West and the World Assignment Example | Topics and Well Written Essays - 250 words

West and the World - Assignment Example The authors explained the effects of decolonization by focusing on the impacts colonization on countries. Decolonization is perceived as had a key influence on the lack of economic growth in Egypt (Smith et al. 3). After Gamal Abdel Nasser took over the reins in Egypt the result was that Britain persuaded the U.S. not to support the development of Suez Canal, to counter the takeover of the Suez Canal by Nasser administration. Further, the British did not believe that Egypt could manage such a vast project. Pan-Arab nationalism offers alternatives to the communist capitalist societies and politics. President Sukarno argues that decolonization can create an alternative to US and USSR ideologies and include; fear of ideologies, fear of hydrogen bomb and fear of the future. This is evidenced by the fact that vast areas of Africa and Asia lack freedom, and resulting in a third wave of nationalism. Hence, nations lack economic control, physical control and intellectual control, which minimizes the potential of communities to develop. As people viewed decolonization as the source result of nationalism, and freedom from oppression, the resulting economic impacts had not been accounted for and the assumed colonial Free states experience several social, economic and political problems. Richard Wright argues that decolonization has had an impact on racial issues. World conferences are held based on racial, social and religious backgrounds of societies. These conferences are the centers for making essential world decisions, but they have discriminations on individuals based on their racial and religious backgrounds. Tolerance of the differences unified around the vision of racial diversification. For example, in French, there were several torture cases based on racial backgrounds of individuals. These depict social injustice. Decolonization herald new insights into the world political system as it ushered in new forms of government free of

E-commerce Essay Example | Topics and Well Written Essays - 500 words - 3

E-commerce - Essay Example Users of internet-enabled mobile phones have higher chances of picking up more sales conveniently and ensure continuous contact with customers. First, participants have to check their current e-commerce sites on mobile devices. Checking site means going through all possible paths by conducting product purchase, testing a coupon code, verifying the zoom and pop out of a product (Oestges, 2011). Finally repeat checking to all mobile browsers such as goggle chrome and opera. A sensitive design is a web layout that is flexible for different devices such as laptops, smartphones and tablets. A web developer tweaks a web code and start up the process of designing. It is advisable to constantly monitor buttons, forms and all possible interactive elements to maximize interactions with mobile phone users. Usually, a constant checkout process gives more sales. Post the company’s profile and the product on the website. A welcoming phrase is highly appropriate. For example, one would say; ‘welcome to a new luxury fashion shop with amazing products that meet all customers’ taste and preferences’. You can make posts like; do you ever buy online with your phone? Why or why not? Wake up any store using your own mobile phone, ‘your fashion-your pride’. Some interesting adverts would carry the day across the world major communication platforms. Some adverts such as â€Å"The world faces a parading shift in business; today the world is marveling to enjoy the first ever easiest trading in the luxurious fashion† design over Mobile phone devices would enhance the establishment of the business in e-commerce. Some would read like, â€Å"enjoy luxurious fashion wear at your comfort; you only need to click on your mobile phone buttons to enjoy marvelous services.† You can make a subdomain and redirect anyone on a mobile device to your websites. For example, a site like hi-luxuryfashion.com can build a mobile website that resides in

Everyone can learn from their mistakes Essay Example for Free

Everyone can learn from their mistakes Essay The circumstances when the two characters first meet are quite different. When we first meet Pip he is an innocent young boy. He is crying when he meets the convict. He is said to be a small bundle of shivers. This makes Pip appear small, weak, scared and lonely. But Abel Magwith is a dark and lonely person who is a dare devil and an escaped convict he is said to be a fearful man with a great iron on his leg. The circumstances are different in chapter 39 than in chapter one. Pip is now a man and Abel Magwith is a lot different, when the two characters first meet, Abel is a fearful man and Pip is angel like, but now Abel is nicer, he is still a convict on the penalty of death, but is nicer towards Pip. The setting in the first chapter is eerie and builds suspense. The writer says the dark flat wilderness, the fact that it is dark shows that the air is consumed by fear and unawareness. Also the word wilderness shows that the area was unsightly and not unmanaged plus it shows that the area would be scary and unknown to both Pip and to the reader. But in chapter 39 the setting is quiet and a lot brighter. The surroundings are lighter and the characters are happier. They also show a grave contrast of Pip as a boy to when he is a man. The settings in the two chapters give the reader different views on the characters. The settings in chapter 1 give Pip an effect of an innocent little boy who cries a lot, and it makes Abel Magwith appear an old, dark man that bullies and threatens little kids. And in chapter 39, Pip appears stronger, no longer scared of the convict. Abel appears older, he seems scared, in one part he breaks out in tears, that shows that he is no longer evil and is now more emotional which helps Pip be less scared of him. Dickens uses language to really emphasize the presentation of the characters. Ill cut your throat, that line from the convict in Chapter 1 creates the impression that he is an evil and threatening man. But in chapter 39 he breaks out in tears and says to Pip that hes been sending all his money to him, to make a gentleman out of him. That creates an impression that he has changed, become more emotional and is no longer evil. In Pips line Dont cut my throat, sir, pray dont do it, sir, it shows that he is a weak little boy who prays for his life not to be taken from him. But now he is a man, a lot has changed for him; he is stronger and no longer scared of Abel Magwith. The relationship between the two characters changed in the two chapters. In the first chapter when Pip and Abel first meet, Pip is afraid of him because he is a very threatening man. But, in chapter 39 Abel appears less threatening; he is still an escaped convict but has appeared to have changed his ways. Overall, I think the story is about a lot more than just a young boy and a convict. I believe Dickens is trying to give a message to the reader. I think that the message he is trying to give is that everyone can learn from their mistakes and everyone has a good and bad side. The man had done wrong he was a convict but he has changed his ways and helps to aid the little boy, by sending him money, proving he has a good and caring side.

Self Care Strategies for Counsellors

Self Care Strategies for Counsellors Byrne et al. (2006) indicates that therapists can be at risk of burnout and impairment if they do not manage their professional stress well. Practicing therapists may exhibit symptoms of burnout and may suffer from symptoms of VT (El-Ghoroury et al., 2012). Graduate students in helping fields are vulnerable to stress because of the multiple demands of graduate school, such as academic assignments, clinical practice, and financial restrictions (Myers et al., 2012). Time and financial constraints have been cited as primary sources of stress among graduate students in training (El-Ghoroury et al., 2012). Student trainees may face the additional responsibilities and time demands of clinical work, supervision, and internship. In addition to aforementioned stressors, other common stressors in this population include performance anxiety, competition, program requirements, lack of experience, and professional relationships (Myers et al., 2012). Myers et al. (2012) indicate that students in t raining have to cope with these stressors and their new roles, while concurrently fostering their skills necessary for providing therapeutic services to clients. Therefore, educators and supervisors need to understand the role of stress among students to provide guidance on effective stress management and self-care (Myers et al., 2012). Without well-established support systems and coping strategies, novice trainees may have difficulties of managing the stress (El-Ghoroury et al., 2012). Forrest et al. (2008) provide an ecological description by indicating systemic factors for trainee impairment, including faculty interactions (micro), institutional (exo) and national (macro) policies, and hierarchical issues (micro). Societal hierarchical dynamics are unconscious and deeply embedded in the training process. Forrest et al. (2008) further indicates the importance of communication (meso) between academic programs and off-campus training sites such as practicum and internship settings. Besides, program structure (exo) may evoke unnecessary stresses for students. Systematic issues of program policy are often ignored while play a powerful role in student impairment. Forrest et al. (2008) comment that the understanding of trainee impairment should cover an individual level (center) and a contextual system level (micro, meso, exo, macro, and chrono). The authors suggest that trainees not meeting minimum standards of professional competence are influenced by peers (micro), t raining supervisors (micro), program policies and structures (exo), accreditation (e.g., CACREP; macro), professional associations (e.g., ACA; macro). In addition to being stressors, financial (micro) and time constraints (micro) may also be important barriers to participation in activities of self-care that may help buffer stress (El-Ghoroury et al., 2012). The existing literature has noted a significant relationship between self-care strategy and stress among therapist trainees (Myers et al., 2012). A wide range of self-care strategies have been found to reduce stress-related symptoms. Self-care strategy is defined as the engagement in behaviors that promote well-being and may include factors such as sleep, exercise, use of social support, emotion regulation strategies, and mindfulness practice (Myers et al., 2012). According to El-Ghoroury et al. (2012), lack of time was the first barrier to using or learning any of these coping strategies. The steadily rising expenses associated with graduate training are also a significant concern for students. Students may need to sacrifice their leisure time for earning a living (e.g., part- time job; micro). Given the significant amount of stress during higher education, elucidating the behavioral and emotional coping strategies by educators (micro) is important for helping them handle stress more effectively. Social support and engaging in activities that promote social support may be considered an aspect of self-care practice (Myers et al., 2012). Social support has negative correlation with stressful, emotional and physical problems (El-Ghoroury et al., 2012). Graduate program support (micro) and family support (micro) have been found to be related to graduate student stress level (Myers et al., 2012). Students reported less stressful events and health problems when perceived more support from their family and friends (Myers et al., 2012). Besides, consistent, trusting, and supportive faculty-student interactions may help students in managing stress. Support from faculty, advising relationships, and training programs are also critical for students to adapt to new professional roles. Global stress and poor advisor support were found to be associated with burnout and career dissatisfaction in therapist trainees. The importance of mentoring relationships (micro) is highlighted in career de velopment, academic functioning and satisfaction, among student trainees. The top three coping strategies reported are the support from friends, family, and classmates, rather than supervisors. Students who have difficult relationships with their advisors tend to have more stress. The quality of the mentoring relationship is associated with students’ professional outcomes. Pack (2013) indicates that on the level of microsystem, support from peer (micro) and agencies (micro) are important as well as the availability of personal therapy (micro). Opportunities to share experiences of working with trauma victims and information about VT needs to be available in all settings (micro). For example, settings should provide peer supervision and training workshops to help therapists ameliorate VT (Pack, 2013). Information on worker rights may assist in supporting therapists to collectively advocate for their work. Pack (2013) further indicates that on the organizational level, health and safety issues should be addressed within setting policy (exo). The risks of engaging potentially traumatic events need to be explained during the recruitment of new employees. Possible cumulative effects of working with trauma clients should be raised with therapists. Pack (2013) suggests that the risks of VT can be reduced if there a setting (micro) provides sufficient support and collaborative approaches for therapists. Settings can inform trainees the views of trauma practitioners about the trauma therapy. An experienced therapist (micro) may be able to mentor trainees or students. Supervisors have a responsibility for ensuring their trainees have access to education about VT. The culture (exo) of the agency could also be the support for ameliorating VT (Pack, 2013). The culture here includes peer support within daily case meetings and non-hierarchical collaborative decision making. Having a culture which s ees VT as a normal part of trauma-related helping would effectively ameliorate VT. The culture can provide sense of security for the therapists while working with traumatized clients (Pack, 2013). This idea suggests that in graduate training program, the culture (exo) and the program (micro) should provide a supportive environment to prevent students from developing VT. Ethnic minority students may face a somewhat different pattern of stressors during graduate training than non-minority students (Myers et al., 2012; El-Ghoroury et al., 2012). These additional stressors include racial discrimination, racial prejudice, the feeling of isolation, and different cultural expectations (macro, chrono), which negatively impacted school experience. Furthermore, minority students who reported the stressors had higher rates of burnout, depressive symptoms, and reduced quality of life (Myers et al., 2012). The authors also indicate that minority students and international graduate students are actually less likely to use counseling services in response to stressors. Racial minority students often experience more academic stress and less social support than students of Euro-American descent, which may be attributable to race-related stress and vulnerability of developing VT (El-Ghoroury et al., 2012). It is important to consider cultural differences when consider ing stress among student trainees. Adams and Riggs (2008) indicate that students with personal trauma history (chrono) are more vulnerable to VT in courses on trauma. At the moments of reexperiencing, students with trauma history described their struggling with coping as avoidance. Students also reported having little control over the experience of VT symptoms. Adams and Riggs (2008) describe these adaptive coping strategies used by students, including suppression, sublimation, and humor. By the end of this course, most students reported developing effective self-care strategies. This finding suggests that although many students with trauma history (chrono) may revisit their own trauma symptoms during trauma courses, the course on trauma (micro) helped students develop successful self-care strategies. Pack (2013) also addresses the importance of personal trauma history, and recommends that agencies should provide personal therapy (micro) for therapists affected by clients’ trauma information due to their own tr auma history. Adams and Riggs (2008) reported that novice clinicians may be more vulnerable to VT. The authors indicate that the level of training and experience working with traumatized patients is related to clinician outcomes. The deficits in trauma-specific training are associated with VT symptoms. Black (2008) indicates that graduate counseling students may have preexisting factors (chrono) in their lives that form a vulnerability to developing VT later in their careers. Therefore, Graduate training programs (micro) should work on preventing students in training from being traumatized or becoming more vulnerable to future VT (Black, 2008). DePrince et al. (2011) indicate that the lack of trauma education at the graduate levels increases the urgency to develop effective training for postgraduate professionals. Training and education practices which support system-wide, culturally responsive practice is important for preventing VT (DePrince et al., 2011). Even if students do not have preexistin g events that might predispose them to VT, teaching a course on trauma may prevent students from becoming overwhelmed in training (Black, 2008). Pack (2013) also recommends that training courses (e.g., practicum and internship) need to alert students to the potential risks of affecting their psychological health due to the trauma-related practice. Resources such as theoretical models fostering recovery are needed to ameliorate VT.

Popularity of Gone With the Wind Essay -- Margaret Mitchell Literature

Popularity of Gone With the Wind Margaret Mitchell's romantic epic, Gone With the Wind, owes its remarkable popularity to the climate of sudden self-destruction and dreariness the Depression created. The Old South's grandeur, coupled with its Civil War-era decadence, provided much-needed escapism for readers, as well as paralleling the U.S.'s own plight in the 20s and 30s. In addition, Scarlett O'Hara's feminist role, her devotion to her land, and her indomitable optimism lent hope to those who had lost faith in the American Dream. A spirit of beautiful, colorful life at the onset sets up the South's inevitable destruction and magnifies the greatness of the land and its people. "Spring had come early that year, with warm quick rains and sudden frothing of pink peach blossoms and dogwood dappling with white stars the dark river swamp and far-off hills. Already the plowing was nearly finished, and the bloody glory of the sunset colored the fresh-cut furrows of red Georgia clay to even redder hues." (10) The foreshadowing of the "bloody glory" of sunset is striking, but idealism is the main theme presented here. Scarlett's status as a second-generation immigrant adds further to this atmosphere of opportunity. Her father, a proud Irishman, proclaims "'Land is the only thing in the world that amounts to anything, for Å’tis the only thing in this world that lasts...And to anyone with a drop of Irish blood in them the land they live on is like their mother.'" (39) The idea of an undersized foreigner claiming a larg e stake in America as his own must surely have fueled the imagination of the great influx of recent immigrants, many of whom used GWTW as a primer to American literature. Hanging over the tranquil South is the ... ...n which to plan her campaign," (1023) comforts her. Her final statement reiterates her sentiments for a new "tomorrow" after Atlanta's burning (414), and her faith in her own abilities again avers Mitchell's feminist leanings: "With the spirit of her people who would not know defeat...she raised her chin. She could get Rhett back...'Tomorrow, I'll think of some way to get him back. After all, tomorrow is another day.'" (1024) With its broad appeal to uprising women, the hopeless, and anyone yearning for a long diversion into a more regal time, as well as its firm beliefs in the American Dream in a time when the premise was widely doubted, GWTW's rank as the most popular American book is undeniable; a more debatable question would be whether Mitchell's intentions were first of providing desolate America with romance, or rather of pushing veiled political propaganda.

Insight into Human Nature in Geoffrey Chaucers Canterbury Tales :: Canterbury Tales Essays

Insight into Human Nature in Geoffrey Chaucer's Canterbury Tales The Canterbury Tales by Geoffrey Chaucer, (written c. 1387), is a richly varied compilation of fictional stories as told by a group of twenty-nine persons involved in a religious pilgrimage to Canterbury, England during the fourteenth century. This journey is to take those travelers who desire religious catharsis to the shrine of the holy martyr St. Thomas a Becket of Canterbury. The device of a springtime pilgrimage provided Chaucer with a diverse range of characters and experiences, with him being both a narrator and an observer. Written in Middle English, each tale depicts parables from each traveler. England, in Chaucer's time, was a nation of social and economic growth. Medievalism was a dominant influence in the lives of Englishmen, but the Renaissance had assumed definite form, and the country stood on the threshold of the modern world. Medieval Europeans asserted that the ideals of spiritual community, social groups and national interests were greater than individualism. In Chaucer's time, there were many manifestations of rebellion against the old order of things, including an influx of mysticism and materialism. People demanded more voice in the affairs of their government and viewed the Catholic Church as corrupt. An emerging religious reformation, which placed emphasis on individualism and national patriotism, along with the upsurge of manufacturing and commerce, gave rise to the English middle class. The Canterbury Tales is a literary work that deals with the personal concerns and solutions of an evolving Medieval society. In Medieval Europe pilgrimages were common for personal reflection, penance, and spiritual renewal. Chaucer chose the framework of a pilgrimage for its naturally plausible diversity of people and mix of pious purpose and holiday spirit. Geoffrey Chaucer, England's first great poet, was born in 1343, during a time of social, political, religious and literary ferment. Chaucer, who was the descendent of a prosperous family from Ipswich, received the impetus for writing from fourteenth-century Italian and French poets. Chaucer--whose father was a successful wine dealer in London and whose mother, Agnes de Compton, a member of the English court--was reared in an intellectual environment of high society. He was well educated, having studied at the Universities of the Court. He lived among nobility in his service to the Court. The project of writing The Canterbury Tales took Chaucer thirteen years of unremitting toil, a work that was both continually evolving and unfinished.

The Song Dynasty: Interactions Essay

The Song set up supervised markets along the border to encourage trade between them and its neighbors. In 971CE the government established the first Maritime Trade Supervisorate followed by four others. Its roles included the taxation of imported goods, government purchase and sale of imported goods, and to issue foreign trade permits for local merchants. Chinese goods that flowed north in large quantities included tea, silk, copper coins, paper and printed books etc. The return flow included horses that Song needed desperately for its armies but also other animals and goods that had traveled across the Silk Road. There was also vigorous sea trade with Korea, Japan and lands to the southwest. During Song times this maritime trade for the first time exceeded overland foreign trade. About fifty countries carried out overseas trade with the Song Dynasty. Chinese ships were seen all throughout the Indian Ocean and began to displace Indian and Arab merchants in the South Seas. Shards of Song Chinese porcelain have been found as far away as eastern Africa. ?The Song Dynasty: Interactions The Song set up supervised markets along the border to encourage trade between them and its neighbors. In 971CE the government established the first Maritime Trade Supervisorate followed by four others. Its roles included the taxation of imported goods, government purchase and sale of imported goods, and to issue foreign trade permits for local merchants. Chinese goods that flowed north in large quantities included tea, silk, copper coins, paper and printed books etc. The return flow included horses that Song needed desperately for its armies but also other animals and goods that had traveled across the Silk Road. There was also vigorous sea trade with Korea, Japan and lands to the southwest. During Song times this maritime trade for the first time exceeded overland foreign trade. About fifty countries carried out overseas trade with the Song Dynasty. Chinese ships were seen all throughout the Indian Ocean and began to displace Indian and Arab merchants in the South Seas. Shards of Song Chinese porcelain have been found as far away as eastern Africa.