Bags of Reactions Lab Essay Example for Free

Bags of Reactions Lab Essay * Problem/Purpose * Background Information: The Law of Conservation of Mass was created by Antoine Lavoisier in the 18th century. This law stated that mass could matter could neither be created nor destroyed. During a reaction the bonds of the reactants are broken and form new substances. As stated in the Law of Conservation, matter can neither be created nor destroyed; because of this the products should have the same number and type of atoms as seen in the reactants. * Purpose: Test the Law of Conservation of Mass. * Hypothesis: If we weight the mass of the materials before and after the reaction, then we can prove if the Law of Conservation of Mass is true. * Materials: * Goggles * 25mL graduated cylinder * 2 resealable bags * Scale * Antacid tablet * Scoopula * CaCl2 , Calcium Chloride * NaHCO3 , Sodium Hydrogen Carbonate * Universal Indicator * Procedure Part A 1. Measure 25mL of water and put into a resealable bag. Flatten air out of the bag and seal it. Record the mass in Table 1. 2. Record the mass of the antacid tablet in Table 1 3. Tip the bag sideways, and while holding the bag this way, add the tablet and water so not mix. Do not trap any extra air in the bag. Reseal the bag. 4. Let the tablet drop into the water. Observe the reaction until it comes to a complete stop. Record the observations. 5. When the reaction is complete, record the mass of the bag and its contents in Table 1. Part B 6. Add two scoops of CaCl2 to the second bag 7. Add one scoop of NaHCO3 to the bag and shake gently to mix. 8. Determine the mass of the bag and its contents. Record in Table 2. 9. Measure 25mL of water in a graduated cylinder. Add 10 drops of Universal Indicator to the water. 10. Tip the bag sideways, and while holding the solids in the upper part of the bag, pour the water into the bag so the solids don’t mix. 11. Keeping the trapped air to a minimum, reseal the bag. Hold the bag and let the liquid move from one end of the bag to the other until the contents are mixed. 12. Observe the reaction until it comes to a complete stop. Record your observations 13. Record the mass of the unopened bag in Table 2. Clean up your work and wash your hands before leaving the laboratory. * Data/Results Table 1: Antacid and Water| Mass of bag and water| 27.085g| Mass of tablet| 3.21g| Mass of bag and reactants| 30.305g| Mass of bag and products| 28.14g| Table 2: CaCl2, NaHCO3, and Water| Mass of bag and dry reactants| 4.09g| Volume of water| 25mL| Mass of water| 24.925g| Total mass of bag and reactants| 29.015g| Mass of bag and products| 27.37g| * Analysis/Conclusion A. Analysis Questions: 1. How do the values for the total mass before and after each reaction demonstrate the law of conservation of mass? The values seem to be in the same general value 2. What were three observations you made that indicated a reaction had occurred in part A? The tablet started to fizz, the bag began to fill with gas, and you could hear the tablet reacting with the water. 3. An indicator changes color when the acidity of a solution changes. What evidence is there that such change occurred in Part B? The universal indicator changed to a yellowish orange color 4. Did the reaction in Part B become more acidic or basic? More acidic B. Conclusion: The lab showed us that the Law of Conservation of Mass is correct. I feel that there were some mistakes in the lab. The size of the scale we were using was not large enough to fit the entire bag on for weighing. I feel that this affected the results we recorded for mass. If I were to redo this experiment I would be sure to use a bigger scale. I feel the data was also affected by extra air left in the bag. The results are close enough to show that the Law of Conservation of Mass is possible though when you take into accounts the problem we had with the lab.

Media Essays Media Traditional Television

Media Essays Media Traditional Television Media Traditional Television Media convergence is inevitable as new media challenges the dominance of traditional media and traditional media reacts to this challenge. Discuss. Introduction Media convergence has become an issue over the last ten years as new technologies such as the Internet and computers have become intermingled with ‘traditional media’ such as television and newspapers. This media convergence transcends social, cultural, economic, technological and industrial changes, all of which will be discussed in the dissertation (Jenkins, 2006, pp. 3-5). This convergence can happen in a number of ways, but the main focus is on the convergence of types of media technology in society and within the media industry itself (Bell, 2006). This is generally thought of as ‘new media’ such as computers colliding with ‘traditional media’ such as television and print media (Franklin, et al, 2008). Apart from the technological convergence, the dissertation will also look at how audiences are engaging and making sense of these technologies. This is often referred to as ‘cultural convergence’ within media (Jenkins, 2008). The problem to be addressed here is whether or not media convergence within technological and cultural terms is inevitable as new media pushes forward and challenges traditional media forms. Although it is clear that technological convergence is occurring, the problem is more complex than this and also includes transitions within culture, the media industry, markets, genres and audiences (Jenkins, 2004, pp. 37-41). Therefore, the problem posed here is how to look at the challenge to traditional media from new media, and how the traditional media is responding. Is this pattern of challenge and response leading to an inevitable convergence of media in all aspects? Methodology In order to answer this question, the researcher will use the method of document analysis throughout the dissertation. Document analysis is a qualitative method of reviewing the content and meaning of texts, and is appropriate in this case because of the accessibility of documented evidence and opinion on the subject of media convergence. A qualitative method is needed in a subject like this because the key elements of research are focused around cultural trends and opinions, technological changes, and not around specifically quantitative elements. Furthermore, as cultural phenomena, texts are the ideal way to review cultural changes within media (Stokes, 2003, pp. 52-54). However, as a subjective medium it can be difficult to use textual analysis, because a hypothesis needs to be formed before beginning the analysis. This will not be a problem in this case though because the problem of media convergence and its supposed inevitability has already been identified as the focus of the dissertation through initial research. Document analysis also allows the researcher to look at the specific cultural and social context of media documents, as well as using primary, secondary and general documents to create a full picture of the research problem. There will be a large focus on primary documents regarding media convergence, media culture and technology within the research (Altheide, 1996, pp. 3-6). Aims and objectives The aim of this essay to give an answer as to the inevitability of media convergence in light of the challenges from new media to traditional media as well as the response from traditional media to this challenge. Firstly, this will involve fully defining media convergence in its various guises and what media convergence on an industrial, cultural, technological, market-based and audience-based level would constitute (Durham and Kellner, 2006). Then there will be a review of the literature on the emergence of new media and its challenge to traditional media in a technological, industrial and cultural sense (Thorburn, Jenkins and Seawell, 2003, pp. 281-314). The section after this will look at the reaction from traditional media to this challenge, and how this has reshaped traditional media fields such as television and print media (Lawson-Borders, pp. 27-43). A section will then examine the issues of media convergence in light of the challenges and responses between traditional and new media. To illustrate some of these challenges in a real-world setting, the case of China’s media climate will be examined. China has undergone a large number of reforms in media over the last ten years and is the issues of convergence are particularly relevant to such a setting of technological, social and industrial change (Hong, 1998, pp. 41-53). From these chapters a conclusion will be drawn with regards to the future inevitability of media convergence in a variety of contexts – technological, cultural, industrial, market-based, and audience-based. Literature Review The emergence of new media and its challenge The major challenge from new media has come from technological innovation over the last ten years, with the emergence of computer technology and the Internet. For the purposes of this dissertation, there will not be a lengthy discussion about what constitutes ‘new’ or ‘old’ media as put forward by Manovich (2001), but rather it will be content with the idea that new media includes computers, the Internet and digital mobile devices as the standard, whereas ‘traditional’ media encompasses print media, television and radio as standards. This new media has significant functional equivalence with traditional media such as print media and television, and is therefore taking some of this market (Adoni and Nossek, 2001, pp. 76-81). Consequently, the competition for audience numbers and cultural significance began. The old ideals and concepts of traditional media have been put under pressure by the flexibility, innovation and new approaches of new media (McQuail, Siune, and Euromedia Research Group, 1998, pp. 1-3). New media forms such as mobile device streaming (Nilsson, Nulden and Olsson, 2001, pp. 34-36), the Internet (Lister, Dovey and Giddings, 2003, pp. 35-37), and news websites and feeds (Digital Spy, 2008) have changed the parameters of what constitutes media in today’s world. Not only has new media changed the technological parameters, but it has changed the market and cultural climate of media as well. There have been questions about how the market needs to respond to new media in terms of regulations –for example how broadband services should be monitored or regulated in media terms (Blackman, 1998, pp. 166-169). Broadcast licensing rules have had to be adapted or reviewed in light of the explosion of new media sources and types around the world, which has caused controversy and disagreement as to how to handle these new mediums (Weare, Levi and Raphael, 2001, pp. 47-55). There has been a change in the way audiences are now viewing media, and with the media and social culture so closely linked this has helped change social attitudes. The likes of MySpace and YouTube are good examples of the way in which new media is challenging social norms generated by traditional media forms. This has stretched to the realm of politics, where new media is now seen as a potentially more effective tool for furthering democratic process than traditional media, despite the conceptual difficulties of putting this into practice (Barnett, 1997, pp. 211-216). Another area that has been changed by this new media challenge is the actual teaching of media and journalism. New media has meant that journalists in traditional media need to understand the new ways of broadcasting and delivering information effectively, particularly in light of how politically controlled the finances and content are of many traditional news media organizations. The education has shifted from traditional media to multi-media (Quinn, 2001, pp. 84-87). Education in other areas is also being influenced by the challenge of new media to traditional media, and has been particularly influential in the field of interactive learning programs (Fallahkhair, 2003). These challenges to traditional media by new media have occurred rapidly, and the effects are wide-ranging. The traditional media world has had to respond to this challenge in order to survive. The reaction from traditional media The reaction from traditional media has not been one of competition or rejection of new media, but an understanding that this type of media is now part of the landscape and needs to be embraced. This is what has led to the so-called ‘convergence’ of media throughout the world over the last ten years. Initially the response from traditional media was one of technological convergence – this was inevitable in the sense that new technologies that can give a competitive edge are always adopted in such an industry where possible. In this case the technological driver was digitalization in terms of television, and the spread of Internet news within printed media (Henten, Falch and Tadayoni, 2003). However, as technology progressed so did cultural and social changes, as well as market changes within the world of media. In order to stay relevant and part of the cutting-edge of culture, traditional media has had to adapt to and converge with new media in terms of policies, techniques and attitude in some area in addition to the technological convergence. The structure for storing media and content has changed as ICT has progressed, and has created the need for traditional media to be more instant in its deployment of content and services (Lindqvist and Siivonen, 2002). Established print media firms have embraced the new media to help expand their services and reach untapped audiences. For example, The Guardian now has a full online media section that allows it to reach a far larger and more varied audience than previously possible through its traditional print publications (Guardian News and Media Limited, 2008). It has also allowed traditional journalists to cover more content than before and express their own views with other journalists. Rather than being run by big business, convergent press forms such as journalism sites are now run by journalists themselves (European Journalism Centre, 2008). The resources available for the consumers and journalists have increased drastically, as has the ease with which information can be accessed (ABC, 2008, and Future Foundation, 2008). This is not simply down to the emergence of new media, but the convergence of new and traditional media. The nature of traditional media advertising has also been changed, with print media companies now creating websites and online services to complement their traditional print forms (WARC, 2008, and Zenith Optimedia, 2008). The industry has also responded by broadening the scope of its regulations and research to encompass these new media types (Advertising Research Foundation, 2008), and in some cases create whole new sites and companies devoted to media convergence and advertising (Haymarket Media, 2008). Media advertising has moved from the realms of print and television to become an interactive, digital and global source online (European Interactive Advertising Association, 2008). The traditional media of television has also responded by converging with new media technologies and attitudes. OFCOM now has a website, and deals with not only traditional TV and radio regulations but now has newer wireless and online communications regulations in place (OFCOM, 2008). Perhaps most crucially the convergence has allowed for television audiences to be more widely recognized and understood. It is now easier to monitor audience trends, and this information is now available not only to traditional media industry professionals but new media consumers, users and creators as well (BARB, 2008, and Screen Digest, 2008). The response from traditional media has not been to fight back on its own, but to merge with new media in order to take advantage of its benefits. Issues of media convergence As can be seen, media convergence is and was inevitable in technological terms because of the need of traditional media to compete with the innovations of new media as well. However, it is not yet clear how far this convergence goes, and whether or not full media convergence on a cultural, market-based, audience-based and industrial level is occurring or will occur. The bar has been set by new media companies in terms of innovation, and it seems that although a number of companies within traditional media are following this example (Lawson-Borders, 2003, pp. 98-99), the traditional media industry itself is perhaps more focused on technological convergence than a complete convergence of attitudes and processes. The major effect of convergence at this time appears to be the digitalization of traditional media. Although this has not completely changed the way in which traditional journalism is handled, it has changed its presentation and also blurred the lines between larger corporations and smaller entities (Kawamoto, 2003, pp. 5-12). Evidence of this can be seen in recent worldwide news stories where new and traditional Medias became visibly interdependent. The Virginia Tech massacre is one such example, perhaps the first of its kind. In this case the new media and traditional media fed off each other for information and opinion, and not just in a technological sense. Whilst some question the strain in ethical boundaries such convergence causes, it is clear that convergence can and will occur in more than just a technological form (Garofoli, 2007). However, it is still not clear whether complete media convergence is in fact inevitable. It seems that much might depend upon the consequences of such a convergence (Anderson and Elckelman, 1999), as well as the reaction from audiences and culture as a whole (Wilkinson, 2008). China, media and convergence China is a good example of how convergence has come about in a real-world setting. As with other areas of the world, China’s convergence issues are seen as convergence of technologies to create multi-media networks (Ure and Xiong-Jian, 1999, p. 17) However, the pace of convergence and change has perhaps been more rapid than in places such as the UK or US, with tighter government controls on media in place. In order to maintain a balance between the traditional and new media, China has had to move further towards complete convergence than some other countries. However, there is still a long way to go in China with regards to convergence, particularly in terms of cultural issues such as the heterogeneous development of cultures and attitudes. China shows that whilst technological and market-driven media convergence may be inevitable, the inevitability of complete convergence depends upon political and cultural issues associated with audience reactions and needs as well as the slow-changing institutions of power behind traditional media (Donald, Keane, and Hong, 2002, pp. 3-7). Although perhaps not as extreme as the Chinese situations of ‘dissident vs., state’, it is true that convergence on levels other than technological and financial is perhaps not inevitable, even it is seems extremely probable at this point (Akhavan-Majid, 2004, pp. 553-555). The next step for media convergence is certainly to create a regulatory system that allows traditional and new media forms to combine in a way that allows not only technological innovations but differing attitudes, viewpoints and market goals to converge (Tan, 1999, 271-275). Bibliography ABC., 2008. ABC Website. (Online). Available at: http://www.abc.org.uk/cgi-bin/gen5?runprog=nav/abcbreadcrumbonly=ydf=yp=type=mainmenuid= (Accessed 20th August 2008). Adoni, H., and Nossek, H., 2001. The new media consumers: Media convergence and the displacement effect. Communications, 26(1), pp. 59-83. Advertising Research Foundation., ARF Website. (Online). Available at: http://www.thearf.org/ (Accessed 22nd August 2008). Akhavan-Majid, R., 2004. Mass Media Reform in China. Gazette, 66(6), pp. 553-565. Altheide, D.L., 1996. Qualitative Media Analysis: Qualitative Media Analysis (p) plugged-in Research. London: SAGE. Anderson, J.W., and Elckelman, D.F., 1999. Media convergence and its consequences. Middle East Insight, March/April 1999, pp. 59-61. Barnett, S., 1997. New Media, Old Problems. European Journal of Communication, 12(2), pp. 193-218. Bell, E., 2006. Media convergence is the buzz, but who knows what it means?. The Guardian, Saturday 15th July, 2006. Blackman, C.R., 1998. Convergence between telecommunications and other media How should regulation adapt?. Telecommunications Policy, 22(3), pp. 163-170. Broadcast Audience Research Board Limited., 2008. BARB Website. (Online). Available at: http://www.barb.co.uk/index1.cfm (Accessed 22nd August 2008). Digital Spy., 2008. Digital Spy RSS News Feed. (Online). Available at: http://syndication.digitalspy.co.uk/rss_news/dsmedianews.xml (Accessed 23rd August 2008). Donald, S.H., Keane, M., and Hong, Y., 2002. Media in China: Consumption, Content and Crisis. London: Routledge. Durham, M.G., and Kellner, D., 2006. Media and Cultural Studies: Keyworks. Malden, MA: Blackwell Publishing. European Interactive Advertising Association., 2008. EIAA Website. (Online). Available at: http://www.eiaa.net/index.asp (Accessed 21st August 2008). European Journalism Centre., 2008. EJC Newsletter and Website. (Online). Available at: http://www.ejc.net/ (Accessed 23rd August 2008). Fallahkhair, S., 2003. Media convergence: An architecture for iTV and mobile phone based interactive language learning. School of Computing and Information Sciences. Available at: http://eprints.brighton.ac.uk/2883/01/Mediaconverge.pdf Franklin, M., et al. 2008. Debate: Will Web and Television Converge? (Online). Available at: http://graphics.stanford.edu/~bjohanso/cs448/ (Accessed 22nd August 2008). Future Foundation., 2008. Future Foundation Website. (Online). Available at: http://www.futurefoundation.net/publications.php?disp=462 (Accessed 22nd August 2008). Garofoli, J., 2007. Viriginia Tech Massacre: New-media culture challenges limits of journalism ethics. San Francisco Chronicle, April 20th, 2007. Guardian News and Media Limited., 2008. The Guardian Online. (Online). Available at: http://www.guardian.co.uk/media (Accessed 22nd August 2008). Haymarket Media., 2008. Brand Republic. (Online). Available at: http://www.brandrepublic.com/ (Accessed 22nd August 2008). Henten, A., Falch, M., and Tadayoni, R., 2003. Some Implications for Regulation of ICT and Media Convergence. World Dialogue on Regulation for Network Economies (WDR). Available at: http://www.regulateonline.org/2003/pdf/wdr0202.pdf Hong, J., 1998. The Internationalization of Television in China: The Evolution of Ideology, Society, and Media Since the Reform. Westport, CT: Praeger. Jenkins, H., 2004. The Cultural Logic of Media Convergence. International Journal of Cultural Studies, 7(1), pp. 33-43. Jenkins, H., 2006. Convergence Culture: Where Old and New Media Collide. New York: New York University Press. Jenkins, H., 2008. Media Convergence. (Online). Available at: http://web.mit.edu/cms/People/henry3/converge.html (Accessed 21st August 2008). Kawamoto, K., 2003. Digital Journalism: Emerging Media and the Changing Horizons of Journalism. Oxford: Rowman and Littlefield. Lawson-Borders, G., 2003. Integrating New Media and Old Media: Seven Observations of Convergence as a Strategy for Best Practices in Media Organizations. JMM – The International Journal on Media Management, 5(2), pp. 91-99. Lawson-Borders, G., 2005. Media Organizations and Convergence: Case Studies of Media Convergence Pioneers. Mahwah, NJ: Lawrence Erlbaum Associates. Lindqvist, U., and Siivonen, T., 2002. Integration and Convergence in the Media Field. Paper from the 29th IARIGAI Research Conference on September 8-11, 2002 at the Lake of Lucerne, Switzerland. Available at: http://www.vtt.fi/inf/julkaisut/muut/2002/iarigai2002.pdf Lister, M., Dovey, J., and Giddings, S., 2003. New Media: A Critical Introduction. London: Routledge. Manovich, L., 2001. The Language of New Media. Cambridge, MA: MIT Press. McQuail, D., Siune, K., and Euromedia Research Group., 1998. Media Policy: Convergence, Concentration, and Commerce. London: SAGE. Nilsson, A., Nulden, U., and Olsson, D., 2001. Mobile Media: The Convergence of Media and Mobile Communications. Convergence: The Journal of Research into New Media Technologies, 7(1), pp.34-38. OFCOM., 2008. Office of Communications Website. (Online). Available at: http://www.ofcom.org.uk/ (Accessed 20th August 2008). Quinn, S., 2001. Media convergence: Implications for journalism education. Australian Studies in Journalism, 10-11, pp. 84-105. Screen Digest., 2008. Screen Digest Website. (Online). Available at: http://www.screendigest.com/ (Accessed 21st August 2008). Stokes, J.C., 2003. How to do media and cultural studies. London: SAGE. Tan, Z., 1999. Regulating China’s Internet: convergence toward a coherent regulatory regime. Telecommunications Policy, 23(3-4), pp.261-276. Thorburn, D., Jenkins, H., and Seawell, B., 2003. Rethinking Media Change: The Aesthetics of Transition. Cambridge, MA: MIT Press. Ure, J., and Xiong-Jian, L., 1999. Convergence and China’s National Information Infrastructure. In M.Hukill, R.Ono and C.Vallath eds. Electronic Communication Convergence: Policy Challenges in Asia, Singapore. Available at: http://www.trp.hku.hk/papers/2001/china_convergence.pdf WARC., 2008. World Advertising Research Centre. (Online). Available at: http://www.warc.com/Default.asp?ID=1 (Accessed 21st August 2008). Weare, C., Levis, T., and Raphael, J., 2001. Media Convergence and the Chilling Effect of Broadcast Licensing. The Harvard International Journal of Press/Politics, 6(3), pp. 47-70. Wilkinson, J.S., 2008. Media Convergence and the Implications for Audiences, Institutions, and Journalism Education. (Online). Available at: http://www.rthk.org.hk/mediadigest/20080415_76_121820.html (Accessed August 23rd 2008). Zenith Optimedia., 2008. Marketer’s Portal. (Online). Available at: http://www.marketersportal.com/ (Accessed 21st August 2008).

Prostitution: The Uncontrollable Vice Essay -- essays research papers

â€Å"There are women who search for love, and there are those that search for money.†   Ã‚  Ã‚  Ã‚  Ã‚  Today, the term woman simply denotes one’s sex. It does not define her character, morals and values, or even her profession. However, this was not always the case. At the end of the nineteenth century and beginning of the twentieth century, during the Progressive Era, there was a drive for reform. Various social problems became targets for investigation and intervention: child labour, juvenile delinquency, corruption in city government and police departments, and prostitution. These things were newly discovered social problems; the only differences during this period were the new assumptions, strategies, and expectations of a broad organization of activists. Progressive reform actively decided to take more of a role in regulating the social welfare of its citizens, and those private and public spheres of activity could not be disentangled. Prostitution was an issue that underscored the relationship between home life and street life, wages of ‘sin†™ and low wages of women workers, double sexual standards and transmission of venereal disease. The late nineteenth century response to prostitution revealed the competing ideologies within Progressive reform activity over social justice and social control. â€Å"Most attempts to ‘deal with’ prostitution have consisted almost exclusively of more or less vigorous attempts to suppress it altogether – by forcing the closing of brothels, and by increased police activities against individual prostitutes and against those individual places, such as taverns, where prostitutes frequently solicit.†   Ã‚  Ã‚  Ã‚  Ã‚  This paper seeks to prove that the reformers were unable to stamp out prostitution during the end of the nineteenth century and the beginning of the twentieth century for a variety of factors. First, I will look at why women in the late nineteenth, and early twentieth century became prostitutes. The gender differences between sex roles will be analyzed in relation to prostitution. Finally, the various failed attempts to abolish prostitution will be discussed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Legally [prostitution] is often defined as the hiring out of the body for sexual intercourse.† Some say that the exchange of money does not need to take place. Albert Ellis, one well-known sexol... ...e of the prostitutes as working women, featured films, books, and television and radio talk shows seem to seek to demystify prostitution, to strip away the glamour and sensationalism. These images represent a conscious attempt to reject the portrayal o prostitutes as outcast women, deviant actors, and criminal types prevalent in the popular literature and scientific journals of the last century and a half. These images of prostitution reveal a retreat from an era of social justice campaigns that sought through economic and social programs to remove the sources of prostitution. Bibliography Benjamin, Harry. Prostitution and Morality. (New York), The Julian Press, Inc., 1964.) Bullough, Vern L. The History of Prostitution. (New Hyde Park, New York, University Books Inc., 1964) Report of the Special committee on Pornography and Prostitution. Pornography and Prostitution in Canada. (Ottawa, Canada, Minister of Supply and Services Canada, 1985.) Sion, Abraham A. Prostitution and the Law. (London, England, Western Printing Services Ltd., 1997.) Strange, Carolyn. Toronto’s Girl Problem: The Perils and Pleasures of the City, 1880-1930. (Toronto, University of Toronto Press, 1995.)

What is Freedom To Me? :: essays research papers

What Freedom Is To Me   Ã‚  Ã‚  Ã‚  Ã‚  Since July 4th, 1776 the United States has a free country. Citizens of the United States have freedom of speech, religion, and many other things. Webster’s definition of freedom is, â€Å"the condition of being free of restraints.† To me freedom plays a large role in my life. Three things that would be freedom for me are going where ever I wish, actions without negative consequences, and morality to my standards.   Ã‚  Ã‚  Ã‚  Ã‚  The first example of freedom for me would be being able to go where ever I want. Although most of the world is civilized and there are many forms of transportation, some places are considered off-limits. I believe that the only God or the creator of this world can set the boundaries. I was with my uncle and we were driving by a lake, and there was a small island in the center. This lake was off road and gated. He saw me staring at it during sunset and he said to me in Spanish what a shame you can’t enjoy that place, â€Å"Es tu mundo.† He meant that it’s my planet and my life, and that it’s not fair that you can’t live where you want.   Ã‚  Ã‚  Ã‚  Ã‚  The second example of freedom for me would be doing actions without negative consequences. Although most things with negative consequences are bad and/or inappropriate, freedom in my eyes legalizes anything, from jaywalking to legalizing drugs. Freedom would allow one to consume whatever he/she want, live wherever he/she desires, and say whatever he/she pleases. Some people get incarcerated for lighting off fireworks, or graffiti, even though that’s just a way for them to express themselves.   Ã‚  Ã‚  Ã‚  Ã‚  The third example of freedom for me would be morality up to my standards. In Europe, exposing the upper body of a female is natural and not strange to others. A lot of things that people do or ways they act is due to society. To find ones true self you must not care about what society says to care about and just be your own person.

Christianity in Crime and Punishment :: Crime Punishment Essays

Christianity in   Crime and Punishment      Ã‚  Ã‚  Ã‚  Ã‚   Fyodor Dostoyevsky wrote, " If someone succeded in proving to me that Christ was outside the truth, and if, indeed, the truth was outside Christ, then I would sooner remain with Christ than with the truth" (Frank 68). It was by no means easy for Dostoyevsky to reach this conclusion. In Dostoyevsky's life, one sees that of an intellectual Prodigal Son, returning to the Father In Heaven only after all other available systems of belief have been exhausted. Reared in a devout Russian Orthodox home, Dostoyevsky as a young man rebelled against his upbringing and embraced the anarchist (and atheistic) philosophies of the intelligentsia, radical students and middle class intellectuals violently opposed to the status quo in Nineteenth-Century Russia (Morsm 50). Dostoyevsky revolutionary stirrings were not unnoticed by the Tsar's secret police, and, in 1849, Dostoyevsky was sentenced to a mock execution followed by ten years' hard labor in a Siberian prison (Morsm 50).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One critic said "It has been customary to say that Dostoyevsky re-learnt Christianity in prison." (A Boyce Gibson 19.) There, out of his element and surrounded by hardened criminals, he had plenty of time to contemplate life and read The New Testament (the only book he was allowed). However, it was not until his compulsory army service that Dostoyevsky's faith began to blossom. In the army, Dostoyevsky met a fellow officer and devout Christian named Baron von Vrangel, who befriended the still young Dostoevesky and helped him re-discover the Christian faith (Frank 4).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although a professing Christian for the rest of his life, Dostoyevsky was not a "plaster saint." (Until he died, he was plagued by doubts and a passion for gambling.) Instead, Dostoyevsky understood, perhaps better than any other great Christian author, that his faith was created and sustained by one thing only: the grace of God.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is of such grace that Dostoyevsky writes in Crime and Punishment. Although most critics agree that Crime and Punishment's theme is not as deliberately Christian as Dostoyevsky's latter works, the novel's voice is still authentically Christian. Written in 1864, shortly after Dostoyevsky lost his first wife, his brother, and a close friend (Gibson 32); Crime and Punishment

Montessori VS Gibson: Education and Perception

Maria Montessori and Eleanor Gibson are two of the primary education theorists in the last 100 years.   Both are female, which was rare in their fields at the time, and both contributed to education and learning theories in ways that are still widely used today.   However, each has a different perspective on education, and a different and unique contribution to the field of educational research.   Overall, there are many significant similarities and differences in the educational theories created and implemented by Montessori and Gibson.Montessori was born in Italy in 1870.   She attended medical school there despite protests about her gender, and was the first woman to ever become a doctor in Italy.   After medical school, Montessori went on to work with poor children.   She noticed that many of these children could not necessarily benefit from medical care, but could benefit from educational opportunities that they did not have.   After noticing this, Montessori went on to teach children and develop a system of education that is used throughout the world today.Her early success in teaching was met with surprise, as even she had been skeptical that her methods would work.   The progress that these economically poor children showed was amazing to her, and to others who came to see what they could do.   In fact, efforts were so successful that Montessori went on to open up other ‘poor houses’ around Italy, and later, in other countries.   Towards the end of her life, she traveled around, teaching the ‘Montessori method’ to other teachers in countries throughout the world (Cossentino).Gibson was born in America in 1910.   As a child, she was discouraged from attending school because of her gender, but persevered and attended anyway.   After secondary school, she attended Yale and eventually earned a Ph.D. in developmental psychology.   Gibson then began to work with children and animals, doing experiments to see what babies knew from birth and what was learned.Her most famous experiment is the â€Å"visual cliff,† where a drop-off is set up and covered by glass.   Babies aged 6 to 14 months are placed at the edge and encouraged to crawl onto the clear glass.   However, all babies refused, suggesting that they could perceive depth from birth.   Gibson used the information she gathered from these experiments to investigate the way people learn and perceive their environment.   Gibson’s experiments are still being carried out by her students today (Gibson).Maria Montessori created a method for teaching children that today is used to educate children from birth through age 18, although it is mostly commonly used for ages three to six.   The general principle is to allow a child his freedom to work at his own pace, on the activities he chooses.   Several age-appropriate activities are possible, and the child chooses what he is interested in and investigates it thorough ly.   Children at work are never interrupted, and individual work takes precedence over group work.   Additionally, all groups are multi-age, with three ages in one group.   The most common age group is the three to six year old ages.   These groupings exist so the older children will teach the younger children, advancing both of their learning (www.montessori.edu).Gibson’s approach to education is different.   Her studies focused on perceptual development and innate knowledge in babies rather than education later in life, although her theories had implications for education later in life.   Gibson is known for starting the field of perceptual development in psychology, as little was known about it at the time.   Most doctors and psychologists assumed that to babies, the world was nothing more than a confusing buzz of sounds and sights, and that they could not make any sense of it or perceive it at all in the way of adults.These doctors assumed that babies learn ed to perceive as they aged and were taught about the world around them.   Gibson performed many experiments throughout her years as a researcher that disproved this view and brought about a brand-new view of perceptual development.   She wrote two books, one in 1967 on her research thus far, and one in 1991 that summed up what she had done in her lifetime (Gibson).The major difference between Montessori and Gibson is that Montessori was a doctor who specialized in teaching children based on their individual needs throughout their lives, while Gibson primarily focused on what children already knew when they were born and was not overly concerned with later life, as older children had already been studied more.   Gibson does, however, focus some on the processes of education throughout life, although primarily in what children know at birth and how this affects the way they learn later in life.They were similar, though, in their belief that children were different than others t hought.   Children were not stupid, were not blank slates, and did not need help in learning everything.   Children were born with innate abilities to learn and to perceive.   Gibson and Montessori both furthered this idea through their work.   Both women also helped to show that children could work seriously, even from a young age; that their attention spans are long enough and their perceptions are good enough to learn on their own.Gibson did further experiments, mostly with infants, and often with animals, as certain types of experiments are not ethical in humans.   One significant finding was in how human children learned to read and recognize letters.   Gibson theorized that children would learn by seeking out the features that are different about the letters, or â€Å"contrastive features.†Ã‚   She came upon this theory based on experiments with animals that showed this was how they learned to recognize colors, patterns, and other objects.   It turned out that this was, indeed, how children learned, by recognizing different features in the letters to distinguish one from another (Spelke).Also, Gibson was trying to focus on the ‘mechanisms which operate in all learning (Gibson).’   Her goal was to discover, through her research on perception, how exactly humans learned, and how figuring this out could benefit them in some way.   This research was crucial later to show how much people really knew and were capable of learning at all ages.Montessori did not focus nearly as much on how children perceived, but on how they learned (which is, in general, what Montessori and Gibson have most in common).   Montessori emphasized that all children learned differently and needed an environment which nurtured this.   Children who are put in an environment and allowed to learn what they chose tended to choose to learn as much as possible.   Montessori also emphasizes creativity through learning to do a number of different thi ngs, and to learn them correctly.   For example, music lessons can be a part of Montessori if a child chooses; but the teachers encourage the students to learn to play an instrument correctly, not to use it for an unorthodox purposes, like using a violin as a hammer (www.montessori.edu).Additionally, Montessori focuses on work, rather than play in her education model.   Most preschools believe that children learn through random play, while Montessori emphasizes purposeful work even from the young ages in order to investigate and learn about the world (Cossentino 63).Both methods are based on the premise that children know more than they are given credit for.   Gibson was sure that children could understand and perceive far more than psychologists thought they could, and her experiments showed that this was true.   In fact, Gibson did experiments on animals that proved even further what the experiments with babies began to show.   Gibson took newborn kids (baby goats) and p laced them on the visual cliff, and even at birth they would not go over it.She also placed kittens on the cliff once they were old enough to move and see, and they would not go over it.   Gibson reared some animals in complete darkness for awhile, and some would still not go over the cliff when they entered the light.   Kittens were an exception to this.   For a few days, they crawled across the whole surface and did not notice the cliff; after that, they, too, stopped going over the edge.   Gibson tried to place them on the cliff right away, so they would learn that crawling onto the glass was safe, but once kittens could see better, even though they knew the glass was safe from previous experience, they still would not go across it once they could see the cliff, suggesting that the perception of this drop is innate and not learned (Spelke).Innate ability is the key to Gibson and Montessori.   Both believed that children had innate ability to learn, to recognize, and to know.   Montessori built her schools on this premise.   In fact, many schools have children who are discovering and understanding subjects that adults think are far beyond their capabilities at a young age.   Elementary age students may teach themselves advanced mathematics or science concepts, ideas that are usually taught in high school.   The Montessori method encourages children to use their innate curiosity and ability to investigate to find out about their world and learn as much as they can about it (www.montessori.edu).Children are unusually intelligent and have strong capabilities.   They are not born with no knowledge, no skills, and no ability to learn.   Both Gibson and Montessori’s research showed that this is true.   Children are born knowing things, and born with a thirst to know more things.   Children learn by perceiving the world around them and continuing to try things out until they figure out how it works, and why.Montessori had an early i dea about how children learned, and created a system to teach them in that natural way.   Today’s Montessori schools are all across the world, at every age group, public and private.   Montessori still means that children learn individually, even when they are in high school.   Students who study by the Montessori method tend to score above average on standardized tests (despite a complete lack of teaching to the test) and tend to get into good colleges and succeed well in life.This is because students are given the opportunity to work individually from a young age, which leads to self-motivation.   Self-motivation is the most crucial part of the theory; children will learn far more if they are doing it on their own, based on intrinsic motivation, rather than extrinsic motivation.   The Montessori method promotes this intrinsic motivation from the beginning (www.montessori.edu).Gibson’s work, which came later, explained in psychological detail what Montessori seemed to ‘innately know,’ just as her students innately knew about the world around them.   Gibson’s experiments shed light on the way children perceived their world and how much they actually knew and understood before anyone taught them.Today, many people are still a bit skeptical about the ideas put forth by these two women.   However, many of the major educational and psychological movements are based on the work that both women did in their individual fields.   Gibson’s experiments have given way to a plethora of research in cognitive and perceptual psychology, specifically aimed at trying to figure out how infants and animals really think and understand.The result of all of these years of experiments and programs it that children are better prepared to learn about their world in a way that makes sense to them.   Children are better focused, better behaved, and learn more, better, and more quickly when their natural abilities are recognized and respected.  Ã‚   Children in Montessori classrooms or those with teachers who believe in their ability to think, learn, and perceive without explicit teaching thrive better than those who have teachers who think they are merely blank slates, empty vessels waiting to be taught to look, listen, think, and perceive.The educational world has both Gibson and Montessori to thank for their new insights into teaching young children.   Both women made significant contributions to the field at a time when women were not welcomed into medical fields.   Both women had to fight for their right to an education, and both women were intelligent enough and savvy enough to get their degrees and conduct their programs despite opposition.   Without them, education would not be what it is today.BibliographyCossentino, Jacqueline M. (2006).   â€Å"Big Work: Goodness, Vocation, and Engagement in the Montessori Method.†Ã‚   Curriculum Inquiry.   36, 1, 63 – 92.Gibson, Eleanor J. (1940). â€Å"A Systematic Application of the Concepts of Generalization and Differentiation to Verbal Learning.† Psychological Review.   47, 196 – 229.Gibson, Eleanor J. (1934). â€Å"Retention and the Interpolated Task.† American Journal of Psychology.   46, 603 – 610.â€Å"The International Montessori Index (2006).†Ã‚   Accessed December 18, 2006.   Website: www.montessori.edu.  Spelke, Elizabeth (2003).   â€Å"Gibson’s Work: An Extended Reply to Helmholtz.†Ã‚   Association for Psychological Science, 16, 4.

Smile and Smiling Specific Purpose

Preparation Outline: Informative Speech on Smiling Specific Purpose: to inform my speech class about the many things Your Smile can do. Thesis: After listening to my speech, my audience should be informed about how â€Å"Your Smile† can do many things; have an effect on you and others around you, and how it has an effect on your brain. Introduction I. Smiling is something most people enjoy. I’m a happy and very positive person, so I smile a lot. It turns out that when I smile, the world smiles back. In my research about smiling I referred to sources such as cbsnews. com, science. owstuffworks. com, bizzikid. co. uk II. Smiling can affect the way you feel. It feels good to smile and be smiled at. People like to be surrounded by others who are positive and make them feel good. III. A smile is a great way to start any conversation, and makes others more receptive to you. It adds to what you have to offer. Transition: Let’s start with how a smile can affect you and o thers around you. Body I. A smile can affect you and others around you. A. It lifts our mood as well as the moods of those around us. B. It can make us appear more attractive to others. C.It can be contagious. D. Make you look younger E. Help you build rapport F. Helps reassure the other person of your sincerity. Transition: Now that we have talked about how your smile can affect you and others around you, let’s move on to how your smile affects your brain. II. How Your Smile Affects Your Brain A. Each time you smile at a person, their brain coaxes them to return the favor. B. Facial changes involved in smiling have direct effects on certain brain activities associated with happiness. Smiling triggers your feel good chemicals in your brain.C. Just the simple act of smiling releases endorphins from the brain into the blood. In conclusion, today we have discussed how your smile can affect you and others around you. We also talked about how a smile affects your brain. Conclusion I. Smiling is a way to promote happiness within yourself and others. Smiling is a very important part of connecting and getting to know someone. II. Choosing to smile can make a difference in everything you do that day. A smile can brighten your mood, improve your outlook, and lead you to make positive choices.So when you smile not only will you make yourself feel better, you will also attract positive energy into your life. References Makes you look younger. Freeman, D. W. (2011, November 10). Smiling makes people look younger, study shows. . Retrieved from http://www. cbsnews. com/8301-504763_162-57322365-10391704/smiling-makes-people-look-younger-study-shows/ How your smile affects your brain. science. howstuffworks. com Layton, J. (n. d. ). Retrieved from http://science. howstuffworks. com/life/smilinghappy1. htm Feel good chemicals. Bizzikid . (n. d. ). Retrieved from http://www. bizzikid. co. uk/healthwellbeingsmiling. html