Is the youth justice system effective Free Essay Example, 1500 words

It is also rather necessary to consider, more than using the justice system to address issues of youth crimes, to know about youth crimes, what its main constituents are, and how youth crimes affect the general levels of crime in this country. During 1997, a select group of respondents in Ontario were asked to identify the best method of â€Å"controlling crime† in this country. (Doob & Cesaroni, 2004, p. 4). The test confirmed that action, in terms of increasing social programs, rather than sentencing could be the best solutions. The main aspect that needs to be considered is that most people think that the justice system needs to take care of youth crimes. However, while there are schools of thought who believe that putting the young offenders in prison, treating them as adults would not really serve the purpose, and it is also necessary to consider softer options. Inflicting strong and harsh punishment on young people could have negative effects, including the hardening of attitudes towards society that may not be the right solutions to their ills. It is necessary to consider what is best for these section of society, the youth. We will write a custom essay sample on Is the youth justice system effective or any topic specifically for you Only $17.96 $11.86/pageorder now Except for crimes of a capital nature, like rape, murders or major felony, it is believed that they need to be treated and punished separately from adults. It is not only a question of the tender age of the criminals, it is also one of understanding the motives behind juvenile and youth crimes- economic, social or even the result of experiences at home or at the place of learning. It is seen that youth are in the losing end of both worlds if consigned to adult courts and sentencing. For one thing, they may be deprived of the understanding and care which their age demands, and for another, they are treated as adult criminals although they are not adults, both in physical and intellectual terms. However, it is also necessary to consider that most people in Canada believed that present mode of punishment are too lenient and does not really bring about effective results for the young offenders. The Young Offenders Act has given place to the Youth Criminal Justice Act during 2003. The legislative aspect of justice delivery system seems to be loaded in favor of delinquents. For instance, YCJA states that the main objectives of â€Å"The youth criminal justice system is to prevent crime by addressing the circumstances underlying a young persons offending behavior, rehabilitate young persons who commit offences and reintegrate them back into society, and ensure that a young person is subject to meaningful consequences for his or her offences, in order to promote the long-term protection of the public. " (Youth criminal justice act, 2006, para. 5).

Analysis of the Poem Barbie Doll by Marge Piercy - 772 Words

When I finished English 1101 last semester I felt like I had reached my full potential as a writer. I felt that when I came into college I was at most a mediocre writer and through the help of English 1101 my writing improve greatly. I came into English 1102 thinking that there were no more challenges for me to face and 1102 would be more of the same. I quickly discovered how wrong I was with the first paper. English 1102 was a whole different story. Though I enjoyed the reading and analyzing literature writing and organizing my thoughts on paper was more challenging, especially since I was more used analyzing books than poetry, and adaptations. Each different part of literature was like entering a whole new world of literature with different ways at looking at each piece, and because of this the unifying theme of my portfolio will focus on my epic journey through improving my writing in English 1102 and each exhibit will be a chapter in my story. Through this portfolio I hope to sho wcase how greatly I have improved on my analysis on literature and overall writing. My first paper focused on the poem Barbie Doll by Marge Piercy. Writing on poetry was one of the hardest parts of English this semester. Due to the fact that poetry is usually very short it made finding the deeper meanings much more difficult. I chose the poem Barbie Doll because I believed it had a clear and simple message. Through many reading sessions I realized it was much deeper especially whenShow MoreRelatedAnalysis of the Poem Barbie Doll Written by Marge Piercy (1973).1408 Words   |  6 PagesShort Composition Analysis of the poem ‘Barbie Doll written by Marge Piercy (1973). This girlchild was born as usual And presented dolls that did pee-pee And miniature GE stoves and irons And wee lipsticks the color of cherry candy. Then in the magic of puberty, a classmate said: You have a great big nose and fat legs. She was healthy, tested intelligent, Possessed strong arms and back, Abundant sexual drive and manual dexterity. She went to and fro apologizing. Everyone saw a fat nose on thickRead MoreAnalysis of Marge Piercy ´s Poem: Barbie Doll537 Words   |  2 Pagesâ€Å"perfect woman† is the Barbie Doll. For years girls have dreamed of being that perfect woman and in Marge Piercy’s â€Å"Barbie Doll†, she satirizes that dream by telling a story of a girl whose pursuit to become perfect ultimately leads to ruin. Her overall theme she’s striving to demonstrate is that â€Å" Girls are willing to kill themselves to live up to the unrealistic body images society pushes on them†¦Ã¢â‚¬ (Booth) The poem begins by a seemingly normal little girl who was â€Å"†¦ presented dolls that did pee-pee andRead MoreAnalysis Hanging Fire Barbie Doll2713 Words   |  11 PagesThesis Statement Introduction An analysis of the literary elements imagery, symbolism, and tone/mood in â€Å"Barbie Doll†, by Marge Piercy and, â€Å"Hanging Fire† by Audre Lorde reveals each character and their struggle with their identity in society. Summary of â€Å"Barbie Doll† In the poem â€Å"Barbie Doll† by Marge Piercy, we read about a young girl who has self image problems. Due to the expectations of society, she is not happy with her physical appearance. She had many good qualities but is unable toRead MoreMarge Piercy Barbie Doll Analysis1860 Words   |  8 Pages 7). The perfect female is thought to have flawless skin, perfect make up, and a slim body. Hiding behind a full face of makeup discriminates women themselves, as it hides their genuine glamor and disguises their true personality. Marge Piercy, in her poem â€Å"Barbie Doll†, uses the account of an unnamed female character who goes through her life worrying about what others think of her flaws to illustrate how one can waste their life away by worrying about other people’s opinion. The danger of fallingRead MoreFemale Body Image and the Mass Media Essay1577 Words   |  7 Pagessociety as to who they should be, how they should look, and how they should act. America ns believe that women should be to a certain standard; pretty, feminine, and especially, thin. The pressures derive from family, media, and friends. Marge Piercy’s poem, â€Å"Barbie Doll† depicts a girl who was never recognized for her character and spent her life trying to be accepted for who she was, rather than how she looked. We live in a society with rigid gender roles and expectations as to how people are supposed

President And Served In United States Senate-Myassignmenthelp.Com

Question: Discuss About The President And Served In United States Senate? Answer: Introduction Barack Hussein Obama born on 4th August 1961 was the 44th President from 2009 to 2017 of the United States and American politician. He became the first African American to become the president and served in United States Senate. He is a true leader involved in helping community and possesses qualities of an effective leader. With his perseverance and conviction, during his eight years of tenure, he brought a change in the running of the country and was an inspiring leader. Therefore, the following report deals with the analysis of leadership style of the chosen leader, Barack Obama, leadership theories, organizational change and change management. Barack Obama: Leadership style Barack Obama is the first African American to become the President of United States and set a history to change from Caucasian to Black president bringing about transformation. This rhetoric transformation was possible due to his transformational leadership acted as catalyst for this huge change. He made a change that pushed the Americas tolerance limits for transformation. He broke the racial barrier and became the first black president of United States. His political career started in 1996 in Illinios State Senate and, 2nd November 2004, he won the Senate seat in U.S. and on 5th January 2005, he became the fifth African American to be popularly elected in the U.S. Senate. Finally, on 10th February, 2007 he became accounting President of the United States (Greenstein 2009). The transformational leadership style of Obama played an effective role that unified and contributed to his presidential election. He has the ability to inspire people who would follow the leaders vision that results in the betterment of an individual as well as common people. He exhibited transformational leadership style where he stimulated, motivated and inspired people to work towards a common vision. He believed that his vision would work for the greater good for the people, community and the country as a whole. This leadership style is of great influence in any organization, movement, business, and politics that aid in making people unified towards a common goal though behaviour change. This leadership style is distinct from other styles as it is extended beyond behaviours traits and characteristics. It is about intellect, inspiration and individualized consideration. Obama proposed this inspiration through communication where his intellect reflected through his interaction wit h people with establishment of common vision. His communication skills reflected charisma and therefore, it is foundation of the transformational leadership style (Green and Roberts 2012). According to Nanjundeswaraswamy and Swamy (2014) transformational leaders need to develop and possess skills that are beyond basic administrative capabilities and management like direction, planning and delegation. However, to become a transformation leader, the development of effective communication is important which the primary skill for this leadership style is. The evidence-based approach to transformational leadership is through communication as they have the ability to articulate well and this is the reason Obama became a successful transformational leader (Gliem and Janack 2008). He inspired many people during his presidency and spearheaded change. He transformed many organizations, followers, societies and institutions. His campaign and election both acted beyond symbolic across the globe and showed right results at right time. Like transformational leaders, he also had high aspirations and stimulated innovation. During his tenure, he intellectually stimulated people both supporters and adversaries with his vision. He delivered well on the important dimensions of transformational leadership style through striving for change. He articulated a compelling vision, listening, stimulation of productive dialogue, attending to the needs of his followers, negotiation, rewarding and punishment as appropriate (Quader 2011). Intellectual stimulation is the essential component of transformational leadership to bring about successful change. Obama hinged more on ideas involving emotions and had the potential to stir others emotions (Pepper 2010). He had demonstrated ultimate transformational and charismatic leadership qualities and brought miraculous changes in the country. His leadership helped people to see opportunities where others saw problems and obstacles. He had the confidence to take risks and left no space for any doubts. He always stayed calm and had faith in this work. During his tenure, he created a culture of openness, determination and integrity that permeated through throughout his tenure. He conveyed powerful messages that demonstrated his transformational leadership style. His message conveyed personal empowerment and possibility so that people achieve their goals and work towards the progress of the country by taking the responsibility of taking productivity, performance and profit to a new level. Obama was also a charismatic leader. He words have inspired millions of people and many uninvolved Americans got into the political arena and showed what they can believe in. His greatest strength was not only to inspire people, but also to make them informed and transformed. Therefore, in this way he made transformation inspiration and information to bring into action (Bligh and Kohles 2009). Transformational leadership theory Transformational leadership theory is defined as an approach where leaders bring about change in the individuals as well as in the social systems. This theory explains that there should be positive and valuable change among the followers sharing a common goal. In its authentic form, transformational leaders enhance morale, motivation and performance of the followers. In this way, leaders are able to connect the sense of identity of followers with self-mission and inspiring them and in becoming a role model. This is the reason Obama became a transformation leader who has vision aligned with the needs of the followers. These types of leaders have high expectations and clear goals that were inspiring and far-sighted. His worked with the people and motivated them to create followers who are aspiring to work beyond their capabilities. They have a charismatic appeal and work with people who are devoted to bring about a positive change. He had a consistent vision and mission and guided his followers by giving them a sense of risk taking and challenge. These types of leaders are innovative and creative in nature and stimulate it into people so that they are able to find opportunities instead of viewing problems. This made him a transformational leader where she inspired millions of people and drove the country towards meticulous change. Transformational leaders have effective communication skills and similarly, Obama developed a common vision and communicated this to followers convincingly by fostering trust and inspiring them to take action (Avolio and Yammarino 2013). Criticism of Obamas transformational leadership style Although this leadership style is effective, it has some pitfalls. Transformational leaders greatly accept risks for driving innovation that might turn out to be detrimental and disruptive. Obama tried to bring about change in the healthcare by addressing its problems. However, many observers criticized that he should have not delegated the healthcare to the congressional leaders rather should have joined directly at the personal level. He did not involve in the complex matters that greatly demanded his personal involvement. Although transformation leadership style stir emotions and stimulate intellect in others, Obama failed to do that in the case of healthcare sector where he failed to capitalize his communication skills. The overall impact of his leadership style showed that he was not a completely transformational leader and failed to deploy complex issues personally and strategically (Foss 2017). Charismatic leadership theory Transformational leadership share multiple similarities with charismatic leadership style. Charismatic leadership is defined by the persuasiveness and charm of the leader. They are driven by commitment and convictions to the cause. Leaders are good orators or skilled communicators who are verbally very eloquent, but try to communicate with others on a personal level. They are known to show expertise and devotion with clear vision in politics or business with a highly engaging audience. Obama is also a skilled communicator and exhibited economics rhetoric aspiring millions of people. His communication and connectivity with people of the country exhibited strategies of motivational, inspirational, charismatic and visionary leader promoting shared values, goals in order to improve the lives of people through change and innovation (Northouse 2015). Followers and organizational change Barack Obama was successful in bringing about a season of change when he came to power and established an organization changes to almost every sector. It has to be in a manner that will be the most acceptable by the recipients, the normal public. Needless to say, it could not have been an easy pursuit to enforce organizational change of that magnitude and do not have reluctance and rebellion against compliance in the path, however he could overcome it fluidly with his shrewd political knowledge and charismatic leadership skills (Newsom 2010). Every organization has a unique characteristic culture and when the organizational change threatens the very culture of the organization, the challenges are inevitable. It has to be understood that Barack Obama made history when he became the very first black president of the United States of America, which had been a revolutionary change in itself for the nation who had only seen leadership from a conventional white point of view. Hence, Obama had to overcome a few extra hurdles to remove the orthodox racial misconceptions from the political world and establish himself as a worthy leader; he could do it so beautifully because of his exceptional transformational leadership skills (Northouse 2015). However Obama had motivational and inspirational leadership skills up his sleeves since the very beginning of his career. The former president of USA worked as a community organizer in the 1980s and word has it that his understanding of organizing and managing a community perfectly reflected in his leadership style as he attempted to organize and manage the USA. Many of the critics have always discussed about charismatic leadership theory when discussing Obama, however the transformational leadership aspects of his working style cannot be overlooked (Daft 2014). According to the stage theory of organizational change, there are definite and specific stages or step through which any particular organizational change is brought about and in order to establish sustainable change management a leader must focus into smoothing out each of those steps. The theory of transformational leadership speaks of creating an optimistic and inspiration vision about the outcome of the change, Barack Obama could do it effortlessly with his supreme farsightedness and expertise in leadership and political management (Quader 2011). President Obama had the thirst for power like any other political leader, but what could have set him apart is that he used that desire to generate a vision of a unified nation. It works together towards the betterment of the society. He adapted all modern technologies he could to drive his point across and never lost sight of his vision, neither let any of his followers would do, which is what enabled him to overcome any hurdle that he e ncountered along his path for success. Change management Bringing an organizational change requires a myriad of different skills; successful change management is on the top of that list for any motivational political leader. As president Obama attempted to break all the conventional political stereotypes in his career one brick at a time, change management skills have been a vital strength in his armour. One of the key attributes of Obama that has been appreciated throughout his career is his shrewd farsightedness. He interpreted very early in his career that with the unified vision of a transformed America he had with equality and innovation at the focal point, he had to invest any and all resources he might had. Hence, he anchored the need for change in the young generation to his benefit and utilized any technology he could get his hands on to drive across his vision to the entire nation (Edwards III 2012). Everyone strives for change, and with dire need of equality and justice that America had been in, Obama and his transformational vi sion received a magnanimous response from the citizen. Communication is considered to be one of the greatest foundations on which the theory of change management is established. President Obama utilized his charismatic communication skills to motivate the entire nation to see his vision and feel his desire for absolute transformation in every sector. The development and growth in both technological, societal and economic aspects that USA saw in his time bears the conspicuous proof of the phenomenal success Obama attained for is leadership and change management strategies (Johansen 2012). Conclusion There are a myriad of different leadership styles and different political leaders took the aid of different leadership styles. In case of Barack Obama, the key to his success had been his transformational and charismatic leadership skills. He had an insatiable thirst for power and a vision to morph USA into a nation that has exceptional technological and societal developments all the while having equality and justice as core strengths. Obama never let the power and position influence his ideals and principles and he never underestimated the abilities of his citizen to facilitate change. These leadership qualities helped him remain a peoples president throughout his career giving him an enviable support from his followers glorifying him as one of the exceptional leaders for the coming generation to look up to. References Avolio, B.J. and Yammarino, F.J. eds., 2013. Introduction to, and overview of, transformational and charismatic leadership. InTransformational and Charismatic Leadership: The Road Ahead 10th Anniversary Edition(pp. xxvii-xxxiii). Emerald Group Publishing Limited. Bligh, M.C. and Kohles, J.C., 2009. The enduring allure of charisma: How Barack Obama won the historic 2008 presidential election.The Leadership Quarterly,20(3), pp.483-492. Daft, R.L., 2014. The leadership experience. Cengage Learning. Edwards III, G.C., 2012. Overreach: Leadership in the Obama presidency. Princeton University Press. Foss, S.K., 2017.Rhetorical criticism: Exploration and practice. business law. Gliem, D.E. and Janack, J.A., 2008. A portrait of a transformational leader: An analysis of text and image on BarackObama. com.American CommuniBarack Obama: Leadership styleD. and Roberts, G.E., 2012. Transformational leadership in a postmodern world: The presidential election of Barack Obama.Academy of Strategic Management Journal,11(1), p.9. Greenstein, F.I., 2009.The presidential difference: Leadership style from FDR to Barack Obama. Princeton University Press. Johansen, R., 2012. Leaders make the future: Ten new leadership skills for an uncertain world. Berrett-Koehler Publishers. Nanjundeswaraswamy, T.S. and Swamy, D.R., 2014. Leadership styles. Advances in management,7(2), p.57. Newsom, T., 2010. Developing African-American leaders in today's schools: Gifted leadership, the unfamiliar dimension in gifted education. Black History Bulletin, 73(1), p.18. Northouse, P.G., 2015. Leadership: Theory and practice. Sage publications. Pepper, K., 2010. Effective principals skillfully balance leadership styles to facilitate student success: A focus for the reauthorization of ESEA.Planning and Changing,41(1/2), p.42. Quader, M.S., 2011. Perception of leadership styles and trust across cultures and gender: A comparative study on Barack Obama and Hillary Clinton.South Asian Journal of Management,18(2), p.30.

Skewed Vision The False Ethics, American Athletics Essays

Skewed Vision: The False Ethics, American Athletics Skewed vision: The False Ethics That Are Prevalent American Athletics Every morning, I get up at seven o'clock and turn on my television so I can watch Sports Center. From time to time, there is a report about a college coach that called a press conference to comment on either the actions of one of the members of his team (coach included), or the actions of the program which he is a part of. I intentionally say he, because I have never seen a coach of a female program called on to defend his/her actions. The funny thing is, that after these coaches make the claims that they have no idea how this incident happened, they are called on again in a few years to make the same speech about another incident. I've come to the conclusion that there is a problem with athletics in America. Either there is something wrong with the individual athletic programs, or there is something wrong with the body that governs those programs. Many people believe, including me, that the problem is not with the programs, but with the bodies that govern them. The problem that pers ist, is the fact that major organizations such as the NCAA, NBA, NFL, or NHL, are more concerned with the money that the athletes generate than with the moral standards that all of these groups promise to uphold. The simple truth is that these standards pale in comparison to the almighty dollar. In division three athletics, money is not an issue, you play for the love of the game and that's all. No scholarships, not much press, and a slim chance of playing on any higher level. Once you reach the level of division two though, those high standards that are preached to all high school students begin to lose there meaning. A coach fighting to keep his/her job might try anything to win. How many movies have been made about the illegal practices of college coaches and friends of the programs? How many times have we heard about a gifted athlete who can barley read? If the public knows about it, how come the NCAA, the group sworn to uphold their own moral standards, doesn't. How is it that a coach, who is fired for breaking the rules that the NCAA has set up, can go to another school and do the exact same things, and not get caught? The answer is simple, the NCAA would lose money by forcing its membe rs to follow the rules, so they look the other way until the infractions are so blatant that they have to take action. Do the punishments fit the crimes though? Who is punished if a student is caught taking gifts from an unauthorized person? Not the individual, who knows that by giving the gift, he could ruin a kid's career. They get a slap on the wrist and told to stop it. How about the college who was fully aware of the contact between the known sports agent and the star player on the basketball team? Does the agent loose his/her licenses? Is the school penalized for allowing inappropriate contact to be made? The answer is a resounding no. The ones who are punished are the student athletes. Even when schools are punished for bending the rules, the punishment is nothing more than a slap on the wrist. The program responsible for the wrongdoing might be suspended from tournament play for a few years, and barred from playing nationally televised games. The program will recover and the school most likely has not lost all of its revenue from competitive athletics. The students, on the other hand, are immediately suspended from their respective teams, and in most cases, eventually lose their scholarships and possibly their only chance at getting a higher education. In the event that the athlete is on the verge of making it to the pros, being dismissed from their college team could hurt the athlete's stock. If the NCAA were truly concerned about keeping a clean athletic coalition, then the penalties would be harsher, and would affect the schools more than they affect the students. Or perhaps the NCAA could find a

Western Enlight Essay Example For Students

Western Enlight Essay Based on Rousseau’s criticism of Enlightenment ideas, the French Revolution did and did not implement the ways of the Enlightenment. Rousseau sees a number of problems within the thinking of the Enlightenment, preferably when dealing with the arts and sciences. It is for this reason alone that the French Revolution in actuality did not implement the ideas of the Enlightenment. In fact, all of the actions that took place in the French Revolution totally came into agreement with the theories of Rousseau. However after the Revolution and still today, those Enlightenment theories are a main stay in everyday life. The Enlightenment itself was a period of pure reason and rational, where people were to emphasize the right to self expression and human fulfillment, as well as the right to think freely and express their views publicly without being scrutinized. They did this through science and other forms of art, two things, which according to Rousseau are no way of finding virtue. Of course when applying the sciences there are certain outcomes and answers to certain problems. We will write a custom essay on Western Enlight specifically for you for only $16.38 $13.9/page Order now One thing many forget is the possibility of error. According to Rousseau, error is a huge problem when dealing with the sciences. In his First Discourse Rousseau states, â€Å"What false paths when investigating the sciences! How many errors, a thousand times more dangerous than the truth is useful, must be surmounted in order to reach the truth? The disadvantage is evident, for falsity is susceptible of infinite combinations, where as truth has only one form. Besides, who seeks it sincerely? Even with the best intentions, by what signs is one certain to recognize it? In this multitude of opinions, what will be our criteria to judge it properly? And hardest of all, if by luck we finally find it, who among us will know how to make good use of the truth? † (Rousseau, 49) This is a really good point. With all of the so-called enlightened thinkers trying to find out the truth, there is obviously going to be an array of different answers. Some of them could be wrong, better yet, all of them could be wrong; but who’s to judge. Since we don’t know of the truth, there is absolutely no way to prove that someone has found it. Last but not least, according to the end of Rousseau’s quote, if it is found there is not one person who would know how to apply that truth to everyday life. This now brings us to bash number two on the Enlightenment thought. People go through all sorts of schooling to learn what, math, history, and science. That’s all good, but in the search of truth that type of knowledge will not get a person anywhere, â€Å" Cultivating the sciences is very harmful to moral qualities. I see everywhere-immense institutions where young people are brought up at a great expense, learning everything except their duties. Your children will not know their own language, but will speak others that are nowhere in use; they will know how to write verses that they can barely understand; without knowing how to distinguish error from truth, they will possess the art of making them unrecognizable to others by specious arguments. But they will not know what the words magnanimity, equity, temperance, humanity, and courage are; that sweet name fatherland will never strike their ear; and if they here of God, it will be less to be awed by him than to be afraid of him. What then should they learn? Let them learn what they ought to do as men and not what they should forget. † (Rousseau, 56) If the Enlightenment is all about finding the truth through reason and human understanding only, the sciences themselves are sending this whole movement into the wrong direction. According to some of the greatest thinkers such as Socrates, and Plato, the real way to finding the truth is through virtue, or the good life. This schooling, according to Rousseau is a manipulative way of creating false truths in the minds of children. .ue33d5ed91be345264124e375638acf72 , .ue33d5ed91be345264124e375638acf72 .postImageUrl , .ue33d5ed91be345264124e375638acf72 .centered-text-area { min-height: 80px; position: relative; } .ue33d5ed91be345264124e375638acf72 , .ue33d5ed91be345264124e375638acf72:hover , .ue33d5ed91be345264124e375638acf72:visited , .ue33d5ed91be345264124e375638acf72:active { border:0!important; } .ue33d5ed91be345264124e375638acf72 .clearfix:after { content: ""; display: table; clear: both; } .ue33d5ed91be345264124e375638acf72 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue33d5ed91be345264124e375638acf72:active , .ue33d5ed91be345264124e375638acf72:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue33d5ed91be345264124e375638acf72 .centered-text-area { width: 100%; position: relative ; } .ue33d5ed91be345264124e375638acf72 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue33d5ed91be345264124e375638acf72 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue33d5ed91be345264124e375638acf72 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue33d5ed91be345264124e375638acf72:hover .ctaButton { background-color: #34495E!important; } .ue33d5ed91be345264124e375638acf72 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue33d5ed91be345264124e375638acf72 .ue33d5ed91be345264124e375638acf72-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue33d5ed91be345264124e375638acf72:after { content: ""; display: block; clear: both; } READ: Counter Reformation EssayInstead of learning morals, and learning how to be good, courageous and stand up people, the sciences are showing young ones how to formulate the truth, rather than teaching them how to live a good life and find the truth out for themselves. Rousseau’s next criticism of the Enlightenment, is one that fits real well with the world today. Rousseau insists that any form of Enlightenment produces luxury, â€Å"Granted that luxury is a sure sign of wealth; that it even serves, if you like, to increase wealth. What conclusion must be drawn from this paradox so worthy of our time, and what will become of virtue when one must get rich at any price? (Rousseau, 51) Even in that day and age, money equaled power and respect. It’s the truth and good life that are really at stake here. According to Rousseau, even virtue, which is the main purpose of the Enlightenment, will come second to money, so obviously this Enlightenment is not all its cracked up to be. With this luxury, Rousseau claims that all morals are lost. Everything revolves around the almighty dollar. This statement is not to be taken lightly. Especially in today’s day and age, this proves real. Even if an act is one hundred percent in the wrong; if the price is right, that act suddenly becomes the best of deeds. It’s kind of sad to see that material things can control our train of thought. Rousseau finalizes his theory by stating that this luxury, which is the prize of the Enlightenment, is very destructive not only to morals, but political power as well. By using various David and Goliath type battles that occurred throughout history, Rousseau conveys his hypothesis. In those battles it is the luxurious dynasties such as Rome and England, that fall to people who have no clue what riches are. The only thing that those people had were lots of heart, and shear will power. This should be the way of Enlightenment. It is not the books, or paintings that won the revolution for the French, but shear will power and determination; something that no Enlightenment theory could ever give to a person. The next glitch in the Enlightenment way of thought according to Rousseau, is the destruction of military virtues by the arts and sciences. As stated above there is one thing luxury cannot buy, and that is heart. The modern soldier is one who is fulfilled with the luxury the Enlightenment brings, but what happens when that luxury runs out. The enlightened warrior is not accustomed to roughing it. For he is â€Å"crushed by the smallest need, and rebuffed by the least difficulty. † (Rousseau, 55) The â€Å"raw† soldier on the other hand, one who is unaccustomed to this pampered lifestyle, would be more equipped with his will power and determination, and will fair better in a long and bitter struggle. To put this in simpler terms, take for example your average everyday man watching Monday Night Football. During the commercial he likes to change the channel, but what happens if the remote control is missing. A sudden panic emerges and all hell breaks loose. Yet a man who has never had a remote control would calmly get up and change the channel himself without the use of that fantastic luxury. Last but not least is an aspect of the Enlightenment which like the above, is true even today. Rousseau believed that by following the Enlightenment, appearance was everything. By spreading the arts, men would judge a product by appearance alone and not effort, â€Å"One no longer asks if a man is upright, but rather if he is talented; nor of a book if it is useful, but if its well written. Rewards are showered on the witty, and virtue is left without honors. .uf211de532abc22165c832ea59d6fe6cc , .uf211de532abc22165c832ea59d6fe6cc .postImageUrl , .uf211de532abc22165c832ea59d6fe6cc .centered-text-area { min-height: 80px; position: relative; } .uf211de532abc22165c832ea59d6fe6cc , .uf211de532abc22165c832ea59d6fe6cc:hover , .uf211de532abc22165c832ea59d6fe6cc:visited , .uf211de532abc22165c832ea59d6fe6cc:active { border:0!important; } .uf211de532abc22165c832ea59d6fe6cc .clearfix:after { content: ""; display: table; clear: both; } .uf211de532abc22165c832ea59d6fe6cc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf211de532abc22165c832ea59d6fe6cc:active , .uf211de532abc22165c832ea59d6fe6cc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf211de532abc22165c832ea59d6fe6cc .centered-text-area { width: 100%; position: relative ; } .uf211de532abc22165c832ea59d6fe6cc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf211de532abc22165c832ea59d6fe6cc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf211de532abc22165c832ea59d6fe6cc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf211de532abc22165c832ea59d6fe6cc:hover .ctaButton { background-color: #34495E!important; } .uf211de532abc22165c832ea59d6fe6cc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf211de532abc22165c832ea59d6fe6cc .uf211de532abc22165c832ea59d6fe6cc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf211de532abc22165c832ea59d6fe6cc:after { content: ""; display: block; clear: both; } READ: Prints Parades Spheres of All sorts EssayThere are a thousand prizes for noble discourses, but none for noble actions. † It is safe to say that after all of this jargon about Rousseau and his criticisms of the Enlightenment, the French Revolution did and did not implement Enlightenment ideas. The actual Revolution itself applied Rousseau’s criticism on luxury. The rebels were not as powerful in material, but in heart, they totally over shadowed the French hierarchy. On the other hand, everyday life seems to take on the aspects of the Enlightenment. All of the time we see people in school learning math, science, and history. On the streets we see people sporting around in Mercedes Benz, Lexus, and Armani suits. The material things are what makes life go round in this day and age. We see paintings and sculptures gracing the walls of various pieces of architecture. Some of those paintings, only the best, will be honored with prizes and riches and the little man who just enjoys painting will remain a nobody. The rebels in no way, shape, or form applied the Enlightenment to the war. Yet, in the real world the Enlightenment ideas are and will always be the supreme form of knowledge.

AP Literature Reading List 127 Great Books for Your Prep

AP Literature Reading List 127 Great Books for Your Prep SAT / ACT Prep Online Guides and Tips A lot of students wonder if there’s a specific AP English reading list of books they should be reading to succeed on the AP Literature and Composition exam. While there’s not an official College-Board AP reading list, there are books that will be more useful for you to read than others as you prepare for the exam. In this article, I’ll break down why you need to read books to prepare, how many you should plan on reading, and what you should read- including poetry. Why Do You Need to Read Books for the AP Literature Test? This might seem like kind of an obvious question- you need to read books because it’s a literature exam! But actually, there are three specific reasons why you need to read novels, poems, and plays in preparation for the AP Lit Test. To Increase Your Familiarity With Different Eras and Genres of Literature Reading a diverse array of novels, poetry and plays from different eras and genres will help you be familiar with the language that appears in the various passages on the AP Lit exam’s multiple choice and essay sections. If you read primarily modern works, for example, you may stumble through analyzing a Shakespeare sonnet. So, having a basic familiarity level with the language of a broad variety of literary works will help keep you from floundering in confusion on test day because you’re seeing a work unlike anything you’ve ever read. To Improve Your Close-Reading Skills You’ll also want to read to improve your close-reading and rhetorical analysis skills. When you do read, really engage with the text: think about what the author’s doing to construct the novel/poem/play/etc., what literary techniques and motifs are being deployed, and what major themes are at play. You don’t necessarily need to drill down to the same degree on every text, but you should always be thinking, â€Å"Why did the author write this piece this way?† For the Student Choice Free-Response Question Perhaps the most critical piece in reading to prepare for the AP Lit test, however, is for the student choice free-response question. For the third question on the second exam section, you’ll be asked to examine how a specific theme works in one novel or play that you choose. The College Board does provide an example list of works, but you can choose any work you like just so long as it has adequate â€Å"literary merit.† However, you need to be closely familiar with more than one work so that you can be prepared for whatever theme the College Board throws at you! Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Note: Not an effective reading method. How Many Books Do You Need to Read for the AP Exam? That depends. In terms of reading to increase your familiarity with literature from different eras and genres and to improve your close-reading skills, the more books you have time to read, the better. You’ll want to read them all with an eye for comprehension and basic analysis, but you don’t necessarily need to focus equally on every book you read. For the purposes of the student choice question, however, you’ll want to read books more closely, so that you could write a detailed, convincing analytical essay about any of their themes. So you should know the plot, characters, themes, and major literary devices or motifs used inside and out. Since you won’t know what theme you’ll be asked to write about in advance, you’ll need to be prepared to write a student choice question on more than just one book. Of the books you read for prep both in and out of class, choose four to five books that are thematically diverse to learn especially well in preparation for the exam. You may want to read these more than once, and you certainly want to take detailed notes on everything that’s going on in those books to help you remember key points and themes. Discussing them with a friend or mentor who has also read the book will help you generate ideas on what’s most interesting or intriguing about the work and how its themes operate in the text. You may be doing some of these activities anyways for books you are assigned to read for class, and those books might be solid choices if you want to be as efficient as possible. Books you write essays about for school are also great choices to include in your four to five book stable since you will be becoming super-familiar with them for the writing you do in class anyways. In answer to the question, then, of how many books you need to read for the AP Lit exam: you need to know four to five inside and out, and beyond that, the more the better! Know the books. Love the books. What Books Do You Need to Read for the AP Exam? The most important thing for the student choice free-response question is that the work you select needs to have â€Å"literary merit.† What does this mean? In the context of the College Board, this means you should stick with works of literary fiction. So in general, avoid mysteries, fantasies, romance novels, and so on. If you’re looking for ideas, authors and works that have won prestigious prizes like the Pulitzer, Man Booker, the National Book Award, and so on are good choices. Anything you read specifically for your AP literature class is a good choice, too. If you aren’t sure if a particular work has the kind of literary merit the College Board is looking for, ask your AP teacher. When creating your own AP Literature reading list for the student choice free-response, try to pick works that are diverse in author, setting, genre, and theme. This will maximize your ability to comprehensively answer a student choice question about pretty much anything with one of the works you’ve focused on. So, I might, for example, choose: A Midsummer Night’s Dream, Shakespeare, play, 1605 Major themes and devices: magic, dreams, transformation, foolishness, man vs. woman, play-within-a-play Wuthering Heights, Emily Bronte, novel, 1847 Major themes and devices: destructive love, exile, social and economic class, suffering and passion, vengeance and violence, unreliable narrator, frame narrative, family dysfunction, intergenerational narratives. The Age of Innocence, Edith Wharton, novel, 1920 Major themes and devices: Tradition and duty, personal freedom, hypocrisy, irony, social class, family, â€Å"maintaining appearances†, honor Wide Sargasso Sea, Jean Rhys, novel, 1966 Major themes and devices: slavery, race, magic, madness, wildness, civilization vs. chaos, imperialism, gender As you can see, while there is some thematic overlap in my chosen works, they also cover a broad swathe of themes. They are also all very different in style (although you’ll just have to take my word on that one unless you go look at all of them yourself), and they span a range of time periods and genres as well. However, while there’s not necessarily a specific, mandated AP Literature reading list, there are books that come up again and again on the suggestion lists for student choice free-response questions. When a book comes up over and over again on exams, this suggests both that it’s thematically rich, so you can use it to answer lots of different kinds of questions, and that the College Board sees a lot of value in the work. To that end, I’ve assembled a list, separated by time period, of all the books that have appeared on the suggested works list for student choice free-response questions at least twice since 2003. While you certainly shouldn’t be aiming to read all of these books (there’s way too many for that!), these are all solid choices for the student choice essay. Other books by authors from this list are also going to be strong choices. It’s likely that some of your class reading will overlap with this list, too. I’ve divided up the works into chunks by time period. In addition to title, each entry includes the author, whether the work is a novel, play, or something else, and when it was first published or performed. Works are alphabetical by author. Warning: Not all works pictured included in AP Literature reading list below. Ancient Works Title Author Genre Date Medea Euripides play 431 BC The Odyssey Homer epic poem (no date) Antigone Sophocles play 441 BC Oedipus Rex Sophocles play 429 BC 1500-1799 Title Author Genre Date Don Quixote Miguel de Cervantes novel 1605 Tom Jones Henry Fielding novel 1749 As You Like It Shakespeare play 1623 Julius Caesar Shakespeare play 1599 King Lear Shakespeare play 1606 A Midsummer Night’s Dream Shakespeare play 1605 The Merchant of Venice Shakespeare play 1605 Othello Shakespeare play 1604 The Tempest Shakespeare play 16 Candide Voltaire novel 1759 1800-1899 Title Author Genre Date Emma Jane Austen novel 1815 Mansfield Park Jane Austen novel 1814 Pride and Prejudice Jane Austen novel 1813 Jane Eyre Charlotte Bronte novel 1847 Wuthering Heights Emily Bronte novel 1847 The Awakening Kate Chopin novel 1899 The Red Badge of Courage Stephen Crane novel 1895 Bleak House Charles Dickens novel 1853 David Copperfield Charles Dickens novel 1850 Great Expectations Charles Dickens novel 1861 Oliver Twist Charles Dickens novel 1837 A Tale of Two Cities Charles Dickens novel 1859 Crime and Punishment Fyodor Dostoyevsky novel 1866 Madame Bovary Gustave Flaubert novel 1856 Jude the Obscure Thomas Hardy novel 1895 The Mayor of Casterbridge Thomas Hardy novel 1886 Tess of the d’Urbervilles Thomas Hardy novel 1891 The Scarlet Letter Nathaniel Hawthorne novel 1850 A Doll’s House Henrik Ibsen play 1879 The American Henry James novel 1877 The Portrait of a Lady Henry James novel 1881 Moby-Dick Herman Melville novel 1851 Frankenstein Mary Shelley novel 1818 Anna Karenina Leo Tolstoy novel 1877 Adventures of Huckleberry Finn Mark Twain novel 1885 The Queen of AP Literature surveys her kingdom. 1900-1939 Title Author Genre Date My ntonia Willa Cather novel 1918 The Cherry Orchard Anton Chekhov play 1904 Heart of Darkness Joseph Conrad novel 1902 Sister Carrie Theodore Dreiser novel 1900 Murder in the Cathedral T.S. Eliot play 1935 Absalom, Absalom! William Faulkner novel 1936 As I Lay Dying William Faulkner novel 1930 Light in August William Faulkner novel 1932 The Sound and the Fury William Faulkner novel 1929 The Great Gatsby F. Scott Fitzgerald novel 1925 A Passage to India E.M. Forster novel 1924 The Little Foxes Lillian Hellman play 1939 Their Eyes Were Watching God Zora Neale Hurston novel 1937 Brave New World Aldous Huxley novel 1931 A Portrait of the Artist as a Young Man James Joyce novel 1916 Billy Budd Herman Melville novel 1924 Major Barbara George Bernard Shaw play 1905 The Grapes of Wrath John Steinbeck novel 1939 The Age of Innocence Edith Wharton novel 1920 Ethan Frome Edith Wharton novel 19 The House of Mirth Edith Wharton novel 1905 Mrs. Dalloway Virginia Woolf novel 1925 1940-1969 Title Author Genre Date Things Fall Apart Chinua Achebe novel 1958 Who’s Afraid of Virginia Woolf? Edward Albee play 1962 Another Country James Baldwin novel 1962 Waiting for Godot Samuel Beckett play 1953 The Plague Albert Camus novel 1947 Invisible Man Ralph Ellison novel 1952 Lord of the Flies William Golding novel 1954 A Raisin in the Sun Lorraine Hansberry play 1959 Catch-22 Joseph Heller novel 1961 One Flew Over the Cuckoo’ s Nest Ken Kesey novel 1962 A Separate Peace John Knowles novel 1959 To Kill a Mockingbird Harper Lee novel 1960 The Crucible Arthur Miller play 1953 Death of a Salesman Arthur Miller play 1949 House Made of Dawn N. Scott Momaday novel 1968 Wise Blood Flannery O’Connor novel 1952 1984 George Orwell novel 1949 Cry, the Beloved Country Alan Paton novel 1948 All the King’s Men Robert Penn Warren novel 1946 The Chosen Chaim Potok novel 1967 Wide Sargasso Sea Jean Rhys novel 1966 The Catcher in the Rye JD Salinger novel 1951 Rosencrantz and Guildenstern Are Dead Tom Stoppard play 1966 Cat’s Cradle Kurt Vonnegut novel 1963 The Glass Menagerie Tennessee Williams play 1945 A Streetcar Named Desire Tennessee Williams play 1947 Black Boy Richard Wright memoir 1945 Native Son Richard Wright novel 1940 Don't get trapped in a literature vortex! 1970-1989 Title Author Genre Date Bless Me, Ultima Rudolfo Anaya novel 1972 The House on Mango Street Sandra Cisneros novel 1984 â€Å"Master Harold† . . . and the boys Athol Fugard play 1982 M. Butterfly David Henry Hwang play 1988 A Prayer for Owen Meany John Irving novel 1989 The Woman Warrior Maxine Hong Kingston memoir 1976 Obasan Joy Kogawa novel 1981 Beloved Toni Morrison novel 1987 The Bluest Eye Toni Morrison novel 1970 Song of Solomon Toni Morrison novel 1977 Sula Toni Morrison novel 1973 Jasmine Bharati Mukherjee novel 1989 The Women of Brewster Place Gloria Naylor novel 1982 Going After Cacciato Tim O’Brien novel 1978 Equus Peter Shaffer play 1973 Ceremony Leslie Marmon Silko novel 1977 Sophie’s Choice William Styron novel 1979 The Color Purple Alice Walker novel 1982 Fences August Wilson play 1983 The Piano Lesson August Wilson play 1987 1990-Present Title Author Genre Date Reservation Blues Sherman Alexie novel 1995 The Blind Assassin Margaret Atwood novel 2000 Oryx and Crake Margaret Atwood novel 2003 The Memory Keeper’s Daughter Kim Edwards novel 2005 Cold Mountain Charles Frazier novel 1997 Snow Falling on Cedars David Guterson novel 1994 The Kite Runner Khaled Hosseini novel 2003 A Thousand Splendid Suns Khaled Hosseini novel 2007 Never Let Me Go Kazuo Ishiguro novel 2005 The Poisonwood Bible Barbara Kingsolver novel 1998 The Namesake Jumpa Lahiri novel 2004 All the Pretty Horses Cormac McCarthy novel 1992 Atonement Ian McEwan novel 2001 Native Speaker Chang Rae-Lee novel 1995 The God of Small Things Arundhati Roy novel 1997 A Thousand Acres Jane Smiley novel 1991 The Bonesetter’s Daughter Amy Tan novel 2001 The Story of Edgar Sawtelle David Wroblewski novel 2008 Don't stay in one reading position for too long, or you'll end up like this guy. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. An Addendum on Poetry You probably won’t be writing about poetry on your student choice essay- most just aren’t meaty enough in terms of action and character to merit a full-length essay on the themes when you don’t actually have the poem in front of you (a major exception being The Odyssey). That doesn’t mean that you shouldn’t be reading poetry, though! You should be reading a wide variety of poets from different eras to get comfortable with all the varieties of poetic language. This will make the poetry analysis essay and the multiple-choice questions about poetry much easier! See this list of poets compiled from the list given on page 14 of the AP Course and Exam Description for AP Lit, separated out by time period. For those poets who were working during more than one of the time periods sketched out below, I tried to place them in the era in which they were more active. I’ve placed an asterisk next to the most notable and important poets in the list; you should aim to read one or two poems by each of the starred poets to get familiar with a broad range of poetic styles and eras. 14th-17th Centuries Anne Bradstreet Geoffrey Chaucer John Donne George Herbert Ben Jonson Andrew Marvell John Milton William Shakespeare* 18th-19th Centuries William Blake* Robert Browning Samuel Taylor Coleridge* Emily Dickinson* Paul Laurence Dunbar George Gordon, Lord Byron Gerard Manley Hopkins John Keats* Edgar Allan Poe* Alexander Pope* Percy Bysshe Shelley* Alfred, Lord Tennyson* Walt Whitman* William Wordsworth* Early-Mid 20th Century W. H. Auden Elizabeth Bishop H. D. (Hilda Doolittle) T. S. Eliot* Robert Frost* Langston Hughes* Philip Larkin Robert Lowell Marianne Moore Sylvia Plath* Anne Sexton* Wallace Stevens William Carlos Williams William Butler Yeats* Late 20th Century-Present Edward Kamau Brathwaite Gwendolyn Brooks Lorna Dee Cervantes Lucille Clifton Billy Collins Rita Dove Joy Harjo Seamus Heaney Garrett Hongo Adrienne Rich Leslie Marmon Silko Cathy Song Derek Walcott Richard Wilbur You might rather burn books than read them after the exam, but please refrain. Key Takeaways Why do you need to read books to prepare for AP Lit? For three reasons: #1: To become familiar with a variety of literary eras and genres#2: To work on your close-reading skills#3: To become closely familiar with four-five works for the purposes of the student choice free-response essay analyzing a theme in a work of your choice. How many books do you need to read? Well, you definitely need to get very familiar with four-five for essay-writing purposes, and beyond that, the more the better! Which books should you read? Check out the AP English Literature reading list in this article to see works that have appeared on two or more â€Å"suggested works† lists on free-response prompts since 2003. And don’t forget to read some poetry too! See some College Board recommended poets listed in this article. What's Next? See my expert guide to the AP Literature test for more exam tips! The multiple-choice section of the AP Literature exam is a key part of your score. Learn everything you need to know about it in our complete guide to AP Lit multiple-choice questions. Taking other APs? Check out our expert guides to the AP Chemistry exam, AP US History, AP World History, AP Psychology, and AP Biology. Looking for other book recommendation lists from PrepScholar? We've compiled lists of the 7 books you must read if you're a pre-med and the 31 books to read before graduating high school. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Hindu Tradition & Christian Thought & Greek Philosophical Thought Research Paper

Hindu Tradition & Christian Thought & Greek Philosophical Thought - Research Paper Example This is where the different forms of art and media play an important role. The various artistic mediums of expression in India like literature, music, theatre, cinema etc. have always tried to reflect the contemporary trends prevailing in the Indian society. However, the art forms have another social responsibility also. Many creative endeavors have been made based upon a socially relevant subject and the art medium has been used to spread the social message among the viewers of the artistic medium. In this way, the wide reach of the art mediums are used to propagate certain influential ideas in society. The short story â€Å"Attitude determines Altitude† describes how the lives of two young boys were positively influenced by a Hindi mythological film. The story provides an example of how the medium of cinema can spread the influence of Indian religion and mythology to a greater audience. The present generation of young Indians is used to living a hectic life right from their childhood, where they are burdened with their education and other extra-curricular pursuits. Naturally, they do not have the time to explore the rich traditions of Indian culture and religion. However, Hindi films have always been very popular among the youth. Therefore, the Hindi cinematic medium can be utilized to educate the young Indians in their country’s religious traditions. ... Rajesh, aged 38 years was employed as a manager in a private corporate firm, while Sarika worked as a school teacher in one of the neighborhood schools. The couple had two sons: Arun, aged 7 years and Aditya who was a mere 3 years old. The family lived with Rajesh’s parents in a rented flat in the Andheri locality of Mumbai. The two young boys had just embarked on their school life. Arun studied in the second standard while Aditya attended a playschool in the vicinity. Their parents Rajesh and Sarika were dynamic individuals who had worked hard to attain a respectable position in the society. However, in comparison the sons seemed to be too innocent and timid. They did not appear to be children of the modern generation who were supposed to be smart and enthusiastic in all spheres of life. In fact, their parents were quite concerned about the shy behavior of the two boys. The present world required its inhabitants to be strong and responsible to endure the trials of the modern society. The couple encouraged their sons to socialize with the other children in their apartment and participate in different games hoping that would help the boys to gain confidence and improve their social interactions. Arun and Aditya did all of these activities; however, the result was not as their parents would have liked to see. They boys remained hesitant and withdrawn in their everyday behavior. However, Indians firmly believe that the Almighty grants the wishes of those who request earnestly of Him. Similarly, Rajesh and Sarika’s prayers were finally answered one day. On Arun’s eighth birthday, one of Sarika’s colleagues in school gifted him with a DVD (Digital Video Disc) of the Indian animation film â€Å"Hanuman.† Hanuman was actually a Hindu religious God who himself was an

Jeffery Dahmer Case Essay Example | Topics and Well Written Essays - 2000 words

Jeffery Dahmer Case - Essay Example In September 1987 he killed once again. His second victim was Steven Toumi who he met in a gay bar and indulged in heavy drinking with. Dahmer admits to have no memory of the murder itself but recalls waking up to Toumi being dead and having blood on his mouth. Fourteen year old Jamie Doxtator, a Native American boy, was Dahmer’s third victim. He also marks the establishment of Dahmer’s modus operandi. Dahmer would visit bars in Milwaukee, Wisconsin, where he would, after thorough observation, pick up young men. Mostly pretending to be a photographer he offered these men money to pose for him and lured them into his apartment. Sometimes he would offer them money to hang-out and watch a movie. Once there he would drug their drinks and strangle them when they were unconscious. John Douglas, a full-time profiler working at the behavioural science division of the FBI in Quantico, defined Dahmer’s signature as one that showed his sadistic sexual satisfaction and contr ol projected by living with his victim’s corpses. Examples of such behaviour were that of necrophilia, cutting up his victims and cannibalizing certain parts like the heart, painting the skulls to keep as souvenirs and storing a victim’s head in his fridge. (Douglas, 1997). Sticking to this developed pattern Dahmer killed 5 more men by the summer of 1988 one of who was a Richard Gurrero, handsome young man of Mexican origin. All these murders took place in Dahmer’s grandmother’s basement.

Social networking Essay Example | Topics and Well Written Essays - 1000 words

Social networking - Essay Example On the other hand are those who use these websites in a negative manner to commit deviant acts. Due to different types of users, social networking websites have proven to be both advantageous as well as disadvantageous for the society. The two main benefits of using social networking websites that will be discussed in this paper include educational benefits and benefit of self expression and the downside of using social networking website is the concern for privacy. Body One of the major benefits obtained by the community from using social networking websites is the benefit of education (Derrick, 2008, p.45). Social networking websites have provided several benefits to the field of education and the stakeholders of this field. Students use these websites to connect with other school members and classmates to discuss different assignment and solve problems related to school work and they are involved in connecting with their team members to discuss team based projects. When social net working websites were not available, students had to stay late at libraries and had to wait for a long period of time in order to connect with their teachers. ... The article even stated that educational institutes can assist their students in using these avenues in the best possible manner and in the right way. He even discusses the various advantages that social networking websites offer to education. For example: art work can be published on these websites and then can be discussed in classrooms. Social networking websites are not short of any concerns; still the number of people joining these web based spaces is increasing on daily basis. These numbers have increased to the point that these social networks are being referred to as nations and states instead of online web pages. One of the main reasons of increase in popularity of these web pages is that these portals provide an avenue to individuals to express themselves in front of the public. The benefit of self expression obtained through these websites has especially been exploited by teenagers and even those who fall in the category of young adults (Derrick, 2008, p.45). These network s assist individuals in building new relationships, strengthen old ones and express one self. These networks assist individuals in developing and polishing various skills that are highly demanded by organizations of the 21st century, these skills include communicational and interpersonal skills. Before the existence of these web portals, people used to buy web spaces to express themselves and sell themselves to the public. Since the invention of social networking websites, people have been able to display themselves and their abilities without paying a penny for web space and these spaces do not require complex html codes that were required previously and only computer literates had the ability to write these codes. The main

Assessment Aims in Science Lessons

Assessment Aims in Science Lessons Discuss, evaluate and reflect upon the aims of assessment for learning in primary science, and consider strategies that may be employed to identify children’s strengths and weaknesses. Show how assessment information can be used to monitor children’s progress in science, and inform and develop quality teaching and learning. Introduction: Science became a core subject for primary schools in 1989 with the introduction of the National Curriculum. Primary Science has a broad agenda, an important element of which is the development of ‘scientific literacy’ in the population (Howe et al., 2005, p.5), the scientific understanding that should be part of everyone’s education. Teachers have a responsibility to ensure that children’s experiences in primary science are positive ones so that more children will undertake post primary science subjects. Assessment for learning, an important element of primary science, has come to prominence in educational policy because of its perceived potential to underpin lifelong learning (Black et al., 2006, p.120). Described as a teaching strategy of very high leverage (Howe, 2004, cited in Marshall Drummond, 2006, p.133), assessment for learning allows teachers to track pupil learning and progress and plan quality teaching using appropriate strategies. Aims of Primary Science Teaching: Children have many ideas about the world and how it works before they come to school and experience science in the context of their everyday lives, for example most children will have some knowledge about plants and animals, or will understand that a lolly melts. The most important aim of primary science is to foster children’s appreciation of the world around us, to encourage a close observation of our physical environment, and to develop an understanding of how different aspects of it are related (Howe et al., 2005, p.6). Views about science have changed in recent decades with a recognition that transmission modes for teaching in science are not appropriate (Gray Bryce, 2006, p.171). A constructivist view of teaching science has been adopted which recognises that children learn best when they are able to construct new ideas and concepts from existing ones. In order to teach primary science effectively, teachers must have a sound subject knowledge and an appropriate understanding of these constructivist theories (Traianou, 2996, p.828). Key Stage one children, for example, learn a lot about science through play and ideas must be rooted in experiences that are meaningful to them. Effective learning in science cannot be facilitated by providing children with facts and information because: Facts unrelated to concepts that children already have are meaningless and therefore of no use to them. Children use their own ideas to construct understanding. While they may be able to recall answers, understanding only evolves out of their own experience. (Harlen Jelly, 1998, p.26). Science is very much a process based subject in which learners develop their understanding of things around them by using and developing process skills (Harlen Qualter, 2004, p.133). Effective assessment in science should be reflective of this by being an ongoing process in the classroom. The Primary Science Curriculum: One of the main ideas in the National Curriculum is that of scientific enquiry which is seen as learning about ‘ideas and evidence’ and three stands of ‘investigative skills’: ‘planning’, ‘obtaining and presenting evidence’ and ‘evaluating’ (Howe et al.,2005, p.8). Each strand consists of a number of processes which are to be taught through the subject areas of ‘life processes and living things’, ‘materials and their properties’ and ‘physical processes’. A practical approach to learning in science is vital for primary school children. The teacher’s role as learning facilitator centres on creating a rich and stimulating learning environment, allowing children to explore and test their ideas. At every stage in the science process, language skills can be developed to assist the learning of science and vice versa (Sherrington, 1993, p.206).Assessment begins from the beginning an d it is useful to start science teaching with an activity to find out what children know about a topic before beginning teaching, paying particular attention to the language children use.. Assessment in Science: Assessment is a process of deciding, collecting and making inferences or judgements about evidence of children’s learning and skills (Harlen Qualter, 2004, p.121). One of the main conclusions arrived at by the Children Learning in Science Project (CLISP) is the importance of establishing whether children have any misconceptions about scientific concepts and addressing these before moving on. Effective assessment is therefore crucial for primary science as pre-conceived ideas can have an adverse effect on learning. There are two main areas in assessment, formative and summative. Formative assessment, an ongoing process for the teacher, provides immediate evidence of learning and should be used to inform planning for teaching. Gathering information about learning and giving feedback while it is in progress has been seen as a crucial aspect of teaching since the Task Group on Assessment and Testing (TGAT) report was published in 1988 (MacGilchrist et al., 2006, p.84). It has a number of strengths because of its focus on learners and how they learn. Summative assessment is generally administered to gather evidence of learning at the end of the teaching period. It has often been criticised as failing to take a holistic view of the learner. A comprehensive science programme will incorporate both elements but the formative assessment will be of most use to the teacher on a day-to-day basis. The Purposes of Assessment: Assessment is a statutory requirement for teachers. Section 3.2 of the Requirements for Qualifying to Teach has a range of requirements in respect of monitoring and assessment, among them that teachers ‘monitor and assess as they teach, giving immediate and constructive feedback to support pupils as they learn. They involve pupils in reflecting on, evaluating and improving their own performance (TTA, 2002, p.11). Assessment enables teachers to ascertain how effectively children have been learning in science. It has a number of aims including: To help children’s learning by identifying what they are making good progress with and areas in which they need further support. To summarise achievements at certain times. (Harlen Qualter, 2004, p.124). This has important implications for primary science teaching in light research suggesting that children have many misconceptions in respect of scientific concepts. Harlen and Jelly have reported that misconceptions in science arise from: Attributing an effect to a particular feature and not having an understanding that a number of factors may be operating. A lack of awareness that there may be more than one explanation. Not understanding science vocabulary. Insufficient opportunity to test ideas and discuss findings. A lack of access to alternative ideas that might provide a better explanation. (Harlen Jelly, 1998, p.24). Effective assessment can address this by being an integral part of activities, with teachers constantly seeking information that enables them to support learning and give appropriate feedback. The teacher can then diagnose learning responses and needs, and note the progress that is being made (MacGilchrist et al., 2006, p.85). Formative assessment methods have received attention in recent years, being more suited to achieving the goals of: Learning with understanding Understanding learning highlighted by the Assessment Reform Group as being crucial in the aim to equip learners for a place in a rapidly shrinking world and changing society (Assessment Reform Group, 2006, p.8). Methods of Assessing Children’s Progress in Science: A substantial amount of learning in science occurs outside school, being accessed through field trips, zoos, science museums etc. (Braund Reiss, 2006, p.214). Because of this teachers must have a range of ways of gathering evidence to assess pupil learning and understanding and be able to use this as the basis for subsequent teaching. Methods that the teacher can use include: Observing children as they work- the teacher can gauge learning by listening to the ways in which children work their way through an activity, with particular attention to their use of scientific vocabulary. The language used by the children is a very good indicator of their understanding. Open-ended teacher questioning gives children opportunities to express their ideas and develop them. Research shows that where correct scientific language is taught, children develop more accurate scientific concepts (Sparks-Linfield Warwick, 1998, p.128). Studying children’s work in relation to a task – drawings, reports and written work. For this to be most effective, it is important that the task requirements are clear. For example, if the aim is to assess children’s understanding of the structure of a flowering plant, it is important that the children are not simply asked to draw a flower, but that the task requires the parts to be labelled or indicated in some way. Administering tests related to the learning activity. Having a plenary session where the children can talk about what they think they have learned from a task or activity. Involving Children in the Assessment Process: Central to formative assessment is the idea of involving children in their learning. Black and William found that self and peer assessment in children as young as five was successful in raising achievement (Black William, 1998). The effectiveness of involving children in the assessment process stems from an understanding that children learn most effectively when they have opportunities to build new ideas on existing experiences. For this approach to be successful, it has to be carefully planned for by the teacher. The children need a clear understanding of the learning intentions of a lesson to be able to assess if they have achieved them. The teacher must be very explicit, particularly in relation to processes within science. If it is not clear that the learning intention is process based, children tend to focus on their answers rather that the methods used for obtaining them. Harlen Qualter point out that when children understand what they should be doing and how well, they are in a position to share in deciding the next steps to be taken (Harlen Qualter, 2004, p.179). This approach does not suggest a lack of rigour in terms of assessment, the ultimate decisions in the management of which are teacher directed. Assessing Children’s Process Skills: Children use the process skills they have developed when they engage with tasks. Teacher observation is very important here but it is important for teachers to be aware that some types of behaviour are more indicative of learning than others and to be able to differentiate between them. The teacher needs to consider what would indicate that a child is employing a particular skill, for example observation. In this case the teacher might look for evidence of the child paying attention to detail, really exploring an object. The degree to which a particular skill is being employed will also be different for older and younger children. With younger children it is most important to develop positive attitudes to science and to give children opportunities to be scientists through access to a range of science equipment and to nurture correct use of scientific vocabulary. Using assessment to improve learning in science: Evidence gathered by the teacher must be used to make judgements regarding the effectiveness of the learning. This process can be enhanced by discussion with the children. Harlen and Qualter have identified three reasons for using assessment to help learning in science: Knowing what ideas learners bring to new experiences and how these ideas develop during their activities is central to learning through enquiry. Using assessment as part of the teaching means that information can be collected about progress towards goals. If activities provide opportunities for skills, understanding and attitudes to be developed, then they also provide opportunities for these to be assessed and for the information to be used to help learning. Widely accepted theories of learning emphasis the role of learners in constructing their own understanding, the constructivist approach. Formative assessment involves children in recognising where they are in progress towards goals and in the decisions about what their next steps are and how to take them. There is firmly established evidence that when the key components of formative assessment are practised, levels of achievement are raised. (Harlen Qualter, 2004, p.132). Assessing Children’s Ideas in Science: Children have many ideas about science when they start school. It is important to establish what these are and plan teaching accordingly. Discussion is extremely important in primary science and teachers must create a climate in which children can express ideas with confidence. Keogh and Naylor have pointed out the importance of this: If we want children to ‘think out loud’, to be creative in their thinking and to argue about alternative possibilities, then we need to provide the kind of learning environment in which they feel comfortable to do that. They need to know they can make mistakes or give wrong answers and still feel good about themselves. (Keogh Naylor, 2004, p.18). Scientific language should be introduced when appropriate and in contexts that allow children to develop an awareness of the different meanings that words may have in everyday and scientific contexts. Using Assessment to Inform Teaching: Children’s ideas, whether in oral or written form, often give an indication of experience or skills that are lacking. This is an important consideration when planning teaching. When children are displaying a lack of experience, it is necessary to provide experiences for them. For example, organising a trip to the local park to investigate living things. Children often have ideas about science which may not reflect reality and can be difficult to change. In this case it is necessary to scaffold and model alternative explanations for children. It is important that teachers use assessment information and evidence to address any misunderstandings or misconceptions that children may have. The strength of formative approaches to assessment is that difficulties can be addressed in the short term before misconceptions are too well cemented. Conclusion: The Government believes that primary education is about; ‘Children experiencing the joy of discovery, solving problems, being creative in writing, art and music, developing their confidence as learners and maturing socially and emotionally’ (DfES, 2003, p.4). Discovery and problem solving are central to science teaching and an effective programme for assessment can be used to facilitate this by enabling teachers to plan and devise lessons accordingly. Research has shown that implementing the essential features of formative assessment in classrooms leads to gains in achievement that are greater than those of equivalent groups where formative assessment is not practised (Harlen Qualter, 2004, 137). Marshall Drummond have pointed out that assessment for learning demands a high degree of organisation in the classroom if it is going to help pupils become independent learners (Marshall Drummond, 2006). It is essential that teachers feel sufficiently confident in respect of subject knowledge pertaining to science and plan interactive lessons for children that mirror the interactive nature of assessment for learning. In science learning children must begin with what they know. The teacher must therefore employ a range of strategies for gathering this information and must apply it to subsequent teaching. This can lead to quality teaching and learning in science and to positive experiences for children and their teachers. References: Assessment Reform Group (2006) The Role of Teachers in the Assessment of Learning. retrieved from www.assessment-reform-group.org – 18.01.07. Black, P., McCormick, R., James, M. Pedder, D. (2006) Learning how to learn and assessment for learning : A theoretical inquiry. Research Papers in Education, 21, 2, 119-132. Black, P. William, D. (1998) Assessment and classroom learning. Assessment in Education, 5, 1, 7-74. Boyle,B. Bragg, J. (2006) A Curriculum Without Foundation. British Educational Research Journal 32,(4), 569-582. Braund, M. Reiss, M. (2006) Validity and Worth in the Science Curriculum: Learning School Science Outside the Laboratory. The Curriculum Journal, 17, 3, 213-228. Buldu,M. (2006) Young Children’s Perceptions of Scientists: A Preliminary Study. Educational Research, 48, 1, 121-132. Bullock, K. Muschamp, Y. (2006) Learning about learning in the primary school. Cambridge Journal of Education, 36, 1, 49-62. Cameron, L. (2002) Metaphors in the learning of science: A discourse focus. British Educational Research Journal. 28, 5, 637-688. Carr, J. J. (1993) The Art of Science: A Practical Guide to Experiments, Observations and Handling Data. San Diego:HighText Publications. Cheney, A., Flavell, H., Harrison, C, Hurst, G. Yates, C. (2002) Thinking Through Science. London: John Murray Publishers Clarina R.B. Koul, R. (2006) The Effects of Different Forms of Feedback on Fuzzy and Verbatim Memory of Science Principles. British Journal of Educational Psychology. 76, 259-270. Coles, M., Gott, R. Thornley, T. (1988) Active Science: Teacher’s Guide. London: Collins Educational. Department For Education and Skills (DfES)(2003) Excellence and Enjoyment. London: DfES. Driessen,G., Smit, F. Slegers, P. (2005) Parental Involvement and Educational Achievement. British Educational Research Journal, 31, 4, 509-532. Gray, D.S. Bryce,T. (2006) Socio-Scientific Issues in Science Education: Implications for the Professional Development of Teachers. Cambridge Journal of Education. 16, 2, 171-192. Harlen,W. (2001) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Harlen, W. Jelly, S. (1998) Developing Science in the Primary Classroom. London: Longman. Harlen, W. Qualter, A. (2004)(4th edition) The Teaching of Science in Primary Schools. London: David Fulton Publishers. Hollins, M. Whitby, V. (1999) Progression in Primary Science: A Guide to the Nature and Practice in Key Stages 1 and 2. London: David Fulton Publishers. Howe, A., Davies, D., McMahon, K., Towler, L. Scott, T. (2005) Science 5-11: A Guide for Teachers. London: David Fulton Publishers. Jenkins, E.W. (2006) School science and citizenship: Whose science and whose citizenship? The Curriculum Journal, 17, 3, 197-211. Keogh, B. Naylor, S. (2004) Children’s ideas, children’s feelings. Primary Science Review, 82, 18-20. Kennedy, J. (Ed.) (1997) Primary Science: Knowledge and Understanding. London:Routledge. Layton, D. (1973) Science for the People: The Origins of the School Science Curriculum in England. London: Allen and Unwin. Lunn, S. (2002) ‘What We Think We Can Safely Say†¦Ã¢â‚¬ ¦.’: Primary Teachers Views on the Nature of Science. British Educational Research Journal, 28, 5, 649-672. MacGilchrist, B., Myers, K. Reed, J. (2006) The Intelligent School. London: Sage Publications. Marshall, B. Drummond, M.J. (2006) How teachers engage with assessment for learning: lessons from the classroom. Research Papers in Education, 21, 2, 133-149. Mintzes, J.J., Wandersee, J.H. Novak, J.D. (2005) Assessing Science Understanding: A Human Constructivist View. San Diego: Elsevier Academic Press. O’Hear, P White,J. (1993) Assessing the National Curriculum. London: Paul Chapman. Osborne, R, Freyberg, P. (1991) Learning in Science: The Implications of Children’s Science. Auckland: Heinemann. Qualifications and Curriculum Authority. (QCA)(2000) Standards at Key Stage 2: English, Mathematics and Science: A Report for Headteachers, Class Teachers and Assessment Co-Ordinators on the 2000 National Curriculum Assessments for 11 Year Olds. Rubie-Davies, C., Hattie, J. Hamilton, R. (2006) Expecting the Best for Students: Teacher Expectation and Academic Outcomes. British Journal of Educational Psychology, 76, 429-444. Sherrington, R. (1993) Science and Language in R. Sherrington (Ed.) ASE Primary Science Teachers’ Handbook. Hemel Hempstead: Simon and Schuster Education. Sparks-Linfield, R. Warwick, P. (1998) Use of Language Across the Primary Curriculum. London: Routledge. Summers, M. (1994) Science in the Primary School: The Problem of Teachers’ Curricular Expertise. The Curriculum Journal, 5, 2, 179-193. Sutton,C. (1992) Words, Science and Learning. Buckingham: Open University Press. Task Group on Assessment and Testing (1988) Report. London: DES. Teacher Training Agency (TTA) (2002) Qualifying to Teach: Professional Standards for Qualified Teacher Status and Requirements for Initial Teacher Training. London: TTA. Traianou. A. (2006) Teachers’ adequacy of subject knowledge in primary science: Assessing constructivist approaches from a socio-cultural perspective. International Journal of Science Education, 28, 8, 827-842. Tymms,P. (2004) Are Standards Rising in English Primary Schools? British Educational Research Journal. 30, 4 ,477-494. Von Secker, C. (2004) Science achievements in social contexts: Analysis from National assessment of educational progress. Journal of Educational Research, 98, 2, 67-78. Ziman, J. (2000) Real Science: What it is and What it Means. Cambridge: Cambridge University Press.

Summary Essay

Brett Virkelyst Leanne Rowley WR 095 4/9/2013 â€Å"William Zinsser Simplicity Summary† William Zinsser begins with telling us that we clutter our sentences too often in American Writing. Essentially, we shouldn’t try to put so many extra words into our sentences; we need to get it down to its simplest form, so the reader can understand the sentence clearly and efficiently. Citizens today are spending too much time trying to emphasize their sentences, trying to sound smarter, or they think it will get their point across better.Readers may find the writing very difficult to read, and they usually won’t be able to portray the message that the writer is trying to convey. We ask, what is the real question and how can we solve this? Citizens would love to get rid of this problem, and Zinsser has a few solutions on how we can get rid of cluttered writing forever. Human beings do not want to challenge, nor do they want to go above and beyond of what we think that we are capable of writing wise. Nobody likes reading something and not knowing what they are talking about, it makes for a very unpleasant experience. Also you can read this summary –  Protecting Freedom of Expression on the CampusZinsser says that all we have to do is â€Å"clear our heads of clutter. Clear thinking becomes clear writing: one can’t exist without the other. † Once you have strayed away the reader, there is no hope for them to finish that story, it is game over. Cluttering will more then likely make the reader lose their interest, after a paragraph or two. Articles can end up being so cluttered, that it doesn’t only end up being the dullness that turned the reader away, it may be that they simply couldn’t understand what it meant. Always ask yourself â€Å"what am I trying to say? because some people are not naturally born to be clear headed writers. You have got to make sure to make the material clear and to the point. Make sure words aren’t being used that have the same meaning, also don’t use prior sentences and try to word them differently. Learn to ditch the b ad parts of the material, because not everything will make the final cut. Once you learn this, your message will be able to be conveyed smooth and direct. Work Cited Zinsser, William. â€Å"Simplicity. † Language Awareness: Essays for College Writers. Eds. P. Escholz & A. Rosa. New York: St. Martins, 1997. 50-55. Print.

Potato Lab

Michael Castelli Keegan Bauman Potato Lab Dr. Peano Block 1 Introduction: Potatoes are just your average food; they have been around for as long as the human race can remember. In this lab we will make them be a prime example of osmosis, which is a transport mechanism. In this lab the problem being tested was what environment affects the mass of the potatoes the most. The independent variable is the environments used salt, water and iodine solution. The dependent variable is the mass of the potato after being exposed to the environment for 5 days.The control was a potato in no specific environment, meaning it is just sitting in air, no salt and no water/iodine solution. If the potato is exposed to a specific (hypotonic/hypertonic) environment then the mass will increase/decrease because the cell will grow or shrink due to the environment exposed to. Experimental Design: The groups being testes are the hypotonic environment (water and iodine), hypertonic environment (Salt) and the con trol which is just the potato in just the beaker. The time the potatoes stay in each environment is 5 days.One potato is in 300mL of water and iodine solution, another is in 300mL of salt and the last potato is just in air. The potatoes are all fully peeled with no skin. The potatoes are in 3 different beakers with saran wrap over the top of each beaker. Materials: 3 potatoes Potato peeler 3; 500mL beakers 300mL of salt 300mL water 50 drops of iodine Saran wrap Safety goggles Triple beam balance Procedure: 1. Gather materials above 2. Put on goggles 3. Be safe 4. Peel three potatoes over garbage 5. Take mass of each potato 6. Record 7.Put three potatoes in three different beakers 8. Leave one potato in just the beaker (control) 9. In another beaker put 300 mL of water in with 50 drops of iodine (hypotonic environment) 10. In last beaker put 30mL of salt ensuring potato is covered. (hypertonic environment) 11. Put saran wrap over all the beakers 12. Make sure the beakers are sealed 1 3. Let potatoes sit in environment for 5 days 14. Take potatoes out of environment after five days 15. Take mass of each potato 16. Record 17. Record change in mass 18. Observe 9. See if hypothesis was true 20. Write lab Data: Mass of Potato in Environments | Control (Nothing) | Hypotonic Environment (Water and iodine) | Hyper tonic environment (Salt) | Starting mass | 129. 6g| 135. 5g| 144. 1g| Ending mass | 128. 6g| 150. 8g| 102. 2g| Change in mass | -1g| +15. 3g| -41. 9g| Mass of Potato in Environment (In Grams) Weight in Grams Environment Results: The results did not have any outcome that was not expected. The control changed only a single gram in mass, the hypertonic environment grew by 15. 3 grams.On the chart above it is below the graph because the starting mass was taken, then the mass after being in the environment was taken, and the result was -15. 3g hence the reason it appears to be negative. The hypotonic got lost 41. 9g of mass. Conclusion: The results that were taken were clear. The hypothesis was correct, based on the environment the potato was in it either grew or shrunk because it was exposed to the (hypotonic/hypertonic) environment. The results are valid because there were no variables in the experiment and also the results were ones that were expected.In the hypertonic environment the potato grew (as it was expected to) and in the hypotonic environment it shrunk (as it was expected to). The potatoes were expected to do so because when a cell is in a hypertonic environment water tends to flow into the cell, while in a hypotonic environment the water flows out of the cell. This was proven in this experiment. There were no changes to the procedure made. There will be no changes to the procedure if the experiment is replicated again.