A Good Man Is Hard to Find: Grandmother Is the Central Character

A Good Man is Hard to Find The grandmother is the central character in the short story â€Å"A Good Man is Hard to Find,† by Flannery O’Connor. She is also a very well rounded and dynamic character. She shows various characteristics and reveals various remarks as they story progresses. Some of her qualities include selfish and a pushy person. She is also kind of manipulator in a way that she insists her family to change the plan. At the beginning of the story when we first realize her desire to visit her childhood house, she is being a very selfish person. Examining her conversation with her son Bailey, the grandmother is moreover a pushy person. She is convincing Bailey to change the trip plan according to her need only and which will benefit her only. She is trying to manipulate her family to do what she thinks is best. She is also a bit of criticizer at points in the story. Her characteristics remain same throughout the story that is even when her desire was ignored, she still kept praising it. The story opens up with a conversation between the grandmother and her son Bailey about their trip to Florida. Instead of going to Florida with her entire family, she insists on visiting her relatives up in Tennessee. In spite of everyone’s choice, she just wants to go where her mind is set. It is very obvious that she is only concerned about her gaining and nobody else’s. Her selfishness occurs when she says â€Å"The children have been to Florida before† (O’Connor 345). It sounds like the grandmother is being stubborn and childish, and trying to change their mind about going to Tennessee. She is persuading the family to change their vacation destination to Tennessee. â€Å"Here this fellow that calls himself The Misfit is aloose from the Federal Pen and headed toward the Florida and you read here what it says he did to these people. Just you read it. I wouldn’t take my children in any direction with a criminal like that aloose in it. I couldn’t answer to my conscience if I did† (O’Connor 345). She is trying to scare Bailey and also saying that going there could also be dangerous. She lies after she seems to not get any reaction from previous attempts by trying to say out that it’s not about her, but in fact it’s about the children. â€Å"The children have been to Florida before,† the old lady said. â€Å"You all ought to take them somewhere else for a change so they would see different parts of the world and be broad. They never have been to east Tennessee† (O’Connor 345). She is critical of the children’s mother and persuades Bailey by telling him that it can be an educational experience for his children. Truthfully, she wants to go to Tennessee for the benefit of her own only and fulfill her needs. One of major selfishness occurs when she first tries making her son Bailey change the whole vacation plans including the destination. She had always treated her son Bailey as if he was child still and expects him not to make his own decision for himself. After the family ignores the grandmother’s attempts of persuasion and her desire, they decide to go on their own way. She is urged to travel with her family. Subsequently the grandmother shows characteristics as if she were a follower. â€Å"The next morning the grandmother was the first one in the car, ready to go† (O’ Connor 345). At this moment in the story, her movement shows that she has been ignored and becomes the first one to get ready as if she has been forced to do so. In spite of knowing that her son Bailey doesn’t like taking cat onto their trips, she hides her cat, Pitty Sing, into the basket. †¦ and underneath it she was hiding a basket with Pitty Sing, the cat, in it† (O’Connor 345). She is avoiding her son and doesn’t want to leave the cat home alone. At the end of the story, the grandmother shows a very obvious selfishness act where is only concerned about her life only and shows zero concern about the rest of the family. When the family encounters the Misfit and his gang, the grandmother recognizes him as the Misfit. â€Å"I know you wouldn’t shoot a lady! I know you come from nice people! Pray! Jesus, you ought not to shoot a lady. I’ll give you all the money I’ve got! † (O’Connor 355). She is pleading the Misfit for her life only by saying the word lady repeatedly and offering him the money. She is also praising the Misfit by calling him a good man and trying to save her life. She was also careless about her family. When her family is taken down into the woods, she continues to talk to Misfit. She ignores the sound of when her son and rest of the family were being shot. She is apparently oblivious to many things. She was ignoring everything but the Misfit. â€Å"The shirt came flying at him and landed on his shoulders and he put it on. The grandmother couldn’t name what the shirt reminded her of† (O’Connor 354). The grandmother doesn’t even realize that shirt was her son Baileys. She had no interest in knowing where that shirt came from and what happened to my family. For the concern of her life only, she tries to persuade the Misfit the same way she tried with her family. â€Å"I know you’re a good man. You don’t look a bit like you have common blood. I know you must come from nice people! † (O’Connor 352). She is trying to manipulate the Misfit and hopes that he will bear her. She is thinking about no one else but the sake for herself. However she fails once again to influence the Misfit. One of her characteristics in the story is being a very pushy person. Even when she is not heard by her family, she continues to praise her homeland hoping that Bailey would change his mind still. After they had left The Tower, â€Å"a part-stucco and part-wood filling station and dance hall†¦ † (O’ Connor 348), the grandmother recapitulates â€Å"an old plantation that she had visited in this neighborhood once when was a young lady† (O’Connor 349). Regardless of the consequences, the grandmother finds an alternative way to manipulate Bailey for changing his route to the old house she wanted to see. She knew that Bailey would not be willing to lose anytime looking at an old house, but the more she talked about it, the more she wanted to see it once again† (O’Connor 349). She is being a very pushy person here trying to convince Bailey and makes it sound even interesting telling the children. â€Å"There was a secret panel in this house,â €  she said craftily, not telling the truth but wishing that she were, â€Å"and the story went that all family silver was hidden in it when Sherman came through but it was never found†¦Ã¢â‚¬  (O’Connor 349). The father concedes to visit the house after his kids start to yell and scream that they wanted to see the house with secret panels (350). She persuades the children about telling them a secret panel in the house which makes them grows their excitement even more in seeing it. However she is not telling the truth about the house but just making the children want to see it right away and would compel their father to take them there. She is not only being pushy to Bailey but also to the children. She seeks a way to gain Bailey’s attention. â€Å"It’s not far from here, I know,† the grandmother said. â€Å"It wouldn’t take over twenty minutes† (O’Connor 350). The grandmother later realizes that the house with secret panels she told the children is in Tennessee not in Georgia. Her desire to visit the old house from childhood results in an accident when her cat Pitty Sing sprang onto Bailey’s shoulder (350) losing the control of the car and resulting into an accident. If the grandmother had not pushed her son to detour to see the old house, which she later realized was in Tennessee not in Georgia, they wouldn’t have met with an accident. She is the cause of her entire family when they encounter the Misfit and his gang who shot everyone at the end of the story including the grandmother. Throughout the story, her various remarks reveal that she wants to achieve only for the benefit of her own and won’t let anything come in her way. At the end, during her conversation with the Misfit, the grandmother says that she knows him from good people trying to save her own life. She carried out herself as a very selfish person especially at the end of the story. In my opinion she remained a static character as her characteristics didn’t transform. She remains egocentric throughout the story and seeks to gain everything that will benefit her only. The grandmother shows various personality traits that brings families down fall at the end of the story. Her act of selfishness shows when she tells her son Bailey the benefit of taking their children to Tennessee. She wants the children to visit different part of world and be broad. But truthfully, only she will gain everything by going on vacation in Tennessee. She persuades her family by stating that this trip could be an educational experience for the children. As the story ends, she faces a death as her punishment for self-serving doings. Along with her, the entire family faces with death. Works Cited Updike, John. â€Å"Pygmalion. † Literature for Composition. 8th ed. New York: Pearson Longman, 2007. Print.

Critical State Soil Mechanics

The preparation of the Cam Clay theoretical account in 1958 is possibly the most of import development in modern dirt mechanics. Mechanical belongingss of dirt have been unified elegantly and systematically into the theoretical model of the theoretical account: the critical province dirt mechanics. Since so, many theoretical accounts were developed within the theoretical model of Cam Clay theoretical account and they form theoretical accounts of the Cam Clay household. Two most distinguished characteristics of theoretical accounts of the Cam Clay household are: ( 1 ) the hardening of dirts based on plastic volumetric distortion, and ( 2 ) the being of a critical province of distortion as the concluding failure province. A brief debut of the two characteristics is given in this session, and descriptions of the strengths of dirts based on critical province dirt mechanics is given in the undermentioned subdivision.7.1.1: Hardening of dirt based on plastic volumetric distortionAs seen in the compaction theoretical account illustrated in Fig. 10, whenever the current emphasis goes beyond the historical upper limit emphasis, plastic volumetric distortion occurs and the elastic zone enlarges. The expansion of the elastic zone is seen as the hardening of dirt and is straight linked to the plastic volumetric distortion of the dirt. Consequently, the undermentioned decisions are drawn from indurating mechanism of dirt. The magnitude of plastic volumetric distortion is dependent on the alteration in size of the output surface, but independent of the stress way. All emphasis provinces which have the same accretion of plastic volumetric strain constitute a individual output surface.7.1.2: Prediction of the being of a critical province of distortionSoil is a frictional stuff. When the emphasis ratio applied on a dirt component additions, dirt will finally make a point, where it has no opposition to further shear distortion. The dirt fails. This is a critical province of distortion. A Critical State of distortion is defined as At a Critical State of distortion, a dirt has no opposition to shear distortion and the dirt can be distorted continuously with its emphasis province and nothingnesss ratio remain unchanged. A critical province of distortion is a concluding failure province. The theoretical model, uniting systematically the mechanical belongingss of dirt into one simple and elegant system under the Cam Clay theoretical account, is referred to as the Critical State Soil Mechanics ( CSSM ) .7.2: Strength of dirt described in the critical province dirt mechanicsThe behavior of Fuji sand in triaxial trials is shown in Fig. 12 ( Tatsuoka, 1972 ) . The trials are drained trials. The axial emphasis additions with the restricting emphasis kept changeless. The denseness of the dirt for the three trials varies from really loose to really dense. It is seen that Fuji sand in a really heavy Fuji province has two strengths: a peak strength and a strength as really big shear strain. For the loose sand, the dirt has merely one strength, besides at really big shear strain. It besides appears that the strength as really big shear 0 5 10 15 20 25 Distortional strain ad ( % ) Volumetric strain Cv ( % ) -12 4 0 5 10 15 20 25 Dense =0.52 Loose eaˆz =0.78 Very loose =0.85 Distortional strain ad ( % ) Fig. 12 The shearing behavior of Fuji sand under triaxial compaction trials ( Test informations after Tatsuoka, 1972 ) Shear emphasis ratio two 3.2 2.4 0.8 1.6 0 Dense =0.52 Loose eaˆz =0.78 Very loose =0.85 -4 -8 strain for the three samples are really near and appears to near a alone value as the distortional strain additions. The peak strength and the critical province strength of dirt interpreted by the critical province dirt mechanics are introduced in the followers.7.2.1 Critical province strengthUnder shearing ( increasing distortional strain ) , dirt reaches a concluding failure province, the critical province of distortion. At a critical province of distortion: Therefore, a dirt can be distorted with no alteration in its emphasis, and no volumetric plastic distortion. At critical provinces of distortion, dirt has the undermentioned characteristics ( Fig. 13 ) . The shear emphasis ratio c is changeless, denoted by I . There is a alone relationship between the average effectual emphasis paˆ? and nothingnesss ratio vitamin E, irrespective of the initial state of affairs of the dirt or the stress way of the trial. 27 This relationship is additive in the vitamin E – lnpaˆ? infinite, and its gradient is the same as that of ICL in the compaction theoretical account, being e . The features of critical provinces can be represented by the critical province line ( CSL ) in the paˆ? – q infinite and the vitamin E – lnpaˆ? infinite. They are described mathematically as. I · Q = I? ( 46 ) Paˆ?e=eCS a?’I »lnpaˆ? ( 47 ) Critical province shear emphasis ratio M Shear emphasis Q I? CSL Mean effectual emphasis P ‘ ( kPa ) ( a ) CSL in the p'-q infinite The critical province shear emphasis ratio is linked to the concluding failure clash angle ocs of dirt measured from conventional triaxial compress trial by the undermentioned equation I? = 6 wickedness I† cs ( 48 ) 3 a?’sin I† cs The critical province clash angle for most san vitamin D is 32A ° A ± 1A ° , which gives about M = 1.28. Determination of the concluding failure strength of dirts Nothingnesss ratio vitamin E vitamin E CS eIC ( 1 ) Undrained concluding strength of dirt ICL I » CSL I » p'=1 kPa Mean effectual emphasis P ‘ ( kPa ) ( B ) CSL in the e-lnp ‘ infinite Fig. 13 Characteristics of critical province of distortion P aˆ? = exp aZ? aZ? aZY Cesium I a?’ Cs aZ? I » aZ Three parametric quantities define a dirt province. They are the emphasis province on the dirt and its nothingnesss ratio, i.e. , ( paˆ? , Q, vitamin E ) . Because any dirt province at a critical province of distortion must fulfill conditions expressed by equation ( 46 ) and ( 47 ) , the concluding failure province ofa dirt, the critical province of distortion, can be determined if there is one more extra status. Some of common instances are discussed here. During an undrained trial, volumetric distortion is non allowed. Therefore, the nothingnesss ratio ofthe dirt is kept the same and is equal to its initial value, ei. Based on equations ( 46 ) and ( 47 ) , the undrained concluding shear strength qcs, the mean effectual emphasis paˆ?cs, an d the nothingnesss ratio European Union are given by ( 49 ) 28 aZ § aZ†ºe vitamin E aZz Cesium I aZ†º a?’ aZz aZ? aZY aZ? I » aZ aZ?aZ? vitamin E vitamin E Cs aZ? Q = I? exp vitamin E vitamin E Cs I=aZ © aZ? aZ? aZ? ( 2 ) Drained concluding strength for changeless paˆ? trials The average effectual emphasis at the concluding critical failure province is known, paˆ?i, so aZ § aZ?aZ? aZ?aZ © personal computers = pi qcs Ipaˆ?i ( 50 ) ei = eCS a?’ I » ln pi The stress way for this type of trials is a perpendicular line in the paˆ? – Q infinite, as shown in Fig. 4. ( 3 ) Drained concluding strength for changeless Q trials The shear strength at the concluding failure province is known, chi, soI » ln chi aˆ? = Cs P I? qcs = chi=ei European Union a?’ aZ†º Q aZz ( 51 ) I aZ?aZ? I? aZ aZY The stress way for this type of trials is a horizontal line in the paˆ? – Q infinite, as shown in Fig. 4. ( 4 ) Drained concluding strength for trials with additive emphasis waies Suppose the gradient for the additive emphasis way is k, and the initial emphasis province of the dirt is ( paˆ?i, chi ) . Then the dirt province at the concluding failure province can be obtained from work outing the undermentioned equations qcs a?’ chi = k personal computers a?’ pi I?aˆ? P Cs =eCSa?’I »lnp qcs European Union ( 52 ) aZ § aZ? aZ? aZ © aˆ? Cs 29 Two common additive emphasis waies, discussed in subdivision 3.3, are ( 1 ) conventional triaxial compaction trials with the restricting emphasis kept changeless and in this instance k = 3, and ( 2 ) conventional triaxial extension trials with the axial emphasis kept changeless and in this instance k = – 1.5.Example 5The critical province clash angle for a sand is 32A ° . For its CSL in the vitamin E – lnpaˆ? infinite, the gradient is 0.12 and European Union is 1.42. ( 1 ) Determine the values of M ; ( 2 ) Pull a study of the CSL in the paˆ? – q infinite and the vitamin E – lnpaˆ? infinite ; ( 3 ) Determine the concluding failure strength of a specimen of the sand with initial province as ( paˆ? = 75 kPa, q = 0, vitamin E = 0.85 ) . ( a ) under undrained state of affairs ; ( B ) under a changeless mean effectual emphasis trial ; and ( degree Celsius ) following a stress way with = 2.dq dpaˆ? A: Determine the values of M 400 800 600 200 0 CSL q=1.29p ‘ Shear emphasis Q kPa 30 100 200 300 400 500 600 Mean effectual emphasis P ‘ kPa Nothingnesss ratioe 0.9 0.7 0.5 1.5 1.3 1.1 CSL e=1.42-0.12lnp ‘ 1 10 100 1000 Mean effectual emphasis P ‘ kPa Oxygen Nothingnesss ratio e n Shear emphasis Q CSL C I? Bacillus A P ‘ ( kPa ) CSL e=eCS -elnpaˆ? Bacillus C Mean effectual emphasis P ‘ ( kPa ) Fig. 14 Variation of dirt strength ( 53 ) 7.2.2 Peak strength As seen in Fig. 12, under shearing dirt at heavy province may make a peak strength ( higher than the critical province strength ) . However, this strength of dirt lessenings with the addition of distortional strain, and becomes indistinguishable to the critical province strength finally. Two characteristics of the peak strength should be noticed. The happening of a strength for dirt greater than the concluding critical province strength ( the extremum strength ) is possible merely if the dirt is under the CSL in the vitamin E – lnpaˆ? infinite ( Fig 14 ) . This is in the â€Å" Dry † side. As named by Schofield and Wroth ( 1968 ) , soil behavior with both peak and critical province strength is â€Å" Dry † behavior. The peak strength is non stable. The minute a peak strength is reached, the strength of dirt will diminish with the farther distortional distortion. An empirical equation proposed by Liu and Carter ( 2002 ) may be used to gauge the peak strength ratio cp of dirt based on its place in the vitamin E – lnpaˆ? infinite=Q P = aˆ? I · P P P 31 ( 1 a?’ I ¦ ) I? for A- & lt ; 0 I ¦ , the province parametric quantity, defined by Been and Jefferies ( 1985 ) as I ¦ = vitamin E a?’ vitamin E CS + I » ln p aˆ? ( 54 ) Uniting the above two equations, we obtain q P I · = = + a?’ a?’ aˆ? I? & lt ; a?’ I » aˆ? ( vitamin E e P ) vitamin E vitamin E P 1 ln for ln P CS CS ( 55 ) P P aˆ? For A- & gt ; 0, there is merely one strength. The peak strength and the critical province strength may be considered as coincident.7.2.3 Variation of dirt strength in the paˆ? – Q infiniteMohr-Coulomb ‘s strength standard, written in the paˆ? – Q infinite, is given as 32 Q degree Fahrenheit = c + I? MC P aˆ? degree Fahrenheit ( 56 ) This standard is possibly the widely used standard to find the strength of dirts in geotechnical technology pattern. However, it is applicable for dirt conditionally. As shown in Fig. 14, Mohr-Coulomb ‘s strength standard is applicable to dirty in the scope of AB, where the dirt in the â€Å" Dry † side, i.e. , below the CSL. The general strength standard for dirt may be divided into three scopes to analyze. Strength of dirts on the â€Å" Wet † side If a dirt province in the vitamin E – lnpaˆ? infinite is above the CSL, i.e. , A- & gt ; 0, the dirt is on the â€Å" Wet † side. Dirts on the â€Å" Wet † side have merely one strength, the concluding critical province strength. The critical province strength of dirts is represented by line BC, and their belongingss are introduced in subdivision 7.2.1. No tensile emphasis line Farinaceous stuffs such as littorals or clays in reconstituted provinces have no echt coherence, and can non prolong a tensile emphasis. The boundary oaˆ?min & gt ; 0 in the paˆ? – q infinite is = 3 Q,paˆ? represented by line OA. On the left side of line OA, tensile emphasis occurs. Strength of dirts on the â€Å" Dry † side Merely when dirt on the â€Å" Dry † side, the dirt has a coherence c. The strength of the dirt can depict by equation ( 56 ) , the Mohr-Coulomb ‘s strength standard. Cohesion degree Celsius may be treated as changeless. Clash angle oMC and parametric quantity MMC is related by the undermentioned equation = 6sinoMC ( 57 ) Megahertz I?MC 3 a?’ sino The whole strength envelope OABC is shown in Fig. 14. Two errors are normally made in using the Mohr-Coulomb ‘s strength standard for finding the strength of dirts. The extension of the Mohr-Coulomb ‘s strength standard to the left side of AB and therefore implies dirt has a tensile strength. The extension of the Mohr-Coulomb ‘s strength standard to the right side of AB ( beyond the critical province strength ) . This implies the ultimate clash angle of dirt will go on lessening after the critical province clash angle unlimited with the average effectual emphasis. Terzaghi, the laminitis of modern dirt mechanics, made both errors in widening the pertinence of Don Taylor ‘s experimental information. And I hope you will non do the same error in your technology designs or safety cheque. 33Example 6The critical province clash angle for a Leighton Buzzard sand in situ is 31A ° measured from conventional triaxial compaction trials. The strength envelope detected for the sand can be described by Mohr-Coulomb ‘s strength standard with c= 40 kPa and oMC = 23A ° . ( 1 ) Determine the values of dirt parametric quantities M for critical province stength and MMC for Mohr-Coulomb ‘s strength ; ( 2 ) Pull the strength envelope of this Leighton Buzzard sand and depict the features of the strength of the sand ; ( 3 ) Discourse the strength of the sand under a drained conventional triaxial compaction trial with the initial emphasis province of the dirt being ( paˆ? = 30 kPa, q = 0, ) . A: Determine dirt parametric quantities M and MMC ; Shear emphasis Q kPa 250 200 150 100 50 0 A 3 ( 30, 0 ) vitamin D 3 0.9 Bacillus 1.24 C 0 50 100 150 200 Mean effectual emphasis P ‘ kPa 347.2.4 Residual province strength of clayey dirtsAfter probes on landslides in the late fiftiess, it was found that the shearing opposition of dirt in a figure of instances was much smaller than the â€Å" concluding † critical province strength measured in the research lab. The construct of residuary strength is formed ( Skempton, 1964 ) Residual strength is defined as the shear strength of a dirt that can be mobilised on a polished sliding surface, after it has been formed through the dirt due to the alliance of its Platypoecilus maculatus atoms. For any given dirt it is the minimal strength come-at-able. There are four major facets of the residuary strength, viz. Dirt must hold adequate plate-like atoms so that a smooth slickensided surface can be formed. The skiding surface of well-aligned dirt atoms must be for the residuary strength to be mobilised. The skiding surface of well-aligned Platypoecilus maculatus atoms can ease residuary failure merely along that surface. 4. The residuary sliding surface one time formed is normally non modified by subsequent distortions of comparatively little magnitude. The residuary strength of a dirt is chiefly dependent on the mineralogy of the dirt: the clay fraction. Clay fraction uc defined as the weight of the clay particles less than 0.002 millimeter in size over the entire weight of the dirt sample. uc is defined as I†° = G0.002 ( 58 ) cG Some experimental informations on the fluctuation of the critical province strength and residuary strength with clay fraction is shown In Fig. 15 ( From Skempton, 1984 ) . The undermentioned information can be obtained this information. ( 1 ) For a dirt with a clay fraction less than 25 % the concluding strength is the critical province strength. The strength is independent on clay fraction. Otherwise, the concluding strength of the dirt is its residuary strength. 0 20 40 60 80 10 0 Clash angle ( A ° ) 34 28 22 16 10 4 residuary province critical province Clay fraction ( % ) Fig. 15 Variation of the critical province and residuary province strengths with clay fraction 35 With 50 % & gt ; uc & gt ; 25 % , both critical province and residuary province strengths vary with clay fraction. With uc & gt ; 50 % , critical province and residuary province strengths are different, but remains with any alteration of clay fraction in the scope. The concluding strength of a dirt, expressed as a clash angle, may change from 32A ° to every bit low as 6A ° with the fluctuation of the clay fraction.

Knowledge Brings Sorrow

Knowledge Brings Sorrow; Fate vs. Free Will The themes of â€Å"fate versus free will† and â€Å"knowledge brings sorrow† are present throughout the play Oedipus Rex, by Sophocles. Fate and free will are antitheses of each other, just as knowledge and sorrow are. Many years before Oedipus began his journey to Thebes, his father, King Laius, heard a prophecy saying that his son would kill him (65). In order to prevent this from happening, Laius had the baby abandoned, and had his feet bound together with a nail for extra precaution. Since prophecies usually turned out to be true, this is an example of how Laius tried to escape his fate. However, he didn’t know that Oedipus survived. On his way to Thebes, Oedipus ran into Laius on the road, not knowing he was his father. He ended up killing him, just as the prophecy said. The prophecy also said that Oedipus would marry his mother. You can infer that fate yet again fulfills its role, and the prophecy becomes true after Oedipus kills his father and continues to Thebes. Just as Oedipus didn’t know that Laius was his father, he didn’t know that Jocasta was his mother. He became the new king of Thebes because he married Jocasta (65). Throughout the play, Oedipus believes that all of his actions are based on free will, not fate. He doesn’t find out that he killed his father and married his mother until awhile after it happened. Everything that happens to Oedipus is really his fate. Once Jocasta and Oedipus Strineka 2 realize they are mother and son, Jocasta kills herself. Here, fate plays another role. Free will really isn’t present in this play. Everything that happens is due to fate. As Amit Sodha said, â€Å"All events are fated in some way. † This is also where â€Å"knowledge brings sorrow† comes into play. Because Jocasta and Oedipus found out that they were mother and son, Jocasta kills herself and Oedipus gouges out his eyes. They do not want to accept the fact that they were mother and son and married. Sodha also said â€Å"The trouble with fate is that it can leave you with a feeling of helplessness. † It’s obvious that Oedipus and Jocasta definitely felt helpless in their situation. Although the prophecy said nothing about Oedipus killing himself, it said hat he would kill his parents. He didn’t kill Jocasta himself, but the reason she killed herself in the first place was because of Oedipus and their marriage. This is a good example of how some things are better off left unknown. In this situation, knowing everything was obviously not such a good idea. People wouldn’t want to know every single detail if things w ere said clearly, and not in such an ambiguous manner. When things are said so that they could possibly have multiple meanings, people become curious to figure out what is actually meant. The outcome of figuring out meanings could be good or bad. Just like the saying â€Å"curiosity killed the cat,† curiosity killed Laius, Jocasta, and Oedipus, and placed a curse on their whole family. In the play, fate triumphs over free will, and knowledge definitely brings sorrow. It’s ironic that fate triumphs over free will and knowledge brings sorrow because most people do things without thinking that it’s part of their fate, and you would think that knowing more would enlighten you rather than bringing you grief and sorrow. In reality, people who are generally â€Å"smarter† and have more knowledge are usually the ones who are most successful in life, and being successful is usually associated with having a good life and being happy. Strineka 3 However, it makes more sense that people who are more aware of life and their surroundings are the ones who feel sorrow and grief. They’re the ones who know what life is really like. They see the flaws of the world and how careless and ignorant people can be. It is possible for knowledge to limit the lives of people, because those who know what is going on often try to change things so the outcome will hopefully be different. For example, if someone had a serious illness but didn’t know about it, they would go on living their life normally without any worry. But if this person knew about the illness, they would probably live their life worrying about what’s going to happen to them. In Oedipus, Laius worries about whether or not the prophecy that his son would kill him will come true. He takes ridiculous actions just to prevent it from happening, but he ends up being killed by his son anyways due to his fate.

Final Trading Report using TradeStation Essay Example | Topics and Well Written Essays - 5000 words

Final Trading Report using TradeStation - Essay Example SU14), this report provided a clear rationale on why the trader chose to â€Å"buy† or â€Å"sell† and/or â€Å"put† or â€Å"call† in each of the completed trade. In most cases, the use of fundamental analysis alone is not sufficient in terms of enabling the trader to accurately determine where the price level of each trade will be heading. Therefore, each trade decision was made based on both technical and fundamental analysis. Table of Contents Executive Summary ........................................................................................................... 2 Table of Contents ............................................................................................................... 3 1. Introduction ............................................................................................................. 5 2. Trading Logs ........................................................................................................... 5 2.1 Trade Equities/Options ............................................................................. 5 2.1.1 September 4, 2013 ...................................................................... 6 2.1.2 September 5, 2013 ...................................................................... 6 2.1.3 September 10, 2013 ...................................................................... ... .................................................................. 12 2.3 Futures ..................................................................................................... 12 2.3.1 September 5, 2013 .................................................................... 13 2.3.2 September 6, 2013 .................................................................... 13 3 Reflection on Financial and Economic Theory ...................................................... 13 4 Reflection on the Use of Technology .................................................................... 17 5 Conclusion and Recommendations ........................................................................ 18 References ........................................................................................................................... 20 - 23 Appendix I – Entire Day Logs – 9/4/2013........................................................................... 24 Appendix II – Order Confirmation, Trend of the Candlesticks, and Order Status of USD/JPY – 9/4/2013........................................................... 25 Appendix III – Order Confirmation, Trend of the Candlesticks, and Order Status of USD/CHF – 9/4/2013 ......................................................... 30 Appendix IV – Order Confirmation, Trend of the Candlesticks, and Order Status of USD/JPY – 9/5/2013 .......................................................... 32 Appendix V – Order Confirmation, Trend of the Candlesticks, and Order Status of USD/CHF – 9/5/2013 .................................................................................... 37 Appendix VI – Order Confirmation, Trend of the Candlesticks, and Order Status of DOW – 9/5/2013

Art Review Essay Example | Topics and Well Written Essays - 500 words

Art Review - Essay Example Most of the foot prints are in opposite directions or overlapping and crossing each other. The background has been further ornamented with colourful blocks and circular designs in bright blue, orange, green and yellow shades. The larger footprints are mainly in darker colours of blacks and greys while the smaller ones are dominated with brighter colours of orange and yellow. The painting has been used as a metaphor for Africa. The merge of bright, vibrant colours is used to represent the political clashes and instability in Africa. The artist has used two fragmented canvases which have footprint designs in different directions, crossing each other or in the same direction. This is a metaphor for the conflicting agendas and ideologies of the African people and the two canvases represent the fragmentation of the continent on the basis of politics, culture and social agendas. Isichei explains that the painting is a representation of the continent’s instability which has disabled them from discovering their beautiful land and succumbing to contradictory ideas, agendas and political mayhem, exploiting their beautiful land. The painting grabbed my attention at the Denver Art Mueseum because of its boldness and vibrant display. The beauty of the art lies in its simplicity to convey a social or a personal idea, yet in a visually attractive manner. Still Searching by Romanus Isichei appeared as an appealing display on the wall, screaming for attention with its vivacious colours and straightforwardness. To represent the African instability only with the crossing footprints in the background of contrasting shades is indeed a beauty in itself. I have always loved to play with different contrasting bright colours and paintings that use them in a shrewd manner to express feelings and meaning, always fascinates me. I observe the paintings in Denver Art Museum that try to reach out to the observer with

Influence of Buddhism on Japanese Architecture Essay

Influence of Buddhism on Japanese Architecture - Essay Example The architectural design of Buddhist temples that were introduced in Japan followed the traditional forms that been developed in Korea and China. A number of buildings that made up seven structures were to be found within one compound. These structures included among others the main hall, pagoda, repository for sutras, lecture hall, bell tower, dining hall and dormitory with a wall made of clay enclosing the compound with each of the sides having a gate. In this arrangement, the main object of worship was placed in the main hall with the lecture hall which was construction being used by the monks as study place, religious instructions or for performing various religious rituals. There were also towers in the compound, one housing the bells used for announcing religious daily functions while there was also a tower that housed canonical texts therefore acting as a sutra repository. The dormitories and the mess hall were located either to the sides or behind the inner grounds.Although t he earlier forms of architecture that had been in existence before introduction of Buddhism utilized wood as the main construction martial, introduction of the religion by the Chinese led to novel approaches in the way wood technology was applied in construction. Before the entrance of temple architecture introduced in Japan by Buddhism, there existed simple forms of beam and post technology explored in the design and construction of various structures. This was an important aspect considering the buildings were constructed in a land.

Case Study Essay Example | Topics and Well Written Essays - 750 words - 2

Case Study - Essay Example It is also regarded as the third largest public organization in the world according to a list released by Fortune Global 500 in 2012. Wal-Mart belongs to the retail sector industry (Adair 41). In addition, Wal-Mart is perceived to be the largest private employer in the universe employing approximately 2 million workers. The departments of Wal-Mart are divided in three retail designs that are popular in America. They include Wal-Mart Markets, Supercenters, and Discount stores. Wal-Mart Markets are utilized to fill the gap between supercenters and discount stores, providing several commodities, for example, pharmaceuticals, groceries, among others. Supercenters are hypermarkets which contains everything in a discount store and a full-service supermarket. Finally, discount stores contain a selection of groceries and general commodities. Organizational Strategy Wal-Mart incorporation has a mission of assisting individuals to save finances so that they can have better lives. This mission was devised by the company’s chief executive officer, Sam Walton. The mission directs all activities undertaken at the company. This means that numerous clients can believe Wal-Mart has daily affordable prices. The vision of Wal-Mart is to provide quality products at daily minimal prices, combined with the provision of pleasant services. This has pushed the company to its position as the largest retailer in the whole world. Wal-Mart employs its vision to establish the value of every innovation it takes into account (Vance and Roy 31). The values of Wal-Mart Include respect for the clients, aiming for excellence, and service to the clients. The values help in showing consideration and respect to the suppliers, customer, neighbours, and associates. The company has developed a strong retail brand and a reputation for value of money as action plans for implementing its strategy. In addition, the company has convenience and contains a broad range of commodities in a single store. Wal-Mart plans to purchase addition retail stores in different areas of the world to implement its strategy of aggressive expansion. How the Principles of Management Are Used In the Application of the Strategy The planning for the organization is carried out by managers who get feedback from every worker, every year, with regard to their points of view of their work situation and the implementation of the beliefs and values in the company. This helps them plan for the company’s activities. The managers organize responsibilities among their workers by placing them in strategic areas in the stores where they carryout tasks such as assisting clients find the commodities they need. They use Sam Walton’s personal values to design tasks that will make sure employees engage in activities that improve the company. The management also has developed a business paradigm meant to satisfy the needs of the customer. This outlines the way employees will work. Wal-Mart has managers wh o aspire to offer clients the services and products they require when they need them. They use the outside-in thinking to lead their teams. Their philosophy and approach put the interest of the client before the capabilities of the organization. There have been control issues in Wal-Mart in the past. The company’s acquisition of local retailers in a number of countries generated control issues between Wal-Mart and the people of the local country, for example, the purchase of

Financial accounting Essay Example | Topics and Well Written Essays - 1750 words - 2

Financial accounting - Essay Example There has been continued political as well as public pressure to have better regulation standards to ensure that there is economic growth. Scholars affirm that regulation of financial reports should start with solid corporate governance, making sure that the spirit of novelty is not negatively affected (Gibson 2012). Therefore, this paper seeks to offer a rational critical evaluation on financial reporting regulation and whether or not it should be reduced. Research shows that regulation of financial reports can be either right or wrong, depending on the nature of the firm and the extent to which such disclosures are regulated. However, it is evident that there are numerous drawbacks that come with having excessive guidelines; hence, they should be reduced to promote innovation, healthy competition, guarantee fiscal growth, and stability. Regulation is defined as a principle that governs a particular practice or behaviour. Various firms such as Enron have gone bankrupt and have reported failures in accounting because of unethical practices. As a result, most nations have focused on heavily regulating the financial reports and accounts to avoid failures such as those that happened in renowned firms like Lehman Brothers and Parmalat among others. Although regulation of financial reports is important and might appear sound, it should not be excessive as it damages the nation’s spirit of competitive innovation (Unerman &O’Dwyer 2004). Excessive regulation constrains innovation and business practices; hence, regulation of financial reporting should be minimised. It is important to understand that for a nation to be positively impacted by such standards, then, rules ought to start with solid corporate governance. It is the duty of the shareholders as well as the members of the board to examine carefully and e nsure that their firms are led in the right path to realise their goals (Whittington 2006). Encouraging accountability,

The 1920-1929 Boom to Bust Period in America Essay

The 1920-1929 Boom to Bust Period in America - Essay Example The researcher states that the boom to burst period is of great importance inciting the US history. This is the period that transformed many things in America ranging from cultural, political, economic activities and the general social life. It is cited as the origin of the America we know today in a wide view. Impacts of 1920-1920 Boom to Burst on U.S Society. This period explains how Americans acquired the notions attached to them today. It helps us understand the America history and in turn voyage the present and the future. It illustrates how US transformed over a short period in terms of the notions of power, liberty and equality. It also shows how the changes in America affected the world at large. The historical changes brought about within this period can be resumed under the following headings. Economy: This period brought with it much economic advancement, which helped shape the future of the American economy. Many economic policies came up such as credit purchase, small go vernment and supply-side economics proved a great success. The reduction of main taxes gave entrepreneurs an incentive to work, invest and save leading to innovations and new discoveries due to venture in risky businesses. Later improved policies such as the fiscal and expansionary policies were introduced. Technology: The boom to burst period is the basis of U.S technological and infrastructural development. It saw the discovery of electrification that made it possible for other innovations for instance radio and motion pictures. The availability of money provided people with security and therefore, they were not afraid to try many things. This period also saw the construction of new infrastructure such as roads, bridges and tunnels. Culture and lifestyle: There was introduction of a new culture and way of life that would dominate the rest of the twentieth century. The economic prosperity provided many Americans more spending money and more leisure time, which they directed to maki ng their lives enjoyable for instance theatre, music and other forms of entertainment. Most people in the rural areas migrated to the urban areas in search of jobs. Accumulation of wealth also led to rise of classes due to unequal distribution of income. This led to segregation and clustering of people in different areas according to their classes. Gender Equality: This period saw the rise of women from being discriminated and undermined due to their gender. The expanding markets provided an opportunity for women to get jobs and get paid. Many single working class women held their jobs for the wages and their families. Some held jobs in order to free from parental authority and develop a personal identity. In addition, women also attended colleges and this led to the fading away of the traditional notion about women. All these factors enabled women to become more independent and achieve women rights in the constitutions. Entertainment: In this period, a lot of things changed in the world of entertainment and many others came up. One example is the film industry when Hollywood came to light. Music also advanced with the introduction of the Jazz music by Louis and Duke. Many sports such as boxing, golf and baseball, also rose to new heights of popularity. These led to rise of heroes like Babe Ruth in baseball and Jack Dempsey in boxing.

How cultural and personality differences impact on leadership in Essay

How cultural and personality differences impact on leadership in organizations - Essay Example This in turn is supposed to improve the organization's operational flexibility and thus the ability to deal with change. For the study of leadership, the above mentioned changes have led to the widespread adoption of empowerment strategies. Such an adoption is understandable: if one flattens an organization's structure, there is little choice but to empower the organisations lower-level workers with broader decision-making responsibilities. As a result, the traditional "limits to power" once designated by boundaries of hierarchy and rational authority are blurring [1]. This paper deals with the questions of leadership and how it is affected by culture and personality differences. The paper consists of three major parts, related respectively to leadership, culture and leadership, as well as personality and leadership, each chapter discussing theoretical concepts and empirical research. The New Leadership paradigm incorporated three main categories of theory - transactional leadership, transformational leadership, and culture-based leadership. ... Chapter 2: Transactional and transformational leadership The New Leadership paradigm incorporated three main categories of theory - transactional leadership, transformational leadership, and culture-based leadership. The transactional leadership theorists, including those theorists who explored the concept of leadership through the eyes of followers, explained leadership as contingent on a condition of transaction or exchange between leaders and followers. Alternatively, transformational leadership theory argues that "good" leadership is achieved through more than just tangible inducements. It suggested that leadership can be conceptually organized along a number of charismatic and situationally correlated dimensions [2]: charismatic leadership, inspirational leadership, intellectual stimulation, and individual consideration (See Table 1). The culture-based theorists viewed leadership as being culturally specific, where "good" leadership, among other things, primarily depends on whether or not a leader's style is in synchronization with hi s or her organization's culture [1]. The transformational leader has been characterized as one who articulates a vision of the future that can be shared with peers and subordinates, intellectually stimulates subordinates, and pays high attention to individual differences among people. This transformational leader was posited as a contrast to the transactional leader who exchanges rewards contingent upon a display of desired behaviours [3]. Burns considered the transformational leader to be distinct from the transactional leader, where the latter is viewed as a leader who initiates contact with subordinates in an effort to exchange something of value, such as rewards for

Memo Case Study Example | Topics and Well Written Essays - 500 words

Memo - Case Study Example s, the amount will not be included in the income statement until the cash payments are made.Under the accrual basis, the $2000 will be included in the income statement immediately after the sale, while the cash payment will be done on a later date(Master Movers 4). Using the accrual basis of accounting, the business expenses are recorded on the income statements in the period when they occur, which is a different period from when the payments are made. In the cash basis, the expenses are only recorded on the income statement after they have been paid out. Ff Master movers, For example, spends $2000 on advertisement under the cash basis, the $2000 will be included in the income statement only when then cash is paid out while under the accrual basis, the $2000 will be recorded on the income statements when they get the bill, and before the amount is actually paid out. The main reason the profits realized in the income statement for the past financial period were lower than expected was because the records were made in line with the cash basis of accounting, thus leaving out most of the transactions. The transactions included in the Master Mover’s record mostly contain the transactions that were already paid up in cash leaving out those that were yet to be paid up. If all the transactions carried out over the financial period were included in the records, the profits would be higher (Master Movers 2). The cash basis of accounting is mostly considered for small businesses and management of personal finances where most sale payments and payment of bills are done immediately. The accrual basis can be considered as the best accounting method for Master Movers because considering the matching principle of the accrual accounting method; the company’s expenses should match with the revenues earned over the same financial period. Income statements prepared under the accrual accounting method include all the revenues earned, and all the expenses incurred over the

Torsional Pendulum Preliminary Experiment Essay Example for Free

Torsional Pendulum Preliminary Experiment Essay Research and equations: As we are working in circular motion, rather than linear motion, the equations that will help me investigate the Torsional pendulum will have to be derived. Here is how it is derived. Using Force= Mass x Acceleration which is what you use for linear motion, this becomes Torque=Moment of Inertia x Angular acceleration. Using Force= -kx from a simple pendulum, this becomes Force=- Torsional Constant x Angular displacement Therefore This can definitely be compared to a=-?2x and becomes However therefore I then found out the exact expression which allowed me to directly work out I and K. The moment of inertia was simply mL2 However for the Torsional constant I first found the formula for the polar moment of inertia which was Ip=?d4/32 and the angle of twist ?=TL/GIp this was rearranged to T= GIp/L where T is the Torsional constant, then substituting in Ip I got Torsional constant= Using the equation I can now substitute in expressions for I and K to get an overall equation which came out to be: T=2? T=Time Period I=Moment of Inertia of the bar L=Length of wire G= Shear Modulus of material d= diameter of wire The following web pages were used to help me derive these equations: http://www.engin.umich.edu/students/ELRC/me211/me211/flash/tors_derivation15.swf http://farside.ph.utexas.edu/teaching/301/lectures/node139.html Preliminary Experiment: Aim: To investigate the relationship between Time period and the length of the wire on a Torsional pendulum. Factors to vary and control To ensure a fair test I must make sure that only factors that want to vary will change, therefore as I am investigating the effect of changing the length of wire on the time period I will only vary the length of wire. This means that the following must stay the same: * Mass of the metal bar, including same diameter and length each time, these are all related to the moment of inertia. * Type of wire (material) and its diameter, these are related to the Torsional constant. Diagram: Equipment: * Retort Stand with clamp to hold the wire and bar when oscillating. * Bung cut into two halves so I can change length of string easily. * Metal Bar. * Approximately a meter long wire. * Stopwatch to record the Time periods. * Micrometer to measure diameter of the wire and the metal bar * Meter long ruler to measure out correct lengths of wire and measure length of the bar. Method: * Set up the apparatus as shown in the diagram above. * Ensure the wire is fixed firmly around the centre of the bar, so that when left freely it rests in its equilibrium position. * Using 0.1 meters as the starting point, make the length 0.1m using a meter rule, measuring from the base of the bung to the top of the bar at the knot. * Turn the bar 90 degrees anticlockwise and release it, start the stopwatch at the same time of release. * The time period for one complete oscillation is; for the end of the bar to go around clockwise once and changes direction then anticlockwise until it changes again, the moment it stops just before changing direction for a second time is one oscillation. Allow 5 complete oscillations for once length and divide the end time by five. * Record the time period on a suitable table. * Loosen the clamp and increase the length by 0.1m and repeat above steps until approximately 8 results are complete. * Now measure the length of the bar using a meter ruler, and the diameter of the bar using a micrometer. Also measure the length of the wire using a meter ruler and its diameter using a micrometer. Record all these results. To ensure that the experiment is carried out in safe environment I will make sure that I have plenty of space around me, with any obstacles removed to ensure the experiment can run smoothly. Theory: If simple harmonic motion applies, which I am assuming it does as shown in the equations above, also there is a clear similarity between the time period for a Torsional pendulum and for a mass spring system which is simple harmonic motion, as shown in these 2 equations. and Simple harmonic motion is defined as; an oscillation in which the acceleration of an object is directly proportional to its displacement from equilibrium and has a restoring force directed back towards equilibrium. I am investigating for the preliminary experiment the effect on time period when the length of wire is changed. From the equation derived T=2? I can see that theoretically the relationship between time period and length should be T?L0.5. Therefore an increase in length will increase the time period. Results: Length (mm) Time Period (s) Log l log T 100 6.16 -1.00 0.79 200 8.18 -0.70 0.91 300 9.59 -0.52 0.98 400 11.00 -0.40 1.04 500 12.18 -0.30 1.09 600 13.45 -0.22 1.13 700 14.22 -0.16 1.15 800 15.32 -0.10 1.19 Extra Results: Measurement Diameter of wire 0.42mm mass of bar 201.1grams length of bar 204mm Conclusion: From the graph I can come to a simple conclusion that as the length increases the time period increases. However it is obvious that this is not a linear relationship, therefore I need to use log log graphs to help me get the relationship. As I originally worked out that there is a relationship between time period and length for the Torsional pendulum, I can therefore say that T is proportional to l (T? l). However I can change this to T=alb where a and b are constants to be determined. I can determine these using a log log graph where logT=blogl+logA which is in the form y=mx+c Using the values of logT and logl in the results table above, I produced the log log graph below. From the graph you can see that the gradient which is b = 0.4375 And that logA=1.225, therefore to get A I would unlog it, 101.225= 16.788 (3.d.p) So if A= 16.788 and b=0.4283 then the relationship becomes T=16.788 x l0.4375 Evaluation: There are clearly difficulties and problems with this method which will cause inaccuracies in the results. I will now outline the problems and estimate a percentage error for each one. * Measurement of the length of the wire. The meter ruler is accurate to à ¯Ã‚ ¿Ã‚ ½ 0.5mm, as the smallest division is 1cm. The measurements I made were 10cm to 80cm, therefore maximum error is (0.5mm/100mm) x100= 0.5%, and the minimum error is (0.5mm/800mm) x100= 0.0625% error. Therefore average error is approximately (0.5+0.0625)/2=0.28125%. * There is also error in the time periods as its difficult to know exactly when to stop the stopwatch. You must stop it when it stops and is just about to change direction. However I may stop to early or too late, this causes random error, and therefore time period will be higher or lower than the true value. I predict that this will cause a maximum error of à ¯Ã‚ ¿Ã‚ ½ 0.5 seconds, this includes the error for a human reaction time, which can only react as fast as 0.1 seconds. Max error for the results I obtained would be (0.5/6.162)x100=8.114% and minimum error (0.5/15.318)x100=3.264%. These errors are very significant and will definitely cause inaccuracies in my results. The time I recorded was accurate to à ¯Ã‚ ¿Ã‚ ½0.05seconds, therefore maximum reading error was (0.005/6.162)x100=0.081%, this is however a lot less significant than experimental error. * The scale is accurate to à ¯Ã‚ ¿Ã‚ ½0.05 grams. Therefore maximum error is (0.05/201.1) x 100 = 0.0249%, therefore this error was not so significant. * The micrometer is accurate to à ¯Ã‚ ¿Ã‚ ½0.005mm, as smallest division is 0.01mm, therefore error for my reading was (0.005/0.41) x 100 = 1.219%, this error was quite significant and a lot larger than I expected. The value for the gradient I obtained was 0.4375, however I was expecting 0.5, therefore there is clearly errors in the time period and length, which is what determined the gradient, with reasons for these errors stated above. The error for the gradient will be the total error of the time and length, therefore approximately 6% error, when adding average most significant error of the time period and length. Using the Equation T=2? I can work out the overall error of my experiment. As 2? x =T and as I found out that T=16.788 x l0.4375 Therefore 2? should be equal to 16.788 if my experiment had no errors. I will now work out how close to this value I actually got. =2? = 14.12 Therefore the total error from what the true value should be is [(16.788-14.12)/16.788] x 100= 15.89% From all the percentage errors above I can see that there are clearly issues with this preliminary experiment and that changes will have to be made for the final experiment to increase accuracy and reduce errors.

Female Education And A Nations Development Education Essay

Female Education And A Nations Development Education Essay Female education is essential for the development of a nation. This is mainly because women are involved in all sorts of activities both at a regional level and at the community level such as child bearing and household chores etc. Hence it is very important to provide quality education to women to help them contribute to the development of the nation in a meaningful way. Various studies show that womens education is very important in order to improve the socio-economic position of their families. It is the inequality in access to education for female students that prevents them from obtaining the essential education necessary for their well being and their familys development. The traditional thinking of many societies that women are just supposed to do the household work has contributed largely to the low levels of female education around the globe. It is seen however that the societies that have focused on providing better education to women have better indicators of social welfar e. These societies for example have lower infant mortality rate apart from that the issue of lower fertility rates, also increased life expectancy, improved nutrition and most importantly better opportunities for their children. Other factors such as residential status and parents concern and attitude towards female students also plays an important role in improving the educational status of female students in any society. Parents level of education also has a direct impact on their daughters education. The link between the mother and daughter is the strongest. Poverty, parents professional status, lack of skilled teachers and lack of incentives such as scholarships for women, deprivation of parental care and proper educational policies affect the standard of female education. (I.A. Adetunde, 2008) Thus Womens education is a very important issue. Women who are educated can make profound choices in the matter of health, nutrition and basic upbringing of a child. There is great impact on infant mortality health, fertility, productivity and a childs academic performance if women are educated. On 8th March 2004 Laura Bush (the first lady at that time) said on the womens day that when a women is denied education youve denied half of the population the chance to succeed and the chance to contribute to a society and to a culture. she also said that Women are more likely to be able to make informed choice so that their children dont suffer from malnutrition or other diseases and ensure that their children can receive best health care. In Every culture, the responsibility of the upbringing and nourishing of a child lies in the hands of the mother. Due to this responsibility the womens education has gained quite an importance globally. Studies reveal that womens education has strong implications on every aspect of a childs upbringing and one of them is the childs academic performance. Children of educated mothers are seen to have better academic performance as compared to children of less or uneducated mothers. (Tahir Andrabi, Jishnu Das, Asim Ijaz Khwaja: March 2009) Educated mothers can help their children throughout their life, but most importantly they can help their children in their early days of education. They try to indulge their children in more productive educational activities apart from what they study at school. This enhances the childs educational capabilities and helps them achieve success. According to a study an additional year of post compulsory schooling of a mother has a positive impact on their childs academic performance i.e. mothers who stay in full time education beyond the minimum school leaving age are more likely to demonstrate positive educational attitudes and behaviours such as reading to their children. (Leon Feinstein and Ricardo Sabates: January 2008) Higher education is consistently associated with a higher likelihood of marriage, whereas less education is associated with a higher likelihood of divorce (Jennifer March Augustine, 2010). Thus educated mothers tend to have more stable relationships and family status. This in turn affects their childrens academic performance. Children have a healthy environment to live in and thus can concentrate more on their studies and perform well. The flow of resources such as time, money and socio-emotional support etc from the mother to children is affected by this relationship status. (Jennifer March Augustine, 2010). Marital and fertility patterns have been seen to change over the last few decades. Women who are more educated (college graduates) have been the least likely to get married and have children historically. Today however, the situation is changing and this marriage gap is eroding The returns to marriage have changed. College educated women marry later, do not view marriage as a financial security, have fewer children and declining divorce rates since 1970s as compared to women without college degrees. These factors help women to have a better and a healthier family life which in turn helps them in their Childs upbringing. The children of more educated women thus can focus more on their studies as they have a healthier environment to study in and so they perform well (Adam Isen Feb. 2010). A Mothers education influences a child mostly during the childs early years of education (primary education). Educated mothers make their children spend more time in outdoor activities, reading etc and are concerned about their childs progress at school and have expectations of the childs future educational achievements .This encourages the child to focus more on his studies and enhances his capabilities. (Leon Feinstein and Ricardo Sabates: January 2008). Moreover there are substantial intergenerational returns to education. An additional year of a mothers schooling makes a positive contribution to the Childs academic performance. It increases the Childs performance on a standardized math test by almost 0.1 of a standard deviation and reduces the incidence of behavioural problems especially for children aged 7-8.There are various channels that transmit the effect of maternal education to the child, including parental investments throughout different stages of a Childs life and family environment. Educated women tend to have a healthier home environment with better and more stable family lives which then contribute to their Childs educational excellence. Maternal education also reduces grade repetition and the incidence of behavioural problems. Educated mothers basically avoid early childbearing, are more likely to be married to educated men and tend to have higher incomes. Thus they can contribute in several ways to their Childs educa tion for example through books, involving them in extracurricular activities or buying them a computer. This additional investment pays off in the form of improved child performance in all academic aspects of his life. Even if educated mothers work more they do not neglect their children as they are aware of the negative consequences of doing so (Pedro Carneiro, Sep 2007). Also educated mothers tend to spend more time with their children and their children tend to spend more time studying outside school thus there is a strong impact of maternal education on their childs test scores.( Tahir Andrabi, Jishnu Das and Asim Ijaz Khwaja, March 2009). Educated mothers bring in more encouragement and ability for their children to succeed in life. Children of educated mothers are usually more confident, free from anxieties, ambitious, self reliant and more focused. It is seen that an increase in mothers education leads to an increase in the students achievement at school .Those mothers who stayed on in education rather than just having the basic primary education can help their children in a better way. A direct relationship is seen between a mothers education level and their childs academic performance. (Azra Parveen Muhammad Tayyab Alam 2008). Traditionally it has been thought that an increase in investment in womens schooling pays off in the form of increased schooling of the next generation. Some authors have a different view however. According to them the positive relationship between mother-child schooling can not entirely be considered true as it is somewhat biased upward due to the correlations between schooling and assortative mating and heritable ability. The other studies, they argue have not considered these factors and thus conclude showing a positive relationship between mother-child schooling and education. An increase in the schooling of women does not have beneficial effects in terms of the schooling of children (Jere R. Behrman and Mark R. Rosenzweig, 2002). Increases maternal schooling and education instead makes the mothers concentrate less on their homes, family and specifically their children. It is emphasized that the time of the women is an essential factor in childbearing and thus women should concen trate more on their families and not on education. This, they argue will lead to a better academic future for their child. Better schooling of the mother however can improve a Childs health in certain situations. Basically the result of investing in womens schooling requires attention to the role played by schooling in the labor and marriage market for women. (Jere R. Behrman and Mark R. Rosenzweig, 2002) Literacy status of mothers also strongly affects the health and nutritional state of their children thus literate mothers can take better care of their childs health and protect them against several diseases. With illiterate mothers however there are chances of children developing malnutrition especially children less than three years of age who are underweight. Malnutrition negatively affects the childs academic performance. An educated mother takes better care of their Childs health and thus their child is more successful throughout his life. Although there is a positive correlation between a mothers education and their Childs health some studies reveal that there is hardly any significant effect of a mothers education on Childs health if mothers have got only primary education. Further it has been found that the first three years of mothers education has no impact on the Childs health. The impact is seen after the first three years and the result is not linear in education. After 4 to 6 years of education, the magnitude of this effect becomes small but then again picks up after 1 years of education. (Meherun Ahmed May 2009). Nonetheless, some scholars do not completely support the correlation that there is a strong causal relationship between maternal education and child health. According to them this link has hardly been analyzed properly using the most appropriate statistical models. They are using the community-level fixed-effects models and thus argue maternal education may be a proxy for the socioeconomic status of the household as well as for characteristics of the community of residence. Therefore according to them there is a possibility that the positive relationship between maternal education and child health may be untrue. By controlling for a few socioeconomic variables the maternal education/child health link is seen to be weak. Three markers of child health namely infant mortality, immunization status and childrens height-for-age have been examined. Maternal education has a significant impact on height-for-age and infant mortality in only a few countries around the world. However on the othe r hand maternal education has a strong positive effect on childrens immunization status in about half of the countries of the world even after implementing the community and individual level controls. (SONALDE DESAI AND SOUMYA ALVA, 1998) According to another study, educated parents tend to have educated children. The author focused on studying whether the intergenerational transmission of human capital is more behavioural (nurture) or innate (nature). The data collected helped in separating genetic from environmental parental influences. Results of the analysis emphasised that the nurture component is more important for both parents (mother and father).The education of the most educated female adult in a household has a strong positive effect on the schooling of the children in that household. This holds true for a Childs biological parents and for the parents of an adopted child. It can be said that the more the mother is educated, the better the Childs academic performance. When boys and girls are analysed separately it is seen that if the nurture component is isolated, the fathers education matters more for boys whereas a mothers education matters more for girls. The positive effects of the education of the adopti ve parents are only seen for children related to the head of their new households (Damien de Walque, 2005). Research Project Literature Review By Asna Shahid Section G 07U0469 Submitted to Anam Tahir Lahore School of Economics

Eden Robinsons Monkey Beach

Eden Robinsons Monkey Beach Gothic literature began due to the Romanticism movement, which became popular during the late 18th and 19th centuries. The word Gothic refers to An architectural style in Northern Europe from early 12th century to 16th, and, as Gothic revival, in 19th century. Thence it is applied to literature and religion to denote the opaquely mysterious and grotesque. (John Bowker) Characters within gothic genre novels typically have their world distorted in some way. Lisamaries world becomes warped when she is encountered with the disappearance of Jimmy, which influences her to reflect on the past relationship that she once had with her younger brother. Eden Robinson embarks the reader into a world of mystery instantly when she writes Six crows sit in our greengage tree. Half-awake, I hear them speak to me in Haisla. Laes, they say Laes, lses.(Eden Robinson) Instead of including a description of the setting to the reader at the introduction of the novel, the author wants us to understand the ambiguity behind the story. Shortly into the story Lisamarie discovers that her younger brother, Jimmy has gone missing on a fishing trip. Distraught of their sons disappearance, Lisas parents decided to be closer to the search so they embark on a journey to Namu. The night before the Queen of the North disappeared, Lisa had a dream that she saw Jimmy at Monkey Beach. Monkey Beach quickly became Jimmys favorite place to escape to when he was a kid. He enjoyed hearing stories that his dad, Ba-ba-oo, told to him about the Bgwus which is a sasquatch that inhabits Monkey Beach. Ba-ba-oo would often embellish the story of the Bgwus and Ma-ma-oo would become irritated saying Youre telling it wrong.(Eden Robinson)The author establishes an environment where storys are exaggerated and told in partial truths. While on a trip to Monkey Beach, Jimmy tries to find this mythical creature with no avail. This adventure to Monkey Beach sparked an interest in Jimmy. The mysterious disappearance of Jimmy is a main theme during the story. While the story continues with the search for Jimmy, the narrator provides the reader with flashbacks to the childhood of both Lisa and Jimmy. During these flashbacks we come to understand the strong bond that is forged between brother and sister. One familiar theme of gothic genre is death. Eden Robinson presents this gothic theme in several ways in which she leaves the reader with the mystery of Jimmys death during the story and also feeds the readers desire for death by revealing that of Micks and Ma-ma-oo. Mick was a rebellious character whom Lisa was frightened at first of his persona. Lisa would later become fond of her uncle and earn the name little monster. On a fishing trip Lisa discovers that Mick and her mom has once dated before she meet Albert. While on the fishing trip tragedy strikes and Mick is killed in a fishing accident where he was partially eaten by seals. Lisas grandmother suffers a misfortune when her house catches fire and unable to escape Ma-ma-oo dies in the house fire. Ma-ma-oo was always affectionate and caring to Lisa, so in her inheritance she leaves Lisa with 200,000 dollars. Ghosts and the supernatural are both elements that amplify the horror of a gothic genre. Eden Robinson provides Lisa with a gift, which is an ability to see ghosts. Lisa is haunted by the apparition of a little man whom always appears to Lisa before something bad is about to happen. The sasquatch or Bgwus, was a creature that haunted Monkey Beach and gave the island a bit of ambiguity. The elements of Gothic genre are spread throughout Eden Robinsons Monkey Beach, which aid the reader in understanding a doom and gloom atmosphere in the story. JOHN BOWKER. Gothic. The Concise Oxford Dictionary of World Religions. 1997. Encyclopedia.com. 19 Oct. 2010.

The United States, Iraq, and The Ramifications of War Essays -- Foreig

Operation Desert Storm or otherwise known as the Gulf War was a huge victory for the United States and its allies while at the same time a devastating defeat for Iraq.1 The attack led by the United States on Iraq nearly destroyed the Iraqi's military capabilities which forced Iraq to withdraw from Kuwait and led to changing Iraq’s southern border in a way that was in favor of Kuwait. The attack also instigated differences in opinion in Iraq and generally weakened Saddam Hussein's regime.2 As Robin Wright stated, â€Å"Operation Desert Storm served as a textbook case of how to deal with aggression in the post-Cold War world†.3 Eight years later after the U.S. victory over Iraq in the Gulf War, the United States remained in an ongoing foreign policy disaster with Iraq. As Charles Glass stated, â€Å"a state of war exists between the United States and Iraq†.4 This war was about political pressures and economic sanctions. While there are substantial evidence that the suffering in Iraq was a direct result of this war of attrition, there was little proof that the United States was achieving its objectives. The Iraqi leader Saddam Hussein still remained in power and was considered stronger than ever.5 The United States was also encountering high levels of international opposition to their foreign policies concerning Iraq from both members of the U.N. security council and their Middle Eastern allies.6 Lastly, there were signs that public support for the United State's foreign policy in Iraq was weakening.7 The level of hatred towards Iraq in the United States was so high at the time that it was hard to imagine the U.S. actively supported Iraq at one point in time. However, about a little more than a decade before then, Iraq was viewed by ... ...n for Iraq? Middle East Policy, 5 (3), 1-22. 18. Laipson, E.; Clawson, P.L.; Parasiliti, A. & Francke, R.R. (1999). Symposium: after Saddam, what then for Iraq? Middle East Policy, 5 (3), 1-22. 19. Laipson, E.; Clawson, P.L.; Parasiliti, A. & Francke, R.R. (1999). Symposium: after Saddam, what then for Iraq? Middle East Policy, 5 (3), 1-22 20. Dunn, M.C. (1996). Five years after Desert Storm: gulf security, stability and the US presence. Middle East Policy, IV (3), 30-39. 21. Norton, A.R. (1999). Rethinking the United States policy toward the Muslim world. Current History, February, pp. 51-58. 22. Norton, A.R. (1999). Rethinking the United States policy toward the Muslim world. Current History, February, pp. 51-58. 23. 24. Halliday, D.J. (1999b). The impact of the UN sanctions on the people of Iraq. Journal of Palestine Studies, 28 (2), pp. 29-37.

Colonialism and Imperialism in Africa Essay examples -- Exploratory Es

Disease and Imperialism in Africa      Ã‚  Ã‚   Diseases were prevalent in Africa during the time of European Imperialism. Disease affected both natives and European peoples in Africa. African diseases affected both natives and European explorers and soldiers as well as diseases brought by the Europeans that affected the Africans.      Ã‚  Ã‚   Numerouks diseases impadcted the Europeans in Africa during the time of Imperialism.   During the time of Imperialism many explorers and soldiers died of disease. "During 1804-25 over 60 per cent of the men sent out by the Church Missionary Society died of disease" (McLynn 228). Traveling to Africa was very dangerous. "Before the 19th century, European soldiers in the tropical areas [in Africa] died from disease at four to five time the rate of those in Europe" (Curtin). "By far the greatest fatality in Africa was from malaria" (McLynn 228). Often times entire expeditions would die of disease upon traveling in Africa. "Of the 40 men who accompanied Mongo Park's second expedition to the Niger in 1805, not one returned to England. Six were killed in battle, the rest died of malaria or dysentery" (McLynn 228). The Europeans lacked ways to cure or prevent these diseases because they knew so little about them. "Traditional remedies were lying in steam baths, taking cold dip s in the sea, applying bisters or swallowing doses of strychnine, arsenic, and calomel" (McLynn 232). Disease stopped the Europeans from moving quickly through Africa. The symptoms of illness and loss of life halted exploration. Symptoms of malaria were incapacitating; they included "chills, fever, and sweating" ("Malaria"). The cause of malaria was unknown until it was discovered that it was "caused by a blood parasite of man,... ...rta. CD-ROM. Microsoft. 1994. Manderson, Lenore Ph.D. "Public Health Developments in Colonial Malaya:   Colonialism and the Politics of Prevention." America Journal of Public Health. Jan 1999: 102-107. Masland, Tom, and Rod Nordland. "10 Million Orphans." Newsweek. 17 Jan. 2000. 5 March 2000 http://newsweek.com/nw-srv/printed/us/in/a4881-2000jan9.htm. McLynn, Frank. Hearts of Darkness: The European Exploration of Africa. New York:   Carrol & Graf, 1993. 227-252. Reader, John. Africa: A Biography of the Continent. New York: Vintage Books, 1997.   239-248. Smaldone, Joseph P. "Disease and Empire: The Health of European Troops in the Conquest of Africa." The Journal of Military History. April 1999:   453-455. Online. Proquest. Proquest UMI. 28 Feb. 2000. Wekesser, Carol, ed. Africa: Opposing Viewpoints. San Diego: Greenhaven Press, 1992. 24-32. Colonialism and Imperialism in Africa Essay examples -- Exploratory Es Disease and Imperialism in Africa      Ã‚  Ã‚   Diseases were prevalent in Africa during the time of European Imperialism. Disease affected both natives and European peoples in Africa. African diseases affected both natives and European explorers and soldiers as well as diseases brought by the Europeans that affected the Africans.      Ã‚  Ã‚   Numerouks diseases impadcted the Europeans in Africa during the time of Imperialism.   During the time of Imperialism many explorers and soldiers died of disease. "During 1804-25 over 60 per cent of the men sent out by the Church Missionary Society died of disease" (McLynn 228). Traveling to Africa was very dangerous. "Before the 19th century, European soldiers in the tropical areas [in Africa] died from disease at four to five time the rate of those in Europe" (Curtin). "By far the greatest fatality in Africa was from malaria" (McLynn 228). Often times entire expeditions would die of disease upon traveling in Africa. "Of the 40 men who accompanied Mongo Park's second expedition to the Niger in 1805, not one returned to England. Six were killed in battle, the rest died of malaria or dysentery" (McLynn 228). The Europeans lacked ways to cure or prevent these diseases because they knew so little about them. "Traditional remedies were lying in steam baths, taking cold dip s in the sea, applying bisters or swallowing doses of strychnine, arsenic, and calomel" (McLynn 232). Disease stopped the Europeans from moving quickly through Africa. The symptoms of illness and loss of life halted exploration. Symptoms of malaria were incapacitating; they included "chills, fever, and sweating" ("Malaria"). The cause of malaria was unknown until it was discovered that it was "caused by a blood parasite of man,... ...rta. CD-ROM. Microsoft. 1994. Manderson, Lenore Ph.D. "Public Health Developments in Colonial Malaya:   Colonialism and the Politics of Prevention." America Journal of Public Health. Jan 1999: 102-107. Masland, Tom, and Rod Nordland. "10 Million Orphans." Newsweek. 17 Jan. 2000. 5 March 2000 http://newsweek.com/nw-srv/printed/us/in/a4881-2000jan9.htm. McLynn, Frank. Hearts of Darkness: The European Exploration of Africa. New York:   Carrol & Graf, 1993. 227-252. Reader, John. Africa: A Biography of the Continent. New York: Vintage Books, 1997.   239-248. Smaldone, Joseph P. "Disease and Empire: The Health of European Troops in the Conquest of Africa." The Journal of Military History. April 1999:   453-455. Online. Proquest. Proquest UMI. 28 Feb. 2000. Wekesser, Carol, ed. Africa: Opposing Viewpoints. San Diego: Greenhaven Press, 1992. 24-32.

Commentary on ‘Foo Fighters Music Review’ and ‘The Birth of a Band, Waring Green’

My aim in writing these pieces were both to inform and put across my opinions to an audience of interested readers. For the music review my intended audience was young music lovers and for the biography it was more for anyone who is interested in reading about people who have had an interesting life experience, perhaps a similar one to themselves. I wanted my pieces to be clear and amusing, and in the music review, more informal so that it would appeal to people. The biography was intended to be informative, whereas the review was intended to be more open in view as to include the audience more. In order to accomplish this I have deliberately used a number of techniques. In the title of my second production piece I have included some alliteration of the sound [ ] which catches the attention of the reader and helps to establish the main story. In ‘The Birth of a Band' I used mainly first person pronouns such as ‘my' and ‘I'. This helps to show the reader that it is from my own personal view and it is an actual real life even that I have encountered. In the Foo Fighter review I used mainly third person pronouns such as ‘their', and I also named people and attached the event directly to their name. this is the opposite of the other piece as it establishes that the music and the credit belongs to them and no-one else. I have tried to be quite informal in both of my pieces by using words such as ‘dodgy' and constructions such as ‘Pointless? Funny!' This helps to make the reader feel more at ease when reading it, and there is also some intended humour in order to make the reader laugh, more so in the review than the biography piece. In the review of the Foo Fighters I included one instance of a mild taboo lexeme. ‘†¦damn good†¦' Again this is a point in the text that gives the reader a bit of comic relief and a chance to reflect on my opinions with their own. This is why I decided to add quite a lot of interrogatives into the text, even though I cannot expect an answer, the reader can establish their own views and opinions about what I think and also about what they think in comparison. I aimed to make my two pieces as clear as I possibly could. I used a number of techniques to ensure this. Firstly I used short strings of words, for example, ‘That was a real boost', and tried to avoid overly long sentences. I didn't want my readers to become bored of reading too many facts or opinions at a time. Secondly I used fairly short simple lexemes. I tried to keep my words either monosyllabic or disyllabic because this makes the text flow more smoothly and doesn't make the reader get confused at long complicated words. In my two pieces I have used a lot of past tense, mainly in ‘The Birth of a Band' to show how what we have achieved is a past event. For example ‘was' and ‘asked'. However I did use some present progressive, ‘will keep trying' in order to show how our band and music are still going. I also used some present tense, mainly in the Foo Fighters Music review, to show how their music is still in development. It also helps to convey how it is their most recent album, as I am talking about it in the ‘here and now'. I included in my review of the Foo Fighters music an overall grade of how I feel about their music. This is nine out of ten. Most people will understand this as a good mark because it is on a scale of one to ten which is the most common way of grading something. I feel it is a good way of rounding up my review, although I do think it could lead to the reader skipping the rest of the text and just taking the score at face value rather than investigating further into why I have given this grade. But if the reader is interested enough I do not see this as a major problem. I believe I have successfully achieved my targets in writing these pieces. I feel as though they are very entertaining and they convey my feelings and opinions towards the subject matter very effectively. I feel that the information I have provided is sound and believable.

Islamophobia Essay

Islamophobia is controversy term that refers to perjudice and discrimination of Islam and muslim. It become more popular after attack of 11/9. Now, i’ll tell you about 11/9 issues, which is the series of 4 suicided attack organised by Al-Qaeda on the United states in 11 of september 2001. In that morning, 19 al-qaeda’s seized four passengers jet. And the hijackers intentionally crassh the 2 plane into PWTC in city of newyork. Thus, this tragedy had killed all passengers and most of the workers in the building involved. Both of towers collapsed within 2hours. Suspicion quickly fell on the al-Qaeda’s leader which is Osama bin Laden at that time. As we know that alQaeda such a muslims organization. Based on what had happened to american in this tragedy made the outsiders phobia to Islam and think that Islam suched a terrorist religion. I can give you one opinion of a British journalis in the indipendent, Johan Harry. He argues that authentic Islamophobia exist and consist of the nation that is a uniquely evil religon, more definitly war, like a fanantical than cristianity or budism or others. For more clear, let me tell you about a hindustan movies My Name Is Khan and I’m sure some of you have heard about this movie. The story about Rizwan Khan charactered by Shah Rukh Khan which is a sindrom Asperger. He’s meet his love in america state with a widow, mandira who is have a son named Sam. When they decided to married. Name’s of Sam should be change to Sameer Khan. And the name of khan create a prejudice Islam-christian. Until sameer Khan had been killed at the middle of the field in america by his friends. This is clearly shown the feelings of scared in american until they have to killed their own friends. In 1997 the British RunnymedeTrust defined that Islamophobia is as dread and hatred of Islam and let to the fear and dislike of all muslims. Stating that it also refers to the practise of discriminating againts muslims by excluding them from economic, social, pilitics and public life of the nation. It includes the perception that Islam has no values in common with other cultures is interior to the west and also is violent political ideology rather than a religion. The Runnymede report contrasted â€Å"open† and â€Å"closed† views of Islam, and stated that the following eight â€Å"closed† views are equated with Islamophobia: 1. Islam is seen as a monolithic bloc, static and unresponsive to change. 2. It is seen as separate and â€Å"other.† It does not have values in common with other cultures, is not affected by them and does not influence them. 3. It is  seen as inferior to the West. It is seen as barbaric, irrational, primitive, and sexist 4. It is seen as violent, aggressive, threatening, supportive of terrorism, and engaged in a clash of civilizations.

Use of Games in Teaching Grammar

Basically, female students are more polite and usually follow the teachers' instruction. They prefer to listen and learn. While the male students tend to ignore and do what they want to do, actually it challenged the teachers' patience. The male students tend to get bored easily, since learning English is more to theories learning. Moreover, a study has shown an important perspective under second language learning investigations; highlighting females to execute more interests, positive behaviors and performances, in comparison to the males (Keller, 1983; Awaken, 1999; Doormen&Shoaib, 2005).These re due to students' unlike levels of motivation, attitudes and anxiety towards language learning, further Influenced by their learning characteristics and styles, lesson content and teaching strategies, social environment and supportive mechanisms, family Influences and peer pressures, cognation levels, and so forth (Williams, Burden , 2002). It is important to note that the challenges facing school systems confronted with the same challenges. Sadomasochistic are not simply an artifact of urban education; rather, they have a significant impact on how urban schools are structured.The concentration of poverty and racial isolation matters in that it is directly related to school processes that significantly influence student achievement trends (Reemerged, 2005). 3. Objective This study aims at identifying reasons why female students have higher interest towards learning the English language. The objectives are as follows: a. To analyses the problems faced by the male students who have lower interest in language learning. B. To find out the whether the teacher is being biased c. To identify the best strategies to attract male students attention in learning language. Problem statement Why do female students have higher interest in learning English language in urban school? This paper addresses the problem that female students have higher interest in learning English language in urban school. Girls were found to be more inclined to study foreign and second languages and outperform boys (Cumberland, 2000). Males are claimed to have a more negative view and a less aptitude towards foreign language than females (Week, 2011). It shows that male students have lower interest and effort to learn English language.The main reason I want to conduct this research s because I am eager to know what makes this big gap in interest of learning English language between female and male students. Why female students interest is higher in learning English language. All these crucial points must be clarified. Only then, we can overcome this matter. Assumption -Male students have lower interest in learning English language. Research Question a. Is it because female students are not interested in practical learning? B. Are the teachers who teach English language come across being biased and not effective? C.What are the strategies can be used by the teachers to grab male stud ents and other students' attention? . Literature Review Several recent studies indicate that many young women around the world consider English to be intrinsically linked to feminism and are motivated to learn it as a language of empowerment. This trend is apparent in Japan, the FL context highlighted in this volume. At present many more young Japanese women than men appear to be interested in learning English, training for English language-related professions, and traveling to English-speaking countries (Sickbay's, 2002).For these women, English offers an entry into the Job market as well as a possible way of liberating themselves from the confines of gender patriarchy. Therefore, we can say that women have awareness of how important English language is. They know their a) Lack of motivation. Moreover, gender has been an important perspective under second language learning investigations; highlighting females to execute more interests, positive behaviors and performances, in compar ison to the males (Keller, 1983; Awaken, 1999; Doormen, 2005).Either because of their uninterested factors or because of feelings of hopelessness, students feared to lose face. Under such conditions, if the teacher were too strict and serious, they would lose their confidence, and not participate voluntarily. They do not have guard to talk in front of others. Some teachers tend to correct the students answers or words directly, it really denominated the students especially the boys. Teacher should be more gentle and smart in correcting the students so that they would not feel embarrass.Teachers' Judgment and treatment of students has tremendous influence on their educational and emotional development, and also impacts how students are labeled, and thus able to access educational resources (Cochran-Smith, 1997; Sakes & Lipton, 1999). Teacher's words and actions influence students very much, because students see teachers as heir role model. B) Teachers are being Judgmental and biased. Social Justice educators, instead, recognize that society is inequitable.Hence, they expect students of color, along with those who are poor, disabled, female, or have limited English skills, to encounter racism, classicism, and other forms of discrimination as part of their efforts to become productive and prosperous citizens (Bartholomew, 1994; Deader, 1991; Sakes , 1999). Teachers' perceptions of male- and (femaleness are crucial for their relations with pupils and can be an important factor in generating gender equity in schools. Gender stereotypes are also likely to be reinforced or weakened by text books and reading material provided in schools.When teachers become so Judgmental, it will affect his or her teaching and learning process and cause other problem, which can make some students feel left aside. Some teachers tend to focus more on female students because normally male students are playful and tend to make fun of the learning itself. However, there must be some male s tudents who really want to learn the language seriously. A study published in the Journal of Human Resources, revealed that boys gained a grade onus on assessment scores when they behaved as well as girls. ) c) Participation in classroom lessons.Participation usually means students speaking in class which are answer and ask questions, make comments, and Join in discussions. Like those in Cortical and Jinn's (1996) study, the students in the present study also worried about losing face in oral English language classrooms. Thus, they kept quiet and waited until they were required to speak English. As we can see a male student's responses, â€Å"l am not so active because I don't want to â€Å"lose face† when I make mistakes† (L', male). â€Å"L have elf-respect and don't want to lose face before others. Female students tend to be learning seriously.Most of the male students do not like to be control within any situation, they like to be free and do as they like. Even th ough, they Join the learning process, they will usually be Joking around rather than learning seriously. Teacher should come up with practical activities such as role play, debate, choir and others to attract student's attention especially male students. This is because males tend to engage eagerly in practical learning style. D) Students different learning strategies Learning strategies are defined in general as behaviors that are intended to influence the individual processes information.Chamois (1987) regards learning strategies as techniques, approaches or deliberate actions that students take in order to facilitate the learning, and recall of both linguist ICC and content area information† (Chamois, 1987, p. 71). Similarly, according to Oxford (1990), language learning strategies are specific operations used by the learner at various levels to ease the acquisition, storage, retrieval and use of information. Individuals' learning Tyler differ based on their high versus low academic achievement. Gifted and underachieving students have significantly different learning styles and do not perform well with the same methods.Conversely, gifted students in nine diverse cultures with talents in either athletics, art, dance, leadership, literature, languages, or music evidenced essentially similar learning style characteristics to other students with the same talent (Amalgam & Price, 1993: 7) and much defiance, meanwhile, the girls produced big blocks of talk and were obedient, and there was much attentive listening and sympathizing. Females were more successful than males in eight countries among 9-year-olds. ((landfills differ by gender (Grebe, 1999; Pizza, 1990). Males and females learn differently from each other.Males tend to be more kinesthesia, tactual, and visual, and need more mobility in a more informal environment than females. Males also are more nonconforming and peer motivated than their female classmates. In group, males tend to learn less by li stening. Females, more than males, tend to be auditory, authority-oriented, and better able to sit passively at conventional classroom desks and chairs than males. Females also tend o need significantly more quiet while learning (Pizza, 1990: 1 1); be more self- and adult -motivated, and conforming than males (Marcus, 1977: 9). ) Teaching strategies Cave (2001) suggested, studying such questions is important because if gender disparities are found, they may lead teachers and researchers to seek ways to minimize them, thus affording both genders maximum opportunities to achieve high levels of LA literacy. In terms of general language learning strategies, some studies show minimal differences between males and females (Smash, 2003; Shook&Sheorey, 2002) or even higher strategy use for males (Bally, 1996). Most current literature in this area, however, shows that females tend to be more active strategy users than their male counterparts (Oxford, 1993).Teacher should put herself into her students' place, thinking about their difficulties in learning English. Teacher should to be more active, thoughtful, and humorous while giving a class, not stern like certain teacher's role to change the student's perspective of learning English language. Teacher must be creative and create fun learning. Sometimes students don't like to read because they find it difficult. It is the teacher's Job to find the ability level of each detent and gear lessons to meet their needs. Students will feel successful and connect to lessons when they are taught at their level.Those students who seem bored probably lack of the ability to keep up with other students in the regular classroom. Mix up the male students with female students whenever there is activity in classroom. Therefore, the boys would not left behind. We know the girls will do their tasks properly. Their cooperation in completing the task will produce fantastic outcomes. Female students will be more silent and generate ideas whil e the boys will help and boost up their plan. 6. Research Methodology I will be using quantitative method for my research later. I will prepare questionnaire.In which I will use liker scale in my questionnaire. This is because I think, this is easier for them to understand and easier for them to provide their feedback. 7. The expected Work Schedule/Timeline My research will be done during 14 weeks of practical at school. For the first 1 week, I will be observing the students attitudes and responses towards my teaching. The next three weeks, I will give them few activities, exercises and see the feedback. Based on the activities and exercises given, I will identify their strengths and nakedness. I will prepare the questionnaire based on that.