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? 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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.

Create Appealing Biology Personal Statement Essays

Create Appealing Biology Personal Statement Essays Create Appealing Biology Personal Statement Essay Create Appealing Biology Personal Statement Essay At the time of applying in a college with the intention of seeking an advance degree in the field of Biology, the candidate has to write an appealing personal statement. It is kind of a daunting task for those individuals who don’t have even an ounce of experience of writing any documents similar to it. Generally a personal statement highlights the special qualities and character of the candidate that distinguish him from the rest of the candidates who apply for the same field. It allows the candidate to express why he thinks he is the ideal fit with the Biology community and how he intends to contribute to this community. Nonetheless, following are some helpful guidelines that can assist you in creating an appealing biology personal statement. Get in touch with the admission department of the college where you intend to apply and ask them to give you the guidelines regarding the personal statement. Don’t hesitate to ask them some personal advices or tips that can help you in writing an effective statement. Analyze the guidelines of the college carefully and determine what important things are needed to be considered for the drafting a compelling essay. Some colleges give a list of some specific questions and they expect you to respond to those questions only. Determining what the college wants in your statement is the main point that will help you in writing an accurate statement as expected by the officers. Recall what influenced you to study biology and seek higher education in it. Recall the person whose actions or deeds have inspired you greatly and compelled you to explore the field of biology. Develop the biology personal statement by penning down and describing some of those activities or tasks that you have undertaken in the pursuit of your field. Describe how those volunteering activities motivated you and strengthen your passion even more. Also describe some experiences that you have gained in order to pursuit your dream. Tell them your personal story which is related to your passion for studying this field. Describe how you lost a year of your education to take care your sick grandparents. Describe them how much you value life and how far you would go to save someone’s life. Describe the admission committee how your certain qualities distinguish you as an ethical, dedicated, motivated and caring individual. These critical elements will help you with convincing them that you are the best candidate for their college. Relate your interest and passion for exploring the field of biology with the facilities or faculties of the college. You need to tell them what makes their college special and attractive to you. Is it that they have certain special faculties that other colleges don’t have, in your region. Use the name of the college which you are applying to often in the personal statement. Ensure that the introduction of the statement is appealing and the conclusion is inspiring. Also, ensure that the personal statement is immaculate, that is, it doesn’t contain any error or mistake.

Conflict, Decision Making, and Organizational Design

Conflict, Decision Making, and Organizational Design A conflict in any organization occurs when there is an involvement of many parties in duty performance. This happens because the parties concerned have different goals and interests to accomplish. In many organizational structures, different conflicts may arise such as fund allocation, terms of employment, retrenchments and promotions.Advertising We will write a custom case study sample on Conflict, Decision Making, and Organizational Design specifically for you for only $16.05 $11/page Learn More This mostly occurs when one business is liable to another, such as the government or business partners. The directors and stakeholders of the firm are in charge of decision-making. The employees implement the decision with the help of supervisors or departmental heads. This usually depends on the organizational structure of the individual entity. The structure divides the firm into elements of similar abilities and skills. These elements may include accounts, human resource, and production departments. Firms must always avoid conflict of interest since they cause operational problems (Learmonth, 2006). A conflict may arise when a given department performs better than the others in service delivery to their customers regardless of the underlying drivers. The management will put more effort into this department, and allocate more funds to improve its performance. This creates a conflict of resource allocation since more reflects towards the most delivering department and management may overstate the allocations. More personnel shift to this department and may bring about the conflict among the employees and management, caused by allocation through relations and nepotism. Employees expect the management to give promotions to personnel within the organization. Conflicts arise when a person from outside the business entity takes a position at top management levels (Ury Fisher, 1998). Businesses also lay off employees in order to decrease expenses . A conflict arises as to which employees to send off. Conflicts of interest also arise from the employee and management duties, where each of them requires jobs to meet deadlines as well as fairness to the employee, so as not to overload them and maintain timing. The organization at which I work is the Carolina Center for Behavioral Health. This institution has conflicts between physicians and clients because it is necessary for numerous interactions to occur between the patient and doctor for better service delivery. This, in turn, causes conflicts to arise from differences in personal expectations, responsibilities and insufficient resources, which are scarce.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conflicts in this institution also arise from among the physicians, the management team and physicians and between other professionals and the physicians (Hellriegel S locum, 2010). There arises competition for the scarce resources in the entity, and as to whether personal physicians can act as referrals or which would be the best source of their decision-making. This deteriorates the trust among physicians in resource allocation since the most salient issues is not aligned. Conflict resolution occurs through the correction of differences between the parties involved. A conflict may be positive or negative. Negotiation as a method of conflict resolution involves creating a gap between people and the problem, generation of ideas that give options, following interests, laying out of goals and objectives, and using gains to define success. An integrative approach allows the discovery of mutual gains and fair standards for decision making on challenging issues. It uses several stages to resolve conflict between the parties. First, the parties lay down their similar goals that led to the conflict. They then remove the personalization of the problem and make it professional as per the situation. A study on the driving factor occurs in the demand brought in by an interest. The parties then use creativity to bring mutual gain options that bring satisfaction to all that improves the situation. This happens using the facts and data analysis as the nature of the physician profession (Hellriegel Slocum, 2010). In order to implement the negotiation strategy to resolve a conflict, the physicians have to put into consideration various factors. The committee formed has to be free of conflicts by ensuring that all members are aware of their roles and to whom the decision-making role lays. The parties whom the conflict concerns should be the sole members of the committee and it should involve physicians with rich information on the issue at hand.Advertising We will write a custom case study sample on Conflict, Decision Making, and Organizational Design specifically for you for only $16.05 $11/page Learn More In any medical institution, Evidence based management should be instituted since it deals with facts for decision-making. This arose since there are many differences between physicians such as culture and decision making processes used. Managers and students in health care institutions receive education on evidence based management practices. Managers are diverse and dynamic because of their wide scope of knowledge that enables them to be reliable in making judgments. Evidence based management requires careful and thorough analysis of data used for decision-making that staff record on the organizational functioning. It requires managers to share and record problems through a wide range of research and experiments before making decisions. This gives them time to discuss the problem related facts and a choice on the best research analysis by managers and employees. Evidence based management should be instituted at all levels of the organization structure. All new and old members of staff sho uld be trained on how to use massive research to come up with decisions. This will ensure that the whole institution at large embraces the use of evidence-based management. Physicians should use facts from previous research to administer drugs to their patients and make new experiments before giving prescriptions on new cases. This will boost the overall credibility of the institution to its clients and stakeholders. The staff in the organization move into the community of concern for their patients come from and collects data on issues affecting them. This can be conducted using cheap experiments that the organization can afford. It also requires that the institution acquire a license granting it permission to collect public data. The management should be flexible to accept junior staff facts that will assist the institution to deliver quality services to its clients. When a decision takes position, experiments occur to prove the decision’s efficiency to work. This practice ensures that decisions made are effective and that only the best methods used in conducting a given activity.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It also removes the use of believers to administer professional services and reduces the risk of drawbacks from work done by the use of latest experiment results. Physicians should ensure that the cure to a given problem is appropriate and that it has minimal side effects (Hellriegel Slocum, 2010). The management should institute evidence-based management by demanding evidence from the physicians on decisions made. The physicians should be discouraged from using experience knowledge to administer drugs and prescriptions to patients. This goes hand in hand with the use of personal information from own ideologies that emanate from own experiences or those of close relatives. The staff and management should also eliminate their personal preferences that market drugs from companies believed to be the best. The experiments should prove which drugs are best for a given ailment. The market forces of demand and supply should neither be a factor in making a choice in the administration of s ervices nor the desire to follow known professional’s decisions. The managers should embrace originality from all staff members regardless of their rank. This ensures that promotions rewarded to personnel create equality, thus promoting equity in the firm and preventing conflict opportunities. Creative decision-making involves selection of an action plan from many alternatives to arrive at a solution through generation of many ideas. It makes use of critical thinking, open mindedness and the desire to explore new discoveries from any source. It involves laying out objectives systematically, evaluation of alternative course of action and selection of the best action plan. It prevents the management from bias by their personal interests in a given issue that physicians are handling. This process is difficult since it is time consuming to come up with a solution. This may cause the managerial team not to exhaust all the merits and demerits of the proposed solutions thus, the bes t alternative is implemented. Creative decision-making process involves a series of processes. The first step is lying out of goals and objectives. This presents a focus on the expected outcome to the managerial team. The institution secretary makes the records in the minutes of the meeting. The decision makers then gather data through collection methods such as questionnaires, observation and sampling. This involves using supervisors and departmental heads to issue out the questionnaires or observes the employees, depending on the preferred data collection method chosen. The third step involves bringing the collected data together. Solutions emanate from the data to increase the scope from which to choose. An analysis of each solution and the merits and demerits of each follows. In the next step, the managers choose the solution that has the most merits and lay off those that have more demerits than merits. The management thus makes a decision follow the best alternative. An action takes place through implementing the chosen solution into the problem. It involves communication of the procedures to follow to the members of staff, directions and guidelines. The management then observes the effect of implementing the chosen solution through demanding of reports from the members of staff (Cummings, 2009). Creative decision-making involves the use of several methods to arrive at the solution. The consensus method uses group work to project the most preferred solution to an organizational problem. It is the best fit for use by institutions and organizations. The systematic method involves the detailed evaluation of all possible action plans one at a time to arrive at the best. The individualistic method of decision-making occurs when only an individual comes up with the solution. The limited procrastination method uses time to sharpen its facts. The decision occurs after a long time has expired, so that all facts pop out and the situation analyzed for effective dec ision-making. The intuitive method of making decisions occurs immediately after problem identification. Professions such as physicians use it in development of an immediate and urgent solution. The health institution environment does not have a highly competitive market for being a private firm. The private firm values its customers by providing the best services to them in exchange of high profit returns. This ensures that there is a stable environment to the market forces from competitors and suppliers. The customers’ needs and availability of resources to cater for the will influence the organization structure. The best structure to the health institution would be formal, since flexibility limits occur through the physician’s responsibility to the client. A more horizontal organization design or matrix structure would be useful according to the health institutional business strategy. This is because the staff in the health center divides according to the skills they have to tackle their clients. References Cummings, T. (2009). Organization Development and Change. London: Routledge. Hellriegel, D., Slocum, J. W. (2007). Organizational behavior. New York: Cengage Learning. Learmonth M. (2006). Evidence-Based Management: The very idea. Journal of Public  Administration. 84 (2), 245- 266. Ury, W. Fisher, R. (1998). Getting to Yes: Negotiating Agreement Without Giving In.  New York: Penguin Books.

Question 2 Essay Example | Topics and Well Written Essays - 2000 words

Question 2 - Essay Example This report is based on the implementation of ICT in the business strategy making process and the selected organization for analysis is Google Plc. Google is the largest market share holder of the search engine and internet browser industry (google.co.uk, 2014). With a diversified and huge product base they are among the industry leaders of the technological segment. The report will try to evaluate the process of ICT implementation by Google for business strategy development. Before the introduction of ICT in the business world, business processes focused on gaining accuracy in their strategies which slowed the response time of the business towards market changes. However, in the past two decades the increasing use of ICT in the business processes has brought in frequent changes that allowed the business houses to cope up with the changes in the market nature. Bossink (2008) stated that the basic role of ICT was to enhance the communication between a business and its stakeholders. But with continuous growth and modification in the strategy, ICT is now a dominant factor in every functional aspects of business. New technologies such as cloud computing have helped in business expansion across geographical boundaries and reduced the cost of operating overseas. Business houses can now monitor the work, gather, store and share information, synchronies their work process from a singular location in spite of travelling to all the places. Pollock (2010) stated that business operations have become more accelerated and focused with the help of ICT integration in the business. Business firms can now connect with a wider consumer base with the help of ICT technologies such as video conferencing. Furthermore, business monitoring process has also changed with advanced technologies such as cctv monitoring, employee tracking systems, etc (youtube.com, 2009). Zikmund (2008) summarized that the influence of ICT on the business process has been mainly on the

American Women Essay Example | Topics and Well Written Essays - 1250 words

American Women - Essay Example The wishes and desires of women are one of the aspects that have been significantly the least bothered and taken care emotions and feelings (Hewitt, 2002). However, by having a glance at the vogue and drift of the American history, it can come under observation that social norms and culture of United States of America has undergone a radical change in the latter half of the last century. With this change, American women experienced revolutionary variations in the behavior and approach of the general population towards women in an array of problems that includes their freedom powers and liberties (Hewitt, 2002). Family came under contemplation as the most important aspect of the American society in the early years of the twentieth century where matrimony and parenthood were the primary and fundamental elements for the American civilization. During this time, the men in the society played a strong dominant role and reached their zenith in bulldozing the women only to underscore their f amily and children as their top-most priority (Hewitt, 2002). The trend of marriage at a very early age without finishing the education came under surveillance also became an essential component of their customs and norms. In addition, the women came under coercing that husband and home is the only imperative and vital facets of life and the governing subjects did not consented women to have their dreams, desires, and objectives. The family was an essential component in the American society but large families with many children was another conventional and emblematic component of it (Kendall, 2001). The era of twentieth century portrayed and depicted a single woman in American society as a very abominable woman, while looking at the broader side of the continuum; a single and pregnant woman came under deliberation as utterly and entirely a contemptible and deplorable person by the society where nobody from the common people residing in the neighborhood welcomed her. Nevertheless, du e to increasing methods of birth control gave the initiation and rise for the need to develop the proper birth prevention medicines (Kendall, 2001). With the growing necessitate of the American women for the pregnancy prevention medicines in conjunction to the growth, expansion and innovation in the field of science, quite a lot of ways and methods have come under development that can prevent the birth control or contraception in women. Birth control pill is one of the oral or the articulated form of counteracting the birth prevention or averting the pregnancy (Kendall, 2001). The interest and the origination of the birth control methods date backs to several decades with a group of scientists’ experiment of discovering the knowledge about how to prevent the women from being pregnant when she is already having a fetus inside her. However, few years later after the development of these contraceptive pills, the authoritative body responsible for the approval of such activities granted them the permission to launch and bring into play into the market. These pregnancy prevention measures soon became accepted, admired and endorsed amongst women with the passage of time and gave rise to the women’s right of freedom (Zonderman & Shader, 2006).