Ser Conjugation in Spanish, Translation, Examples

The verb ser  is one of the  two  Spanish  verbs that mean to be.  The other one is the verb  estar. The verb  ser  is irregular, meaning  it does not follow a common  conjugation  pattern. In fact, ser is one of the most irregularly conjugated verbs in Spanish. Many of the conjugated forms dont even begin with s, and some forms are shared with the highly irregular verb ir (to go). This article includes  the  ser conjugations in the present, past, conditional and future indicative, the present and past subjunctive, the imperative, and other verb forms. Using the Verb Ser Ser  and  estar  are some of the most commonly used verbs in Spanish. Although they both mean to be, they are used in very different contexts. Ser is often used to talk about inherent or permanent characteristics. For example,  Ella es alta e inteligente (She is tall and smart). It is also used to talk about someones profession or occupation, as in Ella es doctora y à ©l es arquitecto (She is a doctor and he is an engineer), or to talk about where someone is from, as in El profesor es de Puerto Rico (The professor is from Puerto Rico). Ser can be used to talk about what something is made of, as in La puerta es de madera (The door is made of wood), or to talk about the location of an event, such as a meeting, party, festival, etc. For example,  La reunià ³n es en la oficina del doctor  (The meeting is in the doctors office). This verb is also used to talk about belonging. For example, La casa es de Alberto (The house is Albertos). Another use of the verb  ser  is in the passive voice, followed by the present participle, as in La tarea es hecha por el estudiante (The homework is done by the student). Yet another use of the verb ser is with impersonal expressions, such as Es necesario trabajar duro (It is necessary to work hard). Notice that in Spanish we do not use the verb ser to talk about someones age like we do in English (She is ten years old), but instead we use the verb tener to talk about how many years someone has (Ella tiene diez aà ±os). Ser Present Indicative The conjugations for ser in the present indicative tense are totally irregular. The first person singular conjugation soy is similar to other verbs like dar (doy), estar (estoy) and ir (voy). Yo soy I am Yo soy estudiante en la universidad. Tà º eres You are Tà º eres muy lista. Usted/à ©l/ella es You/he/she is Ella es doctora. Nosotros somos We are Nosotros somos buenos amigos. Vosotros sois You are Vosotros sois muy delgados. Ustedes/ellos/ellas son You/they are Ellos son personas trabajadoras. Ser Preterite Indicative The preterite tense conjugations of ser are also irregular, since they do not resemble the infinitive ser at all. Note that these conjugations are the exact same conjugations for the preterite indicative tense of the verb ir (to go). From context, you would be able to tell if you are talking about being or going. Yo fui I was Yo fui estudiante en la universidad. Tà º fuiste You were Tà º fuiste muy lista. Usted/à ©l/ella fue You/he/she was Ella fue doctora. Nosotros fuimos We were Nosotros fuimos buenos amigos. Vosotros fuisteis You were Vosotros fuisteis muy delgados. Ustedes/ellos/ellas fueron You/they were Ellos fueron personas trabajadoras. Ser Imperfect Indicative Ser is one of the few verbs that are irregular in the imperfect tense, since it does not use either of the usual imperfect conjugation endings (à ­a or aba). Remember that the imperfect tense can be translated as was being or used to be. Yo era I used to be Yo era estudiante en la universidad. Tà º eras You used to be Tà º eras muy lista. Usted/à ©l/ella era You/he/she used to be Ella era doctora. Nosotros à ©ramos We used to be Nosotros à ©ramos buenos amigos. Vosotros erais You used to be Vosotros eraismuy delgados. Ustedes/ellos/ellas eran You/they used to be Ellos eran personas trabajadoras. Ser Future Indicative The future indicative tense is conjugated regularly, since you can start with the infinitive (ser) and add the future tense endings (à ©, à ¡s, à ¡, emos, à ¡is, à ¡n). Yo serà © I will be Yo serà © estudiante en la universidad. Tà º serà ¡s You will be Tà º serà ¡s muy lista. Usted/à ©l/ella serà ¡ You/he/she will be Ella serà ¡ doctora. Nosotros seremos We will be Nosotros seremos buenos amigos. Vosotros serà ©is You will be Vosotros serà ©ismuy delgados. Ustedes/ellos/ellas serà ¡n You/theywill be Ellos serà ¡n personas trabajadoras. Ser Periphrastic  Future Indicative   The periphrastic future is formed with three components: the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive ser. Yo voy a ser I am going to be Yo voya ser estudiante en la universidad. Tà º vasa ser You are going to be Tà º vasa ser muy lista. Usted/à ©l/ella vaa ser You/he/she are going to be Ella vaa ser doctora. Nosotros vamosa ser We are going tobe Nosotros vamosa ser buenos amigos. Vosotros vaisa ser You are going tobe Vosotros vaisa ser muy delgados. Ustedes/ellos/ellas vana ser You/theyare going tobe Ellos vana ser personas trabajadoras. Ser Present Progressive/Gerund Form The gerund  or present participle is formed with the stem of the verb and the ending -iendo (for -er and -ir verbs). It can be used to form progressive tenses like the present progressive, which is usually accompanied by the auxiliary verb estar. Present Progressive ofSer està ¡ siendo She is being Ella està ¡ siendo una buena doctora al cuidar de sus pacientes. Ser Past Participle The past participle is used to form perfect tenses like the present perfect, which is formed with the auxiliary verb haber and the past participle sido. Present Perfect ofSer ha sido She has been Ella ha sido doctora durante toda su carrera. Ser Conditional Indicative The conditional tense is normally translated to English as would verb. It is formed regularly like the future tense, by starting with the infinitive form and adding the conditional endings. Yo serà ­a I will be Yo serà ­a estudiante en la universidad si me hubieran admitido. Tà º serà ­as You will be Tà º serà ­as muy lista si estudiaras mà ¡s. Usted/à ©l/ella serà ­a You/he/she will be Ella serà ­a doctora si no hubiera estudiado leyes. Nosotros serà ­amos We will be Nosotros serà ­amos buenos amigos si vivià ©ramos mà ¡s cerca. Vosotros serà ­ais You will be Vosotros serà ­aismuy delgados si hicierais dieta. Ustedes/ellos/ellas serà ­an You/theywill be Ellos serà ­an personas trabajadoras si quisieran. Ser Present Subjunctive The conjugation of the present subjunctive of ser is completely irregular. Que yo sea That I be Mi madre quiere que yo sea estudiante en la universidad. Que tà º seas That you be A la maestra le encanta que tà º seas muy lista. Que usted/à ©l/ella sea That you/he/she be Papà ¡ espera que ella sea doctora. Que nosotros seamos That we be El consejero quiere que nosotros seamos buenos amigos. Que vosotros seà ¡is That you be El mà ©dico recomienda que vosotros seà ¡ismuy delgados. Que ustedes/ellos/ellas sean That you/they be El jefe espera que ellos sean personas trabajadoras. Ser Imperfect Subjunctive You can conjugate the imperfect subjunctive in two different ways, both considered correct. Option 1 Que yo fuera That I were Mamà ¡ querà ­a que yo fuera estudiante en la universidad. Que tà º fueras That you were A la maestra le encantaba que tà º fueras muy lista. Que usted/à ©l/ella fuera that you/he/she were Papà ¡ esperaba que ella fuera doctora. Que nosotros fuà ©ramos That we were El consejero querà ­a que nosotros fuà ©ramos buenos amigos. Que vosotros fuerais That you were El mà ©dico recomendaba que vosotros fuerais muy delgados. Que ustedes/ellos/ellas fueran That you/they were El jefe esperaba que ellos fueran personas trabajadoras. Option 2 Que yo fuese That I were Mamà ¡ querà ­a que yo fuese estudiante en la universidad. Que tà º fueses That you were A la maestra le encantaba que tà º fueses muy lista. Que usted/à ©l/ella fuese that you/he/she were Papà ¡ esperaba que ella fuese doctora. Que nosotros fuà ©semos That we were El consejero querà ­a que nosotros fuà ©semos buenos amigos. Que vosotros fueseis That you were El mà ©dico recomendaba que vosotros fueseis muy delgados. Que ustedes/ellos/ellas fuesen That you/they were El jefe esperaba que ellos fuesen personas trabajadoras. Ser Imperative The imperative mood is used to give commands or orders. The tables below show both positive and negative commands. Positive commands Tà º sà © Be!  ¡Sà © muy lista! Usted sea Be!  ¡Sea doctora! Nosotros seamos Let's be!  ¡Seamos buenos amigos! Vosotros sed Be!  ¡Sed muy delgados! Ustedes sean Be!  ¡Sean personas trabajadoras! Negative commands Tà º no seas Don't be!  ¡No seas muy lista! Usted no sea Don't be!  ¡No sea doctora! Nosotros no seamos Let's not be!  ¡No seamos buenos amigos! Vosotros no seà ¡is Don't be!  ¡No seà ¡is muy delgados! Ustedes no sean Don't be!  ¡No sean personas trabajadoras!

Correlation Between Prosocial Behaviors And Prosocial...

Sample Article Review and Analysis Name University of North Texas Eisenberg, N., Guthrie, I.K., Murphy, B.C., Shepard, S.A., Cumberland, A., Carlo, G. (1999). Consistency and development of prosocial dispositions: A longitudinal study. Child Development, 70(6), 1360-1372. Purpose and Hypotheses of the Study The study by Eisenberg, Guthrie, Murphy, Shepard, Cumberland, and Carlo (1999) had two purposes. One was to examine the predictive relationship between prosocial behavior that is less likely to be motivated by other-oriented concern and general prosocial behavior and attitudes as well as empathy-related responding across a period of 19 years. A second purpose of this study was to examine whether sympathetic responding mediated the relationship between early prosocial behaviors and prosocial behaviors at a later age. Spontaneous sharing behaviors of young children were expected to be more predictive of prosocial behaviors and empathy-related responding at later ages than compliant sharing, helping, or spontaneous helping. Sample Participants included 16 males and 16 females (30 Caucasian, 2 of Hispanic origin) interviewed 11 times across the period from 4 to 24 years of age. Parents level of education averaged 16.0 years for the mother and 17.0 years for the father. By the time the participants had reached age 23-24, 2 had earned junior college degrees, 14 had earned a college degree, 4 were in graduate school, 1 had completed some college hours, 10 wereShow MoreRelatedAltruism And Prosocial Behavior Are Linked With Helping Others1334 Words   |  6 PagesAltruism and prosocial behavior are linked with helping others. This can be seen in all aspects of life. For instance, young children helping each other when they fall, adolescents helping each other with schoolwork, and adults helping one another at work. To develop further, prosocial behavior and altruism can first be highly illustrated in children. Children are taught to help one another and this behavior grows with the child to their adulthood; t herefore, people are taught to act in a caringRead MoreAn Article On Prosocial Behavior955 Words   |  4 PagesThis article defined prosocial behavior as â€Å"voluntary behavior intended to benefit another† (Hyson Taylor, 2011, p. 106). This type of behavior is commonly displayed in young children sharing their toys with another child because they want too, not because they were told they have too. Prosocial behavior is something most parents want their children to have, so many people have studied where it comes from and how to bring it out in your child. Hyson and Taylor (2011) focused on how early childhoodRead MoreThe Effects Of Violent Video Games On Human Behavior1602 Words   |  7 Pagesshort term effects. Many people see a correlation between aggressive behavior, violent moods, and bullying, when violent video games are in the equation. It seems as though it’s popular in today’s media to try and find a scapegoat or a specific target to point the finger and say, â€Å"it’s their fault!† video games have become that target. The following four literature reviews will explore research conducted on the effects of violent video games on human behavior, and try to reveal more light on the controversialRead MoreEssay on Comparing Aggression and Prosocial Behaviour1534 Words   |  7 PagesComparing Aggression and Prosocial Behaviour Aggression and prosocial behaviour appear to be subject to very similar conditions, and processes. These two are discussed and compared along with correlations investigated by temperament theorists. The relevance of the Sherif (1953) experiment is examined, and used to illustrate how those with prosocial qualities and personalities can act in an aggressive manner at the same time, thereby bringing the idea of a continuum into doubt. The issuesRead MoreThe Effects Of Violent Media On Children And Youth990 Words   |  4 Pagesand children and youth are getting more attracted to violent media. Studies on violent media shows a clear evidence that violence on media rises the possibility of aggressive behaviors in both short-term and long-term situations (Rowell Huesmann, Moise, Podolski, Eron, 2003). Most researchers agree that aggressive behaviors are more disposed to the harmful impact of violence on media. The negative effect is much larger for younger children because they are n ot able to to differentiate the imaginaryRead MoreCooperation Is At The Heart Of Human Social Life Essay1301 Words   |  6 PagesCooperation is at the heart of human social life. Correspondingly, the study of cooperation – or prosocial behavior, more generally – has gained broad attention across scientific disciplines. At large, it is agreed upon that prosocial behavior takes many forms in everyday encounters and involves several aspects (e.g., altruism, fairness, reciprocity, trust etc.; Kelley Thibaut, 1978). Complementing this view, recent research introduced social mindfulness as a concept capturing the idea that prosocialityRead MoreA Research Conducted On Hope And The Workplace1300 Words   |  6 Pagesmeasures between hope and work-related outcomes. A coding protocol was developed and the r statistic was chosen as the effect size on determining the correlation between hope and work outcomes. The results of the analysis indicated that hope had a positive moderate correlation with job satisfaction (mean Ï  = 0.37), organizational commitment (mean Ï  = 0.31), work performance (mean Ï  = 0.27) and health and well-being (mean Ï  = 0.44). There was also a negative moderate relationship between hope andRead MoreThe Development Of Empathy And How Children Show Their Feelings Essay1177 Words   |  5 Pageson the development of empathy in early childhood, and how children show their feelings in everyday activity. How do you measure empathy? Which methods do you use to observe and measure empathy? What is the best way to improve empathetic a nd prosocial behavior in young children? These are a few of the questions I had going into this review. We know that teaching empathy is important, because teaching children to care is something that impacts their actions towards others throughout the rest of theirRead MoreThe True Cause Of Violent Behaviors1613 Words   |  7 PagesTrue Cause of Violent Behaviors in Today s Society There are volumes of media that are starting to harm the world in which we live. They have been linked to fourteen mass murders (Fletcher). Nine out of the top ten selling games have been labeled as violent and 42% of adolescents play them (â€Å"Children and Video Games†). These violent video games are a major problem in the United States and across the globe. Violent video games have a direct correlation with negative behaviors because they increaseRead MoreGender Differences in Organized Settings: Prosocial and Antisocial 1063 Words   |  5 PagesOrganizational Settings: Prosocial or Antisocial The premise of our research centered around the differences in prosocial and antisocial behaviors depending on the gender. According to Afolabi in his â€Å"Roles of Personality Types, Emotional Intelligence and Gender Differences on Prosocial Behavior† article, he examines the five primary personality factors: extraversion, agreeableness, conscientiousness, neuroticism, and openness coupled with specific gender differences on prosocial behavior. His cross-sectional

Polyethene Essay Example For Students

Polyethene Essay Polyethylene also known as polyethylene or polythene, was the first of thepolymers to be discovered. Polyethene is a polymer produced by reacting oxygenand ethene, in this reaction the small ethene molecules attach together to formlong chain polymer molecules. This process is known as addition polymerisation. Polyethene in our world today has many uses, some of these are: ? mouldings-plasticbottles, lids and caps, different types of containers. ? films-glad wrap andvarious plastic bags. ? cable coverings-various pipes and insulating wire andcables As you can see polyethene has a huge variety of both domestic andindustrial uses, this is fairly impressive when you see that polyethene has onlybeen around sense 1933. Polyethene is a thermoplastic material which is oftendescribed as wax-like it is extremely tough and is has an excellent chemicalresistance. It is also less dense than water and is the simplest polymer, theseattributes lead to polythene being an extremely useful substance. Ethene (C2H4),is a simple hydrocarbon molecule which consists of 2 carbon atoms and 4 hydrogenatoms. Ethenes main use is in the production of polythene yet it is one of themost widely used petrochemicals in the world. Ethene is an unsaturatedcolourless gas which can be ignited in the presence of oxygen. Below i s adiagram of ethene: Polyethene is produced by allowing the free roaming ethenegas molecules to bond together to form long chain polyethene molecules. In orderfor this to work a catalyst must be used, a catalyst is a substance that canalter the rate of a chemical reaction without undergoing any chemical changeitself. During this process thousands of ethene molecules bond to from eachmolecule of polyethene. Polyethene is simply a set of ethene molecules bondedtogether to form a chain, these chains can often stretch up to many many timeslonger than the original ethene molecule. Below is a diagram of polyethene:Although normally ethene monomers have little attraction for one another, yetthe polyethene molecules have a strong attraction for one another. Whenpolyethene molecules are attracted and bond high-density polyethene is formed,thus polyethene is either formed by low-density or high-density polymerisation. Ethene can undergo the process called polymerisation due to the fact that it isunsaturated and because it has a double bond between its two carbon atoms. BothHigh-density and low-density polyethene have different uses. Low-densitypolyethene is used in the production of products such as various bags, plasticbottles, cling wraps, and insulating cables. Low pressure polymerisation withthe use of certain catalysts; has meant that the process of polymerization canbe achieved at fairly low pressure (20 atmospheres or 2000 kPa) and attemperatures of approximately 100?C. The reactor itself contains a polyethenebed placed on a perforated plate. It works by allowing the recycled gas to enternear its base, the gas then passes through the plate and pushes up through thebed causing it to bubble. Finally the catalyst converts the ethene to polyethene,once the polyethene is cooled it forms a fine powder called fluff which isthen collected and transported to a storage bin. Any ethene gas which has n otreacted passes through a compressor and then a cooler, and is processed again. High-density polyethene is used to produce items such as lids, caps, baskets,bowls and large containers such as garbage bins. These polyethene products arecreated in what is know as high-pressure polymerisation, this is a process thatwas originally used before low-pressure polymerisation was discovered and thusit is a fairly simple process. Firstly Ethene gas is compressed and liquefied,from here it is pumped into a large reactor at a pressure of up to 2660atmospheres(266 Mpa). Amongst this oxygen and peroxides are pumped in toinitiate the polymerisation reaction. This process generates a huge amount ofheat so the most complex part of the system is the cooling facilities. The manyproducts of polyethene which are most commonly used are generally manufacturedusing any of these five different techniques Extrusion film, this technique isused for the production of items such as plastic bags such as garbage bags andglad wrap. These are the most common applications, while there are many ot hersthese are the best examples of this technique. This final product is achieved byblowing air into a tube of molten plastic this allows for extremely fine layersof the plastic to form. Blow moulding, this is used to make plastic bottles andsome motor oils. This technique is much like the previous one but rather thatusing such fine walls to create fine layers of the plastic here the blow mouldallows for the molten plastic to be forced downwards into a mould. Air is themused to force the plastic against the walls this way this final product isthicker. Injection moulding, this is used to make anything from lids and caps totoys, baskets and even garbage bins. Injection moulding, is the process wherethe polyethene pellets are melted and shot into a mould where the plasticre-cools and hardens leaving a rigid and firm final product. Rotational moulding,this technique is used in the production of things such as boats, playgroundequipment and even canoes. In this process a specific amount of solid polyetheneis placed inside a mould, this mould is then spun at a high speed while beingheated. Once the mould is removed a hard object is left much like that ofinjection moulding. Extrusion, this is used to insulate wires and cables as wellas making pipes. To make pipe, the molten polyethene is passed through through aring where the shape is decided, it then enters a cooling chaimber thus creatinga hard product. For wire it is shot through a mould thus gaining a coating, itthen enters a cooling agent which hardens it and thus the wire is coated with ahard insulation cover. After investigating the uses and properties of polyetheneI have found that it is useful due to the following factors: 1. Insulationproperties 2. Chemical resistance 3. Strength 4. Flexability 5. Non-toxic 6. .ua5f65b9e222d1b277ab0940f5bae5d27 , .ua5f65b9e222d1b277ab0940f5bae5d27 .postImageUrl , .ua5f65b9e222d1b277ab0940f5bae5d27 .centered-text-area { min-height: 80px; position: relative; } .ua5f65b9e222d1b277ab0940f5bae5d27 , .ua5f65b9e222d1b277ab0940f5bae5d27:hover , .ua5f65b9e222d1b277ab0940f5bae5d27:visited , .ua5f65b9e222d1b277ab0940f5bae5d27:active { border:0!important; } .ua5f65b9e222d1b277ab0940f5bae5d27 .clearfix:after { content: ""; display: table; clear: both; } .ua5f65b9e222d1b277ab0940f5bae5d27 { 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; } .ua5f65b9e222d1b277ab0940f5bae5d27:active , .ua5f65b9e222d1b277ab0940f5bae5d27:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua5f65b9e222d1b277ab0940f5bae5d27 .centered-text-area { width: 100%; position: relative ; } .ua5f65b9e222d1b277ab0940f5bae5d27 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua5f65b9e222d1b277ab0940f5bae5d27 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua5f65b9e222d1b277ab0940f5bae5d27 .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; } .ua5f65b9e222d1b277ab0940f5bae5d27:hover .ctaButton { background-color: #34495E!important; } .ua5f65b9e222d1b277ab0940f5bae5d27 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua5f65b9e222d1b277ab0940f5bae5d27 .ua5f65b9e222d1b277ab0940f5bae5d27-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua5f65b9e222d1b277ab0940f5bae5d27:after { content: ""; display: block; clear: both; } READ: The first Thanksgiving EssayWater proof 7. Unreactive 8. Ability to be used in an extremely thin film 9. Fairly low production cost 10. Ease of production 11. Ability to be formed intwo seperate ways thus allowing for differnent products with differentproperties from the same polymer. Polyethene is used in millions of applicationsall around the world, due to the many different uses of this substance it ishardy unexpected. Polyethene it is so widely used that for some of us life wouldbe almost impossible, for everyone of you reading this has probabily come intocontact with at least one polyethene product today. BIBLIOGRAPHY (1993)Production of SBR, Kemcor Australia Resources Kit Section 6, Kemcor Australia,Melbourne. Jones, Elvins. Miskin, Lukins. Sanders, Ross (1995) Chemistry One,Reed International Books, Melbourne. Bibliography(1993) Production of SBR, Kemcor Australia Resources Kit Section 6, KemcorAustralia, Melbourne. Jones, Elvins. Miskin, Lukins. Sanders, Ross (1995)Chemistry One, Reed International Books, Melbourne.

Why dont class politics predominate in advanced industrial societies

Introduction A class can be defined in different ways according to the sociological theories of Marx Weber, Pierre Bourdieu and Karl Marx. Marx defines a class in terms of capitalistic differentiation while Weber defines it on the basis of social stratification. The Marxian theory defines a class in terms of owners of labor, capital, and land in a capitalistic society (Calhoun and Gerteis, 2007). These three owners receive profit, wages and rent correspondingly.Advertising We will write a custom essay sample on Why don’t class politics predominate in advanced industrial societies? specifically for you for only $16.05 $11/page Learn More Therefore, class is fixed by the owners of capital and the relationship individuals have to production resources. This theory brings out two types of social classes. Marx refers to them as the bourgeoisie and the proletariat to mean the owners of production resources and the working class respectively (Calhoun and Gerteis, 2007). Bourgeoisie can also be classified into owners of capital or land. On the contrary, Weber asserts that class, party and status are aspects of all communal structure. These aspects present economic, social and political order in that order (Calhoun, Gerteis and Moody, 2007). For that reason, it is not appropriate to fix class without considering the other two aspects. Essentially, Weber defines a class as a group of individuals united by social action. Bourdieu defines classes based on social space. His definition tends to explain how classes are formed (Calhoun and Gerteis, 2007). His classification is derived from the division of different types of capital. Over the years, the situations under which class politics were effective have taken a tremendous shift. This is because the societies have transformed from communal or societal regimes to industrialized economies. An advanced industrial society is characterized by a rise in the standard of living. This extends to previously deprived parts of the society. It is also notable that manufacturers focus on production of luxury goods. Likewise, there is an increased focus on financial and political hegemony. More resources are allocated to scientific research and experimentation. Industrialization has promoted a stable economy that meets the needs of the classes. Therefore, the antagonism between classes has reduced significantly as social mobility increases. Furthermore, the gap between the owners of capital and labor cease to be decisive because economic factors are less prominent. This paper examines the reasons why class politics is no longer popular in advanced industrial societies by focusing on the changes in classes, status and politics. It also discusses social space and symbolic space in relation to class politics. Classes and Social Action Weber asserts that class does not necessary refer to a group of individuals with similar skin color, gender or nationality (Calhoun and Gertais, 2007 ). If the term class is used to describe this group, then it would lead to several distortions. Essentially, classes emerge as a result of social action (Calhoun and Gerteis, 2007). It is imperative to note that these types of action do not reinstate individuals of the same gender or nationality together.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More On the contrary, social action brings people of diverse classes together. An outstanding example is that of workers coming together to demand better pay or better working environment. However, the existence of advanced capitalism attracts a distinctive social action that seeks to protect property especially the rights of production. Class politics change when the social actions that exist over production resources change. Status and Social differentiation Unlike classes in Weber’s theory, Status refers to a group of people whose characteri stics are determined by societal differentiation. Social differentiation describes the line drawn between individuals on the basis of physical and societal aspects such as gender, race, age and ethnicity, among other factors. Individuals who share the same position in the society because of their wealth, duties, lifestyle or honor, are said to be of the same social status. Weber claims that a status group is determined by social honor (Calhoun et al, 2007); to remain in such a group, individuals are required to maintain a unique lifestyle. Status groups characterize social order. Social order in turn, influences the actions of individuals. Most people will tend to disassociate themselves from class politics in order to maintain their status in the society. Power and Politics According to Weber in his article, the distribution of Power within the Political Community: Class, Status, Party, the organization of the political system controls the distribution of power in a society (Calhou n et al, 2007). Weber defines power as the ability of an individual to accomplish his purpose under unfavorable circumstance. Advanced industrial societies demand a powerful administration that can render ethical decisions on behalf of the society. This means that before a society can achieve the industrial state, government in charge exercises exemplary leadership skills. The power behind the leadership is critical for status groups and parties. The politics of classes is, therefore, minimized by legal order. Social Space and Symbolic Space Social space refers to the grouping of individuals in a society. According to Pierre Bourdieu, social space is a distinct space based on the distribution of capital and the quality of goods or services in a social world (Calhoun et al, 2007). His theory is anchored on the basis that social space has multiple dimensions. The dimensions are based on power and they include level of education, economic power, and sociocultural advantage. In addition , the quality and quantity of capital determines the basis of differentiation. Lastly, the value or capital must be considered relevant in the social world. The definition of Bourdieu reflects on specificity. For example, in a financial market money is a specific medium of exchange. Social space is not a static field; it changes depending on the forces at work.Advertising We will write a custom essay sample on Why don’t class politics predominate in advanced industrial societies? specifically for you for only $16.05 $11/page Learn More Based on this definition, education can be considered as the basis of social space in industrial societies. The relationship that exists between people of the same level of education can constitute a social space. This kind of social space alters the structure of the labor force and reduces the power of class politics. For Bourdieu, Symbolic space describes the characteristics that distinguish different economic ac tors (Calhoun et al, 2007). For example, fashion, sports, prestige, talent, and music. These factors embody the social similarities or disparities between individuals. In other words, the decisions made by people are a symbol that can be used to classify them in different groups. Symbols such as prestige can be considered as a source of power. Sources of capital and power that are social in nature are classified as symbolic capital (Calhoun et al, 2007). Symbolic space in advanced industrial societies dominates class politics. Interests and Goals of Classes With the development of industrial societies, the interests and goals of classes have changed. The proletariat class becomes smaller as the technological progress gives rise to a new class of workers with expertise. In this era, universities and colleges are essential institutions in the society because of their intellectual capacity. According to Marxian theory, class interests have to exist before a class is formed. As the soci ety advances to an industrialized state, the class interests that were previously disparate become more and more united (Calhoun and Gerteis, 2007). Unlike the classes of capitalism, technology is not based on economic laws. This means that, in an economic revolution, capitalist classes cease to be significant while technology continues to grow. For example, the members of a labor union can now unite with entrepreneurs of a weapons manufacturing factory to ensure that the factory receives a contract for the production of the weapon. A merger which lobbies for contracts together with the corporation does not have the moral authority to fight for the workers when the company disregards their welfare. Conclusion The theories of Marx, Weber and Bourdieu remain relevant and credible in explaining why class politics do not prevail in advanced industrial societies. During the pre-industrial era, it was common for people with limited power to come together as class in order to gain control over capitalistic resources. However, in economic advanced industrial societies such actions are no longer necessary. This is because industrial societies have gained economic strength. As a result, the needs of the different classes are met.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Members of different classes now come together to achieve a common goal instead of fighting; for example, classes uniting to ensure environmental sustainability. Additionally, the economic factors that favored the existence of classes is less dominant in industrial societies. Instead, the economic development cushions the lower and middle class. The society is no longer analyzed in terms of ownership of labor, capital or rent. References Calhoun, J.C., and Gerteis, J. (2007). Classical Sociological Theory. New Jersey: Blackwell Publishers Calhoun, J.C., Gerteis, J., and Moody, J. (2007). Contemporary Sociological Theory. New Jersey: Blackwell Publishers This essay on Why don’t class politics predominate in advanced industrial societies? was written and submitted by user Spot to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Countries Where Coca-Cola Is Not Sold

The Countries Where Coca-Cola Is Not Sold In 2013, Coca-Cola brought its product to Myanmar after relations between Myanmar and the international community began to improve. Today, the popular assertion is that Cuba and North Korea are the only two countries where Coca-Cola is not officially sold. Coca-Colas website claims that Coca-Cola is available in over 200 countries but there are actually only 196 independent countries on the planet. Further inspection of the Coca-Cola list reveals that numerous countries are missing (such as East Timor, Kosovo, Vatican City, San Marino, Somalia, Sudan, South Sudan- you get the picture). Therefore, the assertion that Coca-Cola is missing only from Cuba, and North Korea is most likely a falsehood. Additionally, in looking at the Coca-Cola website list, it is obvious that more than a dozen listed countries are not countries at all (such as French Guiana, New Caledonia, Puerto Rico, U.S. Virgin Islands, etc.). Thus, while Coca-Cola is widely distributed, there quite a few independent countries where the beverage is not available. Nonetheless, Coca-Cola likely remains the most widely distributed American product on the planet, even exceeding McDonalds and Subway restaurants.

The eNotes Blog 2013 National Book AwardWinners

2013 National Book AwardWinners Is your Kindle finger itching? Do you have a yearning to go to the bookstore or library but dont know what sounds good? Well, maybe this will help.   Last night, this years National Book Awards were announced. Here is the complete list of winners and finalists. James McBride took the fiction prize for his novel The Good Lord Bird (Riverhead Books/Penguin Group USA): Abolitionist John Brown calls her â€Å"Little Onion,† but her real name is Henry. A slave in Kansas mistaken for a girl due to the sackcloth smock he was wearing when Brown shot his master, the light-skinned, curly-haired 12-year-old ends up living as a young woman, most often encamped with Brown’s renegade band of freedom warriors as they traverse the country, raising arms and ammunition for their battle against slavery. Though they travel to Rochester, New York, to meet with Frederick Douglass and Canada to enlist the help of Harriet Tubman, Brown and his ragtag army fail to muster sufficient support for their mission to liberate African Americans, heading inexorably to the infamously bloody and pathetic raid on Harpers Ferry.   Starred Review, Booklist   Carol Haggas Finalists for the prize included: Rachel Kushner, The Flamethrowers (Scribner/Simon Schuster) Jhumpa Lahiri, The Lowland (Alfred A. Knopf/Random House) Thomas Pynchon, Bleeding Edge (The Penguin Press/Penguin Group USA) George Saunders, Tenth of December (Random House) The winner for non-fiction is George Packer for The Unwinding: An Inner History of the New America (Farrar, Straus and Giroux) How have we come to feel that neither the government nor the private sector works as it should and that the shrinking middle class has few prospects of recovering its former glory? Through profiles of several Americans, from a factory worker to an Internet billionaire, Packer, staff writer for the New Yorker, offers a broad and compelling perspective on a nation in crisis. Packer focuses on the lives of a North Carolina evangelist, son of a tobacco farmer, pondering the new economy of the rural South; a Youngstown, Ohio, factory worker struggling to survive the decline of the manufacturing sector; a Washington lobbyist confronting the distance between his ideals and the realities of the nation’s capital; and a Silicon Valley entrepreneur pondering the role of e-commerce in a radically changing economy. Interspersed throughout are profiles of leading economic, political, and cultural figures, including Newt Gingrich, Colin Powell, Raymond Carver, Sam Walton, and Jay-Z. Also spr inkled throughout are alarming headlines, news bites, song lyrics, and slogans that capture the unsettling feeling that the nation and its people are adrift. Packer offers an illuminating, in-depth, sometimes frightening view of the complexities of decline and the enduring hope for recovery.   Starred Review, Booklist Vanessa Bush Finalists in the Non-Fiction Category were: Jill Lepore, Book of Ages: The Life and Opinions of Jane Franklin (Alfred A. Knopf/Random House) Wendy Lower, Hitler’s Furies: German Women in the Nazi Killing Fields (Houghton Mifflin Harcourt) Alan Taylor, The Internal Enemy: Slavery and War in Virginia, 1772-1832 (W.W. Norton Company) Lawrence Wright, Going Clear: Scientology, Hollywood, the Prison of Belief (Alfred A. Knopf/Random House) Mary Szybist took the Poetry Prize for her collection,   Incarnadine: Poems (Graywolf Press) Love poetry and poetry of religious faith blend and blur into one transcendent, humbled substance. . . . Whether or not readers are attuned to the religious content, these are gorgeous lyrics, in traditional and invented formsone poem is a diagrammed sentence while another radiates from an empty space at the center of the pagewhich create close encounters with not-quite-paraphrasable truths. This is essential poetry.  - Publishers Weekly Poetry finalists included: Frank Bidart, Metaphysical Dog (Farrar, Straus and Giroux) Lucie Brock-Broido, Stay, Illusion (Alfred A. Knopf) Adrian Matejka, The Big Smoke (Penguin Poets/Penguin Group USA) Matt Rasmussen, Black Aperture (Louisiana State University Press) The winner for young peoples literature is Cynthia Kadohata for The Thing About Luck (Atheneum Books for Young Readers/Simon Schuster) It seems that if Summer’s Japanese American family didn’t have bad luck, they’d have no luck at all. Certainly good luck (kouun) is elusive. Consider that Summer has had malaria; her little brother, Jaz, is friendless; her parents have to fly to Japan to take care of elderly relatives; and her grandmother (Obaa-chan) and grandfather (Jii-chan) must pay the mortgage by coming out of retirement to work for a custom harvesting company. When the siblings accompany their grandparents on the harvest, Summer helps her grandmother, a cook, while Jaz is Jaz: intense, focused, and bad-tempered. At first, things go reasonably well, but then Jii-chan becomes sick, and it appears that it might be up to Summer to save the day. Will she succeed? Kadohata has written a gentle family story that is unusual in its focus on the mechanics of wheat harvesting.   (Grades 4-8) Starred Review,   Booklist Michael Cart Finalist for the young peoples literature award included: Kathi Appelt, The True Blue Scouts of Sugar Man Swamp   (Atheneum Books for Young Readers/Simon Schuster) Tom McNeal, Far Far Away (Alfred A. Knopf/Random House) Meg Rosoff, Picture Me Gone (G.P. Putnam’s Sons, a division of Penguin Group USA) Gene Luen Yang, Boxers Saints (First Second/Macmillan)

Child labour and its impact on childhood and child health Essay

Child labour and its impact on childhood and child health - Essay Example The study â€Å"Child labour and its impact on childhood and child health† examines the issue of child labour on a global scale. According to the International Labour Organization, approximately 215 million children worldwide are employed as full time labour with little or no access to education and play. They have no access to proper nutrition or care and are essentially, deprived of their right to childhood. A significant number of these children live in third world countries, where the children are exposed to hazardous environments, which are deemed to be detrimental for their physical and mental health. According to estimates, almost 14 per cent of the world's children under the age of 18 are engaged in active employment. This proportion is higher in third world countries such as India, Nigeria, Pakistan, and Yemen. The interest in child labour issues has increased significantly over the recent decades indicating the gravity of the issue and its far reaching impacts on the children globally. Research indicates that the environmental conditions of workplaces play a key role in the health and well-being of the workers. Children are far more vulnerable to ill-health if made to work in extreme conditions, as compared to adults. Research suggests that due to anatomical differences between the children and adults, child workers are relatively more vulnerable to occupational health hazards. Constant exposure to carcinogens is known to cause cancer among children as compared to adults with similar amounts of exposure.... For instance, constant exposure to carcinogens is known to cause cancer among children as compared to adults with similar amounts of exposure. Furthermore children are prone to occupational injuries at work places as compared to adults, since they experience more fatigue and stress and have less knowledge and poor judgement than adults. Also, they are often made to work with tools which are mainly designed for adults thus making it difficult for them to handle them effectively (Bekele & Meyers, 1995). Furthermore child labour diversely affects the children’s education, and robs them of their basic right to rest, play, and leisure. Involvement of children in hazardous occupations at an early age may lead to serious health consequences affecting their physical as well as mental development. It may even lead to irreversible damage resulting in permanent disability (Hindman, 2009). According to WHO almost 111 million children under the age of 15 are involved in hazardous work whic h includes environments with high levels of chemicals, noise, and ergonomic risks such as lifting heavy loads etc. It also includes longer durations of work, night work, and work environments which may lead to physical and sexual harassment (WHO, 2012). It is argued that children in full time employment and forced to work for long hours are deprived of their right to leisure (Hobbs, McKechnie, and Lavalette, 1999; Haspels & Jankanish, 2000) thus resulting in emotional and psychological stress (Tienda & Wilson, 2002). Some researchers have observed that children are often paid a meagre amount for the same amount of work done by their adult peers. Furthermore child