the children and their families can share and agree upon the way they might assess, plan and implement for the child. Both the children and their parents can be involved in any plans to ensure that a child can achieve their potential both educationally and developmental. It is far more beneficial for the child to have a group of people who are skilled in different areas working with them and their families rather than to have help in only one area. It is equally important that all professionals involved share information on progress because failure to do so may lead to that child not receiving the best advice or help possible., they also need to meet up on a regular basis with the parents, teachers or any adult that are working on a daily basis with that child to have current idea on their progress. It is also important that if they are working with a child who is culturally different to gain as much information and understanding of their culture and communities. Although sometimes the school cannot support all issues surrounding the child such as housing they can provide an important point of contact and organise other professional help thus giving the child a very good start in life. 1.3. Describe the functions of external agencies with whom your work setting or service interacts. In our setting we have several different agencies that come into the school to give extra support to children. Speech and language therapists come in to initially assess the child, they will then either give us a set programme to follow to enable us to work on a 1-1 basis or with a small group of children, and the programme can include things like listening to / following instructions, pronunciation of certain letters /words. The same programme will be sent home to parents and they will be encouraged to follow it to enable the child to have as much help as possible. The Childs GP may have made the referral to the speech and language therapist if they thought that the child had difficulty in communicating effectively. Social workers will work with the child’s family to help them improve many things such as housing issues, poverty or any health needs of if there has been a bereavement that the parents or child are having difficulty coming to terms with. Educational psychologists will work with a child who has specific learning needs or psychological needs; they are usually brought in by the setting and will usually work with the child in the setting. TAC (team around the child) This is 2 or more professionals from different areas who come in to support the child and their families, this is done by offering parenting classes and helping the parent cope with day to day situations that they find stressful, for example this could be arranging childcare or advising on budgeting. School nurse comes in to weigh child, do hearing, dental and sight tests and will inform parent of any specific problems which may arise once these tests are completed. 1.4 Explain common barriers to integrated working and multi-agency working and how these can be overcome. Some professionals use their own abbreviated language when talking about their areas of expertise which is only recognised by their profession and so other professionals from different fields may not understand what is being said or meant. Other professional people may be used to working on their own so may find it difficult to share knowledge or accept advice given to them on how to deal with a situation. Different professions may have a different way of dealing with risks and may have different views and priorities on how to deal with children; they may feel threatened or upset when they are asked to find new ways of working. In order to work together successfully it is important that each profession is respected and made aware that their knowledge is seen as a valuable contribution to the multi-agency working†¦ it is also important for the individual professions to open t heir minds and consider a different approach and to communicate with each other and remember that every profession is working towards the benefit of the child. The key to a multi-agency running smoothly is to have a lead professional who will act as a point of contact for the child and their families and who will then take responsibility for the other agencies involved and communicate between all of the professionals thus hopefully preventing any barriers. 1.5 Explain how and why referrals are made between agencies. If the class teacher has any concerns about a Childs development or progress and think that that child may have an underlying problem that is stopping them from reaching their full potential such as a hearing, speech or any SEN (Special Educational Needs) then they inform the SENCO (Special Educational Co- Coordinator), they will come and observe the child and then if they think along the same lines then they will decide on which professional to make a referral to. The parent can also ask to be referred to a professional agency if they think their child is having specific difficulties. The professional then comes in and do their observations and will decide whether that child will need to be involved with several different agencies or with one specific one, such as speech and language. The parents will always be informed and will be involved in any referral process. It is essential that the Childs needs are identified and assessed quickly so that the proper provision can be put in place as soon as possible and the child can participate and be included in mainstream school and reach their full potential. 1.6 Explain the assessment frameworks that are used in own UK Home Nation. As a way of providing early intervention for a child before their situation reaches crisis point the Children’s Act (2004) and Every Child matters (DFES 2003) outlined a Common Assessment framework (CAF). It is a shared assessment and planning framework. This consists of a form which is filled in by the school (At my setting this is usually completed by the child protection officer) and the parent and can. take between 1 and 1.30 hours to complete. It can include concerns about Childs health and safety within the family, learning and developmental needs, any concerns about poverty within the family or behavioural issues. Once completed the form is sent to the CAF admin who will decide which professionals need to be involved, this could be a single agency such as a support worker who will work closely with the family or a multi-agency (TAC team around the child). By intervening early hopefully this will stop the child being referred to social services and being taken away from their families. 3.3a Analyse the potential tension between maintaining confidentiality with the need to disclose information. Where abuse of a child or young person is suspected. If a child/young person confides in us and discloses information where I suspect they maybe being abused I cannot promise to keep it a secret because I will have to disclose the information given in order to protect them. I would tell them that I have to inform others and that they will not be in trouble, as a main feature of sexual abuse is that the abuser asks the child to keep this a secret and tell them that they will be in trouble if they say something. I would write down exactly what the child said and date and sign the form and discuss the issue with the child protection officer. Potential tension could occur between myself and that child as they may think that I have let them down and abused their trust and may be reluctant to reveal any more, also if the abuser is a family member then once they have been informed of the disclosure they may be angry and could come to the school and threaten me or my family members, they may also remove the child from the setting and that child would be terrified and feel that everything is their fault. The suspected abuser could also make allegations against me saying that I am making up the whole story in order to protect themselves and until the abuse is proven they may try to instigate a group of parents to be little me every day which would cause a very stressful and intimidating situation. For an older child they may decide to withhold some of the information and so I would make it clear to them that they have different options such as the NSPCC, Child line, if they felt they could not talk to me. 3.3b when it is suspected that a crime has been/ may be committed. Firstly it is important to define what the crime is and how serious the crime is, as crime can cover a wide range of things from things like DVD Piracy right through to murder. If I felt the crime would not harm the child or others such as the DVD piracy then I would keep the disclosure confidential because it is important that the trust between child, parent and school be maintained in order for the families to share other information with us. If a child is being hurt or their parents are involved in more serious crime such as abuse, violence, drug trafficking or burglary then it would be obvious that you have to break confidentiality to ensure that the child that you are looking after is not in any significant harm and is safe and protected, and although my reporting the crime to others and the police would cause considerable tension within the family which may even result in a prison sentence and there may be significant repercussions made to me, my duty of care is to that child and I have to protect them at all times. If it were an older child and they were committing serious crimes themselves then I would inform them that I would have to involve the police and break confidentiality , this would cause considerable tension between the child/ young person and myself as they would inevitably get into serious trouble and they may want to hurt me or my family, they may even find out where I live and burgle my house . If the child was taking or selling illegal substances then I would try to find out why they were doing so and then try to persuade them to seek advice from a drug counsellor or their GP, hopefully my early intervention may cause them to realise that what they are doing is wrong and they may see the error in their ways and change their approach to life and breaking confidentiality would be the right thing to do in order to support the young person in getting the best help available.

Comparison Of Langston Hues Peices Essays - Guggenheim Fellows

Comparison Of Langston Hues Peices Essays - Guggenheim Fellows Comparison Of Langston Hues Peices The short story Thank You, Maam and the poem Mother to Son, both by Langston Hughes are similar yet differ in many ways. In the following paragraphs I will explain the similarities and the differences. Besides being written by the same author the two literary works are a like in the sense that they are both advice to young people. An example from Mother to Son is So boy dont you turn back, dont set you down those stairs cause you find its kinder harder, dont you fall now. An example from Thank you Maam is when Mrs. Jones says I were young once and I wanted things I couldnt get, I have done things, too, which I would not tell you sonneither God, if he didnt already know. Both works are sharing there experiencing with younger people to try to help them to learn from the mistakes they have made in their life. They give the young people their advice showing kindness. Also both stories are written with the same kind of language. An example of this is words like M am, No m, and Yes m from Thank You, M am and words like I se a-climbin , and aint from Mother to Son. The ways these works are different is the format of the pieces. Mother To Son is a poem and Thank You M am is a short story. The literary elements in Thank You M am are characterization, direct characterization and indirect characterization. In Mother To Son uses diction, connotations, denotations, entrails and his freedom of language, which is called his poetic license. Mother to Son also has a deeper meaning, the writer chose to write this poem like a metaphor, referring his life to a staircase. Thank You M am is clear about its meaning and uses dialog to explain the theme and meaning of the work. In conclusion I found it clear to see that the literary works were alike in the sense that they were both giving out a positive message but different in the way the message is told. All and all I found both of these stories alike in the sense that they were very enjoyable to read and learn from! Bibliography none

Unit 3 Proposal designs Discussion Research Paper

Unit 3 Proposal designs Discussion - Research Paper Example This is important for the grant seeker, because he or she will be able to quote a reasonable amount of money, in which the organization can afford to give (Karsh and Fox, 2009). The grant seeker can quote a large amount of money that the organization might be unable to provide. For example, an institution such as the Melinda and Bill Gates foundation gives from a few hundred to millions of dollars in terms of grants. On this basis, a grant seeker might not be limited on the amount of money that he or she will ask (Gregory, 2013). Another issue that the grant seeker needs to analyze is the mission and vision of the organization. In seeking sources of funds, the grant seeker has to look if the funding organization under consideration provides funds for the activities or services that it engages in. For example, a grant seeker whose mission is to serve people in the agricultural field cannot seek for funds in an institution that provides funds for religious activities such as the Mustard Seed Foundation. It is a guarantee that the Mustard Seed Foundation won’t approve of their requests (Moore, 2010). However, if he or she applies for funds from institutions such as the Melinda and the Bill Gates foundation, chances are high that he or she may get the funds. Another issue to look at is the application process, and the period upon which the applications are made. For example, the Monsanto fund requires that all funds must supported by a realistic goal, and it must have the descriptions of the project. This is in case the grant seeker needs to achieve success in his or her application. The Monsanto Fund is so serious about the quality of an applicant’s proposal, to an extent that it has given some tips on how to write a good application/proposal (Zunz, 2012). Roberts identifies the mission and vision of an organization as an issue that he will consider when choosing a source of fund. This is an issue that I will also consider, and this is because an

The importance of Coaching within Raising Employee Perfomance Research Paper

The importance of Coaching within Raising Employee Perfomance - Research Paper Example When there individuals within an organization that need to enhance their skills for better operations, coaching thus is done on them to improve their delivery potential as well as make those individuals more productive to the organization (Charness, 2014,pg.87). Coaching therefore will target areas such as skills that need to be developed or strengthened; the lapses that exist in work; behavior and performance output of individuals. When these weak areas are recognized within an organization, the employees are taken through coaching by the managers or supervisors depending on the organizations policy (Charness, 2014, pg.35). A case study that reveals the benefits of coaching can be drawn from the UK rail industry where up to 13 coaches were tasked with the responsibility of increasing the skills of customer service for about 350 people in their organization (customer hosts). As a tool to improve employees output, coaching has had other numerous benefits to UK rail industry including: nurturing and improving an individual’s talent; setting expectations about the employee and making the organization managers accountable; engaging leaders in organization activities; professional satisfaction; boost of employee morale; and overall improvement of the organizational goals. This report therefore aims to discuss coaching explaining its purposes; benefits; and challenges. Additionally, the report will give a brief conclusion on the topic of study. Coaching can be defined as process that enables an individual to learn and develop skills from a direction and advice provided by a seasoned expert or professional (Crane, & Patrick, 2014, pg.89). Additionally, coaching can be understood as a process that involves directing, training as well as instructing an individual or a group of persons to develop certain skills necessary to achieve some goal. Directions can be given through motivational talks while trainings offered through seminars and