Recycling and Plastic Bag Essay Example for Free

Recycling and Plastic Bag Essay They are also cheap, light, durable, easy to carry and in many cases, free. The most commonly used shopping bag is made of High Density Polyethylene (HDPE). This type is used in the majority of supermarkets and stores. After these bags are used, they often end up in landfills or as litter, roughly only three percent of plastic bags is actually recycled per year (Planet Ark, 2011). The materials used in making plastic bags make them non-biodegradable. According to the science dictionary, 2011 refers to â€Å"these materials cannot be decomposed into environmentally safe waste materials by the action of soil bacteria. † These harmful substances are toxic and take approximately four hundred years to break down, or in this case photo-degrade; which is how plastics made from (HDPE) break down. Since they are not biodegradable, they remain in the environment and are absorbed in soil or water (Indian Centre for Plastics in the Environment, 2010). This essay will discuss the various harmful effects of plastic bags, and demonstrate the risks that these bags impose on humans, animals and the environment. It will also discuss a series of suggested solutions that could help reduce plastic bag usage. Although plastic bags appear to be fragile and light, their negative environmental effect is devastating. Plastic bags may cause large amounts of pollution in every step of their limited life cycle, from the extraction of raw materials, production, transportation, and recycling or disposal. Plastic bags can be defined as the most damaging form of environmental pollution. They can have a damaging effect on marine animals and wildlife in addition to the aesthetic effects on beaches, parks, and trees. Plastic bags are potentially one of the main causes of death to marine animals (Harbor keepers,2008). Up to one hundred thousand marine animals or more die each year from eating plastic bags which are mistaken for food. This can result in blocking the animal’s intestines and possibly lead to the animal’s death. Another possible situation is that wildlife, such as birds, can get tangled in plastic bags causing choking and immobility, which may eventually lead to death. (Senior, 2008) and (Citizen Campaign, 2010). In other situations, after plastic bags photo degrade they remain toxic and could be eaten by fish, shellfish or any other marine life and survive this allows the toxins to enter our food chain through bioaccumulation (Puget Soundkeeper Alliance, 2011). As a solution to these types of problems is taking action by educating and increasing the public’s awareness to the harmful affects that a plastic bag impose on our environment. Applying this would mean to get consumers involved in reducing the number of plastic bags they consume and instead of getting new bags they can simply reuse their old bags (Sea Turtles Conservancy,2011). Another important solution would be using bio degradable bags instead; these types of bags take up a shorter time to degrade and become environmentally safe to both humans and animals. These types of bags are made from natural materials therefore; they are digested if animals swallow them (Biodegradable Plastic Bags,2011). The harmful effects of plastic bags extend to affect human health and social lives. According to the US CPSC (Consumer Product Safety Commission, 2011) suffocation has been a significant of death among children under the age of one. According to a report presented in 2007 by Clean up Australia, when plastic bags are thrown in the streets they may block the drains and result in flooding during heavy rain. Stagnant water in blocked drains may create a breeding ground for many forms of insects like mosquitoes, which can transmit dangerous diseases such as malaria, dengue fever, and encephalitis (World Health Organisation, 2011). Reducing, reusing and recycling, in that order, could be the most viable option to decrease the social and health impact of plastic bags. Reducing the number of plastic bags can be applied by imposing a fee such as PlasTax. In 2002 PlasTax was issued in The Republic of Ireland, which is a fee on plastic bags. This new tax resulted in a ninety four percent drop in plastic bag consumption in one year (Convery F, McDonnell S, Ferreira S, 2007). The next step is to reuse, instead of disposing of plastic bags consumers should be encouraged to keep reusing their bags. The final step is to recycle the plastic bags, many supermarkets such as Tesco and Sainsbury’s give the consumers the option to bring in their old bags for recycling. In conclusion, usages of plastic bags are very limited unlike their infinite damages. They are harmful to health, the environment and wildlife. The solutions to put an end to the problems associated with plastic bags are available, cooperation between governments, shops and individuals is vital to take the necessary actions by reducing, reusing and recycling plastic bags.

Influence of Al3+ Addition on Activated Sludge

Influence of Al3+ Addition on Activated Sludge Influence of Al3+ addition on the flocculation and sedimentation of activated sludge: Comparison of single and multiple dosing patterns Mariam Touati Abstract In this research, single and multiple dosing of Al3+ were used to study the flocculation and sedimentation of activated sludge (AS). It was found that in the single Al3+ dosing condition; sludge flocculation is improved but sedimentation is declined. Adding the same amount of Al3+ during multiple dosing attained a similar reduction in turbidity. Interaction energy had a major role during single dosing conditions, whereas multiple dosing was mostly effective in reducing EPS content; this is regarding the differences in the performance of flocculation. Introduction The widely most used process for wastewater treatment is the activated sludge (AS) system. The water quality of the sewerage is affected in a large way by the solid-liquid separation in the system, which depends efficient sludge flocculation and sedimentation. 70% 90% of the secondary clarifiers in the AS systems however have encountered solid-liquid separation issues. Two of the main causers of these issues are the reproduction of filamentous bacteria and deficient sludge flocculation. Dosing of flocculants is one of the most effective solution to poor flocculation performance. Cations act as flocculants when added to wastewater and ease flocculation. High cation concentration helps improve biological flocculation. Extracellular polymeric substances (EPS) consist of polysaccharides, proteins, humic compounds, and other cellular ingredients. EPS is considered an important component of AS flocs. They play a major role in maintaining AS flocs structure and function. In most of the cases, dense, strong, and large flocs are desirable for AS settling and compaction. AS flocs have microorganisms in addition to organic and inorganic particles ingrained in the EPS, and the suspended solids accumulate into them. By bridging with multivalent cations, EPS is able to bind to the microbial cells, which are likely to have an influence on the EPS content in the system. An increase in monovalent cations in the AS declines sludge properties and damages floc, while addition of multivalent cations improves sludge flocculation. It was found that, compared to monovalent and bivalent cations, trivalent cations help improve flocculation performance of the AS under both wastewater treatment plant (WWTP) and laboratory conditions. In the present study, Al3+ was added to AS systems according to single and multiple dosing patterns, and a concentration gradient was set under single dosing conditions. The research objectives were as follows: To investigate the influence of Al3+ dosage on AS flocculation and sedimentation. To determine the more efficient dosing pattern. To reveal the mechanisms governing the influence of Al3+ on AS flocculation and sedimentation. Material and methods AS cultivation The AS used in this study was cultivated in two parallel sequencing batch reactors (SBRs) numbered R-S (single dosing) and R-M (multiple dosing), and each had a working volume of 4 L. The following steps were taken: Each reactor was supplied with a paddle mixer, which operates at 100 rads/min, and that is to prevent the AS from settling. To maintain the dissolved oxygen (DO) in the range of 2-3 mg/L, air was added. sludge retention time (SRT) was controlled around 10 d. The temperatures were kept at 22  ±1à ¢Ã‚ Ã‚ °c in the reactors. The SBRs were working at a cycle time of 12 h, and 2 cycles were performed each day. The time used for filling, aerating, settling and decanting was 20, 640, 40 and 20 minutes respectively. Both the influent and effluent volumes per cycle were maintained at 2 L. Tap water was used to synthesize the artificial wastewater. Glucose, NH4Cl and KH2PO4 were used as sources of carbon (C), nitrogen (N) and phosphorus (P) respectively. The relative proportion of chemical oxygen demand (COD), N and P (COD: N: P ratio) in the influent was maintained at 100: 5: 1, with the COD concentration at 700  ± 30 mg/L. Al3+ dosing test Single dosing test The AS in reactor R-S was cultivated without adding Al3+ in the influent. 500 mL of AS sample were added into 5 identical 250 mL beakers, each receiving 100 mL, to which a different Al3+ dosage was added. The Al3+ dosages were 0.125, 0.5, 1 and 1.5 meq/L, respectively, in beakers designated as S-0.125, S-0.5, S-1.0, S-1.5, respectively. No Al3+ was added into beaker S-0, which was the blank control of the experiment. All of the Al3+ in the single dosing test was added once. At 50 rad/min for 5 min then 117 rad/min for 5 min, the samples were mixed. Multiple dosing test In this test, Al3+ at a concentration 0.1 meq/L was added to the influent of reactor R-M and introduced to the reactor in each operation cycle. The mixing pattern was in accordance with single dosing test. EPS extraction protocol A 25-mL sample of AS suspension was centrifuged at 6000 g for 10 min at 4à ¢Ã‚ Ã‚ °C, and the supernatant that was carefully collected was bulk solution. A NaCl solution with the same conductivity as the AS sample was prepared; then it was applied to re-suspend the AS material in the tube. Immediately, the AS suspension was oscillated by a vortex mixer for 1 min and then sheared using an ultrasonication instrument at 0.4 W/mL for 30 sec. The suspension was centrifuged at 4000 g for 10 min at 4à ¢Ã‚ Ã‚ °C, and the supernatant was collected as LB-EPS. The AS sample left in the tube was re-suspended to its original volume of 25 mL with the NaCl solution, and then oscillated for 1 min and sheared at 0.5 W/mL for 1 min. Subsequently, the suspended sample was centrifuged at 4000 g for 15 min at 4à ¢Ã‚ Ã‚ °C, from which the supernatant collected was TB-EPS, and the AS sample left in the tube was the pellet. The final step, the bulk solution, LB-EPS and TB-EPS extracted were filtrated through a 0.45 micro-meter cellulose acetate membrane. Analytical technique The total organic carbon (TOC) contents of the bulk solution, LB-EPS and TB-EPS were determined using a TOC/TN analyzer. The Al3+ concentrations in the bulk solution were analyzed using inductively coupled plasma optical emission spectrometry. After settling for 30 min, 100 mL of AS suspension were suctioned and transferred into a graduated cylinder for measuring the SVI. The turbidity of the supernatant was measured. The total interaction energy of AS was measured and calculated. Results and discussions Basic characteristics of the AS system Influence of Al3+ on AS interaction energy Single dosing According to the total interaction energy curves of the single dosing test, the energy barrier and Al3+ concentration are inversely proportional, as in, the energy barrier decreased as the Al3+ concentration increased. Comparison between single and multiple dosing patterns Multiple Al3+ dosing compressed the double electrical layers through charge neutralization. In addition to zeta potential, other factors also had an effect on AS flocculation, which reimbursed the relatively weak zeta potential reduction following multiple Al3+ dosing and ultimately equilibrated the effluent turbidities. Other factors contributed to the lower turbidity related to multiple Al3+ dosing. These observations suggested that the investigation should not be restricted to zeta potential only, and that the total interaction energy should also be taken into consideration. Multiple Al3+ dosing can promote AS flocculation by compressing the double electrical layers. It was found out that clarifying how dosing patterns affects flocculation performance in terms of total interaction energy is relatively difficult. To evaluate the influence of Al3à ¾ on AS flocculation, the role of EPS, besides that of interaction energy, must be examined. Influence of Al3+ on the EPS content Single dosing test High EPS content could worsen sludge flocculation. Sludge flocs become denser and more compact with Al3+ addition. LB-EPS play an important role in the formation of AS flocs But, an excess of LB-EPS might have a negative effect on the bonding of cells and could deteriorate the floc structure, eventually causing undesirable solid-liquid separation. EPS and supernatant turbidity decrease as Al3+ dosage increased. High LB-EPS content may result in high water content in the sludge flocs, leading to worsened sludge compactness and increased floc porosity, all causing poor flocculation The addition of Al3+ was found to lighten AS flocculation by counteracting the negative effect of LB-EPS. Al3+ reduces the suspended solids in the supernatant and improves effluent turbidity. Comparison between single and multiple dosing Both the LB-EPS and TB-EPS contents that were extracted in the multiple dosing test were much lower than those extracted in the single dosing test. Which means that in the multiple dosing test, Al3+ augmented effectively the densification of sludge through the ion bridging effect. Single dosing of Al3+ shown greater effect on the interaction energy, whereas multiple dosing of Al3+ reduced the EPS content more effectively. The eventual flocculation performances achieved by the two dosing patterns were equal. Al3+ distribution characteristics in the AS Distribution characteristics As the single dose increased the Al 3+ concentration found in the sludge increased as well. Because of Al 3+ high charge valence and solubility, almost all of it dosed constrained with the sludge. Therefore, no Al 3+ was found in the bulk solution. The amount of negative charges in different sludge components is in the following sequence: pellet > TBEPS > LB-EPS. No Al3+ could be detected in sludge components other than the pellet when the single dosage was less than 0.125 meq/L. When equal amounts of Al 3+ was added during single and multiple dosing, the Al 3+ accumulations in the sludge were similar, the Al 3+ spreading in different sludge components were different. As seen in figure 2. Al3+ could be detected in the bulk solution in the multiple dosing test, but not in the single dosing test. According to all these findings, it was concluded that the bonding capacity between Al 3+ and the sludge was different with the dosing pattern. Single dosing Single Al3+ dosage and the amount of Al3+ in the pellet are directly proportional, as the first increased the second increases as well, respectively. This caused an increase in the sludge flocs density and a decrease in the content of suspended solids, which leads to the improvement of effluent turbidity. Comparison between single and multiple dosing Pellet Al 3+ concentration has an essential positive effect on sludge flocculation. The time for the reaction between multivalent cations and the AS is critical to flocculation performance. The decrease in the sludge surface charges declined due to the increased Al3+ accumulation in the pellet. Influence of Al3+ on AS settleability Single dosing A higher single dosage of flocculant could increase the nucleation rate and the amount of small aggregates, and through the bridging function, it strengthen the interaction energy among the organics on the sludge surface. Comparison between single and multiple dosing EPS content has a significant effect on sludge settleability. Both sludge flocculation and sedimentation were enhanced by multiple additions of Al3+. Al3+ achieved floc densification by the constant recognition of the sludge structure as well as removing water. The key difference between the two dosing patterns was the variation in the reaction time. Engineering significance In case of the failure of AS flocculation and/or sedimentation in waste water treatment process (WWTP), a solution could be to add flocculants only once. Multiple dosing, which is continuous addition of flocculants in WWTPs, extends the reaction time and at the same time promotes flocculation and sedimentation performances. Therefore, it is preferable that the concentrations of multivalent cations in the pellet, in a practical operational procedure, be continuously monitored and observed; where as soon as these concentrations decrease, low concentration of flocculants must be added continuously, in order to maintain the flocculation and sedimentation of the sludge. Conclusion Sludge flocculation and turbidity elimination ware enhanced when the single dosing increased, whereas sludge sedimentation deteriorated. Better sludge sedimentation was accomplished with multiple dosing, even though there was no big difference in the reduction of turbidity between single and multiple dosing. Regarding reducing the interaction energy barrier, single dosing was more adequate, while in terms of decreasing the EPS content, multiple dosing was more effective.

The Self Reflective Essay English Language Essay

The Self Reflective Essay English Language Essay Writing of an essay starts with a pre-writing process whereby the writer identifies appropriate invention strategies for his/her essay. This requires evaluation of invention techniques in order to use the ones that convey the objective of the essay to targeted audience. A good essay should have good flow of ideas that are well coordinated to keep the audience reading. It is important to peer review and critique an essay from a different writer as this enables one to critique his/her first draft of essay and make necessary corrections during essay revision. This self reflective essay addresses challenges faced while writing an essay and reflectively proposes solutions to such challenges. Self Reflective Essay In writing my essay, the pre- writing strategies that I used were brainstorming, cubing and classical invention. Brainstorming enabled me to break up a block in my thinking and come up with the right ideas concerning essay topic. I started by writing down every association regarding the subject in order to gain focus by subordinating the list of what I wrote into parts that would form the essay. This led me to cubing technique, which helped me to organize my thoughts and gain perspective that would most likely yield right ideas concerning essay topic. In my application for cubing technique, I attempted to describe, compare, associate, analyze and argue for and against the essay topic. I combined cubing technique with classical invention technique to ensure that I give detailed descriptions in my essay definitions, comparisons, relationships, circumstances and testimonies. Combining these three strategies for my prewriting effectively ensured that the essay addressed all relevant area s of essay topic because what was not clear using brainstorming strategy was addressed by cubing and classical invention techniques, which have provisions for more detailed information. I realized that applying different pre-writing techniques is the key to good essay because one technique provides for what is missing in the other one. For example, using brainstorming technique alone gave me many ideas on the subject, which I organized using Cubin and classical invention techniques. These techniques proved effective and I would consider using them for my next essay. My purpose for writing this essay was to prove to the audience that time has come for educators to change from traditional classroom teaching and learning approaches to disruptive innovative teaching strategies outside classroom that are more exciting to learners and teachers. My audience for the essay was learners and educators. I wanted the audience to know that students who travel to different parts of the world develop better social skills, are less rigid. They are more accommodative, have better problem solving skills and end up being better decision makers than the ones who do not. I wanted the audience to understand that learning should not be confined within classrooms but it should be innovative enough to build learners reasoning, social and cognitive skills. I wanted to completely capture the attention of the audience and get them into thinking about international travel learning and international conferences as disruptive innovative multicultural learning techniques that w ould equip learners with firsthand experience on different cultures. I wanted to move the audience into thinking of their next international travel learning destination by the time they are through with reading the essay. In previewing my peerà ¢Ã¢â€š ¬Ã¢â€ž ¢s essay, I looked for main ideas conveyed in the essay, clarity of the ideas and how the ideas have been expressed and coordinated to flow and capture the attention of the targeted audience. I also looked at how convincing and practical my peerà ¢Ã¢â€š ¬Ã¢â€ž ¢s ideas were to the targeted audience. I learned that essays that are not well organized lack flow of information being conveyed and discourage the audience from reading further. I discovered the great need to organize an essay and bring out flow of ideas right from introduction to conclusion in order to establish a direct connection between the essay and the audience. This captures interest of the audience and motivates them to keep reading. I therefore felt that I should apply the same technique as applied in my peer reviewed article and improve on my articleà ¢Ã¢â€š ¬Ã¢â€ž ¢s clarity of ideas. In revising my essay, I started by revisiting my objective for writing the article in order to get a clear picture of the message that I wanted to convey to my audience. I then started reading my article as I critiqued it with an aim of establishing areas of improvement. I realized that my ideas needed to flow smoothly from one idea to another. The main revision involved linking up ideas to make my essay flow and keep the audienceà ¢Ã¢â€š ¬Ã¢â€ž ¢s interest captured throughout their reading. I revised the essay to ensure that it meets its objectives in conveying required message to audience and to establish a strong connection between my targeted audience and ideas being conveyed as this would make the audience to think along my school of thought. The revised draft was far much better than the original draft, with an excellent flow of ideas. I learned that revising an essay is important because it eliminates grammatical errors and brings out coordinated flow of ideas that keep the a udience motivated to continue reading. The strongest aspect of my essay was the clear convincing ideas that supported my essay objective and kept the audience motivated to read. Furthermore, there was an excellent flow of ideas in my essay that were well coordinated to make the audience evaluate themselves in my school of thought as conveyed by the essay. The weakest aspect of my essay was getting ideas to flow as most of my ideas were initially mixed up. However, this was addressed through revision of the essay. The writing challenges that I frequently ran into while writing this essay was getting the right words to explain ideas and capture the attention of audience. To address this challenge, I wrote one sentence at a time and read it to see if it clearly conveys required message before going to the next sentence. This was however time consuming although it gave my essay the right words and coordination to capture the attention of audience. For the next assignment I prefer to start by reviewing a peer article before I embark on mine as critiquing the peer article will make me write a better essay.

We Must Put an End to Police Brutality Essay -- Black Lives Matter

â€Å"If you wish for peace, prepare for war.† This Roman proverb can be applied to police; they must be trained for the worst possible incident but they should try hard to avoid using their training in real experiences. Most police departments and officers would believe strongly in this proverb, however there are a few examples in the U.S. in which the officers’ use of force has been excessive and unnecessary where they used their training to harm rather than protect and enforce the law. During their service, police are given several authorities to exercise the law and make sure that the law is carried out among citizens. This can lead to an officer having a sense of entitlement and a possibility of them losing respect for their boundaries. Such a case is called police brutality and even though police officers are responsible for enforcing the law, they have breached these laws and taken advantage of their position; such violations of human rights must be eliminated . Lt. Col. David Grossman compares innocent people to sheep and officers and soldiers to people who have a compassion for citizens but also a capacity for violence. "The sheep generally do not like the sheepdog. He looks a lot like the wolf. He has fangs and the capacity for violence. The difference, though, is that sheepdog must not, cannot and will not ever harm the sheep. Any sheepdog who intentionally harms the lowliest little lamb will be punished and removed.†(139) Officers can be compared to the sheepdogs since most citizens don’t enjoy a cop’s presence and are fearful of police; however citizens need their presence to protect them from harm. But when an officer does harm a citizen he must face the consequences like the sheepdog since they violated the basic rig... .... "Controlling Police (Excessive) Force: The American Case." International Journal Of Human Sciences 10.2 (2013): 285-303. Academic Search Complete. Web. 29 Mar. 2014. Lewis, Neil. "Police Brutality under Wide Review by Justice Dept.." New York Times 14 Mar. 2010: 1. Print. "No Applause, Please." National Review 32.12 (1980): 703. Points of View Reference Center. Web. 11 Apr. 2014. "Shielded from Justice: Overview." Shielded from Justice: Overview. Web. 30 Mar. 2014. . Walter, Andrew. "Police Brutality: An Overview." Points Of View: Police Brutality (2013): 1. Points of View Reference Center. Web. 27 Mar. 2014. "What Is Police Brutality? Depends on Where You Live." NBC News. Web. 27 Mar. 2014. . We Must Put an End to Police Brutality Essay -- Black Lives Matter â€Å"If you wish for peace, prepare for war.† This Roman proverb can be applied to police; they must be trained for the worst possible incident but they should try hard to avoid using their training in real experiences. Most police departments and officers would believe strongly in this proverb, however there are a few examples in the U.S. in which the officers’ use of force has been excessive and unnecessary where they used their training to harm rather than protect and enforce the law. During their service, police are given several authorities to exercise the law and make sure that the law is carried out among citizens. This can lead to an officer having a sense of entitlement and a possibility of them losing respect for their boundaries. Such a case is called police brutality and even though police officers are responsible for enforcing the law, they have breached these laws and taken advantage of their position; such violations of human rights must be eliminated . Lt. Col. David Grossman compares innocent people to sheep and officers and soldiers to people who have a compassion for citizens but also a capacity for violence. "The sheep generally do not like the sheepdog. He looks a lot like the wolf. He has fangs and the capacity for violence. The difference, though, is that sheepdog must not, cannot and will not ever harm the sheep. Any sheepdog who intentionally harms the lowliest little lamb will be punished and removed.†(139) Officers can be compared to the sheepdogs since most citizens don’t enjoy a cop’s presence and are fearful of police; however citizens need their presence to protect them from harm. But when an officer does harm a citizen he must face the consequences like the sheepdog since they violated the basic rig... .... "Controlling Police (Excessive) Force: The American Case." International Journal Of Human Sciences 10.2 (2013): 285-303. Academic Search Complete. Web. 29 Mar. 2014. Lewis, Neil. "Police Brutality under Wide Review by Justice Dept.." New York Times 14 Mar. 2010: 1. Print. "No Applause, Please." National Review 32.12 (1980): 703. Points of View Reference Center. Web. 11 Apr. 2014. "Shielded from Justice: Overview." Shielded from Justice: Overview. Web. 30 Mar. 2014. . Walter, Andrew. "Police Brutality: An Overview." Points Of View: Police Brutality (2013): 1. Points of View Reference Center. Web. 27 Mar. 2014. "What Is Police Brutality? Depends on Where You Live." NBC News. Web. 27 Mar. 2014. .

The Effects of Wishes :: essays research papers

Throughout history people have been mislead to believe that happiness can only be found through achieving what you think you want. For example, it is rare to read a fairy tale that doesn’t involve a hero obtaining his goals and living happily ever after with the one he loves. Few authors have dared to write about the reality of life in fear that the response from audiences who are used to happy endings would be negative. Charles Dickens and James Hilton are two authors that took that chance and each produced a novel that did not necessarily have a happy ending. Charles Dickens illustrates in his book, Great Expectations, and James Hilton presents in his novel, Lost Horizon, that life is full of surprises, and happiness is not always found in the things we think we want.   Ã‚  Ã‚  Ã‚  Ã‚  The hero in each of these novels is on a quest for happiness. Pip, from Great Expectations, believes that if he were to become a gentleman he would be content with his life. On the contrary, Conway in Lost Horizon is searching for peace of mind and where he can think without disturbance. Each character’s quest brings them to the realization that there are consequences for every action, and obtaining your goals is difficult when enduring the obstacles of life.   Ã‚  Ã‚  Ã‚  Ã‚  The main objective of Pip and Conway’s quests is to obtain a talisman. Dicken’s Pip is looking for materialistic items such as money, while Hilton’s Conway is looking for knowledge that can last you a lifetime. Though both characters end up achieving their own talisman, it proved to not be the only key for happiness as expected.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the quest for the each talisman, a mentor guided each of the heroes. In Great Expectations, his benefactor, Magwitch, guides Pip during his quest by providing him with money when needed. The High Lama enlightened Conway with knowledge and gave him guidance, in Lost Horizon, therefore filling the position of a mentor towards him. Both mentors fulfilled the main characters with their talismans, but it was up to the heroes to determine what was best for their life.   Ã‚  Ã‚  Ã‚  Ã‚  The settings in the novels were different and therefore affected the main characters in various ways. The setting for Great Expectations was nineteenth century England where money was a major part of society. Pip felt obligated to obtain money in order to marry and live an exceptional life.

Does Art Influence Culture, or Does Culture Influence Art Essay

Does art shape the mood and dependency of culture, or does culture shape the perspective of art? Art does not only mean the literal paintings, and physical art. Music, poetry, sculpting, and theatre, are also in the category of art, and people like William Shakespeare and Matsuo Basho have definitely left their mark on the past and present’s cultures with their expressions of art. Art and culture are not black and white concepts; there is no way to say that one affects the other absolutely. But they do affect each other, in many instances. For example, art reflects culture in that the society and environment in which the form of art was created may have affected the person, place, and reason behind why that piece of art was created. It can show the economic status of that nation in the art and the materials used to make it. On the other hand, culture reflects art, because art can act like a beacon or catalyst. It motivates and influences people, in the way that a good song can lift a spirit or induce feelings of sadness. Aristotle once said, â€Å"The aim of art is to represent not the outward appearance of things, but their inward significance.† People perceive art on a personal level, and relate it to themselves or their life in order to form a sort of connection. Art and culture are invariably linked, constantly pushing and pulling the advancement of one another. A good example of art reflecting culture in history is the Renaissance Era. During the Renaissance, Europe had an immediate renewal in art and learning. Europe was recovering from the bubonic plague; there was a rejuvenation of wealth in prosperity. There was a somewhat excess in wealth, which resulted in many people becoming patrons of the art, or wealthy people that sponsored artists to continue their craft. They could afford to spend their money and invest in an upcoming artist, or buy his paintings. Due to the sudden rise in patrons, artists were becoming famous, there were suddenly many more artists being employed to work in public buildings and sculpt people. For example, Michelangelo was paid to illustrate the Sistine Chapel, and also sculpted. The Renaissance scholars brought back the original, classical forms of artwork from the Roman and Greek times, because they grew tired of the simplistic, archaic methods of the Middle Ages. It also changed the subjects and ways that the artists created their  artwork. Before the Renaissance, everything had been about religion and ideological faith. The Renaissance brought about new ideas and concepts for artists, such as Michelangelo’s sculpture, David. It depicts David moments before the biblical battle between the Philistines and the Israelites, where he is depicted as powerful, yet graceful. Artwork like this began to show humanism, humanities achievements and potential. Also, the Renaissance changed the way that writers wrote their literature. Writer’s like Dante and Francesco Petrarch had begun writing in the vernacular, or their native languages, being Italian and Latin instead of only the traditional Latin. But art and culture are not only linked in the Renaissance they are also a large portion of the Muslim world at that point. Art was used in the Mughal Court, exceedingly so, in the form of illustration in scripts. They would have small, detailed paintings called â€Å"miniatures† in books. In times of wealth, artwork would invade the empire’s temples, market places, and mosques. The artwork reflected the deities of the mosques and temples, while the artworks in the more common places were adorned with art of different styles from different countries. While the art was beautiful and elaborate in India and other major Muslim empires, it was also extremely expensive. The people of the art-obsessed nations usually had to pay hefty taxes to help finance public art projects; which meant sometimes having taxation abused to pay for huge technically unnecessary architectural buildings. An example is the Taj Mahal, a tomb for Mumtaz Mahal that Shah Jahan, one of the rulers of India, dedicated to his lost love in her memory. This sentimental gesture cost the tax payers, and his people began to starve. Art in China was intricate and just as awe inspiring as the rest of the worlds, but this is a good demonstration of how culture reflects artwork. Artwork in Europe was more about perspective, and new ideas. Chinese art valued technique and diligence over creativity and imagination. Even in pottery, technical skills and experimentation won over creativity. Kabuki was a popular source of entertainment for families with low income. It unified Chinese society with a common past time, and taught about Chinese history and cultural heroes. In the later 1700’s, Japan also focused on  heatre by using kabuki. Kabuki was an elaborate show consisting of music, exaggeration, exciting costumes and dance. They also read haikus, which uses five, seven, and five stanzas to use the senses to describe senses, smells, feelings, or sounds. All in all, culture and art do affect each other. Culture shapes the texture and subject of art, such as religion and portraits. While art affects culture in that it uses art as a way to depict wealth, as well as used for decoration and symbolism, and as a catalyst and form of release for the philosophical savants of that era. Art was also used to preserve the times of those places, and to preserve the methods and customs of their cultures. People all over the world use art for the same reasons now, and will continue using art for the same reasons. The impact that the shaping and reflecting had on the arts from long ago is evident today from in caves, to the Taj Mahal, to the Sistine Chapel. If it weren’t for the mutuality of art and culture, the world would have developed in a completely different way, and it would be a very, very dull place without the history and depictions of the olden times. http://www.quotegarden.com/art.html – Aristotle’s quote World History: Patterns of Interaction, McDougal Littell

Functional Area Interrelationships – Short Essay

In Dalton, Team C will analyze the type of organizational structure employed by the Beadsman Island Resort and explain the steps of the collaboration process among functional areas. Team C will also Identify the use of lateral and vertical collaboration, the key stakeholders, their roles needed to achieve the organizational goals, and recommend the collaborative interactions among key stakeholders to facilitate the success of Beadsman Island Resort.Analysis of Mission, Vision, Values and Goals Beadsman Island Resort indicates on the mission statement that † is dedicated to managing leisure and convention focused resorts that provide a unique and quality experience to guests and visitors† [ (campus. Phoenix. Du) J. Beadsman Island Resort has a very straightforward and simple mission statement that acknowledges its strengths, provides direction, and motivate the employees to work hard to help the company reach its goals. The vision statement of Beadsman Island Resort provid es a clear idea of the company's future.The resort is already a premiere vacation and relaxation destination and has the vision of providing guests an all-inclusive experience without leaving the island. With this vision in mind, the resort has ambitious plans to expand its facilities by more than 1,600 to include the Botanical Gardens, Spa, Convention Center, and the private villas [ (campus. Phoenix. Du)]. The vision statement provide a clear view of the company's future, inspiring employees to work extra hard knowing that they are an important part of the company's success.The Beadsman's Island Resort values include to â€Å"empower Its staff to offer unsurpassed quality of customer service, through individual acts of random kindness and specialty services† [ (campus. Phoenix. Du) The values of Beadsman Island Resort set the ethical tone and define the company's philosophy, and principles. Relax the guests. Team C intends to identify the functional areas of Beadsman Island Resort and identify the reason for the organization existence through an analysis of the company's mission, vision, values, and goals.In addition, Team C will analyze the also identify the use of lateral and vertical collaboration, the key stakeholders, their experience to guests and visitors† [ (campus. Phoenix. Du) Beadsman Island Gardens, Spa, Convention Center, and the private villas [ (campus. Phoenix. Du) company's success. The Beadsman's Island Resort values include to â€Å"empower its Beadsman Island Resort set the ethical tone and define the company's philosophy,