Sociology Society And Different Part Of Cultures - 1891 Words

Sociology Society and Different part of Cultures Katty Miles SOC1103 Introduction to Sociology Jennifer Campbell 3/28/2017 Miller Motte College, NC Introduction We all know with today’s social global society that the of social mobility. Sociology forms different countries and cities with different cultures and migration industry’s along with leisure activities and events that we are impacted with technical and technology. With the technology this includes the acclamation. My understanding that sociology clams to be scientific and its objective explain the description and perdition of making different suggestions for modifications. The modification is part of the social phenomena. This is the effect on the normal development with†¦show more content†¦With this we could say the problems have been taken care of with the science and different family’s that live in different states and communities. The consumer society and different media that has an influence in our global society. We all know with today’s social global society that the industry’s along with leisure activities and events that we are im pacted with technical and technology. With the technology this includes the acclamation of social mobility. Sociology forms different countries and cities with different cultures and migration My understanding that sociology clams to be scientific and its objective explain the description and perdition of making different suggestions for modifications. The modification is part of the social phenomena that has an effect on the normal development with our global society The purpose of sociological generalizations To build models with formulating hypotheses of different theories try to explain the social reality. Sociology is very common and tends to get mixed up with the related science. For instance, the political science is one and the anthropology is another I can say history and economics tend to get mixed up with sociology. Taking science and social studies I know with sociology that sociology science is different they use the same purpose to help with analyzing social facts. However, these both establish social behaviors and make into twoShow MoreRelated How the Study of Sociology Helps us to Understand Different Societies877 Words   |  4 Pages Sociology allows us to understand how different groups of people act the way they do, and also brings us into their cultures, heritage and different backgrounds. This study also explains how culture plays a role in the way different groups act, and how it reflects on their society. There are many social issues that sociology explains, such as how larger social and historical forces effect the way the communities act and how individuals act. 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Investigating the effect of pH on the activity of phosphatase enzymes Free Essays

My aim in this experiment is to see how well an enzyme (phosphatase in this case) reacts under a controlled temperature but a varying pH. Enzymes are known to be effected by pH and temperature. Both of these change how quickly the enzyme can process a substrate, so perfect matches must be found for each enzyme. We will write a custom essay sample on Investigating the effect of pH on the activity of phosphatase enzymes or any similar topic only for you Order Now At a low temperature, the enzymes reaction is so slow that any product is hardly noticeable. At a high temperature, or an extreme pH, the active site of the enzyme is damaged, so the substrate cannot be processed. I predict that the optimal pH for the reaction to take place will be more acidic when the temperature is set at 25o c and the length of incubation is 10 minutes. A suitable pH would be between 3 – 5oc. I conducted preliminary experiments and chose to incubate at 25o c instead of the higher temperatures for the simple reason that I knew that at a higher temperature (around 35o c), the reaction would go at its fastest, and I ran the risk of high magenta values (I wanted to keep them all under 1 so they could be easily compared). I therefore wanted to see what would happen at lower than 35o c as far as reactions were concerned, so I chose 25o c. My method was adapted from a worksheet on varying the temperature in the same reaction, keeping pH constant. 1. Label a microfuge tube with your initials. 2. Place two mung beans into the labeled tube. 3. Add 0.5ml distilled water into the tube containing the beans. 4. Crush and macerate the beans with a small glass/plastic rod. 5. Take a second microfuge tube and add water to the same level as the one containing the mung beans. (TO BALANCE THE CENTRIFUGE RACK) 6. Place the tubes into opposite holes of the centrifuge rack and spin for 5 minutes at maximum speed 7. After spinning, draw off as much of the clear supernatant above the pellet as possible and place into a clean microfuge tube. This solution now contains the enzymes for the experiment. 8. Using a graduated pipettor, add 100?l of sodium carbonate (the buffer solution in this experiment). 9. Then add 20?l PPP substrate to each of the eight microfuge tubes. Wash the pippettor thoroughly. 10. Finally, add 20?l enzyme solution into it. 11. Repeat steps 8 through 10 as quickly as possible, to collect all the microfuge tubes. Now insert them into a Styrofoam float and place this on the surface of the water bath for 10 minutes, timed with a stop clock. 12. Now add 100?l Sodium Carbonate to stop the reactions. 13. Estimate the colour of the magenta using the magenta filters provided. The possible variables in this method are the volumes of substrate, enzyme and sodium carbonate along with the time in the water bath and the temperature of the water bath. The volumes will be measured as closely as possible with a micropippettor. Results: The number in the test tube column is the magenta filter that corresponded to the colour of the completed reaction. The higher numbers mean more reaction, lower means less reaction. Every time that I added the sodium carbonate to cancel the reaction, the colour change to magenta was sudden and with a small amount of shaking, the whole liquid was tinted purple. I managed to take 2 readings for each pH, and therefore average them. Without doing the preliminary experiment, I would have never known what temperature to try. This graph shows clearly how good my results were. They fit with my prediction that the optimum pH for a Phosphate enzyme is around pH 3-5, and therefore we can say that it requires a more acidic pH than an alkaline one. My conclusion, using this graph as evidence, is that a Phosphate enzyme works at its maximum speed at a lower pH, in this experiment pH 4, taking into account the other variables in the experiment. For instance, at a different water temperature, the pH required may vary. As mentioned before, as the temperature raises, so does the probability of denaturation. From the results, I assume this is beginning to happen before pH 5. But these results are not precise. I have no way of knowing which side of pH 4 the reaction is faster, i.e. if pH 3.9 is faster than pH 4, or pH 4.1. The pH4 that I got as being the fastest speed may not be the pinnacle of the reaction curve. Huge accuracy errors could have been made, for instance: * Was the precise equal amount of liquid put in each of the tubes? Probably not, the micropipette was hard to use and had very small scales. * Some reactions began before others when preparing to put the microfuge tubes into the water bath. You had to work incredibly quickly to prepare all of the tubes in as fast a time as possible. However, seeing how precise my results were, either I made the same mistakes over and over, therefore giving a whole set of incorrect results, or I did them all very well. This is the risk in using this method. If I were to change the method, I would get far more precise pipettes and find a way of adding the enzyme into the solution as quickly as possible, like getting 8 micropipettes filled and ready, then using one for each microfuge tube in quick succession. If this experiment was to be taken further, I would get people to work together and double check their accuracy as they go, so that they can do the final step before incubation in half the time or less. Instead of changing the pH, they could change the variable concerning the temperature of the water bath to be incubated in. Another possibility is that the different volumes could be changed to see how the results vary, of course only one at a time. For example, change the amount of enzyme to be put into the mixture, continue the experiment with other set variables and see what type of results you get. How to cite Investigating the effect of pH on the activity of phosphatase enzymes, Papers

Gilded Age Essay Example For Students

Gilded Age Essay The term Gilded Age Essay was named for a Mark Twain book. It meant covered with gold, and was applied to this period as a whole. This was a period poorness and corruption. The Republicans and Democrats didnt really have strong opposing beliefs during this period. The Republicans supported high tariffs and sound money. The Democrats supported lower tariffs and expanded currency. Both rural and urban classes supported each party. They worked with spoils and local issues. Both parties worked to please everyone, and to attract voters. Since both parties were so close in strength, it caused the elections to be fought harder. The Republicans used the waving of the bloody shirt tactic. This meant that they brought back the past in order to avoid the real issues. They portrayed the Democrats as rebel traitors. The Republicans were against alcohol. One president was Grant during this period. He was elected into office for his past war experience. He had little knowledge of politics, and depended on his fellow politicians. Chernys focus early in the book on the role of the political parties during the time period. He does not scratch the surface, but tries to dig deep the Gilded Age of politics. Cherny also addresses social and economic changes. He said that progress merely provided a gleaming surface of the Gilded Age. Just below that golden surface, however, lay twelve-hour workdays in factories, the widespread use of child labor, and large-scale business dealings (Cherny 4). During the gilded age, parties changed their traditional ways of voting and elections. Parties were at war to gain political majority in order to have control in government decisions, so they began tactics to insure victories at the polls. Parties discouraged attendance at primaries by meeting at late hours and dangerous areas, developed bargaining tactics like logrolling (trading of influence or votes among legislators to gain passage of certain projects), and voters found it difficult to split a ticket when party organizers left no space to fill in names on the ballot. In Chernys book, Richard Jensen said that Elections were treated like battles in which the two main armies (parties) concentrated on fielding the maximum number of troops (voters) on the battlefield (polls) on election day (Cherny 12). America was supposedly a country where a man could choose freely who he wanted to represent him, but in reality parties choose the candidates. In the video The River Ran Red, the events of the Homestead Steel Strike of 1892 showed the myths of America being destroyed by giants like Andrew Carnegie who tried taking away his workers economic independence. The Union wanted to keep short workdays and good working conditions. Carnegie wanted to gain control of the factory from the Union and then implement lower wages. America struggled to maintain industrial progress and also allow workers to have time outside work. The Union and talks of strike was not welcome in the world of Carnegie, and was not a change the nation was willing to accept. America portrayed a myth of economic independence and boundless opportunity during the industrial progression, when in reality a worker was controlled by executive tyrants below the gilded surface. The fourteenth amendment centralized on establishing that the federal government was more powerful than the state government, something that American citizens were not going to accept. The amendment gave blacks citizenship, which then also gave them the right to vote. Legally it gave some rights to blacks, but in reality Americans were fearful of losing political power, especially in the southern states. According to the amendment, no state deprive any person of life, liberty, or property nor deny to any person within its jurisdiction the equal protection of the laws, (Fourteenth Amendment, 1868). The amendment targeted southerners, who in turn were unwilling to accept the new given rights to blacks nor the governments power over the state. Although America on the outside showed gilded signs of progress, the country was battling as political corruption, labor strikes, and southerners who continued to cling to their old ways by refusing to comply with the federal government. Political parties mocked the myth that America was a classless/democratic society. The labor union disputes dispelled the myths that America .

Strategic Analsis of Ethiopian Airlines Essay Example For Students

Strategic Analsis of Ethiopian Airlines Essay This report is compiled for the partial fulfillment of the course entitled Global strategy Analysis and practice, based on analysis of the Ethiopian Airlines business strategy. The Ethiopian Airlines is a state owned enterprise which operates globally. The study will provide a brief assessment on the Ethiopian Airlines Business strategy based on analysis of data collected from secondary sources which includes data from the Internet, websites, company magazine, news papers, and annual reports. We have also conducted interview with the company senior management. The problem related to time constraints to collect raw data and access to primary data was the issues that limit the study. The first part of the report provides a brief overview about Ethiopian Airlines. On the next step we look a computational analysis that includes the SWAT, PESTEL and Porter’s five forces model. The last section addresses the conclusion and recommendation. We will write a custom essay on Strategic Analsis of Ethiopian Airlines specifically for you for only $16.38 $13.9/page Order now For a new entrant to the airline industry the current situation is un pleasant. Whereas for Ethiopian Airlines stayed in the market for a long time with a best safety record and operational reputability. It gives the company a strong brand name, loyal customer, big market share in the continent and has a good image in Europe and Asia. On contrary the domestic flight service has a weakness in satisfying the local customers like flight delay, flight cancellation and low service quality.. Ethiopian Airlines adopts demarcation basic strategy to get a competitive advantage by implementing electronic ticketing and online check-in. In addition, it gained a competitive advantage by focusing in new segments in the market. The airline wants to grow from 53 to around 80 destinations by 2015. Also it provides aircraft maintenance, pilot and technicians training including training by plane simulator, including for most African countries. Ethiopian Airlines sets its strategy to maximize stake holders’ interest by implementing latest aviation technologies, skilled manpower, provide aircraft maintenance which leads increasing its market share to become a world class African Airlines. RECOMENDATIONS In addition to the existing strategy of the company the study recommends the following shall be incorporated. Reduce operational costs Ethiopian Airlines should reduce the operational costs by improving maintenance processes, having high aircraft utilization, perform effective flight scheduling, out

Class and Culture

Class and Culture Introduction In various societies across the globe, culture is normally seen as an enabling or limiting factor for social, political and economic progression. Through this understanding it has been established that there is a strong relationship between class and culture.Advertising We will write a custom essay sample on Class and Culture specifically for you for only $16.05 $11/page Learn More This relationship has been previously investigated by researchers such as Pierre Bourdieu who identified that class affects culture and consequently, culture affects ones life chances, income and other economic parameters (Lane 2000, p. 1). Many other researchers have often voiced their concerns over the increased gap between the rich and the poor (worldwide) and expressed their concern over the fact that the world has failed to acknowledge the role of culture in widening this gap (Fieschi 2011, p. 1). The relationship between class and culture is of a vertical nature and it has been evidenced all over the world that the culture of the highest class is the most distinguished culture (Christie 2001, p. 201). This observation is true because the culture of the highest classes is often deemed to be superior to the culture of the lowest classes. More importantly, it is essential to understand that the culture of the highest classes also stands out because the ruling class normally comes from the highest classes and so they exert their influence over other classes. From this reinforced relationship between class and culture, many philosophers have come up with a new insight purporting that culture in its true essence maintains class domination and therefore there is no strongly distinguishable difference in the way culture and economics relate, and how economic capital works (Fieschi 2011, p. 1). However, this debate is not only one-sided because in recent decades, there has been an upsurge of popular culture which seeks to encompass both low and hig h classes, thereby breaking the cultural wall that have been perceived to draw the line between the culture of the highest classes and that of the lowest classes (Motz 1994, p. 239).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Popular culture has brought a new twist to Pierre’s view of culture and economics because popular culture encompasses the attitudes, beliefs, values, ideas and perspectives of the majority and therefore, it cuts across the class divide to create a holistic perspective of culture. In the 21st century, the Western culture has stood out to be a popular culture sweeping across the globe and it is generally perpetrated by the media, though movies, sitcoms, magazines and the likes. Some researchers have identified this culture to be the American culture and proponents of the postmodern view do not even see the distinction between popular culture and the â⠂¬Å"high culture† (Motz 1994, p. 239). From this analysis, its is therefore quite difficult to establish whether the initial view of culture through class distinction still holds water, but deriving its conclusions, from present life events and current research studies, this study establishes that culture and class are still vertically ranked and the culture of the highest class still stands out as the most dominant culture. Unrealistic Mass Culture Since popular culture has been advanced by proponents of postmodern view that it transcends culture and class differentials; it is important to note that the advancement of popular culture through the media already punctures holes in their postmodern view of culture and class. This view is firmly held by past philosophers such as Nietzsche and Karl Marx, both of whom extensively criticized the role of the media in propagating mass culture (Kellner 2011, p. 1). In other words, they identify that there is no mass culture and its insi nuation is a creation of the media and an attempt to make people escape from the realities of life. Karl max especially launches an attack against the media in its attempt to propagate popular culture by identifying that the media is everywhere and â€Å"busy† in giving people whatever they want to hear. Goethe, another philosopher with the same view identified that the media inhibited creativity in the sense that, people spend countless hours reading and wasting their days without sitting down and coming up with something creative or something which is new and original (Kellner 2011, p. 6).Advertising We will write a custom essay sample on Class and Culture specifically for you for only $16.05 $11/page Learn More In other words, the media has been criticized for upholding passivity and conformity to given principles, attitudes and perspectives about life, without feeding the masses with dissenting ideas that can help them grow in their own light. Fr om this analysis, we can see that the media has done a god job in shaping public opinion and even though it has also done a commendable job enlightening the masses and promoting social freedom; its success is not true in the case of portraying the true picture regarding culture and social classes. Gans (1999) identifies that the points of view expressed by popular culture is a fallacy and a creation of the writers and journalists who write about popular culture. Often, they have been criticized by critics of popular culture that they have failed to conform to the principles of high culture and therefore they criticize it. Much to their advantage, they have been given the time of day because their audience is essentially people of low culture (the masses) and therefore they have found a big market for their works. This situation, has even led to the arrogance of some writers and journalists of popular culture who have stated in the past that so long as their audience buys their works , proponents of the high culture are either wrong or irrelevant (Gans 1999, p. 145). In this manner, they have consistently ignored criticisms from proponents of the high culture because they value the critics of their audience more. However, considering most popular culture authors critic works from the high culture and upper middle social classes, it has been identified that most of their readers are not versant with what the authors are critiquing and therefore they cannot critic any of the works written by writers of popular culture. For instance, proponents of popular culture (such as those cited in New York daily news) have been known to critic movies from foreign producers which their low culture readership has never seen and therefore they do not receive any criticism from their audience (Gans 1999, p. 145).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This analysis shows that the upsurge of popular culture is possibly built on fallacies and misconceptions, most of which are not factual. Its spread has therefore been attributed to the fact that most of the followers of low culture readership essentially encompass followers of the popular culture and therefore cannot critic the media’s role in propagating popular culture. The point of view advocated by proponents of popular culture is misleading and therefore there is a distinction between what they believe is good for themselves and what they believe will sell in the public. The distinction between the two is explained by Gans (1999) who states that: â€Å"The advocates of high culture interpret the existence of this distinction as evidence of the universality of their own standards and conclude that people either want more high culture than they actually get or that they prefer to choose what they think is bad as opposed to what they think is good. Both interpretations ar e inaccurate and reflect the invisibility of the aesthetic standards of the other taste cultures† (p. 146). Culture, as advocated by Fieschi (2011, p. 11), is an emancipator tool in the sense that, through it, the society can remove all social inequalities (by demystifying social classes). However, this point of view has not been embraced by the society. The reality on the ground is that culture and class are uniquely configured in various societies across the globe. Moreover, in developed societies where popular culture is believed to emanate from; there is still a strong link between culture and class. For instance in Britain, the cultural distinctions and the upheaval of the high culture is still strong (as can be evidenced from Kate Fox’s Watching the English) (Fieschi 2011, p. 11). This is to say that the British society is still confined to political, economic, and social distinctions of class barriers (even though it possesses a lot of cultural and creative freed oms). To expose the deep-seated cultural and class divide in the British society, Fieschi (2011) states that: â€Å"Culture in the UK, in other words, is still a reflection of the reality of Britain in the twenty-first century. Yet, alarmingly, and as pointed out by Gunnell and Bright in their 2010 Arts Council England report, Creative Survival in Hard Times, employment in the creative industries is in danger of becoming the preserve of a certain, exclusive class† (p. 12). From this analysis, we see that the bold leap into mass culture (or popular culture) as proposed by proponents of the postmodern view is still marred by idealistic barriers and from a general sense; many people are still lazy to embrace the new concept. Promotion of the High Culture Contrary to popular belief that popular culture is quickly gaining ground, there is still a high promotion of high culture throughout the society. This is because many people still desire to be among the elite and to conform to certain preferred principles of the high culture. This is true because even in present-day society, low culture is still frowned upon and the promotion of high culture is still receiving support from all quarters. This support did not however start in recent times but in the 19th century when high culture was extensively promoted through museums, theatre, concert halls and the likes, to give people more access to the high culture (this is the reason why classical music is still appreciated and held in high-esteem to date) (Spring 1998, p. 79). Currently, the access to University education has spread globally, and especially through the introduction of information technology (IT) enabling learning tools, but it should be acknowledged that university education is one of the widest platform through which high culture spreads. This is true because frankly, all elements of high culture are taught in university through various arts, linguistic, business and affiliated courses. This is a n ew development because in previous centuries, elements of high culture (probably with the exception of classics) were not included in the education system. This fact therefore exposes the increasingly dominant nature of the high culture in the society. To further affirm this view, it is essential to identify the increased uptake of liberal arts courses in university which essentially promotes concepts of the high culture, while generally shunning elements of the low culture. This is however not evidently seen because most universities have dropped the use of the term â€Å"high culture† but still teach its elements. Governments are also embroiled in the promotion of high culture, probably because a number of them are run by the ruling class who also profess the high culture. The involvement of the government is quite extensive but in the boldest of efforts, most governments in developed countries have come in to promote high culture through subsidies and increased funding of museums, operas, ballet companies, orchestras, cinemas (and such like forums) (Spring 1998, p. 79). The government influence and promotion of high culture is actually quite deep as can be seen in Britain where a fully-fledged government minister runs the Arts council. The same situation is also evidenced in most European countries. The momentum for promoting high culture has even increased because of the fact that there has been an increased demand for American movies, music and such like media elements which are threatening the very existence of European culture (for instance) and virtually all cultures across the globe. Spring (1998, p. 79) explains that the European commission has in the recent past focused a lot on high culture because of the influence by certain media conglomerates in the US which have consistently promoted the spread of American culture across the continents. Europe in its totality has therefore embarked on an effort to promote classical music paintings and ot her artifacts considered to be high art through a number of programs such as the Kaleidoscope program, Copenhagen program and the likes (Spring 1998, p. 79). Though governments in the developing world have not perfected the concept of subsidies for intellectual property and the likes, governments in the developed world have consistently subsidized the works of new composers, writers and artists (most of whom propagate the high culture). Such is the situation in the United States where the government has consistently supported private philanthropic funding of various forms of culture forums. However, the government has also taken a direct involvement in funding such programs, as can be seen in the federally funded corporation for public broadcasting (though the target audience is not necessary the public). The promotion of high culture is also upheld by the high appreciation of high art in the society. In fact, high art is sometimes considered priceless and invaluable in some English societies and the same situation is not different from other societies either (Everett1995, p. 228). High art in its own distinction is a basic component of high culture and it encompasses various forms of art (including visual arts, literature, music and the likes). Products of high art were essentially common in the sophisticated and increasingly wealthy societies of the high civilization period but its appreciation is evidenced throughout the world (through high art works coming from ancient Egypt, ancient, Greece, ancient Rome, ancient China, ancient India, Byzantium, Persia, Europe from the 14th century, and selected cultures in the Middle east). High Culture in the Ruling Elite The ruling elite in most societies have often been perceived to profess the high culture. This situation has often been the case in most democracies (even big democracies such as Britain and America). Also, when people from lower cultures get into leadership, they adopt the high culture eventually. Thi s trend has even been observed when popular culture is said to take root in most societies. There is a unique and synonymous attribution of the high culture to elitism and superiority which gives most rulers the right to govern the rest and those who do not conform to such principles are regarded unfit to rule. In other words, leadership is often presumed to be a preserve of the elite, or those hailing from the highest and the upper middle classes. Though not necessarily popular, the high culture is normally held in high esteem. The Caribbean is evidence of the upheaval of the high culture because just like other colonial territories, for the locals to take up leadership positions, they had to be inculcated into the colonialist culture, which in this context, refers to the high culture (Victor 2009, p. 1). Only those who could properly master this culture were deemed fit for leadership whiles those who did not, were shunned away. The situation has not changed much today because the high culture is still seen as one of the prerequisites of people who want to vie for leadership positions. Still bound to the Caribbean, the carnival event has been an important occasion in the country and to many external viewers; it seems like a rather popular movement. However, tracing the root of the event, we see that it was derived from the high culture (masquerade) (Victor 2009, p. 1). Moreover, in the same locality, it was established that the carnival designers and their antecedents basically came from the high culture and the manner in which the carnivals are designed is essentially a mimic of the high culture in medieval times (Victor 2009, p. 1). Moreover, the high culture is further held in high esteem from the fact that it’s been perceived as part of the Caribbean history. The issue of governance and how many societies across the globe view the concept as a preserve of those who’ve perfected the high culture can even be evidenced in monarchial systems lik e Britain where the royal family is synonymous with the high culture. The ruling family in Britain is perceived as a critical core of the history of the country and positioned at the very core of the country’s heritage. However, it is interesting to note that it is almost impossible to draw a line between the British monarchy and the high culture. Implicitly, it is therefore correct to note that the high culture is a significant part of the culture of Britain. Obviously, the country upholds the ruling family in high esteem and in the same manner; they uphold the culture that the ruling family professes. This scenario is not only observed in Britain but all over the world where monarchies still exist. Evidently, this is the situation in Netherlands, Swaziland, Sweden, Belgium, Norway, and Spain where the rulers have consistently professed the high culture and they are held in high esteem by their subjects (Project Britain 2009). The same situation is also evidenced in governme nts which do not have monarchial systems because in many countries across the globe, the ruling class often profess the high culture and because the electorate vote them into their offices, it is correct to note that the society still upholds the high culture in high esteem. Obviously, if this was not the case, and popular culture was as widespread as proponents of the postmodern view say; rulers would essentially hail from low cultures. In the world’s biggest democracy, America, successive regimes have often professed the high culture and even those who did not initially hail from such quarters, eventually professed it. For instance, the election of the incumbent president, Barrack Obama may essentially be perceived as representative of the minority people in America but the president in his own individuality professes the high culture in that, he studied in one of the best universities around the world and is a trained lawyer (qualities which are synonymous to the high cult ure). The same situation is evidenced in ruling families in the Arab world, Asia, Africa, Australia and other continents. Conclusion This study establishes the fact that class and culture are vertically related in the most mutually reinforcing ways and the view that popular culture is quickly gaining ground across the globe is misleading because the world is still hung on high culture and holds it in high-esteem. Through this analysis, we can therefore conclude that the culture of the highest classes is still the most distinguishable because it is perceived as the most superior culture. From the analysis of how the ruling class have essentially been sourced from the elite in the society, we can also establish that culture is a class signal that limits or extends ones chances in life and therefore, there is no significant difference in the manner economic capital works and how the relationship between class and capital works . These factors withstanding, we can conclude that the post modern argument and the view that popular culture has gripped the world is misleading and its time is yet to come. References Christie, C. (2001) Ideology and Revolution in Southeast Asia, 1900-1980. London, Routledge. Everett, S. (1995) Art Theory and Criticism: An Anthology of Formalist, Avant-Garde,  Contextualist and Post-Modernist Thought. London, McFarland. Fieschi, C. (2011) Preface to Culture and Class. Web. Gans, H. (1999) Popular Culture and High Culture. London, Routledge. Kellner, D. (2011) Nietzsches Critique of Mass Culture. Web. Lane, J. (2000) Pierre Bourdieu: A Critical Introduction. New York, Pluto Press. Motz, M. (1994) Eye on the Future: Popular Culture Scholarship into the Twenty-First  Century in Honor of Ray B. Browne. London, Popular Press. Project Britain. (2009) British Monarchy A Waste of Time? Web. Spring , J. (1998) Education And The Rise Of The Global Economy. London, Routledge. Victor, D. (2009) How High Culture Affects The Caribbean. Web.

Whats Actually Tested on the ACT Science Section Skills and Topics

What's Actually Tested on the ACT Science Section Skills and Topics SAT / ACT Prep Online Guides and Tips Are you studying for the ACT? Not sure what to expect from the science section? You might be surprised to know that the science section one of the most commonly misunderstood parts of the ACT. So what exactly is tested on the ACT science section? And how much science do you need to know to do well? We'll break down this section for you with example questions so you know exactly what to expect. ACT Science Section Format The ACT science section is 35 minutes long and contains 40 questions. That means that you have about 53 seconds to spend on each question. The science section’s format is more like the reading section than the math section – which is surprising for some students! Each question on the math section has its own task or problem. But for both the ACT Reading and ACT Science, you have to read a passage and then answer a series of questions about it. There are seven passages on the science section. Each passage could contain graphs, charts, experiment summaries, or conflicting viewpoints from scientists. Every passage is followed by four to seven questions about it. So to do well on this section, you need to be able to quickly but accurately read and understand scientific data. What Does AP Science Test You On? Although the ACT Science section includes a wide range of science content, it tests your scientific skills more than your knowledge. As the ACT puts it, â€Å"the Science Test †¦ measures the interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences.† In other words, the science section tests skills, not specific facts or topics. So how exactly do you learn these science skills? From taking science classes in high school. The ACT website recommends you take at least three years of science in high school, and have taken at least one biology course and one physical or earth science course by the time you take the test. Aside from being more fun than the average class, doing science experiments helps you prepare for the ACT! By taking science courses, you’ll learn about the scientific method, how to collect and analyze data, and how to evaluate a theory or hypothesis. These skills will help you succeed on ACT Science. By taking biology and earth science, you'll get enough background on science terminology to be able to process ACT Science topics. Content you're tested on could include biology, chemistry, physics, and earth/space sciences (including geology, astronomy, and meteorology). As an example, the Preparing for the ACT official practice test science section includes passages about finch beak depth, the process of ions being precipitated from the earth’s atmosphere, cloud cover, acid-base titration, stellar evolution (how stars evolve), and the human threshold of hearing. However, the ACT does not expect students to be experts on such a wide variety of science topics. Using these kinds of topics as starting points, the science section will ask questions about data representation, the research process, and conflicting hypotheses. So if your scientific reasoning skills are strong, you will be able to answer any ACT Science question – even if it’s about an obscure topic like finch beak depth! That said, science background from biology, earth sciences, and chemistry will be helpful, because you won’t be intimidated by scientific terminology on the test. As an example, it will be easier to break down a passage about finch beak depth if you are familiar with the concept of natural selection. But remember you don’t actually need an advanced knowledge of particular science concepts to do well on this section – you just need to be able to read and interpret graphs and studies. Now let’s explore the exact question types you will see on ACT science. ACT Science Question Types There are three different question types you will see on ACT science. The majority of questions focus on having you break down data and experiments, though you will also have to compare conflicting viewpoints between scientists. Check out the three different question types below to learn more. #1: Data Representation (30-40% of Questions) These questions have you read graphs, interpret scatterplots, and explain information presented in tables. While some knowledge of the subject being tested is helpful, what is more important is your ability to read and understand data. As an example, check out this question from an ACT practice test: Source: ACT Assessment Practice Multiple Choice Test, 2004. The topic of this passage is metamorphic rock formation. However, you don't need to be an expert on that, or even know much about metamorphic rocks at all, to break down the chart. The question asks you which conditions a Facies G rock is most likely to form under. Looking at the area of the chart representing Facies G rocks, you can see they form with pressure between roughly 10 and 14 kb, and temperatures between 200 and 1,000 degrees Celsius. Looking at the answer choices, only one (choice J) lists a pressure reading that a Facies G rock could form under. Therefore J is the correct answer. In other words, the question is testing your ability to read and interpret the graph. The question is not testing your knowledge of metamorphic rocks. #2: Research Summaries (45-55% of Questions) These questions require you to interpret the design and results of experiments. Again, specific content knowledge isn't as important as knowledge of the scientific method and data collection. Check out this example question to see what we mean. The topic of this passage is elaiosomes, nutritious structures in seeds that attract ants. However, you don't need to know much about ants, seeds, or elaiosomes to break down this study and know which variable was controlled. A controlled variable is a variable that remains constant. So all you're looking for is the variable in the experiment that was kept the same. Reading the study description, we see that "Two seed dishes were placed in each site." This makes G the correct answer. (The other answer choices, number of ants, mass of elaiosome of each seed, and type of seed taken by the ants, were not described as constant in the study summary.) So to get this question right, you have to know what a controlled variable is and how it relates to scientific study structure. You do not have to be an expert on ants or seed germination. This is why taking science classes and becoming knowledgeable in the scientific method is so important to doing well on ACT science. #3: Conflicting Viewpoints (15-20% of Questions) The final question type on the ACT science section tests your ability to understand, analyze, and compare alternate viewpoints or hypotheses. These questions will center around a single situation or problem, and you will read two different viewpoints and compare the similarities and differences. Check out the example below. The question is asking you to figure out the main point of disagreement between the two scientists. In this case, the disagreement becomes clear in the first sentence of each opinion. Scientist 1 says "the object was a comet," while Scientist 2 says "the object was a stony asteroid." This makes answer choice J ("the type of object that entered Earth's atmosphere") the correct choice. The scientists do not disagree on the other three answer choices. The location of the event (choice F) and speed of the object (choice G) are given in the initial description, and the scientists don't disagree on the density of Earth's atmosphere (choice H). Once again, your familiarity with the content, in this case comets and asteroids, is not important. What is important is your ability to read two different points of view and quickly hone in on similarities and differences. Even if you knew nothing about comets or asteroids, it would be possible to get this question right by using critical reading skills. Here's a summary chart of the types of questions you'll see on ACT Science: Type of Question Skills Needed Number of Questions (Percent of Questions) Data Representation Read and understand data About 15 questions (35%) Research Summaries Interpret the design and results of experiments About 18 questions (50%) Conflicting Viewpoints Compare, contrast, and analyze opposing viewpoints About 7 questions (15%) Bottom Line If you can read and interpret graphs, charts, and tables, analyze differing opinions, and understand the scientific method and study design, you will do well on ACT Science. This section tests your scientific skills, not your knowledge of scientific facts. As you practice for this section, focus on how well you are able to quickly read and understand data and experiments. Also make sure you are able to compare different viewpoints and find similarities and differences. Doing specific ACT preparation and using practice questions will help you see if your scientific reasoning skills are strong enough to do well on this section. What’s Next? If you haven't already, check out ourUltimate Study Guide For ACT Science.It contains dozens of ACT Science guides going into every question type tested, strategies to tackle the questions, and how you should be organizing your prep to raise your score. Now that you know what the ACT science section tests, try out a full practice science section with free, official ACT practice tests online. The ACT’s science section is just one factor that sets the ACT apart from the SAT. What are the other differences between the ACT and SAT? Find out with our comparison here, and learn for sure which test you’ll do better on. Do you have advanced science skills you want to show to colleges? Learn about AP Tests and SAT Subject Tests, which both have specific science options like Biology, Chemistry, and Physics. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Pop Art and Photorealism Essay Example | Topics and Well Written Essays - 500 words

Pop Art and Photorealism - Essay Example Photorealism, although a product of the much larger pop art movement during the 60s, had another aim during creation. The artists first took photographs of a place or event and then back in their studio the artist replicated the photo onto canvas. The paintings coming from photos were highly realistic and appealing. These artists differed from traditional pop artists in that they did not use already published material and superimpose it to a painting. Instead, the painter was intimately familiar with the location as the painter was also usually the photographer. Photo realism was not about the mockery of life, but more the enjoyment and wonderment of the ordinary. Anything could be ordinary, but when looked upon a different way, it became something new. While pop artists were able to use relatively any media for their paintings, photo realists had a specific set of rules on what constituted a photorealism painting. These five guidelines set about what it meant to be an originator of the movement. Due to these rules, only a select few could be considered founders of the movement. Artistic movements evolve and die out as new methods present themselves. Pop art, while extremely popular during the 1960s, has faded from popularity. Photo realism, on the other hand, gained popularity with its lifelike paintings and representations of life. Many remember Andy Warhol, while there are not that many photo realists that are household names. This is due to the fact that what pop artists did caused people to remember for days.