On Tone and Morphophonology of the Akan Reduplication Construction

Reduplication in Akan has received some discussion in the literature but all the studies have concentrated on some aspects of segmental processes that operate on the base to generate the output. In this paper, we study the morphological, segmental and tonal processes related to reduplicative construction in Akan. We demonstrate that on the basis of tonal perturbations which bases and reduplicative templates undergo, and the output tone melody of the reduplicated form vis-à-vis the tone melody of the base, we are able to tell the base from the reduplicant in the Akan reduplicative structure. We argue in the central portions of this paper that the reduplicant in Akan could be either prefixed or suffixed to the base and, in the course of further reduplication construction, it could be sited within the two constituent tokens of the original reduplicative output which serves as an unmarked base for further reduplication. This piece of information counterexemplifies the assertion in the existing literature that in the Akan reduplication construction, the reduplicant is invariably prefixed to the base. In this paper, we study reduplication of verbs, adjectives, nouns, and lexical reduplication and demonstrate that words belonging to the same class behave tonally the same

Expresssing culture through drama: a reading of Anowa and the marriage of Anansewa

This paper examines the relationship between literature and culture through seminal effort exhibited in two plays; Anowa and The Marriage of Anansewa by Ama Atta Aidoo and Efua Sutherland respectively. With various discourse in the plays, we strive to analyse the link between literature and culture. The paper begins with a discussion of some theories of culture and literature and, per what is presented in the two plays, proceeds to establish the relationship between culture and literature. We observe that these foremost female writers are using drama to construct icons and symbols for women in particular and as a way of raising the consciousness of society or mankind in general about certain practises that affect women in particular in one way or another. Most importantly however, among other things, we also discuss the use of literature as a means of teaching acceptable cultural practices and also as a means of criticising unfavourable aspects of a particular culture. In a nutshell, we contend that literature can be used as a tool to sensitize a group of people and to teach and sustain essential socio-cultural practises. Journal of Language, Technology & Entrepreneurship in Africa Vol. 1 (2) 2009: pp. 175-18

Financial stress spillover across Asian Countries.

This paper uses fractional integration techniques to explore the stochastic properties of the Financial Stress Indices (FSIs) of 10 Asian countries, further investigating the bilateral linkages between them to ascertain how financial stress spreads among countries in the region. For the FSIs of each country, the results show that all the estimated orders of integration are in the interval (0, 1) implying fractional integration and a long memory pattern. Thus, shocks will have transitory though long‐lasting effects. For the cross‐country spillovers of the FSIs, we find that convergence is satisfied in all cases with values of the differencing parameter around 0 and thus showing short memory behavior. It is worth noting that for the larger economies in the region, Japan and China, financial stress transmission between Japan and the smaller economies was faster than with respect to China. Overall, the results provide valuable information on the financial market activity of the countries in the region. To check for the robustness of the baseline results we also use systemic risk measures for these countries, CoVaR with the results showing evidence of fractional integration for the individual series, with all values of the differencing parameter in the range (0, 1). For convergence, there is a substantial reduction in the degree of integration, though the results are not as clear as with the FSIs.pre-print412 K

Study the Correlation Coefficient Spearman Brown on Cancer Patients Depending on the Test for the Beck Depression

We will provide in this research a scientific study on patients with cancer of the Central Euphrates provinces (Samawah, Dhi Qar, Qadisiyah, Najaf, Karbala, Babil, Kut) and enrolled in the center of tumors to Morgan Specialist Hospital in the province of Babylon during the 2012 where it was applied Beck test for depression, and consisting of 21 questions shown in a simple and concise understood by the patient. Aim of this study is to test the possibility of the presence or absence of a relationship between depression and cancer. The questionnaire results were analyzed through the Spearman correlation coefficient analysis and correlation Brown record. Keywords: depression, cancer, correlation analysis and Spearman correlation coefficient Brown

Exploring mathematics learners’ problem-solving skills in circle geometry in South African schools : (a case study of a high school in the Northern Cape Province)

This study examined “problem solving skills in circle geometry concepts in Euclidean Geometry. This study was necessitated by learners’ inability to perform well with regards to Euclidean Geometry in general and Circle Geometry in particular. The use of naturalistic observation case study research (NOCSR) study was employed as the research design for the study. The intervention used for the study was the teaching of circle geometry with Polya problem solving instructional approach coupled with social constructivist instructional approach. A High School in the Northern Cape Province was used for the study. 61 mathematics learners (grade 11) in the school served as participants for the first year of the study, while 45 mathematics learners, also in grade 11, served as participants for the second year of the study. Data was collected for two consecutive years: 2018 and 2019. All learners who served as participants for the study did so willingly without been coerced in any way. Parental consent of all participants were also obtained. The following data were collected for each year of the research intervention: classroom teaching proceedings’ video recordings, photograph of learners class exercises (CE), field notes and the end-of-the- Intervention Test (EIT). Direct interpretations, categorical aggregation and a problem solving rubric were used for the analysis of data. Performance analysis and solution appraisal were also used to analyse some of the collected data. It emerged from the study that the research intervention evoked learners’ desire and interest to learn circle geometry. Also, the research intervention improved the study participants’ performance and problem solving skills in circle geometry concepts. Hence, it is recommended from this study that there is the need for South African schools to adopt the instructional approach for the intervention: Polya problem solving instructional approach coupled with social constructivist instructional approach, for the teaching and learning of Euclidean geometry concepts.Mathematics EducationM. Sc. (Mathematics Education

Finding an effective problem-solving heuristic instructional approach for circle geometry

Abstracts in English, Afrikaans and ZuluThis research study carried out an investigation into finding a contemporary problem- solving instructional approach that will be effective for teaching and learning of mathematics in South African schools, with specific focus on circle geometry. Prior to conducting this study, a retrospection was done into the mathematical practices implemented, in schools in South Africa, by researchers, educational practitioners and stakeholders such as Non-Governmental Organisations. The aforementioned unanimously identified the instructional approaches for teaching and learning of mathematics, particularly, the traditional teaching and learning approach, as problematic and counter-productive, and this might be contributing to poor learners’ performances. In a bid to replace the obsolete traditional approach, the researcher in this study recommended: “teaching thinking skills” and “teaching effective problem-solving instructional approaches” as more appropriate. With regards to teaching thinking skills, the infusion approach (teaching thinking skills, along with content instructions), was highlighted. For teaching effective problem-solving, Polya’s Problem-Solving Model, was investigated. To ensure an effective design and implementation of the proposed problem-solving instructional approach, the APOS theory (ACE teaching cycle) was adopted. Also, the teaching and learning of circle geometry was carried out in a collaborative classroom setting. This proposed instructional approach was tentatively, labelled as “IPAC mathematics problem-solving instructional model’’ or simply, the “IPAC model”. This was an acronym for the four elements of this new approach, namely - the infusion approach, Polya’s approach, and APOS theory in a collaborative learning classroom. Two groups of Grade 11 mathematics learners served as participants for this study: group 1 - 11A had 30 learners (the control group) and group 2- 11B had 32 learners (the experimental group). Data collected methods for this study were: observations of participants in their natural classroom settings, recorded videos, questionnaires, photograph of participants’ work (classwork/homework and standardized tests). This study followed a mixed-method research design, hence, both quantitative and qualitative data analyses procedures were implemented. The quantitative data was analysed by implementing inferential statistics and descriptive statistics, while the APOS theory analysis was used to analyse the qualitative facet of the collected data. During the APOS theory analysis, content analysis was done on participants’ written responses to each of the four standardized tests’ data. The content analysis was carried out on the written responses of participants, from both the control and the experimental groups. The research findings that emanated from this study were the following: that this new method of teaching and learning is valid, practical and effective; there was a statistically significant improvement in the test scores of participants who were taught by the new instructional approach; participants’ conceptual understanding, procedural fluency, strategic competence and mathematical reasoning skills were enhanced; participants’ problem-solving competence improved, during and after the intervention; the IPAC model guided the majority of the participants to operate at the object and schema levels in relation to the APOS theory mental conceptions. Lastly, the ACE teaching instructional approach significantly guided and enhanced participants’ cognitive engagement and development, which ultimately, optimized their problem-solving competence. Based on these research findings, the researcher recommended among others, that the new instructional approach - the IPAC model, should be implemented for teaching and learning of circle geometry in South African schools. The researcher also recommended that cultivation of thinking skills and implementation of effective problem-solving instructional approaches should be prioritized in mathematics classrooms in South Africa. The researcher established from this study that the developed IPAC model will serve as an effective and a reliable pedagogical tool which can address some of the teaching and learning challenges teachers and learners encounter in mathematics classrooms.Hierdie navorsingstudie het 'n ondersoek gedoen na die vind van 'n kontemporêre probleemoplossende onderrigbenadering wat effektief sal wees vir onderrig en leer van wiskunde in Suid-Afrikaanse skole, met spesifieke fokus op sirkelmeetkunde. Voor die uitvoering van hierdie studie is 'n terugblik gedoen na die wiskundige praktyke wat in skole in Suid-Afrika geïmplementeer is deur navorsers, opvoedkundige praktisyns en belanghebbendes soos nie-regeringsorganisasies. Die instruksionele benaderings vir onderrig en leer van wiskunde, veral die tradisionele onderrig-en-leerbenadering, is eenparig geïdentifiseer as problematies en teenproduktief, en dit kan dalk bydra tot swak leerders se prestasies. In 'n poging om die uitgediende tradisionele benadering te vervang, het die navorser in hierdie studie aanbeveel: "onderrig van denkvaardighede" en "onderrig van effektiewe probleemoplossende onderrigbenaderings" as meer gepas. Met betrekking tot die onderrig van denkvaardig hede, is die infusiebenadering (onderrig van denkvaardighede, tesame met inhoudsinstruksies), uitgelig. Vir die onderrig van effektiewe probleemoplossing is Polya se probleemoplossingsmodel ondersoek. Om 'n effektiewe ontwerp en implementering van die voorgestelde probleemoplossende onderrigbenadering te verseker, is die APOS-teorie (GOS-onderrigsiklus) aanvaar. Die onderrig en leer van sirkelmeetkunde is ook in 'n samewerkende klaskameropset uitgevoer. Hierdie voorgestelde onderrigbenadering is voorlopig, gemerk as "IPAC wiskunde probleemoplossing instruksionele model" of eenvoudig die "IPAC model". Dit was 'n akroniem vir die vier elemente van hierdie nuwe benadering, naamlik - die infusiebenadering, Polya se benadering en APOS-teorie in 'n samewerkende leerklaskamer. Twee groepe graad 11-wiskunde-leerders het as deelnemers vir hierdie studie gedien: groep 1 - 11A het 30 leerders (die kontrolegroep) en groep 2- 11B het 32 leerders (die eksperimentele groep). Data wat ingesamel is metodes vir hierdie studie was: waarnemings van deelnemers in hul natuurlike klaskamerinstellings, opgeneemde video's, vraelyste, foto van deelnemers se werk (klaswerk/huiswerk en gestandaardiseerde toetse). Hierdie studie het 'n gemengde-metode navorsingsontwerp gevolg, dus is beide kwantitatiewe en kwalitatiewe data-ontledingsprosedures geïmplementeer. Die kwantitatiewe data is ontleed deur inferensiële statistiek en beskrywende statistiek te implementeer, terwyl die APOS teorie-analise gebruik is om te analiseer die kwalitatiewe faset van die versamelde data. Tydens die APOS-teorie-analise is inhoudsontleding gedoen op deelnemers se geskrewe antwoorde op elk van die vier gestandaardiseerde toetse se data. Die inhoudsanalise is uitgevoer op die geskrewe reaksie van deelnemers, van beide die kontrole- en die eksperimentele groepe. Die navorsingsbevindinge wat uit hierdie studie voortgespruit het, was die volgende: dat hierdie nuwe metode van onderrig en leer geldig, prakties en effektief is; daar was 'n statisties beduidende verbetering in die toetstellings van deelnemers wat deur die nuwe onderrigbenadering onderrig is; deelnemers se konseptuele begrip, prosedurele vlotheid, strategiese bevoegdheid en wiskundige redenasievaardighede is verbeter; deelnemers se probleemoplossingsbevoegdheid het verbeter, tydens en na die intervensie; die IPAC-model het die meerderheid van die deelnemers gelei om op die objek- en skemavlakke te werk in verhouding tot die APOS-teorie se verstandelike opvattings. Laastens het die GOS-onderrigbenadering die deelnemers se kognitiewe betrokkenheid en ontwikkeling aansienlik gelei en verbeter, wat uiteindelik hul probleemoplossingsbevoegdheid geoptimaliseer het. Op grond van hierdie navorsingsbevindinge het die navorser onder andere aanbeveel dat die nuwe onderrigbenadering - die IPAC-model, geïmplementeer moet word vir onderrig en leer van sirkelmeetkunde in Suid-Afrikaanse skole. Die navorser het ook aanbeveel dat die kweek van denkvaardighede en implementering van effektiewe probleemoplossende onderrigbenaderings in wiskundeklaskamers in Suid-Afrika geprioritiseer moet word. Die navorser het uit hierdie studie vasgestel dat die ontwikkelde IPAC-model sal dien as 'n effektiewe en betroubare pedagogiese hulpmiddel wat sommige van die onderrig- en leeruitdagings wat onderwysers en leerders in wiskundeklaskamers ondervind, kan aanspreek.Lolu cwaningo luqukethe uphenyo mayelana nokuthola ikhambi elingaxazulula ekutholeni indlela eqondile engaletha imiphumela ewusizo ekufundiseni nasekufundeni kwezibalo ezikoleni zaseMzansi Africa, ezophinde ibhekane ngqo ne circle Geometry. Ngaphambi kokuba kuqale lolu cwaningo, kube nolunye ucwaningo olunzulu olwenziwe ngezinye izindlela esezivele zikhona mayelana nezibalo, ezikoleni zaseMzansi Africa, lwenziwa ngabacwaningi, izifundiswa ezingo ncweti Kanye nezinhlangano ezizimele. Inhlangano ebizwa nge okushiwo ngenhla luhlonze indlela eqondile yokufundisa nokufunda izibalo, ikakhulukazi, indlela ejwayelekile yokwenza, njengezindlela eziyinkinga nezingahambisani, futhi lokhu ngungaba yimbangela ekungenzini kahle kwabafundi. Emkhankasweni wokushintsha lolu hlelo oludala lokwenza olungasasizi, uMhlaziyi kulolu cwaningo uncome ukuthi: “ikhono elufundisa ukuzicabangela” Kanye “nekhono lokufundisa elisebenzayo ukuzixazululela izinkinga” njengendlela okuyiyo efanele. Mayelana nekhono elifundisa ukuzicabangela, indlela eyiqophelo (ikhono elifundisa ukuzicabangela, elihambisana nemigomo equkethwe), luthintiwe. Mayelana nohlelo oluwusizo ekuxazululeni izinkinga, uhlelo luka Polya lokuxazulula izinkinga luphenyiwe. Ukuqinisekisa ukuthi uhlelo olusebenzayo futhi oluzosentsenziswa ekuphakamiseni indlela eqondile enemigomo ekuxazululeni izinkinga yokwenza, i APOS theory (ACE teaching cycle) iyona ekhethiwe. Okunye, uhlelo lokufundisa nokufunda i circle geometry lukhishiwe endleleni ehlanganisayo yokuhlala egunjini lokufunda. Okwamanje Lolu hlelo oluphakanyisiwe lokufundisa, lubekwe njenge “IPAC indlela yezibalo eqondile yokuxazulula izinkinga enemigomo” . Lokhu kuyigama elifinqiwe elakhiwe izinhlamvu ezine kule ndlela entsha ebizwa nge infusion approach, Polya’s approach, Kanye ne APOS theory egunjini lokufunda elihlanganisile. Amaqembu amabili ebanga le shuminanye labafundi bezibalo basentshenzisiwe ukubamba iqhaza kulolu cwaningo: iqembu lokuqala ibanga 11A ebelinabafundi abangu 30 (iqembu labaqondisi) bese iqembu lesibili ibanga 11B ebelinabafundi abangu 32 (iqembu elenzayo). Ucwaningo oluqoqiwe lwalendlela lube kanje: imibono yalaba ebekade bebambe iqhaza egunjini lokufunda obuhleliwe, baqophe amavidiyo, babhala imibuzo, bathatha izithombe zalaba ekade bembambe iqhaza lwalomsebenzi wokubamba iqhaza. (imisebenzi yasegunjini lokufunda/imisebenzi yasekhaya Kanye nokwenza uvivinyo). Lolu phenyo lulandele uhlelo oluxubile okuwuhlelo lokuphenya, yingakho zombili lezi zinhlelo zokuqukethwe nokuseZingeni zokuqoqa uphenyo olwenziwe zisentshenzisiwe. Uhlelo lokuqukethwe lemininingwane lusentshenzisiwe ukuhlaziya ngokusebenzisa uhlelo lokuqoqa okutholakele Kanye nohlelo lokwenza okutholakele, futhi kube kwenziwa ne APOS theory analysis ukuhlaziya okusezingeni eliphezulu zigxenye zonke lwemininingwane eqoqiwe. Ngesikhathi se APOS theory analysis, ukuhlaziywa kokuqukethwe okwenziwe ababambe iqhaza babhale okwenzekile ngesikhathi benza lezi zivivinyo ezine ezibekiwe. Uhlelo lokuhlaziya okuqukethwe lwenziwe labhalwa yilaba kade bebambe iqhaza, kuwo womabili amaqembu , elokuqondisa nelokwenza. Uphenyo olutholakele kulolu hlelo lunje: lolu hlelo lokufundisa nokufunda luyasebenza, luyenzeka, futhi lunomehluko: ngokwezibalo kube nomehluko omkhulu oncono ezibalweni zalabo ekade bebambe iqhaza besebenzisa indlela entsha yemigomo: bonke ekade bebambe iqhaza bathole ithuba lokuthi kuthuthuke amakhono abo ekwazini ukuqonda ukuzicabangela, ekwazini ukwenza izinto ezinomehluko eyinqubomgomo, ukumelana nezindlela eziningi eziphumelelisayo Kanye nekhono lokuqonda izibalo; ikhono lalabo ekade bebambe iqhaza ekuxazululeni izinkinga ngokusezingeni lithuthukile, ngesikhathi nangemuva kokwenza ucwaningo; I IPAC model ukwenzisa abaningi balaba ekade bebambe iqhaza kalula umsebenzi ngokuhlukana kwamazinga kusentsenziswa i APOS theory. Ekugcineni, indlela yokwenza ebizwa nge ACE teaching ikwazile okwenzisa kahle ngokusezingeni eliphezulu futhi yakhuphula labo ebekade bebambe iqhaza yaphinde yabathuthukisa, lokhu okwenze bakwazi ukuba sezingeni lokuphumelela ukuxazulula izinkinga. Ngenxa yalokhu okutholakale kucwaningo, umcwaningi uncome ukuthi kokunye, indlela entsha yokwenza ngemigomo – i-IPAC, kumele isentshenziswe ekufundiseni nasekufundeni i circle geometry ezikoleni zaseMzansi Africa. Umcwaningi uphinde waphakamisa ukuthi ukuthuthukisa ikhono lokuzicabangela nokwenziwa kwezindlela ezisebenzayo zokuxazulula izinkinga kumele zibekwe phambili emagunjini okufunda izibalo eMzansi Africa. Umcwaningi ubeke indlela eseqophelweni eliphezulu eyisisekelo kusukela kwisifundo esenziwe yokuthi i IPAC model iyona esebenza njenge ndlela eyithuluzi elibonakalayo futhi elinemiphumela emihle ethembekile, engakwazi ukubhekana nezinkinga futhi ixazulule izinqinamba zokufundisa nokufunda ezikoleni, lezi othisha nabafundi ababhekana nazo egunjini lokufundela izibaloEducational StudiesD. Phil. (Education

Continuing Professional Development (CPD) Of Teachers in Ghana: An Exploration of Basic School Teachers’ Practices and Experiences

University of Technology Sydney. Faculty of Arts and Social Sciences.Enhancing teacher quality through continuing professional development (CPD) currently remains at the heart of many educational reforms and efforts to ensure quality education. However, in Ghana, there is little policy interest in CPD as a means of enhancing educational quality. The result has been that CPD available for Ghanaian teachers consists of fragmented practices, which attract limited teacher participation. This study thus sought to investigate the current CPD practices and experiences of basic schoolteachers, that is, teachers of students from grade 1 to grade 9 in the Central region of Ghana to provide evidence-based recommendations for the improvement and expansion of practice. Sociocultural theory was used as the theoretical framework for this research, and I used constructivism as the research paradigm. I adopted a nested mixed method research design wherein a survey instrument was used within a much broader qualitative study. There were 522 teacher participants and nine key informants in this study. Questionnaires were used to collect quantitative data on the general CPD situations within the schools, while in-depth qualitative interviews were used to interrogate further teachers’ CPD practices and experiences. The quantitative data were analysed using SPSS software and the qualitative data assessed using a thematic analysis approach. It emerged from the study that continuing education, workshops, and in-service training dominated CPD practices of Ghanaian teachers. Though there was sufficient evidence of teachers’ involvement in informal learning activities, such practices lacked recognition and hence rarely expanded into a broader notion of teacher professional development. Teachers also had varied learning needs for their development, including pedagogical content knowledge and ICT skills both for personal growth and for use in classrooms. While participation in CPD increased teachers’ learning, some participants on the other hand, expressed discontent with programs that did not match their development needs. Effective CPD experiences were reported as ones that enabled integration of new knowledge in classroom practice, allowed active learning, increased self-directedness, and addressed significantly specific learning needs of teachers. In its conclusion, the study proposes guidelines for the development of effective CPD for basic schoolteachers in Ghana, where teacher consultation and learning needs feature significantly. The study thus recommends the enactment and implementation of a more coherent CPD policy to guide teachers’ practice. CPD for Ghanaian teachers must integrate more sociocultural models that foster collaboration and social interaction in learning

Volatility persistence in cryptocurrency markets under structural breaks.

This paper deals with the analysis of volatility persistence in 12 main cryptocurrencies (Bitcoin, Bitshare, Bytecoin, Dash, Ether, Litecoin, Monero, Nem, Ripple, Siacoin, Stellar and Tether) taking into account the possibility of structural breaks. Using fractional integration methods, the results indicate that both absolute and squared returns display long memory features, with orders of integration confirming the long memory hypothesis. However, after accounting for structural breaks, we find a reduction in the degree of persistence in the cryptocurrency market. The evidence of persistence in volatility imply that market participants who want to make gains across trading scales need to factor the persistence properties of cryptocurrencies in their valuation and forecasting models since that will help improve long-term volatility market forecasts and optimal hedging decisions.pre-print532 K

Cryptocurrencies and stock market indices. Are they related?

In this paper, we investigate the stochastic properties of six major cryptocurrencies and their bilateral linkages with six stock market indices using fractional integration techniques. From the univariate analysis, we observe that for Bitcoin and Ethereum, the unit root null hypothesis cannot be rejected; for Litecoin, Ripple and Stellar, the order of integration is found to be significantly higher than 1; for Tether, however, we find evidence in favour of mean reversion. For the stock market indices, the results are more homogeneous and the unit root cannot be rejected in any of the series, with the exception of VIX where mean reversion is obtained. Concerning bivariate results within the cryptocurrencies and testing for cointegration, we provide evidence of no cointegration between the six cryptocurrencies. Along the same lines, testing for cointegration between the cryptocurrencies and the stock market indices, we find evidence of no cointegration, which implies that the cryptocurrencies are decoupled from the mainstream financial and economic assets. The findings in this paper indicate the significant role of cryptocurrencies in investor portfolios since they serve as a diversification option for investors, confirming that cryptocurrency is a new investment asset class.pre-print394 K

The Effect of Motivation at Visitors of Imam Hussein (peace be upon him), As the Forty Visit is Model

The subject of motivation has got a lot of interesting from researchers and specialists in all fields of Humanitarian knowledge, because the motivation has a Fundamental importance to guide the Humanitarian behavior to achieve the aim and the pursued purpose. The motivation and stimulation of behavior don't actualize only, when the element of ego is existed and it is the continuous motivation of people to achieve its purpose, because this immortal visit gave   great cultural and mental lessons to humble persons in regard to development of the spiritual side for them and multiply their faith, Scientist, thinker, religious men and speakers strove be head of  their thoughts for visitors that increase theirs strength and awareness that in reality we see of visit  Imam Hussein (peace be upon him).All the gathering comes to Karbala from hundred kilometers that include The various ages , youngster, old men and women. All the those persons challenged difficulties and a bitter death   completely? for the sake of Imam Hussein (peace be upon him). Where arose questions and the main questions are: 1-what is the secret that makes all those visitors come to Karbala from all sides and they forgot all the challenges and difficulties in the way during walking for days and nights and they donate for sake of glorify God's rites 2- The lack of effectiveness and diversity of temptations to visitors during the visit that contribute in the creation of enthusiasm and stimulation for them that  stimulate them to walk a long distances and endure pain and suffering and  sacrifice precious and valuable for sake to visit of Imam Hussein (peace be upon  him) who sacrifice himself and his family In order to raise the banner of Islam  High and preserve to say right word and preservation of rights and the Quran's  contents  etc. Therefor it's have to prepare educative person for Hussein's case, he has Responsibility not a care and has sentiment not a slogan and understand it's  Epic and perform it's thoughts away from groan's emotion in order to appear   In greatest image of humanity that resists    materialism and  lives respectably  freely  and safety