Homeworks and Study Guides in English Essay Example for Free

Homeworks and Study Guides in English Essay I rolled myself, patting and searching for the alarm clock with my eyes closed. When I reached it, I turned it off and got myself up to get ready for school. I barged in the bathroom with my still sleepy eyes, washing my face as I put some toothpaste in my toothbrush. Brushing my teeth, I walked in my closet to choose some outfit. After five minutes of choosing, I throw the clothes at the bed then turned to take a bath. I relax myself as I feel the tingling sensation of hot water seducing my whole body. After fifteen minutes of showering, I finally rinsed and walked out of the shower room. Opening the drawer, I got my hair dryer and make-up. I blow my hair for ten minutes then I dressed-up. Glancing at the clock and seeing that I still have time, I decided to put some light make up. After finishing my mascara, I took a step back, glancing at the mirror to take a full look at my outfit before going downstairs. Today was the first day of my senior year at Jacksonville Highschool. I was wearing a white tank top that showed my flat tummy and my piercing, a pink hollister shorts that showed my long tanned legs, and a high cut converse to finish the look. Fully contented with the outfit, I sighed, running my hands through my blonde hair as I walked out of the bathroom. I took my bag which was hanging at the side of my bed and stormed downstairs. When I finally get down, I went straight to the kitchen to grab my breakfast, which is apple and milk. Yay, the perks of being a vegetarian. I found my dad sitting peacefully with a newspaper in his hands, his eyebrows are scrunching. Good morning dad I greeted him, munching my apple. Silence. He didnt greet me back because he was too preoccupied with the article hes reading. I frowned and stop to look at the front page, which read Boston Bombing. Oh yeah, the latest news. I rolled my eyes, gulping my fresh milk. After I finished my breakfast, I got up, walking outside to find my mom in the garden watering her so-called little daughters. Hey mom Good morning, honey. Have you eaten your breakfast? Yup, Im finished. So wheres Anna? I asked, looking around. Annabelle Jacobs is my best friend. She always picks me up in the morning so that we could go to school together. Oh, she texted me this morning, she says shell be 5 minutes late I rolled my eyes. I know exactly why shes late. She always have those lame excuses telling me that her toothbrush got lost, she run out of panties, the flush wont work, the rats ate her clothes etc. I shook my head at the sudden thought. Okay mom. I kissed her in the cheek. Ill just check on Simon first Simon is the love of my life. Hes a puppy actually, but whatever. I run at the back, finding my shih tzu stiffing some flowers. Heeeeeeeey Simooooon I cooed in a sweet, girly girl voice while picking him up. I spin him around giggling while his licking my face. Gross I know. After a minute of playing around, I heard Annas car pulled up so I put him down and kissed him goodbye. I ran back inside to say one last goodbye to my parents then i ran towards the car as fast as I can. Samantha!!! Anna shouted when I got inside. I smiled at her. Hey there! Whats up?   Do I look like I’ve lose some weight? She immediately respond. I burst out laughing then I looked at her figure up and down. Annabelle, well Anna, look a lot like me. We have the same weight and height. Were also popular in a way, but we didnt like being the center of attention so we stay low. The only difference we have is our hair. She has brown hair while me, well Im blonde. Ugh, you have a perfect figure. Why do you have to work your butt out? And yes, youve lost some fats Really? Yay! She screeched. You see, I need to work out because Im planning to eat a whole box of pizza later She added. I rolled my eyes. Yeah, right. So, whats the plan? Well, I was thinking that maybe we should go shopping after school. Youve got your credit card in you, right? She asked. Uh yeah, sure. Meet me at my locker around four I said, finishing the conversation. She parked the car then we walked together inside the school grounds. We made our way to our lockers since our lockers are right next to each other. I opened mine to get my history textbook, -since its my first class- switching it with my english. Closing my locker, I said goodbye to Anna, telling her to see me at lunch because we dont have the same schedule for the first four classes. We waved goodbye to each other and started walking the opposite way. After a minute of walking and goofing around, Im finally face to face with the door that leads to my first class. I took a deep breath before opening it. Just as I was turning the door knob, a boy passed quickly to get inside first, causing me to fall backwards with the rest of my stuff. What the hell I said in a low voice. I heard him groan in an annoyed voice, then he started walking back towards me, closing the door in the process. Hey, no need to swear neighbor Then it hit me. I looked up, wide eyes to see my oh-so-handsome neighbor aka the most popular boy in school, Spencer Young. You see, Ive known him since we were young. Our mothers, both Filipina, were married to some Canadian which means were half filipino, half american. I also know a lot about him since our bedroom are next- well, lets just say parallel to each other. I know that he loves switchfoot, the script and matchbox twenty because his room are full of their posters. I also know his favorite book, food and stuffs. And also when I was 14, in my sophomore year, I used to have a little crush on him ever since the first time I saw him half naked walking around his room. But that was freaking before. I got myself up, thinking of shouting at him for his rude manners. But before I do that, he spoke first. Sorry about that He said, pinching both of my cheeks. I was thinking of pushing him back. But I sighed, realizing that were already late in class. Instead, I rolled my eyes, ignoring him as I made my way inside the classroom. When we walked inside, the class went full silent at first. Then, they started whispering to each other, probably wondering why their Queen Bee and Mr. Popular are together. Yay, perks of being a popular student. Mind explaining to me why youre both 5 minutes late, Ms. Reynolds and Mr. Young? Our professor, Mr. Lantican asked. Wow. I didnt realize it took that long outside. Spencer speaks first. Well sir, w-we bumped into each other a-at the hallway He stuttered. And it took 5 minutes? Well done, kids. And good job at lying. Now, as your punishment, I want you both to stay here after class and go straight to the detention room to- WHAT?! I shouted, startling the whole class. I cant believe it. I really cant believe it. This is my first time to get a detention and I know for a fact that I didnt deserve it. No offense sir, but Im a straight A student and this will greatly affect my grades. I stopped, catching my breath. And just so you know, I have a scheduled meeting with- I stopped, realizing that im pushing the limits. Never mind I gave up, finding the way to my seat. Yeah, detention at the very first day of my senior high. Great right? Spencers POV I stare at her from a good distance. She sits at the front row with some geeky nerds while me, well, Im at the far left side of the back with Blake Morgan and Nathan Brooks, my bestfriends. I felt really bad that I bumped her earlier. The detention will surely drive her crazy, and it was all because of me. She always makes sure to get perfect As, which I couldnt understand. Its like shes going to die if she gets B or lower. I look up at her again memorizing her perfect back features, hoping that I wouldnt get caught, but i was wrong. HOLYSHITBALLS Blake and Nathan both hissed. WHAT? I said, wincing and rubbing my ears. We can tell it dude This time, its just Blake who spoke. Ugh. What is it, again? You like her right? I mean, Samantha Reynolds Nathan spat. WHAT?! Oh no, youre seeing it wrong man. I spat back. Okaaaaaaaaaay, whatever you saaaaay maaaaan They both sang in a girly voice. I rolled my eyes. It was a misunderstanding. I, Spencer Young, will never stoop that low. Sure, shes rich, sexy, gorgeous or to make it short, shes miss perfect. But shes not really my type. I dont know though, because in some way, I find her actions weird and cute. My room is facing hers and I can see all of her actions or whatever. Her room is very neat and she always make sure that all her things are in place. She also has a very strict schedule of sleeping, waking up, exercising and eating. Not that Im stalking her, of course. Anyway, I really dont understand her. I feel like shes hiding something even from her next-miss perfect bestfriend, Annabelle Jacobs. And thats what Im going to find out. Finally, the bell rang signaling us to our next class. I stand up, eagerly wanting to get the hell out of here before our beloved old teacher call up to me. But then again, I was wrong. Mr. Young and Ms. Reynolds can I have a word with you two? Mr. Lantican asked. I groaned mentally, turning back to face his old crooked face. I saw Samantha glaring at me. Man, was she sexy. I shot her an apologetic look before walking towards Mr. Lantican. Yes, Mr. Lantican? I asked, raising an eyebrow. He took a deep breath before answering I want the two of you to be at the detention room at exactly four. Have I made myself clear? Yes sir We both said. Okay, the two of you may go now He finally dismissed us. Thank you, sir. I said lastly to him then I got out of the classroom. Just as I started to make my way upstairs to my next class, I saw Sam alone leaning at one of the bars, smiling at me. Confused, I made my way to her. Whats with the smiling, Sammy? I asked. Thank you, Spence She suddenly said. I scrunched my eyebrows in confusion. What was that? A while ago, she was throwing fires at me by the way she glares. And now? Man, was she bipolar? Fo-for what? I manage to say. Ive said enough, Spence. I just want you to know that Im very happy that you save me She look at me gratefully then suddenly, she kissed my cheek, then left. I was pretty sure that my jaw hit the ground. Samanthas POV In chemistry, which is my third class, I loiter towards the back of the room, waiting for everybody to file in their seats. Mr. Maruso has this rule that whoever you choose to sit with on the first day of class, becomes your lab partner for the entire year. Needless to say, seat selection is definitely critical. Since the sciences arent really my thing, I search around for someone who I think might do well with the laboratory stuffs. I mustve been busy daydreaming; thinking about what happened earlier because when i look up, they are all paired up. Which leaves me standing awkwardly at the back with my books. Embarrassed, I scan the room until I spotted two empty chairs in front. I made my way there and I can see that my suppose-to-be-partner isnt there. I wonder if he or she is just late or absent. I sighed heavily, praying in every god that he or she better have some brains or else Ill be doomed. Five minutes later, Mr. Marusos disscussion of safety precautions and proper handling of equipments was interrupted by a student who just barged in through the room. I turn around to look at my partner which is†¦.. OH BLOODYHELL is that Spencer? Oh great. I forgot that we also have the same class. But really, this cant be happening. It will be too friggin awkward to have him as my partner. Not to mention, FOR THE ENTIRE YEAR. You see, the moment I kissed him earlier, I immediately regret it. I was also shocked. I didnt know what comes through my mind or what made me do that I REALLY DONT KNOW. I guess I was just so grateful from the fact that he saved me from the shopping plan Annabelle and I were going to have. Shoping isnt really my thing. Especially with Annabelle. I brought all my clothes, shoes and bags online. And Anna, being Anna, you wont like it. She was sooo shopaholic. She buys all the possible clothes and shoes she can get. One time, she runs out of money and im forced to let her use my credit card. Not that Im selfish, of course. Its just that Im saving some of my money for my own car. Nobody knows about that except Simon. Shaking my thoughts, I look at Spencer again only to find him talking to Mr. Maruso. He was probably saying some crappy excuses or whatsoever. I saw them nodded in agreement then Spencer turned around to look for some seat. Our eyes met as he spotted the empty seat beside me. Oh bloody great. He raised his eyebrows at me, doing his famous smirk that showed his dimples. How cute. He made his way to his chair. Hey partner, Sammy I rolled my eyes. Dont call me that. It sounds gayish He laughs in a carefree way So does Spence I tried to hide my smile but I couldnt. Minutes passed and we stopped talking to scribble some notes that our professor told us to copy. As I was writing, I notice him looking down at me whilst playing with my hair. How romantic. I stopped writing. What?! I asked. A little annoyed. Nothing. I was just wondering why little miss perfect is bipolar He said coolly. I gritted my teeth. First, Im not little. We have exactly the same height. And second, Im not bipolar He raised an eyebrow Oh really? I thought- Ahem He was interrupted by a girl. We both turned our heads to see who may that be. Unsurprisingly, its Lilly Thompson, one of the oh-so-popular girls. What do you want, Lilly? I asked. This time I was really annoyed. How dare she interrupt us? Youre flirting with my boyfriend She hissed, faking smile. My eyes went wide and I look at Spencer. He too, has the same expression as me. Will someone please tell me what the heck is happening? Pardon me? I dont even know you Spencer spat. I turned to look at Lilly, who was faking hurt. What do you mean? We chatted on facebook last week and you ask me to be your girlfriend. Dont you remember? She asked in a flirtatious way. Someone give me a bucket Spencer raised an eyebrow. Well, that isnt me. Nathan and Blake knows my password. Theyre the ones who probably ask you out. Besides, I havent open my account for ages. You should go and ask them. He sighed. Lilly was close to tears. So you mean, I dont stand a chance to be with you? She said in a weak voice. This time I interrupted. You slut, will you please cut the act? Just look at him. This- I gestured at spencers body. -is the definition of perfect. And you? Youre just a whore who has nothing to do but to seek attention. I finished. Out of the corner of my eye, I can see Spencer smiling at me. I ignore him as I gave Lilly the death glare. But this time, she looked angry as hulk You bitch! She shouted, causing some students to look at the three of us. Is there a problem? Mr. Maruso asked. I turned to answer him Oh yeah, theres a snake wandering around here. Poor snake, SHE probably doesnt know where she belongs. I fake crying, causing the whole class to errupt in laughter. I smiled proudly to myself. Good job, Samantha! At that moment, the bell finally rang. Talk about being saved by the bell. I quickly grab my things, said a quick goodbye to Spencer, then I hurried to the door to meet Annabelle at the cafeteria. When I got there, everyone at the school had already heard about the confrontation. Yeah, news travels fast in Jacksonville Highschool. I saw Anna already buying her lunch so I catch up next to her in line. Yo anna I said while putting a carbonara, salad and a boxed milk at my tray. Hey there, Sam. Soooo, fighting with Lilly huh? She asked, waggling her eyebrows. I rolled my eyes. She made me do it I said, finishing the conversation. After paying the bill, we made our way to our table which is located at the far side of the cafeteria. Our table is the circle one with the four silver chairs. Actually, its just the three of us who sits there. Me, Annabelle and our boy-bestfriend, Max Carter. We found him already sitted, stuffing sandwich in his mouth. When he notice us, he greeted us with a smile. Yo girls! So hows the two queen coping up? He asked. Anna raised her eyebrows Coping up? Haha, were fine. As always I added, winking at him. Time passed and were already finished with our lunch. Max started telling us some jokes which cause Anna and I to laugh hysterically. That is until Spencer Young decided to come at our table to remind me of the detention. I know I said, giving him the death glare and signaling for him to leave before I pull out both of his mighty eyeballs. Thankfully, he obeyed and left. Slowly and carefully, I turn to face the now angry Anna who was looking at me with an intense glare. I-im sorry, anna I stuttered. I was looking at the floor, twiddling my fingers. I was waiting for her to shout at me but instead, she put an arm around my shoulder, looking worried. What happened? She asked. You know that this is your first time getting a detention right? I nodded. Well, Spencer and I were late and Mr. Lantican got mad I explained. This is unfair She said. What about our shopping?She raised an eyebrow. Great. I really expected that. I was thinking of shouting at her, telling her that she has so many freaking goddamn clothes. But instead, i come up with an idea. Well, Max will be honored to accompany you I said, smirking at Max. Max widened his eyes in horror. I AM NOT GOING NEAR THE VICTORIAS SECRET! He shouted dramatically causing all of us to laugh again. I guess well just go shopping on friday night then Anna said. I rolled my eyes. Yeah, sure. NOTE: On friday, make sure to forget my credit card at home. Spencers POV After lunch, i made my way to the locker room to change for the basketball practice. I flicked the combination to my locker and opened it. Just as I was grabbing my clothes, Blake came up behind me. Spencer! You ready? He asked. Yeah, give me a second to change I said, going inside the comfort room. Seconds later, I got out of the comfort room, completely dressed. I grab a bottle of cold water and started gulping. I need to stay hydrated. So, do you like her too? Blake suddenly asked. I scrunched my eyebrow in confusion. What are you talking about, man? Are the two of you going out now? He asked again, ignoring my question. I glared at him. Who exactly are we talking about, blake? I spat. Uh, Lilly Thompson. He said nervously. Huh? Who is Lilly and why are we talking about her? I dont care about her, duh. Then it hit me. YOU! I shouted. It was you who chatted her! He rubbed the back of his neck. Sorry, man. Its just that- Let me guess I interrupt him. You like her. Am I right? He nodded. Yeah. I really liked her since we were sophomore. I know a lot about her and i know that she likes you so much. Thats the reason i used your account without permission. To be able to talk and ask her out He finished. I sighed. I forgive you, man. But i wont trust you anymore. Im going to change my password the moment i got home. I joked, then i continue. You shouldnt be ashamed to ask her out, Blake. Im sure shell like you I said, finishing the conversation. Thanks, man He said, punching my arm lightly. We made our way to the court where Nathan was. We saw him sitting and waiting impatiently, spinning a ball in his thumb. When he saw us, he shouted. You two! What took you so long? He asked in an annoyed voice. I faked sigh. Sorry, nate. We cant take it anymore. I replied, smiling flirtatiously to Blake. Blake just laughed while Nathan, realizing what im talking about, gave us a dirty look. Youre both disgusting He said. But you love us I cooed, patting his shoulders. Come on, lets play Somehow, we managed to play smoothly for one and a half hour. When were finished, the three of us jogged our way back to the shower room, dying for a cold shower. When were finished with our cold showers, we separate ways to go to our last class. I check my schedule to find out what class am i having. French. Oh oui, mon sujet favori! Just as i was making my way, i remember something. Something that ive been dreading to know. I turn around, running downstairs to catch up with Blake. I saw him making his way to the registrars office. Blake! I shouted. He turned around. Huh? He asked, confused. I ran towards him. I have a question I said, panting. He laughed. Is it that important that you have to- Why Lilly? I interrupted. He looked at me, startled. What do you mean, man? He asked, raising an eyebrow. I sighed. What made you like her? I asked again. He just look at me blankly for a couple of seconds. Finally, after realizing what i meant, he let a huge sigh of relief. Okay, fine. You see spencer, you wouldnt just want to know the outside, arent you? He asked and I nodded. Then he continue. Think about it. For you to know the person completely, you have to also see the inner beauty. For every person in this world, theres a reason why theyre like that. Theres a reason behind why their attitudes and personalities are like that. Thats why we should not judge first. He said, looking at me sadly. You know, I always thought that Lilly will be always like that. People keep saying that shes a bitch, a slut, a whore, an attention seeker but you know what, spencer? In my eyes, i see her differently. The minute i saw her at the orphanage playing with the little kids, man, i was lovestruck. I didnt expect that, especially from a Lilly Thompson. Shes a type of girl who would change her attitude so that people will not recognize her nor to be able to see through her. Thats what made me like her, spencer. He finished, smiling mostly to himself. I was pretty sure that there were tears forming in my eyes. Gayish i know. I, uh- thanks a lot, blake. And, good luck. I stuttered, patting his back. No worries He shrugged. I checked my watch. Three minutes till the last bell. Uh, spencer? Blake called. Yeah? Always remember, dont judge the book by its cover. And, if you like someone, learn to love her flaws first. He finished, then he left. Samanthas POV I stared at the clock, counting the time in my head. 56 57 58 59 RIIIIINNNGGGG! Shoot. I got up as fast as I could then hurried my way towards the door then down the stairs. Great, I thought to myself. Its just a detention, Sam. Calm down. Its just a detention. just a detention Just a fuc- SAM! Someone shouted, taking me into realization. I stopped in my tracks to find whoever who was calling me. I saw Spencer waving at me frantically, gesturing the way to the detention room. Right. What the hell am I thinking and why am I walking the other way?! I shrieked, thinking to myself. I made my way to Spencer who was now laughing like theres no tomorrow. Embarrassed, I tried to cover up. Why are you laughing? I asked, faking innocence. He stifled some laugh. You looked a little.. lost. Do you really study here? Why are you walking the other way? You do know that the detention room is here, right? He asked, pointing to the room. Who said that I was going there first? I asked, keeping my face blank. Where were you going, then? He asked, challenging me. To the ladies room I said confidently, hoping hed buy it this time. He just stared at my blankly. Then he started laughing. Harder and louder this time. Samantha! HAHAHAHAHA! Youre f-fucking hi-hilarious! The la-dies room i-is upsta-irs! He manage to say between laughs. My mouth formed a small o as I realize that he was right. I was left utterly speechless and really embarrassed. I can feel my cheeks turning bright red. I look up at him and hes still laughing. This time, with no noise coming out. Are you done making fun of me? I asked, raising my eyebrow. He finally stopped laughing, clutching his hard-abs stomach as he spoke. Yeah. You didnt tell me youre a good comedian, Sam. I rolled my eyes. I know right? Its one of my hidden talents. Absolutely right. By giving me a good laugh everyday, I wont have to work out anymore. He waggled his eyebrows at me. I smiled. This man surely made my day. Who would have thought that Mr. Spencer Young is like that? Maybe, if we hang out a long time ago, we would be bestfriends by now. And did I mention that he looked hot in his outfit? From v-neck to skinny jeans, perfect. Are you done checking me out? He asked, gesturing to his body. I rolled my eyes and started walking towards the detention room, worry and nervous free. As we walked inside, we realized that were not the only ones who got detention. We saw a girl and a boy -probably freshman- lurking around the room waiting for Mr. Lantican. At last, he came inside, holding a cup of coffee and a large notebook in his hands. We all stand up to greet him. Good afternoon, sir. Good afternoon, kids. He replied. Now, I will group and assign you all to your works He said, looking and flipping through the notebook. Lets see Luke and Miley both of you will be at the movie room to fix all the cds and equipments He finally said. The two student nodded, then left. As for you two- He said, looking at us intensely. -Ill be assigning you to the library to fix and rearrange some books. You may now proceed He finished, then left. I made my way to the library with Spencer, eager to finish the task. We stormed downstairs, taking a left to the library. When I opened the door, we were surprised on how messy it was. Youve got to be kidding me. We cant finish this in one hour What happened here? Spencer asked. I dont know I said, stretching. Lets get working. *After one hour* Woooooh! I shouted, wiping my head with the back of my hand. Weve been cleaning for an hour, throwing and stacking some books here and there. Spencer isnt much of a help though. While I was working my butt out, rearranging some books, he thought it would be fun to just sit there and draw some silly faces on the book covers. But somehow, thankfully, weve managed to clean the library. When were contented with our work, we turned the lights off then we headed out of the school. Uh, Spencer? I asked, realizing something. Yeah? He replied whilst looking at his watch. I-uh, would you give me a lift? I mean, Anna is usually the- No problem, milady He interrupted. I smiled at him. Thanks. As I got up to his car -which is a grey Porsche carrera gt- I pulled out my phone and saw that I have two messages coming from Anna and mom. I opened moms first: Honey, where are you? You didnt tell me youre going to be late I immediately hit the reply button: Sorry, mom. Just got detention. Ill explain it to you later, love you. After sending, I read Annas message: Hows detention with Mr. Young? ;) I smiled, typing: Weve been asked to clean the library. I hate to admit it, but its fun. Never thought Mr. Young has a great sense of humor ;) I hit the send button then I put my phone back in my pocket. Minutes passed and I started to feel some awkwardness so I decided to play some music. I reached for the Switchfoot album, then pushed the CD inside. I stared at the window just as while You was playing. Great. I look like an emo Theres always something in the way Theres always something getting through But its not me, its you At exactly 6:00 pm, Spencer pulled up in front of my house. I thanked him and waved goodbye, then he left. I sighed heavily, thinking of the very tiring day. I pushed myself to the door and I walked inside. Moooom? I shouted, looking for her. At the kitchen! She shouted back. I made my way to the kitchen, dropping my bag at the bottom of the stairs as I walked by. MOM!- I immediately talk. -Im so sorry. I didnt mean to be late in class, I swear it wont happen again and I just want you to know that Ill still be getting straight As and also- Samantha! Calm down! Were not mad, okay? She interrupted. I scrunched my eyebrows in confusion. Huh? Why are you not mad? Youre supposed to be shouting at me for letting you down. I said in a weak voice, tears starting to fall. Shhh, Samantha. Dont ever think about that. Actually, your dad and I were happy that it happened. Youre experiencing the things youve never experience before. Were so proud of you, honey. I stopped crying then I studied her face. Was she serious? Things that Ive never done before? That would be parties, drinking alcohol, taking drugs and sex. I stared at her in horror. Sam, are you okay? Mom asked, waving a hand to my face. She must have noticed that im not breathing. I came back into realization. Uh yeah, mom. Im just.. tired. I should go up and change now I said, kissing her cheeks. I walked pass the dining room, grabbing a banana to calm myself down. I picked up my bag and jogged my way upstairs. Just as I was about to walk inside my room, my father appeared in the hallway Your moms right, Sam. You should live your life the way you wanted. He said, holding back tears. I just nodded then I locked myself inside the room.

Mary Renaults The Last of the Wine Essay -- Mary Renault Last Wine Gr

Mary Renault's The Last of the Wine The Last of the Wine, written by Mary Renault and published by Pantheon Books in 1956, is a classical novel that is both historically informative and entertaining. It is a recreation of classical Greece during the Peloponnesian War, when Pericles was the leader of the city of Athens. The story is being told in the first person narrative by Alexas, an Athenian soldier who survives the war. He reflects on his childhood, his experiences as a soldier, and his society's reaction to the ravages of the Peloponnesian war. This was a time when the Spartans had the city of Athens under siege. They burned the surrounding farms, cutting off the food supply of the Athenians who sought refuge inside the city. Alexas recalls the hardships the Athenians faced and their gallant efforts to protect their city from Spartan invasion. The main themes in this book are war, power, heroism, love, loyalty and growth. We are given further insight into the classical Greek society as Alexas reminisces about his family life, his training as an athlete, the Olympic Games, his homosexual relationship with his mentor Lysis, and his encounters with Socrates the Philosopher. The main characters seem dogged by guilt, loneliness or failure, often the failure to love. The book ends on a triumphant note, with the Athenians defeating the Spartans, and liberating their city from the corrupt politicians. Mary Renault is an award-winning novelist who writes imaginative historical fiction. Her literary works center on the social, cultural and political ambiance of pre-classical, classical, and Hellenistic Greece. Renault "is mainly concerned with deepening and reconstructing myths for the purpose of describing contemporary prob... ...leader to create a vision for our youths and our society at large. We are to examine our political institutions to see if they serve the interest of the people. I can vouch for the authenticity of the information in this book. It is historically correct and can be corroborated by the textbook currently being used in my history class. The Last of the Wine makes delightful reading and will appeal to readers of all interests. Written in a style and language that is easily understood and appreciated, it bristles with excitement, adventure and heroic exploits. With all the foregoing in mind, I strongly recommend this book as a literary masterpiece. Works Cited ILandon, C. Burns Jr., "Mary Renault" in Gunton, Sharon R, ed., Contemporanry Literature Criticism. Twaynes Publishers Inc, 1969, 394-397. 2 Renault, Mary. The Last of the Wine Pantheon Rooks, 1956.

Blood Brothers Essay

Blood Brothers’ is the story of two twins from a poor family in Liverpool. One of them is given away and they are forced to live apart, but somehow fate always brings them back together. The play is built upon the theme of the superstition that if twins are separated at birth then they will die on the day that they discover that they are twins. This theme is reinforced throughout the play by the words of the narrator to keep the audience thinking about what will happen. The first time we see the theme of superstition is when the narrator first begins to speak and he says: â€Å"So did you hear the story of the Johnstone twins? †¦Ã¢â‚¬ ¦. How one was kept and one Given away†¦.. Never knowing that they shared one name till the day they died†¦ † Willy Russell thought that the working class people were more superstitious in contrast with the middle and upper classes. I think this is because they were usually more religious than the upper classes. An example of there superstition is when Mrs Lyons places a pair of new shoes on the table and Mrs Johnstone says: â€Å"New shoes on the table’ take them off†¦. Never put new shoes on the table†¦.. You never know what’ll happen. † During the play Willy Russell explores class difference in great detail, showing how it can determine your chances further on in life. He also explores this theme in his other plays such as ‘Our day out’. In ‘Blood Brothers’ he does this by contrasting the backgrounds that the two boys are brought up in. Mickey, the twin who was kept, was brought up in a working class background with little money and spoke with a broad scouse accent and used slang terms. Whereas Edward was brought up in a family who had a car, a nice house and plenty of money. This meant that he would be able to get a good education and had many opportunities available to him in life. Throughout the play both women attempt to keep the twin apart, but somehow they always end up back together and ironically they make a pact to become ‘Blood Brothers’. Mickey and Edward are always trying to be like each other; Mickey wants to have a nice house, lots of money and a good education where as Edward wants to be able to do what he wants and not be spoilt like he is now. The playwright’s use of dramatic irony builds up drama and tension as the audience know that Mickey and Edward are really brothers and not just ‘Blood Brothers’. This makes the audience feel like they are part of the secret and helps them create a bond with the characters. This keeps the audience interested because they want to find out what is going to happen to them. The difference in class became more apparent during Edward and Mickey’s adulthood, when Eddie goes to university while Mickey is has to struggle to provide a living for his family. The playwright was quick to emphasise the high unemployment rate at the time the play was set and concerns that people faced. Because he was brought up by a single working class parent and had always struggled for money, Mickey lacked a father figure and this may have influenced his decision to help his brother, Sammy, during the robbery. Mickey’s role in the robbery triggers a huge change in his behaviour and also during his time I prison he becomes depressed and gets addicted to the anti-depressants he is prescribed, because of this Mickey’s wife, Linda, talks to Eddie and asks him for advice, and Mrs Lyons tells Mickey of this relationship because she wants them to argue and fall out so that they never find out that they are brothers. I think that at this point the audience would sympathise with Mickey because he has always had a bad life and know he has been told that his wife is seeing Edward. This event spurs Mickey on to seek revenge against Edward because he fells betrayed by him and Linda. An example if this is when Mrs Johnstone says to Linda:- â€Å"Mickey†¦ Mickey’s got a gun†¦ † Linda then realise where Mickey is going and she says:- â€Å"Mickey?†¦ Eddie?†¦ The Town Hall† One of the techniques that Russell uses to create drama in the play is by adding a narrator who intervenes several times during the events of the play. The role of the narrator is to emphasise the superstition of the twins and to keep the audience interested. An example of this is when the narrator sings: â€Å"Yes, the devil he’s still got your number†¦ he wants to speak to you†¦ seen him leanin’ on your door. † This builds up the drama because of Mickey’s unstable nature it will prepare the audience for events to come at the end of the play. Another example of this is when the narrator sings the song ‘madman’. As he repeats the lyrics over and over the suspense would build and also the theme of superstition is also repeated and reinforced. Also by using pulsating music the drama and tension is heightened. â€Å"There’s a man gone mad in the town tonight, He’s gonna shoot somebody down†¦.. Devil’s got your number†¦.. he’s callin’ you up today† This would remind the audience that there is a price to pay for separating twins; it will also reinforce the superstition of twins. I also think that it tells the audience that something important is going to happen. The final scene in the play is set in a very public place, the town hall, and there are councillors and other people there as well as Edward. This shows that Mickey’s mind is unstable and that he doesn’t care about the consequences of his actions because he fighting a private battle in public. This would also be used to heighten the drama in the final moments of the play. When Mickey enters onto the stage he has a gun held two handed because his hands are shaking so much. Then somebody stood next to Edward realise the reality of the situation and screams. This would add drama and tension to the scene and it would also show the audience that Mickey is a very real threat. For this final scene the use of stage directions is very important. Willy Russell has added pauses in areas of high tension so that the audience would be eager for the rest of the scene and the tension would grow, he also added pauses, along side the language and actions used by the characters in the play. By adding ellipsis into Mickey’s speech it would show the audience that he can’t even control what he is saying. He also uses the theme of guns throughout the play and I think this may have been a hint as to how the play ends. Mickey’s past encounters with guns and violence may be the reason he went so far over the edge that he threatened to shoot Edward. When Mickey and Edward were children they used to play shooting games, but know this is no longer a game. When Mickey tells Edward that he has stopped taking the pills I think that it is significant because it would tell Edward and the audience that Mickey is not thinking straight and that he is not in control of his action. It also shows that the only way Mickey can react is with violence. The use of dramatic irony throughout the play is one of the main themes but it is probably this scene where it is most important. The fact the audience know that Mickey and Edward are brothers is ironic because they don’t know themselves. It is also ironic that Mickey thought they were ‘Blood Brothers’ and has made the connection that they are both the sons of Mrs Johnstone. When Mickey says:- â€Å"Friends! I could kill you†¦ We were friends weren’t we? Blood Brothers, wasn’t it? Remember? † It would tell Edward and the audience that Mickey’s idea of a friend is built around a childish pact. The language Mickey uses is very basic and he talks in short sharp sentences. When Mrs Johnstone makes a dramatic entrance on to the stage she rushes to Mickey and Edward, who are stood just yards apart, and she tells them the truth about who they are, this is followed by the shooting of Mickey and Edward. The fact that Mickey and Edward are just yards apart would create drama because Mickey is out of control and has a gun and Edward is defenceless. When Mrs Johnstone had told her sons that they were brothers Mickey realises what sort of life he could have had and who he could have been. This made him feel uncontrollable rage towards his mother and this would have made the audience think that he may shoot Mrs Johnstone. By telling her two sons they were brothers Mrs Johnstone has caused both her sons deaths when she actually thought she was helping the situation. The final song and music would create a deep sadness in the audience and make them feel sorry for Linda and Mrs Johnstone’s loss. They would also be sad for Mickey who hasn’t had a very good life, they would feel sad for Edward because he hasn’t done anything to harm anyone and yet he gets shot. This would confirm in the audiences mind the superstition that if twins are separated they will die on the day they find out the truth. I think that will was successful in creating drama and suspense throughout the play but I think he could have increased the tension at the end of the play by introducing Mickey and Edwards real father into the scene and perhaps Linda getting killed by Mickey as well as Edward. By adding another character it may make the audience think that Mickey will become even more confused and this may lead to the death of other characters.

The Anti Slavery Movement By William Lloyd Garrison,...

The Anti-Slavery Movement began to take shape in 1833. William Lloyd Garrison, Arthur and Lewis Tappan, and other members gathered in Philadelphia and formed the American Anti-Slavery Society. The group was created to provide perspective into slavery. Through the use of almanacs containing poems, drawings, essays, and other material, the Anti-Slavery Society was able to illustrate the horrors slavery. Through the distribution of these almanacs, people were shown the types of struggles and horrors slaves faced on a daily basis. While there were many influential anti-slavery groups, there were also many influential people who helped spread the idea of the abolition of slavery. Frederick Douglass, who was once a slave, published North Star which discusses his goals to â€Å"abolish slavery in all its forms and aspects, advocate universal emancipation, exalt the standard of public morality, and promote the moral and intellectual improvement of the colored people, and hasten the day of f reedom to the three millions of our enslaved fellow countrymen.† Douglass spent most of his time using his lectures and speeches to help fugitive slaves and aid the Rochester station for the underground railroad. Another influential person was Anthony Burns. He was arrested and put on trial under the Fugitive Slave Act which led to an outburst of riots and protests from his supporters. After everything he suffered, he ended up back in Virginia as a slave. His case became one that provided insight toShow MoreRelatedThe Reform Movements Of The United States Of America Essay1195 Words   |  5 PagesSlavery in the United States of America started with the arrival of the first slaves from Africa in 1619. Slavery continued even after it was abolished; it greatly influenced the events in the country. From the very beginning, anti-slavery movement and slave resistance played a big role in the efforts to uphold the values of the new, rising nation and its belief that all men are eq ual. Advocates for the anti-slavery movement were not united from the start; some supported gradual emancipation ofRead MoreAbolitionist Movement Essay814 Words   |  4 PagesAbolitionist Movement, reform movement during the 18th and 19th centuries. Often called the antislavery movement, it sought to end the enslavement of Africans and people of African descent in Europe, the Americans, and Africa itself. It also aimed to end the Atlantic slave trade carried out in the Atlantic Ocean between Africa, Europe, and the Americans. Black resistance was the most important factor. Since the 1500s Africans and persons of African descent had attempted to free themselves from slavery by forceRead MoreThe Abolition Movement1079 Words   |  4 Pages Abolition Movement From the 1830s until 1870, the abolitionist movement attempted to achieve immediate emancipation of all slaves and the ending of racial segregation and discrimination. Their idea of these goals distinguished abolitionists from the broad-based political opposition to slavery’s westward expansion that started in the North after 1840 and raised issues leading to the Civil War. Yet, these two expressions of hostility to slavery were often closely related not only in their beliefsRead More Slavery Essay915 Words   |  4 PagesSlavery Slavery is a social institution defined by law and custom as the most absolute involuntary form of human servitude. England entered the slave trade in the latter half of the 16th century. In 1713 the exclusive right to supply the Spanish colonies was granted to the British South Sea Company. The English based their trading in the North America. In North America the first African slaves landed at Jamestown, Virginia, in 1619. Brought by early English privateers, they were subjected toRead More Abolition Essay870 Words   |  4 PagesStronger Resistance The abolitionist movement in the United States sought to eradicate slavery using a wide range of tactics and organizations. The antislavery movement mobilized many African Americans and some whites who sought to end the institution of slavery. 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They viewed slavery as a national sin; quoted from the book, â€Å"an evil that mocked American ideals of liberty and Christian morality.† Reformers who were antislavery of the North and South created the American colonization society, the removal of freed blacks to Africa. Henry Clay, James Madison, and President James Monroe lead the organization. Their goals were to make America free and all white. Even though theRead MoreThe Treaty Of Guadalupe Hidalgo1654 Words   |  7 Pages130 Abolitionist Movement The Abolitionist Movement began in 1833, when the American Anti-Slavery Society in Philadelphia was formed by William Lloyd Garrison, Arthur and Lewis Tappan (and others). The goal of the Abolitionist Movement was to end racial discrimination and segregation and emancipate all slaves. 1847-1863, an escaped slave and abolitionist, Frederick Douglass, published the ‘North Star.† The paper was published in Rochester, New York. His goals were to abolish slavery, advocate universalRead MoreThe American Civil War6915 Words   |  28 Pagesgovernment with powers which included regulating interstate commerce as well as foreign affairs.   The different states had varying policies concerning  slavery. In some areas of the country where religious groups such as the  Quakersplayed a prominent role in political life, there was strong opposition to having slaves. Rhode Island abolished slavery in 1774 and was soon followed by Vermont (1777), Pennsylvania (1780), Massachusetts (1781), New Hampshire (1783), Connecticut (1784), New York (1799) andRead MoreSlavery, Abolition and the South2526 Words   |  10 PagesESSAY QUESTION #3 – How did slavery impact the economic and political development of the southern colonies and later the southern states? What were conditions like for slaves in the southern U.S.? Prior to the use of slavery in the southern colonies they were experiencing a shrinking workforce, because their laborers were mainly indentured servants. Indentured servitude was a form of debt bondage for white and black contract laborers who were obligated to serve a master for a number of years, and

Realist Analysis The Russian Crimean Crisis - 2260 Words

The British University in Egypt Name: Hadeer Farag ID: 125143 Title: Realist Analysis of the Russian Crimean Crisis The Module Leader: Hisham Wahby The Module Name: International Relations Theory The Module Code: 14POLSO6C Date: 5/5/2015 Question: Critically discuss an international crisis in the post-cold war era, by investigating its dynamics and the motivations of the main actors involved, from a Realist IR perspective. Modern philosophy considers realism as a fully broad term which consists of several movements all showing a unity when it comes to Political realism. On top of the realism founding thinkers overlies the famous names of Thucydides, Hobbes and Machiavelli. Those famous realism thinkers believe that the international world is an anarchic system which guides international relations. This one concept above many others explains the seen actions of any state and the never ending pursuit of power. In the international arena, all states are concerned with maintaining power as well as the addition of new power. Generally, the simply expressed definition of power in the international arena is having influence; this includes both the ability to influence the other states beside the ability to be immune from the influence of the others. Due to the vision of the international arena as being dominated by anarchy, and also by the lack of a strong central authority which is fully able to exercise control on the world’s differentShow MoreRelatedWilliam Churchill s Quote On Russia Putin1208 Words   |  5 PagesPutin’s foreign policy through the eyes Morgenthau which will be the basis of this paper. By understanding the mystery we can say that Putin is following a Realist perspective and not the liberalist perspective especially with the Crimean Conflict. Before we begin in analyzing Putin’s Russia we must outline a few of the essential factors of the realist stance in international relations that can be traced back to Machiavelli’s The Prince. First, we ought to see at the existing position in the world thatRead MoreExploring the Efficacy of International Organizations in Russias Acquistion of Crimea1623 Words   |  7 Pageswhether or not it determines the behavior of major actors – in this case, the states involved in the Crimea crisis – or whether it is utilized by states as a policy tool to further relative gains. It will be argued that, in the example of Crimea, the influence of international organizations cannot be discerned by lumping them all together. While the UN has become obsolete during the crisis, the EU and NATO have emerged as relevant organizations that, at the very least, counterbalance and reprimandRead MoreRussian Annexation Of Donetsk And Luhansk Oblasts Due1674 Words   |  7 Pages The Ukraine crisis has emerged from a domestic conflict and developed into an international issue because of the Russian federation intervention. The evolution of the Ukrainian crisis demonstrated the inability of the international community to handle it in a timely manner and prevent conflict escalation and ultimate stalemate. Although Ukrainian separatists seek to follow the Crimean strategy, many Western countries are strongly opposing to the Russian annexation of Donetsk and Luhansk oblasts dueRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslamentable. Taken together, the key themes and processes that have been selected as the focus for each of the eight essays provide a way to conceptualize the twentieth century as a coherent unit for teaching, as well as for written narrative and analysis. Though they do not exhaust the crucial strands of historical development that tie the century together—one could add, for example, nationalism and decolonization—they cover in depth the defining phenomena of that epoch, which, as the essays demonstrate

Personal Statement Manager And Leader - 1595 Words

Manager and Leader During my personal life, I have had more disappointments and let downs from people in authority over me than I would like to admit. Theoretically, they had the managerial concept, but the leadership quality was lacking. A majority of my experiences were fearful driven by overpowering bosses that instilled, do it or lose your job, and that everyone is replaceable. Until ten years ago, I assumed all bosses treated their employees this way. However, I had a career change abruptly; it was at that time, I met a man that would change my perspective on bosses, my career direction, and the way that I myself lead others today. Sam Allen was the Human Resources Manager at a factory where I became a temporary employee, then became†¦show more content†¦Doing my job one day and I apparently offended a few employees, Sam quickly pulled me into his office, of course, I assumed I was in trouble and by all rights; he could have ended my assignment. However, instead he took two hours of his t ime just to talk to me about where I came from, my family, what I wanted in life, my children, and he led into how he could help me become less abrasive with my demands of the employees. He told me that if I looked at this role as an opportunity to serve the people here, and show them how much you care about them, they would, in turn, comply with my requests with little to no effort. According to Owen and Hekman (2012), humble leaders were described as those who provided honest substantive compliments, and they genuinely appreciated the contributions of others. In retrospect, I did not know what to think, first, no manager had ever taken the time to even ask me where I was from or bothered to know my children s names. At that moment, I knew this man was different. Every morning we had a conversation, in which we shared ideas. He had been in the Human Resources field for over forty years, yet he was so humble he went into detail about the mistakes he had made throughout his career, l essons learned and although he did not talk about his strengths, they had become evident to me without him ever boasting about them. Although I made several mistakesShow MoreRelatedPersonal Statement : Manager And Leader1265 Words   |  6 PagesManager and Leader In my personal life, I have had more disappointments and let downs from people in authority over me. They had the managerial concept, but the leadership quality was lacking. Most of my experiences were fearful driven by overpowering bosses that instilled do it or lose your job, and that everyone was replaceable. 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Interviewing Brent was overwhelming at first sinceRead MoreThe Transformational Leadership Theory For Student Athletes Essay938 Words   |  4 Pagescreate a culture that supports the program’s mission, this student looks to rely on the transformational leadership theory. The transformational leadership theory is the positive impact a leader has on those they supervise and methods used to achieve optimistic outcomes (YuKi, 1999). The transformational leader builds a rapport with those they supervise by building trust, respect and the ability to motivate others, thus leading to Organizational Citizenship Behavior (1999). Organizational Citizenship

Outcomes and Process Evaluation †Free Samples to Students

Question: Discuss about the Outcomes and Process Evaluation. Answer: Introduction The focus of the study is to describe the importance of math throughout life and the process of learning from early childhood to later part of life. The resources are use to identify the process of learning and teaching where the environment is considered an important part. The real world application of math is also highlight in the folio. Mathematics is a discipline included in science that deals with quantity, arrangement and the logic of shapes. It is applicable to everything that is around us in everyday life, from calculation to the geographic shapes around us that can be study by mathematics. Mathematics makes it easier for a person to understand and evaluate the concepts such as velocity, speed, light, heat, valences and much more (Siemon et al., 2015). On the other hand, numeracy refers to the ability to use mathematical skills in our everyday life. By referring one person as numerate means that they have confidence and skills for using the numbers and mathematical approach in their everyday life that has nothing to do with their professional expertise. It means that the person is able to reason with mathematical concepts, use these concepts in a range of contexts, and solve a variety of problems. Numeracy seems to reflect the way in which children approach their mathematics, valuing the confidence in and under standing of mathematics (Ares Evans, 2014). These two can be distinguish from one another on various grounds. Numeracy and mathematics are overlapping, but are to separate concept. Mathematics is a much broader concept than numeracy. Numeracy uses mathematics in some of the contexts to deal with situations. Hence, it can be point out that mathematics is a scientific discipline whereas numeracy is merely the application of the knowledge of mathematics in the field. An example can be draw from traditional classroom mathematics where it is the understanding of calculus, quadratic equations, statistical analysis and much more. Example of numeracy can be like analyzing data to spot trends and anomalies using the mathematical skills (Cooke, 2017). Similarities between mathematics and numeracy is that the mathematics is the rule and numeracy are the application of that rule in the real world context. Both deals with the numbers quantities and shapes and relate to an understanding of basic skills such as addition, division, subtraction, and multiplication. Example of the similarity can be draw from the classroom. Arithmetic is a segment where mathematics and numeracy overlap due to their similarities. Mathematics in Real World This resource highlights various learning and teaching process mathematics to the children. Several cases are clubbed up a portion of the resource where the application of mathematics by the children in the real world. The case of the zoo visit is taken as the case of childrens interaction with the real world in the mathematical field is mentioned in the folio. The case is based on a zoo visit of 4-5-year-olds led by a group of adults. This was a great opportunity to test their mathematical knowledge. This enabled them to verify the data handling skills of the children in the real world scenario. Moreover, they had the opportunity to test their limitations of imagination and application of it on the strategies they choose to select in recording the data. They were provided full freedom to select any strategy they could think of to record the given data. This test shows clear potential in increasing the mathematical and numeracy thinking of the children, as they had to use their thinking to perform the task in a greater pressure than the classroom environment. The case mentions here shows the application of math in a real-world scenario. They asked the children to think of three to four of their favourite animals they saw in the zoo and record it. Furthermore, they were asked to record their friends' favourites and count the animals that are loved by the most. This is a simple data handling case potential to understand the children's potential in implementation of their skills in the real world settings, where every child showed different approach in the process of fulfillment of their tasks. Some formulated the layout of all the animals and left space for marking the number of children that love the particular animal. As this task was provided to the children and the method of recording data was not provided to them, the task what they did shows great sense. This can be used in the different scenario has the potential to test the skills of the children and the imagination to relate their classroom mathematics in the real case scenario. Th is will provide support in future data handling (Carruthers Worthington, 2006; Reys et al., 2014). Mathematics and Early Childhood This resource demonstrates the play approach of learning mathematics in the early childhood stage. As the children in their early stage better learn through play, it is important to understand the importance of the play approach of learning mathematics. The resource also identifies how the adults implement the mathematical learning in the children's playing without manipulating or controlling their play activity. The play is an important approach to teach math to the children. They are continuously learning the discipline through play. Scholars find it an effective vehicle to embed the mathematical concepts in their mind and to develop a positive attitude toward the discipline. The pre-school teachers seek various approaches to combine mathematics in children's playing activity to grow interested and record and analyze children's response. Sand and water as the example cited shows its potential in developing and monitoring the mathematical skills of the children. This way, children learn much faster and develop skills to recognize and remember the learning. Implementation of mathematics in sand and water play can prove to be a useful tool to teach the children mathematics. It is proved best in making them identify and relate the shapes in the real world. It could also be implement to develop the idea of weight. They can feel the weight an express in some simple expressions such as heavy, light, empty, full or even big and light. The idea of conservation could also be develop by asking them how much it can hold or sustain. Different shaped boxes and material could be provide to them for comparison the factors mentioned. Shapes and pattern as mentioned earlier are the best implication of sand and water play where they can make any shapes by their imagination and relate them with mathematics. Adults know the differences between wet and dry sand regarding the weight factor. It can be a useful tool to understand the thinking of the children and the limitations of their imaginations (Harms, Clifford Cryer, 2014). Math in Daily Life Math can be seen in everyday life not only for children but for adults also. The resource sees math in this approach and further discusses activities that can increase the mathematical understanding of the children by involving them in daily life activities. This has a potential impact on brushing up their knowledge and develops the understanding of math. It also enables them to relate their school knowledge with the life, which makes it more enjoyable for them. Various activities mentioned in the resource can help the children to improve their understanding of math and make math enjoyable for them. This will increase their interest to learn more. Several activities can be used in accordance with the age group of the children allowing them to show better potential. For the children up to grade three can be indulged in sorting the vegetable and counting them, decorating the cake whit varieties of berries, sorting colour candles, or even storing the leftover in the container where they have to use their imagination of number and size. Activities for grades four to six could be send to the market for purchasing small household items where they have to calculate the money to pay for the item and checking the cash returned to the vendor. The concept of weight will also develop in the process, as they have to carry the item back to home. The children in grade 7 and 8 could be given the task of comparison, which can prove to be useful in differenti ating. If the product available for something in a store is, lower or higher than the next store. This way they can develop an idea for both differentiating and measuring (Harms, Clifford Cryer, 2014). Mathematics and Primary school This resource proposes various aspects of the mathematical process that are included in primary schools all over the country and overseas. Some of the important ways of learning mathematics in classroom settings are reasoning, argumentation, generalizing, justifying, connecting, problem-solving and representing that are described in the resource. The initial and most effective way of learning can be communicating to develop mathematics in primary school children. Communication is considered as the soul of mathematics where many scholars described it from the multi-literacy perspective. This approach of teaching and learning enables the students to participate and interact with the issue put forward to them. Learning becomes more interesting than just replying yes or no to the provided questions and the students intellectual capabilities come forth. It allows the teacher to understand the students interpretation and construction of idea related to the topic taught to them as they take part in the activity for solving the problem, hence reflecting their understanding regarding the subject matter. Communicative teaching and learning process can be considered as a beneficial process for the children in primary school. On the limitation part, the teacher must have an idea to conduct the approach properly to extract benefit out of it. Improper application can have a negative effect on the minds of the little children. There are various ways of communicating mathematics in the primary school classroom settings. Some of the applicable processes are mentioned below: Visual communication It is considered as the best way of learning as it has more impact on the learning process than reading or listening. Various photographs, constructions, or even 2-D displays through projector can be used in teaching mathematics in the classroom to make it interesting. Digital Communication technology such as auto collage and Glogster can be used for display. Oral communication Class discussion, play, dramatic performances, small group work and much more can be used in the oral process in teaching mathematics. Textual Communication includes a way of thinking, drawing, scribbles stories which have the mathematical context to communicate it to the children. For example, the story can make the children count, make reasoning and much more, which can be beneficial (Riley et al., 2015). Symbolic Communication This curriculum communicates a symbolic form of mathematics. The symbolic communication is conducted in the mathematical approach to make them accustomed with symbols of mathematics and their implication in the study. Mathematics and the Learning Environment This resource gives a detailed idea of how the environment of the classroom can stimulate the learning process of children. This report also demonstrates the teaching environment of the primary schools in New South Wales. The classroom environment plays an active role in stimulating the learning process of children. A safe and supportive environment is always considered as the positive environment that can enhance the children to learn mathematics faster. For maintaining the environment, both the students and teachers requires maintaining an interactive mode to make the most out of it. The inclusion of play model in the early childhood and primary classroom environment proves to be effective as they make the learning interesting and appropriate for the children. On the negative part of the discussion can be based on the grounds of habit. Implementation of this model of environment for too long can make the children habituated with the process (Afari et al., 2013). There are several ways of using the play learning model in a classroom, which will make the environment more effective. The some of the models can be physical play, nature, books and rhymes, imaginative play, language, dough, sand and water. These have the potential to stimulate the learning process as the children learn faster through the play model. These models or designs can be considered as interactive as it engages the students in activities that enable the children to think and form an idea for solving the mathematical problems. The replacement of traditional mathematics classroom with these designs proved to be potentially helpful for the children as shown in the resource (Fraser, 2015). New Modalities and Mathematics This document demonstrates the process of developing a strategy to implement ICT in early childhood education in New Zealand. The role and potential benefits of early childhood education are also demonstrated in the article. It also reflects the analysis of survey report that shows the current implementation of using ICT in childhood education sectors. ICT has shown its potentiality to develop mathematical thinking among the children of early age. Various tools and software such as drill and practice, general-purpose graphics program or even specialized computer manipulative programs can be used to extend their thinking. It enables them to change, create, save, merge, or even retrieve ideas from different fields. It will allow the children to think, interact, and play with the ideas and manipulate them to their will. They can merge different ideas with mathematics to develop wonderful thoughts that they can represent. The negative impact of the use of ICT is they will stop developing the manual skills for overusing the software for learning. The professionals need a proper guidance, examples and support for implementing the ICT in the early childhood classroom, without which, they will make their personal decisions about the nature and extent of the use. It will primarily base on the knowledge and the expertise of the professional regarding the matter. There should be a framework used to implement ICT in childhood context, and proper sequential usage of the product can bring the desired outcome. There are numerous ways of applying ICT in development of mathematical learning of early childhood that can be used. Some are already mentioned in the discussion earlier. There are several case studies available in the market that describes different methods of integrating ICT in the everyday course in childhood education, which are the reflection of the learning of practitioners in several institutions (Archard Archard, 2016). Different software like generalpurpose graphics program, drill and practice mathematical software and much more can be used for enriching the knowledge of mathematics and numeric and develop their thinking pattern using ICT in the childhood classroom education. Children in this process learn mathematics through the action of the play and demonstrate their ability of high-level thinking. Mobile phone-based mathematics learning has come up in recent years. It is the part of ICT where different mobile phone apps like geometry test, rocket math, dragonfly math are used in the educational institutions to make the subject more enjoyable for children (Kerckaert, Vanderlinde van Braak, 2015). References Afari, E., Aldridge, J. M., Fraser, B. J., Khine, M. S. (2013). Students perceptions of the learning environment and attitudes in game-based mathematics classrooms.Learning Environments Research,16(1), 131-150. Archard, S., Archard, S. (2016). Jessica connects: A case study focussing on one childs use of information and communication technology (ICT) in an early childhood education setting. Ares, N., Evans, D. M. (2014). Mathematics and numeracy as social and spatial practice.Education Research International,2014. Carruthers, E., Worthington, M. (2006).Children's mathematics: Making marks, making meaning. Sage. Cooke, A. (2017). That First Step: Engaging with Mathematics and Developing Numeracy.40 years on: We are still learning!, 173. Fraser, B. (2015). Classroom learning environments. InEncyclopedia of Science Education(pp. 154-157). Springer Netherlands. Harms, T., Clifford, R. M., Cryer, D. (2014).Early childhood environment rating scale. Teachers College Press. Kerckaert, S., Vanderlinde, R., van Braak, J. (2015). The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors.European Early Childhood Education Research Journal,23(2), 183-199. Reys, R. E., Lindquist, M., Lambdin, D. V., Smith, N. L. (2014).Helping children learn mathematics. John Wiley Sons. Riley, N., Lubans, D. R., Morgan, P. J., Young, M. (2015). Outcomes and process evaluation of a programme integrating physical activity into the primary school mathematics curriculum: The EASY Minds pilot randomised controlled trial.Journal of Science and Medicine in Sport,18(6), 656-661. Siemon, D. E., Beswick, K., Brady, K., Clark, J., Faragher, R., Warren, E. (2015).Teaching mathematics. Oxford University Press.