Macro-environment analysis

  1. This week you will be completing Assignment #1 for your product (chosen in week 1) marketing assignment.  For this assignment, you will complete a review of the macro-environment and SWOT as well as a review of the industry and its primary trends.  Your work will be a maximum of 600 words and include professional business writing.  You must also include the resources you used to complete this work using the MLA or APA format.  For detailed feedback, submit your work as a .doc attachment.  You will submit all of the following information on your product or service.(3 sections)

Macro-Environment Analysis, SWOT, and Industry Analysis

Section 1 – Macro-environment analysis. These are trends from the external environment that may impact the marketing plan in a positive or negative way.  These are factors (culture, demographic, political/legal, social, economic, and technology) the marketer cannot control, but must know about for effective marketing. See text pages 86-98

Section 2 – SWOT  See text pages 28-30


Section 3 – Industry Analysis

  1. Describe the industry in which your product competes.
    1. Who are the other players in the industry? Is this a highly competitive industry?  Why or why not?
    1. Is the industry growing, stagnant, or consolidating?  If appropriate, what is the industry growth rate? 
    1. What the 2-3 primary success factors for a product competing in this industry?
    1. What are the growth projections for the industry in the future?

Cancer Case Study

Question One

The 2cm form, non-tender, non-mobile mass on Ms. Baker’s upper outer left breast quadrant is an indication of benign breast disease, which includes noncancerous changes in human breasts referred to as Fat Necrosis. It is non-cancerous condition describing presence of a dead tissue in human’s breast and occurs as a result of a lump in an area where the fatty breast tissue has been damaged. In this case, since Ms. Baker had not in previously undergone any radiotherapy, breast surgery or a needle biopsy on breasts her breast tissue might have been damaged due to an injury or a bruise (Tice et al., 2015).

Question Two

According to Raman et al. (2017) the fibrocystic breast condition is a non-cancerous benign state where a woman suffers some pain in her breasts as a result of a lump which leads to changes in the breast tissue. The lump is usually as a result of small breast masses, fluid-filled, tender, oval or round sacs within the breasts. The cysts affect women at any age but are most common when women are at their forty’s. The cysts start as a small fluid that builds up inside breast glands, which are very tiny to feel and only visible under microscope (Raman et al., 2017).

Raman et al. (2017) states that he condition is non-hazardous but due changes in hormone the cysts become painful and bigger and at times are visible before menstruation time.  As a result of the pain it leads to uneasiness and in most cases the doctors do not submit to it as a disease, but as a condition prone to some women at some point in their lives (Raman et al., 2017).

Question Three

The most common form of breast cancer is the invasive ductal carcinoma accounting for more than 80 percent treated cases of breast cancer across the world.  The term ‘invasive’ describes the cancer’s main feature of spreading to other surrounding breast tissues. The condition starts at the milk ducts, which carries the milk from the lobules to the nipples, and then breaks the wall of the milk tubes and invade the other breast’s tissues.  The ICD over time if not diagnosed invades to lymph nodes as well as other parts of the body.  It can affect men, but is most prevalent on women mostly at their old age though it can occur at any age (Tice et al., 2015).

Question Four

The major difference that exists between the invasive ductal carcinoma (ICD) and ductal carcinoma in situ (DCIS) is on location and ability to infiltrate (Wei et al., 2012). The DCIS starts and remains within the milk duct without spreading to any other area. However, ICD starts at the milk ducts, breaks their walls and invades the surrounding breast tissues but at times can times, it spreads to other parts of the body through the bloodstream lymphatic scheme and lymphatic scheme (Wei et al., 2012).

Question Five

According to Schneider et al. (2015) in most cases, cancer develops in one area of the body, but later spreads to other parts, leading to different forms of metastatic cancer related with the primary cancer. When lung cancer spreads to other part of the body it is called metastatic lung cancer. During metastatic the lung cell with a genetic mutation separates and moves to other parts where in later stages the cells moves from the original tumor and grows in other parts of the body (Schneider et al., 2015).

On the other hand, primary lung cancer starts at the lungs as a result of abnormal lung cells. The primary lung cancer can spread to other parts of the body resulting metastatic cancer to the area of spread. Also, if cancer invades lungs from other parts it does not lead to primary cancer but amounts to secondary lung cancer as the lungs are a second site to the original location of the cancer (Schneider et al., 2015).



Raman, D., Boj, S., Arumugam, D., & Chidambaram, L. (2017). An Assessment of Angiogenesis In Fibrocystic Breast Disease and Invasive Breast Carcinoma. Journal of Evolution of Medical And Dental Sciences-Jemds6(78), 5553-5556.

Schneider, G., Glaser, T., Lameu, C., Abdelbaset-Ismail, A., Sellers, Z. P., Moniuszko, M., … & Ratajczak, M. Z. (2015). Extracellular nucleotides as novel, underappreciated pro-metastatic factors that stimulate purinergic signaling in human lung cancer cells. Molecular cancer14(1), 201.

Tice, J. A., Miglioretti, D. L., Li, C. S., Vachon, C. M., Gard, C. C., & Kerlikowske, K. (2015). Breast density and benign breast disease: risk assessment to identify women at high risk of breast cancer. Journal of Clinical Oncology33(28), 3137-3143.

Wei, Z., Er-li, G., Yi-li, Z., Qi, Z., Zhang-yong, Z., Gui-long, G., … & Xiao-hua, Z. (2012). Different distribution of breast ductal carcinoma in situ, ductal carcinoma in situ with microinvasion, and invasion breast cancer. World journal of surgical oncology10(1), 262.

The ‘Joy Luck Club’-Movie Review

The ‘Joy Luck Club’ movie is a true presentation of a traditional women image through telling of the heart-wrenching stories of Chinese women who share their experiences and the troubles that each of them had to undergo and the lessons they had learned. The film’s scenes are clear as they come rushing off the screen in a flood of memories making it appear as if the film’s characters had been saving their stories, and had now acquired the right moment to narrate them. The film brings a moment of reunion that brings the past experiences alive by showing how the present gets affected by the children who in a big way suffers due to the past experiences of their parents.  The ‘Joy Luck Club’ is a strong and serious film with very moving and touching stories that focus on women’s lives, particularly on Asian-American that helped in bridging imbalances that many films had overlooked as only a few films during the 1990s focused on women’s lives.  Although not deep, the Joy Luck film clearly presents perceptions about the real lives of the women and certainly has an appearance of profundity to the viewers.

The film was written as a screenplay by Ronald Bass and Ms. Tan based on the Tan’s best-selling book in 1989 (Patrick &Wayne, 1993). Wayne the director of the film makes it simple for any viewer as he forcefully makes it both intimate and far-reaching, a lovely evocation of changing cultures and lasting family relationships.  The director makes sure that book lovers get delighted by the elegant way he had transferred the novel’s content to the screen. Additionally, the film is such that any viewer who has not read about the Tan’s  book previously, on viewing the movie would simply appreciate a stirring, multifaceted story, one that is outstandingly well presented.

The movie tells about a story of four women (Lisa Lu, Tsai Chin and Kieu Chinh, and France Nuyen) (Patrick &Wayne,  1993) alternates with the current experiences of their Americanized daughters(Ming-Na Wen, Rosalind Chao, Tamlyn Tomita and Lauren Tom) (Patrick &Wayne,  1993). The four women are born in China but later visit America together with their daughters. The film revolves around the experiences of the eight women both in China and America as it allows the viewer to compare the two generations in the widening circle of experience. The movie appears at the time when the origin of the Chinese women is somehow forgotten, and the fable on their childhood experiences is quite different from the culture they inhabit with their daughters in America.

The four women meet once per week to play mah-jong (Patrick &Wayne, 1993), and it is here where they narrate their experiences and compares their grandchildren and families.  As per the movie the four Chinese ladies have experienced traumatic journeys from the Pre-Revolution era in China to their current lavish homes in San Francisco, America where they meet for the first time (Patrick &Wayne, 1993). The film helps the viewer to see China as it was during the 1930s and 40s, before the revolution as those old days are not often spoken about, and compare it with the current China. In most cases the whole reality about ancient China before is unknown, but through the ‘Joy Luck Club,’ the viewer can clearly understand what was like being a woman during that period.

The narrator of the story is June (Ming-Na Wen), who is the daughter of the Kieu Chinh, who after the death of her mother travels to China and meets with her two-half sisters who remained in China (Patrick &Wayne, 1993). The film starts with a farewell party, and in the next scenes give flashbacks, which reveal the secrets and stories of the four ‘aunties.’ The director in an exceptional way through the different scenes moves between the present and past experiences, showing what was and how things managed to become what they are. The film utilizes different actresses playing the roles of mothers and daughters at various ages presenting many stories, but the film proceeds in all the scenes with a perfect clarity.

Indeed, the ‘Joy Luck Club’ film is one of the greatest movies that to a great extent manage to solve hard narrative problems by presenting itself as a serious look into the past experiences of the women creating a sense of profundity. Thus, providing a strong basis for parents and children to learn how one generation can become both inspiration and restraints for another generation.

References Patrick, M. (Producer) Wayne, W. (Director). (1993, September 8).  ‘The Joy Luck Club.’ United States: Buena Vista Pictures.

How to Write a Movie Review

How to Write a Movie Review: One Template

Five Parts (Paragraphs) of a Movie Review

Opening: Catch the Reader’s Attention

Think about how advertisements sell movies: “trailers” show you a few seconds of the movie to get you interested.

When you begin your movie review, make your own “trailer”, a brief, descriptive narrative. If you liked the movie, then your trailer should make people want to see it; but if you didn’t like it, the trailer should be something that shows why you didn’t like it. Therefore, you should begin your review by retelling an incident or moment from the movie. Don’t explain why you liked it or didn’t like it; make the reader like or dislike the movie through your “preview”. END WITH A THESIS: for example, “The Joy Luck Club was a(n) average/poor/strong/unconvincing/uneven (choose any adjective) film due to its X, Y and Z”; or “Although The Joy Luck Club’s X (criterion) is convincing/powerful, etc.), The Y and Z were weak/laughable/boring…’ OR STATE THE REVERSE DEPENDING UPON THE THRUST OF YOUR THESIS: “Although The Joy Luck Club’s X (criterion) is weak/unconvincing.), The Y and Z were compelling/powerful…”

X, Y and Z (not necessarily in this order) should be acting, fidelity to the stories, and a criterion of your choice (plot, musical score, theme(s)…

Second Paragraph: Take Care of Business

Near the beginning of the review, you have to tell the reader all the obligatory facts–the title of the movie, the director, the studio, the main actors, the year it was made (if you watched it on video), the rating. Also, in one sentence or two, you should provide a very brief plot summary.

Third and Fourth Paragraph: Critique the Movie

In these paragraphs, you discuss the quality of the movie by following your thesis (and the order of the criteria) in paragraph #1. Your job here is to convince us why or why not to watch this movie by providing specifics from the film. In these paragraphs, go into detail about what interested you/disappointed you about the movie. USE YOUR FILM NOTES FOR REFERENCE and write more about one or two characters who were intriguing or annoying/weak/ineffective; or critique the acting, fidelity/infidelity to the spirit of the book or setting. You must give specific examples of scenes/character/actors. For example, you cannot criticize or compliment the acting without evaluating a particular scene. NO UNSUPPORTED GENERALIZATIONS.

Fifth Paragraph

Rate the movie on a scale of your own devising. Who might enjoy this movie? Thumbs up/down/stars, etc. You might also suggest how the movie could have been improved.

Critical Incident Analysis

Successful healthcare professionals have unique capability of enhancing their lifelong learning in line of their duties. Continuing professional development is an essential attribute among the medical practitioners who need to keep themselves up to date to facilitate the quality of services they offer in ensuring wellbeing of the patients. Thus, scholars have identified a range of activities that can enable the clinicians and nurses to execute their CPD programs throughout their lifetime service delivery. For instance, they can adopt work base learning, clinical audit, distant learning or conduct research within their fields of operation. However, the most significant CPD intervention is critical incident analysis. The critical incident analysis employs the use of a model of reflection that offers guidance to an individual through structured process of contemplation. Through it, the health care personnel gains confidence in handling dilemmas and difficult decisions that befall them whenever they are undertaking their duties. Critical incident analysis has proven fruitful during professional practice and the understanding of legal and ethical implications within a doctor’s professional life.

The Significant Incident during Group Work and Presentation

The major incident during our group presentation was a disruptive noise from other group members. Initially, everything was in order especially during the preparation prior to the actual group presentation. Having been tasked to research on the Roles and Responsibilities of a Multidisciplinary team, we assigned ourselves selected topics. I chose to discuss the duties of Alcohol and Drug workers and describe how they link up their clients in the healthcare facilities. Personally, I was fully prepared and like the rest of the group members, we were ready for the actual presentation. As expected, we settled on one of our members to perform the introduction part. In essence, he was to highlight the discussion topic for the group and provide an insight about what each of us would do in the course of the presentation. The introduction section was well and successful. However, we began experiencing interference when the second group member was making his presentation of his chosen area of interest. The last two presenters were talking loudly that caused distraction of to the subsequent presenters.

Even though we managed to endure the interference and finished our presentation, we failed to articulate our ideas as we had earlier thought. My lecturer for instance, was quick to confirm his worries regarding the quality of our presentation. She had known us to be very potential but insisted we did not impressed. Being the third in line to present, the level of disruption had grown intensity hence undermining my extent of articulation. The noise had grown to the extent it became some serious obstacle. In the long run, I could feel how the talking tampered with my capability. Nevertheless, we all managed to complete the task despite the extent of hindrance our own members caused. Actually, the whole presentation was not the best of what I had intended to deliver. I became disoriented and this was entirely detrimental in nature.

Critical Incident Reflective Analysis

According to Sarah Bolton 2016, a critical incident analysis is the ability to reflect upon an event or situation in a manner likely to enable them to consider their action and consequences. Thus, it gives room for a person to contemplate over critical decisions that may help in saving someone’s life. The UK Essays publishers believe that critical incident reflective analysis is instrumental in whenever there is need to study an incident while using a model of reflection. As a result, it allows a person to evaluate and derive sensible information regarding the incident before making relevant conclusions about the learning outcomes (Helyer, pp 18, 2015). In fact, both the reflection as well as the reflective practice has become a common phenomenon in nursing as well as midwifery teaching. They are essential tools that have proven effective in enhancing learning in health care profession as it facilitates the integration of the theory and the practice in different contexts. For instance, in our case, the incident was the noise that emancipated from the last two group members. Studies have indicated that the absence of structure could result in students’ dissatisfaction or even psychological disturbance.

In particular, I will use Gibbs reflective writing cycle to facilitate my sequential and systematic thinking. In his article, Gibbs supplied six steps that would enhance the analysis of the major events. Besides, it is an efficient tool that can encourage the continuing professional development (CPD). The steps include: Description where the concerned personnel describes the events that occurred and how they happened. In the review of feelings, I will essentially highlight what I thought about the interference from the group members who were talking during the group presentation (Harrison & Lee, pp 200, 2011). Others include evaluation, analysis, and conclusion and action plan. In my view, the use of Gibbs cycle would provide an appropriate platform that can enhance vivid review of my experience during the presentation. Therefore, it will allow me to access an avenue through which I can relate the major occurrences and the possible causes while at the same time focus on the available solutions to such incidences.


As described earlier, the major incident was about the disruptive noise that originated during our group presentation. As other members continued to talk in the process of presentation, I lost my concentrated and eventually had poor quality presentation. Thus, I considered investigating what could facilitate such behaviors among my colleague students. As a result, my analysis involved the psychometric tests that investigates individual mental capabilities and as well as the behavioral styles. Prior to our group presentation, we had selection of members based on our out-of-class relationships. Indeed, we settled on those individuals who were generally close to us in one way or another (“, 2011”). Therefore, it provides a suitable model for psychometric analyses that have been designed to assess an individual’s suitability for any role – in this case, group discussion. In most cases, it depends on a person’s personality and cognitive abilities (aptitude).

Normally, the group discussion is a tool used to determine the general behavior tips among students. The most commonly tested traits include the listening skills, the social skills and the problem solving capability. In our case, we settled on Roles and Responsibilities of a Multidisciplinary Team (Helyer, pp 19, 2015). Like in job interviews, the group discussion involves an assessor – the lecturer who investigates the team members’ behavior and compares to what he or she considers as the standard one. Now, when my group members began talking during presentation, it raised several concerns regarding the first and second presenters. For instance, may be they were boring or were disorganized. Similarly, they could be taking longer time while presenting their selected sections. Thus, it initiates the feeling as expressed by our lecturer and myself.


Like my lecturer, I felt the noise disoriented and affected my capability to produce my best finding from the study. In essence, during the preparation for a group discussion, certain principles apply. For instance, any group member must contribute to the selected topic. Nearly all of us were vast in representing the group following our earlier preparation. During my turn, I felt like I had lost the grip of my body language (Helyer, pp 18, 2015). When the second group member had taken over, the last two people focused in talking among themselves in a loud a voice that distracted my concentration. In other words, I was unable to maintain my eye contact and failed to monitor my demonstrative capacities such us the use of gestures and nods of agreements. Honestly, I underperformed in major areas such as being able to communicate my points and team working. My fears were approved by my lecturer who confirmed our group did not deliver as expected. In fact, she indicated almost none of us managed to influence other students by persuading them to accept our view on the Roles and Responsibilities of a Multidisciplinary Team.


In my view, our group discussion failed due to two main issues. First, we hardly understood how to effectively manage conflicts among the members. As the second member was making his presentation, he developed a tendency of direct confrontation and name-calling with other group members. As a result of this conduct, the affected individuals began revolting by eliciting unnecessary discussion away from the topic (Panda, pp 65, 2004). In essence, we were supposed to allow every member an ample to speak and express themselves reliably. It is only through this that we would have avoided participating in aggressive and rude showmanship. Secondly, having been disoriented, I am sure I failed to manage well my time. I was generally confused and wanted a way of addressing the students without fueling more noise during my chance. In so doing, I concentrated in pleasing my fellow students other than focusing on my selected topic. Overall, the disturbance could also arise from the fact that our respective research areas had personal influence on other people. Touching on drug and alcohol abuse could appear as a target to the majority of students who have fallen victims of the menace. Thus, by discussing how the Alcohol and Drug Workers were able to link the clients to the healthcare facilities could as well be interpreted as a target to the addicts, some of whom were group members.

Nevertheless, despite the huddles we faced, we managed to eventually complete the presentation of our topic. Our success originated from several factors including being team players. As expected, group discussion exercises require deliberate agreement among members on certain issues (Helyer, pp 20, 2015). For example, we managed to assign each of us specific areas of research, identify the order through which we would present and availing ourselves to conclude on the findings. Such a team working environment provided confidence in some of our speakers and allowed them to learn new ideas in the process. Secondly, we included every member in identification and selection of the area of study as well as in ensuring each member selected an area of interest. It played a role in fostering our body language and communication skills necessary for scoring average grades.


As indicated previously, a critical incident refers to something that happens either positively or negatively thus forcing a person to rethink about it. For instance, in a healthcare setting, such events include medication errors or wrong diagnosis. In our case, the incident remains the disruptive noise that originated from some of the group members (Panda, pp 65, 2004). Therefore, the Critical Incident Analysis is a crucial aspect that can facilitate reflective learning or practice. It achieves this by enabling the students as well as the professionals to explore their reactions about certain topics. Other than playing a critical role in professional portfolio, the critical incident analysis can as well serve as a tool needed for evidence-based studies. In any way, it is a necessity both in learning and in practice.

Like a job market, learning is a dynamic process that keeps changing. Thus, for students to fit in the school life, they must embrace adaptive attributes needed for the changing roles. Thus, it requires continuous learning for one to remain relevant both at school and at work point. Every student needs to adopt the skill of being ready to learn at repeated intervals. Students can boost their reflective skills so that they can appreciate their experience through practice. It can be a significant intervention in that it allows them to foster the ongoing program based on the available information and the knowledge they have gained from their experience (Panda, pp 65, 2004). So far, studies have indicated that critical incident analysis is most effective when it involves other people so that there is efficient collaboration of ideas about how to improve performance. In our case, having a critical reflection and sharing about our findings was generally frightening and could possibly be the cause of talking among other group members. In fact, it was responsible for our feelings of vulnerability to expose our thoughts as expected of us. Fortunately, working in group and having a network with other students offered the support we eagerly needed to help deal with our anxieties. Eventually, we learnt the art of listening to others and being able to act upon criticism.

The Action Plan

The major action plan should be based on teaching reflective skills both in academia as well as work-based learning programs. It has gained steady importance in developing strong professional beginnings especially in nursing and other health related courses. Furthermore, it has become apparent that the practice can generate effectiveness among work-based learners. For instance, I would initiate vital changes in the curriculum to help in capturing teaching of reflective skills. It can be possible making it a mandatory for students to compile reflective essays, portfolios, diaries and journals as part of their assignments (“, 2011”). Furthermore, I would ensure student handbooks contain information that could help other learners about how to implement reflection. For example, lecturers could use the induction sessions to describe the stories of successful students. Besides, the classes should also have periods when students are introduced to learning theories and styles, self-analysis of strength and weaknesses and meta-cognition attributes. Often, engagement in these aspects will enable students to write about their personal statements, something that could be important in the near future.

Furthermore, there is also need to establish work-based learning programs that covers active reflection in major modules. Thus, it can become a requisite for students to compile a series of short narrative statements that entail their reflection of their learning process both at school and at work. In fact, these activities will promote the development of reflective practitioners who are able to share their thoughts and situational analysis with their work colleagues. In my view, these interventions will eventually make it a norm for people, whether students or workers to constantly reflect, plan and develop based on their professional requirements (“, 2011”). Therefore, they will obviously adopt a culture of revisiting the manner in which activities need to be conducted other than remaining focused on the traditional routines. Essentially, there is need to implement models that would encourage teachers to give instructions to students to enable learners to reflect about what they have done or leaned. For instance, the use of Gibbs Cycle will enable learners to reflect on concrete experiences as well as abstract concepts about their lives. In reality, it will focus on the feelings, senses and thought processes of the students. As a result, it will provide an opportunity for them to be attentive to the information while using the same information to influence the lives of others.


Healthcare professionals are people whose daily lives involve actions that can determine whether their clients will live or perish. Ranging from wrong diagnosis to medication errors, the dangers could be detrimental to the wellbeing of patients. As a result, they are supposed to be in constant learning to identify the significant incident and reflect upon it to prevent further damage to human life. Using Gibbs Cycle as tool to enhance reflective learning, most of the professionals will develop a norm of reconsidering their steps other than depending on the old ways of doing things. The cycle provides sequences through which one can reflect on both the learning and job dynamics brought about by changes in the technology and global recession. The cycle gives the students a chance to describe what they consider as the critical incident, portray their feeling, perform an evaluation of its positive and negative impacts of the incident as well as to analyze the situation it presents in real life.

Reference List (2011). Reflective writing: About Gibbs reflective cycle – Oxford Brookes University. [online] Available at:

Harrison, J. and Lee, R. (2011). Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme. Journal of Education for Teaching, 37(2), pp.199-217.  

Helyer, R. (2015). Learning through reflection: the critical role of reflection in work-based learning (WBL). Journal of Work-Applied Management, 7(1), pp.15-27. Panda, S., 2004. Reflection and continuing professional development: implications for online distance learning. Indian Journal of Open Learning, 13(1), pp.63-78.

Theoretical Approaches in Sociology

The interactionist, functionalist, and conflict theoretical approaches on society give different perspectives of an individual, social change as well as social order.  The three theories in different ways hold different perspectives on how they look at an individual and society as a whole (Schaefer, 2010).

Functionalist theory views society in a positive way as being stable and having all the parts working together as one and hence, every social aspect of a society plays a vital role in ensuring society’s survival. In analyzing individual, functionalist views people as socially molded, and not imposed to do their societal roles. Thus, functionalist theory main idea is on the cooperation of members of a society since it brings stability (Schaefer, 2010).

The TV reality shows allow people who are different within a society to watch a common show and can communicate with each other as longtime friends. However, it can impact an individual negatively as one tries to enumerate an outrageous action of the characters within the show hence molding a person’s behavior socially through interactions with the TV stars.

Conflict theory views society as being in continuous struggle and that one can only understand the social behavior of individuals through their conflicts. It views individual characters being as a result of influence by the authority, and that people maintain social order through force. Under the conflict perspective, social change keeps on taking place constantly, and this always brings some kind of conflict as people keep on competing with each other and due to social inequality (Schaefer, 2010).

The conflict theory brings an entertaining aspect to the reality TV shows. For instance, in a football competition where two teams compete with each other and the winning team gets a prize. Also, some TV programs show people competing for resources and power, but eventually end up relating easily as they overcome their daily struggles.

The interactionist perspective looks at how different small groups of people work in terms of behaviors and how they react to other people’s actions, material things as well as symbols. The theory studies social behavior on a small scale.  According to this theory, people influence each other’s daily social interactions and one is capable of creating own social world through interactions and that a society maintains order through sharing of how people understand other’s daily behavior. Also, that social change within a society occurs when peoples’ position and communication with each other change through symbols and objects (Schaefer, 2010).

Reality TV shows make people compare their actions and behaviors with those of the show’s stars. The people end up developing either negative or positive feeling based on the attributes they compare and what they can justify. At times, one might have to change in order to fit into the society, and mostly get influenced by the actions of the TV stars. Thus, the way people interact with the reality TV shows affects the society’s behaviors as a whole.

Social imagination refers to how people relate with the surrounding through analyzing of the present and past effect of an individual’s life choices, and behaviors within the society as a result of influence by both external and internal factors.  Mills argues that a person with sociological imagination is in a position to understand and learn from personal experiences and that of others who are facing same situations (Swedberg, 2012).

The issue of producing nuclear weapons by North Korea has been part of the leading headlines for most newspapers and news and in most nations globally. America under the leadership of Donald Trump has been opposing North Korea’s move and this has put the two countries under conflict. America argues that manufacturing of the Nuclear weapons is a threat to the whole world and that North Korea should get rid of them or else America to attack the country in an effort to stop the manufacturing. On the other hand, North Korea is arguing that it is making the weapons to safeguard itself and has no intentions attacking any innocent country, and President Kim says no one can dictate on what his government can do or not (David, 2017).

In this case, the two countries should apply the sociological imagination to analyze the society at large and decide whether they want to stand in human history and continually keep on conflicting over the weapons. The two countries should initiate a dialogue and discuss the issue in dilemma and look for the right solutions that would not affect their citizens. However, without using sociological imagination the conflict between America and North Korea over nuclear weapon production might never cease to exist.


David, E. (2017, November 29). Washington Eyes a Cold war Strategy against North Korea. The New York Times post.

Schaefer,T. (2010). “Sociology: 12th Edition” New York: The McGraw-Hill Companies, Inc. pp.13-16

Swedberg, R. (2012). Theorizing in sociology and social science: Turning to the context of discovery. Theory and society41(1), 1-40.

Discuss the Impact of Hellenism on the Making of a Greater Afro-Eurasian World

Discuss the Impact of Hellenism on the Making of a Greater Afro-Eurasian World

What are the main ideas associated with Hellenism?  To what extent did these ideas influence the areas that Alexander conquered?  To what extent were Greek ideas related to the rise of slavery and plantation economies in the Mediterranean?  What goods did slaves produce? Where were their goods traded?

Forced Resettlement and the Creation of Diasporas and Refugees

The correlation between forced migration, ethnicity and the return resettlement remains unexplored by the scholars. However, certain Empires and other ancient states had preferential policies that facilitated the eviction of co-ethnics (Ho, 2013). It was a common practice in Assyria and China to pave way for more lands for agriculture. Often, the co-ethnic communities were intentionally labeled as refugees and returnees. In Ancient China for instance, there were metaphors regarding the extraterritorial kinship that enjoyed the privileges of the authorities. Conversely, following their cultural exclusiveness, the co-ethnics faced the socio-spatial exclusion in the eyes of the rulers (Ho, 2013). As a consequence, the displaced groups face myriads of challenges including generational realignments, geopolitical impacts, and health risks especially due to poor living conditions.  In essence, these interventions have resulted in gross violation of human rights and undermining the presence of the minority groups.

Religion and the Early Political Structures

The interconnection between religion and politics continue to elicit reactions in political philosophy. For some, there is need for distinction between religious belief and the state affairs. However, religion often makes claims regarding people’s allegiance that come as a universal perspective (Ortner, 1989). For instance, the Muslims believe that all people owe their obedience to the Allah. Now, the establishment of the Early Chinese Empire involved the unification of the Qin and Han dynasties. Their imperial structure involved the combination of the Legalist considerations and that of the Confucian. The emergence of Buddhism in China opened up several other trade routes and resulted in the rise of more stable dynasties especially after the disintegration of the Hans.

What can be Learnt from the Ancient Law Codes

A legal code was an essential feature in every political system in the ancient times. The earliest ones being the Sumerian Code of Ur-Nammu of c. 2100 to 2050 BCE and the Babylonian Code of Hammurabi of c. 1650 BCE. In most cases, these codifications were limited in scope thereby failing to describe the exhaustive legal systems of the target kingdoms and empires. Nevertheless, most of these codes enhanced ethical behaviors in the societies (Maine, 1906). For instance, the written as well as the oral Hebrew Torah of 200 CE highlighted the penalties on individuals who would breach certain behaviors. Similarly, the Tang Dynasty of ancient China developed the Criminal code that regulated unnecessary acts such as rape, murder and other culturally unaccepted conducts (Maine, 1906). In the United States, there have been significant influences of the Continental legal code that expresses itself through codification and civil law jurisdictions.