The Development Of Ideas In Creative Process Of Zaha Hadid Essay

The Development Of Ideas In Creative Process Of Zaha Hadid - Essay Example This was attributed to a split in society into competing social fragments, as well as specialization of knowledge into categories such as painting and architecture, which previously were considered to be in the integral class of arts. Works of architecture are products of art in the form of physical buildings and some other physical infrastructure, and which have cultural significance such as history of civilization. Architecture is hence not just a product distinct from art. It can be argued that architecture is in fact art, but in more physical and tangible forms such as buildings and other infrastructure . In the ancient civilizations, the architectural designs were not just magnificent; they had monumental value that still lingers to date. It can be well argued that ancient architects developed such monumental forms of architecture because they upheld and embraced a much-intertwined connection between art and architecture. Essentially, it was not possible to depict the distinction between architecture and art during the ancient times. A few architects in modern times like Zaha Hadid have fortunately borrowed a leaf from the ancient times, and have recognized and demonstrated a fundamental connection between art and architecture. ... Subsequently in recent times the artistic spirit in architects has caved in, as beauty, environmental and historical significance of building continue to be perceived as aesthetic and an unnecessary consideration. With this shift in priority, architectural articulation of artistic beauty and creativity is rapidly becoming something of the past2. With the current rapid revolution in information technology, the abilities and functions of architects will be able to be accomplished using computers; architects may have to revive the artistic fortitude that will move them beyond designing more than just functional infrastructure, but ornamental as well. However, the contribution of Zaha Hadids in illustrating the possibility of blending architecture and art cannot be emphasized. This paper seeks to prove a review and critical analysis of Zaha Hadids contribution in shaping future the architectural industry and profession. However, art, regardless of recent developments, still forms a spher e from which emerging architectural and technological inventions can be explored. It serves as an incubator for ideas, especially architectural ones, ideas that must be tested and investigated before being subjected to the real life pressures of performance. Art thus provides a platform for experimenting with ideas before they are actualized in real life situations. Every discourse, discipline and practice employs the system of art as a platform to brainstorm and experiment on new ideas. In 2006, Daniel Libeskind opened a new kaleidoscopic wing for Denver Arty museum, and which has been largely regarded as an architectural fantasy. This example reinforced an observation that quite often the architecture of museums stood as the real work of art that overshadowed the pieces of

Died for Beauty Essay Example | Topics and Well Written Essays - 750 words

Died for Beauty - Essay Example Thus, a careful reader can easily find traces, in her poems, of the physical isolation, loneliness, and eccentricities which she experienced in her personal life and these poems contain hints to her unfulfilled dreams. By and large, Dickinson’s poems are subjective in nature, short and unconventional in quality, and they were mainly for private circulation rather than large-scale publishing. The unique quality of her poems such as short lines, lack of titles, unconventional capitalization and punctuation, use of slant rhyme, etc have attracted readers of the subsequent generation, although Dickinson was almost unknown as poet during her lifetime. Dickinson’s poems mainly deal with her mysterious life which is presented to the readers through her mysterious verse. Through the various themes in her poems, Dickinson presented the startling aspects ordinary human life which includes the mysterious actuality of death. It is also greatly remarkable that she dealt with two rec urring themes, i.e. death and immortality, in her poems (as well as her personal letters) and the poems discussed in this essay focus on such themes as death and immortality, love, beauty, sickness and inspiration. ... However, a careful reader can find a connotation to the poet’s failure in achieving the real meaning of beauty which is hinted by the words ‘died’ and ‘scarce’ in the opening line. It is important to recognize that the major concern of the poet in this poem is to bring out the link between beauty and truth which she achieves through the effective use of diction – for example, words like ‘adjoining room’, ‘kinsmen’, ‘brethren’, etc reveal this link. To analyze the use of versification in the poem, it is clear that the poet uses rhyming words such as â€Å"tomb – room†, â€Å"replied – said†, â€Å"rooms – names†, etc to illustrate the musical qualities of her poems. Similarly, one can find the use of figures of speech such as metaphor, personification, metonymy, etc. The use of metaphor in â€Å"We brethren are† compares the two unlike things – i.e. be auty and truth, whereas these concepts are personified in the poem when they are given human qualities. The poet is effective in the use of metonymy when she refers to ‘our lips’ and ‘our names’. In short, â€Å"I Died for Beauty, But Was Scarce† is a typical poem by Emily Dickinson in which a reader can find elements of her poetry such as common themes, lyric qualities, unconventional capitalization and punctuation, striking use of figures of speech, and connotative language. Another poem dealing with the theme of death is â€Å"Because I could not stop for Death† in which Dickinson personifies death as a gentleman caller or suitor, and the poem incorporates all the major characteristics of Dickinson-poetry. In this poem, the poet celebrates the theme of death and establishes how dearly she

Study On The Student Athlete English Language Essay

Study On The Student Athlete English Language Essay Being a student athlete is one of the hardest things there is to do. You find yourself having to make to make two full time commitments, one to your professors who expects you to fully commit yourself to the classroom and one to your coach who expects you to fully commit yourself to your sport. There is no remorse in the life of a student athlete, neither professor nor coach cares if youre too tired trying to balance the two in your life. If you spent all night studying for a class your coach is not going to let you sleep in and if you spent all day working on your sport your professor wont give you any slack. Aside from being a tough life to live there are many benefits to being a college students athlete as well. Sports teach lifelong skills that have extreme value and cannot be learned outside of sports. Also being a student athlete forces you to be so busy that you dont have time to get in trouble like other college students may. Being a student athlete means much more than what its shown to be, you learn critical life lessons through your sport, you learn to deal with stress on a different level and you become bonded to your team like a family. A college team is always changing; especially at the community college level you only see a big part of the team for only a year before they move on to a four year. At the beginning of the season you look to most of these players as just a group of guys of even your competition for your position. But as you progress through the off season your look upon these men changes, instead of your competition you see a team all striving for the same goal. Eventually this team isnt just as team but becomes a family. When your teammate is out of the field and youre not you clinch your teeth for them to make the play instead of fail which could give you a chance to play. At practice you push youre hardest to force the only players to do the same. When a whole team achieves this it creates something special, a team destine for greatness. Being a student athlete can bring a lot of stress causing them to lose concentration in both school and their sport. Stress can be a major problem that can eventually cause a student to not only quit in their sport, but also drop out of school all together. Being a student athlete causes more stress than typically any other reasoning for a college student to be stressed. For example when an athlete has a game coming up and a big project due the same night it will cause a lot stress. The one way that a student athlete can avoid having this type of stress is finishing their school work ahead of time, so they can relax after the game. This strain can also cause an athlete to stop doing a sport completely for a little while and entirely focus on their school. Theres nothing wrong with doing that, but stopping a sport for any time period will interrupt the growth of an athletes skill in their sport. Having good time management could be a determining factor of winning a State Championship or not for the team. Its granted that no athlete wants to be the one that ruins winning a State Championship just because they dont plan in advance. If a student athlete is in a sport that is individual such as tennis or golf this can cause even more stress due to the amount of pressure the sport causes alone. The goal to being a good student athlete is to have time management and not be a procrastinator. An athlete must also have good valued characteristics because in most case they are looked upon as role models. When a student goes to college they will develop into the adult they want to be in the future. Being in a sport while in college can give that student some of the respectable characteristics that they will need in the future. Bob Richards once said One of the great lessons Ive learned in athletics is that youve got to discipline your life. No matter how good you may be, youve got to be willing to cut out of your life those things that keep you from going to the top. Being an athlete means you must know what will help you move forward and what will take you back and remove what will take you back. Being an athlete also gives you leadership qualities that cant be learned elsewhere because you are placed into situations where quick decisions must be made. Athletes also have good respect towards others otherwise they would get punished in their sports for having disrespect. Being an athlete or not everybody probably agrees that having to run for being disrespectful is unquestionably not worth it. Student athletes are usually respected by others because they understand how the athletes have to work hard and are always strong-minded to succeed. Most people believe the idea that college is the time for messing around and discovering yourself, especially in the life of student athletes. The college athlete has been given this reputation of jocks only playing and partying. This is very untrue, the student athlete must strive for excellence of the field and still manage to do all their homework and school work. Regardless of how tough all the school work is, I believe everyone deserves to have a college experience outside the classroom. Some believe that student Athletes lead a different college experience than a normal student. As a college student athlete myself, I have come to learn that I am going to need to work twice as hard to be able to receive good grades while earning my degree along with balancing my time consuming baseball career. While I am trying to balance all of these things I am also going to try to be adjusting to the living circumstances and other situations the college life decided to throw at me. All college students tolerate and encounter some of the same situations. The college life is a huge change from life in high school. In college students usually move away from the comfort of their homes and no longer live under the protection of their parents. Most student athletes like myself have always been juggling their school work and sports as long as they can remember. Because Ive always had a sport to go along with school Ive never had the chance to be as full time student. In high school I was always playing a sport or dedicating my time to become better in one. It gives a student an unfair advantage over student athletes because they can spend this time becoming a better student. Although, there are many issues college students and college student athletes share, there are also a lot of problems they do not. Life can be stressful at times for every college student, but your normal college students have additional time to deal with whatever problems that occur. From witness ing college students around me, I have come to the assumption that all college students will sleep as much as they can. In most cases this would mean sleeping until you have to attend class, which most likely starts around nine for most students. Your standard course load for a typical college student is around fifteen units, which averages around ten to twelve hours a week. Once a college student attends all of his or her classes for the day they are usually free to do whatever they desire. With this extra free time the student has, it is mostly devoted to their social life. Since there normally is a good amount of extra time on the college students life they can usually have a pretty decent social life outside of school. The life of a college student athlete is structured closely to a normal students life but has much more added on top. Although, your typical class normally starts around nine or eight, most athletes are required to have to be up much earlier for study hall and/or practice depending on the sport. Not being able to sleep in very much in the mornings, I celebrate when I have a class at ten and I can go home after study hall or lifting and sleep for that extra hour. After school is over for the day, a college student athlete is rarely free to do what they wish; the majority of the time, there is either practice or games to be attended too. After a long day of class and practice you get to finally go home and do homework and study. With all of their time dedicated to the sport they play, the majority of college student athletes dont have much of a social life separate from their teammates. While most of an athletes close friends are their teammates, it feels more as if a family than just simply friends. Throughout the chaotic schedules of athletes, they can still find some spare time to socialize with other friends. The difference is that every student athlete has a target on their back and constantly has eyes watching them so they must be very cautious of what they do outside of school. Being a student athlete is hard but college can still be fun. Nothing helps clear a writers block more than going outside and throwing a baseball to clear my head. It is still unsure if student athletes or regular college students party and get in trouble more. But what I am sure of is that a student athlete will run a whole lot quick when the police come because of the fear of having to face the consequences from their coaches. The truth of the matter is college is no breeze for anyone student; college as a whole is a lot of hard work and commitment. The majority of student athletes have respect, are good leaders, and are very passionate about their school work and their sport. I personally believe the life of a student athlete can be more difficult in some parts than it is for college students but the life lessons you learn from being an athlete can never be learned anywhere else. Writers Narrative Although my essay strides away from the main topic of the assignment I felt that writing this essay would help me develop as a student. I did extensive research of the benefits and withdraws of being a student athlete and wanted to argue the point that people make that student athletes care less about their school work. Work Cited 1. Academic and Athletic Reform. American Decades. Ed. Judith S. Baughman, Victor Bondi, Richard Layman, Tandy McConnell, and Vincent Tompkins.  Vol. 9: 1980-1989.   Detroit: Gale, 2001.  Ã‚  Word Count: 550. 2 College Athletics. BRADLEY JAMES BATES, JOHN R. THELIN, JASON R. EDWARDS, ROBERT E. STAMMER, Jr., RACHEL M. MADSEN, THOMAS PASKUS,, et al. Encyclopedia of Education. Ed. James W. Guthrie.  Vol. 1.  2nd  ed.   New York: Macmillan Reference USA, 2003.  p344-371.  Word Count: 15416. 3. College and High School Sports. Sports in America: Recreation, Business, Education and Controversy. Robert Jacobson. 2006  ed.   Detroit: Information Plus, 2006.  p69-94.  Word Count: 8791.

Essay --

The KKK or Ku Klux Klan was founded in 1866 in Pulaski, Tennessee by former Confederate Soldiers. Some of the founders of this organization consisted of; Captain John Lester, Major James Crowe, and Richard Reed to name a few. Their main target at the time was blacks and any white person that stood with them. The Ku Klux Klan was the head of the racism movement in America. Being a hate group among minorities, they made them live in terror day in and day out. The KKK was the most feared group of people in the 1860’s. The Ku Klux Klan is better known for their bizarre costumes. They wore white robes with tall cone shaped hats that would cover their whole face except for their eyes, which was cut out. Even to this day, they follow the same dress code as they did when the organization was founded in 1866. Around 1920, the Ku Klux Klan started to burn wooden crosses in the yards of black residents in hopes they would instill enough fear that they would leave. The Ku Klux Klan also had billets that each member would hold. In 1866, when the Ku Klux Klan was founded, Nathan Bedford Forrest was the Grand Wizard of the Empire or also known as Imperial Wizard. Other than his military experience, he was not well educated, did not have experience in leading any type of people, and died not to long after the Ku Klux Klan was founded. The Ku Klux Klan Act was passed in 1871, which allowed the congress to arrest or prosecute any acts of violence that were held by the Ku Klux Klan or any form of terrorism against any individual. The Ku Klux Klan was declared unconstitutional in 1882 by the United States Supreme Court. Unfortunately, Ulysses S. Grant did not enforce the law due to many factors such as finances and it being difficult to prosecute a... ...icas’ history. Some see it as racism and hate among the KKK. Others like, the white supremacy groups, other KKK members, Neo-Nazis, and others that support and follow in their footsteps. One can’t help but to think about their ulterior motives. The KKK claims they are not racist but do not want African Americans, Hispanics, and any other race to join their alliance. Some of the KKK groups say they love but do not hate, yet they hate gays, bi-racial relationships, and we will be dammed to hell if we practice in such behaviors. They practice in what they believe in and that is making whites the superior race and although in the eyes of millions of Americans, it is wrong because we are supposed to accept everyone as they are. Regrettably, they believe only whites should exist, which sadly is protected in their constitutional rights of freedom of speech and expression.

Greek Mythology and Religion Essay

Mythology is the study and interpretation of myth and the body of myths of a particular culture. Myth is a complex cultural phenomenon that can be approached from a number of viewpoints. In general, myth is a narrative that describes and portrays in symbolic language the origin of the basic elements and assumptions of a culture. Mythic narrative relates, for example, how the world began, how humans and animals were created, and how certain customs, gestures, or forms of human activities originated. Almost all cultures possess or at one time possessed and lived in terms of myths. Myths differ from fairy tales in that they refer to a time that is different from ordinary. The time sequence of myth is extraordinary- an â€Å"other† time – the time before the conventional world came into being. Because myths refer to an extraordinary time and place and to gods and other supernatural beings and processes, they have usually been seen as aspects of religion. Because of the inclusive nature of myth, however, it can illustrate many aspects of individual and cultural life. Meaning and interpretationFrom the beginnings of Western culture, myth has presented a problem of meaning and interpretation, and a history of controversy has gathered about both the value and the status of mythology. Myth, History, and ReasonIn the Greek heritage of the West, myth or mythos has always been in tension with reason or logos, which signified the sensible and analytic mode of arriving at a true account of reality. The Greek philosophers Xenophanes, Plato, and Aristotle, for example, exalted reason and made sarcastic criticisms of myth as a proper way of knowing reality. The distinctions between reason and myth and between myth and history, although essential, were never quite absolute. Aristotle concluded that in some of the early Greek creation myths, logos and mythos overlapped. Plato used myths as metaphors and also as literary devices in developing an argument. Western Mythical TraditionsThe debate over whether myth, reason, or history best expresses the meaning of the reality of the gods, humans, and nature has continued in Western culture as a legacy from its earliest traditions. Among these traditions were the myths of the Greeks. Adopted and assimilated by the Romans, they furnished literary, philosophical, and artistic inspiration to such later periods as the Renaissance and the romantic era. The pagan tribes of Europe furnished another body of tradition. After these tribes became part of Christendom, elements of their mythologies persisted as the folkloric substratum of various European cultures. Greek religion and mythology are supernatural beliefs and ritual observances of the ancient Greeks, commonly related to a diffuse and contradictory body of stories and legends. The most notable features of this religion were many gods having different personalities having human form and feelings, the absence of any established religious rules or authoritative revelation such as, for example, the Bible, the strong use of rituals, and the government almost completely subordinating the population’s religious beliefs. Apart from the mystery cults, most of the early religions in Greece are not solemn or serious in nature nor do they contain the concepts of fanaticism or mystical inspiration, which were Asian beliefs and did not appear until the Hellenistic period (about 323-146 B.C. ). At its first appearance in classical literature, Greek mythology had already received its definitive form. Some divinities were either introduced or developed more fully at a later date, but in Homer’s Iliad and Odyssey the major Olympian gods appear in substantially the forms they retained until paganism ceased to exist. Homer usually is considered responsible for the highly developed personifications of the gods and the comparative rationalism that characterized Greek religious thought. In general Greek gods were divided into those of heaven, earth, and sea; frequently, however, the gods governing the earth and sea constituted a single category. Principal DivinitiesThe celestial gods were thought to dwell in the sky or on Mount Olympus in Thessaly. The Earth, or chthonic (Gr. chtho n, â€Å"earth†), deities were thought to dwell on or under the earth, and were closely associated with the heroes and the dead. The lines separating these divine orders were indefinite, and the deities of one order were often found in another. The gods were held to be immortal; yet they were also believed to have had a beginning. They were represented as exercising control over the world and the forces of nature. Ananke, the personification of necessity, however, limited this control, to which even the gods bowed. At the head of the divine hierarchy was Zeus, the spiritual father of gods and men. His wife was Hera, queen of heaven and guardian of the sanctity of marriage. Associated with them as the chief divinities of heaven were Hephaestus, god of fire and the patron of metalworkers; Athena, the virgin goddess of wisdom and war, preeminent as a civic goddess; Apollo, deity of light, poetry, and music, and his sister Artemis, goddess of wildlife and, later, of the moon; Ares, god of war, and his consort, Aphrodite, goddess of love; Hermes, the divine messenger, later, god of science and invention; and Hestia, goddess of the hearth and home. Around these greater gods and goddesses were grouped a host of lesser deities, some of whom enjoyed particular distinction in certain localities. Among them were Helios, the sun; Selene, the moon (before Artemis came into existence); the attendants of the Olympians, such as the Graces; the Muses; Iris, goddess of the rainbow; Hebe, goddess of youth and cupbearer of the gods; and Ganymede, the male counterpart of Hebe. Poseidon, the worship of whom was often accompanied by worship of his wife, Amphitrite, ruled the sea. Attending the sea gods were the Nereids, Tritons, and other minor sea deities. The chief earth deities were Hades, ruler of the underworld, and his wife, Persephone, the daughter of Demeter. Demeter herself was usually considered an Olympian, but since she was associated with producing grain and the knowledge of agriculture; she was more closely connected with the earth. Another Olympian whose functions were likewise of an earthly character was Dionysus, god of the grape and of wine. He was accompanied by satyrs, the horsetailed sylvan demigods; Sileni, the plump, bald vintage deities; and maenads, nymphs who celebrated the orgiastic rites of Dionysus. Also among the more important divinities of the Greek pantheon were Gaea, the earth mother; Asclepius, the god of healing; and Pan, the great Arcadian god of flocks, pastures, and forests. Invocation of the GodsThe ancient Greeks had a strong sense of weakness before the grand and terrifying powers of nature, and they acknowledged their dependence on the divine beings whom they believed those powers to be controlled. In general, the relations between gods and mortals were cordial, divine wrath being reserved for those who transgressed the limits assigned to human activities and who, by being proud, ambitious, or even by being too prosperous, provoked divine displeasure and brought upon themselves Nemesis, the personification of revengeful justice. The saying of the historian Herodotus, â€Å"The god suffers none but himself to be proud† sums up the main philosophy that influences all of classical Greek literature. The sense of human limitation was a basic feature of Greek religion; the gods, the sole source of the good or evil that fell upon mortals, were approached only by making sacrifices and giving thanks for past blessings or pleading for future favors. In front of many a street door stood a stone for Apollo Agyieus (Apollo of the Thoroughfare); in the courtyard was placed the altar of Zeus Herkeios (Zeus as the patron of family ties); at the hearth Hestia was worshiped; and bedchamber, kitchen, and storeroom each had its appropriate god. From birth to death the ancient Greek invoked the gods on every memorable occasion. Because the very existence of the government was believed to depend on divine favor, celebrations for the gods were held regularly under the supervision of high officials. Public gratitude was expressed for being unexpectedly delivered from evil happenings or for being unusually prosperous. Organization and BeliefsDespite its central position in both private and public life, Greek religion was notably lacking in an organized professional priesthood. At the sites of the mysteries, as at Eleusis, and the oracles, as at Delphi, the priests exercised great authority, but usually they were merely official representatives of the community, chosen as other officers were, or sometimes permitted to buy their position. Even when the office was hereditary or confined to a certain family, it was not regarded as conferring upon its possessor any particular knowledge of the will of the gods or any special power to constrain them. The Greeks saw no need for an intermediary between themselves and their gods. Greek ideas about the soul and the afterlife were indefinite, but it was apparently the popular belief that the soul survived the body. It either hovered about the tomb or departed to a region where it led a sad existence needing the offerings brought by relatives. The disembodied soul was also presumed to have the power of inflicting injury on the living, and proper funeral rites were held to ensure the peace and goodwill of the deceased. Within the framework of Greek worship of many gods are traces of the belief that all natural objects are endowed with spirits. Fetishism, the belief in the magical efficacy of objects employed as talismans against evil, was another feature of early Greek religion. Examples of fetishes are the sacred stones, sometimes regarded as images of specific deities, such as the pyramidal Zeus at Phlius or the rough stones called the Graces at the ruined city of Orchomenus in Boeotia. OriginsAncient Greek religion has  been the subject of speculation and research from classic times to the present. Herodotus believed that the rites of many of the gods had been derived from the Egyptians. Prodicus of Ceos (5th cent. B. C. ), a Sophist philosopher, seems to have taught that the gods were simply personifications of natural phenomena, such as the sun, moon, winds, and water. Euhemerus (370? -298 B. C. ), a historian of myths believed, and many other shared this belief, that myths were the distortions of history and that gods were the idealized heroes of the past. Modern etymology and anthropology research produced the theory that Greek religion resulted from a combination of Indo-European beliefs and ideas and customs native to the Mediterranean countries since the original inhabitants of those lands were conquered by Indo-European invaders. The basic elements of classical Greek religion were, in the Hellenistic and Roman periods, somewhat modified and supplemented by the influences of philosophy, Middle Eastern cults, and changes in popular belief (as shown, for instance, in the rise of the cult of Fortune, or Tyche). The main outlines of the official religion, however, remained unchanged. BibliographyAncient Myths, by Norma Lorre Goodrich Meridian Books (July 1994)The Greek Gods, by Bernard Evslin (August 1995)Greek Myths, by Olivia E. Coolidge (December 1949) Greek and Egyptian Mythologies, by Yves Bonnefoy (November 1992) Gods and Heroes; Story of Greek Mythology, by Michael Foss (September 1995) Funk and Wagnalls, New EncyclopediaMultipedia CD-ROM for windows.

Act three of the crucible Essay

This leaves Mary Warren accused, with no way out, as Abigail expands on this statement to make it seem more realistic. Abigail has achieved what she wanted, she has gotten the attention away from herself using her accusations. The tension builds as we don’t know what Abigail is going to do next and we know that she is capable of destroying peoples lives. The Puritan society meant that everything revolved around God, the girls, knowing this, found that the strongest way to act was to accuse people of being against God. It would make them look in a better light as they are doing Gods work by ferreting the evil out of the village. Danforth, Hale and Hathorne believe that God is using the girls to help the village. This constant reference to the Bible and repetition of the puritan beliefs adds to the tension as it shows that they will not doubt the â€Å"messengers of God†. There is also a moment of humour were Proctor forgets one of the commandments, when he is trying to prove his wife’s innocence. Throughout the whole ordeal Proctor stands as the voice of reason, speaking the truth but not being heard over the tumult of lies. He voices sensible faults to Abigail’s accusations. When Abigail sees a yellow bird, Proctor says that he can’t see it and asks Hale the same thing even though he is being quieted by Danforth as he is trying to get the words out. He asks Hale because he thinks that Hale is starting to lose faith in the reliability of the court and calls to him for back up and support. He frantically tries to tell Danforth that the girls are just pretending in order to help Mary Warren, other wise he would feel guilty for Mary’s fate because he brought her there and told her to face up to Abigail and to tell the truth, â€Å"They’re pretending, Mr. Danforth! . . . They’re gulling you Mister! † This again adds to the tension as everyone is shouting over each other and the anger builds. As soon as everyone has been calmed down, once more they begin to yell their accusations over each other. The tension is built in peaks and troughs to keep the audience on edge. It is first built at the beginning when the characters first come on stage. It is lulled by Hale who asks for calm, and as they discuss the proceedings rationally, it is raised once more upon the entrance of Proctor as Parris claims he is there to overthrow the court. Another raise in tension is when Proctors wife is accused of keeping poppets in the house. Proctor cannot, despite the confession of Mary Warren, convince Danforth that it did not belong to Elizabeth. Abigail becomes worried that Danforth is starting to believe Proctor and so to strengthen the girls’ story she pretends she can feel a cold wind which is freezing her. The other girls pick up the act quickly and can also feel the wind. Proctor knows that they are only acting but cannot convince anyone else, as the girls’ have done it so much they start to believe it themselves. Act three – â€Å"Abigail : I – I know not. A wind, a cold wind, has come. (her eyes fall on Mary) Mary : (terrified, pleading) Abby! Mercy : (shivering) Your Honour, I freeze! Proctor : Their pretending! Hathorne : She is cold, Your Honour, touch her! † Abigail makes several attacks like this on Mary, when her and the other girls copy everything that Mary says and the one which finally cracks her, the yellow bird story. All these fantasies which Abigail makes up adds to the tension as we do not know what will happen to Mary if she does not confess. When Mary accuses Proctor she thinks she is doing what Abigail wants her to do but it ruins Abigail’s plan to get rid of Proctors wife so she could be with him instead. This is the end of the climax where Proctor is so angry at the injustice of the events and terrified of what with happen to him that in a moment of outrage that seals his arrest and ultimate hanging when he shouts out, â€Å"I say – I say – God is dead! † In the video the fury of the towns people is shown as they, in a Theocracy, feel very strongly about blasphemy. Proctor has seen the truth as he says that both Danforth and himself are doomed to hell as they have both sinned, â€Å"Proctor : God damns our kind especially, and we will burn , we will burn together! . . . You are pulling Heaven down and raising up a whore! † Hale has had enough and says he had nothing to do with the court proceedings and the overall verdict and storms out of the court. This is the final climax that Millar was building to the end were Proctor is so angry at Abigail and the court that he doesn’t care any more. When he says, â€Å"I say – I say – God is dead! † He is basically signing his own death warrant as the tolerance for blasphemy in his society was non-existent. Proctor knew this and knew this would anger everyone but he also knew that he couldn’t win. The end of the scene ends in chaos, as Hale storms out, The court falls apart, symbolising the less than perfect world of the Theocracy and their entire beliefs, which do not work when people have the freedom to lie and cause such thing as murder to happen legally and with the authorisation of the courts. I think that the point Arthur Miller is trying to make is that people will only believe what they want to believe. Also, there is not a straight line drawn through right and wrong, how crime and punishment are often influenced by thoughts, feelings and individual ideals. I think he is also trying to say that good doesn’t always conquer over evil no matter how superior their principals, intensions or morals are. Stephanie Moore English – Crucible essay Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Qualitative and Quantitative Studies Within Mental Health Care

Qualitative and Quantitative Studies Within Mental Health Care Free Online Research Papers This essay will look at a critical review of research of one qualitative paper and one quantitative paper (Cohen 2002) says that qualitative research study can mean the analysis of open-ended questions where respondents are asked to write on a survey. It also can refer to what is thought of as naturalistic research. Parahoo (1997) describes quantitative research as providing hard, objective facts that can be statistically analysed and interpreted. Those who support a quantitative approach point to the value of objective, systemic observations for nursing practice. The main aim of research is to help us gain knowledge in the field we study, in this case nursing. As Cormack (2000), explains that ‘it is done through a process of systemic enquiry governed by scientific principle’. A definition of research was offered by Macleod and Clark (1989) cited in Cormack (2000) as ‘an attempt to increase the sum of what is known, usually referred to as â€Å" a body of knowledge†, by the discovery of new facts or relationships through a process of systemic scientific enquiry, the research process.’ The articles will be critiqued separately, with each section of the Rees (2001) critiquing framework applied (see appendices 3). For the purpose of this essay, I will explore the related literature on schizophrenia and the associated problems involved as an aspect in mental health. There will be a written reflection on the two articles to help support findings which relate to mental health issues. The author used the Cardiff University database web site, such as the Calmative Index of Nursing and Allied Healthcare (CINAHL), British Medical Journal, and Ovid Medline in the university Library. The author was able to find two research articles relating to Schizophrenia. The first article is of Australian origin by Rene Geanellos (2005) entitled ‘Adversity as opportunity: Living with Schizophrenia and Developing a Resilient Self’. Article two is Barker and Trenchard (2005) which is a quantitative article of British origin entitled, ‘Positive Practice and Psychosis Care and the Role of the Community Mental Health Nurse’. Key words were used to help assist the author in the research process such as: psychosis schizophrenia qualitative quantitative research critiquing psychosis ARTICLE ONE QUALITATIVE CRITQUE Heading Adversity as Opportunity: Living with Schizophrenia and Developing a Resilient Self. Focus Geanellos, firstly says that living with schizophrenia develops resilience (meaning how you as a person, your personality, your character), handles the disorder and adapts this unwanted disease. Key words used are: Resilience Adaptation Adversity Schizophrenia Self It also goes on to mention words such as: Hermeneutically Wisely Mindfully Recovery Background The author states that this study sought to understand people’s intersubjective experience of living with schizophrenia using Gadamerian Hermeneutics for guidance. The author also states that schizophrenia is a costly disorder, which is personal, social and vocational. The costs result from disabling symptoms, medication side effects, inadequate treatment, factors relating to mental health clinicians/services. To rationalize the research, the author considers three points. Firstly, most research on schizophrenia is biomedical, seeking to explicate cause and effect and most treatment is pharmacological, which is seeking to remedy cause and effect. Secondly, a biomedical focus marginalizes issues like poverty, unemployment, housing and health and results in a dominant bio-medical view of schizophrenia. Thirdly, research focuses on some aspects of the disorder instead of people’s experiences of it; therefore, the authors present study contribution is an attempt to bridge this gap. It appears to this writer that the author (Geanellos) is trying to highlight that the bio medical and pharmacological model predominates with little or no psychological input. The bio-medical model stands accused of taking little or no account of a person’s strengths and resilience to overcome his or her condition. This writer can now start to understand the reasons why the author has used Gadamerian Hermeneutics, which is to try and understand, feel, and explore these individual texts, as Phillips (2002) explains that ‘Gadermeriun Hermeneutics concentrates on expanding horizons of understanding through dialogue, between people or between researcher and text, in which taken for granted assumptions are examined and opinions willingly put at risk’. A definition of hermeneutics is explained by Oxford dictionary (1988) ‘as the interpretation of scripture’. Gadermerian Hermeneutics is the brainchild of philosopher Hans- Georg Gadamer’s personal theory of interpretation. Gadamer saw the work of hermeneutics not as ‘developing a procedure of understanding, but to clarify further the conditions in which understanding itself takes place’ (Laverty 2006). The author chose Gadamerian Hermeneutics as his choice of interpreting people’s lived experience. This helps give structure to the phenomenological meaning and to help categorise these people’s meanings of words. Terms of Reference The aim of the study is to understand people’s intersubjective experience of living with schizophrenia (the phenomena). The phenomenological research method is unlike most other research methods in that it has no scientific framework. It places sole credibility on a persons own lived experience and his or her own perceptions of events, emotions, outcomes etc. The person can be the only expert on him or herself. Study Design The author uses Gadamerian Hermeneutics to guide the study and the stories were hermeneutically interpreted, seeking to understand the individual meaning (single stories) and collective meaning (all the stories). This is his representation of the phenomenon. Wilson and Hutchinson (1991) cited in (Laverty 2003) hermeneutic phenomenology as being ‘concerned with the life, world or human experience as it is lived’. This would be classed as phenomenological. This research uses the ability and willingness of people who suffer with schizophrenia to write their stories and have them published, and then reflect on the written experience. Therefore, this is the phenomenological, qualitative specific approach, Tool of Data Collection The author’s data was collected from The Schizophrenia Bulletin, between 1990 and 2003. They are published articles which consist of nineteen personal accounts, some of them were anonymous. There were also carers, family members, and health professionals published. The author’s tool of collecting data was to understand each story told and its individual meaning, and then read all the stories to give a collective meaning. There appears to be no factual evidence to suggest that these published articles are convincing enough to give any imaginable depth to the reader. The writer feels that these words could simply be from a book, which anyone could have written. This writer feels that this is a main weakness of trying to research using an intersubjective approach, as trust is paramount from the client and clinician if this particular study is going to work. Also another area to consider is that the articles are from numerous resources, which accumulates to the potential of being past through a numerous amounts of hands before they were published. It has the potential to be diluted. Even so, the beauty of this type of research is it would allow the individual researcher to investigate what ever was written resulting in an individual outcome. As Geanellos says, ‘Because of interpreter misunderstandings and the plurality of language, however, my understanding and representation of the phenomenon is one of many.’ However, Rees says that, ‘to contribute to the credibility in the data collected, areas such as the environment, the period of time and any other details that allows us to visualize the conduct of data are helpful and often necessary’ (Rees 2001).’ The author has used a bracketing type system in order to clarify his role in the process of meaning and give a constructed approach. Bracketing is a mathematical metaphor that involves putting ones attitude to the world in brackets in order to place it temporarily out of the question, which helps the reader / researcher assistants to arrive at a more adequate knowledge of reality (Spinelli 1992). The research article takes Meta themes of the client’s experiences to explore the development of resilience. For example: The faà §ade of normalcy: desperately trying to appear normal. Considerable anguish: the pain of suffering and enduring alone. The researcher has classed these under the theme one of fragmentation. This may be contrary to the correct usage of phenomenology in research, because the basis of this philosophy is about a better understanding of individual experience and not group perceptions. Although it is worth noting, that the author in describing his methodology does state his ‘representation of the phenomena’s are one of many’. In other words it’s the individual’s perceptual understanding of context. Ethical Consideration What the writer appears to have noticed is the lack of ethical consideration towards the use of people’s names and their words, with no written evidence of permission from them. It also doesn’t mention at what stage of illness or recovery they are in, as the writer feels this would alter the interpretation of people’s expression of words. Even though this study was conducted in Australia and not in the UK, the writer would assume that similar confidentiality rights would apply. Sample The researcher used nineteen people’s stories randomly from The Schizophrenia Bulletin. It is a journal, which publishes first person accounts of people’s experiences of mental illness. At first reading, the subjects appeared to have the required background, i.e. all have schizophrenia and describe their experiences and living with it. As already discussed, it is then difficult to see that the subjects aren’t biased, as the author states at the outset, it is a subjective study and that the author is interpreting their stories in script (hermeneutics). The author or the writer has no knowledge of who they are, or their characteristics. This vague information on such a diverse group, may then limit the research being utilised in practice, i.e. its fittingness to be applied elsewhere Rees (2001). However, this could be a good thing, as it helps eliminate a biased or prejudiced approach. Data Presentation The data presented were split up into eighteen sub-themes and these are categorised into four themes. Theme 1 Fragmentation Theme 2 Disintegration Table 3 Reintegration Table 4 Reconstruction The sub themes cover the interpretation of words used by the people’s letters that have been published. The researcher has then broken down the meaning of each sentence and has then categorised them into a Meta theme which incorporates all the themes and is named – Adversity as Opportunity, Living with Schizophrenia and Developing a Resilient Self. In each story told, the person is explaining what it is like to live with schizophrenia in his or her own words. The researcher has then subjectively categorised these words into what they perceive the person is saying. This reader finds the dialogue and description heavy with terminology and definitions, which lead’s the reader to look for background definition and detail of terminology. Accuracy of data presented may be flawed as it is based on a previous article and a diverse group of subjects whose stories were told subjectively. However, we don’t necessarily consider this a problem in phenomenology. One individual’s account of an event or an illness for the phenomenologist. It is not about masses of data, that’s quantitative. So what is true for qualitative research is as important as many people’s accounts need not necessarily be true for the phenomenological approach because it focuses on the individual. Main Findings The core effect of the main findings is the level of resilience, as Geanellos divides the sufferer’s resilience into high and low. Resilience as explained, (Oxford dictionary 1984) as ‘readily recovering from something like depression’. Have they got used to their difficulties and just live with them and not cope? Or have they become more resilient through developing self found skills and abilities that provide coping strategies? The Meta theme does not illustrate this. We all might have to live with a disability, but it is our own personal resilience to cope is the core fundamental issue. The Meta theme incorporates all the themes and is named – Adversity as opportunity: Living with Schizophrenia and Developing a Resilient Self. This appears to cover the entire data finding. The author uses Gadamerian Hermeneutics to interpret the main findings; the writer finds it a complex methodological way to interpret data. There appears to be no evidence of any content check by the people who wrote the stories, which decreases validity in the way this study was conducted. As Rees (2001) asks in his critiquing model, were their findings checked by the respondents (members check) or examined by other experts in the field? This writer asks experts in the field of what? Can someone be an expert in how someone else feels? There appears to be no evidence check, only the author’s interpretation. The writer feels that it is biased towards the author’s interpretation and not the participants. So, therefore its claim to be phenomenological in its approach must be treated with caution, because if the focus is the researchers and not the subjects (meaning the client’s), then it has broken a cardinal rule in phenomenology. Conclusion Sub themes are focused on these words, which are integral to the author’s research methodology, i.e. Meta themes, 19 persons with schizophrenia and their individual stories. In conclusion, this reader is unconvinced that the article clearly identifies the development of resilience to their illness simply by utilising collected patient experience and stories. Then uses Meta themes to highlight this increased ability to live with schizophrenia. This clearly does not pin point the development of resilience. There is no explanation of the achieved resilience by the author in the context of the article, i.e. the patient’s stories. Geanellos in his conclusion identifies resilience as ‘the ability to mediate adaptation, indeed this resilience is mindfulness, prudent and purposeful action built on foundations of tenacity and courage’. He further goes on to state that ‘they have the capacity to withstand the unexpected and to prosper despite adversity’. To finalise the conclusion, this different and non-scientific research methodology, uncertain evidence of developing resilience, do not ultimately illustrate that the story tellers have gained these laudable abilities and determinations that enhance their life and capacity to live with schizophrenia. Readability One is tempted to make assumptions about the readability of this article. Its fluency is affected by the complex use of terminology. However, this writer takes into account that complex terminology is unavoidable, but certain areas could be made simpler for the more common lay person, such as this writer. The reader could be distracted by continued movement between reading story excerpts and then examining research to better understand the article. Minimal background knowledge of the storytellers means we have no knowledge of their circumstances, i.e. elderly, young, acutely ill, chronically ill, religious or ethnic backgrounds; hence, there are no parameters in which to assess their stories, against the research themes and the evidence in practice. One could even query if evidence practice occurred, i.e. the stories do not indicate that there is any input from professional mental health workers (Mental Health Community Nurses) CMHN‘s, or even semi voluntary support. However, one or two stories mention relative care input. There also seems to be no time line of events. This makes it difficult, particularly to read the main findings. Do the storytellers relapse quickly? And gain resilience quickly? Or do they spend years chronically ill? As in losing years. As one subject describe as losing track of time by not gaining enough insight or resilience. This back and forth within the article occurs when describing patients stories where one moment the author describes an individuals experience or conditions and in the next sentence makes global statements on schizophrenia such as: ‘Schizophrenia alters life and self in such all encompassing and fundamental ways that it shatters preciously held understandings’ (Geanellos 2005). And yet, this writer feels Geanellos is showing that who ever reads peoples understanding in text, can take their own view on that interpretation. This writer concludes that there appears to be no right or wrong as many different views can be taken on what someone is trying to communicate. Relevance to Practice This qualitative study, with all its flaws gives this writer clearer insight. There appears to be no clear, straight forward answers to the understanding of others, as individual’s interpretation appears to not allow it. This qualitative paper could not be any further from a quantitative paper, as there are no statistical figures with clear percentages to follow. The author used a Meta theme to categorise the text, which gives some structure to the paper for the reader to follow, but no graphs or any other structured models used. Phenomenology is concerned with life world experience and not statistical figures with only logical explanations to hand. This article has tried to illuminate details in the account of others which may seem in the lives of ordinary people (Laverty 2003). However, I feel that it does humanise the experience of schizophrenia for the lay reader and helps to provide both the reader of this research and the subjects themselves with a greater understanding of this tragic condition in a way that quantitative research may not. ARTICLE TWO QUANTITATIVE CRITIQUE Heading ’Positive Practice in Psychosis Care’. Barker D. Trenchard S (2005). Focus The focus of this quantitative paper is the study of how Community Mental Health Nurse’s (CMHNs) become aware of their role within the Community Mental Health Team’s (CMHTs), and how community teams fit into mental health team care delivery. Key words of focus are: Caseload composition, Clinical interventions, Staff attitudes, Preparation and supervision. Background The author has justified his research on the introduction of the National Service Framework (NSF 2002) for Mental Health, with further backing by the (NICE guidelines 2002) explaining how these guidelines develop further by good underpinned practice guidelines (NICE 2002). Its focus is to examine their knowledge of CMHN’s within CMHT’s and see if they are capable of using old and newly developed knowledge, while changing with the times. Compared to the qualitative paper in appendix one, this paper has given clear and direct instructions to the reader in the area of research the author has taken. It is also explained in simple language that the novice can understand. Perhaps if the qualitative paper had taken a similar approach, it may have been easier to understand. Terms of Reference Two key words were used i.e., ‘explore and describe’. The purpose of this research is to explore CMHN’s knowledge of working with people who suffer with schizophrenia. To explore attitudes towards change and policy proposals. Also to describe CMHN’s clinical practice and confidences skills. The role of the community mental team members can be defined and understood within the changing needs of the service user and the resultant service provision required. Study Design The author used a quantitative study approach using a self – completion questionnaire, the author states that it ‘would allow for collection of large volumes of information in a systemic and standard way.’ The researchers also say that questionnaires promote honest answers, but this writer argues that completed questionnaires are only as honest as the person who completes it. Trust issues appear to be just as important in this quantitative paper as the qualitative paper, which prove to be a common denominator in both papers. Some of the areas covered to help establish a structured report was to describe the function of their team. To identify the personal attributes CMHN’s considered important with diagnosis of schizophrenia. In addition, the article identifies the consolidation and ongoing development of specific theme of knowledge and skill, engagement and relationship building communication skills, and attitudes of nurse’s towards approaches to specific patients with psychosis. The utilisation of current and recent evidence based intervention are highlighted to underpin these interventions. Date Collection Method Thoroughness appears in this area, as the researchers used this quantitative article as the pilot study ‘to identify any potential weaknesses that may be replicated at a later date’ (Trenchard and Barker 2005). Face value was also checked prior to distributing the questionnaires, by a small number of applicants for face and construct validity. However, the author’s have failed to explain the meaning of face and construct validity, i.e. face of what? Also the researchers don’t mention who has checked it (other nurses, the public etc) and what was the outcome from their point of view? Even though this writer feels that this paper appears to be ahead in its rigour compared to the previous qualitative paper. Yet it would appear ahead when any paper is guided with figures (quantitative method) to a paper that is dealing with single figures (qualitative method). So the question this writer asks, is it really a better paper? As numbers don’t count to the phenomenologist, it’s the personal experiences that count. Ethical Consideration The essay appears to retain objectivity towards their team and honesty towards the whole research study. Results were specific in their use, but as previously mentioned, the whole research paper does rely on the honesty of the questionnaires returned. Is this a major flaw in the whole of the paper? Apparently not, as Barker (1996) cited in (Barker and Trenchard 2005) suggest that when exploring sensitive topics, questionnaires are most appropriate, sparing embarrassment and promoting honest responses. Sample The inclusion and exclusion reflects the aim to develop a sample, which consists of 71 identified CMHN’s who work with people diagnosed with schizophrenia, with ages between 16 and 65 years. Of the 71 questionnaires distributed 48% responded, indicating this was a sufficient number of applicants to carry on with the research, but this writer feels that the percentage 48% 35 questionnaires is quite small to provide definitive results. However, the author acknowledges this is a small scale study ‘that offers a snapshot of CMHN practice’ though is supported by earlier and subsequent studies. The writer feels the validity is sufficient for this article content. So, at least, in terms of numbers it would appear that the quantitative research is more valid. However, one might be able to argue that this paper is more researchers centred. The researcher sets the questions. At least in the first paper the sufferers were writing their own accounts rather than just responding to questions by researchers and it is always possible that the questionnaire is pursuing an agenda set by the researchers, or even following an agenda that he or she may not be conscious of. Data Presentation The data presented is in basic layout using numbers and percentages in text. It clearly discusses the analysis and then uses a concise graph chart, pie chart and rating scales to clarify its findings. There is a clear explanation of the results obtained, enabling easy understanding of the paper and easy to read unlike the qualitative paper. The writer feels that if Geanellos had taken a simpler approach to writing, it may have made more sense to the reader. Main Findings The researchers main findings are that most of the CMHN’s (54.5%) have no specific training at all in the management of schizophrenia. However 45.5% are receiving additional supervision in additional skills, i.e. Psychosocial Intervention (PSI) Cognitive Behavioural Therapy (CBT) Family Intervention (FI) Creative Therapy (CT) One of the main findings in this research paper is that 97.1% agreed on further training, as a necessity to provide successful service. 95% preferred smaller case loads which appear to be one of the main subjects in providing a quality care to those with schizophrenia and the expectations for recovery – focused interventions. Conclusion Even though the author’s say that it is a small scale study, the findings offer a snap shot of current CMHN practice in psychosis care. The author’s mention many of the findings support earlier and subsequent studies into the dissemination of evidence based practice. They conclude that 75% felt that they could not meet all the needs of clients. Nearly all 97% agreed to further requirements to provide more effective service. They recognise recovery approaches are becoming identified but recommend that recovery is underpinned by good practice and to deter it from being the buzz word as it is not fully supported because the systems are under developed. Readability This article is straight forward to read. It has displayed its text clearly and with understandable graphs. It describes complex issues of services development, the needs of CMHN’s and services in a clear and understood format. However, it does appear to lack any sort of insight into the way the nurses themselves feel, as qualitative tries to give an understanding in trying to be that person almost, even though the method might be some what complex. Practice Implications The study offered insight into the lack of training for CMHN’s. It also goes on to report the lack of unified assessment tools used throughout this CMHT. This writer feels the article is relevant to nursing and highlights how important training and evidence based practice are. However quite a big percentage felt confident without suitable training in the field of schizophrenia. The article does not definitely state the reason why CMHN’s felt so confident without suitable training. Why CMHN,s feel so confident in their abilities despite any supporting evidence remains a mystery and the authors do not address this important issue. Perhaps a quantitative approach is not suitable to address it anyway. Quantitative research has uncovered an interesting phenomenon that could be followed through with the phenomenological approach and thus yield very valuable information which may help training practice and ultimately patients themselves. A phenomenological approach might yield important information in exploring the feelings of skilled adequacy despite there being little evidence for holding such views of competency. One could say there is room for both here. REFLECTION The qualitative article is a confusing article of mixed patients stories and unclear research findings that do not progress to a clear or even easily understood conclusion. The pre-conclusion discussion consolidates this information with its description of ‘a resilience continuum’ and the schizophrenia self. However, the quantitative paper clearly and simply sets purpose and study context. It progresses informatively, presenting results in easily understood graphs and charts, underpinning discussion topics within the article with reasonable argument and evidence based information. The author’s recommendations are realistic and reflect both the needs of the clients and the service. REFERRENCES Barker, D.Trenchard, S. (2005) Positive Practice and Psychosis care. Mental Health Nursing, l (24), 4-8. Cormack, D. (2000) The Research Process in Nursing, Black Well Science. Geanello, R. (2005) Adversity as opportunity : Living with schizophrenia and developing a resilient self. International Journal of Mental Health Nursing, 14, 7-15. Laverty, S. M. (2006) The University of Calgary, Calgary, AB. Hermeneutic Phenomenology and Phenomenology: A comparison of Historical and Methodological Consideration. HYPERLINK ualberta.ca/~iiqm/backissues/2_3final/htmal/laverty.htmal ualberta.ca/~iiqm/backissues/2_3final/htmal/laverty.htmal . 16/09/2006 LoBiondo-Wood, et al. (2002) Nursing Research Methods, Critical Appraisal and Utilization. 5th Edition. Mosby Publishing’s. Macleod Clark, J and Hockey, L. (1989) Cited in Cormack, D. (2000). The Research Process in Nursing, 4th Edition. Black Well Science. Nursing and Midwifery Council (2002) Code of Professional Conduct. 8 6.1 Parahoo, K. (1997) Nursing Research. Principles, Process and Issues. Palgrave Macmillan publishing. The National; Service Framework (DOH 1999), as cited in Article 540. Stevenson, C, Fletcher, E (2002) The Tidal Model: the questions answered. Mental Health Practice. 5, 8, 29-38 The Oxford Dictionary, (1984). Oxford University Press. Rees, C. (2001). An Introduction to Research for Midwives. Chapter 4, page 44. Spinelli, E. (1992). The Interpreted World: An Introduction to Phenomenological Psychology. London, Sage Publishing. Research Papers on Qualitative and Quantitative Studies Within Mental Health CareInfluences of Socio-Economic Status of Married MalesEffects of Television Violence on ChildrenResearch Process Part OneArguments for Physician-Assisted Suicide (PAS)The Relationship Between Delinquency and Drug UseThree Concepts of PsychodynamicThe Project Managment Office SystemPersonal Experience with Teen PregnancyNever Been Kicked Out of a Place This NiceGenetic Engineering

Spanish Words Meaning Half

Spanish Words Meaning Half The English word half can be translated to Spanish in several ways, depending on, among other things, what part of speech it is used as. Medio (Adjective) Medio is used as an adjective, and as such it agrees with the noun it refers to in number and gender. Examples El edificio ocupa una media manzana. (The building occupies half a block.) Contiene sà ³lo 103 calorà ­as por media taza. (It has only 103 calories per half-cup.)Es medio hombre, medio vampiro. (Hes half man, half vampire.) Pasaban las horas y las medias horas tambià ©n. (The hours passed, and so did the half-hours.) In some cases, the noun that medio (or one of its variations) refers to can be omitted. Examples Hay tres clases semanales de una hora y media. (There are three weekly classes of an hour and a half.) Necesito una cuchara y media de azà ºcar. (I need a spoonful and a half of sugar.) Medio (Adverb) Medio also is used as an adverb, usually referring to adjectives. In standard Spanish, it is invariable, not changing in number or gender with the adjective it refers to. (In some areas, it is not unusual in spoken Spanish to change the form of medio to agree with the adjective, but such use is considered substandard.) Examples  ¿No ser una de esas mujeres medio locas? (You wouldnt be one of those half-crazy women?) Siempre te veo medio borracho. (I always see you half-drunk.) La tarea est medio hecha. (The homework is half-done.) A Medias A medias is a phrase that can function as either an adjective or adverb. Examples Accesibilidad a medias no es accesibilidad. (Half-accessibility isnt accessibility.) Esa informacià ³n contiene verdades a medias. (The information contains half-truths.) La mirilla me permite ver a medias la silueta. (The peephole lets me half-see the outline.) Comprendo a medias muchas canciones en inglà ©s. (I half-understand many songs in English.) La Mitad La mitad, which often means middle, can also be used as a noun to mean half. Examples El vino rojo reduce a la mitad el riesgo. (Red wine reduces the risk to half.) Replantaremos la mitad del cà ©sped. (We will replant half the lawn.) Cada segundo se crea un blog nuevo, pero solo la mitad permanecen activos. (Each second a new blog is created, but only half remain active.)  ¡Cartuchos de impresora a mitad de precio! (Printer cartridges at half price!)

Romeo and Juliet Essays

Romeo and Juliet Essays Romeo and Juliet Essays Romeo and Juliet Essays Romeo and Juliet essays are hard to write because of the wealth of criticism available online. You may think differently. However, you should not forget that wealth of information leaves little space for your own creative writing. It means that you can hardly write something new when everything has already been written.   Read the following sample essay on Romeo and Juliet.   It is well-written and you will definitely get some interesting ideas out of it. If you are looking for individual help with writing, we offer you to try our custom essay writing services. We are never late with essay delivery and we guarantee quick and adequate revisions. Our writers will not let you down because we value your trust and choice of our writing services! You may also take a look at tips on how to write a good college essay or critical literary essay . In addition, review the following article outlining characteristics of great essays! Romeo and Juliet Essay Sample In Romeo and Juliet, remarks an acute analyst of Shakespeare's symbolism, 'the dominating image is light, every form and manifestation of it'. The tapers and torches that burn for Capulet's ball are put to shame by the flood of moonlight that lies beneath his daughter's window, and 'tips with silver all these fruit-tree tops'; Juliet appears in a brightly-lit casement As glorious to this night, being o'er my head,As is a winged messenger of heavenUnto the white-upturned wondering eyesOf mortals that fall back to gaze on himWhen he bestrides the lazy-passing clouds . . . She compares the shock of Romeo's sudden wild declaration to the effect of a glimmering sheet of summer lightning: ... Although I joy in thee,I have no joy of this contract tonight:It is too rash, too unadvised, too sudden,Too like the lightning, which doth cease to beEre one can say 'It lightens' . . . The lovers' moment of happiness ends with the dawn, as 'envious streaks' begin to lace the East, and 'Night's candle s' slowly pale and die; and the beauty and brevity of love itselfthat 'brief light', doomed to quick extinction, celebrated in Catullus' famous lyric-are set off by the 'perpetual darkness' of ancient Capulets' sepulchral vault. Yet Shakespeare's play has its sensuous undertones, and is alive with worldly bustling characters. His wit is seen at its boldest and bawdiest. The opening passage, where Sampson and Gregory, servants of the Capulets, decide to pick a quarrel with the retainers of the Montagues, is already rich in sexual jokes; and Mercutio is a fount of genial obscenities, including one reference so abstrusely phrased that it escapes the average modern reader. 1 Shakespeare's bawdy has often puzzled his critics. Robert Bridges believed that it was imposed on him by his disreputable contemporary audience, 'those wretched beings who can never be forgiven their share in preventing the greatest poet and dramatist of the world from being the best artist'; while Bernard Shaw sugg ested that his 'incorrigible addiction to smutty jokes' was fostered by his snobbish anxiety to resemble a member of the upper classes, the aristocrat, according to Shaw, being always particularly lewd in speech. Shakespeare, however, was representative of his period; and, although the Elizabethans' attitude towards love was not uncomplicated by neurotic feelings-with a pagan delight in the flesh went disgust, remorse and guilty fearthey understood that the Heavenly and the Earthly Venus are twin manifestations of the same divinity, and that, if one is to be properly served, the other must be duly honoured. Romeo and Juliet Essay Custom Writing Did you like the above sample essay?   Do you want to get a unique essay about Romeo and Juliet written especially for you?   We guarantee adequate support and on time delivery of custom written essays. We are ready to write your essay even if your deadline is in less than 12 hours from now! You will be pleasantly surprised with our prices. Is high quality possible at the low price? At our site – yes!

Iron Ore Dissertation Example | Topics and Well Written Essays - 3750 words

Iron Ore - Dissertation Example However, most of the reserves that harbor such natural ores have now been depleted. Pig iron is made out of iron ore. This pig iron is one of the main raw materials used in the making of steel. Iron ore is believed to contribute more to the global economy than any other commodity in the world. Hematite is the main iron ore in the Brazilian miles (Axinn 2006). In the global world, metallic world is virtually unknown. It is the fourth most abundant element in the world, though, silicate or carbonate minerals are the vastest minerals. Formidable and extremely energy intensive barriers often are used to separate supremely pure iron from other minerals (David 2006). Before the industrial revolution, most of the iron used was obtained from goethite, which was widely available. Societies during the pre historic times used laterite as the main source of ore. Most of the iron ore used by the emergent industrialized societies was obtained from haematite. These deposits are often called the nat ural ores. The increased iron ore demands in conjunction with the depletion of the most high quality haematite in the United States of America led to development of low quality sources of iron. This happened especially after Second World War. These lower sources of iron require beneficiation to improve on their quality. Magnetite on the other hand, is used due to its magnetic properties. Therefore, it is able to be separated easily from other minerals and was able to produce high quality concentrate with minimal impurities. The mining of these iron ores vary considerably with the type of ore that is being mined. Currently, there are four types of ores of iron being worked on. The business of mining ore is often a low margin one due to the significant low level of iron than other base metals. It is expensive to mine, meaning it is extremely capital intensive. It requires a heavy investment in infrastructure such as rail transport in order to transport the ore from the mining sites to the freight ship. Therefore, mining of ore is concentrated among the majority few. The world leading and largest iron producer is Brazil. This mining corporation is referred to as vale. Other developed countries follow the line due to the high costs involved in the mining and transportation of the ore. My research question arises from my curiosity to find out how iron ore is produced, consumed and distributed in the global market. This is because I understand that the cost involved in its mining process and transportation is quite high. Therefore, I would like to find out how extreme the ore is mined and the processes used in the mining process (Edward 2007). Executive Summary This research is concerned with the production, consumption and distribution of iron ore globally. In other words, it seeks to show candidly the cycle of iron ores from its mining and separation from impurities until the moment it is processed and distributed to the global market for various uses. The researc h shows all the methods used in extraction of these iron ores and how it is separated from other metallic substances or impurities. It also reveals research rationale that is used in carrying out my research. In addition, this research paper has addressed my research question based on the prevailing international market and all the key findings that emerge (Institute 1997). Moreover, the methodology I use to address the research question is emergent in the research paper. The paper

History of the Multinational Oil Market Literature review

History of the Multinational Oil Market - Literature review Example This research will begin with the statement that there are many relates to oil discoveries from American explorers. They encountered oil deposits in some forms. Also, there is the early discovery of oil in the Middle East. On a 1775s map of the English Middle Colonies, Louis Evans located deposits along the eastern seaboard. The oil was used for many purposes. Before the Industrial Revolution, the main usage was for kerosene. The regular oil lamps were upgraded to kerosene lamps and in 1859 Samuel Downer, Jr. patented â€Å"kerosene† as a trade name and licensed its usage. In the same year, a 69 feet deep was drilled at Titusville, Pennsylvania ( U.S.) to tap oil. This was the beginning of the operations of the first oil corporation. As whale oil increased in price because of the scarcity of that mammal, the rock oil industry boomed in the United States. The success of the Titusville’s oil-well stimulated consumers to increase the use of oil. The purpose of this article is to provide a historical overview of the multinational oil market and explain how it influences the political relationships between countries. Standard Oil Company Montague, in the article â€Å" The Rise and Progress of the Standard Oil Company† relates this discovery with the production of crude and explain it contributed to the rise of the first oil corporation. In the next years, many successful oil wells were discovered. In 1865 Mr. Rockefeller was constructing a refinery in oil exploitation ( Pithole Creek). The demand for petroleum products was increasing exponentially and so the wells. Mr. Rockefeller saw the exigency to secure the business and increase their capital. And in 1870 he promoted the Standard Oil Company with the union of Rockefeller, Andrews & Flagler the refineries of William Rockefeller & Co., Rockefeller & Andrews, Rockefeller & Co., S. V. Harkness, and H. M. Flagler ( Montague, 1904). As Mr. Rockefeller said the reasons for this union were: â€Å" The cause leading to the combination was the desire to unite our skill and capital, in order to carry on a business of some magnitude and importance in place of the small business that each had separately heretofore carried on.† With the Standard Oil Alliance, Mr. Rockefeller controlled not only the oil production but also the transportation system ( better rates were granted for them). In those years the Standard Oil Alliance achieved the monopoly of the oil industry ( Montague, 1904). The Spindletop Oilfield There was an important oil discovery near Beaumont, Texas in 1901 that modified the course of the oil industry in those days. It was the Spindletop Gusher one of the largest oil strikes rise up. With this discovery, many oil companies have been founded ( more than fifteen hundred) and others moved to Beaumont. Robert Wooster and Christine Moor Sands in their article â€Å"Spindletop Oilfield† relates the Spindletop Gusher with the start of many oil companies.  

Motivation and Performance Essay Example | Topics and Well Written Essays - 1500 words

Motivation and Performance - Essay Example In fact the intrinsic motivation is preferable as the employee develops affinity with the organization and considers the welfare of the organization to be his wellbeing. This improves his productivity and performance since it will go along with his satisfaction. Such employees are also loyal to the company's cause. In contrast the employee who looks for extrinsic motivation becomes greedy in anticipation and looks for alternatives to promote his own wellbeing. Two academic articles have been put up for review. Seijts, G.H., Latham, G.P., Tasa, K. & Latham, B.W. (2004) in their article "Goal setting and goal orientation: An integration of two different yet related literatures" published in the Academy of Management Journal suggest that goal orientation and goal setting are two different fields that are unfortunately considered as one composite by most authors. In their view this does not augur well in establishing that motivation and devotion are the causative elements of better performance by employees. They argue that goal setting does not take into consideration the level of preparedness or personality of the employee who is expected to benefit out of it and in turn the company does not gain in terms of better productivity. In their view goal orientation paves the way for better understanding of the goals set and help to eventually realize the same to benefit both the employee as well as the organization. They have gone on to state that self-efficacy and quest for information act as a go-between the effect of a learning goal on performance. In their final view they confirm that their results were based on a single industry that was service oriented. For this they have relied on empirical research and have applied the same with their well explained theories. Two of the authors - Latham and Latham- have written profusely on the subject in various other publications and have covered the subject widely. On the other hand Marsden, D. (2004) has relied on the case studies of non-profit companies, to write "The role of performance-related pay in renegotiation the "effort bargain".' published in the Industrial & Labor Relations Review. His research of mostly state owned or controlled companies led him to the conclusion that although rewards and schemes that result from goal setting have been quite successful, the motivation of the participants was not a contributory factor in the end result. This appears contradictory but the author has rather convincingly proven his point in case using the empirical evidence with subjective questioning that brought out this fact. He has correctly diagnosed that the leaders and managers are under the wrong impression that their performance related schemes have borne results out of motivation despite the results being according to their expectations. He however is not reluctant to state that the out come of performance related pay has resulted in higher productivity due more to the smart use of the management ploy. Indeed it appears that this scheme has been rather well exploited by the employees and they have been able to use it as a tool to negotiate better deals for themselves. While the managements have been convinced that performance related pay has improved the productivity in services, the real fact is that the employees have craftily used this as a lever to

Management Report - Quantitive Problem Solving Essay

Management Report - Quantitive Problem Solving - Essay Example Since customer’s time is the most precious parameter, it has also been decreased drastically in alternative 3. Each car has to wait for only 2.52 minutes in alternative 3. In addition to that, there is only a 22.86% chance that an arriving car will have to wait for the service whereas in alternative 2 there is 50% chance and in alternative 1 the number increases to 80% which is absolutely inefficient. If the company pursues the strategy of seeking the initial foundation of the venture and then have a major (almost immediate) expansion of the fledging company, the net payoff of this strategy will be  £90,000. If the company pursues the strategy of seeking the initial foundation and doing nothing in the first year and makes an expansion in the second year if the tourist attraction is built then it will result in a net payoff of  £65,000. If the number of competitors is 1 then the total number of market players will be 2 since my own company will also be operating in the market. The sales volume figure can be calculated by multiplying the total number of market players with the estimated sales. Here the assumption is that the sales of all the competitors will be equal to our sales Looking at the graph, it is reasonable to infer that the sales volume will increase at a decreasing rate as the number of competitors increase because the industry sales will exhaust at some point of

PIETER HUGO EXHIBITION Essay Example | Topics and Well Written Essays - 500 words

PIETER HUGO EXHIBITION - Essay Example His photo exhibition at the Henri Cartier Bresson Exposition was brilliant and breathe taking. The primary reason I liked these photos is because they always have stories behind them. The exhibition showcased Hugo’s latest series Kan. Hugo stated that this series illustrates the failure of colonialism in his South African homeland. As such, the pictures represent issues of racial diversity, economic disparity and colonization in South Africa. Although these topics and subjects are often complex to decipher, Hugo tackles them from an artistic point of view. 2The clichà © â€Å"a picture speaks a thousand words† best describes Hugo works at the Henri Cartier Bresson Exposition. The photographs cover subjects and topics which in most instances are personally significant to the artist such as contested farmlands, important political sites and cramped townships. Also, some of the photographs at the exhibition capture people in their homes, the homeless and drifters. Further, Hugo captures intimate moments showing his pregnant wife, their domestic servant and his child after being born. Thus, the photographs alternate between the public and private space s to present a clear narrative. Mostly, Hugo’s photographs at the Henri Cartier Bresson Exposition focus on the growing economic disparity between people who are often rich and the poor. Thus, Hugo focuses mostly on the dark side of his homeland and subsequently offers a personal exploration and depiction of the complex issues affecting his country South Africa. South Africa as a country is plagued with a widening gap between the rich and the poor. Additionally, the nation is struggling to come to terms with its apartheid past. To reiterate and illustrate these topics (economic disparity, colonization, modernity and apartheid) clearly and extensively, Hugo includes them in each and every photograph. For instance, there is a photograph depicting a homosexual couple which has been

Us history Essay Example | Topics and Well Written Essays - 500 words

Us history - Essay Example Harry Truman’s strategy ensured these ally countries were going to be unbeatable since they were better economies than that of USSR, eliminating its threat of being a superpower. This was the same idea that was used to win the cold war. The fight against rampant poverty that was in America then was the war Lyndon Johnson fought. The poverty that was in America was invisible; Lyndon Johnson used political rallies to express the fact that things had gone out of control, and, therefore, Americans should put its vision on helping people who are suffering, to help them, to give them education, opportunity, to give them the chance of coming into the mainstream of America’s middle class economic life. Everybody was meant to be a winner, from the poor to the rich. America grew less optimistic about the future of the society in the 1970s due to the increased inequality that was witnessed in the society decades after the end of the Second World War. This was seen in the absence of an increase in income since 1967, and people expected nothing since they had no increase in their income for the past ten years. Therefore, it created negative long-term expectations in relation to both family and individual lives and about the future of the United States and its economic perspective. The goals and tactics of the female were to ensure the women had equal rights with men. The main goal of the feminist movement was to eliminate discrimination against women and increase a woman’s part in the building of the nation. With the establishment of feminist movements, there was and has been a noticeable success; for instance, women were able to do jobs men did. They received equal salaries with men; women were involved in politics among other successful things involving women. Vietnam War made the American people lose trust in the president and the government because the

PIETER HUGO EXHIBITION Essay Example | Topics and Well Written Essays - 500 words

PIETER HUGO EXHIBITION - Essay Example His photo exhibition at the Henri Cartier Bresson Exposition was brilliant and breathe taking. The primary reason I liked these photos is because they always have stories behind them. The exhibition showcased Hugo’s latest series Kan. Hugo stated that this series illustrates the failure of colonialism in his South African homeland. As such, the pictures represent issues of racial diversity, economic disparity and colonization in South Africa. Although these topics and subjects are often complex to decipher, Hugo tackles them from an artistic point of view. 2The clichà © â€Å"a picture speaks a thousand words† best describes Hugo works at the Henri Cartier Bresson Exposition. The photographs cover subjects and topics which in most instances are personally significant to the artist such as contested farmlands, important political sites and cramped townships. Also, some of the photographs at the exhibition capture people in their homes, the homeless and drifters. Further, Hugo captures intimate moments showing his pregnant wife, their domestic servant and his child after being born. Thus, the photographs alternate between the public and private space s to present a clear narrative. Mostly, Hugo’s photographs at the Henri Cartier Bresson Exposition focus on the growing economic disparity between people who are often rich and the poor. Thus, Hugo focuses mostly on the dark side of his homeland and subsequently offers a personal exploration and depiction of the complex issues affecting his country South Africa. South Africa as a country is plagued with a widening gap between the rich and the poor. Additionally, the nation is struggling to come to terms with its apartheid past. To reiterate and illustrate these topics (economic disparity, colonization, modernity and apartheid) clearly and extensively, Hugo includes them in each and every photograph. For instance, there is a photograph depicting a homosexual couple which has been

Censoring Pleas for Help Essay Example for Free

Censoring Pleas for Help Essay In Dwight Lee’s essay, â€Å"Censoring Pleas for Help,† the Georgia-based economics professor notes the strange contradiction between popular opposition to censorship and widespread support of price controls. Lee’s primary contention with this political dissonance is that it is not only ethically inconsistent, but reflects an oversight of how markets help communicate economic needs, particularly with regards to the sudden needs which emerge in the wake of natural disasters. Much of the support for price controls stems from fear of â€Å"price gouging,† which is essentially occurs when suppliers attempt to take advantage of sudden demand by raising prices to maximize profit during the period of demand. Lee notes that in his home state, there exists a price gouging law which is designed to prevent such a situation from happening by forbidding suppliers from charging more for their goods than they did the day before a disaster strikes. Lee notes that: â€Å"[†¦] building contractors and construction supplies from several states had poured into Atlanta immediately after it suffered massive tornado damage. Can anyone seriously believe that this help would have poured in from far away if the â€Å"price gouging† law had been perfectly enforced, or that the help was not reduced by the enforcement that had occurred?† (Lee 1999) The crux of Lee’s argument is that price controls are essentially a form of economic censorship which restricts the ability of prices to communicate market demands. To that end, he argues that prices are better understood as the most efficient means by which markets, such as disaster victims, communicate their need for help in the form of resources and supplies. This is not to devalue the contributions and assistance that some have provided for free, but the economic distinction made above between humanitarian aid and supply-demand response is not a trivial one. While those who provide supplies for free are to be commended, it is important to recognize the potential mistake in relying on altruism and humanitarian sensitivity as the primary forces driving resource redistribution. Such a view presumes that humanitarian aid is an objective force that responds to the needs of disaster victims efficiently. In effect, Lee’s argument is that while high prices should not be raised to wildly disproportionate levels,   allowing them to fluctuate free of price controls ensures that they can communicate needs more efficiently, for â€Å"high prices [†¦] insure that pleas for help will be met with a quick and effective response.† Complementary to his point, Lee observes that price controls censor this economic communication and effectively disrupt the ability of customers to express their needs. He notes that in Charleston, price controls prevented a local hardware store from legally being able to sell generators at a higher price nor could the locals communicate their demand to outside suppliers of generators. The result was that one hardware store owner sold one of only two generators in his possession to a friend, at the expense of groceries with a greater demand in the form of thousands of dollars worth of food that needed refrigeration. Simply put, humanitarian aid relies on the initiative of those with the resources and the sense of philanthropy to contribute to disaster relief, which is all well and good, but does not compare to the efficacy of free moving prices in expressing the demands that emerge in the wake of a natural disaster. As far as economics are concerned, price controls merely censor the ability of these sudden emergent markets to communicate those demands. Works Cited Lee, Dwight R. â€Å"Censoring Pleas for Help.† The Freeman, January 1999. Retrieved online on February 25, 2009 from: http://www.thefreemanonline.org/columns/censoring-pleas-for-help/

Advantages and Disadvantages of Single-Sex Classrooms

Advantages and Disadvantages of Single-Sex Classrooms Single-Sex Classrooms Imagine attending an all boys or all girls school while you were growing up. For some people this was reality, but for most people they have always attended a coeducational school. There are many opinions on single sex classrooms, as the topic arises in areas as a potential solution to enhancing students performances. According to LynNell Hancock the author of, A Room of Their Own, critics worry that single sex classrooms will create more gender inequality and set us back further in time by creating unfairness in the classroom(Hancock, 1996).[1] However even though some may believe it will create a set back in gender equality, having single-sex classrooms may be exactly what America needs to boost international test scores and students performances.Although many critics think single sex classrooms are insufficient because they separate the sexes, they are efficient because there are many ways that they enhance student’s performances by focusing on gender needs and eliminating distractions.[2][3][4]Currently America is seeing a drop in the youth’s test scores in school and are seeking out options for solutions to these low scores. This poor performance has led to calls for changes in public school education. According to the Article Boys and Girls learn differently! A Guide for teachers and parents by Michael Gurian,Patricia Henley, and Terry Trueman, one solution the country may be thinking of to bring up the low scores in classrooms could be single sex classrooms (2001).The reason for this is because the country wants to see how single-sex classrooms would affect the youth’s scores and change their performance in school overall.For our young ones this may mean they will see less coeducational classrooms and more single sex classrooms being implemented around the country and possibly in their own school. Some believe the reason our youth generation are receiving such low scores is possibly because of the social pressure they face each and e veryday in the classroom. According to Peter Simon the author of, Single Sex Classrooms minimized Distractions at Two Buffalo Schools, Simons claims that boys and girls going through adolescents need their own rooms for teaching, so they can focus on school more and not just on each other(Simon,2008). For kids going through adolescence the only thing they fear is being judged and their self image. So being in front of the opposite sex and performing or presenting can create a lot of pressure and damper their scores. This is one of the many reasons people feel that single-sex classrooms are a very effective way to stop physical and mental distractions. Although many feel that single-sex classrooms can decrease distractions, there are many different views people have when it comes to this topic. Smithers and Robinson the authors of, [5][6][7]The paradox of single-sex and coeducational schooling,had conducted a study of reviewing girls and boys together in classrooms and separately to see how it affects the students(2006).They looked at studies from New Zealand, the U.S., Ireland, Canada,the United Kingdom, and Australia and from their findings the two authors had concluded that single sex classrooms does not bring an advantage or disadvantage to the students or the schools. [8][9][10]This is an example of a point of view where they may feel that single-sex and coeducational classrooms make no difference because it all depends on the students in the study and how the teachers are also making a difference for these students. In this study they found that they believe both single-sex classrooms and coeducational classrooms have advantages and disadvantages but neither is considered better or worse. Single-sex classrooms do have their advantages to a child’s performance. In respect to the previous claim there is a beneficial outcome from single sex classrooms. For example at Houghton Academy in Buffalo, New York in a single-sex classroom the amount of students who had passed the states eighth-grade math exam went from 30.8% of students to 60% of students due to the single sex classrooms implemented into the school(Peter,2008). Also there was a rise in english too. The passing rate improved from 28.6% to 40% of the students passing(Peter,2008). This means because of the single-sex classroom the test scores alone improved almost 50% for both subjects.That is a big improvement from coeducational to single-sex classrooms to show that they can make a difference in students’ performances. Many proponents of single-sex education believe that separating boys and girls increases students’ achievement and academic interest. One of those proponents being â€Å"girl power† and encouraging girls to participate more in subjects that are seen as more masculine. According to the article, Still failing at fairness: How gender bias cheats girls and boys in school and what we can do about it, by David Sadker and Karen Zittleman, teachers and schools worry that subjects seen as more masculine decrease young girl’s interests in pursuing these subjects because they feel intimidated(Zittleman and Sadker,2009)[11][12][13]. This means that when girls are in coeducational classrooms they feel less interested in the traditionally masculine courses such as mathematics, technology, engineering, and science because the boys make the classroom setting seem as if it is very competitive and do not allow for girls to participate as much. Author Erin Pahlke explains this in her article, The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes,she claims that sin gle sex classrooms empower girls because it allows them to enjoy those masculine classes such as math and science without being intimidated by the boys and feeling that they are in a masculine based classroom(Pahlke,2014). This shows that girls have better confidence and can build their performance in mathematics and science when in single-sex classrooms. Although girls feel more comfortable separated from boys in the classes seen as more masculine, boys may not always benefit as much as girls. Nancy Protheroe author of,Single Sex Classrooms, claims that some teachers explain that they feel that boys feel uncomfortable in this type of classroom setting and that teaching in a single sex classroom of all boys is a demanding job for the teachers(Protheroe, 2009). One of those reasons may be because boys always like to compete with one another so the classroom is just a big competition between those students.This shows that even though one gender may feel more comfortable alone,that boy s may not feel as comfortable, and may not be able to perform better because of the pressure they feel in a masculine based classroom. One factor that can affect whether the student’s performance enhances in a single-sex classroom is the teacher. Some teachers may be willing to adapt to the new single-sex classroom. On the other hand some teachers may not want to teach single-sex classrooms so if they are being forced to teach a class they do not want then the children’s performance will suffer because the teacher doesn’t want to give 100%. For example Michael Gurian and Kathy Stevens explain in their writing,Single Sex Classrooms are Succeeding, that if teachers feel uncomfortable teaching a single sex classroom and feel that it goes against their beliefs they have the option to say no(Gurian Stevens, 2005). This means that if a teacher does not feel that single-sex classrooms is the right idea for the children then they will they have the option to say no. If the teacher can not have a say in the decision and is forced to teach single-sex classrooms that is when you will see no benefits comin g from the children’s performance because of the teachers lack of want to be there. Although for those teachers who would like to teach single-sex classrooms there are training sessions they can take. According to Michael Gurian, Kathy Stevens,Patricia Henley, and Terry Trueman,the authors of,Single Sex Classrooms are Succeeding,there are multiple trainings that teachers have already attended through the National Association for Public Single-Sex Education and the Gurian Institute, so that the teachers can be taught and be aware of the naturally different ways that boys and girls learn in the classroom.(Gurian, Stevens, Henley, Trueman 2009). This means for those teachers who would like to experience teaching in single-sex classrooms that they have a chance to be taught how so that there will be a positive atmosphere in the classroom. Overall the country is trying to find an effective way to help improve students’ scores and performances in school. Some schools are tr ying to implement single sex classrooms. However in single sex classrooms it does not just depend on the children’s willingness to participate. The teachers willingness and positive attitude in the classroom will play big role in how the students’ grades will improve. For those who are in single sex classrooms it will take away their social pressure and hormonal distractions for adolescents. It will also help girls succeed more in masculine seen classrooms because they will not feel the social pressure that those programs are just for boys. The feeling of not being judged or pressured helps students’ scores dramatically because while growing up kids are so worried about self image and not embarrassing themselves that they sometimes forget how important school really is. Author’s Note As a whole my strengths in my paper I believe were integrating many different sources and presenting a counter argument. Also I feel I had very strong sources. Some weaknesses my paper has is I had trouble breaking up the paragraphs because I had sources in them and I was explaining them in depth so it made them very long. Also another weakness is my word choice I feel that I could have used better words to describe certain situations. At this point as I turn in my paper I have revised it about 2-3 times and cut down on paragraphs and switched the format so it made more sense. Some of the paragraphs are now moved around to flow better.However, this has been a work in progress since I made my outline during spring break.My request for feeback is do you think I presented my argument very well or do you believe I jumped all over the place? Regardless of what is written above I spent 2 hours changing and paraphrasing my work so that I did not plagiarize. I feel that I paraphrased what th e authors said instead of copied it now that I went back and changed my paper. I Thank you very much for letting me revise and not failing me right away. This is my 4th revision so it should be okay now. Works Cited Page: Gurian, Michael, et al. Boys and Girls Learn Differently. Ebscohost. Ed. Michael Gurian et al. N.p., n.d. Web. 14 May 2015.http://web.a.ebscohost.com.ezproxy.uwc.edu/ehost/ebookviewer/ebook/ bm[emailprotected]sessionmgr4002 vid=0format=EBrid=1>. Gurian, M., K. Stevens, and P. Daniels. Single Sex Classrooms Are Succeeding. Ebscohost. N.p., n.d. Web. 14 May 2015. . Hancock, LynNell. A Room of Their Own. Ebscohost. N.p., n.d. Web. 14 May 2015. http://web.a.ebscohost.com.ezproxy.uwc.edu/pov/detail/[emailprotected]vid=0hid=4214b data=JnNpdGU9cG92LWxpdmU%3d#db=pwhAN=9606187719>. Pahlke, Erin, Hyde Janet, and Allison M. Carlie. The Effects of Single-Sex Compared With Coeducational Schooling on Students’ Performance and Attitudes: A Meta-Analysis. Ebscohost. N.p., 2014. Web. 19 Apr. 2015. http://web.b.ebscohost.com.ezproxy.uwc.edu/ehost/detail/[emailprotected]vid=1hid=110bdta=JkF1dGhUeXBlPWNvb2tpZSxpcCxjcGlkJmN1c3RpZD1zNTgwNTA4MyZzaXRlPWVob3N0LWxpdmUmc2 NvcGU9c2l0ZQ%3d%3d#db=pdhAN=2014-03898-001anchor=c170>. Peter, Simon. 1. Single-sex classrooms minimize distractions at two Buffalo schools: Principals separate boys and girls in grades seven and eight. ProQuest News and Magazines. N.p., 2008. Web. 19 Apr. 2015.https://ezproxy.uwc.edu/login?url=http://search.proquest.com/docview/ 455627612?accountid=42411>. Protheroe, Nancy. Single-Sex Classrooms. Ebscohost. N.p., May 2009. Web. 19 Apr. 2015. http://web.b.ebscohost.com.ezproxy.uwc.edu/ehost/pdfviewer/ pdfviewer?sid=e933715f-f864-4ca4-8e7a-3ca094fec92a%40sessionmgr110vid=1hid=110>. Sadker, David, and Karen Zittleman. Still Failing at Fairness: How Gender Bias Cheats Girls and Boys in School and What We Can Do about It. Ebscohost. N.p., n.d. Web. 14 May 2015. http://web.a.ebscohost.com.ezproxy.uwc.edu/ehost/pdfviewer/ pdfviewer?sid=9068df59-cbc5-4a39-a0ba-5cf10b5d5796%40sessionmgr4004vid=1hid=42 Smithers, Alan, and Pamela Robinson. The Paradox of Single Sex and Coeducational Schooling. Alansmithers. N.p., n.d. Web. 14 May 2015. http://www.alansmithers.com/reports/Paradox27Jul2006.pdf>. [1]_Re-opened_ [2]Easily identified, and, I think, is a good thesis. [3]_Marked as resolved_ [4]_Re-opened_ [5]Words taken directly from Words taken from https://www.naesp.org/resources/2/Principal/2009/M-J_p32.pdf [6]_Marked as resolved_ [7]_Re-opened_ [8]Words taken directly from Words taken from https://www.naesp.org/resources/2/Principal/2009/M-J_p32.pdf [9]_Marked as resolved_ [10]_Re-opened_ [11]This is taken directly from: http://www.apa.org/pubs/journals/releases/bul-a0035740.pdf [12]_Marked as resolved_ [13]_Re-opened_