Koryos Inevitable Decline essays

Koryo's Inevitable Decline essays Koryo is one of critical kingdoms in Korean history during 10th and 14th century. During Koryo era, cultural aspect of the country flourished in many ways. For example, blue ceramic is a clear demonstration of creativity. Moreover, Koryo made a lot of cultural exchanges with foreign countries, such as contacting with Thailand and Islam cultures. These contacts made the country to experience international differences and contributed to the outgrowth of the country. Unfortunately, Koryo went through extreme chaos at the end of the era. Koryo started to decline because of the invasions of foreign countries, new rules on land policy and the advent of ambitious general, Yi Songgye. Despite of many mutual exchanges with foreign countries, Koryo was attacked and invaded by China and Japan constantly. When a country is attacked by another country numerously, the country loses control on inner affairs and becomes unstable and easier to decline. Geographically, Northern part of Korea is connected to China. Therefore, it was easier for China to invade Korea. At the end of Koryo era, which was 1359, Koryo was attacked by a group called Red Turbans (Han, 178). These aggressive Red Turbans were defeated by the Mongol army (Mongolia was the country right above Northern Korea) and about 40,000 Red Turbans fled to Koryo. They occupied four Northwest towns and took Pyongyang, but they were defeated by Koryo army (Han, 178). However, Red Turbans returned again with 100,000 strong men. All the Northern part of Koryo were destroyed and corrupted. This time, Kaesong (Capital city of Koryo) was in danger. The court had to move down to Andong, which was located in the South. By moving the court, Koryo wasted a lot of capital money. The cost of lives and resources that have been lost from these attacks were the causes of decline. Mongolians have been attacking Koryo on and off for many years before the Red Turbans. For example, in 1231, ...

medea as tragic hero essays

medea as tragic hero essays According to Aristotle, a tragic hero is either an aristocrat or someone of royalty that cannot be evil. The hero has a flaw that causes a mistake in his judgement and leads to the downfall of himself or those around him. Also, the character must recognize his guilt. The Greek play Medea is the tale of a sorceress, Medea, and a fleet commander, Jason, and the conflicts that arise among them. Medea abandons her home and flees to Corinth after foolishly falling in love with Jason. There, two sons are born to them. Jason and Medea remain happy until Jason finds a new love, the King of Corinth's daughter. Filled with rage and overcome with jealousy, her two flaws, Medea sends her rival a poisoned robe, her mistake. Because she fears the king will attempt to avenge the death of his daughter by harming her sons, Medea kills them. By realizing that she will feel the lifelong agony of her sons' deaths, Medea is the tragic hero. The first requirement of being a tragic hero is the character must be either noble or royal. As the daughter of Aeetes, King of Colchis, Medea is royal. However, because she kills her brother and deceives her father, they exile Medea from her home of Colchis. But because Medea is a "sorceress," she possesses magical powers. Therefore, Medea qualifies for being aristocratic or royal. A second characteristic of a tragic hero is he or she cannot be evil. It may seem Medea is evil because she is a "sorceress," but she has a conscience. In act two when Medea says "O women, I cannot do it! . . . Farewell to all my plans! ," she shows that she is considering allowing her children to live. Although Medea kills her sons in the end, having a conscience shows she is not evil. Jealousy and rage are Medea's flaws. When she discovers Jason's new marriage, she becomes furious. Her first reaction is to kill the princess, which is her mistake. After killing the princess, she fears someone will har ...

IP Law Essay Example | Topics and Well Written Essays - 1500 words

IP Law - Essay Example Firm managers carry out valuation of their patents when they are deciding whether or not to file a patent application or refurbish a patent, when computing royalties for patent licensing contracts, when calculating the value of a potential merger or acquisition, and when calculating their own corporate value. Lawyers and judges value patents in suits of patent infringement; financial institutions calculate the value of patents when they use the intangible asset as collateral for bank loans; and investors and financial analysts value patents to evaluate the cost of firms as a foundation for their investment decisions and recommendations (Hall, 1992; Martin and Drews, 2005). IP in the form of patentable technology, legally protectable trademarks and designs, copyright and others have progressively become the most crucial assets, not only for many of the worlds largest companies, but also for small and medium enterprises (Schweihs, 2002). Intellectual property (IP) is a term which refers to a number of discrete kinds of legal monopolies over conceptions of the mind, which can be either artistic or commercial. IP also includes the related areas of law (Raysman et all, 2008). A variety of intangible assets are given certain special rights under the IP law. The most common kinds of intellectual property include trademarks, copyrights, industrial design rights, patents, and trade enigmas in some jurisdictions. According to Sherman and Bently (1999), â€Å"The British Statute of Anne 1710 and the Statute of Monopolies 1623 are now seen as the origin of copyright and patent law respectively.† Originality is one of the most important terms which are related to copyright. Presently the term ‘originality’ is used by law as a touchstone in evaluating when and why something can be copyrighted. England’s conventional criterion for originality was a Lockeanderived industriousness criterion, according to which the work must spring up from the author at

Proposals Presented For the Rectification of the Anomalies of Building Assignment - 1

Proposals Presented For the Rectification of the Anomalies of Building an Olympic Arena - Assignment Example This paper illustrates that the first proposal calls for the acceleration in the pouring of seat gallery supports at an extra cost of  £130,000 but reduce the period by six weeks. This is highly critical and crucial in the sense that project management aims at finishing the project in the required time to safeguard the dignity of the company. The reduction in operation time would see the provision for time to repair the fracture while the workers are deployed to the infrastructure project to alleviate any labor cost loss. The second proposal takes into consideration proposal one with the inclusion of placing a double shift on the arena’s floor foundation task. A total cost of  £195,000 would be incurred with a relief of 9 weeks duration that would go a long way in ascertaining for the necessary time to repair the fracture and complete the project in time. Regarding the importance of the roof in the sense that many activities cannot commence until the roof is done, the use of three shifts, as well as overtime work, will mainly heighten the pace of roofing. This will see the roofing completion six weeks than scheduled at an extra cost of  £60,000. The option for overtime and shifts clearly shows the increase in the cost of production but in the real sense, it is safeguarding the company’s commitment to delivering its project undertaking on time. This would see it go a notch higher in the improvement of quality delivery and certainty.  

An Investigation of the Gender Gap of Boys Underachieving in Literacy Essay Example for Free

An Investigation of the Gender Gap of Boys Underachieving in Literacy Essay The purpose of this study was to investigate the gender gap, especially of boys’ underachievement in literacy, and discover if there are particular strategies that schools can implement in order to raise the attainment levels of boys. As the issue of the gender gap is so wide I selected literature to review which covered a wide range of theorists and existing studies. Specifically I wanted to identify some of the suggested causes for the underachievement of boys and any already proposed effective strategies which I could execute in my own study. The data I collected from the study was both qualitative and quantitative in order to give a more valid outcome; these included an open-ended, semi-structured interview, which I felt would enable the respondent to provide a wider range of ideas; questionnaires, observation and existing data. The results showed that there is in fact a close correlation between boys who do not read for pleasure/enjoyment and boys who underachieve. However it also showed that there are specific strategies that can be applied to meet the learning needs of boys in order to raise their achievements. However due to the scale of the topic this small study cannot provide a definitive outcome for the causes and solutions of boys literacy, it has merely suggested some probable reasons for and some possible remedies. HYPOTHESIS During the past twenty years there have been rising concerns over the achievement gap between boys and girls, particularly with boys underachieving in literacy. The aim of this investigation is to identify if reading is the main factor for the achievements of boys in literacy, or if there are other strategies that can be implemented to raise the attainment levels of boys and therefore close the gap. To complete this study, I will undertake the investigation at an all boys’ school (for ethical reasons of anonymity, the school will be known as School A) located in a leafy suburban area in the North West of England. School A is a high achieving school compared to other mixed and same sex schools in the Local Area. The current Head of English (HoD) is driven, ambitious and highly motivated towards pupils’ achieving the best results possible. During the research I expect outcomes to show that there is a correlation between high achieving boys and enjoyment of reading for pleasure. I also expect to find that particular classroom strategies can effectively impact the attainment levels of boys, particularly in those who do not read for pleasure. LITERATURE REVIEW In 1993 Ofsted reported that boys do not perform as well in English as girls (cited in Bearne, 2004), and more recently the National Assessment of Education Progress (2009) has found that ‘female students consistently score higher than boys on average in both reading and writing’ (Watson et al., 2010: 356). However this concept is not a new one; researchers for the Gender and Education Association noted that in the 1950s and 1960s the pass rate for the eleven plus examinations, taken by almost all eleven year olds at this time, were different for boys and girls; Epstein et al. (1998 cited in Watson et al., 2010) claims that the pass rate for boys was lower than girls because girls supposedly matured earlier than boys. Gareth Malone, writing for the Telegraph in September 2010 stated that nationally ‘boys lag behind girls in reading by 6 percentage points and in writing by 15 percentage points’ (Malone, 2010). Despite this, Gorard (2001, cited in Malacova, 20 07) believes that, the panic about the gender achievement gap is exaggerated; he blames the concept on lack of sufficient data, which until recently had not been available, and believes that a lot of the assumptions regarding boys underachievement is based on statistical misinterpretation. Gorard (2001, cited in Malacova, 2007) conducted the first UK analysis of national data set over a six year period; he found that the gap only appeared amongst high-ability pupils and that the number of boys and girls failing exams was similar. His conclusions found that the gender gap was, if anything, decreasing. Regardless of Gorard’s (2001) analysis, there are many who still feel that the performance gap is a concern. In 1993 the Ofsted report offered some insight into differing perspectives and explanations for boys’ underachievement, including the lack of male literacy role models, classroom strategies, curriculum literacy content, perceptions of behaviour, social class and ethnicity (cited in Bearne, 2004). Solsken (1995, cited in Bearne, 2004) added to this list claiming that literacy is associated more with females and femininity and believes that this possibly has a negative effect on boys and their attitudes towards reading. Solken’s (1995) argument links very closely with Watson et al.(2007) who proposed that popular explanations often focus on boys’ ‘biological make-up’. They claim that evidence shows that ‘hegemonic masculinity is central to the struggles boys face as literacy learners’ (Watson et al. 2010: 357). Rowan et al (2002) also believes that ‘boys are biologically different to girls and that this biologically difference is the cause of behavioural differences’ (Rowan et al. 2002, cited in Watson et al. 2010:357). He believes that due to these biological differences, boys and girls are defined by inherent masculinity and femininity characteristics and in order for educational success this must be acknowledged and accommodated for. This is an important assertion to consider for this particular case study; due to the domination of boys in School A it is important to understand how masculine characteristics are catered for in an all boysâ€⠄¢ school. One of the suggestions to improve literacy for boys is to make education more ‘boy friendly’ by including more reading materials that boys enjoy, such as action and graphic novels, which will motivate boys to read. Hornton (2005) believes that adolescent boys could rediscover the magic of books by using texts that appeal to their interests. Young and Brozo (2000, cited in Brozo, 2010) deem that encouraging boys and actively helping them to find access points into literacy and reading should be made priority by teachers. During this particular study the idea and notion of actively promoting literacy through any route possible is addressed by School A’s English department head in the interview, and shows that it is essential for boys be aware that reading does not have to be confined to specific genres and authors. Furthermore Cole Hall (2001, cited in Taylor, 2004) claim that boys read less fiction than girls, preferring to opt for texts that contain more facts and less narrative, such as magazines or texts that are analytical. Similarly Millard (1997) claims that boys tend to opt for genres such as action and science fiction whilst reading as little as possible in school that they think they can get away with. Due to these preferences, boys’ are at a disadvantage in academic literacy as their motivation towards school texts and curriculum texts is affected. Probst (2003, cited in Taylor, 2004) believes that if boys are to engage with reading, the texts that they are asked to study need to be significant to them. In other words it seems that in current literacy education, there is not enough stimulating material which addresses the needs or interests of boys. Millard (1997) relates the findings of boys’ apparent lack of interest in reading as significant to low achievement in English, while Holland (1998) attributes lesson style and strategies as some of the other causes for underachievement. Both of these arguments are valid for this particular study and will be investigated further by studying the reading habits and the predicted GCSE grades of boys in a high set and a low set, and by exploring particular teaching styles implemented in School A. Holland’s study (1998) showed that boys can spend any amount of the day, stemming from 25 percent up to 75 percent, passively listening to the teacher rather than actively engaging. When trying to reason why boys had a tendency for this she found that the boys preferred lessons which were practical, had a range of different activities (such as personal research, groups work or discussions), or involved competition. If boys are passive during English lessons they are not learning the essential literacy skills required to help them achieve results. Taking this into consideration it seems then that pedagogical practice needs to be addressed. Taylor (2004) suggests that teachers contemplating their own practice could reflect on whether they are meeting the individual learning needs for each boy through learning pace and style, and innovative strategies which build on boys’ existing interests to maximise their potential, development and emotional needs. Pollack (1998, cited in Taylor, 2004) agrees with this theory suggesting that numerous opportunities should be presented to boys for hands on, interactive learning. METHODOLOGY My approach to research was identified by the nature and context of the question. After considering the purpose and desired outcomes for the investigation I decided that the research would take the form of a case study, incorporating a combination of both qualitative and quantitative data to ensure validity and reliability; ‘qualitative methods may supplement the findings by identifying gaps from the quantitative study’ (Bryman Bell 2007:650). The decision was made to collect evidence using a multi-method approach including interviews, questionnaires and analysis of existing recorded data. According to Gillham (2000) ‘different methods have different strengths and different weaknesses’ (Gillham 2002:13), and so ‘triangulation to strengthen your findings’ (Greetham 2009:184) was implemented to strengthen the validity of the study. To form part of the qualitative data I arranged an interview with the head of the English department. The purpose of the interview was to gain a deeper understanding of the context of the department and of the strategies which have raised attainment and achievement within the subject. Jones (1985) claims that ‘In order to understand other persons’ constructions of reality, we would do well to ask them and to ask them in such a way that they can tell us in their terms (rather than those imposed rigidly and a priori by ourselves)’ (Jones cited in Punch 2009:144). Taking this into consideration I decided that the interview should be open-ended and semi-structured for flexibility; Cohen et al. (2007) claim that semi-structured interviews gather ‘more intangible aspects of the school’s culture, e.g. values, assumptions, beliefs, wishes, problems.’ (Cohen et al., 2007:97). A semi-structured interview then would enable me to gather more in-depth information regarding the Head of Department’s ideas and beliefs surrounding School A’s succe sses. To understand boys and literacy, and whether reading habits have an impact on GCSE results, a questionnaire was compiled to collect primary data and distributed to a top set and a bottom set year 11 English class. According to Gillham (2002), questionnaires are not typical of case study research; however they can be used to obtain simple, factual information. For the purpose of this part of the study I felt that a questionnaire was a practicable way to acquire important facts regarding the reading habits of a group of high ability boys and a group of low ability boys. These would then be compared to analyse and identify any correlation between reading habits and English predicted exam results using samples from the furthest range on the ability spectrum. During the research I also decided to collect additional data through participant observation. The aim of this was to gain an ontological perspective of the pupils enabling me to observe interaction, relationship and actions performe d by pupils. I felt that this would help me to make sense of the data collected in both the interview and the questionnaire. In regards to validity and obtaining accurate results from my observations, I first needed to develop a relationship with the classes I intended to observe to ensure that my presence was unobtrusive and did not affect their normal behaviours and create a bias observation. To achieve this I regularly participated in classroom observation at the back of the room in attempt to become a participant in the classroom context. Trochim (2001) claims that ‘the researcher needs to become accepted as a natural part of the culture to ensure that the observations are of the natural phenomenon’ (Trochim, 2001: 161), therefore I attended certain classes as an observer over a series of months to ensure that the pupils were comfortable with my presence and so acted within normal behaviours. The final set of data collected was secondary data compiled of the school’s GCSE results since the Head of English was appointed, including results form 2008, 2009 and 2010. The data also provided average GCSE results for the rest of the Local Authority enabling me to compare the school’s results against average achievements in the LA. The purpose of this data was to compare the information obtained from the interview with the head of department, about strategies implemented to raise attainment, against the GCSE results. ANALYSIS The Interview: The aim of the interview with the English Head of Department (HoD) was to discover if GCSE results had improved since being appointed Head of English at School A, and if so to discuss the strategies and provisions which had been implemented to raise the achievement levels in literacy at School A. The current HoD had taken over the English department in April 2008; the English GCSE in the Local Authority that year was 64.5 percent of students achieving A*- C; School A achieved 58 percent, more than 6 percent less than the LA average and 2.1 percent less than the national average. However in 2009 the following year, after just one year as the department head, School A had improved their results by 20.7 percent. The LA’s average results in English in 2009 was 66.7 percent achieving A*-C, the national average was 62.7 percent, while School A’s results were up to 78.7 percent. In 2010 the GCSE results at school A dipped slightly to 76.8 percent due to the school’s wea ker cohort for that particular year; however the results were still higher than the Local Authority’s average of 70.4 percent and the national average of 64.8 percent. Due to the weaker cohort that year the HoD considered this result to be an excellent achievement. Strategies implemented in the department were a crucial factor for the improved attainment levels across the Key Stages at School A. In September 2009 a centralised, uniformed English curriculum was introduced to Key Stage 3 aiming to â€Å"drip-feed† appropriate skills and assessments to pupils that prepares them with relevant GCSE experience before they enter Key Stage 4. Pupils in Key Stage 3 are assessed each half term (part of Assessing Pupils’ Progress) and are assessed in relatively the same way as the new Specification GCSE, ensuring the identification of weakness areas for improvement. Despite the success of raised attainment across the Key Stages, these strategies cannot be considered as part of School A’s GCSE progression; the first year group from Key Stage 3 in September 2009 are due to sit their GCSE exams in the summer of 2011, only then will it be pos sible to determine if this strategy attributes to the departments achievements. There are, however, specific strategies in place which can be measured against the department’s raised achievement results. These are those that have already been applied at Key Stage 4, including a uniformed teaching curriculum incorporating, for example, all of the same poets and clusters in the GCSE specification; personalised revision packages which identify individual’s weakest areas combined with personalised intervention to improve these weaker areas and ensure pupils’ achieve highest marks possible; ceased timetables for year 11 pupils close to exams and new timetables put in place to prioritise learning for the nearest exam. The Head of Department believes that all of these are essential contributing factors for the departments improved results. Other elements, which the Head of English believes help pupils at School A to maximise their achievements, are more innovative and practical activities for example the employment of production companies to perfor m GCSE texts such as Of Mice and Men; and school trips to events such as Poetry Live, an event hosted by poets from the GCSE anthology. Pollack (1998) argues that ‘we need to develop and implement innovative teaching approaches this may mean providing numerous opportunities for hands-on as well as interactive teaching’ (cited in Taylor, 2004:294). The English Head felt that these opportunities expanded the boys learning and understanding by developing them outside of the classroom context. Bearne (2003) claims that ‘There is a tendency for boys to draw on visual sources for their writing’ (Bearne, 2003:3) and so visual performances such as Of Mice and Men help the pupils to draw on their experiences through vision and memory. In addition to those already mentioned, the Head of Department also felt that the ethos created in the department combined with class room methods were an essential factor in the development and attainment of the pupils at School A. The department has a strong focus on literacy which is promoted broadly amongst all pupils, including reading groups and book clubs, as wel l as spelling and reading lessons delivered to pupils on a weekly basis. Pupils are encouraged to read regularly, regardless of material, to ensure positive enjoyment of reading. In contrast, Brozo (2002, cited in Taylor, 2004) felt that teachers were more likely to choose texts with narratives that did not appeal to boys. The HoD however regularly promoted the reading of any materials, whether it was comics, newspapers, information books or autobiographies; she felt that if pupils were to enjoy reading and increase their confidence with literacy, they should feel that any text that they enjoy to be suitably considered. In terms of classroom strategies the department endorses well paced positive learning in an environment of mutual respect between pupil and teacher; clear personal targets which are monitored explicitly; strong Assessment for Learning to test and extend pupils’ understanding and learning through challenge, feedback and routes to improve; short, sharp activities; a strong focus on reading; regular homework; and clear learning objectives which are reviewed during the plenary to ensure all pupils know the direction of learning. These techniques are consistent to that of a survey which was conducted of fourteen schools in 1997. The survey was performed by former HMI Graham Frater; he concluded that the most successful schools in regards to boys and literacy were the ones that paid a lot of focus towards teaching methods. Particular methods that he felt where important for success included: prompt starts to lessons with clear learning objectives shared; a challenging pace sustained throughout the lesson; lesson endings which reflected on the learning objectives and achievements within the lesson; a variety of activities; high expectations of the pupils combined with a non-confrontational attitude towards discipline; and effective modelling. It seems quite clear then that pupils’ achievements at School A can be attributed to the methods and strategies implemented consistently across the department. The pupils are suitably challenged with pace and activities, they know what the aims of their lessons are and how they have achieved these aims, they regularly assess their strengths and weaknesses and so understand what they need to do in order to raise their achievement levels. On the contrary, however, it is difficult to determine whether classroom and reading strategies are the most influential factor for raising attainment in boys and literacy. From observation of quiet reading lessons I discovered that many of the high ability pupils in the top set classes within Key Stage 3 welcomed the lesson as a chance to read an engaging book; however the lower ability groups were often much more difficult to set on task. Indecision over which books to read, reluctance to read quietly, and regular disruption amongst the pupils seemed a frequent occurrence in the low ability classes. When addressing reading, the HoD spoke about the issues regarding boys and reading, specifically in respect of boys’ loss of motivation of reading in their teenage years. She believed that possible causes in lack of motivation in boys and reading was due to their increased socialisation as they grew older, the introduction of more complex reading materials in preparation for GCSE, peer pressure from others that could overshadow pupils’ personal preferences, and she also felt that a lot of teenage boys only read to obtain information and not for pleasure. Taking these factors in to consideration she claimed that it is important to understand the reasons why boys do not enjoy reading but it is more productive to motivate and encourage them to read. The HoD considers the best way to encourage reluctant readers is by getting to know individual pupils and then gauge their interest levels and preferences as a starting point. Some of the suggested strategies, she felt were particularly useful, are to provide a variety of books, both fiction and non-fiction with appropriate reading levels; to keep in touch with boys current interests and provide books that reflect them; respect reading interests of young people and don’t expect them to only enjoy books suggested by the teacher; allow pupils to self-select their own books; encourage an interest in short stories, graphic novels and magazines, working up to full-length books; and to give academic recognition and credit for books read. These ideas meet the suggestions put forth by Hornton (2005), who stated that boys’ motivation should be encouraged with texts that appeal to their interests, and Young and Brozo (2000, cited in Brozo, 2010) who find it important to aid boys to seek access points into literacy and reading. The Questionnaire: The questionnaire was distributed to a high ability top-set year 11class and a low ability bottom set year 11 class. There were 32 pupils in the high set and 13 in the low set. The aim of the questionnaire was to compare the reading habits and attitude towards reading from a range of pupils of different abilities. According to Hornton (2005) there is a correlation between individuals with low level literacy skills and those who dislike reading for pleasure, and so I predicted that an individual’s attitude toward reading would correlate with their predicted GCSE grade; the more pupils enjoy reading and feel that it is important, the higher I expected their grade to be. The predicted GCSE grades in the set one class ranged from A* C while the set five classes’ grades ranged from B – G. The questionnaires revealed that in the top set group 84.38 percent of pupils enjoyed reading and 90.63 percent felt that reading was important for reasons such as expanding vocabul ary, increasing knowledge and learning new things. There was a vast difference in comparison with the lower set where only 23.8 percent of pupils enjoyed reading and just 53.85 percent felt that reading was important. It appears then that there is indeed a correlation between literacy skills with enjoyment of reading, however other elements surveyed in the questionnaire aimed to establish whether boys and literacy could have a direct link to their parents’ relationship with reading. The survey asked pupils if their parents enjoyed reading and if they had been encouraged to read as a child. Sadowski (2010) analysed the literacy gap between working and upper class boys, he found that the gap for more affluent boys was not as large as those from working class backgrounds and attributed this to richer boys growing up with father’s who were readers. This suggests that pupils whose parents enjoy reading and encouraged them to read from a young age would achieve higher results than those whose parents either did not enjoy reading or did not encourage them. Surprisingly the results did not reflect this to an extent that one would have expected. In regards to pupils’ parents who enjoy reading, 76.92 percent of pupils in the lower ability set agreed that their parents enjoyed to read while 81.25 percent of pupils’ in the high ability group confirmed the same. Of parents who encouraged their sons to read as a child, 61.54 percent from the low ability agreed and 78.31 from the higher ability group. Despite a difference between the percentages for both groups’ parents who read and encouraged them to read when they were younger, the gap is not a remarkable one and does not qualify a distinct correlation between pupils’ ability in literacy and the relationship their own parents have with reading. The questionnaires revealed that in spite of 76.92 percent of their parents having an enjoyment of reading, only 23.08 percent of pupils in that class enjoy reading, which suggests that perhaps even if a higher percentage of parents had encouraged their son to read this would not necessarily have affected their attitude towards reading for pleasure and therefore would not affect their achievements in literacy. EVALUATION The outcomes and findings from this case study have, to some extent, complemented a lot of the existing research addressed in the literature review. For example Holland (1998) discovered that boys tend to spend a lot of time listening passively to teachers because they prefer lessons that are practical and involve a range of activities. From my observations in the classroom and confirmation from the Head of English in the interview, the boys at School A also learned best when lessons involved a series of different activities such as discussions, group work or practical tasks such as drama-based role plays. This outcome also corresponded with Malone (2010) who, in a venture to discover why boys where underperforming in literature, stated that he aimed to perform short, achievable tasks with the boys, he also suggested that giving explicit time frames focused the boys into completing their work. During the interview the HoD explained that by giving the boys at School A short time frame s to complete specific task, it kept the pace of the lessons challenging and rigorous and therefore engaged them in learning more effectively. However the problematic outcome for this particular study is that only one school has been investigated and so it is difficult to determine whether the observations, questionnaires and interview conclusions, pertaining to strategies and the improved GCSE literacy results for School A, are a true reflection of causes and solutions of underachievement. The English GCSE results were really poor at School A in 2008, just as the current Head of Department took over, and from the interview questions and answers it would seem that the department and classroom strategies implemented since then have helped to improve the pupils’ achievements. Nevertheless it is certainly impossible to verify whether these are the sole reason for improvement; one particular reason is that it was never established what mode of departmental and classroom strategies were in place before the current HoD took over from the previous. Another reason is that School A’s GCSE results prior to 2008 were not obtained for this study and so results before this year have simply been generalised based on the last available statistics. It could be assumed that the 2008 result may have been an isolated case and so accessing results prior to 2008 would have endorsed whether or not the results had improved substantially. Gorard et al (2001, cited in Malacova, 2007) believes that the gender gap is exaggerated and to some extent it is possible from this research to argue in favour of this. Over the past three years School A has achieved excellent GCSE results, especially in English and particularly in comparison to local and national results. School A is an all boys’ school and so advocates that boys in this particular context are not underachieving as are others in other contexts. This suggests that if School A can produce results above the average mark, particularly in a year when the cohort was extremely weak, i t should be possible for other schools to raise the achievement levels of literacy in boys just the same. However it would be possible to prove or disprove Gorard’s theory of the gender gap, if the strategies implemented at School A could be put into action in a school of a different context. If successful this would validate the outcomes from this case study, it would also give rise to further research based on boys and literacy and whether these strategies could be used in a co-educational school or if they are too specific to the needs of boys’ learning and therefore not beneficial to girls’ learning. I felt that the findings made regarding boys reading habits and their attainment levels were significant. From the sample of questionnaires taken there seemed to be a direct correlation between predicted grades A*-C and boys who enjoyed reading or felt that it was important; 100 percent of the boys in the high ability group were predicted a grade A*-C (although three pupils were unaware what their predicted grade is, the school setting procedures ensured that only bo ys predicted A*-C would be allocated to set one). Of this a high 90.63 percent felt that reading was important and 84.38 percent enjoyed reading for pleasure. There were however exceptions to this; one pupil in the higher ability group stated that he did not think reading was important because ‘I do not read and I am predicted A’s at GCSE’. Another boy from the high ability group, who has been predicted a C grade, also felt that reading was not important because it ‘doesn’t do anything’, however this boy also claimed that he enjoyed reading and so regardless of whether he felt that it was important or not, reading is part of his literacy development. Despite the boys who did not feel that reading was important, the majority of the boys in the class felt that reading was important; this suggests that the highest achieving literacy pupils in School A were ones that enjoyed reading and so this would also be an essential contributing factor to the success of their achievements. It is difficult here to state whether the reasons for the boys’ enjoyment of reading is owing to the strategies for motivating reading encouraged by the HoD and so part of the questions on the questionnaire should have been more open ended to allow pupils to explain perhaps what motivates their enjoyment of reading. The lower ability results from the questionnaire were also significant for showing a correlation between literacy achievements and reading habits. Only 23.08 percent read for pleasure and only half the class felt that reading was important, this suggests that the reason for low ability achievers is possibly due to the lack of enjoyment in reading. Once again the problematic issue with these results is that the number of pupils in the low ability class was considerably less than the number of pupils in the high ability class. To gain a perhaps more informed result from the questionnaires a larger sample from low ability classes should have been obtained to match the number of pupils in the high ability class. This may or may not have produced different results, but, whatever the outcome, they certainly would have been more valid. One final evaluation to consider, in regards to the low ability group, is how effective the suggested motivation strategies have been in engaging boys in reading. With only 23.08 percent of pupils in this class finding an enjoyment in reading it would seem that the strategies have been ineffective in increasing motivation and achievement in these particular pupils. What would have been an interesting study if had been possible, would be to assess pupils attitude towards reading and predicted grades before the HoD had taken over and implemented strategies, and then to compare them to the results that have been found during in this study. CONCLUSION Returning to the hypothesis, my aim was to find out if reading for pleasure impacted on boys’ attainment levels; whether the achievement of boys who did not enjoy reading was affected. I also wanted to identify successful teaching strategies and whether these would raise the levels of those boys who again did not enjoy reading. The study has shown that there is a correlation between boys reading habits and their achievement levels’; it has also identified some strategies that can be used to raise their attainment levels. However from this study alone it is difficult to say if those strategies implemented in an all boys’ classroom would be equally effective in a mixed sex classroom. Due to this it would be interesting to expand the research on a larger scale to investigate the impact of those strategies, which are effective for boys learning, on a) girls learning in a mixed classroom and b) boys learning in a mixed classroom. The gender gap issue is such a broad topic that research can be extended to a greater degree of investigation. For example I have covered some possible causes of boys’ underachievement in this study; however on a wider scale other possible causes could be explored such as masculinity and identity, class or ethnicity. I feel that the most important route to take continuing from this particular investigation would be a focus on masculinity stereotypes in the single sex classroom and the mixed classroom. Holland (1998) states that: Boys do appear to be locked inside a stereotype which appears to make them succumb to peer pressure and which inevitably impacts on their attitude to work’ (Holland, 1998: 177). Therefore researching ways that can reduce or even prevent these macho stereotypes in the classroom would be an important factor for understanding boys and underachievement. Despite that there is no definitive outcome from this study; I feel that it is something that I will take forward into my professional development; whether it is through consideration of differentiation in boys learning style in a mixed classroom, or through a focus of raising attainment levels in my classes. Whichever way I incorporate consideration of gender into my teaching, it is certainly something that needs to be addressed. Gorard (2001) believes that concern over the gender gap is exaggerated; however it is clear through GCSE tables that boys tend to achieve lower than girls. In relation to this then, it is important for both newly qualified teachers and established teachers to consistently strive to meet the learning needs of their pupils. It seems the most important way is by adapting their style and approach to learning styles to ensure that both girls and boys have equal opportunities to work and achieve their highest potential. BIBLIOGRAPHY BOOKS Bleach, K. (1998). Raising Boys Achievement in Schools. Staffordshire: Trentham Books Ltd. Brozo, W. G. (2002). To Be A Boy, To Be A Reader: Engaging Teen and Preteen Boys In Active Literacy. US: International Reading Association. Bryman, A. and Bell, E. (2007) Business Research Methods 2nd Ed. Oxford University Press Cohen, L. , Manion, L. Morrison, K (2007). Research Methods In Education. London and New York: Routledge. Cox, T. (2000). Combating Educational Disadvantage: Meeting the Needs of Vulnerable Children. London and New York: Falmer Press. Frances, B. (2000). Boys, Girls and Achievement: Addressing the Classroom Issues. London and New York: Routledge. Frater, G. (1997). Improving Boys Literacy. London: The Basic Skills Agency. Gillham, B. (2000). Case Study Research Methods. London and New York: Continuum. Greetham, B. (2009) How to Write Your Undergraduate Dissertation. Palgrave Macmillan. Mason, J. (1996). Qualitative Researching. London, Thousand Oaks, New Delhi: Sage. M illard, E. (1997). Differently Literate. London, Washington DC: The Falmer press. Punch, K. F. (2009). Introduction to Research Methods in Education. Los Angeles, London, New Delhi, Singapore, Washington DC: Sage. Rae, T., Pederson, L. (2007). Developing Emotional Literacy With Teenage Boys. London, California and New Delhi: Paul Chapman Publishing. Trochim, W. M. (2001). The Research Mothods Knowledge Base. Cincinnati, OH: Atomic Dog Publishing. Weeks, A. (1999). The Underachievement of Boys. Northants: First and Best Education. JOURNALS Holland, V. (1998). Underachieving Boys: Problems and Solutions. Support for Learning , 13(04), pp.174-178. Hornton, R. (2005). ‘Boys Are People Too: Boys and Reading, Truth and Misconceptions’. Teacher Librarian ,.33(2), pp 30-32. Malacova, E. (2004). ‘Effects of Single-sex Education on Progress in GCSE’. Cambridge Assessments UK , 33, pp233-259. Mills M. Keddie, A. (2007). ‘Teaching Boys and Gender Justice’. International Journal of Inclusive Education ,11 (03), pp.335-354. Myhill, D. (2002). ‘Bad Boys and Good Girls? Patterns of Interaction and Response in Whole School Teaching’. British Education Research Journal , 28 (03), pp.339-352. Reichert, M. Hawley, R.(2010). ‘Reaching Boys An International Study of Effective Teaching Practices’. Phi Delta Kappan ,91 (04), pp35-40. Sadowski, M. (2010, August). ‘Putting The Boy Crisis in Context’. Education Digest , pp 4-6. Taylor, D. L. (2004, December). Ã¢â‚¬Ë œNot Just Boring Stories: Reconsidering the Gender Gap for Boys’. Journal of Adolescent and Adult Literacy , pp290-298. Watson, A., Kehler, M. Martino, W. (2010, February). ‘The Problem of Boys Literacy Underachievement: Raising Some Questions’. Journal of Adolescent and Adult Literacy, 53(5) , pp356-361. WEBSITES Bearne, E. (2004, September). Raising Boys Achievement in Literacy. Retrieved March 2011, from RBA: www-rba.educ.com.ac.uk/PaperEB.Paf Boys Underachievement. (2005, November). Retrieved December 2010, from Teaching Expertise: www.teachingexpertise.com/articles/boys-underachievements-101 Gender and Achievement. (n.d.). Retrieved December 2010, from National Strategies: http://nationalstrategies.standards.dcsf.gov.uk/node/46121?uc%20=%20force_uj Malone, G. (2010, September 2nd). Extraordinary School For Boys: helping boys love literacy. Retrieved April 11th, 2011, from Telegraph: www.telegraph.co.uk/education/7976044/Extraordinary-School-for-Boys-helping-boys-love-literacy.html Mendick, H. (n.d.). Retrieved April 12, 2011, from Gender and Education:

Artificial Intelligence :: essays research papers fc

Recently, the media has spent an increasing amount of broadcast time on new technology. The focus of high-tech media has been aimed at the flurry of advances concerning artificial intelligence (AI). What is artificial intelligence and what is the media talking about? Are these technologies beneficial to our society or mere novelties among business and marketing professionals? Medical facilities, police departments, and manufacturing plants have all been changed by AI but how? These questions and many others are the concern of the general public brought about by the lack of education concerning rapidly advancing computer technology. Artificial intelligence is defined as the ability of a machine to think for itself. Scientists and theorists continue to debate if computers will actually be able to think for themselves at one point (Patterson 7). The generally accepted theory is that computers do and will think more in the future. AI has grown rapidly in the last ten years chiefly because of the advances in computer architecture. The term artificial intelligence was actually coined in 1956 by a group of scientists having their first meeting on the topic (Patterson 6). Early attempts at AI were neural networks modeled after the ones in the human brain. Success was minimal at best because of the lack of computer technology needed to calculate such large equations. AI is achieved using a number of different methods. The more popular implementations comprise neural networks, chaos engineering, fuzzy logic, knowledge based systems, and expert systems. Using any one of the aforementioned design structures requires a specialized computer system. For example, Anderson Consulting applies a knowledge based system to commercial loan officers using multimedia (Hedburg 121). Their system requires a fast IBM desktop computer. Other systems may require even more horsepower using exotic computers or workstations. Even more exotic is the software that is used. Since there are very few applications that are pre-written using AI, each company has to write it's own software for the solution to the problem. An easier way around this obstacle is to design an add-on. The company FuziWare makes several applications that act as an addition to a larger application. FuziCalc, FuziQuote, FuziCell, FuziChoice, and FuziCost are all products that are use! d as management decision support systems for other off-the shelf applications (Barron 111). In order to tell that AI is present we must be able to measure the intelligence being used. For a relative scale of reference, large supercomputers can only create a brain the size of a fly (Butler and Caudill 5).

Gesture Bullying Contains

BULLYING BOSSES 1. How does workplace bullying violate the rules of organizational justice? Bullying is inappropriate occurrence that affects one or more persons against another or others, at the workplace and consequences could be mental and physical. All employees including supervisors and upper management might be involved in bullying behavior either intentional or unintentional. Workplace bullying can violate the company rules through verbal bullying, gesture bullying, physical bullying, exclusion etc. (Harassment: Workplace Bullying Policy, n. ) Verbal bullying is situation where one or more persons use verbal techniques to dominate others saying hurtful words that will humiliate and abuse an individual or group. Verbal bullying can affect someone’s psychological and emotional life and cause depression, low self-esteem etc. Gesture bullying contains treating messages through non-verbal frightening gestures which can result with anger, powerless and exhaust. Physical bully ing affects victim and the bully as well. It is presented by hitting, pushing, slapping, tripping etc.The exclusion is isolating the person in work activities either sociable or physically. 2. What aspects of motivation might workplace bullying reduce? For example, are they likely to be effects on an employee’s self-efficiency? If so, what might those effects be? Do you think bullying would motivate you to retaliate? Workplace bullying absolutely would reduce the motivation to work as a team or individually. More often people with bully behavior use their popularity to target those with weaker self-defending skills.Simple, bullied victims would lower the quality and quantity of work, downsize the self-motivation and feel miserable even in their personal life. Bullying can result with emotionally and physical pain, lot of confusion, and least with suicide. The employee has to report any type of discrimination without any fear of retaliation. Although, when an employee decides to retaliate, that must be without threating, fighting or any type of abusing because that will be used against him. 3. If you were a victim of workplace bullying, what steps would you take to try to reduce its occurrence?Least effective? What will you do if one of your colleagues were a victim? If I was a victim of workplace bullying the first step that I will take is stay calm and confident in my self trying to prove that their rumors cannot hurt me. At the beginning the best way to have peace of mind is to avoid the bullies and try to go on spots where they are not going. The least effective step to stay away of the bully issue is to handle this situation on my own without emotions, crying and suffering. With a coolly and calm outlook I will confuse them, make to file horrible about them self.Once I was in situation where my colleague vas a victim of bullying. He was so desperate and lost that obviously was affecting his emotional life too. My best advice to him was to response w ith kindness smiling and not to go alone anywhere at the company so they will make fewer comments. When the victim is in a group, the group could help him to control the temper better, and control any unwanted action 4. What factors do you believe contribute to workplace bullying? Are bullies a product of the situation or do they have flawed personalities?What situation and what personality factors might contribute to the presence of bullies? Bullying at the workplace is serious issue that causes unwanted effects. There is a variety of factors why bullying is existing in organizations. I think that major reason for bullying is the organizational culture. People with different values beliefs and behavior could work at the same place and bullying seems normal occurrence where majority of employees with similar behavior will target minor employees. Another factor that causes bullying is the usage of the employee’s power over those who are weaker and vulnerable.The bullies are se lf-focused narcissistic individuals without cooperation toward other coworkers. They are product of the situation and flawed personality as well. No matter what, they can steer to high point, and will step over anyone to achieve their goal. People become bullies because they want to feel self-worthy. Most often people desperately need attention. In order to hide their physiological unbalance they are looking for weak victims to control them and protect their ego. References: Workplace Bullying Policy. Retrieved from: http://www. shrm. org/TemplatesTools/Samples/Policies/Pages/CMS_018350. aspx

Important Element in the Story Essay

In the two short stories, â€Å"Little Things† by Carver and â€Å"The End of Something† by Hemingway, both authors make the title significant to the story’s message. The title â€Å"Little Things† is somewhat ironic in that the word ‘little’ could refer to the baby or could in fact be calling their argument petty, even though the child that they are fighting over is a major issue. This irony is significant to the story because even though the parents appear passionate about their infant, the argument clearly lies deeper. The title â€Å"The End of Something† could also refer to a number of things. In this story many things are coming to an end. The end of the mill and the town at Horton’s Bay, the end of Nick and Marjorie’s relationship, the end of their fishing trips and the end of their day. Both stories are about the end of relationships however, in â€Å"Little Things† the breakup is angry and violent whereas in â€Å"The End of Something† the breakup is calm and brief. The story â€Å"Little Things† is about the violent breakup of two parents. It is implied that they are married but Carver does not explicitly state this. The opening paragraph describes the weather and the time of day, which reflects the mood of the piece, the darkness of the evening mirroring the dark mood inside the house, â€Å"it was getting dark. But it was getting dark on the inside too. † This shows that although the mood was dark, it was not completely pitch black outside implying that there may still be a slight glimmer of hope for the young couple that is soon introduced. As the fight and the emotions become more reckless and brutal the light begins to fade, showing that all hope is lost. The characters in the story are not named. This gives their predicament a deeper sense of urgency and immediacy. This is used to great effect as when we first meet the man and women, the absence of names throws us directly into the middle of their quarrel. In this piece there is no need to build up the characters with a descriptive foreplay as it is not important to the story, making it more urgent. However in â€Å"The End of Something† we feel more sympathy for the characters as we have learned about them in more detail. From the line â€Å"he was in the bedroom pushing clothes into a suitcase when she came through the door,† we can deduce from the subtext that these people are in some kind of long-term relationship, and the second line of the same paragraph draws attention to the fact that they are having a heated argument. It is extremely common that in short stories a lot of information is insinuated rather than being clearly stated and so the reader must draw a meaning from the subtext. The woman is the first to speak. Carver does not use speech marks at all during the story in order to draw more immediacy to the article. The first line of speech â€Å"I’m glad you’re leaving! I’m glad you’re leaving! Do you hear? † shows that although the woman appears to be angry at her partner and glad that he is moving out it is easily noted that she in fact feels exactly the opposite. This is illustrated by the repetition of the line â€Å"I’m glad you’re leaving† showing that she is trying to reassure herself that she doesn’t need him. This shows irony. The woman continues to barrage the man with slurs, â€Å"son of a bitch†, obviously in an attempt to provoke his attention and convince him to stay. When she states â€Å"you can’t even look me in the face can you? † it is blatantly obvious that the man has had some kind of affair. The woman fails in catching the man’s attention and therefore when she spies the baby’s picture on the bed she takes it, out of spite. The man follows her; turning off the bedroom light as he leaves symbolising the end of their relationship, â€Å"looked around the bedroom before turning off the light. † The baby is also not named showing that although it is the child that they are fighting over, the battle about more and the baby is merely a pawn in their game of spite or revenge. The man states â€Å"I want the baby. † This immediately provokes maternal instincts from the mother who rushes to keep her child. The infant is continuously referred to as ‘the baby’ or ‘this baby’ showing that their child is solely an object that the couple are focusing their anger on. The man’s request for the baby is not because he necessarily wants the child from love but more because he sees it as a prize that he can win over the woman. Gradually their battle becomes more physical and violent as the man tries to take that baby from the woman, â€Å"in the scuffle they knocked down a flowerpot. † The baby senses the tension in the room and starts to cry which adds to the anxiety and desperation in the mood of the text, â€Å"the baby had begun to cry. † Throughout the rest of the story Carver intensifies the atmosphere by using urgent and effective words such as â€Å"screaming,† â€Å"red faced,† â€Å"gripped† and â€Å"hurting†. Nearing the end of the story the light is involved again, â€Å"the kitchen window gave no light,† this line exemplifies that there was no hope left for the couple and the baby. The lines become shorter to add to the fierce battle that the couple is suffering. The man and the woman both grab the child and pull it in different directions in a hope that one will triumph but we do not know the victor. The last line â€Å"in this manner the issue was decided,† leaves us pondering a number of possible out comes. The man or the woman may have succeeded in snatching the infant for themselves or they may have pulled their baby in two. If so the story appears to be a parody of the biblical story ‘The Two Women and Solomon’, in which a man offers to cut a baby in half to settle a quarrel between two woman as to who the mother of the baby is. In this story we are left with an ambiguous end. It is very common in short stories that the resolution of the story is left undecided, again leaving the reader to make their own conclusion from the clues given. The second short story â€Å"The End of Something† is also about the end of a relationship, however it is handled in a calmer and less violent manner. The first paragraph sets the scene of a calm deserted bay, once a busy lumbering town, now reduced to a citizen-free ghost town. The couple, Nick and Marjorie, are rowing through this bay in a calm fashion â€Å"they were trolling along the edge of the channel bank,† but they soon head towards â€Å"dark water† which shows that they are heading towards trouble. They are rowing soundlessly until Marjorie breaks the silence and begins to talk about the old mill on the shore, describing it as â€Å"our old ruin†; this shows that their relationship stretches back a long way. Nick answers unenthusiastically. Marjorie tries to keep up the conversation describing it as a castle, which shows that she sees ‘their’ ruin in a fairy-tale manner. However Nick is still distant which makes Marjorie have to work hard to keep their conversation alive. Marjorie appears to love everything about their fishing trips. She obviously loves Nick very much and is enjoying spending time with him, â€Å"She loved to fish. She loved to fish with Nick. † Clearly Nick is quite qualified at fishing and Marjorie tries to make him feel good by putting him in charge and asking him questions to boost his ego, â€Å"‘They’re feeding,’ Marjorie said. ‘But they won’t strike,’ Nick said. † By this Nick means that he will not strike that night. The couple carries out their actions of fishing with scarce communication and we can tell that something is clearly upsetting Nick as Marjorie is trying to provoke conversation but to no avail. When Marjorie questions Nick â€Å"What’s the matter Nick? † he replies â€Å"I don’t know. † The couple set out a picnic on the beach but we can tell that Nick is merely going through the motions as he says â€Å"I don’t feel like eating† and all it takes is one line from Marjorie and he agrees. They eat silently until finally Nick breaks the tension. â€Å"There’s going to be a moon tonight,† but when Marjorie agrees Nick becomes angry as if he was waiting for anything to release the pent up emotions held inside. Marjorie tries to divert the conversation from an argument and begins to talk about the moon. As in â€Å"Little Things†, the weather and setting play a part in describing the mood of the piece. The moon could represent chastity, coldness or even the passing of time. Silence follows and they do not touch each other until Marjorie ventures to ask Nick â€Å"What’s really the matter? † Marjorie is desperately trying to make their evening enjoyable and romantic but Nick is making it extremely difficult. Nick tries to avoid the question until he starts to explain that it wasn’t fun any more and that he was mixed up inside. â€Å"I feel as though everything was gone to hell inside of me,† the use of the word ‘was’ instead of ‘is’ shows that he is confused and suffering a confidence crisis. Marjorie is evidently shocked as she barely speaks except to say â€Å"isn’t love any fun? † which is swiftly followed by an answer from Nick, â€Å"No. † Unlike in â€Å"Little Things†, there is no major battle about to be released, instead Marjorie leaves calmly, dignity intact, in the boat. Nick offers to help push the boat out, which shows that he still cares for her, but is refused. When Marjorie leaves Nick lies on the blanket for a long time until mysteriously a new character named Bill emerges from the woods. Bill is a curious character. Obviously he is related to Bill in some way and Hemingway makes his sexuality and Nick’s dubious when we read the line â€Å"Bill didn’t touch him either. † Bill appears as insensitive when he barrages Nick with questions about his extremely recent breakup, provoking Nick to lash out and tell him to leave. This story again is left at a loose end. We are left questioning the sexuality of Bill and Nick. It is implied that Nick and Bill were in a homosexual relationship together. This would explain Bill’s presence hiding in the wood and the fact that it states â€Å"Bill didn’t touch him either. † The last line shows that Bill has replaced Marjorie because Bill walks over to check the fishing rods which was previously Marjorie’s job. However, Nick appears to be insecure about his choice to be gay, as we can see from the fact that he tells Bill to go away. Bill has clearly pressured Nick into breaking up with Marjorie, as we can see from the list of questions he asks and his quick appearance from the wood. Both the short stories are about the breakup of relationships but under different circumstances. As always in a short story the reader is left thinking many things from one brief text. All short stories consist of and introduction, a main conflict, a resolution and a conclusion. In â€Å"Little Things† the conclusion was the questionable death of the child. In â€Å"The End of Something† the conclusion was the appearance of Bill and the question of Nick’s sexuality.

Symbolism in Catcher in the Rye

Symbolism in Catcher in the Rye Symbolism.The title of the book is a symbol in its self. The song by Rober Burns, "Comin' Thro' the Rye" actually is about seeing if it is wrong for two people to have a romantic encounter in a field of rye, away from the public eye. In Chapter 16, when Holden sees the little boy walking in the street and singing that song, Holden mistakes the line " if a body -meet- a body, coming through the rye" for 'if a body -catch- a body coming through the rye." Really, the two words -catch- and -meet- have a totally opposite meaning. When Phoebe asks Holden in Chapter 22 What he wants to do, he says that he wants to be a 'catcher in the rye', that he wants to catch the children before they fall off the cliff. Holden wants to protect the children. He wants to catch the children before they fall out of innocence into knowledge of the real world, including knowledge of sex.Historical HoldenHolden's Red Hunting Hat is one of the most recognizable symbols in the book. You just can't picture Holden without it, really. It is a symbol of uniqueness and individuality. It shows that Holden wants to stand out, and be different from everyone around him. Whenever he wears the hat though, he is always sure to tell that he when he was wearing it and how he was wearing it. He doesn't usually wear the hat around people he knows. The hat shows that Holden's need for isolation compared to his need for companionship. The hats color "red" is the same color of Allie and Phoebe's hair. Maybe Holden associates it with the innocence he believes that his brother and sister had, or have.The Museum of Natural History is the...

Definition of Precipitation Reaction

Definition of Precipitation Reaction A precipitation reaction is a  type of chemical reaction in which two soluble salts in aqueous solution combine and one of the products is an insoluble salt called a  precipitate. The precipitate may stay in the solution as a suspension, fall out of solution on its own, or can be separated from the liquid using centrifugation, decantation, or filtration. The liquid that remains when a precipitate forms is called the supernate. Whether or not a precipitation reaction will occur when two solutions are mixed may be predicted by consulting a solubility table  or the solubility rules. Alkali metal salts and those containing ammonium cations are soluble. Acetates, perchlorates, and nitrates are soluble. Chlorides, bromides, and iodides are soluble. Most other salts are insoluble, with exceptions (e.g., calcium, strontium, barium sulfides, sulfates, and hydroxides are soluble). Note that not all ionic compounds react to form precipitates. Also, a precipitate may form under certain conditions, but not others. For example, changes in temperature and pH can affect whether or not a precipitation reaction will occur. Generally, increasing temperature of a solution increases the solubility of the ionic compounds, improving the likelihood of precipitate formation. The concentration of the reactants is also an important factor. Precipitation reactions are usually single replacement reactions or double replacement reactions. In a double replacement reaction, both ionic reactants dissociate in water and their ions bonds with the respective cation or anion from the other reactant (switch partners). In order for a double replacement reaction to be a precipitation reaction, one of the resulting products must be insoluble in aqueous solution. In a single replacement reaction, an ionic compound dissociates and either its cation or anion bonds with another ion in solution to form an insoluble product. Uses of Precipitation Reactions Whether or not mixing two solutions produces a precipitate is a useful indicator of the identity of the ions in an unknown solution. Precipitation reactions are also useful when preparing and isolating a compound. Precipitation Reaction Examples The reaction between silver nitrate and potassium chloride is a precipitation reaction because solid silver chloride is formed as a product.AgNO3(aq) KCl(aq) → AgCl(s) KNO3(aq) The reaction may be recognized as a precipitation because two ionic aqueous solutions (aq) react to yield a solid product (s). Its common to write precipitation reactions in terms of the ions in the solution. This is called a complete ionic equation: Ag  (aq)   NO3−(aq)   K  (aq)   Cl−(aq)  Ã¢â€ â€™ AgCl  (s)   K  (aq)   NO3−(aq) Another way to write a precipitation reaction is as a net ionic equation. In the net ionic equation, the ions that dont participate in the precipitation are omitted. These ions are called spectator ions because they seem to sit back and watch the reaction without taking part  in it. In this example, the net ionic equation is: Ag(aq)   Cl−(aq)  Ã¢â€ â€™ AgCl  (s) Properties of Precipitates Precipitates are crystalline ionic solids. Depending on the species involved in the reaction, they may be colorless or colorful. Colored precipitates most often appear if they involve transition metals, including the rare earth elements.

Successful security management Research Paper Example | Topics and Well Written Essays - 2250 words

Successful security management - Research Paper Example Since security is a mission to protect the people, property and the business, an integrated approach in policy making is essential for successful security management. A formal security frame work in an organization incorporates various security controls which need continuous review for an efficient functioning of the security system. A good security management model envisages security standards for effective practice which increases confidence level of the various stakeholders of the organization. The structure for security management in an organization should be established with clear-cut authority and clarity in reporting system since coordination during the times of exigencies and emergencies will be very crucial. This ensures proper communication at all levels, improves coordination and avoids delays Talbot & Jackman (p. 10) state, â€Å"The term â€Å"security† can of course be a much broader term. For example, if we consider security as a â€Å"state of being protected from hazards, danger, harm, loss of injury,† it also includes elements of protection from natural disasters and concepts of organizational resilience.† Security management is closely related to risk management. Risk could emanate due to various factors, such as accidents in work place, damages due to acts of god, eruption of fire, wars, political and communal violence, theft and loss of confidential information and business secrets. Combination of one or more factors may lead to loss of financial resources and bankruptcy. Also, risks involve health and safety of people and property. Liberalization and globalization drive in various countries have actually increased the risk profile of the projects and businesses considerably due to innovations in information technology and telecommunications and pose threats to the lives of industrialists and politicians. Industrial espionage which is aided by sophisticated

AMERICAN MUSIC AND POLITICS PAPER on rapper Jay-Z Research

AMERICAN MUSIC AND POLITICS on rapper Jay-Z - Research Paper Example From the beginning of genres such as jazz, gospel, soul, blues, up to the era of hip-hop and rap, it is noticeable how most of the well-known music that are the products of black culture are deeply-rooted in the ideals of spiritual, intellectual, cultural and aesthetics (Banfield 4). The need for reinvention as well as an innovation of artistic expression within the Black culture bore youth art forms such as rap and hip-hop out of necessity (Banfield 38). Also, by reading between the lines of songs from these genres, how the artists interpret the society can be seen through their eyes (Banfield 5).Within the past two decades of society, the rise of hip-hop, modern rhythm and blues or just R&B, as well as rap became the updated means of expressing their anguish and sufferings, even though they have considerable freedom compared to previous generations. The selling point of genres such as hip-hop and R&B were their availability in the streets, their independence from most large music labels, as well as the fact that their core is the embodiment of the nation’s historic racial struggles (Watkins 4). Another is that aside from the music, other art forms such as break-dancing and graffiti art became synonymous with it in promoting the modern Black culture (Harris and Terborg-Penn 188). Fueled by the disruption of neighborhoods such as the black community in the Bronx, most of the messages of the disruption of peace and the corruption of culture were expressed into an art form of vernacular and activism-like protest (Banfield 43). Thus it is noticeable why most well-known hip-hop and rap are not only explicit but also emotional. Also, there is an objectification of human experiences, struggle, reason, inquiry and expression in contemporary form that makes hip-hop a valuable and extremely relevant part of the African-American cul ture in the suburbs (Banfield 45). At the start of the