Globalization and Its Impact on Business Essay Example | Topics and Well Written Essays - 2500 words

Globalization and Its Impact on Business - Essay Example The purpose of the project was meant to inform company B on the need to implement the best practices for communicating in a multicultural environment. The objectives of the project were implemented and this included the best practices and recommendations vital to achieving success in a multicultural environment. The conclusion was also included, which summed up the research report for practices and recommendations vital to achieving success when dealing with diverse cultures. I submit herewith a report on recommendations and the best practices for intercultural communication that Company B will employ. This will help the company to solve communication barriers; thus conducting business effectively in the internal markets. The main purpose of this report is to offer recommendations and best practices that Company B should employ in order to communicate effectively across diverse cultural backgrounds. Therefore, the company should employ effective practices for intercultural communication in China markets. Questions or any further information relating to any recommendation or practices raised in the project should be directed to me. However, questions of administrative nature may be directed to the managerial leaders of the company. The globalization era has altered the way companies carry out business and also communicates across diverse cultures. The Internet and current technology have paved way to new marketplaces, which enables companies to promote their business in the international or new geographic areas and cultures. The world demands marketing experts who are capable of recognizing the rising communication complexities across cultural borders. The intercultural communications are radically becoming significant in the current globalized world. This is especially to companies going global or those companies carrying out international business, as well as, handling customers from diverse cultural backgrounds.

William Foxwell Albright Essay Example for Free

William Foxwell Albright Essay William Foxwell Albright was born in 1891 and died eighty years later in 1971. He was born in Chile, where his parents were missionaries. Poor eye sight as a child meant he did not often join other children in play. Instead he turned to his father’s library. The family returned to the United State of America in 1903. Always a scholar,, his skills meant that he obtained his doctorate in Semitic languages at the very early age of 22 in 1913. From 1929 – 1958 he taught at John Hopkins University in Baltimore, Maryland, where he was the professor of Semitic Languages, while, for much of that time, also being director of the American School of Oriental Research in Jerusalem, now re-named as The W. F. Albright Institute of Archaeological Research. He held the latter post from 1921 to 29 and again from 1933-6. He was also the senior editor of the Anchor Bible series for the fifteen years from 1956 until he died in 1971 as well as making contributions to important definitive reference books such as the Cambridge University Press , ‘The Cambridge Ancient History’. According to his sentry in the New World Encyclopedia he was concerned with:- The social and political structure, the religious concepts and practices and other human activities and relationships that are found in the Bible or pertain to peoples mentioned in the Bible. Following the example of Sir William Flinders Petrie, who worked in Southern Israel from 1890 onwards, Albright was able to establish a systematic way of dating pottery found in Palestine, as when Tell Beit Mirsim , to the south west of Hebron in Jordan, was excavated in the years from 1926-36. His earliest archaeological investigations had as their focus the historicity of the Patriarchs. As late as 1961 he was able to utilize much of his knowledge on this subject , gathered over many years, in his article ‘Abram the Hebrew, a new archeological perspective. ’ In 1922 he had worked at the site of Gibeah ( Tell el ful, meaning hill of beans ) He would also work at other sites such as Beth-Zur, Bethel and Petra , the great trading city of the Nabateans, in Jordan. Although best known, and mainly concerned with biblical archeology, he was also able to make his contribution to knowledge about other near eastern subjects. He helped to establish a correct dating for Hammurabi in Babylon, when he argued with other scholars that their interpretation of a Mari letter was incorrect , His paper entitled, New Light from Egypt on the Chronology and History of Israel and Judah, was concerned with dating the Egytian pharoah Shishak, a contemporary of Soloman who began to rule at some point from 945 and 940 B. C. E. He laid the foundation of the understanding of ancient West Semitic cultures, in particular the religion of the Cananites. For all these reasons he was referred to as ‘The Great Authenticator’ because, among other things, it was he who identified, the Dead Sea Scroll as being authentic, despite his poor eye sight. In 1948, having only seen a photograph up to that point, of the scroll of Isaiah, he wrote to John C. Trevor at the at American Schools of Oriental Research in Jerusalem in March 1948 :- I repeat that in my opinion you have made the greatest manuscript discovery of modern timescertainly the greatest biblical manuscript find What an incredible find! There were in fact some 15,000 fragments making up texts from 574 original manuscripts. The particular text concerned, a complete copy of the prophecy of Isaiah, which had been shown to Trevor by a Syrian Orthodox monk about a year after the original discovery of the scrolls, was the oldest Hebrew text discovered up to that time. Some of his work was instinctive, as when he studied a letter, believed by others to be from the Bronze Age, that is some 4,000 years ago. According to Dale Keiger he just sensed that something was wrong. Only recently has he been proved right. Keiger says of him :- The Bible, before William Foxwell Albright, was exempt from critical appraisal: It was simply Gospel. He goes on to describe how, because he could not see well enough to join in ball games, he studied from an early age. He was brought up in a Christian home and never repudiated Christian interpretations of the Bible, but he did say that it should be studied in the context of history. Albright has been described as the:- Father of biblical archaeology and the dean of American archaeologists working in the southern Levant from the 1920s through the 1960s. And he was ‘father’ in the sense that he passed on both his knowledge and enthusiasm. A number of his former students became leaders in their own right in the field of Biblical study and in archeology. Yet the same writer claims that the impact he made upon archaeological methods can be described as negligible. So was Albright as great as has been claimed? Other workers Although relatively well known because of his association with the amazing finds at Qumran in the 1940’s, Albright was in fact only one of dozens of other leaders of archeological expeditions. These began in a small way when an attempt was made in 1838 by Edward Robinson and Eli Smith to identify biblical cities, using as their basis modern day Arabic names . From the 1860’s onwards Warren began searching in Jerusalem. Albright actually used for the most part methods already established by earlier workers, rather than developing new ways of working. It was the British archeologist Kathleen Kenyon who developed the idea of stratigraphy, which involved close examination of the soil under and around objects discovered. It was her method, which was more demanding upon the excavators that was used from the 1950’s at very important sites such as Jerusalem and Jericho. It was based not upon instinct, but upon very careful analysis and interpretation of the materials found. Albright’s achievements. In Bernard Anderson’s work of 1957 ‘The Living World of the Old Testament’ the index has 17 citations under the name W. F. Albright . This gives some indication of the amount and range of his scholarly writing. For instance it is his opinion about the probable date of the Exodus that became widely accepted at the time. Much of his writing is about the translation of ancient texts. He is known for instance for his views on the history of the word YHWH which he said had it origins in God’s creative ability, a view accepted by some scholars, as Anderson describes. His scholarly writing was wide ranging, as when he described the Canaanite religion in the ancient Syrian city of Ugarit. though it may be in this case that he was only restating what others such as Pritchard had discovered about such very early texts, although Anderson does quote a translation by Albright. He was prepared to argue with others when he felt that he was right as when he stood out about the dating of the Song of Deborah , and the battle of Megiddo. Also with regard to the Biblical prophecy of Habakkuk Anderson describe how many scholars see the Psalm in chapter 3 as having been inserted by different writer, whereas Albright held out for a substantially unique authorship for the whole book, basing this upon the language used. Work by Albright has been confirmed by later work, as when he evacuated King Saul’s fortress at Gibeah, in 1922-3 and found that the charismatic Israelite leader lived a very simple life, in a two story building built upon earlier foundations. His findings were confirmed by Paul Lapp who looked at the site again in 1964. He was acknowledged as an expert upon links between the Bible and archeological findings because of his many writings, as when he wrote ‘Archeology and the Religion of Israel’. Albright was able to study the group of artefacts known as the LMLK seals. He also performed many on-site excavations, the first being one of the most significant, when in 1923 he was able to excavate a tumulus situated near Jerusalem, Israel. Criticism of Albright’s work. Some recent archeologists have seemed to be trying to make a separation between the Biblical record and archeology, whereas Albright sought to prove the Bible from archeology. Archeologist William Denver has said ’Most people really think that archeology is out to prove the Bible. No archeologist thinks so. ’ He has also said of Albright that :- Central theses (regarding the historicity of the Bible) have all been overturned, partly by further advances in biblical criticism, but mostly by the continuing archaeological research of younger Americans and Israelis to whom he himself gave encouragement and momentum. Despite such statements in Albright’s case he was often able to confirm the Biblical record. It has been found by people such as Lapp that his archeology was correct. Having said that Metzer and Coogan in 1993 said that his identification of Tell Beit Mersim as Debir has been disputed. Debir was the ancient fortress of one of the kings of the Amorites who were eventually defeated by Joshua at the time of the Israelite conquest of Canaan, . Despite this the Thompson Chain Bible marks it to the south west of Hebron as Albright said. The Oxford Companion to the Bible has a similar map, so even when his findings are disputed they are accepted by at least some scholars. Albright’s were not the only person whose findings were disputed. The various different views caused much confusion in the mind of the public. In 1932 he wrote:- Small wonder that historians and Biblical scholars turned away from this chaos of conflicting views in despair, convinced that the main purpose of archaeology was to unearth inscriptions and occasionally to elucidate the arts and the crafts of the ancient inhabitants. Times have moved on in what Thomas described as ‘The Shifting Sands’ of archeology. According to William Dever, as quoted by Thomas Davis, staff needed for excavations in Bible lands would no longer ask the questions posed by the Bible and it associated archaeology, but those raised American anthropology. Conclusion Albright’s real claim to fame seems to have been not so much as a pure archeologist as in his skills in the Semitic group of languages. He was able, despite his faulty eyesight, to examine ancient texts and come to important conclusions. In some cases his findings clearly back up the literal Biblical record. It has now been almost 40 years since his death and so perhaps it is time for a reassessment of his scholarly contribution. There is ongoing work on the Dead Sea Scrolls, but apparently no doubts about Albright’s original dating of the finds at between 200 BCE and 200 C. E. Archeologist Doctor Bryant Wood , one of the Associates for Biblical Research, has described the importance of the Dead Sea Scrolls. They are important because they are roughly 1000 years older than the previously known texts with which they can be compared. This means that they show how the Old Testament scriptures have been faithfully copied and carried forward down the years. Albright was many things – all of them to high standards. He was a biblical scholar and historian, a linguist as well as being an archeologist and an expert in early ceramics. His careful scholarship meant he was able to merge the science of archaeology and his knowledge of the languages used in the Biblical countries with the ancient Biblical narratives, in several instances proving their historical accuracy. In 1964, when his active working life was drawing to its close, he described himself not as a biblical archaeologist, or even as archaeologist, but rather as an Orientalist. Since his day new methods have come in, often using modern day electronic devices that were unavailable to Albright. Despite this it is with good reason that his writings are described as authoritative. During his life time he received numerous awards including both honorary doctorates, and medals. All archeologists are scientists, but they all also work to some extent using their instincts when making choices – Albright it seems was one of the best at doing so, despite the fact that in more recent years his has received considerable adverse criticism. He did his best according to the skills, knowledge, methods, beliefs and attitudes of his time. Dr Albright was able to bring Biblical archeology into the notice of the mainstream However it seems that, according to Thomas Davis , George Ernest Wright, a student of Albright’s has done work which could bring about the end of the kind of Bible based archeology Albright promoted so well. Despite all the negativism in 2004 Thomas Davis, who makes dozens of references to Albright in his book of that year, still felt able to write that ‘Biblical archeology still has validity as a name for the sphere of interaction of archaeology and the Bible.’ G. Ernest Wright in 1982, described him as:- The dominant creative figure in the attempt to place the Bible in a perspective of the whole of ancient history. References. Albright, W. F. The New World Encyclopedia, available from http://www. newworldencyclopedia. org/entry/William_F. _Albright internet, accessed 12th May 2010 Albright, W. F. to John C. Trevor, March 1948, The Dead Sea Scrolls, available from http://virtualreligion. net/iho/dss. html, internet, accessed 11th May 2010 Albright, W. F. , Abram the Hebrew, a new archeological interpretation, Bulletin of the American Schools of Oriental Research, 163: 36–54. 1961) Albright, W. F. , â€Å"The Ancient Tell Beit Mirsim†, Bulletin of the American Schools of Oriental Research, Number 23, 1926: 2-14, available from http://ancientneareast. tripod. com/Beit_Mirsim. html, internet, accessed 10th May 2010 Albright, W. F. Archaeology and the Religion of Israel, Baltimore, John Hopkins, 1946 Albright W. F. , Archaeology of Palestine and the Bible. New York: Fleming H. Revell. 1932

Investegation Of Megnetic Fields :: essays research papers

The Investigation of Magnetic Fields. Introduction: We already know that the magnets have a magnetic field around them, which allows them to attract magnetic elements like iron. In this lab the magnetic field of a magnet will be investigated. By putting a thin layer of iron filings on the peace of plastic under which will be a magnet bar, we will be able to see this field. Purpose: To see the patterns of a magnetic field of a single magnet and fields of two magnets when they are put together in different positions. Materials: Page #369 in the textbook. Observations:   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Discussion: 1.  Ã‚  Ã‚  Ã‚  Ã‚  A magnetic field is a field which is created by a magnetic substance, the field can either repel or attract. The iron filings showed the magnetic field lines because they are a magnetic substance and are attracted, (or) repelled by magnets. 2.  Ã‚  Ã‚  Ã‚  Ã‚  a) Usually the denser the magnetic field is, the stronger the magnetic field is, because the ends of the magnet, where the lines that represent the magnetic field are closest together, the magnetic field is strongest and where the this lines are farther apart, the magnetic field is weaker. B) The strongest point of a magnetic field is on poles of a magnet, the weakest point is in the middle between the two poles. That is because at the poles of the magnet there is only one pole either north or south and in the middle there are both of them and the cancel each other out. 3.  Ã‚  Ã‚  Ã‚  Ã‚  With different poles the filings make a circular shaped around the two poles and they connect between them, that shows that two different poles attract each other . with like poles the filings circle away from each other and form a diamond shape over the two poles. That shows that two like poles repel each other.

THE BUTTERFLY EFFECT Essay -- essays research papers

â€Å"Butterfly Effect† was perhaps one of the best films I have ever seen. I found it mysterious, interesting and fascinating. I wanted to write my reaction paper about â€Å"Butterfly Effect† because of the similarity to the film we saw in class called â€Å"Donnie Darko†. Both films investigate the issue of destiny thoroughly. Both film had a male character that has memories, dreams or black outs which make them at first confused. But later on, they realized the power they have in order to change their destiny. The main difference between those two films is their endings. While Donnie Darko has a bad ending, Butterfly effect ends more optimistic. We can say the end of the film in â€Å"butterfly effect† is left to the audience to interpret. Also Donnie Darko had the time travel once but the main character Evan had the time travel several times. Both films impressed me much and changed my view about destiny. But the reason I write about ‘’ B utterfly Effect† is that it was more realistic than â€Å"Donnie Darko†. (Rabbit) While watching the film my suspense level was always at the top. Some points were kept mystical and contradictory till the end of the film. At the first scenes in Film, it is a little bit hard to understand what is happening, but later on, the story can be understand easily. At the beginning we know just that the main character Evan is living with his mom and has a bad childhood with full of missing memories and black outs. He started to get psychological treatment right a... THE BUTTERFLY EFFECT Essay -- essays research papers â€Å"Butterfly Effect† was perhaps one of the best films I have ever seen. I found it mysterious, interesting and fascinating. I wanted to write my reaction paper about â€Å"Butterfly Effect† because of the similarity to the film we saw in class called â€Å"Donnie Darko†. Both films investigate the issue of destiny thoroughly. Both film had a male character that has memories, dreams or black outs which make them at first confused. But later on, they realized the power they have in order to change their destiny. The main difference between those two films is their endings. While Donnie Darko has a bad ending, Butterfly effect ends more optimistic. We can say the end of the film in â€Å"butterfly effect† is left to the audience to interpret. Also Donnie Darko had the time travel once but the main character Evan had the time travel several times. Both films impressed me much and changed my view about destiny. But the reason I write about ‘’ B utterfly Effect† is that it was more realistic than â€Å"Donnie Darko†. (Rabbit) While watching the film my suspense level was always at the top. Some points were kept mystical and contradictory till the end of the film. At the first scenes in Film, it is a little bit hard to understand what is happening, but later on, the story can be understand easily. At the beginning we know just that the main character Evan is living with his mom and has a bad childhood with full of missing memories and black outs. He started to get psychological treatment right a...

Background Knowledge Related To Past Research Education Essay

This subdivision provides background cognition related to past research undertaken with the purpose of better understanding the consequence of smaller category sizes on academic accomplishment in primary and secondary classs. After a brief overview of early surveies prior to the 1980s, the focal point will turn to the influential state-mandated experiments implemented at the oncoming of 1990s province and federal answerability plans. Constructing on the ascertained demands for future research, this reappraisal does non mean to turn to public policy inquiries such as the cost-effectiveness of little class-size plans. Alternatively, it focuses on the possible academic benefits of such plans as they are related to increasing academic accomplishment. Last, a theoretical theoretical account of the kineticss between category size and academic accomplishment will be suggested, taking into history variables such as student-factors ( e.g. , motive, pro-social behaviour, anti-social behaviour ) , teacher-factors ( e.g. , instructional patterns, pupil interactions ) , and contextual-factors ( e.g. , school organisation, scheduling, internal administration ) . Cardinal to the survey will be whether smaller categories every bit benefit all pupils. Prior to analyzing the relationship between category size and accomplishment, it is necessary to specify these footings. Specifying Class Size and Student Achievement Today, the concept of category size encompasses a broad assortment of instructional scenes runing from pupil one-on-one tutoring to internet online categories functioning several hundred pupils at one clip. Likewise, the construct of â€Å" little † and â€Å" smaller † category size evolved greatly in the class of the twentieth century. While category size denotes the mean figure of pupils entrusted in the attention of one instructor over the class of one twelvemonth, pupil-to-teacher ratio refers to the figure of pupils within a local educational authorization divided by the figure of certificated forces serving the pupil population employed by the organisation ( Achilles, n.d. ) . Teacher-student ratio denotes the same concept. Differences between pupil-teacher ratio and category sizes were found to be every bit big as 10 pupils. In a nutshell, given a student-teacher ratio of 17 pupils to one instructor in a given edifice, the existent schoolroom burden may be every bit big as 27 pupils for one instructor ( Achilles, Finn, & A ; Pate-Bain, 2002 ) . Yet, in malice of these differences, the literature related to instructional scenes has used mistakenly both constructs interchangeably. While existent category size may change during the twelvemonth or even during the same twenty-four hours, pupil-teacher ratio are normally smaller since they may include certificated forces non assigned to one schoolroom or assigned to smaller categories such as those typically required to serve particular need pupils. To paraphrase the above comment, although both concepts are extremely correlated, it is likely that student-teacher ratios will be well lower than the one calculated by the existent category size concept. In fact, it is merely at the schoolroom degree that both prosodies may be indistinguishable ( Achilles, n.d. ) , presuming that pupils are non pulled out during the twenty-four hours. This being said, student-to-staff ratios in public school steadily decreased from 35:1 in 1890, to 28:1 in 1940, and 20:1 in 1970 ( Hanushek & A ; Rivkin, 1997 ) . Hanushek comments that in the period 1950-94, the pupil-teacher ratio has dropped 35 % . Yet, accomplishment in mathematics, scientific discipline and reading as measured by the National Assessment of Educational Progress ( NAEP ) has remained systematically level over the last three decennaries of the twentieth century ( Hanushek, 1998 ; Johnson, 2002 ) . Although these figures suggests that take downing the student-teacher ratios does non interpret additions in academic accomplishment, the advocates of smaller category sizes point out at the altering nature of instruction. Indeed, the growing of specialised countries of direction such as particular instruction gives the semblance that category size have been reduced ( Achilles, et al. , 2002 ) by take downing the pupil-teacher ratio while category size itself remained co nsistent or even increased over the same period. Other research workers ( Biddle & A ; Berliner, 2002 ; Greenwald, Hedges, & A ; Laine, 1996 ) further contend that Hanushek ‘s decisions lack external cogency since the sample groups used in his surveies were little and non representative of the whole U.S. population. Furthermore, the usage of student-teacher ratios uncontrolled for other features to depict category supposedly hides confusing variables ( Biddle & A ; Berliner, 2002, 2003 ) . Similarly, research in the country of category size and academic accomplishment focused on progressively smaller sizes, comparing categories comprised of between 15 and 35 pupils. For case, while Rice ( 1902 ) compared the effectivity of categories runing from under 40 pupils, 40 to 49 pupils, and 50 pupils and over, ulterior surveies carried out in the 1980s focused on much smaller category sizes, typically of 15 to 22 pupils versus 23 to 35 pupils ( Molnar, et al. , 1999 ; Nye, Hedges, & A ; Konstantopoulos, 2000 ; Shapson, Wright, Eason, & A ; Fitzgerald, 1980 ) . In some surveies, such as the first meta-analysis on category size conducted by Glass and Smith ( 1979 ) and Glass, et Al. ( 1982 ) , the research would besides include comparings of categories of 25 pupils or more with one-on-one tutoring ( category size of one ) . Research workers such as Slavin ( 1986 ) pointed out that such broad fluctuations between category sizes badly undermined the external cogency of such survei es. Since most of the educational policies involved category size decreases to smaller categories of a upper limit of 15 pupils and given that most of the surveies carried out since the late seventies included comparings of such categories, this reappraisal of literature will non describe surveies comparing the effectivity of one-on-one tutoring to whole category direction. The trouble of specifying the construct of little category size is further compounded by multiple methods of ciphering student-teachers ratios and the complexness of school maestro class agendas. Although research workers agree category size is a ratio affecting pupils and teachers, surveies have been inconsistent or even soundless as to how such ratios are obtained. In the large-scale Coleman Report ( 1966 ) , category size was obtained by spliting the pupil population within a edifice by the figure of module, including non-instructional staff such as librarian clerks who do non teach categories. Since the primary intent of the Coleman Report was to detect the impact of racial segregation on accomplishment in American school, category size was, ipso facto, aggregated to other steps of â€Å" school facilities/resources † and did non account satisfactorily for the impact of category sizes on accomplishment within the larger context of public instruction. Trusting on the availa ble informations, from big samples of convenience and questionnaires, the survey was unable to insulate the impact of category size and accomplishment. Furthermore, other factors such as non-assigned instruction staff, disengagement of pupils for differentiated direction, or even little group workshops taking topographic point at assorted times of the twenty-four hours besides introduce complications in ciphering student-teacher ratios. Class size in itself includes considerable fluctuations ( such as allotted clip, pupil features, instructional methods, class degrees, capable countries ) , which, if left vague, may do an underestimate of the true relationship with pupil accomplishment would otherwise suggest ( Ehrenberg, Brewer, Gamoran, & A ; Willms, 2001a ) . Clearly category size and student-teacher ratios do non compare in that the latter does non account for the existent schooling context in which pupil are larning and there is no understanding among research workers on a standardised method of ciphering such ratios. In the concluding analysis, the research worker must be expressed when specifying his concepts. Adcock suggests a on the job definition of category size as â€Å" the entire figure of pupils enrolled on the last school twenty-four hours of the twelvemonth divided by the derived school figure of nucleus instructors employed on the last of the school twelvemonth of [ a given ] school † ( Adcock & A ; Winkler, 1999, April, p. 9 ) . Such constructed statistic of category size considers merely those instructors assigned to academic topics: English/language humanistic disciplines, societal science/history, mathematics and scientific discipline. The construct of academic accomplishment or academic public presentation in the present survey refers to the single norm- or criterion-referenced standardised steps administered largely at the province degree ( i.e. Iowa Test of Basic Skills [ ITBS ] , California Standards Test [ CST ] , National Assessment of Educational Progress [ NAEP ] or Stanford Achievement Test [ SAT ] , to call a few standardised trials normally used in the K-12 ) . Academic accomplishment differs from academic attainment in that information mensurating academic public presentation are collected at regular intervals for the intent of mensurating advancement. Academic attainment, on the other manus, denotes making educational ends or mileposts that enhance one ‘s social position, such as graduation from an educational establishment, or even traveling up the socio-economic ladder. Although most research will advert separate aggregated academic accomplishment consequences in one or more of the four nucleus topics ( mathematics, linguistic communication humanistic disciplines, societal surveies, and scientific discipline ) for the assorted groups of pupils being observed, some surveies, peculiarly meta-analyses such as Glass & A ; Smith ( 1979 ) , combined the achievement public presentation for deficiency of more specific informations. Although one could gestate other methods of mensurating schooling result, such as reliable appraisal, standardised testing is more readily available as a measuring. By and big, such quantifiable measurings are readily available and will be used extensively in the present survey normally reported. Historical Context of Class Size Research Equally early as the bend of the twentieth century, category size and its effects on academic accomplishment elicited the involvement of educational research workers. At that clip, the focal point was on simple instruction, and more meagerly on the secondary degree ( Glass, et al. , 1982 ) . From 1900s to 1920s, surveies followed Rice ‘s ( 1902 ) footfalls ; nevertheless, these were shown to incorporate minimum experimental control ( Glass, et al. , 1982 ) . By the early 1930s, most of the research attempts related to category size went hibernating until the involvement resurfaced in the sixtiess when pupil accomplishment was correlated with school resources ( Glass, et al. , 1982 ) . Experimental and quasi-experimental research on the subject greatly expanded in the late seventies and early 80s, with the turning unease across the state that public instruction was neglecting childs. Two public studies sparked a renewed involvement in school reforms and category size research: A State at Risk ( Gardner, Larsen, Baker, & A ; Campbell, 1983 ) and the Coleman Report ( Coleman, et al. , 1966 ) . In the aftermath of the successful launch of Sputnik by the Soviet Union in 1957, the domination of the United States was no longer taken for granted at place ; this crisis of assurance culminated twenty old ages subsequently with the publication of a State at Risk ( Gardner, et al. , 1983 ) indicating at the diminution of SAT tonss from 1960s to the 1980s and at the ensuing deficiency of international fight of the American educational system. At the province degree, boards of instruction closely monitored big plans of category size decrease launched statewide in Tennessee and Wisconsin ; similar actions commanding category size was seen as an easy authorization for public instruction entities to implement ( Addonizio & A ; Phelps, 2000 ) . Furthermore, sentiments in the sixtiess were divided as one wondered whether the expected addition in academic accomplishment realized through the execution of smaller category size would warrant the extra disbursement of public monies. The large-scale â€Å" province of instruction † research published by Coleman ( 1966 ) attributed differences in accomplishment among pupils to household environment, defined as the figure of books available in the place or the socio-economic position of the unit, and downplayed the function of schooling context, including category size, in pupil accomplishment. In a commissioned paper design to edify public policy in instruction, the Coleman Report ( 1966 ) , utilizing standardised trial tonss and questionnaires from instructors and principals, measured the academic accomplishment of more than 150,000 pupils in classs 1 to 12 and found category size to be a negligible factor in pupil accomplishment on standardised norm-referenced trials in verbal abilities and mathematics: â€Å" Some installations steps, such as the pupil/teacher ratio in direction, are non included [ in the study ] because they showed a consistent deficiency of relation to achievement among all groups under all conditions † ( Coleman, et al. , 1966, p. 312 ) . Ignoring the possible impact of category size on pupil accomplishment, Coleman concluded that the socio-economic background of the pupil, the societal composing of the pupil organic structure and the features of the environing community are cardinal factors to explicate differences in academic accomplishment among pupils. However, in the Coleman Report, category size was non clearly analyzed as a possible contributing factor ; alternatively category size was combined with other factors such as text edition and library handiness under the overall umbrella factor â€Å" school facilities/resources. † Again, it must be emphasized that, in the Coleman Report, category size was defined by spliting the pupil registration by the figure of school employees within a edifice, a possible beginning of mistake doing a hapless estimation of the true relationship between the category size and academic accomplishment. Much like in other econometric surveies carried out since ( Hanushek, 1998 ; Rivkin, Hanushek, & A ; Kain, 2005 ; Wossmann & A ; West, 2006 ) , teacher wages and other input variables used as a replacement for existent category size may dissemble confusing variables. Rather than concentrating on absolute accomplishment in a inactive manner, it would be of greater involvement to find: ( 1 ) the fringy additions obtained in little categories over clip through clip series analysis ; and, ( 2 ) whether pupils with different features respond to intervention in the same manner ( Ehrenberg, Brewer, Gamoran, & A ; Willms, 2001b ) . Possibly, the most compelling expostulations to the decisions made in the Coleman Report stems from its analysis of instruction at a given point in clip. However, the same study brought into visible radiation other possible confusing factors in the relationship between category size and pupil accomplishment, such as the value of the resources allotted to the schools, the features of direction including teacher and category size, the features of the school ( such as civilization ) , and the features of the community. This argument over the effectivity of smaller categories illustrates the divergent and sometimes beliing involvements between authorities functionaries and the pupils ‘ households when trying to reply the inquiry of the economic value of instruction and the cost benefit of smaller category sizes ( Mitchell & A ; Mitchell, 2003 ) . Research Synthesiss In an attempt of developing a first comprehensive meta-analysis on the relationship between category size and pupil accomplishment, Glass and Smith ( 1979 ) retrieved published empirical category size surveies and thesiss since the bend of 1900s, happening over 300 experimental and quasi-experimental surveies incorporating useable quantitative informations. Concentrating on 77 experimental surveies depicting 725 mated comparisons/combinations of pupil category sizes loosely categorized in four types, less than 16 pupils, 17 to 23 pupils, 24 to 34 pupils, and over 35 pupils, Glass and Smith looked at the achievement trial consequences of about 900,000 pupils over a 70 twelvemonth span in a twelve states. Glass and Smith ( 1978, 1979 ) foremost approximated the relationship between category size and accomplishment by utilizing the theoretical account, based on standardised achievement mean differences between braces of smaller ( S ) and larger ( L ) categories divided by the within group standard divergence. Following, instead than making a matrix with rows and columns stand foring the category sizes and the intersecting cell the values of, Glass and Smith used the arrested development theoretical account: = I?0 + I?1S + I?2S2 + I?3S2 + I?3 ( L-S ) + I µ to aggregate the findings. Since construing the theoretical account in footings of class-size and achievement involves at least three or more dimensions, Glass and Smith imposed a consistence status on all ‘s to deduce a individual curve from the complex arrested development surface. Enforcing randomly the average z-score accomplishment of 0 to the class-size of 30, the concluding reading of the theoretical account was represe nted by a individual arrested development curve for accomplishment onto category size. When compared to larger categories of 40 pupils, smaller categories of 30, 20, 10 and 1 pupils showed standardised differential accomplishment effects of -.05, .05, .26, and.57, severally. Likewise, when compared to larger categories of 25 pupils, smaller categories of 20, 15, 10, 5, and 1 pupil showed standardised differential accomplishment effects of.04, .13, .26, .41, and.55, severally. Those consequences included achievement consequences in mathematics, linguistic communication humanistic disciplines, and scientific discipline. One-half of these arrested development analyses involved quasi-experimental or convenience assignment of pupils to either big or little groups. Translating these z-scores into percentile ranks, the additions in the 25 versus 20, 15, 10, 5, and 1 comparings are 4, 5, 10, 16, 21 percentile rank, severally. From the initial 725 mated comparings of pupil accomplishment in both smaller and larger groups, 435 ( 60 % ) comparings favored smaller category constellations by demoing an addition in academic accomplishment. Yet, this addition was non quantified. Achievement was defined either as combined standardised pupil consequences in one or more capable. When concentrating on 160 braces of categories of about 18 and 28 pupils, the meta-analysis suggested even more distinguishable differences in accomplishment: In 111 cases ( 69 % ) smaller categories demonstrated a higher degree of academic accomplishment over the larger categories. Again, this consequence was non quantified. Regressions analyses based logarithmic theoretical accounts favored smaller categories by about one ten percent of a standard divergence for the complete set of comparings. It is of import to observe that merely 109 of the 725 initial comparings involved random experimental designs in a sum of 14 surveies, 81 % of which found smaller category sizes led to increased academic accomplishment as measured by standardised trials or other steps, such as figure of publicity to the following class degree. Others types of category assignment reported in the 725 comparings included: ( 1 ) matched: 236 comparings ; ( 2 ) repeated steps: 18 ; and ( 3 ) uncontrolled: 362 comparings. The last type of methodological analysis involved quasi-experiments that finally weakens conclusive treatment related to the relationship between category size and academic accomplishment. Possibly for this ground, Glass ( 1982 ) further analyzed the consequences of the 14 random experimental surveies. Further separating accomplishment additions for fewer and greater than 100 hours of direction clip, an mean pupil taught in a category of 20 pupils would make a degree of accomplishment higher than that of 60 % of pupils taught in a category of 40 pupils. At the utmost point of comparing, a pupil instructed in a category of five pupils would surpass a pupil in a category of 40 pupils by 30 percentile ranks. This survey efficaciously demonstrated that pupils in smaller category achieve at a higher degree. Yet, even in the instance of experimental comparings, consequence sizes are limited unless the size of the little category beads below 20 pupils. Glass and Smith argue in favour of smaller category size. Two of import issues seem to weaken the statement that smaller categories are more effectual than larger 1s. First, the 109 comparings were really aggregated by the writers into about 30 comparings. In many cases, the same larger and smaller groups and their public presentations had been evaluated on the footing of different conditions, such as sum of direction or capable countries. In other instances, the capable countries measured were combined. Second, consequences reported reflect the public presentation of disparate sizes, such as category of 1 pupil vs. category of 30 pupils, or a category of 5 pupils vs. a category of 30 pupils. Education Research Services ( 1980 ) claims that the Glass and Smith meta-analysis overemphasizes the public presentation of highly little instructional scene, one to five pupils. Hedges and Stock ( 1983 ) proceeded to reanalyze the Glass meta-analysis and stated that, and gave proof to the determination that category sizes below 20s pupils are efficac iously more contributing to advancing academic accomplishment. Subsequently, this initial analysis by Glass ( 1979 ) was further expanded ( Glass, et al. , 1982 ) to include the deductions for educational policy determinations. Although the literature tends to depict category sizes below nine pupils as tutoring scene, a context beyond the range of the present survey, it is notable to advert the meta-analysis carried out on category sizes of nine pupils or less ( Cohen, Kulik, & A ; Kulik, 1982 ) . At the bosom of the contention, we find the really construct of practical significance and matter-of-fact deductions of systemic alterations towards take downing category sizes. Smaller category sizes seem to be effectual. However, larger effects are noticed in category size of less than 20 pupils. In their meta-analysis of tutoring categories of 9 pupils or less, Cohen, et Al. ( 1982 ) measured consequence sizes based on 65 surveies. Their findings confirmed Glass greater consequence size s ( differences of agencies of both experimental and control groups divided by the standard divergence of the control group ) in favour of smaller category sizes. Interestingly, groups tutored by equals achieved a greater addition than those entrusted in the instruction of regular instructors. This once more intimations at the demand to foster place context variables. Clearly, category size entirely does non do greater academic accomplishment. Both Glass surveies confirmed the sentiment mostly spread in educational circles that little category sizes were more contributing to student larning. The part of this meta-analysis to the research country is treble: it established the benefit of category size below 20 pupils ; gave the drift for statewide experimental class-size decrease ; and, eventually emphasized the function of learning procedures, such as clip on undertaking, as implicit in grounds doing the positive impact of smaller category size on academic accomplishment. However, limited figure of experimental analyses retained by Glass, et Al. ( 1982 ) caused cogency concerns: Slavin ( 1989 ) contended that, by restricting the meta-analysis to merely 14 experimental surveies, the Glass, et all decisions lost in external cogency and generalizability what was gained in internal cogency. Based on the scrutiny of Glass, et Al. ( 1982 ) , it seems that the lone ample consequence was found when comparing 10-student categories vs. a 30 pupil categories and the greatest consequence of category size on pupil accomplishment is without a uncertainty one-on-one tutoring. However, the most common application of the construct of smaller category size would compare differences in accomplishment between groups of 14-20 pupils vs. 30 or more pupils in one category. Slavin ( 1989 ) introduced a best grounds synthesis, uniting the elements found in meta-analysis with narrative reappraisal. He selected eight random category assignment surveies comparing the consequences of standardised reading and mathematics trials in smaller and larger categories at the simple degree. Surveies had to compare larger categories to categories at least 30 % smaller with a student/teacher ratio non transcending 20:1. The selected surveies analyzed smaller category size plans of at least one twelvemonth in continuance, with either random assignment to alternate category sizes, or fiting stipulations. Effect sizes were based on the difference between the little category accomplishment mean ( experimental group ) and the larger category accomplishment mean ( command group ) divided by post-test standard divergence of the control group. This is the same definition of consequence size introduced by Glass and Smith. On norm, these surveies compared groups of 27 pupils to g roups of 15 pupils. Even though these eight surveies were well-controlled and documented surveies, the average consequence size observed was merely +.13 ( Slavin, 1989, p. 251 ) . Discussions about such little effects as measured by standardised trials in both mathematics and linguistic communication humanistic disciplines seem to indicate at the instructor instructional bringing staying consistent regardless of the category size. The type of interactions, such as expressed direct direction, between pupils and instructors had already been identified as an influential factors in the Coleman study ( 1966 ) . This observation was once more echoed by Glass, et Al. ( 1982 ) as they note that category size is merely one variable impacting effectual direction. In the aftermath of a contention on appropriate usage of support for underachieving schools, the Educational Research Service ( ERS ) published a study ( Porwoll, 1978 ) on the province of the research on category size mentioning over 100 surveies which suggested little consequence sizes, most of which were correlational with some or small control of other variables such as teacher- , student- , and school-related contexts. Although this peculiar research was inconclusive, a subsequent Erbium survey carried out one decennary subsequently corroborated the findings of Glass and Smith ( Robinson & A ; Wittebols, 1986 ) and besides added an of import component to their treatments. Although smaller category sizes seem positively associated with an addition in academic accomplishment, smaller category sizes entirely do non ensue in increased pupil public presentation. Adding on to Glass ‘ meta-analysis and Slavin ‘s best grounds synthesis, Robinson used the related bunch attack to reexamine K-12 research surveies conducted between 1950 and 1985, affecting category sizes greater than five pupils. Studies were aggregated within bunchs stand foring of import factors act uponing category size determinations: capable affairs, class degrees, pupil profiles, instructional patterns, and pupil behaviours. The impact of category size on pupil accomplishment â€Å" varies by class degree, student features, capable countries, learning methods, and other learning intercessions. † ( Robinson, 1990, p. 90 ) Robinson and Wittebols meta-analysis unluckily does non supply any consequence sizes but simply sort the surveies as to important differences, prefering little category sizes, larger category sizes, or bearing no consequence on academic accomplishment. Robinson conclude that positive consequence of category size are consistent in grade k-3, rebuff in classs 4-8, and unperceivable in grades 9-12. Furthermore, lower SES pupils are found to profit most of smaller category sizes. Again, these decisions do non include consequence sizes. Nevertheless, Robinson ‘s survey clarifies the construct that optimum category size is a absurd inquiry. Smaller category sizes benefit pupils otherwise, harmonizing to their societal contexts, personal background, grade degree, and academic topic. The observation that smaller category size entirely does non interpret into academic accomplishment ties in with the observations of Coleman ( 1966 ) and a latter version of Glass ‘ meta-analyses ( Glass, et al. , 1982 ) , which acknowledges that category size entirely does non hold a causal consequence on pupil accomplishment. Given this context, the focal point must switch from a direct relationship between category size to academic accomplishment to the existent mechanisms that link smaller category size to higher academic accomplishment. This reading of anterior research by Robinson announced a new way that recognized the complexness of the relationship between academic accomplishment and category size. The demand to command potentially confusing variables such as pupil past academic public presentation, already emphasized by Glass, et Al. ( 1982 ) , became cardinal in most post-1980s category size surveies as research workers recognized that surveies carried out on the subject of academic accomplishment and category sizes suffered from hapless sampling, methodological defects, or unequal design of quasi-experiments ( Finn, 2002 ; Slavin, 1989 ) . Research, was called to go more sophisticated, and history for several effects on different groups of pupils ( i.e. accomplishment, ethnicity, English command ) within different contexts ( vitamin E, g, , school scene, category size, instructional methods ) . Meanwhile, it is notable to indicate out that research on category sizes at secondary or post-secondary degrees has been badly limited to this twenty-four hours. Although critics of the Glass and Smith analysis ( 1979 ) , such as Slavin ( 1989 ) , contended defects such as some surveies selected within the meta-analysis were of short continuance ( every bit small as 100 hours of differentiated direction ) , comparing disproportionate sizes ( one-on-one tutoring vs. 25 pupil category ) , or even measure topic of non academic nature ( such as tennis ) , most of these decisions were subsequently sustained by subsequent research on large-scale category size decrease undertakings carried out in the same decennary ( Finn, 1998 ) . In malice of methodological differences, the research synthesis carried out by Glass ( Glass, et al. , 1982 ; Glass & A ; Smith, 1978, 1979 ) , Slavin ( 1984, 1986 ; 1989 ) , and Robinson and Wittebols ( 1986 ) , all conclude that pupils enrolled in categories of less than 20 pupils perform better. Furthermore, smaller category sizes cause a important addition in academic public presentation particularly among the primary class ( K-3 ) . Robinson and Wittebols every bit good as the Smith, at Al. ( 1982 ) announced a new way in the research, bespeaking clearly that cut downing category size entirely would non do a direct addition in student accomplishment unless instructors adopt different schoolroom processs and instructional methods. Robinson besides pointed at the economically deprived pupils as those who were the most likely to profit from smaller categories, The apprehension of chairing factors such as instructor makings and pupil background in the relationship between category size and pupil accomplishment was further enhanced by a national survey conducted by the Policy Information centre ( Wenglinsky, 1997 ) . The survey originated from a school finance attack, trying to associate disbursement of public financess and the open end of schooling: academic accomplishment. Therefore, it is merely by the way that Wenglinsky stumbled on the connexion between category sizes and academic accomplishment. The graduated table of When Money Matters, non unlike the Coleman Report thirty old ages earlier, covered the state, with dramatically different decisions. Using district-level informations from three different databases maintained by the National Center for Educational Statistics, Wenglinsky grouped 10,000 fourth-graders in 203 territories and 10,000 eight-graders in 182 territories harmonizing to socio-economic satus. Figure 1. Wenglinsky ‘s Hypothesized Paths to Achievement The linking of these different databases allowed distinction between types of disbursement in a manner that would hold been impossible at the clip the Coleman Report was produced. Indeed, aggregated disbursement per pupil outgo can non account for the types of outgos incurred, some of which are positively linked to academic accomplishment while some are non. Furthermore, the Coleman Report was unable to see cost of instruction fluctuation across provinces. The National Assessment of Educational Progress database ( which drew the teacher-student ratio ) provided non merely academic achievement information of a countrywide pupil samples, but besides valuable information about the features of school clime. The Common Core of Data database gathered fiscal information at the territory degree ; eventually, the Teacher ‘s Cost Index database besides maintained by the U.S. Department of Education accounted for instructor cost derived functions among provinces. Through a series of multi variate arrested developments, Wenglinsky ‘s concluded that increasing school territory disposal and instructional outgos to increase teacher-student ratios, in bend, raises fourth-grader academic accomplishment in mathematics. Likewise, expenditures besides affect the public presentation of eighth-grade pupils. However, the increased teacher-student ratio is believed to diminish behavioural jobs among pupils and put a positive tone to school environment. These two variables are positively linked to an addition in academic accomplishment at that class degrees. Interestingly, passing on installations, school-level disposal, and expenditures to enroll extremely educated instructors are non found to be straight associated to academic accomplishment. And Wenglinsky to reason â€Å" Because the [ old ] surveies did non stipulate steps of school environment, the consequence of school disbursement on accomplishment as mediated by environment remains uncontrived. † ( Wenglinsky , 1997, p. 21 ) In the middle/junior high classs, academic accomplishment seems mediated by an increased in societal coherence created by smaller category. Again, this decision points at mediation between category size and academic accomplishment. Constructing a 2 by 2 factorial matrix uniting territory with above- and below-average socio-economic position ( SES ) and territories with above- and below-average instructor cost, Wenglinsky concludes that the largest additions in accomplishment in mathematics were obtained in territories with below-average pupil SES and above-average instructor cost. Study consequences indicate that higher teacher-student ratios in 4th class are positively associated with higher accomplishment in mathematics. In 8th class, teacher-student ratios is linked to a positive school environment ( low teacher- and student-absenteeism, regard of belongings, low category film editing rate, low tardiness rate, teacher control over instruction/course content ) . Po sitive school content, in bend was positively associated with higher accomplishment in mathematics. Large-scale State Experiments Project Prime Time Piloted foremost in 1981-82 in a limited-size experiment of category size decrease in primary classs K-2 with student-ratios of 14:1, the five-year undertaking initiated by Indiana Governor Lamar Alexander ( future Secretary of Education during the George H. W. Bush presidential term ) started in earnest in 1984-85 with category size decrease of 18:1 in classs K-3.. By 2008-09, project Prime Time was in its 25th twelvemonth of execution ( Indiana Department of Education, 2010 ) . A early execution survey ( McGiverin, Gilman, & A ; Tillitski, 1989 ) investigated the public presentation of 2nd grade pupils at the terminal of two old ages of decreased category size direction ( 19.1:1 ) demonstrated a greater academic accomplishment in reading and math measured by standardised trials than their opposite numbers in big categories averaging 26.4 pupils. Six indiscriminately selected schools and school corporations ( territories ) with pupils that had received intervention were compared to three schools whose pupils were included in control groups. 1,940 Prime Time pupil tonss on standardised trials ( Cognitive Ability Test – Cat, Iowa Test of Basic Skills – ITBS ) in mathematics and reading in 10 surveies were compared to the related public presentation of 2,027 pupils from larger categories. The Fisher reverse chi-square calculation for schools with smaller category sizes with a ratio 19:1 was important ( I†¡2 =190.45, df = 40, P & lt ; .001 ) , and the surveies mean differences between groups divided by the two groups pooled standard divergence were averaged within a meta-analysis to give an consequence size of.34 SD for all subtests ( p. 51 ) . This analysis suggests that Prime Time pupils enrolled in smaller category perform better academically. Yet, interestingly, the Indiana Department of Education provinces on its Prime Time web page ( Indiana Department of Education, 2010 ) that â€Å" Lowering category size, entirely, will non convey approximately better learning and larning. † Although the really rule of category size is non disputed here, quality direction and pupil battle seem to be emphasized. Undertaking STAR From 1985 to 1989, the Student Teacher Achievement Ratio undertaking ( STAR ) , carried out in Tennessee, was the first statewide randomized category size decrease experiment of the sort, affecting 76 schools, 1,200 instructors and 12,000 K-3 pupils over four old ages. Students were indiscriminately assigned to either a little category ( typically 13 to 17 pupils ) , a regular category ( 22 to 26 pupils ) , or a regular category with a full-time instructional adjutant. Teacher assignments were besides randomized. This constellation continued over the four old ages of the experiment and informations were collected from assorted beginnings including instructor interview, pupil public presentation informations, schoolroom observations, and teacher questionnaires. Students were kept in this constellation from kindergarten for a sum of four old ages, until completion of class 3. The undermentioned twelvemonth, all pupils return to life-size categories. In classs K through 3, the pupils en rolled in little categories systematically performed better than their regular category opposite numbers on standardised trials ( Stanford Achievement Test ) . Effect sizes calculated as the mean mark for little category ( S ) minus the mean mark for regular category ( R ) and teacher-aide category ( A ) constellations [ S- ( R+A ) /2 ] expressed in standard divergence unit after four old ages. All pupils benefited from the smaller categories. Data collected in classs K-3 indicate higher academic accomplishment in little category constellations, with attainment steps runing from +.15 to + .25 standard divergence as compared to larger category constellation public presentation. However, consequence sizes of academic accomplishment were typically two to three times larger for minority pupils than for White pupils ( Finn, 1998 ; Finn & A ; Achilles, 1999 ) . Follow-up informations were collected in subsequent old ages, from grade 4 to 8, proposing that accomplishment additions were maintained after intervention ( Finn, Pannozzo, & A ; Achilles, 2003 ) . The design of the survey was strengthened by the within-school execution of the three const ellations ( S, R, and A ) which allowed for better control of potentially confusing variables such as school scene ( urban, suburban, rural ) , the socio-economic position of the pupils, per-pupil outgos, and gender of the pupils. All differences were found to the advantage of the little category size surpassing the other two constellations. Gender and school scenes were non found to do important interaction on academic accomplishment. In contrast, Hanushek ( 1999 ) noted that pupil abrasion, transverse taint of control and experimental groups, non-random assignment of instructors ( administrator choice ) , and possible Hawthorne consequence potentially undermined the experimental sturdiness of STAR. Isolating cohorts of pupils who remained in the plan for four old ages ( 48 % of the preschoolers ab initio enrolled ) , Hanushek calculated the public presentation of both control and experimental groups to be much lower. For case, while third-grade pupils in little groups perform 0.22 z-score above the control group, the spread between experimental and control cohorts after four old ages was merely 0.14. Similarly, in mathematics, the spread between annual samples and 4-year cohort for the same class decreased from 0.18 SD to 0.10 SD. The intervention consequence was mitigated by pupil mobility and perchance pupil SES since pupils with lower SES demonstrated higher mobility. Does this means that category size should non be considered? Probably non, the grounds indicates that category size decrease affects pupils otherwise ( Finn & A ; Achilles, 1999 ) . Answering to Hanushek ‘s claims of added value and limited persisting effects, research workers ( Finn & A ; Achilles, 1999 ; Nye, Hedges, & A ; Konstantopoulos, 2004 ) pointed out that public policies should aim urban schools with larger poorness pupil populations. In decision, most of the grounds in favour of category size lies in the fact that smaller categories benefit pupils otherwise harmonizing to their fortunes. Based on this grounds, and despite the fact that instruction is non within its competency, the federal authorities ( United States. Congress. Senate. Committee on Health Education Labor and Pensions. , 1999 ) actively promoted category size decrease, mentioning STAR has a Prima facie instance in favour of spread outing the little category size construct across the state. Until the terminal of the millenary, the category size argument aggressively divided advocates and oppositions of smaller category sizes as local authoritiess were sing extra outgos with the purpose at cut downing the inequalities that Coleman foremost reported as strongly associated to socio-economic position and races ( 1966 ) . The involvement in category size decrease as a tool to better academic accomplishment culminated in 1998 with the U.S Department of Education and the Office of Educational Research and Improvement commissioned a survey published by Finn ( 1998 ) . This study purported to be an overview of the old two decennaries ( late seventiess to late 1990s ) of research on category size decrease, with the end of supplying grounds to steer and prioritise national educational policies, and clear up inquiries related to academic effects, cost-benefit analysis of little category sizes, deductions for pattern and pupil behaviour. Finn based his statement by including merely robust big graduated table experimental designs, such as STAR. Undertaking Sage At about the same clip, Wisconsin ‘s Student Achievement Guarantee ( SAGE ) was launched as a five-year plan as an intercession aiming SES pupils in primary classs K-3. Initiated in 96-97 school twelvemonth, the plan design included four constituents: ( 1 ) category size decrease to run into a teacher-student ration of 1 to 15 ( including agreements such as two instructors for 30 pupils ) ; ( 2 ) extended school twenty-four hours ; ( 3 ) execution of â€Å" strict † course of study ; and, ( 4 ) staff development combined to a system of professional answerability. 30 schools from 21 school territories run intoing the SES standards of 50 per centum of low SES pupils ( based on free school tiffin engagement ) began the plan. K-1 was targeted the first twelvemonth, and classs two and three were added in subsequent old ages. 14 schools with normal category sizes ( typically 22 to 24 pupils ) in 7 territories take parting in SAGE were deemed comparable based on household incom e, accomplishment in reading, racial make-up, and K-3 registration. These provided for control informations in this quasi-experiment. The purpose of the research workers was to keep schoolroom cohorts integral across the five old ages of the plan. This set up would hold confirmed the determination that lower socioeconomic pupils most benefits from reduced category sizes as compared to other pupils. However, after the first twelvemonth of execution, moving under the force per unit area of parents, consequences within the experimental subgroup were contaminated, demoing no greater additions for pupils with lower SES ( Mosteller, 1995 ) . Anecdotal records by experimental group instructors suggest that pupils demonstrated fewer cases of riotous behaviour, an increased desire to take part, and a more appreciative attitude towards others ( Mosteller, 1995 ) . Teacher farther indicated that possible subject jobs could be handled in a timely mode, and that academic acquisition clip, includ ing reteaching and instructional distinction, could be blended within their lesson bringing. California Class Size Reduction ( CSR ) In 1996, following the successes of Project STAR and SAGE, the California legislative assembly provide schools with over one billion dollars to cut down category size. Unlike these plan, CSR in California was non experimental and affected a astonishing 1.6 million pupils at an jutting cost of 1.5 billion per twelvemonth ( Bohrnstedt & A ; Stecher, 1999 ) , efficaciously cut downing mean student-to-teacher ratios in classs K-3 schoolrooms from 28.6 pupils to no more than 20 pupils per instructor. By 1998-99, school twelvemonth 98.5 % of all eligible Local Education Authorities ( LEA ) had embraced this voluntary plan, serving 92 per centum of K-3 pupils enrolled in California schools ( Bohrnstedt, Stecher, & A ; CSR Research Consortium. , 1999 ) . Some territories, such as Modesto Elementary ( 18,000 ADA ) and other little LEAs did take non to take part as their category sizes were already vibrating around 25 pupils ( Illig, 1997 ) . At the terminal of its first twelvemonth of execution, some 18,400 extra instructors were hired, a figure that would increase a twelvemonth subsequently to 23,500 ( Bohrnstedt & A ; Stecher, 1999 ) . The undermentioned twelvemonth, school twelvemonth 1997-98, the Governor ‘s Budget suggested spread outing CSR to 4th class. The State Legislative Analyst ‘s Office ( Schwartz & A ; Warren, 1997 ) recommended against the enterprise, mentioning several obstructions hindering current and even future attempts of school reform through CSR in California, viz. : a deficit of qualified instructors, and a deficiency of suited installations. The rapid execution across three degrees, from kinder to 3rd class, departed from the theoretical accounts followed in Tennessee ( STAR ) and Wisconsin ( SAGE ) in that California CSR was introduced in three grade degree on the really first twelvemonth of category size decrease, a move that is widely regarded as counterproductive ( Achilles, et al. , 2002 ) . Although the initial per-pupil support of $ 600 was subsequently raised to about $ 800, the CSR plan was badly underfunded from the start as compared to the $ 2,000 per student extra support of undertaking SAGE ( Biddle & A ; Berliner, 2002 ) . California CSR besides presented considerable challenges as compared to STAR. First, whereas Tennessee big categories had been reduced from larger categories of 22-26 pupils down to smaller categories of 13-17, California ‘s overcrowded schoolrooms in the same primary classs averaged 33 pupils prior to CSR. Those pupils were besides much more diverse than their Tennessee opposite nu mbers. Furthermore, unlike California, Tennessee had infinite to suit category retrenchment ( Bohrnstedt, et al. , 1999 ) . For these grounds, CSR in California had unintended effects upon the hapless, the non-English talker, the really pupils it had set up to assist. Overcrowded urban schools providing to take down SES pupils experienced the greatest trouble in pulling qualified instructors and supplying equal installations ( Stecher, Bohrnstedt, Kirst, McRobbie, & A ; Williams, 2001 ) . Case and point: the California Legislative Analyst ‘s Office reported in the first twelvemonth of CSR execution that over 90 per centum of instructors in more flush territory are credential holders versus about 75 per centum in urban, low SES territories ( Schwartz & A ; Warren, 1997 ) . As a consequence, schools serving pupils with minority and low SES profiles were possibly the last 1s to profit from full execution. Contextual Factors Impacting Student Achievement ( TO BE CONTINUED )

Cannabary tales essays

Cannabary tales essays In the novel, Cannery Row, many characters experience hardships and asperities throughout their lives in order to make a living. Two characters who works hard to make their lives worthwhile are a grocer Lee Chong and a scientist Doc. These two characters pose a great exemplary of hardworking and achievement. Lee Chong, a shrewd sometime manipulative businessman but is a kindhearted owns a small grocery store at the Cannery Row. He is a diligent worker who helps out the unfortunates of the Cannery Row. Benevolent man assists many needy customers by offering them credits to the store. The generosity of Lee Chong symbolizes caring and loving for other people. Affectionate care that Mr. Chong provide for the people of Cannery Row may bring him a good fortune in him. However, along with his soft heart Lee Chong has a very strict and disciplined mind towards people who are lazy, selfish, and greedy. He does not tolerate for people who cheat and deprive others. He knows what is the right thing to do and what is wrong. Throughout the reading, Mr. Chong executes his soft, generous heart yet with powerful and rigorous mind. Doc, a gentle, melancholy scientist works at a laboratory at the Row. Western Biological Laboratory, home of Doc, studies variety types of specimens for research, which is his passion of life. His interest about animals keeps him very happy about what he does. Villagers of the Cannery Row show loyal respect and dignity to Doc. The enthusiasm of driving hours to catch starfishes at the sea is a great adventure. The warmhearted man also helped impoverished people like Frankie. Frankie is a young boy who received no love in his life and also had a physical disorder, which he was unable to control. But over the years spending time with Doc, Frankie was loved and cared by him. Doc is another studious worker who made an effort to fulfill his life with joy and accomplishment. Two characters, Lee Chong and Doc portrayed them...

Contingency theories and Situational leadership theory

Contingency theories and Situational leadership theory Abstract There are many theories on what defines successful leadership and contingency and situational leadership are among them. These two theories are almost similar but the contingency leadership theory is not about whether or not a style should be adapted to external factors but rather how different factors can interact in unexpected ways to shape the outcome.Advertising We will write a custom article sample on Contingency theories and Situational leadership theory specifically for you for only $16.05 $11/page Learn More Definitions Situational leadership theory is based on the interaction between the dimensions of task behavior and relationship behavior as well as follower readiness/maturity in performing a certain task. Followers are the most critical factor in leadership proceedings and as followers differ, so does the suitable method of management. Contingency theories of leadership hold that there is no one best way of leadership and that an organiz ational/ leadership style that is effective in some situations may not be successful in others (Fiedler, 1964). Introduction Fiedler (1964), states that the success of a leader in a given situation isn’t up to the skills that the leader has, but rather how those skills line up with factors outside of him or her. This means that it isn’t just having a skilled leader that leads to success, but rather it is having a leader who can solve the right problems in the right way and at the right time. Discussion Edward (2004) in his article states that â€Å"although situation and contingency mandates managers to take into account such things as the experience of employees, the time available to make a decision, and the type of work that is to be done; they leave the employees uncertain on how they will be treated†. The employees also feel left out in decisions making and not fully informed by their manager. To further support Edward’s arguments, Yuki (1981); in hi s study indicates that concept of task relevant maturity e.g. job maturity that is notable in both theories is conceptionally ambiguous and hence poses serious flaws to these theories. However, in a research done by scholars such as Graeff (1983) indicates that; â€Å"the situational nature of leadership brings forth the concept that one style of management cannot possibly fit all situations†. Edward (2004) in his article also recalls that the recognition of the subordinate as the most important asset in an organization is a determinant of appropriate leader’s behavior by both the contingency and situational leadership theories.Advertising Looking for article on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In his study, Edward (2004), states that â€Å"the degree to which subordinates like or trust the leader, the degree to which the task is structured and the formal authority possessed by the leader are key determinants of the leadership situation†. To add on Vroom and Yetton (1973) indicate that, â€Å"the effectiveness of a decision made by a leader depends upon a number of aspects of the situation†. Hersey and Blanchard (1977), explains that the leadership method one employs should be dependent on the situation and that before one selects a leadership style to use, they must first understand the situation and the importance of the possible outcomes. However, Edward (2004) reiterates that the leadership brand needs to apply across the entire organization and at all times and should not involve what is often called situational leadership† as this will result to confusion and alienate people in an organization. Conclusion Although the two leadership theories have their setbacks, I feel that their main strengths should not be ignored. For example, the situation approach shows leaders what to do and when to do it and contingency approach is valuable for its ability to deal with diverse situations requiring the exercise of leadership. Generally Edward’s article highlights very important approaches that leaders should use to usefully manage their organization and employees. References Edward, E. L (2004) Leading A Virtuous-Spiral Organization. Leader To Leader, No.32. Fiedler, F. E. (1964) A Contingency Model of Leadership Effectiveness. Advances in Experimental Social Psychology (Vol.1). 149-190. Graeff, C.L. (1981) Some theoretical issues that undermine the utility of the Hersey-Blanchard situation leadership theory: A critical view. Relationship between theory, research and practice. 19th Annual Southern Management Meeting. Atlanta, 204-206.Advertising We will write a custom article sample on Contingency theories and Situational leadership theory specifically for you for only $16.05 $11/page Learn More Hersey, P., Blanchard, K.H. (1982) Management of organization behavior: Utilizing human resource s. 4th ed. Englewood Cliffs, N.J.: Prentice Hall, Inc Vroom, V.H. and Yetton, P.W. (1973) Leadership and decision-making. Pittsburgh: University of Pittsburgh Press Yuki, G.A. (1981) Leadership in organizations. Englewood Cliffs, N. J.: Prentice-Hall, Inc.

Epideitic Speech on Overpopulation Essays

Epideitic Speech on Overpopulation Essays Epideitic Speech on Overpopulation Paper Epideitic Speech on Overpopulation Paper These 3 men proved their self-lessened, sincerity, and their caring TOWARDS the people of America. These 3 men showed us that with a little effort from everyone, there can be sunshine the next day. These 3 men decided to write about the darkest, deepest of situations only to have all of us, and everyone else become knowledgeable of the issues of overpopulation. These three men chose to take time out of their lives to attempt to help our nation and the lives of you and me. These 3 men help make possible the fresh air we breath, the availability of lean water to cleanse ourselves, the roofs we have over our head, just because they took the time to announce the problems with overpopulation. Because of these 3 men we have freedom to do With our lives as we choose. If these 3 men did not take the time to explain the severity of the problems, we eventually would have restricted choices. If these 3 men did not take the time to educate the people we would have no preparation for a single problem that may arise from overpopulation, this would mean utter chaos. Our nation has controlled population and prevented he problems that could have happened, now we must maintain that pride for our future generations as these three men did for us. Because of our control over population, our nation has given us the best of both worlds. We can not even imagine how life would be anywhere else; maybe it would be like living on the streets, or even in a gutter. Because our nation has such control, many people take our freedom for advantage. People need to appreciate each and everything given to us, from the chair you sit in now, to the heart that is beating in your chest. People need to appreciate that they can wake up in the morning to arrive at their job, or even at school. People need to appreciate the fact that we do not have restricting laws telling us how many children we are allowed to have, that we do not have authorities regulating our everyday decisions. People need to appreciate the education that is available for the youth today. People need to appreciate that we have the free will to voice our opinion, to vote in elections, to protest against events that we may disagree with. These are only a few of the freedoms that are taken advantage of, only cause people dont imagine how life would be without them. These 3 men not only care for themselves, not only for the people, but also for our environment. These 3 men have shown to the people that they once again are self-lessened, sincere, and caring for people like you and me. Therefore in appreciation of such, we need to take their words to heart and do something about it. Our society and environment may be fine as we look around today, but if we do not take a serious look at the problems that may come from overpopulation now; we will have but no choice later.

Health and Resources PowerPoint Presentation Example | Topics and Well Written Essays - 750 words

Health and Resources - PowerPoint Presentation Example This is because of poor eating habit where people eat according to hunger and not diet, and inadequate physical exercise. Inadequate physical exercise enables the body to loose excess energy. This leads to obesity because the body metabolic activities get interfered with. Heart problems are usually associated with eating habits as mentioned earlier. Americans like a lot of meat and wheat products. These form excess fats in the body, which are carried by the transport medium (blood). Upon arriving in the heart, the fats get deposited on the coronary arteries blocking them. The pumping effect of the heart increases to clear the way, damaging the vessels. This causes heart problems like hypertension. Cubing this menace is now a responsibility of everyone in the country. The government has to create and disseminate information through accessible information media that will see citizens through this cruel pandemic. This research paper will explore the details of diabetes, its history, cau se, effects, treatment and control. Diabetes is a disease characterized by excess sugar in the blood, in addition to the in the urine. This is to say that, a diabetic patient has excess sugar in either urine or blood. They exist in two types; type 1 diabetes majorly found in children and type 2 diabetes affects adults. Sushruta, Arataeus, and Thomas Willis are among the first people to treat diabetes. Excess urination and sweet taste of urine were the only symptoms known until proved that the sweet taste was the taste of sugar, by Mathew Dobson. In the early discoveries of this disease, the patients received death sentence. In late 18th century, Johann Peter Frank differentiated between diabetes mellitus and diabetes inspidus. In the late 18th century, Von and his colleagues discovered that pancreas played a major role in the regulation of blood sugar. Insulin is a hormone secreted by pancreas. It reduces excess sugar from the body. Thompson was the first patient of diabetes to

Monophysite vs. Monophysitism Assignment Example | Topics and Well Written Essays - 250 words

Monophysite vs. Monophysitism - Assignment Example Monophysitism was a reaction against the earlier Nestorian heresy, which viewed Christ as being two distinct persons with two distinct natures. Monophysitism is the viewpoint that Christ was a single, composite person with a single, composite nature that was neither God nor man, but a unique combination of both. Monophysites are the people and groups that embrace that viewpoint (Gregory, 2005). Orthodox Christians observe various fasts, including each Wednesday and each Friday. Wednesday is considered to be the day that the Jews conspired against Jesus, while Friday is considered to be the day of His crucifixion (Belwal & Tafesse, January, 2010). However, the Bible instructs Christians to be joyful, not dismal, in fasting, as it is for God and not for man that they fast (Matt. 6:16-17). Fasting should not be done out of guilt or self-hatred (Deville, 2005). Fasting, for Middle Eastern Orthodox Christians, is not done out of survival guilt, following famine, nor even done in memory of the more than 100,000 Orthodox Christians massacred by the Turks, nor for the millions starved and killed in the ongoing Orthodox Christian Holocaust around the world (Moore, 1999). It is done in obedience to Christ and in

Educational Standards and Leadership Traits Assignment

Educational Standards and Leadership Traits - Assignment Example The essay will also analyze the traits possessed by the writer of this work and evaluate them against ISLLC standards. School culture is a collection of behavioral attributes that determine the day-to-day activities in educational institutions. School culture is a vital factor in the success of any educational institution. This is because of its contribution to the principles, outlook, and behaviors of students, the teaching staff, and non-teaching staff. In some cases, school managers leave school culture to develop on their own. However, this can be highly ineffective due to the students’ psychological immaturity. This is the reason as to why leaders in educational institution would prefer molding the culture in a way that it would help the schools attain their intended purposes. Leadership traits like persistence, honesty, being knowledgeable, punctuality and self-discipline play a big role in establishing and supporting a positive school community and culture (Owings, Kapl an, & Nunnery, 2005). Having patience when dealing with both the students and members of staff can help in bringing out the best of them. This is because with the patient, they are likely to be aware of their capability to improve. This will also enable a leader in an educational institution to be able to treat all the students fairly, given that some students might take longer to grasp some concepts. Punctuality and self-discipline can also help the leaders set a good example to the students. This is because giving the students theoretical teaching on ethical issues like self-discipline and punctuality might be meaningless if they do not see the institutional leaders practicing it (Waters, & Kingston, 2005). The students might turn out to be highly unethical because they will lack faith in the values and importance of being ethical. Absolute honesty and fairness is a vital trait in school leadership. This is because it helps in enhancing peaceful coexistence amongst the institution s’ communities. This can be associated to the saying, â€Å"honest leaders make honest subjects.† The students will also be able to have a conducive learning environment because they will have to worry less about being subjected to unfair situations (Bryant, Hessel, & Isernhagen, 2002). Honesty and fairness will also increase the level of trust that the students would have on the institution leadership. This type of trust would limit the possibility of dissatisfaction of the school’s management by the students. This will hence prevent occurrences like students’ strikes, which will promote smooth operation of the learning institution. With the smooth operation, the students are likely to benefit highly from the saved time and economical resources. A good sense of humor can also be beneficial to a school leader. Applying humor when interacting with the students will reduce the tension brought by either the generational gap or the gap brought by the differen ce in their status in the learning institution. An environment such as this one, a good sense of humor will enhance the learning process and interaction in the school in general (Waters, & Kingston, 2005). A relaxed environment will also enhance maximum participation of the students in the learning process. This participation increases the quality of education, as it will give room for better communication in the learning i

How has the global political environment changed over 2010 Research Paper

How has the global political environment changed over 2010 - Research Paper Example The military rulers in Egypt planned to hold transparent democratic elections in a period of six months and thus reached, a series of desired constitutional amendments including the limiting the presidential term in the US style. The Supreme Council of the Armed Forces resolved to enact free democratic system after the demise of Hosni Mubarak. In order to achieve this, the Supreme Council established a panel that would look after the constitutional changes and also resolved to hold free and fair parliamentary and presidential elections following the period of transition. The atmosphere of change originates in the conflict between the militants and protestors that played a fundamental role in ousting Hosni Mubarak. In February, 2011, Moussa was considered by the public as the best candidate to replace Hosni Mubarak after 30 years of his rule because of the immense fame and popularity of Moussa among the public. Army personnel and protestors in Egypt clashed with each other in the vici nity of the Tahrir Square few hours before the announcement of prosposed constitutional changes, Tahrir Square being the location of a successful revolt made by the protesters. Amr Moussa is among the first public figures in the Arab world that favored the Tunisian protestors and has served as a foreign minister in the past. â€Å"I intend to run in the next presidential election, and an [official] announcement will be made at the right time,† (Moussa cited in GlobalPost). The political scenario in Libya has been no less hilarious than Egypt and a series of public protests have also surfaced in Libya in the year 2010. There has been a conflict between the pro-regime and anti-regime forces in Libya each of which has strived to acquire control over Libya. â€Å"Libya’s political dynamics have been characterized by competition among interest groups seeking to influence policy within the confines of the

Programs Marketing for Laptops Essay Example | Topics and Well Written Essays - 250 words - 36

Programs Marketing for Laptops - Essay Example the group has to carry out a SWOT analysis of your group (Hartley, pg.33). This helps the group to determine what they have and what they are to do. The group determines your major competitors in the area who sells the OS. This places the group at the position of capitalizing the weakness of the competitors. Having achieved that, then the marketing strategies have to be drawn in the form of a business plan. The methods of marketing are discussed and stated.  Then target as many people as possible when marketing for the products. The aggressive online advertisement has shown to have greater opportunities for getting customers. Present your OS in the commonly visited site (Hartley, pg.36). Have your programs intelligently advertised to attract the customers. Include contacts in the advertisement site to allow communication with the customers. Posters and banners can also be used to enhancing market of the program. The positioning of them is crucial so that they are easily visible and readable. The group can also take marketing to social centers to capture many as possible. Offer some services at no cost like teaching on how to install the program. This captures more customers. Periodic review of the progress is determined. This helps determine which programs, OS is commonly sorted, and the specific features customers want. Through this, the group can propel ahead in their business.

How has the global political environment changed over 2010 Research Paper

How has the global political environment changed over 2010 - Research Paper Example The military rulers in Egypt planned to hold transparent democratic elections in a period of six months and thus reached, a series of desired constitutional amendments including the limiting the presidential term in the US style. The Supreme Council of the Armed Forces resolved to enact free democratic system after the demise of Hosni Mubarak. In order to achieve this, the Supreme Council established a panel that would look after the constitutional changes and also resolved to hold free and fair parliamentary and presidential elections following the period of transition. The atmosphere of change originates in the conflict between the militants and protestors that played a fundamental role in ousting Hosni Mubarak. In February, 2011, Moussa was considered by the public as the best candidate to replace Hosni Mubarak after 30 years of his rule because of the immense fame and popularity of Moussa among the public. Army personnel and protestors in Egypt clashed with each other in the vici nity of the Tahrir Square few hours before the announcement of prosposed constitutional changes, Tahrir Square being the location of a successful revolt made by the protesters. Amr Moussa is among the first public figures in the Arab world that favored the Tunisian protestors and has served as a foreign minister in the past. â€Å"I intend to run in the next presidential election, and an [official] announcement will be made at the right time,† (Moussa cited in GlobalPost). The political scenario in Libya has been no less hilarious than Egypt and a series of public protests have also surfaced in Libya in the year 2010. There has been a conflict between the pro-regime and anti-regime forces in Libya each of which has strived to acquire control over Libya. â€Å"Libya’s political dynamics have been characterized by competition among interest groups seeking to influence policy within the confines of the

Evaluation of Health Promotion 3 Essay Example | Topics and Well Written Essays - 2500 words

Evaluation of Health Promotion 3 - Essay Example Obesity has become a matter of concern and it is considered to be one of the major health problems. When compared to the other health hazards, obesity has become a common issue among the people of all the age groups. (Health Committee 2004). Health promotion programs have been conducted by many organizations to create awareness among the public. This evaluation proposal aims at providing a complete outlook on the health promotion program for obesity. Health promotion programs are conducted in such a way that people get to know about a particular health problem. It provides information about the existing legislations and policies and the environmental changes. Health promotion programs aim at improving the health of the people by inculcating the basic importance of maintaining their health in a proper way. A health promotion program can be implemented only if the methods and procedures are well defined. Government organizations do not depend on any other private organization to implement health promotion programs. But the situation is entirely different when a private or voluntary organization conducts a health promotion program. The private organizations depend on government or other financial institutions to help them in conducting a health promotion program. The financial institutions provide financial assistance to the private organizations that conduct such health programs. (Aldana 2001). Since our institution is a non-government body, the help of government and other financial institution is necessary. A promotion program has to be implemented within a specific time period and this proposal indicates the timeline of the health promotion program. Research proposals include a complete implementation schedule that imposes a step by step process to accomplish a particular task. This will enable the organization to implement and process the

Huckleberry Finn Essay Example for Free

Huckleberry Finn Essay Theme, structure and social characteristics as the literary elements, highlighting the spiritual growth of the main characters in â€Å"My Name is Asher Lev†, â€Å"Emma† and â€Å"Huckleberry Finn† The present paper is designed to discuss three novels about moral maturation and the growth of self-awareness, â€Å"Huckleberry Finn† by Mark Twain, whose protagonist is Huckleberry Finn, Jane Austen’s â€Å"Emma†, named after the protagonist and â€Å"My Name is Asher Lev† by Chaim Potok, whose main character is Asher Lev. Notably, the authors necessarily indicate the protagonists’ names in the titles, underlining their moral and psychological development as a central plotline. The literary elements of theme, structure and protagonist’s social characteristics actually strengthen the reader’s understanding of the character’s spiritual growth: Lev’s novel demonstrates’ the protagonist’s liberation from the community bonds through the lens of the theme of social pressure, Twain’s writing – the progress of Huck’s humanistic views underlining the theme of slavery, Austen’s work – Emma’s psychological maturation, through prioritizing the theme of marriage, moreover, all works by their structure provide the mistakes made by the protagonists on their path and thus make clear to the reader that development is not a smooth and gradual process, whereas the change or stability of sociological characteristics pay reader’s attention either to the connection between self-awareness and social position or to the purely inner revolution. The characters actually perfect very distinct aspects of self awareness: Emma, for instance, overgrows the selfish and infantile girl, whose main interest is manipulating the others’ fates (as she appears at the beginning), Asher Lev realizes that he is actually an independent personality rather than the subject of the Hassidic community after being judged for depicting the his mother’s anguish, whereas Huckleberry Finn, who has never considered carefully the issue of racial equality, begins to realize his humanistic views and oppose the oppression of slaves and the split of their families. Due to the fact that the major theme in â€Å"My Name is Asher Lev† is community bonds and the conflict itself develops in terms of the weakening of the commitment to the groups of Hassids (Walden, 1985), the protagonist, who is a bright and unordinary individuality, should ascend over the blind observance of community tradition and learn to distinguish himself from the group. Therefore, his development is associated with individuation and learning of his ego and the religious conflict results in the development of Asher’s ability to assert his self: â€Å"So it is time for the defense, for a long session in demythology. But I will not apologize. It is absurd to apologize for a mystery†(Potok, 1998, at http://search. barnesandnoble. com). The theme of marriage as the leading one in â€Å"Emma† is also related to the main character’s development: whereas at first, Emma views marriage as a game, popular in her environment, she is still not infantile to understand that this specific type of partnership is based necessarily on strong affection after developing the feelings for her brother-in-law; whereas at the beginning she has fear for the responsibility associated with marriage. The theme of slavery also supports the reader’s understanding of the young protagonist’s moral growth in â€Å"Huckleberry Finn†: â€Å"I’m low down; and I’m a-going to steal him† (Twain, 1999, Ch. 33); as one can understand, Huck no longer views Jim as property, but in order to persuade Tom, he recognizes his own inclination to wrongdoing and takes entire responsibility for the stealing the slave. The structure of the stories is generally similar: the greatest part of the plot is dedicated to depicting the behavioral imperfections of the protagonist, so that the reader can feel the protagonist is an ordinary person, whose growth is based upon his/her own mistakes. For instance, â€Å"Emma† at first depicts an arrogant and class-conscious girl saying â€Å"The yeomanry are precisely the order of people with whom I feel I can have nothing to do† (Austen, 2001, Vol. 1 Ch. 4) and throughout the first two parts she acts as a quarrelsome person, whereas her later reasoning can be characterized as wiser: â€Å"I think Harriet is doing extremely well â€Å"(Austen, 2001, Vol. 3, Ch. 28), i. e. she approves of her best friend’ marriage to the farmer, having got the idea of love and letting it in. Beyond mistakes, Potok’s and Twain’s protagonists also encounter difficulties and adversities, which shape their outlooks; for instance, Lev’s story can be divided into three parts (Walden, 1985): period of the teenage conflict with the environment, movement toward the goal in Kahn’s studio and the resolution of the conflict and individuation (Potok, 1972). Huck’s moral development is less gradual and actually consists of several insights: 1) first encounter with Jim as a fugitive slave and the initial desire to help him; 2) The loss of the companion after meeting the â€Å"aristocrats† and Jim’s imprisonment in Phelpses’ house. Finally, social characteristics of the protagonists are quite expressive themselves and point actually to the qualities to be changed. For instance, Emma is introduced as a girl with a degree of self-importance and class-based prejudice because of her upper class identity, but later she begins to understand her friend Harriet in her love for Martin and thus grows more open-minded; furthermore, her maturation is accompanied by the change of social characteristics, as Emma accepts Knightley’s proposition Huck Finn’s social characteristics remain practically the same, as the author seeks to maintain the reader’s focus on the advancement of his moral qualities, so that the adolescent still remains to some extent uncommitted to social norms (â€Å"Aunt Sally she’s going to adopt me and sivilize me, and I can’t stand it† (Twain 1999, Ch. 43), in spite of having developed his distinct attitude towards slavery. Asher Lev, in turn, drastically changes his social identity: the growth of his self-awareness and self-identity result in his alienation and separation from the community. To sum up, the reader’s understanding of the protagonist’s path toward self-awareness is to great extent manipulated by the authors: Jane Austen, Chaim Potok and Mark Twain design the plot structure, which underlines the failures and subsequent insights of the protagonist, embed the central theme into the main character’s spiritual growth and substantially change the protagonist’s social features, except Huck’s case, in which the focus on morality shift is broadened through remaining social characteristics stable. Reference list Austen, J. (2001). Emma. At http://ebooks. adelaide. edu. au/a/austen/jane/a93e/. Twain, M. (1999). Huckleberry Finn. At Potok, C. (1972). My Name is Asher Lev. Alfred A. Knopf. Potok, C. (1998). My Name is Asher Lev. At http://search. barnesandnoble. com/booksearch/isbninquiry. asp? ean=9781400031047displayonly=EXCz=y#EXC http://etext. virginia. edu/toc/modeng/public/Twa2Huc. html Walden, D. (1985). The World of Chaim Potok . State University of New York Press, 1985.