The History Of The Canterbury Tales English Literature Essay

The History Of The Canterbury Tales English Literature Essay Social condition Chaucer, a pioneer while in transit to Canterbury, makes the excursion with 31 different travelers. The general public is still particularly primitive as appeared by the manner in which he depicts his kindred travelers. Air As Chaucer depicts his partners, the air all in all appears to be carefree, despite the fact that he parodies and thus communicates sicken for a large number of the kindred pioneers. Importance The setting gives a scenery and plot to the story as the pioneers advance toward Canterbury. Structure The Canterbury Tales is an assortment of short stories, told from Chaucers perspective. He doesn't offer quite a bit of his knowledge and sentiment, with the exception of during the preamble, where he presents and depicts the characters. In each short story, an alternate explorer tells a story. Plot In The Canterbury Tales, the story starts in The Prologue, in The Tabard Inn, where Chaucer meets exactly nine and twenty individuals who are getting ready to go on a journey to Canterbury the following morning. He at that point continues to present and depict every one of his kindred travelers in an occasionally lauding, now and again mocking way. After this, the Host serves the travelers food, and proposes a path for them to take a break on their excursion to each recount to a story in transit there and one in transit back. He reveals to them that he will choose the best one and that the victor gets a free supper paid by different explorers. After this, the following morning, the travelers leave for Canterbury. In The Pardoners Tale, the Pardoner recounts to an account of insatiability. Three alcoholic men reprimand Death for the passing of their companion. As they locate an elderly person who whines that Death won't take him, and he discloses to them that they can discover Death behind an oak tree, the three unearth a heap of gold. They at that point draw straws and send one of the three to bring food and wine. As the man leaves, the two residual men plot to murder the third man and hush up about the cash. The third, as he gets food, plots to execute the other two with poison. As the third man returns, the two men that stayed cut him and take the food he brought, yet they accidentally drink the toxic substance that he brought. Thus Death takes every one of the three of the alcoholic men. The Wife of Baths Tale recounts to an account of a knight under King Arthur who is condemned to death for assaulting a lady. Anyway the sovereign intercedes and expresses that he will be reprieved on the off chance that he returns one year and one day and mentions to her what ladies need most. The knight leaves and invests his energy meandering, asking ladies what they need most, however they all offer differing responses. Down and out, the knight unfortunately plans to come back to court. In the forested areas, he out of nowhere observes a gathering of moving ladies. As he moves toward them, they all vanish, and an elderly person remains. The lady says she will mention to him what ladies need most as an end-result of installment and the knight acknowledges. As the knight tells the sovereign that ladies need sway over her better half and is discharged, the lady shows up and says that she told the knight the appropriate response and solicitations marriage. The knight reluctantly ackno wledges. Anyway he dismisses her after they are hitched and this leads her to face him. She asks him whether he would have an old and appalling however faithful, valid, and humble spouse, or to have an unfaithful, pretty wife. The knight leaves the choice to the elderly person. Having won her power, she advises the knight to kiss him, and as he does, she transforms into a delightful youngster. In The Nuns Priests Tale, a cockerel, named Chanticleer, has a fantasy about his passing because of a fox. He tells his preferred spouse, the hen Pertelote, about this vision he has had, and his dread. She chastens him for being terrified. Upon this he describes instances of different dreams that have worked out as expected. In any case, after this he is helped and time passes. Afterward, as he is strolling with his spouses, a fox exploits Chanticleers self image and advises him to crow for him. As Chanticleer shuts his eyes to crow, he is grabbed up by the fox. Anyway then the fox is outmaneuvered by Chanticleer, as the chicken convinces the fox to talk and insult the followers. As the fox opens his mouth, Chanticleer escapes and flies into a tree, declining to be deceived once more. Characters Knight a recognized man who draws Chaucers acclaim. He has battled in numerous wars and speaks to truth, respect, politeness, unobtrusiveness and is shrewd. Assistant the knights child. He is musically capable yet rests next to no as he invests a lot of his energy attempting to dazzle ladies. Yeoman tan with a head like a nut. He is likewise a superb woodsman and toxophilite who is extremely faithful. Religious recluse/Prioress not so much a cloister adherent, extremely worried about appearance and love. Has an ornament that says Amor Vincit Omnia (Love Conquers All), rather than the strict commitment and purity a religious woman ought to have. Madam Eglantyne. Another Nun with the Prioress. Cleric 1 with the Prioress. Cleric 2 with the Prioress. Cleric 3 with the Prioress. Priest not so much a priest. He is fat and bare however is common and not extremely gave to religion. Purchases pleasant garments and likes chasing. Monk degenerate, and truly adept at asking. Wanton, cheerful, knew all the bars and motels. He draws Chaucers scorn.Name: Hubert. Trader great at his particular employment however is in the red and is acceptable at concealing it. Has a forking facial hair. Oxford Cleric just likes learning, exceptionally thin and fixated, would prefer to burn through cash on books than other stuff. Sergeant at the Law is by all accounts great at his particular employment. Chaucer questions this. Sergeant has remembered a lot of cases. Franklin has a white whiskers, yet lives for delight. Gatherings, has heaps of wine, food. Guildsmen (Haberdasher, Carpenter, Dyer, Weaver, Carpetmaker) look trim and new. Cooperated to enable each other to out. Spouses additionally pushed them. Cook great at cooking however has terrible cleanliness. Has a ulcer on his knee and can recognize beer by flavor. Captain takes a great deal, likewise explores the ocean, sort of a privateer. He is riding a taken pony and has experienced numerous maritime difficulties. Specialist thinks a lot about medication. He wears dark red robes sliced with somewhat blue dim and is a grumpy person. He cherishes cash. Spouse of Bath nearly deaf, dresses pleasantly, has had 5 husbands, went far and wide and been to Jerusalem multiple times. She is a generally excellent needle worker and amicable. Parson poor, yet wealthy in thought. Additionally respectful and strictly educated. Liberal, beneficent, highminded, and dedicated. Cultivator sibling of the Parson, likewise persevering, and fair, quiet, and beneficent. Religious and poor, yet covered his offerings on schedule and. Mill operator solid and enormous, with a red whiskers, huge nostrils, and a mole on his nose. He plays he bagpipes and is solid, however deceptive. Manciple is unskilled and adroit however can exceed others in numerous legitimate cases. Reeve thin, old, and irritable. He has a terrible temper and relatively few like him, so he rides in the back. He is a woodworker and watches and predicts crops cautiously. Summoner degenerate, alcoholic, and lustful. Pimply with limited eyes and a meager facial hair. He gets paid off and extorts to get what he needs. Pardoner conceivably a gay accomplice of the Summoner, has long yellow oily hair, swelling eyes. Is covetous and offers counterfeit relics to exonerate individuals. Host pleasant, overweight with brilliant eyes. Proposes smart thoughts and great at convincing others and getting others to get things done. Chaucer the storyteller of the story, going on a journey with different characters. Implications The Bible Chaucer insinuates the Bible in his portrayal of the Plowman, referencing the affection thy neighbor as thyself principle in Christianity. This assists appear differently in relation to the non-strictness of the as far as anyone knows ministry characters, for example, the Prioress and the Monk. Epicurus When depicting the Franklin, Chaucer draws a correlation, considering the Franklin the child of Epicurus. This implication to Greek society shows the English information on the other European societies and the solid equals that societies stepped in those days, in the public arena. Aristotle Chaucer makes an inference to Aristotle when he depicts the books the Oxford Cleric has. This gives us increasingly about society in those days and how reasoning was connected to diligence and furthermore again shows us the equals between the antiquated Greek culture and the English. Gadgets of Satire Litotes Chaucer utilizes litotes, or the utilization of attestation through refutation, to underscore certain parts of individuals without being excessively immediate or self-evident. This use is to some degree a modest representation of the truth, causing something to appear to be short of what it truly is. A case of this is the point at which he portrays the Prioress as in no way, shape or form immature, he is alluding to her awe-inspiring and all around created body and yet making it appear to be less that it truly is. Non-serious Questions Rhetorical inquiries are questions posed to that, while not really drawing an answer, come to a meaningful conclusion. Chaucers utilization of these can be seen when he is depicting the Monks un-priest ness. He asks Was he to concentrate till his head went round poring over books in houses? Must he work as Austin bade and work the very soil? Is it accurate to say that he was to leave the world upon the rack? While in the manner Chaucer poses these inquiries the response to each would appear to be no, the appropriate responses ought to really be indeed, and these stress the point that, while the Monk ought to do these things, he isnt, and in this way, he isn't a priest like priest. Incongruity the utilization of incongruity is conspicuous all through The Canterbury Tales and helps draw the perusers consideration however underlining the strangeness of the circumstance, Two incredible instances of this are of the Monk and Prioress, who both ought to be strictly sincere and severe supporters of rules, yet arent. You can see as Chaucer even says The Rule of good St. Benet or St. Maur as old and severe he would in general overlook, about the Monk, this draws the perusers consideration in light of the fact that once more, clearly, that is actually something contrary to what a priest ought to do. Type The Canterbury Tales is an assortment of

Blooms Taxonomy Pyramid Essay Example for Free

Blossoms Taxonomy Pyramid Essay I Actually discovered one action word that was available on the arranging pyramids unit arranging structure. Thoroughly analyze climate and disintegration really had the think about action word for the Blooms examining. Different action words include: Remembering-rocks and essential segments of a fundamental kind that are of the earths surface. Understanding-the manner in which the earth looked during the Ice Age, unexpected change that happened because of debacles, and enduring and disintegration are powers that change the outside layer. Applying-geographic instances of how moderate and quick changes Assessing how physical and substance enduring is brought about by people The adaptions that are available on the arranging pyramid structure are thoroughly considered and arranged out in light of the fact that it looks and appears as though the instructor set the four showing procedures; content introduction, instructional gathering, gave practice, and progress checking that is recorded int eh prospectus. It essentially seems as though the educator is getting ready for a little while from a visitor speaker to discuss volcanoes. I do feel like this would cover the instructional gathering and substance introduction, and I accept that because of the way that understudies will get the chance to learn and converse with an individual that has a lot of information about volcanoes and the disintegration that it has done to the earth. I accept that gave practice is like the arranging in light of the fact that the instructor is thinking and needing to get rock tests, watch a disintegration and enduring video, work with idea maps, and the educator will likewise have understudy to write in a day by day log what they realized on an everyday premise. The gathering encouraging procedure is additionally a thought the instructor identifies with on the grounds that the individual needs the understudies to be in learning gatherings so they can gain proficiency with the course reading materials, and furthermore have an amigo to assist them with reading for spring up tests and tests. The advancement motoring encouraging system is likewise a smart thought in what the instructor will utilize in light of the fact that the person in question intends to have a jargon glimmer to assist them with looking into and have week after week tests and a unit test toward the conclusion to screen his understudies.

The 11 Best SAT Books Recommended for SAT Prep

The 11 Best SAT Books Recommended for SAT Prep SAT/ACT Prep Online Guides and Tips With such a large number of SAT prep books to look over, how might you tell the great ones from the terrible ones? All things considered, not to stress since we've assessed SAT books for you! This completely refreshed guide gives you our suggestions for the best 11 SAT arrangement books to assist you with accomplishing the scores you need. To best framework the distinctions, I've isolated the books into four primary areas: Best Overall SAT Prep Book Best Traditional SAT Prep Books for Instruction, Strategy, and Practice Questions Best Books for SAT Math Best Books for SAT Reading and Writing Prior to bouncing into our SAT book proposals, however, permit me to give you a word about myperspective. Disclaimer: Why Am I Recommending SAT Books? You're most likely asking why PrepScholar, known for its online SAT prep program, is going old fashioned and suggesting a SAT book list. As SAT specialists who have made it our central goal to comprehend the test and help understudies succeed, we are committed to giving you the best assets to accomplish both your scholastic and individual objectives. In the event that you're self-persuaded and favor utilizing SAT books in your prep, at that point they can be an extraordinary method to learn content, practice systems, and evaluate test questions. That being stated, all the SAT prep books suggested beneath have qualities and shortcomings. A few of them appear as though they were raced to production, while others sadly don't offer a similar degree of value that they did in past variants. I trust PrepScholar has figured out how to incorporate the best pieces of these books into its online prep program while including the accommodating component of responsibility. We assist you with arranging out and adhere to your examination plan, monitor your advancement, and sharpen the particular abilities and practice issue types you need most so as to improve your scores. With prep books, you can attempt to modify your investigation plan to your particular needs as well however with PrepScholar, we do all that hard work for you. In addition, considering the enormous increases you can get from it, it's substantially more practical than purchasing every one of these books! Since we're not really profiting by these SAT book suggestions, you can believe that our recommendation is nonpartisan, objective, and based onboth our andstudents' genuine encounters with these SAT arrangement books. Since we have all that off the beaten path, we should proceed onward to our rundown of SAT books. Since the best portrayal of SAT addresses consistently originate from the test creators themselves, I'll be beginning this rundown with the College Board's Official SAT Study Guide. The College Board's Official SAT Study Guide, 2018 Edition Cost: $15-$20 on Amazon In past years, I told understudies that the College Board’s SAT manage was the main, basic book they needed to have in their investigation arms stockpile. Presently, I’m saying essentially the inverse don’t trouble! Why? Since you can discover the entirety of its material for nothing on the web. In a supportive move, the College Board has stated its responsibility to straightforwardness by giving free online SAT practice materials (they’re likewise firmly advancing their organization with Khan Academy, which offers valuable video clarifications to oblige official SAT questions). A few understudies and instructors were disillusioned to purchase The Official Study Guide book just to find that its training tests were the equivalent definite ones offered on the web. So does this book offer anything past SAT practice tests? It dedicates a bundle ofpages to clarifying the test structure, essential systems, and answer clarifications. Since you can discover most of this information on the web, however, I don't suggest purchasing the official guide except if you truly need all the material printed out for you. In the event that you approach a printer and a working web association, I’d state to exploit the free online material and find out about the SAT that way. The all out number of tests is stilllimited, so you may scatter these SAT practice tests all through your prep as an approach to measure your advance and figure out what ideas you have to concentrate most. In the middle of these tests, you can enhance with inquiries from different books on this rundown. Peruse on for the advantages and disadvantages of the best generally SAT prep book, alongside the best books by SAT area. Best Overall SAT Prep Book: Kallis' SAT Pattern Strategy Cost: About $30 on Amazon Understudies and instructors the same have announced having extraordinary encounters withKallis’ Redesigned SAT Pattern Strategybook. This book providessix full-length practice tests,addingup to around 24 hours of work on testing. Aces The SAT questions are commonly practical and intently mirror official test questions. Kallis goes past the official guide's straightforward clarifications to offer bit by bit response clarifications for each question. These top to bottom depictions assist you with seeing any slip-ups and fix them for next time-a key methodology forimproving your scores. The book talks about 101 themes you’ll find on the SAT and offers an unmistakable, centered introduction of essential ideas in sentence structure, writing, and math.Beyond content survey, this book gives some investigation ofthe different inquiry types, permitting you to adopt a progressively vital strategy to your prep. Kallis goes over the structure, organization, and themes canvassed on the SAT in detail, so you’ll have a solid handle of coordinations before test day. This audit will spare you time in perusing any guidelines and take on a steady speed since you’ll know precisely what's in store on the SAT. Cons While this book works admirably giving reasonable practice questions and substance survey, it’s less supportive for learning keySAT methodologies, for example, time the executives and the procedure of disposal. Since this book underlines a learning by doing approach, it doesn't invest a great deal of energy going over outlook and basic test-taking systems. This book is generally costly at around $30 on Amazon. It requires a ton of freedom and self-restraint. You’ll need to assume liability for splitting the material in the best way and structuring and adhering to a gainful report plan. While the training questions are there, it’s up to you to place in the work and make the most out of them. Best Traditional SAT Prep Books for Instruction, Strategy, and Practice Questions The accompanying SAT prep books are of better than average quality however have some genuine shortcomings also. The accompanying four books are the best right now availablefor content audit and practice issues. We should go over the upsides and downsides of each. SAT Prep Black Book, second Edition Price:$20-$25 on Amazon I enthusiastically recommendSAT Prep Black Bookfor itsinsightful procedures and test advice.The SAT Black Book, as it's called, was composed by Mike Barrett, who's set aside the effort to comprehend the test all around. In it, he goes over the various kinds of inquiries and presents basic hints, for example, how to perceive dubious wording anddistractor answer decisions. Professionals This book is fantastic for understudies who need to find out about the structure, organization, and stunts of the SAT, and for the individuals who need togain down to earth systems with regards to responding to questions and sparing time. It tends to be valuable for understudies of all levels,since Barrettcustomizes his recommendation relying upon your objective score. It providesthorough answer clarifications for inquiries on the initial four authority SAT practice tests. Where the College Board neglects to walk you through the means of a training issue or clarify why other answer decisions are mistaken, this book guides you through each question on each training test in detail. It can help change your outlook when really taking the SAT. You can consolidate the book's clarifications and procedures into your own methodology with the goal that you're progressively sure while responding to each address type.While the Black Book is incredible for technique, however, it's less useful for examining ideas. Cons It doesn't have any of its own SAT practice questions. Rather, the book must be utilized related to the official SAT practice tests. It alludes straightforwardly to legitimate SAT questions and gives careful clarifications, particularly for the hardest inquiries. The Black Book centers around methodology and understanding the SAT, so it's not the most grounded asset for checking on ideas and substance. In case you're looking to totally relearn sentence parallelism or direct functions,for case, you'd need an extra asset. In spite of the fact that I see this book as written in a really captivating style, this is totally a matter of opinion;in other words,Barrett's clarification style and test methodologies probably won't work for everybody. McGraw-Hill Education SAT 2019 Price:$10-$15 on Amazon In the event that you’re searching for an instructive diagram of the structure and substance of the SAT, at that point McGraw-Hill Education SAT 2019is a better than average decision. At in excess of 750 pages in length, this enormous bookgoes over the SAT in incredible detail, from the quantity of inquiries to as far as possible on each area, so you can know precisely what's in store on test day. Professionals It containsfive full-length SAT work on tests,including one indicative test. These are largely genuinely practical and incorporate exhaustive answer clarifications for each question. The book's training questions are practical and take after authentic inquiries. In particular, the Math addresses include true situations you'd almost certainly observe on the SAT, with issues spinning around points, for example, temperature and selling tickets for an exhibition. The book isextremely solid in its introduction of SAT Math ideas. It separates all the significant subjects in detail, from articulations and straight frameworks to less regularly tried thoughts, for example, geometry, essential trig, and complex numbers. It gives you supportive direction with regards to mapping out your SAT examination plan.S

Childhood Obesity Essay - 1742 Words

Today, about one in three American kids and teens are overweight or obese; nearly triple the rate from 1983. With good reason, childhood obesity is now the Number 1 health concern among parents in the United States, topping drug abuse and smoking. If current trends continue, today’s kids could be the first generation to live shorter lives than their parents (Clinton, para. 3 2011). Children may not understand the complexities of food intake or obesity but they continue to be affected by the issue. The reality is that if a parent enables their kids to make poor eating choices as children; they will struggle as adults to make the right eating choices. Many factors contribute to childhood obesity but the major factors are living†¦show more content†¦The obesity epidemic can change if Americans can change they way they choose to live. First, parents must become educated with the facts about proper food consumption for themselves and their children. Second, children need to partake in afterschool activities and events living an active life. Third and most important, parents should be role models by eating proper nutritional meals and getting plenty of exercise. Fast foods contribution to obesity One of the major factors in the childhood obesity epidemic is the fast food industry. The online dictionary defines fast food as inexpensive food, such as hamburgers and fried chicken, prepared and served quickly. Some examples of fast food restaurants are: McDonald’s, Wendys, Burger King, Kentucky Fried Chicken, Taco Bell, Taco Time, Arbys, Burgersville, Taco Dell Mar, Pizza Hut, Little Caesars, and Jack in the Box. Parents frequently allow their children to indulge in the fast foods restaurants even though there foods are high in salt, sugar, and saturated fat. 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Erik Homburger Erikson s Theory On The Stages Of Life

Erik Homburger Erikson was a German-born, American sociologist, who became worldwide famous for his theory on the stages that compose life. Born on June 15th, 1902 to a Jewish family in Denmark, his biological father divorced his mother, Karla Abrahamsen, little after his birth. Although his last name was that of his biological fathers (Salomonsen), this changed when they moved to Germany, and his mother married Erik’s pediatrician. Theodore Homburger would go on to become his stepdad, since he would adopt Erik as his son. These events are believed to have played a vital role in Erik’s thought process and also, why he chose to pursue Psychoanalysis, instead of medicine, which is what his father wanted. After years of wandering in Germany and Italy, his childhood friend Peter Blos invited him to a art school in Vienna, where he would end up meeting Anna Freud. She then encouraged him to study psychoanalysis, based on the fact that he was very sensitive to children. 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Eriksons wonderful theory helps to tell us why. The theory is helpful for child development, and adults too. For the lite version, heres a quick diagram and summary. Extra details follow the initial overview. For more information

Psychology The Positive Psychology Movement - 1269 Words

One of the most recent branches of psychology to emerge is the positive psychology movement. Based on the text, positive psychology is one of the most important aspects in determining how to enhance the personality by helping individuals recognize their human potential to learn and achieve. In this assignment one will compare the view points of Maslow, Rogers, and the positive psychology movement concerning individual personality. Recent studies have shown that personality theory and assessment plays an important role in the new era of positive psychology. Positive psychology today, emphasizes that personal strengths and their contribution to an individual well-being includes happiness, and fulfillment. Therefore, personality traits are among the most dominant prospect of happiness and fulfillment. Personality is developed based on a human being ability to function rationally in an environment. Therefore, theories are formed by psychologists who have worked in the medical field with individual who were diagnosed with a behavior dysfunction or other mental illness. Their psychopathic theories have become what are known as theories of personality. Most theorists have argued that personality is a product of biological and environmental factors. To help individuals understand the different approaches used to analyze the theories of personality, many theorists have given emphasis to different personality and development. One has included four approaches to help individuals gainShow MoreRelatedThe Movement Of Positive Psychology1151 Words   |  5 PagesThe movement of positive psychology is a reminder that our field and study has been focusing on things like anxiety, disease, weakness, and damage. This movement urged us to shift our focus to include the study of strength and virtue as well. 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This area of psychology places its focus on understanding how to enhance our lives by studying what produces our happiness through the use of scientific methods to understand how this affects us leading healthy, happy and successful lives. Through the belief that society would like to lead meaningful and rewarding lives the goal of positive psychology is to, in addition the other fields of psychology, accompanyRead MoreCarol Rogers Influence in Psychology1264 Words   |  6 PagesInfluence on Modern Psychology Introduction Carl Rogers is considered the founder of client-centered therapy, which asserts that childhood experiences affect an individual’s feelings, thoughts, and behavior (Rathus, 2004). The therapist must see the world from that of the client to be effective in treatment. Rogers has influenced many psychological theories and therapies present today, especially positive psychology. 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Many of the studies within this movement were based on the concept that all behaviors are the result of conditioning whichRead MoreHistory Of Positive Psychology : Martin Seligman s Speech997 Words   |  4 PagesHistory of Positive Psychology In 1998, Martin Seligman during his presidential speech to the American Psychological Association, â€Å"urged psychology to turn toward understanding and building the human strengths to complement our emphasis on healing damage† (Lambert, 2007, p.3), that speech was what started today’s positive psychology movement (Lambert,2007). â€Å" Positive psychology aims to understand the positive side of human functioning, expanding research on positive behaviors, cognitions, emotionsRead MoreWomen in Psychology - Margaret Washburn1458 Words   |  6 PagesWomen in Psychology – Margaret Floy Washburn PSY/310 May 23, 2011 Women in Psychology Margaret Floy Washburn was an accomplished and highly-recognized woman within the field of psychology in the late 19th and early 20th centuries. Her interests were equally divided between science and philosophy and thus, Washburn made the decision â€Å"†¦to pursue â€Å"the wonderful new science of experimental psychology†¦Ã¢â‚¬  (Goodwin, 2008, pg. 200, para. 2). Under the tutelage of E. B. Titchener, a British psychologistRead MoreOrganizational Behavior1318 Words   |  6 Pagesindividual characteristic and abilities. 2. Social capital, which is productive potential resulting from strong relationships, goodwill, trust, and cooperative effort that involves social relationships. 3. Positive organizational behavior (POB) derived from positive psychology movement. When building Human Capital, five measurable outcomes of programs are identified: 1. Leadership/managerial practices: This is the ability of the leader or manager to optimize the human capital of the organization

Two Gentlemen of Verona free essay sample

William Shakespeare is an interesting character that just happened to be one of the best play writes of not only his time, but even today. He was born in the year 1564 and died in 1616. Though there are not many records of his personal life, from what there is, he lived a sort of scandalize life. Moving to London and leaving his wife, Anne Hathaway, behind to write plays, act, and, it is said, have affairs with men and women. He is often called Englands national poet and the Bard of Avon. Some people say that his earlier works were not so well written as his later plays, but he wrote about 38 plays in total and is said to have changed not only theater by his influences in other authors, but the English language as well. Though he wrote many good plays, one of his earlier plays, â€Å"Two Gentlemen of Verona† will be discussed in greater detail in this essay. Shakespeare, did many things for the first time in theater and his plays that no other other had done before him. One of his most obvious achievements include language. It is said that he had created about over 1700 of our common words by changing nouns into verbs, changing verbs into adjectives, connecting words never before used together, adding prefixes and suffixes, and making up words that are completely original. Language is a big part of theater. In many plays, as well as life, people play with worlds and sentence structures to portray many different types of emotions. In Two Gentlemen of Verona, many scenes were funnier because of the wordplay they used. For example, in Act III scene i. Speed, the servant of the main character Valentine, had asked Launce, the servant of Proteus, â€Å"How now Signior Launce, what news with your mastership? † Launce replied with, â€Å"With my mastership? Why, it is at sea. † Like many other parts in the book, this dialogue shows Shakespeare creativeness and wordplay. When Valentine asks about the â€Å"mastership† what he really is talking about is Proteus because he is Launces â€Å"master†. Proteus is â€Å"set out to see† because he left Verona, but it is also referring to the â€Å"ship† that Speed was joking about. Many other examples of this are in all of William Shakespeares plays; because it is in old English, it can sometimes be seen when acted easier than just read. In addition, all plays must have a character that has inner conflicts; Shakespeare figured out how to make soliloquies explore a characters inner motivations and conflict. Up until Shakespeare, soliloquies were often used by playwrights to introduce (characters), convey information, provide an exposition or reveal plans. This can probably be more more apparent in plays such as Hamlet, hi the big, and famous â€Å"To be, or not to be† soliloquy. Though, in Act I scene ii Julia, Proteus first love, has a soliloquy where shes does just that. It occurs right after she receives a love letter from her servant that Proteus had sent with his servant, Speed. Right before her soliloquy she had tared up the letter into pieces and kicked her servant out of the room. The first line in her soliloquy, â€Å"Oh hateful hands, to tear such loving words! † demonstrates how Shakespeares characters can show their inner motivations within their soliloquies. Though she had destroyed the letter, and acted as though she was annoyed by it and by her servant, her true motives, and inner feelings are revealed. Another influence William Shakespeare had in the culture of theater is the way that Shakespeare mixed tragedy and comedy together to create a new romantic tragedy genre. Before Shakespeare, romance had not been considered a worthy topic for tragedy. While this can be more easily seen in a play like Romeo and Juliet. Two Gentlemen of Verona is also a comedy that involves some romanticism and tragic events. For example, Proteus, character almost like Romeo, in Romeo and Juliet, is young and falls in love too easily. Like Romeo, Proteus falls in and out of love by the beauty of a woman versus her intellect, or thoughts. Though it is a comedy, some traumatic events occur towards the end cause by love and the betrayal. Proteus falls out of love with Julia, and in love with Sylvia. The flip to this story is that Sylvia was supposed to get married to Valentine, which is Proteus best friend. Proteus betrays Valentine and gets him kicked out of the city. He then attempts to rape Sylvia because she refused to give in to someone that will betray their own best friend by in such a way. The play, Two Gentlemen of Verona, has a shocking ending that seems like it could have many different meanings. The scene begins with Valentine sitting alone in a bush where he hears that Proteus, Sylvia, and Julia (disguised as Sebastian) enter the forest scene. Proteus tells Sylvia that she should be thankful that he had saved her from the â€Å"outlaws†, but Sylvias love for Valentine and hatred for Proteus to betray his friend is too strong. When Proteus is about to rape Julia, Valentine jumps out and stops him. In the end, Julia reveals who she is and the Thurio, the man who was supposed to marry Sylvia from the beginning, enters the scene saying that he will not marry Sylvia because he never really loved her. When Proteus decides he does loves Julia after all, the Duke, Sylvias father, says both men will get married on the same day to both women. This scene proves Federico Garcia Lorcas view that â€Å"the theater is a school of pain and laughter, a free tribunal where we can question norms that are outmoded or mistaken and explain with living examples the eternal norms of the human heart. The whole play involves pain and laughter, in this comedy, we as the audience laugh at Proteus thinking that he loves any girl that is beautiful. Though we laugh at it, there are other mixtures of pain and laughter. It is comical that Valentine, such a noble man, is hiding in the bushes waiting for his best friend to do something bad to his girlfriend; Julia is dressed as a man and no one can see it, but at the same time she is in pain because the love of her life is about to rape someone else; and there is more pain and laughter irony in this one scene. It is definitely a â€Å"tribunal where we can question norms that are outmoded† because the Duke comes into the scene unexpectedly and lets the two men get married without asking the women. This is an outmoded norm that men are superior to women, and men do not need to ask the women permission or what they would like. What if Julia no longer wanted to marry Proteus after all she saw? What if Sylvia did not want to get married on the same day of the man who tried to rape her. The norms can also be â€Å"mistaken† because there is a line where Valentine forgives Proteus for almost raping his lover and he concludes by saying, â€Å"All that was mine in Sylvia I give thee† (Act V, Scene iiii). This line, among many others, is up to interpretation. The line could mean that Valentine decided to give away Sylvia to Valentine in the end, or it could mean something completely different and the audience could be â€Å"mistaking† Shakespeares meaning of what is said. The finale, everyone getting married, shows â€Å"the eternal norms of the human heart†, even in Shakespeare’s time a happy ending is seems more complete. The audience in that time, and today would rather hear that everything resolved in the end for these characters. Although some people may argue that Shakespeares plays were not so well writen in the beginning of his career, there can be much said about his earlier plays like The Two Gentlemen of Verona. It is also clear that Shakespeare has changed and influenced theater greatly. He had changed various things like the English language, characters development within soliloquies, and even created new genres. There can be so much to be said about all his novels, in one scene, like the one above there can be much to debate, laugh, and feel pain about. In this on scene proved Federico Garcia Lorcas quote about theater to be true. If analyzing another scene, the same could be said.

The attitudes, character and role of Atticus Finch in To Kill a Mockingbird Research Paper Example

The attitudes, character and role of Atticus Finch in To Kill a Mockingbird Paper Harper Lee uses the character of Atticus Finch as a mouthpiece for many of her moral ethics in her novel. He plays many roles within the novel; primarily as a father, then as a highly principled man, a respected citizen of a small town community, and finally as a lawyer trying to do his job as well as he can. As a father, Atticus is meticulous in the way he raises his children. He ensures that all the things that he wishes them to learn, in terms of morality, are always practised by himself and those around his children. For example, he gives Calpurnia the same amount of authority over the children as Atticus himself. This is portrayed when Scout grumbles about the epic and one-sided battles with Calpurnia, which Calpurnia always won, mainly because Atticus always took her side. Through this, we see that he has no feelings of inferiority toward the black community, and he treats them just the same as all other humans. As Scout and Jem have always grown up in her company, they grow up understanding that race and colour do not make any difference to the nature of any human being. We will write a custom essay sample on The attitudes, character and role of Atticus Finch in To Kill a Mockingbird specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The attitudes, character and role of Atticus Finch in To Kill a Mockingbird specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The attitudes, character and role of Atticus Finch in To Kill a Mockingbird specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He is also very concerned about the messages his children receive from everyone around and also from himself. This is shown when he is very reluctant to show the children his expertise with the shotgun, as he does not want them to think that courage is a man with a gun. He sends his own son to Mrs. Dubose, who is constantly critical of him, as he wants Jem to experience real courage as he has such a great respect for her courageous fight against her morphine addiction. He still goes in to see her, treats her courteously and always sweep[s] off his hat [and] wave[s] gallantly as he goes past. He brings up his children in a very liberal way, allowing them to openly question him about almost anything. He also allows them to form their own opinions, never forcing them to believe the same as him, but carefully coaxing and directing them towards the right thoughts and ideas. His theories on the way children should be raised are very different from others in his time, even to his own sisters, as they are known to have conflicting views. At one point, Scout finds him telling Aunt Alexandra I do the best I can. Atticus treats his children as more mature than other parents with children of the same age might. He is very open with them about the reasons for his fighting Tom Robinsons case, when many other adults would tell their children that they are not old enough to understand. Atticus thinks that it is better to simplify the situations a little and try to let them understand. He explains to Scout if I didnt, I couldnt hold my head up in townI couldnt even tell you or Jem not to do something again. This shows that he is willing to trust Scout although she is still young. He is exceptionally good at handling his children, because he seems to know how they think, and understands them. For example, during his conversation with Uncle Jack Atticus is fully aware that Scout is listening to every word that he is saying, and he seizes the opportunity to let Scout know some things that he would not otherwise be able to convey to her. He lets her know that he wants her to trust him and to come to [him] for [her] answers instead of listening to the town. Atticus also understands the importance of an education for his children, and he ensures that his children are well educated by assuring that they both go to school even when they do not want to. He has always made reading and books accessible to the children as Jem says Scout yonders been readin since she was born and Scout backs this up by saying I never loved to read. One does not love breathing. Both quotations indicate that reading is a very natural thing, and something that they are very accustomed to doing. The importance Scout places on her ability to read is made apparent on her first day at school, when the idea that she may no longer read leaves her feeling distraught. Again, Atticus intervenes, allaying her fears by reaching a compromise If youll concede the necessity to go to school, well go on reading every night just as we have. This is also an example of Atticus treating his children as equals as opposed to inferiors as he is willing to compromise with Scout, he does not dictate what will happen, he allows her to be a part of the decision making process. Atticus Finch is devoted to his children, and is determined to protect them all the way through the novel. The welfare of his children seems to be his only worry in taking on Tom Robinsons case. We realise his worries when he confides in his brother Jack, saying I hope and pray I can get Jem and Scout through this without bitterness He also tries to impress this fact upon Scout by imploring her to remember that were fighting our friends. But remember this, no matter how bitter things get, theyre still our friends and this is still our home. Scout and Jem both hold Atticus in great respect, and his words had so great an impact on Scout that dropped [her] fists and walked away from a fight for the first time as she could not bear to disappoint her father. He is very obviously respected by his children, but not always fully appreciated. Scout and Jem find it very hard to believe that their father can have any skills due to his age as Scout says that Atticus was feeble; he was nearly fifty. This lack of knowledge about his skills is shown in another of Scouts comments to Miss Maudie, Atticus cant do anything. This shows that although the children love and respect him greatly, they still find him lacking in at least one way. This opinion of hers is quickly dispelled by Miss Maudie, who is quick to spring to Atticuss defence trying to show that although Atticus is older than the parents of many of their peers, he is still a versatile man with many talents. As she is so persistent with her defence, it shows that Atticus is not only respected by his children but also by those around him and within his community. Miss Maudie has a great respect for Atticus, as do many people in the town. Atticus is respected all through Maycomb, by people from all the social statuses, for example at the end of the trial, when Atticus leaves, the entire black balcony show their respect for him by getting to their feet as their fathers passing. When the Finches return home they found the kitchen table was loaded with food enough to bury the whole family as tokens of appreciations from the black community. Many others within the community show Atticus a great deal of respect. For example, Judge John Taylor thinks so much of him that he pointed at him and said Youre it. Even within his community, although he is highly respected, he seems to represent a minority. He seems to be known for his controversial views as his [being] chosen to defend that buy was no accident. This comment suggests that Judge Taylor knew that the greatest chance he could give Tom Robinson was to give him a lawyer like Atticus Finch, who would truly believe in his case and try to fight the case so thoroughly that Tom Robinson might have a chance for acquittal. Through the novel, although Atticus portrays many of Harper Lees main ethical points, he does not reveal his real skills at his profession until almost the end of the book. We are given a miniscule glimpse of his lawyer side, when Jem realises he had been done by the oldest lawyers trick on records. But his talent for his job is truly revealed in the court scene where he delivers a compelling case, with an even more compelling speech to conclude. And from these, it is plain to see that this case affects him personally. Also in his closing speech, Atticus unbuttoned his vest, unbuttoned his collar, loosened his tie, and took off his coat; all things that Scout never saw him do, before or since. This shows that he seemed to make an exception for this case, as it is important to him. Through the court case, we see Atticuss skilful cross-examination of each witness. As he asks each question, he already seems to know the answer even before it is said. This allows him to set out his case in a logical and methodical manner, thereby leaving no reasonable doubt in anyones mind about the case. One can tell that Atticus is devoted to his job, as he seems to have an answer to every possible reason for Tom Robinsons conviction. Also, one can see a great deal about Atticuss nature in the way he treats his witnesses. For example, he treats Mayella Ewell with a great deal of respect. He does not try to intimidate any of his witnesses. He knows that he can make his case purely with the power of truth. This is shown in many ways, for example, he is normally sitting down when he questions his witness. This implies that he does not feel the need to overpower his witnesses and pressure them in any way. Atticus does not seem to think that any of the witnesses are inferior to the others; he gives them all the same amount of respect and courtesy. Whereas Mr Gilmer refers to Bob and Mayella as Mister and Miss Ewell, but he refers to Tom as boy showing that he feels that Tom is inferior to him. Atticus treats all of his witnesses as equal, he does not give Tom Robinson more respect just because he is fighting the case for him. Although Atticus plays a very important role in the development of the plot in To Kill a Mockingbird, he also embodies many of Harper Lees philosophies and moral views about life. Throughout the novel, Atticus remains steadfast in holding on to the things he believes to be correct while still respecting other peoples views. For example, he is always extremely courteous to Mrs. Dubose although she is constantly criticising him for his beliefs and actions. Atticus also tries to teach Scout the simple yet profound lesson that you never really understand a person until you climb into his skin and walk around in it. Through the novel, he himself seems to adhere to this philosophy, and because he lives through his philosophies, he never becomes too judgemental or moralistic. All through the novel, Atticus maintains that although every other person may not believe in his cause, he must still persevere in working towards it. He feel that Simply because [they were] licked a hundred years before [they] started is no reason for [them] not to try to win. He feels that as he fights Tom Robinsons case, he is moving his community towards justice. This tiny movement is explained to Jem and Scout by Miss Maudie who said, Were making a step- its just a baby step, but its a step. Atticus is very self-assured and he never doubts himself, and is confident enough to tread his own path even if it is directly contradictory to those who he admires or respects. Also, although his opinions may conflict with other peoples, Atticus can still see the better side in them, and respect them for their qualities, while allowing them their own viewpoint without trying to make them change their minds. Throughout the novel, one important facet of Atticuss character is revealed to us, another of his philosophies through which he lives his life. He is a man who always sticks to what he believes, no matter what the company, situation or consequences. He has a very strong conscience, which does not allow him to be two faced in any way. He says that he could not live one way in town and another way in my home. Through this, he shows that although his work and personal life is separate, he himself will not change, as he cannot be two faced. One of the important ideas of the novel is first proposed by the title, then expanded, and clarified by Atticus is the idea that it is a sin to kill a mockingbird. Atticus only mentions this in the passing, but it contains a very important message, which Atticus wishes to convey to his children. He uses it as both a metaphor and as a literal statement as it is brought up when the children are learning to shoot. He tries to open their eyes to all those such as Tom Robinson and Boo Radley, who dont eat up peoples gardensdont do one thing but sing their hearts out for us. Throughout To Kill a Mockingbird, Lee reminds us that one of the main themes of this book is prejudice, in any of its forms. Atticus himself comes across as a man with little or no preconceptions and prejudices of his own. His views on the prejudice so prominent in his society were very contrary to most peoples at the time of the novels publication (only two years after the Civil Rights Act was passed, and the year the Martin Luther King Jr. was assassinated). Through the development of the novel, we are never told anything about Atticuss religious belief, except that he is a churchgoer. This is very interesting, as religion seems to be quite a controversial topic in Maycomb, with its many different churches. This shows that Atticus, although a religious man, is not blinkered or drawn into prejudice because of it. Although Atticus Finch is a good human being, he too, like all the others has his weaknesses; he cannot comprehend just how evil human beings can be. This is shown when he shrugs of Bob Ewells threat that, hed get him if it took him the rest of his life. He refused to believe that Bob Ewell could pose him or his family danger and this ultimately turns out to be the cause of Jems broken arm. Through the novel, I feel that Atticus Finch provides the solid base upon which Harper Lee builds her story and her develops her ideas. She expresses some intense emotions through him, both in what he says and does. He is a teacher, in many senses, he teaches his children about life, and how to live, his community about their own prejudices and injustices, and most importantly, he teaches us about our world by allowing us an insight into a microcosm in which the injustices are highly emphasised in his fight to eradicate them.

Communication and business

Communication and business TABLE OF CONTENTS1. INTRODUCTION TO COMMUNICATION22. CASE STUDY 1: REJECTED PLANS52.1 BRIEF SUMMARY52.2 COMMUNICATION BARRIERS IN THE CONVERSATION BETWEEN BOB AND PETERSON62.3 EXAMPLES OF EFFECTIVE BEHAVIOR BY ELLEN83. CASE 2:ALLIED INDUSTRIES93.1 BRIEF SUMMARY:93.2 WHAT WAS THE CAUSE OF THE COMMUNICATION BREAKDOWN BETWEEN THE CUSTOMER AND SYLVIA?93.3 GIVE SOME EXAMPLES OF EFFECTIVE COMMUNICATION BEHAVIOR BY MARVIN WHEN HE WAS DEALING WITH SYLVIA.103.4 GIVE SOME EXAMPLES OF EFFECTIVE BEHAVIOR BY MARVIN IN DEALING WITH THE CUSTOMER.111. INTRODUCTION TO COMMUNICATIONCommunication is one of the most important and at the same time one of the most difficult things in our everyday life -in all its aspects. We communicate -or at least we try to- every single second -consciously or not- not only with other people but with the entire environment as well. And, of course, communication is not a privilege of humans'.English: The Active Listening Chart shows the prog...As Marc Hauser puts it "Not hing would work in the absence of communication. Flowers must communicate with bees in order for pollination to be successful........Computer programmers must design software to communicate with their hardware. "The dictionary defines communication -from now on we shall refer to communication among humans- as a process by which information is exchanged between individuals through a common system of symbols, signs or behaviors . Therefore, the basic components of communication are the sender, the message, and the receiver. The sender transmits the message; the message triggers a response from the receiver; the receiver notices and attaches some meaning to the message . For the message to be transmitted, there has be some channel (often called medium), which is the method used to deliver the message. Additionally a code system is necessary; both the sender and the receiver must know the codes used. Noise is another...

Adult Learner Interview Assignment Example | Topics and Well Written Essays - 500 words

Adult Learner Interview - Assignment Example The firm deals with various orders placed by local, regional and global clients. Henry’s work is to handle the phone calls, queries and the complaints of the clients. Some clients even visit their office for making complaints. At those times, Henry finds it really difficult to tackle the client since the client talks about all the technical parts which are totally unknown to Henry. This is a small firm and therefore it doesn’t conduct any formal training program for the employees. Henry was only instructed to learn the basics about the software firm and its components from his co-workers. However at present Henry and some of his colleague who deals with the customer on a regular basis is facing trouble regarding the technical know-how. Considering the difficulties faced by these staff members of the firm, the manager of the customer care department arranged for a training session. When I approached Henry for knowing his learning experience he recalled the training sessi on faced by him. The interview went on as follows- Me-Why the training was necessary? Henry- The training helped me a lot to know about the various aspects of software and it was necessary because as a customer care executive for me it is of utmost importance to get a clear idea of the issues faced by the customer.

Cellular pathology 2 Essay Example | Topics and Well Written Essays - 750 words

Cellular pathology 2 - Essay Example The fibrous strands of the fat have indications of small capillaries. The cancerous cells have a nucleus that is larger than a normal cell. The nucleoli of the cells remain prominent and the cytoplasm is intensely colored with pale sports in some regions at the cellular edges (Baba and CÃ ¢toi, 2007). From the description of the above features, the tumor is slightly progressed with features of cellular alterations reaching the deeper subcutaneous tissue and involves other soft tissues including the skin. Normally, malignant soft tissue tumors display a wide range of behaviors. Histopathology is key in the grading and differentiation of these tumors. Some of the parameters that are used in the grading of these tumors include necrosis, histological type, mitotic activity, tumor differentiation, vascular invasion, cellularity and nuclear pleomorphic. In the histo-pathological parameter, grading is done where tumor necrosis is not the defining element of the tumor. In subtype one; epithelioid hemangio-endethelioma, myxoid liposarcoma, well-differentiated liposarcoma and infantile fibrosarcoma make the list in this category. The histological type with mitosis differentiation follows this type. In this category, well-differentiated leiomyosarcoma with less than six mitosis/ 10 HPF are evident. All the above types of tumor categories are included in this stage if their mitotic differentiation is more than six per 10 HPF. In histopathology type 2, there is evidence of necrosis. All tumors that are obviously not in grade three because of the lesser than 15 percent necrosis. In the third grade of the histopathology classification, the necrosis percentage of the tumor tissue is more than fifteen. This is the final stage of the tumor cell. According to this classification, the tumor cells under examination appear to be in the third staging of the histopathological classification described

Literacy Survey of Bangladesh 2010 Essay Example for Free

Literacy Survey of Bangladesh 2010 Essay Indicator 1. Literacy Situation National 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) Rural 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) Urban 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) 2. Literacy rate by Age group 05-09 10-14 15-19 20-24 15-24 25+ 15+ 15-24 3. Highest grade passed (5 years and over) Total No education ix 100. 00 38. 22 100. 00 35. 88 100. 00 40. 62 16. 43 67. 38 82. 17 75. 09 78. 63 52. 75 59. 82 78. 58 15. 78 64. 51 80. 57 76. 77 78. 67 58. 47 63. 89 78. 81 17. 10 70. 57 83. 98 73. 73 78. 86 46. 84 55. 71 78. 36 68. 40 70. 84 65. 95 65. 83 68. 09 63. 54 54. 19 56. 90 51. 39 51. 81 54. 39 49. 16 57. 53 60. 15 54. 84 55. 08 57. 56 52. 54 Both gender (%) Male (%) Female (%) The Bangladesh Literacy Survey, 2010 Indicator Class I-V Class VI-VIII Class IX-X SSC/equivalent HSC/equivalent Degree/equivalent Masters/equivalent Engineering/Medical Technical/vocational* Others 4. Training Received by Type of Training Technical/Vocational* Catering Service Garments/Tailoring Foreign Language In-service training Nursing Youth development training Other training 5. 6. Use of Internet Facility (15 years and over) Used internet Mode of Using Internet Cell phone Computer Both 7. Use of Internet by Level of Education (5 years and over) Total Class I-V Class VI-VIII Class IX-X viii 1. 12 0. 00 0. 48 3. 60 1. 49 0. 00 0. 54 4. 25 0. 74 0. 00 0. 43 2. 95 63. 80 33. 19 2. 98 63. 90 33. 30 2. 80 63. 68 32. 95 3. 37 1. 49 2. 00 0. 97 1. 38 0. 14 0. 70 0. 07 1. 26 0. 05 0. 34 1. 10 1. 92 0. 19 0. 74 0. 10 2. 05 0. 03 0. 53 1. 64 0. 84 0. 09 0. 66 0. 04 0. 46 0. 06 0. 14 0. 56 Both gender (%) 29. 56 13. 29 8. 05 5. 21 3. 08 1. 55 0. 85 0. 11 0. 08 0. 01 Male (%) 29. 80 12. 96 7. 97 5. 86 3. 81 2. 17 1. 24 0. 17 0. 12 0. 02 Female (%) 28. 30 13. 63 8. 12 4. 54 2. 34 0. 92 0. 45 0. 05 0. 04 0. 01 The Bangladesh Literacy Survey, 2010 Indicator SSC/equivalent HSC/equivalent Degree/equivalent Masters/equivalent Engineering/Medical Technical/vocational* Others Both gender (%) 3. 65 5. 95 13. 21 17. 76 27. 35 8. 00 4. 28 Male (%) 4. 27 6. 74 13. 47 18. 19 27. 20 8. 05 6. 36 Female (%) 2. 83 4. 62 12. 59 16. 57 27. 96 7. 84 0. 00 Indicator Radio 8. Use of Electronic Media by the Population for Education Purpose (%) Several times in last 3 months Several times in a month Several times in a week Daily No scope Male Television Radio Female Television 21. 94 6. 76 3. 06 2. 82 13. 60 22. 95 14. 24 10. 91 13. 87 9. 43 20. 46 5. 73 2. 67 2. 45 14. 17 21. 90 12. 08 9. 09 13. 01 10. 70 Indicator Library Book stall News stand Comm. centre 9. Visit to Public Places for Attaining Literacy Skill Several times in last 3 months Several times in a month Several times in a week Daily No scope 3. 04 0. 99 0. 41 0. 45 8. 26 10. 58 2. 73 0. 43 0. 27 6. 52 1. 72 0. 57 0. 26 0. 32 8. 00 0. 78 0. 18 0. 09 0. 36 9. 55 Notes: *= Technical/Vocational=Computer training, Motor driving/Motor mechanic, Welding, Electrical, etc, ix Acronyms BBS UNESCO UN UNV LFS ICT PSU UNDP UNICEF HH Bangladesh Bureau of Statistics United Nation Educational Scientific and Cultural Organization United Nations United Nations Volunteerism Labour Force Survey Information and Communication Technology Primary Sampling Unit United Nations Development Programme United Nations Children Emergency Fund House Hold xii The Bangladesh Literacy Survey, 2010 Section I Introduction and Overview 1. 0 Background Information pertaining to literacy is an important social indicator having direct bearing on different socio-economic factors, including employment. The Bangladesh Bureau of Statistics (BBS) has included a very detailed literacy module in the 2010 Labour Force Survey (LFS). The items that have been included in the literacy module are ability to write a letter, highest class passed, current enrolment in the educational institutions, skill development training, use of literacy skill in every day life, viewing of education-related programmes in electronic media such as radio and television, attending places having connection with educational attainment such as library, book-stall, news-stand, community-based educational centre, etc. , and use of latest Information and Communication Technology (ICT) such as internet for educational purposes. It may be mentioned that all the tables of the current report are weighted, based on 2010 Labour Force Survey. In Bangladesh, literacy rates available from different surveys and studies are significantly different. This is mainly due to the fact that the definition of a literate person is not uniform and standardized, and most of the surveys and studies are not based on competency test. In the present survey, literacy is defined by the ability of writing a simple letter for communication. The surveys and studies generally record the respondent’s statement relating only to his/her literacy status. However, comprehensive, reliable and timely data on literacy rate is important for formulating policies and improving the state of literacy level in the country. Statistical data on literacy rate is important for both government and other stakeholders. With this objective in mind, the UNESCO planned to carry out a household-based survey on literacy rate in collaboration with the BBS. 1 The Bangladesh Literacy Survey, 2010 1. 1 Objectives of the Survey The objectives of the survey were as follows: 1. To develop and adopt a methodology for providing regular quality data on the access and use of literate environment by individuals including adults and youth in Bangladesh. 2. To obtain regular quality data on the access of literacy program and usage of literacy skills in Bangladesh. 3. To build national capacities in monitoring the literacy program and measurement of individual access and use of literacy skills and literate environment. 1. 2 Scope of the Survey It is a nationwide household based survey. The entire country is the domain of the survey. The survey covered all persons who have attained the age of 5 years and above. However, people in special dwellings such as patients in hospitals, inmates in prisons, inmates in homes for special care (e. g. disabled, aged), boarders in boarding schools were not under the purview of this survey. This survey will produce national estimate by urban and rural. 1. 3 Sampling Design for the Survey The questionnaire of the household based literacy was part of the 2010 Labour Force Survey (LFS) questionnaire as a separate module, and this questionnaire was applied in the same PSU (Primary Sampling Unit) and in the same sample households. Therefore, it was not required to develop a separate and independent sampling design for this survey. A total of 43,945 households were covered of which 34,620 households were from rural areas and 9,325 households were from urban areas. The division wise allocation of the sample PSUs and households are as follows: 2 The Bangladesh Literacy Survey, 2010 Table 1: Distribution of PSUs by Divisions Divisions Rural Dhaka Chittagong Rajshahi Khulna Barisal Sylhet TOTAL 244 183 268 168 156 156 1175 Number of PSU Urban 126 63 46 42 26 22 325 Total 370 246 314 210 182 178 1500. Table 2: Distribution of Sampled Households by Divisions Divisions Rural Dhaka Chittagong Rajshahi Khulna Barisal Sylhet TOTAL 6829 5372 8277 5031 4361 4750 34,620 Number of Sampled Households Urban 3738 1785 1338 1111 690 663 9,325 Total 10567 7157 9615 6142 5051 5413 43,945 1. 4 Limitations of the survey The literacy survey 2010 is not a standalone survey, rather it is a modular survey. The information collected under the survey is based on the responses received from the respondents where no practical tests was administered. Therefore, there is a chance for an upward bias. The Bangladesh Literacy Survey, 2010 The survey was conducted with the Labour Force Survey (LFS) and the main focus was on labour force characteristics such as employment, underemployment, occupation, industry etc. This provided an opportunity to collect data on literacy. Therefore, there might be underreporting of some questions. Special training is required for this special type of survey, but it was not done and the training was given simultaneously with LFS which may have some negative impact about the quality of the data. 4 The Bangladesh Literacy Survey, 2010 Section II Population Characteristics 2. 0 Population Characteristics Before discussing the education related information from the 2010 LFS, let us exercise the characteristics of the survey population in terms of their age-gender distribution and marital status. 2. 1 Age Gender Distribution Age-gender distribution of the population has been presented in Table-3. The highest proportion of population is in the age group 10-14 years, and the corresponding percentage is 12. 48 at the national level for both gender, followed by age group 0-4 (12. 22%) and 5-9 (11. 75%). These three groups constitute around 36. 5 % of the total population. Males constitute 37. 0% and females 36. 0%. There exist urban-rural variations in the age-gender distribution of the population. In the rural areas, the percentage of population for both gender of these three age groups was 37. 5% compared to 33. 0% for the urban areas. This may be explained by the higher fertility in rural than urban areas. Similar differences are also seen by gender. As regards population 70 years and over, the percentage is 2. 7% in rural areas and 2. 1% in urban areas. 5 The Bangladesh Literacy Survey, 2010 Table 3: Percentage distribution of population by age, gender and place of residence, 2010 National Both gender 100. 00 12. 22 11. 75 12. 48 8. 58 8. 80 8. 46 6. 83 6. 99 5. 55 4. 98 3. 69 2. 93 2. 45 1. 73 2. 56 87. 78 Both gender 100. 00 12. 65 12. 09 12. 77 8. 45 8. 45 8. 07 6. 60 6. 79 5. 45 4. 96 3. 68 2. 97 2. 56 1. 82 2. 71 67. 28 Rural Both gender 100. 00 10. 79 10. 64 11. 52 9. 04 9. 98 9. 77 7. 61 7. 66 5. 88 5. 02 3. 72 2. 80 2. 09 1. 44 2. 06 20. 50 Urban Male 100. 00 10. 83 10. 64 11. 68 8. 74 8. 52 8. 90 7. 58 7. 71 6. 16 5. 51 4. 33 3. 23 2. 28 1. 56 2. 35 10. 30 Female 100. 00 10. 75 10. 64 11. 36 9. 34 11. 46 10. 66 7. 63 7. 60 5. 61 4. 52 3. 10 2. 37 1. 89 1. 31 1. 75 10. 20 Age group Total 00-04 05-09 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70+ 5+ Male 100. 00 12. 26 11. 70 12. 97 9. 03 7. 75 7. 67 6. 36 6. 87 5. 64 5. 28 3. 97 3. 15 2. 62 1. 88 2. 85 44. 46 Female 100. 00 12. 18 11. 81 11. 98 8. 12 9. 88 9. 27 7. 32 7. 12 5. 46 4. 66 3. 39 2. 71 2. 27 1. 58 2. 26 43. 33 Male 100. 00 12. 68 12. 02 13. 35 9. 12 7. 53 7. 30 6. 00 6. 63 5. 48 5. 21 3. 87 3. 12 2. 72 1. 97 3. 00 34. 16 Female 100. 00 12. 61 12. 16 12. 17 7. 76 9. 41 8. 85 7. 22 6. 97 5. 41 4. 71 3. 48 2. 81 2. 39 1. 66 2. 41 33. 13 2. 2 Marital Status The marital status of population 10 years and over by gender and place of residence is presented in Table-4 and Figure-1. Around 60% males and 66% females aged 10 years and over are married. The percentage of unmarried is 39. 29% for males compared to 25. 61% for females. The percentage of widowed /widower was 1. 05% for males compared to 8. 52% for females. There exist some differences in urban and rural areas with respect to marital status. In the urban areas, 33. 34% males aged 10 years and over are unmarried compared to 39. 92% in the rural areas. As regards females, 27. 70% are unmarried in urban areas compared to 24. 95% in the rural areas. The percentage of widowed was 1. 06% for rural males compared to 1. 01% for urban males. For the females, the percentage of widowed was 8. 81% in the rural areas compared to 7. 59% in the urban areas. 6 The Bangladesh Literacy Survey, 2010 Table 4: Percentage distribution of population 10 years and over by marital status, gender and place of residence, 2010 National Marital status Both gender Male Female Both gender Rural Male Female Both gender Urban Male Female Total Never married Married Widowed 100. 00 32. 54 62. 73 4. 73 100. 00 39. 29 59. 66 1. 05 100. 00 25. 61 65. 87 8. 52 100. 00 32. 29 62. 84 4. 87 100. 00 39. 41 59. 54 1. 06 100. 00 24. 95 66. 24 8. 81 100. 00 33. 34 62. 38 4. 28 100. 00 38. 92 60. 07 1. 01 100. 00 27. 70 64. 70 7. 59 Figure 1: Percentage distribution of population aged 10 years and over by marital status, 2010 Never married 33% Married 62% Widowed 5% 7 The Bangladesh Literacy Survey, 2010 8 The Bangladesh Literacy Survey, 2010 Section III Literacy and Training 3. 0 Literacy and Training This section deals with the literacy level of population aged 5 and 7 years and over and the training received by the population 15 years and over. Literacy by age and place of residence, level of education by gender and place of residence are also discussed in this section. 3. 1 Literacy Situation Literacy level of population aged 5 years and over is given in Table 5 and Figure 2. At the national level, 55. 08% are literate for both gender, and the percentages for males and females are 57. 56% and 52. 54% respectively. Table 5: Literacy rate of population aged 5 and 7 years and over by gender, 2010 National Type of literacy 5 years and over Both gender Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) 100. 00 55. 08 Male 100. 00 57. 56 Female 100. 00 52. 54 7 years and over Both gender 100. 00 57. 53 Male 100. 00 60. 15 Female 100. 00 54. 84 44. 92 42. 44 47. 46 42. 47 39. 85 45. 16 9 The Bangladesh Literacy Survey, 2010 Figure 2: Literacy rate of population aged 7 years and over by gender, 2010 Female Male Both gender 0 20 54. 84 60. 15 57. 53 40 60 45. 16 39. 85 42. 47 80 100 Literate Illiterate The literacy rate of population aged 7 years and over is slightly higher, 57. 53% are literate at the national level, and the corresponding rates for males and females are 60. 15% and 54. 84% respectively. 3. 2 Literacy level by place of residence There exist variations in the literacy rate by rural-urban residence. The literacy rate for population 5 years and over by both gender was 51. 81% in the rural areas compared to 65. 83% in the urban areas. The corresponding figures for males and females were 54. 39% and 49. 16% in the rural areas compared to 68. 9% and 63. 54% in the urban areas. As regards literacy rate for population 7 years and over, literacy rate for both gender in the rural areas was 54. 19% compared to 68. 40% in the urban areas and male and female literacy rates in the rural areas were 56. 90% and 51. 39% respectively compared to 70. 84% and 65. 95% for urban areas. 10 The Bangladesh Literacy Survey, 2010 Table 6: Literacy rate of population 5 years and over and 7 years and over by gender and place of residence, 2010 5 years and over Status of literacy Rural Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) Urban Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) 100. 00 65. 83 34. 17 100. 00 68. 09 31. 91 100. 00 63. 54 36. 46 100. 00 68. 40 31. 60 100. 00 70. 84 29. 16 100. 00 65. 95 34. 05 100. 00 51. 81 48. 19 100. 00 54. 39 45. 61 100. 00 49. 16 50. 84 100. 00 54. 19 45. 81 100. 00 56. 90 43. 10 100. 00 51. 39 48. 61 Both gender Male Female 7 years and over Both gender Male Female 3. 3 Literacy by Age Group Table 7: Literacy (persons who can write a letter) rate of population by gender and age group, 2010 Both gender Age group 05-09 10-14 15-19 20-24 25+ 15+ 15-24 Can write a letter 16. 43 67. 38 82. 17 75. 09 52. 75 59. 82 78. 58 Cant write a letter 83. 57 32. 62 17. 83 24. 91 47. 25 40. 18 21. 42 Total 100 100 100 100 100 100 100 Can write a letter 15. 78 64. 51 80. 57 76. 77 58. 47 63. 89 78. 81 Male Cant write a letter 84. 22 35. 49 19. 43 23. 23 41. 53 36. 11 21. 18 Total 100 100 100 100 100 100 100 Can write a letter 17. 10 70. 57 83. 98 73. 73 46. 84 55. 71 78. 36 Female Cant write a letter 82. 90 29. 43 16. 02 26. 27 53. 16 44. 29 21. 64 Total 100 100 100 100 100 100 100 11 The Bangladesh Literacy Survey, 2010 Literacy rate by age group has been presented in Table-7 and Figure 3. The age groups that have been considered are 5-9, 10-14, 15-19, 20-24, 25+, 15+ and 15-24. The literacy rate increases with the age group up to certain level, and thereafter, it declines. This indicates that the attainment of literacy is a recent phenomenon. Figure 3: Literacy rate of population by age group Can write a letter Cant write a letter 17. 83 100 32. 62 80 70 Percent 60 50 40 30 20 10 0 83. 57 82. 17 47. 25 40. 18 90 24. 91 67. 38 75. 09 5-9 16. 43 10-14 15-19 20-24 25+ 52. 75 15+ 59. 82 15-24 Age group Literacy rate for population aged 05-09 year is 16. 43% for the total population, which increases to 67. 38% for age group 10-14 year, 82. 17% for age group 15-19 year, thereafter, it declines to 78. 58% for 15-24 and 75. 09% for 20-24. The literacy rate for population 25 years and over is 52. 75% and 59. 82% for population aged 15 years and over. It is notable that the literacy rate in the age group 5-9, 10-14 and 15-19 is higher for females compared to males, whereas, for age group 15-24 and 20-24, male literacy rate is higher than that of females. The recent high enrolment of females at the primary and secondary levels has contributed to this higher literacy for females. The literacy rate for 25+ and 15+ population is higher among males than females. The corresponding figures for males are 58. 47% and 63. 84% and 46. 84% and 55. 71% for females respectively. 12 78. 58 21. 42 The Bangladesh Literacy Survey, 2010 3. 4 Training Received By Type of Training. Training received by population 15 years and over by type of training has been presented in Table- 8. Only 5. 0% of the population aged 15 years and over received some sort of training in their life. Such percentage was 7. 2% for males and 2. 8% for females. Table 8: Percentage distribution of population aged 15 years and over who received any training by gender and place of residence, 2010 Type of training received Total No Training Received Technical/Vocational* Catering Service Garments/Tailoring Foreign Language In-service training Nursing Youth development training Other training Bangladesh Both gender Male Female Both gender. Rural Male Female Both gender Urban Male Female 100. 00 95. 26 1. 32 0. 17 1. 33 0. 07 1. 00 0. 08 0. 19 0. 58 100. 00 100. 00 94. 96 1. 38 0. 14 0. 70 0. 07 1. 26 0. 05 0. 34 1. 10 92. 79 1. 92 0. 19 0. 74 0. 10 2. 05 0. 03 0. 53 1. 64 100. 00 100. 00 100. 00 97. 16 0. 84 0. 09 0. 66 0. 04 0. 46 0. 06 0. 14 0. 56 96. 04 1. 02 0. 12 0. 51 0. 05 0. 86 0. 05 0. 33 1. 02 94. 33 1. 35 0. 17 0. 58 0. 08 1. 44 0. 04 0. 53 1. 47 100. 00 100. 00 100. 00 97. 77 0. 69 0. 07 0. 45 0. 02 0. 28 0. 05 0. 13 0. 55 91. 60 2. 52 0. 21 1. 29 0. 13 2. 49 0. 04 0. 35 1. 38 87. 95 3. 71 0. 26 1. 25 0. 18 3. 97 0. 00 0. 51 2. 17 Notes: Technical/Vocational=Computer training, Motor driving/Motor mechanic, Welding, Electrical, etc, There exist urban-rural variations among those who received training. In the rural areas, around 4. 0% received training for both gender compared to 8. 4% in urban areas. The percentage of male and female training recipients was 5. 7% and 2. 2% in rural areas compared to 12. 1% for males and 4. 7% for females in the urban areas. 13 The Bangladesh Literacy Survey, 2010 As regards type of training received, the highest was technical/vocational (1. 38%), followed by in-service training (1.26%), garments/tailoring (0. 70%) and youth development training (0. 34%). This pattern is true among both males and females as well as in both urban and rural areas. 14 The Bangladesh Literacy Survey, 2010 Section IV Reading Habit and Practice 4. 0 Reading Habit and Practice This section deals with the reading habits and practices by the population aged 5 years and over. The items that have been covered are different reading materials used, writing practice in the work of everyday usage, and viewing the electronic media (Radio and Television) for development of education skill. 4. 1 Reading Habits by Type of Reading Materials The reading materials that have been included in this survey are road signs, names of stores, posters, pamphlets, newspapers, magazines, story and novels, manuals, reference books, bill/invoices and charts and maps. Reading habits by type of reading materials have been presented in Table-9. It is observed from the table that 25. 70% of the population aged 5 year and above read road-signs or names of stores several times in the last three months. Road-signs or names of stores were read several times in a month by 6. 95%. Such an activity was performed by 3. 68% several times in a week and 5. 30% daily. Reading of posters or pamphlets was performed by 20. 62% in last three months 7. 75% several times in a month, 3. 40% several times in a week and 4. 53% daily. Use of newspapers and magazines was not high, with only 9. 39% reporting read such materials several times in the last three months, 3. 54% several times in a month, 2. 27% several times in a week and 2. 81% used daily. Story and Novels as reading materials were used by only 7. 19% several times in the last three month, 2. 55%, several times in a month 1. 0% several times in a week and 2. 53% daily. Manuals and reference books were used by an insignificant proportion of the respondents. Only 2. 48% respondents used such materials several times in the last three months,0. 61% used 15 The Bangladesh Literacy Survey, 2010 several times in the last months,0. 12% used several times in the last week, and 0. 14% used it daily. Bills and invoices were also read by fewer numbers of respondents. Charts and Maps were used by only 1. 90% of the respondents several times in the last three months, 0. 35% several times in a month, 0. 14% several times in a week, and 0. 09% daily. It may be noted that more than 40% respondents can not read, and therefore, they could not use such reading materials at all. However, a high percentage of the respondents never used those materials, though they could read those materials. There exist urban-rural variations in the use of these reading materials. Use of all reading materials was higher in the urban than rural areas, particularly, reading the road-signs and names of stores, posters and pamphlets and newspapers and magazines. Table 9: Percentage distribution of reading times in last three months of population aged 5 years and over by place of residence, 2010 Frequency of reading habits Road Posters Newspapers Story signs or Names of Pamphlets Magazines Novels stores Manuals Reference books Bills Invoices Charts Maps etc. National Cant read Never read Several times in last 3 months 100. 00 39. 14 14. 86 25. 00 7. 27 3. 87 6. 94 2. 91 0. 00 100 41. 94 14. 82 24. 24 6. 95 3. 68 100. 00 38. 66 20. 03 21. 19 7. 36 3. 51 5. 57 3. 68 0. 00 100 41. 47 19. 25 20. 62 7. 13 3. 40 100. 00 100. 00 38. 85 33. 14 9. 97 3. 91 2. 62 5. 00 6. 52 0. 00 100 41. 65 33. 67 9. 39 3. 54 2. 27 38. 57 40. 60 7. 59 2. 74 1. 03 2. 54 6. 93 0. 00 100 41. 41 39. 02 7. 19 2. 53 1. 00 100. 00 38. 54 51. 44 2. 39 0. 71 0. 26 0. 40 6. 25 0. 00 100 41. 13 50. 37 2. 48 0. 61 0. 12 100. 00 38. 34 51. 96 2. 92 0. 79 0. 15 0. 21 5. 63 0. 00 100 41. 13 50. 37 2. 48 0. 61 0. 12 100. 00 38. 35 53. 21 1. 96 0. 37 0. 14 0. 11 5. 86 0. 00 100 41. 13 51. 25 1. 90 0. 35 0. 14 Several times in a month Several times in a week Daily No scope Not reported Rural Cant read Never read Several times in last 3 months Several times in a month Several times in a week 16. The Bangladesh Literacy Survey, 2010 Table 9: Percentage distribution of reading times in last three months of population aged 5 years and over by place of residence, 2010 Frequency of reading habits Road Posters Newspapers Story signs or Names of Pamphlets Magazines Novels stores Manuals Reference books Bills Invoices Charts Maps etc. Daily No scope Not reported Urban Cant read Never read Several times in last 3 months 5. 30 3. 07 0. 00 100 29. 97 14. 98 27. 50 8. 35 4. 51 12. 32 2. 38 0. 00 4. 53 3. 59 0. 00 100 29. 43 22. 60 23. 04 8. 13 3. 85 8. 99 3. 97 0. 00 2. 81 6. 66 0. 00 100 29. 63 31. 38 11. 85 5. 11 3. 77 12. 19 6. 07 0. 00 2. 53 6. 32 0. 00 100 29. 26 45. 77 8. 90 3. 43 1. 13 2. 57 8. 94 0. 00 0. 14 5. 16 0. 00 100 29. 22 57. 88 2. 89 0. 86 0. 23 0. 48 8. 44 0. 00 0. 14 5. 16 0. 00 100 29. 18 57. 18 4. 38 1. 38 0. 27 0. 42 7. 19 0. 00 0. 09 5. 16 0. 00 100 29. 24 59. 66 2. 16 0. 45 0. 15 0. 18 8. 17 0. 00 Several times in a month Several times in a week Daily No scope Not reported 4. 2 Literacy Practice by Performing Different Activities Literacy practice by performing different activities in the last three months by the population aged 5 years and over has been presented in table-10. Only 7% wrote personal letters several times in the last three months, 2. 40% wrote personal letters several times in a month, 0. 34% wrote personal letters several times in a week, and 0. 10% wrote daily. As regards writing official letters, 2. 60% wrote several times in the last three months 0. 94% wrote several times in a month, 0. 20% wrote several times in a week, and 0. 14% wrote daily. Filling out forms were done by 4. 89% respondents in the last three months, 1. 46% several times in a month, 0. 21% several times in a week, and 0. 13% daily. Writing a report several times in the last three months was done by only 1. 25%, 0. 42% in a month, 0. 13% in a week, and 0. 09% daily. 17 The Bangladesh Literacy Survey, 2010 Preparing bills and invoices in the last three months for several times was reported by 1. 19% of the respondents, 0. 49% several times in a month, 0. 12% several times in a week, and 0. 12% daily. As regards preparation of Charts and Maps, 1. 26% prepared these several times in last three months, 0. 27% several times in a month, 0. 17% several times in a week, and 0. 10% daily. Table 10: Percentage distribution of population aged 5 years and over by writing habit and performing activities, 2010 Frequency of reading habits National total Cant write Never write Several times in last 3 months Wrote personal letter 100. 00 46. 14 38. 53 7. 00 2. 40 0. 34 0. 10 5. 37 0. 11 Wrote official letter Filled in forms Wrote a report 100. 00 46. 22 46. 54 1. 25 0. 42 0. 13 0. 09 5. 18 0. 17 Prepared bills/ invoices 100. 00 46. 23 46. 72 1. 19 0. 49 0. 12 0. 12 4. 96 0. 17 Prepared charts , maps, etc. 100. 00 46. 37 46. 59 1. 26 0. 27 0. 17 0. 10 5. 03 0. 21 100. 00 100. 00 46. 20 44. 23 2. 60 0. 94 0. 20 0. 14 5. 56 0. 14 46. 10 42. 52 4. 89 1. 46 0. 21 0. 13 4. 55 0. 14 Several times in a month Several times in a week Daily No scope Not Reported There exist urban-rural variations in the use of writing skills, with more urban people using writing skills compared to rural people. 18 The Bangladesh Literacy Survey, 2010 4. 3 Use of Electronic Media by the Population for Education Purpose Use of electronic media such as radio and television for educational purposes has been presented in Table-11. Among the males, 21. 94% had listened to educational programmes of the radio several times in last three months, 6. 76% several times a month, 3. 06% several times a week, and 2. 82% daily. Educational programmes of television was viewed by more people than radio, where 22. 95% viewed it several times in last three months, 14. 24% several times a month, 10. 91% several times a week, and 13. 87% viewed it daily. Thus, although still low, watching television is more frequent than listening to radio programmes on education. The use of radio and television by females is slightly lower than that of males where 20. 46% listened to radio and 22. 95% viewed television several times in last three months. It is interesting to note that listening to educational programmes of radio or viewing of educational programmes on television was higher in rural than urban areas, with few exceptions. In the case of radio, 22. 44% rural males listened to it several times in last three months compared to 20. 28% for urban areas. For viewing the television several times in last three months, the percentage for rural males was 23. 18% as against 22. 20% for urban areas. In the case of females, 20. 65% listened to radio and 21. 68% viewed television several times during the last three months for the rural areas compared to 19. 83% for radio and 22. 64% for television in the urban areas. Table 11: Percentage distribution of population aged 5 years and over by gender, place of residence, habit of watching educational programmes in the electronic media in the last three months, 2010 Frequency of using different electronic media Male Never listen/observe Several times in last 3 months Several times in a month Several times in a week Daily National Radio 100. 00 50. 79 21. 94 6. 76 3. 06 2. 82 Television Radio Rural Television Urban Radio Television 100. 00 19. 40 22. 20 16. 77 9. 83 21. 51 100. 00 100. 00 27. 69 22. 95 14. 24 10. 91 13. 87 51. 74 22. 44 6. 72 3. 01 2. 51 100. 00 100. 00 30. 19 23. 18 13. 48 11. 24 11. 56 47. 64 20. 28 6. 86 3. 20 3. 87 19 The Bangladesh Literacy Survey, 2010 Table 11: Percentage distribution of population aged 5 years and over by gender, place of residence, habit of watching educational programmes in the electronic media in the last three months, 2010 Frequency of using different electronic media No scope Not Reported Female Never listen/observe Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported National Radio 13. 60 1. 04 100. 00 53. 37 20. 46 5. 73 2. 67 2. 45 14. 17 1. 15 Television 9. 43 0. 91 32. 05 21. 90 12. 08 9. 09 13. 01 10. 70 1. 16 Radio 12. 59 1. 00 54. 75 20. 65 5. 62 2. 58 2. 03 13. 23 1. 15 Rural Television 9. 48 0. 88 35. 43 21. 68 11. 18 9. 23 10. 16 11. 13 1. 20 Urban Radio 16. 96 1. 19 48. 89 19. 83 6. 11 2. 98 3. 82 17. 22 1. 15 Television 9. 29 1. 00 100. 00 21. 06 22. 64 15. 03 8. 65 22. 27 9. 31 1. 04 100. 00 100. 00 100. 00 100. 00 20 The Bangladesh Literacy Survey, 2010 Section V Visit to Public Places for Attaining Literacy Skills. 5. 0 Literacy Skills Development Visit of the respondents to public places such as libraries, bookstalls, news-stands and village education community centres for reading purposes has been presented in Table-12. Only 3. 04% visited library several times in the last three months. Visits to other places such as book-stalls, news-stands and village education community centres were 10. 58%, 1. 72% and 0. 78% respectively. Visits to such places several times in a month were 0. 99% for library, 2. 73% for book-stalls, 0. 57% for news-stands and 0. 18% for village education community centres. Visit to these places several times in a week was 0. 41% for library, 0. 43% for book-stalls, 0. 26% for news-stands and 0. 09% for village education community centres. Daily visits to these centres were 0. 45% for library, 0. 27% for book-stalls, 0. 32 for news-stands and 0. 36% for village education community centres. There exist variations in the use of these places by gender and place of residence, with fewer number of people from rural area visiting these places compared to those in urban areas. Also, the number of females visiting such places were lower than their male counterparts. Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Male National Didnt get a chance Never Several times in last 3 months 100. 00 19. 55 67. 01 3. 04 100. 00 17. 29 61. 85 10. 58 100. 00 17. 42 71. 35 1. 72 100. 00 17. 64 71. 03 0. 78 Library Book stall News stand Comm. centre 21 The Bangladesh Literacy Survey, 2010. Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Several times in a month Several times in a week Daily No scope Not Reported Rural Didnt get a chance Never Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported Urban Didnt get a chance Never Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported Female National Didnt get a chance Never Several times in last 3 months 100. 00 17. 64 71. 03 0. 78 100. 00 19. 71 67. 85 2. 10 100. 00 18. 03 64. 90 7. 19 100. 00 17. 89 71. 71 0. 92 Library 0. 99 0. 41 0. 45 8. 26 0. 29 100. 00 18. 53 68. 74 2. 74 0. 94 0. 37 0. 45 7. 96 0. 28 100. 00 22. 94 61. 28 4. 02 1. 18 0. 54 0. 47 9. 25 0. 31 Book stall 2. 73 0. 43 0. 27 6. 52 0. 33 100. 00 16. 33 63. 56 10. 34 2. 65 0. 37 0. 28 6. 14 0. 33 100. 00 20. 49 56. 16 11. 37 2. 99 0. 63 0. 25 7. 78 0. 33 News stand 0. 57 0. 26 0. 32 8. 00 0. 35 100. 00 16. 29 73. 30 1. 47 0. 49 0. 21 0. 30 7. 58 0. 36 100. 00 21. 19 64. 89 2. 54 0. 87 0. 41 0. 38 9. 41 0. 32 Comm. centre 0. 18 0. 09 0. 36 9. 55 0. 37 100. 00 17. 15 71. 89 0. 90 0. 19 0. 11 0. 40 8. 99 0. 38 100. 00 19. 26 68. 20 0. 38 0. 13 0. 06 0. 21 11. 41 0. 35 22 The Bangladesh Literacy Survey, 2010 Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Several times in a month Several times in a week Daily No scope Not Reported Rural Didnt get a chance Never Several times in last.