Water for Human Development - 1459 Words

Water is an essential commodity for human development. Unfortunately, many communities experience the lack of quality water resources. The aim of this paper is to describe and consider the most common water supply challenges facing many communities and their consequences for firefighting. The paper presents some demonstrations of the primary water supply difficulties leveraging communities. The consequences of these water supply difficulties on firefighting capabilities are suggested in this paper. Recommendations to improve community water supply and firefighting methods are provided. Water is an essential commodity for human development. Unfortunately, many communities experience the lack of quality water resources. Changes in community dynamics and the financial and communal adversities facing communities impede the development of creative water supply designs. Water vulnerabilities have really become an attribute characteristic of many communities, with far-reaching significances for their firefighting capabilities. Needless to state, in communities that need get access to water, even the smallest fire can lead to a grave catastrophe. As of today, the need of hydrants, unsuitable firefighting apparatus, troubles with dip sites, and the need of collaboration with the water utility management make communities exceedingly susceptible to the hazards of fire. In the absence of productive water supply systems, no community is absolutely defended from firefightingShow MoreRelatedThe Effects Of Water On Human Development1772 Words   |  8 PagesWater is an essen tial element of life. It is essential for the health of people, well-being of the human and all social and economic activities as well as for the ecosystem functions of the earth (WWAP, 2012). Therefore, managing water need a spectrum of critical considerations from the control of the governments towards the centre of the society. Water is a source of energy in some countries, and also essential element of agriculture as well as industry, and I some countries it is a mode of transportRead MoreWater Is A Vital Resource For Human Development1019 Words   |  5 PagesWater is a vital resource for human development; its natural mode of occurrence is governed by climatic, geomorphic and geologic characteristics of the land surface. Water resources is a major requirement and driver of socio-economic development. Economic sectors that water caters to include domestic, agriculture and fisheries, industry, recreation, municipality, including waste/effluent disposal, and water transportation. It also plays a prominent role in power and energy generation (Oyebande.,Read MoreWater And Its Effects On Human Activities1358 Words   |  6 PagesPerhaps water is one of the most important elements for both evolution purposes and sustenance of life on earth. On the other hand, water sustains environment and gives support to t he livelihood. It is good to note that availability of fresh water plays a big role in improving the quality of human life and overall progress of mankind in various spheres of life that are significantly dependent on it. In addition, water promotes equality between nations and also between the rich and poor within theRead MoreHuman Dependence On The Tar Sands1580 Words   |  7 PagesHuman dependence on the tar sands will be monumental in the future with the end of conventional oil. The tar sands project in Alberta is currently one of the greatest industrial projects throughout human history. 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Based on LCA gradually promote the use of the Environment Product Declaration (EPD), this declaration will serve as a businessRead MoreHow The Atmosphere Is A Complex Fluid System Outside Earth1693 Words   |  7 Pages 1 The atmosphere is a complex fluid system outside Earth from a variety of gases and suspended solids consisting of participation in life activities are under long-term development and formation. The main components of the Earth s atmosphere is nitrogen and oxygen, the nine planets in the solar system composition is very special. Composition of the global atmosphere more of the ingredients can be divided into stable and unstable constituent components. The former include nitrogen, oxygenRead MoreThe United States Geological Survey on Sinkholes998 Words   |  4 Pagesnatural external surface drainage--when it rains, all of the water stays inside the sinkhole and typically drains into the subsurface. Sinkholes vary in size considerably: from a few feet in diameter and one foot of depth, to hundreds of acres wide and more than 100 feet deep, (USGS, n.d.). Some sinkholes form naturally over time, but human intervention such as construction and development projects have been causing the rapid development of sinkholes in the state of Florida. These large-scale projectsRead MoreEssay on History of Disparity in Development650 Words   |  3 PagesHistory of Disparity in Developmen t Human is one of few creatures of mother earth that can think and decide what is right or wrong. Due to that special characteristic, people are always curious about something and try to find the reason about it. In 1974, Jared Diamond was staying in Papua New Guinea, and one day, a local named Yali asked Diamond a deceptively simple question â€Å"Why is it that you white people developed so much cargo, but we black people had little cargo of our own?† (NGO, 2005)Read MoreDrinking Water : Human Right Or Commodity? Essay1683 Words   |  7 PagesDrinking Water: Human Right or Commodity? Water, like food, is a necessity for human life that is used for many purposes such as agricultural, industrial, and domestic systems. While water is a common element around the world not all of it is clean and able to be consumed or used by humans. With only a percentage of the world’s water being clean and the use of water increasing, the availability of water around the world has become a common issue in the developing and even the developed world. ThisRead MoreHow The Building Is The Largest Stage That Impacts Environment During The Life Cycle1585 Words   |  7 Pagescan full evaluate the impacts during extraction of raw materials, material creation, sale, maintenance, disposal or recycling, also global warming, air pollution, water pollution and other index. Thereby more effectively improving environmental performance is to achieve green building. LCA will provide the support of data on saving water, energy, material and other indicators. Based on LCA gradually promote the use of the Environment Product Declaration (EPD), this declaration will serve as a business

The Social Labeling Theory - 600 Words

Crime Theory The Social Labeling Theory The social labeling theory infers that descriptive classifications may at times define an individuals behavior or self-identity. The theory closely relates to stereotyping or self-fulfilling prophecies. The theory of social labeling explains why defiant individuals engage in activities that go against cultural or societal norms (Crossman, 2014). Though popular in the early 1970s, theorists have redefined the theory trying to avail assertions that conform to the present social formations. The labeling theory relies on unwanted descriptors including defiance, mental disorder diagnosis, or disability while trying to explain non-conformance to prevalent stipulations or societal requirements. Stigma is an example of a social label that redefines an individuals identity and concept in society. The Theory of Reintegrative Shaming The reintegrative shaming theory remains common practice in the numerous criminal justice systems around the world. Through the reintegrative theory, the justice system sought to create a long-lasting bond between offenders and the society. John Braithwaite designed and formulated the reintegrative shaming theory seeking to avail a feasible alternative to the social labeling theory (Zhang, 2004). In his theory, John indicated two types of reintegrative processes that include a reintegrative and stigmatic shaming. While the stigmatic shaming intends to disintegrate the social tie between the offender and community,Show MoreRelatedLabeling Theory Or Social Reaction Theory Essay915 Words   |  4 PagesChapter 7 contains a discussion of the labeling process. Describe that process. Schmalleger describes the labeling theory or social reaction theory as one that sees persistent criminal behavior as a result of not, having the chances for normal conduct that follow the negative responses of society to those that have been labeled as criminals. There is an expectation of a continuous increase in crime that is a direct effect of the label that is attached. The result of negative labels creates limitedRead MoreLearning Theory, Social Exchange And Labeling Theory1433 Words   |  6 Pagesinteraction of the micro, mezzo, and macro levels. Theory groupings of the micro level focus on the individual, psychological and developmental. Examples would be psychodynamic theories, cognitive and learning theories. The mezzo level interacts between individual’s groupings and organizations. Creates change in task groups, teams and service delivery networks. Examples would include social learning theory, social exchange and labeling theory. Lastly, you have the macro level that focus of explainingRead MoreLabeling And Conflict Theory On Social Issues843 Words   |  4 Pages The labeling theory is basically about folks who committed deviant behavior; as a result, the individual is to be labeled based on the merit of the offense. 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It1000 Words   |  4 PagesLabeling theory is closely related to social-construction and symbolic-interaction analysis. It means that deviance is not a natural tendency of an individual, but instead focuses on the tendency of majorities to negatively label minorities or those seen as deviant from standard cultural norms. The theory is based off how people tend to own up to what society claims them to be. The theory came about during the 1960s and 1970s. A lot of the theory’s symptoms are still noticeable today. Labeling theoryRead MoreTaking a Look at the Labeling Theory909 Words   |  4 Pages The labeling theory is one of the critical perspective sociological theories of crime. Labeling theory was the first of the critical perspectives and like the other critical perspectives, it considers defining crime, as well as applying a label to those who commit what is defined as a crime to be problematic. Among the issues addressed by labeling theory are defining deviance based on primary deviance through implementing a label on the offender, discrimination by formal institutions, as well asRead MoreThe Sociological Perspective On Medical Conditions1687 Words   |  7 Pagesexplain medical conditions. The sociological perspective focuses on the external influences, rather than then internal influences, such as the social environment, institutions, and relationships to assess and explain illness. The sociological perspective contains the following theories to support its assessment of illness a nd they are: stigma, labeling theory, and medicalization. These three concepts play a large role in the sociological perspective. According to Freund, stigma is a discrediting label

Savage Inequalities By Jonathan Kozol Free Essays

string(121) " in the well off schools, the students are given such wonderful and good options and opportunities to make their career\." The following paper presents a book review. The book which has to be reviewed is â€Å"Savage Inequalities† by â€Å"Jonathan Kozol†. The book covers the research of the author on the school or disable and privileged children. We will write a custom essay sample on Savage Inequalities By Jonathan Kozol or any similar topic only for you Order Now He also shows a comparison between the schools in urban and suburban areas. Furthermore in the book, he tells that how the education is effected due to unavailability of books to the children in the schools of the poor neighboring areas. By reading this book, people can easily conclude the conditions of the city schools with the uptown ones. The comparison presented in the book is based on the difference of quality of education being given, the races that are involved are analyzed, the facilities being provided to the children there and the situations under which these children are getting education. Adding further to this, he also suggests that suburban schools value the money better, as they provide the children with a better and secure future. Children can flourish more in the suburban school setting as it is providing them with better and good opportunities ahead. He thinks that all the children in the schools should be treated equally and should be provided with an equal amount of money, so that one is not superior to the other. If a child studying in the school belongs to a poor background, he should have been given equal money so that he can coup up with the other students who are better than him. Theme of the book: In Savage Inequalities, Jonathan Kozol tells about his analysis, that he did by investigation the environment of a number of schools in America. His main focus was the public schools. The book explains his visits to approximately 30 schools, between the year of 1988 and 1990. These schools were basically ranged from the poorest inner city schools to the ones in the wealthier sub urban communities. He found a huge gap between the conditions of the communities and the schools. His main focus throughout the book was on the question that â€Å"How is there such an enormous difference inside a country with all these public schools who claim to provide everyone with equal opportunities? In this survey, Jonathan observed the fact that how the underprivileged schools are not given equal attention, where the education standard is low and poorer as compared to the one that is being followed in the wealthier localities. The poorer schools are not given money to upgrade their current status and can come up to the mark. Even though it is necessary for all the children to go to a school until the age of 16, they are still kept back sue to all the differences in the school in which they draw lines and separate them on the basis of race as well as the social class. He studies the financial support given to the schools as how unequal that is when it comes to relate the public class divisions. He also examines institutional and biological racial discrimination, segregation, unfriendliness of students, employees that are in underprivileged schools, substantial decomposing away of constructions and even the physical condition of the apprentices (Jonathan Kozol, 1992). Overview of â€Å"Savage Inequalities†: Jonathan Kozol’s main focus in the entire book is to explore the urban school districts, which are separated by the racial difference and category of the students which includes their class. The black or nonwhites are considered to be very poor, which discriminates them harshly with ones who are rich and belong to a wealthier class of suburban schools. He observes that even if a school is not creating diversions, the divisions occur within the school that has a vast population of students. This division is mainly caused by the type of education being given and the career tracking which the students follow. This division is also created by the people by just thinking about there status and considering them superior in class. One of the reasons for these differences could be â€Å"its all in the head† motto. The most important tribulations that have an effect on these institutions are an entrepreneurial structure that involves the imitation of the partition of work. Schools afford the education to congregate this obligation all the way through the trails of apprentices into the characters that they will accomplish in their financial configuration. The author further explains and points out that the upper class of white people want their children to be properly educated, and get into better jobs and places. They want to see a bright future for them and work in a comfortable environment in less polluted areas. These people have an upper hand and will benefit from the dissection of labor and will even use their resources to create an influence with the government, in order to maintain their proper places on the positions they are working. In his book, he also discusses a few casual conversations with the students of the schools. For example, he talked about financial support unfairness amongst institutional regions with a group of wealthy students in Rye, New York, in that group, one student posed her beliefs by saying that she doesn’t exactly have any interest in these funding supports for the poorer schools, since she was unable to see that how would it benefit her (Jonathan Kozol, 1992). She really didn’t care about the situation of the schools that are under privileged. She knew the fact that how all those class and status divisions would favor her in different aspects. Then why would she bother looking the other way? Using various variety of details and scenarios to describe the conditions of the most prosperous school such as â€Å"New Trier High School and on the other hand the most underprivileged school such as â€Å"Du Sable High School†. In this comparison he portrays the most terrible environments in which the students attend their daily school and also tells that in the well off schools, the students are given such wonderful and good options and opportunities to make their career. You read "Savage Inequalities By Jonathan Kozol" in category "Papers" He distinguishes the underprivileged and affluent institutes to demonstrate the readers the worst conditions that are available. Kozol also talks about a very crucial and one of the major issue and that is of racism. He brings the fact to knowledge that mostly the poor or black children usually the Hispanic are bad savings. No matter how good they are or how good they could be. Meager educative surroundings effect in substandard learning and serious educational shortage in learners. It turns out to be very noticeable the system the management, the civilization, and the instructive system do not pass unfortunate offspring in the United States (Jonathan Kozol, 1992). Kozol vividly illustrates the deplorable conditions of the poorest schools. In distinction, he gives some colorful images of the richest suburban schools that surround them. He effectively demonstrates the racist conditions and social class discrimination that lead to the variations within the public school system as well as discusses the funding formula for America’s public schools. Kozol provides descriptions of the worst of the worst, but his research only extends to a limited number of urban schools (Jonathan Kozol, 1992). Perhaps Kozol could also include more on his views as to what the â€Å"minimal† requirements for a good school should be. What are the basic needs of a public school? He says that there should be more poor schools that resemble the better schools. Talking of the wealthy schools and the schooling they are providing, is that the minimum standard that they should provide? Or should the wealthy schools give a bit less so that the poorer schools can come up to their standard? Are all the public schools on the same level, as in providing equal opportunities to all the students? As a result, if the parents ask for more than the amount of quality education being provided in the public schools, they either demand for more, or mostly go for tuitions or private education for their offspring. The possible solution for lack of quality in urban schools according to Kozok is equalized funding. The schools will not be solved by funding alone. For real improvement to occur changes in the greater society will have to take place. After all equals schools are not determined by equal funding. Would equal funding really be desired by policy makers? If public education was really valued by the politician and if they really believed in providing equal funding for all, a lot of money would â€Å"become available. † Jonathan Kozol in his book Savage Inequalities takes into consideration the condition of several American Public Schools. He visited schools in the neighborhood and discovered wide disparity in the conditions between the schools in the poorest inner-city communities and schools in the wealthier suburban communities. How can such huge difference be possible in the public schools systems of the country that claims to provide equal opportunity for everyone? Kozol finds it obvious that many of the children from the poor communities get education which is far inferior to that of children who are growing up in the wealthier communities. Strong evidence is provided by the book of the national oppression, endemic in the American system. Kozol focuses on the discrepancy in resources amongst predominantly Black or Latino (usually inner city) schools and those that are predominantly white (usually suburban), Case studies and statistics are used to compare the opportunities given to some kids to succeed while others (oppressed nations) are set up to fail (Jonathan Kozol, 1992). The topic of the conditions that are faced by children should pose an easy win for Communist looking to explain to people the need for equality for all. It’s hard to believe someone thinking that a kid, born into circumstances out of his or her control, deserves suffer poor housing, inadequate healthcare, and substandard education. While people argue that adults â€Å"bring it on them†, the children clearly have no control over where they are born. But Kozol highlights, with astonishment, that he found racist arguments being made by white adults about the potential of Black and Latino kids to justify the better funding of the schools in the white neighborhoods. Kozol brings to mind how during the social movement people would have been vilified by such arguments, but in the early 1990s when he wrote the book, these attitudes were commonplace. Not just the adults but the kids in these wealthier schools had excuses explaining why they deserved better schools than kids who sometimes lived miles away. The statistics presented in Kozol’s book are startling; bring to attention how classes in one school are segregated racially. In one classroom there are all white students with the exception of maybe one or two Asian or Black children. In another class, which is the â€Å"special† class, all black children are present, with maybe one white child. According to the author, the children are separated more from each other in magnet schools. The poorer Pilcher 3 children do not get the opportunity to apply for these selective schools. Even if the parents are informed, on many occasion they do not have proper education to be able to fulfill the necessary requirement to admit their children to the special schools. He strongly disagrees with the business approach to education, stating that limits cannot be put on a child for the child will never strive to go beyond that limit. He maintains that this approach will not introduce Excellency but will in fact just repeat unevenness (Jonathan Kozol, 1992). Recommendations: After reading this book my perception has completely changed, I had never known that a large number of schools were situated in the ghettos and are overcrowded or only had two toilets working share by 1000 students, and also no toilet paper is available. The thing that has really upset me is the fact that schools in the same city limit but in the suburbs have an average of 20 children per classroom and also have enough supplies and computers enough so that no child needs to share. It is clear that the majority of these suburban schools are dominantly white and the minorities are in the urban schools. The dropout rates in the book are very high. Most children drop out of secondary school and do not get proper education due to lack of supplies and very little or interest of the teacher. The greater part in the poor schools are that of the Hispanic or black while the elite white class children and the rare Asian children are in the gifted classes of the sub urban schools. The small population of blacks and Hispanics that attend the same schools go to the â€Å"special† classrooms and their â€Å"mental retardations† is shown as a reason for their placement. A majority of these students belong with the whites and Asians, they are not mental. It seems like the teachers were so unmotivated to teach in the urban schools that it reflected off of the children, the children become unmotivated towards learning which has become the reason for such high dropout rates in secondary schools. These children never get real education; instead they receive partial discrimination due to the color of their skin. Access to private schools is denied to them, they do not get toilet paper or working toilets, and they are subdued, so they are not able to expand their horizons and are made to learn without the use of materials or supplies. They are never given a chance to attain proper education and so they suffer the consequences by living in poverty and having their children attend schools similar to their parents. This is all very upsetting to me as even though the school systems have improved a great deal there is nothing that can be done for the poor parents who were not able to get real education due to their color and class. I hope these parents realize that what they suffered from should not affect their children. Today this issue has been subdued only because the number of schools situated in ghettos also educates the whites along with the minorities. I myself attended a high school situated in the ghetto in Bradenton, Florida. I did not actually live in a ghetto nor did any of my friends. My opinion about Savage Inequalities would be that the book presents a good over view about the conditions of the schools in the urban and suburban areas. The way it compares the situation in the schools is very innovative. But at a point I find the book very disturbing and heart touching, on the other hand this book became an eye opener and now I can look back and think what were the situations before and how they are now. It is very good to see the things change with the passage of time. The schools have realized the fact that the race and class doesn’t matter, it’s the talent that a student carries. Although the schools maybe dominating with the majority of whites and the minority of others, the students are still receiving quality education, without comparing one race to another, they are able to realize the fact that it’s not the race which helps a person to succeed from one another. The single inconsistency that I observe in the book was that Kozol failed to notice a few matters. He didn’t address to the fact that no matter if the poor are in minority, they still have the right for proper education and learn the things that the rich are learning. He also did not defend the fact that it’s not the poor who are responsible for lack of quality education for the poor children, whether they be in minority or majority. Overall it was a good book, worth reading and spending time on it. It had covered some really interesting facts that I enjoyed reading. On a finishing note, what I consider is that the importance of these savage discrimination, productively arrange offspring into victors and defeats; those institutions persuaded the children that they ought to have in some sagacity to be unsuccessful in their schooling. How to cite Savage Inequalities By Jonathan Kozol, Papers

Language and Society

Question: Discuss about the Language and Society. Answer: The aim of the following paper is to make a fruitful analysis and discussion regarding the summary made by Rajend Mesthrie on the theoretical standpoint of Pierre Bourdieu on the theory of power. The main concentration of the paper would be on the point of view shown by theory of language and power by Pierre Bourdieu according to Rajend Mesthrie. However, prior to make in-depth evaluation of Mesthries summary on theory of language and power, the paper would understand and define some key phrases regarding the considered theory of Pierre Bourdieu. At the same time, significant concepts like symbolic power, symbolic domination and habitus would be also taken into consideration. It has been identified that according to Pierre Bourdieu, the economics of linguistic exchange is related with the term of linguistic capital. Linguistic capital is considered as a subtype of the concept of cultural capital, which has a broader grandeur. Therefore, the economics of linguistic exchange is understandably the exchange of the linguistic capital in the linguistic marketplace (Mesthrie, 2009). As per Bourdieus point of view, linguistic capital means different languages as well as varied symbolic values of those individual languages. In terms of economics of linguistic exchange, it needs to be said that standard languages possess relatively more value for having overt prestige in the linguistic market (Mesthrie, 2009). On the other hand, similarly like the standard languages, in the linguistic market, vernaculars also enjoy a same value of prestige. However, coming to the point of Mesthries summary on Bourdieus concept of symbolic power and sociolinguistic, it is to say ini tially that Mesthrie has found out that Bourdieu has researched beyond the apparent discourse analysis in order to address varied concerns regarding modern sociolinguistics (Mesthrie, 2015). Further, as per Mesthrie, Bourdieus view is primarily regarding politics, education, socio-culture and language. However, the interesting fact regarding his view on politics, socio-cultural aspect, education and language play a significant role in offering a potential base for establishing a unified theory of sociolinguistics (Durian, 2011). According to Mesthrie, from Bourdieus point of view linguistic interaction possesses the significant traces of social structure and helps them to be expressed as well as to reproduce. Most interestingly, Mesthrie has highlighted the one of the most significant fact discussed by Bourdieu, which is indicates that the sociolinguistic competence surpasses mere formulations and articulations of competence that is grammar and competence based. Mesthrie has pointed out that as per Bourdieus opinion highly argues the fact that the act of speaking corresponds the performance of passing sentence. As per Mesthries view Bourdies conceptualization is indicati ve of the fact that the effectiveness of the aforementioned performative pronunciation is not directly can be identified within language. According to Bourdie, these performative utterences are more related to and derive from a premise that provides proper meaning to individual pronunciations (Harke et al., 2016). However, it has been identified from Mesthries summary that according to Bourdieus point of view, human individuals are eligible for four kinds of resources, which are economic, cultural, social and symbolic capital (Benson, 2016). On the other hand, it has been also understood from Bourdieus perception that the distribution of human individuals is determined by the amount of capital or resource they possess, the particular composition of the resources or the capitals and their individual flight in the social atmosphere (Jenkins, 2014). Most significantly, Mesthrie has pointed out that the Bourdieus thinking is related with two chief aspects, which are communicative economy and the power of symbol. As per Mesthries understanding, Bourdie regarding his theoretical standpoint of linguistic power had invested all his interest in identifying the elements of linguistic exchange and the amount and type of capital accumulated by the linguistic investment (Mesthrie, 2015). In this context, it is required to mention that the fundamental concept of the symbolic power was first underpinned by Pierre Bourdieu. According to the conceptual view, symbolic power is indicative of the discipline that is utilized against other in order to confirm an individuals particular position in the society. In this respect, it should be accounted also that the Bourdieus conceptualization regarding sociological work is concentrated with two predominant aspects significance of body and the social practices (Wacquant, 2013). It is interesting to denote that in Mesthries summary and account on Bourdieus theory of power, there is the mention of the aforementioned theoretical assumption of Bourdieu. Mesthries point of view on Bourdies theory also has highlighted that Bourdieus theoretical underpinning has been indicative of the fact that particular social relation between the speakers determine individual linguistic interaction. It has been understood well that power is not alwa ys exercised in form of a physical force as most of the time power is transformed into symbolic attire and thereafter it is practiced with the help of symbolic exchanges (Swartz, 2013). The central or most significant part of the social power and its practice is considered by Bourdieu to be the control of symbolic market place. In this respect, one particular term should be evaluated, which is the symbolic domination. The distinct phrase is indicative of a particular procedure through which the ruling or the dominant class impose the norms on the linguistic market integrated by education and high society. It has been understood that according to Bourdieu, the particular power of the dominant class being the chief legitimate competence is considered to be the symbolic domination (Yuval-Davis, 2016). On the other hand, the dominance is considered to be the linguistic power and most significantly the procedure of learning how to make appropriate expression, which would have impressive value in the linguistic market. However, in this forefront, the Bourdieus final conceptualization regarding Habitus should be granted. It has been understood from Bourdieus interpretation that habitus plays the role of a medium between the material condition that is objective and the subjective dimensions of class that is uniformed by social lifestyle as well as class (Gulledge et al., 2014). It is needed to mention here that habitus is an individual procedure that transform the deposition of society into well structured propensities and lasting dispositions. In this respect, it should be considered also that habitus should not be considered as a result made of free will as per the reason that it is not created by structures (Gulledge et al., 2014). It is required to denote here that as per Bourdieus concept, habitus is an interplay that performs between the dispositions and the shape. Here, shape is indicative of the condition that determines the current practice as well as structure. On the other hand, another va riable disposition means the tendency that is formed by past and present consequences. Mesthries final opinion regarding the Bourdieus theory is a worth admit table fact that for having an understanding regarding macro and micro linguistic variation, situation and values, the theoretical underpinning of Bourdieu is highly required (Mesthrie, 2009). Henceforth, from the above discussion and analysis, it has been understood that Bourdieus main concern has been to indicate that symbolic power is the aspect through which exhibition of meaning is constructed. Most significantly, the above discussion has pointed out that every individual in the society is eligible for economic, cultural, social and symbolic capitals. Finally, it is to conclude with the main understanding deduced from the discourse that linguistic capital through which symbolic dominance is established is different languages as well as varied symbolic values of those individual languages. References Benson, R. (2016). Bourdieu, Pierre.The International Encyclopedia of Communication Theory and Philosophy. Durian, D. (2011). Rajend Mesthrie, Joan Swann, Ana Deumert, William Leap. Introducing sociolinguistics. Edinburgh: Edinburgh University Press, 2009. Pp. xxvi, 500. Pb. $34.95.Language in Society,40(03), 373-377. Gulledge, E. A., Roscoe, P. J., Townley, B. (2014). 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