Dematerializtion of Architecture

The history of discourses has been developed for centuries, and architecture have entered a phase of re-evaluation. Because of the prevalent technology and media of creation in the virtual world, contemporary architecture is dematerialized to be images and abstract ideas. The definition of architecture has become even more subjective, obscure, ambiguous and limited. We took advantages from photography and the technology of visualization.But the excessive trust on the visual sensation has somehow blinded our eyes and becomes he obstacle for understanding space and architecture. Photographers and designers selectively frame an object to depict a most exaggerated angle or to capture a most exciting moment. Audiences lost their autonomy in discovering the truth, because there is no other materials available except the illusions. The resulted biased understanding to architecture contradicts to Juhani Pallasmaa's theory. He reaffirmed Merleau-Pontys philosophy, the human body is the centre of experiential world, in his book: The Eyes of The Skin.He argues that multi-sensory experience allows the human body perceiving the qualities of space, matter and scale in a more profound manner. However, the multi-sensory experience does not apply to those intangible architecture. The obsession of rendering has enervated the importance of materiality. Materiality means mapping or tiling texture' over the flat surface in the simulation program, disregarding physical properties, thickness, stiffness, elasticity, and density, of each specific material. We recklessly over simplify materiality.In renderings, stainless steel eans highly reflective and shiny; wood means brown and static; brick means pixelated facade. Material has been degraded to be a piece of veneer or wallpaper, fragile and dispensable. This encourages substituting one material with another material. It is not rare to use hollow metal with shiny coating to imitate stainless steel in the construction practice. The ide ntity of material is fading away. Last but not least, the inflation of the project scale has disrupted the relationship between an individual and the built habitat.The immense scale of the new evelopments confuse us because everything is out of human proportion. Windows grow too big to become curtain wall. Doors are automatized, because they are too heavy to open. Towers are too high that takes hours to walk up. We cannot use the traditional quantitative mechanism to interpret matters. We could Just live within a building and hardly get to see the whole picture of it. The tangible structure is dissolved to be purely impression. Here we go back to photography in seeking a solid answer to the understanding of contemporary architecture.

Scarlet Letter by Nathaniel Hawthorne

Writers of literature, especially those in the genre of stories, used different types of themes and symbolisms to represent an idea and concept that is not directly mentioned by the writer. Most themes especially about life, human nature and society are implied rather than explicitly stated. It’s the writer’s choice if he or she would want to use figures, objects or characters to illustrate an abstract idea to create various realizations on the part of the readers. The aesthetics of literature depends on how the writer seamlessly and creatively associates symbolisms to the themes of the story. In the story Scarlet Letter by Nathaniel Hawthorne, he used the title as a symbol itself, the characters, and the Biblical allusions as a point of comparison to the consequences of sins happened in the story. The Scarlet letter is used as a significant symbolism of shame that often identify the main protagonist, Hester. The â€Å"letter† word in the story functions as the reminder of her sin. Hester’s adultery receives harsh judgment and retaliation from the self righteous Puritan community. Her sin excludes her in the society or in a pattern known as unity versus exclusion in literature. Hester single mistake in the past made her an outcast who automatically separated her from ordinary social interaction. In the beginning of the story in the episode of the marketplace, the â€Å"scarlet letter† â€Å"was so fantastically embroidered and illuminated upon her bosom. It had the effect of the spell, taking her out in the ordinary relations with humanity, and enclosing her in a sphere by herself† (Robinson 104). Here, Hawthorne already revealed how the scarlet letter symbolizes Hester’s authenticity as a character and fate. The letter becomes â€Å"the object of severe and universal observation† in the Puritan community (Robinson 114). Moreover, Hester’s presence in the â€Å"crowd had been of such deep social interest† not because of her as a character but because of what the scarlet letter says about her past (Robinson 138). The Scarlet Letter symbolizes the community’s system of judgment and punishment that greatly used symbols and externals to question one’s morality. The scarlet letter in the story is a figurative thing intended to represent sin and a mark of shame. This figurative object went to her after the adultery she committed with Dimmesdale. The setting of the story belonged to a Puritan community who strictly follows the standard of morality. Hester’s adultery from this kind of society received harsh judgment and retaliation from the Puritan community. Despite the painful judgment, Hester chose to stay in the community because running away would be an acknowledgment of society's power over her. Scarlet Letter embodies Hester’s identity that was determined to create her own individuality rather than allowing others to determine it for her. She chose not to conform to the society’s rules and standard. She knows deep inside that she is more than her sins. Her sins were all part of her but the journey of life still continues. Scarlet Letter illustrates Hester’s acceptance of her sins. She admitted though that the letter is a mark of shame but removing the letter or running away would be an acknowledgment of society's power over her. Hester was a symbol for hope, restoration and transformation. The judgmental community unconsciously transformed and challenged her character to be compassionate and capable woman. Her pains made humble. Her innate good nature was fully expressed from her challenging yet sorrowful faith. The scarlet letter as a symbolism is all in connection to the twists and turns of the story as well as to the character. Pearl, Hester’s daughter also noticed that, her mother wear a scarlet letter among all the grown up women in the community. â€Å"Mother†, said the little Pearl, â€Å"the sunshine does not love you. It runs away and hides itself, because it is afraid of something on your bosom†¦ It will not flee from me, for I wear nothing on my bosom yet! â€Å"Nor ever will my child, I hope†, said Hester. â€Å"And why not mother? † asked Pearl, stopping short†¦ â€Å"Will it not come of its accord, when I am a grown woman? † (Robinson). In this conversation, it highlights the reality that the scarlet letter is intended to represent sin and Pearl as a child doesn’t fully comprehend her mother’s peculiar situation. Pearl’s innocent and pointed questions create suspense since it makes the characters feel uncomfortable. Moreover her character illustrates perception and honesty that separates her from the corrupt minds of the adulthood. Pearl’s innocent questions motivated those people around her to think and to reflect on the truths that are often overlooked. Pearl herself is the embodiment of the scarlet letter and Hester accordingly clothes her in a â€Å"beautiful dress of scarlet, embroidered with gold thread, just like the scarlet letter upon Hester's bosom† (Robinson). Pearl illegitimacy in the story and as a product of sin mysteriously takes the consequences of her parents’ guilt. The story of the â€Å"The Scarlet Letter† can be compared to some of the stories mentioned in the Old Testament. The plot depicting the extreme portrayal of Puritanism can be compared to the way old people from the Bible regard shame, rules and order. Just like Adam and Eve, Hester and Dimmesdale’s sins particularly adultery separated them from the divine and community (the way Puritan community perceives it). Sins excluded and alienated them in the society. Dimmesdale and Hester’s state of sinfulness led them to personal growth, sympathy and speculation about human nature and larger moral questions. At the end, the inner wisdom that Hester accumulated from the judgmental community greatly benefited her character and sense of individuality. The scarlet letter for Hester according to Nathaniel Hawthorne in one of his interviews after the creation of this wonderful story â€Å"was her passport into regions where other women dared not to tread. Shame, Despair, Solitude! These had been her teachers—stern and wild ones—and they had made her strong, but taught her much amiss†. Though the setting happened during Puritan community but the themes are timeless- judgmental society, personal responsibility and unconformity.

Sibling rivalry Essay Example | Topics and Well Written Essays - 1000 words

Sibling rivalry - Essay Example Such actions bring out feelings of mercy and pity on the part of Cinderella and hatred on the part of her stepsisters. Such opposite feelings can only come out effectively through a relationship that shows sibling rivalry between the children. Sibling rivalry usually takes the form of competition in terms of affections, character, and other issues that affect the daily lives of the children. In many occasions, sibling rivalry occurs in ways that make one side of the rivalry to portray good characters while the other side of the character displays negative characters. The side that portrays the negative characters is usually powerful and makes every effort to intimidate, frustrate, and punish the other part that shows good characters. However, the side the portrays good character eventually wins favor and succeeds in life while the other parties are punished by nature and they begin to live desperate lives. Cinderella’s story contains some aspects of sibling rivalry, which make s her stepsisters to regret their own actions as Cinderella succeeds in life. Cinderella must have stepsisters in the story in order to make her situation more traumatizing. The fact of somebody suffering in the hands of her sisters evokes feelings of hopelessness because it means that that the suffering will continue for quite a long time. Oppression that appears at home is usually more severe and disturbing than the kind of oppression that occurs due to strangers. Naturally, sisters are supposed to show kindness to fellow sisters or stepsisters. Therefore, Cinderella’s situation becomes very difficult since she has nowhere to turn after experiencing severe oppression at home. Using stepsisters as the agents of oppression creates a desperate feeling in the sense that the stepsisters had the support of their mother whereas Cinderella did not have a mother. In this manner, it becomes important to consider the fact that some of the issues that relate to the subject of sibling r ivalry must eventually relate to the matter of oppression. The role of the stepsisters in the story is to create the hostile atmosphere that makes the life of the main character unbearable. All the suffering that Cinderella experiences are connected to the actions of the stepsisters. Their lives are very different in the sense that the stepsisters live a happy and joyful life while Cinderella lives in pain, torture, and misery. Therefore, the stepsisters are used in this story to show the difference in the lives of the main characters and the origin of Cinderella’s difficult conditions. The result of this relationship is the manifestation of a range of difficulties that manifest themselves through matters of conscience and the difficulties in the relationship between the oppressors and the oppressed girl. Stepsisters are usually used in order to bring out the kind of malice and rivalry between the competing characters. Under usual circumstances, stepsisters may want to compet e with one another in a variety of ways. It is natural for stepfamilies to show such kind of rivalry and malicious intentions towards each other. However, such malice and conflict can acquire extreme dimensions when they are not carefully monitored and controlled. In the case of Cinderella, the level of malice and hatred exceeds normal

The Romans Term Paper Example | Topics and Well Written Essays - 1750 words

The Romans - Term Paper Example This paper examines the influence of roman civilization on the contemporary society, with focus on engineering, science, mathematics, science and politics. The Roman Empire is the hallmark of Roman civilization and it spread across three continents. The continents included parts of the current Europe, Africa and Asia. The vastness of the empire and its longevity facilitated its widespread influence across the globe. According to Kagan et al (2003), the Western Roman Empire lasted for 1101 years, from 625BC to AD 476. The eastern Roman Empire lasted up to AD 1432. In total, the entire Roman Empire lasted a remarkable 2078 years (Kagan et al, 2003). Comparing it with United States and the significant influence that the country has had in the modern society for a period of less than 250 years, it is apparent Roman Empire had tremendous impact in the world. Before investigating the contribution of the empire to the modern society, it important to examine its salient features. Roman Empir e had a strong military organization that played a critical role in acquisition of larger territories and maintaining absolute loyalty to the emperor. In a period where armies were armed with rudimentary weapons such as spears, swords and shields, the Roman military displayed high level of organization and spirit that ensured success in virtually all battles they were engaged in. According to Rogers (2010), Hellenistic philosophy and roman stoicism played a critical role in maintaining military discipline especially in challenging battles. As their territories expanded, the Romans exerted their influence, bringing with them their culture and language. Latin was the official language of the Romans and after acquisition of larger territories; it was adapted in the entire empire. However, the language later developed and differentiated into two namely vulgar and classical Latin (Kagan, et al, 2003). Classical Latin became the official language for use in academics while Vulgar Latin la ter evolved due to its fluidity to give raise to various languages. Some of the languages that originated from Vulgar Latin include Spanish, Portuguese, French, Romanian and Italian among others (Rogers, 2010). Although Latin was the official language in the empire, the eastern part remained under heavy influence of the Greek language. Kagan et al (2003) attributed the widespread use of Greek in the empire to strong historical ties between Rome and Greece. Greece remained an influential part of Roman Empire in the entire period of the civilization. Kagan et al (2003) argues that while Greeks were popular thinkers, the Roman were doers and practical individuals. The relationship between Greece and the Romans played a crucial role in the stimulating development of science, engineering, mathematics and other technologies in the Roman Empire. The natural character of the Romans is another unique trait that determined the progress of the empire. According to Rogers (2010), Romans were co mpetent at adapting, preserving, applying and disseminating information and technology. This trait enabled them to adapt technology from Greek, who had a rich history of philosophy, science, medicine, and art among other important traditions. Hence, Romans were practical people who applied the technology and information from their Greek counterparts to develop their empire, while Greeks were the innovators. For this reason, Rogers (2010) argues that Romans did not develop

You decide the topic Essay Example | Topics and Well Written Essays - 500 words - 1

You decide the topic - Essay Example However, later he took on the membership of this Cricket club known as Staten Island Cricket Club. The protagonist resides in the area of Manhattan with his wife and one child. At the beginning it was difficult for the man from Netherland to make any friends as all the people he could come around and meet up with had bust prior engagements and he was not able to connect or fill in with the people of the United States of America. He tried hard to get his drivers license that was an important part of his intermingling with the American people. He ultimately uses sport as a medium for intermingling with the people of the country. This has been the most important part of the book and the following part of the essay shall dwell into how a sport can help in eradicating politics and making friends with strangers. â€Å"The book’s second story line, and perhaps its more resonant one, is about the solace Hans finds in the vibrant subculture of cricket in New York, where he is among the few white men to be found on the hundreds of largely West Indian teams in the city, teams that fan out, in the hazy summertime, across scrabby, lesser-known public parks.† Apart from depicting the role of cricket in making friendship ties, the book focuses on the aftermath of the 9/11 attacks and the emotional burnout faced by the protagonist and his family, those who feared for their lives and those who thought that America is no longer a safe heaven as they once thought it was to be. In my opinion, the writer of the book has displayed impeccable tenacity by displaying two different situations and then bringing them together by a common thread with respect to the aftermath of the 9/11 attacks in the USA. The book is a masterpiece in the way it connects a sport to the politics of the country along with showcasing the emotional side of the person who, at the outset was a foreigner in the country, but was not treated like one by the

E-commerce Operations Management Essay Example | Topics and Well Written Essays - 1250 words

E-commerce Operations Management - Essay Example Since the first trimester of 2001 when the US e-commerce sales were $7931 million the overall sales increase by 242% six years later for a total $27,092 million online sales in the 1st quarter of 2007 (Plunkett Research, 2007). The largest retail firm in the world, Wal-Mart, caught on to this trend early and set up an internal and external ecommerce business infrastructure. This paper discusses e-commerce solution for customers and for internal business transaction by showcasing the capabilities of the multinational firm Wal-Mart Corporation. An electronic platform that allows business to interact with each other is a business to business network (B2B). A business to business application or e-biz is the exchange of products, information and services among business entities through electronic medium to achieve ecommerce transactions (Searchcio, 2001). The early emphasis of e-commerce was targeting business to customer transaction which has grown tremendously, but B2B have surprisingly become on the biggest forces driving the world ecommerce growth. B2B is a way to achieve significant savings in supply chain activities such as purchases and sales of product and services to other business partners. One of the simplest ways for other businesses to gain entrance into B2B networks is by utilizing the company home page as a portal for users to access a secured system to perform B2B transactions. Walt-Mart decided five years ago to convert their information system into a full B2B network to achieve greater efficiency in their relationships with suppliers and other vendors. The move was rapidly accepted by the business who are involve in business with Wal-Mart which enabled Wal-Mart to perform B2B transaction within a one year time span with 98% of its vendors (Zimmerman, 2003). Wal-Mart created its B2B application with the assistance of a software company called Coty. This firm provided the retail giant with the assistance

ACL Injury Research Paper Example | Topics and Well Written Essays - 2000 words

ACL Injury - Research Paper Example There are other knee ligaments injuries but the most common injury associated with instability at the knee is ACL injury (Chaudhari, 2008). Perhaps this is because of the fact that ACL injury presents quite a number of ways through which it can suffer tears. Research has shown that the most common ACL injury occurs when the knee is bent exceedingly to the or to the sides more than it is used. Such scenarios are highly likely to occur amongst sports persons during trainings when they engage in activities aimed at making them flexible. In other instances, ACL injury may also occur when there is a direct pressure exerted on the thigh at a time when a person is standing on one leg (Tiidus, 2008). Studies have also revealed that ACL injury may also occur when a victim makes abrupt stop from a significantly highly speed, or attempts to make a sudden turn to the side while on a significantly high-speed motion. In all the above instances, one may observe that they all tend to exert pressure to the sides or on the ligaments at the back of the leg as had been noted. It is not a straightaway guarantee that any of such movements will result in ACL injury, but that they put a person at a highly risk of suffering from ACL injury. Therefore, there is a need to advise persons that take part in physical activities quite often on how what precautions to take during active periods of activities (Chaudhari et al., 2008). However, many physiotherapists and health professions have researched and proposed various ways for recovery and rehabilitation for detected cases of ACL injury. The thesis statement of this research shall be: Appropriate response to ACL injury should be case specific rather than universal approach for recovery and rehabilitation. This research shall assess various cases and analyze each depending on its magnitude. This is because prevalence of ACL injury has revealed that each case

The Relationship between Partner Abuse and Welfare Recipients Essay

The Relationship between Partner Abuse and Welfare Recipients - Essay Example A snapshot of the target group in New York compared to the target group in California had only one major difference: Ethniticity. This most probably is because of demographic differences between the regions. This issue is so important because it involves considerable suffering and oppression to a select segment of the population of the United States. Other countries such as Canada and the United Kingdom have similar issues. This study focused on communities within the United States. It is noteworthy that the problems of our poor are the source of much worry in other countries as well. Abuse is cyclical. Children are prone to repeat behaviors modeled by their parents. Children in environments that witness domestic violence are very prone to repeat that behavior in their adult homes. There has been much research that shows that boys who witness domestic violence will grow up to be abusive toward their families, wives, or domestic partners. According to Helpguide.org "Children who witness domestic violence may develop serious emotional, behavioral, developmental, or academic problems. As children, they may become violent themselves, or withdraw. Some act out at home or school; others try to be the perfect child. Children from violent homes may become depressed and have low self-esteem. Welfare reform - changes is welfare laws such as the require... Attempt suicide. Use and abuse drugs. Commit crimes, especially sexual assault. Become abusers in their own relationships later in life." To understand this issue one must be familiar with the terms of welfare and domestic violence that the social services industry uses most commonly. The terms most used in the article are: Partner on partner abuse - spousal abuse, domestic partner abuse, boyfriend or girlfriend abuse, older child on younger Welfare - public assistance provided to low/no income family units. It can be in the form of money, housing, food stamps, childcare, etc Domestic violence - any violence that takes place in the home between family members. This violence or abuse can take the form of physical, sexual, mental, emotional abuse or deprivation. Welfare reform - changes is welfare laws such as the requirement that welfare recipients work to receive benefits, time limits on eligibility (5 years in Ohio), and benefit amounts not increased upon the birth of an additional child. Changes in the welfare laws were designed to encourage recipients to get off welfare. Welfare reform is designed to change the usage of benefits back to their original intention-as temporary assistance during hard times vs. a subculture of benefit users that pass on to the next generation the idea that benefits are an entitlement. Further definitions will be provided as they occur in this paper. The reader must also understand that although most partner abuse is man on woman many cases of woman on man abuse takes place as well. Sadly, as children from violent or abusive homes grow up they are prone to duplicate the abuse in their homes. This could take place as older child on younger or older child on parent. The theoretical or

Hinduism and Buddism Research Paper Example | Topics and Well Written Essays - 1000 words

Hinduism and Buddism - Research Paper Example The prayers are confirmed by marking Tikka, i.e., a red mark of vermilion on the foreheads. The goal of the narrator as a Hindu is to illuminate ignorance and become more spiritual. Discussion Questions 1. What cuisines are traditionally prepared at Diwali? 2. Why is Diwali celebrated at the end of year? 3. How many days does Dilwali continue for? 4. Is celebration of Diwali a means of spiritual revival for the Hindus? 5. How different is the celebration of Diwali between India and elsewhere? Strengths and Weaknesses a. I think that the video presented the topic well as whatever the narrator says, the video displays images with that. For example, when the narrator says that everybody gets into the prayer room, the video shows everybody assembling in it. Likewise, the coins are shown being washed in milk and being applied vermilion upon as the narrator explains what is happening. In addition to that, the accent and dialect of the narrator is such that each and every word is understand able. Secondly, the audience gets the complete concept of the Festival of Diwali as well as the underlying beliefs of the Hindus related to this event in a video of just 2 minutes and 4 seconds. Not only this, the video explains that the concept of gods in Hinduism is like a board of members, so that the audience does not get confused when the video shows the family first worshipping Lord Ganesha and then the Goddess Laxmi. b. It is a good video to show to those who do not know what is Diwali because it explains the concept of Diwali, shows a family praying upon and celebrating Diwali, discusses the significance of different gods and goddesses in Hinduism, and explains the reason Hindus illuminate their homes at this Festival. c. I had to do some further research to understand Diwali as this video did not discuss everything related to Diwali. One weakness of the video is that it only projects the perspective of the narrator. It would have been better if different family members were invited to express what meanings they associate with the event, though considering the time constraints, it seems justified. d. This video is useful for students and people belonging to all categories as all people in the video are dressed modestly, and there is no offence whatsoever. e. This video shows how Hindus get united at the Festival of Diwali and pray and celebrate it together. This spreads the message of tolerance, unity, and mutual harmony and understanding. Video II Video Summary This video covers Buddhism. The video shows paintings of the 500 disciples of Buddha in the North East India from the V century. In Sanskrit, they are called as Arhats. These disciples were intercessors and messengers of Buddhism. The idea was that they were enlightened while living among common people. These 100 paintings were compiled between 1854 and 1863. The paintings were intended to project Buddhist catechism. The essence of Buddhism is that materialistic world is deceptive and everythin g is in transition. The paintings depict the everyday lifestyle of the Buddhist disciples, their comfortable interaction with people as well as animals, and present a holistic picture of their culture. The paintings show everything from murder, wars, suicides, and fire breakouts to daily activities of the Arhats in a peaceful environment. Discussion Questions 1. What was the

Counselors as Companions and Ethics in Human Services Essay Example for Free

Counselors as Companions and Ethics in Human Services Essay In this article the counselor states: â€Å"I found that when working with such clients, my role as counselor is more akin to a special type of travel companion who is willing to understand and respect the process of walking along a sacred life path. This is the only way I can effectively help a client explore the deeper dimensions of the self that are being challenged. As the heros companion I must be willing to share in the clients pain as well as new, and oftentimes unexpected, discoveries. † (Halstead, 2000) The counselor learned that he needed to be a companion not a guide. He also learned that no matter how hard a situation is or no matter how many times someone tells you that you cannot do something, if you have the willpower and want to, you can overcome anything you encounter on life’s journey. As the counselor, we must show the client that we are there for them and not tell them what they should be doing or how they should handle a certain situation. In the future, I feel the counselor will be more supportive of the decisions his clients make. As a counselor, we may sometimes feel that the client should do something one way and try to push them towards it but in the end the client really does know what is best for them. There are so many people like Steve in The Hero’s Journey, who are told they will never be able to do something and they work hard, overcome every obstacle thrown their way and prove everyone wrong. I believe that everyone we come in contact with changes us in one way or the other. I believe everyone has a story that can help the next person. I have a best friend who called me one day and was telling me about this girl she knew who had lost everything, kids, house, car, job, everything someone can  lose, she had lost it. My best friend starts telling me that this girl had turned to drugs, prostitution, living on the streets and had also mentioned suicide a few times. My best friend told me that she felt like if this girl was to hear my story then it would help her so I told her to bring this girl to my house. They get to my house and I immediately wanted to cry because when I looked at this girl, I seen what I looked like eleven years ago. She was about 5’11 and maybe 100 pounds, her face was sunk in and you could tell she had not had a shower in a long time. I got her something to eat and drink and then told her my story. I told her about how I was raised Pentecostal by my grandmother who taught me right from wrong. I never wanted for anything growing up and had a family that loved me just like she did. When I turned 18 years old, I started doing drugs, prostitution, being beaten almost on a daily basis by a man who I thought loved me, being rapped on several occasions, almost killed three different times, dying from a drug/alcohol overdose but the doctors were able to bring me back, being sent to prison while I was pregnant for something I didn’t do, having my son in prison and losing custody of him and how I turned my life around when I got out of prison. While I am telling my story to this sad and lost girl, she is crying the whole time and I know it is because she is just a younger version of me. I was told that I would never be anything but a failure at life and would never amount to anything but looking at my life now, you would never know that I had went through any of that unless I told you. Today, this girl has her kids back, a beautiful home, making about $50,000 a year, a husband who truly loves her and she says it is because my story gave her the strength she needed to turn her life around. When we got done that night, she looked at me and said, â€Å"Thank you for sharing your story with me, it has given me the hope and strength that I have been looking for to turn my life around. I wanted to end my life and just be done with it all.† That night she promised me she was not going to stop fighting and she didn’t. So yes, I believe with all my heart that most people you come in contact with change you in some way. Steve states in the article that, I really grew up because of all this. Before the attack I was going nowhere. Now I have a direction. (Halstead, 2000) His challenges gave him a greater sensitivity to others needs who were  recovering from strokes and brain injuries. (Halstead, 2000) I believe that having a counselor who believed in him also helped Steve to not give up. Steve had been told by doctor after doctor that he would always be limited to things he would be able to do. Having just one person tell him that he could do anything he put his mind to, gave him the extra push he needed to overcome those limitations the doctors had given him. I feel that both Steven and the counselor benefited from this relationship. When Steve’s psychiatrist called the counselor, I do not feel the psychiatrist had a right to discuss Steve with the counselor without his permission. I do feel the counselor did right by not going into details about his sessions with Steve and waited until Steve returned to school to speak with him about it. However, when the counselor seen that Steve was depressed and thinking about suicide when he received his fall semester grades, the counselor had a responsibility to Steve to seek help from someone else. In the Ethical Standards for Human Service Professionals it states that â€Å"if it is suspected that danger or harm may occur to the client or to others as a result of a clients behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve seeking consultation, supervision, and/or breaking the confidentiality of the relationship.† (National Organization for Human Services, n.d) If I ever have a client that is thinking about suicide, I will talk to my supervisor and ask for his help in coming up with a plan to help my client, maybe ask my supervisor to sit in on a session with me and talk to the client as well. Because of the personal nature of their work, human service workers at all levels are held to a code of ethics that protects the rights and dignity of clients and establishes standards of practice. (Sessoms, n.d) The National Organization of Human Service ethical standards places a responsibility on human service workers that have for their clients, the community, colleagues, employers, the profession and the human service worker themselves. The National Association of Social Workers approaches ethics through a core set of values, which include service, dignity and worth of the person, social justice, integrity and competence. (Sessoms, n.d) Reference Halstead, R. W. (2000). FROM TRAGEDY TO TRIUMPH: COUNSELOR AS COMPANION ON THE HEROS JOURNEY. Retrieved from http://eds.b.ebscohost.com.lib.kaplan.edu/eds/detail?vid=2sid=5b062172-ddf2-4c9d-a107-d6387c05f54b%40sessionmgr198hid=115bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=aphAN=2768884 National Organization for Human Services. (n.d.). Ethical Standards for Human Service Professionals. Retrieved July 5, 2014, from http://www.nationalhumanservices.org/ethical-standards-for-hs-professionals Sessoms, G. (n.d.). Code of Ethics for Human Service Workers. Retrieved July 5, 2014, from http://http://work.chron.com/code-ethics-human-service-workers-8132.html

Small Scale GTL (STG Plus) Plant

Small Scale GTL (STG Plus) Plant Course: Natural Gas Processing Technology (ENCH 609, Winter 2017) PROJECT TITLE GTL: Syngas to Gasoline (STG Plus) Professor: Dr. Nashaat Nassar List of figures and tables: Fig 1. Schematic sketch of the STG+ system (from Primus Green Energy TM) .. (6) Fig 2. Sensitivity Analysis for case 62.5 MMSCFD (14) Table 1. Economic Indicators for project evaluation (Detail calculation in Appendix).. (15) Appendix: Fig 1. Operating GTL plants on the world map [The Oil Gas Year, 2015] . (21) Fig 2. Simulation flow chart developed for the project (from Aspen plus V 7.2 Microsoft Visio 2010) (22) Table 1: Used compounds and Values of yields for reactor 4 in the model . (19-20) Table 2: Economic Evaluation for case 1: 10 MMSCFD ..(23) Table 3: Economic Evaluation for Case 2: 62.45 MMSCFD (24) Table 4: Mass balance of streams 1-22 for Case 1: 10 MMSCFD .(25-26) Table 5: Mass balance of streams 1-22 for Case 2: 62.45 MMSCFD .. (27-28) Abstract: The worlds energy demand is growing exponentially and to meet this demand, bringing new supply sources to the market is extremely critical. Natural gas resources are plentiful, geographically diverse and currently also the cleanest burning fossil fuel. Gas to Liquids (GTL) is a chemical process that transforms natural gas or other gaseous hydrocarbons into high quality liquid products that would otherwise be produced from crude oil [Shell Global]. GTL creates an additional opportunity to monetize a countrys resource of natural gas by turning them into high quality liquid fuels. GTL products are colorless and odorless hydrocarbons with very low level of impurities. The purpose of this project is to simulate a small scale GTL (STG Plus) plant that converts 10 MMSCFD of rich-methane natural gas into 672 BBL/day of gasoline. The first step of the STG Plus process is called steam reforming and it consists of the reaction between the methane in the natural gas with abundant water. The second step of the process is the reaction between the hydrogen, and the carbon monoxide producing methanol. The methanol thus formed will be converted to dimethyl ether (DME) and finally, the DME will be dehydrated, producing gasoline. The project will also highlight the difference between two major GTL technologies: Fischer Tropsch and STG Plus. An economic evaluation was conducted to check the viability of this process and at 10 MMSCFD conversion of methane; the project proves to be economically profitable, with an NPV value of $14.66M at 10% discount rate. It was also determined that if the production of gasoline increases to over 4,100BBL/day, the profitability of this project will increase significantly. 1.0. Introduction 1.1. GTL Technology and the World Gasoline to Liquid (GTL) is a technology that converts natural gas or other gaseous hydrocarbons into high quality liquid products like gasoline or diesel fuel, otherwise produced from crude oil []. GTL products are colorless and odorless hydrocarbons with very low level of impurities. Refineries can also use GTL to convert some of their gaseous hydrocarbon waste products into valuable fuel oil which can be used to generate income. The worlds first commercial GTL plant was opened by Shell in Bintulu, Malaysia in 1993. In 2011, the largest GTL plant, Pearl GTL was opened in Qatar [Shell Global]. Figure 1 in the Appendix shows all operating GTL plants and their corresponding locations on the world map. 1.2. GTL Origin In 1920s, when Germany found itself short of petroleum but with ample reserves of coal, GTL and Coal-to-Liquids (CTL) technologies were pioneered using a process known as Fischer-Tropsch (F-T) synthesis (Heng et al. 2004). Methanol-to-gasoline (MTG), Mobils synthetic gasoline process, based on the transformation of methanol to hydrocarbons using zeolite catalysts, was the first major synfuel process development in half a century since the development of the Fischer-Tropsch process (Frerich J. Keil, 1998). 1.3. Gas-to-Liquid (GTL) technology Gas to Liquids (GTL) is a refinery process that converts gas or other gaseous hydrocarbons into products with longer carbon chains. Gasoline and diesel fuel are classic examples. Gases with a high concentration of methane are transformed into liquid synthetic fuels following two methods: direct transformation using processes without the presence of catalysts that convert methane to methanol or by using syngas as a midway product, such as in the Fischer Tropsch, Syngas to Gasoline Plus and Mobil processes. This project will focus on designing a small scale Syngas to Gasoline (STG) plus plant that uses methane rich natural gas as feed and converts it to high quality gasoline and other products. 2.0. Syngas-to-Gasoline plus (STG+) process STG+ process was derived from the MTG (Methanol-to-Gasoline) process, which was developed by Mobil in the 1970s. This technology directly converts natural gas-derived syngas into drop-in gasoline and jet fuel through a catalytic thermo-chemical single-loop process that minimizes complexity, improves product quality and yield. The plus in STG+ stands for the alternate end products yielded by the process. The STG+ technology is currently operating by Primus Green Energy company in Hillsborough, New Jersey at pre-commercial scale with a production of 100,000 gallons (approximately) of distinct quality gasoline per year from natural gas with surpassed performance of the STG+ system and catalyst and 720 hours of continuous operation. The STG+ process consists of the following operating steps in one continuous process loop. It comprises of Syngas generation by steam reforming method, four fixed bed reactors in series and a two phase separator. Figure 1: Schematic sketch of the STG+ system (from Primus Green Energy TM) 2.1. Syngas Generation by Steam reforming method The first step in the STG+ process is to convert the natural gas feed into syngas or synthesis gas which is an intermediate gas feed for many different petrochemical processes. This processing basically removes contaminants, such as mercaptans, sulfides, mercury and any others that can compromise the various catalysts performance that are used in the STG+ reactors before it is fed to the syngas generation unit. Either partial oxidation or steam reforming processes are used for syngas production. Steam reforming process is widely used to generate syngas for feedstock in different petrochemical processes. A mixture of hydrogen, carbon monoxide, carbon dioxide, and unconverted methane and steam are formed when methane reacts with steam in the presence of a catalyst such as Nickel or Rhodium at high temperature (800-1000 C), high pressure (20-40 bars) and steam-to-carbon ratio varying between 1.8 and 4 in the steam reforming process which is highly endothermic in nature (Mbodji et al., 2012). The possible reactions are: The steam methane reforming reaction (SMR) CH4 + H2O à ¢Ã¢â‚¬ ¡Ã¢â‚¬Å¾ CO + 3H2 [ΆH = +206 kJ mol-1] (strongly endothermic).. (1) The water-gas shift (WGS) CO + H2O à ¢Ã¢â‚¬ ¡Ã¢â‚¬Å¾ CO2 + H2 [ΆH = -41 kJ mol-1] (moderately exothermic) . (2) The product from the reformer depends on the operating pressure temperature, composition of the feed gas, and the proportion of steam fed to the reactor. The thermodynamics and kinetics of the reaction within the reformer decides the amount of carbon monoxide in the final product from the steam reformer (Larminie Dicks, 2000). 2.2. Reactor 1 (Methanol Synthesis) Centrifugal compressors are used to compress the syngas from reforming unit which enters the reactor 1 containing copper zinc as catalyst and the following reaction occurs. 2H2 + CO à ¢Ã¢â‚¬ ¡Ã¢â‚¬Å¾ CH3OH [ΆH = -92 kJ mol-1] .. (3) Due to the exothermic nature of the reactions, low temperatures favor conversion to methanol and pre-heating of the reactant gas and heating of the boiler feed water are done by this excess heat. The position of the equilibrium depends on the pressure and temperature. The methanol formation is favored by increase in pressure. 2.3. Reactor 2 (Dimethyl Ether (DME) Synthesis) After the crude methanol from reactor 1 is preheated, vaporized and then superheated between 300-320oC in a series of heat exchangers, it is then sent to the dimethyl ether (DME) reactor containing a dehydration catalyst (alumina) where methanol is partially dehydrated to an equilibrium mixture of DME, water and methanol which is a reversible and exothermic reaction. 2CH3OH à ¢Ã¢â‚¬ ¡Ã¢â‚¬Å¾ CH3OCH3 + H2O . (4) 2.4. Reactor 3 (Gasoline Synthesis) In reactor 3, in presence of catalyst the product gas from reactor 2 converts to hydrocarbons including paraffins (alkanes), aromatics, naphthene (cycloalkanes) and olefins (alkenes), mostly from C6 to C10. 2.5. Reactor 4 (Gasoline Treatment)    To have high octane number for synthetic gasoline and desirable volumetric properties, the product from reactor 3 is treated in reactor 4 to reduce the durene (tetra methylbenzene), Iso durene and tri methylbenzene components which have high freezing points. 2.6. Separator Finally, in the reactor 4 two or three phase separation is done to obtain synthetic gasoline comprised of paraffins, aromatics and naphthene, non-condensed gas and water. The non-condensed gas is recycled back to the feed stream for reactor 1 and water is recycled back to the Steam Reformer (Syngas Generation Unit). 3.0. Why STG+? The previous group responsible for GTL used the conventional GTL technology called Fisher Tropsh (FT) in their simulation process. Fischer-Tropsch (FT), which is a technology developed in early 1920s, converts gas into liquid hydrocarbons mainly diesel through a very complex process. While there have been significant improvements on the efficiency and technology of the Fisher-Tropsch process, the industry is in an urgent need of new technologies capable of converting as much gas as possible into liquid fuels in a cheaper and more efficiently manner. As consequence, we decided to apply for our project the novel process called STG+ developed by Primus Energy. The main product of STG+ is gasoline as opposed to diesel. Since the most demanded liquid fuel in Canada, especially in Alberta, is gas, we decided not use FT or any new technology producing diesel. STG+ has numerous advantages over the conventional GTL techniques such as: lower operating and capital costs, higher production, bett er product quality and faster delivery times. The rival technology of STG+ is ExxonMobils MTG process. However, ExxonMobils MTG process has a greater environmental impact and it is not very cost-effective. STG+ process was designed to correct some inefficiencies in the ExxonMobil process . The main correction is the integration of the reactors in a single-loop that increases the production and yields a higher quality of the gasoline with a less environmental impact A key example is integration of the reactors in the STG+ process. 4.0. Project Design/Simulation 4.1. Flowchart Description The lists of components that are considered in the simulation for the STG+ process and the yields in mass base for the fourth reactor (Keil, 2012) are shown in the Appendix (Table 1). The flowchart developed for the STG+ process is shown in the fig. 2 of Appendix. A brief explanation of the flowchart will be done now. First, our feedstock is basically the natural gas. For simplification purposes, our feed of natural gas is basically methane. Another feedstock that this process will have is fresh water. The water will be heated in a heat exchanger (HE-01) and will be mixed with the methane to enter the first reactor (R-01). In this reactor, carbon monoxide, carbon dioxide and hydrogen will be produced, as explained above. The fractional conversion in the first reaction is 83.4% of the methane, the limiting reactant. The conversion in the second reaction is 6% of the carbon monoxide (Choudhary et al, 1992). The exit stream of the reactor R-01 is cooled in a heat exchanger (HE-02), enters a compressor (CP-01) to increase the pressure for the second reaction process and, finally, enters another heat exchanger (HE-03) to adjust the temperature for the ideal temperature in reactor R-02. The operating conditions of this reactor are 69 bar and 380ƚ °C (Wood et al, 2012). In it, basically, the syngas will be consumed to form methanol. The fractional conversion of this reaction is 63.7% of carbon monoxide (Lebarbier et al, 2012). The exit stream of reactor R-02 will pass through a heat exchanger (HE-04) to adjust the temperature of the mixture to enter reactor R-03. The methanol will form dimethyl ether (DME) and water. The operating conditions of this reactor are 12 bar and 325 °C (Wood et al, 2012). The fractional conversion of the methanol for this process is 76% (Kasaie et al, 2010). The stream that comes out of reactor R-03 passes through a heat exchanger (HE-05) to reduce its temperature and then enters a liquid-vapor flash vessel (FV-01). The dimethyl ether along with the non-polar components will come out in the gas stream, while the water will come out in the bottom or liquid stream, which can be sent to the effluent treatment plant. The gas stream will pass through a compressor (CP-02) and then through a heat exchanger (HE-06) to adjust the temperature and pressure for the fourth reaction process in reactor R-04. Basically, in this reactor, the dimethyl ether will be dehydrated in order to break down its molecule into -C2H4- radicals, which will be combined to form bigger molecules, as explained above. Since the reaction process is complex and the number of reactions is big, the stoichiometry of the process will be very complicated. Therefore, this paper only shows the yield in mass basis of each component formed in reactor R-04 (yield per unit mass of tota l feed of components that are not listed as inerts) (Aspentech Support Technology, 2001). Since only the dimethyl ether (DME) is a reactant in reactor R-04, all of the other compounds that enter reactor R-04 are considered inerts. The exit stream of reactor R-04 will pass through a compressor (CP-03) and through a heat exchanger (HE-07) to adjust the pressure and temperature for the last flash vessel (FV-02). This flash vessel is a liquid-liquid-vapor separator that will separate on the top the gas and lightest products. The middle liquid stream will be the gasoline formed (main stream) and the bottom liquid stream will be the water that was formed in the reactor R-04 and must be removed. The gas stream can be sold to an industry that processes gas phase hydrocarbons, while the water removed can be sent to the effluent treatment plant. 4.2. Thermodynamic Model and Simulation Considerations The simulation of the STG+ process was developed in the software Aspen Plus ® version 7.2. In our simulation, we chose the GRAYSON model, because it was developed for systems consisting of hydrocarbons, such as carbon dioxide and hydrogen sulfide. This method should return good results for temperatures in the range of 60 °F to 800 °F and pressures up to 3000 psia (Aspentech Support Technology, 2001). Since our process contains hydrogen and all the temperatures of the streams are within this temperature range, we can use the GRAYSON model (Aspentech Support Technology, 2001). The first three reactors (R-01, R-02 and R-03) were modeled in Aspen Plus as RSTOIC reactors since only fractional conversions and stoichiometry were considered for them. The last reactor (R-04) was modeled as an RYIELD reactor. In this model, the input data that is required consists of the outlet temperature and pressure of the reactor, as well as the yield values for the components that are products of the reaction process. 4.3. Assumptions adopted in the simulation Natural gas feed consists only of methane; We used only flash drums to perform the separation of the components after the reactions. The gasoline yields only consist of paraffins, olefins, aromatics and cyclic hydrocarbons from C2 to C11. Fractional conversions and stoichiometry are only considered for the first three reactors and no kinetic parameters for the reaction processes and catalyst deactivation are considered due to lack of data. Even though the STG+ process is well known for the loop which defines the efficiency of the process, due to lack of data on fractional conversions for C2-C11 compounds, we restricted our simulation till gasoline production and planned to sell our product (Gasoline and Natural Gas) to the other parties who are in charge of any post treatment required. Since we are not including the durene/Isodurene in our output, the Gasoline treatment reactor is not considered. 5.0. Economic Evaluation In order to evaluate the economics of the project, a cash flow analysis is made based on the following considerations: Our business model consider buying treated natural gas to be used as both feedstock and fuel gas (we dont pay royalties because we are not producing it), paying for electricity consumption; and revenues come from gasoline and natural gas sales. Two years for construction and 20 years of operations. 340 days of production per year. Analysis in constant American dollars of January 2017, exchange rate of 1.30 CAD to USD. Annual non-fuel operating and maintenance cost equal to 3.6% (Haro P. et al ,2013) of total capital expenditures. Corporate income tax rate equal to 28%. Electricity consumption, fuel gas required, flow rates (feed and products) from the simulation model. Current prices for gasoline, natural gas and electricity in Alberta, taken from Alberta Energy websites. Capital Cost Allowance (CCA) with a half year rule is considered for tax calculation purpose according to Alberta legislation. Discount rate 10%. Capital expenditure (CAPEX) for syngas generation is estimated using figures for a known plant (Yang Ogden, 2005) and the following equation to take into account the different capacities. . (5) Where, Cx = capital cost for a plant of size x (Sx), Cb = capital cost of the known plant of size b (Sb). CAPEX related to the STG+ process itself is estimated based on the ratio given by Primus Green Energy (company proprietary of the STG+ technology) that syngas generation typically represents 60% of total capital cost for commercial-scale plant and the STG+ process itself represents the other 40%. Two scales are considered: 10 MMSCFD of natural gas in the feed for comparison purpose with the previous years group and 62.5 MMSCFD of natural gas in the feed to evaluate the influence of the scale on the economic indicators. The economic indicators of the project are summarized in the following table: Feed Gas Flow rates (MMSCFD) 10 62.5 Net Present Value NPV @10% (million $) 14.66 371.86 Internal Rate of Return IRR 12.12% 22.87% Profit to Investment Ratio PIR 0.14 0.97 Breakeven price for Gasoline (CAD/L) 0.91 0.62 Table 1: Economic Indicators for project evaluation (Detail calculation in Appendix) Finally, a sensitivity analysis is made to see the influence of different variables: natural gas price, electricity price, gasoline price and capital cost on the NPV of the project. For these, all variables are changed +10% and -10% and the NPV are calculated. Results shown in the fig. 2 correspond to the case with 62.5 MMSCFD in the feed. However, it is the same trend in both cases: Figure 2: Sensitivity Analysis for case 62.5 MMSCFD It can be concluded that the project is economically feasible and the variable that impact the most the economics of the project is the gasoline price. 6.0. Recommendations We recommend considering the fractional conversions for C2-C11 compounds in reactor 1 to have a better picture of STG+ with its close loop process. A thorough composition analysis for gasoline in the fourth reactor gives more realistic results. There is much scope to extend our work by adding gasoline treatment and distillation column (instead of flash drum for more efficient separation) with proper chemical reactions and stoichiometric fractional conversions and kinetics to improve the market value of our product. There is possibility for considering more components in the feed gas till C5-C6. In our model, due to lack of data, we focused on chemical reactions and stoichiometric fractional conversions. There is scope for more efficient designing by working on catalyst cycle life. 7.0. Conclusion The 21st century is witnessing the establishment of a new global business based on natural gas processing. As a consequence, the gas-to-liquids (GTL) industry is becoming increasingly important as it is getting more difficult to find and extract new oil reserves as well as the presence of more environmental restraints. This is why we decided to apply the new STG+ process technology in our project to demonstrate its efficiency in the conversion of methane to gasoline. As previously stated, we decided to differ from the previous group process, mainly because its technology is old and their product is diesel as opposed to STG+ process which is a novel technology and its product being gasoline, which is more demanded in Canada. We chose to do the simulation of a small scale GTL plant that processes 10 MMSCFD of methane, producing 672 bbld, which resulted in an economically viable process. The economic indicators showed that, by increasing the production of gasoline, the profit would incr ease significantly (proven with the case 0f 62.5 MMSCFD). In conclusion, STG+ might be indeed successful and profitable in Alberta if there is a reliable source of natural gas and good market conditions. 8.0. References Alberta energy website.http://www.energy.alberta.ca/NaturalGas/1316.asp. Accessed on March 16th, 2017. Alberta energy website.http://www.energy.alberta.ca/Electricity/679.asp. Accessed on March 16th, 2017. Aspentech Support Technology, Inc.; Aspen Physical Property System 11.1; Cambridge, MA, September 2001. Choudhary V. R., Rajput A. M., Prabhakar B; Low temperature oxidative conversion of methane to syngas over NiO-CaO catalyst; Chemical Engineering Division; National Chemical Laboratory, India, May 1992. Haro P, Trippe F, Stahl R, Henrich E. Bio-syngas to gasoline and olefins via DME: A comprehensive Techno-economic assessment; Apple Energy; 2013; volume 108; page no.: 54-65. Heng H.C., Idrus. S; The future of gas to liquids as a gas monetization option; Journal of Natural Gas Chemistry 13, 2004; pages 63-70. http://www.albertagasprices.com/index.aspx?fuel=C . Accessed on March 16th, 2017. Kasaie M., Sohrabi M.; Kinetic Study on Methanol Dehydration to Dimethyl Ether Applying Clinoptilolite Zeolite as the Reaction Catalyst; Chemical Engineering Department, Amirkabir University of Technology, Tehran, Iran, January 2010. Keil, Frerich J.; Methanol-to-hydrocarbons: process technology; Department of Chemical Engineering, Technical University of Hamburg-Harburg, Hamburg, Germany, July 1998; page 49. Larminie, James, Dicks, Andrew; Fuel Cell Systems Explained; West Sussex, U.K.: John Wiley Sons; 2000. Lebarbier V. M., Dagle R. A., Kovarik L., Adarme J. A. L., King D. L., Palo D. R.; Synthesis of methanol and dimethyl ether from syngas over Pd/ZnO/Al2O3 catalysts; Richland, USA, June 2012. Mbodji M., Commenge J.M., Falk L., Di Marco, Rossignol F., Prost L., Valentin S., Joly R., Del-Gallo P. Steam methane reforming reaction process intensification by using a milli structured reactor: Experimental setup and model validation for global kinetic reaction rate estimation, Chemical Engineering Journal, vol. 207-208, pages 871-884. Primus Green Energy website (http://primusge.wpengine.com/press-room/white-papers/), Accessed in March 2017. Shell Global Website (http://www.shell.com/energy-and-innovation/natural-gas/gas-to-liquids.htm), Accessed March 05, 2017. Wood, David A., Nwaoha C., Towler, Brian F; Gas-to-liquids (GTL): A review of an industry offering several routes for monetizing natural gas; Journal of Natural Gas Science and Engineering, Volume 9, November 2012. Yang, Christopher; Ogden, Joan M. (2005).Analyzing Natural Gas Based Hydrogen Infrastructure Optimizing Transitions from Distributed to Centralized H2 Production; Institute of Transportation Studies; UC Davis. 9.0. Appendix Component in Aspen Plus ® Component name Formula Mass yield METHANE Methane CH4 - METHANOL Methanol CH4O - CO Carbon monoxide CO - CO2 Carbon dioxide CO2 - H2O Water H2O - ETHER Dimethyl ether C2H6O - H2 Hydrogen H2 - OCTANE n-Octane C8H18 3.582 HEXANE n-Hexane C6H14 2.702 HEPTANE n-Heptane C7H16 3.142 NONANE n-Nonane C9H20 4.022 DECANE n-Decane C10H22 4.462 N-C11 n-Undecane C11H24 24.602 N-C5 n-Pentane C5H12 36.078 OXYGEN Oxygen O2 47.549 ETHANE Ethane C2H6 4.901 PROPANE Propane C3H8 45.691 N-BUTANE n-Butane C4H10 69.321 ISOC4 Isobutane C4H10 101.615 ISOC5 2-Methyl-butane C5H12 75.269 ISOC6 2-Methyl-pentane C6H14 34.921 ISOC7 2,2-Dimethylpentane C7H16 3.137 ISOC8 2,2-Dimethylhexane C8H18 1.690 ISOC9 2-Methyloctane C9H20 0.491 ISOC10 2-Methylnonane C10H22 37.092 AROMC6 Benzene C6H6 4.024 AROMC7 o-Xylene C8H1

Edna as a Metaphorical Lesbian in Chopin’s The Awakening Essay

Edna as a Metaphorical Lesbian in Chopin’s The Awakening Elizabeth LeBlanc places The Awakening in an interesting context in her essay â€Å"The Metaphorical Lesbian,† as gender criticism must, for Chopin wrote the novel at the end of the 19th century, when homosexuality as an identity emerged culturally, at least in terms of the gay male identity, as proffered by Oscar Wilde across the Atlantic. Lesbianism, too, started to make its debut on the cultural stage, particularly in literature. However, although lesbianism started to emerge during Chopin’s lifetime, it seems doubtful that it played any formative role for Edna’s characterization. Yet gender criticism often requires a reading of a text in light of gender and sexuality regardless of authorial â€Å"intent.† LeBlanc wisely stops short of calling Edna an authentic lesbian, instead appropriating Bonnie Zimmerman’s â€Å"metaphorical lesbian† by which a character â€Å"engages in a variety of woman-identified practices that suggest but stop sh ort of sexual encounters,† often falling into the continuum of female-centered relationships as identif...

Shakespeare In Love Essay -- Movie Film Movies Essays

Shakespeare In Love with Queen Elizabeth "Shakespeare In Love" dominated the Oscars in 1998 bringing home seven academy awards including best picture. At Consumnes River College, a film professor argued to his class that "Saving Private Ryan" should have won the award. The whole class, which I attended, obediently agreed. Only after studying Renaissance literature, I realize our mistake. "Shakespeare In Love" accurately portrays Renaissance England and the birth of English drama, which is the ancestor of American motion picture. Its combination of screenplay and acting accurately portrays the important figures surrounding young Elizabethan drama. However, despite representations of Will Shakespeare, Kit Marlowe, and Ned Allen, perhaps the most dazzling representation is of Queen Elizabeth. Even though the Queen’s character does not consume a leading role, England’s greatest monarch resonates throughout the film. One aspect of the film that proves this and pays homage to Queen Elizabeth is its fictionalized her oine, whose life coincides with that of England’s heroic Queen. Much of the audience may assume that Gwyneth Paltrow’s star character, Viola, merely symbolizes William Shakespeare’s "Juliet." However, the film’s original screenplay clearly establishes a link between Elizabeth’s character and Viola’s. First of all, both possess keen wit uncommon to woman of the era, which they use to belittle the male sex. When an aristocratic male attempts to court Viola and says that he has spoken to her father, she replies, "So my Lord, I speak with him everyday." (Shakespeare) This comical scene alludes to Viola’s quick wit and confidence, which symbolizes those attributes of the Queen. When Viola argues with the queen that playwrigh... ... The film inevitably becomes more interesting as the parallels between Viola and the Queen are drawn. Viola’s character represents the Queen’s courage, wit, and tragic love and other qualities. Furthermore, the fact that the Queen institutes poetry and art into her court illustrates her courage to rebel against the classic philosopher Plato who said, "Hymns to the gods and praises of famous men are the only poetry which ought to be admitted into [the ideal] state." (Plato 13) Because Queen Elizabeth believes in the power of art and since it flourished to America, it is fitting that modern art should honor her. This one aspect of "Shakespeare In Love" that honors England’s greatest monarch is a fabulous stroke of creativity. However, it is just one reason why the film deserves "best picture," for it contains other essential keys that also unlock Renaissance England.

Journey To Self-Destruction in Ken Keseys One Flew Over the Cuckoos Nest :: One Flew Over Cuckoos Nest

Journey To Self-Destruction in One Flew Over The Cuckoo's Nest In One Flew Over The Cuckoo's Nest, the character of Randle P. McMurphy undergoes a gradual journey towards self-destruction. His actions go from the minuscule, such as changing minor ward policies, to the act of trying to strangle Nurse Ratched. All of his actions, minor and major, lead to his self-destruction. He continues this behavior even after he discovers he's only hurting himself with his actions. McMurphy begins by protesting minor but significant defects of the ward policies. When he first arrives, he runs around in nothing but a towel and provokes shock and anger from the Big Nurse. His actions let the nurses and patients know that he won't simply sit back and take the staff's cruel treatment to get the patients to conform quietly and without protest. He begins to gamble with the patients, first for cigarettes and eventually for IOUs, despite the nurse's rule of no gambling on the ward for money (Kesey 102). He also convinces the spineless Dr. Spivey to allow the patients to open up a separate day room for their card games. He uses the doctor to implement these changes, which aggravates the nurse because it takes away her power. The resentment between McMurphy and Nurse Ratched continues to build. McMurphy brings about all these changes before he realizes one vital fact: Nurse Ratched is the sole determiner of how long he must stay in the ward. He's watching television while everyone else is completing their chores. The nurse says to him, "You're committed, you realize. You are ... under the jurisdiction of me...the staff...Under jurisdiction and control-" (138). The nurse also says, "Keep in mind that Mr. McMurphy is committed. The length of time he spends in this hospital is entirely up to us" (150). McMurphy relaxes slightly; however, he eventually continues to harass the nurse, despite his knowledge that she dictates the length of his confinement (Waldmeir 425). He crosses the line and throws a party on the ward in the middle of the night, bringing in two prostitutes and intoxicating the patients with a mixture of cherry flavored alcohol and codeine cough syrup. He does so knowing that he will face consequences for this event. However, he feels he must continue this self-destruction in order for the other patients to find themselves and their sense of freedom ( 427).

A Famous Metaphysical Poet Essay

Andrew Marvell was a famous Metaphysical Poet. Marvell lived from 1621 to 1678 and made a few accomplishments, his poem has unique style and theme for his time, and his poem contains a deep analysis. He wrote several love poems; â€Å"To His Coy Mistress† was one of his most unusual poems for the time in history which he lived. Born on March 31, 1621, in Winestead-in-Holderness, Yorkshire, England Marvell was the son of an Anglican clergy man. He attended Hull Grammar school, and at the age of 12 began college at Cambridge University. He earned his bachelor’s degree in 1638, but it is believed that he stayed at Cambridge until 1641 for a master’s degree. Not much is known about Andrew Marvell’s life; though scholars do know in the 1650s he had a part in the English Government. In 1657 He was appointed Assistant Latin Secretary to the Council of the state; in 1659 he concentrated more on political satire and stopped writing poetry. During Marvell’s life time England’s government had some surprising changes. Monarchy and parliament worked together, but King James I did not have the skill to manage a country, but the government gained more issues when his son, Charles I succeeded him. King Charles I was overthrown and beheaded. England wanted to establish a new government, after doing so; Charles II was made King of England. Marvell died on August 16, 1678 due to a fever. â€Å"While he is not thought to be married, shortly after his death, a woman claiming to be his widow published a volume of his poetry† (Ruby 276). He was one of the chief wits and satirists, a Puritan, and a public defender of individual liberty during his time. Today he is just known for his poetry. (Margoliouth, Sackville-West, Hunt, Murray, Toliver, Legouis, Wallace, Friednreich, Donno. 1) In the 1600s Marvell’s poem â€Å"To His Coy Mistress† was seen as â€Å"obscene and obscure† because of his message in the poem, and the control the church had over the people. Marvell is considered to have been a carpe diem writer, and sometimes described as a metaphysical poet. Carpe diem means the writing style encourages a reader to â€Å"seize the day† because life is short; Metaphysical poets use many unique metaphors and were very appreciated for their originality. Jeffrey Karon states â€Å"To His Coy Mistress† may be one of Marvell’s most destructive poems. â€Å"Its strength is that having turned against itself in the expected manner of ironic poems, it then turns against its own internal objections† (Karon par. 39). In the poem, the speaker describes how he could worship his mistress forever; however part two the tone shifts to time rushing past and the mistress’s physical beauty being wasted away with it. The speaker wants to beat time and enjoy his mistress’s company. There are many different themes in â€Å"To His Coy Mistress† such as time, love, passion, seduction, beauty, and death. This poem is of forty-six lines, and three paragraphs dividing up the rhyming couplets. Marvell used personification, hyperboles, and very bizarre metaphors. The speaker is speaking to his mistress in a rhetorical situation. He passionately describes his love for her and there is not enough time to live to show her how beautiful she is, and how great his love is for her. He wants his love with his mistress to go further by getting intimate with each other, although she wants to save her virginity due to her religious views with the church. He informs her if their love is true and they are in love, they should further their relationship. The woman is said to be coy because she is taking too much time, and time doesn’t stop for anyone. â€Å"’To His Coy Mistress’ is a sublime example of a carpe diem poem, a Latin phrase meaning ‘seize the day’† (Adams par. 8). The first two lines of the poem the main theme, time, is introduced to the reader. It is basically saying life passes quickly and one should not waste their youth, that they should â€Å"seize the day. † The first paragraph of the poem the speaker describes how life is too short for them to waste time. He uses exotic metaphors such as, â€Å"vegetable love† to describe how long he could love his mistress. Beginning at line seven until line eighteen he uses hyperboles to describe the amount of years he could love her and devote to worship her. He describes her physical attractiveness and how long he could love every part of her body and of course her heart. In paragraph two the speaker goes from speaking of his love for his mistress to imagining her grave. He speaks of time as the driver in a chariot hurrying closer to them; he uses â€Å"hurrying† to the show the distress of the little time they have. A few lines down in this paragraph, he describes to his mistress her virginity will eventually over time mean nothing, and when she dies it will be an unusual and worthless treasure. In the first few lines of third and final paragraph the speaker describes his mistress as â€Å"morning dew† saying she is young and her skin a healthy glow just like the dew over the grass in the early morning. Another exotic metaphor he uses is â€Å"birds of prey. † He and his mistress are the birds, and they are preying on time. They want to eat and not be eaten. The speaker finally breaks through and wins his mistress over using the last few lines of the poem. He is saying to her they should take every part of themselves, the strong, the sweet, and the vulnerable, roll it up into a ball and come together as one to beat time. Since they cannot make the sun stay still they will race with him, the speaker using personification and making the sun seem like a person literally racing with him. Marvell was not acknowledged for his unique, but brilliant poems until after his death, he changed the meaning of Metaphysical Poet. Marvell made a few accomplishments, his poems usually had unique style and theme for his time, and his poem contains a deep analysis. This could be a perfect poem for someone interested in love poems with deep meaning.

Literary Genre Essay

Literary genres are determined by literary technique, tone, content and by critics’ definitions of the genres. A literary genre is a category, type or class of literature. Major forms of literature The major forms of Literature are: * Novel * Poem * Drama * Short story * Novella Various forms of literature are written in and further categorized by genre. Sometimes forms are used interchangeably to define genre. However, a form, e. g. , a novel or a poem, can itself be written in any genre. Genre is a label that characterizes elements a reader can expect in a work of literature. The major forms of literature can be written in various genres. Classic major genres Genre is a category characterized by similarities in form, style, or subject matter. The classic major genres of Literature are: * Drama * Romance * Satire * Tragedy * Comedy * Tragicomedy Genre categories: fiction and nonfiction Genre may fall under one of two categories: Fiction and Nonfiction. Any genre can be either: a work of Fiction (nonfactual descriptions and events invented by the author) or a work of Nonfiction (a communication in which descriptions and events are understood to be factual). Common genres: fiction Subsets of genres, known as common genres, have developed from the archetypes of genres in written expression. The common genres included in recommended Literature from kindergarten through Grade Twelve by the CaliforniaÃ'Ž Department of Education are defined as:[1] * Drama – stories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action * Fable – narration demonstrating a useful truth, especially in which animals speak as humans; legendary, supernatural tale * Fairy tale – story about fairies or other magical creatures, usually for children * Fantasy – fiction with strange or other worldly settings or characters; fiction which invites suspension of reality * Fiction narrative – literary works whose content is produced by the imagination and is not necessarily based on fact * Fiction in verse – full-length novels with plot, subplot(s), theme(s), major and minor characters, in which the narrative is presented in (usually blank) verse form * Folklore – the songs, stories, myths, and proverbs of a people or â€Å"folk† as handed down by word of mouth * Historical fiction – story with fictional characters and events in a historical setting * Horror – fiction in which events evoke a feeling of dread and sometimes fear in both the characters and the readerÃ'Ž * Humor – Usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause intended laughter; but can be contained in all genres * Legend – story, sometimes of a national or folk hero, that has a basis in fact but also includes imaginative material * Mystery – fiction dealing with the solution of a crime or the unraveling of secretsÃ'Ž * Mythology – legend or traditional narrative, often based in part on historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods * Poetry – verse and rhythmic writing with imagery that creates emotional responses * Realistic fiction – story that is true to lifeÃ'Ž * Science fiction – story based on impact of actual, imagined, or potential science, usually set in the future or on other planets * Short story – fiction of such brevity that it supports no subplots * Tall tale – humorous story with blatant exaggerations, swaggering heroes who do the impossible with nonchalance Common genres: nonfiction * Biography/Autobiography – Narrative of a person’s life. A true story about a real person. * Essay – A short literary composition that reflects the author’s outlook or point. * Narrative nonfiction – Factual information presented in a format which tells a story. * Speech – Public address or discourse. * Textbook – Authoritative and detailed factual description of a topic. Literary fiction vs. genre fiction Literary fiction is a term used to distinguish certain fictional works that possess commonly held qualities that constitute literary merit. Genre works are written with the intent of fitting into a specific literary genre in order to appeal to readers and fans already familiar with that genre. Literary fiction may fit within a classification of market fiction, but also possesses generally agreed upon qualities such as â€Å"elegantly written, lyrical, and †¦ layered† that appeals to readers outside genre fiction. Literary fiction has been defined as any fiction that attempts to engage with one or more truths or questions, hence relevant to a broad scope of humanity as a form of expression. There are many sources that help readers find and define literary fiction and genre fiction. Literary element A literary element is an element found in the whole works of literature. Literary elements are not â€Å"used† by all authors; instead, they exist inherently in forms of literature and are derived by the readers of a work in question. [1] This distinguishes them from literary techniques, which are less universal and are used intentionally rather than being emergent characteristics of a literary work. For example, characterization, conflict, setting, and point of view would be considered literary elements, whereas irony or foreshadowing are considered literary techniques. Literary elements are most frequently used to help discussion on a work or better understand a work of literature. For instance, the New York State Comprehensive English Regents Exam requires that students utilize and discuss literary elements relating to specific works in each of the two essays,[2] much like many other state-level high school exams nationwide. Literary elements  * antagonist * archetype (prototype/original/classic/model) * characterization * climax * conflict * dialogue * diction * denouement (resolution) * dramatic structure * falling action * language * mood * moral * motif (feature/recurring design) * narrative mode (point of view) * narrative structure * Peripheral (minor/not a central important)Ã'Ž * plot * protagonist * rising action * setting * speaker * syntax * theme * Tone * Literary Analysis: Using Elements of Literature Students are asked to write literary analysis essays because this type of assignment encourages you to think about how and why a poem, short story, novel, or play was written. To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance. Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below. You’ll just need to use the original text to defend and explain your argument to the reader. Allegory – narrative form in which the characters are representative of some larger humanistic trait (i. e.greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life. Although allegory was originally and traditionally character based, modern allegories tend to parallel story and theme. * William Faulkner’s A Rose for Emily- the decline of the Old South * Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde- man’s struggle to contain his inner primal instincts * District 9- South African Apartheid * X Men- the evils of prejudice * Harry Potter- the dangers of seeking â€Å"racial purity† Character – representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction * Protagonist – The character the story revolves around. * Antagonist – A character or force that opposes the protagonist. * Minor character – Often provides support and illuminates the protagonist. * Static character – A character that remains the same. * Dynamic character – A character that changes in some important way. * Characterization – The choices an author makes to reveal a character’s personality, such as appearance, actions, dialogue, and motivations. Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character’s history, what the reader is told (and not told), and what other characters say about themselves and others. Connotation – implied meaning of word. BEWARE! Connotations can change over time. * confidence/ arrogance * mouse/ rat * cautious/ scared * curious/ nosey * frugal/ cheap Denotation – dictionary definition of a word Diction – word choice that both conveys and emphasizes the meaning or theme of a poem through distinctions in sound, look, rhythm, syllable, letters, and definition Figurative language – the use of words to express meaning beyond the literal meaning of the words themselves * Metaphor – contrasting to seemingly unalike things to enhance the meaning of a situation or theme without using like or as * You are the sunshine of my life. * Simile – contrasting to seemingly unalike things to enhance the meaning of a situation or theme using like or as * What happens to a dream deferred, does it dry up like a raisin in the sun * Hyperbole – exaggeration * I have a million things to do today. * Personification – giving non-human objects human characteristics * America has thrown her hat into the ring, and will be joining forces with the British. Foot – grouping of stressed and unstressed syllables used in line or poem * Iamb – unstressed syllable followed by stressed * Made famous by the Shakespearian sonnet, closest to the natural rhythm of human speech * How do I love thee? Let me count the ways * Spondee – stressed stressedÃ'Ž * Used to add emphasis and break up monotonous rhythm * Blood boil, mind-meld, well- loved * Trochee – stressed unstressed * Often used in children’s rhymes and to help with memorization, gives poem a hurried feeling * While I nodded, nearly napping, suddenly there came a tapping, * Anapest – unstressed unstressed stressed * Often used in longer poems or â€Å"rhymed stories† * Twas the night before Christmas and all through the house * Dactyls – stressed unstressed unstressed * Often used in classical Greek or Latin text, later revived by the Romantics, then again by the Beatles, often thought to create a heartbeat or pulse in a poem * Picture yourself in a boat on a river, With tangerine trees and marmalade skies. The iamb stumbles through my books; trochees rush and tumble; while anapest runs like a hurrying brook; dactyls are stately and classical. Imagery – the author’s attempt to create a mental picture (or reference point) in the mind of the reader. Remember, though the most immediate forms of imagery are visual, strong and effective imagery can be used to invoke an emotional, sensational (taste, touch, smell etc) or even physical response. Meter – measure or structuring of rhythm in a poem Plot – the arrangement of ideas and/or incidents that make up a story * Foreshadowing – When the writer clues the reader in to something that will eventually occur in the story; it may be explicit (obvious) or implied (disguised). * Suspense – The tension that the author uses to create a feeling of discomfort about the unknown * Conflict – Struggle between opposing forces. * Exposition – Background information regarding the setting, characters, plot. * Rising Action – The process the story follows as it builds to its main conflict * Crisis – A significant turning point in the story that determines how it must end * Resolution/Denouement – The way the story turns out. Point of View – pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author’s intentions. * Narrator – The person telling the story who may or may not be a character in the story. * First-person – Narrator participates in action but sometimes has limited knowledge/vision. * Second person – Narrator addresses the reader directly as though she is part of the story. (i. e. â€Å"You walk into your bedroom. You see clutter everywhere and†¦Ã¢â‚¬ ) * Third Person (Objective) – Narrator is unnamed/unidentified (a detached observer). Does not assume character’s perspective and is not a character in the story. The narrator reports on events and lets the reader supply the meaning. * Omniscient – All-knowing narrator (multiple perspectives). The narrator knows what each character is thinking and feeling, not just what they are doing throughout the story. This type of narrator usually jumps around within the text, following one character for a few pages or chapters, and then switching to another character for a few pages, chapters, etc. Omniscient narrators also sometimes step out of a particular character’s mind to evaluate him or her in some meaningful way. Rhythm – often thought of as a poem’s timing. Rhythm is the juxtaposition of stressed and unstressed beats in a poem, and is often used to give the reader a lens through which to move through the work. (See meter and foot) Setting – the place or location of the action. The setting provides the historical and cultural context for characters. It often can symbolize the emotional state of characters. Example – In Poe’s The Fall of the House of Usher, the crumbling old mansion reflects the decaying state of both the family and the narrator’s mind. We also see this type of emphasis on setting in Thomas Mann’s Death in Venice. Speaker – the person delivering the poem. Remember, a poem does not have to have a speaker, and the speaker and the poet are not necessarily one in the same. Structure (fiction) – The way that the writer arranges the plot of a story. Look for: Repeated elements in action, gesture, dialogue, description, as well as shifts in direction, focus, time, place, etc. Structure (poetry) – The pattern of organization of a poem. For example, a Shakespearean sonnet is a 14-line poem written in iambic pentameter. Because the sonnet is strictly constrained, it is considered a closed or fixed form. An open or free form poem has looser form, or perhaps one of the author’s invention, but it is important to remember that these poems are not necessarily formless. Symbolism – when an object is meant to be representative of something or an idea greater than the object itself. * Cross – representative of Christ or Christianity * Bald Eagle – America or Patriotism * Owl – wisdom or knowledge * Yellow – implies cowardice or rot Tone – the implied attitude towards the subject of the poem. Is it hopeful, pessimistic, dreary, worried? A poet conveys tone by combining all of the elements listed above to create a precise impression on the reader.

Creative Writing – Happyness (Partial)

â€Å"Mother, I can not wait for school today!† At four years old I shouted this with excitement and glee, wonderful thoughts sprung into my mind and bounced around it like hot air in a balloon. Nothing could burst my bubble and I was determined to make a excellent impression on my new and caring teacher. It was my first day at primary school and I was to be introduced into reception. Miss Campsten, a young and friendly lady took my hand and led me into the strange yet curious room. I could see a dozen toddler faces gleaming up at me. It was all so inviting and fresh. Only then had I realised these were my new classmates. I scanned the room for a play mate and saw what I was sure was a sobbing boy. He moaned and groaned in the corner of the room behind a creaking wooden door. I shuffled slowly over and plucked up the courage to ask him â€Å"Will you play with me?† He twisted his head upwards to face me and smiled, I knew this was the start of a friendship which would seem to never end. Slowly but gradually he started to come out of his shell frequently talking to me like a shy tortoise. Playing in the deep and spacey sandpit was great. I used to pick up the sand and let it slide through my fingers acting as if it was a human sieve. Ben copied me and laughed at my stupid thinking in an amused matter. I did not really mind as long as it kept him happy. I was always confused about why he was so depressed that morning. The curiosity was biting at me like an impatient gnat. Miss Campsten explained, Ben, was suffering home sickness and had also been admitted that morning into school. At this age I did not believe this excuse, how could you be home sick at school? How could you not be excited?! I was buzzing like a bee around the classroom collecting worksheets and doing simple errands for Miss Campsten. It was overwhelming, I had no time to stop and think, learning numbers and the alphabet was challenging enough. Things were flowing nicely at school, new friends, great respect from my teacher and most of all a brilliant learning experience. The afternoon only just got better! We had taken a trip to the school gardens which led down a long, windy path to a greenhouse. The greenhouse was perfectly sound and stable with beautiful plants adorning it. The vast space inside was fascinating. Plant pots and crockery lay perfectly around the sides of the greenhouse on clear glass shelves. Ben and I screamed in delight! Delicately we picked an orchid to deliver as a gift to Miss Campsten, our teacher we were surprisingly fond with only after a few hours. The orchid embellished stunning features with its striking purple leaves and its long elegant stem. Perfection to a tee! â€Å"Home time children!† she said while clapping her hands enthusiastically. Oh no! The day had flown by in a flash. Ben and I exchanged grins of cheerful spirit because we had to explore so much more tomorrow.

Co-Education

Argumentative essay – Separate-Gender Classes in Co-Ed School is the best solution to the situation Nowadays, many parents are worrying about the amount of distractions that exist in co-ed schools, which directly affect their children's academic performance. This is simply due to the fact that there are chemical reactions when different genders spend time together. Consequently, there are a number of negative effects, for example, achieving bad academic performance and inappropriate relationship for children.While it cannot be denied that this issue will not disappear soon, I have analyzed two long run solutions. The first is assigning students in single-sex school and the other one is allocating them in single-sex classes in co-ed school. The second solution means putting all girls in one classroom and all boys in another, while they are in the same school. In the following essay, I will explain why assigning students in single-sex classes in co-ed school is the best solution to solve the issue that parents are worrying about.One point which I consider to be absolutely vital is the balance of subject-liking preference for both girls and boys. In other words, there are gender-typical subject preferences in both education systems: Single-sex school and Co-ed school. A British researcher has carried the research based on the attitudes of the students toward different subjects. â€Å"Students at co-ed schools tended to have gender-typical subject preferences: boys at co-ed schools liked math and science and did NOT like drama or languages, whereas boys at single-sex schools were more interested in drama, biology and languages.Likewise, girls at girls-only schools were more interested in math and science than were girls at co-ed schools† (Stables. 1990). Brian Walsh, who has been a principal at both boys' schools and co-ed schools, also made the observation: â€Å"Boys ordinarily do not even try to sing in a co-ed school, whereas they love choral sin ging in a boys' school; in the co-ed setting they make fun of French pronunciation, whereas in the single-sex setting they enjoy becoming fluent in French† (Riesman, 1990).There are gender-typical subject preferences in both single-sex schools and co-ed schools. However, this issue can be balanced by combining the ideas of single sex classes and co-ed school together in one school. In order words, implementing separated gender classes within a mixed gender school can actually balance the issue of subject-liking preference. There is a research carried by University of Cambridge can prove that separating students for some subjects help them to concentrate and improve their exam grades in the classes.Many girls and boys feel more at ease in such classes, feel more able to interact with learning and to show real interest without inhibition, and often achieve highly in all the performance† (‘Separate class needed for boys', 2005). Specifically, if we apply the second so lution to the school system – putting girls in one classroom and boys in another classroom in co-ed school, there are no or less gender-typical subject preferences. Different genders will try hard on the subjects that they don’t prefer to study as in co-ed school and in single sex school.For example, boys will be more likely to sing in the class and will also like mathematics and science as well as drama, biology and languages. Therefore implementing separated gender classes within a mixed gender school can not only balance the issue of subjects-liking preference, but also allowing children to become more well-rounded students, which I believe this is something most parents hope to see. There is less interaction between genders in a single sex school, which means it has less distraction for students than co-ed schools.However, in terms of social life, less interaction from different genders means less practical social abilities in daily life in single sex school. In or der to reduce this problem, a separate-gender classroom in a co-ed school system is the ideal solution. Therefore another benefit of having single-gender classroom within a co-ed school system is the self-development of students’ social skills. As in single-sex school, since all peers are girls in girls’ schools and all classmates are boys in boys’ schools, there is no interaction between different genders inside the school in daily life.Ruben A. Gaztambide-Fernandez, an assistant professor at the Ontario Institute for Studies in Education at the University of Toronto, has mentioned that â€Å"Single sex schools shelter the opportunity of social behaviors from students. †(Aschaiek, 2012). On the other hand, many people think that the interactions between male and female students are too frequent in co-ed schools, which may cause unexpected and complicated relationships. In my personal opinion, it is true that there is not enough cross-gender interaction i n single sex schools and there is too much interaction in co-ed schools.Therefore, In order to balance to the interactions between different genders to maintain a considerate relationship and healthy social life, applying the second solution of separate-gender classrooms in co-ed school is the best alternative to this issue. This could be further explained by increasing the activities between different genders in their break time after the separate-gender classes in co-ed schools. To sum up, even though single sex schools have many other advantages for children to study, separate-gender classes in co-ed school is still the best alternative to solve the worry from the parents.It may not only improve children’s academic performance, but also help their social abilities to be more confident in dealing with any problem in a relationship. More importantly is that girls at the separate-gender classroom have less stereotyped thoughts about the role of a woman. Co-Education – A Detailed Essay Co-education means the education of boys and girls together. In our country there is co-education in some college and schools, in most colleges and school there is separate education for boys as well as for girls. Co-education has remained controversial issue in our country.Some people are in favour of this system and want to introduce it in all schools and colleges. They say that this system is very useful. They give many arguments in its favour. Their main argument is that in poor and backward country like Pakistan it is impossible to maintain separate institutions. Therefore co-education should be opened to girls also. The supporters of co-education also say that in progressive society men and women should come closer co-education would provide an opportunity to the young men and women to understand each other. This would be very helpful for them in future life.It would also be good for the progress of the country raise the standard of education. Because it will promote competition among boys and girls. In fact the supporters of co-education are talking of its benefits in such a manner, if it is only road to heaven. A little thought would expose the hollowness of these arguments. Everyone who has visited even a couple of colleges and schools knows that all of our institutions are frightfully over crowded. The girls’ schools and colleges too are over-crowded. Hundreds of new educational institutions are needed. It some of these are reserved for girls, it would not cost more to government.If number of girl’s students were small then the consideration of economy would have been partly valid. The second argument is also not valid if young men and women can’t understand each other in their homes and families, then they would not be able to do so in the school or college. Why that one is feels that one can understand the opposite sex only if one meets one’s neighbours daughter. The system of co-education will not raise the standard of education. Temptation of flirting is strongest than the urgent reading text books co-education will create many problems not only for the students but also for teachers.Temptation does not distinguish between the students and the teacher. The real reason why some people support co-education is that they like western culture. They want to be more English than English because west has co-education so they must have it. But we have to consider whether our religion, our culture and our circumstances allow us to adopt co-education. I can say that they certainly not allow us to adopt such system. If co-education is inevitable one would agree to it. But it is not a necessary evil. And there is no reason that we should patronize everything with foreign name.If it is necessary we should adopt it only at elementary level while at secondary level and higher secondary level there should be separate system of education. By adopting this system at secondary and higher secondary l evel we will only be able to promote vulgar-ness in our society. Essay on Co-Education System Co-education is a system of educating boys and girls together. In ancient times, co-education was prevalent in Greece. Today, this system of education is there in almost all the countries of the world. It is economical. It generates a spirit of comradeship between boys and girls.The problem of shortage of trained teachers can be dealt with by this system. Boys overcome their curiosity and girls, their shyness. They learn to respect one another. Though a few conservative people are against this system, their views do not hold ground. Co-education generates harmonious relationship, a sense of co-operation, and thus, helps in the progress of the nation. Co-education is a system of educating boys and girls together. In ancient times, co-education existed in Sparta in Greece. There was no discrimination between boys and girls. They studied and played together.Along with academic education, physi cal training was also given to both the sexes. Plato, the Greek philosopher, believed that co-education helped in the development of personality of both men and women and created a feeling of comradeship among them. He felt that co-education was the only method to make both men and women useful members of society. Hence, in the west, the importance of co-education has been felt since ancient times. In early Vedic Society (Ancient India), co-education was prevalent in a few places. But gradually female education began to be ignored.Moreover, the system of education was quite different from that of today. The boys stayed in Gurukuls, for the whole educational period. There they received both in academic education and physical training. The former included the study of the scriptures and the latter, training in warfare. Girls were not sent to the Gurukuls, and thus were deprived of the benefits of education. In medieval India, those belonging to lower castes and the womenfolk were not allowed to attend schools or study the scriptures. Raja Ram Mohan Roy, great social reformer and scholar, fought against this practice and succeeded in his mission.His job was further carried on by other social reformers. Today, co-education is prevalent in almost all the countries of the world. In India, there are a number of co-educational schools, colleges and universities. There are a number of advantages in the co-educational system of education. It is economical. Poor countries cannot afford to open separate schools for boys and girls. If boys and girls are taught together in the same school, then there will be no need to open separate schools for them. Thus, the cost to be incurred on building infrastructure, furniture, stationery, personnel recruitment, etc. will be saved.There is a shortage of good trained teachers in developing countries like India. If there is co-education, same staff can teach both boys and girls at the same time in the same class, and the problem of sho rtage can be dealt with. Establishing more of co-educational schools can help in spreading literacy even with the limited teaching staff and infrastructure. Thus, it will be beneficial for both boys and girls and the nation as a whole. Co-education helps the boys and girls to intermingle and understand each other well. They become more broad-minded and tolerant towards the opposite gender.They interact freely with one another, thereby overcoming hesitation and shyness. Thus, co-education leads to a healthy and harmonious relationship between boys and girls. In a co-educational school, boys are free to meet and talk with girls. They develop a feeling of friendship among themselves. Boys then, usually don't indulge in eve-teasing. Co-education contributes to the balanced development of the personality of boys and girls. A new study has revealed that the co-educational schools are better as the presence of girls in classes restrains boys from indulging in unruly behavior and improves t heir academic performance.Infect, a higher percentage of girls not only lowers the amount of classroom disruption but also fosters a better relationship between students and their teachers. The researchers found that classes with more than 55% of girls resulted in better exam results and less violent outbursts overall. Boys with more female peers in their classes showed higher enrolment rates in both advanced mathematics and science classes, but overall benefits were found in all grades for both sexes. They conclude that this effect is due to the positive influence, the girls are adding to the classroom environment.Infect the study found that primary school classrooms with a female majority showed increased academic success for both boys and girls. In the middle and high schools, the classrooms which had the best academic achievements overall were consistently those that had a higher proportion of girls enrolled. The researchers suggest that boys and girls may learn differently, but it is better not to send them to sex-segregated schools. Boys become conscious of their dressing habits, behavior and the style girls. They work hard to remain ahead of one another.Co-education reduces gender bias in the society. It generates a feeling of equality between both and sexes. The feeling of male dominance may be wiped out from the society if this system of education is given importance. However, some people are opposed to the system of co-education. According to them, this system is against the Indian culture and tradition. It is also argued that girls feel freer in an institution which is meant only for girls. As such they have greater scope of developing their personality. They also participate in sports, dramatics and debates more freely.Teachers of some subjects like Biology also find it easier to explain some chapters more thoroughly if only girls or only boys are sitting in the class. Sex education has also been introduced and in co-educational schools even teache rs find it difficult to discuss such topics in the class. It is also felt that since students (especially teenagers 13-19 years of age) are of impressionable age, the possibility of their going astray is much more in co-educational institutions, where they enjoy more freedom of intermingling with the other sex. They also do not remain focused on studies.It should be acknowledged that in the fast changing society of twenty first century co-education has to become the order of the day. Today girls are entering all professions in large numbers. Many of them are heading big organizations. Co-education will help young boys and girls to mix freely and understand one another better. Today's children are tomorrow's citizens. We must encourage them to develop their personality in a free healthy atmosphere. Girls no more have to remain confined to the four walls of the house. Co-education will help both sexes to learn and work together for the progress of the country.