How To Read Literature Like A Professor

How To Read Literature Like A Professor Using the table below, write a chapter summary in the center column for the corresponding chapter of Thomas Fosters How to Read Literature like a Professor (HTRLLAP). In the right column, consider how the chapter provides insight into Mary Shelleys Frankenstein. Provide support for and explain your connection to the novel. You are to include at least one quotation from Frankenstein in each Connection response (including MLA style citations). Type your answers directly into the chart (you may expand the boxes) and save electronically to be uploaded to turnitin.com. HTRLLAP Chapter HTRLLAP Summary Frankenstein Connection Chapter 1: Every Trip is a Quest Foster states the essential criteria for a quest: a character to embark on the quest, a destination, the initial reason for reaching the destination, difficulties faced on the way, and the actual reason to reach the destination. The character many times does not complete the initial assignment, instead achieving an increased understanding of themselves, which Foster explains is always the actual reason for a quest. Because of this, the protagonist is normally young and has not gained independence. The initial reason usually wanes with progression of the story. Had I a right, for my own benefit, to inflict this curse upon everlasting generations?I shuddered to think that future ages might curse me as their pest, whose selfishness had not hesitated to buy its own peace at the price perhaps of the existence of the whole human race. (Shelley 114-115) Assuming that Frankensteins quest was to create another being to accompany his monster so that the monster would leave Frankensteins loved ones unscathed, his initial assignment was uncompleted as he tore apart the being he was making. Instead, Frankenstein gains knowledge of where his priorities lie and how his loyalty to the human race prevailed over his own wants and needs. Chapter 6: When in doubt,à ¢Ã¢â€š ¬Ã‚ ¦ The effects of Shakespeares work on other authors are on hand for discussion in this chapter. Foster addresses the perpetual presence of Shakespeare in the minds of most writers, and how that causes them to at times build off of his work and use it as a foundation for their own. Foster also gives detail on how prevalent Shakespeare is in modern times in the form of quotes that one would be able to recognize even having never read his work. Also mentioned with regards to Shakespeare is intertextuality, or the indirect to direct communication between Shakespeare and later works, where the latter derives influence from Shakespeare. Seek happiness in tranquility, and avoid ambition, even if it be the only apparently innocent one of distinguishing yourself in science and discoveries. Yet why do I say this? I have myself been blasted in these hopes, yet another may succeed. (Shelley 152) The aspect of the novel which features the desire for knowledge, power and recognition is not unlike that of Macbeth in which the main character, like Frankenstein, desires something greater than he has, and loses a loved one(s) in the process of trying to control his future. Both characters die having not reached their goals, as the result of going too far in pursuit of them. Macbeth does not become king, as Frankenstein does not destroy his monster. Chapter 9: Its Greek to Me Foster addresses the role that myths can take on in a work of literature. Having faith in the myths that an author writes about is immaterial, he says, and what really contains importance is the way a myth or legend can provide substance for works that follow it. This works are not limited to writing, and include works of visual art, music, etc. Since myths can donate theme, imagery and other elements to subsequent works by other writers, Foster recommends that readers become familiar with mythology in order to enhance their understanding of literature. By degrees the calm and heavenly scene restored me, and I continued my journey towards Geneva. (Shelley 47) Persecuted and tortured as I am and have been, can death be any evil to me? (Shelley 124) These two quotes, along with the knowledge of what Frankenstein has done and where he has journeyed in reference to science, show the effect that it has caused upon him. Shelley calls Frankenstein a Modern Prometheus, and just as Prometheus went past the boundaries of man, so did Frankenstein, and the formers punishment was to have his liver eaten by an eagle, only to have it be restored overnight. This identifies with Frankensteins inner torture, temporarily muted by the peace of nature but always to return again. Chapter 10: Its More than Just Rain or Snow Atmospheric conditions in literature are not to be taken lightly, Foster expresses. Temperature and precipitation often have concealed purposes, no matter what the temperature or what type of precipitation. Rain is a common element used to alter the atmosphere and mood of a story, and can also be used as a plot device and unite characters that otherwise would have been unaffiliated. However, it can range in meaning from pertaining to Noahs Ark to symbolizing rebirth and restoration to showing that it affects all characters, regardless of their status or personality. Also mentioned are fog, which denotes bewilderment, and snow whose meaning is decided by the writer. à ¢Ã¢â€š ¬Ã‚ ¦we witnessed a most violent and terrible thunderstormà ¢Ã¢â€š ¬Ã‚ ¦I beheld a stream of fire issue from an old and beautiful oakà ¢Ã¢â€š ¬Ã‚ ¦I eagerly inquired of my father the nature and origin of thunder and lightningà ¢Ã¢â€š ¬Ã‚ ¦This last stroke completed the overthrow of Cornelius Agrippa, Albertus Magnus, and Paracelsus, who had so long reigned the lords of my imagination. (Shelley, 22-23) In this instance, rain was used as a plot device to indirectly cause the cessation of Frankensteins interest in the philosophers stone and Agrippa, Magnus and Paracelsus, and lead him onto other subjects concluding with the creation of his monster. He had initially been preoccupied with creation of a philosophers stone, but later with this event became convinced to turn his efforts elsewhere. Chapter 11: à ¢Ã¢â€š ¬Ã‚ ¦More than its Gonna Hurt You: Concerning Violence Foster next directs attention to the use of violence in literature. It can translate into a variety of meanings, and many times there is not just one meaning, but several. There are two forms of violence in literature: distinct injuries inflicted on the characters by themselves or other characters, and violence caused by the authors onto often multiple characters simultaneously; such as death and misfortune, used to continue the plot. Unlike violence in everyday life, literary violence always has meaning behind it, no matter how many purposes it serves. à ¢Ã¢â€š ¬Ã‚ ¦I had hardly placed my foot within the door, before the children shrieked, and one of the women fainted. The whole village was roused, some fled, some attacked me, until, grievously bruised by stones and many other kinds of missile weapons, I escapedà ¢Ã¢â€š ¬Ã‚ ¦ (Shelley 70-71) This event of violence aimed at the monster convinced him that he would never be accepted in a human society due to its tendency to prejudge him based on his appearance, which increased his resentment for Frankenstein for creating him that way. It also meant that he would have to learn human etiquette and language before trying to interact with humans, leading to his endeavor with De Lacy and his family. Chapter 12: Is that a Symbol? Symbols are prevalent in this chapter, as Foster elaborates on how they are to be understood. Foster states that one dilemma to arise regarding symbols is that at times readers will expect them to possess only one meaning, when in fact if this were true they would be known as allegories and not symbols. Also at hand is the tendency for readers to assume that symbols are only introduced as images and tangible items rather than occurrences and activities. It would aid readers to refer to their prior experience with symbols in literature while focusing on the meaning of a symbol. One day, when I was oppressed by cold, I found a fire which had been left by some wandering beggars, and was overcome with delight at the warmth I experienced from it. In my joy I thrust my hand into the live embers, but quickly drew it out again with a cry of pain. How strange, I thought, that the same cause should produce such opposite effects! (Shelley, 69) The fire in this scene is related to the light associated with knowledge and scientific advancement, and symbolizes the ambivalence of scientific progress: it can give comfort when admired from a distance, but when one approaches it too closely it causes pain and destruction. Chapter 13: Its all political First expressed in this chapter are the disadvantages of political writing: how it can at worst be elementary, pompous, and colorless. However, at best it can be thought-provoking and engaging. Traces of political writing can be found in many works, but not all. The cause for this rests in the fact that writers often take heed to the world around them, which includes the political circumstances of their time. I would willingly afford you every aid in your pursuit; but the creature of whom you speak appears to have powers which would put all my exertions to defiance. Who can follow an animal which can traverse the sea of ice, and inhabit caves and dens, where no man would venture to intrude?' (Shelley 139) This quote, spoken by the magistrate in response to Frankenstein, expresses how uncontrollable the monster is and how futile would be the efforts made against it. The monster is a symbol of a political leader in possession of absolute power, and Shelley expresses in the novel the dangers associated with these rulers. Chapter 19: Geography really matters Foster clarifies that writers are obligated to choose where their stories take place. Some fabricate the location, while others elect to use a pre-existing location. This may be essential to the plot, and it not limited to city or town; but rather may include people and other aspects of society. Geography in literature centers more on the relationship that a group has with its physical surroundings, and can advance the plot while also indicating themes and symbols. Foster states that when a character travels south, usually it is so that they can rebel. This rebellion is to communicate with the characters subconscious. My courage and perseverance were invigorated by these scoffing words; I resolved not to fail in my purpose; and, calling on heaven to support me, I continued with unabated fervour to traverse immense deserts, until the ocean appeared at a distance, and formed the utmost boundary of the horizon. (Shelley, 143) At this point in the story, the geography advanced the plot by affecting Frankensteins situation and causing it to become desperate because of the climate and surroundings which did not allow him to comfortably survive, unlike his monster, who was physically fit for the conditions. As they ventured further north, the geography caused Frankenstein to become trapped on a floating, melting block of ice, which caused him to finally encounter Waltons vessel. Chapter 20: So does season Foster calls to attention in this chapter the importance of season. The use of seasons in a work of literature for meaning has been around since the days of mythology, and each season has certain qualities associated with it. Summer is identified with courtship and maturity, winter with senility, death, and bitterness, spring with prime and youth, and autumn with fatigue and harvest. However, this is not set in stone and writers may make alterations to the meanings of seasons. Seasons, and the circumstances that accompany them, may be used to cause emotion to many characters. As I still pursued my journey to the northward, the snows thickened, and the cold increased in a degree almost too severe to supportà ¢Ã¢â€š ¬Ã‚ ¦The rivers were covered with ice, and no fish could be procured; and thus I was cut off from my chief article of maintenance. (Shelley 142-143) As Foster says and Shelley proves, winter in literature is a season of hardship and old age, as Frankenstein endures the last season of his life, which weakens him greatly before he finally dies. His monster dies in winter as well, having suffered not physically but emotionally to the point where after Frankensteins death, he has no other purpose left but to die himself. Chapter 21: Marked for Greatness Addressed in this chapter are the physical imperfections that may identify a character. They inform the audience of something that needs to be known about the character, whereas in real life they have no real meaning. To differ the main character from the rest of the characters would always provide multiple opportunities for the writer, and the hero of a story always has something that sets him apart. Distinguishing marks on characters are not important for every work, but since it is more difficult for a writer to include such a character in his story, many times the deformity possesses meaning. Why do you not execrate the rustic who sought to destroy the saviour of his child?I, the miserable and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on. Even now my blood boils at the recollection of this injustice.' (Shelley 155) In this quote the monster further reveals his feelings of isolation from humankind and subsequent frustration and misery. If the monster looked as an average human would look, he would have had no desire for revenge against Frankenstein for creating him, and would not have been alienated from society. The monster received his features, height and strength because it would set him apart from everyone else and allow him to commit acts that other humans would not be capable of. Chapter 22: Hes blind for a reason, you know Foster in this chapter calls attention to characters with little or no vision, and the usual reason for their inclusion in literature. Introducing blind characters into a story means that the writer has to decide what the effects of their blindness are, on them and on every other character that they interact with. This usually means that the concept of sight is of prominence in the story, but this can also be true even when blindness is not featured. In what he names the Indiana Jones Principle, Foster expresses that any abnormal quality pertaining to a character must be addressed by the author before that quality becomes relevant. I am blind, and cannot judge of your countenance, but there is something in your words which persuades me that you are sincere. I am poor, and in exile, but it will afford me true pleasure to be in any way serviceable to a human creature. (Shelley, 91) This quotes comes from the conversation that the monster had with De Lacy before being driven from him by Felix, and shows how De Lacy saw the monsters true personality and intentions like no other human being because of his inability to view the monsters physical features. Like other examples mentioned by Foster, this situation is ironic and demonstrates how the blindness of one person gives him the sight that those with functioning eyes did not possess. Chapter 25: Dont Read with your Eyes The importance of having an open perspective while reading is at hand in this chapter, as Foster tells readers to see the reason for certain events in a story. While no one can forego all attachment to their own values and ideals, too much of this can in fact hinder the understanding and enjoyment that are supposed to be received. Openness can be achieved when one takes into account the situations that the author was writing in. I confess to you, my cousin, that I love you, and that in my airy dreams of futurity you have been my constant friend and companion.(Shelley, 130) The knowledge that Frankenstein and Elizabeth are both biologically related and betrothed at this point in time would startle some, as such a union is considered by most to be inappropriate. However, with some knowledge of nineteenth century society one would realize that it was not uncommon then, and that nineteenth century readers would have thought nothing of it.

Summary Of The Power And The Glory English Literature Essay

Summary Of The Power And The Glory English Literature Essay à ¢Ã¢â€š ¬Ã‚ ¦I am a bad priest and a bad man' (Greene 126). In Graham Greenes The Power and the Glory, the main character, an unnamed priest, admits that he is a bad priest. The reader first encounters the priest when the priest is waiting for a boat to Vera Cruz because he is on the run from the police. The novel takes place during a time when the state is trying to eliminate Catholicism. At first, the priest seems like a devoted Catholic who is just trying to spread his faith and help others. However, the priest does not set the greatest example for fellow Catholics; in fact, Greene sometimes even refers to him as a whiskey priest. He spends a lot of time in a state of self-pity. He examines his decisions and actions and realizes that he is in a state of mortal sin; however, he does nothing to change his situation. Not only does he have an alcohol addiction, but he also commits adultery. By the end of the novel the priest grows in his own relationship with God; however, he does n ot set a good example for other Catholics. A priest should strive to give guidance and assistance to others, especially during a time when authorities are trying to eradicate religion. Although the priest seems to grow strongly in his faith by the end of the novel, he exemplifies a bad priest. Throughout the novel, the priest admits to himself and others that he has committed grave sins; however, he does not attempt to correct his mistakes. Early on, Graham Greene reveals that the priest commits adultery about six years prior to the novels setting. This grave sin results in Brigitta, the priests illegitimate daughter. When referring to his act of adultery he admits that fear and despair and half a bottle of brandy and the sense of loneliness had driven him to an act which horrified him (Greene 66). Although he knows he has done wrong, the priest cannot stop thinking about his illegitimate daughter all through the novel. When his execution is imminent, he finds that he cannot repent for this sin. In addition, his love for his daughter leaves him incapable of praying for anyone else, but in the moment of prayer he switched back to his childà ¢Ã¢â€š ¬Ã‚ ¦and he knew it was for her only that he prayed (Greene 208). His sin distracts him from his priestly duties, and he is una ble to ask forgiveness. The priest also has a very noticeable drinking problem; in fact, other characters sometimes refer to him as the whiskey priest. He frequently carries a bottle of brandy while he is on the run from the authorities. When he must miss a boat to Vera Cruz to help a boy and his mother, he says, Give me the brandy,' and then he [takes] a long pull at it (Greene 17). The priest drinks a substantial amount of brandy before tending to a dying woman. It seems that he needs alcohol to help him continue his priestly duties; a priest should not need alcohol to help him follow his duties. He continues to drink excessively, even on the day before the authorities execute him; without thinking what he [is] doing, he [takes] another drink of brandy (Greene 207). The priest realizes that he has a drinking problem; however, he does not attempt to fix it, and he continues drinking until the morning of his execution. A whiskey priest that cannot repent for committing adultery is n ot a good priest. When the priest performs a good deed, he usually does so with reluctance; he acts as though someone is forcing him to carry out a good deed. When a boy asks the priest to help his dying mother, he does not want to go, but [he] [gets] up as though unwillingly he [has] been summoned to an occasion he [cannot] pass by (Greene 16). Reluctantly, as if he has no choice, the priest agrees to accompany the boy back to his house. As he leaves he says, It always seems to happen. Like this; this implies that he always seems to get pulled back to his priestly duties unwillingly (Greene 16). The word always indicates that the priest has responded to a similar situation in the same manner. It is good that the priest ultimately decides to help the boy; however, it does not seem very priest-like to be so reluctant when a situation like this occurs. The whiskey priest sometimes finds himself thinking that he has made the wrong decision in becoming a fugitive. At times, he thinks that it may have been more beneficial to follow Padre Joses example and surrender to the states demands. Near the end of the book, when the lieutenant captures him, the priest begins to think about the pain that is in store for him, and wonders if it is too late for him to renounce his priesthood like Padre Jose. He mulls over the fact that the authorities have not given him a chance to renounce his faith; perhaps if he suggested it himself, he would escape yet (Greene 209). The priest regrets refusing the states conditions regarding his faith. It is good that the priest evades arrest and attempts to help people; however, he does so reluctantly, which gives the impression that he takes no joy in helping others if it is inconvenient for him. Regardless of the spiritual realizations that the unnamed priest has, his actions and decisions indicate that he is a bad priest. He sets a bad example for anyone that looks to him for guidance; he even admits this multiple times throughout the novel. He is far from being an exemplary priest, which is someone that that observes his vows and follows the commandments. It is impossible, of course, to be perfect; however, the priest makes a weak attempt at being a good priest. He has a constant sense of self-pity and uselessness. He even refers to himself as a bad priest and a bad man. After recognizing his sins of drinking and adultery, he should be able to submit completely to God and repent. His illegitimate child prevents him from asking forgiveness for committing adultery, and he does not even attempt to stop drinking. Although he tries to perform his priestly functions whenever possible, his constant sin sets a bad example for people who might look to martyrs for inspiration. The w oman who the priest has an affair with says, Suppose you die. Youll be a martyr, wont you? What kind of a martyr do you think youll make? Its enough to make people mock (Greene 79). The unnamed man sets a bad example for others and is a bad priest.

The Perils of Obedience by Stanley Milgram Essay -- Stanley Milgram T

â€Å"The Perils of Obedience† was written by Stanley Milgram in 1974. In the essay he describes his experiments on obedience to authority. I feel as though this is a great psychology essay and will be used in psychology 101 classes for generations to come. The essay describes how people are willing to do almost anything that they are told no matter how immoral the action is or how much pain it may cause.   Ã‚  Ã‚  Ã‚  Ã‚  This essay even though it was written in 1974 is still used today because of its historical importance. The experiment attempts to figure out why the Nazi’s followed Hitler. Even though what he told them to do was morally wrong and they did it anyway. If this essay can help figure out why Hitler was able to do what he was then able to do, then maybe psychologists can figure out how to prevent something like that from happening again.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Perils of Obedience† is about an experiment that was made to test the obedience of ordinary people. There are two people who come and perform in the lab, one is the subject or the teacher and the other is an actor or the learner. The teacher doesn’t know that the learner is an actor. They are there to see how far someone would go on causing someone pain just because they were told to do so the authority figure. The learner is given a list of word pairs and has to memorize them. Then he has to remember the second word of the pair when he hears the first word. If he is incorrect the â€Å"teacher† will shock him until he gets it rig...

Essay --

Impact of marketing on Agricultural Products Introduction Agriculture is the backbone of Pakistan’s economy because it fulfills the basic necessities of life also it provides the employment opportunities and livelihood to 62% of population. It contributes 21% to total GDP and 80% products that are being exported are agro based. (Agri Punjab). Pakistan has plenty of natural resources so people of rural areas put their whole efforts in exploring these and producing the agricultural products from those. So if it will be managed effectively than it becomes the biggest source of reducing the poverty in Pakistan. Agricultural sector in Pakistan is growing in Pakistan from time to time but this growth is not much satisfactory for us because of many factors like increasing rate of population, inefficient water storage and natural calamities that affects the Pakistan each year in the form of flood etc. Agricultural productivity can be enhanced by using the latest technology or by cultivating the more land for production purposes; this will c ause the reduction in scarcity of food and reduce poverty. Using the latest technology avoid the diseases of crops and make better the agricultural production. (Abdul & Aqeel, 2007) Efforts are now being started to improve this sector as many of biotechnology institutes have been established. If the proper technology and scientific approaches will be used then it could make the agricultural system one of the best systems. The fertilizers and pesticides costs are increasing day by day that leads to decline in crops (Mohammad). Agriculture contributes major in economic development of Pakistan that contributions includes export of rice and cotton gives 65% of total foreign exchange earnings, as the popula... ...structured questionnaires as well as through documents like policy strategies, guidelines and reports. Stratified random sampling was used and 3 groups were selected to collect data from each district. Interviews were made from producers, traders and NGO’s. it was concluded from study that the improvement in marketing system is most important, different changes/techniques were recommended for 3 districts. For example for Dehana district (proper utilization of resources, soil conservation, moisture management, improved seeds), for Arrero District ( improvement of rangeland, livestock marketing system, cooperatives should be encouraged) and for Goro district (Livestock production should be improved, better road network, marketing monitoring from government and better market information system). In short proper system of marketing was recommended from this research. Essay -- Impact of marketing on Agricultural Products Introduction Agriculture is the backbone of Pakistan’s economy because it fulfills the basic necessities of life also it provides the employment opportunities and livelihood to 62% of population. It contributes 21% to total GDP and 80% products that are being exported are agro based. (Agri Punjab). Pakistan has plenty of natural resources so people of rural areas put their whole efforts in exploring these and producing the agricultural products from those. So if it will be managed effectively than it becomes the biggest source of reducing the poverty in Pakistan. Agricultural sector in Pakistan is growing in Pakistan from time to time but this growth is not much satisfactory for us because of many factors like increasing rate of population, inefficient water storage and natural calamities that affects the Pakistan each year in the form of flood etc. Agricultural productivity can be enhanced by using the latest technology or by cultivating the more land for production purposes; this will c ause the reduction in scarcity of food and reduce poverty. Using the latest technology avoid the diseases of crops and make better the agricultural production. (Abdul & Aqeel, 2007) Efforts are now being started to improve this sector as many of biotechnology institutes have been established. If the proper technology and scientific approaches will be used then it could make the agricultural system one of the best systems. The fertilizers and pesticides costs are increasing day by day that leads to decline in crops (Mohammad). Agriculture contributes major in economic development of Pakistan that contributions includes export of rice and cotton gives 65% of total foreign exchange earnings, as the popula... ...structured questionnaires as well as through documents like policy strategies, guidelines and reports. Stratified random sampling was used and 3 groups were selected to collect data from each district. Interviews were made from producers, traders and NGO’s. it was concluded from study that the improvement in marketing system is most important, different changes/techniques were recommended for 3 districts. For example for Dehana district (proper utilization of resources, soil conservation, moisture management, improved seeds), for Arrero District ( improvement of rangeland, livestock marketing system, cooperatives should be encouraged) and for Goro district (Livestock production should be improved, better road network, marketing monitoring from government and better market information system). In short proper system of marketing was recommended from this research.

Sexual Harassment in the Workplace Essay -- Quid pro quo harassment, h

The workplace is an environment where one should always feel safe. That sometimes is not the case. There has been a great increase in sexual harassment lawsuits and claims in the workplace since the Anita Hill and Clarence Thomas controversy in 1991. Sexual harassment is any unwanted and offensive sexual advances or sexually derogatory or discriminatory remarks. The law currently recognizes two types of sexual harassment in the workplace. Quid pro quo harassment and hostile environment harassment. "Hostile environment" involves making unwanted sexual advances or other verbal or physical contact with the goal of reasonably obstructing an individuals work performance or alternatively effectuating and intimidating, hostile or formidable working environment (Sexual Harassment, 2014). "Quid pro quo" harassment involves harassment from supervisors and occurs when bosses use their authority to coerce employees, either with threats or rewards into having a sexual relationship. Non-supervisors, by the definition, cannot engage in quid pro quo harassment. In this paper I intend to explain both types of harassment that take place in the workplace. I will also focus on different ways that an employer (manager, supervisor) can do to prevent sexual harassment claims. If your firm is sued for sexual harassment, you will not recover legal costs, the cost to your reputation or the extensive time required to prepare for trial, even if you win the case. Thus, it's far better to take steps to prevent sexual harassment and minimize your liability if such a claim should arise (National Women's Law Center, 2015). Hostile Environment Harassment The first form of sexual harassment falls under the ?hostile environment category?. Thi... ...e Huffington Post (February 19, 2015) the number of sexual harassment cases filed with the EEOC in 2014 was 26,027(Vagianos, 2015). Employers need to always take all precautions to prevent a lawsuit . They need to make sure that they have visible standards about harassment polices so all employees can understand what sexual harassment is. Bibliography "Sexual Harassment" The EEOC. 2014. Web. 2 June 2015. http://www.eeoc.gov/laws/types/sexual_harassment.cfm "Sexual Harassment in the Workplace" National Women's Law Center, 2015. Web. 2 June 2015. http://www.nwlc.org/our-issues/employment/sexual-harassment-in-the-workplace Vagianos, Alanna. "1 In 3 Women Has Been Sexually Harassed At Work" The Huffington Post. Feb. 19, 2015. Web. 7 June 2015. http://www.huffingtonpost.com/2015/02/19/1-in-3-women-sexually-harassed-work-cosmopolitan_n_6713814.html

Critical Thinking and Some Thoughts: Scenario Cadet Colleges in Bangladesh

â€Å"What is the relation between critical thinking in education and good governance†? The participants of the workshop, just like I, seemed to be a bit puzzled and confused hearing the question from the facilitator, Dr. Alan Klien. I was attending a workshop on Critical Thinking last year in BRAC CDM at Savar. Around 35/40 secondary school teachers from different parts of Bangladesh were attending the workshop. It was quite a lively one and at the same time very interesting. The question of Dr. Klien did put us in a kind of perplexity for some time being. But at the end of the workshop, everybody could understand how important critical thinking is in respect to fulfilling the demand of the day. At the same time there was a bitter realization in me that we are not at all helping our cadets in this regard. Critical Thinking What is critical thinking? There are a variety of answers to that question, but most experts agree that it includes the ability for a person to use his/her intelligence, knowledge and skills to question and carefully explore situations to arrive at thoughtful conclusions based on evidence and reason. A critical thinker is able to get past biases and view situations from different perspectives to ultimately improve his/her understanding of the world. Critical thinking is not necessarily â€Å"critical† and negative. In fact, it would be more appropriate to term it as evaluative thinking instead of good thinking. The result of evaluation can range from positive to negative, from acceptance to rejection or anything in-between. In essence, critical thinking is a disciplined manner of thought that a person uses to assess the validity of something: a statement, news story, argument, research, etc Peter Facione, a Dean at Santa Clara University, has commented nicely about critical thinking and the ideal critical thinker: â€Å"We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological or contextual considerations upon which that judgment is based. Since this includes almost all types of logical reasoning,] CT is essential as a tool of inquiry. As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society. † Critical thinking is not a recent idea. In fact, it dates back to the days of Socrates, the great master. Around 2500 years ago, Socrates established the importance of asking deep questions that probe profoundly into thinking before we accept ideas as worthy of belief. He established the importance of seeking evidence, closely examining reasoning and assumptions, analyzing basic concepts, and tracing out implications not only of what is said but of what is done as well. His method of questioning is now known as â€Å"Socratic Questioning† and is the best known critical thinking teaching strategy. Socrates’ practice was followed by the critical thinking of Plato, Aristotle, and many other Greek scholars. In the Renaissance (15th and 16th Centuries), a good number of scholars in Europe began to think critically about religion, art, society, human nature, law, and freedom. Descartes’ Rules for the Direction of the Mind and Sir Thomas Moore’s Utopia, showed that every domain of the present world was subject to critique. In the Italian Renaissance, Machiavelli’s The Prince critically assessed the politics of the day, and laid the foundation for modern critical political thought. Thus critical thinking has always been given importance for intellectual development. Critical Thinking in education Critical thinking is considered important in the academic fields because it nables one to analyze, evaluate, explain, and restructure their thinking, thereby decreasing the risk of adopting, acting on, or thinking with, a false belief. John Dewey, one of the famous educational leaders, recognized that a curriculum aimed at building thinking skills would be a benefit not only to the individual learner, but to the community and to the entire democracy. Dewey emphasized the significance of critical thinking in learning. There are two meanings to t he learning. The first occurs when learners (for the first time) construct in their minds the basic ideas, principles, and theories that are inherent in content. The second occurs when learners effectively use those ideas, principles, and theories as they become relevant in learners' lives. This is a process of application. Good teachers cultivate critical thinking (intellectually engaged thinking) at every stage of learning, including initial learning. The key is that the teacher who fosters critical thinking fosters reflectiveness in students by asking questions that stimulate thinking essential to the construction of knowledge. Critical thinking skills give students the ability to not only understand what they have read or been shown but also to build upon that knowledge without incremental guidance. It is not simply rote memorization or the ability to absorb lessons unquestioningly. When rote memorization takes precedence over problem solving, logic, and reason, students suffer. There was a time when educators believed that content knowledge was enough for students to succeed. For the most part the information that students learned in school was the same information that their parents learned. Today, however, all of that is changing. The increasing power of technology has created a world where information changes quickly, and new ideas can be distributed and adapted almost instantaneously. It has been seen in a survey that what a student learns in the first year of his graduation course, becomes outdated in the third year. That shows how important it is today that students learn critical thinking skills, so they can be both the inventors and the critics of the new information. Teaching students to think critically is incredibly rewarding for the teachers also because what he/she provides to students is the opportunity for them to understand and take charge of their learning and their lives. Helping students develop critical thinking skills will also have an impact on the classroom. Students will approach the material in a more thoughtful and effective manner, they will ask more and better questions and will participate in the learning process. Students will also develop the skills necessary to evaluate the resources that they consult for research purposes. The benefits to students are innumerable. Developing critical thinking can change a student's life. Students will develop higher order thinking abilities necessary for academic and job success. But more importantly, students will expand the perspectives from which they view the world. Critical thinking skills will help them navigate the important decisions in learning and in life. The Critical Thinking Community says, â€Å"Critical thinking is the art of taking charge of your own mind. Its value is simple: if we can take charge of our own minds, we can take charge of our lives. How to integrate Critical thinking in the process of education Once we acknowledge that critical thinking is an important skill, the question comes can we teach it? The answer is, undoubtedly â€Å"yes†. Thinking can be taught and furthermore that it must be taught in a directed manner providing students with practice evaluating ideas. As teachers, we can very well influence whether a student will lea rn critical thinking skills in our classes. Teaching critical thinking is nothing but helping students discover the answers by themselves. Critical thinking can occur whenever one judges, decides, or solves a problem; in general, whenever one must figure out what to believe or what to do, and do so in a reasonable and reflective way. Reading, writing, speaking, and listening can all be done critically or uncritically. It is a way of taking up the problems of life. When anyone improves his/her critical thinking skills, it helps to increase problem solving-skills and deep-thinking elements. All of these skills relate to one part of the brain, and the more one use them the easier it will be to apply them. The list of core critical thinking skills includes observation, interpretation, analysis, inference, evaluation, explanation, and meta-cognition. Irrespective of the context or discipline â€Å"a well-cultivated critical thinker†: †¢raises important questions and problems, formulating them clearly and precisely †¢gathers and assesses relevant information, using abstract ideas to interpret it effectively †¢comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards †¢thinks open-mindedly within alternative ystems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences †¢communicates effectively with others in figuring out solutions to complex problems, without being unduly influenced by others' thinking on the topic. Critical thinking is an important element of all professional fields and academic disciplines. The concepts and principles of critical thinkin g can be applied to any context or case but only by reflecting upon the nature of that application. Thus there may be critical thinking such as anthropological thinking, sociological thinking, historical thinking, political thinking, psychological thinking, philosophical thinking, mathematical thinking, chemical thinking, biological thinking, ecological thinking, legal thinking, ethical thinking, musical thinking, thinking like a painter, sculptor, engineer, business person, etc. In other words, though critical thinking principles are universal, their application to disciplines can be contextualized. A teacher of any subject who insists on accuracy and a rational control of all processes and methods, and who holds everything open to unlimited verification and revision, is cultivating that method as a habit in the pupils. The art of Socratic questioning is intimately connected with critical thinking because the art of questioning is important to excellence of thought. What the word â€Å"Socratic† adds to the art of questioning is systematic way, depth, and an abiding interest in assessing the truth or plausibility of things. Both critical thinking and Socratic questioning share a common end. Critical thinking provides the conceptual tools for understanding how the mind functions in its pursuit of meaning and truth; Socratic questioning employs those tools in framing questions essential to the pursuit of meaning and truth. The goal of critical thinking is to establish an additional level of thinking to our thinking, a powerful inner voice of reason, that monitors, assesses, and reconstitutes—in a more rational direction—our thinking, feeling, and action. Integrating Socratic questions in the following manner in the classroom help develop active, independent learners. 1) Getting students to clarify their thinking e. g. , ‘Why do you say that? ’, ‘Could you explain further? 2) Challenging students about assumptions e. g. , ‘Is this always the case? ’, ‘Why do you think that this assumption holds here? ’3) Evidence as a basis for argument e. g. , ‘Why do you say that? ’, ‘Is there reason to doubt this evidence? ’4) Alternative viewpoints and perspectives e. . , ‘What is the counter argument for? ’, ‘Can/did anyone see this another way? ’5) Implications and consequences e. g. , ‘But if what happened, what else would result? ’, ‘How does†¦.. affect†¦? ’ 6) Question the question e. g. , ‘Why do you think that I asked that question? ’, ‘Why was that question important? ’, ‘Which of your questions turned out to be the most useful? ’ A set of activities associated with improvement in higher order thinking skills can be emphasized during classroom teaching: analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation †¢ working on papers or projects that required integrating ideas or information from various sources †¢ putting together ideas or concepts from different courses when completing assignments or during class discussion †¢ synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships †¢ making judgments about the value of information, arguments or methods, such as examining how others gathered and interpreted data, and assessing the soundness of their conclusions †¢ examining the strengths and weaknesses of one’s own views on a topic or issue Critical Thinking and the education system in Bangladesh Education should enable a human being to attain the greatest possible harmony, internal and external, spiritual and material, for the fullest possible development of human potentialities and capacities. It is generally felt that our educational system has not followed the desired aims as a result that it does not produce ideal citizens in the country. It has followed, rather a narrow aim of preparing individuals for livelihood. If we want our students to effectively deal with the tremendous challenges of the 21 century, we must begin teaching students to discipline their own thinking. Teachers must move beyond rote and merely active engagement, and work toward transforming how students reason through complex issues, to look beyond easy answers. We must teach students that the only way to learn a subject or discipline is to learn to think within the logic of it, to focus on its purposes, questions, information, to think within its concepts and assumptions. We need to make them understand how can we hope to thoughtfully address the economic issues, conflicts, world poverty, and many other pressing concerns that trouble our planet, if we don't think seriously? We can't. To effectively deal with these issues, we must cultivate the spirit of critical thinking throughout human societies. The quality of our life and all of the decisions we make depend on the quality of thought and undoubtedly it can improve the condition of the country, too. For students to learn content, intellectual engagement is crucial. All students must do their own thinking, their own construction of knowledge. Good teachers recognize this and therefore focus on the questions, readings, activities that stimulate the mind to take ownership of key concepts and principles underlying the subject. Teaching critical thinking, especially, in the perspective of our country, can be challenging. Here students have so far, got very little chance to do things by themselves. As a result they have grown a tendency to depend on the teacher and rarely give any time for thinking. They become used to rote memorization. Finally when the students go for higher education or later in job and start facing challenges, they feel helpless. Considering the prevailing examination system, it appears to be very difficult to make students practice on critical thinking, but not impossible at all. We have to grow a habit as well as interest in the students for critical thinking. Otherwise how do educators instill in students a desire to think? For logically if there is no desire to think, it becomes much more challenging to improve the critical thinking in students. Recently creative type question method has been introduced in the country. Trainings are taking place. What I have heard so far is that there is almost no directive in those training sessions to prepare the students for this new system. It seems to be ridiculous. When a new system is introduced, the students must be given clear ideas because they are the guinea pigs in any new system in Bangladesh. They must know how to write these new set of questions properly. But without making the students involved in the thinking process and only training teachers to set up creative type question paper is not enough. We have to prepare our students in such a manner so that they can utilize their thinking power in all levels. Again, already there have been lot many guide books on creative type questions that have been published and not only the students but also the teachers are taking help from them. So what is the result? Though it is creative system, the students are memorizing answers and following the same traditional method. In many developed countries, Critical Thinking is taught as a different course. As it is not possible in our country right now, we can slowly change our teaching style, or better to say, add some components of critical thinking in our teaching. The teachers can infuse some questions with the regular teaching that may help cadets to think critically. Once they become used to it, they will start evaluative thinking and can get deeper into context. Besides, this habit will help him to judge situations and take the right decision without depending on others or acting impulsively. Now the question is, how much important it is in the perspective of cadet colleges and how can it be implemented. In cadet colleges we say that we are creating leaders, that we are producing all rounder. But I think it is high time we need to think about what we actually are doing. It is true that many cadets are showing good performances after passing out from Cadet College. But what is the percentage? Is it satisfactory compared to the past? Challenges have increased in the 21 century. Are we really making our cadets competent enough to face challenges for the 21 century? It is important that we need to prepare our cadets to use logic and thus become good citizens. We need to make the cadets aware of the true aim of education, think independently and get prepared to face the challenges ahead. The true aim of education is not only to pass the exam, rather to make people capable of facing challenges, to cultivate creative intelligence required for adaptation to changes in the social environment i. e. ‘adaptability'. In many countries the teachers are talking about encouraging students for critical thinking. But in our country we are still dependent on lecture method. There is almost no participation of students. I personally believe that there is a strong relation between critical thinking and student centered teaching. Unless you give your students the scope to talk, to xpress their mind and you remain active all the time keeping your students passive, you can never teach them how to think for themselves, let alone think critically. The students will totally depend on the rote memorization and suffer in the long run, blaming the teachers o r the education system later that they were not given any chance to cope up with or face challenging situations. It is true that our education system is also to be blamed for this. But in cadet colleges where we claim to be the makers of leaders, we must bring a change in our approach of teaching that can bring a different dimension and differentiate the cadet colleges from other institutions. If we don’t do this, cadet colleges will remain as simple as educational institutions with some extra and co curricular activities.

Chromatography

Student bring in Amal Al-HamdaniT apieceer happen upon Alia AlfiGroup name 2Year 2018Chromatographyisa corporal method apply in science laboratoryfor time interval ofa mixture of chemic substance substances into its individual comp unrivalednts, so that the individual roles brush off be thoroughly analyzed.it has numerous applications inbiologicalandchemicalfields.itis widely commitd inbiochemicalresearch for the separation and identification ofchemical compoundsof biological origin.Chromatographyconsists of deuce human bodyamobile phase(a liquid or a gas), which fall stilts withthestationaryphase, and astationaryphase(a solid) .the stationary phase has trusted carnal and chemical characteristic that ply it to interact in various ship office with varied compound .A prevalent types ofstationaryphase be ion vary chromatography, Affinity Chromatography, Gas Chromatography, liquid Chromatographyetc.Gas ChromatographyGas Chromatography(GC)or,gas-liquid chromatography ( GLC)is a usefultooltechniquethat, al dispiriteds us to sepa lay and identify individual components in the mixture.also, Gas Chromatography offer measure the assimilationof various components in the mixture for takes that drive volatilecomponentsand,sepa appreciate mixtureby adherence to a surface.Method 3590925369570000 A gas chromatograph uses a flow-through narrow tobacco pipe known as the tower, through which different chemical constituents of a prototype dart in a gas menstruum (carrier gas, mobile phase) at different grade dep arresting on their various chemical and physical properties and their interaction with a specific editorial filling, called the stationary phase. As the chemicals exit the end of the column, they are detected and identified electronically.The race of the stationary phase in the column is to sepa orchestrate different components, causing severally one to exit the column at a different time ( store time). otherwise parameters that can be use d to alter the order or time of retention are the carrier gas flow rate, For slip, internal standards it is commonly used way inGas Chromatography to calculatethe denseness of an analyte. for any particular detector, the congeneric answer bearr for theanalyte comparedto theinternal standards must be determined first. calibrating the absorbarity of the response factor for theanalyte comparedto theinternal standards requires making a series of the solutions with the same concentration of the standards, and a alter concentration of analyte.Plotting the response of the analyze relative to the standard (peak state of analyte/peak area of standards) versus the concentration of the analyte relative to the standard (analyte/ standard) should grow a straight -line graph whose slant in the response factor.C+O2? carbon dioxide +heatThis is a fast response and there a lot of physical method to irksome crush and s spinning top fast reactions for example rubyucing the temperature at which a reaction occurs i.e. cool things graduate.adding a reagent which will react with the remaining reactantUsing reagents that have a scummy surface area i.e. the substance is in large lumps.Using a catalyst the right(a) catalyst can slow down the rate at which a chemical reaction occurs.The rate of reaction for a concentrated strong acid with a concentrated strong base is scarce about affected by what three things the use of a catalyst, a change in temperature, a change in reactant concentration.We are going to use temperature temperature normally step on it the reaction and it also slow it down by cast downing the it be engender the rate and the temperature has a Positive relationship so if temperature is lofty the reaction press forward gain and if the temperature is low the reaction speed decrease and that is consort tovant Hoffs law,an increase in temperature will cause an increase in the rate of an decalescent reaction.The offspring of the temperature ca n be explained by the fact that increasing temperature will move the particles at higher(prenominal)(prenominal) speeds and the impact of the collisions hint to the interaction is large, which increases the speed of the reactionand also, at higher temperatures, higher percentages of collisions produce a chemical reaction because higher percentages of molecules have great velocity, and enough energy is available to react.explanatory examples tell the effect of temperature on the rate of chemical reaction rateIncreased temperature helps to speed the maturity date of diet.Increasing the pressure in the pressure vessels leads to an increase in temperature inside the so the food is cooked very quickly.Keeping food in the icebox help not to spoil it because the temperature of the icebox is low, and this leads to a decrease in the speed of geochemical reactions that cause food corruption.The temperature change in the chemical balanced reaction, leading to the interaction in the oppos ite rush, which cancels the effect of this change Interpretation In the case of heat-reactive reactionsI- blushfuluce the temperatureThe interaction is facilitated in the direction that reduces the effect of lowering the temperature (which reduces the effect of this effect), ie, the reaction in the direction that causes the increase in temperature is the random directionII-when upbringing the temperature.The interaction in the direction that reduces the effect of aggrandisement the temperature (which reduces the effect of this effect) is facilitated by the interaction in the direction that causes the temperature reduction and is the go up direction So, in the reaction I did chose it is a exothermic so when we raising the temperature it will slow down the reaction because it is exothermic and when it dose slow down the molecules in the reaction will be slower in moving and the collisions and if it was endo thermic the opposite will happen. And we cannot calculate the rate law beca use it is experimentally calculated so we can only write the rate low for the reaction C+O2? CO2 +heat Rate lowReferencesPage 1 Gas Chromatography. Linde AG. Archived from the original on 3 March 2012. Retrieved 11 March 2012. bound up to a b c d e f g h i j k l m n o p Harris, Daniel C. (1999).24. Gas Chromatography. Quantitative chemical analysis (Chapter) (Fifth ed.). W. H. Freeman and Company. pp.675712. ISBN0-7167-2881-8.Page 2Chromatography hunt club the web. Some interesting sites are listed below. pure tone that some of these sites go into more than more depth than is reasonable for this course. http//en. wikipedia. org/wiki/Chromatography http//ull. chemistry. uakron. edu/analytical/Chromatography/ http//orgchem. colourizeado. edu/hndbksupport/tender loving care/TLC. html this is for TLC similar to root http//users. rcn. com/jkimball. ma. ultranet/BiologyPages/C/Chromatography_ constitution. html http//jchemed. chem. wisc. edu/JCESoft/Programs/CPL/ judge/modules/paprc hrom/paprchromdesc. htm http//jchemed. chem. wisc. edu/JCESoft/Programs/CPL/Sample/modules/paprchrom/paprchromdesc. tm This site shows the color in of many of the food colorings and lakes http//www. dynemic. com/food%20colour. htm This site has modify and correct names for many of the colors. You can get the structures from the names with CRC or a good organic chemist. http//vm. cfsan. fda. gov/lrd/colorfac. html this is a general site with information on food colorings discusses difference between discolours and lakes result Extract the color from the candies 1. Label each of the beakers with one color of the candy. 2. Place one sample in each cup. 3. ascribe as few drops of water as possible (around 5) in each cup. 4. elicit carefully to extract as more than color as possible without move the white coating or the core group of the candy. 5. Remove the sample as briefly as the white coating appears. 6. make up each sample in exhaust to its usurp cup until as much colo r has been extracted as possible. nonee retroflex the steps for each frame of candy. Be sure to include the color and kind of candy on your label. Prepare chromatogram 1. exclude a piece of chromatography opus in half to form a rectangle with dimensions 10 cm x 20 cm. 2. coax a line approximately 1 cm from the long edge of the paper with a draw. 3. Mark dots along the pencil line approximately 1-1. cm asunder and label as food dye colors yellow, green, blue, and red. Mark two supererogatory dots for your choice of two different colored person candies. 4. Using a toothpick, carefully blotto the cutaneous sensess you have marked with the appropriate food color or the color extracted from your candy. As the spots dry, rewet them with more sample until you have a dark spot. (If you do not load enough sample onto the chromatographic paper it will be difficult to detect the spots. ) 5. Curl the paper into a cylinder with the short edges just touching and staple together. 6. Pl ace the chromatogram into a beaker with approximately ? m of resultant role on the bottom. Be sure that the entire lower edge of the chromatogram is touching the event, but the consequence does not reach above the pencil line. Allow the chromatogram to sit in the beaker until the solvent front man is 1 cm from the top of the paper and remove. leave off a line at the solvent front with your pencil. 7. retell this process for any additional solvents you bid to use. Analysis of chromatogram. 1. Circle each spot that you see on the chromatogram. 2. measure the surmount between the starting point and the middle of the spot for each component on your chromatogram 3. easure the distance between the starting point and the solvent front on your chromatogram 4. send the Rf value for each component. 5. Draw conclusions regarding the identity of each component in the chromatogram. 6. Propose reasons why different components had higher or lower Rf determine based on the structures bel ow and your association of intermolecular forces. Colors Product inflamed discolourGreenBlue Crown dependency KitBlue 1 Red 3 Red 40 color 5 icteric 6Blue 1 Yellow 5Blue 1 Crown Colony SinglesRed 40Yellow 5 Red 40Blue 1 DurkeeBlue 1 Red 3 Red 40Yellow 5Blue 1 Yellow 5Blue 1 McCormickRed 3 Red 40Yellow 5Yellow 40Blue1 Yellow 5Blue 1 Red 40 FDA Certifiable colors (name/common name) NameCommon nameComment FD&C Blue none 1Brilliant Blue FCF FD&C Green no(prenominal) 3Fast Green FCF FD&C Red No. 3Erythrosine FD&C Red No. 40Allura Red AC . It usually comes as a sodium salt, but can be also in the form of calcium and potassium salt. It is soluble in water. FD&C Yellow No. 5Tartrazine FD&C Yellow No. 6Sunset Yellow FCF Questions 1. Does the type of solvent used for paper chromatography affect the Rf values of the food dyes? 2. Which dye molecules were in your candy coating? 3. If the solvent front moved 112 mm and a component of a mixture moved 48 mm