Monitoring and controlling the offshore oil and gas processes using Research Paper

Monitoring and controlling the offshore oil and gas processes using ad-hoc wireless network - Research Paper Example The superiority of ad-hoc wireless network is attributed to their exploitation of a remote, automated and digitally implemented communication system, which circumvent the inefficiencies of an analogue and manual communication system. Ad-hoc wireless network is specifically suited for industrial control and monitoring processes, which are characterized by a large scale deployment of a comparatively reduced data as such, its best suited for oil and gas industry for in the control and monitoring of the wide range of products and processes (Jensen et al., 2013). The efficiency of ad-hoc wireless network also comes in handy in matching an oil and performance gas industry with the growing demand of fossil fuel. Despite, the role of ad-hoc wireless in revitalizing the productivity competence and capacity of oil and gas industry, there is still room for improvement particularly in the promotion of the security authenticity of the oil and gas industry ad-hoc wireless network (Ardenas et al, 2011). This call is inspired by the concern against a productivity biased development in oil and gas industry network system, which overlooks security and reliability aspects of the network system. This research explores the advantage s and disadvantages of using an ad-hoc wireless system in the monitoring and control of an oil and gas industry. It also indentifies security loopholes, which threatens the safe and reliable operation of an oil and gas industry. collection and analysis of data from various monitoring and control sensors. This is attributed to their exploitation of the low cost data collector monitoring method. Nevertheless, the exorbitant operating cost for ad-hoc wireless network leverage the cost benefits from a low cost monitoring method. This disadvantage is attributed to the labour intensive manning of an ad-hoc wireless network system, which are comparable with a surveillance system. However, this cost implication is

Informative Speech Essay Example | Topics and Well Written Essays - 500 words - 2

Informative Speech - Essay Example It is reported that during the time, over million people gathered at the Square in protest of the Hosni Mubarak’s government (Mohyeldin, 2011). Even though the uprising was generally a non-violent protest, there were numerous instances of violence and it is reported that around 800 have been and 6000 have been injured. Often there were clashes seen between the protestors and pro-Mubarak demonstrators. This revolution was termed as the victory of the youth who took part in great numbers in the protest. Finally, after 18 days on 11 February 2011 President Hosni Mubarak was ousted after 30 years in power (Parks, 2011). The revolution achieved what intended to achieve what baffles many is that such a revolution occurred in Egypt. Governments, academics, pundits accept that none had expected a revolution of such scale and magnitude in Egypt. This is best summed by the statement from Hillary Clinton, US Secretary of State, on the day protests began: â€Å"Our assessment is that the Egyptian government is stable and is looking for ways to respond to the legitimate needs and interests of the Egyptian people.† (Sowers, 2012). This is because Hosni Mubarak’s regime was a good example of durable authoritarianism and its rulers were smart authoritarians. Media was not controlled and relatively free; civic associations, parties and elections were allowed; the government smartly managed the country as compared to other autocratic rules in the region or anywhere else. But then they were ousted in 18 days (Sowers, 2012). There are 3 explanations that have been put forward to make sense of the situation. First is technology. Technology played a great role in the uprising. For the first time young people participated in the protest in great numbers employed new mediums made available by technology to keep the protest alive. Mediums like Twitter and Facebook were greatly utilized to gather crowds and spread the word about what

How To Write An Economics Essay

How To Write An Economics Essay INTRODUCTION Writing on any essay topic can be a daunting task. Like most English compositions, an essay has a beginning, middle and an end. It is the way in which most students are taught to think about essay writing, starting with the thesis statement and then building an argument for or against the statement. Let’s face facts, not all students are born writers and struggle with the idea of writing an essay and possibly even fear the idea. Where does one begin, especially with the task of writing an Economics essay? Any writer specialising in academic writing would suggest starting with an understanding of a sub-subject found within the Economic realm. It may be that the course suggests what to write about and this will help with clarification purposes. Essay writing and writing in general can be a scary, personal task and one must find a comfort level with the subject first. Some subjects are easier, ‘softer’ to write about and the subject of Economics is not really one of them. The thesis or premise of the essay must be right on target and backed up by concise resources. Once one decides upon a sub-topic, it is best to figure out the thesis. Only then can one proceed to the next step of presenting the supporting evidence. This would be step two. Once the evidence is presented, then in order to score extra marks, it is always a good idea to present the thoughts and views of the opposition. From there, the essay can gain strength and the writer can start to present an original concept to the reader. It is in the latter part of the essay where one can take charge of exploring one’s ideas on the topic and establish his or her voice. This allows a nature progression toward the conclusion as the essay summates its main ideas and possibly leaves the reader with new questions and thoughts on the matter. FORMULATING THE THESIS The essay should have a strong, precise thesis statement. The thesis statement defines the essay, what it will be about and how the body of the essay will form to prove the thesis as true or false. The main objective is to remain focused on topic and have a thesis statement that can be researched as a relevant, current topic. It is always important to stick to the thesis and stay on topic. As a writer, sometimes tangents develop and it is important to stay away from the lard of essay writing. Always keep in mind, does this sentence, this paragraph answer the thesis? Is it relevant to the topic and discussion? By sticking to a relevant, current topic or event, for instance the American Bailout of Corrupt Financial Institutions, this not only allows one’s own opinions to form but also a solid argument to evolve. Essays should have passion once the thesis has been established and can be supported. WHERE TO LOOK FOR INFORMATION Half of the battle is won once the thesis takes shape and one has a better idea of what to discuss. It is time to start searching for information to support the thesis. In this day and age of telecommunications technology, email and the Internet, the most popular and accepted place to start research, one would think, would be online. Use discretion here and follow the professor’s guidelines. Sometimes Internet sources, even the most up to date are misleading and counterfeit. For the subject of Economics, especially with a global, multi-national point of view, it is best to start with a reputable magazine called The Economist. Here one will find the highest quality of information on the current event of the American Bailout. There is an online version, but also a trip to the library is encouraged. From there in order to get a feeling of the impact of such a current event, look to highly reputable international newspapers like the London Telegraph and the New York Times. Since t he Bailout has been a political issue, one can also read the Washington Post. One must always question the validity of the source. Part of being a good writer is constantly questioning the information and looking for answers where one would least expect them. PRESENTING DIFFERENT SIDES The quality of research also allows the writer to present different views as a means of exploring the thesis and even testing the validity of the thesis. The essay could even result in presenting facts that allows the thesis to be discredited. This also allows the writer flexibility and suggests they are not afraid of critical review. Research and writing about the opposition carries weight because it allows the essay a sense of balance. Here the local view on the topic is important to review and surmise. This is where the original idea and discussion can formulate. The local level view of the issue allows for passion but also gives a community voice. It is a good idea to read editorials but also get the view of the average person. From here, a flood of thought processes can result and by outlining the exploration allows the writer to pinpoint important elements of each view. This creates an elegant framework for the thesis to live but also presents thoughtful relevant ideas. THE ORIGINAL IDEA The idea that every essay should have an original idea is the scariest part of formulating the thesis and body of the paper. Will this happen at all? Sometimes it can be difficult to be in the mindset that it can. Have others thought the same? Possibly but do not hold back. Pressure really haunts the process of original writing. It is important to outwit one’s self into thinking. A lot times, people want to only focus on the thesis and accurately supporting the thesis. A good professor of any subject but especially business subjects should encourage steps toward original ideas and creativity. CONCLUSION A conclusion will act to summarise the purpose of the essay and restate the thesis statement as if to remind the reader about the subject and relevance of the topic. It is important to maybe leave the reader with thought provoking ideas as well as a sense of being finished. For this purpose, this essay acted as a means to instruct one how to write an economics essay but also offered insight on how to become a better writer.

The Road to Coorain :: Road to Coorain Essays

The Road to Coorain    Have you ever wondered how much your up bringing and early family life affected the person you are? Jill Ker Conway, in her autobiography The Road to Coorain, both literally and figuratively maps out her early life, placing specific emphasis on geographic location and the importance it made to her as an adult. Her life as a young girl in the western outback shaped her view toward the world, just as our backgrounds have shaped who we are.    After Conway's trip to England she states that,    It took a visit to England for me to understand how the Australian landscape actually formed the ground of my own consciousness, shaped what I saw, and influenced the way a scene was organized in my mental imagery.    By reflection on my past, I can support, just as Conway has, that a person's up bringing directly affects their perspective on life. During the earlier part of her life Conway lived in the hostile western region of Australia that produced men and women that never complained about hard work. Reversly, I have been raised in a green, forgivable climate, where my family urged me to express my feelings and I have become sensitive to not only my own feelings, but also to those others.    After Conway's father died, she and her mother moved to Sydney. During Conway's schooling she attended the local public school for only one day. Had Conway stayed there she said she would have discovered the true nature of the Australian class system. As it was, it took, "another fifteen years to see the world from my own Australian perspective, rather than from the British definition taught to my kind of colonial." Unlike Conway, I have always attended the local public school; forcing me to mix with people with incomes slightly above, below, and equal to my family. Additionally, this summer I interacted with a new dimension of my city's residents while working at the Cabbage Patch Settlement House -- an organization that works to break the chain of poverty through inner city children. This eye opening experience provided me with a broad base from which to perceive other members of society.

Hercules And The Nemean Lion History Essay

Olympia, an active sanctuary during the Geometric period, has besides yielded a figure of failed castings from the nearby workshops where the dedications were produced. The figurines were cast solid by the lost-wax procedure: wax was cut, rolled, pinched, and tooled ; the wax organic structure parts were stuck together ; the ensuing theoretical account was invested with a clay mold ; the mold was baked to fire out the wax ; and bronze was poured into the mold to replace the wax. The base was normally cast along with the statuette. During the seventh century BCE, generic standing work forces became more specific representations of ram- or calf-bearers, of young persons, and of striding assailing Gods, types which continued to be made through the Archaic period. Although bronze figurines were produced long before large-scale bronzes were cast, sphyrelaton was an early technique used to do some larger images. Harmonizing to the 2nd-century ad traveler Pausanias ( 3. 17. 6 ) , the procedure involved hammering sheets of metal into the form of a figure and concentrating them together over a solid nucleus. Merely a few such images survive-the best known are a male ( height 0.8 m/2 foot 5 in ) and a brace of much smaller females ( height 0.4 m/1 foot 4 in ) from a little sanctuary at Dreros in Crete ( Crete, Heraklion Mus. ) . Stiffly frontal cylindrical standing figures, they are normally dated to the late eighth century or the early seventh century BCE. The Orientalizing period of the seventh century BCE was a period during which the Greeks imported metal objects, fabrics, tusks, and thoughts from Phoenicia, Syria, Phrygia, and Urartu. The manners and topics of their ain plants were affected, and six or more alien gryphons ‘ caputs with inlaid eyes are added to the shoulders of bronze caldrons that served as dedications, some of the caldrons standing more than 3 m ( 10 foot ) tall. The Greeks besides traded with Egypt, where they saw large-scale statuary in rock and in bronze. Egypt had a long-established sculptural tradition of blocklike, frontal figures with carefully formulated proportions. By the center of the seventh century, the Greeks had brought place these ‘new ‘ thoughts, every bit good as the cognition of large-scale bronze-casting and stonecarving methods. The sculptures that were produced in 7th-century Greece are derived from the Egyptian tradition, both stylistically and technically, but they are adapted to suit the demands of Greek spiritual dedications. The manner associated with the seventh century is called ‘Daedalic ‘ , after the legendary artist/craftsman Daedalus. A typical illustration is the standing marble Persephone ( immature adult female ) dedicated by Nicander on the island of Delos ( Athens, Nat. Arch. Mus. ) . Stiffly frontlet, she has orderly triangular subdivisions of hair arranged symmetrically on either side of a triangular face, wide shoulders, a triangular trunk, a tight but however unrevealing belted adventitia, hands attached to the sides, and pess emerging from beneath an upward-curving hem. From the side, the figure ‘s defects become clear: she is unnaturalistically vertical, and thin and planklike in contour. Two likewise formulaic adult females were carved in the ulterior seventh century BCE as alleviation on the bottom of a limestone lintel-block at Prinias in Crete, and two 3-dimensional adult females are seated atop either terminal of the same header ( Crete, Heraklion Mus. ; tallness o f sitting adult females c.0.82 m/2 foot 8 in ) . The limestone temple of Artemis on Corfu ( c. 590 – 580 BCE ) , constructed at the beginning of the Archaic period in Greece, is the earliest Grecian temple known to hold been built wholly of rock with rock pedimental sculptures ( Corfu Mus. ) . The job of how to suit figures into the triangular infinite was addressed by changing the graduated table: bantam figures of dead giants lie with their caputs in the corners of the West pediment ; so come two larger braces dwelling of Gods assailing giants ; so two giant spotted jaguars, couchant ; and, in the Centre, a monstrous Medusa ( height 2.85 m/9 foot 9 in ) overlaps the extremum of the pediment, her immense face and pouching torso frontlet, her weaponries and legs in profile. Her vigorous place, with one articulatio genus down and one up, coupled with the wings on her mortise joints, is exemplifying of flight ; her immense eyes and drooping lingua are apotropaic. The Gorgon is flanked by her bantam kids Chrysaor and Pegasus, b orn at the minute of her decease ; used here, like the giants in the corners of the pediments, to arouse a narrative. Archaic bronze figurines have been found in peculiarly big Numberss in Olympia, Athens, Delphi, Dodona, and Samos. Traditionally, they have been grouped harmonizing to the theory that there were assorted regional Centres of production, in Attica, Aegina, Corinth, Sicyon, Argos, Sparta, Arcadia, Magna Graecia, and east Greece. These designations are by and large based upon manner, non upon find-spots. Some of the most sophisticated Archaic bronze figurines have been found at the Heraion ( sanctuary of Hera ) on Samos, and they were likely made in the immediate locality of that site. These bronzes support the grounds of the ancient literary testimonia which ascribe legendary accomplishments and accomplishments in projecting techniques to the Samian bronzeworkers Rhoicus and Theodorus ( see Pausanias 8. 14. 8 ; 9. 41. 1 ; 10. 38. 6 ) . The Samians were among the most active of the Grecian bargainers with Egypt. A three-times-life-size marble kouros from the Heraion, dating to the early Archaic period, c.580/70 BCE, attests to the impact of that contact ( Samos, Arch. Mus. ) . Hundreds of images of korai and kouroi ( immature work forces ) , some in bronze but most of them painted rock, were erected to function as votive offerings or as sedate markers. The colossal Sounion Kouros ( Athens, Nat. Arch. Mus. ) is a good illustration of the early Archaic manner. Nude, blocklike, and frontal, he stands over 3 m ( 10ft ) in tallness, one leg extended in front of the other, but both pess rest level on the land, and neither hips nor shoulders are affected by his stance. His custodies are clenched against his thighs, though on later kouroi the weaponries may be extended forwards from the cubituss. Anatomical inside informations are aggressively articulated, but they are governed by the rule of surface design. A big three-dimensional caput is decorated with luxuriant additive item, including rows of conventionalized coils, volute-like ears, and immense bulging eyes. The shoulder blades, epigastric arch, and patellas serve as cosmetic surface design on an otherwise m onolithic figure which retains the features of the quadrilateral block of marble from which the image was carved. The 6th-century Persephone wears a long frock, long hair, and ever has her pess together, but as the Archaic period progresses, her garments, symmetrically placed long locks of hair, and jewelry become more luxuriant. There is much grounds of aureate and brilliantly painted cosmetic inside informations. By the last one-fourth of the sixth century, the Doric peplus, a heavy woolen, swimmingly hanging belted garment, was replaced by the lightweight frilly Ionian chiton, with its greater possibilities for the add-on of cascading hems, of decoration, and of luxuriant surface forms. Throughout the century, the ‘Archaic smiling ‘ , the oral cavity with overturned corners, finely creased, is the changeless expression used on all statues, male and female alike. The Siphnian Treasury at Delphi, closely dated to between 530 and 520 BCE was originally instead like a brilliantly painted and flamboyant jewel-box ( Delphi Mus. ) . The island-dwellers ‘ expensive, carefully sited, and to a great extent sculpted dedication, made in the Ionic manner, had two caryatids ( female back uping figures ) , painted and embellished with bronze, alternatively of columns on the fa & A ; ccedil ; ade, and alleviation sculptures in both pediment and friezes. In the pediment, Hercules tries to wrest the Delphic tripod from Apollo ; in the frieze, complex engagement figures with their names inscribed represent scenes from the Trojan War, seated Gods, and a conflict between Gods and giants. The carven metopes on the Athenian Treasury, besides at Delphi ( c. 490 – 480 BCE ; Delphi Mus. ) , focal point on the labor of Theseus and of Hercules, and on the conflict between Greeks and Amazons. The trophies erected outside the simple Doric exchequer completed the memorial to triumph over the Iranis at the conflict of Marathon. Repeat is no more unusual in Grecian sculpture than it is in Grecian vase picture. An early 6th-century Tanagran grave stele for Dermys and Cittylus ( Athens, Nat. Arch. Mus. ; tallness of young persons 1.47 m/4ft 10 in ) , made of limestone carved in high alleviation, shows two standing males in airss that are mirror images of one another. Two monolithic kouroi dedicated at Delphi c. 580 BCE, traditionally but likely falsely identified as Cleobis and Biton of Argos, are practically indistinguishable ( Delphi Mus. ; tallness of each 1.97 m/6 foot 6 in ) . Three Samian korai lined up on a statue-base as portion of a household dedication are basically indistinguishable in airs and in visual aspect. Lost-wax casting is a generative procedure, and the Greeks used it to do large-scale bronzes from the Archaic period onwards. This method was good suited to sculpture that was stylistically insistent, limited to standing, striding, or seated figures that served entirely spiritual maps. In other words, although bronze has a far greater tensile strength than does lapidate, its flexibleness was non exploited, for large-scale bronze statues of the sixth century did non divert from the rigorous expressions dictated by Archaic stylistic convention. Therefore two little bronze equestrians from Samos were cast from the same original theoretical account ( Samos, Arch. Mus. ) , as were two bronze kouroi ( Samos, Arch. Mus. ; and Berlin, Altes Mus. ) , the lone existent difference between the latter being that the left leg of one of them was inscribed by the dedicator, Smicrus. To project a bronze statue, the Greeks took piece-moulds from a basic theoretical account, and lined them with wax to do a thin-walled wax working theoretical account, which was usually produced in subdivisions and so pieced together. After seting the wax limbs and modeling and carving the surface inside informations, the artist/technician dismantled the working theoretical account. The piece-moulds could be reused to organize extra wax working theoretical accounts when more than one bronze was to be cast from the same basic theoretical account. The single subdivisions of the statue were invested individually in clay molds, and baked-to dry the clay and melt out the wax. Following, liquefied bronze was carried from the nearby furnace, poured into funnels, and therefore channelled into the molds to project the statue subdivisions. These could be joined automatically or metallurgically. For case, the Delphi Charioteer ‘s caput, weaponries, and trunks were socketed in topographic point, whereas his lower legs and pess appear to hold been hard-soldered to a home base hidden by the hem of the columnar skirt ( 478 or 474 BCE ; Delphi Mus. ; height 1.8 m/6 ft ) Completing touches included inset Ag dentition, a Ag meander in the filet adhering his caput, and lifelike stone eyes encased in Cu ciliums. Workshops for the production of statues and of figurines surely existed near many of the sanctuaries in which the images were dedicated, though little bronzes could besides hold been carried into a sanctuary from an wholly different venue. The usage of duplicative procedures further complicates the inquiry of regional manners, since this type of production meant that moulds taken from one basic theoretical account could hold been transported elsewhere for making waxes and so projecting them in bronze. Harmonizing to ancient literary beginnings, the tradition of raising statues of masters in athletic competitions began in the 3rd one-fourth of the sixth century. Pausanias makes it clear that such statues were non votive offerings, but that they were ‘given to the masters in the games ‘ ( 5. 21. 1 ) . The earliest such statues were made of wood, but bronze shortly came to be preferred, no uncertainty because of the freedom of motion this lightweight medium afforded. A new drift towards naturalism in sculpture had begun good before the terminal of the sixth century. The standing frontal male statue is reduced to life size, becomes somewhat asymmetrical, and is more realistic. The early 5th-century marble Kritios Boy ( Athens, Acropolis Mus. ; present height 1.17 m/3 foot 10 in ) is a all right illustration of this tendency towards naturalism. His caput turns a small to his right, his hips and shoulders displacement because he is really standing on one leg and loosen uping the other 1. His spinal column curves, his flesh appears soft and vernal, the Archaic smiling is gone, and the eyes were one time inlaid to impart pragmatism to the male child ‘s regard. In bronze excessively, the semblance of pragmatism was increased by inlaid eyes with Cu ciliums, Cu lips and mammillas, Ag dentitions, and silver fingernails. There is besides grounds that the surfaces of some bronzes made during the Classical period were painted or patinated. Our few preserved big bronze statues make a dramatic contrast to the many extant figurines, whose complex motions and pronounced tortuosity make them strongly 3-dimensional. Differences between the types represented in figurines and in large-scale bronzes are likely due more to independent stylistic traditions than to differences in methods of production. The early Classical bronze Artemision God ( Athens, Nat. Arch. Mus. ) is a convincingly realistic exclusion to this regulation. He takes a large measure and draws back his arm to hurtle a arm, writhing somewhat at the waist, left arm forward to equilibrate himself. And yet his basically planar silhouette is non far removed from the stiffly striding aggressor of the Archaic period, with a frontal trunk and weaponries and legs in profile. Myron ‘s celebrated early Classical bronze discus-thrower does non last, but the literary beginnings give a clear sense of a immature adult male ‘who bends down†¦ turning toward the manus that holds the discus, and somewhat flexing the other articulatio genus, as if to unbend up with the throw ‘ ( Lucian, Philopseudes 18 ) . In add-on, there are a figure of ancient reproductions of the statue, including two erected by the Roman Emperor Hadrian at his state Villa in Tivoli ( Vatican Mus. ; London, BM ) . Although jocks might be represented engaged in athletics, the more common 5th-century type was that of standing bronze jocks, heroes, or generals developed from the Archaic kouros. Statuettes likely reflect large-scale images of the same types. The accent that bookmans have placed upon regional Centres of production during the Archaic period is replaced by a inclination to tie in Classical statues with the names of peculiar creative persons who are known from the ancient literary testimonia. The over-life-size Riace Bronzes, for case, have been given at least eight attributions-to Onatas, Myron, Phidias, or the ‘school ‘ of Phidias, Polyclitus, or a ‘follower ‘ of Polyclitus, Attica, or south Italy. Whoever made them, the statues are rare endurances of the Classical manner, for most ancient bronzes were finally melted down so that the metal could be reused, frequently for arms and ammo. The Riace Bronzes, their caputs turned, musculuss flexed, and pess bearing unequal weight, represent the realistic yet perfected Classical manner ( Reggio Calabria, Mus. Nazionale ) . A individual basic theoretical account was seemingly used for both of these bare statues ( height 1.97 and 1.98 m/6 foot 6 in ) , and their overall similarities are unmistakable, but each version was individualized in the wax before being dramatis personae, ensuing in important differences, peculiarly in the faces, face funguss, and hair. They were meant to be seen as persons, though both images have idealized organic structures, and both were one time helmeted and equipped with shield and lance. In the first century ad, Pliny estimated that a major metropolis or sanctuary might incorporate about 3,000 statues. On the strength of lasting statue-bases, we can presume that the standing bare male was the most common type of image. Commemorative statues of jocks, as of military heroes and political leaders, were to be seen in every metropolis and wherever competitions were held in Greece: some in action, others merely standing, naked as in competition, one manus raised to the master ‘s garland, or keeping a strigil or a palm-branch. Three different groups of marble pedimental figures were carved for the temple of the nymph Aphaia on the island of Aegina near Athens ( Munich, Glyptothek ) . They include a scope of manners produced during a 20-year period ( 500 – 480 BCE ) , at the clip when Greece was under changeless menace of coup d'etat by the Persian Empire. The to the full 3-dimensional figures in these luxuriant conflict scenes are carved to one graduated table, with the exclusion of the colossal images of Athena supervising the conflict from the Centre of each pediment. Indeed, the many places that can be used for a conflict scene are good suited to the triangular confines of a pediment. Two fallen warriors illustrate the differences between the earlier and later manners. The earlier one reaches about jauntily for the sticker stuck between his ribs, his face adorned with an Archaic smiling ; while the ulterior one is clearly deceasing, his caput set, his drooping organic structure supported merely b y the carpus still fixed in its shield-strap. The extended usage of added bronze characteristics on these figures recall mentions in the ancient literary beginnings to a celebrated bronze metal that was produced on this island. Pliny relates that the Athenians introduced a new usage when in the late sixth century BCE they set up two statues marking existent people, and did so at public disbursal ( Natural History 34. 17 ) . The bronzy Tyrant-Slayers stood in the Agora at Athens until they were carried off by the Persians in the class of destructing the metropolis in 480 BCE. Just three old ages subsequently, the Athenians set up another brace of striding assailing Tyrant-Slayers. Finally, Alexander the Great ( 336 – 323 BCE ) or one of his replacements reclaimed the original brace, and put them beside the others in the metropolis Centre ( ancient marble transcripts in Naples, Mus. Arch. Naz. ) . The rise of the Classical manner is normally dated to 480 BCE, when the Persians were resolutely repulsed from Greece, ten old ages after their first lay waste toing invasion of the Grecian mainland. Contemplations of the Grecian triumphs over the savages may be seen in the pick of fabulous subjects-Greeks get the better ofing non-Greeks-that continued to be used for architectural sculpture during the fifth century. Well-groomed fine-looking Grecian young persons fight wild-haired ripening centaurs in the early Classical marble sculptures from the west pediment of the temple of Zeus at Olympia ( c. 460 BCE ; Olympia Mus. ) . Relationships between organic structures and curtain are explored, complicated groups of figures are portrayed in overdone actions, and persons reveal a modicum of emotional response to physical quandaries. In blunt contrast to this manic activity, the quiet figures in the east pediment are fixing for the chariot race between Pelops and Oenom & A ; auml ; us, who se fatal result would hold been known by every visitant to Olympia. After the race, Pelops was to go the eponymic swayer of southern Greece, the Peloponnese. Phidias designed far more idealised sculptures to decorate the Parthenon in Athens, whose edifice histories, inscribed in rock, day of the month the undertaking between 448 and 432 BCE. By their huge Numberss, and by the scope of topics illustrated, these sculptures make a public statement about the glorification of the metropolis. They are used today to represent the high Classical manner. The 92 metopes around the exterior of the edifice represent struggles between Greeks and Trojans, Amazons, and centaurs, and between the Greek Gods and the giants ( 447 – 442 BCE ; London, BM ) . Above the metopes, the marble figures in the pediments, carved to the full in the unit of ammunition, illustrate the birth of Athena, the metropolis ‘s eponymic goddess ( on the E ) , and the competition between Athena and Poseidon over the metropolis of Athens ( on the West ) ( 438 – 432 BCE ; London, BM ) . These monolithic figures are vernal and idealised, their significance describ ed without emotion, but in footings of inordinately expressive curtain and of perfected anatomy. Within the colonnade, the idealised figures of the frieze around the temple ‘s cella stand for a non-mythological event, one that was familiar to all Athenians-they move in ranks around the edifice in the Panathenaic emanation to honour Athena ‘s birthday, the caput of the emanation holding before a relaxed gathering of sitting Olympic divinities ( 442 – 438 BCE ; London, BM ) . The colossal chryselephantine ( gold and tusk ) statue of Athena Parthenos ( the virgin ) that stood within the temple, known today merely from ancient descriptions and small-scale reproductions, exemplified the stateliness, sublimity, and self-respect of Phidias ‘s work ( Dionysius of Halicarnassus, Isocrates 3 ) . In fact, chryselephantine, the richest and most coveted stuff for cult statues, was a forte of Phidias, as were prodigious statues and cult images. His most celebrated work in this medium was a immense statue of Zeus for the temple of Zeus at Olympia, which was greatly admired, and came to be hailed as one of the Seven Wonders of the ancient universe. Both Phidias and Polyclitus of Argos, the best-known creative persons of their twenty-four hours, worked in chryselephantine, bronze, and marble. And, as with the edifice histories for the Parthenon, records for the production of Phidias ‘s colossal bronze Athena for the Athenian Acropolis ( Athens, Epigraphical Mus. ) indicate that a successful creative person was non entirely responsible for the originative thought behind a statue, but besides hired the staff and supervisors for the completion of the undertaking. Indeed, in ancient Greece, one word-techn & A ; eacute ; -was used to intend art, trade, and accomplishment. Polyclitus, a coeval of both Myron and Phidias, was the most famed sculpturer of his clip. His forte was athletic statuary, and he was extensively praised for his bronze statue of the Doryphorus ( Spear-Bearer ) , which, like his treatise on that work, he called the Canon, whence comes the modern usage of that word. Pliny says that Polyclitus was a challenger of Myron, both in his pick of Delian bronze over Aeginetan bronze and in the manner of statuary which he produced ( for two of the legion Roman marble transcripts, see Naples, Mus. Arch. Naz. , and Minneapolis, Inst. of Arts ) . Indeed, Polyclitus worked chiefly in bronze, and he was said to hold perfected the accomplishment of sculpture ( Pliny, Natural History 34. 55 ) . Of peculiar involvement to bookmans has been his concern with symmetria, as explained in his treatise and exemplified in the Doryphorus. Though both the book and the statue are lost, symmetria seemingly refers to the precise mathematical proportions of the par ts of a statue to one another. The proportions developed by Polyclitus were considered so right that other creative persons copied them infinitely, in the hope that they excessively would accomplish flawlessness in their work. There are many ancient reproductions of the Doryphorus, in the signifier of full statues and of flops, in marble and in bronze, non to advert the many athletic statues and portrayal statues which emulated that celebrated work. The troubles inherent in modern efforts to measure an original from a reproduction are apparent when one considers that the ‘copy ‘ is frequently in another signifier or another medium than the original. For illustration, a bronzy caput cast atop a herm and found in a Roman Villa is unmistakably that of the Doryphorus, but it is inscribed ‘Apollonius, the boy of Archius, the Athenian, made this ‘ ( Naples, Mus. Arch. Naz. ) . Praxiteles and Lysippus are the two names that dominate histories of 4th-century sculpture. The closest we can come to the lost plants of Praxiteles is through the about 60 lasting versions of his celebrated Aphrodite of Cnidus, said to hold been the first statue of a bare adult female of all time made, and to hold been modelled after Praxiteles ‘ lover Phryne. The painted marble statue of Aphrodite was, harmonizing to Pliny, one of two that Praxiteles carved, the other being draped, following tradition. The people of Cos chose the cloaked image, but the Cnidians purchased the nude, which became far more celebrated ( Natural History 36. 20 ) . The large-scale reproductions show a plump but less-than-feminine bare adult female half-heartedly covering her venereal country with one manus, while the other Lashkar-e-Taibas slip her cast-off garment, which cascades over a hydria ( water-jar ) standing at her side ( e.g. Vatican Mus. ) . The statues of Erotes, of Apollo murdering a li zard, of lecher, and others that have been ascribed to Praxiteles on the strength of the literary testimonia are all debatable, as is the Hermes with the babe Dionysus ( Olympia Mus. ) , which was one time widely thought to be an original work by the creative person, but which is far more likely to be a creative activity of Hellenistic or Roman day of the month. Lysippus was the tribunal portrait painter for Alexander the Great, and his celebrated portrayal of the swayer, though based upon the tradition of heroic standing figures, is a typical type. The accent that Lysippus is said to hold placed upon the bend of Alexander ‘s caput, on the regard, and on the sense of power, with one manus outstretched, the other raised to keep a spear, were common features of honorary statues produced during the Hellenistic and Roman periods. For much of the fourth century, the production of bronze statuary was dominated by the Sicyonian workshop of Lysippus and his household. Lysippus produced non merely portrayals of Alexander and his friends, but besides works like an Apoxyomenus ( athlete grating himself with a strigil: one Roman marble version in Athens, Nat. Arch. Mus. ) , a bibulous miss playing a flute, a twosome of runing groups, assorted chariot groups, a portrayal of Socrates, and a lecher. There is no inquiry that his manner was really influential, and he was besides a fecund creative person. Literary mentions to his holding worked straight from nature, therefore bettering the art of portrayal, are likely derived from streamlined production processes that were developed in the household metalworks, which would hold both improved similitudes and speeded production, to run into the turning demand for his popular bronzes. The Mausoleum at Halicarnassus ( modern Bodrum ) was the name given the grave of Mausolus, the Persian governor of Caria ( d. 353 BCE ) . The immense rectangular edifice, crowned by a prodigious four-horse chariot keeping portrayal statues of Mausolus and his married woman ( height c. 3 m/10 foot ; London, BM ) , was one of the Seven Wonders of the ancient universe. The graven friezes decorating the edifice or its dais were carved by some of the great creative persons of the 4th century-Scopas, Bryaxis, Timotheus, and Leochares. Authorship can non now be assigned with any certainty to lasting frieze-blocks, but the topics depicted did non go from established traditions, and included a centauromachy, an Amazonomachy, and a chariot race. ( Many of the surviving sculptures are now in London, BM. ) Alexander ‘s regulation ( d. 323 BCE ) marks the terminal of the Classical period. The Hellenic period lasted until Octavian ‘s licking of Antony at Actium in 31 BCE. The Classical stylistic tradition continued, as did the demand for public memorials and spiritual dedications. The Attalid dynasty at Pergamum in Mysia ( Asia Minor ) commemorated decisive triumphs over the savages ( the Gauls ) in the 170s and 160s BCE by constructing an communion table to Zeus on their acropolis which was decorated with a frieze exemplifying the conflict between the Gods and the giants. Carved in high and dramatic alleviation, the frieze is a consummate illustration of the alleged ‘Hellenistic Baroque ‘ manner ( Berlin, Pergamum Mus. ) . The dramatic action, the emotional looks, the dramatic chiaroscuro of the deeply carved inside informations, the detonation of figures beyond the boundaries of the frieze, and the multiple textures of wings, graduated tables, curtain, and flesh , do these reliefs a circuit de force, intriguing for their unexpected and thorough inside informations. But the topic and the groupings of figures are non wholly advanced: they are besides a witting remembrance of the 5th-century Parthenon in Athens, with its pointed mentions to the Greeks ‘ mob of the savages ( the Persians ) in 480 BCE. Here excessively, Athena was the defender of the metropolis. Pergamum, like Athens, was a cultural capital, and its library was 2nd merely to the great library in Alexandria: the Gigantomachy is encyclopaedic and all participants are included, their names inscribed for those who might be unsure of the iconography. At the same clip, new types of statues and new manners were introduced to fulfill the quickly turning market for statuary among private proprietors. Those who had seen Lysippus ‘ portrayals of Alexander wanted their ain portrayals cast. As the market grew, people came to desire statues for their places and gardens. There were statues for everyone, for every context. Popular figure types could be modified to accommodate a peculiar demand or desire, but images that were one of a sort were besides available. A purchaser could take a subject for a peculiar context, or purchase an Archaizing kouros, a reproduction of the celebrated Aphrodite of Cnidus, or a more modern-day image of Aphrodite seting a aureate necklace. Certain popular types, like the kiping Eros, had such broad entreaty that discrepancies were produced in bronze, marble, and terracotta, in all sizes, and were sold all over the Mediterranean, Europe, Egypt, and Asia Minor. Deities that were represented were non needfully devotional, and new 1s were introduced to suit new involvements. Aphrodite at her lavatory was widely sold, as were lechers, nymphs, Hermaphrodites, Hypnus, Pan, the Eastern boy-god Attis, and the Egyptians Isis and Horus/Harpocrates. The ordinary, the alien, and the grotesque gained in popularity: aliens, amusing histrions, and street people. There were bronzy images of celebrated philosophers, and of people dancing, stooping, wrestle, and sleeping, including the immature, old, malnourished, and deformed. In bronze, cosmetic inside informations were emphasized, patination and picture were common, and characteristics such as eyes, dentitions, lips, mammillas, filets, and curtain decorations were really frequently in laid in Cu, Ag, and niello. Major Hellenistic Centres of production included Egypt, Asia Minor, and Syria, in add-on to Greece proper. Rome became a major market, and some Grecian craftsmen established workshops in Italy. Such a widespread Koine grew up that troubles in set uping chronology and in acknowledging regional differences among plants produced in the Hellenistic/early Roman period are host. Stylistic dating is impossible, for Hellenistic plants may be versions of Classical or Archaic works or genres. Two shipwrecks dating to the early first century BCE give a good sense of the trade at that clip. Both went down along the path between Greece to Italy, and both were found by sponge fishermen. A ship found off the island of Anticythera was transporting assorted marble and bronzy sculptures, runing in day of the month from the fourth century BCE to about 100 BCE. The marbles include a Hercules of the comparatively common ‘Farnese ‘ type ( see Farnese Hercules ) , the first illustration of whic h has been ascribed by bookmans to Lysippus, and two statues of Aphrodite, two of Hermes, and a Zeus, an Apollo, Achilles, Odysseus, an oil-pourer, Equus caballuss, seated work forces, a helmeted adult male, young persons, and terpsichoreans, possibly all of them from popular production lines ( discoveries are in Athens, Nat. Arch. Mus. ) . The 2nd ship, discovered off the seashore of modern Tunisia, contained a huge lading of luxury points. There were marble craters ( blending bowls ) and candelabrum, statuary, flops, alleviations, column capitals and bases, and 60 to 70 marble column shafts. The bronzes included statuary and furnishings-a statue of a winged Eros, a caput of Dionysus on a herm ( rectangular shaft ) , and big figurines of Eros playing a lyre, of three dancing midget, a lecher, an histrion, Hermes, and a Canis familiaris. There were hanging lamps, in the signifier of hermaphroditic figures, a figure of vass, a mirror, and the bronze legs and adjustments for more than 20 dining sofas ( discoveries are in Tunis, Mus. National du Bardo ) . The ladings of these two ships illustrate the scope of marketable types and manners of images that were being produced in workshops throughout the Mediterranean during the late Hellenistic period.

Education Algebra Essay

Coming into mathematics for elementary educators with my classmates, everyone had some type notion of what this course consists of. For most people math is a very hard and complex subject that requires complicated rules that a person would never use again. A person who has not been exposed to math would say math is just numbers, shapes, and some simple arithmetic. To a serious math student, math encompasses much more than just numbers and geometrical shapes, of course. During math 213 I bought into many misconceptions about math. During Week one I learned about no child left behind act and the pro’s and con’s that are associated with this act. We reviewed the order of operations and learned different meanings to some math terminology. The most exciting teaching strategy I learned in week one was called the pinch card. The pinch card allows the teacher to observe the students, while the students pinch different signs when learning the order of operation. It is a piece of paper that consists of the addiction, subtraction, multiplication, division, exponent, and parentheses symbol. Week two we discuss union, intersection, complement, different properties, commutative, associative, and identity. I learned how to use manipulative to teach different teaching strategy while teaching decimals. I found it difficult to understand some questions off the math homework during week two which help me comprehend how students will feel. Math is not hard for me to understand but I realize I have to stay super focus while in math class or I will get lose easily with the different numbers. Math is not a hard subject and many times I made it harder by not using the problem solving steps which are, explore problem, plan, solve, examine, which are very helpful when understood . My philosophy toward teaching math is to look at math from a logical standpoint instead of trying to figure it out; you will see that logically everything will fall into place. I am not a math teacher however, there is one thing I wish all math teachers would focus more on and that is teaching students to view math logically. While it is very important to know how to work, a problem out it is also equally important for students to learn to look at the problem from a logical standpoint. Math in class 213 made perfect sense and when I looked at math from a logical standpoint along with problem solving techniques I discover it is much easier. Common sense goes a long way when dealing with math problems. I also learned that you will need and use math everyday of your life for the rest of your life. Depending on what you do professionally will determine what form of math you use on a regular basis but rest assured everyone on Gods green earth will use some form of math in their everyday life. Taking this math course made me think about becoming a math teacher. Without math, you cannot check your pay stub to make sure your employer is paying you correctly, pulling out the correct amount for deductibles or that you aren’t paying in to much for insurance or anything else. Without math, you will not be able to budget your income and expenses for the week or the month. Without math, you will have Math is important for our future and it is an important aspect in most jobs. Warehouse workers many times have to take and pass a math test before being hired for job positions. Mechanics use math everyday whether they are pricing parts and adjusting bills or figuring out exact calculations in order to do a job correctly. Construction workers use math to make calculations before beginning and during construction. I have not worked in or heard of a job yet that didn’t involve math at some point even if you work at McDonald’s you have to know math to count the money and give the corrected change. Most often, we use basic math skills without even thinking about it. How sad it would be if we didn’t have those basic skills. Math skills are very important when planning for our financial future and during our everyday life. Without math, you wouldn’t be able to balance your checkbook or many other everyday tasks that are normally taken for granted.

Romeo and Juliet Essay Essays

Romeo and Juliet Essay Essays Romeo and Juliet Essay Essay Romeo and Juliet Essay Essay Essay Topic: Romeo and Juliet The tragic and spellbinding play Romeo and Juliet is just as relevant now as it was when it was first written by the respected and admired writer William Shakespeare. Setting the scene in Verona, Italy, the play tells the story of two star-crossed lovers, caught up in a family feud. From start to finish the play is littered with dramatic qualities in order to engage and interest the rowdy Elizabethan audiences. Juxta-position is used in Act 3 scene 1, when marriage is used as a symbol of hope, reflecting the love between Romeo and Juliet. To make the beginning scene dramatic, Shakespeare started in a dramatic setting. Tensions run high throughout the start as even normally good friends, Mercutio and Benvolio are quarrelling. The day is hot, the Capulets abroad, And, if we meet we shall not escape a brawl Shakespeare purposely set the scene on a hot day as its know that everyone is bad tempered and easily angered in such scorching conditions. The entrance of Tybalt, an aggressive Capulet, increases the tension as he adds flame to the fire, seizing the opportunity to fight. What, drawn and talk of peace? I hate the word, As I hate all Montagues and thee. Sparking outrage hits Benvolio as his peaceful break-up is turned down. The audience would find this particularly exciting as a cloud of unknown drifts across their mind as they are unsure if a fight will be taking place. As the conflict takes place Mercutio steps up as Tybalts opponent. Mercutio taunts Tybalt, but Tybalt ignores his insults as hes seeking Romeo. Well, peace be with you, sir Here comes my man. Making Mercutio the opponent to Tybalt, proves an effective device as Tybalt and Mercutio are equally matched as aggressive individuals. Shakespeare is evidently setting up the audience, engaging them in this tense scene. Dramatic irony becomes evident when Romeo enters, as the audience are aware of his recent marriage to Juliet, therefore making him and Tybalt family. Tybalts insistence on Romeo being a villain and Romeos vile submission angers Mercutio. Mercutio, thou consortst with Romeo Tybalt questions, which in modern context is the correspondence of asking him if hes having a sexual relationship with Romeo. This helps build up anger in Mercutio, making him so wound up hes the equivalence of a ticking bomb. Assembling Shakespeare to add dramatic quality to the drama. As Romeo enters Tybalt and Mercutio constantly anger one an other before Tybalt draws his sword. Gentle Mercutio, put thy rapier up Again Shakespeare uses Juxta-position, making the enthralled audience believe that Romeos going to make peace. As in Franco Zeferrelis version, Romeos nature changed since his marriage to Juliet. However in Baz Luhrmans edition, not only were swords swapped by guns, to engage a modern audience, but Romeos nature was also softer as he allowed Tybalt to beat him severely as he sat there defencelessly. Angered that Romeo wasnt striking back, Mercutio stepped in. Equally matched as aggressive individuals, this battle was unpredictable, making it effective, captivating the audience. They have made worms meat of me As the mortally wounded Mercutio struggles, Shakespeare has effectively positioned puns throughout his speech. Ask for me tomorrow and youll find me a grave man Mercutio makes the audience believe that hes only got a minor injury, but he knows his wound is fatal. Shakespeare makes the audience aware of this. Go, villain fetch a surgeon Therefore making Mercutios death predicable. The excitement of the audience is increased throughout Mercutios death as Shakespeares direction causes Mercutios use of language to be effective. In the Baz Luhrman edition Mercutio joked and calmed the scene making everyone assume he was ok. A scratch, a scratch However as shown elements of his language notified us that he was mortally wounded. Foreshadowing is another effective device Shakespeare uses to keep the audience captivated as their not sure of where fate will lead Mercutio. The fight between Romeo and Tybalt is spellbinding, as we havent yet seen Romeo in conflict. The force of blind rage causes Romeo to battle with Tybalt. Fire eyed fury also makes Romeo determined to track Romeo down. This causes excitement to the audience as in Franco Zeferrelis version performs this scene using swords. The fight also varies its scene, moving through various streets and levels. Romeo is portrayed as the less experience swordsman between them, adding greater excitement and worry to the audience. Meaning the captivation of the audience was kept flowing throughout the fight. Giving Shakespeare the power to keep rowdy Elizabethan audiences engaged. At Tybalts death, the audience are kept in conflict, as they know Romeo will pay for it. However Romeo had retired to Friar Lawrence, making the audience unsure of whether he will be caught or not. Romeos line I am fortunes fool shows Shakespeares use of fate and the roll it plays throughout Romeo and Juliet. Romeo and Juliet would have been performed to an Elizabethan audience who believed very strongly in fate and fortune. Fate was destined to happen and no one could alter it. Throughout the tragedy of Romeo and Juliet, Shakespeare constantly utilises the motif of stars to convey and develop the prominent theme of fate. Even and early as the prologue, the words A pair of star-crossd lovers Reveal Shakespeares intent in conveying the association of fate with this motif. Like stars, fate exists in the heavens. It is Romeo and Juliets misfortune that leads to the sorrowful and tragic ending of the play. Conclusion Its fast-pace dramatic action also keeps the audience involved throughout this theatrical play as the increasing tension insures that the audience are kept engaged. Shakespeare had expertly placed this scene in the middle, as its the turning point of the play, as up until this point the audience believe that it may end happily. Evidence of this is in Capulet speech in the Capulets ball. Verona brags of Romeo to be a well-governed youth This leaves the audience believing that Romeo and Juliet could have been happily married with lord Capulets blessing. Elizabethan audiences would have been religious and so would have believed in fate. Shakespeare used this factor throughout Romeo and Juliet, to make the staging, and the scene effective and dramatic. He had an effective use of language and dramatic quality also played a large part in captivating boisterous Elizabethan audiences.

Values of White Trash essays

Values of White Trash essays Coming home from an exhausting day at work, you sit in your recliner to relax as you hear foul shouting blurting from your childs bedroom. Curiously you walk towards the room to find the shouting coming from the guests on the Jerry Springer Show. You think to yourself, why is my child watching daytime talk shows, or as the majority refer to it, Trash TV. The storm clouds have been gathering for quite some time now. Is the end near for Trash TV? Concerned viewers, legislators, and press are worried about television show content in general, however, some of our trashy Talk Shows have received more than their fair share of attention in the last few years. What Im concerned with is, What are these shows teaching our children and how does this affect our Many of the guests on TV daytime talk shows are portrayed differently according to the topic; however, the guests seem to all have something in common: their background and behavior. Watching a variety of these TV daytime talk shows recently, Ive observed that the bulk of these guests all appear to be whites, Hispanics, or African Americans of the lower or middle class. They all come from the same type of living conditions and crazy lifestyles. People may even mention the words white trash, referring of course to the Caucasian guests. Insinuating that the background of the guests is inadequate, they do not mind being ridiculed for their outrageous beliefs and lifestyles. To these guests this is their normal lifestyle; besides, why do audience members and viewers find these guests lives to be so interesting? What make these shows so popular? It seems that the audience and viewers enjoy watching people spill guts about everyday garbage life. Viewers are entertained by the mockery of people whom they arent familiar with because there is no connection to the vie...

Follow the Guidelines is Not a Cliché

Follow the Guidelines is Not a Clichà © Agents say it all the time. Editors believe in it and cant wait for an excuse to delete a submission when someone ignores it. Websites and writing guides everywhere say, Follow the guidelines carefully, or Become familiar with the publication. Yet I dare say half of todays submissions do not do either. If you DO follow the guidelines, the person youre pitching will instantly give you better consideration. Im serious. Thats all it takes. There are that many submissions that fail to adhere to the rules that finding one that does is refreshing. Recently several places noted FundsforWriters as a paying market. FFW indeed pays up to $50 for   a solid 550-600-word piece for the newsletter. The flood gates opened and in came the submissions. I was excited. I love opening a query from a writer who obviously read the guidelines at https://fundsforwriters.com/submissions . Instantly, I see that author as serious, attentive to details, and understanding of FundsforWriters needs. Some pieces just arent quite what Im looking for. Maybe a little lightweight. Maybe there are nonpaying markets involved (I dont do nonpaying in FundsforWriters). Maybe its a story so far out there that it wouldnt apply to many of my readers. Thats okay. A rejection is in order, but I explain why and thank them for submitting. Then there are others. Some of them present a concept I like, but the effort of editing makes it not worth the payment. Every editors time is precious. If a writer submits a piece that needs work, regardless the subject, an editor cant use it. FundsforWriters is always open to submissions. Ive booked articles as far as six months out, but I dont close down submissions. But while Ive got your attention, Ill post a few of my pet peeves, items that require me to email back and forth with a writer. Trust me, an editor prefers a clean package all in one submission, requiring minimal back and forth. 1) Academic writing. All theory. No anecdotes. No takeaway, practical value. No personality. 2) ESL writing. I do not mind submissions from around the world, but if I must clean up the grammar to make it work, regardless the topic, I wont. 3) Elementary topic, commonly read on many blogs. 4) How-to without links, resources, and examples. 5) Assorted fonts in one article. Editors format. Writers write. 6) No

The International Soccer Performance Essay Example | Topics and Well Written Essays - 1250 words

The International Soccer Performance - Essay Example   There are hundreds of teams playing soccer around the world; some are organized as professionals while others are just amateurs. Professional teams exist in various countries in which they recruit the best players from around the world and pay them salaries while the amateurs play for fun. Nowadays, the best professional teams are in Europe, especially England and Spain that represent the best choices for any professional. This author informs: â€Å"The Spanish domestic football league is often considered to be among the best in the world. Spanish Clubs such as Real Madrid and FC Barcelona feature prominently in international club competitions†(Hoffmann, Ging & Ramasamy). Indeed, Real Madrid and Barcelona are among the best clubs in the world with their star players like Cristiano Ronaldo and Lionel Messi who display their talents on Kandy 2 stadiums every week. However, the English Premier league also has very talented teams even though they are being challenged by other European countries: â€Å"After years of unquestioned supremacy as the top-to-bottom best soccer league in the world, the English Premier League has been chased down by the rest of Europe† (Manfred). ... Each country around the world dreams of organizing the world cup or at least to participate in the tournament. Organized every four years in a chosen country, all football fans and professionals around the universe converge to that place to enjoy the best moments of football. The following statement reveals: â€Å"The FIFA World Cup is one of the largest events in the world. The competition between the best national teams in the world mobi ­lizes billions of people from all continents, cultures, ethnicities, and creeds. It rouses passions and, at the same time, lessens differences† (Brazem). This passion and attraction make the event the most important event in the world of football. Moreover, other significant trophies and tournaments exist all around the world and in each continent. For instance, the champions’ league in Europe, the confederation cup in South America, the African cup of nations and other competitions in other parts of the world are all significant t ournaments that display great trophies. This article exposes: â€Å"Real have won more European cups than any other club (8 wins). Barcelona is the current record holders for the European Cup-Winners’ Cup (4 wins)† Kandy 3 (Hoffman, Ging & Ramasamy). These records demonstrate the talent of Spanish teams and their hold on most trophies and tournaments. C. The most famous Stadiums and their Capacity Beautiful and legendary stadiums exist all around the world and in all sizes. The best teams in the universe play in magnificent infrastructures that reflect their talent and standards. With a capacity of 75,811 people, Manchester United’s mythic stadium, Old Trafford, represents one of the world’s most famous but also biggest stadiums in the universe: â€Å"It might be the most famous football ground in the world, which sometimes might work against United as teams always bring  their top game to play there† (Rizzy).     

Computer Security or Ethical Issue (see Laudon & Laudon text below) Research Paper

Computer Security or Ethical Issue (see Laudon & Laudon text below) - Research Paper Example In this scenario, corporations don’t like their business information such as customers’ data and economic statements to be exposed to the public. Therefore, computer system security is considered to be the vital aspect in any organization (Armor2net Software Ltd., 2011; Laudon & Laudon, 2010). In addition, intruders or hackers usually try to break into business information. Frequently these hackers like to get control over company’s computer system in order to initiate devastating attacks over further computers. In this scenario, if a business has a system linked to the web based technology just to send communication messages, so business system can definitely be the target. Moreover, these hackers have the power to change or delete sensitive business or personal data and information. Furthermore, web based technology and digital companies make it simple to collect, incorporate, and share business information, offering new fears regarding the suitable usage of cu stomer details, the safety of individual confidentiality, as well as the security of intellectual property of the organization (Armor2net Software Ltd., 2011; Laudon & Laudon, 2010). This paper presents a detailed overview of computer security. This paper discusses how computer security has become an important issue for the companies. This paper outlines various security issues along with their solutions. Introduction Computer security can be perceived as the procedure of averting as well as identifying illegal exploitation of a company computer system. For a large number of companies averting actions facilitate them to prevent illegal users/impostors from seeing and understanding the data lying onto a company system. In this scenario, the procedure of identification or detection assists businesses to decide if anybody tries to force an entry into our system, so if they get the access and what would happen with our system consequently. In view of the fact that the word computer secu rity is employed regularly; however the framework of a computer system is defenseless to a number of threats except the system is linked with more computer systems using some sort of network arrangement. Additionally, with the utilization of computer and communication networks, particularly the web based technology like internet the idea of computer security has extended to indicate problems regarding the exploitation of computer systems inside the network (Armor2net Software Ltd., 2011; Kinkus, 2002; Laudon & Laudon, 2010). However, for most of the businesses, the imperative technological domains of computer security are typically characterized through the word known as CIA which means confidentiality, integrity, and authentication. In general terms the word confidentiality denotes that the business data and vital information is not able to be used by illegal users. Confidentiality is as well acknowledged as concealment or privacy. However, the integrity implies that business infor mation is secured beside illegal access that is not obvious to authoritative computer system users. Additionally, lots of attacks to computer security occurrences of hacking usually negotiate the integrity of system database as well as additional contrivances and services. In this scenario, the computer security is concerned with various fields like ethics, risk assessment, computer system offense, the preclusion, recognition, and measures against various computer attacks; as well as individuality and secrecy inside cyberspace world (Armor2net Softwa

What are the major conventions of Revenge Tragedy Discuss how they are Essay

What are the major conventions of Revenge Tragedy Discuss how they are used, combined or altered in Cyril Tourneur's 'The revenger's tragedy' - Essay Example T.S. Eliot recognized the dominance of the Senecan mood in drama during the era of the revenge tragedy when he suggested, â€Å"No author exercised a wider or deeper influence upon the Elizabethan mind or upon the Elizabethan form of tragedy than did Seneca† (Arkins 2). Any analysis of the revenge play genre centers on two particular plays, which both typify and transcend the revenge play genre Thomas Kyd’s The Spanish Tragedy and ur-Hamlet. The blueprint of the revenge tragedy is laid out and executed here to brilliant and devastating effect, an effect which indeed defined the notion of how revenge was to be played out on stage. There is of course significant disagreement to how the concept of revenge was interpreted via Elizabethan mores, whether the multitude of avengers in the various stage dramas put on during the end of the 16th and beginning of the 17th centuries represented immoral exemplars, examples of Anglo-Saxon barbarianism combined with un-Christian Senecan ethic (Broude 39), or perhaps something more noble like retribution in the mode of divine justice. Regardless, the ethical valence in the standard form of the revenge tragedy was generally unambiguous and robustly on the side of revenge and its attendant carnage. As as interesting caveat to this, Shakespeare’s Hamlet often seen as a response to the non-extant ur-Hamlet offers a level of ambiguity that does not so much negate the vengeful mood of the play but nuances it in such a way that makes Hamlet the singularly important and influential play it is today. A purer example of the revenge tragedy is perhaps Cyril Tourneur’s The Revenger’s Tragedy. Though as we will show, while it is most obviously ruled by many of the conventions of the revenge tragedy and is clearly meant to fall within it as an artful example of the genre, it does not adopt all of its conventions carte blanche. In order to make sense of this it will

Charlemange as a ruler and diplomat Essay Example | Topics and Well Written Essays - 250 words

Charlemange as a ruler and diplomat - Essay Example Charlemagne’s rule was essentially feudal – structured in a hierarchical fashion, with lesser rulers bound by acts of fealty to higher ones.† (Cunningham and Reich, 2009, pp. 185-6). Therefore, it is fundamental to comprehend that Charlemagne was a great ruler who brought back the glory and legacy of the Roman Empire in a substantial way. It is also essential to relate here that Charlemagne, as a Christian ruler, was greatly concerned with improving the administration of the empire as well as influencing the church affairs. As a ruler and diplomat, Charlemagne holds a legacy which lives even in the modern world and the Carolingian Empire has played a crucial role in the history of the Roman Catholic Church as well as the history of the Western Europe. Significantly, the quality of Charlemagne’s rule contributed to his legacy and reputation as the most powerful Christian ruler of the Western Europe during the medieval age. â€Å"A defender of the papacy and a patron of learning, he helped lay the foundations for medieval European civilization†¦ The Carolingian Empire profoundly influenced the history of western Europe and the Roman Catholic Church.† (Testa, Lemoine, and Strickland, 2001, p. 35).

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

Medtronics Case Study - Essay Example If skim through the problems, it can be said that what they needed the most was to prioritize their innovation projects. However, initially coordination among the departments is required. A firm is defined from a market because coordination, learning and communication is not doe physically but on a mental level too (Kogut, Bruce, and Udo, 1996). The functional manager, in the first place, should not have zeroed their attention on only their job description but, flow of ideas and communication was to be regulated. Their second and most crucial complication was product development. (Leonard-Barton, 1992) talks about the core capabilities of a firm, which helps it to focus on the interaction with new product and process development projects. Thus, Medtronic should indulge technical systems, skills, managerial system and core rigidities to push out the innovation into the market. As knowledge is shared imperfectly across organization, employee, departments and market, ideas from one to another can solve innovation and development problem, but only if connection is prompt and timed (Hargadon, Andrew, and Sutton, 1997). Furthermore, as progress is made in product, it should be counterchecked at all crucial levels through speed, cost, innovativeness and quality. With the aid of these measures, company can make sure that the resources are available on time, every project is given attention one at a time, slow movers and lazy workers would not be tolerated and quality is above the consumer’s expectation. Furthermore, steps such as New Product Development (NPD) practices should be rigorously followed and Research and Development (R&D) departments needed to be given more recognition and awareness to innovate products (Wind, Jerry, and Vijay, 1997). Moving toward their last complication, the defaulted pace maker hinted that quality control and is direly needed in

Discuss Whether Justified True Belief Can Be Considered Knowledge Essay

Discuss Whether Justified True Belief Can Be Considered Knowledge - Essay Example Nonetheless, such engagement can also bring one to learn more about knowledge – a term ordinarily thought synonymous with the word ‘know’, when not everything we know constitutes knowledge, not even a JTB? JTB is composed of three concepts – belief, truth and justifiedness. Most basic of which is the understanding of belief, as the question of knowledge here is actually related with belief. To rephrase the main question, if JTB can be considered knowledge, would be: Can belief be qualified as knowledge if it is proven justifiably true? From this question, it can be inferred that not all beliefs can be considered knowledge and that even JTB can be doubted as knowledge. Essentially so, the main question centres on understanding what knowledge is. But since the question of knowledge here is limited only in qualifying JTB as knowledge or not, the discussion would only be limited in understanding philosophical views that either affirm or negate JTB as knowledge. So the discussion shall focus only on understanding when a belief is justifiably true; when JTB cannot be considered knowledge; and when JTB can be considered knowledge. Justified True Belief Belief is something we accept to be real or true. ... Of these, perceptual belief is most common, because we easily believe on the existence of things that are perceivable – these are called sense data. These sense data make us believe on the existence of things. For example, we believe in flowers because we see, smell and touch them. In fact, the first and immediate way for us in knowing about the things around us is making use of our five senses (Huemer 2002, p. 27). We come to know first about flowers not through books but through seeing one; we come to differentiate between sweet and bitter not through others testimony but through our sense of taste; we come to know pain and relief because we felt it; we come to know about odours because we smell them; and we come to know about sounds because we hear them – these perceptual experiences we have everyday made us believe on their existence. But not everything we perceive necessarily constitutes what we believe. There are some things we perceive that we may not believe nor care to believe. For example, we see a horse in a painting. Although we know what a horse look like, we do not believe that the horse in the painting is a real horse knowing that works of art, like painting, are basically imitations of the real world or representations of the painter’s perception, feelings or thought (Sheppard 1987, p. 4). On the other hand, not everything we believe may be true, because we are imperfect not only in our perceptions but also in what we remember, on how we reason out, and in other things that we do; so, it is most probable that we can be deceived by our own senses (Audi 2003, p. 8), which under various circumstances can perform differently. For example, if you are colour-blind, you are

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

Medtronics Case Study - Essay Example If skim through the problems, it can be said that what they needed the most was to prioritize their innovation projects. However, initially coordination among the departments is required. A firm is defined from a market because coordination, learning and communication is not doe physically but on a mental level too (Kogut, Bruce, and Udo, 1996). The functional manager, in the first place, should not have zeroed their attention on only their job description but, flow of ideas and communication was to be regulated. Their second and most crucial complication was product development. (Leonard-Barton, 1992) talks about the core capabilities of a firm, which helps it to focus on the interaction with new product and process development projects. Thus, Medtronic should indulge technical systems, skills, managerial system and core rigidities to push out the innovation into the market. As knowledge is shared imperfectly across organization, employee, departments and market, ideas from one to another can solve innovation and development problem, but only if connection is prompt and timed (Hargadon, Andrew, and Sutton, 1997). Furthermore, as progress is made in product, it should be counterchecked at all crucial levels through speed, cost, innovativeness and quality. With the aid of these measures, company can make sure that the resources are available on time, every project is given attention one at a time, slow movers and lazy workers would not be tolerated and quality is above the consumer’s expectation. Furthermore, steps such as New Product Development (NPD) practices should be rigorously followed and Research and Development (R&D) departments needed to be given more recognition and awareness to innovate products (Wind, Jerry, and Vijay, 1997). Moving toward their last complication, the defaulted pace maker hinted that quality control and is direly needed in

Corporation Tech Essay Example for Free

Corporation Tech Essay Corporation Tech will face many security risks with their current network. The user domain is the single most vulnerable part of any network and as such poses the most obvious security risk. To mitigate risks involving the users is to implement policies and training to educate the user on proper use and security best practices. By educating the user on security practices such as secure passwords, safe web surfing, and securing their workstations, many potential attacks can be avoided. Policies and training are also necessary because they can be used as evidence when taking administrative action against a user or intruder in the event the system or data information is compromised. Laptops and workstations have their own set of security risks associated with them. They are vulnerable to being compromised by malware, spyware, or even hackers that take advantage of certain exploits. Laptops, workstations and mobile devices are susceptible to malicious software attacks, theft or loss. Viruses and malware can affect these devices and are usually acquired through contaminated email attachments and hyperlinks that redirect the user to exploited web sites or are transferred through USB storage devices. Viruses and malware can also be acquired by downloading infected files or programs that are designed by hackers. Because of the need to protect systems against threats, all workstations and laptops should be secured with antivirus and firewall software and updated and patched on a regular basis to fix vulnerabilities with the software that hackers may exploit. Since the laptops are mobile by nature they are at risk of being stolen along with all of the data saved on their hard drives. The best security method for this would be to encrypt the hard drives on the laptops and where feasible only store sensitive data on corporate servers and allow authorized user  remote access to the data via SSHVPN sessions. Physical security or lack thereof also poses a huge risk; if an attacker has physical access to your equipment they do not actually need your log in credentials to access data. Attackers could boot your systems up on a live CD and compromise your information without leaving any trace in the logs other than a restart. Even if an attacker has a narrow window for physical access to your systems, they can steal the hardware and gain access to the data from it at their convenience. Secure all removable equipment is locked storage locations with security controls such as cameras and biometric access devices. Distributed Denial of Service (DDOS) attacks are a major concern when it comes to the company’s servers; this is done when a botnet sends an overwhelming amount of requests to the servers until they shut down. The best method to deal with this is to install security hardware or software that can detect these kinds of attacks as they are beginning to take place and filter that traffic out. The hardware is often very effective but also can be very expensive which can be a whole different issue but if you have the funding available I would recommend purchasing the hardware. SQL injections are one of the most common attacks on web based applications, these attacks occur when an attacker inserts a SQL statement that is not authorized through a SQL data channel such as the login screen. This best way to mitigate this risk is to implement string checking for special SQL characters or install software to check the web application for injection vulnerabilities. The software may cost a little money but it will help to prevent unauthorized access to information in your database.

Assessment on English for Cambodian Textbook Uses

Assessment on English for Cambodian Textbook Uses The fall of the Pol Pot regime in 1979 contributed to a new step toward introducing new foreign languages-Vietnamese, and Russian, in Cambodian education system. However, at the end of cold war in late 1989, French and English were reintroduced once again at lower secondary school education after a long period of prohibition of teaching the two languages toward the end of Lon Nol regime in 1975 (Igawa, 2008). Although French and English have been taught ever since that time, English has become the first foreign language owing to the fact that there has been a switching allocation of language resources from French to English (Clayton, 2006). Since English becomes more and more influential language in Cambodia, high attention has been drawn to make this language more and more communicable among school girls and boys at basic education level from grade 7 to grade 12. Meanwhile, the main the purpose of Lower Secondary School (LSS) is to have students fully participate in the society and become a productive citizen. In this regard, the objective of teaching foreign language at that level is set to serve basic communicative competence for the students (MoYES, 2004). To serve the above objective, in Lower and Upper Secondary school levels from grade 7 to grade 12, MoEYS employs the book series named English for Cambodia to teach students, which was initially piloted in 1996-1997 academic year (MoEYS, 1999). Before the publication of English for Cambodia (EFC) series, many textbook series such as Headway, English for Today, and streamline, to name but a few, were utilized to teach Cambodian Secondary School students. Shortly after several projects had been conducted to develop an appropriate English textbook for Cambodia, EFC textbook series were published with six levels in which one level is confined for the whole academic year of each grade at both Lower and Upper Secondary schools in Cambodia (Vira, 2002). In grade 7, students are to take the first level of the book named English for Cambodia: Book 1. The book is written in English including the explanatory part in the first section. The textbook content is organized on the grammar basis containing a number of chapters which each is subdivided into 4 or 3 units to explain the target grammar, some drills using the grammar, short dialogues with questions to check for comprehension, and reading texts. From the content, each chapter subsequently orientates students towards communicative goal (MoEYS, 1999). English for Cambodia, book one, was developed in forms of teachers guide and student book in respect to MoEYS Textbook Master Plan (1996) and cooperated with Cambodian research institutions. This textbook was designed on the basis of MoEYS English Syllabus for grade 7 students and accompanied by the teaching methodology developed by teacher trainers during training course for Lower Secondary English trainees. In particular, the main features of teaching methodology in this book is characterized as: enhancing 4 language skill practices namely listening, speaking, reading, and writing; practicing grammatical structure and vocabulary and introducing systematic and appropriate means of communicative language function; various effective teaching and learning technique presented in each unit; and regular interaction between students and teachers (MoEYS, 1999). 1.2 Research Problem Three tables below show that teaching English is started at lower secondary school from grade 7. This means that from grade 1 to grade 6 Cambodian students who solely take primary education at state schools are not familiar with any of Basic English Alphabets. Table1: (Curriculum for grade 1-3) Table2: (Curriculum for grade 4-6) Table3: (Curriculum for grade 7-9) (MoEYS, 2004) On the other hand, from observation on teachers and students, the majority of them seem to be out of their interests in the learning and teaching English due to the fact that content of textbook does not suit well with students language learning ability. As demonstrated in three tables above, teaching foreign language begins in grade 7. However, the textbook that is used for grade 7 students tends to be higher in language introduction than real students language learning abilities are. For instance, in the first chapter of ECF1 textbook, it begins with short dialogue and straight away gets students to introduce themselves to their friends in the classroom (English for Cambodia: Book1, chpt: 1). This significantly drives grade 7 students attention away from learning English at school. Paul Morris suggested that the best criteria for content selection shall respect to learners ability. However, this criterion is not carefully considered (Morris, 1996). Particularly, Cunningsworth (1995) proposed that best criteria for selecting a good textbook is to analyze if the textbook content responds to learners needs and also the objective of language program (Cited in Richards, 2001). In this regard, there comes the question, Does English for Cambodia book 1 fit well with and correspond to grade 7 students needs and their learning abilities? 1.3 Objectives of the Study (Research objectives) To refine the current EFC textbook content, this study aims at evaluating both strengths and weaknesses of the existing textbook and shed light on how to improve the textbook contents by employing some theories of textbook evaluation from previous studies abroad to build up logical frameworks for the research findings. Moreover, this study will compare textbook content used in Cambodian lower secondary school to some other English textbooks used in some other private institutions-whether the textbooks contain the element of communicative language teaching objective set by the Cambodian Ministry of Education. In this regard, the refined qualities of textbook can be developed to help grade 7 students who learn English to improve their language performance in Cambodian high schools. 1.4 Research Questions What are the strengths and weaknesses of EFC 1 textbook perceived by teachers and students in grade 7 English classes? Are there any significant differences of English textbook content used in Cambodian secondary school and those used in private schools? 1.5 Hypotheses Strengths and weaknesses of EFC 1 textbook are perceived by teachers and students in grade 7 English classes. There are significant differences of English textbook contents used in Cambodian secondary school and those used in private schools. 1.6 Significance of the Study This study will contribute to establishing guideline for grade 7 textbook review aiming at enhancing qualities of the existing EFC textbook series. This study will serve as a tool to facilitate grade 7 students with appropriate learning English as second language materials at Cambodian lower secondary school. The result from this study will offer recommendation to curriculum developer to reconsider the current textbook content in the view to making it relevant to the Cambodian grade 7 students and adherent to general objectives of foreign language teaching curriculum set by the Ministry of Education, Youth, and Sports in Cambodia. 1.7 Definition of Key Terms The assessment on EFC1 textbook will be done through examining the internal features and external features of the book. The term internal features refer to physical appearance, layout, pictures, and printing quality, while external features specify the language contents and skill development of the book. 1.8 Proposed Chapter Organization This research study is organized in five chapters. Chapter 1 is introduction dealing with background information of the study, problem statement, research objective, research question, significance of the study, and proposed chapter organization. Chapter 2 is literature review which makes use of many studies oversea to construct a logical framework for textbook evaluation. This review of literature will lead to structural features of textbook evaluation consisting of internal and external features, and draw up some characteristics to achieve the goal of communicative language teaching. Chapter 3 is research methodology which deal with research design, instruments for data collection, setting, data collection procedures, plan for data analysis, ethical considerations, and limitation of the study. Chapter 4, finding and discussion, will present the findings related to the strengths and weaknesses of EFC1 textbook, and pose recommendation for textbook review to make it an appropriate material for grade 7 students in Cambodian lower secondary school. Chapter 5 is conclusion. CHAPTER 2: LITERATURE REVIEW Since there are limited previous studies concerning textbook evaluation in Cambodian context, this study will base largely on related studies oversea to draw the theoretical framework to textbook assessment. And the review of literature begins with the description of general features of textbook evaluation, and is followed by textbook content evaluation for communicative purposes, related study in EFC textbook evaluation, and finally conclusion. 2.1 General Feature of Textbook Design Evaluation Textbooks are teaching materials generally used in many teaching programs. In order to measure the strengths and weaknesses of any textbooks used in Second Language Teaching program many criteria have been set to carry out the framework of evaluation. In 1982, David William in his position as Senior Lecturer and the head of Language Art Section at Ahmadu Bello Unversity of Nigeria proposed the evaluative scheme through his work: Developing Criteria for Textbook Evaluation. His evaluative scheme is based on four criteria namely linguistic, pedagogical, general, and technical principles. These principles provide up-to-date teaching methodology to teachers, especially those whose native languages are not English, to benefit from appropriate guidelines introduced by a particularly chosen textbook. Moreover, the needs of second language learners shall be carefully considered especially when pupils in the same class have many different backgrounds of English capacity. Whats more, introduci ng vocabulary and grammar shall be conducted in respect to students socio-cultural norms so as to relate students native language with the introduced target language. As the result of these principles, David William suggested a checklist in which ESL textbook should be included such as guideline for teaching language items and skills, supplementary materials for pronunciation, provision of variable techniques for teaching grammar and vocabulary, guideline for teaching reading comprehension and writing, and technical aspects of language presentation textbook should have such as appropriate pictures, diagrams, table (William, 1983) Cunningworth (1995), on the other hand, proposed four criteria for textbook evaluation. First, textbook should correspond to the need of learners and fit well with the aims and objectives of the programs. Secondly, textbook shall shape students learning purposes for effective language learning outcome. Thirdly, they should facilitate students with learning process, hence increasing a good flow of learning-teaching activities. Fourth, textbooks should serve as a supporting tool to accommodate students learning and target language. In addition, Cunningsworth also recommended a checklist for textbook evaluation which bases on 9 categories: aims and approaches, design and organization, language content, skills, topic, methodology, teachers guide, and practical consideration (Cited in Richards, 2001). Another systematic evaluation proposed by Byrd (2000) also recommended practical textbook analysis before putting it into use for English class. He addressed the three fits that can be the keys to assessing an effective textbook use in general: the Fit between curriculum and text, the Fit between students and text, and the Fit between teacher and text. The first fit analyzed the consistency between curriculum set and materials used in order to reach the commonly achievable goals. The second fit served as a link between students needs and textbook. For this purpose, textbook should combine three key elements including content explanation, examples, and exercise or tasks. The three keys should be of students interest and use, of appropriateness to target students to be explained, and of help in explaining to them about what they need to know in order to learn. More, different kinds of students should get benefit from varied activities the book presents in order to meet their own needs. And of course, to enhance the three key elements textbook should employ physical make up including graphics, arts, print size, as well as attractive illustration. Last but not least, the third fit provides benefit to teachers in which he/she can make use the teaching textbook to help them solve problem related to teaching language within their classrooms. From the textbook teachers should be equipped with guidelines, extra materials, activities, and methods to extend their language teaching in their assigned classroom (cited in Celce-Murcia, 2001). Although no textbook is perfect in language teaching class, there are universal characteristics of textbook that can be used as format for textbook reviews. In a journal article by Hansan Asary and Esmat (2002), they drew up universal features of textbook analysis by selecting 10 ESL/EFL textbook evaluation schemes and 10 ESL/EFL reviews as collections to develop their study. From their analysis, the authors come up with universal characteristics of EFL/ESL textbooks which are outlined as: 1) approach which is related to theory of nature of language and learning; 2) content presentation referring to purpose and objective as well as sequences of presentation and consideration on students part as well as teaching syllabus; 3) physical make-up which refers to the appropriate layout, pictures, and publishing quality; and 4) administrative concern which involves cultural and social aspects of the texts (Ansary Babii, 2002). To assess the quality of textbook of grade 6 English Language class in Saudi Arabia, Abdulrahman Ali M. Alamri (2008) conducted one research study to evaluate the newly published textbook, named Sixth Grade English Language, which was used in Saudi Boys Schools. The selected criteria to evaluate the textbook in question was similar to what have been mentioned in the above theories of textbook evaluation including the general appearance, design and illustration, accompanying materials, objectives, topic appropriateness, learning components, socio-cultural contexts, skills development, teachability, flexibility, teaching methods, and practice and testing. The result from this study showed that Sixth Grade English Language Text really satisfied all 104 participants, but there were some comments suggested by the author in order to improve quality of textbook include adding appropriate glossary to facilitate teachers and learners, incorporating attractive illustration to encourage more cr eativity, encouraging more critical thinking through interesting topics, introducing more authentic themes to get students more active in class, including life-like interaction to encourage more flexibility of language practices, and finally providing more effective teaching methods that make students more communicative in class (Abdulrhman, 2008). 2.2 Textbook Content for Communicative Goals In general principle, Communicative Language Teaching consists of two key components. The first component is based on the idea that language is not solely pieces of grammars, but is involved with language functions. Therefore, students should learn how to use language appropriately in a context of (formal, informal, tentative, technical) writing and speaking. Second component stems from the idea that learning language can take place only if students have adequate chance to expose to language use (Compiled by Rath Hok, 2002). In this regard, textbook shall integrate skill development, language function, and appropriate topic for authentic language use (Cunningsworth, 1995; Sharma, 2005; Madhi, 2006; Abdulranhman, 2008) To assess if textbooks serve as communicative language teaching tools in junior high school of Japan, one research study conducted in Japan by Bal Krishna Sharma (2005) attempted to analyze textbooks series used in Japanese junior high school on two broad criteria: physical feature and internal feature. From internal feature, Bal Krishna Sharma posted criticism on textbook design for Japanese junior high school that the textbook emphasized more on grammar, hence lacking of communication skills, various tasks and activities (Sharma, 2005). Similarly, in order for the textbook content become more communicative in lower secondary school, textbook content shall emphasize more on communicative role of language rather than more on structural methods. In a research report conducted in 2006 by Mahdi Dahmardeh in an effort to expand the constructive change in communicative textbook design in Iranian Lower Secondary school and to carter for teachers and students needs and expectation, he analyzed the current textbook use in Iran by categorizing it into 7 aspects: teaching vocabulary, reading comprehension, speaking out and write it down, language function, pronunciation practice, teaching listening and writing, and teaching culture. From these categories the author found that Iranian textbook design for lower secondary school cannot meet learners and teachers needs owing to the fact that the textbook still emphasized more on structural methods and ignored communicative roles of language (Madhi, 2006). Social cultural aspect of language also plays important role in extending the authentic language function. In Cunningsworth checklist of textbook evaluation, topic selection for textbook design shall be various to expand students awareness and experiences, meet the students language level, and represent the socio-cultural context which related to students way of life (cited in Richards, 2001). Moreover, Abdulranhman (2008) also stressed the importance of socio-cultural aspect which is familiar by students. Students are likely to instill positive attitude with the language they learn. In this case the term lingua franca starts to take its effect in teaching language, which means that language is adopted widely to make its communicable among the speakers whose native languages are different from each other. It is, therefore, concluded that foreign language taught in a particular country shall insure its variety to make it learnable and teachable. 2.3 EFC textbook evaluation in Cambodian Secondary School Though there have not been many studies concerning Cambodian textbook evaluation, Neau Vira (2002) conducted his study on English Language Teaching in Cambodian Secondary school in his effort to seek significant domain in renovating successful teaching profession. However, one section of his study covered EFC textbook evaluation which he sought the answer to the quality of EFC textbook through questionnaire, and in-person interview. 39 participants were selected to express their judgments on the currently used textbook quality. Surprisingly, all the respondents expressed their satisfaction on the EFC textbook because this textbook series was interesting, appropriate to students levels, relevant to Cambodian daily lives, and various in activities for students to practice in their class (Vira, 2002). 2.4 Theoretical Framework From frameworks found in the above articles, it can be concluded that two broad criteria should be categorized to measure the strengths and weaknesses of EFC textbooks: external features and internal features. External features refer specifically to physical make-up of textbook including font size, layout, quality of printing, weight and size, and illustration. On the other hand, internal features take underlying teaching approach and language content into consideration. The latter features examine the language skills, presentation of grammar and vocabulary, language function, teachable language activities, teaching methods and objectives, and topic appropriateness. Moreover, the previous finding concerning EFC Textbook evaluation cannot cover broad array of textbook evaluation criteria mentioned above. Therefore, further study need to be analyzed to assure more valid result. CHAPTER 3: METHODOLOGY 3.1 Research Design To discover general perceptions of teachers and students on the strengths and weaknesses of EFC textbook, as well as comparing EFC textbook content with those of textbooks used in private language school, this study will use quantitative method. Since the purpose of this study intends to assess the perception of students and teachers on strengths and weaknesses of textbook contents in question, this type of research is classified as survey research (Gay, Geoffrey, Peter, 2009). In this regard, a number of teachers and students will be allowed to voice their personal judgment on the targeted areas of textbook qualities the study focuses on. 3.2 Research Instrument This research study will employ checklists of textbook evaluation from previous studies. These checklists are incorporated into a single questionnaire which categorized into 2 major areas of textbook evaluation: internal and external qualities. In external quality evaluation, 7 items of statements will be included to measure overall appearance of textbook design such as quality of cover page, pictures, table of contents, layout, and printing. Anyway, to assess external quality, 20 items of statements under the internal quality are used to get general perceptions of teachers and students on textbooks aims and objectives, content organization, language content, skills, topics, and teaching methodology. All items in questionnaire are organized in Likert-like scale in which all participants are to respond to a number of statements on scale values ranking from: 1) strongly agree, 2) disagree, 3) agree, and 4) strongly agree. In addition, to ensure clear content of questions and to be easily answerable by participants, questionnaire needs to be translated into Khmer to suit grade 7 students learning competence, while teacher can answer the questionnaire with their own choice in Khmer or in English version. Moreover, pilot testing needs to be carried out one month before the real survey begins to guarantee the validity and reliability of the questionnaire. From this pilot testing, it can help improve questionnaire contents and its prospective score results. 3.3 Population and Sample Site of this study is small, which cover only on the target area of Phnom Penh where a number of both state and private schools are located. Questionnaire will be used as a survey to get personal judgment from target population of 60 Grade 7 students and 40 teachers of English who teach them in 10 different secondary schools. Other 20 teachers from 5 different private language schools will be also invited to answer the questions related to the features of beginner textbook content used in their institutions. The sampling design for this population follows clustering procedure in which 60 students and 40 teachers will be randomly selected from 10 secondary schools where EFC1 textbooks are used in Phnom Penh, and 5 private language schools where their particularly chosen textbooks are used. First among each 10 secondary schools, all number of grade 7 classes are selected. Then only 2 or 3 classes will be selected for the questionnaire participation. Teachers who teach in those classes are asked for answering the questionnaires. Meanwhile, around 6 to 10 students of those teachers classes are also selected to answer the questionnaires. For private language schools, all number of beginner classes are selected. Then only 1 or 2 teachers who teach beginner classes are requested for their participation. 3.4 Description of Variables Derived from the Research Tools EFC textbook content is judged through the teachers and students perception with questionnaires. The participants involved will rate a series of statements in scale value ranking from number one (the most disagree) to number four (the most agree). To seek the answer to the first question of this research, students and teachers perception on strengths and weakness of textbook contents are assessed with each statement in the questionnaire. Item 1 to 7 under external quality section are used to evaluate the overall textbook appearances, while item 1 to 20 under internal quality section are used to evaluate textbook content organization, language content, skills, topics, and teaching methodology. To find the differences of textbook contents employed by some private schools and those used in Cambodian secondary school, the answers from questionnaires that will have been given by all participants are compared and contrasted to discover commonalities and differences of all textbook contents being assessed. Therefore, from the survey, if higher percentage of participants rate on the higher scale of each statement, this will tell that textbook contents being assessed have their strengths. In contrast, if higher percentage of participants rate on the lower scale, it will interpret that textbook contents have their weaknesses. 3.5 Data Collection Procedure In order to have access to the target population, permission need to be sought from school principles for a number of available grade 7 teachers and students at each school. After having accessibility to the school, all grade 7 classes will be selected. But we need to limit the number of students to get involved in answering the questionnaires. This means that only roughly 2 to 3 students that represent the whole class will be chosen to answer the questions. Meanwhile, to assess the qualities of textbook used in private language schools, permission is also sought for one beginner teacher from several private schools. This means that 5 different textbooks from 5 different private schools will be assessed. Additionally, the detail explanation needs to be made at the target areas just in case the participants have any misunderstanding over the questions. We will keep doing with this procedure until 25 target participants can be assessed. 3.6 Plan for Data Analysis Data analysis is conducted in the follow steps: First step: collect all answers from the participants involved in answering the distributed questionnaires. Second step: analyze respondents answers if their answer is bias or non-bias on the ground of textbook contents. Third step: prepare for data entry Fourth step: the data will be analyzed using SPSS to see the percentage of respondents who agree or disagree on the EFC 1 textbook design quality. Fifth step: present the result and discussion. 3.7 Ethical Consideration All participants will be informed in advance that schools, teachers, and students names will not be revealed to ensure validity and reliability of their answers. Before conducting the survey, the participants need to be ascertained that their answers do not harmfully affects their current teaching careers, their school reputations, or students learning process. The participants should be clearly informed that their answers will be kept confidential and will not be used for other purposes. All data collected will be used for the purpose of this research finding only. Moreover, their contribution of answers will be worthwhile to the development of effective teaching materials for beginner language learners. 3.8 Limitation This study will target at the population in Phnom Penh where all selected private language schools and public high school are located. With time and financial limit this research can not reach the target population in the rural area, hence having difficulty getting the answer that represent the whole country demand for EFC 1 textbook evaluation as needed.