The Hurricane Essay Example

The Hurricane Essay The film, The Hurricane, directed by Rudy Langlais is a powerful production which explores issues and discourses around race and racism. I will begin with a brief description of the film before I begin my analysis. The movie is based on a true story and is set in America from the 1950s through to the 1980s. Rubin Hurricane Carter, an African American, has spent more than half of his life in prison starting from the age of eleven, for crimes he was wrongfully convicted. White authorities did everything in their power but also corrupted the legal system to place and keep Rubin (Hurricane) Carter in prison simply because of his race. After spending twenty years in State prison for being wrongly convicted of a triple murder, Rubin was set free after a young African American boy and three white American citizens fought to free him. I will explore and analyse three of the dominant discourses about race in the film for the purpose of this essay. However, I believe it is important to first answer the question: What is a discourse? A discourse is a system of statements which constructs an object. To elaborate further, theorist Foucault believes discourses are about what can be said and thought, but also about who can speak, when, and with what authority (Robinson Jones Diaz, 1999, p. 4). Therefore, discourses are intimately linked with the way society is organised as it impacts on peoples identity having implications for they can do and what they should do. Consequently, ones subjectivity and power will be constructed by the discourses that are historically and culturally available to them (Robinson Jones Diaz, 1999, p. 4). The three discourses that I will discuss in this essay is clearly defined by the language and actions portrayed in this film. The first discourse is that black people are second class citizens prone to uncivilized behaviour. Secondly, the socially constructed notion of whiteness signifies power and privilege. The third discourse I will discuss is that all white people are racists. These broad issues have implications for early childhood education and this will also be discussed briefly in this essay. We will write a custom essay sample on The Hurricane specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Hurricane specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Hurricane specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The discourse that all black people are second class citizens and prone to uncivilized behaviour was a truth that originated during the colonisation of America back in the eighteenth and nineteenth century. After the European settlers killed off countless numbers of Native Americans, they imported people from Africa to come and work in America as slaves on plantations. The Europeans viewed them as inferior human beings who are irrational, disorderly, prone to uncivilized behaviour and practically subhuman (Institute of Race Relations, 1982). So what was it that made the Europeans believe that black people were indeed a savage race? It was the notion of Darwinism, philosophised by Charles Darwin in the 1880s that allowed such discourses to be maintained and accepted as truth. Darwin believed that different groups of human beings or races evolved over hundreds and thousands, even millions of years at different rates and times, and so, some groups were more like their ape-like ancestors than others. He held certain that the black race came from gorillas and were the least developed, whereas the white race came from chimpanzees and were the highest, most evolved race (Jim, 2002). Therefore the white race was naturally and biologically seen as being more superior to any other race. This view was assumed to be proven and thus lead to the idea that social relationships are natural. As a result, permanent black inferiority remained the dominant scientific hypothesis. By the 1920s, text books supported the idea that man had evolved from a lower life form developing into varying degrees of accomplishment. Information such as, white people being naturally superior and black people being inferior and more ape-like, was commonly reflected in science books published from 1880 to 1980 (Jim, 2002). The fact that racial prejudice became naturalised, universalised and seen as being a scientific fact, explains why attitudes of racial inferiority have continued to plague western culture. For exa mple, statistics show that the majority of white people in America believe that African Americans are more violent, less intelligent and not as hard working as white people (Jim, 2002). In The Hurricane, discourses of black inferiority was upheld by powerful institutions such as the legal system, as police officers had the right to arrest and punish black people without significant proof of their conviction. For example, when young Rubin Carter was forced into a police station after being wrongfully accused of harming a white man, the police sergeant had said to the officer, Its a nigger with a knife. I dont care how old he is. Take care of him. The judge at the hearing had then said to Rubin, I only wish you were old enough, Id send you to state prison. These examples show that societal power reinforces discourses as it persuades people into taking up the dominant position of the discourse. As explained by Robinson and Jones-Diaz (1999), those people who are located outside the dominant discourse, in this case the black people, will frequently experience inequities, diminished power, and little or no support from the dominant culture for their truths about the worl d. The socially constructed notion of whiteness signifies power and privilege. This discourse began shaping itself since the European colonisation of America. Since it became a truth that the white race naturally had a more exalted destiny than any other race, non-whites became constantly undermined and alienated both as human beings and as members of society. Therefore, being white becomes the invisible norm in society representing an authoritative, delimited and hierarchical mode of thought (Kicheloe ; Steinberg, 1997, p. 4). A binary opposite is then discursively formed between whites and non-whites within the contradictory nature of whiteness being both a dominant culture and a non-culture. This means that discourses of being white are the opposite of the discourses of being a non-white. For example, the discourse that whiteness represents orderliness, rationality, and self-control and non-whiteness represents chaos, irrationality, violence and uncivilized behaviour (Kicheloe ; Stei nberg, 1997, p. 17). This discourse of white privilege is strongly exposed throughout this film by the means of language. It is the use of language that allow dominant discourses to prevail in society since this is the manner in which knowledge or truth is passed on from one person to another. Conversations held between black and white people in the film reveal to us the discourse of white supremacy. For instance, when Rubin Carter arrived at the scene of the crime in his car accompanied by another black man, a white police officer (who had not witnessed the crime), said to Rubin, Were looking for two negros in a car, to which Rubin shrewdly replied, Any two will do? This example shows us that white people or white authorities unconsciously assume that only black people are capable of such uncivilised acts. As supported by Kicheloe and Steinberg (1997), In order for whiteness to place itself in the privilege seat of rationality and superiority, it would have to construct pervasive portraits of non-whites (p. 4) This method therefore, was an approach whereby whiteness could sustain and maintain its position of power and privilege over other races. Hence, the ideology white meritocracy justified itself in the midst of inequality. The previous two discourses examined, answers the third discourse that all white people are racists. Americas history of racial discrimination within the construction of its social order explains to me why many people of colour today believe that all white people are racists. This however, this is merely a discourse seeing as it stereotypes all white people into a single category. Another explanation of why this discourse exists today is expressed by Hitchcock (1999), who considers that society itself is racist, giving all white people racial privileges and hence making them racists whether they like it or not. This belief, however, ignores the fact that many white people today are in fact trying to challenge white supremacy. For example, Challenging White Supremacy Workshops are conducted in America for white social justice activists who want to work for racial justice and challenge white privilege in all their social justice work (Ponder, 1997). Hence, this discourse that all white people are racists is in fact being challenged in American society today. In the film, Rubin (Hurricane) Carter takes on the belief that all white people are racists. After spending almost twenty years in state prison, Rubin expresses a feeling of shock and hate when his African American friend introduces him to three white folks who want to help Rubin get out of prison. Rubin says to his African American friend, I dont want to talk to them, just go. However, the three white folks, determined to release Rubin, challenge white supremacy after being threatened by white authorities to stay away from Rubin and leave town. The white woman strongly defies this threat by telling the authorities that she was not going to leave the town until she sees Rubin get set free. The white citizens in the film, for that reason, are directly challenging white supremacy and racial injustice. Hence, the discourse that all white people are racists have been challenged, and the truth that Rubin held in relation to this discourse had been deconstructed and reconstructed, leading him to a new and a more equitable way of looking at the world (Robinson Jones Diaz, 1999). The issues discussed in this essay have strong implications for educators both in schools and in early childhood environments. Schools are directly involved in the development of ideologies in their students, including racial ideologies. Therefore, schools must be populated with teachers who bring diverse worldviews and experiences that expose, challenge and deconstruct racism rather than tacitly accepting it (Sleeter, 1999, p.12). This method of education will serve the interests of diverse population and not just present the racial and social class structure. The position of privilege that many white teachers inhibit and take for granted, which they have constructed over their lifetimes is what most of them use to understand the topic of race, and therefore what they may pass on to their students. Educators of colour on the other hand, are less likely to marginalize minority intellectual discourses (Sleeter, 1999, p. 13). As educators of colour are in a less dominant position on th e so called illusory hierarchy of society, which automatically places whiteness at the top of the scale, they will more likely bring life experiences and viewpoints that critique white supremacy than the white teachers. Being an early childhood educator, I realise that it is important to implicate a variety of strategies within child care centres that embrace cultural diversity. This includes valuing and representing different languages, religions and customs in all areas of the curriculum (Henderson, 1998). For example, in the dramatic play area, clothes and equipment could be set up that represent different cultures, such as, woks, chopsticks, white dolls and coloured dolls, books written in different languages, as well as traditional outfits from a variety of different cultures. Music and songs may also be sung in languages such as Greek, Aboriginal, Italian, Spanish, or whatever languages are represented in the centre. This will also encourage bilingual children to use their home language within the centre. Employing bilingual staff is also useful, as they can communicate their language to other children who speak the same language, thus encouraging them to continue using their home language. Fo od from a variety of different cultures may also be served to children so that they become aware of the wide range of foods available in the world. These are just some examples early childhood educators may use in their centres. The purpose of implementing such strategies is to help close the gap between the cultures of the community and within early childhood settings. This cultural adaptation will inturn ease the transition of minority children into the dominant culture. In conclusion, it can be said that race and racism is a complex issue that has been historically and culturally constructed over a long period of time. Racial attitudes still prevail in American society today because it has been so heavily engraved in the construction of their history. Now that we know that no race is superior to another, the word race should be abandoned completely because it is now meaningless. Scientists have found that differences that set us apart are cultural, not racial (Jim, 2002). That is why the word race has been place in inverted commas throughout this essay. The idea of white identity in dominance must also be abandoned so that everyone can be more accepting of cultural diversity flourishing in society and acknowledge the hybridity of people today. These issues have a strong impact upon educators, as they must implement appropriate strategies to help students feel comfortable and proud of their own culture when entering into a dominant culture.

Malcolm X & His Conversions essays

Malcolm X & His Conversions essays Malcolm X is still an icon today for the impact he had on the world over 25 years ago and in this essay I will provide a brief summary of his life along with an analysis of his character next to that of the convert social type. I will focus mainly on two times in his life. His conversion to Islam from within prison and his reaction to arriving in Mecca - some say his second conversion. Malcolm X, born Malcolm Little, was born in 1925 in northern USA. While still very young his family was chased from their home by the Klu Klux Klan. The next home they moved to was burned to the ground by another racist group. They were left standing outside their home wearing nothing but the underwear they were sleeping in. Being the child with the lightest coloured skin in the family was, for Malcolm, both a blessing and a curse. His mother was harder on him because he served as a reminder of the white slave owner that raped her mother. His father was easier on him seeing him as comanding more respect for his light skin - a fact that Malcolm would later see as the brainwashing. When Malcolm was six his father was killed - run over by a car. The white-owned insurance company didn't pay out. After using all their savings and credit to support the family his mother was forced to turn to welfare, but this turned their situation into a state affair. At the age of twelve the state then separated Molcolm's family and his mother was comitted to a mental institution. This was the first form of institutional racism that Malcolm was exposed to. Malcolm was then sent to an integrated school where he was one on the only black pupils. He was one of the top student until one day, when asked what his desired profession was, he was told that, as a 'nigger', wanting to be a lawyer was an unrealistic dream. He was told carpentry was better suited for black people. All the white children where told to follow their dreams. (Cone, 1991) (Gallagher, 1990) After being r...

Exchange Trip Tragedy

Exchange Trip Tragedy What is important for ensuring the safety on school field trip? Hashtag: #Germanwings Exchange Trip Tragedy Two teachers and 16 of their 10th-grade students perished when German Wings Flight 4U9525 crashed in the French Alps last March 24. These high school students spent a weeklong exchange trip in a town near Barcelona and on their way back to Haltern, a rural town, 80 kilometers North East of Dusseldorf, Germany when the tragedy occurred. School-sponsored off school field trips are designed to enhance classroom learning, cultivate a variety of interest among students, and expose them to a different culture. An â€Å"Exchange Trip† exclusively provides students with an opportunity to study language and gain overseas experience. For instance, the 10th graders who were on board Flight AU9525 were given the opportunity to learn Spanish language and culture in a town near Barcelona. However, although the objective of school field trip greatly benefits students in terms of knowledge and skills, such activity is risky and involved several health and safety concerns. Most parents are worried about field trip’s inherent risk of injuries such as falls, slips, and others and the ratio of teachers to students in ensuring the safety of each participant. The above concerns are legitimate as in reality, a significant number of students perished or were severely injured during their field trips. For instance, seven students of a State University crossing a river during their educational tour died when the water suddenly surged and swept them away. Two middle school students on a field trip were severely injured when the small aircraft carrying them skidded off the runway and went down on a steep embankment at Rock Airport in Pennsylvania, U.S. in 2011. In 2014, hundreds of Korean high school students on a field trip to Holiday Island drowned when their ferry suddenly sank and swept away by subsequent strong currents and underflow. Why Are You Not in Class and There Bleeding Ensuring the Safety on School Field Trip Most schools’ field trip policy holds trip leaders directly responsible for the safety of all students, staff, and volunteers, during a field trip. Under this policy, trip leaders are commonly expected to perform several basic duties such as warn and inform, provide instructions and safety equipment, supervise, and provide swift and appropriate post-injury care. Supervising hundreds of students at all times and exercising close control over them during a field trip seems nearly impossible for field trip leaders but it can be done through systematic accounting and assigning the right number of supervisors for a particular field trip. For instance, a number of students, age, maturity, type and duration of a field trip, transportation, and emergency requirements are factors for determining the number of chaperones required. Since field trips concern parents, it is critical for trip leaders or teachers to acquire permission and provide parents with necessary information such as the purpose of the trip, food and clothing requirements, and others. Controlling students during a field trip is much easier when they are well informed and committed to their own safety. For instance, students who clearly understand the reasons for safety guidelines are likely to internalize a commitment to safeguard themselves and others and become a vigilant teacher’s partner in safety. For as long as safety measures are strictly followed, air travel according to study is still one of the safest forms of travel. In fact, although surviving an aircraft accident is low, commercial airlines accidents are relatively rare. School-sponsored exchange trips, therefore, should continue and not be discouraged by the recent German Wings crash.

Research For Marketing Practitioners Assignment

Research For Marketing Practitioners - Assignment Example About half of the dishes are made up of ethnic dishes, for instance Chinese and Indian, indicating an interest in exotic tastes, but some of the recipes are made up of Continental recipes, such as Italian. Italian ready meals are made up of pasta which has a healthy image and attractive to children and students. The vegetable-based ready meals sector is also growing and attractive to students. This is followed by the fish-based and then the meat-based. Considered health foods are primarily made up of vegetables and fish. The UK has been hailed as the most developed market in Europe when it comes to chilled ready meals. (Dennis and Stringer 2000, p. 14) In 1994, chilled ready meals had a per capita consumption of 1 kg., compared to Germany’s 0.3 kg, France’s 0.2 kg and Spain’s .1 kg. In other words, the potential for chilled ready meals is great in the UK and if this is reflected in Europe, it has great future potential for business venture. (Dennis and Stringer 2 000, p. 14) Pizza sales registered a high growth of 10% during the period 1994-97. Manufacturers wanted to stimulate more demands for pizzas by introducing various flavours and in exploiting consumer’s growing love for exotic tastes. ... Mixed salads with new varieties of leaves have also been introduced to the craving palates of students. Manufacturers have introduced sandwiches, a favorite feature of student snacks. The British Sandwich Association released statistics stating that sandwiches have been hailed as the most popular fast food in the UK. It has a market of ?3.25 billion and fast growing at a rate of 13% annually. Sandwiches have been reported to represent 41% of the fast food sector, while burgers only represent 18%, and fish and chips only represent 12%. Sandwiches are a favorite snacks meal for the British, with the UK having the world’s highest per capita consumption of sandwiches. And this is true for men, women and children. (Dennis and Stringer 2000, p. 15) This paper is a proposal to outline a research programme to test a range of meals amongst the student population in the UK. The client is focusing on selling low value/medium quality product ranges, and is particularly interested in the m arket for consumers on limited incomes.  Ã‚   Their product consists of a range of nutritious, but reasonably priced ready meals – individual and paired servings – and is targeted on the UK student population.  Ã‚   2.0 Research Objective The purpose of this paper is to determine the growing demand of ready meals from the UK student population and to determine what particular dishes they require for snacks, lunch and dinner. For this company to meet its goals, it is essential that the food shall be tested by the students in a specific university which has been identified by the client. The university is a popular institution of higher learning with a very large population and can represent the student population in London. This research will determine

Compare and contrast business systems in Japan and China. Answer with Essay

Compare and contrast business systems in Japan and China. Answer with reference to relevant theories and use comparative country - Essay Example The similarity between the political systems in the countries is that both are state capitalist countries; a system which incorporates both free enterprise and government control to generate rapid or unmatched development and growth of their economies as well as the industrial sector. This system was used in Japan to instigate rapid economic growth and development but later resulted in huge economic dangers for the country. The system that brought Japan to proximity to the world’s largest economy also almost led its economy into turmoil. Hence, many may ask themselves, is China on the right path with the use of a business or market system that once proved a failure and a danger in its rival country Japan? Can the same fate that took Japan come China’s way? Japan instigated the capitalist form of governance in Asia during the 1950s and 1970s when it produced similar trends in economic growth and development as that produced by China in the current economic market (Yiping and Kunyu, 2011). ... Huge savings domestically were forcefully invested in these industries. The system enabled Japan to generate large cash surpluses due to export promotion instead of domestic consumption leading to Japan being accused of intentionally lowering the value of the yen so that its exports could be competitive in the global market. This period did not only see Japan’s capitalism produce enormous development and economic growth in the country but it also promoted the emergence of new industries that are globally competitive such as semiconductor and steel industries. This success led to some advocates from the US and other nations relishing the business system of Japan to an extent of some suggesting the system be implemented in nations such as the US so as to emulate Japan’s economic growth and development. Apparently, China has taken the same path as that which Japan took during its brighter economic days. Japan’s crisis began with the increase in oil prices that had a considerable effect on the Japan’s critical manufacturing industries. This had adverse financial impacts on Japan’s economic system. Japan was quick to notice this trend and instead, changed its development and growth strategies from manufacturing based industries to production based on knowledge i.e. the service industry. The service industry accounts for about 65% of employees in Japan whereas the same is only but 26% in China, indicating that China is more dependent on manufacturing industry than the service industry. The government of China controls the lending practices via a banking system that is state-owned and directs the funds to pillar industries, mostly steel and automobile manufacturing industries. Through provision

Genocide in darfur Essay Example for Free

Genocide in darfur Essay In 2003, a genocide began in the Darfur region of Sudan. According to the website, â€Å"World Without Genocide† the Sudanese government armed arab militia groups to attack ethnic affair groups. This has escalated to the mass slaughter of 480,000 people. The Sudanese government called this campaign â€Å"getting at the fish by draining the sea†. This is why countries around the world should open up their eyes and help a country that is going through a genocide. The genocide is occurring in the western region of Sudan. This area is referred to as Darfur. The area consists of about six million people from nearly 100 tribes. Some of them are farmers, others nomads, all of them are Muslim. The bordering countries around Darfur are Libya, Chad, and the Central African Republic. In 1989, General Omar Bashir took control of Sudan by military coup. Soon after conflicts increased between African farmers and many nomadic Arab tribes. The main reason the genocide started is because in 2003, two Darfuri rebel movements were created. The Sudan Liberation Army and the Justice and Equality Movement were created to inform the Sudanese government about the marginalization (to put or keep someone in a powerless or unimportant position within a society) of the area and the failure to protect sedentary people from attacks by nomads. This angered the Sudanese government who soon unleashed Arab militias known as Janjaweed, or â€Å"devils on horseback†. These militias attacked hundreds of villages throughout Darfur with help from the Sudanese army.. Over 400 villages were completely destroyed and millions of civilians were forced to abandon their homes. All of the thousands of lives taken by the Janjaweed are mostly to be blamed on the Sudanese government. Sudanese President Omar al Bashir is to blame for the massacre that has been created. He allowed The National Islamic Front to inflame regional tensions. This caused a flow of weapons into Darfur straight to the Janjaweed. The Janjaweed leader Ali Kushayb is also to blame for leading his militia group to murder thousands of people. Two of the biggest countries in the world are to blame. Russia and China have blocked off any resolutions, sent by the United Nations, to please the Sudanese government. They are doing this because China exports all military equipment to the Sudanese military and they invest heavily into the Sudanese oil. Russia protects the Sudanese government because they Sudan’s strongest investment partner and political ally in Europe. Another big country is trying to help the Darfuri citizens, even though Russia and China are trying to stop them. Britains Prime Minister Tony Blair wrote a letter to the members of the European Union calling for a unified response to the crisis. He supported the United Nations Security Council Resolution in 2007 authorizing the deployment of up to 26,000 peacekeepers to try to stop the violence in Darfur. British Prime Minister Gordon Brown said in a speech to the United Nations, that the Darfur crisis was the greatest humanitarian disaster the world faces today. He has also endorsed the International Criminal Court’s ruling regarding Sudanese president Omar al-Bashir and has urged the Sudanese government to co-operate. The United Nations (an intergovernmental organization established to promote international co-operation) and the UNAMID (United Nations – African Union Mission in Darfur) have been the main supporters. The U. N. authorized up to 26,000 troops and police for the new hybrid force. Although only 60% are on the ground, they are still trying there best to protect the citizens of Darfur. The UNAMID has been unable to adequately protect civilians on the ground because of the obstructionism on the part of the Sudanese government and lack of supplies, funding and equipment by the international community. With the proper supplies and support from other countries, the UNAMID would be a lot closer to ending this genocide. People around the world are clueless about this issue. A mass murder is going on everyday and they have no idea about it. If they were to open their eyes and see the various support groups the they could help fund they could make a difference in this world. Doing this would have a greater impact than expected. You would be helping stop one of the greatest humanitarian disaster the world faces today but, you could also help show the big countries controlling the Sudanese government and helping them get away with this massacre that what theyre doing is wrong.

Effective Communication Essay -- essays research papers

Running Head: Effective Communication 1   Ã‚  Ã‚  Ã‚  Ã‚  In order to be an effective manager in the work force today, one must have a very good understanding of the various ways in which people interact and communicate with one another. It is critical that good leaders display the ability to effectively communicate with their associates and subordinates as well as train and encourage others to demonstrate those same communication skills. By doing so, they will promote both a healthy and efficient work environment that everyone will be sure to enjoy.   Ã‚  Ã‚  Ã‚  Ã‚  The first challenge in effectively communicating with today’s workforce is diversity. The work force today is more diverse than ever and is rapidly becoming even more diversified as time passes. Leaders are already facing differences from many levels of society. And with every new group that enters into the workforce, there are still the cultural differences such as customs, beliefs, and expectations that are thrown into the mix as well. All of this, as well as many other issues only further complicates the task of achieving effective communication on all levels.   Ã‚  Ã‚  Ã‚  Ã‚  Perhaps the first and most obvious difference in the work environment is the difference of the sexes. Women Running Head: Effective Communication 2 possess a tendency to be more subtle or convincing rather than shouting out demands. Studies have shown that women are more likely to construct their requests in the form of suggestions or leading questions rather than be more direct (Adult Learner’s Guide, 1999). The conflict is evident if one considers the fact that males possess the complete opposite tendency. Men are often more direct and to the point. These two contrasting attributes are a fertile breeding ground for misunderstandings of all sorts. Women also do not hesitate to mix business with personal talk where men are more anxious to get to the details of the business at hand. For women this seems to be a double edged sword. On the one hand, the personal talk brings down some barriers and lets each one get to know the other so everyone is comfortable. This works in their favor in situations where they are meeting a group or individual for the first time. But on the other hand, after they become acquainted, women have trouble separating their personal feelings and allowing the... ...py and successful workplace. They must be able to convince others to set their feelings aside and deal with issues at hand and as the workforce becomes more and more diverse, this will become a larger challenge. Today’s leaders must understand that the varying methods needed to communicate are just as diverse as the environment in which they are needed. Not all techniques will apply to all people, but by listening to individuals and hearing what they are truly saying, a true leader will be able to communicate effectively with anyone on their team as well as encourage effective communication throughout their team. Only when this type of communication is obtained can a workplace truly operate without the usual shortcoming and pitfalls that trouble so many of today’s workplace environments References Adult Learner’s Guide, (2nd Edition). (1999). Adler, Ronald B. & Elmhorst, Jeanne Marquardt (1999). Communication at work: principles and practices for business and the professions, (6th Edition). St. Louis: McGraw-Hill. Pierce, Jon L. & Newstrom, John W. (1996). The manager’s bookshelf: A mosaic of contemporary views, (4th Edition). New York: HarperCollins College Publishers.

Recrystallization of Benzoic Acid

The objective of this experiment was to observe multi-step purification of benzoic acid after performing the extraction from a mixture containing benzoic acid, cellulose, and methyl orange. Recrystallization was done to remove impurities from the sample. The amount of BA recovered during recrystallization is much less than the extracted amount of BA. The difference between the pure and impure samples was observed by comparison of melting points. It was found that impure samples will have a lower and wider melting point range.The experiment performed was important because it provides important knowledge about the chemical nature and reactivity’s of various compounds that can be used in everyday life. Introduction Now that the desired compound is extracted, it still contains impurities. These impurities can be removed through a process called recrystallization. Recrystallization is a method for purifying solid compounds which are frequently the products of organic reactions. Thi s theory is based on three important concepts. The first is that a compound is always more soluble in hot solvents than in cold solvents.Secondly, molecules have unique solubility properties. Lastly, a growing crystal will only accept similar entities into its lattice. This is related to the crystal lattice theory which states crystal formation is anti-entropic based on the equation ? G =? H-T? S. There are three stages of solubility: collision, dissociation, and solvation. In order to raise the probability of collision between the solute and solvent, heat is added to the system. When this occurs, the solute will attack the crystalline structure of the solute and start dissociation. As dissociation continues until all the molecules are free, solvation occurs.Choosing the right solvent is important when considering recrystallization. The solute must have a high temperature coefficient in the solvent: it must be soluble at high temperatures and insoluble at low temperatures, satisfyin g the first principle stated above. Also the boiling point of the solvent must be lower than the melting point of the solute. This will ensure that the solute dissolves in the solvent and does not melt. The solvent must also be inert to prevent chemical interactions with the solute. Impurities must either be readily dissolved in the solvent or be insoluble.The solvent must also be volatile, and finally, it would be beneficial to the experimenter if the solvent is relatively inexpensive. Once the color and most impurities are removed, the crystals can be formed in the solution through a process called nucleation. Nucleation can be induced by slowly cooling the solution to room temperature. It is important to do this slowly so that small solute resembling impurities do not enter the crystal lattice, as described by the third principle of recrystallization. Chemists often add already pure crystals of the solute to the solution in order to provide a pre-formed lattice for other molecule s to enter.This is called seeding. Scratching the glass container in which the solution is contained with a glass stir rod will also induce nucleation on microscopic glass particles. The concept of scratching is similar to that of seeding. Finally, nucleation can be induced by cooling the solution farther in an ice bath; however, this is only a last resort option due to its least efficiency to bring forth crystals. The crystallized solute can then be collected by vacuum filtration. There is a difference observed in the physical properties of the pure compound and the impure mixture. One of the tests of purity is melting point.Melting point is an intrinsic, or intensive, property; the value is independent of the quantity of the substance. Melting point is the temperature at which a substance changes physical state from solid to liquid. Because the substance will have a certain shape and surface area exposure, there will be a time interval in which the melting occurs. Thus, it is more accurate to refer to this as melting range. Melting range encompasses the temperature at which the first particles can be seen turning from solid to liquid until all the sample is in the liquid state. Purer samples have smaller melting ranges.Perfectly pure compounds will have ranges of only 1-2 °C. Impurities lower melting point below literature values and also widen the range between which melting occurs. New techniques and equipment used were used during both parts of the purification process. Activated charcoal was used to adsorb impure colored products. Gravity filtration was used to remove insoluble products which were impurities. Fluted filter paper was used to catch more of the impurities. A heating mantel was introduced during recrystallization. It is a heat source used for solutions. For determining the melting point of benzoic acid, a Mel-Temp apparatus was use.It is used for determining when a small amount of a solid begins to melt and when the melting ends while reco rding the temperatures, respectively. Experimental: Recrystallization Lab: Initially, took a small amount of impure BA to the side for following week’s lab. The impure BA crystals were weighed, using an analytical balance, and then placed in a 250 mL Erlenmeyer flask. 200 mL of water was boiled (with boiling stones) in a 250 mL round bottom flask using a heating mantel. The boiled water was added slowly to the benzoic acid crystals. Only enough water was added to dissolve the BA crystals.For the rest of the lab the Erlenmeyer flask was kept on a steam bath. Charcoal was added to the BA solution and then gravity filtered using a funnel with fluted filter paper. The filtrate was collected in a 250 mL Erlenmeyer flask. If color in the BA solution still remained then charcoal should be added again. The BA solution was removed from the steam bath and cooled, preferably on a window sill. If crystals did not form while cooling on window sill, use another method to induce nucleation to the start the formation of crystals. The crystals were collects by vacuum filtration and placed on a watch glass to dry.Melting Point of Benzoic Acid: A melting point tube was loaded with BA crystals by inverting the tube into the BA crystals on the watch glass. The tube was packed by dropping through a funnel. The Mel-Temp apparatus was used to determine the melting point range. A rapid melting range experiment was done first and then a slow melting range experiment was carried out to get a better range. Results: Recrystallization lab: Observations: Not much charcoal was used to adsorb the colored molecules The BA crystals were small, shiny, flaky, and white. Almost comparable to texture of dandruff. Data: Mass of extracted Benzoic Acid = 2. 3 g Mass of recrystallized Benzoic Acid = 1. 84 g Calculations: Percent (%) recovery =(weight after recrystalization)/(mass crude BA) ? 100 Percent (%) recovery =(1. 84 g)/(2. 43 g) ? 100=75. 72% Melting Point lab: Observations: Once the ben zoic acid began to melt, it happened very quickly.It was hard was difficult to watch the melting and recording the start and end temperature. The crude BA had a lower and wider melting point range. Data: Melting Point Ranges RunCrude (Impure) Benzoic Acid ( °C)Purified Benzoic Acid ( °C) Fast 110. 2-118. 4 at 4. 5 selectivity (Range: 8. 2)115. 4-118. 5 at 4 selectivity(Range: 3. ) Slow113. 2-117. 3 selectivity (Range:4. 1)117. 5-120. 0 selectivity (Range: 2. 5) Discussion ; The goal of recrystallization and determining melting point labs were to explore the techniques used to obtain pure samples from desired compounds. After the extraction the goal was to recrystallize the benzoic acid and determine the percent recovery. Then the goal was to determine the melting point range of the recrystallized benzoic acid and compare it to the melting range of the small sample of the impure benzoic acid. 1. 84 grams of pure benzoic acid was obtained, which was calculated to be 75. 2% from th e 2. 43 grams of impure benzoic acid.The percent recovery from the impure sample shows that about three fourths of the sample was able to be collected as pure benzoic acid, and that 0. 59 g of the impure benzoic acid was impurities. From this the experimenter can infer that the pure benzoic acid accounted for most of the mass or that little benzoic acid was lost with the removal of the impurities. Also, there is always a chance that some of the benzoic acid may have remained in the solution instead of crystallizing. Also, using an ice-bath to induce nucleation could have lowered my results or recrystallization because it was the last resort to crystalize the solute. Maybe adding too much charcoal could have adsorbed some of the solute. The charcoal was used to adsorb any of the cellulose (which is the reason for the color) that was left behind. Not too much charcoal was actually used; however, my benzoic acid solution did not have much color so charcoal may not have been needed.Note that the initial value for percent recovery is slightly less than the extracted mass because of the impure benzoic acid set aside for the melting point comparison. The total composition from the very first starting benzoic acid mixture is only 44. 2% (1. 84 grams / 4. 17 grams). Considering practical purposes of recrystallization, one comes to realize how important it is to make this processes as efficient as possible to save money and gain as much product as possible, for example with ibuprofen purification for the pharmaceutical industry. The purity of the sample is shown by the melting range. As expected, the pure benzoic acid had the smallest melting point range of 2. 5 °C. From this, one can tell that this sample was not perfectly pure because pure compounds have melting point ranges of less than 1 °C.There may have been some impurities left in the sample since activated charcoal was not used for this sample. Human error while scraping the impure mixture from the funnel an d also from the Erlenmeyer flask would result in a decreased yield. Also, the nucleation may have had some impurity particles collect in the lattice when recrystallizing. After performing the rapid and slow experiment, the temperatures (especially for the pure BA) were not similar. This was probably due to what is called thermometer lag. If the Mel-Temp apparatus’ selectivity was higher than the temperature readings were not as accurate as the slow experiment.The actual value for the melting range coincides with the literature value of 122. 4 °C given in the reagent table. The impure sample, however, had a significantly larger melting range of 4. 1 °C. Also, the impure sample had a lower temperature. This is because impurities disrupt lattice forces and decrease the energy required to break the intermolecular bonds between benzoic acid molecules. One way that this experiment could have been improved is to have more space to perform the various steps in the lab. A lot of t he mistakes and errors committed (i. e. pillage) were due to crowding of various equipment that were closely packed next to each other. Overall, theses labs were a success be the experimenter was able to achieve the goals of each lab. The benzoic acid was able to recrystallize and the melting point was fairly close to the literature value even with possible errors performed in lab.Works Cited Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Thurs. 7 Oct. 2010. Zubrick, James. The Organic Chem Lab Survival Manual. 6th. Pittsburgh: John Wiley & Son, Inc. , 2008. Print. Recrystallization of Benzoic Acid Recrystallization of Benzoic Acid Objective To purify benzoic acid by recrystallization and gain experience with a basic organic laboratory techniques. Background Products of chemical reactions are often contaminated with impurities. One method for purifying chemicals, recrystallization, takes advantage of the differences in the solubilities of the desired products and the impurities and the tendency for the slow formation of crystals to exclude impurities from the crystalline solid. HC HC HC CH C CH MgBr + CO2 + HCl HC HC HC CH C CH CO2H ClMgBr Benzoic acid, the chemical that we will be purifying, can be made by reacting phenylmagnesium bromide with carbon dioxide. When the product of that reaction is treated with hydrochloric acid, benzoic acid is formed. From the balanced chemical equation, it is clear that the benzoic acid will not be pure since the byproduct MgClBr, an ionic solid, forms at the same time the desired product forms. Benzoic acid can be separated from ionic solids because the materials have different solubilities in water. At room temperature, benzoic acid is not particularly soluble in water, whereas ionic solids like MgClBr are. Thus, adding water to the crude reaction products will dissolve the ionic solid, and nearly all of the benzoic acid will remain undissolved. If the suspension were filtered, much of the impurity would be washed away; however, the resulting product wouldn’t be as pure as a recrystallized product. To take advantage of the extra purity garnered by crystallization, all of the benzoic acid must be dissolved. On the other hand, the benzoic acid needs to come back out of solution to crystallize. Simply adding room-temperature water cannot accomplish this goal; once the benzoic acid is dissolved there would be no reason for it crystallize. Since benzoic acid is much more soluble in hot water as compared to cold, small amounts of hot water are added to dissolve the benzoic acid. If the hot, saturated, aqueous solution of benzoic acid is cooled, the solution becomes supersaturated, and the supersaturated solution crystallizes. Procedure 1. Obtain a sample of copper(II) sulfate contaminated benzoic acid. 2. Add approximately 0. g (record the actual mass) of the contaminated benzoic acid and 5 mL of water to a 25-mL Erlenmeyer flask. 3. Warm the flask and its contents on a hot plate and slowly add near-boiling water to dissolve the solids. 4. Continue to warm the flask and add near-boiling water until all of the solids have disolved 5. Remove the flask from the hot plate and allow it to cool slowly on the bench top. Covering the flask with a beaker can help slow the rate at which the solution cools. After approximately twenty minutes, crystals will have formed. Cool the suspension further using an ice bath. If crystals have not formed after 20 minutes, there are a few techniques that can be used to coax the crystals out of solution. Often scratching the glass container with a glass rod will induce crystallization. Alternatively, a seed crystal can be obtained by evaporating a drop of the solution on the tip of a stirring rod or spatula. Returning this seed crystal to the super saturated solution will cause crystals to form. 6. Transfer the crystals to a Hirsch funnel, and filter the benzoic acid–water suspension. . Wash the benzoic acid crystals with ice-cold water by pouring ice-cold water over the crystals. 8. Dry the crystals on the Hirsch funnel; that is, allow the vacuum filtration system to draw air through the crystals until the mass of the crystals remains relatively constant. Place the benzoic acid in your drawer and allow it to dry completely. 9. While the benzoic acid is drying, evaporate the water from the aqueous CuSO4 s olution. Remember to add a magnetic stir bar to your flask to lower the risk of spattering. 10. Note the appearance of your CuSO4, and, if possible, record the mass of the CuSO4 that you obtained. 11. After allowing the benzoic acid crystals to dry for a week, determine the mass and the melting point of the benzoic acid. Experimental Report Write an â€Å"experimental† describing the procedure that you followed to recrystallize the benzoic acid. A first draft of the experimental is due one week after steps 1–10 have been completed. A final copy that includes the final mass and the melting point of the benzoic acid is due one week after step 11 is completed. Recrystallization of Benzoic Acid Recrystallization of Benzoic Acid Objective To purify benzoic acid by recrystallization and gain experience with a basic organic laboratory techniques. Background Products of chemical reactions are often contaminated with impurities. One method for purifying chemicals, recrystallization, takes advantage of the differences in the solubilities of the desired products and the impurities and the tendency for the slow formation of crystals to exclude impurities from the crystalline solid. HC HC HC CH C CH MgBr + CO2 + HCl HC HC HC CH C CH CO2H ClMgBr Benzoic acid, the chemical that we will be purifying, can be made by reacting phenylmagnesium bromide with carbon dioxide. When the product of that reaction is treated with hydrochloric acid, benzoic acid is formed. From the balanced chemical equation, it is clear that the benzoic acid will not be pure since the byproduct MgClBr, an ionic solid, forms at the same time the desired product forms. Benzoic acid can be separated from ionic solids because the materials have different solubilities in water. At room temperature, benzoic acid is not particularly soluble in water, whereas ionic solids like MgClBr are. Thus, adding water to the crude reaction products will dissolve the ionic solid, and nearly all of the benzoic acid will remain undissolved. If the suspension were filtered, much of the impurity would be washed away; however, the resulting product wouldn’t be as pure as a recrystallized product. To take advantage of the extra purity garnered by crystallization, all of the benzoic acid must be dissolved. On the other hand, the benzoic acid needs to come back out of solution to crystallize. Simply adding room-temperature water cannot accomplish this goal; once the benzoic acid is dissolved there would be no reason for it crystallize. Since benzoic acid is much more soluble in hot water as compared to cold, small amounts of hot water are added to dissolve the benzoic acid. If the hot, saturated, aqueous solution of benzoic acid is cooled, the solution becomes supersaturated, and the supersaturated solution crystallizes. Procedure 1. Obtain a sample of copper(II) sulfate contaminated benzoic acid. 2. Add approximately 0. g (record the actual mass) of the contaminated benzoic acid and 5 mL of water to a 25-mL Erlenmeyer flask. 3. Warm the flask and its contents on a hot plate and slowly add near-boiling water to dissolve the solids. 4. Continue to warm the flask and add near-boiling water until all of the solids have disolved 5. Remove the flask from the hot plate and allow it to cool slowly on the bench top. Covering the flask with a beaker can help slow the rate at which the solution cools. After approximately twenty minutes, crystals will have formed. Cool the suspension further using an ice bath. If crystals have not formed after 20 minutes, there are a few techniques that can be used to coax the crystals out of solution. Often scratching the glass container with a glass rod will induce crystallization. Alternatively, a seed crystal can be obtained by evaporating a drop of the solution on the tip of a stirring rod or spatula. Returning this seed crystal to the super saturated solution will cause crystals to form. 6. Transfer the crystals to a Hirsch funnel, and filter the benzoic acid–water suspension. . Wash the benzoic acid crystals with ice-cold water by pouring ice-cold water over the crystals. 8. Dry the crystals on the Hirsch funnel; that is, allow the vacuum filtration system to draw air through the crystals until the mass of the crystals remains relatively constant. Place the benzoic acid in your drawer and allow it to dry completely. 9. While the benzoic acid is drying, evaporate the water from the aqueous CuSO4 s olution. Remember to add a magnetic stir bar to your flask to lower the risk of spattering. 10. Note the appearance of your CuSO4, and, if possible, record the mass of the CuSO4 that you obtained. 11. After allowing the benzoic acid crystals to dry for a week, determine the mass and the melting point of the benzoic acid. Experimental Report Write an â€Å"experimental† describing the procedure that you followed to recrystallize the benzoic acid. A first draft of the experimental is due one week after steps 1–10 have been completed. A final copy that includes the final mass and the melting point of the benzoic acid is due one week after step 11 is completed.

Marx and Freud: Comparing Their Views Of Human Nature Essay

In The Communist Manifesto, Karl Marx and Frederick Engels present their view of human nature and the effect that the economic system and economic factors have on it. Marx and Engels discuss human nature in the context of the economic factors which they see as driving history. Freud, in Civilization and Its Discontents, explores human nature through his psychological view of the human mind. Marx states that history ‘†¦is the history of class struggles’ (9). Marx views history as being determined by economics, which for him is the source of class differences. History is described in The Communist Manifesto as a series of conflicts between oppressing classes and oppressed classes. According to this view of history, massive changes occur in a society when new technological capabilities allow a portion of the oppressed class to destroy the power of the oppressing class. Marx briefly traces the development of this through different periods, mentioning some of the various oppressed and oppressing classes, but points out that in earlier societies there were many gradations of social classes. He also states that this class conflict sometimes leads to ‘†¦the common ruin of the contending classes’ (Marx 9). Marx sees the modern age as being distinguished from earlier periods by the simplification and intensification of the class conflict. He states that ‘Society as a whole is more and more splitting up into two great hostile camps†¦ bourgeoisie and proletariat’ (Marx 9). The bourgeoisie, as the dominant class of capitalists, subjugates the proletariat by using it as an object for the expansion of capital. As capitalism progresses, this subjugation reduces a larger portion of the population to the proletariat and society becomes more polarized. According to Marx, the polarization of society and the intense oppression of the proletariat will eventually lead to a revolution by the proletariat, in which the control of the bourgeoisie will be destroyed. The proletariat will then gain control of the means of production. This revolution will result in the creation of a socialist state, which the proletariat will use to institute socialist reforms and eventually communism. The reforms which Marx outlines as occurring in the socialist state have the common goal of disimpowering the bourgeoisie and increasing economic equality. He sees this socialist stage as necessary for but inevitably leading to the establishment of communism. Human beings, which are competitive under capitalism and other prior economic systems, will become cooperative under socialism and communism. Marx, in his view of human nature, sees economic factors as being the primary motivator for human thought and action. He asks the rhetorical question, ‘What else does the history of ideas prove, than that intellectual production changes its character in proportion as material production is changed?’ (Marx 29). For Marx, the economic status of human beings determines their consciousness. Philosophy, religion and other cultural aspects are a reflection of economics and the dominant class which controls the economic system. This view of human nature as being primarily determined by economics may seem to be a base view of humanity. However, from Marx’s point of view, the human condition reaches its full potential under communism. Under communism, the cycle of class conflict and oppression will end, because all members of society will have their basic material needs met, rather than most being exploited for their labor by a dominant class. In this sense the Marxian vie w of human nature can be seen as hopeful. Although human beings are motivated by economics, they will ultimately be able to establish a society which is not based on economic oppression. Freud, in Civilization and Its Discontents, presents a conception of human nature that differs greatly from that of Marx. His view of human nature is more complex than Marx’s. Freud is critical of the Marxist view of human nature, stating that ‘†¦I am able to recognize that the psychological premises on which the [communist] system is based are an untenable illusion. In abolishing private property we deprive the human love of aggression of one of its instruments†¦but we have in no way altered the differences in power and influence which are misused by aggressiveness, nor have we altered anything in its nature’ (Freud 71). Freud does not believe that removal of economic differences will remove the human instinct to dominate others. For Freud, aggression is an innate component of human nature and will exist regardless of how society is formulated. He sees human beings as having both a life instinct (Eros) and an instinct for destruction. In Freud’s view of human reality, the source of conflict, oppression, and destruction in human society is man’s own psychological makeup. Because of Freud’s view of human nature as inherently having a destructive component, he does not believe that a ‘transformation’ of humans to communist men and women will be possible. Marx’s belief that the current capitalist society will evolve into a communist society is not supportable under Freud’s conception of human nature because the desires of human beings are too much in conflict with the demands of any civilized society. This conflict does not exist because of economic inequalities, according to Freud, but rather because it is in human nature to have aggressive desires which are destructive to society. Freud’s approach to the possibility of reducing conflict among humanity focuses on understanding the human mind, the aggressive qualities of human nature, and how human beings’ desires can come into conflict with the demands of human society. He does not believe that the problems of human conflict, aggression, and destruction can be solved by a radical reordering of society as the philosophy of Marx suggests. Instead, Freud looks inside ourselves to explore these problems. At the close of his work, Freud states, ‘The fatef ul question for the human species seems to me to be whether and to what extent their cultural development will succeed in mastering the disturbance of their communal life by the human instinct of aggression and self-destruction’ (Freud 111). Freud does not offer any radical solutions to human aggressiveness, but rather sees it as something that humans must continually strive to overcome. He states ‘†¦I have not the courage to rise up before my fellow-men as a prophet, and I bow to their reproach that I can offer them no consolation†¦Ã¢â‚¬â„¢ (Freud 111). Freud can not offer some vision of a human utopia, but can only suggest that there is some possibility for the improvement of the human condition and society, but also warns that our success at overcoming destructive instincts may be limited. Marx offers a radical philosophy which also sees conflict as one of the constants of prior human existence. Unlike Freud, Marx believes that the aggressive and conflict-oriented aspects of human nature will disappear under the communist society which he sees as the inevitable product of capitalism. This is the hopeful element of Marx’s philosophy. However, if communism is not seen as inevitable or the possibil ities for reducing human conflict before a socialist revolution are considered, then Marx’s view of human nature locks humanity into constant conflict. If the future is to be like Marx’s version of history, then there is little hopefulness in this view of human nature. Works Cited Freud, Sigmund. Civilization and Its Discontents. Ed. James Strachey. New York: W.W. Norton, 1961. Marx, Karl and Frederick Engels. The Communist Manifesto. New York: International Publishers, 1994.

Definition of Instructional Words Used on Tests

Definition of Instructional Words Used on Tests Instructional words are very important, but they are often overlooked and misunderstood by students during exams and tests. It is important to know what is expected of you when you encounter words such as â€Å"analyze† or â€Å"discuss† on an exam. Valuable points can be earned or lost, depending on your understanding of instructional words shown here. Analyze: Take apart a concept or a process, and explain it step by step. You could encounter analysis questions in any discipline, from science to history. An analysis question is usually a long essay question.Comment: If a test question prompts you to comment on a fact or statement, you will need to explain the relevance of the fact or statement. For example, you could be prompted to comment on a particular amendment quoted in a government exam or comment on a passage that is quoted on a literature exam.Compare: Show likenesses and differences when you compare two events, theories, or processes.Contrast: Used for showing differences between two processes or theories, a contrast question could appear on a literature exam, a history exam, a science exam, and more.Define: Provide a definition of a key term you’ve covered in class. This is usually a short essay type of question.Demonstrate: If you are asked to demonstrate, you must provide proof of your answer by using an example . A demonstration could be a physical action, a visual illustration, or a written statement. Diagram: Demonstrate your answer by drawing a chart or other visual element to illustrate your points.Discuss: When a teacher instructs you to â€Å"discuss† a topic, he or she is trying to determine whether you understand both sides of an issue. You will need to demonstrate that you know the strengths and weaknesses of both sides. You should pretend that you are having a conversation with a friend and voicing both sides.Enumerate: Enumerating is providing a list in a particular order. When you enumerate a list of items, you may need to specify why items go in a particular order.Examine: If you are prompted to examine a topic, you will use your own judgment to explore (in writing) a topic and comment on significant elements, events, or acts. Provide your opinion and explain how or why you came to your conclusions.Explain: Provide an answer that gives a â€Å"why† response. Provide a complete overview of the problem and solution for a particular issue or process. This is a typical form of question used in science exams. Illustrate: If you are expected to illustrate a topic, you should use examples to show or explain a topic. Depending on the subject matter, you might use words, drawings, diagrams, or behavior to illustrate an answer.Interpret: Interpretation of a subject calls for the ability to read between the lines and draw conclusions. You will be expected to explain the meaning of an act, action, or passage in an interpretation.Justify: If you are asked to justify something, you will be expected to use examples or evidence to show why (in your opinion) it is correct. You must provide reasons for your conclusions and opinions.List: Lists are used in every discipline. In list questions, you must provide a series of answers. If you are expected to memorize a certain number of items for an exam, be sure to remember how many there are in total.  Outline: Provide an explanation with headings and subheadings. This is a common instruction word found on literature exams.Order: Provide a chronological or value-based answer by listing several items (terms or events) in the correct placement. You could be asked to place events in a certain order on a history exam, or you could be asked to put a scientific process in the correct order.   Prove: To prove an answer, you must use evidence (this could be numbers) or reasoning to solve a problem. Tests that require proof normally appear on science or math exams.Relate: Relate could mean a few different things on an exam: 1) You could be asked to show a relationship between two events or items by discussing their similarities, or 2) You could be required to provide a written account of something (as in literature).Review: If a test question prompts you to review a process or event, you should recall and repeat all the most important elements or facts that you learned about a specific topic in essay form.Trace: To trace an event or process, go over it in detail and explain it step by step. You could trace an event that occurred in history or you could trace a process in science.

Decide If Private School is Worth the Money

Decide If Private School is Worth the Money When assessing if private school is worth the money, its important to consider all the factors look at many students’ experiences at private school from a cost-benefit perspective and many come up with the conclusion that attending a private school does not in any way guarantee access to an Ivy League or equivalently competitive college.  There is no clear answer to the cost-benefit analysis of whether private school is â€Å"worth it,† but here are some ways to think about the equation. Examine Your Criteria Most articles that seek to answer the question about whether private school is worth the cost look at one factor; college admission. Particularly, many choose to look at admission  to a very selective bunch of schools, namely the Ivy League and other similar colleges and universities. However, these elite colleges and universities may not be the goal of all or even most private school parents and students. In fact, many private school graduates are fortunate to have the added bonus of working with highly qualified college counselors whose jobs are to help graduates find the best fit higher education institutions, and not the most prestigious. What good is an ivy league degree if youre not getting the support you need to succeed and do well? Yes, its true that  some private schools thrive on advertising the admission of their recent graduates into Ivy League and equivalent schools, but college admissions results can never sum up the true value of private school education. Does an ivy league education guarantee  success and fulfillment? Not always. But that isnt necessarily the one deciding factor to consider. Instead, parents and students who want to understand what a private school education offers them need to look at the process of the education and what it has provided students in order to prepare them for life after high school. Improved time management skills, increased independence, introduction to a diverse community and rigorous academics; these are just a few of the skills that private school students gain from their experiences that cant necessarily be captured by their college admission lists. Understand the True Value of Private School The benefits of a private school education may not always be summarized in the list of where recent graduates attended college. For example, one study found that the benefits of a boarding school education extended well beyond students’ senior year of high school and the college admissions process. The graduates of private boarding and day schools felt much better prepared for college than did public school students in the survey, and graduates of boarding schools achieved advanced degrees and career success to a greater extent than did the graduates of private day or public schools. Parents and students can often understand what private schools offer when they look at the complete trajectory of graduates’ education and careers. Want to learn more about life at an all-girls boarding school? Find the Best Fit for Your Child In addition, statistics and summaries of vast numbers of students do not always help you understand what type of education is best for your child. The best school for any child is the one that fits his or her needs. For example, if your child loves horseback riding or surfing or English poetry or another academic or extra-curricular interest, a certain school may provide him or her with the best environment for advancing his or her interests and development. It is by no means true that a private school is always better than a public school, and it is true that public schools can often be more diverse than many private schools. However, the cost-benefit analysis of any particular school must be carried out with a particular student in mind. The true value of a school is what it offers to that student, not just what it offers in terms of college admissions. The true value lies in what the school offers with regard to a student’s life-long learning. Applying to private school, despite the hefty price tag, might be the best thing youve done yet.

Outsourcing Essay Example | Topics and Well Written Essays - 250 words - 1

Outsourcing - Essay Example The wings are built in Japan, the seat upholstery and fabric in Russia, interior amenities in China etc. With regards to agreeing or disagreeing with the means of production that Boeing has chosen, it is the opinion of this author that such is a necessity to stay solvent and competitive in the current world economic model (Raassens et al 690). Although we may not like the result of outsourcing, the fact of the matter is that firms such as Boeing are forced to compete with government subsidized companies such as Airbus for world market penetration (Maidment 44). Boeing, a non-government subsidized firm must necessarily seek out each and every advantage it can find as a means of providing itself with a model to sell its product and continue to say solvent, relevant, and profitable. Hubbard, Thomas. "Chicago business Online." Is Outsourcing Really to Blame for the 787 Fiasco. N.p., 25  Jan.  2013. Web. 25  Jan.  2013. . Raassens, Nà ©omie, Stefan Wuyts, and Inge Geyskens. "The Market Valuation Of Outsourcing New Product Development." Journal Of Marketing Research (JMR) 49.5 (2012): 682-695. Business Source Premier. Web. 26 Jan.