Novel and Brett free essay sample

Institutions can have positive and negative effects that can alter and individuals perceptions, judgment and values. Raw by Scott Monk, Hard Rock by Etheridge Knight and Dangerous Minds by John N. Smith help communicate an understanding of how such institutions can reform an individual. The novel Raw written by Scott Monk, is simple in style but introduces interesting and an acceptable insight to the concept of the institution and the individual experience. Brett Dalton resembles a highly wrought, reactionary character who challenged or feels confronted by structures of authority or control. Using Brett as the protagonist, Monk opens the novel with a prologue that describes Brett as delinquent and confused teenager who refuses to take responsibility for his own actions. His intolerance leads him to committing a crime breaking him into a bottle shop; this explains why he is in the institution called the farm, which can be described as a half-way house with between no security and maximum security. We will write a custom essay sample on Novel and Brett or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This institution accommodates troubled teenagers, in which it is their second chance to become better individuals. Throughout the novel Brett is symbolized as the troubled teenager who overcomes his ignorance. On the farm, Brett meets the caretaker Sam, who is symbolized not only as a role model but also the cause of Bretts positive change. Sam respects each individual equally and believes everybody deserves a second chance, but Brett, at the beginning does not tolerate anyone, especially people with authority – they are the enemy, and you never get friendly with the enemy. This demonstrates Bretts attitudes and protest to the institution. As a caretaker, Sam reiterates to Brett at the beginning, just remember, Brett: only you can change your life. He implies that the power to change lives within the individual. Further on in the novel, Brett is still of concern and Sam reaches out to try and help. Don’t shut me out, Brett. I do know the score and that is why Im worried about you . This indicates the positive effect of the institution and on the individual. Josh is another character who helps Brett reform. Josh is seen as the rehabilitated teenager who chooses to stay on the farm. He helps Brett realize that his problems are the least of his worries when compared with other troubled teenagers, for example Josh himself. His problems are quite indescribable, he has no parents that desire to care for him, whilst Brett does, and this changes Bretts perspective towards Josh and his life. Monk deliberately outlines the change in Brett through Josh to demonstrate the changing experience and positive effect of the institution on Brett. Scott Monk employs many techniques to convey his ideas of the positive changes Brett incurred from an institution. One of many is the use of contrast, which juxtaposes Bretts life at the beginning and his reformed life at the end. Monk highlights this contrast through the prologue and epilogue. In the prologue, Brett hates anyone who has the authority – he thinks the whole world is against him, whilst in the epilogue Brett had learnt to make friendships, gain trust and respect and learn to accept his own mistakes and responsibilities. Violent language such as busted and bang is used at the beginning of the novel, effectively showing the violence of the criminal world Brett came from. Monks point is clear. Individuals need social structures in order to defeat a negative life and develop individuality and responsibility. The institution allowed Brett to realise that he has resources of a character he never knew he possessed. Hard Rock, by Etheridge Knight, consists of many techniques which express the idea that maximum security institutions have a great effect on an individual. This poem specifically outlines the literal meaning of effect on the individual by an institution. Hard Rock is a stereotype yet symbolic name for a prisoner who was cold n tough, very violent and rebellious against all authority. The poem was composed in the 1950s, at the time of racial discrimination against coloured people in America. Contrast of a once cold n tough criminal at the beginning, to a lobotomised vegetable at the end, is expressed in the poem to highlight how effective and dehumanising an institution can be on an individual. Derogatory language like nigger, expletives such as black son of a bitch and word choice such as smacked and kinked all add to portray the effect of realism and to give the reader a chance to create an image on what is emphasised. At the end of the poem, Etheridge Knight uses two metaphors, he had been our destroyer, the doer of things, to reinforce the contrast and emphasise the literal effect the institution had on Hard Rock. The idea of the institution having a negative effect on individuals can be seen in the film ‘Dangerous Minds’ by John N. Smith. In the film there are negative effects of the failure of the school as an institution. The students in the movie are part of a class called the academy class and are referred to as a ‘school within the school. ’ The soundtrack of the movie fits perfectly with songs like Gangsters Paradise that symbolize the negative state of mind of the students. Many of the students have no sense of belonging and see no relevance of to be at a place where even there teachers have no expectations for them. All until Lou Anne Johnson arrives. Lou Anne gives hope to the students and shows the students that there can be some positive effects of the institution. But the negative effects end up reappearing, when a student is turned away by the principle on the basis of a petty rule. This emphasizes and the focus on the rules and order rather than the individual. The consequence of the student in this case is the death. Lou Anne sums up this incident appropriately â€Å"What should I tell them? If they don’t want to die remember to knock? †

Alice Paul essays

Alice Paul essays Alice Paul did a lot for women by challenging laws to get equal rights for women. She protested like no one else ever had, was chairman in the National American Women's Suffrage Association (NAWSA), and founded the National Women's Party (NWP). Alice Paul even fought for her rights in prison; she is a very important part in women's history. If it wasn't for the things Alice Paul did for women, we probably would not have the rights we have today. She even worked very hard to write the Equal Rights Amendment. She was a very strong and dedicated woman. Alice Paul was born on January 11, 1885 in Moorestown, New Jersey. She attended Swarthmore College and graduated in 1905. After graduation she took the rest of the year to do graduate work at the New York School of Social Work. After that, she went to England in 1906 to continue her education in social work. She got her master's degree in 1907 from the University of Birmingham and London. She received her Ph.D. in 1912 from the University of Pennsylvania. While she was in England, she faced a difficult times but still managed to keep up her work in school and fight for what she thought was right, which started her journey and through some influences she joined the militant wing of the British Suffrage Movement. During her work in the British Suffrage Movement, Alice participated in protest for equal rights for women. When she was protesting outside Parliament and was arrested. In jail she went on a hunger strike and the guards tied her up and force fed her through a funnel. Still protesting she threw up everything they tried to feed her. While she was in there she met Lucy Burns, they did a little protesting together and were arrested together again. Alice returned to the U.S. in 1910 and Lucy also went but to Brooklyn in 1912. In 1912 Alice and Lucy met up and joined NAWSA, Alice was 26 at the time. In March of 1913 Alice Paul organized the biggest protest ever and marched from t...

Pragmatics Essay Example | Topics and Well Written Essays - 250 words - 1

Pragmatics - Essay Example This ability to overlook other differences to cooperate conversationally demonstrates itself in several dialogue maxims that we always adhere to. Grice contended that maxims that govern cooperative conversation are the maxims of quantity, quality, relation, and manner (Korta and Perry 2012). The maxim of quantity is the amount of knowledge that parties involved in the conversation find useful. The maxim of quality is the quality of information conveyed during the conversation and its true or false nature. The maxim of relation is how applicable the information is to the conversation. Lastly, the maxim of manner is placing the information conveyed in the clearest, shortest, and most neat way (Korta and Perry 2012). Conversational implicature is the sharp differentiation between what a person says and what he or she implies by this statement (Korta and Perry 2012). Grice theorized that one determines a person’s statement by the traditional meaning of the statement and the background processes of disambiguation and reference fitting. This means that what this person implies relates to the existence of some logical values and maxims leading the dialogue. Conversational implicature entails the common identification of implication due to the literal content of a statement, its implied meaning, its non-literal content, and unintentional

Differences between online and traditional marketing Research Paper

Differences between online and traditional marketing - Research Paper Example Although it is referred to as traditional, it is still commonly used by both the local and international businesses in order to pass a message to the customers. Some of the common traditional marketing strategies include use of radio, newspapers, magazines, television, etc. Other common methods that are still used include direct mail and referral (Singh, 2010). However, this form of advertising is being replaced by the online marketing. This paper will therefore discuss the major differences between online and traditional marketing. Online marketing can be able to reach a large geographical location. With the penetration of the internet in the global market, companies can be able to reach customers who are located in different parts of the world using an online platform. For instance, social media can reach customers all over the world irrespective of their geographical location. However, this is not the case with traditional marketing. Traditional marketing can only be able to reach customers who are located in areas that are covered with the media used. For instance, when a marketer uses a local media, either print or audio, the message can only reach the customers who are located in this geographical location (Singh, 2010). As a result, traditional marketing is more limited in comparison with online marketing. Online marketing is cheaper than traditional marketing. The cost of using internet has reduced tremendously over the years. This has resulted from increased levels of competition among the internet providers. Furthermore, with the current technological changes, more people have been able to get access to gadgets such as smart phones, tablets, and ipads which has made it easy for them to get access to the internet. As a result, many people can now get information concerning the existence of a certain product or service in the market at ease. The cost of using the online platform to pass the message to the customers is very low. For

Kellogg Company Coursework Example | Topics and Well Written Essays - 2000 words

Kellogg Company - Coursework Example This paper examines business strategy of Kellogg’s Company by taking into account its strategic plan, an evaluation of its strengths, weaknesses, opportunities, and threats and the comparison of the company with other companies in terms of strategic planning. Overview of Kellogg Company Kellogg Company is currently the leading producer of cereal and convenience foods such as cookies, cereal bars, frozen waffles, meat alternatives, pastries, piecrusts, and ice cream cones. The products of Kellogg are manufactured in more than seventeen (70) countries and marketed in more than one hundred and eighty countries (180) around the world (Kellogg Company, 2010). Strategic Planning Strategic planning refers to the process of developing a mission and long-range objectives and how such objectives will be accomplished. Strategic plans are often developed for five years but they are regularly reviewed and revised annually to achieve the laid down objectives for five years (Simerson, 2011:1 35). Strategic planning process entails the developing of mission, analyzing the environment, setting objectives, developing strategies, implementing, and controlling the strategies (Lussier, 2011:128). Strategic planning can help companies to identify products that are suited to the needs, objectives, and resources of the firm and in the development of plans for introduction of new products in the market. Despite the positive contribution of strategic planning in organizational planning, it has some problems. One of the problems associated with strategic planning is the emphasis of quantity instead of quality. Most strategic plans stress on the achievement of quantitative results while ignoring or paying less attention to quality (Botten, 2009). The second problem of strategic planning is the failure or neglect in the analysis of internal and external environment. Another problem that is associated with strategic planning is the implementation of the goals and strategies as outline d in the vision, mission, and goals of organization (2008). Although companies often do strategic planning, its successful implementation is an arduous task. Financial implications are another problem associated with strategic planning. The cost needed to implement strategic plans adds more burden to organizations. Failure by companies to allocate sufficient resources towards the implementation of strategic plans can jeopardize the whole process (Simerson, 2011). Tesco Company was also faced with strategic planning problems. Tesco is one of the largest food retailers in the world with United Kingdom as its dominant market. The company developed a strategic plan and it has yielded results for the firm. Strategic planning has brought fortunes to the company by successfully engaging in branding and effective service delivery to customers (Cavusgil, Knight & Riesenberger, 2008). Through effective strategic planning, Tesco has fostered and established brand identity and awareness through consumer experience and brand extension approaches. Strategic planning has enabled Tesco to compete with other companies in food retail sectors and to adapt to various business environments (Needham, 2009). Boston Consulting Group (BCG) Growth –Share Matrix Due to increase in competition and need for market share expansion, companies

Bowlbys Attachment Theory: Applications in Social Work

Bowlbys Attachment Theory: Applications in Social Work Describe and Evaluate Attachment Theory and Assess Its Value for Social Work. Attachment theory, pioneered by John Bowlby, holds that an individual’s emotional and interpersonal development throughout life can be understood, and is ultimately shaped by and rooted in, a system of attachment behaviours they form and internalize during a critical period in early life. According to Bowlby, attachment behavior in children arises out of an innate, instinctual need for security and stability. (Bowlby, 1969) Though a child can form multiple attachments, there is usually one primary figure they place at the top of their hierarchy. This is usually the child’s mother. But there is nothing intrinsic about the ‘maternal’ relationship per se that establishes its primacy over other attachment relationships. It is simply that mothers are often the most sensitive and responsive caregivers on a consistent basis over the longest period of time. There are important quantitative and qualitative distinctions Bowlby draws to properly describe the attachment relationship. The qualitative distinction has to do with the nature of caregiving. Children form attachments based upon the sensitivity and responsiveness of an adult’s reaction to attachment behaviours. Hence, an adult who feeds a child but who is at the same time insensitive or unresponsive will be a less likely candidate for attachment than an adult who does not feed them but remains sensitive and responsive in their interactions with the child. Even with the qualitative conditions met, the attachment relationship is still based upon their consistent application over an extended period of time. It is not enough to be responsive and sensitive as a caregiver in one instance or another. Healthy attachment relationships are formed with these qualitative conditions properly met over time. The primary attachment figure is usually the most consistent and continually present person who interacts with the child. Furthermore, this quantitative distinction appears to be the more significant of the two in forming attachment relationships because the lack of appropriate caregiver responsiveness has been shown not to sever or invalidate the attachment relationship, but to result in unhealthy and even pathological attachment behaviours. (Ainsworth, 1985) So the need for security and stability on the part of the infant results in attachment behaviours directed most commonly at a parent, usually the mother, who becomes their primary attachment figure. The nature of these behaviours is determined by how the primary attachment figure responds to them. Thus, the attachment relationship reflects the interaction between infant need and parental response. One of the most readily identifiable attachment behaviours is proximity seeking, where the child responds to distressful or frightening stimulus by seeking out their primary attachment figure. It is this security that the infant’s instinctual behaviour is designed to achieve. The role of this security is critical for the formation of a psychological stability that allows proper development to occur. Separation (or the threat of separation) from the caregiver, or inappropriate caregiver responses to attachment behaviour, can result in alarm and anxiety which arrest the development of the child as they seek to reestablish the security that allows them to naturally develop. Bowlby identifies the time period of six months to two years of age as a critical stage where most of the basic attachments, and after which, the fundamental internalizations of an ‘internal working model’ are formed. During this time infants and toddlers begin to display attachment behaviours that spawn relationships with caregivers which will form the basis for how they interact and relate to the rest of the world. Bowlby describes the ‘internal working model’, which develops after the ‘sensitivity period’, as a basis of understanding against which the child relates and responds to everything from the experience and analysis of emotions to the formation and understanding of human relationships and interactions. The ‘internal working model’ is not irrevocably fixed during the critical period, but it is most heavily and initially influenced there. Hence the developmental importance, and impact, of this period on the child is of huge significance to their healthy growth and future well-being. Whereas Bowlby’s model views attachments as the building blocks of an ‘internal working model’ that continues to develop throughout the child’s life, it does not delve deeply into the role of security created by attachment behaviours, and the various kinds of behaviour that can follow from various parental responses. Here, Mary Ainsworth’s addition to attachment theory is similarly pioneering. Ainsworth identifies the role of the primary attachment figure as a ‘secure base’ from which the child is free to explore. (Ainsworth et al., 1978) This exploration is a natural part of the child’s development and will occur uniquely according to the given factors present in the personality and makeup of each child. Such exploration occurs, however, under the conditions of healthy attachment. To identify different types of attachments, Ainsworth conducted an empirical study known as the ‘strange situation’ which yielded three initial classifications of attachment behaviour: secure, resistant, avoidant. Later studies following up on this work added a fourth: disorganized, usually resulting from abusive situations or mentally unsound parental response. Together, these four categories form the commonly accepted classifications of attachment behaviour within the child/caregiver relationship in attachment theory. In the strange situation study, a mother entered a room with her child. After they were left alone and the child began playing with toys a stranger entered the room and began talking with the mother, then approached the child with a toy. The mother left as the stranger engaged the child, then returned. The child was then left alone after which the stranger, then the mother successively returned. Finally, the stranger left and the mother and child were alone together in the room again. The study looked at how the children responded to the presence and absence of their mother and a stranger, in different variations, and how they explored the room and engaged the toys. Securely attached infants explored the room while remaining aware of their attachment figure’s location. They were alarmed by their mother’s departure from the room and comforted by her return. They were also more comfortable and willing to engage the stranger in the presence of their mother, and more comfortable with the stranger’s interaction with their mother absent than those not securely attached. Avoidant insecurely-attached children showed little response upon their mother’s departure or return while resistant insecurely-attached children displayed extreme distress upon their mother’s departure and resistance upon reunion, as if the need for the caregiver had been recognized but not accompanied by a feeling of security in accepting their comforting gestures, po ssibly due to inconsistent parental sensitivity and responsiveness to the child’s needs. Here it is clear that the consistency of parental availability and the manner of parental response are key in determining the foundational framework of how children react to their environment and interact with others. We see with Bowlby and Ainsworth the development of a model focused on the earliest stages of interpersonal and emotional development which not only identifies the correlative impact upon the well-being of children in later life, but provides a framework for understanding the causal factors involved in different types of identified behaviours. This is a particularly useful tool in the field of social work where myriad factors often complicate the view of how best to impact a child’s welfare. (Howe et al., 1999) Understanding the developmental aspects that inform healthy behaviour and growth is an important tool in confronting many of the challenges facing social workers today. This is evident in the first example of Howe et al.’s Attachment Theory, Child Maltreatment, and Family Support: A Practice and Assessment Model. His first example is of a woman, Melanie, who was raised by a demanding, abusive, and mentally-unsound mother, who was sexually abused by her father regularly (He died of a heart-attack the evening after he had intercourse with her at the age of fourteen), and who has three children. Her oldest son, Peter, age 7, has exhibited violent behaviour toward other children, demonstrated actions of theft, arson, cruelty toward animals, and has no friends. Her second son, age 3, is quiet and she is unsure about her ability to raise her infant daughter. Howe describes how â€Å"a developmental perspective based on people’s past and present socio-emotional experiences, particularly within close relationships, offers a powerful insight into human personality, styles of caregiving and the character of interpersonal life.† (Howe et al., 1999, p.3) It is this insight that enables an understanding of root causes amidst the fog of developmental complexity that plays into the challenges facing social workers. With attachment theory as a tool, sifting through the fog of factors that form a person’s makeup and identifying the appropriate solution is not an impossible task. Attachment theory provides grounds for a developmental understanding of individuals. As such it is a huge tool for social workers bound by increasing regulations and legalities. For children living in residential homes, the theory can enable an acute understanding of their development in unique situations, as well as create helpful guidelines for parents to foster healthy development of their children. It also enables a reliable assessment of whether or not a child may be in danger, whether parental practices are contributing to the continuing maladjustment of the child, and whether or not it is appropriate to leave them in their current care. Howe et al. also mention attachment theory can help foster parents â€Å"make sense of children who seem intent on rejecting the love offered by their new family.† (Howe et al., 1999, p.4) Understanding the developmental links between the growth of individuals (or lack thereof) and past attachment relationships is a tool useful to virtually every part of social work. In the face of such a powerful tool based on theory, however, there are always criticisms. Much like Bowlby’s criticism of the psychoanalytic theories that dominated the conversation prior to attachment theory (as being too preoccupied with children’s psychology in their world of fantasy), psychoanalytic criticisms of attachment theory stress its preoccupation with attachment realities as myopic. (Steele H, Steele M, 1998) (Cassidy, 1998) Other criticisms, such as Maureen Miner’s Back to the Basics in Attachment to God: Revisiting Theory in Light of Theology, points to the lack of attention to concepts of God during the development of the theories of attachment. There has been â€Å" little attention paid to ways in which God might be different from human attachment figures – most obviously, that God is not a physical being whose form and response to human beings can be observed.† (Miner, 2007) An anthropocentric treatment of God has resulted in a dismissal of theological realities for many people, particularly as it relates to reliance upon and attachments to God. The problem is compounded by the collective inability of individuals to include God in the empirical investigations of attachment theory. Add to this the fact that a majority of people in the world, and indeed many millions in Western countries, and we see the foundations for the explanatory power of attachment theory to begin to show cracks. Miner concludes, however, that the lack of empirical investigation does not preclude attachment theory from accounting for God. Rather, a â€Å"rigorous theological dialogue in the development of psychological theories of attachment to God† opens the door to possibilities of study between â€Å"theologians and psychologists as they investigate how secure (and insecure) attachment relationships with God might operate.† (Miner, 2007) The impact of this criticism on social work is significant as it relates to individuals who may have attachment relationships with concepts of God. However, the explanatory power of attachments that do not involve such concepts do not appear in danger. Miner’s criticism is, in effect, a humbling check on the would-be comprehensive aspirations of attachment theories explanatory power in the field of social work. Taking this criticism into account is imperative in keeping the theory, and social work based upon it, honest. Another important point of concern is the cross-cultural application of attachment theory. In a pluralistic western society, the cross-cultural implications of factoring in attachment theory to social work are very real. While the general consensus is that attachment theory is fundamentally valid across cultures, those analyses suffer from a magnification of Miner’s criticism that a theological conversation is absent, particularly in countries and cultures far more religious and centered on concepts of the divine than the secular West. A great deal of research has been done in different cultures on attachment theory and attachment theorists Prior, Glaser and Kingsley find that: â€Å"Commencing with Ainsworth’s findings in Uganda and Baltimore, US, studies followed in many different cultures, all of which found attachment theory to be applicable across cultures.† (Prior et al., 2006, p.81) Ijzendoorn and Sagi state after exhaustive research: â€Å"the universal validity of attachment theory appears to be confirmed in cross-cultural research.† (Cassidy et al., 1999, p.730) The absence of a theological conversation in Miner’s criticism is focused on a Trinitarian conception of God from a Christian point of view. The UK’s significant Muslim populations only add to the relevance of this criticism. In fact, it can be argued that while Christians exhibit an institutionalized tolerance for secular institutions and concepts (Render unto Caesar†¦), no such allowances will be forthcoming among Muslims. Add to this the factors of discrimination and unequal opportunity that challenge Muslim populations in the West and you see a significant stumbling block for social workers in this kind of environment. It may indeed be unfair to subject Muslim’s to the analysis that they are ‘avoidant’ or ‘resistant’ insecurely attached. The possibilities of a theological conversation may be bleak as well. Interestingly enough, this does not negate attachment theories relevance or importance in social work. Rather, it serves as an important refinement for its use. For example, Susanne Bennet and Loretta Vitals Saks identify its application between students and field instructors in the field of social work. â€Å"A logical extension [of Bowlby’s original hypothesis] is that attachment theory and research can provide a lens for conceptualizing the field supervisor-student supervisee relationship. Specifically, knowledge of internal working models of attachment can increase understanding of the educational process and the dynamics of supervision.† (Bennet Saks, 2006) The idea of the ‘secure base’ forms the foundation of how supervisors ought to manage student growth and education as they explore social work and encounter challenges. Of course, the development of such a relationship would require empirical study, evaluation and development on its own, and the authors caution about the limits of attachment theory as an explanatory tool, but conclude that â€Å"With this warning in mind, attachment theory can enhance an understanding of the supervisory relationship, without the supervisor becoming a parent or therapist to the student, because all adults have internalized models of attachment that influence their relational style, regardless of context. The expectation is that, in an attachment-based approach to supervision, field instructors will find clarity regarding the ideal supervisory relationship and guidance when problems arise. Likewise, when students feel understood in a secure relationship, they will find that supervision of fers a safe environment for learning, facilitating their exploration and professional growth.† (Bennet Saks, 2006) Attachment theory does indeed strike at some fundamental truth at the heart of human development. The truth is, however, that the temptation to run away with it gives rise to the danger of reductionism. In a field as complex and important as social work, the application of theories with such powerful explanatory power is cautioned by careful use and consideration. The field of social work is also an important area of research into the application of attachment theory where attachment theorists themselves may find mutual benefit as well. As long as the disciplines continue independently, however, many interesting developments may be missed. A coordinated approach is not likely any time soon, but stands as a hopeful possibility for the future with incalculable benefits.

Essay --

HEALTHY EATING â€Å"Let your food be your medicine, and your medicine be your food.†- Hippocrates In order to be healthy, it is important to nourish your body with healthy foods. Not only does food create energy for your body to run optimally, but the food you ingest also affects your mood. First suggested by Hippocrates in the 4th century, the healing power of food was not further explored until the medieval ages when people started to discover how certain foods can alter their mood and temperance. Culinary textbooks dating back to this time described the relationships between food and mood. Written in medieval Latin, Hebrew, Arabic, and early English dialects, these textbooks described food items along with the good or bad effects that came from eating them (Prasad, 1998). Over the past century, immense progress has been made in researching the connection between the food we eat and brain structure, chemistry, and physiology affecting mood and performance. It is shown that foods directly influencing the brain neurotransmitter systems have the greatest effects on mood. The relationship between food and mood is very complex and depends on many factors, including the time of day, the composition of food, the amount of food, age, gender, dietary history, and circadian rhythms. However, we are able to draw some conclusions on how different foods generally affect our moods and brain chemistry. Neurotransmitters and neuromodulars are units of chemical communication within our nervous systems. Used by the brain and nerve cells to communicate with one another, neurotransmitters tell us information about our environment and control our moods (Challem, 2007). Without the correct amount and balance of neurotransmitters, the brain wil... ...en they hear spirituality, they are not necessarily synonyms. While the definition is different for everyone, the essence of spirituality is the search to know our real self in order to discover the true nature of consciousness. Developing spirituality can offer many emotional and physical benefits for you, including a more conscious knowledge of your own perception and personality. This is also called self-awareness. Self-awareness allows you to understand other people and your interactions with them. By developing self-awareness, you will be able to make changes in your thoughts in order to have more control over your own emotions. College can be a very stressful and trying time, but if you are persistent in putting your health first and implement some of the techniques we’ve discussed for stress reduction and healthy habits, you are bound to be successful.