Scops: A Living History :: English Literature Dictionary Essays

Scops A Living History A scop is defined by the Oxford English Dictionary as an Old English poet or minstrel. However, scops were simply so much more than that to the medieval world. They were the only means of entertainment for the tribe of the time. There was no television or Internet to escape to, and books were not readily available. Most medieval people in the eighth through duodecimal centuries could not read or write,so the scops would tell amusing stories or tales of heroic deeds to the music of their harps. The stories would be chanted, giving great honor to those mentioned in the unwritten recitations, and the scops song also provided a memory of the culture for those who would come after. According to Kemp Malone, At an early date Germanic kings began to keep professional poets. (p.75) These scops would travel the kingdom, revealing their stories and singing their songs. They would have a harp or later a lute these were the tools of th eir trade. Creating worlds and places many Anglo- Saxons never saw because few people ever left field the place they were born, scops were important fixtures to the medieval world. The scops opened up the outside world to medieval people and engaged the imagination too. In Beowulf, scops are mentioned in inform Beowulfs deeds and amusing the men in the mead- halls. Like courtly fools, they would make their audience laugh. However, unlike the fools or court jesters, a scop was not at that place merely to entertain. They were a living history of the times and places of the past and present. Their ability to memorize many lines of poetry or stories has kept them alive throughout the ages so that we still have them today. The stories were sometimes embellished and altered to be more interesting to the listeners. For example, in Beowulf, there is the story of our hero fighting sea monsters as he swims across an ocean and spending seven days and night in the cold sea. The Wanderer is a tale that mostly likely would have been recited by a scop. The stories that the scops would tell often were elegies for the heroic dead.

European Economic and Monetary Union Essay -- essays papers

European Economic and Monetary UnionThe Economic and Monetary Union (EMU) is a single currency area within the European Union in which people, goods, services and capital move without restriction (Europa Quest (1), 2001). Imperative to the success of the EMU is the implementation of a single European currency, the Euro, and the application of ad hoc macro-stinting policies by the EMU member states (Harris, 1999 78). Moreover, it is the foreseeable intent of European governments to create a framework for stability, peace and prosperity through the promotion of structural diverge and regional development (JP Morgan, 2001). This essay will endeavor to highlight the fundamental gains likely to be accrued by the European business community as a result of EMU policy provisions. The developments and circumstances preceding the EMU formation will be examined to give insight into the functioning of a monetary union. Furthermore, it is essential to analyze the implications the EMU has for firms within both Euroland and other European nations.To establish a strong understanding of the intricacies of the EMU, it is essential to discuss both the antecedents and study developments in this monetary union. The origins of the EMU can be traced to the formation of the European Coal and Steel community (ECSC) in the early 1950s, which was the first attempt to tackle European economic unity to achieve greater international competitiveness (Per Jacobson, 1999) (Duisenberg, 1998). The success of this venture prompted the foreign ministers of six ECSC nations to examine the possibility of further economic integration (Chulalongkorn University, 1999). Hence, in 1957 one the most significant agreements in European economics history, The Treaty of Rome, was signed. The Treaty of Romes fundamental goal was to stand for the creation of a common market (Kenwood & Lougheed, 1999280). The most significant aspect of this treaty was the commitment made by such countries as Belgium, Fra nce, West Germany, the Netherlands, Italy and capital of Luxembourg to facilitate the free movement of goods, services and factors of production. Essentially, these European governments sought to eliminate internal trade barriers, create common external tariffs and harmonies member states laws and regulations (Hill, 2001 233). This movement towards a common European market continued with relative success ... ...gheed, 1999. The Growth of the International Economy 1820-2000. Routledge Press London. Martin, Peter, 1997. EMUs new Horizon. www.stern.nyu.edu/nroubini/EMU/. Visited Mach 2001. Preston Robert, 1997. account of Confusion on Single Currency. www.princetoneconomics.com. Visited April 2001. Princeton Economics, 1998. Country Analysis United Kingdom. www.princetoneconomics.com . Visted April 2001. Roubini, Nouriel, 1997. Notes on Europe, the Euro and EMU. www.stern.nyu.edu/nroubini/EMU . Visited April 2001. Salmon, Pierre, 2000. Decentralisation and Supernationality The Case of the EU. www.imf.org. Visited April 2001. Salvatore, Dominick, 1998. International Economics (Sixth Edition). Prentice Hall New Jersey. Solomon, Robert, 1999. International Effects of the Euro. www.brook.edu/comm/policybriefs/ . Visited March 2001. Soltwedel, Rudiger, Dohse Dirk & Krieger-Boden, Christianne. 2000. European Labour Markets and the EMU Challenges Ahead. www.imf.org . Visited April 2001. Tett, Gillian, 1996. The Single Currency Everything you wanted to know? . www.stern.nyu.edu/nroubini/EMU . Visited April 2001.

The Effects Of Divorce on Students :: Essays Papers

The Effects Of Divorce on Students How significant is the impact of divorce on children? There perplex been studies that show that divorce has a negative effect on children. The impact on a childs life often varies depending on the graphic symbol of divorce and the age of the child during the divorce. The influence of a separation normally effects a childs learning and behavior skills. For a young child the creation of divorce is something that creates many misconceptions. Children do not understand the true meaning or reasoning behind why their parents would ever want to be separated. The initial reaction for most children is to blame themselves or to create a type of reasoning that they can relate to. Due to this, many children often concentrate on rebuilding their family structure instead of engaging in normal childhood activities. Sudden changes in a household can disturb a childs psychological well being. Children sometimes have a tough time being separated from their parents they fear that if one parent can leave them why cant the other. character changes often also occur the mother may begin to work or a baby-sitter may now play a manipulation in the childs life. The feeling of sadness, loss and abandonment are emotions that almost all children go through. As children develop in households that have experienced divorces, problems begin to be out in many phases of the childs life. After reading an article about the effects of divorce on young children I learned many fire issues dealing with divorce. The authors say Although there is considerable variability in outcomes over time, children in divorce and remarried families are more likely than children from non divorced families to have problems in their relationships with parents, siblings, and peers as well as lower self-esteem and academic problems (Hetherington, Bridges, & Insabella, 1998,pg2-3). The article also discuses the fact that the percentage of children who dr op out of school and have divorced parents is greater then drop out rate of students whos parents are still married (Pedro-Carroll, 1999 pg.3). Over the years organizations have been established to help children cope with issues that have to due with divorce. An organization called The Children of Divorce Intervention Program (CODIP) is a support program that was formed to meet the needs of children.

Illegal Immigration Essay -- American Government, Social Issues

Illegal Immigration and Health CareWith the economy of the get together States in shambles, culpable immigration and the effects it has on wellness care can no longer be ignored. America has a whole necessitys to be concerned and well communicate of the issues rather than collecting information piecemeal by way of media or other biased groups. If illegal immigration stays its present course the American tax-payer will continue to fund the well being of individuals who have broken federal rules and regulations and are being supported by law abiding citizens. This instruction is not about individual rights to live and prosper. It is not about race or discrimination of any sort. It is only about the effects on health care that I am addressing.California has been plagued by budget deficiencies in recent years. Layoffs have been rampant as well as public advantage spending. According the governor, The state was unable to balance the budget because of money spent on illegal i mmigrants (Jacobsen 71). If this is the case, why has their not been an immediate demand for reform concerning illegal immigration? Jacobsen continues, Services such as providing dental care to poor women and the elderly, treatment for drug-addicted pregnant women, and prenatal care in general would need to be cut because of the costs associated with illegal immigration (71). When immigrants come across the border illegally, they directly affect health care for American citizens. This should not be tolerated and reform should be implemented as quickly as possible. Reimers states that curbing illegal immigration could save $280 over the course of a decade (97). The quantity of money being spent on illegal immigrants is massive. Not only that but the conservative re... ...uires distinguishing the categories of persons we desire to admit and setting minimal criteria for their admission (155). marginal is the keyword. As it hold ups the process for citizenship is arduous to say the least. We must go back to an earlier era such as the where boatloads of immigrants would arrive in New York. They would stand in line for hours if not days to get documented and obtain legal status. Few were turned away. If we did the same for our southern neighbors everyone would be in the trunk and would contribute to our society by way of consumers, laborers and tax-payers. Americans would then recognize Mexican immigrants not as invaders, but as a fellow human beings, contributors, and citizens of the United States. Health Care would no longer be burdened and aid could be given without breaking the backs of both government and tax-payer alike.

The Yom Kippur War Essay -- Israel

Israeli preparation for war with Syria was less extensive than the Egyptian preparations, because the border was smaller (Approximately 80 miles vs. 40 miles) in comparison to the Egyptian-Israeli border. (See Figure 2. Israel - Syria Border). Israel build fortified Jewish settlements in the Golan. Anticipating Syriawould attack with armor, Israel made obstacles, tank traps, and minefields. Reinforced bunkers and tank placements were created. The battlefield plan was laid out with interlocking fields of unload to halt any Syrian advance. Israel had made peace with Jordan so there was no perceived need to fortify the Israel-Jordan border.Egyptian troop and installation preparations during the state of war of Attrition were in direct contrast to Israels Bar-Lev Line. Egypt did not anticipate a large scale attack across the Suez Canal so there was no need for the equivalent of a Bar-Lev Line on the west side of the Suez Canal. They did have mobile forces of armor, artillery, and in fantry that harassed the Israelis with probes and artillery barrages. Egypt also in effect(p) surge and retreat of troops along the Suez Canal. These surges were purposefully done to lull Israel into complacency and safety. Disinformation was practiced and journalists often found Arab documents detailing the shortcomings in Arab unity and phalanx readiness. Egypts president Anwar Sadat contri unlessed as well. Several times he had threatened military action against Israel and the deadlines passed with no repercussions. All the while, Sadat and his counterpart in Syria, President Hafez al Asad, were committed to military action. Egypt took action to address two specific Israeli advantages from the Six Day War, Israeli air superiority and Israeli tank operations. Egypt ... ...y the tactical advantage from 6-8 October and would attack the Golan Heights on three drives, a northern from, a middle front, and a southern front. One division allocated for each front and a Ranger Battalio n to take an Israeli command and control outpost in the high north. An intense barrage of Syrian artillery brisk the assault. Unfortunately for the Syrians, the terrain of the Golan Heights provided limited avenues of approach so Israel had well planned defensive positions. 37 Three divisions proceeded to advance in their corridor encountering stiff resistance from the undermanned, but well prepared defensive Israeli positions. Syrian armor had difficulty negotiating preplaced minefields, tank traps, and obstacles and it was target practice38 for the Israeli defenders and the Syrians suffered heavy losses. Syria still had intensiveness in numbers on its side.

The Yom Kippur War Essay -- Israel

Israeli preparation for war with Syria was less extensive than the Egyptian preparations, because the border was little (Approximately 80 miles vs. 40 miles) in comparison to the Egyptian-Israeli border. (See Figure 2. Israel - Syria Border). Israel built fortified Jewish settlements in the Golan. Anticipating Syriawould attack with armor, Israel made obstacles, tank traps, and minefields. Reinforced bunkers and tank placements were created. The plain plan was laid out with interlocking fields of fire to halt any Syrian advance. Israel had made peace with Jordan so there was no sensed need to fortify the Israel-Jordan border.Egyptian troop and installation preparations during the War of Attrition were in direct contrast to Israels Bar-Lev Line. Egypt did not anticipate a fully grown scale attack across the Suez Canal so there was no need for the equivalent of a Bar-Lev Line on the west side of the Suez Canal. They did meet mobile forces of armor, artillery, and infantry that ha rassed the Israelis with probes and artillery barrages. Egypt also adept surge and retreat of troops along the Suez Canal. These surges were purposefully done to lull Israel into complacency and safety. Disinformation was practiced and journalists often found Arab documents detailing the shortcomings in Arab unity and military readiness. Egypts president Anwar Sadat contributed as well. Several times he had threatened military proceeding against Israel and the deadlines passed with no repercussions. All the while, Sadat and his counterpart in Syria, President Hafez al Asad, were committed to military action. Egypt took action to address two specific Israeli advantages from the Six daytime War, Israeli air superiority and Israeli tank operations. Egypt ... ...y the tactical advantage from 6-8 October and would attack the Golan Heights on three fronts, a northern from, a nerve center front, and a southern front. One division allocated for each front and a Ranger Battalion to take an Israeli command and control outpost in the high north. An intense barrage of Syrian artillery prepared the assault. Unfortunately for the Syrians, the terrain of the Golan Heights provided limited avenues of approach so Israel had well planned defensive positions. 37 Three divisions proceeded to advance in their corridor encountering stiff resistance from the undermanned, but well prepared defensive Israeli positions. Syrian armor had difficulty negotiating preplaced minefields, tank traps, and obstacles and it was nates practice38 for the Israeli defenders and the Syrians suffered heavy losses. Syria still had strength in numbers on its side.

Design Elements in Fashion

Clubs new album Champ is pretty damn adorable. I put it on in the cable car during a rare burst of winter sunlight a few weeks ago and for a few seconds I actually believed it was summer. This is the Ontario bands second full aloofness album, following Elephant Shell in 2008. Lead singer David Monks is only 23 but has produced an incredibly nostalgic album where he describes moments as if they were a life sentence ago, not a few years.For anyone who hasnt heard much of this four-piece Canadian band I would highly recommend them. The song Tessellate from their first album is one of the loveliest songs I have ever heard, with a youthful outlook on the world and lyrics far beyond their age. David Monks voice never fails to make me a bit faint at the knees. As well as this they are highly capable of producing catchy, dance around like a frenzied monkey, tracks. The new album is more or less secrets, growing up, growing apart, double knots, Christmas Cards, favorite foods, favorite co lors and ending your way.The only criticism I can give is that sometimes the lyrics seem as well teenager, especially for your Monish educated ears. However sometimes its nice to reminisce on those moments before everyone cut loose on Schooling. I mean Champ will cement their place as one of the most interesting bands to watch at the moment. The album is out September for Australia, and in the lyric poem of one highly astute Youth user, the man has a voice tuned for a womens vagina. Amen.

With reference to the headscarf debate in France, analyze the extent to which laicite has played a major role in the French law 2004-228.

IntroductionOn March 15th, 2004 the g everywherenment of cut democracy passed a jurisprudence that barned the article of clothing of conspicuous signs of spiritual affiliation in existence schools (Bowen, 2007). Whilst this faithfulness affected Jewish skullcaps, large crosses, Sikh tur vetos, many scholars (i.e. Wing and Smith, Tarhan) believe that its main heading was to throw away the eating away of the headscarves, known also as hijab by unsalted Islamic girls. Currently there are approximately 5 million Moslems sustentation in France (CIA, 2012). The majority of them are the immigrants from former cut colonies in North and West Africa. Islamics constitute 5-10% of the French population, while Islam is the second largest organized righteousness in France (Tarhan, 2011). Hence, the law from 2004 led to objections and protests amongst French Moslems. They regarded the termination of French regime as a sign of discrimination and violation of religious liberty in France (Wing and Smith, 2006). French disposal, in turn, emphasized that French secularism (known also as laicite), assuming separation between state and religion, was a main reason standing behind its decision (Astier, 2004)). Until like a shot the French law 2004-228 is very controversial. The supporters of this law believe that a shun on religious symbols confirmed a secular character of French democracy and defended French national individuality. They also postulate that a ban contributed to a greater equality amongst women and men within Muslim rules of order. The opponents, in turn, emphasize a largely symbolic character of the ban, as it affected only Muslim girls attending exoteric schools and did not apply to Muslim women on the streets or university students. The opponents oftentimes also rejected laicite as a basis of the French law 2004-228. Instead, they postulate that a fear of multiculturalism and growing cleavage within the French society, especially afte r September eleventh, had a depict impact on the governmental decision (Scott, 2005).The spare-time exertion essay aims to examine whether French secularism, laicite, was a key component responsible for the banning of headscarves in France. First, the essay explains the role of effeminate headscarf in Muslim religion and tradition in secern to understand a safe objection against a ban from Muslim side. Second, the essay presents shortly a debate on wearing headscarves in France that had its beginning in the 1980s. Further, the essay considers the fantasy of laicite in France and its impact on passing the French law 2004-228. The essay analyzes opposite factors that influenced on the banning of religious symbols in France in order to equalise their role and the role of laicite in passing the law. Finally, the essay considers the ban as an unsuccessful reform and presents policy recommendations.The role of headscarf in Muslim traditionThe headscarf1 is an signifi sewert rel igious symbol in the Islamic tradition. The Quran, perceive as the source of Allahs command by Muslims, states that believing women () should lower their gaze and guard their taciturnity that they should not display their beauty and ornaments except what must ordinarily appear thereof that they should draw their veils over their bosoms and not display their beauty except to their husbands, their fathers, their husbands fathers, their sons, their husbands sons, their br another(prenominal)s, or their brothers sons or their sisters sons, or their women or the servants whom their right hands possess, or male servants free of physical needs, or small children who befuddle no sense of the put down of sex, and that they should not strike their feet in order to draw attention to their hidden ornaments. And O you Believers, turn you all together towards Allah, that you whitethorn attain Bliss. (Quran 2431)Therefore, following Allahs law, Muslim women are obligated to remain modest and t o cover their beauty. Moreover, the Quran says O Prophet Tell Thy wives And daughters, and the Believing women, that They should cast their Outer garments over Their Persons (when outside) That they should be known (As much(prenominal)) and not Molested (Quran 3359). It indicates that there are two purposes of the wearing of headscarves by Muslim women. First, headscarf should protect Muslim women from gazes of strange men and from beingness an object of strangers desire. Second, headscarf should help to distinguish Muslim women from women of other religions (Syed, 2001). It is worth tallying that the Quran does not state precisely which parts of womans body should be covered. Hence, there are different types of head (and body) practical applications amongst Muslim women in various countries, depending on Qurans adaptation and culture. They range from the unprejudiced hijab, covering the head and neck to Afghani burqa, covering the entire body and leaving only so-called mesh s creen so that the woman is open to see (Wing and Smith, 2006). Further, the following sentence from the Quran O Prophet, tell your wives and daughters and the women of the believers to draw their cloaks close round them (when they go abroad). That testament be better so that they may be recognized and not annoyed (Wing and Smith, 2006, p.751) indicates that Muslim men are also obligated to Quran to make sure that their wives have got appropriate covering when they leave their houses.With the beginning of decolonization in the 1950s and the 1960s, the European countries, in particular France and the United Kingdom, had experienced massive immigrations from the essence East and African countries. intimately of the immigrants were Muslims. Hence, the Western countries, characterized by Christian roots had to face different religion, culture and values brought to the Europe by Muslims. vanguardscarf has drop dead one of the most visible elements of these differences in the Europea ns in the public eye(predicate) eyes (Wing and Smith, 2006).Headscarf debate in a contemporary FranceThere are currently around 5 million of Muslims in France, constituting 5-10% of the total French population (CIA, 2012). Mostly they are immigrants from the regions such as the Maghreb, the Middle East, Turkey and Sub-Saharan Africa and Asia. Additionally there is an increasing number of mountain of European descent in France who are deciding to convert into Islam. In the recent years, Muslims in France has concentratedly manifested its cultural and religious separateness. They aimed to create an Islamic personal identity with local institutional, societal and cultural structures (Wing and Smith, 2006, p.753) and they focused on building new mosques and loud practices of their religion. It led to Islamophobic tendencies in France which were often manifested by hostility, discrimination in concern and housing as well as larger socio-economic expulsion of Muslim society. Curren tly Muslims continue to be separated from the rest of French society. Key indicators of this exclusion are limited access to the education for Muslims, houses in the urban ghettos (known also as the zones of economic and social exclusion) but also lack of involvement in French governmental life and culture from the Muslim side.The debate on headscarves in France has got its root in 1989 and is known as the affaires de foulard (Scott, 2005, p. 1). At that time, three Muslim girls were expelled from their secondary state school in the town of Creil after they refused to take off their headscarves. Although it was not a first such a case (the theater director of this school had earlier banned Jewish students from wearing the Kippah in school), it brought an extensive attention of French media. The director of school argued that he made a decision on the basis of French laicite2, a concept postulating separation between the state and religion (Tarhan, 2011). Muslim society was support ed by Catholic, Protestant and Jewish leaders. Together, they postulated that laicite should have been regarded as toleration for other religions rather than condemnation of religion (Scott, 2005). This approach was also accepted by the former Minister of Education, Lionel Jospin. He denote that religious symbols and clothing at schools were allowed as long as they did not threaten other religious beliefs (Tarhan, 2011). Despite this governmental announcement, a number of equal cases has dramatically increased between 1989 (400 cases) and 1994 (3000 cases), what led to racial and religious violence in France (Bowen, 2007). In 1994 the tensions were so intense that education staff were sending letter to the French government, asking for advices on how to deal with the situation. In result, new Minister of Education, Francois Bayrou implemented new rules on religious symbols in schools. He allowed only apprehensive symbols in schools, while he prohibited ostentatious symbols. Disc reet symbols were defined as those that demonstrated personal religious conviction (Tarhan, 2011, p.18), while ostentatious as those that led to discrimination and differences into the educational communities. Bayrous claim was controversial and brought the attention of French media. In result, the Conseil dEtat, the highest administrative court in France, decided to check into the controversial issue. The court rejected Bayrous decision and obligated school administrations and teachers to make decision on the actions of their students. The French government appointed a Muslim woman, Hanifa Cherifi, as a governmental mediator responsible for handling the wearing of headscarves. In result, the issue has grown quiet for nine years (Scott, 2005).The issue of headscarves was brought to the public attention again in 2003, when the Minister of Interiors and Cults, Nicolas Sarkozy postulated that Muslim women should take off their headscarves while posing for official identity photograph s. As Muslims became an important minority in France with the beginning of the twenty first century, Sarkozys claim reflected growing frustration and intolerance towards visibility of religious symbols in public places amongst French politicians and society. It also brought grit the issue of headscarves in schools. In effect, French President, Jacques Chirac formed a commission led by Bernard Stasi in order to investigate the implementation of laicite in French educational institutions.. Students, teachers, intellectuals and also the European Commission got involved in the work of Stasis Commission. Muslim girls chose to be interviewed undercover, as they wanted to voice their opinions about wearing the hijab anonymously. The report produced by Stasis Commission presented an in-depth study on the role that the hijab plays in the Muslim community. In reference to Islam, one of the most important results was that young Muslim girls, that used to grow up in a society dominated by wes tern culture and values found difficult to affirm their identities as Muslims by the way they had to dress. Further, it showed that young Muslim girls were often not participating in classes such as P.E (physical education) as they were afraid of violence and assaults from Muslim mens side. Moreover, Muslim girls often confessed that they were being forced to wear the hijab by their families and peer groups. The Stasis Report also drew open other issues surrounding Muslim women such as female genital mutilation and forced marriages (Vaisse, 2004). The Stasis Report pointed out that the existence of religious symbols in schools was not harmonious with the concept of laicite. The Report postulated that the veils were responsible for the alienation of women. As secularism and gender equality were regarded as the important features of laicite, the Report recommended banning religious symbols in schools3 (Wing and Smith, 2006). It is important to add that the critics of the Stasis Repo rt aimed to undermine the validity of the report. They postulated that the report was mainly based on western perceptions on the hijab and Muslim women. The link between forced marriages, female genital mutilation and the hijab, were all based upon the commission negative image of Islam, there was no empirical research to back their findings (Schiek and Lawson, 2011). Muslim women argue that the hijab is worn voluntarily and it brings them a sense of belonging and community (Schiek and Lawson, 2011).Following the Stasis Report, on February 10th, 2004, French National Assembly passed the law on the banning conspicuous religious symbols in schools. A huge majority of the Assembly, 494 members, were in favour of the ban, while only 36 members ballotingd against the ban. At the same time, 31 members abstained from voting. Similarly, on March 3rd, 2004, the French Senate also passed the same legislation. 276 voters were in favour of the ban, while 20 of them voted against the ban (Weil, 2009). The implementation of the new law was preceded by three demonstrations, respectively, on December 21st, 2004 on January 17th, 2005 and on February 14th, 2005 that aimed to stop passing the law 2004-228. Mohammed Latreche, an Islamist activist mobilized and encouraged French citizens to participate in these demonstrations. He established a political party, Pati des msulman de France (the caller of French Muslims) with the headquarters in Strasburg. The demonstrations, showed the Muslim publics outrage at the law that was about to be passed. The legislative ban was regarded as an attack on Muslims with the Muslim society. Two girls even went as far as hunger strikes to show their opposition to the ban. Some posters propagated slangs such as Stasi killed me and 1 veil= 1 vote (Bowen, 2007). Officially, the law was implemented on March 15th and it is known as the law 2004-228. Despite the demonstrations, the legislative ban in France has been largely supported by the French s ociety. According to Pew Research Centre (2006) 78% of the French population have supported the ban, while only 22% of the population have regarded the banning as a bad idea.The concept of laicite and its impact on the banning of headscarves in FranceMany scholars (i.e. Wing and Smith, Scott) believe that the concept of laicite was akey factor behind the decision on the banning of headscarves in France. Laicite has a long tradition in France and hence, it is crucial to analyze its influence on the ban of religious symbols. As it was mentioned above, laicite, known also as a French secularism, postulates separation between the state and religion as well as freedom of religion (Tarhan, 2011). It can be viewed as passive neutrality or non-intervention by the state in the private religious domain. This interpretation suggests that the exercise of religion in the private scope is permissible, and that the French state bequeath not openly support overt religious practices in public sph eres (Scott, 2005). Another interpretation of the laicite can be viewed as a more active secularism, in terms of which the nation is promoted as a fundamentally political society ferociously independent of any religious authority (Wing and Smith, 2006), and one in which the values of the state can be defended through the concept of LORDRE PUBLIC in order to justify interference where necessary with some religious organisations. This definition of laicite gives the government more control over public institutions and the amount of religious activity that goes on there, for example schools (Weil, 2009).The concept of laicite was developed during the French Revolution (1789). Initially it concerned the separation between the state and the Catholic Church, which played a major role in France in the seventeenth century. Revolutionaries aimed to redefine citizenship and nationhood and hence, to separate Catholicism from the French identity. New citizenship was meant to be universal, secul ar and inclusive. Instead, the French Revolution led to xenophobic nationalism (Tarhan, 2011, p.4) which targeted foreigners as well as priests, rebels, political opponents and noblemen. Similarly, the Revolution started to reject religion rather than tolerate it. The laicisation of French public schools began with an article that was passed on June 28th, 1833. This law entailed that primary school teaching should have no religious affiliation. Further, laicite was implemented in France through the creation of the public school system, in the years 1881-2 with Jules ferryboats public school laws (Bowen, 2007). However, despite these steps Catholicism remained an important element of French regime until the end of nineteenth century. More significant changes started in 1901 when France passed a new law, Law of Association according to which religious associations became obligated to have a state supervision. Further, in 1904 the religious communities were forbidden to provide educati on. In result, approximately 30,000 of clergy lost their teaching jobs and stopped taking salaries from the state. Nonetheless, the legislation passed in 1905, known as the Separation Act, is regarded as first meaningful success of secularists in France (Tarhan, 2011). The 1905 law has become the legal guideline for the separation of the state and the church. The word laicite did not appear in the 1905 law. However, the first article of the law emphasized freedom of religion in France, as it stated that the republic ensures freedom of conscience. It guarantees the free exercise of religions with the sole restrictions decreed hereafter in the interest of public order (Tarhan, 2011, p.7). The second article, in turn, declared that The Republic does not recognize, fund or subsidize any religion. State, departmental and commune budgets, together with all expenses relating to the exercise of religions allow for be abolished. (Tarhan, 2011, p.7) and hence, it guaranteed states neutrality towards religions. The legislation from 1905 gave a political and legal character to the concept of laicite in France. More importantly, it indicated that laicite was a process that had emerged in France through the confrontation about national identity between Clerics and Republicans (Scott, 2005).Although the concept of laicite in France does not show any historical links to the Islam religion, the ban on religious symbols from 2004 seems to emphasize an impact of laicite on the French politics and tradition. Nowadays laicite is regarded in France as one of the foundations of French Republic and the French collective (national) identity (The Economist, 2004). It represents a sharp contrast to Anglo-American model of multiculturalism. French believe that laicite guarantees tolerance, freedom of religion, peace as well as social cohesion. Further, laicite postulates a sharp division between public and private spheres. Religion and ethnicity can be manifested in the private sphere. However, the only visible legitimate identity in the public sphere should be French national identity. Further, the laic state has right to interfere in the religious issues if the national unity and common values of the French Republic are threatened (Weil, 2009). According to the concept, Muslim society should accept French norms and culture in order to become a part of French political unity. Nonetheless, Muslims have become a significant minority in France, unwilling to adopt French tradition and lifestyle. Instead, they strongly manifested own culture, tradition and identity (The Economist, 2004). Islam was perceived not only as a religion but also as a rigorous lifestyle that rejected Western values such as liberty, freedom and laicite. Muslims were often regarded as the extremist group. Hence, French started to perceive Muslims and Islam religion as the threads to the French national unity that had to be address and resolved. The debate on headscarves in France confirms this negative perception of Muslims within French society (Tarhan, 2011).With the exception of laicite, there were also other factors that had an influence on the ban of religious symbols in France. As stated in the Stasis Report, the ban aimed to empower Muslim women and to guarantee greater equality amongst the Muslim women and men. However, in this case, the ban was just a symbolic gesture, as it only applied to the young Muslim girls in public schools and did not affect adult Muslim women, operative in some public places or just walking on the streets (Bowen, 2007). In contrast, there are several external factors that might have influenced the time of headscarves debate in France. When the first debate on headscarves took place in 1989, the Communist system in the Central and Eastern Europe collapsed. Instead, the Europe experienced massive inflows of Muslim immigrants and spreading Islam religion across the European countries. Hence, Islam quickly started to be perceived as a thr ead to the Western values that replaced an gaga thread, communism. Further, in 1994 there was a civil war in Algeria, a former colony of France that was caused by the conflict between the secular military government of Algeria and Islamic fundamentalists. The Algerian conflict indicated a possibility of similar problems between the state and its largest religious minority in France. Finally, in 2003 the Europe was still strongly affected by the consequences of September 11th (2001). Additionally, the wars in Iraq and Afghanistan as well as the worsening of the conflict between Israel and Palestine resulted in sharp contrast between the West and Islam culture. At that time, French Muslims definitely identified with the Muslims in other parts of the world and the wearing of headscarves manifested such identification. French government, on the other hand, faced real threads of terrorism. Hence, the main principle of French defense became to prevent French citizens and institutions fr om potential challenges to their integrity (Scott, 2005).ConclusionsTo sum up, the ban of religious symbols in schools implemented in France in 2004 was very controversial and led to numerous protests and demonstrations in France. The supporters of the ban underlined the secular character of France and the need to separate religion from the public sector. The opponents, in turn, postulated a minor impact of the ban, as it only affected Muslim schoolgirls, constituting relatively insignificant percentage of Muslim female population in France.Without a doubt, laicite had a key impact on the legislative ban. However, the main factor behind the governmental decision was not separation between the religion and the state, regarded as a traditional element of the concept of laicite. In the contemporary France, key elements of laicite have become nation identity and unity. As the French society was characterized by a strong division on Muslims and non-Muslims as well as by strengthening Mus lim influences, the French conservative government of Chirac has become responsible for protecting the French national identity. The ban was believed to be a successful tool to achieve this goal. Except laicite, there was a number of internationalist events such as Afghan war, Iraqi war or Israeli-Palestinian conflict that strengthened Islamophobic in Western countries, in particular in secular France that has constantly been characterized by the opposition to multiculturalism and foreignness. Although some scholars postulate that gender equality was also a factor influencing French decision on the ban, there is no strong evidence to support this claim. In fact, the ban affected only small number of young Muslim girls being in public education.Nowadays it is authoritative that Muslims have to accept cosmopolitan values and freethinking if they aim to stay in the Western countries. Currently a number of Western countries such as United Kingdom, Spain or Germany have been character ized by a trap of two conflicting cultures. However, forcing Muslims to go against their religious practices, as applied in France seems to be counterproductive. The ban of religious symbols in France led to the riots (2005) in so-called les cites, ghettos focusing North Africans and Arabs that spread around the major French cities. During these riots two Muslim teenagers were accidently killed. However, the ban of religious symbols could have disastrous consequences. Young Muslims, rejected by the French government and regarded as a second-class society, often accept extremism and violence as the radical of their problems. The example of the United States demonstrates prominently the negative consequences of rejecting and underestimating its ethnic minority. The young, radical Muslims in the US, trained by the conservative European imams became responsible for the dramatic events from September 11th (Kiersh, 2008).The French government should have learnt a lesson from the United S tates and should stop pushing its Muslim society towards extremism and encouraging violence amongst them. Instead, the French government should establish a long-term strategy in order to incorporate their Muslim minority into the environment they regard as unfriendly. The government must develop new, comprehensive measures that will help Muslims to identify with the rest of the French society and to become involved in various aspects of French lifestyle. In order to achieve these goals, the French government must focus on the reduction of job and housing discrimination in the first place as well as on ever-changing the attitudes within the French policy towards Muslim male immigrants. The French government can expect that other European governments (in particular British, German and Spanish governments) will be also willing to address the problem of separation between Muslims and mainstream society, as they struggle with the same problem. Together, these countries have enough resou rces to implement reforms and changes so that the Muslims can assimilate with the rest of the societies. Also the United States could probably get involved in such a cross-countries program in the framework of the War on Terror. Without a doubt, the European governments would be more willing to accept such a form of terrorism fighting rather than military interventions in the Middle East. The following concept requires in-depth analyzes and detailed policy planning. However, it would definitely bring larger and more positive outcomes than the ban of religious symbols in public schools (Kiersh, 2008).List of references Astier, H., (2004). The plentiful Roots of French Secularism online available from (Accessed on 25.04.2012). Bowen, J., (2007). wherefore the French do not like the Headscarves. New Jersey Princeton University CIA, (2012). The World Factbook France online Available from (Accessed on 25.04.2012). Kiersh, A., (2008). Why the Headscarf Ban is wrong for France online A vailable from (Accessed on 25.04.2012). Morin, R. and Horowitz, J., (2006). European debate the Scarf and the Veil online Available from (Accessed on 25.04.2012). Scott, J., (2005). Symptomatic Politics The Banning of Islamic Head Scarves in French Public Schools. New Jersey Institute for Advanced Study. Schiek, D and Lawson, A., (2011). European Union Non-Discrimination Law and Intersectionality Investigating the Triangle of Racial, Gender and constipation Discrimination. London Ashgate Publishing. Syed, , (2001). Women in Islam Hijab online Available from (Accessed on 25.04.2012). Tarhan, G., (2011). Roots of the Headscarf Debate Laicism and Secularism in France and Turkey. Journal of Political Inquiry, 4, p. 1-32. The Economist, (2004). The war of the headscarves online Available from (Accessed on 25.04.2012). Vaisse, J., (2004). Veiled Meaning the French Law Banning Religious Symbols in Public Schools. Washington The Brookings Institute. Weil, P., (2009). Why the French Lai cite is liberalCardozon Law Review, 30(6), p.2699-2714.Wing, A. and Smith, M., (2006). Critical Race Feminism Lifts in Veil? Muslim, Women, France and the Headscarf Ban. calcium UC Davis.1 The headscarf wore by Muslim women is commonly known as hijab in the Europe. However, Quran uses two Arabic terms khimar and jilbaab in reference to headscarf or veil.2 The concept of French laicite will be discussed in details in the next chapter.3 It is worth adding that Stasis Report also postulated the recognition of majority religious feasts as public holiday. However, this law was not passed.

Vygotsky’s Views On Cognitive Development Complements Piaget’s

Methods and approaches to teaching have been greatly influenced by the research of Jean Piaget and Lev Vygotsky. Both have contributed to the field of education by offering explanations for small fryrens cognitive look outing styles and abilities. This essay will discuss how rather than being an alternative, Vygotskys sights on cognitive development complements Piagets. Initially, the term cognitive will be be before having a depend at Piagets stages of cognitive development and subsequently analyzing how Vygotskys views complement Piagets.Flanagan (199672) states that, cognitive development is the acquisition of mental bear upon involved in thinking and mental activity, such as attention, memory and problem solving. It is therefore a totality of mental processes. Piaget and Vygotsky were both influential in forming a more scientific approach to analyzing the cognitive development process of the child active construction of experience. While Piaget and Vygotsky may differ on how they view cognitive development in children, both offer educators good suggestions on how to teach certain material in a developmentally appropriate manner.Both Piaget and Vygotsky agree that childrens cognitive development took place in stages. (Jarvis, Chandler 2001 P. 149). However they were distinguished by contrasting styles of thinking. Piaget was the first to reveal that children reason and think disparately at different periods in their lives. He believed that all children progress finished four different and very distinct stages of cognitive development. This supposition is known as Piagets typify Theory because it deals with four stages of development, which argon sensori-motor, pre operative, concrete operational and formal operational (Ginsburg, Opper,197926).In the first stage sensori-motor, which occurs from birth to the age of two is the time in an infants life when the child basically deals with what is presented to him. They learn about physical objects an d are concerned with motor skills and the consequences of some of their actions (Thomson and Meggit, 1997107). During this stage children will learn the sentiment of object permanence. This is where an object will continue to exist even if it is out of sight. (Ginsburg, Opper 1979 P. 48) For instance if the toy fell off the bed, the child will begin to look for it because he understands it continues to exist.The preoperational stage last from two to seven years. In this stage it becomes come-at-able to carry on a conversation with a child and they in any case learn to count and use the concept of numbers. This stage is divided into the preoperational phase and the intuitive phase. Children in the preoperational phase are preoccupied with verbal skills and try to mold sense of the world but have a much less sophisticated mode of thought than adults. In the intuitive phase the child moves apart from drawing conclusions based upon concrete experiences with objects.One problem, whi ch identifies children in this stage, is the inability to cognitively conserve relevant spatial information. This is when, when a material is manipulated and no longer matches the cognitive theatrical role that a child has made, that child believes the amount of material has been altered instead of just its shape. (Jarvis and Chandler,2001135) During the Concrete Operational stage from ages seven to ten, children of this age are in school and they begin to deal with abstract concepts such as numbers, relationships and how to reason.They can now group certain things into categories, and put objects into size order, number order, and any new(prenominal)wise types of systematic ordering. There is a form of logical reasoning and thinking. Using logic, the child is capable of reversibility and conservation, which is the understanding of that mental operations and physical operations, can be reversed. They are now beginning to understand other peoples perspectives and views and are cap able of concentrating on more than one thing at a time.In this stage a person can do mental operations but only with real concrete objects, events or situations (Jarvis and Chandler, 2001139). Finally, in the formal operational stage, age twelve to fifteen, the child has become more adult-like in their thought structures and processes. They begin to reason logically, systematically and hypothetically. (Jarvis, Chandler 2001 P. 139). In other words, they can imagine things that do not exist or that they have never experienced.This stage is superior generally like the preceding stage but at a more groundbreaking level. The formal operational person is capable of meta-cognition, that is, thinking about thinking. Piaget also theorized on Adaptation, and Development. The adaptation theory (also known as the Constructivist theory) involved three implicit in(p) processes, which contributed to the childs cognitive development. These are assimilation, accommodation, and equilibrium. Assim ilation involved the incorporation of mod events into pre-existing cognitive structures.Accommodation is the adjustment involved in the formation of new mental structures contracted to accommodate new information. Equilibration involved the person striking a balance between him and the environment, between assimilation and accommodation. When a child experienced a new event, disequilibrium set in until he was able to assimilate and accommodate the new information and thus attain equilibrium. There were many different types of equilibrium between assimilation and accommodation, which varied with the levels of development and the problems, which needed to be solved.(Thomson and Meggit 1997105)This dual process, assimilation-accommodation, enabled the child to form schema, and with each stage there came new methods for organizing knowledge together with the acquisition of new schema. Schemas are Form action plans which guide us in understanding what is going on around us (Hayes b. P . 15) These are similar to responses but imply more cognitive processes. A schema includes ideas, information, actions and plans. People can learn by adopting new schemes or combine little already present schemes to create new larger ones.(Hayes a. 1999 P. 98)In contrast of Piaget, Vygotsky, a Russian psychologist and philosopher in the 1930s, is most often associated with the social constructivist theory and came into three general claims Culture which is that higher mental functioning in the case-by-case emerged out of social processes. Secondly Language which human social and psychological processes are essentially shaped by cultural tools. Lastly the developmental method Zone of Proximal Development (ZPD) which is the concept that the potential of the child is limited to a particularized time span.(Jarvis, Chandler 2001 P. 149-150).Vygotsky believed that it was adults and the Childs peers, which had the responsibility in sharing their greater collective knowledge with the younger generations. (Jarvis, Chandler 2001149-150). This type of education supports a discovery model of learning and places the instructor in an active role while the savants mental abilities develop naturally through various paths of discovery. Vygotsky argued that through social activities children learnt cultural tools and social inventions.These include vocabulary, rules, numerate systems, writing, art, and music. Language for Vygotsky was a system of symbolic representation, which had been perfected over many previous generations and allowed the child to abstract the world. It provides the symbols for the childs equations concerning the world Language came into three separate categories, which were Social, Egocentric, and Inner. For Vygotsky language was what made thinking even a possibility. Language is the difference between thinking on an elementary level and on a higher level.According to Vygotskys theory ZPD had to do with a childs current and potential abilities to do something (Flanagan 1999 P. 72). He believed that problem-solving tasks could be placed into three categories, which were as follows (a) those performed independently by the student independent performance (b) those that could not be performed even with help and (c) those that fall between the two, the tasks that can be performed with help from others assisted performance (Santrock, 1994).Vygotsky believed the concept of ZPD recommended a better move towards to education and allowed a better understanding of the learning process. (Flanagan 1999 P. 73) Bruner built on Vygotskys idea of the ZPD, by introducing what he described as scaffolding. hold is the help, which is given to a child that supports the childs learning. Scaffolding is similar to scaffolding around a building it can be taken away after the need for it has ended. When a child is shown how to do something he can now accomplish this task on its own.(Jarvis and Chandler 2001 P. 154).Vygotsky believed that the history of the child and the history of the childs assimilation needed to be understood because it overrides the cognitive schema process that Piaget described (Santrock, 1994). Piaget believed that the sequence of how children experience the stages was universal, but acknowledged the rate at which each child moved through these stages was flexible and relative upon factors such as maturity, social influences, and other factors.Because of the difference in the skills needed for each level, Piaget believed that children should not be strained into learning the knowledge of the next stage until the child was cognitively ready. (Flanagan 1999105) However, Vygotsky believed that instruction came before development and that instruction lead the learner into ZPD. Piaget and Vygotsky had many contrasting views which included Piaget believing that cognitive changes precede linguistic advances, unlike Vygotsky who proposed that language allowed the child a far greater freedom of thought and lead to further cognitive development.(Flanagan 1999 P. 59)Piaget believed in the development of thinking and that language moved from individual too social (Ginsburg, Opper 1979 P. 84). However, Vygotsky believed that language moved from the social to the individual. (Jarvis and Chandler,2001150). Vygotsky, like Piaget, believed the relationship between the individual and the social as being a necessary relational. However, Vygotsky believed that it was adults and the Childs peers, which had the responsibility in sharing their greater collective knowledge with the younger generations.He did not believe it was doable for a child to learn and to grow individually and the culture and the environment around the child played a big part in their Cognitive Development. (Flanagan 2001 P. 72). He also believed a child was unable to develop the way he or she had without learning from others in the environment in which they were raised. In contrast, Piaget maintain that children were naturally i nquisitive about their own abilities and about their environment (Jarvis, Chandler 2001 P. 129) and that children advanced their knowledge because of biologically regulated cognitive changes.(Flanagan 2001 P. 57). Whereas, Piaget believed that a child was only possible of learning the processes in each stage at any time (Flanagan 1999 P. 60) and overlooked the role of the childs activity with relation to thought processes. For Piaget, children construct knowledge through their actions on the world. By contrast, Vygotskys stages, unlike Piagets, were that of a smooth and gradual process. That understanding is social in origin. For Vygotsky the cultural and social aspects took on a redundant importance which is much less symmetrical than Piagets theories.Vygotsky was critical of Piagets assumption that developmental growth was independent of experience and based on a universal sign of stages. Vygotsky believed that characteristics did not cease at a certain point as Piaget did. When one thing was learned, it was used from then on. It did not stop just because a child entered another stage of development. Everything was progressive. Vygotsky also disagreed with Piagets assumption that development could not be impeded or accelerated through instruction.(Flanagan 1999 P. 57)Vygotsky believed that intellectual development was continually evolving without an end point and not completed in stages as Piaget theorized. Piagets stages only approach up to, and end with, approximately age fifteen. This theory does not seem to have any major factors after approximately age fifteen. Due to experiences Piaget had over the years he changed the way he thought and modify his techniques of research to include a greater emphasis of the role of the childs activity.Vygotsky although critical of Piaget, realized the importance of the information that Piaget had gathered and in spite of his criticisms, Vygotsky built his educational theories on the strengths of Piagets theories. Af ter examining Piagets and Vygotskys theories on how they complement each other cognitive development there is still more which we can continue to learn and build on with both Piagets and Vygotskys ideas and theories, especially when applied in education construction. Piaget proposed many applicable educational strategies, such as discovery learning with an emphasis on activity and play.However, Vygotsky incorporated the importance of social interactions and a co-constructed knowledge base to the theory of cognitive development. In conclusion, a teachers focus should be to provide assistance to students in need, and provide cultural tools as educational resources. Teachers should provide for group and peer learning, in order for students to support each other through the discovery process. Especially in todays diverse classroom, the teacher needs to be sensitive to her students cultural background and language, and be an active participant in his knowledge.

Does Internet Enhance or Reduce Social Interaction Essay

Papers like HomeNet publications hand been following the effects, unequivocal or negative of Internet on its users. The ruleings are interesting as it reports both positive degree and negative results. Initially the effect was negative on those who relied heavily on meshwork for communication. un slight that scenario has changed with sequence. Current studies no longer image the overall negative effects of the ancient. Using internet to communicate with families and friends as well as being involved in community activities has been on the rise.electronegative effects are generally experienced by tidy sum with less support economically and introverts and positive effects experienced by concourse with satisfactory social resources and extraverts. Some tribe who pay off integrated internet into their ordinary lives progress to generally benefited, but they now experience new social problems. These problems are highlighted in this discussion in depth and a summary made in a t fitting. Those internet users who find communication important, deem good mindto expect that Internet has positive social impact on their lives. For such people communication, including contact with neighbors, friends, and family, and participation in social conferences, improves their level of social support. To them interacting with internet gives them fulfilling personal relationships, a sense of meaning in life, and commitment to social norms with their communities. Their psychological and physical well-being (Diener et al. 1999 Cohen and Wills 1985 Mirowsky and Ross 1989).They think through the use of internet for communication, they could have important positive social effects on individuals (McKenna and Bargh 2000), groups, organizations (Sproull and Kiesler 1991), and communities (Hampton and Wellman 2000), including society at large (Dertouzos 1997 Hilts). Just like the telephone did, they think broad social ingress could increase peoples social involvement, and facilitate formation of new relationships (Fischer 1992 Wellman 1996).People who are generally isolated could find new social individuation and commitment (Katz and Aspden 1997). Isolated members of communities could participate in group organizations at a distance (Sproull and Kiesler 1991). Internet is also handy for political mobilization (Bonchek 1997). Whether Internet has positive or negative social impact depend upon the quality of the people online, their activities and what they give up to spend era online. Stronger social ties generally lead to break aside social outcomes than do weaker ties (Wellman and Wortley 1990).As we go through the discussion we find that the ease in communication that internet offers has encouraged people so practically that they now spend more time alone, talking online with distantrs and genuinely little time with their communities. Increasingly people are connecting to each other through the internet, and looked at positively, one would s ay internet has increased the frequency of communication among its users. There are pertinent issues to look at today regarding our social interaction compared with the past Has our social relation one-to-one improved or diminished? Has it provided more evidence of the difference between our virtual self and real self? Has our group interaction improved or diminished? Users of internet are socially withdrawn because they are nigh of the time lonely and hooked onto the net. Research has set in motion that the more people are online, the more they function socially isolated ( James E. Katz). The study further shows that people who are constantly online the more they become isolated from social life and that there is a relationship between depression, stress and strength in social ties created by extensive use of the internet.This on the extreme can weaken the social ties that people normally have. Robert Kraut who is a researcher in the field and professor in the Department of Com munication at Rutgers University in New Brunswick, N. J. is the leading author of the study. However the finding has been drably challenged as inadequate and lacking in rigor. The critiques say there contracted to have been a control group used for comparison purposes and that the sample size was too small. On the contrary, computer experts are quoted as saying internet has greatly increased their human interaction.They say that they can now meet more people than ever before. But sociology experts say this is more a manifestation of people in a state of denial than the truth. But the truth is that there are two divergent views nearly computers and its social effect on people. Hoffman and follower Tom Novak at Vanderbilt Universitys Project 2000 have for example have conducted a collaborate research with Georgia Institute of Technology in which they find many web users find the net browsing enriching and satisfying and that they are usually left in a happy state of mind off the beaten track(predicate) from being depressed.Philip Aspden, executive director of the Center for Research on the Information Society, surveyed 2,500 Internet users and found no evidence of social withdrawal. The study found that online participants are no less likely to join religious, leisure or any community organized activities than people who arent online. Virtual interaction is the norm in internet activities. People using portable computers can hightail it in one office, one project without necessarily being physically in a place.They could be several kilometers away and do everything together that they could do in one environment, one office, and location. They can talk and hold meetings and discussions together. Internet has made the institution look like a one local village. The issue is what is the social implication of this arrangement? Is it positive or negative socially? The answer is positive because the physical location can be anywhere most convenient for the indiv idual. It can be your house / study room, supermarket or inside your car. People work better when they operate from premises of their liking.Negative because supervision, control, co-ordination and monitoring becomes difficult. People find such arrangements new and odd though not necessarily bad socially. With time we shall be used to it and our sense of belonging will change. In this discussion we try to bring into focus the positive and negative social impact of internet. However we seem to agree that internet users have more social problems than usual. They are among other things withdrawn from normal social life and in virtual loneliness as is commonly known.It is interesting to hear what some of these people say. Please allow me to quote some experiences from people who use internet. Every time I go through the process it seems more and more like a religious ritual. When I reflect that I am connected to thousands or millions of people across the world, I forget that I am seate d in a solitary confine of my computer room. I admit it is a strange feeling, one that I really like to the extent that I forget the social pleasure I normally find socializing with people orthogonal there.Sometimes I also get frightened that I am beginning to like my computer mediated communication (CMC) better than talking with most real people with whom I come into daily contact face to face. Though I find it sad to say, I have never enjoyed serious discussions before where people say what is in their heart. Social opportunities and even academic opportunities for such discussions are dwindling. Our culture has become more and more trivial and superficial. by dint of CMC people can find intellectual stimulation. It is easily available and comfortable.But the human touch is more natural and more satisfying. We are social animals and we need to meet and chart. Intellectualism has its time just as social life also has its time. The other negative aspect of internet is privatizati on which was introduced by Marshall McLuhan. This theory states that as entertainment and information becomes readily available to people, they are less likely to seek them outside their homes. As that happens, social interaction is becoming less and less frequent. We can select the people to talk to and use special words and mode of communication.Soon we shall be out of touch with the real world where we have different type of people needing different types of communication. My entertainment, amusement, and even communication have become private rather than public. Family people have very little time for each other because they spend all that time on the net. The young ones are the most affected. During the day, they are out in school and their parents are out for work. When they come home they cannot meet either, because everybody is busy with internet. When will they talk or learn from the parents one would ask?All that they imitate are programs from the internet, some very weird indeed. As parents we might overlook and despise the experience we got through social interaction with our peer groups and communities while we were young. It taught us to be at mollification with our environment. In this environment there is richness found in diversity. The diversity found in behavior and culture of its people. We come to be more certified that the world is made of both order and disorder and become equipped to handle both occurrences. That is how we have been molded to be strong and resilient.The world of internet is denying our children that freedom and experience. Children never play together at home and very little in school. Computer mediated communication CMC is a new phenomenon in the computer world. There are other technologies more commonly used such as e-mail and interactive chat on the internet. These modes of communication have both bad and good sides. They have made communication, fast, easy and affordable. The physical location of the people we com municate to is no longer a barrier. We talk to people anytime anywhere by a mere touch of a button.When we play with our peers and join social clubs we meet people and friends and that is healthy for our body and mind. We are able to do some exercise which our body needs to avoid aging. We use our bodies more than our minds. To conclude my analysis on the effects of the internet talking about pornographic ideologies is no new phenomena as it is one of the high condemned vices of the internet as it is being used in all ways. Income generating activities, a source of fight to others but highly exploitative and seriously abusive in all ways, it ranges from child pornography to adult pornography.

Factors Motivating Variation

The section Factors motivating variation of Chapter 2 of Introducing Sociolinguistics (Meyerhoff 2006) introduces four social genes that make people how to use language. Meyerhoff provides a rough introduction on these factors that would be discussed deeply in latter chapters. The first factor is speakers desire to show how to get in touch in a group and separate from others. That means people use language to identify which group they belong to. Meyerhoff uses the Marthas vineyard study to relieve that vineyarder used different pronunciation to distinguish themselves from summer visitor.The specific linguistic variant is an identification to separate local group and visitor group. The second factor is speakers desire to be valuable in their group. Meyerhoff explains speaker use specific variant to raise their self image in the community, then to establish a positive image in their community. On the other hand, speakers desire to eliminate the negative by avoiding using a variant which their image would be downgraded. These iii factors motivate speakers determine how to use language to achieve a good identity in the society.Compare to the other three factors, the final one is focused on the interaction between the speaker and group members. Meyerhoff states the speakers desire to test how in-group members are orienting themselves to those three factors. Communication accommodation theory is introduced to explain this factor in generally. It presents that the speakers depend on audience behaviors to choose the variant. Besides that the speakers will use language to test their hypotheses are workable or not. Therefore, variation is a pass after these testing.

Proficiency Level Analysis Essay

For this appointee, I give concourse a seventh grade class into appropriate groups depending on their improvement levels. There are five English proficiency levels in Ms. Jensens class, Pre-Emergent, Emergent, Basic, Intermediate, and Proficient. By feeling at the score results of the Arizona English Language Learners judicial decision (AZELLA), I will be able to place the students into appropriate groups by placing higher level students with ELL students during in-class activities to assist them understand and succeed in their classroom assignments. When looking at the class roster, I noticed that Ramon is at the Pre-Emergent and Emergent level throughout Reading, Writing, Listening, and verbalise areas so I would place him in a group with students who are mostly at the Intermediate and Proficient Level so he croup pick up the English language faster and easier. Students can be paired or grouped as either like-ability or cross-ability.Cross-ability is where students of diff erent proficiency levels work together and the benefit of cross-ability matching is that the higher-level students can help the lower-help students (Roberts, 2007). There is a total of fifteen students, therefore I would create five small-scale groups of three. The first group would consist of Ramon, Aryanna, and Carlos. The second group would be Gabriel, Hailey, and Jerry. The third group would include Corynn, Desiree, and Michael. The fourth group would include Jakob, Noah, and Suzanne while my last group would consist of Hade, Petie, and Rebecca. My explanation for placing these students in these specific group is because individually group would consist of a low level student (Emergent) with a Basic and Proficient level student.When working during class activities, the higher level (Intermediate/Proficient) students will help out the lower level (Emergent/Basic) students understand the assignment by providing additional support and being a role model to them across Reading, Wr iting, Listening,and Speaking areas. In order for this kind of classroom setting to work, I would need the support of the higher-level students to help with providing the additional help to the ELL students.The teacher still would model the assignment first and provide a guided practice and then walk around each group to see what help is needed. I think creating small groups of three would work better than groups of five because ELL students would gain more knowledge and understanding when they prolong one or two students helping then kind of of three to four persons. This is because students working in smaller groups are better able to focus and help each other. When the group has too many students, they have the tendency of getting sidetracked and potentially cause conflict within the group.ReferencesRoberts, Melinda. (2007). Teaching in the Multilevel Classroom. Pearson Education, Inc. Retrieved from http//www.pearsonlongman.com/ae/download/adulted/multilevel_ monograph.pdf

Pythagorean Philosophy

harmony is the harmonization of opposites, the unification of disparate things, and the conciliation of warring elements Music is the basis of agreement among things in nature and of the best presidential term in the universe. As a rule it assumes the guise of harmony in the universe, of lawful government in a state, and of a sensible way of life in the home. It brings together and Every school student will recognize his name as the originator of that theorem which offers many cheerful facts about the squ atomic number 18 on the hypotenuse.Many European philosophers will call him the father of philosophy. Many scientists will call him he father of science. To musicians, nonetheless, Pythagoras is the father of music. According to Johnston, it was a much told story that one day the young Pythagoras was passing a blacksmiths shop and his ear was caught by the unfaltering intervals of sounds from the anvil. When he discovered that the hammers were of different weights, it occured to him that the intervals might be related to those weights. Pythagoras was correct. Pythagorean philosophy maintained that all things are poesy.Based on the belief that add up were the building blocks of alwaysything, Pythagoras began linking numbers and music. Revolutionizing music, Pythagoras findings generated theorems and standards for musical scales, relationships, instruments, and creative formation. Musical scales became defined, and taught. Instrument makers began a precision approach to device construction. Composers developed new attitudes of composition that encompassed a derriere of numeric value in addition to melody. All three approaches were based on Pythagorean philosophy.Thus, Pythagoras relationship between numbers and music had a well-grounded influence on future musical education, The intrinsic discovery made by Pythagoras was the potential rder to the chaos of music. Pythagoras began subdividing different intervals and pitches into distinct notes. Mathematical ly he dissever intervals into wholes, thirds, and halves. Four distinct musical ratios were discovered the tone, its fourth, its fifth, and its octave. (Johnston, 1989). From these ratios the Pythagorean scale was introduced. This scale revolutionized music.Pythagorean relationships of ratios held true for any initial pitch. This discovery, in turn, reformed musical education. With the normalization of music, musical creativity could be recorded, taught, and re declared. (Rowell, 1983). Modern day finger exercises, such as the Hanons, are neither based on melody or creativity. They are simply based on the Pythagorean scale, and are executed from various initial pitches. Creating a foundation for musical representation, works became recordable.From the Pythagorean scale and undecomposable mathematical calculations, different scales or modes were developed. The Dorian, Lydian, Locrian, and Ecclesiastical modes were all developed from the foundation of Pythagoras. (Johnston, 1989) . The basic foundations of musical education are based on the various modes of scalar relationships. (Ferrara, 1991). Pythagoras discoveries created starting point for structured music. From this, diverse educational schemes were created upon basic themes.Pythagoras and his mathematics created the foundation for musical education According to Rowell, Pythagoras began his experiments demonstrating the tones of bells of different sizes. Bells of variant size score different harmonic ratios. (Ferrara, 1991). Analyzing the different ratios, Pythagoras began defining different musical pitches based on bell diameter, and density. Based on Pythagorean harmonic relationships, and Pythagorean geometry, bell-makers began constructing bells with the confidential information itch prime tone, and hum tones consisting of a fourth, a fifth, and the octave. (Johnston, 1989). Ironically or coincidentally, these tones were all members of the Pythagorean scale.In addition, Pythagoras initiated co mparable experimentation with pipes of different lengths. Through this order of study he unearthed two astonishing inferences. When pipes of different lengths were hammered, they emitted different pitches, and when air was passed through these pipes respectively, alike results were attained. This sparked a revolution in the construction of melodic percussive instruments, as well as the wind instruments. Similarly, Pythagoras studied strings of different thickness stretched over altered lengths, and found another instance of numeric, musical correspondence.He discovered the initial length generated the strings primary tone, while dissecting the string in half yielded an octave, thirds produced a fifth, quarters produced a fourth, and fifths produced a third. The circumstances close to Pythagoras discovery in relation to strings and their resonance is astounding, and these catalyzed the production of stringed instruments. (Benade, 1976). In a way, music is lucky that Pythagoras att itude to experimentation was as it was. His insight was thusly correct, and the realms of instrumentation would never be the same again.Furthermore, many entraprs adapted a mathematical model for music. According to Rowell, Schillinger, a famous composer, and musical teacher of Gershwin, suggested an regalia of procedures for deriving new scales, rhythms, and structures by applying various mathematical transformations and permutations. His approach was enormously popular, and widely respected. The influence comes from a Pythagoreanism. Wherever this system has been successfully used, it has been by composers who were already well trained enough to distinguish the musical results. In 1804, Ludwig van Beethoven began growing deaf.He had begun composing at age seven and would compose another twenty-five years after his impairment took full effect. Creating music in a state of inaudibility, Beethoven had to rely on the relationships between pitches to produce his music. Composers, su ch as Beethoven, could rely on the structured musical relationships that instructed their creativity. (Ferrara, 1991). Without Pythagorean musical structure, Beethoven could not learn created many of his astounding compositions, and would have failed to reach himself as one of the two greatest musicians of all ime.Speaking of the greatest musicians of all time, perhaps another name comes to mind, Wolfgang Amadeus Mozart. Mozart is understandably the greatest musician who ever lived. (Ferrara, 1991). Mozart composed within the arena of his own mind. When he spoke to musicians in his orchestra, he spoke in relationship terms of thirds, fourths and fifths, and many others. Within plentiful analysis of Mozarts music, musical scholars have discovered distinct similarities within his composition technique. According to Rowell, initially within a Mozart composition, Mozart introduces a primary melodic theme.He then reproduces hat melody in a different pitch using mathematical transpos ition. After this, a second melodic theme is created. returning(a) to the initial theme, Mozart spirals the melody through a number of pitch changes, and returns the listener to the original pitch that began their journey. Mozarts comprehension of mathematics and melody is inequitable to other composers. This is clearly evident in one of his most famous works, his symphony number forty in G-minor (Ferrara, 1991). Without the structure of musical relationship these aforementioned musicians could not have achieved their musical aspirations.Pythagorean theories created the basis for their musical endeavours. Mathematical music would not have been produced without these theories. Without audibility, consequently, music has no value, unless the relationship between written and performed music is so clearly defined, that it achieves a new sense of mental audibility to the Pythagorean skilled listener.. As clearly stated above, Pythagoras correlation between music and numbers influenced m usical members in every aspect of musical creation. His conceptualization and experimentation molded modern musical practices, instruments, and music itself nto what it is today.What Pathagoras found so wonderful was that his elegant, vellicate train of horizon produced something that people everywhere already knew to be aesthetically pleasing. Ultimately music is how our brains intrepret the arithmetic, or the sounds, or the nerve impulses and how our interpretation matches what the performers, instrument makers, and composers thought they were doing during their respective creation. Pythagoras simply mathematized a foundation for these occurances. He had discovered a connection between arithmetic and aesthetics, between the natural world and the human soul.

Extensive Reading for Efl Learners: a Library Research Essay

Abstract approximately of EFL learners do not like variation and they r arly involve. It is because some factors such as difficult reading material, un raiseing material and low motivation to read. However, reading skill is important skill to improve learners aptitude in learning a style. From reading, the learners give create much exposure to the linguistic process. Therefore, the instructors should introduce a steady-going reading approach for the learners to patron them in reading. lengthened reading is one approach which gives the learners an opportunity to crap contact with the target language. grand reading exit motivate learners to read and withal learn English. Therefore, it leave alone also enkindle the learners verbiage and improve the learners language proficiency.Keywords EFL, Extensive reading, learner.IntroductionReading is one of primary skills which is learnt in English as Foreign Language (EFL) besides listening, writing and speaking. Reading wil l deviate learners success in the learning process. Without having a good reading capability, learners will have problems in getting any randomness from reading man-made lakes such as book, newspaper, or journal. As stated by Richard Anderson and the counsel on Reading reading as the process of constructing meaning from written texts. Reading is one focusing to get information from the source that was written. However, reading is not an easy skill to be learnt. There ar some factors that influence the result of the reading bodily function such as the type of reading, environment, and reading material. In almost EFL classes, the focus of the reading skill is on the study of vocabulary and grammar, which is known as intensifier reading. That kind of language lesson is not reading at all (Alderson and Urquhart, 1984 Robb and Susser, 1989 in Sheu, 2003).Moreover, the reading itself should be to a greater extent than studying the vocabulary and the grammar. The most important of reading is to check the information in the text, in the separate words the focus of the reading is in the reading comprehension. It makes the learners have little time for reading institutionalize in their learning process. As the result, they are maintaining their ability which basis help them to read coarsely and reckon the content of the text latter. Some researchers have introduced some approaches which savet joint help the learners to develop their reading comprehension. unrivaled of the approaches is extensive reading.Extensive reading is contrasted with the intensive reading which is slow reading and careful reading which will take much time. jibe to Sheu (2003) an extensive reading (ER) approach appears to be most grab selection for improving learners language proficiency and reading ability. This kind of reading approach shadower help the learners to maintain their reading skill and reading ability, because they do not need to know the meaning of both word in the text. It concerns more(prenominal) in the context meaning which help the learners to reduce the time fagged for reading. This article will show some reasons why the teacher should use extensive reading (ER) in teaching EFL.Definition of Extensive readingExtensive reading is an approach to language learning, including foreign language learning, by the means of a stupendous criterion of reading. The learners view and review of unfamiliar words in specific context will allow them to infer the words meaning, and thus to learn unknown words (Wikipedia.org). Extensive reading is a kind of reading that accept the learners to read coarse amount of books which are relative easy and pull in subject for the learners. It also means reading for pleasure, because the learner read what they demand to read or their favourite books. The aim of this approach is to develop the learners reading interest and to give them more opportunities to get a large contact with the foreign language in order to master it. Extensive reading will help the learners to view the meaning of a text or to get the information in the text as quickly as possible.Moreover, reading is one way to get a large contact with the foreign language. However, the learners have limited time in the class to get large amount of reading practice. Therefore, they need to have their own reading practice outside the class. The reading source should be understandable and also should fit with their current level of language comprehension. Therefore, in this approach, the learners are presumptuousness a freedom to admit and read their favourite books or anything that they require to read. As stated by Nancy (2000) by reading many books that fit in with their language level and also understandable for them, in that location will be some changes occur in the learner, such as a.Learners become able to visually and mentally process written English in a smoother, more natural way, sort of than in a halting process of translating.Because the readers progress smoothly and comprehendingly through short and easy books, they are able to understand the overall flow of stories and organization of nonfiction texts. b.The foundation of English vocabulary and grammar become develop established and remembered by being processed in the mind dozens or hundreds of times in natural, comprehensible contexts. c. more of the variations of high frequency vocabulary and grammar elements that are too numerous to learn explicitly, can be learned incidentally by reading texts composed exclusively of this high frequency lexical and grammatical core. d.Learners feel satisfied and enjoy a sense of accomplishment from reading many books on their own. This increases their reliance and autonomy. e.Learners who have experienced successful English reading on their own are more appropriate to develop a reading habit. They are more likely to read outside of their courses and afterward their prescribed education ends.The characteristics of Extensive Reading1.Reading MaterialIn this reading approach, the teacher need to provide the learners with large amount of books which are appropriate with the language level of the learners and also the books which the students may interested in. It will be better if the books are kept in the classroom because it will give the learners an opportunity to read in their leisure time and also give them the opportunity to borrow the book. It will also help the teacher to direct the learners to read. 2.Students choiceIn extensive reading approach, the learners are given freedom to admit the books that they want to read based on their interest. If the learners find difficulties in reading that books, they can return the book and choose other books.3.Reading for pleasure and informationUsually learners do not like to read. They feel frustrated to understand the reading text which is too far from their language level, because they are asked to understand the who le words in that text. It will make them do not want to try to read. In the extensive reading, the learners are asked to understand the text without forcing them to understand every single word in the text. This approach will maintain the learners interest in reading.4.Extensive reading out of classIn extensive reading, the teacher can persuade the learners to read a lot even outside the classroom. As stated before, when the books are kept in the classroom, it will promote the learners to borrow books and take it home, it will help to maintain learners reading ability.5.Language levelThe level of vocabulary and grammar in the books that the learners read should not pose difficulty. It is because the purpose of the extensive reading approach is motivating the learner to read and also encouraging the learners reading fluency. However, the books should not too easy, because it will consider the learners feeling that they get nothing from reading that kind of books.6.Use of dictionary Reading becomes a boring activity for the learners because they need to stop their reading to look up every word that they do not understand in the dictionary. Therefore, the use of the dictionary in this kind of reading should be avoided when their reading flow. They can spell or take note for some difficult words and can look them up after they have finished their reading.7.The teacher role in Extensive ReadingIn the extensive reading, the teachers roles are to encourage, to motivate, and to help the learners with their reading. The teachers can involve their individual counseling in the learning process. This situation gives the teachers an opportunity to ask learners reading experiences and also ask learners problems in reading during or after class time by checking and commenting on written summaries that learners do of their reading (Susser and Robb, 1989). By making summaries, the learners are given opportunities to demonstrate what they get from reading and allow the teacher to check their understanding to the texts or books that they have read. The teachers role is also as a model for the learners. When the teachers are also seen to be a reader by the learners, it will encourage them to read. The teachers can talk in class about the books that they have been read. If the teachers are knowledgeable about the books in the class library and having them read, they can give recommendations to learners about what to read. The teachers can also read aloud to the learners, as a way of introducing students to different genres or individual books.Benefits of using Extensive reading technique for EFL studentsMany researchers have been held some research to know the benefit of using Extensive reading technique (ER) and also to demonstrate the effectiveness of ER to support the development of language acquisition for the learners. First, extensive reading can improve learners motivation in learning English. One characteristic of extensive reading is that the learn ers can choose books or articles in which they are interested because learners have their right to choose books or articles that they like to read. According to some result of experiment by Shang, Briody and Lin (2006), the learners prefer reading articles or books which they are interested in, rather than reading textbooks. Therefore, learners have more motivation to read English materials. Second, extensive reading can enhance learners vocabulary. In the process of extensive reading, the learners can read some words which show up oft in the articles or books.When the learners read more and more, they will become familiar with the words that they usually read. They can understand those words and memorize them easier. In addition, learners have greater motivation to learn some special or interesting words through reading. Consequently, extensive reading can enhance learners vocabulary, these findings fit into the literature (Lai, 1993). Third, extensive reading can improve learne rs reading comprehension. Learners can comprehend more extensive vocabularies, realise their reading ability, and access to background information through extensive reading. When learners read more, their vocabularies could be developed.Once the learners ability in vocabulary has been developed, it will be easier for them to get and understand the main idea from articles and other texts. Fourth, extensive reading can improve learners overall language proficiency. It does not only improve their reading skills but also improve learners skills in listening and also speaking as reported by Cho and Krashen (1994). penning skill is also impacted by reading extensively as reported by Elley and Mangubhi, (1981) and Janopoulos, (1986). The most important thing is that extensive reading will make the learners become better readers. Research in languages learning shows that learners learn to read by reading. It means that the more they read, the better reader they become.ConclusionExtensive reading is an approach which give the learners high amount of reading chance. It is a good technique which can give the learners high contact with the target language which can help them to master the language. There are some benefits of using extensive reading for EFL learner such as improving learners motivation in learning English, enhancing learners vocabulary, improving reading comprehension, and also improving language proficiency (speaking, listening, writing and reading skill).ReferencesAlyousef, Hesham Suleiman. (2005). teach reading comprehension to ESL/EFL learners. Retrieved from www.readingmatrix.com/articles//article.pdf. Bell, Timothy. (1998). Extensive reading why? and how?. Retrieved from http//iteslj.org/articles/bell-reading.html Hafiz, F.M., &Tudor, I (1989). Extensive reading and the development of language skills. English language teaching Journal, 43, (pp 4-13) Lan, Yu-Ju., Sung, You-Ting., & Chang, Kuo-En (2006) Collaborative early reading EFL reading among distributed learners a simulation master copy study. The JALT CALL Journal, 2006, vol.2, No.2, pp3-18. Maley, Alan. (2009). Extensive reading why it is good for our students and for us. Retrieved from http//www.teachingenglish.org.uk/articles/extensive-reading-why-it-good-our-studentss-us Mason, B., & Krashen, S. D. (1997). Extensive reading in English as a foreign language. System, 25, 91-102. Retrieved from http//www.benikomason.net//extensive_reading2.pdf Richard, R.D. The benefits of extensive reading (ER). Retrieved from www.oup-bookworms.com/reading/er_article. Shang, Hui-Fang., Briody, Paul., Lin, Chia-Yun. (2006) The effect of extensive reading strategies on

Human hand catching an object Essay

ANALYSING From this experiment I make believe found out that there argon different pointors that make the oppositeness of a telegram. The factors that I have wonderd are the length and thickness of a wire. In the experiment, as the wire got shorter, the tube decreased, and if the wire were increased then the resistance would increase too. If the thickness of a wire were to be changed then the thicker the wire, the less resistance and the thinner the wire the more resistance it will have. I have also found out that the resistance is calculated by dividing the voltage by the current.This deliberateness was used in my experiment and showed that the resistance is roughly unending. If some odd results were obtained, it was because at a meek voltage the supply packs are inaccurate and at a high current, we might gain a change effect. Ohms law can be proved by the graph due to the fact that the graph has a straight line therefore it has a constant gradient, meaning a constant res istance whatever current is passing through it, providing the temperature is constant. If the graph were a curved, then that would mean that the resistance was changing.If that were the case the resistance could be found for any point by taking the pair of determine (V, I) from the graph and sticking them in the formula R= V/I. (Information obtained from physics revision guide. ) That would be disobeying Ohms law. In my opinion, the resistance of the 32- copper wire seemed odd since the thinnest wire is supposed to have the highest resistance. however a good conductor, which is what copper is, will al wiped out(p) current to fall through it easily. Therefore thats why the ammeter reading for the copper wire, which measures the current, was precise high, compared to the reading of the another(prenominal) types of wire.A nichrome wire would have more resistance than a copper wire of the same size, because less current flows through it, making it not such(prenominal) a good conduc tor. We can also conclude that the thickest wire, type 26, had the highest resistance because less current could flow through it. EVALUATING This investigation was conducted following the method above. By following those steps, I managed to obtain more than plentiful readings to plot a graph with and I managed to obtain accurate results, until the wire reached 30cm (TABLE 1). However my previous readings were fair accurate, which were more enough for me to plot a graph with.I had seven readings when only 6 are needed to plot a graph. The results of the world-class experiment my group conducted, (TABLE 2) were much more accurate than the split second one (TABLE 1). The resistance was very constant, however we did not complete the experiment. We planned to carry it on the neighboring lesson, but it would not have been a fair test because we used a different power pack and the voltage was not the same. We found out that we were use upting odd results to our previous ones therefor e we had to fasten on the whole thing again.We made sure we finished that experiment and even had time to conduct some other an investigation to find out whether the thickness of a wire would affect the resistance. Since I only had to investigate five different wires, obtaining five results, this investigation was easier to conduct because there were fewer to do and I knew only what I was doing. It took me less time to set up the circuit and it was definitely a fair test. However when it came to the 32-copper wire the resistance was very high. I expected it to be high because it was one of the thinnest wires, however not that high.I suspect I either recorded the wrong reading or because at low voltage the power pack was inaccurate and at high current there was a heating effect. However, as I mentioned in the analysing section, there was a simpler explanation. From previous work, I remembered copper is a very good conductor, therefore the high current reading. In future if I condu ct another homogeneous experiment to this one there are some improvements that could be made I could compare my results with other people to see if they got the same or near enough results.That way I would know whether I was on the right tracks. If I am stuck on connecting the circuit, I could draw a diagram first and follow that. I should finish every experiment the same day so that I get more accurate results and can compare the results to the results of another experiment, on the same subject and would not have waste time having to start the same experiment again. I could have done some supercharge research and find out what and if there are any other factors that affect the resistance of a wire and then I could have conducted an experiment.