Livy and Polybius on the Life of Hannibal from Carthage

Hannibal, argueably the greatest war hero of the Ancient World, second to Alexander the Great was both loved and hated throughout the Hellenic world and has remained a major historical character studied through ancient history circles today. Livy and Polybius two brilliant ancient historians have left an invaluable insight into the life of Hannibal from Carthage and have documented in their writings the footsteps of this most famous warlords achievements against Rome. This essay will include an outlook on Hannibal from both authors perspectives, Livy and Polybius and will also include who the historians were, when they wrote and what type of works they performed. Livy was a Roman historian who existed between 59 B. C- 17 A. D. Born Titus Livius in Patavium the most elegant city in Italy, came from Aristocratic blood and born into a world of opportunity and luxury. Livy lived many years after the battles between Hannibal and Rome approximately 150 years later so his sources of writing were not first hand accounts so therefore not entirely accurate. Livy moved to Rome at the age of 30 and after a brief stint writing and teaching philosophy began a large scale documentation on the history of the Roman empire. Due to a wealthy family inheritance Livy was financially free to live a quiet life of study in the library, becoming the most influential author of his era. Livy,s writing was very colourful and dramatic with a very story telling style. He was brilliant at glamourising Rome stating history was written by the winners, making the enemy read bigger and bolder than they really were, a gross style of exaggeration to allow rome to seem like an unconquerable dynasty who defeated the undefeatable. A very imaginative story telling style that won many hearts throughout the Hellenic world. I am Roman, I am great, Rome is great. Livy had no political or military blood lines or experience in public office, was not a man of war but more an academic who wanted to escape the evils of civil war so present during his time and escape to the library to write about the joys of the past. In book 21 of his ancient writings Livy shows positive perspectives on Hannibal declaring him the commander and chief of the Carthaginians and a soldier who led the way in battle, the first to enter the fight and the last to leave the battle. Livy also states that Hannibal was an opportunist who continuously practiced and observed others where necessary to become a great leader of men, however Livy does conclude his view speaking in negative terms about Hannibals inhumane cruelty, absence of truth, disrespects oaths and has no sense of religious codes. The truth is that Rome never defeated the carthaginians in battle and during their last battle at Cannae the roman army were slaughtered by Hannibal losing 70,000 men in one day, the Romans never fought the Carthaginians on land again and were forced to find other methods in exterminating their enemy, Livy never gave the reader an exact truth but more a moral story of history as he was an astute Roman who loved all things Rome. Polybius was an Ancient Historian from Greece, one of the greats. His views of Roman history provided his readers with historical means for individual self improvement. Polybius was born in Megalopolis in 202 B. C the son of Lycortas a general of the Achaean league. With his fathers influence Polybius served as an ambassador to Egypt and also served as a cavalry commander. In 169 B. C Polybius was dispatched to assist Rome against Macedon however Rome suspected Polybius of half hearted support and was shipped to Rome as a political hostage living comfortably under house arrest behind the city walls of rome. Eventually Polybius was appointed tutor to Roman aristocratic children and given permission to access Roman documents and readings in order to utilise his craft of writing literature. Polybius became honoured by both Greeks and Romans and was an eyewitness to historical events of his day including the 3rd macedon war and the 3rd punic war. Polybius insisted on travelling to where the history was made, to the battle fields, engaging other military men, including tracking down other military soldiers who fought fore and against Rome in the 1st and 2nd Punic wars. Polybius on Hannibal reads a very neutral account basing his views on eyewitness accounts including his own and referencing from other readings and sources of history. Polybius was himself a man of war who had real life experience into the mindset of a soldier in battle. His opinions neither favour nor ridicule Hannibal. Polybius endeavoured and discovered in book 9 an honest side to the character of Hannibal stating for I think that men in these circumstances are compelled, not occasionally but frequently, either by the suggestions of friends or the complexity of affairs, to speak and act contrary to real principles. Polybius unearths here the human condition of Hannibal a highly motivated man, a man with a plan who did not just sit around, a man groomed for war his whole life and loyal to the oath of his father, I will hate Rome my whole life. Polybius also expresses a comparison in book 9 mentioning other exceptional historical figures like Cleomones from Sparta, a most excellent king and most cruel tyrant and then again as a positive individual most obliging and benevolent. Polyibius is clearly stating a reasoning here acknowledging the cruel reality of war and how generals are compelled to change with the changes of circumstance. Having studied the historical writings on Livy and Polybius the reader can conclude that Polybius was more favourable to Hannibal. Although Livy did praise Hannibal in the early passages of book 21 he did conclude by attacking his code of conduct and methods when campaigning and on the battle field and illustrates Hannibal as an extremely cruel character. Livy failed to use primary sources in his readings accompanied with his story telling style, his readings were written from an enterrainment point of view particularly to the Romans as Hannibal was a true enemy to Rome. Polybius however prided himself on keeping it real and stating only the facts, praising his heros or villians only if they deserved it. , expressing always a non biased opinion. Polybius always documented his findings from eyewitness accounts and information stemmed from interviews he had performed personally with those who had served beside Hannibal, taking himself along the exact same routes tracing Hannibals steps to were the history occurred. Livy and Polybius writings of the punic wars between Rome and Hannibal from Carthage painted a picture of his achievements and gave insight into the man known as Hannibal, the difference between the two authors were the styles in resourcing the material to keep the work accurate and correct. Polybius achieved plausible accounts which deems him the most credible. It’s a pity that all historians were not as good as Polybius.

How do poets use ‘voice’ to instil their poems with personality? Consider with reference to three poets

For poetry to be truly personal, a voice is needed. It is through the voice of a poet that the reader can glean some sense of that poet's identity and nature. Who are they? What are they trying to say? Why? One could even go so far as to say that the voice of a poem or poet is fundamental to its aesthetic value and ‘readability' – without a distinct and clear voice, how can we distinguish a poem from the surrounding, ambient babble? It is the voice which endears a poet to the reader – without a voice, how can we identify with a poet? All these questions must be considered carefully. The voice of a poet can be a vehicle for political, personal, and social expression, as well as instilling a poem with a sense of personality – one might say the function of a poet's ‘voice' is to stamp their poem with their identity. It is the idea of an author's voice, rather than the voice itself which draws us towards the author as an entity – someone with whom we can identify, converse and understand. The actual process of reading may be, on one level, entirely one-sided, but in reading a poem (or any piece of literature for that matter) we bring as much to the work as we take from it. In this way, reading a poem is not one-sided at all, and is instead a rich progression towards a higher understanding from the reader. In the end, it comes down to the age-old question: do words on a page in a closed book actually mean anything until they are read, and even when they are, is it possible to be both ‘voiceless' and meaningful? It has been argued in Introduction to Literature, Criticism and Theory (Bennett & Royle, 1999) that every literary text has a voice, be it that of an omnipotent and omniscient ‘god-like' authorial voice, or a character of the author's creation. According to this theory, even the Biology textbook – that most mundane and impersonal of publications – is infused with the voice(s) of its author(s). As Roland Barthes points out in his landmark essay â€Å"The Death of the Author† (Image, Music, Text, 1977), this is the sole reason why authors put their name on a piece of work. An author will lend their name to their novel/poem in order to distinguish it from other novels/poems. Ultimately, however, Barthes argues that this is meaningless: an author is nothing more than a product of his or her society and background, and therefore, the author cannot claim some sort of absolute authority over his or her text because, in some ways, he or she did not write it. In oth er words, it is writing that makes the author and not vice versa. There are, however, flaws in Barthes' argument, which will be analysed further on. It is important at this stage, however, to make a clear distinction between the ‘author' and the ‘voice' in order to avoid any confusion that may arise. In many ways, the ‘author' and the ‘voice' of a poem or any work of fiction are intrinsically linked: the author is the voice and the voice is the author, in much the same way that Sylvia Plath is the voice in her poems or her work of fiction, The Bell Jar. There is no getting around the fact that we ‘hear' Jean-Paul Sartre's voice in The Age of Reason and Nausea, or Fontane's voice in Effi Briest. The same can be said of the poets I have chosen: Linton Kwesi Johnson's voice is clear and distinct, as are those of Tom Leonard and Sylvia Plath. In this way, one might say, the author or poet and their voice are one and the same – indistinguishable from each other. In other ways, though, it is easy to trip up and become muddled in the literary thorn bush that blocks our path whenever we try to make a generalisation. A novel like Anthony Burgess' A Clockwork Orange (1962) displays no apparent sign of the author's ‘voice' – indeed it is written in a language entirely of his own creation (NadSat – the disjointed, disorderly jargon of a future jilted generation) and through the voice of the novel's protagonist, ‘Alex'. Obvious questions arise. Whose ‘voice' is Burgess speaking with? His own or Alex's? Can they be both? Of course, Alex is a creation of Burgess' mind and therefore the voice is ultimately that of Burgess himself – he thought of the character, put pen to paper, and put words in Alex's mouth. But how far does this go? To what extent is Alex his own entity, free to evolve and grow within the limits and boundaries imposed by his author? How far and to what extent is Alex simply a mouthpiece for Burge ss' ‘voice': moralising and ominous. In the end, we are never really sure whether Alex has been ‘cured' or not, or (which is more interesting) whether the author even knows. The same theme is explored in Flann O'Brien's novel, At Swim-Two-Birds (1939), in which issues of ‘author', ‘voice', and even the idea of a character, are thrown into question. But how does this relate to poetry and the issue of ‘voice'? To start with, the same problems of discerning the ‘voice' from the ‘author' are present, but much more subtle, in the poets I have chosen. I have deliberately picked poets who ‘speak' in their own ‘voice' as it were, in an attempt to highlight the different motives with which ‘voice' is used. For example, in Sylvia Plath's poems, ‘voice' is used to express deep and intimate emotional feelings, and in some cases, psychological trauma as in her moving poem â€Å"Daddy†. In this poem, Plath's voice is clearly enunciated, and the effect of this is to give the reader a powerful insight into the workings of the poet's mind. The poem deals with Plath's relationship with her dead father, and how she must reconcile his past and her roots in a post-war world. As the poem progresses, however, the reader comes to realise that ‘Daddy' is not the bà ¯Ã‚ ¿Ã‚ ½te noir we suppose him to be – and instead we understand that he is an integral part of Plath as a person. A part she has come to hate and associate with her father. A part she can never escape: â€Å"Daddy, daddy, you bastard, I'm through.† (80) Plath's voice comes through in a number of cunning ways here. It seems as though she is addressing her father, and therefore speaks in the first person singular for example: â€Å"I used to pray to recover you.† (14) As a result, the poem seems all the more intense and personal – perhaps because we are listening in on a one-sided conversation which we feel we should not be listening to. The effect is akin to reading someone's personal letter, when feelings of guilt compete with an innate curiosity about other people's intimate details. In this way, her anguish is eloquently expressed in the first stanza: You do not do, you do not do Any more, black shoe In which I have lived like a foot For thirty years, poor and white, Barely daring to breathe or Achoo. 5 (1-5) But we could also make a case that the â€Å"Daddy† in the poem is not only her father (and perhaps a part of herself), but her husband, Ted Hughes, as well. For example, towards the end of the poem, various subtle references to marriage are made: â€Å"And I said I do, I do.† (67) The idea of two men (the two men in Plath's life) is brought up again when we are told that â€Å"If I've killed one man, I've killed two†¦Ã¢â‚¬  (71), and a direct reference to the poet's marriage is made at line 72: â€Å"The vampire who said he was you/And drank my blood for a year,/Seven years if you want to know† (72-74). It is almost as though Plath is being suffocated by the omniscient and omnipotent men who surround her – both alive and dead. We can only understand this because Plath has instilled her poem with her own ‘voice' – had the poem been written in an impersonal, detached way, completely devoid of any discernible ‘voice', the intensely personal sense we get of Plath being smothered would be lost. But the strong and clear voice that comes through also raises issues about Plath's identity: who she feels she is and is not. She says at one point that she thinks she â€Å"may well be a Jew† (35), when in fact she is not. This is echoed by her despondent, resonant cry in a foreign language: â€Å"Ich, ich, ich, ich.† (27) It is clear that the poem has a strong personality, and this personality is only made possible with the presence of Plath's voice. A link can be made here to another of Plath's poems, â€Å"The Bee Meeting†, which also raises the question of identity. Unlike â€Å"Daddy†, this poem is not addressed or aimed at anyone in particular, but this does not mean that it is any less personal, and it still retains Plath's ‘voice' as she is again speaking in the first person. The poem reinforces the poet's sense of abject loneliness in a world populated by well-to-do figures of society who (it seems) neither really care for, nor understand her. In â€Å"The Bee Meeting†, Plath joins various members of the parish to collect honey from the â€Å"white hive†(34). When the other figures don their veils and heavy outer garments for protection, however, their identities are lost, and this frightens Plath, who does not want to be lost in turn: Is it some operation that is taking place? 30 It is the surgeon my neighbours are waiting for, This apparition in a green helmet, Shining gloves and white suit. Is it the butcher, the grocer, the postman, someone I know? 35 (30-35) Plath's voice comes across most strongly, however, when she tells us of her fear and her nakedness while all others are clothed. We are told that she is â€Å"nude as a chicken neck, does nobody love me?† (6) and â€Å"Now I am milkweed silk, the bees will not notice./They will not smell my fear, my fear, my fear.† (9-10) Clearly, a tortured, lonely, forlorn voice is at work here, appealing vainly for understanding in the hopelessly detached way that abject melancholia brings. Her tired, sad, frail voice is heard at the end: â€Å"Whose is that long white box in the grove, what have they accomplished, why am I cold.† (55) The lack of a question mark at the end implies that an answer is not expected, perhaps because Plath knows that she will never receive one. The subtlety in the image of the coffin-like â€Å"long white box† hints at hidden depths to Plath's feelings – depths which are both limitless and moving. We could go so far as to say that Plath associates and identifies herself with the hive and its angry bees: confused, chaotic, and directionless. By putting the bees to sleep, the hive, â€Å"as snug as a virgin† (34), is violated. In the same way perhaps, Plath sees herself as violated or raped by the world around her. Once again, it is only through her powerful voice that we understand these emotions. Problems of identity are strongly linked in both poems (the â€Å"Ich, ich, ich,† of â€Å"Daddy† and images of lost identity in â€Å"The Bee Hive Meeting†), and this question surfaces again in the poems of Linton Kwesi Johnson. In a poem like â€Å"Mekkin Histri†, Johnson's voice is immediately clear and challenging: â€Å"now tell mi something/mistah govahment man/tell mi something.† (1-3) Johnson's voice searches, accuses, demands: how lang yu really feel yu coulda keep wi andah heel 5 wen di trute done reveal bout how yu grab an steal bout how yu mek yu crooked deal mek yu crooked deal? ` (4-9) It is clear that the voice coming through here is a purely political one, and the colloquial language that Johnson employs reinforces his poems' sense of ‘otherness' and originality. The language is both alien and familiar, both intimidating and soothing. But it is also a collective voice – a voice of the people, but not all the people. It is a voice demanding complete and radical change, an alien voice that has become disillusioned with the society that surrounds it. The title of the poem, â€Å"Mekkin Histri† implies a time of great change, and this is exactly what Johnson was doing at a time when the British establishment was threatening to revert back to an entirely conservative, jingoistic and exclusive mindset. It is not surprising that Linton Kwesi Johnson has earned himself the nickname of ‘The Prophet', who, with his eclectic mix of dub beats and chanting poetry, captured the political heart and soul of Britain's black youth in the 1980s, and, many say, continues to do so today. It is perhaps due to the African tradition for collective storytelling and music that Johnson's voice is so much more powerful and raw compared to other poets/songwriters talking about the same thing, for example Gil Scott-Heron. Perhaps it also has something to do with the way the poems are written and their apparent inaccessibility to the ‘Western' reader. What it succeeds in doing is creating, once read aloud, a true sense of Johnson's voice – its rhythm and patterns, recreated in our own, individual voices. These are poems that cannot be read silently: they make no sense just as words on a page. For them to be truly understood, these words, seemingly unfamiliar at first, become familiar once we voice them ourselves. In a way, Johnson is raising the whole concept of ‘voice' in poetry to another level – ‘voice' is no longer something we get a sense of when reading words on a page; it is something we must enunciate for ourselves. When it becomes colle ctive poetry (Johnson's words through everybody else's voice), it speaks for everyone, regardless of his or her colour. We cannot help but identify with the poet and his words because, essentially, they become our own. This sense of a collective poetry, of Johnson speaking for everyone, comes across strongly in all of his poems, and â€Å"BG† (his tribute to Bernie Grant, the first black Member of Parliament) is no exception to this rule: yu woz wi cheef yu woz wi choice yu woz wi champian yu woz wi face yu woz wi voice 20 yu woz wi main man (16-21) But if Linton Kwesi Johnson is using ‘voice' in his poetry to achieve a political end, then Tom Leonard is using his voice to represent a social one. Like Johnson, Leonard writes in the strong dialect he speaks, hailing from Glasgow. Like Johnson and Plath, his poems are infused with his own voice, and, by writing in his colloquial way, forces the reader to read the words aloud, or imagine how they would sound spoken. Thus, what seems to be an incomprehensible passage can be understood when read aloud in a broad Scottish accent: ifyi stull huvny wurkt oot 35 thi diff- rince tween yir eyes n yir ears; 40 – geez peace, pal! (From â€Å"Unrelated Incidents† 33-42) Not only does Leonard's voice come through very strongly here, the form of this particular poem (â€Å"Unrelated Incidents†) adds to the overall effect Leonard is trying to achieve – namely by breaking up the flow of the writing, the reader is forced to ponder over and analyse individual words and phrases at a time. It seems also that Leonard is concerned with the subjectivity of language, and the way different words and different intonations mean different things to different people. It has been said that language is a slippery medium, and this is all too true in the cultural divide between England and Scotland. Although on paper both countries speak the same language, in reality, the different ways in which English is used by both the Scots and English themselves, suggests that this is not the case. Leonard points out the root of these differences in â€Å"Unrelated Incidents†, in an excerpt called â€Å"The 6 O'clock News†: thirza right way ti spell ana right way 90 to tok it. This is me tokn yir right way a spellin. this is ma trooth. 95 (â€Å"The 6 O'clock News† 88-95) Leonard seems to be highlighting here the discrepancy between ‘tokking' (or talking) and spelling. There may be a ‘right' way of spelling, says Leonard, but there is no ‘right' way of talking (not in these days when ‘received pronunciation' is an institution which is frowned upon and laughed at, anyway). Your right way of talking is not my right way of talking. Similarly, Leonard says, your right way of spelling is no longer my right way of spelling. â€Å"this/is ma trooth† (94-95). We see this most clearly in his poem â€Å"In the Beginning was the Word†, in which spelling and language is slowly corrupted and deconstructed, leaving in its place something new and startlingly clear: . in the beginning was the word . in thi beginning was thi wurd in thi beginnin was thi wurd in thi biginnin was thi wurd in thi biginnin wuz thi wurd 5 n thi biginnin wuz thi wurd nthi biginnin wuzthi wurd nthibiginin wuzthiwurd nthibiginninwuzthiwurd . in the beginning was the sound . 10 We can see, then, that these poets are all linked in the way they use their ‘voice': Sylvia Plath uses hers to instil her poems with a sense of her own personality and intimacy; Linton Kwesi Johnson uses his to use our voice, in effect, in order to put a political point across; and Tom Leonard uses his to illustrate the subjective nature of language, and how we use it to achieve our own ends. In this way, we can see how these poets have all used their ‘voice' in different ways – all to create the effect that it is their poetry and no-one else's. These poets are distinct in their original and compelling use of their own individual ‘voices'. Earlier in this essay, I mentioned Roland Barthes' piece, â€Å"The Death of the Author†, and it seems appropriate here, now that I have highlighted the ways in which these poets operate concerning ‘voice', to analyse his essay in this context. Barthes holds that an author or poet cannot be individual or original because he or she is merely a product of the society that surrounds them. This throws the whole concept of the ‘author function' into question: is an author really an author? Have they really written what they have written? I believe that the use of ‘voice' in poetry proves that a poet or an author can be individual and original. It is true that a poet like Tom Leonard or Linton Kwesi Johnson writes in the dialect of his society, and is therefore (to an extent) a product of that society, but this does not address the fact that these poets are entities in themselves, bringing something original to their work, and they are not simply blank sheets which society has filled in. In short, these poets do not regurgitate their society: they regurgitate themselves. Every poet brings something new and original to the world of poetry and literature, and if this were not the case, then poetry and literature would never have advanced at all. Wordsworth said that a poet is someone who is â€Å"pleased with his own passions and volitions, and who rejoices more than other men in the spirit of life that is in him; delighting to contemplate similar volitions and passions as manifested in the goings-on of the Universe, and habitually impelled to create them where he does not find them,† (â€Å"Preface to Lyrical Ballads†, 1798) and to this I would only add that today, a great poet should have a strong voice. The voice of a poet is his true identity – that which he is judged against, and that which compares him to all others. Ultimately, a poet's voice is his defining feature: an existential monument to who he is – something entirely unique, and something that should be cherished.

Project management report Essay Example | Topics and Well Written Essays - 2000 words

Project management report - Essay Example 16, Rawls, 2001, p. 18; Relu & Mihaela, 2009, p. 349). This paper explores the need for project management that will help strategically put direction on how these changes sought by the government be systematically developed and implemented. Considering the magnitude of impact of the program and the project, the researcher proposed that this should not be simultaneously undertaken (e.g. construction of the super penology first before conduct of actual closure to ascertain that there is proper transfer of reformatory site for criminals or prisoners) to ensure that there is clear financial resources that will support the changes sought and to have concrete project management structure as framework for both program and project implementation (Tittle, 1974, p. 385). Introduction The penology is part of the social justice system. Guilty offenders are held put behind bars to make them accountable under criminal justice processes; it is an integrated art of redistributing justice as well as to help rectify and reform an offender’s wrongdoing through punishment (Robinson, 2005, p. 8; Miller, 1999, p. 20). ... prisons that will displace thousands of prisoners and how it will deal with human resources that will be negatively impacted with this introduced program (Bent, 1989, p. 2). This paper will discuss project management and its application and correlation to recent problem at hand that will affect the Ministry of Justice and the rest of the stakeholders of penology. Background to the project England is about to close seven of its prisons and two others will have partial closure which will loss 2,600 places and could save an estimated ?63m operational budget per year (BBC News, 2013, p. 1). Responding to questions on the implication of these closures, the Ministry of Justice however assured that super prison with 2,000 places will be built in London which is targeted as 25% bigger than Britain's current facility (BBC News, 2013, p. 1). It is reckoned that in 2009, the parliament scrapped its plan for three 2,500-place Titan prisons (BBC News, 2013, p. 1). Authorities bared that aside fro m super prison, mini-prisons house blocks at Parc in south Wales, Peterborough in Cambridgeshire, the Mount in Hertfordshire, and Thameside in London that will accommodate 1,260 (BBC News, 2013, p. 1). MoJ announcement came following government bared plan to permit the private firms and charities to supervise low-risk offenders on probation in England and Wales (BBC News, 2013, p. 1). About 1,177 prison staff will be affected of this prison closure and will be redeployed and be offered of voluntary redundancy (BBC News, 2013, p. 1). The penology centres in Chelmsford and Hull, will also affect 854 staff (BBC News, 2013, p. 1). The court is however yet to translate its strategy of â€Å"custodial estate is to ensure that we have sufficient places to meet the demand of the courts whilst

Product and Branding Strategies (Starbucks) Essay

Product and Branding Strategies (Starbucks) - Essay Example 2009) It is because of its high quality that the brand charges a high premium for its products. There are several other product attributes, other than the price and quality that contribute towards the image of the products offered under the brand name of â€Å"Starbucks†. Product Positioning Map Other product attributes of Starbucks coffee include taste, richness, features, design, style, innovation and customer service. These together combine to support the brand image. But for the product positioning map, there are two primary attributes that have been focused upon. The first attribute is the innovation and the second attribute is the customer service. Innovation is necessary for the positioning of the product because customer needs and wants change with time and the only way to meet the changing demand is through innovation. Customer service is also a primary aspect of positioning because it always adds value to the customers’ coffee experience at Starbucks. If innov ation is not present, then the brand might fail to serve its target market in the long run. It cannot come up with new products and cannot create demand of its new products which simply means that it will fail to make use of the opportunities available. Customer service on the other hand is a very important attribute that can help retaining the customers and attracting prospective. Consumers always want to go for the products that provide with the customer service. Starbucks incorporates both these primary attributes into its products. Starbucks specializes in gourmet coffee and there are several competitors that have entered the market of specialized coffee. These competitors include McDonald’s and Dunkin Donuts. The reason for choosing these competitors is that they do not charge as high a premium as does Starbucks though the product category is same. Starbucks heavily invests in its customer service because it believes that loyal customers are the backbone of its success a nd it is the most effective way of acquiring more loyal customers. For the attribute of innovation, Starbucks has made its own Research and Development team (R&D). The type and level of investment that Starbucks make in its R&D team is notable. It gives a lead to the brand but this gives a direction to the competitors as well because they can wait to imitate the products. Innovation at Starbucks and also the customer service are high. At McDonald’s customer service is high but innovation of the coffee product is low. Dunkin Donuts is low on both the attributes. It is low on the innovation attribute and also the customer service attribute. Following is the product positioning map of Starbucks with respect to its competitors. Customer Service High Starbucks McDonald’s Innovation Low High Dunkin Donuts Low Starbucks is present in the upper right corner of the product positioning map which means that it is both high in innovation and customer service. Similarly McDonaldâ⠂¬â„¢s is present in the upper left corner meaning that it is high in customer service but low in the attribute of innovation. And finally the Dunkin Donuts which is present in the lower left corner of the map, meaning that the coffee brand is both low on innovation and customer service. Brand Strategy in relation to the Target Market Starbucks’ target audience mainly comprises of the upscale coffee drinkers. Starbucks has a very well defined target audience. It has a target market in each age segment

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Nobel memorial prize for economics 2009 elinor ostom - Research Paper Example In the context of the current global economic crisis that has been brought about due to a paradigm that celebrates unlimited growth and rampant misuse of the world’s resources, Ostrom’s work takes on a significance that goes beyond theory and if applied to the real world of ecosystems and how we can manage with the resources that have been bequeathed to us by nature, her work is indeed laudatory. Ostrom’s work is especially relevant when one considers the fact that our planet is in the throes of an ecological crisis due to climate change arising out of burning fossil fuels and that we as a species have used up most of the finite resources like oil, minerals etc. Hence, Ostrom’s pioneering work in the field of managing common pool resources can be said to be especially relevant for the times that we live in. To quote from a website that analyzed her work in the area of self governance and usage of common pool resources, â€Å"In general there are two main governance structures that are widely accepted in the literature; market or government oriented solutions. The eminent free-rider problem thwart social optimality when individuals do not coordinate their actions and cooperation cannot be accomplished internally. Ostrom argues against both of the external mechanisms and, through her extensive fieldwork, shows that self-governance is possible where communities develop their ruling systems to manage common pool resources. Her findings clearly indicate that rules imposed or dictated have little legitimacy and would be violated. On the contrary, when there is consensus on the governing principles or internal enforcement apparatuses people tend to obey them. This presentation aims to delve into more details of her criticisms of standard economic governance theories. Then, her contributions to collective decision making and her

Quantitative Research Questions and Hypothesis Assignment

Quantitative Research Questions and Hypothesis - Assignment Example These challenges relate to both the qualitative and quantitative aspects of data collection. These challenges may be tackled through the adoption of several strategies by the researcher. The challenge of reliability and accuracy of data collected may be tackled through the adoption of the strategy of using veracity software such as SPSS to analyze reliability and accuracy (Olsen, 2010). The challenge of inadequate time is also one of the most common issues facing researchers. In this regard, it is important that the dissertation task of data collection is started early enough in order to ensure that the process is not rushed thereby affecting its quality (Casley & Lury, 2002). Access to information, on the other hand, resents an even bigger problem since it is the most important aspect of the data collection process. In this regard the university’s resources and research databases such as EBSCO to access the required information is used. This will also be complemented by other sources such as Google Scholar and other personal learning materials such as text books. The challenge is the high costs of research in data collection. ... Your plan will include the following: Research problem Purpose of research Significance of research Quantitative Research questions and hypotheses Research design and rationale for its selection Be sure to include basic data collection considerations including sampling, population description, data collection procedures and feasibility of data collection Instrument description and validation Statistical analysis methods This assignment averages 1,000 to 1,200 words for most, please keep it short and simple. You are not here to summarize the theory or give definitions. Please apply the concepts directly to your topic of interest. Answer: The research will be undertaken on the self esteem levels of employees according to eight parameters: I feel good about my work on the job, on the whole I get along well with others at the workplace, I am proud of my ability to cope with challenges at the workplace, In moments of uncertainty at work I keep my cool, I feel a sense of belonging at my wo rk place, I have a good working relationship with my supervisors, I am proficient in handling talks without guidance or assistance, and I have the respect of my peers at work. In this regard, survey statement will be administered through questionnaires. The variables in this questionnaire will be buyer behavior and different promotional activities. These will be graded on a likert scale format in order to come up with levels of employee self esteem. These eight statements will be graded on the likert scale from strongly disagree, disagree, undecided, agree, to strongly agree (Jupp et al, 2006). Strongly disagree Somewhat disagree Somewhat agree Strongly agree I feel good about my work on the job Strongly disagree Somewhat disagree

Literature Review Essay Example | Topics and Well Written Essays - 1250 words - 7

Literature Review - Essay Example In the study, the theorists demonstrated the correlation between what residents in Chapel Hill, North Carolina considered as the most important election issue, and what the national and local news media reported as important (McCombs, Shaw & Weaver, 2013). Through the comparison of the salience issues in the news with the perceptions of the public, the researchers determined the extent to which media determines public opinion. Walter Lippmann first published this theory in the Public Opinion. In this publication, Lippmann developed the connection between the mind of people and worldly events. Later in 1963, Bernard Cohen showed that though the media was not powerful in influencing people on how to think, it played a crucial role in providing the public with issues. This idea led to the development of the agenda setting theory by Shaw and McCombs (McCombs, Shaw & Weaver, 2013). The agenda setting theory is based on two important assumptions. The first assumption is that the media and press do not reflect reality. The theory considers the two entities to shape and filter reality. The second assumption is that media concentration on subjects and issues leads the public to consider these issues as important (Dearing & Rogers, 1996). The most imperative aspect of the theory is the period of the agenda setting function of mass communication. It is vital to note that different media have different potentials to set the agenda. The agenda setting theory is dependent on the cognitive abilities of audiences and users of mass media. This means that agenda setting takes place through a cognitive method called accessibility. The higher the frequencies of news outlets focus on an issue, the higher the probability of the issue to become accessible to audiences. When audiences and user of the news media are asked the most important issue or problem facing them, they are likely to answer according to their

Worrying Trends for the Global Outsourcing Industry Term Paper

Worrying Trends for the Global Outsourcing Industry - Term Paper Example However, it is a fact that a lot of organizations either multinational on national contract or outsource their jobs like electronic mail services, call center  services and  payroll. Additionally, these services are divided among different organizations that are well experienced in providing service facilities. In addition, these organizations are sometimes located overseas (Thompson, 2011; Turban, Leidner, McLean, & Wetherbe, 2005). In other words, outsourcing is an instance, where some government officials allow criminal persons to obtain license of driving. Since, it involves various security interests, economic effects on the country and political safety issues. That’s why analysis of those trends is necessary, which are affecting the outsourcing industry (Mintz, 2004; Chopra, 2010). Although majority of people has agreed that outsourcing results in creating more jobs at home since organizations are acquiring a lot of benefits from outsourcing aspect. Thus, this trend results in developing extra human resource power. Conversely, occupational dislocation factor along with collective costs survive that ought to be measured well earlier than the development. Hence outsourcing trend warns the long-term feasibility of our trade and industry system as well as the overall educational network (Mintz, 2004; Flecker, 2009; Yakhlef, 2009). Additionally outsourcing is not an ideal trend and trouble-free solution for a corporation. Thus, it is absolutely essential for a corporation to analyze each and every variable of outsourcing before they make choice to utilize this tool for rapid development. Moreover, there are numerous issues associated with outsourcing that could lead a business towards failure. Thus, there is need to assess the profiting margin that is expected from the outsourcing. There are various worrying trends or key issues that organizations can face in outsourcing. Following are some important issues: (Mintz, 2004; Chopra, 2010) Worrying Tren ds or Issues in Outsourcing When we talk about the issues that organizations can face in outsourcing, it is not single one to define. There are lots of issues which need to be discussed. However, one of the most important issues is barriers or basic difficulties that organizations face during outsourcing. Additionally, there are also some non financial issues that include differences in allocation of time regions (for instance, country trimming is different from other countries), variation in language spoken from one country to another is also a key factor, unpredicted civilizing variations in addition to the requirement for information safety are the most important issues that an organization face during outsourcing. According to a research, organizations in United States merely accumulate more than 15% that is equivalent to those funds that might be obtained through outsourcing locally to an economically depressed area (Mintz, 2004; Chopra, 2010). Expenditures and Cost The most im portant aspect that organizations must consider before outsourcing is that they have to be familiar with variations in a number of concealed costs related to outsourcing. Typically these costs may be forgotten by representatives, particularly when they are making a deal with any outside firm. Therefore they must adopt such trends which enforce to plan strategy about the legal expenses during signing deals (Mintz, 2004; Chopra, 2010). Quality Assurance Quality of product is a most adoptable step that most organizations think about before outsourcing. Additionally, organizational executives are always aware of fact that quality insurance is such a hotspot which will become a first priority of organization in

Biblical Writings Essay Example | Topics and Well Written Essays - 1250 words

Biblical Writings - Essay Example "Torah" is a Hebrew term meaning 'teaching' or 'instruction', which is used to refer to the Five Books of Moses, otherwise known as Pentateuch, which include Genesis, Exodus, Leviticus, Numbers and Deuteronomy. However, the term is also used to refer to the entire Jewish bible and to the entire Jewish law and teachings, in its broadest sense. The Talmud may be realized as one of the central texts of conventional Judaism which incorporates the rabbinic teachings concerning Jewish law, ethics, customs and history, and it has two components: Mishnah and Gemara. The Hebrew term Mishnah (or Mishna), which means 'repetition', can be comprehended as the earliest written redaction of the Jewish oral traditions and it can refer to the entire tradition of the Oral Torah. The second component of the Talmud, known as the Gemara, is a collection of rabbinical commentaries and studies of the Mishnah. The terms such as Hebrew Bible, Jewish scripture, Old Testament, and First Testament are closely c onnected, because all these refer to the same scripture in different traditions. Thus, the Hebrew Bible refers to the books of the Jewish Bible (also known as Tanakh), which is known as the Old Testament in Christian Biblical canon. Similarly, First Testament is another term used for the familiar term Old Testament, referring to the first section of the Christian Biblical canon. Therefore, Tanakh, Torah, Mishnah, Gemara, Talmud, Hebrew Bible, Jewish scripture, Old Testament, and First Testament are important terms used to refer to the various Scriptures, books, traditions etc in the Jewish and Christian religion. A profound source criticism of the Bible refers to significant designations such as J (Jahwist), E (Elohist), P (Priestly), D (Deutoronomist), and Q (Quelle) and these terms denotes the major sources of the Old Testament and the New Testament. One of the major developments in source criticism of the Bible has been the "documentary hypothesis", according to which the first five books of the Old Testament ((known as the Pentateuch) were comprised of four major sources such as J (Jahwist), E (Elohist), P (Priestly), and D (Deutoronomist). The Jahwist (J), one of the four major sources of the Torah, is the oldest source according to the "documentary hypothesis" and it refers to God as Yahweh. The second source of the Torah, known as the Elohist (E), refers to God as Elohim and presents God as less anthropomorphic to Yahweh of the earlier Jahwist source. The most recent of the four chief sources of the Torah is the Priestly Source (P) emphasizes the laws of Moses and priestly duties. The fourth source of the Torah, i.e. the Deuteronomist (D), considers the texts of Scripture as products of human intellect. Therefore, the Jahwist, the Elohist, the Priestly, and the Deutoronomist are the four major sources of the Torah, according to the "documentary hypothesis". It is also important to recognize these four sources were in the long run combined into the Pentateuch to organize the first five books of the Old Testament. Source criticism of the New Testament introduces one to the term Q (Quelle), which refers to an earlier, lost source of the Gospels. Significantly, the German word 'Quelle' means 'source' and this lost textual source was central to the origin of the Gospels, especially the Gospel of Matthew and the Gospel of Luke. Part

Math and architecture Essay Example for Free

Math and architecture Essay Geometry PJ Architecture and Geometry Architecture and geometry are perfect complements of each other they go hand to hand in so many ways lets discuss some of these ways. Architecture has geometry written all over it if geometry never existed Architecture wouldnt have existed either. First of all geometry is the reason that we can calculate and measure the sizes and shapes of certain structures for us to use. Geometry allows us pin point exactly how much more we may need or less , without using geometry building stuff would all be guess to what size we may need or the shape well need it in. Geometry is the primary source of all harmony in geometry. Using Pythagoreans and other formulas based off geometry is key to finding solutions to architectures problems dealing finding rite shapes and pieces to fit in a whole structure 2 by 4s things like that are all possible measurements and the reason that they are measured is because of the work from geometry. 3d shapes such as cylinders and Castles would not be able to create without the work of geometry. Also dealing with painting say if you wanted to aint a structure you would have to know how much paint you would need rite well believe it or not you will not be able to calculate exactly how much paint you will need without geometry. Also say if you wanted to know how much space you have in your structure you will have to find the volume and calculate the mass and finding the height of your structure when it all comes down to it geometry is at the root of it all all the formulas we use for calculating objects and structures rather you know it or not all comes from the works of geometry. Architecture begins with geometry Architecture needs geometry for safety issues think about it you making a rooftop without the formulas in geometry you will not be able to calculate how much you will need so imagine making the roof too small then your roof would fall down on you and possibly kill you. We use geometrical shapes to decorate our structures which is very important if you want like an appealing building or object. One more way geometry shapes architecture (literally) is the way we build our gardens we wont know how much soil or plants can fit like getting a ew piece of land you have to measure that land to know what can fit there and what cant these both are very important and wouldnt be possible to determine without geometry. See so as I basically was saying geometry shapes architecture. Architecture is possible and only directly through geometry. Creating building finding areas and volumes of structures and finding the safest and honest ways of doing them is done through geometry. The role that geometry plays in architecture is very big and I want to thank you for your time in reading this essay.

Importance Of Story And Drama For Teaching

Importance Of Story And Drama For Teaching The purpose of this study was to determine the importance of story and drama as a teaching element in children literature. How do teachers scaffold childrens learning through story and drama in Turkey? Also what is the effect of using creative drama method on attitudes and reading strategies in Turkish lessons? In the study literature review and interview was used to investigate how much literature teachers apply story and drama techniques in their literature classes and how they are practical or useful on Turkish childrens learning who are studying in middle schools. Population of this research is Turkish secondary school teachers who have experience in story and drama teaching. As a sample, it was interviewed 4 middle school Turkish literature teachers to learn their teaching experiences and attitudes to research topic. Collected data was analyzed and consequently findings indicated that story telling and creative drama methods had significant effect on make and begin and carry on a relationship, self control social skills and learning well by experiencing in Turkish lessons. INTRODUCTION Childrens literature is for readers and listeners who are about 2-14 years old. Childrens literature is a resource no literature teacher can do without. This study investigates a sample of pieces that are middle schools Turkish children literature according to scaffolding childrens learning through story and drama. Scaffolding is a well-known metaphor widely used in education and language teaching to describe the guidance, collaboration and support provided by teachers to lead children to new learning (Read, 2006). Stories and drama share a number of features, which make it natural to integrate and combine them in scaffolding learning during language lessons with children (Read, 2007). When working with children, storytelling and drama techniques can be integrated and combined in multiple ways to provide robust and flexible scaffolding. This underpins and props up childrens learning in initial stages. It also provides appropriate support as they gain in confidence, and opens the way to new learning and the internalization of language and skills in enjoyable and creative ways (Read, 2006). Then what is literature? Literature is thought, experiences and imagination shaped into oral or written language that may include visual images. Children learn best in social situations, when content is meaningful and is interrelated. And literature is so available for these applications. Research Questions are; What are the importance of story and drama as a teaching element in Children Literature in middle schools especially based on life experiences of Turkish Language and Literature (TLL) teachers? How do you scaffold as a teacher to childrens learning through story and drama in secondary schools? How children literature scaffolds their effective learning by using drama and story in Turkish lessons. It could be analyzed effects of drama technique examining by how the effect of the creative drama method on the attitude and reading strategies in Turkish teaching, effects of creative drama method on the reception of some social skills, and evaluation of the attitudes of the Turkish teacher candidates towards creative drama. On the other hand, it could be analyzed effects of storytelling technique examining by evaluation of the attitudes of the Turkish teacher candidates towards children literature and children literature course, the function and importance of tale in language acquisition cultural worth instruction process, evaluation of the attitudes of parents who have 4-10 Years old children towards children literature and children books in Turkey. It was considered to analysis and combine effects of story and drama based on these topics. LITERATURE REVIEW In this study literature review and interview was used to investigate how often literature teachers apply story and drama techniques in their literature classes and the researches that have already been done about the topic how they are practical or useful on Turkish childrens learning who are studying in middle schools. On this research project topic, there was no specific thesis or research that points out directly this study which includes both story and drama features. For this reason, it is preferred that to classify and analysis each researches that have already been done about the topic. By this way, it was considered to analysis and combine effects of story and drama, attitudes of Turkish teachers, Turkish teacher candidates, and parents to story and drama. Thats why; it was analyzed that 6 of studies are on the effects of children literature that 3 of them are directly related with drama and 3 of them are related with story during Turkish Language lessons with children. Thes e studies contains well studied on research methodology, sample or population, and evaluation etc. After analyzing of collected data consequently findings were combined and indicated that story telling and creative drama methods had significant effect on make and execute a work with a group, begin and carry on a relationship, self control social skills and learning well by experiencing in Turkish lessons. Examined research studies are chosen from especially from Turkish educators intentionally to analyze how often they use and how are practical or useful on Turkish childrens learning who are studying in middle schools. Because of there was no specific thesis or research that points out directly this study it is chosen to inform two most closest researches to this research project topic in drama and story head topics. The first one is done by Fatma KÄ ±rmÄ ±zÄ ± Susar, Pamukkale University in Denizli Turkey, in 2008. This article was efficient to identify the effects of using creative drama method on attitude and reading strategy in Turkish lesson. Drama has a language all of its own and draws on various forms of literacy. Students develop literacy skills in many ways through the range of activities they participate in during the drama class. In the study experimental design with pre and post test control group was used. There were 75 fourth grade students (female=37, male=38) in Turkish classes. The study was conducted in a primary school Ä °zmir, Buca, during 2005-2006 education year and lasted seven weeks in data collection, reading comprehension attitude was reading scale and reading strategies scales was used. In the experimental group creative drama technique, in the control group Turkish course teaching program was applied. In data analysis Mann Whitney U-test were u sed. This test can be used for very small samples. It can also be used when the variable being recorded is measured using an arbitrary scale which cannot be measured accurately (e.g. a color scale measured by eye or a behavioral trait such as aggression), (Billiet 2003). As a result, creative drama method was more effective on using reading comprehension strategies than Turkish Lesson teaching program group. The second research study is done by Hasan BaÄÅ ¸cÄ ± in 2007. This study had take place in National Education Journal which is published by Turkish Ministry of Education in Ankara. This study gave a direction to this research project because it was the closest study to this research. And also it helped to this study to examine attitudes of the Turkish teacher candidates towards children literature and children literature course based on story books and storytelling on lessons. The purpose of the study was to investigate the attitudes of the Turkish teacher candidates towards children literature and children literature course. A 35 item children literature attitude scale prepared to find out attitudes of the Turkish teacher candidates towards children literature and children literature course was given 180 third year students at the Turkish Teacher Department of the Faculty of Gazi Education, Gazi University in 2004-2005 academic years. It was found out that attitudes of the Turkish teacher candidates towards children literature and children literature course are generally positive. The findings were evaluated on three dimensions according to the gender, teaching program and lesson success marks towards the results of the research. There were no significant gender differences found between male and female candidates and the type of teaching program (primary program or secondary program) attitudes towards children literature. Nevertheless, there is a significant difference in attitudes of the Turkish teacher candidates towards children literature and children literature course with respect to children liter ature lesson success based on grades. As a result, it was seen that using story and drama techniques in literature lessons are effective if it is done by systematically. RESEARCH METHODOLOGY Research Design: In this study interview was used to know how much literature teachers apply story and drama techniques in their literature classes. Four middle school Turkish Language and Literature teachers were interviewed to learn their life experiences, case problems like learning difficulties, comprehension skills and effects of using story and drama on childrens learning in middle school. It was determined that how were the teachers attitude towards using story and drama in their lessons. There were some Turkish lesson researches that have already been done about this research beside these studies and it was found that if teachers use them effectively in classes they were so practical or useful on Turkish childrens learning who are studying in middle schools. The advantage of interview was that the researcher could adapt the questions as necessary, clarify doubt and ensure that the responses are properly understood, by repeating or rephrasing the questions. Especially in my research project the literature teachers attitude to the importance of story and drama as a teaching element in Children Literature was so essential because the research project would both study on literature review and teachers life experiences. Sampling: The research project was related to the Turkish Language and Literature teachers who have experiences about teaching in middle school classes. Thats why; 4 following TLL teachers were interviewed about the topic. Population of this research was Turkish secondary school teachers who have experience in story and drama teaching. As a sample it was chosen to interview 4 middle school Turkish literature teachers to learn their teaching experiences and attitudes to research topic. The limitation of this study was having limited sample to interview. Yet, to recover this limitation the teachers are tried to chosen variously cities, schools, genders, teaching experiences. The interviewed teachers and interview questions are shown below: A Female, 30 years Turkish Teacher in TED Ankara College, Ankara. B Female, 8 years Turkish Teacher in BLIS College, Ankara. C Female, 3 year Turkish Teacher in Private Istanbul College, Istanbul. D Male, 15 years Turkish Teacher in Iskenderun Public School, Hatay. Interview Questions: Do you use story and drama to catch childrens attention to literature class in middle schools? And how often do you use them? What are the beneficial activities do you use in childrens literature in middle school? What are the limitations about using these activities in class environment? According to your experiences, in which ways this age group of children do learn best? Could you give a specific example on this topic according to your teaching memories? DATA ANALYSIS In this study, for data analysis it is preferred so separate questions and answers topic by topic that according to the teachers who are interviewed on storytelling and drama techniques to scaffold childrens learning. 3 teachers answered about using story and drama to catch childrens attention usually at the beginning of the lesson to catch students attention, interest, and curiosity. Just 1 teacher said that he uses rarely based on students motivation and amount of the class but he informs that he was working in a public school and amount of the classes were so high. Yet he added also using this activities sometimes help students social and communal. Using beneficial activities teachers answered this question in groups of shown below: Memory nails (1) Novel rooms (2) Empathy model (1) Hot seat play (3) Role playing (4) One teacher answered she uses Memory Nail activity which is efficient when analyzing story or novel in class. The activity aims creativity and subjectivity. Teachers want from students to produce a scene from story or novel using significant objects, characters, images which are take place in story. It could be done in a shoe box in 3 dimensions or if opportunities are limited students could prepare a poster too. Two teachers, who are working in a private school, informed that they were using Novel Rooms to make students engage with the lesson. Each student brings an object that take place in the novel and they produce a room then students talk about why they choose this object and its importance for the novel. One teacher said that we usually use Empathy Model when we are analyzing the characters of novels or stories. Hot seat play was the one of the popular activity that teachers informed. It was building an empathy with the character of novel. Four all teachers informed them all u se role playing especially in drama texts to encourage students to be social and communal. It was realized that like each activity was up to teachers creativity. Teachers could change or add something to activity according to students learning needs. Almost all teachers agree that these techniques if they are well-applied arouse interest; attention and curiosity of students and that make vocabulary memorable more easily. Most of teachers said that they made pupils think from within the story and explore significant issues. By using guided questioning techniques, children think about the implications of the characters actions and analyze their behavior. They all referred to that is a kind of transferring action that gives children an opportunity to relate and apply their understandings from the story to their own lives. Although there are so much positive effects of story and drama, it is referred that there are also limitations about using it. First of all, three teachers agreed that if the class is crowded, it is hard to control the class according to class management. Four all teachers agreed that keeping students on task is also difficult when they are using these activities. Yet in contritely teachers agreed that children learn easily because of these techniques are playful and so engage with their real life. Thats why; they suggests about arranging the class atmosphere by using preparatory work before using these techniques. These preparatory works could be small games and activities connected with story and drama. As another point, it is said that, public schools are so willing about using these techniques but they are less trained about this issue. By this way, they wanted to improve themselves and investigate. They found 2 different and interesting events about this issue. At that time, I as a researcher learned a different thing almost at the end of this study. One of them is a research center in Ankara University called Child and Young Literature Application and Research Center. (Ankara ÃÅ"niversitesi, Çocuk ve Genà §lik EdebiyatÄ ± Uygulama ve AraÃ…Å ¸tÄ ±rma Merkezi (ÇOGEM)) and the other is an International Storytelling Conference which was April, 9th 2011 in Istanbul. It is hoped that this kind of works helps teachers and students. There are the web site addresses of these events at the end of references section to look at in detailed. CONCLUSIONS In this study, it was realized that stories and drama share a number of features (Read, 2007), which make it natural to integrate and combine them in scaffolding learning during language lessons with children. As research topic scaffolding describes the guidance, collaboration and support provided by teachers to lead children to new learning, it is preferred to show conclusion part, synthesis of data analysis and literature review, could be shown below point by point like a ladder. Using storytelling and drama techniques help; Attention, interest, curiosity at the beginning of the lesson. Using storytelling and drama techniques help catch students attention, interest, and curiosity at the beginning of the lesson. Increase students motivation Motivating students can be a challenging in sometimes, for example there are so many technologies and distractions that adolescents have. Make students engage with the lesson Children are encouraged to engage with the lesson through prediction, hypothesizing and using their imaginations. Make students social and communal Both stories and drama are take place in classes. They makes students increase their social skills such as cooperation, collaboration, listening. Multiple intelligences Stories and drama provide opportunities for students to use different combinations of their Multiple Intelligences. Connection with daily life It was oblivious that students learn best when they make connection with their daily life because they are concreting the abstract information. Transfer previous information This stage gives children an opportunity to recall and transfer their previous information. Internalize The final stage and desired outcome is that children internalize information from story and drama.

Photographic Influence on Degas Work :: Art

Photographic Influence on Degas Work What, if any impact did photography play in the role of arts ‘evolution’, in particular, what impact did photography have in the works of the impressionist painters. Two obviously conflicting opinions arise through texts by ‘Aaron Scharf’ and ‘Kirk Vanerdoe’. Scharf argues that the impact of ‘snapshot photography’ and the invention and wide distribution of portable camera’s had a significant influence on the works of the painter ‘Degas’. Vanerdoe takes the opportunity to question what makes an influence significant, and tends to see the creation of Impressionism stem from earlier art movements. Then comes the question, what, if any arguments are valid, what arguments are opinions and what can be sieved down to fact. The truth of it all is that many of these opinions that are displayed can neither be proved nor disproved, and therefore any analysis must be taken with a grain of salt. However it appears as though Vanerdoe has taken the less hospitable route, resulting at times to personal attacks, as well as blanket statements of which may not answer a question raised by Scharf, but rather simply a personal attack. It is in these statements we see a very passionate Vanerdoe, but also lose faith in his ability to keep together a reasoned and structured argument. Vanerdoe’s beginning argument for example, ‘Â ¹this line of thinking however is inaccurate and misleading’ the basis for his essay, and way of thinking to come. It is from this we see Vanerdoe try and reason that, photographical influence isn’t substantial enough, yet no attempt at defining substantial has been made, that therefore leads me to conclude that, substantiality in the case of Vanerdoe’s essay must continue as a buzz-word. I would asses the word substantial as the dictionary does ‘Considerable in importance’ and therefore Vanerdoe considers that the photographic influence is not considerable in importance. What levels of significance then does photography play in the role of art work of Impressionism and in particular Degas? So one would then at this point, try and define, to ones self exactly what constitutes a substantial impact. I would put forward that a substantial impact would be one, which remnants are visible through the completed work. Substantiality would then be based on whether or not the aesthetic or meaning of the photograph still influences. Therefore I decree that substantiality can be undervalued, but not overvalued. That would send me in the direction of Scharf’s argument.

International Style Essay examples -- essays papers

International Style International style is an architectural style that developed in Europe and the United States in the 1920s and 1930s. This style became the dominant tendency for western architecture in the later twentieth century. Common characteristics of International style buildings are rectangular forms that have been completely stripped of applied ornamentation and decoration, visually weightless qualities, open interior spaces, and an overwhelming association with geometry. Glass, steel, and reinforced concrete are the characteristic materials of construction. The International style grew from three phenomena that architects had to deal with; An incorporating mix of decorative elements from different architectual periods that had little or no relation to the building’s functions, the development and use of iron, steel, glass, and reinforced concrete, and the economical creation of large numbers of office buildings. These three phenomena basically outlined the search for an economica l utilitarian architecture, an architecture that would use the new materials and still appeal to aesthetic taste. Technology was key in this transition from tradition. The availability of cheap mass-produced iron and steel ultimately rendered masonry construction obsolete. â€Å"The International Style was thus formed under the dictates that modern buildings’form and appearance should naturally grow out of and express the potentialities of their materials and structural engineering. A harmony between artistic expression, function, and technology would thus be established in an austere and disciplined new architecture.† The International Style grew from a small group of brilliant and original architects who went on to achieve greatness in their field. The major figures include Walter Gropius, and Ludwig Mies van der Rohe of Germany. Gropius and Mies were best known for their structures containing glass curtain walls spanning steel girders that would form the skeleton of the building. Walter Gropius (1883-1969) was in 1919 appointed to director of the Grand Ducal Saxon School of Arts and Crafts, Academy of Arts, and School of Arts which were immediately joined as the Staatliches Bauhaus Weimar (â€Å"Public Bauhaus Weimar†). It was at this school that Gropius taught design principles. He saw architecture as ever changing, related to the contemporary world.... ...roblems. From the Greeks use of pillars for support and decoration (which have influenced architectural style since that time), to the medieval construction of castles (which saw the problems with masonry and brick solved). With the advent of steel and cast-iron a new architectural age became. With lighter, larger, and taller capabilities, the way our society looked, would never be the same. As American architects learned the principles of the new architecture, the name International Style was formed as a European-American hybrid. The name came in turn from a book called International Architecture by Walter Gropius. The underlying principles of the International style, sheerness, being plain, and flatness are filled with difficulties. Maintenance and weathering make it difficult to create an ideal, yet buildings that fit this description are seen in cities throughout the United States and world. â€Å"In postmodern architecture classical orders have been reintroduced as o ne of a number of contrasting design methods, so that the late 20th century architecture attempted to include historical references in its design and approach and was characterized by a new aesthetic pluralism.†

Corruption in US Government Essay -- American Government

The story of the founding of the United States is a story nearly every United States citizen understands at the very least a rough version of. The story of how a group of patriots overthrew standing British power who were invading their rights to privacy, taxing them unfairly, and overall not giving the colonials a square deal. This story gives American’s pride in their identity and government. It also serves to legitimize the current US Government, for the current officials follow the same Constitution set up by those Patriots who fought the British. However, since the founding of the US Government there have been numerous cases in which the government has betrayed its people and committed corruption. When the media finds out about such a corrupt act, generally a scapegoat bears the entirety of the blame. In this paper I will argue that this is wrong, and in reality corruption occurs on several different levels and is carried out by multiple people. One of the examples of US government corruption that had a major impact on the American people is often overlooked. Fred Hampton, a leader in the Black Panther Party during the late 1960’s was deliberately and brutally murdered by the US government on December 4, 1969. This act not only infringed on his rights in the worst possible way, it also had an immeasurable impact on the progress of African Americans in American society. Hampton was a rising leader within the the Civil Rights Movement, and at the young age of 22 had a lot of potential. There is no way for us to know exactly what his impact would have been had he been able to live his life to it’s natural death, but we can be sure that he had great skills and worked hard when it came to the advancement of the African American... ...ntative democracy, which means that the people govern through representatives. When the public has no way to know the full truth of which representatives have been true to the will of the people, then we lose the democracy. It is admittedly easier to simply choose a single person to cast the full blame of corruption on an individual. However, it is not a practical way to allow the public to govern. They have a right to the truth and both the media and the government have responsibility to see this right is fulfilled. Works Cited Hampton, Fred, Mike Gray, and Howard Alk. The Murder of Fred Hampton. Chicago, Ill: Facets Video, 2007. Krakauer, Jon. Where Men Win Glory: The Odyssey of Pat Tillman. New York: Doubleday, 2009. Print. Lardner, Richard. "Retired Three Star General Kensinger Censured in Cover Up after Tillman Death." Associated Press (2007): Web.

My Neighborhood Cultural Experience

Running Heading: NEIGHBORHOOD CULTURE My Neighborhood Cultural Experience Carol Salinas Kaplan University HU300-09 Abstract I have had a great opportunity to look at some of my town’s most incredible architecture, paintings, murals, and sculptures. Our family has lived here for over six years now and I have had the pleasure to visiting our three local Native American Museums. I have always enjoyed going to them on occasion when I feel like just getting out by myself and having some quite time. My experiences in this class have opened my eyes to a new way of viewing the structures and art around me. I have chosen to discuss a building that I drive by on a daily basis, never really putting much stock into how it came to be or its significance to our town. I will discuss in detail the structure and the design of the facade. I have also chosen a piece of art that has been in my family since the early 1970’s. It is a sentimental painting that I am sure holds more heartfelt value than monetary worth. I see it every day as I walk in my home. It is truly a work of art. The beauty is in the eye of the beholder and most definitely in the eye of the visionary who created such beauty. My Neighborhood Cultural Experience Architecture During my field trip around my little town, I was amazed at all of the wonderful architecture that I had never taken notice of in the past. It was quite pleasing to see the amount of historical structures that are here in Anadarko, Oklahoma. Our town was established back in 1901 and holds quite a bit of Native American Indian Influence. This is relevant by the structures around town. I have chosen to discuss a building that was constructed in 1906 and is referred to as the Whitley Miller Building in the Anadarko downtown historical district (United States, 1990) (Exhibit A). The buildings address as listed in the historical registry is 125-129 W. Broadway, Anadarko, Oklahoma. This particular building is quite ornate in its structuring and was built in the Romanesque Revival style (Waymarking, 2011). It is divided up into three separate and distinct units or bays as they used to be called. The spaces between each unit are pilaster with round arch lintels of buff colored and red colored brick and a stone sill. It is a two-story building that has a stairwell up to the second floor. The stairwell is decorated with spandrels and pilasters. Two of the units display the names of their original occupants back in the day. The names read Max Goldman & Co. and Whitley Miller, which are inset in stone panels. The second floor has four double hung windows above each unit. These windows are accented by a fanlight transom. There is a wall-like barrier at the edge of the stone coping and a corbelled brick cornice on the roofline along with recessed panels. Each unit has its own personality and charm. They are accented with individual awnings, one is red cloth, another is metal, and then made of wood. Although the architects are unknown to me they seemed to have approached the design of this building as a painter or a sculptor would (Janaro & Altshuler, 2009). It is just amazing that something so old can still be in such magnificent condition. My Neighborhood Cultural Experience Art The art piece that I have chosen to discuss today is a painting that was painted in Manila, Philippines in 1962. The signature on this particular painting is not very clear and I cannot distinguish the artists’ name. I have included a picture of the painting (Exhibit B) as well as a close up of the signature (Exhibit C) in case you recognize it. This painting was a gift from my grandparents. They had become friends with many of the locals and befriended the artist. My grandfather saw the painting one day and asked if he could purchase it for his stepson. The artist graciously agreed. My grandfather and grandmother retired from the Air Force in 1972 and returned to the states bringing the painting home to my parents. After the passing of my parents, I have inherited the painting. It has become quite a conversation piece in our living room. The medium for this piece is oil on canvas. This is a representational painting of the Manila Bay at dusk. The use of chiaroscuro throughout this painting adds a sultry, almost lonely feeling to it (Janaro & Altshuler, 2009). You can see a shanty or shack sitting by the water and the boats are in from the days catch. There appears to be no one in sight. Everyone has gone home from a long and grueling day at sea. The water is calm and beautifully lit by the falling sun. The sky is an intense yellow and orange as the rays of the sun are hidden by the clouds. The perspective of this artist as it relates to his painting is amazing. When I look into the painting, I seem to be pulled into the landscape, as if I am sitting on a hill looking across at the beautiful sunset. A sense of calm comes over me. I can put myself right there just as a fisherman or his wife might be sitting outside after a good home cooked meal and relaxing after a tiering day on the water. References: R. P. Janaro & T. C. Altshuler (2009). The Art of Being Human: The  Humanities as a Technique for Living, ninth Edition. (pp. 105-130). New York: Longman. United States Department of the Interior – National Register of Historic places (1990). Retrieved December 17, 2011 from, http://pdfhost. focus. nps. gov/docs/NRHP/Text/82005385. pdf Waymarking. com (2011). Retrieved December 17, 2011, from http://www. waymarking. com/waymarks/WMCY7W_1906_Whitley_Miller_Building_Anadarko_OK

A group II metal hydroxide Essay

To find the identity of X(OH)2 (a group II metal hydroxide) by determining it’s solubility from a titration with 0.05 mol dm-3 HCL Theory:1. Titrations are the reaction between an acid solution with an alkali. In this reaction (called neutralization), the acid donates a proton (H+) to the alkali (base). When the two solutions are combined, the products made are salt and water. For example: 2HCl(aq) + X(OH)2 (aq) XCl2 (aq) + 2H2O (l) This shows the one of the products i.e. salt being XCl2 and water. So titration therefore helps to find the concentration for a solution of unknown concentration. This involves the controlled addition of a standard solution of known. Indicators are used to determine, at what stage has the solution reached the ‘equivalence point'(inflextion point). This means at which, does the number of moles base added equals the number of moles of acid present. i.e. pH 7 Titration of a strong Acid with a Strong Base: As shown in the graph, the pH goes up slowly from the start of the tiration to near the equivalence point. i.e (the beginning of the graph). At the equivalence point moles of acid equal mole of base, and the solution contains only water and salt from the cation of the base and the anion of the acid. i.e. the vertical part of the curve in the graph. At that point, a tiny amount of alkali casuses a sudden, big change in pH. i.e. neutralised. Also shown in the graph are methyl orange and phenolpthalein. These two are both indicators that are often used for acid-base titrations. They each change colour at different pH ranges. For a strong acid to strong alkali titration, either one of those indicators can be used. However for a strong acid/weak alkali only methyl orange will be used due to pH changing rapidly across the range for methyl orange. That is from low to high pH i.e. red to yellow respectively pH (3.3 to 4.4), but not for phenolpthalein. Weak acid/strong alkali, phenolpthalein is used, the pH changes rapidly in an alkali range. From high to low pH, that is from pink to colourless pH(10-8.3) respectively but not for methyl orange. However for a weak acid/ weak alkali titrations there’s no sharp pH change, so neither can work. Therefore in this investigation, the titration will be between a 0.05 mol dm-3 of HCl with X(OH)2, using phenolphthalein. Dependant Variable: Is the volume of HCl to achieve a colour change that is from pink to colourless. The Controlled variables : 1. the same source of HCl 2. same concentration of HCl 3. Same source of X(OH)2 4. Same volume of X(OH)2 5. Same equipment, method, room temperature Controlled Variables How to control How to monitor 1. Same source of HCl Using the same batch of HCl or from the same brand will control this. If the concentration was not to be same throughout, then this will cause different ratios of the components of the solution, that might cause different volume of HCl to be obtained for the neutralization to occur. 2. Same concentration of HCl This will be controlled by using the same batch of HCl and from the same source i.e. the same brand. By using the same batch ensures that the reactant concentration is the same. If another batch were to be used causes the concentration to differ. This causes the HCl obtained to be different. 3.Same source of X(OH)2 Using the same batch of X(OH)2 or from the same brand will control this. If the concentration was not to be same throughout, then this will cause different ratios of the components of the solution that might cause different volume of HCl to be obtained for the neutralization to occur. 4. Same volume of X(OH)2 This will be controlled by using the same batch of X(OH)2 and from the same source i.e. the same brand. By using the same batch ensures that the reactant concentration is the same. If another batch were to be used causes the concentration to differ. This causes the HCl obtained to be different. 5. Same equipment, method, room temperature The method would be kept the same and the same set of equipment and brand will need to be used throughout. The room temperature will be kept throughout at 180C by using a water bath. If different equipment or brands were used then there would be a lot of anomalies in the experiment causing a huge amount of inaccuracy of measurement particularly. Results: Raw data results were collected by using 25.00 cm3 of X(OH)2 with phenolphthalein and the volume of HCl was obtained by the solution going from pink to colourless. The volume of HCl found in 50.0cm3 burette à ¯Ã‚ ¿Ã‚ ½ 0.05 cm3 Trial 1 Trial 2 Trial 3 Trial 4 Average 19.600 19.800 19.600 19.700 19.675 Qualitative results that occurred during the experiment: * Conical flask swirling not even between the trials * Difficult to judge ‘colourless’ solution change – subjective end point * Ability to measure 25cm3 * Filling of burette accurately with HCl – 0 point in right spot * Residual distilled water or solutions remain in conical flask i.e. diluted/interfered with subsequent solutions of X(OH)2 Average = trials (1+2+3+4)/4 Therefore: (19.6 + 19.8 + 19.6 + 19.7)/4 = 98.5/4 = 19.675 Due to the equation being 2HCl(aq) + X(OH)2 (aq) XCl2 (aq) + 2H2O (l) Therefore the ratio is 2:1 of 2 HCl : 1 X(OH)2 So using the equations mentioned above: Moles of acid is the number of moles= concentration X volume i.e. the volume will be used from the average Therefore: =0.05mol/dm3 x 19.675 cm3 =19.6 cm3 / 1000 = 0.0196 dm3 =0.05mol/dm3x0.0196 dm3 = 0.00098 moles So Moles of alkali in 25.000 cm3 Moles of HCl / 25.000 cm3 due to the ratio being 2:1, therefore 0.00098/2= 0.00049 moles of HCl So now the ratio is 1:1 so 0.00049 moles of X(OH)2 Moles of alkali in 100 cm3 It is assumed that there are four lots of 25 cm3 = 4 x 0.00049 = 0.00196 moles The next series of results will be used to calculate solubility of each compound by their mass in 100 cm3 The total Mr has been calculated in the table below for each compound. This was done by : Mr of X + ((O + H) X 2). Each element Mr for the following elements (OH)2 Total Mr Be 9.010 (16.00 +1.01) X 2 = 34.020 43.030 Mg 24.310 (16.00 +1.01) X 2 = 34.020 58.330 Ca 40.080 (16.00 +1.01) X 2 = 34.020 74.100 Sr 87.620 (16.00 +1.01) X 2 = 34.020 121.640 Ba 137.340 (16.00 +1.01) X 2 = 34.020 171.360 To obtain the solubility’s of metal II hydroxides is moles X Mr of the compound Therefore this table shows the calculation for the solubility’s for each of the different compounds Each element Total Mr Moles of X(OH)2 Solubiltity given as g/100 cm3 Literature values of the compounds given as g/100 cm3 Be(OH)2 43.03 0.00196 0.0843 0.000 Mg(OH)2 58.33 0.00196 0.114 0.001 Ca(OH)2 74.10 0.00196 0.0145 0.170 Sr(OH)2 121.64 0.00196 0.0238 0.770 Ba(OH)2 171.36 0.00196 0.335 3.700 Uncertainties: The uncertainty in measurement: Uncertainty due to pipette of 25.000 cm3 : Volume of X(OH)2 = à ¯Ã‚ ¿Ã‚ ½ 0.100 cm3 Percentage uncertainty = (0.1/25) X 100 = 0.400% Uncertainty due to Burrette of 50.000 cm3: Assumed due to measured volume of 19.675 cm3 and the uncertainty due to the smallest unit of measurement being 0.1 cm3 Therefore 0.1/2= à ¯Ã‚ ¿Ã‚ ½ 0.050 cm3 Percentage uncertainty = (0.05 /19.675) X 100 = 0.254% Therefore total uncertainty = 0.400% + 0.254% = 0.654% Conclusion and Evaluation: X(OH)2 is most likely to be Ca(OH)2 as the calculated solubility is closest to the literature value given of Ca(OH)2. The solubility for Ca(OH)2 0.145 g/100 cm3 and the literature value is 0.170 g/100 cm3. This shows that the difference is only 0.025 cm3. However the comparison between Be(OH)2 of the calculated solubility is 0.0843 g/100 cm3 and of it’s literature value 0.000 g/100 cm3 . Shows that there is a greater difference. Showing that it cannot be X(OH)2 solution. This is also shown for Mg(OH)2 as the difference between the calculated solubility and the literature value is 0.113 g/100 cm3, showing that it still has a greater difference than Calcium hydroxide does. The difference between Sr(OH)2 and it’s literature value is 0.532g/100 cm3. However the difference between the calculated solubility of Barium hydroxide and the literature value is 3.365 g/100 cm3 showing there is a great difference so it cannot be Barium hydroxide. The percentage error of Ca(OH)2 = [(0.170 – 0.145)/0.170] X 100 = (0.025/0.170) X 100 = 14.705% Throughout the experiment there were systematic errors and random errors that were met. Uncertainties/limitations Error Type of error Quantity of error Explanation for error Improvements Measurement in burette Systematic error +/- 0.05cm3 Equipment limitation, this is because the line where each of the reading might not be precise. Different manufacturer should be used with multiple trials in order to increase the accuracy of the calculated value to the literature value. Measurement in pipette Systematic error +/-0.1cm3 Equipment limitation, this is because due to the pipette only holding 25 cm3 of volume. The line could have been where the actual reading might not be Causing the result to not be precise. Different manufacturer should be used with multiple trials in order to increase the accuracy of the calculated value to the literature value. Point of colour change Random error Not quantifiable Human observation – subjective measurement. This is because even though a white tile is used, it is unclear as to what point has the solution gone colourless. Use alternative indicator for several different trials, use pH meter to assess neutralization point. Therefore there will be a more precise point as to when the solution becomes green. Temperature fluctuations Random error Not quantifiable There can be a change of measurements of equipment due to variation in expansion and contraction of materials. Due to the temperatures not being constant from the fan, windows or from the air conditioner. Controlled lab environment of the temperature by using a water bath at 180C with no air conditioner, fans working. To ensure no fluctuations occur. Fluctuations in humidity of room Random error Not quantifiable Change solution concentrations due to differences in evaporation rate in the surrounding air. Controlled lab environment Calibration error in burette Systematic error Not quantifiable 0 line incorrectly marked Divisions on burette inaccurate Use different manufacturer’s equipment for other trials Calibration error in pipette Systematic error Not quantifiable 25cm3 line incorrectly marked. Because it is unclear as to where the true meniscus lies. Causing the values measured out to be not precise. Also due to there being only one line causes a further decrease in the precision of the results. Use different manufacturer’s equipment for other trials to ensure that the accuracy increases. Another improvement that will be done, if the experiment were to be repeated is that due to the inaccuracy of the conical flask being swirled. If the conical flask is being swirled unevenly there is a chance of inaccurate results of when the colourless solution occurs. Therefore a stirring rod should be used to increase the accuracy of the swirls of the reaction in the conical flask. Another limitation that arouse in this experiment that would be improved if the experiment were to be done again is that after the neutralization reaction had occurred, there would still be some residue of the distilled water used to rinse out the equipment. This can be improved by increase the number of repeats of rinse. This would ensure that more of the diluted solution would have been removed. Also the trials can also increase, to 10 repeats so that there is more variance so that the accuracy increases. Another improvement might be, to use different indicator, for example methyl orange. Due to the colour change would be from red to yellow would make it easier for the pH 7 to be more easily recognized against a white tile then it was with phenolphthalein. Cited Sources: 1. http://www.vigoschools.org/~mmc3/c1%20lecture/Chemistry%201-2/Lecture%20Notes/Unit%205%20-%20Acids%20and%20Titration/L3%20-%20Acid-Base%20Reactions%20and%20Titration.pdf

Should Be Single Sex Education

Children’s happiness is one of the the most important things when selecting a school. Equally important is finding a school that is inspiring. Parents also need to consider other factors such as letting them be themselves, academic skills and avoid sexual distractions of adolescence. Anyway, children have different needs and styles of learning. Thereby this essay will argue that schools should be single sex education. Obviously single sex education can understand how their students learn and they adapt their teaching styles to those specific needs.Some people believe that coeducation seems to be more realistic refers to provides greater opportunities for socialization. Besides the fact that children have different needs and the respect of personal differences. Directed intuitively and affectively oriented style of learning that fits most women never compatible. How to structure and practices that attract men single sex education helps teachers adjust instruction to male model and facilitate the study rounded up, unnecessary for boys to choose the course of the area they will produced.Keise (1992, p. 9) argues that single sex education has benefits for girls offers more opportunities to exercise leadership because girls have to hold positions of leadership in schools such as drama, sports, annual report or discussion of the team. It make it easier for girls to be leaders also boys tent to dominate and overshadow equally talented girls. Obviously it gives them expended education opportunities by allowing them to pressure non-traditional disciplines for girls suck as mathematics or sciences.Furthermore about emotion, single sex education puts less pressure on girls because girls are more prone than boys to suffer from low self esteem. This is clarified by The York Times Company (2010) who identifies the benefits of single sex education is mainly what you make them if your child learn to achieve his goals and is not afraid to compete if she knows that she ca n be whatever she wants to be, and you can attribute some of those feelings and achievement to the leanings environment she was in high school. Unfortunately the numbers schools with single sex education are small that it easy to determine simply.Moreover, boys and girls learn in difference ways. Boys use the brain for a given activity. In addition, physical differences lead to differences in the way boys and girls learn. Emotional activity is also processed in a different part of the brain. It has been suggested that girls respond more innately to literature. If the teacher understands how to teach girls, they will quickly feel comfortable exploring non-tradition subjects as mathematics, sciences, computers also technology and boys participate learn Lartin in single sex education. Moreover, Rowland (1974, p. 10) argues that men teacher teach mathematics and science better than woman as well as woman teach arts subjects better than man furthermore the mixed staff produce harmonious in the school. Furthermore, Mullins (2005) maintains that children in single sex education participate more in class, develop higher self esteem, score higher in aptitude tests, are chossing sciences and other male domains at teriary level, and are in more successful on careers. This research suggests that boys and girls have differences and there the best way to teach them is with different methods or environment.Children in single sex education provide parents with an opportunity can make more effectively the social development of their children. It makes more effectively the social development of their children. It makes an easier to study about sex education. Parents need their children are initiative to provide social development. Of course they should set opportunities for boys to mix a girls in family setting during childhood. If girls do not study in single sex education, it is quite hard for girls to have leadership skills. In addition, Gill (2004, p. 9) argues that â€Å" single sex schools are free from some some forms of sexual harassment and are not subject to the territorial defence behaviours of boy† that single sex education girls are free from sexual harassment that affects more than coeducation all girls can create a negative atmosphere against the influence of the media and often troubling depictions of women and girls. Moreover classroom is a place where girls of education and sense of self come before the environment that teachers feel the power an girls who understand the nature of intelligence alue and 100 percent for women and girls a strong 100 percent. On how efficiently a single sex education can also apply text information. girls and sex through peer pressure and young teachers not accord the lower value set for girls as opposed to school for boys other indicators lower than set of women key diagnostic tools (Mullins 2005). In contrast, coeducation in primary schools exposes all students to a range of male and female oriented learning experience. Important men and women are defined through social interaction play a valuable learning and sharing.Children learn through observation and interaction with other children and several behavioral characteristics that they bring. As parents, we quickly notice the negative behavior we want them, not the language as well, and tantrums. But the very behavior that they learn in classrooms is useful for children learning (Lingard 2009, p. 3). Similarly, Joined the School of Education for better social development between girls and boys. Students are confident in their school through communication with people.In addition, students are better balanced with the device make friends with counterparts in single sex education. The study shows that the natural development of friendships in the school coeducation and they have known better. This occurs because many social activities and clubs in the school girls and boys participated in a comfortable environment. There are also many complaints in school coeducation, which will benefit children. Children are free to choose subjects. Such as girls and boys will choose a topic that rarely exists in single sex Education. Children can develop greater capacity in any matter.Children can increase the knowledge of these subjects and to develop important skills. While Children will be able to increase capacity and confidence in expanding the range of future careers in these (The York Times Company 2010). In conclusion, school should be single sex education. The important thing is that single sex education is free from some froms of sexual harassment. Children should be allowed to be themselves, they can just be boys and not worry about girls and also girls can drop their inhibitions and begin to take risks. Moreover, children can develop better academic skills.If the teacher understands how to teach the children they will quickly feel comfortable exploring non-tradition subjects. In addition, single sex education c ould protect children from pregnancy. They can study about sex education in much more detail. Finally, if girls are not in single sex education it is more difficult for girls to have leadership skills so boys are not shown stronger performances such as music and art. Although, if children are not studying in single sex education it maximize contact with the opposite sex and others, to some extent, protect children from indulging in bad habits like.Bibliography Gill, J 2004, Beyond the great divide : single sex or coeducation? , University of New South Wales,Sydney. Keise, C 1992, Sugar and spice? : Bullying in single sex schools, Trentham Books Limited, Oakhill. Lingard, B,Martino, W & Mills,M 2009, Boys and schooling : beyond structural reform, Palgrave Macilian, London. Mullins, A 2005, The advantages of single sex education, view 17 April 2010, Rowland,R 1974, Mixed or Single sex school, Rotledge & Kegan Paul, London. The New York Times Company 2010, single sex education advantag e-the advantages of sex education, view 17 April2010,