The Creative Penn Has Much to Offer Writers

The Creative Penn Has Much to Offer Writers If you are a writer looking for information about the process of planning, writing, publishing and marketing your book, The Creative Penn is an excellent resource. In fact, it was voted one of the top 100 sites for writers by Writers Digest and offers over 1,000 articles and 100+ hours of audio and podcast information, as well as multiple downloads and bonus material. As the mastermind behind the website, Joanna Penn is an award-nominated, New York Times and USA Today bestselling author of thrillers under the penname J.F. Penn and offers valuable advice through several free and paid resources available on the website.Navigating the siteWith easy-to-navigate links and enough white space to make the text-heavy site readable, The Creative Penn suggests that visitors start here with a page full of great resources for novice and expert writers alike. At the top of the page, Penn offers her free eBook and video series, Author 2.0 Blueprint, in which she shares everything you need to write, publish and market your book, as well as how to become an author-entrepreneur. Her websites visitors will need to provide and confirm their email address to download the free resource.WritingNext on the sites navigation is a link to Penns free resources on writing and editing. On this page, she offers articles and tips based on the following topics:How to Write Fiction: 7 Steps to Write Your NovelHow to Write a Non-Fiction BookHow to Find Time to WriteHow to Find and Capture Ideas for your NovelHow to Research your Book and When to StopSelf-doubt and Imposter SyndromeYou Have PermissionOn Writing and The Fear of JudgmentWhat is your Definition of Success as a Writer?How to Write More and Create A Daily Writing HabitHow to Use Dictation to Write Faster and Become a Healthier WriterProductivity for Writers: 5 Ways to Become More Productive5 Ways to Get Your First Draft Material Out of Your Head and Onto the Page8 Ways Scrivener Will Help You Become a Proficient WriterUsing Different Author Names or a Pseudonym as a WriterEditing, Revisions and Proofreading: What Happens After the First Draft?How to Find and Work with a Professional EditorTutorial: How to Improve your Writing with GrammarlyMy list of Recommended EditorsAfter following some of the links along this extensive list, I found a wealth of information on all aspects of writing and locating the right professional editor for your work. I particularly enjoyed the information she provides on setting goals and deadlines for yourself to stay productive as a writer and get more accomplished in less time. Many of the links also show videos of the author and guide the reader toward additional resources (both free and paid) that are available online and through Amazon.Self-PublishingThe next page full of links on The Creative Penn relates to self-publishing. In this section, the topics she goes into in depth include:Self-Publishing Overview and TipsPros and Cons of Traditional vs. Self-publishing5 Important Steps Before You Self-PublishWhat is Your Definition of Success? How Will you Measure it?How to Self-Publish an EbookHow to Format an Ebook and a Print Book with VellumThe Pros and Cons of Exclusivity with AmazonHow to Self-Publish a Print BookHow to Self-Publish an AudiobookHow to Record Your Own AudiobookWhat if you need help self-publishing? How to Find the Best Service and Avoid Getting Ripped OffSell More Books with Boxsets and BundlingTurn your Non-Fiction Book into a WorkbookHow Much Does It Cost to Self-Publish?Successful Self-Publishing Tips with Joanna Penn and Mark DawsonTop 5 Mistakes of Indie Authors and How to Avoid ThemThis section contains anything and everything you could ever want to know about how to self-publish your book, including information on recording your own audiobook and creating a workbook for your nonfiction book. I especially liked watching the videos she includes on many of these links, such as this one.Its obvious from Penns easygoing instruction and exp ertise that she knows what shes talking about when it comes to writing and publishing a book, and its nice to have a sort of insiders glance at the world of self-publishing from someone who has done it often and become successful at it.MarketingThe marketing section of the blog is where Penns expertise really shows. In the first part, she discusses the basics and prerequisites for author marketing success, followed by the polarities of book marketing and where you sit on the scale, the book marketing mindset for authors, when to start marketing your book and how to balance your time.She follows that section with topics such as how to attract readers with a great book sales description, how to choose the right categories and keywords for your book, pricing books and offering free copies, using author pseudonyms, using box-sets and bundling, and writing a series.Following this, she offers a great tutorial on how to build your author website in under 30 minutes. Having set up websites on my own and knowing the amount of work that goes into it (especially for a website design newbie), I decided to pay special attention to this section. As with other articles on her blog, Penn offers helpful resources such as a YouTube video and a free downloadable PDF to help authors set up their sites. She even offers a discounted affiliate link through BlueHost.com, which is the hosting platform she suggests for other authors.Its important to keep in mind that to build the website in 30 minutes, as Penn suggests is possible, you have to have a blog already set up on WordPress. Her instructions include a WordPress plugin through Blue Host that allows your WordPress site to basically transfer over. So yes, Im sure this can be done in 30 minutes but if an author is starting from scratch (without a blog already published on WordPress), they should not expect the site to be done within that timeframe.From an online marketing perspective, Penns advice on building and maintaining email lists for steady income includes a case study showing how she grew her own email list as and author. This particular resource is chock full of helpful advice on some of the finer points of automating email marketing campaigns. Penn explains that she went 603 people on her email list in November 2014 to 2,255 in January 2015 following this series of steps, which she clearly lays out for her reader. From a marketing perspective, I found the content to be extremely helpful to decode some of the confusion around email marketing campaigns and their usefulness.EntrepreneurIf you want to know how to make writing your day job and successful career, theres no better person to ask than someone who does just that. Based in Bath, England and a self-proclaimed travel junkie, Joanna Penn is a New York Times and USA Today bestselling thriller author who has written over 27 books. She is also an international professional speaker and award-winning creative entrepreneur. She has also written and se lf-published several nonfiction titles related to writing, including How To Market A Book, Business for Authors: How to be an Author Entrepreneur, How to Make a Living with your Writing, The Successful Author Mindset, The Healthy Writer, Successful Self-Publishing, Public Speaking for Authors, Creatives and Other Introverts, and Career Change.The Creative Penn PodcastFor writers who prefer to listen to interviews with authors and tips about writing, the podcast available on The Creative Penn website is free and available on RSS, iTunes, Android, Stitcher, and YouTube. With a combination of interviews, inspiration and information, the podcasts are posted every Monday and there are currently over 350 podcast episodes available to listen to and/or download.Some of the most recent podcast episodes listed are:#386 – Foolproof Dictation and Zero Social Media with Christopher Downing#385 – How to Write Effective Injuries For Your Characters with Samantha Keel#384 – The Artists Journey with Steven Pressfield#383 – Tips for Editing your Book with Natasa Lekic from NY Book Editors#382 – Redesign your Life to Prioritize your Writing with David Kadavy#381 – Writing with Depression with Michaelbrent CollingsCoursesThe Creative Penn website also provides access to three courses taught by Joanna Penn: How to Write a Novel, How to Write Non-Fiction: Turn Your Knowledge Into Words and Creative Freedom: How to Make a Living With Your Writing.The How to Write a Novel course is described as a step-by-step guide to understanding story structure and the elements of a novel, and then writing and editing your manuscript. The price at the time of this review is $297 or $50 per month for six months. According to Penn, it contains downloadable audio and PDF slides to allow students to learn at their own pace, with five modules along with extra QA videos with Joanna Penn.The How to Write Non-Fiction: Turn Your Knowledge Into Words course, accordi ng to Penn, will save you time, effort and frustration on your author journey. Penn describes the course as one in which she shares the business models of writing non-fiction, mindset issues around writing, the details of how to research, write and edit your book, dictation and productivity tips, as well as publishing, product creation, marketing and more.The Creative Freedom: How to Make a Living With Your Writing course is designed to be used to build a long-term sustainable business as an author entrepreneur and is an advanced-level course, available for writers who have already published a book. According to Penns description, it is specifically designed for writers who have a book or books but arent making money from them or writers who currently make some money from their writing but not enough.

The Four-Tiered Class System of Feudal Japan

The Four-Tiered Class System of Feudal Japan Between the 12th and 19th centuries, feudal Japan had an elaborate four-tiered class system. Unlike European feudal society, in which the peasants (or serfs) were at the bottom, the Japanese feudal class structure placed merchants on the lowest rung. Confucian ideals emphasized the importance of productivity, so farmers and fishermen had higher status than shop-keepers in Japan, and the samurai class had the most prestige of all. Samurai Feudal Japanese society was dominated by the samurai warrior class. Although they made up only about 10 percent of the population, samurai and their daimyo lords wielded enormous power. When a samurai passed, members of the lower classes were required to bow and show respect. If a farmer or artisan refused to bow, the samurai was legally entitled to chop off the recalcitrant persons head. Samurai answered only to the daimyo for whom they worked. The daimyo, in turn, answered only to the shogun. There were about 260 daimyo by the end of the feudal era. Each daimyo controlled a broad area of land and had an army of samurai. Farmers and Peasants Just below the samurai on the social ladder were the farmers and peasants. According to Confucian ideals, farmers were superior to artisans and merchants because they produced the food that all the other classes depended upon. Although technically they were considered an honored class, farmers lived under a crushing tax burden for much of the feudal era. During the reign of the third Tokugawa shogun, Iemitsu, farmers were not allowed to eat any of the rice they grew. They had to hand it all over to their daimyo  and then wait for him to give some back as charity. Artisans Although artisans produced many beautiful and necessary goods, such as clothes, cooking utensils, and woodblock prints, they were considered less important than farmers. Even skilled samurai sword makers and boatwrights belonged to this third tier of society in feudal Japan. The artisan class lived in its own section of the major cities, segregated from the samurai (who usually lived in the daimyos castles) and from the lower merchant class. Merchants The bottom rung of feudal Japanese society was occupied by merchants, which included both traveling traders and shopkeepers. Merchants were often ostracized as parasites who profited from the labor of the more productive peasant and artisan classes. Not only did merchants live in a separate section of each city, but the higher classes were forbidden to mix with them except when conducting business. Nonetheless, many merchant families were able to amass large fortunes. As their economic power grew, so did their political influence, and the restrictions against them weakened. People Above the Four-Tiered System Although feudal Japan is said to have had a four-tiered social system, some Japanese lived above the system, and some below. At the very pinnacle of society was the shogun, the military ruler. He was generally the most powerful daimyo; when the Tokugawa family seized power in 1603, the shogunate became hereditary. The Tokugawa ruled for 15 generations until 1868. Although the shoguns ran the show, they ruled in the name of the emperor. The emperor, his family, and the court nobility had little power, but they were at least nominally above the shogun, and also above the four-tiered system. The emperor served as a figurehead for the shogun, and as the religious leader of Japan. Buddhist and Shinto priests and monks were above the four-tiered system as well. People Below the Four-Tiered System Some unfortunate people also fell below the lowest rung of the four-tiered ladder. These people included the ethnic minority Ainu, the descendants of slaves, and those employed in taboo industries. Buddhist and Shinto tradition condemned people who worked as butchers, executioners, and tanners as unclean. They were known as the eta. Another class of social outcasts was the hinin, which included actors, wandering bards, and convicted criminals. Prostitutes and courtesans, including oiran, tayu, and geisha, also lived outside of the four-tiered system. They were ranked against one another by beauty and accomplishment. Today, all of these people are collectively called burakumin. Officially, families descended from the burakumin are just ordinary people, but they can still face discrimination from other Japanese in hiring and marriage. The Transformation of the Four-Tiered System During the Tokugawa era, the samurai class lost power. It was an era of peace, so the samurai warriors skills were not needed. Gradually they transformed into either bureaucrats or wandering troublemakers, as personality and luck dictated. Even then, however, samurai were both allowed and required to carry the two swords that marked their social status. As the samurai lost importance, and the merchants gained wealth and power, taboos against the different classes mingling were broken with increasing regularity. A new class title, chonin, came to describe upwardly mobile merchants and artisans. During the time of the Floating World, when angst-ridden Japanese samurai and merchants gathered to enjoy the company of courtesans or watch kabuki plays, class mixing became the rule rather than the exception. This was a time of ennui for Japanese society. Many people felt locked into a meaningless existence, in which all they did was seek out the pleasures of earthly entertainment as they waited to pass on to the next world. An array of great poetry described the discontent of the samurai and the chonin. In haiku clubs, members chose pen names to obscure their social rank. That way, the classes could mingle freely. The End of the Four-Tiered System In 1868, the Floating World came to an end, as a number of radical shocks completely remade Japanese society. The emperor retook power in his own right, as part of the Meiji Restoration, and abolished the office of the shogun. The samurai class was dissolved, and a modern military force created in its stead. This revolution came about in part because of increasing military and trade contacts with the outside world, (which, incidentally, served to raise the status of Japanese merchants all the more). Prior to the 1850s, the Tokugawa shoguns had maintained an isolationist policy toward the nations of the western world; the only Europeans allowed in Japan were a tiny camp of Dutch traders who lived on an island in the bay. Any other foreigners, even those ship-wrecked on Japanese territory, were likely to be executed. Likewise, any Japanese citizen who went overseas was not permitted to return. When Commodore Matthew Perrys U.S. Naval fleet steamed into Tokyo Bay in 1853 and demanded that Japan open its borders to foreign trade, it sounded the death-knell of the shogunate and of the four-tiered social system.

No Topic Assignment Example | Topics and Well Written Essays - 500 words - 2

No Topic - Assignment Example The idea behind this sentence means the simple fact that the more we try to develop our society and humanity at large; we are indirectly destroying the future. It was only few years back when we started globally developing ourselves in order to grow. Generally it has been seen that the ways of the humanity actually harms the balance of the nature and impact the environment. Since time immemorial humankind protected itself against nature, now nature must be safeguarded against mankind. Nature is the most important aspect of atmosphere, protecting it should be our foremost responsibility. Specifically risk are the "worldwide house" the Antarctic, sea couches, tropical timberlands, with numerous species debilitated by the insatiable development of interest for new inputs, while earths climate is overburdened with the buildups development deserts. Thus, it was during the 1980s that the ascent of a worldwide environmental cognizance was communicated by numerous voices, all regretting the dangers to the worlds biosphere and the offence to the eras to come. The group obligation to protect the "regular legacy of humanity" was conjured, and "Tending to the Earth" turned into a basic which disturbed spirits worldwide. Regard for the uprightness of nature, autonomously of its esteem for people, and in addition a legitimate respect for the privileges of mankind requested that the global nature should be secured. There have been numerous examples used by the author which shows how efficiently we have been destroying the nature in an irreparable way. All these were given with the sole motive to make us understand that we human beings are gradually destroying the nature and the misbalancing the universe with this act of ours. The in return will try and defend itself in a very ruthless ways. Ways which cannot be sustained by mankind. Until and unless we try and stop ourselves, we will have to face the nature’s fury at some point in future when

The Organization for Security and Co-operation in Europe (OSCE) Research Paper

The Organization for Security and Co-operation in Europe (OSCE) - Research Paper Example A look into the history of OSCE over these years proves that the organization has done much more than any other organization could do in uniting the nations, preventing and mitigating conflicts, increasing mutual trust, and promoting economic and human rights conditions in the region. The highest political leader of the organization is the chairman in office. The selection of the chairman in office takes place every year from the member states. As specified in its website, OSCE has two permanent bodies which are responsible for taking important decisions; they are the ‘OSCE Ministerial Council’ and the ‘OSCE Permanent Council’ (OSCE website). The Ministerial Council normally has its meeting once in a year. This council is made of the Foreign Affairs Ministers of all the member states. As Bloed notes, the Permanent Council consists of representatives from each member state; this body conducts its meetings on a weekly basis and discusses the various issues in the region. Also, all immediate decisions are taken by this body (4). There are various offices to implement the decisions of OCSE. They are ‘the Office for Democratic Institutions and Human Rights (ODIHR), the High Commissioner on National Minorities (HCNM), and the OCSE Representative on Freedom of Media’ (qtd . ICNL). The secretariat of OCSE has its office in Vienna and it functions under the Secretary General. This secretariat has a number of various units. They range from â€Å"Action against Terrorism Unit, Conflict Prevention Centre, External Cooperation, Gender Section, Office of the Coordinator of OSCE Economic and Environmental Activities, office of the Special Representative and Coordinator for Combating Trafficking in Human Beings, Strategic Police Matters Unit, and Training Section†(qtd ICNL, ‘NGO Law Monitor’). The OSCE has its origin associated with the dà ©tente phase of the early 1970s. In fact, there had been an increased interest in

Odors In Wastewater Treatment Plant Environmental Sciences Essay

Odors In Wastewater Treatment Plant Environmental Sciences Essay An upland reservoir in an area of a sheep farming area which is known to be soft and to have unacceptable taste and color with a pH of 5.5. A network of pumped wells delivering anaerobic groundwater from chalk aquifer. The possibility exists that there may be pathogenic organisms in the supply, together with the significant quantities of iron and manganese. Compare and contrast the possible water treatment strategies which may be required for the two sources. You should identify other quality test which you would recommend as essential before undertaking a detailed design of either option. Before recommending an essential water treatment strategy, we should know about the reservoir management. Water storage before use results in:- Reduction in Suspended Solids (SS) and color due to natural sedimentation. Reduction in pathogens due to self-purification. Minimize the fluctuation in the water quality thus enhance the treatment. Water storage also may lead to:- Algae growth which in turn will lead to increase in turbidity, smell, pH and even color. Increase in Iron and Manganese content present in soil. Thermal stratification causing variation in water chemistry and characteristics with little intermixing behind the reservoir. Color, Taste and Odor:- Hues in water is due to natural materials like iron and manganese; vegetable origins, humus materials, insoluble particles of soil, organic and microorganism. The true color of water is considered to be only that attributable to substance in solution after removal of suspended materials by centrifuging or filtration. Taste can be affected by inorganic salts or metal ions, a variety of organic chemicals found in nature or products of biological growths. Algae are the most frequent cause of taste and odor problems. According to Metcalf Eddy, Inc., the main sources of these are from (1) Septic wastewater containing hydrogen sulfide and odorous compounds, (2) Industrial wastes being discharged into the collection system, (3) Seepage handling facilities, (4) Screenings and unwanted grit, (5) Scum on primary settling tanks, (6) [Bio solids]-thickening tanks, (7) [Bio solids]-conditioning and dewatering faculties, (8) [Bio solids] incineration, (9) Digested [bio solids] in drying beds or [bio solids]-holding basins, (10) [Bio solids]-composting operations. pH:- pH is used to express the intensity of an acid or alkaline solution. A pH of 7 is neutral, if pH less than 7 its acidic, and pH greater than 7 is alkaline. Acidity is the measure of carbon dioxide and other solution. Strong inorganic acid acidity exists below pH 4.5; carbon dioxide acidity (carbonic acid) is between pH 4.5 to 8.3.Water should be close to pH 7 as possible. Possible Solutions:- A detailed raw water quality analysis (physical, chemical, biological characteristics) of the water should be done to establish a suitable strategy for treatment. Due to thermal stratification in different seasons, height of draw off point may need to be seasonally adjusted. Before treatment, the effectiveness of chemical coagulation of waste should be experimentally evaluated in the laboratory by using Jar Test. To reduce color, chemical coagulation and granular-media filtration is required. Odors in Wastewater Treatment Plant Odor Location Problem Possible Solution Earthy, musty Primary and secondary units No problem (normal) None required Trickling filters Septic conditions More air/less BOD Secondary clarifiers Septic conditions Remove sludge Chlorine contact Septic conditions Remove sludge General plant Septic conditions Good housekeeping Chlorine like Chlorine contact tank Improper chlorine dosage Adjust chlorine dosage controls Industrial odors Inadequate pretreatment General plant Enforce sewer use regulation Source:Spellman, F.R.,The Science of Water, Technomic Publ.,1998. Taste and odor can be enhanced by: Aeration:-Since the odor compound are often dissolved gases that can be stripped from the solution. Carbon adsorption:-Its the most effective way; Activated carbon can be introduced in any stage of processing before filtration where adequate mixing is available to disperse the carbon and where the contact time is 15 min or more before sedimentation or filtration. Oxidation:-It can be done by chlorination, chlorine dioxide, potassium permanganate, or ozone. For water less than pH 6, feed pumps inject a neutralizing solution of sodium carbonate or sodium hydroxide at the inlet. The dosage to be provided can be found out using Jar Test. In The Use of Soda Ash and Caustic Soda to Alter pH (Glenda M. Herman, 2013) it is stated that for water between pH 4 and pH 6, use soda ash mixed with water. Feed this solution in the source at a rate to raise the pH to 7 farthest from the source. Anyhow the basic system for treatment might be: Pretreatment Any process to modify the microbial water quality before the entry to a treatment plant; Coagulation, flocculation and sedimentation Process by which small particles interact to form larger particles and finally settle out by gravity; Ion exchange Process used for removal of calcium, magnesium some radionuclides; Granular filtration Process in which water passes through a bed of granular materials after coagulation; Slow sand filtration Process in which water is passed slowly through a sand filter by gravity, without the use of coagulation. Answer (b):- The biological organisms in the water or wastewater are called the pathogens. They are organisms, capable of transmitting diseases in humans. These waterborne pathogens include bacteria, viruses, protozoa, and parasitic worms. Attributes of the Three Waterborne Pathogens in Water Treatment Organism Size(m) Mobility Points of Origin Resistance to Disinfection Bacteria 0.1-10 Motile; nonmotile Humans and animals; water; contaminated food Type specific-bacterial spores typically have the highest resistance whereas vegetative bacteria have the lowest resistance Viruses 0.0-0.01 Nonmotile Humans and animals; polluted water; contaminated food Generally more resistant than vegetative bacteria Protozoa 1-28 Motile; nonmotile Humans and animals; sewage; decaying vegetation; water More resistant than viruses or vegetative bacteria Source:Spellman, F.R.,The Science of Water, Technomic Publ., 1998. There are various processes for removal of microbes from water. In particular, it discusses: Pretreatment oxidation -Process in which oxidants are added to water in the treatment process. This helps in: Maximize the contact time with the oxidant; Oxidize the compounds for subsequent removal by treatment process(e.g. iron or manganese); Provide initial treatment in sufficient time for water to be further treated if necessary (e.g. oxidation of taste and odor compounds); Control growth of microorganisms and higher organisms on intake structures and treatment basins; Improve the particle removal in clarification and filtration processes. Primary disinfection Process is a component of primary treatment of water and important because filter media do not remove all pathogens from water. Different types of disinfectant are Chlorine Mono chlorine, Chlorine dioxide, Ozone, UV light Mixed oxidants Secondary disinfection This process is used to maintain the water quality which we got at the treatment plant throughout the distribution system. Iron and Manganese Removal These are found in groundwater, industrial waste, and as by-products of pipeline corrosion.. They dont cause health related problems, but are not good because they cause aesthetic problems. Aesthetic problems associated with iron and manganese is: 1. Staining of plumbing fixtures 2. Discoloration of water (iron red water, manganese black or brown water) 3. Stimulates the growth of microorganisms. 4. Impart a bitter taste to the water Some of the economic problems caused are damage to textiles, dye, paper, and food. It may clog pipes and corrode through them. Iron residue in pipes decreases carrying capacity increases pumping head. Iron and Manganese Removal Techniques Precipitation: Precipitation (or pH adjustment) of these from water in their solid forms can be done in treatment plants by adding lime adjusting the pH of the water. Some of the precipitate will settle down by time, while the rest is easily removed by sand filters. This process requires pH level of the water to between of 10 to 11. Oxidation: It is the common methods of removing these, usually followed by settling and filtration. Air, chlorine, or potassium permanganate can be used for oxidizing. Ion Exchange: The ion exchange process is mostly used to soften hard water, it will remove all soluble iron and manganese. The water is passed through a bed of resin which adsorbs the undesirable ions, replacing them with less troublesome ions. Sequestering: Sequestering or stabilization can be used when the water contains low concentration of iron, when the volumes needed are comparatively small. This process does not remove the manganese and iron from the water, but binds it chemically with other ions in soluble form that will not li come out of solution Aeration: The physical process uses air to oxidize the manganese and iron. The water is pumped up to the air or allowed to fall directly over an aeration device. The air oxidizes and this is then removed by use of a filter. The lime is often added to raise the pH. Q2. Secondary wastewater treatment may involve biological treatment using either fixed film or free-film systems. Discuss, using diagrams where appropriate, which type of system might be more appropriate for treating the wastewater from a small market town with a population of 20,000. The town is situated alongside a sensitive lowland river from which a major water supply is abstracted further downstream. Your answer should explain, among others: the advantages and disadvantages of fixed-film and fixed film systems for secondary biological treatment; the typical effluent characteristics of each type of treatment system when operating in a standard, conventional mode; the specific needs of sensitive rivers with regards to nutrients loading, especially nitrogen and phosphorous compounds; the implications of discharging high nutrients into receiving streams being used as water supply sources; the implications of discharging high nutrients, especially nitrogen and phosphorus compounds to receiving rivers from a water quality management viewpoint; the details of any proposed modifications to the conventional systems which you would consider might be adopted in these circumstances to reduce (manage) the nutrients and the cost implications for these. Answer:- The purpose of secondary treatment (biological treatment) is to provide removal of BOD beyond what is achieved by primary treatment. Secondary treatment process (biological treatment process) can be separated into two categories: fixed film systems and free film system (suspended growth systems). Fixed film systems: These are processes that use a biomass or slime (biological growth) which is attached to some form of film or media. Wastewater is allowed to passes over or around the film and the slime. When the slime and wastewater are in contact, the organisms oxidize the organic solids. The film may be stone, synthetic materials or any substance that is durable, should provide a huge area for slime growth an open space for ventilation. Fixed film system includes trickling filters, bio towers and RBCs. Suspended growth systems: These are processes that use a biomass (biological growth) that is mixed with the sewage. They can be used in smaller space than trickling filter that treats the same amount of water. A typical free film system includes the activated sludge process. There are a variety of these secondary treatment, we will discuss about the following conventional processes used: Trickling Filter. Activated Sludge. TRICKLING FILTERS: In most wastewater treatment, the trickling filter is used after the primary treatment. This process is a fixed film method designed to remove suspended solids and BOD. It consists of a rotating distribution arm that sprays the influent over a circular bed of rocks, synthetic media, or other coarse materials. The spaces between the film helps to circulate air easily so that aerobic conditions is maintained. The space allows waste to trickle down through and over the media. Organic matter in the water diffuses into the media, where it is metabolized. Periodically, a portion of the film sloughs off the media material and is collected at bottom of filter. This is passes on to the secondary settling tank along with the treated wastewater, where it is removed. The overall performance of filter is depended on hydraulic and organic loading, recirculation and temperature. Appropriate for small to medium sized communities (15000 to 20000) peoples. http://www.sswm.info/sites/default/files/toolbox/TILLEY%202008%20Trickling%20Filter.jpg TRICKLING FILTERS SOURCE: http://www.sswm.info/category/implementation-tools/wastewater-treatment/hardware/semi-centralised-wastewater-treatments/t Advantages/Disadvantages Advantages Good Quality(80-90% BOD removal) for 2nd stage efficiency could reach 95% Moderate operating cost(less than activated sludge) Withstands shock loads than other processes Simple and reliable process and can be used were large area not available. Very efficient in removal of ammonia Disadvantages High capital costs Clogging of distributors or beds. Snail, mosquito and insect problems. Generate sludge that must be treated Regular operators attention is needed. Relatively high incidence of clogging. Additional treatment may be needed for the effluent to meet strict discharge standards. ACTIVATED SLUDGE: In this process influent and activated sludge is aerated and agitated. The activated sludge is finally separated from the treated mixed liquor by process called sedimentation and is returned to the reactor as needed. The treated waste flows over the weir of the settling tank in which it is separated from the sludge. Wastewater is fed into an aerated tank, where the microorganisms (activated sludge) metabolize and flocculate the organics. These are settled from the aerated mixed liquor in the final clarifier and are returned to the aeration tank. A portion of the concentrated solids are removed from the bottom of the settling tank from the process. Clear supernatant fluid from the final settling tank is the plant effluent. This process is effective to treat large volumes of flow (10000 to 1000000) people. http://techalive.mtu.edu/meec/module21/images/WastewaterAeration.jpg ACTIVATED SLUDGE SOURCE: http://techalive.mtu.edu/meec/module21/WhattoRemove-WW.htm Advantages/Disadvantages Advantages Flexible, can adapt pH, organic and temperature changes. Small area required. Degree of nitrification is controllable. Relatively minor odor problems. Low construction cost. Removes high percent of BOD. Disadvantages High operating cost. Generated solids requiring sludge disposal. Some process alternatives are sensitive to shock loads and metallic or other poisons. Requires continuous air supply. For a small population of 20000 and river being so sensitive I recommend using Trickling Filter would be more advisable for the town. Excess nitrogen and phosphorous compounds can over stimulate the growth of aquatic weeds and algae. Excess growth of these organisms can blue baby syndrome. Apply two-thirds to three-fourths of the planned fertilizer nitrogen just before the crop enters a period of rapid growth. Proper timing ensures maximum daily nitrogen uptake and minimizes the likelihood of unused nitrogen leaching below the plant roots. Apply a reasonable amount of nitrogen to your crop. When grain and forage yields are low, less nitrogen will be removed with the grain, silage, or hay crop or by grazing. Because a soil test is not a reliable means of predicting nitrogen response, consider analyzing plant samples collected early in a period of rapid growth. The need for additional nitrogen can be determined and applied before the crop matures. If your crop will follow peanuts, soybeans, or forage legumes (clover or alfalfa) of average or greater yield, reduce the amount of nitrogen you apply. Soybeans and peanuts may provide 20 to 40 pounds of carryover nitrogen per acre. A strong alfalfa stand may provide 80 to 100 pounds of nitrogen per acre for the next crop. Be sure to analyze animal, municipal, and industrial wastes for nitrogen content when applied to cropland. Guard against dumping, as this practice may contaminate water with excess nitrate. Throughout the sandy soil surfaces of the coastal plain, do not apply nitrogen in the fall for springplanted crops. Piedmont fields may receive some nitrogen (up to one-half of crop needs) for springplanted crops.

How Group Work Contributes To Learning In Primary Schools

Group work, known to others as collaborative or concerted acquisition, is defined as a â€Å" state of affairs in which, two or more people learn or attempt to larn something together † [ Wikipedia Contributors, 2010 ] . This paper focuses on how on the job collaboratively impacts both instruction and acquisition in primary schools. It describes the background to the development of collaborative acquisition and high spots the techniques frequently employed. The rules to effectual group work are explained, with both advantages and disadvantages noted. Collaborative acquisition is a pedagogical scheme which utilizes a assortment of larning activities to heighten a pupil ‘s apprehension of a peculiar subject. This is an betterment to traditional acquisition theoretical accounts besides defined as non-interactive talks, where cognition is gained from direct talks or the reading of books and articles. Traditional larning bids really small interaction or engagement from the pupils, hence a batch or really small may be learnt depending on the person. Collaborative larning accordingly stands as a constructivist attack to acquisition, and is identified as arising from a constructivist epistemology, as pupils are asked to take part and lend to their ain acquisition and development. The thoughts of bookmans such as Burner, Kohlberg, Piaget and Vygotsky are used in the development of collaborative acquisition, which basically implies that both the pupil and the environment are actively dynamic entities in the acquisition procedure as the pupil tries to portray the lessons. This procedure requires that cognition be discovered and translated utilizing linguistic communication and other larning Plutos to which the pupils can actively associate. Lawrence Kohlberg researched the moral determinations made by kids. His probe is such that â€Å" he developed an interview procedure offering a figure of scenarios, each with a moral quandary † for which he had pre-determined replies. He realized that six phases of moral development existed and that some people are unable to make most advanced degrees of ethical reading. He thereby concluded that ; â€Å" the development of moral concluding happens in a peculiar sequence, and that each measure of the manner is a precursor to the following † [ KidsDevelopment.co.uk, 2010 ] . Jean Piaget ‘s theory of Cognitive Development suggests that persons go through a series of phases on their manner to independent thought. Piaget provinces that â€Å" all cognition refering world consequences from actions or operations upon it, which makes it alter, uncovering its stable and variational belongingss † ( Piaget, 1980 p222 ) . Lev Vygotsky believed that socialisation increases cognition and frequently clip changes a kid ‘s ideas and behaviors. Vygotsky suggests that larning is achieved in three ways ; imitative, instructed and collaborative. Imitative larning involves the pupil merely copying what was taught and instructed acquisition involves the pupil following waies antecedently given. Vygotsky ‘s work was focussed on two of import thoughts. First being the Zone of Proximal Development ( ZPD ) ; this describes the degree of distinction between a job that a pupil can work out independently and a job in which a pupil will necessitate the aid of others. ZPD is frequently identified as an person ‘s degree of existent competence relation to their degree for possible development. The 2nd thought is known as staging and describes the facet of support given to pupils when it is desired. Group work allows pupils to work together in little squads, uniting people with changing backgrounds, experiences, proficient and rational competences, towards the attainment of a specific aim. Each member of the squad has the duty of larning the stuff for himself, while besides assisting other members to clearly understand the lesson therefore making an â€Å" ambiance of accomplishment † ( Palmer, Peters and Streetman. 2008 ) . Students thereby derive both cognition and societal accomplishments. The usage of group treatments helps pupils to explicate constructs and thoughts by supplying immediate feedbacks. Students learn how to trouble-shoot hand in glove in order to happen the best solution to a job. â€Å" When pupils formulate their ain solutions in this mode, they are genuinely believing critically ( Davis, Mahler & A ; Noddings, 1990 ) . Swortzel expresses that there are two major theoretical attacks to group work â€Å" Motivational and Cognitive † ( Swortzel, 1997 ) . Group work is seen as motivational because pupils recognize that their success or failure in the attainment of the specified end is dependent on them being able to work together as a squad. They thereby encourage each other to acquire the assigned undertakings done decently and on clip, in so making â€Å" concerted acquisition additions pupils ‘ motive to make academic work † ( Johnson, Johnson & A ; Holubec, 1986 ) . The cognitive attack suggests that through group work pupils go more critical with their thought. Students are stimulated to believe ‘outside the box ‘ , therefore geting increased degrees of perceptual experience, consciousness, and concluding and judgment abilities. Group treatments are really synergistic with each person showing their point of view. Within a diverse group, there will be doubtless changing sentiments accordingly foregrounding attacks to the same subject. A collaborative model must foremost be established before the execution of collaborative larning techniques. The instructor should research collaborative acquisition and observer other instructors who have already implement the usage of group work. The instructor should hold on a good apprehension of the advantages and disadvantages to group work and must develop a acute grasp for the technique of scaffolding. The instructor so needs to make up one's mind if collaborative acquisition is ideal for the topic being taught, the type of pupils and take into history schoolroom limitations, if any. Teachers implementing collaborative acquisition are expected to be competent in the undermentioned countries: Stipulating instructional aims Determining group size and assign pupils to groups Determining Group Size and Assign Students to Group Classroom agreement Planing instructional stuffs to advance Interdependence Delegating group functions Delegating undertakings Structuring positive mutuality and answerability Explaining the standards for success Stipulating desired behaviors Before implementing collaborative larning the instructor should explicate to the pupils their determination for the usage of group work and explicate the advantages and disadvantages. The finding of group sizes may change depending on the nature of the undertaking and the work load. Groups can be homogenous or heterogenous, grouping pupils with similar involvements and strengths or they may be wholly indiscriminately selected. Once groups are established they normally do non alter really frequently, so as to let pupils to develop a constructive working relationship with each other. It is of import that the furniture in the schoolroom be organized in a manner which allows the pupils to work as a unit, sooner confronting each other, whilst leting for their flexible motions. Teachers should take into history the bing resources needed for successful undertaking completion and guarantee that they are readily accessible by the groups. The instructions and stuffs a instructor chooses for a group should guarantee that each member of the group makes a meaningful part and that single assignments within the group will be equally distributed. Teachers should construction positive mutuality and answerability by regularly proving both the groups and the members of the group for apprehension of the capable affair. Members should be encouraged to be able to actively support the stance of the group and their ain. The standards for success of the group should be clearly communicated and measures put into topographic point to measure the group ‘s public presentation as a unit every bit good as the single public presentations of the members. Once the groups have been established, instructors need to supervise the behavior of the pupils and aid with demands while monitoring. In so making, instructors may help with the answering of inquiries and supply and jump point of position or sentiment. Teachers may besides supply feedback on the work completed or the advancement made. Should struggles originate within the groups, instructors should step in to guarantee that such struggles are rapidly resolved and explicate the deductions of unwanted behaviors. It is besides really of import that instructors provide approbation and, or motive where it is deserved. Students play the most of import function in the art of collaborative acquisition. Their functions include and are non limited to, working together, actively listening to each other, maintaining records of work and advancement, oppugning each other, presuming personal duty and finishing the assigned undertaking. An article written by Dillenbourg and Schneider provinces that there are a few mechanisms to collaborative acquisition: Conflict or Disagreement, proposing that when equal to peer struggles originate, societal factors cause scholars to disregard the dissension and to some extent forces them to happen a executable solution to the job. One facet of this theory states that diverging point of views normally lead to academic additions, while the other provinces that â€Å" when struggles are non verbalized they do non foretell positive results † ( Dillenbourg and Schneider, 1995 ) . This article draws two decisions relative to this mechanism one being that â€Å" little misinterpretations can be every bit efficient as a clear struggle between two agents who severally believe P and non P † and the 2nd being that â€Å" verbal interactions generated to work out struggle are related to larning results † ( Dillenbourg and Schneider, 1995 ) . Alternate Proposal besides referred to as the â€Å" verification prejudices † by Dillenbourg and Schneider ( 1995 ) . In so making pupils actively develop thoughts that support their suggestions and wholly disregard thoughts that do non. They frequently times can non abandon their thought or suggestion because another suggestion may non be forthcoming ; nevertheless other group members make alternate suggestions. ( Self- ) account ; the Self-Explanation consequence, as it is in known in many cognitive scientific discipline literature, describes that in a state of affairs where one pupil is more cognition that the other, the latter will automatically larn from the signifier, and besides that the former will hold on a better apprehension of the subject being explained as he endeavours to interpret into to footings to with the latter pupil can actively associate. Having successfully explained the more knowing pupil would hold improved upon his accomplishments to interrelate and gained improved assurance. Had there been any uncertainnesss in the account, person even more knowing might be able to clear up. Internalization ; the article explains this mechanism as one in which pupils explain or justify their suggestions to each other, the verbalisation of such impacts all involved and that the constructs communicated are integrated into the hearers concluding. â€Å" Thinking is viewed a treatment that 1 has with oneself and which develops on the footing of treatments we had with others † ( Dillenbourg and Schneider, 1995 ) . The article besides states that for this mechanism to be effectual a few conditions must be met, â€Å" One status is that topics can merely absorb constructs which are within their ‘zone of proximal development ‘ , i.e. within the vicinity of the current cognitive degree. Another status is that the less able equal is non left as a inactive hearer, but participates into the joint job work outing scheme † ( Dillenbourg and Schneider, 1995 ) Appropriation, this is explained as one pupil detecting the thoughts or accounts of another and taking those thoughts or accounts and edifice on it to do their ain. Learning is double as the first pupil reinterprets his actions relative to that of the 2nd, and the 2nd pupil got a sound foundation on which to construct. Shared Cognitive Load, this involves the distribution of undertakings which will come together to accomplish the overall aim of the group. When the work load is even shared between pupils, each pupil can work meticulously on the assigned undertaking, thereby extinguishing redundancies and bettering the efficiency of the group. Common Regulation, by using any of or a combination of the mechanisms antecedently described, pupils frequently have to modulate the actions of each other to guarantee that the stipulated guidelines are adhered to for the attainment of their ends. Social Grounding, described limpidly by Dillenbourg and Schneider as â€Å" the mechanism by which an person efforts to keep the belief that his spouse has understood what he meant, at least to an extent which is sufficient to transport out the undertaking at manus † ( Dillenbourg and Schneider, 1995 ) . This mechanism requires the talker to look into for apprehension, and where misunderstand is seeable to clear up, thereby constructing a portion apprehension of the job. George W. Gagnon. Jr. , and Michelle Collay developed another design for collaborative acquisition and in this theoretical account teachers develop a series of stairss that their instruction construction follows every bit listed below: â€Å" They develop a state of affairs for the pupils to explicate † ( Gagnon and Collay, 2004 ) â€Å" They select a procedure for groupings of stuffs and pupils † ( Gagnon and Collay, 2004 ) â€Å" They build a span between what pupils already cognize and what the instructors want them to larn † ( Gagnon and Collay,2004 ) â€Å" They anticipate inquiries to inquire and reply without giving away an account † ( Gagnon and Collay, 2004 ) â€Å" They encourage pupils to exhibit a record of their thought by sharing it with others † ( Gagnon and Collay, 2004 ) , and â€Å" They solicit pupils ‘ contemplations about their acquisition † ( Gagnon and Collay, 2004 ) . A comparing of there collaborative techniques, is illustrated in Appendix 1. Johnson, Johnson, and Smith ( 1991 ) high spots three cardinal undertakings instructors should follow for the rating of the efficiency and effectivity after there group work is completed. First, instructors should supply a closing through summarisation. That is, to sum up the lessons of import points or to hold each group explain their work and the points they found of most significance. Second is to measure the pupils larning, by measuring how they have attained or failed to achieve the coveted result and supplying the feedback required, leting pupils to better on their ability to work as a group and therefore personal development. Third, instructors should do note of the techniques that worked and why they worked and if necessary adjust their lessons. A popular definition of constructivism is that â€Å" Constructivism is a theory of cognition which claims that cognition is non passively received but actively constructed by the scholar, and that the map of knowledge is adaptative, functioning to organize experience, instead than detect world † ( online, 2010 ) Group work has academic, societal and physiological benefits to both pupils and instructors. Academic benefits include: the development of critical thought and the active engagement of pupils in the acquisition procedure. The societal benefits include: the development of societal larning systems for pupils and physiques diverseness apprehension among pupils and instructors. The physiological benefits include: increased self-esteem through peer-to-peer instructions and it reduces the anxiousness of pupils. Although collaborative larning seems to be dependent on the actions and willingness to larn, which should for many be a natural procedure, there are many disadvantages as there are advantages to is execution. A few of the obstructions faced are ; some pupils prefer to work competitively instead that collaboratively, instructors lack the ability to readily measure the work produced, instructors sometimes do non cognize how to mensurate the effectivity of their instructions in a collaborative scene, sometimes the assigned undertakings are non applicable to a pupils ends or abilities, and sometimes the undertakings are non â€Å" hard plenty to dispute but non so hard as to stonewall a conversation. † Some groups may be comprised of ‘slow scholars ‘ who may be viewed as others as priceless, thereby advancing ‘superior ‘ behaviour by the ‘fast scholars ‘ . Table 1, Appendix 2, illustrated assorted group constructions and the advantages and disad vantages to these groups. Nigel Hastings and Karen Chantrey-Wood from Nottingham Trent University explores the many schemes instructors utilize in group work activities, many of which are strongly endorsed by a commission known as the ‘Plowden Committee ‘ . â€Å" By disbursement clip with groups of kids, instructors could set their instruction to the demands of the persons of that group to a greater extent than when working with an full category of pupils as a whole. This besides ensures that all kids have a sensible sum of direct contact with their instructor regardless of the fact that they are working in groups † [ Hastings & A ; Wood, 2002 ] . This suggests that collaborative acquisition enhances the happening of individualised attending given to pupils, by presenting â€Å" one-on-one † interactions between pupils and equals and pupils and instructors. The article besides illustrates that schoolroom agreement is really of import in guaranting that collaborative acquisition is efficient and effectual. It shows that collaborative acquisition in widely accepted and really normally practiced across the Earth ; â€Å" In primary schoolrooms throughout the UK, it is standard pattern for kids to sit around sorted tabular arraies – normally with four to six kids in each group. Such agreements are besides common in primary schools in other English-speaking states, Australia and USA for illustration. Precisely because this constellation is so normal and so good established in our schools, it is unusual to inquire about its principle or to oppugn its rightness † [ Hastings & A ; Wood, 2002 ] . An abstract written from an experiment conducted by Gillies and Ashman, â€Å" One hundred and 92 Grade 6 kids participated in a survey which compared the effects on behavioral interactions and accomplishment of ( a ) co-op acquisition in which group members were trained to join forces to ease each other ‘s acquisition, and ( B ) co-op acquisition in which members were non trained but were simply told to assist each other. Graded random assignment of participants occurred so that each gender-balanced group consisted of one high- , two medium- , and one low-ability studentaˆÂ ¦ † ( Gillies & A ; Ashman, 1999 ) . The observations showed that the pupils who worked in the ‘Trained ‘ groups where more antiphonal and helpful to each other, giving accounts where necessary to help as they worked together. It showed that pupils in the ‘untrained ‘ groups were a batch less helpful towards or concerted with each other. From the consequences it was besid es concluded that â€Å" the kids in the ‘trained ‘ groups exercised more autonomy with their acquisition and obtained higher acquisition results than ‘untrained ‘ equals † ( Gillies & A ; Ashman, 1999 ) . This survey is one of the many to certify to the success of group work. Despite some drawbacks Collaborative acquisition has legion benefits, as is explained, runing from academic to physiological and it execution in primary schools is rather a positive move. Students at the primary school degree are rather waxy and there is no better clip for them to develop the really valuable competencies that working in a group has to offer. At the primary school degree they are mature plenty to hold an apprehension of what group work requires. Many of the surveies conducted were centralized around childhood developments. Students who can successfully work in groups from the primary school degree are normally better equipped for when come ining higher degree larning establishments. They would hold learnt to comfortably associate with equals and grownups, such as instructors or other authorization figures, they would hold learnt the value of self-expression and self-explanation, actively listen and esteem the positions of others. These pupils realize that as persons w e have different backgrounds, experiences and traditions and as such may hold diverging attacks to the same job. These pupils will besides be better able to distinguish between the demand to work collaborative and the demand to work competitively and in so making will cognize when best to use the several attacks. This research has revealed that both the instructors and the pupils play a polar function in the success of collaborative acquisition. Teachers are non expected to merely delegate undertakings and sit back while the pupils work on their ain. Teachers must play an active function throughout the procedure. They must be after for the assignment with clearly structured undertakings that will advance collaborative interactions, promote mutuality and excite cognitive thought among pupils. Teacher must supervise the procedure supplying ongoing feedback and be readily able to decide struggles should they originate. Teachers should be able to actively scaffold their pupils, cognizing when their support is needed and that it should bit by bit be withdraw. Students in order to successfully accomplish their aims in groups must appreciate the benefits of group work. They must hold a clear apprehension of the coveted aim and the sub-task demand to successfully accomplish the aim. They must be able to actively and reflectively listen to each other and utilize creativeness and objectiveness to work positively together. In so making they will larn to further positive work attitudes with others, thereby bettering on their interpersonal accomplishments as they prepare for the work universe. Appendix 1 Three Constructivist Design Models [ 1 ]1. The Learning Cycle2. The Learning Step developed by George W. Gagnon. Jr. and Michelle Collay 3. The Information Construction ( ICON ) theoretical account created by Robert O. McClintock and John B. Black, and is really similar to Dillenbourg and Schneider. Appendix 2 Table 1: Forms of Cooperative Groups [ 2 ]Name OF GROUPWHAT IS THIS?WORKS BEST FORBenefitsDrawbackPair-share 2 pupils with one job portion their thoughts or inquiries. Each individual speaks, listens, & A ; gives feedback. Content that requires treatment, contemplation, or account. Increased engagement clip, Helps those who are diffident Fewer positions and solutions Saber saw Each member of the little group researches one portion of the inquiry /content for a certain sum of clip. The members of the group come back together. Each member teaches his/her portion to the remainder of the group. Content with four or five parts to research. Students gain learning and research accomplishments Some pupils feel pressured by a clip bound Split-class treatment The category is split into half. Each side discusses /debates their cognition /beliefs, etc. Arguments or treatments Students may alter their sentiment or develop a different position Some pupils may talk less with such a big group. Random groups of 3 Class is split into groups of 3. The groups discuss the subject. Predicting what will go on, reacting to a state of affairs. Receive a assortment of feedback, group members are accountable Easy to go forth out or team up against a diffident pupil or one who has a different sentiment Ability/Interest/Friendship Group Students are divided into groups based on some quality that they all have in common. Making plays/skits or an activity in which pupils must work together outside of category. Students can work at a gait that best suits them, pupils are seldom world-weary and frequently motivated It is unrealistic to happen a wholly homogenous group, weaker or unpopular pupils may be excluded. Diverseness Groups Students are formed into groups where they come from a broad assortment of backgrounds, involvements, etc. Researching geographics, history, and diverse life styles. There are many chances to derive different positions Minorities may go anomic Multi-aged groups Students are divided into groups in which there are a mixture of ages Older pupils learning younger pupils ( i.e. scientific discipline experiments ) . Older students- there is less force per unit area to vie with equals, Younger pupils fell of import that an older individual is passing clip with them Older pupils may be a bad influence ; Older pupils may non cognize how to work with a younger kid or an â€Å" at hazard † pupil Peer-led Conferences Students prepare and take a treatment of stuff with parents, teachers, pupils, etc. A major undertaking in which pupils set up Stationss for several intelligences. Students get the chance to genuinely learn, pupils learn self assurance. Students whose parents are inactive in the school may be alienated from those whose parents participate ; some pupils may non be involved in interactions. Notes: These diagrams were obtained from: hypertext transfer protocol: //www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html This tabular array was obtained from: hypertext transfer protocol: //projects.coe.uga.edu/epltt/index.php? title=Cooperative_Learning # Frequently_Asked_Questions_about_Cooperative_Learning

Characterizations In Fahrenheit 451 - 808 Words

In the novel, Fahrenheit 451, critically acclaimed author Ray Bradbury asks the controversial question, what would a world where censorship of creative and differing Ideas is the norm resemble? In Fahrenheit 451 Bradbury envisions a dystopian America in which not only books are censored, but personal thoughts and individuality are constrained in this world as well. Although there are many ways in which Bradbury presents and develops the themes in Fahrenheit 451, the most effective way Bradbury does this is through deft characterizations, he does this specifically through Clarisse Mcclellan and Mildred Montag Fahrenheit 451 tells the story of Guy Montag, a weary fireman who was initially satisfied with blindly following his orders to†¦show more content†¦Waiting for him at home is is his wife Mildred, whose introduction is juxtaposed to that of Clarisse, who is a free and distinct individual whereas Mildred is the product of a world where individualistic expression is looked down upon. Mildred is portrayed as a sickly woman who spends most of her time watching television whilst having Seashell radios covering her ears. She is also concerned with keeping up with social trends such as when she asks Montag to buy her a fourth television just because everyone else has one. One of the first examples of characterizations we see of Mildred is an attempted suicide. This shows her unwillingness to change and ultimately confront her problems. The reason why Mildred is such an important character is because she highlights the flaws of this dystopian society especially marked by her obsessio n of television and an indifference to Montag’s attempts to connect with her. This can be seen through her cold and distant language. This is especially seen when Mildred asks,†Let me alone, I didn’t do anything.† (Bradbury,25) Mildreds character is interesting because she subverts all expectations of what a relationship in a marriage should look like. Of the characters of Fahrenheit 451 Clarisse Mcclellan and Mildred Montag stand out most prominently because of their pronounced contrast. On one hand Mildred Montag is the obedient citizen who would rather watchShow MoreRelatedCharacterization Of A Hero In Ray Bradburys Fahrenheit 4511272 Words   |  6 Pageswith the power to save the world and all of its inhabitants. Fictional novels portray heroes as people that make a difference in the community. This characterization of a hero is also true in Ray Bradburys novel, Fahrenheit 451. Rodney A. Smolla introduces the main character in â€Å"The Life of The Mind and A Life of Meaning: Reflections on Fahrenheit 451† stating that â€Å"Montag begins the novel ostensibly proud of his profession and settled in life, but we soon find that there is disquiet beneath the surface†Read MoreFahrenheit1148 Words   |  5 PagesRay Bradbury is a master of characterization techniques. 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