Research Design Assignment Example | Topics and Well Written Essays - 250 words

Research Design - Assignment Example The design is appropriate since it reviews high-quality randomized controlled trials, which are key to evidenced-based medicine. Additionally, the design aimed at providing a comprehensive summary of recent literature from scientifically recognized databases. Blueman and Bousfield utilized several online databases while conducting the review. Some of the databases that they used include Medline, British Nursing Index, Athens, EMBASE, and Cumulative Index to Nursing (Blueman, & Bousfield, 2012). Since this type of design often utilizes transparent and objective approach to research synthesis and aims at minimizing bias, makes it appropriate for exploring the particular research question. Blueman and Bousfield concluded that the study provided strong evidence that link the use of larvae therapy to reducing the bacterial load in chronically infected wounds (2012). The authors, Blueman, and Bousfield acknowledge the limitations of this particular study. They point the application of liquid medium for studies that utilized live maggots as a key limitation. Additionally, they note the lack of standardization for the ecological niche of the bacteria as a

Commercialized Buddhism in modern China Research Paper

Commercialized Buddhism in modern China - Research Paper Example Shaolin temples are ideal examples of commercialized Buddhism in modern China because of how they apply business values and models to their management philosophy and various monastery and outside activities. Shaolin Temple, in Songshan Mountain, Henan Province, is the oldest and most important of all Buddhist temples, though there are now 10 Shaolin temples in China. In this paper, â€Å"Shaolin Temple† refers to the oldest temple, while Shaolin temples refer to all temples. It analyzes how the commercialization of Buddhism in China affects Buddhism’s image, principles, and practices. Buddhism’s modern acculturation process, primarily through the commercial management of Shaolin temples in Chinas, paradoxically extends and damages its identity because of the growing importance of capitalism in its mindset and the increasing centrality of profits and political interests as its ends, although the same capitalistic mindset does allow for it to exploit modern devices for its goal of educating the public about Buddhism and Shaolin cultures. Shaolin temples are the houses of worship for Buddhists that have become thriving business communities too. The management of Shaolin temples still occurs through abbots. Abbots nowadays work with commercial interests in mind. Ming Xu describes how abbots earn profits through absorbing the capitalism model in the running of their temples. For instance, temples charge for admission to pay for monastery expanses and for supporting its various activities that spread Shaolin and Buddhism cultures all over the world (Xu). This is part of the many money-making efforts of temples, which abbots justify as necessary to the spreading of Buddhism because Buddhism cannot be taught without having food and resources for its teachers and students. Furthermore, Shaolin Temple also actively organizes Shaolin festivals to promote Buddhism. It is now

The Pigeonhole Principle Forms

The Pigeonhole Principle Forms PIGEONHOLE PRINCIPLE. Student redefine this as common sense behind this basic idea of this mathematical principle; if there are n objects to be positioned in m receptacles (with m < n), at least two of the items must go into the same box. Whereas the idea is commonsensical, in the hands of a capable mathematician it can be made to do extraordinary things. There is one of the most famous applications of Pigeonhole Principle which theres at least two people in New York City with the same number of hairs on their head. The principle itself is attributed to Dirichlet in 1834, although he in fact used the term Schubfachprinzip. The same maxim is often named in honour of Dirichlet who used it in solving Pells equation. The pigeon seems to be a fresh addition, as Jeff Millers web site on the first use of some math words gives, Pigeon-hole principle occurs in English in Paul Erdà ¶s and R. Rado, A partition calculus in set theory, Bull. Am. Math. Soc. 62 (Sept. 1956). In a recent debate on a history group Julio Cabillon added that there are a variety of names in different countries for the idea. His list incorporated, Le principe des tiroirs de Dirichlet, French for the principle of the drawers of Dirichlet Principio da casa dos pombos in Portuguese for the house of pigeons principle Das gavetas de Dirichlet for the drawers of Dirichlet. Dirichlets principle The Box principle Zasada szufladkowa Dirichleta which mean the principle of the drawers of Dirichlet in Polish Schubfach Prinzip which mean drawer principle in German INTRODUCTION Lets make this thing easier by visualize some common daily awkward moment which related to Pigeonhole Principle. Sometimes, I wake up and get ready for classes early in the morning. But then, the room still dark and my room-mate still in sleep. Let see, I have socks of three different colours in my drawer and to be found in messy order. So, how can I pick a matching pair of same coloured socks in most convenient way without disturbing my partners (which mean turning on the light)? A simple math will overcome this problem. I just have to get only 4 socks from the drawer! Of course its the Pigeonhole Principle applied in the real life. So, what is Pigeonhole Principle then? Let put an example to demonstrate this principle. For instance, there are 3 pigeonholes around. There are 4 pigeon and each of them holds one mail. The pigeons are delivering the mails and have to place all of its mails into available pigeonholes. With only 3 pigeonholes around, there clear to be 1 pigeonhole with at least 2 mails! Thus, the general rule states when there are k pigeonholes and there are k+1 mail, then they will be 1 pigeonhole with at least 2 mails. A more complex version of the principle will be the following: If mn + 1 pigeons are positioned in n pigeonholes, then there will be at least one pigeonhole with m + 1 or more pigeons in it. However, this Pigeonhole Principle tells us nothing about how to locate the pigeonhole that contains two or more pigeons. It only asserts the existence of a pigeonhole containing two or more pigeons. The Pigeonhole Principle sounds trifling but its uses are deceiving astonishing! Thus, in our project, we intend to learn and discover more about the Pigeonhole Principle and illustrate its numerous interesting applications in our daily life. RESULTS OF RESEARCH AND REAL WORLD EXAMPLES CASE 1 : LOSSLESS DATA COMPRESSION Lossless data compression algorithms cannot guarantee compression for all input data sets. Frankly says, for any (lossless) data compression algorithm, there will be an input data set that didnt get reduced in size when processed by the algorithm. This is effortlessly proven with elementary arithmetic using a counting argument, as follows: Assume each particular file is represented as a string of bits (in count of arbitrary length) We inference that there is a compression algorithm that transforms everything of the file into a different file which the size is reduced than the original file, and that in any case one file will be compressed into something that is shorter than itself. Let M be the least number such that there is a file F with length M bits that compresses to something shorter. Let N be the length (in bits) of the compressed version of F. F = File with length M M = Least number that compressed into something shorter N = length (in bits) in compressed version of F Since N < M, each file of length N keeps its size throughout the compression. There are 2N such files. Together with F, this makes 2N + 1 files which all compress into one of the 2N files of length N. 2N < 2N + 1 But 2N is smaller than 2N + 1, consequently from the pigeonhole principle there must be some file of length N which is at the same time, the output of the compression function on two different inputs. That file cannot be decompressed dependably (which of the two originals suppose to be yield?), which contradicts the assumption that the algorithm was lossless. Hence, we can finalize that our original hypothesis (that the compression function makes no file longer) is necessarily fallacious. For any lossless compression algorithm that turns some files shorter, must automatically make some files longer, but it is not necessary that those files become very much longer. Most practical compression algorithms provide an escape facility that can turn off the normal coding for files that would become longer by being encoded. Then the only increase in size is a few bits to let know the decoder that the normal coding has been turned off for the whole input. In example, for every 65,535 bytes of input, DEFLATE compressed files never need expansion by more than 5 bytes. In reality, for any lossless compression that reduces the size of some file, the expected length of a compressed file (averaged over all possible files of length N) must necessarily be greater than N if we consider files of length N, if all files were equally apparent. So if we dont have any idea about the properties of the data we are considering for a compressing, we probably not compress the file at all. A lossless compression algorithm is only come in handy when we are prefer to compress a particular types of files than others; after that the algorithm could be intended to compress those types of data in a much better way. Whenever opting for an algorithm always means implicitly to select a subset of all files that will become usefully shorter. This is the theoretical reason why we suppose to consider different kind of compression algorithms for different kinds of files: there are almost impossible for an algorithm that perfect for all kinds of data. Algorithms are generally quite exclusively tuned to a particular type of file such like this example; lossless audio compression programs do not work well on text files, and vice versa. Above all, files of random data cannot be consistently compressed by any likely lossless data compression algorithm: undeniably, this result is used to define the concept of randomness in algorithmic complexity theory. CASE 2 : DARTBOARD Another kind of problem requiring the pigeonhole principle to solve is those which involve the dartboard. In such questions, the general shape and size of Dartboard which are known, a given number of darts are thrown onto it. Then we determine the distance between two convinced darts is. The hardest part is to define and identify its pigeons and pigeonholes. EXAMPLE 1 On a circular dartboard of radius 10 units, seven darts are thrown. Can we prove that there will always be two darts which are at most 10 units apart? To demonstrate that the final proclamation will always true, we first have to divide the circle into six equivalent sectors as shown; Therefore, we allowing each of the sectors to be a pigeonhole and each dart to be a pigeon, we have seven pigeons to be passed into six pigeonholes. By pigeonhole principle, there will be at least one sector containing a minimum number of two darts. The statement is proven to be true in any case since the greatest distance involving two points lying in a sector would be 10 units. In actual fact, it is also possible to prove the scenario with only six darts. In such a case, the circle this time is redefined into five divided sectors and all else follows. But then, put attention that this is not always true to any further extent if we use five darts or less. EXAMPLE 2 On a dartboard which is formed as a regular hexagon of side length 1 unit, nineteen darts are then thrown. How would we prove that there will be two darts within units each other? All over again, we have to identify our pigeonholes by dividing the hexagon into six equilateral triangles as illustrated below. While the 19 darts as pigeons and with the six triangles as the pigeonholes, we uncover that there must be in any case one triangle with a minimum of 4 darts in it. Now, considering another scenario, we will have to endeavour an equilateral triangle of side 1 unit within 4 points inside. If locate all the points as far apart from each other as possible, we will come to conclusion of conveying each of the first three points to be at the vertices of the triangle. The fourth or the last point will then be exactly at the centre of the triangle. Since we realize that the distance from the centre of the triangle to each vertex is of the altitude for this triangle, that is, units, we can find that it is unquestionable potential to find two darts which are units apart within the equilateral triangle. CONCLUSIONS In conclusion, although the Pigeonhole Principle seems to be simple, but, this topic is very useful in helping someone to devise and smooth the progress of calculation and proving steps for various important mathematical problems. This principle is very useful in our life although it seem so simple. This Principle also can be applied in our daily life, whether we realizes it or not. It is fun when the problem can be solved in a way that we know, by using this principle. RECOMMENDATIONS We would like to provide you some recommendation on making the Pigeonhole Principle far more interesting like: Using variety of leaning materials and variety of examples to help student to get more understand the Pigeonhole Principle. Create a well imagination of what are the real things about the Pigeonhole Principle. Search more information from the internet about the Pigeonhole Principle. Make a lot of exercise that is related about the Principle. Make a group discussion and discussed about the topic.

Jacks in the box :: essays research papers

Pericles’ Ideology of Democratic Society.   Ã‚  Ã‚  Ã‚  Ã‚  Democracy of today can be traced back to the Funeral Oration speech of Pericles‘. We can outline the ideology behind democracy from his speech. Democracy is now the largest form of government to exist in today’s society. There are two forms of democracy’s that exist: Representational which is used by the United States, and Direct which allows the people to get involved and was used by the Greeks. So its said that Athenian democracy are more democratic than ours. Some even say that Pericles’ speech is the foundation of democratic society.   Ã‚  Ã‚  Ã‚  Ã‚  The speech of Pericles’ was not only a tribute to those who died in battle but it was also a contrast between the warring powers of Athens and Sparta, recorded by the historian Thucydides. In Athens society it was custom for someone of the community to give an acclamation speech for those who died in war. Pericles’ was chosen and gave a spectacular speech which sounds a lot like the speeches we hear today from other leaders of a democratic government. Pericles’ speaks about the special qualities and characteristics of the Athenians, and the faults of the Spartans.   Ã‚  Ã‚  Ã‚  Ã‚  The theme of the speech is the thought that the Athenians were able to put aside what they want and strive for the greater good of the city. They are brought together by their mutual trust and a shared desire for freedom. Athenians submit to the laws and obey the public officials not because they have to, but because they want to. Athenians had achieved something unique ,being both ruled and rulers at one and the same time. This helped to create a new type of civilian. Athenians were able to adapt to any situation and rise to any challenge.   Ã‚  Ã‚  Ã‚  Ã‚  Athenian law was not all written in books, based on peoples judgment the laws were administered on the guilty. According to Pericles’ â€Å"Our Constitution does not copy the laws of neighboring states; we are rather a model to others than imitators ourselves,† this quote shows the Constitution is an inspiration to other government systems.

Fin Understanding

Understanding the Concepts Professor Ingrain P. Nelson Fin 100 Introduction to Finance December 1, 2012 1. Imagine you are a small business owner. Determine the financial ratios that are important to the business. Compare your ratios with those that are important to a manager of a larger corporation. As a business owner, financial understanding is something that has to be studied before you decide that you are going to open or even start a new business. Small businesses in general run the finance operations of their business in a different way than the larger corporations.Most of the small businesses must rely on the personal investors or personal resources to access money needed to be a successful business. It does not matter if it is a small business or a corporation; being a successful business depends on having the capability to make more than what is being paid out. Now that we have a little understanding of what it will take to start the business; we must have knowledge of the different types of ratios that will help us with this. The main three ratios that are used in the business world are the current ratio, total debt ratio, and profit margin.The current Asia is a measure of the company ability to pay off its short-term debt as it comes due (Melcher & Norton). This ratio is computed by dividing the current assets by the current liabilities. Total debt ratio is Just what you think it is; the total amount of debt the company has. The total debt ratios are total debt or total liabilities of the business and divide it by the total assets. Profit margin is simply how much profits (money) is made during the operation or while the business was open if you had to close it down.Net income is divided by sales in order to show the profit. All of the three ratios are used to no matter how big or small your company seems to be. 2. Explain the advantages and disadvantages of debt financing and why an organization would choose to issue stocks rather than bonds to gen erate funds. If you run into the problem of the current ratio showing that you have the inability to cover the costs of the business then, debt financing may be the best solution for this problem. As we know with all financial options, there are some advantages and disadvantages of any company or business.The first advantage for debt financing is that it allows the menders or the owners of the company to maintain control and ownership of the company. A second advantage would be that the interest paid on the loan may be tax deductible depending on the type of loan. The best part is the lenders you borrow money from do not share in your profits. The main disadvantage is the risk of credit ratings getting ruined or filing for bankruptcy (Palaver, n. D. ) As an organization; they can choose to either issue stocks or bonds to help generate funds for the company. Most of the time they prefer to issue stocks over bonds.Stocks are a form of winnowers; they represent participation in a compa ny's growth (Investigated). A between investors and institutions that, in return for financing, will pay a premium for borrowing, known as a coupon (Investigated). When it comes to the obligation of repay the principle on the stocks you have none; now for the bond you must pay it on the date of maturity. The inertest of the bond has dividends, but the company only pays the dividends when the company makes a profit. The stocks have a fixed interest rate that has to be paid at a specific time. 3. Discuss how financial returns are related to risk.We know that how the returns work is the greater the risk the greater the returns. The more you invest the more you will get back in returns. The relationship between financial risk and return is the gain or the lost from investments or securities. Just because you have chosen to take a higher risk does not mean that your return will be as high as the risk you took. There are five factors of model investment risk shows risks in terms of credit risk, term risk, market risk, size risk, and price risk. The return on an investment can be measured by a real rate which is what is earned after inflation has been figured into the value.The market, size, and price factors are the link between risk and return (Risk and return are related – Wealth Foundations, n. D. ). Now the beta stock is one factor that will help to determine the risk. 4. Describe the concept of beta and how it is used. A stocks beta is the measure of an asset's systematic risk and the relative risk (Melcher and Norton). Beta also measures the volatility or variability of an asset's returns relative to the market portfolio (Melcher and Norton). The assets of the company are more volatile than the market. If the company has a greater systematic sis than the market then the betas are greater than 1. . Even though the total risk and the sum of systematic risks are all measured by beta, they are equal and they are all measured in different units. Total risk i s measured in percentages and beta is unit less. The rules of how the beta works can be very easy to understand. The beta value will always be greater than 1 if a stocks price moves more than the stock market. If the value of the beta is less than 1, the stock market is moving more than the stocks price. Increased volatility of stock price equals higher risk for the investors ND a higher expected return, therefore betas over 1 are riskier.Betas under 1 are the exact opposite. These stocks have fewer risks, less volatility, and smaller overall returns. (Stock Beta and Volatility, n. D. ) 5. Contrast systematic and unsystematic risk. As mentioned in the above paragraphs, ownership of stock does not come without risks. The types of risks are categorized as systematic and unsystematic risks. The risks are very similar to each other; in that they are both affected by news and represent changes in a stocks return. The combination of these two risk types is noninsured the total risk. At th is point is where the similarities between the two risks end.Systematic risks, also known as non-diversified risks, are common risks that affect all stock. This risk is the portion of an asset that can be linked to market factors that influence all firms (Marina, 2010). The market for the systematic risk is the news, such as hurricanes, war, or an increase in interest rates, that links with the investments of the company. When things like this happen the investors do not have control; and now this presents a higher risk for the stockholders. Now that the hysteretic risks cannot be mitigated through diversification, they require a risk reward for buying a risky stock.The risky premium is determined solely by the systematic risks of a security. In addition to the risk premium, stockholders expect high returns because of the high risks posed by systematic risks. (Weakened, Kismet, ; Skies, 2011) Unsystematic risks or diversified risks are independent risks that only affect a single com pany or industry. The risk indicates a portion of an asset that is related to random causes that are linked to firm-specific events (Marina, 2010). The types of unsystematic events are to be made by the company or the industry specific news.When a merger happens between two companies this is what falls into the unsystematic risk category. Also other industry factors and events such as labor unions, strikes, lawsuits, and marketing strategies are a unsystematic risk. The changes that happen resulting from the independent risks are unrelated across investments. If the company has one unsystematic event that may happen, this will not have an effect on the entire outcome of the portfolio. Since the risk was so low this meaner that the stock will not be able to receive a risk premium. They can, however, diversify their portfolio to eliminate unsystematic risks.The elimination of the risks lowers the return an investor can expect (Weakened, Kismet, ; Skies, 2011). 6. Imagine your manufact uring corporation has Just won a patent lawsuit. After attorney and other fees, your corporation will have about $1 million. Explain how you plan to invest the money in order to diversify the risk and receive a good return. Support your decisions with concepts learned in this course. If my manufacturing corporation has Just won a patent lawsuit, I would have to take advantage the financial concepts that I have learned in this class such as financial management, stock and bonds, and the financial risk.I would use these concepts in order to diversify the risk and receive a good return. I am not for sure as to how much was awarded before the attorney and other fees but, only about $1 million will remain. This money will be invested into different portfolios that would help to diversify the risks that I will be taken not that I have money to do that with. Taking about half of the money to invest in multiple companies that have the potential to row and I can see where it would grow. I wo uld buy shares; this will give me the long term investments.

Knowledge is made through writing

  IntroductionWriting is indicative of knowledge about language and proficiency in the subject the student discusses in context. The current teaching orthodoxy focuses clearly on the improvement of sentence structure and uses extensive ‘knowledge about language’ and increased language awareness as a means to help pupils to write better English (Andrews, Torgerson, Beverton, Freeman, Locke, Low, Robinson & Zhu, 2006). As such, knowledge is gained through understanding the meaning of derivates and shown through writing and understanding the aspects of teaching and learning grammar.Aspects of teaching grammar revolve around why the student should learn grammar and how he should learn it. Writing is then the basis of exemplifying knowledge in grammar. Construction of correct syntax and proving correlation of all aspects of proper syntax and tense in the syntax is the measure of knowledge in principal. According to Kane (1997), the whole point is to get students to use lang uage correctly and well, so why not use examples from people who use language well? Her argument is the basis of using writing what others to showcase knowledge and level of knowledge of what has been understood have authored.Burgess, Tony, Turvey, Anne, Quarshie, Richard, (2000) argue that, grammar works as a level in the understandings that we bring to language and–as important–to reflection on where this knowledge comes from and how it can be acquired. Much of what we write reflects to proficiency in what we have learnt, knowledge is seen within the context of what we show we know and much of it is through writing.A critical pedagogyGrammar and writing are linked; to study one is to study the other. This is where grammar instruction in high school requires critical pedagogy. Lack of knowledge on students putting down their thoughts down on paper is due to lack of grammar and writing skills. This is the reason why, students have problem with their readings, revisions and communication. Teaching grammar in high school requires a cognitive rather a communicative methodology due to the learner variables. The students are difficult to teach due to their age. Age is a variable which onsets attitudes towards grammar. 15yrs-25yrs old are very poor due to stereo typing it (attitudes towards grammar).Most teachers opt to seek communicative methodology as their basis of teaching. However, Murcia, &   Hilles (1988) argue that,   no actual empirical studies have been conducted that prove that â€Å"communicative† classrooms produce better language learners than the more traditional teacher-dominated classroom. Richards, & Rodgers (1986) points out that in spite of its intuitive appeal and anecdotal evidence which supports it, there is equally appealing and convincing evidence that a communicative approach can lead to the development of a broken, ungrammatical, pidginize form of the language beyond which students can never really progress. Knowle dge is explicit; it is shown through language structures or rather sentences.The student’s ideas are communicated through sentences which if properly constructed show proficiency and knowledge. This is efficiency in syntax formation. According to (Burgess, Tony, Turvey, Anne, Quarshie, Richard, (2000) experience of language work is gained in assisting children with their writing, especially in helping with the drafting and re-drafting of written work arising in the context of ongoing schemes of work. This makes writing integral in teaching and makes it the principal method to impart proficiency. In high school attitudes towards grammar as discussed by Krashen, 45% of high school students are good writers and listeners hence very good speakers and writers when taught cognitively. Speech is dependent on writing and listening skills, to impart knowledge to use these skills a cognitive approach is used.A Teaching and grammar instruction is more effective is approached through adv ocating writing and revision. The   teacher should aim at achieving coherent, clear and effectively written papers and should always emphasize on the students taking enough time to improve their work through revising them and drafting them to quality.It means the teacher employ hearing, speaking, writing and reading as the integral basis of learning. This methodology is comprehensive in improving the essentials of understanding and use of grammar easily through self-evaluation. The Speaking and writing form the basis of integrated learning and play a pivotal role in creating able learners of grammar.   The benefits of writing as the mechanism of imparting knowledge in high school students is that there is improved understanding of subject base, evolving subject base, ways of understanding, developing and applying knowledge; wider-discussion and examination of the inclusion of more writing within English programs.Burgess, Turvey & Quashire (2000) argue that teachers should unders tand that there has to be a principled framework about the sort of knowledge grammar is. What is also needed is the opportunity for reconsidering their knowledge about the formal structures of language.When teaching grammar in a high school, it’s notable that the problem of tenses is high in class even with the smart kids knowing how to speak grammar fluently. Writing becomes problematic with kids only being able to write present tense but failing to identify other tenses and having proficiency in syntax formation. ‘What teachers should be understood is that, ability in grammar is more related to composition in some other subjects than in English. (R Andrews et al, p 40)Apart from syntax formation and tenses teaching the teachers experience difficulties in managing learning skills in the students and also improving on their skills. This is associated with the speech aspect of learning grammars that demean and stereotype the unable students; it creates a gap that the tea cher has to fill through inducing enthusiasm and creating atmospheres that make learning grammar easy.The need for rules, order and discipline is particularly acute in large classes of unruly and unmotivated teenagers. In this sort of situation grammar offers the teacher a structured system that can be taught and tested in methodical steps. The alternative – allowing learners simply to experience the language through communication – may simply be out of the question.This means that putting teaching grammar first as a priority is quite important and also making the enthusiasm of learning grammar felt is also important. Kane (1997), point out that this is based on the teacher’s background when learning. Teachers can achieve a lot through teaching cognitively and making use of language instruction just by reading well-crafted texts to their students. Research has shown that teachers remember their own school grammar instruction without enthusiasm or pleasure, yet t hey tend to repeat that pattern with their own students (Brosnahan & Neuleib, 1995).Knowledge of grammar is seen only through comprehension (writing) and its measured through the correctness of syntax. ‘Syntax is constraints which control acceptable word order within a sentence, or dominance relations (like head noun relative clause); and sentence combining as meaning: teaching techniques for splicing together simple sentences to make compound or complex ones. It can also cover sentence-embedding and other techniques for expanding and complicating the structure of sentences’ R. Andrews et al, p 42.Most important is to understand other variables so as to make teaching grammar effective. It therefore requires a particular kind of methodology, taking into account cultural, social and other contextual issues. Tentatively, high school students can learn the principles of generative grammar; knowledge of generative grammar enables such students to increase the proportion of w ell-formed sentences they write; and that knowledge of generative grammar can enable students to reduce the occurrence of errors in writing, R. Andrews et al, p 46. Teachers should comprehensively cover ‘sentence combining instruction which is effective in improving the sentence-combining skills’ and has a positive impact on writing quality. The teacher should realize that sentence combining is an effective means of improving the syntactic maturity of students in English between the ages of 5 and 16.   Teaching grammar as the key to having knowledge is one thing but there is need to identify the theoretical positions adopted in the study of English inform or challenge notions based on the practice and study of writing. The association of knowledge with the subject of English and with the subject of Writing need to be understood and their philosophic and pragmatic dimensions comprehensively researched English and Writing fall under the same cluster of studies and they form the basis of portraying knowledge and evaluating level of knowledge in the student, there is need understand what are there pedagogic developments that occur through having shared and comprehensive learning of writing and grammar for the purpose of attaining knowledge,.According to Knights & Harper (2007) there is need to understand (so that we can apply); in what ways does the association of English and writing produce what might be called â€Å"responsive critical understanding† (ie. critical understanding that responds to the needs of the â€Å"critic† [ie. those applying critical consideration], in terms of explanation, an approach to truth, requirement.ConclusionTeaching grammar in high school should be based on a participatory approach due to learner variables and attitudes towards grammar in high school students. Systematic review of the effect of grammar teaching in English on 5–16-year-olds’ accuracy and quality in written composition has be en the most extensive undertaken.Sources(Burgess, Tony, Turvey, Anne, Quarshie, Richard, 2000), Teaching Grammar: working with student teachers. Changing English: Studies in Reading & Culture, Mar2000, Vol. 7, Issue 1(http://www.tamu-commerce.edu/library/offdb.htm)(Burgess, Tony, Turvey, Anne, Quarshie, Richard, 2000): Teaching Grammar: working with student teachers: Studies in Reading & Culture Mar2000, Vol. 7 Issue 1, p7-21, 15p(http://www.tamu-commerce.edu/library/offdb.htm)(Kane, 1997): Teaching skills within meaningful contexts: Grammar in action; (in ‘The Reading Teacher’ Vol. 51, No. 1) pp 70-72 (http://www.tamu-commerce.edu/library/offdb.htm)(Brosnahan,I., & Neuleib, J, 1995). Teaching grammar affectively: Learning to like grammar. In S. Hunter & R. Waliace (Eds.), The place of grammar in writing instruction (pp. 204-212) Portsmouth, NH: Boynton/Cook. (http://www.tamu-commerce.edu/library/offdb.htm)(Burgess, Tony, Turvey, Anne, Quarshie, Richard, 2000): Teaching Grammar: working with student teachers (in ‘the editors of Changing English) pp 7-17(http://www.tamu-commerce.edu/library/offdb.htm)