Censorship in the Classroom Essays -- Censorship Essays

Sex. Politics. Religion. The big three: a work of literature is often considered controversial because of its statement about or use of these topics. What makes these and other areas so touchy in the classroom? Why do some parents and concerned community members want controversial materials out of the classroom? In this look at the language of censorship, we must first define censorship, who does the censoring, and why. These will be the first three spotlights for looking at the language of censorship. Then, we will look at how teachers, especially teachers of literature and the language arts are affected by censorship. Finally, we will preview how censorship can be taught in the classroom, to prevent some of tomorrow's censorship cases. "I never knew a girl who was ruined by a book." * James Walker (Quotations, 1997, 2). When I was in elementary school, I read every Judy Blume book I could get my hands on. I cried through three readings of Katherine Paterson's Bridge to Terribithia and scared myself with every Stephen King novel I could finish. In junior high and high school, we were taught Huckleberry Finn and Tom Sawyer, The Hobbit and Sounder, and My Brother Sam Is Dead, along with the classics. None of these books ruined my innocence. When I was date-raped the summer I was sixteen -- that ruined my innocence. Since then, I read that Maya Angelou's novel I Know Why the Caged Bird Sings has been censored because the rape of eight-year-old Ritie by her mother's boyfriend, Mr. Freeman, is too "pornographic." In Moulton, Alabama, the novel was banned in December, 1995, after the superintendent said, "'When it goes into describing sex organs and describing the pain and actual act of rape, I... ...Dr. Sara. "How the Mind of a Censor Works: the Psychology of Censorship." School Library Journal, January 1996, p. 23-27. Foerstel, Herbert. Banned in the USA: A Reference Guide to Book Censorship in Schools and Public Libraries. West Port, Conn.: Greenwood Press, 1994. p. 135- 213. Noll, Elizabeth. "The Ripple Effect of Censorship: Silencing in the Classroom." Young Adult Lit: A Contemporary Reader. Ed. Dr. Jeffrey S. Copeland. Needham Heights, Mass.: Simon and Schuster Custom Publishing, 1997, p. 199-204. "Quotations on Censorship." Online. Internet. 2 Dec. 1997. Accessible at: http://www.booksatoz.com/censorship/quote.htm. Rossuck, Jennifer. "Banned Books: A Study of Censorship." The English Journal 86.2 (1997): 67-70. Webster's Encyclopedic Unabridged Dictionary of the English Language. New York: Portland House Press, 1989. Â  

High Taxes in Canada Essay -- essays research papers

Why The Taxes Are So High In Canada   Ã‚  Ã‚  Ã‚  Ã‚  Every government gets the budget from the taxes, and those taxes are collected from people who live in the country and enjoy the benefit and welfare that provided by the government. Therefore, every citizen in every country has to pay taxes, no matter what products or services they purchase. Some countries have heavy taxation, such as Swiss, Japan, and Canada. People always complain about heavy taxation, especially when the one who live in heavy taxation place. A government can tax its citizens directly and it can tax the property they own. There are many kinds of taxes, for example, personal income tax, foreign income tax, property tax, good and service tax, and business tax . .etc. However, people have to look thing on the other side, when they complained about heavy taxation. Most of heavy taxation countries have a better welfare system than others, like Swiss and Canada. There are so many welfare in Canada, and the residents of Canada have to pay higher taxes to government than any other countries. Then government can find the way to balance the high budget. First, Canadian government provides unemployment insurance to all Canadian. This welfare is very important for every one, especially when people lose the job and have to live on. They can get the pay-cheque from government until they find the job. Every-time, people get the job, they have to pay 5% of their salary for unemployment insurance. Unemplo...

False Memory Syndrome And The Brain Essay -- Neurological Biology Essa

False Memory Syndrome And The Brain In the mid-nineties, a sniper's hammering shots echoed through an American playground. Several children were killed and many injured. A 1998 study of the 133 children who attended the school by psychologists Dr. Robert Pynoos and Dr. Karim Nader, experts on Post-Traumatic Stress Disorder among children, yielded a very bizarre discovery. Some of the children who were not on the schools grounds that day obstinately swore they had very vivid personal recollections of the attack happening (1). The children were not exaggerating, or playing make-believe. They were adamant about the fact that they were indeed there, and that they saw the attack as it was occuring. Why would these children remember something so harrowing if they didn't actually experience it? What kind of trick was their brain playing on them? Why did it happen? False Memory Syndrome (FMS) is a condition in which a person's identity and interpersonal relationships are centered on a memory of traumatic experience which is actually false, but in which the person is strongly convinced (2). When considering FMS, it's best to remember that all individuals are prone to creating false memories. A common experiment in Introduction to Psychology courses include a test similar to this one: Look at this list of words and try to memorize them: sharp thread sting eye pinch sew thin mend After a few seconds, the students will be asked to recall these words, and are asked the following questions: Was the word "needle" on the list? Was it near the top? The majority of the class will vehemently agree that needle was, in fact, on the list. And not only that, it was actually quite close to being the first word. Some will attest to havin... ... memories", implant unhealthy and false ideas into the brains of their patients that havoc ensues. References 1)Recovered Memory Therapy and False Memory Syndrome, Recent Legal and Investigative Trends by Dr. John Hochman, M.D. http://www.pimall.com/nais/n.memory.html 2) Memory and Reality: Website of the False Memory Syndrome Foundation http://www.fmsfonline.org/ 3) BodytalkMagazine.com How Memory Works http://www.bodytalkmagazine.com/how%20memory%20works.htm 4) The Skeptic's Dictionary False Memory http://skepdic.com/falsememory.html 5) Salon.com Health and Body - The Story of Valerie Jenks http://www.salon.com/health/feature/1999/12/22/false_memory/ 6) How Memory Really Works Freud's Notion of Repressed Memory http://www.skeptic.com/memory/ 7) FAQ for the False Memory Syndrome Foundation http://www.fmsfonline.org/fmsffaq.html

Boo Radley and Scout

Name: Alliah Turner Date: 12-16-12 Period: 3 The Relationship Between Arthur (Boo) Radley and Jean Louise (Scout) Finch In To Kill a Mockingbird, written by Harper Lee, Scout is an educated six year old child who is very mature for her age. Despite her capability to understand things that most six year can not, she is a bit curious. That curiosity can be viewed as rude and or childish. She is curious about Boo Radley, as to why he never comes out of his house. Scout and her brother, Jem, try to come up with ways to getBoo to come out of his house. This type of behavior can be as rude to others but to them they believe that they are doing a kindness by bringing him outside and enjoying the beauty of the world. Throughout the book their relationship progresses and the children learn that you do not know a person until you see them for the first time. Arthur (Boo) Radley was locked in his house for 15 years and has never been seen by outsiders. Rumors say that he wander the streets of M aycomb in the middle of the night and eats squirrels and possums.One time Boo Radley was cutting newspapers and when his father walk by he stabbed him in the legs, and resumed in cutting his newspaper like nothing happened. The Radley place is viewed like a haunted house in the story, but it is all not true, Atticus teaches his children to not judge anyone unless you â€Å"walk into their shoes†. (Lee 279) The children believe all of the rumors they have heard about Boo Radley. They even start to make some of their own inferences about him based on what they have heard. These feelings about BooRadley start to change when the children begin to find presents in a knothole out side of the Radley place. They figured that they were from Boo Radley. It was a way for him to show them that he wants to be their friend. The children do not realize this until later and then want to thank him by inviting him out for ice cream. They were caught by Atticus and he told him to stop pestering Mr. Radley. On Halloween night, as Jem and Scout were walking home from the school play, they felt as if they were being followed.Scout thought that it might be Cecil Jacobs since he tried to scare her earlier. As it turns out, it was Bob Ewell. Still angered by Atticus's attempts at making him look like a fool, he tried to murder Scout and Jem. Jem has fallen unconsciencely and has broken his arm, leaving Scout to defend for herself. When scout thought that she was going to die, something mysterious had happened. She had realized that she had a savior, but she was not sure on who it was. The next thing she saw was a man carrying Jem home and Bob Ewell dead with a knife in his ribs.When she returned home, Jem was in the bed resting when Atticus told scout that there is someone that she needs to meet. It was Boo Radley, the man she feared the most had saved her life. At that moment Scout is no longer afraid, and treats Boo as an equal. She knows he saved her life and Jem's life, and looks upon him with respect. The power of this moment brings Scout to tears, but, as always, she handles herself with maturity beyond her age. When Atticus found out that Bob Ewell was dead he said â€Å"There's a black boy dead or no reason, and the man responsible for it's dead. Let the dead bury the dead this time†¦. †. (Lee 278) In a sense, one could look at Arthur â€Å"Boo† Radley as the symbol of this novel, the mockingbird. He never really harmed anyone, he just stays inside leaving the people of Maycomb at peace. Scout says that Mr. Arthur is like a mockingbird because telling everyone that he is the mockingbird is like killing him from the inside. It would give him publicity and a person like boo, that is shy, would feel scared from all of it. So it would be like killing a mockingbird.

A Response to a Historical Essay Based on the US Civil War Essay

The war as people have known and understood it, has inculcated nothing but violence. Over the history, the remnants of different wars became distinct because of the horrors that it caused and imbibed within the innocent lives of people not involved with it. In addition, those who have actually participated in wars, battleworn and inflicted with such violence can only remember the dreadful effects that it left. However, recent studies and approaches to war histories suggest otherwise. Indeed, there have been numerous horrors inflicted by the war towards innocent victims – women, children, elderly, and the soldiers themselves. But on a different light, the article by Drew Gilpin Faust shows that these wars, although violent and bloody, have brought numerous lessons that only the battlefield can best teach the people. In contrast to the usual and common notion perceiving war as evil and violent, some historians view the war as an enlightening period in the history. Francis Parkman believed that the Americans, who have for so long been vilified by their pursuit for success, will be purified and strengthened after a season of war wherein they shall call out for new ideals and they shall learn to appreciate emotions and sentiments relevant for them to destroy selfishness and greed (Faust, 2004, pp. 369-370). In a distinct manner, the Americans have been dominating the international arena due to their indespensable strength and the supremacy that they hold before less developed and weaker countries. And as such, this rendered the Americans the incapability to become keen of other nations’ sentiments towards their leadership. And with this, the outcomes of the war can be the only way to bring about worthy realizations towards the Americans. Although no one can deny that in reality, the wars that people have bravely fought caused numerous of lives gone to waste. However, despite the horrors of losing loved ones, comrades and brothers became a necessary sacrifice in order to purify a nation that has been subjected to ill doings and a means to cleanse the people out of their sins committed against their own nation and other nations. It may seem morbid to other people, but more civilians became largely interested in understanding the experiences of the fighters firsthand. Civilians became more willing to feel the sensation because for them, these experiences will render them the ability to become more humane – feeling different sensations and privilege of having emotions for them to grasp (Faust, 2004, p. 372). Those who served the military to cure the wounded became immensely satisfied of their tasks. For them, the patients that they attended to and the wounds that they had to cure introduced them to richer and new insights. And though these may have connoted a great level of violence, nonetheless these experiences explored a great deal out of their humanity. And for those who have endured the battle themselves as soldiers, a number treated such experience with rejoice despite the destruction and chaos that it caused them (Faust, 2004, p. 372). With all these perceptions about wars, Civil War in particular, most of the historians developed greater interests in tackling the horrors and lessons that come with it. The fondness of most of Americans in the wars that they have fought became distinct that most of the historians have dedicated a large amount of their time and career to discover the truth behind the Civil War and the lessons that it has ought to teach the people. As such, over the history, numerous books and studies have been developed that were dedicated to the Civil War. James McPherson’s book entitled â€Å"Battle Cry of Freedom† was one of the most celebrated composition and a direct beneficiary of the Civil War’s fame. It turned out to become one of the most respected and famous books that tackled the experiences behind the war. Consequently, the â€Å"Journal of Southern History† also became one of the best compositions that broadly represented the different aspects of the conflicts during the Civil War. Given the significant increase of people’s interest in the war, it is logical to wonder what has triggered the people’s desire to study more about it. Ken Burn explained that the issues confronted during the Civil War era is continously reflecting the contemporary issues that Americans still face today (Faust, 2004, pp. 374-375). In addition to Burn’s explanation, several writers have also come to the conclusion that people are still interested with the cause and outcome of the Civil War because it has shaped modern America’s society and culture. They believe that the horrors and lessons behind the war, though they are considerably dreaded, are keys to discover America’s roots and origin. The whole point of the article really does make sense. The turnout and effects of the war that it bestowed upon the country, the fighters involved in it, and the greater number of innocent lives who had to bear with the war experiences created a huge impact that is impossible to forget in a lifetime. The different aspects and different angles given to the study of Civil War offered a great amount of help in understanding the fruits and losses behind the incident. As such, such wars and battles mirror the history of America. During the present era, the war that America has fought and is still fighting presents the same outcome – numerous lives lost and land and property devastation. Same with America’s previous war engagement, they invented the war â€Å"in order to control violence† (Faust, 2004, p. 381). Equipped with weak evidences behind America’s attack against Iraq, America has acted in order to create for their country a â€Å"sense of meaning, intention and goal-directedness† (Faust, 2004, p. 381). Again, America was pushed into a war in order to regain superiority and control. Indeed, the wars that America has fought came with distinct lessons despite the unwanted memories and experiences that the wars have unleashed. But despite these horrors, the American government still pushed their nations onto a different battle regardless of what the world has to say about it. It is true, the Civil War taught Americans a great deal of lessons which were learned the hardest and most painful way. But now, they stand the war again – and numerous studies about the wars may not have helped at all. War, from the dawn of the history until the present generation, is still yet a battle that has not been won. Reference Faust, D. G. (2004). We Should Grow Too Fond of It: Why We Love the Civil War. Civil War History. (pp. 368-383). The Kent State University Press.

Gender Schema Theory Essay

What is gender schema theory? Gender schema theory was formally introduced by Sandra Bem in 1981 as a cognitive theory to explain how individuals become gendered in society, and how sex-linked characteristics are maintained and transmitted to other members of a culture. Gender-associated information is predominantly transmuted through society by way of schemata, or networks of information that allow for some information to be more easily assimilated than others. Bem argues that there are individual differences in the degree to which people hold these gender schemata. These differences are manifested via the degree to which individuals are sex-typed. It concerns the development of an internal schema, or mental framework, which organizes and directs the behavior of an individual as a male or female. For example, the gender schema of being female might include the proposition â€Å"I am a girl, so I play with dolls, not trucks.† As every person should know male and female children become â€Å"masculine† and â€Å"feminine†, and mainly at a very young age. By the time they are four years of age, for example, girls and boys are typically come to prefer activities defined by the culture as appropriate for their sex and also to prefer same-sex peers. The acquisition of sex-appropriate preferences, skills, personality attributes, behaviors, and self-concept is typically referred to within psychology as sex-typing. When children are younger, including me, parents tell the girls don’t play with cars, those are for boys. Girls play with dolls, and because you are a girl you must play with dolls, and vice versa for the males. The children gain and follow this information as they go on they are being punished or rewarded for their actions. For example, the girl will stop playing with the toy car, and won’t be yelled at by her parents for playing with a boy’s toy. As the years go by they believe all of this is true because people tell them it is and their culture also tells them this so they continue with this information.

Project on chemistry: study of digestion of starch by salivary amylase

Objectives of the Project ReportThe main objective of this chemistry project report is â€Å"To Study the digestion of starch by salivary amylase and effect of temperature and pH on it† and To study digestion of starch by saliva. To study the effect of temperature on the digestion of starch by saliva. To study the effect of pH on the salivary digestion of starch.IntroductionEvery health book insists on the chewing of food. The act of chewing stimulates the excretion of saliva. Saliva mixes up with the food and helps its digestion. That is, the enzyme ptyalin or amylase present in human saliva hydrolyse the big molecules of food into many molecules. For example starch into mono-saccharides maltose and glucose; proteins into amino acids and fats into fatty acids and glycerol. Thus saliva not only helps in digestion of food but convert it into energy generating substances.Further, enzymes and their activity are very sensitive to temperature and pH. Even a slight variation in thes e two factors, can disrupt the action of enzymes. In other words, digestion of food by salivary amylase is also effected by pH and temperature and can be verified experimentally. For example, hydrolysis of starch can be verified by testing it with iodine solution. Starch forms blue coloured complex with iodine. If no starch is present in a system it will not give blue colour with iodine.Requirements for Chemistry Project ReportThe requirements for experiment of Chemistry Project Report are as under:Test tubes Test tube stand One dropper Beaker Stop watch Starch and Iodine solution Thermometer Dil. HCl and Dil NaOH solution.Chemistry Experiment ProcedureProcedure for Chemistry Experiment is:1) Collection of Saliva – Rinse mouth throughly with cold water and ensure that it does not contain any food particles. Now take about 20ml of lupe warm water in the mouth and gangle for about three minutes so that saliva mixes up well with it. Spit this into a beaker. Filter, if there is a ny suspended impurity clear filtrate is saliva solution and contains enzyme ptyalin.2) Preparation of starch solution – Take about 0.5g of starch in a 100ml beaker and add enough water to make a paste. Dilute the paste by adding 50ml water and boil for about 5 min.3) Digestion of starch- (a) take 5ml of the starch solution in a test tube. Add 2 ml of saliva solution into it. Mix the solutions well by shaking the tube carefully and start a step watch. (b) After one minute take out two drops of the mixture solution from the test tube with the help of a dropper and transfer it into another test tube containing about one ml of 1% iodine solution. Note the colour produced, if any. (c) Repeat this test after every one minute taking two drops of the mixture solution and fresh 1% iodine solution continue until the test shows no blue colour. Record the time and blue colour intensity.Time Passed after mixing |  Colour Intensity1 Min. –  Deep Blue 2 Min. –  Blue 3 Mi n. –  Light Blue 4 Min. –  No BlueAbsence of blue colour on addition to iodine solution means absence of starch in the mixture solution. That is whole of the starch has got digested or hydrolysed.Procedure: Effect of temperature on the digestion of starch by saliva. Take  three test tubes and label these 1, 2, 3.Take 5ml of the starch solution, 2ml of the saliva solution and 5 ml of water in each test tube. Place test tube No. 1 in water at room temperature, test tube No.2 in a beaker containing water at 500 C and test tube No.3 in boiling water. After 5 minutes, observe the colour change on mixing two drops of the mixture of every tube with one ml of 1% iodine solution. Note the intensity of blue coloured form.ConclusionStarch get hydrolysed by saliva amylase.Procedure: To study the effect of pH on the salivary digestion of starch Take three test tubes and label these 1, 2, 3.Add 5ml of the starch solution, 2ml of the saliva solution in each test tube. Now add 2 ml of water inn test tube No. 1, 2 ml of dil HCl in test tube No. 2 and 2ml of dil NaOH solution in test tube No. 3 and shake carefully. Keep the three test tubes in water at room temperature for about 10 minutes. Add two drops of the solution of each test tube with 1% iodine solution and observe the colour change.ConclusionTemperature effects the digestion of starch by saliva with increase in temp salivary analyse get inactivated and process of digestion do not take place.