Diversity in instructional methods toward meaningful learning Essay Example for Free

Diversity in instructional methods toward meaningful learning Essay Abstract There is diversity in instructional methods that teachers can use to bring about meaningful learning. This paper discusses five of them; namely integrated inquiry approach, 5-model of inquiry, the jig-sawing approach, role playing and WebQuest. These instructional methods are learner centered methods that consider prior knowledge, attitude and skills and promote development of new knowledge and relate them to a variety of contexts. All of them also deal with real-life situations that essentially develop interpersonal relationships, problem-solving skills and content-knowledge among others. The teachers’ tasks are to plan and carry out efficiently the instructional designs to have meaningful learning among diverse learners, instructional methods and learning environments. Diversity in Instructional Methods Toward Meaningful Learning Diversity is an essential ingredient of success of all ventures in life including education. There are different kinds of learners as there are teachers, instructional methods and learning environments; but there is only one goal in education and this is for an effective and meaningful learning. Teachers should set environments for students so they could think critically and independently and relate new knowledge learned with a variety of contexts for meaningful learning. It is the task of the teachers to match the learners, the learning environments, the knowledge to be learned and the instructional methods. Learning meaningfully means that learners relate new knowledge to what they already know. Meaningful learning is non-arbitrary, non-verbatim, substantive deliberate effort to link new knowledge with higher order concepts in cognitive structures. It is a learning related to experiences with events or objects and affective commitment to relate new knowledge with prior learning. The diverse instructional designs towards meaningful learning should identify outcomes, guide the development of instruction content and establish its effectiveness. Efforts to consider meaningful learning in the different stages of instructional design are essential. Gagne et al. (1992) identified the different stages of instructional designs as: defining instructional goals; conducting instructional analysis; identifying entry behaviours and learner characteristics; developing performance objectives; selecting an instructional method; assembling instructional materials and planning formative and summative evaluations. He and his colleagues further cited that current educational theory and researches support the use of instructional methods that make students active learners. Among the diverse instructional methods available to teachers to explore and use, the commonly utilized approach towards construction of new knowledge meaningfully are the problem –based learning and inquiry approach, cooperative learning, and technology strategies. Each of these methods has its own advantages and disadvantages, but when used effectively can maximize learning. Problem-Based and Inquiry Approach Students in the problem-based and learning inquiry approach engage in meaningful learning through being actively involved in their own learning and reconstructing these based on their experiences. They further participate in active investigation, more of integrating knowledge rather than separating them so that deep understanding develop from acquisition of new facts. In this method, students are given relevant problems by teachers which inquiry must be done. The general steps in this inquiry approach are: identifying the problems, gathering of data, organizing the data in attempt to analyse the problems and analyses of the strategies to use to solve the problems. Integrated Inquiry In the Integrated Inquiry planning process, a model of inquiry approach developed by K. Murdoch, sequences of activities and experiences are developed to build on and challenge student perceptions. These sequences begin with students’ prior knowledge and experiences and move through deliberate processes wherein that knowledge is extended, challenged and refined. Students have their own prior experiences that they bring to their classes and teachers should be aware of how to address this situation. Activities and learning experiences in this model are grouped as: tuning on, finding out, sorting out, going further, making conclusions and taking actions (Murdoch, 1999). Furthermore, planning for assessment is a very important element of planning for Integrated Inquiry. Murdoch (1999) highlights the need for the collection and analysis of information about what and the how students have learned. The assessment in the Integrated Inquiry model is to determine how to improve student learning as these new information help teachers modify their plans of work to suit the needs of the learners. Students’ involvement in planning for assessment as in selecting responses to particular learning experiences and designing demonstrations of understanding are highly encouraged. Therefore, teachers are also tasked to identify and design learning experiences that will provide information for assessment purposes. The strengths of this model are focussed on assessment of learning in context and encouraging a variety of demonstrations of understanding based on the learning experiences that students undertake. Learners that may benefit most from this Integrated Inquiry Approach are those capable of setting goals in their own learning and significantly contribute in determining how assessment could be effectively done. 5-E Model In the book â€Å"Activities for Teaching Science as Inquiry† by Carin, Bass Contant (2005) many laboratory investigations were cited as inquiry approach to learning. They focused on the 5-E Instructional Model with the five main components identified as Engagement, Exploration, Explanation, Elaboration and Evaluation. Each of these components is learner-centred. This investigatory method maybe time and resource consuming but it allows the learners to develop critical thinking and problem solving skills experientially. The use of this method is not limited to teaching sciences, which are considered to be not very easy subjects. This experiential learning brings more opportunities for learners to bring forth better understanding and longer retention of knowledge learned. Cooperative Learning Cooperative learning is an instructional method that takes place in a small group of learners of different levels of ability and in environments of responsibility not only for their own understanding of the subject but also for his co-learners. It brings more meaning to learning because it provides shared cognitive sets of information between students, motivating them to learn the materials, ensuring that they construct their own knowledge, providing formative feedback, developing social and group skills necessary for success outside the classroom. Cooperative leaning promotes learning and academic achievement, increases retention and satisfaction with their learning experiences among students, helps develop skills in oral communication, social skills, promotes student self-esteem and fosters mutual responsibility. Although this method helps students learn to be more patient, less critical and more compassionate, some students may find difficulty with this method. Students who work alone find difficulty in sharing answers while aggressive students will tend to take over and brighter students to act superior to the rest. Teachers who will employ cooperative should prepare their students how to work in groups for this method to be successful. Jig Sawing Approach The â€Å"Jig Sawing† Approach is a cooperative learning strategy wherein students becomes an â€Å"expert† in a particular area, then shares his or her learning knowledge with other members of the group that eventually all members of the group learn the concepts. In the Modified Jigsaw, the class is divided into equal expert groups, with each of these groups working on isolated portions of the activity. Once each expert group has completed the tasks, they report their findings as group to the class. Group report allows for greater flexibility in student presentation style and prevents the possibility of unintentionally misrepresentation of information (Beaudrie et al. 1998). This method best suits heterogenous learners across disciplines. It provides opportunities for learners to show various competencies. Moreover, students are more comfortable to exchange ideas with their co-learners because of their dynamic open relationship. Role playing Another instructional method of interest is role playing. It also deals with solving problems but through actions. In role playing, problems are identified, explored through actions and discussed. The students input in their role playing their prior knowledge, values and attitudes. A role-playing strategy seems to work best when there are multiple correct approaches to solving problems. It encourages thinking and creativity to develop and practice new behaviours in non-threatening setting. It provides opportunities for students to explore further their feelings; gain more insights about their attitudes and also enhance their problem solving skills. It also promotes effective interpersonal relations. The learning in these role playing activities are meaningful as they are retained longer and hoped to be of use to the real life of the learners. Terms which are used, often interchangeably with role playing are simulation, game, role-play, simulation-game, role-play simulation, and role-playing game. Role playing dynamically promotes effective interpersonal relationships and social transactions among learners. Technology Supported Approach Technology provides a set of tool for addressing the issues on improving student learning. These issues are of providing more of learners’ time on authentic, challenging tasks with rich contexts with emphasis on multi-disciplinarity; changing of role of teachers to facilitators of knowledge that guide students and learn along with them; students working in an environment of more cooperative relationships that encourages communication and access to real-world examples towards the development of learning communities; and with greater emphasis placed on reflective thinking and productivity with the understanding that students will preform their tasks differently and have different task-relevant skills ( Grabe and Grabe, 2004). WebQuest WebQuest, the model developed by Bernie Dodge, is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. WebQuests is most often a group activity in a library or distance education setting. It may be enhanced by wrapping motivational elements around the basic structure by giving the learners a role to play, simulated personae to interact with via e-mail, and a scenario to work within. They can be designed within a single discipline or they can be interdisciplinary (Dodge, 1997). The WebQuest challenges he learner to be creative in problem-solving. In the world of education, there are so many instructional designs that can be utilized to end up with meaningful learning. No instructional method is better than the other but each one in the hands of a committed and learned teacher can merit students across academic levels and disciplines to bring about meaningful learning. References Beaudrie, B. , Slater,T. F. , Stevenson, S. Cadit, D. (1998). Teaching astronomy by internet jigsawing. Leading and Learning with Technology Journal, 26. , Retrieved December 13, 2007 from http://www. aem. umn. edu. Carin, A. A, Bass, J. E Contant T.L. (2005). Activities for Teaching Science As Inquiry. NJ: Pearson Prentice Hall. Dodge, B. (1997). Some thoughts about WebQuests . Retrieved December 13, 2007 from http://webquest. sdsu. edu/about_webquests. html. Gagne, R. M. , Briggs, L. J. , Wager, W. W. (1992). Principles of Instructional Design . TX: Harcourt Brace Jovanovich College Publishers. Grabe, M. Grabe C. (2004). Integrating Technology for Meaningful Learning. NY: Houghton Mifflin Company. Murdoch, K. (1998) Classroom Connections: Strategies for Integrated Learning. Melbourne: Eleanor Curtain Publishing.

The Visionary Behind The Spanish Architect Santiago Calatrava

The Visionary Behind The Spanish Architect Santiago Calatrava Intuitive vision that lures experienced and studied phenomena greatly enriches human endeavor, just as much as structural theory and geometry have the ability to inspire monumental works of architecture. Further down the line, the visionary behind the Spanish architect, Santiago Calatrava shall be unveiled, on the basis of the aforesaid statement. The Sculptor Calatravas early interest in art and the aesthetic sense that drew him to a small book on Le Corbusier, would remain another constant factor in his work, and one of the things that sets him apart in the world of contemporary architecture. Calatrava evolved his art, and his sculpture into architecture. Time and time again, his work leaves architecture critics perplexed because of his tremendous ability to translate his sculptures into real structures, into architecture. He never fails to generate a great deal of mystery and curiosity in his works. Calatrava goes so far as to even suggest that his art (sculpture) must be considered as a source of ideas for architecture. Julio Gonzalez explains the Architecture-Sculpture equation. Architecture and sculpture are two rivers in which the same water flows. Imagine that sculpture is unfettered plasticity, while architecture is plasticity that must submit to function, and to the obvious notion of human scale (through function). Where sculpture ignores function, unbowed by mundane questions of use, it is superior to architecture as pure expression. But through its rapport with human scale and the environment through its penetrability and interiority architecture dominates sculpture in these specific areas. (Julio Gonzalez Dessiner dans lespace, Skira, Kunstmuseum, Bern, 1997) In 1914, in his book Les Cathà ©drales de France, sculptor Auguste Rodin wrote, The sculptor attains great expression only when he gives all his attention to the harmonic play of light and shadow, just as the architect does. The fact that one of the most famous phrases of modern architecture was inspired not by an architect but by a sculptor underlines the significance of art. The Engineer It is not enough to be an engineer. We are not allowed to confine ourselves within our own professions, but must live in full view of the entire scene of life, which is always total. The supreme art of living is a consummation gained by no single calling and no single science; it is the yield of all occupations and all sciences, and many things besides. -Josà © Ortega y Gasset, Man the Technician Calatravas expressive use of technology and inventive form would be impossible without an awareness that goes beyond architecture and engineering. Music, painting and the natural sciences are as vital to his work as any other calculation. His work becomes and intertwinement of elastic expression and structural revelation, producing results that possibly can be best described as a synthesis of aesthetics and structural physics. (Anthony C. Webster Utility, Technology and Expression, The Architectural Review 191, no.1149, November 1992: 71) Calatravas design process reflects his eclectic education. He began as an art student, then went on to earn a degree in architecture, from Escuela Technica Superior de Arquitectura de Valencia, and then finally a doctorate of Technical Science from the Eidgenosische Technische Hochschule (ETH) in Zurich, all in his birthplace Valencia. He spent his time making and then developing numerous sketches. His sketches emphasize his preference for resolving a design in section, which for him reveals not only the strength of the building but also its structural beauty. Often, his sketches are followed by scale models, or what he generally refers to as toys and games. (Santiago Calatrava, The synthetic Power of Games and Metaphor. In Bridging the Gap: Rethinking the Relationship of an Architect and Engineer. New York: Van Nostrand Reinhold, Building Arts Forum/New York, 1991, p. 173). Used as experiments and primarily inspirational tools for resolving technical problems such as dynamics or tension, they are also seen as sculptures that borrow the language of Engineering. They are creative statements about structural force. Calatravas comprehension of technical information and science is what grants his work the starting point, that is paralleled to Leonardo Da Vincis own interconnected scientific and artistic connections. Just as Da Vinci made use of his art and science background, translating human and animal movement into mechanical movement and added depth and the third dimension in his paintings; similarly, Calatravas fantastic educational knowledge in engineering as well as architecture, enables him to translate his sculptural work (which depicts motion) into crystallized movement in his architectural work. Movement has always fascinated Calatrava, and for parts of his structures, it has been a source of evolution and inspiration. Even in his engineering thesis of foldable space frames, he investigated movement as an inherent part of architecture. His doctoral thesis, On the Foldability of Frames had to do with the fact that a geometric figure can be reduced from three dimensions to two, and ultimately just one. A polyhedron can be collapsed, making it a single planar surface. Another transformation can further reduce it to a single line, a single dimension. He thus concluded that any building is not just a visual image, consisting of different volumes and textured surfaces, but a dynamic object Although, it is very noticeable from his works and he himself has also stated that nature is his structural inspiration, it is also seen that he doesnt imitate any particular organic form. Instead, he closely observes the strong visual movement in natural objects that derives from the fact that their shapes are the traces of the physical forces that created them. His structures have the same dynamic quality emphasized in Rudolf Arnheims explanation of nature. It is alive to our eyes partly because its shapes are fossils of the events that gave rise to them. (Rudolf Arheim, Art and visual Perception: A Psychology of the Creative Eye, Los Angeles: University of California Press, 1969, p.351) The Essence of Architecture The fact that some are uncomfortable with the multiple forms of expression chosen by Santiago Calatrava is probably the best indication that is he onto something important. Joseph Seymour , the former executive director of the Port Authority of New York and new Jersey said, We think he is the Da Vinci of our time. He combines light and air and structural elegance with strength. His architecture captivates the imagination, showing the potential of sculptural form and dynamic structure, and what it can accomplish. His vision elevates the human spirit by creating environments in which we live, play and work. He does not seem disturbed by the coexisting forms of art, architecture and engineering in his mind and thought. With all of his combined interests, he is able to amaze everyone with his phenomenal designs each time. He develops forms that are anonymous, yet universal. Turning Torso, Sweden In sculpture, I have used spheres, and cubes and simple forms often related to my knowledge of engineering. I must admit that I greatly admire the liberty of a Frank Gehry, or Frank Stella as a sculptor. There is a joy and a liberty in Stellas work that is not present in my sculpture, which is always based in the rough business of mathematics. (Interview with Santiago Calatrava, Zurich, February 22, 2006) Ernstings Warehouse, Germany It has been made clear through Calatravas Ernstings Warehouse, in Coesfeld Germany (1983-85), that architecture is not static. The warehouse doors continue the aluminium wall surface when closed, but when open, the faà §ade is pierced and set in motion and the doors are transformed into a beautiful scalloped canopy. Bac De Roda Bridge, Barcelona Like many 20th Century engineers, Calatrava considers concrete to be the most noble construction material. The Spanish word for concrete, hormigon, from the word meaning form, describes most directly the unique quality of concrete- Its ability to take any form or shape. Of course, Calatrava has his favorites, but doesnt limit himself to concrete. The marvelous dialogue he establishes between concrete and steel, for example and the detailing of these connections reveal a great deal of his ideas on structural composition. In the Bac De Roda- Felipe II Bridge (1984-1987) in Barcelona, the arches are transformed from steel into concrete, as they majestically bend to meet the earth. Concrete abutments are anchored firmly into the ground, while steel , because of its obvious lightness compared to concrete, soars over the roadway. Stadelhofen Station, Zurich The three pronged steel columns seem to bite into the glass canopy and concrete promenade to ensure support and grip. These junctures embody Calatravas fascination with the way load are carried to the ground. Conclusion His work is an inspiration to numerous architects across the globe not only because it counteracts the thrusts of arches, and domes of massive stone construction, but because it also conveys structural clarity and rhythmic qualities. Calatravas work can captivate, communicate, and inspire though a visual process. We sense a familiarity with it that is often definable yet not attributable to a single source. At a time when specialization in architecture is increasing, Santiago Calatrava has the ability to combine the somewhat contradicting disciplines of architecture and engineering, with his very own creative vision. It is the vision that has the capability to rejuvenate not just the built environment but ultimately the very spirit of building itself.

Ajuga Orientalis L Anatomy Studies

Ajuga Orientalis L Anatomy Studies The anatomical studies of medicinal taxon Ajuga orientalis L. (Lamiaceae) from Turkey Abstract. Ajuga orientalis[a1], with a wide distribution area in Turkey, is traditionally used medicine in the treatment of some skin diseases in Anatolia. The aim of this study is to determine the anatomical characteristics of the root[a2], leaf, petiole, calyx and corolla of medicinal taxon [a3]A. orientalis in cross sections. As a result of the study, it was found that the pith rays of root are composed 3-4 rowed cells and stem was quadrangular[a4]. There were glandular and non-glandular hairs on the surface layers on stem, leaves, petiole, calyx and corolla. Starch particles were also identified[a5] in the cortex cells of stem. The stomata were diastic[a6] and the leaf was bifacial. There were one big vascular bundle in the center and 4-5 small vascular bundles on each corner of the petiole. It was also determined that adaxial epidermis cell shapes of corolla are papillose type. Key words: Ajuga orientalis, anatomy, medicinal plant, Turkey INTRODUCTION The Lamiaceae is a large family showing natural distribution. Most of species belonging to this family are shrubby and herbaceus, and trees are extremely rare (Heywood, 1978). The family with its more than 250 genera and approximately 7000 species, has a cosmopolitan distribution (Thorne, 1992). According to BaÃ…Å ¸er (1993), Turkey is accepted as a gene center for this family. Many species of this family are aromatic and are often used as herb spices, folk medicines and fragrances (Werker et al., 1985). With their pleasant fragrance, many species of Lamiaceae have been used as herbal teas in Turkey. Many of species are used as raw material in the cosmetic industry. Some species are traditionally used as medicinal plants (Baytop, 1984). It was reported that some Ajuga L. and Salvia L. species are cultivated as ornamental plants (Baytop, 1984; Ãâ€"zdemir and Ã…Å ¾enel, 2001; Akà §in et al., 2006). In addition to this, Lamiaceae has great importance due to its economical valu e and its variety of species. The genus Ajuga L. belongs to Lamiaceae family. Ajuga L. is represented in Turkey by 13 species and 22 taxa, six species and one subspecies being endemic (Davis et al., 1982-1988). Ajuga species are used in folk medicine in different parts of the world for the treatment of rheumatism, gout, asthma, diabetes, malaria, ulcers and diarrhea and have antibacterial, antitumor, antifeedant, and vulnerary properties (Chen et al., 1996; Ben Jannet et al., 2000). Baytop (1999) reported that some Ajuga species generally known as â€Å"mayasÄ ±l otu† in Turkey have been widely used for their aromatic, diuretic, antipyretic, tonic, diaphoretic, astringent, bitter and homeopathic properties in the Turkish folk medicine. Ajuga orientalis L. one of the species of Ajuga genus is used against some skin diseases by hug on the skin in Anatolia (Koyuncu et al., 2010). Although many species of Lamiaceae family are investigated anatomically (ÇobanoÄÅ ¸lu, 1988; Uysal et al., 1991; Ãâ€"zdemir and Altan, 2005; AktaÃ…Å ¸ et al., 2009) there is no anatomical study of A. orientalis L. in literature. Due to its medicinal importance mentioned above in this study, the purpose of this study is to determine the anatomical characteristics of A. orientalis L. MATERIALS AND MEDHODS In the present study, the plant specimens of A. orientalis were collected during the flowering period and natural populations in A5 Amasya (in the vicinity of Direkli village, open areas, at 1800 m, June 2012, Ä °Ãƒâ€"ztà ¼rk ÇalÄ ± 461) which is a city in the Black Sea region of Turkey. Its taxonomical description was carried out according to Davis (1982). Anatomical investigations were performed using an average of fresh specimens kept in 70% alcohol. Cross sections of root, stem, laeve, petiole, calyx and corolla were taken from 30 specimens of A. orientalis and 50 measurements were conducted for each parameter. Transverse sections were made by hand using commercial razor blades and stained with Sartur reactive (ÇelebioÄÅ ¸lu and Baytop, 1949). Measurements in the sections were performed under a Leica ICC50 HD binocular light microscope by using a Leica Digital Camera and objectives used were x10 and x40. Photographs were taken with a Leica ICC50 HD binocular light microscope and a Leica Digital Camera. RESULTS In cross-sections taken from the root, stem, leaf, petiole, calyx and corolla of A. orientalis , the following significant properties were observed below. In the transverse section of the root, there was a periderm which was the outermost layer of the root of A. orientalis (Figure 1). The periderm had 8-9 layers. The dimensions of periderm cells were 15 – 60 X 15 – 57.5  µm (Table 1). Beneath the periderm, there was the multi-layered cortex, composed of ovaidal and parancyhmatic cells. The cortex was 9-10 layers. The cambium, composed of 3-4 layered, was located between the xylem and the phloem. Beneath the cambium, there were xylem tissue (7.5 – 15 X 7.5 – 20  µm) composed of regular trachea and tracheid cells. Xylem cells were also present in the center, so the pith is not seen in the center. There were 3-4 layered primary pith rays between the secondary xylem cells. A. orientalis, as a typical characteristic of the Lamiaceae, had a 4-angle stem. Its epidermis usually had one layer composed of ovoidal cells (12.5 – 42.5 X 17.5 – 50  µm). The upper surface was covered with a cuticle (1.25 – 2.5  µm). There were glandular and non-glandular hairs on the epidermis (Figure 2). Transverse section of the stem revealed 9-10 layered collenchyma placed on the corners. The cortex was composed of 6-7 layered paranchymatous cell. The dimensions of paranchymatous cells were 27.5 – 75 X 15 – 55  µm (Table 1). Starch particles were also observed in the paranchymatous cells of stem (Figure 3). There were 2-3 layers of sclerenchyma in the outer side of phloem. Right beneath the phloem, there was a 1-2 rowed cambium layer. The xylem tissue existing beneath the cambium was composed of regular trachea and tracheid cells. The vascular bundles were bigger on the corner than other parts of stem. Between the corners there were als o numerous small bundles in the A. orientalis stem. The vascular bundles were collateral (Figure 2). The pith was wide and consist of flat cells with intercellular spaces. There was a cavity in the centre of the pith. In the leaves, the epidermis was single layered on upper and lower surface. There were glandular and non-glandular hairs on epidermis. The cuticle was 2.5 – 5  µm thick. Just beneath the upper epidermis cells, there were 2-3 rowed palisade parenchyma cells (Figure 5). The dimensions of the palisade parenchyma cells were 12.5 – 25 X 25 – 50  µm (Table 1). The 2-3 rowed spongy parenchyma existed beneath the palisade. The spongy parenchyma covered less space than does the palisade parenchyma. The collateral vascular bundle was located in the midrib region (Figure 5). There were sclerenchyma cells in the outer side of phloem. All vascular bundles in the leaves were surrounded by bundle sheet cells. The stoma was diastic and the leaf was bifacial (Figure 4 and Figure 5). The stoma presented on upper and lower surfaces of the leaf (Figure 4). Both adaxial and abaxial epidermis cells were single layered in the petiole (Figure 6). The dimensions of the adaxial epidermis cell were 15 – 45 X 17.5 – 27.5  µm while those of the abaxial epidermis one were12.5 – 27.5 X 15 – 17.5  µm (Table 1). There were a lot of glandular and non-glandular hairs on epidermal cells which were ovoidal-rectangular shapes. Parenchymatic cortex cells were 10-11 layered. There was one big vascular bundle in the center and 4-5 small vascular bundles at each corners of petiole. The vascular bundles were surrounded by sclerenchymatic cells (Figure 6). There were parenchmatic bundle sheets on the all vascular bundles. The type of vascular bundle was collateral (Figure 6). There were 2-3 layered collenchyma in the area between the corners. In the calyx, the adaxial epidermis cells were smaller than abaxial epidermis cells. The dimensions of adaxial cuticle were 1.25 – 2.5  µm whereas the those of the abaxial cuticle is 2.5 – 3.75  µm (Table 1). Parenchymatic cells were flat ovoidal. There were glandular and non-glandular hairs on the epidermis (Figure 7a). In the cross-section of corolla, cuticle was present on both abaxial and adaxial epidermis cells covered by glandular and non-glandular hairs. The shapes of adaxial epidermis cells were papillose type (Figure 8). Beneath the adaxial epidermis, there were the parenchyma cells with intercellular spaces (Figure 7b). There was a vascular bundle in the midrib. DISCUSSION The present study provided useful information on the anatomy of A. orientalis. Few studies on the species A. orientalis had been found in literature (Sajjadi and Ghannadi, 2004; Koyuncu et al., 2010). But, the measurements and observation of anatomical characters belonging to the medicinal taxon A. orientalis were reported for the first time in the present paper. Metcalfe and Chalk (1972) determined some imported anatomical information about root anatomy of Lamiaceae family. They stated that the pith rays of roots of the family are 2-12 or more rowed cells. It was found that the pith rays of A. orientalis were composed 3-4 rowed cells. These findings were consistent with those of Metcalfe and Chalk (1972) and those of some studied species of Lamiaceae (Baran and Ãâ€"zdemir, 2006; Ãâ€"zkan and Soy, 2007; Baran and Ãâ€"zdemir, 2009). Metcalfe and Chalk (1972) also stated that the members of Lamiaceae family have quadrangular with well-defined collenchyma in the four angles and scleranchymatous tissue surrounds the phloem groups of vascular bundles. In the transverse section of A. orientalis, the stem of this species was quadrangular with well-defined collenchyma in the four angles. It was also determined that there were 2-3 layers of sclerenchyma in the outer side of phloem in this study. Quadrangular stem with well-defined collenchyma in th e four angles and scleranchymatous tissue surrounds the phloem groups of vascular bundles were observed in other members of Lamiaceae family (Metcalfe and Chalk, 1972; Kandemir, 2003; Baran and Ãâ€"zdemir, 2006; Kahraman et al., 2010). The vascular cambium located between the phloem and the xylem was 1-2 rowed layer in the stem of A. orientalis. The vascular cambium was seen in the cross-sections of other members of Lamiaceae family (Dinà § and Ãâ€"ztà ¼rk, 2008; Baran and Ãâ€"zdemir, 2009). There were big vascular bundles on the corners of A. orientalis stem whereas a lot of small bundles between the corners were observed in the present study. There were also starch particles in the paranchymatous cortex cells of stem. The leaf of A. orientalis had 2-3 layered palisade parenchyma and 2-3 layered spongy parenchyma cells. Baran and Ãâ€"zdemir (2009) also stated that Lamium lycium which is the member of Lamiaceae family has 2-3 layered palisade parenchyma and 2-3 layered spongy parenchyma cells as well. These results were parallel to our results mentioned above. On the other hand, the stoma type of A. orientalis was diasitic and the leaf was bifacial. According to Metcalfe and Chalk (1972), diasitic stoma type was most common in Lamiaceae family. Diasitic stoma and bifacial mesophyll type were also observed on the leaf of Ajuga chamaepitys and Ajuga reptans (Akà §in et al., 2006). The stomata were observed on both upper and lower surfaces of the leaf. Metcalfe and Chalk (1972) stated that the structure of the vascular bundles in the petiole of the species in the Lamiaceae could be used as a diagnostic character. The structure of petiole shows differences between genera and species. In addition to this, useful petiole anatomical characters are determined in designated taxonomical structures of some species (Shaheen, 2007; Eric et al., 2007). In the petiole of A. orientalis, there was one big vascular bundle in the center and 4-5 small vascular bundles at e ach corner of the petiole. Akà §in et al. (2011) found that Ajuga reptans has a total of nine vascular bundles: one big bundle in the middle and 4 vascular bundles at each corner. The vascular bundles of leaf were surrounded by sclerenchymatic cells. Collenchyma in the petiole is 2-3 layered at the each corners. In the cross-section of calyx and corolla, both adaxial and abaxial epidermis cells were covered with cuticle. In addition to this, there were a vascular bundle in the midrib of calyx and corolla. The adaxial epidermis cells of corolla were papillose type. The most distinguishing characteristics of the species in the anatomical structure were the presence of glandular hairs on the surface layers on stem, leaves, petiole, calyx and corolla. Like other other members of the Lamiaceae, A. orientalis had both glandular as well as non-glandular trichomes. Glandular trichomes were mainly observed on calyx and corolla, but non-glandular ones were found on the stem, leaf surface and petiole. According to Metcalfe and Chalk (1972), having glandular and non-glandular trichomes are important anatomical characters. Glandular trichomes significant taxonomic character and act imported role for pollination in the Lamiaceae family (Navarro and El Oualidi, 2000). As a result, anatomical characters of medicinal taxon A. orientalis were studied for the first time in this paper. According to the results mentioned above, the anatomical features of root, stem, leaf, petiole, calyx and corolla provided useful characteristics for distinguishing species in Ajug a genus. REFERENCES Akà §in OE, Ã…Å ¾enel G, Akà §in Y (2006). The morphological and anatomical properties of Ajuga reptans L., and Ajuga chamaepitys (L.) Schreber subsp. chia (Schreber) Arcangel. var. chia (Lamiaceae) taxa. Pak. J. of Biol. Sci. 9(2): 289-293. Akà §in Ãâ€"E, Ãâ€"zyurt MS, Ã…Å ¾enel G (2011). Petiole anatomy of some Lamiaceae taxa.Pak. J. Bot. 43(3): 1437-1443. AktaÃ…Å ¸ K, Ãâ€"zdemir C, Ãâ€"zkan M, Akyol Y, Baran P (2009). Morphological and anatomical characteristics of Salvia tchihatcheffii endemic to Turkey. Afr. J. Biotechnol. 8(18): 4519-4528. Baran P, Ãâ€"zdemir C (2006). The morphological and anatomical characters of Salvia napifolia Jacq., in Turkey. Bangladesh J. Bot. 35(1): 77-84. Baran P, Ãâ€"zdemir C (2009). The morphological and anatomical properties of Lamium lycium (Lamiaceae), endemic to Turkey. Nord J Bot. 27: 388-396. BaÃ…Å ¸er KHC (1993). Essential oils of Anatolian Lamiaceae: A profile. Acta Hortic. 333: 217-238. Baytop T (1984). Tà ¼rkiye’de bitkiler ile tedavi. Ä °st. ÃÅ"niv. Yay. No: 3255, Istanbul. Baytop T (1999). Therapy with medicinal plants in Turkey, Past and Present. (2nd ed.) Nobel TÄ ±p Press. Ä °stanbul, Turkey. Ben Jannet H, Harzallah-Skhiri F, Mighri Z, Simmonds MSJ, Blaney WM (2000). Responses of Spo- doptera littoralis larvae to Tunisian plant extracts and to neo-clerodane diterpenoids isolated from Ajuga pseudoiva leaves. Fitoterapia. 71: 105-112. Chen H, Tan RX, Liu ZL, Zhang Y, Yang L (1996). Antibacterial neoclerodane diterpenoids from Ajuga lupulina. J. Nat. Prod. 59(7) 668-670. ÇelebioÄÅ ¸lu S, Baytop T (1949). A new reagent for microscopical investigation of plant, Publication of the Institute of Pharmacognosy, No. 10, 19: 3001, Ä °stanbul. ÇobanoÄÅ ¸lu D (1988). The morphological and cytological properties of Salvia palaestina Bentham (Lamiaceae). Turk. J. Bot. 12: 215-223. Davis PH (1982). Flora of Turkey and the Aegean Islands. Vol. 7. Edinburgh Univ. Press. Edinburg. Davis PH (1982-1988). Flora of Turkey and the east aegean islands, Vol 7, 10, Edinburg University Press. Dinà § M, Ãâ€"ztà ¼rk M (2008). Comparative morphological, anatomical and palynological studies on the genus Stachys L. sect. Ambleia Bentam (Lamiaceae) species in Turkey. Turk. J. Bot. 32: 113–121. Eric TJ, Michael VA, Linda WE (2007). The importance of petiole structure on inhabitability by ants in Piper sect. Macrostachys (Piperaceae). Bot. J. Linn. Soc. 153(2): 181-191. Heywood VH (1978). Flowering Plants of the World. Oxford, Oxford University Press. Kahraman A, Celep F, DoÄÅ ¸an M (2010). Anatomy, trichome morphology and palynology of Salvia chrysophylla Stapf (Lamiaceae). S. Afr. J. Bot. 76:187–195. Kandemir N (2003). The morphological, anatomical and karyological properties of endemic Salvia hypargeia Fich. mey. (Lamiaceae) in Turkey. Pak. J. Bot. 35: 219-236. Koyuncu O, YaylacÄ ± Ãâ€"K, Ãâ€"ztà ¼rk D (2010). Risk categories and ethnobotanical features of the Lamiaceae taxa growing naturally in Osmaneli (Bilecik/Turkey) and environs. Biodivers Conserv. 3(3): 31-45. Ãâ€"zdemir C, Ã…Å ¾enel G (2001). The morphological, anatomical and karyological properties of Salvia forskahlei L. (Lamiaceae) in Turkey. J Econ. Taxon. Bot. 19: 297-313. Ãâ€"zdemir C, Altan Y (2005). Morphological and anatomical investigations on endemic Scutellaria orientalis L. subsp. bicolor (Hochst) Edmund and subsp. santolinoides (Hausskn ex Bornm). Pak. J. Bot. 37(2): 213-226. Ãâ€"zkan M, Soy E (2007). Morphology, anatomy, hair and karyotype structure of Salvia blecharoclaena Hedge and Hub.-Mor. (Lamiaceae), endemic to Turkey. Pak. J. Biol. Sci. 10: 893-898. Metcalfe CR, Chalk L (1972). Anatomy of the dicotyledons, vol. II. Oxford University Press, Oxford. Navarro T, El Oualidi J (2000). Trichome morphology in Teucrium L. (Labiatae), a taxonomic review. Anales Jard. Bot. Madrid. 57:277–297. Sajjadi SE, Ghannadi A (2004). Volatile oil composition of the aerial parts of Ajuga orientalis L. from Iran. Z. Naturforsch. C. 59: 166-168. Shaheen AM (2007). Characteristics of the stem-leaf transitional zone in some species of Caesalpinioideae (Legumuninosae). Turk. J. Bot. 31: 297-310. Thorne RF (1992). Classification and geography of the flowering plants. Bot. Rev. 58: 225-348. Uysal Ä °, Ãâ€"ztà ¼rk M, Pirdal M (1991). Morphology, Anatomy and Ecology of Endemic Species of Sideritis trojana Bornm. Turk. J. Bot. 15: 371-379. Werker E, Ravid U, Putievsky E (1985). Structure of glandular hairs and identification of the main components of their secreted material in some species of the Labiatae. Israel J. Bot. 34: 31-45. 1 [a1]Should add faimly of this plant which is â€Å"Lamiaceae† [a2]Should add stem to be root, stem [a3]Remove â€Å"medicinal taxon† [a4]Should mention pith shape in the stem [a5]Better to be other world†detected† [a6]Should be â€Å"diastatic†

HuckleBerry Finn Character List :: essays papers

HuckleBerry Finn Character List He is the protagonist and narrator of the novel. Huck is a thirteen-year-old boy. Huck is dirty and frequently homeless. He was constantly forced to survive on his own wits. But Huck is thoughtful, â€Å"street smart† rather than â€Å"book smart†. In fact he was uneducated. He was always an outcast, he was willing to come to his own conclusions about important stuff, even if the conclusions frequently contradicted society's norms. Huck was easily influenced by others, particularly by his friend Tom. Jim He is one of Miss Watson’s household slaves. He is sometimes a little sentimental and very superstitious to the point where you might think he is stupid, but its because he knew the world around him. But he was also intelligent, practical, and I think, more of an adult than anyone else in the book. He became a replacement dad to Huck as well as a friend. Because he is a black man and a runaway slave, he was afraid of getting caught, so he became paranoid. Jim was at the mercy of almost all the other characters in the book. Tom Sawyer He was Huck's friend in this novel. He is everything that Huck is not. Tom's stubborn reliance on the "authorities" of romance novels leads him to acts of incredible stupidity and startling cruelty. His adherence to the uncivilized world gives him something in common with Huck. He learns to see through and alienate himself from the â€Å"forces† that try to civilize him. Pap Huck's father and the town drunk. When he appears at the beginning of the novel, he is a wreck, with pale white skin and decrepit old clothes. Illiterate himself, he disapproves of Huck’s education. Many surrogates are forced to care for his son. Pap represented â€Å"white trash†. Most of the black characters in the book were morally and physically better than he was. He was a dead-beat and abusive dad. Judge Thatcher Judge Thatcher shared responsibility for Huck with the Widow Douglas, and is in charge of safeguarding the money that Huck found. He takes responsibility for issues affecting the community as a whole. He cared for Huck. When Huck discovers that Pap had returned to town, he signed his fortune over to the Judge, instead of taking it, he promised to hold it for him. Judge Thatcher has a daughter, Becky, who was Tom's girlfriend in the earlier novel.

Yeats’ Leda and the Swan and Van Duyns Leda Essay -- Leda Swan Essays

Yeats’ Leda and the Swan and Van Duyn's Leda  Ã‚  Ã‚     Ã‚  Ã‚   In Greek mythology, Leda, a Spartan queen, was so beautiful that Zeus, ruler of the gods, decided he must have her. Since immortals usually did not present themselves to humankind in their divine forms, Zeus changed himself into a great swan and in that shape ravished the helpless girl (Carey 58-59). Both William Butler Yeats and Mona Van Duyn base their poems "Leda and the Swan" and "Leda," respectively, on this story of a "mystic marriage." Yeats' focus on the sexual act itself, along with his allusions to Leda's progeny, manifest a grave and terrifying tone. While he raises Leda to a status similar to that of Mary, mother of Jesus, Van Duyn portrays Leda as a universal mother. By making both figures, Leda and Zeus, ordinary, she gives a "surprising twist" (Greiner 337) to the original myth, emphasized by her witty tone. In addition, whereas Yeats suggests that Leda has gained something from her encounter with Zeus, Van Duyn asserts that she has gained nothing, portray ing women in general as primarily objects of men's satisfaction. Yeats begins his poem by concentrating on the mere depiction of the rape scene. Words such as "beating, dark, helpless," and "terrified" provide this violent act of intrusion with negative connotations. The victim, Leda, is helpless against the power of the aggressor, Zeus, and terrified by his actions. Recalling the original Greek myth, Yeats clearly shows Leda's resistance at every step ("staggering girl," "helpless breast," "terrified vague fingers push"). Zeus' relationship with Leda parallels human interaction in general with either Satan or God. In Christianity, the prevailing religion of Yeats' time, pious men attempt to push away ... ...f violence, and underlying religious motif. Overall, Yeats instills fear into the reader, while Van Duyn elicits an occasional laugh; however, both poems are equally effective, one for its religious message and the other for its man bashing.    Works Cited    Barnhart, Clarence L. and Robert K. The World Book Dictionary. Chicago:Doubleday, 1985.    Carey, Gary. Cliffs Notes on Mythology. Lincoln: C.K. Hillegass, 1973. Greiner, Donald J. "American Poets since World War II." Dictionary of LiteraryBiographies. Detroit:Doubleday, 1980.    Heaney, Seamus. The Redress of Poetry . New York: Noonday, 1995.    Magill, Frank N. Critical Survey of Poetry. Engelwood Cliffs: Salem Press, 1982. Vol. 7 "Torah: The Five Books of Moses." Tanakh: The Holy Scriptures. Philadelphia: Jewish Publication Society, 1985.      

Literature Review Celebrity Chef Essay

This review should bring all relevant facts about the subject and facilitate practitioners and highlight areas for further research. In short celebrity endorsement is about endorsing products with the help from a celebrity. Consumer association towards a celebrity endorsed produced increases their purchase intention as many see the celebrity as a role model. However, it is important that the consumer can identify with the celebrity and that the celebrity? s image fits with the produced he or she endorses, only then will celebrity backing be an effective advertising strategy. . 2. Background and Definition Nowadays, celebrities are used in advertising in almost every context. Athletes such as Michael Ballack (Adidas) or Tiger Woods (Rolex) or models such as Cindy Crawford (Omega) or Heidi Klum (Katjes) endorse several products. These celebrities act as a spokesperson in order to advertise and promote products (Kambitsis et al. , 2002). Celebrities can create more positive responses to wards advertising and greater purchase intentions than non-celebrity endorsers (Byrne et al. , 2003). Using celebrity as an endorser for a given product can either be positive or negative for a company/brand. A campaign that turned out successfully was the campaign with Jamie Oliver as an endorser for the supermarket chain J. Sainsbury. The successful format of the TV production â€Å"The naked chef† provided an ideal platform to use for the advertising campaign within a context relevant for J. Sainsbury? s desire (Byrne, 2003). An example of a campaign that did not turn out successful was when J. Sainsbury used the actor John Cleese in the â€Å"value to shout about† campaign in 1998. Employees and customers alike felt that Cleese was not the right personality to personify the supermarket’s quality image (Whitehead, 2003). In the literature there are two different definitions of celebrity endorsers used. The definitions used are: â€Å"A celebrity endorser is an individual who is known to the public (actor, sports figure, entertainer, etc. ) for his or her achievements in areas other than that of the product class endorsed†. (Friedman, 1979, p. 63) â€Å"Any individual who enjoys public recognition and who uses the recognition on behalf of a consumer good by appearing with it in an advertisement†. McCracken, 1989, p. 310) In other words these definitions says that an individual who is known to the public in different ways. The individual is famous and utilizes his or her publicity to advertise a product that does not have anything to do with the individual fame. I consider McCracken? s definition as the most informative one as it is short and concise. The definition gives a clear view of what a celebrity endorser is. Previous studies have been done on consumers? response to celebrity endorsement in advertising. Results of these studies show that celebrities make advertising believable and enhance message recall. Furthermore, when celebrities are recognized with brand names, it creates a positive attitude toward the brand and a distinct personality for the endorsed brand. In the following chapter the method used for this review will be introduced. The chapter will start with how a literature review is defined, followed by the literature search, method problems and quality standards. 2. 1. Definition of literature review Conducting a literature review is about understanding a topic that has already been addressed, how it has been researched by other authors, and what the key issues are (Hart, 1998). According to the author Chris Hart (1998) the definition of a literature review is the selection of available documents; both published and unpublished (in my review I will only study published academic documents), on the topic, which contains information, ideas, data and evidence written from a particular standpoint. 2. 2. Literature search, methodology used When searching for articles I used the databases Emerald, Ebsco and ProQuest. These databases were used because of the highest ranked journals in the field of marketing were listed there. I used the article Journal quality list (2008) issued by Harzading. com, research in international and cross-cultural management. High ranked journals increase the validity of the thesis, as validity is defined as â€Å"The ability of a scale or measuring instruments to measure what is intended to be measured†(Zinkmund, 2000). I also tried to find books relevant to the topic by using the library here at Les Roches International School of Hotel management as well as the library database google. scholar. . 3. Description of sub-topics Purchase intentions: Describes what impact the celebrity endorser has on the consumers purchase intentions. A consumer is more likely to purchase complex or expensive products which are endorsed by celebrities rather than by non-celebrities. Daneshvary and Schwer (2000) point purchase intention as an environment of associations between endo rsement and consumer, depending if the consumer can identify with that association and purpose. Consumers? association to celebrity endorsement/endorser: How consumers associate/have a connection towards the celebrity endorsement/endorser. If a company want a consumer to associate to an endorsed product it is important to choose an endorser who uses the product and where that use is a reflection of professional expertise (Daneshvary and Schwer, 2000). A formula 1 driver endorsing helmets is good, while a tennis player endorsing car polish is less good (ibid). Consumers? attitudes towards the endorser: The consumers? often have a positive attitude towards the product and the celebrity, despite the fact, that it is well known, that the endorser earned a lot when promoting the product (Cronley et al. 1999). Effectiveness of celebrity endorsement/endorsers: How effective is the usage of celebrity endorsement. It is, most likely, more effective to use celebrity endorsement constantly to increase the strength of the link between the celebrity and the endorsed brand. It is also more effective to use a celebrity who is not associated with another product (Till, 1998). Positive/negative effects of celebrity endorsement: the usa ge of celebrity endorsement can be both positive and /or negative, which can influence the company / brand in the end. For example, using celebrities can be very costly; also, celebrities might switch to a competitor, which would then increase the risk of a negative impact (Agrawal and Kamakura, 1995). However, in can be said that celebrities in advertising are widely spread and persistent and the marketing executives continue to utilize celebrity endorsement as an advertising strategy (ibid). Profitability of celebrity endorsement: The use of celebrity endorsement will hopefully lead to increased profitability. A study indicates that there is a positive impact of celebrity endorsement on the expected future profits, which recommends marketing managers to use celebrity endorsers in their advertising campaigns (Agrawal and Kamakura, 1995). Friedman/Friedman (1979)Does effectiveness of celebrity endorsement depend on the product? Interviews with 360 house wives Celebrity endorsements are not effective for all products Till (1998)What are the effects of celebrities endorsing more than 1 product? Case study with 99 students, who were shown different advertisings using the same celebrity endorserThe use of the same celebrity endorser to advertise for various products has got a negative impact on the efficiency of the ad, the product and the endorser. Atkin / Block (1983)Is celebrity endorsement effective in advertising and how does it influence customer purchase intentionsExperiment with 196 test persons, where each participant was shown 3 versions of an ad. Each version featuring a celebrity endorser and a non-celebrity. Advertising using celebrity endorsement is under special conditions more effective than using non-celebrities. Choi et al. (2005)How can celebrities be used successfully in advertising? How effective is the recall-value and the emotional response to celebrity advertising? Experiment with different groups of test persons. Advertising with celebrities is more effective than using non-celebrities under special conditions. Sanbonmatsu / Kardes (1988)How does the credibility of a celebrity affect the consumer purchasing intention? Interviews with 542 persons. Consumer purchasing intentions are more effected using celebrities than using non-celebrities. Tripp et al. (1994) How do consumers judge the celebrity endorsement, the ad and the brand, if the celebrity endorses various products? What are the effects on purchasing behaviour? First Study: interviews with 461 students. Second Study: Interview with 10 test persons. Simultaneous advertising trough the same celebrity has a negative effect on the ad, the product and the celebrity. Agrawal/Kamakura (1996)Which economical effects on advertising are there when using celebrities? Event-Study in regards to the effects on share prices trough the announcement of celebrity endorsementCelebrity endorsement can have a positive and a negative effect on share prices. Agrawal/Kamakura (1995)Can a single celebrity have a positive effect on the company? s value? Analysis of the share price of a company after announcing a celebrity endorserCelebrity endorsement can have a positive and a negative effect on share prices. Charbonneau / Garland (2005)How does a company find the right celebrity endorser for its products? Which criteria should be considered? Questionnaires: 414 marketing managers at 148 advertising companies.

Compare the ways the two editorials have used language devices Essay

This essay is written about two newspaper editorials from two very different newspapers one from the â€Å"Sun† and one from the â€Å"Times† they are both about the terrorist crisis in America that has deeply shocked the world. The first thing that you come across in both articles is the use of headings and subheadings. Firstly in the ‘Times’ editorial there is a statement â€Å"terror for all† with another bold subheading saying â€Å"the day that changed the modern world† both of these statements grabs the attention of the reader and this applies to everybody because there is no-one that isn’t involved as it is an attack on modern civilisation, this proves effective and sets a good base for the editorial to be started on The ‘Sun’ takes quite a different approach by having a large centred text box with large white underlined font saying â€Å"all the world must unite to defeat these evil cowards† this shows a plan of action straight from the mark† where as the ‘Times’ seems to set the scene firstly and is quite laid back but firm but the ‘Sun’ jumps straight into the mark suggesting attack. Below this is an emotive picture of New York workers fleeing the devastation. This is very emotive and used to give people a better insight and to show how serious the situation is I find this Heading and subheading when linked are quite effective and would easily grab the attention of the reader. The next point I am going to talk about is quite vital as to me this point is where both editorials come into they’re own and separate. Ill use the example from the ‘Sun’ firstly the poem is laid out in easy to read columns with a bold underlined text making a point at the start of each mini section, there are five of these little sections in all each making a very good point and then backing it up very successfully this proves for an easy consistent read using a little background information and then going forward to discuss some very good points. I think this layout and structure works perfectly with the article. I now move onto the ‘Times’ to me this layout is incredibly poor as I do not think that it will be able to hold the attention of the reader long enough to finish the article, the editorial is based upon very long columns of small flowing typical newspaper text the editorial contains no pictures and uses a very mature language that in places is very hard to understand. One thing that I find better in the ‘Times’ is that the article goes through several stages firstly it starts out with giving quite a detailed basis of background information that informs the reader of exactly what has happened it then goes on to give its own views on the disaster and how it thinks the situation should be dealt with. The editorial looks through many angles of the situation and makes good well thought out comments I don’t entirely agree with most of them but in general they are quite good, but all in all the article is not presented in its full potential and this must have a great effect on the reader. The tone in both poems is fairly similar they are both quite formal and both reactionary and both reason to the problem I fell that the attitude in the ‘Sun’ is more of action and overall sadness, and is more of a report into the happenings and the †Times† comes across as more of a story although expressing sadness it is presented far differently. The use of language is far different within the two poems the ‘Times’ uses highly sophisticated mature language that could prove very hard to understand but keeps with the highly sophisticated reputation of the times and the class it is aimed at. The ‘Sun’ uses fairly common but intellectual (in places) language that is appropriate and easy to understand, which is effective. The use of supporting evidence is of a high quality in both editorials especially in the ‘Sun’ as the point is made and then backed up that is shown very well in the layout also in the ‘Times’ I feel all the points have been backed up well. I think that both poems have represented the situation brilliantly.