Carpal tunnel syndrome Essay Example for Free

Carpal passage disorder Essay Computer games are famous with youngsters everywhere throughout the world, they keep kids involved and engaged. A ton of guardians are worried about how these computer games are influencing their youngsters. Are these computer games fortunate or unfortunate for our youngsters? Video gaming has both positive and negative impacts on kids. Computer games are engaging as well as instructive; they make difficulties for youngsters to take on so as to continue higher than ever. Video gaming is likewise extremely powerful with a youngster. That is the reason it is essential to screen youngsters while playing. There are numerous constructive outcomes to playing computer games. Playing a computer game is an approach to practice the cerebrum, it assists youngsters with creating aptitudes like after headings, critical thinking and dexterity that grow fine engine and spatial abilities. Computer games contribute a great deal to training, such as creating understanding aptitudes; gamers must peruse to get directions, follow storylines, and get data. Gamers likewise become increasingly decided on the grounds that, generally they don’t succeed the first run through playing a level so they attempt and attempt again until they proceed onward to the following level. Games can give a constructive option to kids to discharge suppressed disappointments a similar way numerous games like ball and football do. Computer games permit guardians to bond with their youngsters and play together and can be something they share in like manner. Obviously with each great there is an awful. The vast majority of the terrible things about computer games are normally accused on the savagery that is in them. Kids who play progressively fierce computer games are bound to have increasingly forceful considerations, emotions, and practices. Playing an excess of computer game keeps youngsters inside and turn out to be less social with loved ones. It likewise makes youngsters invest less energy doing different exercises like doing schoolwork or playing sports. Some computer games show youngsters inappropriate ethics and are effortlessly befuddled among the real world and dream. Unnecessary ongoing interaction can add to horrible showing in school and furthermore cause a huge number of medical problems like stoutness, video-prompted seizures, postural, solid and skeletal issue and carpal passage disorder. Kids who are investing an excess of energy playing computer games may give indications of indiscreet conduct and have consideration issues. The impacts of computer games shift on kids relying upon the sort of child rearing. Youngsters generally copy what they find in these computer games so it’s significant for guardians to comprehend their children’s development level and what sort of games guardians ought to permit their kids to play. We are currently living in a complex and cutting edge world so computer games are basic to the improvement of youngsters with today’s innovation. The fact of the matter is for guardians to comprehend that playing computer games effectsly affect various kids. The positives of computer games unquestionably exceed the negatives of computer games particularly with appropriate oversight of the youngsters who play these computer games.

How a City Slowly Drowned Essay

This case sums up occasions going before the Hurricane Katrina, which was one of the most noticeably terrible characteristic fiascoes in the advanced history of the USA. It brings up issues about the absence of sensible avoidance and planning activities because of wobbly structure and the board of the capable associations and people, weakness and inconsistence of their activities and lack of ability of settling on the choices in an opportune way. Because of the unstructured and indiscernible exercises, we could watch a few inadequate and expensive endeavors to alleviate floods and tropical storms. At the outset the neighborhood authorities, U.S. Armed force Corps of Engineers and â€Å"White Houses over a significant time span consistently appear penny-wise and pound-foolish† due to the chain of an inappropriate choices, which is shown by Republican Sen. David Vitter’s words â€Å"Instead of burning through millions now, we will burn through billions later† (Grun wald and Glasser). One of the key entertainers for this situation who settled on the most significant choices was the U.S. Armed force Corps of Engineers. The office had a spending plan detailed by the reserves. The Corps in Louisiana were getting more cash for the insurance from tropical storms than some other state, yet, the moves were not made consideration of until the last possible second. In the late nineteenth century the Corps, were holding to â€Å"levees-only† strategy. So it isn't unexpected, that the U.S. Armed force Corps have actualized the Mississippi River Gulf Outlet venture in 1965, which expanded the tempest wave when Katrina hit New Orleans (Grunwald and Glasser). This is a proof of ill-conceived choice made by this office. The Corps haven’t been keen on storms until Betsy hit the city. No big surprise that assessment of the dangers was again charged to the Corps rather than another examination establishment or office. It becomes clear that the Corps had bombed their strategic, despite everything had the expert for the execution. Other key on-screen characters of the case are legislators, especially the neighborhood authorities and the Congress. Nearby authorities didn’t need to burn through cash on costly yet powerful activities, which could have spared the lives and foundation of the city whenever executed on schedule. It is however astounding that there has been demonstrated no impressive enthusiasm of the nearby populace or non-legislative associations in anticipation and moderation of the debacles. In any case, it is imperative to make reference to the worry of the nearby researchers who attempted to caution the authorities about the moving toward peril. LSU educator Joe Suhayda attempted to push the Corps to update the city’sâ defenses, yet was advised to pick the â€Å"stepwise process† which set up the arrangement of the issue on the rack (Grunwald and Glasser). On the opposite side, the network and its pioneers ought to have squeezed the nearby authorities and the government to make changes in the law and take activities before the typhoon hit New Orleans, make them deal with the most dire outcome imaginable, not the Category 3 tropical storms. It would likewise be a decent alternative if NGOs could cause an autonomous examination of the natural circumstance in the region, to include the accomplished experts from different nations to the tasks, and get their recommendation before letting the Corps execute anything in the region. There was no presentation estimation of the difficult taking care of. As I would like to think, there ought to have been a few offices or privately owned businesses recruited by the administration to check and follow up the activities taken by the Corps. Nearby populace was not getting data on how proficiently charge payers’ cash was spent. No noticeable moves had been made by the city chairman, who was answe rable for the social government assistance and security of human lives. The fundamental issue of the legislators and the administrative organizations for this situation was the model they decided to settle on their choices. Actually, they picked steady (branch) technique rather than the root strategy portrayed by Lindblom in his article (â€Å"The Science of â€Å"Muddling Through†). Branch technique doesn't offer chance to search for elective arrangements; choices are made dependent on suppositions, and there is no general system. The choice can be settled on even without a concession to goals. Actually, the root technique that is albeit more for a perfect world would improve an impact. It consolidates such positive highlights like being more hypothesis arranged and expecting total information. It gives probability of settling on a decision among a few elective arrangements, not the most readily accessible and so forth. One genuine case of the choice made by the branch strategy for this situation, would be the development of the lock for the New Orleans Industrial Canal. This undertaking was supported just monetarily, â€Å"without earlier qualities or objectives† (Lindblom) and could never be affirmed by the â€Å"regular choice process† (Grunwald and Glasser). This proposes if the root technique was actualized, the choice would not be acknowledge d, in light of the fact that, the members of the conversation had some understanding, which settled on it conceivable to settle on a ruling for endorsement of the transportation lock to be constructed. In any case, if the root strategy was applied, there would need to be anâ overall understanding dependent on top to bottom investigation. Another explanation not to pick the branch technique is that it doesn't adequately depend on hypothesis. We can see that for the situation when the Corps chose to fabricate the transportation channel to the Port of New Orleans. No one idea of the results of this choice. The development possibly irritated the circumstance when Katrina hit Louisiana, in light of the fact that there hadn’t been any exploration or investigations did. The legislators were picking this strategy, since it appeared to be more secure for them. They didn't need to assume a major liability and could designate it to the lower-level offices. In the branch technique there is a â€Å"watchdog† framework that should keep the qualities in balance (Lindblom). For instance, Former Democratic congressperson Bennett Johnston Jr. was censuring the Corps for going through a lot of cash. Be that as it may, later on, we see that he had his own pet undertaking, a $2 billion exertion to repress the Red River between the Mississippi and Shrevport, LA which he pushed through the Congress. This technique is increasingly versatile to inner and outer changes, so the Corps and the legislators could roll out any smaller scale improvements they needed. â€Å"In 1982, the Orleans Levee District encouraged the Corps to bring down its structure gauges to give increasingly sensible typhoon security and furthermore changed to 100-year storm insurance from 200-year intend to spare money† (Grunwald and Glasser). The entire disaster can be depicted just by the statement of Vic Landry, a Corps engineer â€Å"Let’s trust it doesn’t please our watch† (Grunwald and Glasser). This was the general perspective of the people in question of this case. Fundamentally, no one needed to soil himself and assume a liability to tackle the issue as one unit. Basically, if the root strategy had been decided for deciding, it would have an increasingly constructive outcome on the circumstance. At the point when the expense is the human lives you should search for the best c hances to forestall the issue, not the first satisficing arrangement accessible, you should locate the most effective approaches to get an outcome, not the least expensive. You need a more profound perspective on the issue. You should have the option to see the entire picture, recognize the issue and locate the elective answers for the issue. Congress was very much educated that the US didn't have a water assets strategy and could really pass the law or the bill to have it. On the off chance that there was a water assets strategy for anticipation of catastrophic events, that would likewise diminish the caused harm. For this situation, the Corps would need to think of a superior intend to forestall or if nothing else to alleviate the disaster. The Corps had just confronted a catastrophe of past tropical storms and ought to have been progressively arranged to this circumstance. On the off chance that there was better research, it would be clear, that if the Category 3 or higher storm occurs, the lakes in the zone would flood New Orleans. That would uncover the dangerous issues and offer a chance to build up monetary duty, so there wouldn’t be any over restrictions of the spending plan. Past all uncertainty, if there was one focus to control the procedures, to design the alleviation activities and so on there wouldn ’t be any undertakings that repudiate one another. The structures worked for flood were not relating to the structures worked for tempest and the other way around, just exacerbate the results. Clearly, it takes unreasonably long for the lawmakers to settle on any choice and it takes significantly longer to change laws. In addition, a few choices were made aimlessly, with no conjectures for future. For instance, there was a cut in financial plan of the Corps in 2002 by President Bush which accordingly affected New Orleans tropical storm resistances. Be that as it may, this sort of choice ought to have been made simply after top to bottom investigation. What is truly requested is the adjustment in the structures of the legislative offices. Their activities ought not rely upon the choices of the specific government officials that need to pass the specific tasks for their own preferred position which isn't really something positive for the social government assistance. â€Å"The lock for the New Orleans Industrial Canal which cost $750 million was defended by expectations of expanding transport traffic, however traffic quickly declined† (Grunwald and Glasser). The way toward getting financing from the legislature ought to be progressively convoluted to quit wasting cash of the citizens. As French arranger Hector Berlioz once stated, â€Å"Time is an extraordinary instructor, yet shockingly it kills all its pupils† (Berlioz). I trust that the experience of lost time will show the administration and every single mindful individuals to deal with their assets appropriately and carefully, not to let American country s

Making Your Statement of Purpose Stand Out

Making Your Statement of Purpose Stand Out Whereas a good college entrance essay is typically filled with personal stories and lessons gleaned from your high school years, the statement of purpose lends itself to a heavier academic focus for those applying to advanced programs for masters and doctoral degrees, faculty positions and research posts. A standard, feel-good essay about your lifes greatest challenges wont do here. To make your statement of purpose stand out, it needs to be rife with interesting research, admirable extracurricular activities and volunteerism, and compelling reasons why you (like everyone else) would be good at teaching.Taking entrance essays to a new levelThe statement of purpose may sound intimidating to some, but it shouldnt be. If youve come this far that youre ready to apply to advanced education programs, youve undoubtedly earned your keep to get here. The trick is to transform all the work youve done and reasons why you want to pursue this path further into an engaging, yet succinct, essay tha t leaves an admissions committee member saying, This person will be a real asset to our department!Writing a great statement of purpose (SOP) is quite similar to selling yourself to an employer in a terrific cover letter that will accompany your resume (which, often times, youll submit with your SOP, too). You already know your skills and assets that make you sellable; the key is to find out what the university youre applying to is interested in buying.This is where a little research can come in handy. Chances are you may already know some about the courses, disciplines or research the university youre applying to is conducting, or you may even know someone on staff or already enrolled in the program. Whatever your sources, do your research and find out what kinds of projects you might be able to work on, or what new or unique talents you can bring to the department if accepted. This could mean reading up online or in journals on the colleges recent research, talking to professors o r students you may know about whats going on there, scheduling a meeting with the dean of the department or a professor you idolize (youd be surprised how willing they are to meet with potential students if you are gracious and admiring when asking), or even chatting with the department secretary by phone for a few minutes some quiet afternoon. Think of it like answering a job ad in the Sunday paper â€" youre feeling out your sources for the qualifications this college needs in a candidate, and once you find them, you can talk up your skills in an impressive SOP thats sure to get you noticed.Let the selling beginSelling yourself to a university is all in the phrasing. Once youve researched their needs, you begin by looking over your body of research, schooling, outside activities, and future aspirations and match them up to what they need. And while some of this may require a fair amount of straight-out telling in your writing (i.e., listing your dissertation(s), studies involved in , publications youve written, labs youve worked with and other special projects), there is still room for some brief background history (such as being born in China or growing up from a line of five engineers) or personal stories that can help you emotionally connect with the reader.For instance, among the text-heavy description of the research youve worked on for the last three years, a nice, humanizing touch might be to add something like:In late May of this year, the three-year study I had at first grudgingly joined came to a close. My emotions were mixed, as I had come to truly enjoy and look forward to my work in the lab, while at the same time I had been waiting for the day we would examine our results and hope for the outcome wed hypothesized. When that day came, I couldnt have been happier to realize that my repetitive and, at times, isolating work on the project had in some way helped to further the field of research into Alzheimers disease and put us that much closer to a cure.Just as with any essay, this method of showing the reader an experience you have had throughout your work goes a tremendous way in helping them relate to you. With just three to five sentences of honest emotion about your experiences, the reader gets so much more than from only a monotonous list of your projects and qualifications.Everyone wants to teachJust as in Hollywood, where every actor wants to direct, in academia, it seems every scholar wants to teach. While its only natural that the professional student should eventually want to become a teacher, suffice it to say that the reason because I want to help people has been used a bazillion times before.Therefore, finding some more compelling, unique reasons to bring education to the masses is in order. Perhaps you feel the worlds love of biochemistry is dually lacking and you could change that with your hands-on, science-is-fun approach. Or maybe you had a particularly life-altering professor that you now aspire to imitate for a new generation of students â€" then tell the university why and how you would do so in your SOP. Whatever the reason you wish to teach, be genuine but steer clear of answers that are too general or overused.When I grow up…And finally, dont forget to dream big when detailing your future aspirations in your SOP. Perhaps your goal is to be a professor, or maybe youd just like to conduct advanced research in highway engineering projects for the rest of your days, but dont be afraid to think outside the box to the research that hasnt even been touched on yet. Perhaps youd like to be the first to pioneer research on freeways controlled completely by computer â€" then dont be afraid to say so. Maybe you dream of one day heading the department youre now applying to â€" then tell them that (in a subtle but admirable way, not Ill have your job one day, buddy!).Whatever your field, letting a university know that youd be a positive addition to their department while still stroking the s chools collective ego in a respectful (not kiss-up) way, is key in making your statement of purpose stand out from the rest. Let your achievements and work speak for themselves, but be sure to match them up with exactly what the school is looking for and cant do without, and in no time youll be sitting pretty in a research lab.

The Best MBA Programs in the World

The best MBA programs in the world equip their students with the skills and support necessary to launch and/or advance a business career. Each of the MBA programs on this list provides rigorous coursework, experienced professors, extensive career support, and a global perspective. Stanford Graduate School of Business Founded in 1925, Stanford Graduate School of Business is located in Stanford, California. The schools two-year full-time MBA program provides students with a world-class general management education. The curriculum encourages innovation and collaboration. Each student is also required to participate in a global experience. Some of the options that are available to students include Global Management Immersion Experience (GMIX), faculty-led Global Seminars, Global Study Trips and self-directed experiences, such as a global internship or an independent study course. London Business School Located in London in the United Kingdom, London Business School is widely believed to be the best non-U.S. business school. The MBA program is not only prestigious, it also offers flexibility that cant be found in every program. Students can choose customize the curriculum based on their desired career path and complete the program in 15, 18 or 21 months. London Business School also offers many unique opportunities, including a Global Business Experience and an Entrepreneurship Summer School. Harvard Business School Established in 1908, Harvard Business School is one of the most recognized names in business education. The full-time MBA program at Harvard Business School places a heavy emphasis on real world experience. Students learn through the case method, which allows them to evaluate real business scenarios and decide how they would respond to the types of problems and challenges facing todays businesses. They also participate in personal leadership activities and team-based projects. Harvard Business School is located in Boston, Massachusetts but has global research centers located all over the world. It takes two years of full-time study to complete the MBA program. INSEAD INSEAD is not as old as some of the other schools on this list (it was founded in 1957), but it is consistently ranked among the best business schools in the world. The school has campuses in Fontainebleau, France (Europe campus), the Buona Vista district of the city-state of Singapore (Asia campus), and Abu Dhabi (Middle East campus). Students choose their preferred campus at the time of application, but can choose to spend one of three periods studying at another campus. INSEAD offers an accelerated full-time MBA program that takes just 10 months to complete. The curriculum is rigorous and places an emphasis on management preparation. The Wharton School Along with Harvard Business School and the Stanford Graduate School of Business, the Wharton School is consistently ranked among the best U.S. business schools. The Wharton School was established in 1881 and is located in Philadelphia, Pennsylvania. The MBA program provides good preparation in general business and leadership, but it is known primarily as a finance school. It takes approximately 20 months to complete the Wharton MBA program. Students can choose from nearly 20 majors and customize their education by picking and choosing from more than 200 electives. Columbia Business School Established in 1916, Columbia Business School is located in New York City. It is one of just six Ivy League business schools in the world and is known for being highly selective. The Columbia Business School MBA program takes approximately two years of full-time study to complete. Courses teach business theory that is applicable to real-world business situations. Students are encouraged to learn from the faculty as well as their peers. The MBA program has a core curriculum, but students are allowed to choose a specialization so that they can graduate with knowledge in an area that matches their career goals. University of Chicago Booth School of Business Located in the Hyde Park area of Chicago, Illinois, the University of Chicago Booth School of Business was established in 1898. It is the second oldest business school in the United States. The University of Chicago Booth School of Business MBA program combines theory and experiential learning to teach students how to analyze problems and create solutions. The school offers above average preparation in economics. The school has produced more  Nobel Laureates in the Economic Sciences than any other business school. The University of Chicago Booth School of Business MBA program takes two years of full-time study to complete and consists of 20 classes and an experiential leadership development program. University of Cambridge Judge Business School Formerly known as the Judge Institute for Management Studies, the University of Cambridge Judge Business School was established in 1990 and is widely recognized as one of the best business schools in the world. The schools full-time MBA program, often called the Cambridge MBA, is a rigorous program that takes just one year to complete. The University of Cambridge Judge Business School seeks to prepare students to lead teams on a global scale. Students participate in a lot of class discussions and participate in a Global Consulting Project requires them to consult for client companies and make touch business decisions with real outcomes. University of California at Berkeley Haas School of Business Founded in 1898, the University of California at Berkeley Haas School of Business, also known as Berkeley Haas, is one of the oldest business schools in the world. The full-time MBA program at Berkeley Haas is  21-month program. The curriculum has a heavy focus on management and leadership fundamentals. Students take 12 required courses and then choose electives to tailor their education to their chosen career path.  They also get the opportunity to participate in team projects and leadership development opportunities. IESE Business School Founded in 1958, IESE Business School is the graduate  business school of the  University of Navarra. The school has campuses in Barcelona, Madrid, Munich, New York City and Sao Paulo. The IESE MBA program includes a core curriculum with a focus on business fundamentals, internship programs that are designed to enhance entrepreneurship skills and electives that allows students to tailor their education to their career goals. Students who enroll in the IESE MBA program can choose from a 15-month MBA program or an 18-month MBA program.   Yale School of Management Located in New Haven, Connecticut, the Yale School of Management (SOM) was established in 1976. Students who enroll in the Yale School of Management MBA program must complete an integrated core curriculum. Each course within the core curriculum teaches management fundamentals, problem solving and ethical thinking. The Yale School of Management calls this approach to business education a raw case because it is based on the needs of real world organizations in modern business. The MBA program takes approximately two years of full-time study to complete.   University of Oxford Said Business School Formerly known as the Centre for Management Studies, the University of Oxford Said Business School was established in 1965. The University of Oxford Said Business School MBA program, also known as the Oxford MBA, takes one year to complete. The program emphasizes responsible leadership and is known for offering solid preparation in entrepreneurship and global business. Students study within a dynamic research environment and are encouraged to learn how to think logically and lead with purpose. MIT Sloan School of Management Located in Cambridge, Massachusetts, the MIT Sloan School of Management was established in 1914. The MIT Sloan MBA program is designed to encourage innovation. The school calls this approach action learning. Students participate in subject-based labs that allow them to apply classroom learning to real world situations. Every MBA student participates in a on-semester core that includes coursework in economics, accounting, leadership communication, business statistics and organizational processes. Students then complete 144 units of electives. The MBA program takes approximately two years of full-time study to complete.   Northwestern University Kellogg School of Management Established in 1908, the Northwestern University Kellogg School of Management is located in Evanston, Illinois. The MBA curriculum at Kellogg combines a core curriculum that focuses on general management with electives that allow students to customize their education. MBA students are also given the chance to participate in global experiential learning opportunities. Kellogg School of Management has 37 exchange programs across 20 countries. Student can choose from a one-year MBA program and a two-year MBA program.   China Europe International Business School Co-founded by the Chinese government and European Union (EU) in 1994, the China Europe International Business School  (CEIBS) is known for its academic rigor. It is located in Shanghai, China. Students who enroll in the CEIBS MBA program complete a core that focuses on managerial foundation skills, business fundamentals, and special topics in China management before choosing a concentration in general management, finance or marketing.  Students can choose from a one-year program or a two-year program. Cornell University's Samuel Curtis Johnson Graduate School of Management Established in 1946, Cornell Universitys Samuel Curtis Johnson Graduate School of Management, also known as Johnson, is an Ivy League business school located in Ithaca, New York. The school has a performance learning approach that combines classroom learning with practical experiences, such as  Kaizen projects.  Johnsons MBA program combines a core curriculum with flexible electives that allow for complete customization. Students can choose from a one-year program or a two-year program. Duke University Fuqua School of Business Established in 1969, Duke University Fuqua School of Business is located in Durham, North Carolina. The MBA program at Fuqua has fewer core courses than most business schools. This approach allows students to begin taking electives sooner than normal. MBA students can customize their education by choosing electives in 14 different concentrations. The Fuqua MBA program takes approximately two years of full-time study to complete. National University of Singapore Business School Established in 1965, the National University of Singapore Business School is located in Singapore and is widely recognized as one of the best business schools in the Asia Pacific region. The MBA program at National University of Singapore Business School focuses heavily on global business. It integrates Western business models and Asian leadership tenants. Students take core classes in management and then choose electives to tailor their education. National University of Singapore Business School MBA program takes 17 months of full-time study to complete. International Institute for Management Development Established in 1990, the International Institute for Management Development  (IMD)  is a Swiss business school known for providing top-ranked executive education. It is located in Lausanne, Switzerland. The IMD MBA program is designed to give students a global mindset through a combination of practical experience and thought leadership. While enrolled in the program, students take core courses and apply what they have learned through projects and labs. The IMD MBA program takes one year to complete. ESADE Business School Established in 1958, ESADE Business School is a global academic institution that is located in Barcelona, Catalonia, Spain. ESADE employs a flipped-learning methodology. This teaching method allows students to learn basic concepts prior to participating in face-to-face sessions. The ESADE MBA curriculum encourages students to think creatively, customize their education and participate in international experiences. Students can complete the ESADE MBA program in 15, 18 or 21 months.

How Can Different Methods of Listening to Music Have an...

Research Question: How can different methods of listening to music have an effect on the transmission of musical sinusoidal waves? Introduction: Music is a universal language. It is a part of culture that has been around for thousands of years, dating back to the first recorded German flutist 40,000 years ago during the Stone Age. Lyrics and sounds can be understood and interpreted independently, but it is how humans are able to take in these sounds and interpret them that is often misunderstood. The biological and psychological aspects of this process play an imperative role, including the idea that our hearing systems are based solely on the cerebellum and physical movement, rather than chemical reactions which usually evoke our†¦show more content†¦Such efficiency will be determined by measuring the frequencies of songs using sine waves, the volume at which a genre of music should be played can be understood. Efficiency is fully dependent on atmospheric conditions, such as pressure. Using the sine function will help to analyze the frequency in relation to the period, amplitude, and any possible shifts that may ha ve an influence on the production and receiving of music. First, I will be using an EQu device to measure frequency (dB). This is considered the â€Å"original source.† Measurements of the frequencies are represented as sine waves, beginning at the 0 (indicated by the green line): By doing so, the frequency, amplitude, and pitch can be analyzed. The frequency measures how fast something vibrates, the amplitude measures how much something vibrates, and the pitch shows how high or low the music can be perceived. Sources: MacBook Air Speaker 3.7V Speaker Headphones Frequencies Using Various Sources of Music Production: Example calculation of average media frequency: (70.5+68.5+66.9+68.9+73.1+71.8)/2=69.95 dB Table 1- Genre Source Media Frequencies Average Frequency (dB) Rock MacBook Air Speaker 70.5, 68.5, 66.9, 68.9, 73.1, 71.8 69.95 Rap MacBook Air Speaker 64.5, 73.7, 65.6, 69.8, 70.6, 72.1 69.38 Pop MacBook Air Speaker 63.9, 68.1, 68.8, 61.7, 70.3, 66.1 66.48 Classical MacBook Air Speaker 53.6, 55.8, 47.9, 46.1, 45.2, 44.3 48.82 Table

Building a Supportive Vocabulary Learning Environment Free Essays

To every learning curriculum, it is a fundamental requirement to provide a sustainably befitting environment at the background to ease the flow of assimilation and aid the mission accomplishment of a prolific study. Without an enabling environment, the efficiency of the learning result is significantly reduced. Though avoidable, many unrefined teachers still take with levity, the necessity of creating an environmental aura that permeates the mind of learners involved towards creating a smooth psychological linkage to understanding the vocabulary lesson (Diller Karl, 1978). We will write a custom essay sample on Building a Supportive Vocabulary Learning Environment or any similar topic only for you Order Now Supportive Tools  Firstly, we design a befitting structural arrangement that reflects some basic expectations concerning the vocabulary to be studied, the choice of which ranks common in preference of usage (Foss Lenzini, 1999). The pictorial representation (e. g. on the wall) enables learners to access unrestricted support; demonstrating how tongue or the entire â€Å"buccal† cavity (mouth) is expected to be positioned while a particular sound is being pronounced. The pictorial representation should equally demonstrate practical situations where each word is most appropriately in day-to-day events. In buttressing the importance of this structural or pictorial design as a supportive learning tool, researches have shown that new vocabularies are best understood by exerting a subconscious effort sequel to the first pronunciation exposure in class (Holden, et al. , 1998). The sub-consciousness is characterized with the absence of stress, sensual tension or urgency demand to study within a restricted period. The presence of pressure brings a sense of active competition among other colleagues in class. The slow learners, the average and the fast learners are the three classes of learners that must have their interest managed on the overall while determining the contextual modalities of supportive environments to be considered (Foss Lenzini, 1999). Moreover, it is of importance to recognize the use of student-to-student interactive class session in learning foreign vocabulary. This creates an enabling environment where learners can share and gain views from one another. This in a great sense, is a complementary learning tool to teachers own method. The teacher here, logically listen and gain from diverse ways of interaction that exist in this session of students’ group discussion. The specific style of teaching to adopt will be gotten from preponderances of events as they unfold (James L. B. , 2001) One-to-many Learning Support Scheme In this scheme, each learner on rotation is given an assignment to present a topic to other co-learners in class. Preferentially, suggestion of a multi-media projection could aid teaching. Here comes a research among students in science class, a class of 50 students was given an assignment to treat 10 topics within a course. The modality involved allotment of a topic to a group of 5 students within which they are equally expected to further divide the topic into sub-headings. Other remaining 45 students follow suit in their respective groupings. The examination result for this method of teaching was taken for over a period of 5 years, with the mean and mode recorded. The result showed a wide grade-gap between the first three best students and other members of the class. The mean was high but students within this range were found scanty (James L. Barker lecture, 2001). One-to-many learning scheme shows that the method could only help the confident students to perform even better at the expense of other colleagues. The other group members does belong to the same class but perhaps, limiting study to what they actually present and not bordering to probe other students’ presentation to perfect understanding from the first exposure in class. Participative/Interactive Class Session Another proposed scheme suggests a modality where members of the class have no formal presentation for others to listen. But rather, everyone prepares for the task ahead of the class and involve in a general discuss. All opinions are accommodated by the supervision of a tutor in charge. In furtherance to the earlier research for another five years, findings were taken from another set of 50 students with different learning environmental supportive modality. In this scheme, no student is expected to teach the other colleague but rather each student contributes one after the other to the pending discussion on the vocabulary lesson. In this way, the teacher set the ball rolling by introducing the topic and secondly in guiding against shifting of focus to irrelevancies. The reciprocal interactions give a supportive environment that deposit in each student a personal sense of meeting the huge challenge to perform up to expectations among peers (Kinsella, K. , 1995). The result of the later five years shows students having a higher mean gradient. The mode was slightly reduced, an indication pointing that only minority members of the class understand on the average with one-to-many learning support. Conclusion When discussing vocabulary skills, some basic essentialities are necessary; a listening, speaking, reading and writing acts. Other recently identified skills include description, narrating and summarizing skills among others. All supportive environments must focus on ensuring these necessities. Having an enabling environment in assisting the students reading culture is most important especially when learning an unfamiliar vocabulary, hence, the derivative of interactive study guide is just a perfect one to make learners actively involved. Findings had also shown that students usually get frustrated over time if encouragement and assistance are not near. Conclusively, teacher could equally assist in instilling the culture of reading; this is the strongest individual tool. References Diller, Karl Conrad (1978). The Language Teaching Controversy. Rowley, Massachusetts: Newbury House. Foss, C. R. , P. , Lenzini, J. J. (1999). Textual and pictorial glosses: Effectiveness on incidental vocabulary growth when reading in a foreign language. Foreign Language Annals, 32 (1), 89-113. Holden, Susan; Mickey Rodgers (1998). English language teaching. Mexico City: DELTI. James L. Barker lecture on November 8th 2001 at Brigham Young University. Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classroom. In M. J. Reid (Ed. ), Learning styles in the ESL/EFL classroom (pp. 70-86). Boston, MA: Heinle Heinle Publishers. Koda, K. (1997). Orthographic knowledge in L2 lexical processing: A cross-linguistic perspective. In J. Coady T. Huckins (Eds. ), Second language vocabulary acquisition (pp. 35-52). New York: Cambridge Universit How to cite Building a Supportive Vocabulary Learning Environment, Essays

Negative effects Dance hall Music Essay Example For Students

Negative effects Dance hall Music Essay Danceable music has become a symbol of explicit sexual imagery and violence. Despite the positive effects Danceable music might have on our young people, it has become more a pathway for moral degradation with our young people. Danceable is a style of Jamaican popular music that had its genesis in the political disturbance of the late sasss ad became Jamaican dominant music in the sasss and asss,Jamaican danceable culture is commonly disparaged as a homophobic, homicidal, misogynist discourse that reduces both men and women to bare essentials: skeletal remain. Danceable music as an art form has great influences on the youths. This can be seen where popular Danceable artist WBI Karate song the song Clacks the brand of shoe became an instant hit. Both male and female youths wanted to be in clacks. So if these artist praise violence in their lyrics wouldnt it be inevitable that the youths would follow,due to the huge influence they already have on them? The youths, especially males believe that being a bad man, hot skull, and charge are good descriptions of themselves. Alt makes them feel like they belong because it has become the norm. Isnt there then some self esteem problems with our youths? Popular Danceable artist, Moved, coined the slang, Gangster for life which resonated with the youths. They sought to illicit and imitate cantatas behavior. According a study done on The effects of Danceable genre on adolescent sexual and violent behavior in Jamaica: A public health concern19% male ND 13% females demonstrated violence in schools, in the ir communities, and/or in their homes 7% females and 9% males were taken to the Principals office; 3% females and 5% males suspended. Len todays society almost all of the Danceable Artists are being arrested for criminal offenses. The most recent of which is WBI Karate being charged with Murder in 2011. Despite this, however it still remains the popular music, even with adults, then why are we complaining? Negative effects Dance hall Music has on Jamaican youths.

Gender Studies Chapter 1 Flashcard

Gender Studies Chapter 1

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buy custom Business and Management Final Assessment essay Netflix is a major company in the popular Silicon Valley. Netflix offers its subscribers with the internet movie streaming and the traditional DVDs by the mail services. It is evident that the company is very popular. This is because by April, 2011 it had more than 23 million subscribers. This growth by Netflix has been witnessed, despite the magnitude of criticism that the company has endured over the years. It was initiated in the market in 1997, and gained its market share because of its superior movie services it offered to its customers. The incorporation of new technology was fundamental to this revolution in the market, but the management knew that after its videos streaming service had gained the required market share and all the technicalities had been fixed, it would shrink. Therefore, the company had a long run plan that would cushion it against this vagary. That is, the company would split its movie services into internet streaming videos and DVD rental services via email . This study, therefore, aims at evaluating the effects of Netflixs corporate decision on its profit margins, market share, SWOT analysis and BCG analysis to determine its performance in terms of growth and market share retention. Immediate Effect of the Decision to Split the Movie Services In 2011, the company founder and chief executive officer Mr. Hasting announced this split. However, this decision, despite warning from a few of his corporate managers, resulted in the companys subscribers revolting against it, and they closed their accounts. It is evident that the company lost more than 800,000 subscribers in the third quarter of the companys fiscal year (Wingfield Stelter, 1). This decision turned out to be disastrous for the company. The announcement by the management on the fall in the number of subscribers made the companys stock to plummet resulting in more than 25% downturn in companys stock trading on the regular basis at the New York stock exchange. This demanded that something should be done. Netflix chief executive officer had to apologize to the public three weeks after the decision to split its services had been made, and he decided to reverse it (Wingfield Stelter 1). The company had also decided to increase its prices from $10 a month subscription fee for the combination of the video stream and the DVDs to $16 a month for the same. This increase was necessitated by the need to caution itself against the increase in the amount of money that was being spent on licensing for more materials for its video streaming service. Mr. Hasting had defended this decision by citing that the companys customers were fast moving into the future, in which the internet would serve as the media that people would watch their favorite TV shows nd new movies (OBrien, Jeffery 1). This new medium was more advantageous, as it would offer them instant viewing. This new trend in the market was the driving force for the companys decision to split its services as the mailed DVD service had already peaked. The company had recorded in the first quarter of its 2011 fiscal year that there was a decline in the DVD shipment, and this trend has been increasing year after year. Therefore, Netflix had to change and incorporate the internet movie streaming as its major service in the market (Ho and Ramamurthi 1). However, it is evident that its initial decision to split its services was hasty, and it had irked its customers. It is evident that the companys chief executive officer was not fully aware as to whether the company had carried out an effective customer focus study that was expected to evaluate, how the public would have received the radical changes that the company was implementing (Wingfield Stelter, 2). In a nutshell, Netflix had not taken in to consideration the emotions people attached to the periodic DVD delivery packages they received, despite the fact that they at times did not watch those movies. They had not consulted with the customers, like many companies based in the Silicon Valley. Netflix had over relied on its analytical data-driven decision-making process that evidently cannot quantify emotions of the customers. Therefore, there was a need for the company to slow its decision-making process, so that it would give room for all relevant stakeholders to express their o pinion on the rooming changes at the company. This approach will ensure that the decisions made were holistic, and they took into consideration all the premiums proposed (Wingfield Stelter 1). However, it should be noted that Netflix future depended on this split, and implementation of this strategy was crucial. This is because the subset of the DVD rental services of the company products would shrink, as technology would continue playing the more pivotal role of re-insurrecting the market. Downloading and streaming would dominate the market, but Netflixs drastic decision to incorporate it would not aid well its evolution to be the greatest company in the digital entertainment. This decision required correct and cautious implementation (Lamb, Hair and McDaniel 58). Netflixs SWOT Analysis Strengths Netflix market entry timing was superb. This is because there were fewer competitors. This enabled it to establish its brand name as a unique service provider. This well-timed entry in the market has allowed it to maintain a high market share. Leading online market share for the movie reentals Its services have a low fixed cost It provides its customers with free rented DVD shipping and postage services It has the largest DVD selection catalogue in the world Netflix boasts of an award winning website Weaknesses Netflixs primary disability to fully satisfy the rush customer demand for a movie after its release Netflixs rent by email service has some delays and it may take days for a movie to get to a particular customer. This creates room for customers dissatisfaction, as their mood to watch that particular movie could change before it gets to him or her. Netflix faces strong suppliers Netflix faces volatile performance from particular movies The studios that produce those movies are the only ones who can determine the release date of a movie, even when it is most anticipated in the market Opportunities Netflix has the potential to expand its services to the global market Threats Studios can form an alliance against it It can easily lose its goodwill It faces the risk of malware It has the potential of being obsolete within a limited time, due to the rapid growth in technology Netflixs Growth Market Share The above diagram shows that Netflix has maintained a high market share, and its growth has continued tremendously. This high performance in both facets of the market can be articulated to its aggressive marketing strategy and networking campaign. This is eminent for the companys strategic policies of splitting its services into two. This is because the management was able to forecast the demand patterns of its customers, despite the initial pitfall of its announcement on implementing these changes in its service delivery (Boone and Kurtz 22). It is evident that the reception of the changes that Netflix had implemented had negative impacts on its customers, and consequently, the market forces. This is the reason why its shares plummeted. However, it is evident that the companys business model had been drafted to enable it thrive in the movie service industry. This is because the development of new technology that complemented video services was necessitating the acquisition of the video streaming formats that would become popular with its customers. Therefore, Netflix had to incorporate these transitions to ultimately be in the position of being the ideal digital entertainment company in the globe. This splitting was fundamental in attaining this ideal. Buy custom Business and Management Final Assessment essay

Corporations Essay Example | Topics and Well Written Essays - 1000 words

Corporations - Essay Example This is particularly the reason behind the constant application of law within the systems accepted by the organization as per guided by the local governments seeing through the operations of the said business groups. In this side of the situation, the fact that corporation has the advantage of enjoying the limited liability guideline is one of the most important laws that had been created to at least assist in the process of incorporating legalities in the business operations of the organization within and even outside the territories of the said business group. However, to be able to understand the matter well, it is first important to know what limited liability actually stands for and how much it naturally affects the ventures of the business as an entity in the field of international commerce systems. Most people are not willing to risk everything to go into business. Yet for a business to grow and prosper as well as create abundance for the owners of the said entities, many people would have the need to be willing to invest money in it. The way to solve this particular issue among hopeful entrepreneurs was to create an artificial being, one particular entity that existed only in the eyes of the law- a business group, a corporation that is noted as an individual that has its personal rights and personal advantages and disadvantages of existence. In this phase of the writing, the advantages of corporal creations are to be discussed. Advantage to have more money for investment Limited liability Advantages to business size Advantages to having perpetual life Advantages to engage in the ease of ownership changes Advantages in easing the drawing of talented employees Advantages in creating separations of the corporation ownership from the management As observed, one of the most important advantages that the corporation has from the other forms of businesses is that of the limited liability advantage of the organization. Likely, this advantage involves the responsibility held up towards the owners that are only in balance with the amount of finances that they have invested in the business. It is considered that this particular advantage is natural gift to the formation of corporation. The safety of the monetary investment of the owners is well protected through the provision of the limited liability advantages of the creation of corporations. Having businesses like this is a huge advantage for many entrepreneurs at present especially during the existing economic turmoil. Corporation owners are the ones having the best possible advantages in this scenario. Since corporations are able to extend their business sizes, their profits could naturally increase without necessarily increasing the amount of investment that they have primari ly contributed to the establishment of the organization. Hence, as a result, if in any case the business fails, the amount of financing contribution that is lost by the owner could only amount to the investment that he or she has further used as a capital for the establishment

Project Proposal for Research Paper Example | Topics and Well Written Essays - 1750 words

Project for Paper - Research Proposal Example 262). Cybercrime can take on many shapes and forms. It can begin as something seemingly harmless, and rise to one of the gravest threats to personal and national security that exists today. It is also a troubling trend that the majority of the perpetrators of such crimes appear be young people under the age of 26. They often justify their actions initially as harmless hacking just for fun, but they quickly realize that their actions could prove to be quite lucrative. The harm done to victims of cybercrime, however, are immense. It is important to note that cybercrime does not only involve a financial element. There are crimes being committed that involve spam, harassment, threats, child pornography, and child endangerment just to name a few (Lee, 2012, p. 14). This proposal will detail the reasons why cybercrime is a serious issue today and explore the basis for future research and study that will be conducted in this area. Problem Statement The problem is that cybercrime has become so pervasive in society today and many people are fearful of the damage, both psychological and and financial, that can be perpetrated on them via technology. In addition, the problem has persisted to the point that it is costing society hundreds of millions of dollars a year in damages and preventative measures. Network security has been compromised to the point that clients and IT professionals globally has lost trust in conducting many types of electronic commerce transactions. Tremendous and organized efforts are currently underway to tackle this problem, but it is requiring an inordinate amount of manpower and resources, further compounding the financial cost to society. In addition, resources are having to be reallocated to this area, limiting technological progress and business expansion that could be otherwise achieved, largely owed to the sophistication that the average cyber criminal is exhibiting today (Gray, 2004; Lin, Fofanah, & Liang, 2011). This is a problem and issue that is serious and requires immediate attention. The rapid globalization take place today requires technological innovation. Companies and countries around the world are in a constant struggle to maintain a competitive advantages over others in the same industry (Kolsaker & Lee-Kelley, 2008). Cybercrime has impacted companies by threatening their infrastructure and their financial well being. Furthermore, cybercrime has impacted the countries around the world by enhancing certain espionage activities that serve the threaten and raises issues of national security across the board. Finally, cybercrime impacts the individual citizen on multiple fronts. Identity theft, for example, has become a common method of cybercrime whereby an individual’s very identity is stolen for personal gain. Not only does this create a loss of trust in technology by the victim, but it can create immense financial and emotional trouble that can take years to unravel and correct. In addition, compute r crime has made it much easier for a certain criminal element to prey on innocent children around the world. These issues alone demonstrate the importance of examining this problem with a united and global front. Let us now examine the relevance and significance of this proposed study. Relevance and Significance The security

Gender Gap between Boys and Girls in Education

Gender Gap between Boys and Girls in Education There has been a lot of work done on boys and girls achievement in schools: narrowing down the gap. In 1960 young boys were 21 times more likely to attend university than girls. It can be suggested that the changing world is having an impact on boys achievement in terms of boys attainment in schools and that of girls success in schools. It was suggested that the equal pay act and that of the sex discrimination act (1970) changed the emphases of education policy and that can be noted as a key period of history that changed the objectives of girls in terms of careers and attainment. Girls had to achieve higher marks in their 11 plus examination than boys. Elwood J et al (1998, p.5) states that 11 plus examination à ¢Ã¢â€š ¬Ã‚ ¦ children used to be selected for secondary schooling, were deliberately skewed so that girls had t achieve better results than boys. The period 1950-1960 found the reasons behind this was because boys matured later than girls which would not have been fair to l eave out boys from attending grammar schools. But in 1990 their was concern over boys achievement in schools. It has been suggested that in societies such as the UK the socialisation process as it operated at least up to the 1970s meant that many parents socialised their daughters to show dependence, obedience, conformity and domesticity whereas boys were encouraged to be dominant, competitive and self-reliant. Also when young children saw their parents acting out traditional gender roles many would perceive these roles as natural and inevitable leading girls and boys to imagine their futures as fulltime housewives and mothers and as fulltime paid employees respectively. In schools teachers praised girls for feminine qualities and boys for masculine qualities; boys and girls were encouraged to opt for traditional male and female subjects and then for traditional male and female careers. Furthermore in certain sections of the mass media [and especially perhaps in teenage magazines] girls were encouraged to recognize the all importance of finding Mr. Right and settling down to a life of blissf ul domesticity in their traditional housewife-mother roles. Cole (2006, p.26) suggests that even before children go to school their parents will treat a boy and girl very different. Even in society throughout history this has occurred. A lot of research has gone into this; your gender is an issue from the minute you are born. Automatically society will say how a girl will behave and how a boy will behave. If it is a boy, oh hes like that because hes a boy and boys always take longer to grasp it. Girls, even in the late 1960s were more likely than boys to gain 5 or more GCE Ordinary Level pass grades. From the 1960s to the 1980s the percentages of girls and boys gaining 5 or more GCE Ordinary Level pass grades gradually increased but the so-called gender gap in educational attainment increased especially once the GCSE was introduced primarily because girls have maintained their traditional higher attainment levels in Arts and Humanities subjects but also reduced [and in some years overturned] the traditional attainment gaps in favour of boys in Mathematics and Science subjects. The GCSE was introduced in 1988 and from then onwards the female- male gender difference in educational achievement at GCSE level widened as differences between the [ higher] female pass rates and the male pass rates in Arts and Humanities widened and females narrowed or sometimes reversed the traditional higher male pass rates in Mathematics and science subjects. It has been claimed that the relative improvement of female educational achievements can be explained partly by the nature of the new GCSE courses .This has been disputed, however, on the grounds that several factors have contributed to these trends. By the late 1980s females were more likely than males to gain two or more Advanced Level passes and during the course of the 1990s they also became more likely to gain 3 or more A level passes. Females also soon became more likely than males to gain A grades in almost all Advanced Level subjects Nevertheless gender differences in examination performance at Advanced level are smaller than at GCSE level. In 2007-2008 69.3% of girls and 60.1% of boys achieved 5 or more GCSE Grade A*-C passes; 51.3% of girls and 42.0% of boys achieved 5 or more GCSE Grade A*-C passes including English and Maths. The gender difference in examination success varies considerably from subject to subject. For example girls in 2007-2008 girls outperformed boys by 14% in English, 16% in Design and Technology, 9% in Modern Foreign Languages, 17% in Art and Design and 12 % in English Literature but by only 1% in Mathematics, 2% in Core Sciences, 1% in Chemistry and 2% in Classical Studies. Although the data are not presented here Girls are now more likely to gain A* and A grades in most but not all   GCSE subjects. Other areas the research will focus on are schools too feminised, advantage for girls but disadvantage for boys. Hutchings (2002) states the phrase feminisation is used simply to refer to the fact that there are more female teachers than male, especially in the primary sector. (Biddulph, 1997 cited in Skelton et el, 2007) state that the current situation is often presented as one which is detrimental to the educational experiences and opportunities of boys with the implication that boys do better when taught by men teachers. (Skelton et el, 2007) suggest that Another use of the phrase feminisation of schools is in relation to the idea that the predominance of females has led to the delivery of the curriculum, assessment practices and the management and organisation of the classroom becoming more feminine in nature. Female teachers are more lenient on boys than male teachers also male teachers can be role models for pupils which will enable the child to be motivated to learn and succe ed in education. Role models it is argued that there are more positive role models for young girls than there are for young boys in terms of encouraging them to do well at school. Issues within the classroom the findings of  Becky Francis (2000) argues girls are improving more rapidly than boys , this is to be explained   primarily in terms of the processes affecting the social construction of femininity and masculinity. In relation to the social construction of femininity, she argues that many girls of middle school and secondary school age aim to construct feminine identities which emphasise the importance of maturity and a relatively quiet and orderly approach to school life. Girls certainly do take considerable interest in their appearance and may choose to rebel quietly by talking at the back of the class or feigning lack of interest but , according to Francis, not in a way which will detract from their school studies. Their femininity is constructed in such a way that if they choose to behave sensibly and work hard this, if anything, adds to their femininity. Findings have suggested that it is vital to keep the subjects taught in curriculum interesting for children to learn about in class. This may enable children to be motivated to learn and gets rid of the label of boringness of lessons. Jackson (2006, p.127) states that if students find the curriculum boring, it provides little incentive for them to counter the uncool to work discourse. Continued existence of laddish, macho anti- school subculture- these are groups of pupils in schools who have different norms and values to the rest of the school. Subcultures can be anti school where pupils are rude to teachers, dont do homework, truant and get into fights. Some sociologists argue that boys are much more likely to be in these groups and to think that education is a waste of time and that it is not macho to do well at school. Subcultures can also be pro school where pupils are very committed to school, they do all their work on time, or early, they are always on time for lessons and n ever truant. It is argued that girls are more likely to be in these subcultures than boys. Methods of assessment have been identified particularly frequently as a key factor in this bias against boys. An increased amount of assessed coursework has been suggested to explain boys doing less well at GCSE and A levels, with the argument being that boys do less well at coursework because of their preferred learning styles (Skelton et al, 2007). Girls do less well at sudden death exams (timed exams previously unseen by the candidate) which rely on last-minute revision and require self-confidence. This latter form of assessment has been argued to favour boys, and was the basis for O level exams (the exams that preceded GCSEs in Britain). Bleach, 1998, cited in Skelton et al, 2007 In fact, however, girls results were already improving before the GCSE assessment model was introduced. And further, Arnot et al. (1999) discuss how a reduction in the coursework component in public examinations in the 1990s did little to alter the pattern of gender achievement (Skelton et al, 2007). Another issue could be masculinity peer pressure from friends Jackson (2006, p.74) states that the uncool to work this statement is suggesting that if boys work hard at school they will not be cool. (Jackson, 2006, p.84) Those who seem to be most disadvantaged as a result of the discourse are those who attempt to balance academic work and popularity but can not manage to do both successfully. This is a powerful predictor in a lot of schools, this is seen as social status of pupils needs to be popular and be part of a group. A lot of pupils will feel being unpopular is not as good as anything else. Also it will lead to negative impact. Both girls and boys have to act as they are chilled, relaxed, laid back when it comes to the academic side of work. As the relative rate of female educational improvement increased it came to be argued that this might be explained to some extent by biological factors. Experiments investigating the brain activities of male and female babies suggested that differences in the structures of female and male brains respectively may mean that females have genetically determined linguistic advantages which would explain females especial facility with language based subjects. It was also suggested that girls earlier maturity means that they can concentrate more effectively and are better organised especially in relation to course work. This was considered to be a significant point because the relative improvement in female GCSE results was associated especially with the introduction of coursework-based assessments which had been absent from the GCE Ordinary Level examinations which the GCSE replaced. However in relation to these theories it should be noted that male-female differences in Advanced level lan guage examination results are small, that the relationships between physical and intellectual maturity are uncertain and that gender differences in examination results cannot be explained only by the presence or absence of coursework. Other factors that may affect attainment are different learning styles, both boys and girls learn differently, but we need to be careful we do not stereotype on gender. When looking at the gender debate it has been suggested by Coffield (2004) that consideration to learning styles is important when establishing the link as to why there is a gap between boys and girls due to peer pressure for the boys what their friends may think if they achieved well in school, the way boys are assessed in schools for instance boys do better in exams than coursework. Examples of these could be boys would prefer to learn kinaesthetically by doing things such as experiments or activities and girls would learn well visually by seeing. Interest in learning styles has grown rapidly in recent years and perceived differences in the learning styles of boys and girls are one of the most frequently expressed explanations for the gender gap in achievement. This argument is also based on the presumption that if boys are naturally different to girls because of their biological make-up, then it follows that they will have different approaches to learning (Noble and Bradford, 2000; Gurian, 2002). Studies have shown that the vast majority of boys and girls prioritise a teachers individual ability as a teacher, and their level of care for their students, rather than a teachers gender. Skelton et al (2009), Francis et al (2008). Boys to better in maths than girls research by Hargreaves et al into pupils stereotypical attitudes to mathematics and English has shown that stereotypes succeed among pupils, with most believing that maths is a boys subject where boys do better, and English a girls subject where girls do better. DfES (2007, p. 3) Boys outperform girls in Maths at Key Stage 2, and continue to outnumber girls at higher level maths. But there is a large gender gap favouring girls in English. On the other hand girls do better in English than boys On the other hand women do better on reading comprehension and vocabulary than men do. APA report state that some verbal tasks show substantial mean differences favouring females. Whitepaper on gender differences in achievement Social class and ethnicity according to Cole (2006, p.29) states that Gender is not the strongest predictor of attainment. Social class attainment gap at key stage 4 is three times as wide as gender gap. DfES (2007, p.3) Analysis of the attainment data shows that other factors or a combination of factors, such as ethnicity and social class, have a greater bearing on educational achievement than gender considered on its own. Gender differences in educational achievement are far smaller than social class differences in educational achievement. Students of both sexes who are eligible for free school meals are far less likely than students of both sexes ineligible to be successful at both levels of the education system. Some ethnic differences in educational achievement are also greater than gender differences in educational achievement. Statistics on the gender gap between boys and girls Attainment at each end of the distribution of grades also varies by gender. Girls are more likely than boys to gain an A* grade at GCSE. Boys are a little more likely to gain a G grade at GCSE or to gain no GCSEs at all. The largest gender differences (a female advantage of more than ten percentage points on those gaining an A*-C GCSE) are for the Humanities, the Arts and Languages. Smaller gender differences (a female advantage of five percentage points or less) tend to be in Science and Maths subjects. Some of these achievement patterns have been relatively stable over six decades of exam results, particularly in English Language and Literature, French, Art and Design and Religious Studies. There have been changing patterns over the years. In Maths, there has been a shift from a male advantage averaging 4 percentage points prior to 1991 to a slim female advantage of 1-2 percentage points in recent years. In Geography, there has be en a widening of the gap in girls favour, and in History, there has been variation but with girls now doing much better than boys. This research will explore possible solutions we can use to solve this gap such as single sex schools which may help girls to speak out. Times online (2004) Girls in mixed classrooms refrain from speaking up and answering questions. Another way of solving the gender gap is by having single sex classes in mixed schools so that teachers can meet different learning styles for boys. Research has shown that girls obtain better results in single sex schools in comparison to mixed schools Curtis (2009). Odone (2004) conversely, that boys do not want to study foreign languages or shine in English literature in case they are mocked as poofs. Garner (2008) Differences in how male and female brains work mean single-sex schooling will make a comeback leading head mistress in the Independent. However the disadvantages of sex schools Blair (2006) Girls schools feature highly in the league tables because they are highly selective, their children come from particular social backgrounds and they hav e excellent teachers. BBC News (2006) While both single-sex and co-education have passionate advocates, half a century of research has so far revealed no striking or consistent differences one way or the other. Odone (2004) Children, will inhabit a mixed society later, so let them start young, with mixed classes. Younger et al (2005, p.89) found that boys and girls may feel more at ease in single sex classes, feel more able to interact with learning and feel free to show interest in the lesson without inhibition. It was felt that there can be positive effects on achievement for boys in modern languages and girls in science and maths. (Dcfs (2007) Methodology The methods that will be used to gather research for this project will be as follows: the use of books to get information on issues affecting gender differences in achievement at schools and what theorist have already found around this agenda. The internet will be useful for this research project because you can research recent and up to date statistical information on the gender gap and get government published on this debate. Journals will be useful for the research project to collect recent data and changes in the debate around boys and girls achievement in schools and narrowing down the gap. These methods of researching are called secondary research. Secondary research is the use of material, which has been researched by someone else. The different research methods for secondary research are as follows: technology based research is to do with researching from the computer to get your information, which has a lot of benefits such as the internet provides online libraries; e-books, journals and encyclopaedias such as infed. The main electronic databases that will be used for this research are as follows education research complete, education online and SwetsWise. The key read that will be used will be based on gender differences and achievement in school also how the search found a number of journals, but some were irrelevant, to the research topic. Search engines help you through the mass of information on the internet two most popular search engines are Bing, google advanced search and google scholar also on the internet you can search for newspaper articles. However web sources may not always be reliable so researchers need to find out how accurate the information there are number of ways to assess the accuracy of the sites. According to Walliman and Buckler (2008, p.92) compare the data with other sources and is it biased many use the web to promote ideas. The reasons for choosing to do the research project as a desk study were as follows: to find out what has already been researched in this field and arguments that have already been produced around this agenda. However the reasons for not choosing the fieldwork approach method were because it will be time consuming and availability of schools to carry out the research is limited and difficult to get a place in schools to do observations. The advantages of the desk study approach are as follows; able to collect, understand and interpret data also to limit costs such as travelling costs. The disadvantages of desk study may be the availability of books from the library In contrast the advantages of the interview approach (structure and unstructured) advantages of structured interviews are time management can be controlled, results are simple to gather and the questions are securely set in advance. the disadvantages of structured interviews are there might be other questions to ask and you cant develop on questions. The advantages of unstructured interviews are there is a lot of time, you can develop questions and it is a relaxed method. Disadvantages of the interview approach are as follows: The disadvantages of unstructured interviews are the interview can simply be a chat, not all the participants are asked the same questions and only some of the questions are asked. Indirect observation is when a participant gets their information from viewing from far. Direct observation is when a participant obtains information by combining with the circumstances they are watching. Advantages of the observation approach (direct and indirect) the advantages of observations are actions can be seen in the normal surroundings and observations can both be direct or indirect. Disadvantages of the observation approach (direct and indirect) the disadvantages of observations are they are lengthy and not consistent. Qualitative vs. quantitative Analysis There was clear evidence that in the era of the 11+ pass marks were set higher for girls than for boys so as to prevent girls from taking a disproportionate share of Grammar School places. From the early 1950s until the late 1960s girls were less likely than boys to be entered for GCE Ordinary Level examinations. In any case in the 1950s and early 1960s many pupils left school at age 15 having taken no official national examinations. The candidate pass rate in GCE O Level examinations was higher for girls than for boys from the early 50s to the late 1960s so that despite the higher entry rates for males the percentages of male and female school leavers actually passing 5 or more GCE O levels were fairly similar although females did usually outperform males by 1-2% each year. This overall statistic masked the facts that girls outperformed boys by considerable margins in Arts and Humanities subjects and that boys usually outperformed girls but by smaller margins in Mathematics and Scie nce subjects. In order to analyse the relative educational improvement from the 1980s onwards we must distinguish between factors accelerating the rate of female improvement and factors restricting the rate of male improvement. Females and males educational achievements have improved but the rate of female improvement has been faster and this widened the female-male achievement gap especially at GCSE level. Remember, however, that gender, social class and ethnicity are interconnected. Girls are more successful than boys in all ethnic groups but middle class boys are still more educationally successful than working class girls in all ethnic groups. Gender differences in educational achievement are smaller than social class differences in educational achievement and some ethnic differences in educational achievement. Research has shown that Of the 71,286 girls who sat GCSEs in single-sex schools over the three-year period, on average all did better than predicted on the basis of their end of primary SATS results. By comparison, of the 647,942 who took exams in mixed-sex schools, 20% did worse than expected. This means that girls in single sex schools can be expected to do better in their school, in comparison to girls in mixed schools. Studies have shown that girls in mixed sex classes tend to refrain from speaking up and boys dont want to study English to avoid being mocked as poofs', therefore single sex schools would help to resolve this issue as they will remove this pressure between the genders and allow both boys and girls to participate freely. Also Single sex schools will benefit students as male and female brains work differently. Girls can relate to emotions more and are seen as caring and talkative they can sit and talk about emotions whereas boys are more likely to do practical things instead of talking of emotions, hence why boys fail in English. So perhaps, as this leading head mistress, quoted in the Independent suggests, single sex classes need to be implemented to meet the learning strategies of the different sexes. Mainly English and foreign languages is where I believe that pupils need a gender based curriculum as was suggested by the DFES (2007) report it remarks that of the core subjects, the gender gap is widest in English; overall, the differences in language and literacy skills are given as the main cause of the gender gap in attainment. It is suggested that there is around 10% children leaving education with 5 Cs and above girls since 1968 have been slowly achieving better than boys according to Dcfs report into gender. It is a step towards the well researched idea that genders learn differently therefore it is possible to suggest that gender specific learning amongst boys and girls will close the statistical gap of attainment. Although the dfes report suggest that is no substantial evidence to back this up I believe that children will benefit from this approach. Another issue that I found is that boys tend to do better on spatial skills; they find mathematics and science more interesting to learn about. But on the other hand girls to better on verbal, comprehension and vocabulary skills than boys do. This table shows the gap in 1989 was just 6% but 10yrs later it had increased to 10%. It is suggested by S. Ball (2008) that this gap is an overall statistic and not subject specific he suggests that in 2004 the deviations of this gap was just 1% and that in some subjects boys achieve better results than girls therefore it is not valid to say that all boys or all girls achieve less in GCSE levels Conclusions In conclusion doing this research project on boys and girls achievement in schools and narrowing down the gap. The research found that there is not as big as a gap as people thought. The main factors that affect boys achievement are peer pressure and schools too feminised. The research also found that single sex schools and classes do not make that much difference but it found that girls have more confidence to participate in class discussion. In conclusion, the history of the gender gap shows that the gender gap itself has always been present in education, but was hidden by the advantage given to boys in 1960s, and it was often harder for girls to progress into further education, since it was not expected of them, therefore affecting the gender gap in the sense that there were lower numbers of girls then boys progressing. Over the years boys have improved and so have girls, maintaining the gender gap but showing that boys are adapting to the changes and are working harder to keep up. The gender differences in boys and girls does show that they learn in different ways, and these differences are, now more then ever, taken into account in teaching methods, lesson planning and assessment methods, and there is evidence showing that Boys are fighting back at A levels, with their results improving more rapidly than girls (BBC, 2004),however, it is important to recognise that there are girls and boys who wont fit into these gendered patterns and therefore focus should still be placed on the individual and not the biologically predisposed expectations, (Phoenix, 2004, pg 34). We could also conclude that this improvement could be the first sign that boys are now realising they will have to fight to maintain their place in the workforce, as history shows women have been seen as servants to the state (Steedman, 1 985, cited in Arnot and Ghaill, 2006, pg 19). This oppression of women, like other cases where parts of society have been repressed (e.g. repression of the afro-Caribbean population), resulted in women fighting or rebelling for their place in society, which is not something the male population has had to do. Therefore acting as a source of motivation for women to make sure they are treated as equals and to progress in life, where as men have missed out on this and until recently, have lacked the motivation to fight for their place. Now men are in a place of competition with women and are now beginning to see that its not particularly clever to under-achieve (BBC, 2004).

Comedy of Errors, Adrianna/ marriage Essay -- essays research papers

Marriage: What Can you Posses?   Ã‚  Ã‚  Ã‚  Ã‚  Within the very beginning of the story we see that the characters are placed into a society of which there is seemingly very little value in a persons humanity and kindness, but rather the society into which we first enter is seen as almost materialistic, and even though Egeon, has lost a wife and son, the Duke of Ephesus is only concerned with the money from which he can extract from Egeon. We see here that in order for Egeon to keep his marriage alive he has to pay for his life and so we begin to see the trend of what one can posses in a marriage, instead of love and respect.   Ã‚  Ã‚  Ã‚  Ã‚  We see this act of possessions come through most clearly in the relationship of Adriana and Antipholus of Ephesus. We see that Adriana is jealous of her husbands freedoms when she knows that he married her only because of her wealth, a fact we find out later on in the play, but as she states, â€Å"Why should their liberty than ours be more?† (II,10). When Luciana states to her sister, â€Å"because their business is out of doors† that only serves to infuriate Adriana even more and retorts that Luciana speaks without experience and that once she is married, she will have a different point of view. As they debate, Dromio of Ephesus returns and reports the bizarre behavior of his master saying that Antipholus is mad and will talk of nothing but his gold. Furious, Adriana is thinking that yes her husband married her for her...

The second is the exegetical or neoAugustinian

Our work is a literary analysis of `Beowulf` that focuses on the literary work but not history of the poem. It’s going to be research how the story could be viewed as heroism with the death of the hero. But at first we should review critical writings. Two main critical approaches have dominated the field in the last thirty years. The first is the application to Old English verse of the oral-formulaic theory that Milman Parry and Albert Lord developed out of their study of contemporary South-Slavic oral poetry.1 The second is the exegetical or neoAugustinian form of interpretation associated particularly with the name of D. W. Robertson in the area of medieval English literature. 2 A major reason for the popularity of the first two theories is that they seem to offer structured approaches to a poetry that for many modern readers lacks any clear and familiar structure. Imagine for a moment the naive first reactions to Beowulf of a reader hitherto accustomed only to modern litera ture (i. e. , literature in Modern English, since Shakespeare).Such a reader will respond quickly and positively to some of the poem's descriptions of violent action; will find curiously attractive some of the exotic atmosphere of mead-hall and dragon-mound; and may experience familiar emotions when reading a few highly lyrical passages. But surely he or she will find large sections of the poem imaginatively inert — slowmoving, redundant, didactic, often simply opaque. Such a reader -I might as well confess that this devil's advocate I have in mind is myself at a very early stage — may wonder why in the world the poet has chosen to direct his attention where he does.Why does he keep tirelessly making the same points and telling the same kindsof illustrative stories over and over, yet spend so pitifully little time on the literary things we have been taught to think important? On characterization, for instance, with its problems of development, complexity, clear motivat ion; on richness of detail in the natural and physical background; on informal, natural, and â€Å"real† interactions between people; on a broad or â€Å"rounded† or ironic view of the world the poet presents.If we judge Beowulf by novelistic standards, it shows us a cast of ornately dressed and stuffed (or stuffy) mannequins, always ready to restate the obvious, acting out rituals as obscure as they are strenuous. The importance of Beowulf in establishing, from a literary-critical viewpoint, the definitive epic style in Old English poetry cannot be exaggerated. Beowulf and the Waldere fragments were held to constitute ‘the only narrative poems in an old Teutonic dialect that in respect of their scale can be compared with the epics of other lands'.3 For most readers today the epic quality of Beowulf is not in doubt. 4 Since Beowulf was obviously ‘epic', it must be an originally orally composed poem to which Christian colouring was later added. 5 Now look mo re closely at the strange text of Beowulf. On written pages, written (at least in this sole surviving manuscript) about the year 1000, though probably copied from earlier versions, 6 we find a text largely composed of formulas. A concrete instance may serve to illustrate this idea of limitation. That highly conventional beast the dragon is a simple example.If a dragon, a wyrm, a draca, appears in a given passage, we can be sure that the terms applied to it and the actions it performs will all lie well within a small compass of convention. In what follows, the numbers in parentheses indicate my rough count of the â€Å"formulaic† epithets and phrases applied to various aspects of the dragon in Beowulf. The count can only be approximate, since there is much overlapping. It will be noted at once that some aspects are copiously, even redundantly, exemplified and restated.Though there is ample variation within each of these tight clusters of patterns, and though this variation ind eed forms a striking feature of the style (admittedly one our novice reader will need some time to appreciate), the examples of variation never range far outside a drastically restricted number of fixed bases. We might call these bases normal expectations. Oral poetry as we see it in Beowulf is precisely, almost forbiddingly, the poetry of normal expectations. They appear in all its patterns.More specific terms for some of these patterns (though my use of terms will lack the rigorous clarity of definition the theorist demands) include the following: epithets habitually attached to characters or objects (ece drihten ‘eternal lord' or eald sweord ‘ancient sword', the attributes riveted tight to their nouns); type-characters (the gracious mead-pouring queen Wealhtheow); traditional narrative sequences (voyages, gift-giving, fights); gnomic assertions of permanent ethical values (swa sceal man don ‘thus should a man [always] do'); certain heavily symbolic objects (weap ons, ships, halls, barrows); stock settings and props (benches to sit on, cups to drink from); habitual use of contrast to highlight and define (the pairing for effect of good Sigemund and wicked Heremod); certain recognizable emotional tones or attitudes (boasting, the â€Å"elegiac† tone), with their own characteristic vocabularies. Such a catalogue is only an incomplete outline, and in any case is deficient because it cannot show the complicated interweaving of these separate constituents that is so fundamentally typical of the verse.Although medievalists are perfectly familiar with flat type-characters of the kind we find in Beowulf, such characters may present some problem to readers more accustomed to the subtleties of characterization in later literature. Traditional types — the venerable and wise old king, the intensely suffering woman, the hero oddly and remotely wrapped in his sacred violence, the ravening monster from hell, the â€Å"twisted† young ki ng unceremoniously pitched headlong off Fortune's Wheel — these types can seem childishly simple. Exactly: they are indeed the archetypal folk characters of our fairy-tales. Let us first consider the case of Unferth, a character who has constantly been made more interesting than he really is, obsessively rounded by the critics into more complex and pleasing shapes.If Unferth really is a traditional type-character in medieval literature, then variants of the basic type should help us find the proper category for him. Some classifications that have been suggested would label Unferth as Evil Counsellor, or All-Licensed Fool, or Official Court Guest-Tester, or Tolerated Coward (like Sir Kay in some Arthurian tales), or Raw Youth (like the rustic Perceval), perhaps in need of the guidance of a seasoned warrior-mentor who will polish his manners and heighten his courage. Yet Unferth seems to wander across the boundaries between these categories in a confusing way. He may be some ne w type unrecorded elsewhere, a combination of several types, or even no type at all but a new invention of the poet, though this last is unlikely.The major stumbling block to critics, of course, has been the disparity between the fact, on the one hand, that Unferth is shown not only as failing the explicit test of heroism at the mere's edge (1465-71a) but as being sharply condemned by Beowulf (in the heat of the flyting, 581b-94) not only for cowardice but for having killed his own brothers, and the fact, on the other hand, that he evidently retains a place of honor at Hrothgar's court and generously lends Beowulf his sword, an act for which the hero warmly thanks him. In terms of the dominant heroic values of the poem, how can Unferth thus show himself to be both bad and good? Unferth has important role as a spokesman for the community of Danes. Beowulf's notable tact in his successive parleys with the Danes he met as he made his way to Heorot seemed to be evidence for his own awar eness of this potential tension.The Danes must determine whether the Geat is nothing but a wandering showoff and braggart, coming fordolgilpe and forwlenco, out of foolish boastfulness and pride. If he is, it would be truly humiliating for them to betray their own desperate need for help by treating such a heroic charlatan with respect. Thus, even if Beowulf's very well-chosen words had placated some of the Danes, it is likely that not all were ready to embrace the visitor. Unferth's sharp challenge of Beowulf may thus dramatically fill a psychological need for the Danes as a whole. At the least, taking Unferth as the spokesman for many Danes obviates any necessity to explain why they show no disapproval of his challenge to Beowulf. Unferth does not stay around in the hall long enough to be killed by Grendel.But seeing him as one of these boasters over the ale-cup would explain later references to Unferth as a braggart. We should remember that we do not ever hear Unferth bragging, t hough the poet tells us (499-505) that Unferth dislikes hearing any warrior praised as being any better than he is, an attitude consistent with being a braggart. But his only speech, the challenge to Beowulf, is no brag. There Unferth makes the charge that it is Beowulf who is an empty braggart with a low heroic credit rating, whereas Breca, Beowulf's competitor in the swimming-race, is not. Later, when Unferth gives the sword Hrunting to Beowulf to use in the mere-fight, the poet tells us that the Dane does not remember what he had said when he was drunk (1465-68a).What must be referred to here is not the occasion of his attack on Beowulf which we witnessed but some boast we never actually heard (but can infer from Hrothgar's description just quoted), since the poet's remark is immediately followed by the statement that Unferth himself did not dare to risk his own life in the mere. This is not a very distinctive failure. Neither did any other Dane. In this, Unferth once again seems merely representative. But only if he had been a conspicuous braggart in the past would his behavior now be considered reprehensible or even noteworthy. That the poet sees Unferth as representative Dane may, however, find some additional support elsewhere. It should be noted that Beowulf himself takes Unferth's attack on him to be a Danish attack, one that requires a counterattack as much against the whole nation as against Unferth individually.In his reply (starting at 581b) he begins by addressing Unferth quite personally indeed, pointing out that, while he knows evidence that Unferth has killed his own brothers (a serious charge of fratricide later validated by the poet, 1167-68), and perhaps by treachery, if the phrase peah pin wit duge ‘though your wit is keen' (589) implies some clever plotting, there is even more sensational evidence, twelve whole years of it, that Unferth has not been giving Grendel any trouble whatsoever. But Beowulf then moves on at once to broaden the charge to include all Danes. Eower leode (596) is a plural really addressed over Unferth's head to the listening Danes, and it is followed by the plural terms Sigescyldinga, leode Deniga, Gardenum.None of these people, though they may not be brother-slayers, have ever given Grendel any trouble either. It will take a Geat to do that. Unferth is then a symbol of national rather than merely private inadequacy. The closing lines of Beowulf's reply modulate out of mockery and into reassurance. Here Unferth may well stand for the Everydane who, the hero promises, will be able to go happy and safe to his morning mead in Heorot next day, after Grendel has been taken out of the way. But before we speak further of comradeship, we must deal with Beowulf's devastating assertion that Unferth will be damned for killing his brothers. The remark is made in the context of a Germanic flyting or word-battle.Unferth's challenge follows close on a long boasting speech by Beowulf (407-55) and Hrothga r's description of the failure of the Danish hall-boasters to survive their encounters with Grendel. This combination of speeches sets up a testing situation. If the Danes' many boasts about defeating Grendel could never be carried out, and if Beowulf's boast about beating Breca in the swimming-contest could never be carried out, why then should anyone expect that the hero's present boast offers any promise of fulfillment? Such is the gist of Unferth's speech, but its tone is even more important. It is full of the taunting terms of hot heroic competitiveness: wunne ‘struggled'; ymb sund flite ‘competed in swimming'; he ? e ? t sunde oferflat ‘he beat you at swimming'; h? fde mare m? gen ‘he had greater strength'.All this language is couched to stir the quick anger of any proud and touchy rival. Even though brother-slaying can be viewed as a terrible crime, as it certainly is by Beowulf when he wants to be accusatory, it can also be mentioned rather neutrally and casually, as I think is done here. Unferth's virtue of great courage or spirit is in the main clause, and he is granted amnesty for fratricide in the subordinate clause. Critics have not generally accepted this particular subordination of importance, but I see no reason not to take this passage as straightforward and without any bitter irony, even though the poet himself may be more critical of Unferth's murderous past than the Danes seem to be.But this does not mean that the text here contains a patronizing allusion to the Danes' lamentable and inexplicable blindness to Unferth's real and rotten nature; it merely shows that they are not presently engaged in a flyting with him. A flyting would be the appropriate occasion to dredge up and bring forth such bits of past scandal, but the duration of a flyting is limited and time-bound. Yet, though Unferth is thoroughly beaten in the flyting and proved to be inferior to Beowulf in heroic achievement, he does not seem to be especially humiliated in this scene, partly because the poet's eye is, as always, on Beowulf's greatness and partly because Unferth as a Dane must accept the evidence that only a nearsupernatural hero could have made any mark on Grendel.The Danes would much rather have saved their own great hall themselves but plainly they could not. So now they cheerfully set to work restoring Heorot to order (991 ff. ), and, though nothing is said about it, one would not be entirely surprised to hear that Unferth was turning to and joining in the task. If then we see the argument between Unferth and Beowulf as coming to a full stop here, it seems most unlikely that Unferth's later loan of a sword to Beowulf for the fight with Grendel's mother is to be construed as a reopening of hostilities, or as a malicious act reflecting ill-feeling and resentment. It has been surmised that Unferth might know Hrunting to be a defective weapon. 7