A Visit to a Mosque

Theology I have been a member of the Catholic Church my entire life. Although I have often taken time to reflect on my faith, never once have I made an attempt to explore a religion aside from my own. Recently, I stepped outside of my comfort zone and was fortunate enough to visit a mosque. A mosque is a place of worship for followers of Islam, or one who is Muslim. There are a multitude of services I could have visited to experience a new religion, each with their own identity.The reason I ultimately chose o visit a mosque is because Muslims believe all life begins and ends with God, as do l. However, unlike Catholics, the Islamic religion does not believe Jesus Christ to be the Son of God, nor that he was crucified on the cross. My goal was to gain a better understanding of the beliefs Catholics and Muslims share, how they differ, and why. The experience was refreshing, and I feel as though I left the mosque with solid answers to my questions, and a new outlook on my own faith. The mosque I visited, called the Mosque Foundation, is located in Bridgeview, Illinois.Although there are mosques shorter in distance from my home, I was told the experience would prove to be better at this particular mosque. When first walking in, I observed many people gathered in the hallways visiting and conversing with one another. After a short time, the women proceeded down stairs and the men stayed upstairs near the main entrance. One woman was gracious enough to explain to me the events taking place. Men and women separate to take part in Salat, or prayer. Because the prayer ritual requires putting one's forehead to the ground, shoes are emoved and placed on shelves.Every woman was dressed modestly and wore a veil/ scarf covering their hair. While many people are aware that Muslim women wear this garment on their heads, perhaps what is not known is that this is a religious practice. Many Muslims believe God requires the hair to be covered, as this is stated in the Qu'ran (what Muslims believe to be His final book). I sat on a chair in the back to watch the group of women prays. I noticed there were a handful of girls sitting on chairs in the back as well, away from the group.It was explained to me that Muslim irls who are menstruating are not permitted to participate in prayer, as they are considered to be unclean. In order to practice traditional salat, one must be in a state of ritual purity. The salat itself is of great importance to Muslims because it is one of the Five Pillars of Islam. The Five Pillars of Islam are five basic acts that are mandatory of Muslims and are considered to be the foundation of Muslim life. The pillars are as follows; 1 . Shahadah- declaring there is no God except God, and Muhammad is God's messenger. 2 .Salat-a ritual prayer done five times a day. . Sawm- fasting and self- control during Ramadan. 4. Zakat- giving 2. 5% of one's savings to the poor. 5. HaJJ- Pilgrimage to the Mecca at least once in lifetime if he/she is abl e to do so. The Muslim faith pray five times a day. The actual salat consists of a series of movements called Rakat. Verses are read aloud by a man over a loudspeaker and the movements are made. The movements, or different parts of the Rakat consist of bowing low with the hands on the knees, lowering oneself to the ground with the forehead and sitting with the feet folded under the body.The actual prayer lasts for less than ten minutes. When the men and women were finished praying, I had a chance to sit down with the Imam, the one who lead the worship service. The Imam's name was Khalid. Khalid welcomed me into his office and talked with me for over an hour about Islam. He knew I was of the Catholic faith, thus the majority of our conversation was spent discussing the differences between us. What I gathered from Khalid is that Muslims believe in one God, who created all, and nothing is worthy of worship except Him. Our entire purpose in this life is to serve im.Muslims do love and v enerate Jesus only as a prophet and a messenger, not as the Son of God. They do not feel Jesus was slain on the cross. According to Khalid, Jesus was sent to the people of Israel to revive a spiritual connection with God. This is one very significant way Catholics differ from Muslims, because not only to we feel God gave the world Jesus as His son, but we also worship Jesus and pray to him. Catholics also believe Mary to be the Mother of God. Muslims do believe Mary did indeed give birth to Jesus, though she was a virgin.The Imam was very adamant bout the fact that Muslims do not Judge others, nor impose their beliefs upon others. They do however feel that Imam is the right and only way one should live, and those that do not practice the right way will be sent to hell. Those who do not live as God wanted us to, especially those that have been shown the way and turned their back, will be punished. I asked how the Muslim faith feels about those that were never shown the way of God-per haps a tribe of some sort never connecting with the outside world- how does God treat them? I questioned how could they know if they were never taught?The answer I received was simple. The Muslims leave those type of questions to God, because only He knows the answer-but they do believe He will treat them fairly. The conversation I had with Khalid had me questioning my own fate. Certainly, I nave been shown the way. Even though I am Catholic, I – like the Muslim taitn- teel as though our purpose is to serve God. This is what He wants us to do and why he put us here. My visit to the mosque made me realize that it is time to make a choice on how I serve God. I feel giving minimal attention and thanks to God is not good enough.Khalid opened my eyes when he said â€Å"those who turned their backs will be punished. † I would never turn my back, but I do need to make some small, achievable changes to feel right again with the Lord. I respect how loyal followers of Islam are. Even with the world changing rapidly, the apathetic attitude people have about religion, technology, temptation, etc. , the Muslim faith is stronger than ever, now the largest religion in the world. The reason they devote their lives to Islam is because they are certain they will be rewarded. Perhaps we could all learn something from visiting a mosque once in our lives.

Free Essays on Mockingbirds

When Atticus Finch tells his children, â€Å"shoot all the bluejays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird† (p. 99), the mockingbird motif becomes apparent. This is the motif that gives the novel it’s name based upon an important theme and is directly related to two of the major characters. At first, this excerpt may appear to be insignificant to the story. However, the reader becomes aware that the mockingbird image is used extensively throughout the book. As the first half of the novel focuses on the mysterious Boo Radley and the second half on the Tom Robinson trial, both of these characters can be viewed as mockingbirds - harmless creatures who are unjustly persecuted by society. The full significance of Atticus’s remark, â€Å"it’s a sin to kill a mockingbird† (p. 99), is explained by Miss Maudie Atkinson. Miss Maudie informs Scout that mockingbirds do nothing but â€Å"sing their hearts out for us† (p. 100), making music for us to enjoy. They represent a gentle and innocent creature and the destruction of these birds is a senseless act of injustice. The slaughter of a mockingbird can be likened to the bigoted treatment of Boo Radley and Tom Robinson. The children’s obsession with Boo Radley brings dominance to his character. Although he is rarely seen by Jem and Scout, it is his mystique that they find fascinating. He is a constant source of their conversations and games. Through his gifts in the tree, the mending of Jem’s pants and covering Scout with a blanket as she witnessed the burning of Miss Maudie’s house, the reader becomes aware, long before Scout does, that Boo is an affectionate person. He watches the children from a distance because he is too shy to come out and make friends. Because of Boo’s unsociable manner he is persecuted by the community. It is not until Boo saves Jem and Scout’s lives, by killing Bob Ewell, that Scout finally under... Free Essays on Mockingbirds Free Essays on Mockingbirds When Atticus Finch tells his children, â€Å"shoot all the bluejays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird† (p. 99), the mockingbird motif becomes apparent. This is the motif that gives the novel it’s name based upon an important theme and is directly related to two of the major characters. At first, this excerpt may appear to be insignificant to the story. However, the reader becomes aware that the mockingbird image is used extensively throughout the book. As the first half of the novel focuses on the mysterious Boo Radley and the second half on the Tom Robinson trial, both of these characters can be viewed as mockingbirds - harmless creatures who are unjustly persecuted by society. The full significance of Atticus’s remark, â€Å"it’s a sin to kill a mockingbird† (p. 99), is explained by Miss Maudie Atkinson. Miss Maudie informs Scout that mockingbirds do nothing but â€Å"sing their hearts out for us† (p. 100), making music for us to enjoy. They represent a gentle and innocent creature and the destruction of these birds is a senseless act of injustice. The slaughter of a mockingbird can be likened to the bigoted treatment of Boo Radley and Tom Robinson. The children’s obsession with Boo Radley brings dominance to his character. Although he is rarely seen by Jem and Scout, it is his mystique that they find fascinating. He is a constant source of their conversations and games. Through his gifts in the tree, the mending of Jem’s pants and covering Scout with a blanket as she witnessed the burning of Miss Maudie’s house, the reader becomes aware, long before Scout does, that Boo is an affectionate person. He watches the children from a distance because he is too shy to come out and make friends. Because of Boo’s unsociable manner he is persecuted by the community. It is not until Boo saves Jem and Scout’s lives, by killing Bob Ewell, that Scout finally under...

Career management in business Essay Example | Topics and Well Written Essays - 1000 words

Career management in business - Essay Example These are the active and passive forms. The active strategies are implemented for the purpose of career management and they involve training of employees and organization of career workshops. The passive strategies, on the other hand, involve organizational practices such as performance indicators and reviews (Arnold, 1997) Although many organizations put a lot of effort in the facilitation of career management through passive activities, a few of them have incorporated both active and passive strategies into their business operations. Career management, therefore, provides an opportunity for an organization to achieve its aspirations and interest through a convergence of individuals who possess these with the business needs. The organizational leadership can provide development and direction to the individuals who seek career progression. The ever-changing global market place is always a challenge for organizations to recognize and improve. With the current trend of market dynamics, there is increasing demand for creative and effective recruitment and retention of workforce. Supportive career management practices where employee career development and satisfaction in the workplace are emphasized (Arthur, Inkson and Pringle, 1999). Organizations should seek to implement management practices in order to facilitate and encourage employees to find value in the organizations (THORNTON, 2007). A supportive career management practice ensures that the expectations of the employee are clearly set. This enables the employee identify what is expected of them in the organization throughout their career. This is also beneficial in self-evaluation where the employee can determine if they are making any impact in the organization. When an organization does not place clear expectations for employees, it makes them uncertain about the development of their careers in the organization. This in turn affects the employee output and contribution in the organization as well as the ge neral output and performance of the organization (BILIMORIA & PIDERIT, 2006). Employees are also given clear succession plans in the organization. This ensures that they do not stay in uncertainty about the future of their career in the organization. This clear communication of such plans between the organization and employees helps in the development of confidence in the organization. When employees have confidence in their employers, the quality of their input into organization improves. The employees are also sure about their career development in the organization and, therefore, may choose to stay with the organization for the rest of their careers. This is not the case with organizations, which do not plan for the career growth and development of their employees. These types of organizations have a high rate of employee turnover since the employee are uncertain of their future and career developments in the organization (GREENHAUS, CALLANAN & GODSHALK, 2010). Through the differ ent strategies for supportive career management practices, employees have the resources and time to consider both their long- and short-term goals. This self-evaluation and assessment helps the employees make reasonable career plans according to their abilities and commitment to the organization (HUNTER, 2006). With the time and resources to make these considerations, the employees are able to make accurate and honest assessments of themselves. The set long- and short-t

Select a social injustice occurring in the United States today and Essay

Select a social injustice occurring in the United States today and answer, Which mode of change-making would best correct your c - Essay Example The Concept of Marriage The Law of God, as well as the law of the land, strongly holds that marriage is a sacred ceremony; a union that ties the knot between couples. It has been established in the society of America, and all over the world that marriage is between a man and a woman. Today, there has been a controversy where the gays and lesbians are involved--that same-sex marriage is a form of immorality and in religious view, an abomination. It is true that many of the homosexuals were asking the government to legalize the so called--same sex marriage. In fact, there were many â€Å"gay rights movement† moved and sentiments aired. This had been regarded as social injustice, thus needed to be addressed. Traditional couples enjoy marriage privileges and benefits like procreation, known, or at least presumed paternity, child and spousal support, stability in family life, and survivor’s rights, as far as the U.S Constitution is concerned (â€Å"Constitutional Topic†). Same-sex couples also wanted to enjoy those benefits. According to some of them, they could also feel the same level of personal commitment the way the traditional couples do. Morally speaking, this had really created a smoke of non-acceptance and discrimination towards the society because this kind of set-up--gay men and women marriage was not acceptable. Some of the religious denomination discriminated such kind of marriage, but the homosexuals still urge the government for its implementation. Sometime in 1990, homosexual advocates protested for their ‘constitutional right’ to have a marriage license, and be accepted in the community. Although, there were religious leaders that stood against this ‘immoral activity,’ it was still accepted by the government. They sought to modify the civil marriage for them to be included. Indeed, many religious groups have shown their views and sentiments regarding this issue. They see marriage as based on sacred prac tice; they argue that if the government would change the definition of marriage it is equivalent to reducing its sacred value (â€Å"Constitutional Topic†). The Controversies Homosexuality has gained different labels such as ‘immoral,’ ‘improper,’ ‘unacceptable,’ etc. In early 1956, a pioneering national lesbian organization was established known as the The Daughters of Bilitis. In 1973, homosexuality was removed from official list of mental disorders by the American Psychiatric Association. Also, the state of Wisconsin prohibits the discrimination against gay men and women on the basis of sexual orientation. In addition, gays were permitted to serve in the military provided that no homosexual activity should be done, through the â€Å"Don’t Ask, Don’t Tel† policy as instituted for the U.S military. In effect, there was opposition to the said enactment; thousands of men and women in the armed forces were discharged. Mode of Change-Making: Legalizing Same-Sex Marriage It was reported that gay couples have been fighting for the legalization of same-sex marriage. In fact, some of them in Washington DC have been waiting for the government to issue them marriage licenses since March 3, 2010 (â€Å"Tying the Knot†). In spite the discrimination from the society and other religious group, in December 2010, same-sex marriage proposal has

Comparative Human Resources Assignment Example | Topics and Well Written Essays - 3500 words

Comparative Human Resources - Assignment Example After careful analysis of the associated pros and cons, based on the strength of the analysis I conducted with special emphasis on looking at it from a human resources perspective, I have decided to recommend India as suitable location. To stay competitive, keeping operating costs low makes a significant difference. Similarly when in the midst of a recessive economy, firms cut costs in order to survive the downturn. Labour costs that is a key component of the cost structure, is really low in developing nations like India, China, Philippines etc. Offshoring operations to these countries, allows these firms to reduce costs drastically for the same operations when compared to doing it at the home country. Therefore firms may contract their operations to a third party in a low cost country which is called outsourcing, or the firms may set up operations by transferring the work to their own local company that is called offshoring. Notwithstanding the differences, outsourcing and offshoring are used interchangeably often. Regardless of the benefits, the IT service industry puts the worker and the customer in direct contact so outsourcing is not devoid of some challenges. The human resources component has be to carefully assessed before embarking on this endeavour. TheIndia: A potential location Overview: Some useful facts The economy of India is the fourth largest in the world as measured by purchasing power parity (PPP), with a GDP of US $3.36 trillion. When measured in USD exchange-rate terms, it is the tenth largest in the world, with a GDP of US $691.87 billion (2004). India was the second fastest growing major economy in the world, with a GDP growth rate of 8.1% at the end of the first quarter of 2005-2006. (Source from website http://en.wikipedia.org/wiki/Economy_of_India) The Rupee is the only legal tender accepted in the India and is pegged to the US dollar and the current exchange rate hovers around INR44 to 1USD. India is the world's largest democracy and has a population of more than 1 billion. The liberalisation reforms of 1991 opened up this conservative country and its growth has been fuelled by it, making it an attractive potential to be tapped. Foreign investors were benefited by the ability to make investments in business and this has made India an appealing offshoring destination. USA is the largest foreign investor in India. A number of MNC like GE, Dell, IBM, Honeywell all have huge operations in India. Doing business in India is all not smooth sailing though, and they are risks and roadblocks to conducting business in India. India is steeped in tradition and its people are by

Practical Sports Coaching Essay Example for Free

Practical Sports Coaching Essay Introduction In this assignment I am going to identify, describe and analyse some of the main techniques of a successful coach, while considering how they could be used in both individual and team sports. Purpose of coaching Coaching is helping to develop a person through the improvement of their athletic performance. It involves the physical and psychological development of the person to take them beyond their present level. Successful coaching To be a successful coach you have to take some of the following into account: * Planning and organisation If you want to get the best from a coaching session it is essential that you are well organised. Before starting coaching, a session plan should be made out. This allows us to run a session in a professional and organised manner. The session plan should get progressively more difficult, not suddenly jump from relatively simple to hard with no stages in between. * Communication When coaching it should be remembered that younger children would require a lot more help and advice than older athletes will. So when coaching we should adjust are techniques accordingly to make sure whoever we are coaching understands clearly what they have to do. * Monitoring and evaluating Performance of the athletes should be well monitored throughout all sessions, this way a coach can adjust his/ her session according to performance. It is important to keep progression at a tempo suitable to all the athletes in the group so nobody gets left behind and so everybody understands all the drills they do, so when putting it into a competitive situation they understand what to do. * Analysing and problem solving During training a coach should not only analyse the group as a whole, but individuals. Some individuals will be able to perform drills more quickly than others. It is important that you make sure that the weaker individuals are given a bit of extra help. * Tactics A coach will need to make sure that athletes use the skills they have developed at the right time. This will involve coaches creating role-play situations in training and letting athletes decide how best to handle the situation. * Sports science As well as all this a coach must be aware of the role of sport science, many of the things associated with sport science are applicable to coaching. * Health and safety A coach must ensure that they have taken every precaution possible to prevent an athlete suffering an injury. Psychological techniques Successful coaches have to have a good Psychological side to the game so that they no what is required and what they have to face in the future. They also have to not buckle under pressure and always be strong for the players and the team. If a player sees that their coach is finding it difficult, then they no that they are not doing the right job and their confidence level drops. A successful coach has to always try to take something good out of a game so that they can build on places were they went wrong and try and fix them. If they find something good in the game then the players confidence level gradually builds and they start to play better. They have to get the players into good habits and a routine for training. They have to have a good idea of what routine they are going to take the players for and be able to plan a good training programme. A successful coach also has to develop a mental toughness. They have to teach the players to work and play as part of a team and not to play for themselves. They have to be able to interact in a competitive environment. The coach must always bear in mind that sport is an area of life that people enter into in order to have fun and enjoy themselves. The coach must prepare teams and individuals to maximise their chances of winning, but they must not lose sight of the pleasure that sport can bring. This development of skills must always be practised in a safe environment and ensure the safety of participants and the coach. Physical techniques A successful coach has to try to kept the physical level of all of the players to a high standard so that then are able to last the full game. If they are not used to training very much and they go and play a full game then their muscles become over used because the body can not cope with the pressure that is being put upon it and it results in an injury. If the coach gets the players into a routine of training, then the players improve on places were they are lacking and try to improve their performance on the pitch and please the coach. It then relates back to the mental side because if the performance of the players is good and the players are happy then the coach is happy. Coaches have to aim to improve speed, strength, flexibility and endurance. To minimise the chances of any player getting injured, the coach has to strengthen and develop techniques to unable this to occur. They have to get the players into good habits and a routine for training. They have to have a good idea of what routine they are going to take the players for and be able to plan a good training programme. Personal skills of a coach There are many different styles of coaching, and most coaches nowadays have there own views on how things should be done. These are many different personalities and styles throughout the world. However the very best coaches always seem to have at least five things in common. * A professional approach Modern coaches are now paying more attention to the small things that make all the difference. They also know that they have to conduct themselves in professional and appropriate manner, and always act in the best interests of the club or team. * They are good role models Coaches must set a standard, which their athletes should aspire to. Their personal habits must be good and should be the example setter at the club. If athletes see that there coach is arriving late then they will consider this to be acceptable and do the same themselves. * Knowledge of the sport they are coaching A coach needs to have a thorough understanding of the rules, techniques and tactical requirements of their chosen sport. This will make them a good role model for their players because if a coach is aware of all this it will be passed onto the athletes. It also shows that they will be able to understand the skills and will teach and evaluate the correctly. * Motivational skills Coaches must be able to keep their athletes motivated if they want them perform at the highest level they possibly can. If a coach can keep them motivated it means players are more likely to recognise their full potential. * Communication skills This includes not only what we say, but what we do as well. Coaches have to consider their body language as well as their verbal communication in creating the right type of atmosphere. Issues to be considered when coaching Coaches are in a position of responsibility to make sure nobody suffers injury so it is important that coaches understand the responsibility of what they are doing. They have a duty of care to everyone they coach. There are 10 legal duties a coach should fulfil: 1. Plan the session thoroughly 2. Ensure method of coaching is safe and correct 3. Ensure the environment is safe 4. Provide good, up to date equipment 5. Check all equipment is working before use 6. Make sure nobody is suffering from an injury before starting 7. Make sure athletes are adequately prepared and warmed up properly 8. Make sure athletes know the risks and how to minimise these 9. Once started make sure you supervise the session carefully 10. Be prepared for an emergency situation, and be able to provide emergency assistance. Insurance It may seem strange that insurance is considered important in effective coaching, but it is essential. Coaching should never be undertaken unless you know the proper insurance is in place. However insurance is complex so just having insurance is just not enough. You need to know the following things about the insurance: 1. What activities are covered? 2. Where am I covered to coach? 3. What events are covered? 4. How much loss am I insured for? 5. What equipment and property are covered? 6. Are there any special conditions that are excluded? 7. What should I do in the event of a claim? Child protection When coaching children it is essential that they be protected. Coaches are placed in a position of trust by parents, and these parents, and these parents have a right to know that a coach will not abuse his position. To be a good coach you must be responsible for the childrens welfare. Sports organisations are aware that some shady people will use sport as a means to get access to children an abuse them in one way or another. Some positive steps have been taken to make sure children are safe: 1. In January 2001, a child protection in sport unit (CPSU) was set up. This is based at the training centre of the NSPCC and is funded by the training staff. 2. There are now laws that require that organisations have child protection procedures in place and that is supported by training their staff. 3. The Criminal Records Bureau now provides information about the suitability of a person to work with children 4. Sport England requires evidence that child protection procedures are in place before any sport can take place. Enjoyment For a coach to really successful they really have to enjoy what they are doing, they need to share the athletes dreams and help them achieve it. A coach will then be able to share in the success their athletes achieve. If a coach doesnt enjoy what they are doing then there is really no point because athletes wont gain anything from a coach who isnt interested. Practical sports coaching Task 2 Feedback After taking the Millburn primary school children for a 15 minute warm up session before there soccer coaching I have decided to analyse my performance. When I first took control of the group they were loud and full of energy. I managed to get the group under control, which was very important to make sure no injuries occurred and the session stayed organised. I did a warm up drill which involved each child having a football, although this was a sport specific warm-up it was hard to maintain control. Some of the children were more capable of keeping the ball at their feet than others and this inevitably led to balls going astray. When I noticed this I got the group to stop and talk them through the drill again, this time getting them to walk through it an keep ball closer to them. Within the group we had a couple of quite talented boys who were keen to show the fact they were better than the rest and kept running with the ball, it was hard to instruct the other kids who were not so talented because concentrated too much on getting the others to slow down. Before the end of the session the children started to get bored and admittedly I did myself. I tried to introduce a different drill to try capturing the attention of the children again. This attempt failed badly, because I had not organised anything and then lost control until instructor took over and ended the session. Overall I dont think it was a bad first attempt, with more confidence and better organisation it could have been better. I have also added my session plan for the warm up drill on next page. Coaching session plan Venue: Coleraine leisure centre Date of session: 04-12-04 Time 10:30 Duration: 15 mins Name of group: Millburn P.S Number of participants: 15 Equipment needed: 15 balls, cones, whistle. Warm up 15 minutes 1. Stop the ball 2. Sit on the ball 3. Double touch 4. Knee to ball 5. Change direction Give each child a ball and tell them to use whole area. Tell them what each of the commands are and issue them while they are running round hall with ball at their feet. . Summary: keep control of group and make sure the pacing is correct to avoid loss of control. Record all injuries no matter how minor. Practical sports coaching Task 3 Introduction For this assignment I have to analyse two performers, describe and explain what techniques and equipment could be used to improve their performance. For this assignment I have chosen to base my two performers on and 8-year-old girl and a 15-year-old Down syndrome child. For the 8 year old girl some of the equipment that might be required to help them get a feel for the game. You might use a lighter football and smaller football because it would be easier to pass the ball with a smaller and lighter ball. You might even make the ball pink to attract their attention better. If you use a lighter ball then it is easier for them to header it instead of throwing a hard ball for them to header because it will put them of playing football. You might play indoors because it help the ball move at a faster pace than if you were outside on the grass. When playing indoors bring the players closer to each other when passing the ball because then you make sure the ball reaches the other person and the ball doesnt go all over the place and interrupt the other participants. For a 15-year-old Down syndrome child some of the equipment that might be used are, a bigger ball and play indoors. It would be better to play them indoors because it is a more compacted and relaxed space. You would be better to use a bigger ball like a beach ball for them to use. It would be better for them to use the bigger ball because they have bad co-ordination and bad balance and using a smaller ball would give them a better advantage of hitting the ball. You would also use a beach ball because it doesnt bounce as much and that means it would be easier for them to control it.

Impact of Imaginary Friends on Child Development

Impact of Imaginary Friends on Child Development Introduction Childhood is a stage that is distinct and abundantly filled with cognitive, emotional and physical changes. During this period in a human life, wonder, innocence and imagination are rampant. Many skills and lessons are learned that will assist with the course the childs future will follow. This could be described as one of the most essential periods for the development of the individual they will eventually become. Some scholars have questioned whether each individual has a core self. Using some examples of the research of George Mead and John Hewitt- among others- it reveals that there are key aspects of the self that are developed by interactions within cultures and those inner communities. For some children there is a period of time where an imaginary friend is an essential part of this course of self-development. It is difficult to say if the presence of an imaginary friend is something that comes from the core self or if it arises after a certain amount of socialization. I will examine the presence of imaginary friends in younger children lives, specifically those within the preschool years. My intention is to explore the function(s) these imaginary friends might accomplish in the development of the role, identity and self within the child. DISCUSSION One concept came from work done by George Herbert Mead, who is one of the leading theorists dealing with work of symbolic interactionism and the development of the self. His work established concepts of position, play, game, and other basic theories based on relationships between the self and societal impact. Meads stages of development seem to rest entirely upon relations with others. Mead (1934) saw the self as something which ripens and results from associations with other individuals. One of his theories, the double, is signified by the establishment of the self as an entity. Some experiences can lead to the birth of a double and can be represented by imaginary friends created by the child, and which allows them to control their experiences through play. He suggested that entities are formed by human activity. The goals of those activities have two important inferences; people live in a world of objects and societal conduct is oriented to goals and purposes. (Hewitt, 2003). When one recognizes his/her self as an object, involvement in societal interaction is possible. (Mead, 1934) Another key factor in Meads theory is the development of the generalized other which-he believes- is vital in the maturity of the self. His concept of the generalized other is like a performance, a viewpoint that a person must creatively assume in order to take into account the formation of his/her own conduct which is created with principles, expectations and ideas influenced by the members of a particular societal group (Hewitt, 2003). The game and play stage must be passed through to reach full development. The play stage is identified as a period a child learns to take the identities of others and pretends about being the other. This developmental period, known as the play stage, allows the child to assume the role of another person and imagines him/herself to become that person, trying to assume and foresee what he/she imagines the other person might do.(Handel, 1988). During this stage, very important abilities are acquired; the development of role understanding, the capability to assume the status of others, the sharpened sense of one as an entity, and the ability to establish boundaries within that roleit is a phase a child will discover and expand insight of themselves and others. During this era, a child can learn and increase their understanding of their entire universe, including themselves. While the play stage usually correlates to the time frame children have imaginary companions it is essential to have a complete understanding of the next stage, the game stage. The essential difference between the play and the game stage is that in the latter the child must comprehend the attitude of all the others involved in that game (Mead, 1934). Advancement to the game stage is when children can incorporate and think about not only their accomplishments but identify with the actions of others. This awareness comes from interactions with other people. After the game stage has passed the child has arrived, optimistically, at the point they are able to have formed a generalized other and can imagine themselves as another entity, whether it be a person or society. The development of a generalized other and obtaining a sense of roles and boundaries is extremely important in becoming a successful individual within society. Children do not strictly follow the socialization that they are exposed to; asserting ones autonomy is one way of establishing their independence and separation from others. It appears that imaginary friends can help to serve this role. The exact way that an imaginary friend is manifested is unknown-however, much research has been performed on this topic but there is no argument that it is a creation belonging to and originated by the child alone. Marjorie Taylor (1999), a psychologist who has studied children and their imaginary friends, does affirm that typically, an imaginary companion is an excellent example of a private act of fantasy controlled by the child him or herself. The imaginary friend cannot be seen, interacted with or known without the aid of the child. It is a complete product and interaction that belongs solely to the child. There are also signs that even quite young children never completely loose touch with the fantasy status of their imaginary companions (Taylor, 1999). A child who has an imaginary friend is a common phenomenon and does not automatically result from psychological problems or neglect. However, it should be noted that situations, such as psychological issues and/or neglect should not be overlooked when assessing a child with an imaginary friend. Imaginary friends can serve various positive objectives in areas of the childs development. An imaginary friend could aid in creating feelings of importance, power, confidence, and could possibly lead to a greater acceptance of the self. Having an imaginary friend is one of the first independent acts separating the child from his/her mother or the childs primary caretaker. One of the endearing things about imaginary companions is that children can boss them around, direct their activities, and dictate their communication with others. There are a few case studies suggesting that if childrens sense of control over imaginary companions is diminished, the pretend friend sometimes disappears (Taylor, 1999). This interaction can assist a child to exercise his/her autonomy and develop more individual interaction skills. A second function of imaginary friends is the ability to assist the child develop stronger social boundaries. Several scholars consider the importance of imaginary friends to be a catalyst for development. Commonly, imaginary friends offer an outlet which a child can use both reality and fantasy to learn right and wrong as well as what is acceptable in the context of different roles. Machin wrote: fantasy allows children to contemplate moral and social issues at a safe distance in the land of make believe (Machin Davies, 2003). An imaginary friend could possibly be an agent between fantasy and reality and an instrument with which the child can explore their boundaries. One indicator that imaginary friends might be representative of children becoming autonomous is that they usually do share the information with their parents. Research has shown that although the parents lack of knowledge regarding their childs imaginary friend does not automatically come from the childs refusal to reveal information about their friend. An imaginary friend could possibly be a means a child uses to differentiate between fantasy and reality and an instrument with which the child can explore their boundaries. Children learn through the responses of others and that their behaviors have consequences (Handel, 1988). A childs creation of an imaginary world also offers an alternate place where children can learn about the needs, feelings, and expectations of others. Discovering about roles and societal boundaries and expectations from imaginary friends could possibly tie into the transition between Meads play and game stages, bridging the gap between the play and game stage since the child not only interacts with the imaginary friend but also exhibits its reactions and thoughts. It is complicated to identify if imaginary friends serve a positive function in a childs development of sense of self, role acquisition, and identity based on this research. Research of prior studies led to my theory that imaginary friends may serve with developing identity in children and assist the child learn societal boundaries. The growth of these characteristics in a child usually results in their ability to function well when interacting with others, allows a certain level of confidence in themselves, and provides a level of independence and/or willingness which will assist the child to implement their autonomy. Fundamentally, it appears that imaginary friends offer those that have them a chance to find structure in a non traditional fashion. According to many previous studies, approximately one third of all children between the ages of two and a half to four years of age have one or more imaginary friends and they tend to be more frequent among females. Some in the academic community, as well as, many within the general public do regard the existence of imaginary friends as a wonderful manifestation on the part of the child and will engage in dialogue and recognition of the imaginary friends. However, at the same time as there are those that acknowledge imaginary friends, there are many that do not think that the existence of an imaginary friend presents a positive influence or role in the childs development. It has been noted that the existence of an imaginary friend can actually cause tension within a family due to accommodations to involve this imaginary friend of their childs in family activities. Many parents are also cynical of the imaginary friend due to the possibility that the child may use the imaginary friend as a defense for the child to blame bad behavior upon. However, the suggestion that using the imaginary friend as an excuse is not certain. The most widespread characterization of an imaginary friend is an invisible character, named and referred to in conversation with other persons or played with directly for a period of time, having an air of reality for the child but no apparent objective basis (Taylor, 199) A greater part of imaginary friends take human form, have names, and are believed to really see, think, feel, know or act. Imaginary friends have been depicted as having a high level of importance to the children that still have them and/or to the adults that had them during childhood and these imaginary friends continue to typically complete some sort of nurturing function. Since many of these companions take on traits that are part of a childs daily interaction, one could suggest that these friends are influenced by the social world of the child and also serve to help the child develop more ways of learning how to interact. In addition, connecting with a friend, whether imaginary or not; a child is establishing their concept as an entity. This is important for social interaction and learning about human conduct, expectations and societal boundaries. Imaginary friends serve several levels of companionship functions that divert the child when out with a parent and/or caregiver, desiring play and social interactions, or situations when carrying out day-to-day routines. Some visits from the imaginary friend are very rare, while other times the appearance of the imaginary friend is a daily occurrence. Some children actually engage and play games with their friends while other children will just talk to the friend. One child (me) had their imaginary friend present during a move which correlates to the idea that an imaginary friend can be used as a means to adjust and learn about new situations. It appears these imaginary friends help those who had them- in some way- and performed some beneficial purpose. Though the capacity to evaluate this question would be incredibly difficult, it would be valuable to study where imaginary friends come from and how and why they are created. More research needs to be done with children who currently have an imaginary friend and in a way that information could then be compared and contrasted between those children with imaginary friends and those children without imaginary friends. On the other hand, while it may be ideal to explore this issue further, there are drawbacks to studying children. When interviews are being performed with children, it is uncertain that what they are answering is actually what we are asking them. Additionally, when dealing with imaginary friends and pretend play there is the added component of the childs ability to distinguish between reality and fantasy. Unfortunately, there is no way to approach this issue which would be infallible. CONCLUSION Mead was accurate when he alluded to the fact that imaginary friends play a significant role in the development of the self. There are no blatantly bad indicators that imaginary friends are harmful. Nevertheless, there still exist many negative perceptions, both in research as well as within the general public. These perceptions link imaginary friends to problems later in life, ranging from unacceptable social behavior to forms of mental illness, including psychosis. It must be noted, there are cases where this link can be found, however, these cases include indicators of other problems, mental, emotional or physical. This culture is has become overly dependant on exposure to the media. Imaginary friends are quite often used for entertainment purposes and are frequently misrepresented. Taylor contends that imaginary friends are framed in a negative light; however, not every aspect of media portrayal is negative. Overall the media-meaning movies, books, etc. tends to over-exaggerate circumstances and highlight the negative aspects. Earlier work has shown the opposite and my findings from this research indicate that imaginary friends, more likely than not, could boost childhood development, confidence levels and establish stronger boundaries. Furthermore, while performing and compiling my research on this controversial topic, I have found that more information exists to support that the existence of an imaginary friend can assist a child deal with a myriad of issues and situations that may not be successfully dealt with and/or overcome without the assistance of an imaginary friend.