Abraham Lincoln Essay -- essays research papers fc

Abraham Lincoln Why I chose to research Abraham Lincoln’s life. Ever since I was a small boy in elementary school, and all throughout my grade school days, there were many great names that were spoken of and taught about. Names such as George Washington, (our first president) John Hancock, John Adams, and Mark Twain were among many others who contributed to the betterment of our great country, the United States of America. Yet there was one name that resounded in my classrooms, and in my ears. That name was Abraham Lincoln. As a child, I had heard of great things this man had done, and wonderful things he had said. Of the many great things said by Abraham Lincoln, I recall most vividly the Gettysburg address, given on November 19, 1863.   Ã‚  Ã‚  Ã‚  Ã‚  Listening to the words of my teachers and reading from my textbooks about this great man who had done great things, made me curious. I wanted to know in more detail exactly what it was that made this man so revered by teachers, political leaders, students, and everyday people. What was it about Abraham Lincoln that made him who he was? And how did this have an affect on how he ran the country? These are some questions that I have, and throughout this research, I hope to answer them.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Abraham Lincoln was born in Larue County, which is in Kentucky, February 12, 1809 on a Sunday morning. He, as well as most other people in those days, was born in a log cabin that was not necessarily the most well built. The Lincoln cabin, as stated on page 5 in vol. one of The Life of Abraham Lincoln, by William E. Barton, â€Å"was lacking in all modern conveniences and most modern comforts.† Abraham Lincoln was not born into a rich family who had achieved great social and political power, but instead, a common, rather poor family, who was content with what they had. Thomas Lincoln (Abraham’s father) was a carpenter and a farmer, and he met his wife Nancy through a co-worker. Nancy was the sister of Joseph Hanks, who worked with Thomas Lincoln as a carpenter, and it is believed that through this acquaintance, Thomas and Nancy met, and were married. Nancy and Thomas Lincoln were the parents of Abraham Lincoln, and were both born in Virginia. When Nancy Lincoln got pregnant for the first time, both she and Thomas wanted to have a baby boy, however, their ... ...nd by a very large margin. Lincoln was placed on the Committee of Public Accounts and Expenditures on what was called the Ninth General Assembly. Lincoln made no marked impression on this legislative body.   Ã‚  Ã‚  Ã‚  Ã‚  In May of 1860, Abraham Lincoln was nominated for the republican presidential candidate. Lincoln was nominated by three hundred and sixty four votes, where only two hundred and thirty-four were required.   Ã‚  Ã‚  Ã‚  Ã‚  In his presidency, Lincoln achieved many goals, some preconceived, and some not. He was a great man, and a great president, due to his honesty and integrity. The questions that I had about Abraham Lincoln, (What was it about Abraham Lincoln that made him who he was? And how did this have an affect on how he ran the country?) Were more than answered. Lincoln was a man who rose above his circumstances and chose to do the right thing. I think that this unique president draws so many people’s attention to himself because of his honesty and integrity. Where have all the presidents run off to who will walk in the footsteps of Abraham Lincoln? Works Cited 1) The life of Abraham Lincoln, by William E. Barton. vol. One and Two.

The Effects of Drinking Behavior on College Students

The Effects of Drinking Behavior on College Students’ Academic Performance Abstract This study investigated the relationship between college students’ academic performance and their drinking behaviors. It was hypothesized that higher alcohol intake levels would be related to lower GPA. In the experiment, 28 Psychology students took an online survey which examined their level of alcohol intake in reference to their current grades. Current grades were measured by GPA and alcohol intake was based upon self-reported drinking frequency.Previous research supports the idea that poor academic performance is related to high alcohol intake. Background research supports the proposed hypothesis; however, the results found that alcohol intake had no significant relationship with academic performance. The Effects of Drinking Behavior on College Students’ Academic Performance One who attends a college or university will at some point engage in the consumption of alcohol. It can be viewed as the college life, which is becoming a major issue on campuses.This is an issue because it is our country’s responsibility to ensure that undergraduate studies encourage increase knowledge and not discourage it. The environment of school in general may be too relaxed and peer behavior and pressures contribute to behavior that may be detrimental to one’s college career. Undergraduate studies should be a gateway to even higher learning and not a hindrance. The growing concern about this issue can be gauged by the national new media coverage of heavy drinking.Recent developments in government, higher education, and the public health community have led to greater public awareness and policies to address the problem (Lewis, 2005). It has been found that students; who participated in binge drinking drank or had a hangover more than once a week and had lower grade point averages (Taylor, Johnson, Voas & Turrisi, 2006). In addition, it was noted that most students who did not enjoy learning or attending class; consumed alcohol at least once a month (Taylor, Johnson, Voas & Turrisi, 2006).Previous research has supported the hypothesis that higher alcohol intake is correlated with poor academic support. This study is unique because I wanted to see if this was true on a smaller scale. I decided to conduct a study at Old Dominion University using a sample of Psychology students. Though it has been found that poor academic performance is related to large alcohol consumption, I wanted to explore this finding on the campus of Old Dominion. Several studies have examined the effect of drinking behaviors and how they may be detrimental to college academic life.A national survey of nearly 37,000 students at 66 four-year institutions revealed a strong negative relationship between alcohol consumption and grades. Students with an A average consumed a little more than three drink per week, B students had almost five drinks, C students more than six, and D or F students reported nine drinks (Taylor, Johnson, Voas & Turrisi, 2006) Vaisman-Tzachor, R. , & Lai, J. (2008). According to the results of the research conducted, these students were unable to maintain higher GPAs because of the amount of regular alcohol consumption.In the current study, we explored the relationship between drinking behavior and academic performance. It was hypothesized that students who participated in drinking activities on a regular basis would not receive satisfactory grades. Participants were asked to complete an online survey that was administered via www. surveygizmo. com. Each participant was expected to answer truthfully to each question in order to determine the amount of alcohol usage in relation to their academic performance.In study conducted by Croom and colleagues, it was found that prior knowledge regarding alcohol was not found to have a significant effect on alcohol related behaviors. In this study the control group, college freshman, were giv en a survey and knowledge test during the summer prior to the start of college. The experimental group received the survey in addition to an online course, and final exam (Croom et al. , 2009). In another study, it was found that a positive correlation existed between personality and alcohol use.Personality characteristics that were considered included: openness, agreeableness, conscientiousness, and neuroticism. In addition, the study also found that there was a negative relationship between alcohol use and grade point average. As alcohol use increased the grade point averages of student’s decreased (Musgrave, Bromley, & Dalley, 1997). A study by Robert Crosnoe found that alcohol use increased with the failure of a course. Course failure was a greater predictor of alcohol use then was alcohol use a predictor of later course failure (Crosnoe, 2006). Method ParticipantsTwenty-seven Psychology students from Old Dominion University participated in this study. Participants were a warded extra credit for their participation. Materials A self-developed survey was used to study continuous drinking behavior and to monitor how much one drinks in comparison to his/her current academic achievement. The goal of the measure of the study was to determine the relationship between regular alcohol consumption and academic performance. The measure of the relationship was based upon the survey containing questions such as, â€Å"Have you ever had a hangover? † and â€Å"Do you enjoy learning? The survey was administered through online survey host website www. surveygizmo. com. The goal was to ask students indirectly about alcohol consumption in relation to their grades without telling them exactly what the survey was about. Alcohol intake was measured by the self-reported amount of drinks and drinking frequency. There were 19 questions altogether. Most questions were based upon a one to five scale, with one being the least in agreement and five being the most in ag reement. Some questions required yes or no responses and others had fill-in-the-blank options.Some of the ideas that I wanted the participants to explore were their true drinking behaviors, frequencies, and habits. I wanted to present the questions in such a way that the participant would voluntarily describe their habits without holding anything back. My overall goal was to observe through answers the amount of alcohol consumption in respect to grades. Asking about attitudes toward school and eventually progressing to actual grade representation, allowed me to compare alcohol usage to behavior toward school.Everything regarding school including but not limited to attitude toward it, grades while attending college, and immediate past test score should have either been parallel with consumption or negatively correlated. Procedure Each participant was responsible for taking a 19 question survey. The survey’s overall level of difficulty was easy. It did not require anyone to par ticipate longer than 5 minutes. They were asked a series of multiple choice and fill in the blank answers. Each participant was expected to answer truthfully. All 28 students were required to answer each question because it was mandatory.Before participation began everyone had to consent to participation, and afterward everyone was thanked and given extra credit by the participating professor. Results A Pearson’s Product-Moment correlation was used to determine the relationship between current grades (M = 3. 44) and drinking frequency (M = 3. 07). Results of this analysis showed that there was not a significant relationship between the two variables (r = . 11, p>05). Discussion The research conducted has verified the null hypothesis which concluded drinking does not have negative effect on academics.Most students who willingly participated in the survey responded that drinking at a high frequency or binged drinking did not adversely affect their grades. These findings are con trary to most acceptable research on alcohol being a negative correlate of academic failure. A survey was administered with questions requiring honesty about drinking habitats and academic performance. Questions were related directly to the topic and others were field questions. Mandatory questions were asked such as GPA and alcohol consumption on a monthly or daily basis. These key questions played a vital role in the outcome of the study.In the hypothesis it was proposed that drinking would have a negative effect on academics. In previous research, the correlation of drinking and class attendance had been shown to be to be within the realms of the stated hypothesis. When students consume alcohol it was related to negative academic performance. However, the outcome of the survey resulted in information that was quite opposite to the research conducted in the given survey. According to the survey used in the current study, there was no significant relationship between alcohol consum ption and acquired GPA.Most students who willingly participated in the survey responded that drinking at a high frequency or binge drinking did not adversely affect their grades. These findings are contrary to most acceptable research on alcohol being a negative correlate of academic failure. Previous research showed that students at four year collegiate universities are likely to consume alcohol. A national survey of 37,000 students at sixty-six four year institutions hypothesized that there would be a strong negative relationship between alcohol consumption and grades.In this study, students were asked to report drinking behaviors, and reported a significant amount of alcohol use. The study found that there was no significant relationship between alcohol use and grades (Jackson, 2006). This conclusion is similar to that of McAloon (1994), that higher levels of drinking were correlated with negative consequences, such as high rates of reported hangovers, driving under the influence , nausea or vomiting, suicide risk, and sexual assault. There was no significant relationship between drinking frequency and academic performance and one of the major confounds of this study was the sample itself.There were a plethora of issues surrounding the sample’s size and characteristics which could have led to results that turned out to be opposite of the hypothesis and previous background research studies that supported the hypothesis. There were only 28 participants in the study. There was not much diversity regarding the students’ demography. These 28 students were not randomly selected; rather, they were students working for the incentive of extra credit in the same class. It is very important to have diversity perspective in data because data can cover a wide variety of subjects.Diversity-centered research addresses different ethnicity, culture, sexuality, gender, age, disability, or a wide range of other perspectives (Lumby & Morrison, 2010). Information s uch as this would lead the average researcher to wonder if the results were skewed because of the lack of participation and the lack of diversity among the participants. Considering the idea that only observing one group of individuals (psychology majors) may distort results is enough to say that the results could have been different.Not having any participants outside of the major, with one exception, could lead one to believe that maybe Psychology students are just different. Maybe they are the exception to all of the previous background research. An assumption such as this could be considered a bit absurd, but there would be no way to assume anything contrary to this belief. The study did not include many others outside of the major. It would be safe to conclude that either Psychology students are the exception, or the researcher should have examined more students outside of the major to verify that this is no exception.Previous research suggests that alcohol and academia have a negative correlation. For example, college students who participated in the research study conducted by researchers in the Southwestern region of the United States found this statement and accurate depiction of the correlation between alcohol and academia. The study conducted found that most students who engaged in the consumption of alcohol had poor reflections when their grades were assessed and a high number engaged in drinking because of the collateral effects of having close people also engaging in this behavior. Hagman, Cohn, Noel, & Clifford, 2010). When there is a study performed that is disproving the above, it is important to make sure that there is no room for error or doubt. Examining only Psychology students and one Criminal Justice student was a large mistake. All but five of the participants were college seniors, and the remaining participants were fellow upperclassmen. Classification does not define level of maturation; however, it is possible that since the particip ants of this study were all upperclassmen they may be able to correctly conduct themselves in a manner that is not harmful to their everyday lives.Drinking frequency may have a larger effect on someone who is less mature about it and not willing to drink responsibly (Crosnoe, 2006). Lack of diversity among classification combined with participants’ ages being above the age of 21, contribute to the possibility that both may play a role in the idea that academic performance may not be in jeopardy due to alcohol intake after a certain point in life. Self-Report was also another major limitation of the study. As a researcher, no one should rely solely on the self-report of those participating in their study because level of accuracy is key.For instance, in the study done by a handful of researchers was conducted on the premises that students would be honest about their drinking habits when they enrolled in an alcohol awareness and preparation course. They discovered that most wer e not truthful and results were skewed and unreliable (Lewis, Marchell, Lesser, Reyna, & Kubicki-Bedford, 2009). One cannot assume that a person will not lie, forget, or make up what they need or want a researcher to believe. Unfortunately, the deception of the study was probably not enough to fool people into admitting exactly what their current rades were. Based upon previous research administered by Musgrave-Marquart, Bromley, and Daley (1997) it is unlikely to have â€Å"mostly A’s† and be intoxicated at least 3 times a week. The institution restriction and topic of discussion also served as confounds within the study. The use of only students from Old Dominion University from one specific classroom was a barrier to the results needed to prove the hypothesis. The topic of discussion can also be considered a sort of taboo. No one really wants to admit that they drink alcohol on a level that is not socially acceptable.Who really wants to say, â€Å"I’m an alc oholic. †? Not too many people are comfortable admitting that they are alcoholics to their selves, let alone complete strangers. At times, the topic can be difficult to speak about, and this could be a contribution to the results not being up to par with past research. Those who identified themselves as having a high tolerance for alcohol and abnormally frequent drinking behaviors still did not idenitfy themselves as alcoholics. These individuals skewed the survey and  showed that they could not  admit to what society thinks of as unacceptable (2003).Finally, the content of measure of the study made it more difficult to find results parallel to the hypothesis. One of the larger confounds of the study was gathering information through a self-reported survey only. My determinant was a 19 question survey with questions that were not of good quality. Some of the questions were too definitive and did not leave room for individuality. Sometimes it can be harder for a person to i dentify with such specific categories if there is room for another category that is not listed.Results become an issue when a question from the content of measure (the survey) is mandatory but does not necessarily fully apply to the participant. If a participant happens to fall in between two options such as drinking once a week or more than three times a week, but the option is not available, that person will be forced to answer to the best of their ability instead of with the whole truth. This person may drink twice a week but because that is not an option, they will report drinking more or less than they actually do according to the study offering skewed results.The study cannot fulfill its true objective because of the lack of quality within the questions. This source explains how social drinking can turn into a lifestyle and the longitudinal survey collected data on drinking from August 2004 through November 2007. The longitudinal survey data that was collected can cover a larg e amount of data versus short-term data (Fromme, Wertherill, & Neal, 2010). For future directions, I would suggest that anyone conducting a study that is related to the relationship between alcohol and academic performance use a study that is longitudinal for the desired results to prove such a hypothesis.Most of the background research on this particular study has been performed over long periods of time with many diverse groups. There should be a more diverse sample with people attempting to find accurate results about such a topic. Different forms of administration would most certainly help researchers with correct findings. Researchers could use interviews, assessments, or even an evaluation to gather information about Researchers must not restrict themselves to only one form of administration of their tests. There are other ways to gather personal information in an ethical manner.Instead of using a survey to cover all of the information, maybe researchers could use a questionna ire that screens alcohol usage only and then ask students to submit their grades. The questions that were asked were very vague and broad. For example, â€Å"What are your currents grades like? † could have been more useful if the options were more specific instead of â€Å"Mostly A’s† or â€Å"Mostly B’s†. A future researcher should focus on the questions’ style content and quality vs. quantity. I would also suggest that when conducting such a study in the future that there is a better measure of honesty.A researcher could find an ethical way to verify grades such as report cards or a transcript. There are many ways to verify concrete information such as current grades. Progress reports or past report cards (if applicable) can be considered verification of some of the answers provided in such a study. The benefit of using a progress report or a transcript to report concrete information is that there is no room for error report. It could als o increase the willingness to report truthful drinking behavior if the participant is not asked any questions about their personal performance and personal lifestyle simultaneously.The most important thing that should be considered if this study were to be repeated would be the content of measure. Accurate research results often require more than one content of measure. One cannot possibly know all there is to discover about a relationship between two factors if there is only one definitive determining factor. It would be beneficial for there to be more than one way to find out information. More specific questions and verified responses should be created for participants and researchers alike to ensure that the most accurate results are produced.In this study the relationship between alcohol intake and academic performance was measured by administration of a survey which asked about whether or not drinking habits had any significant behavior on academic performance. The survey asked questions about students’ typical drinking behavior and current and cumulative grades to define the relationship between the two. It was expected that we would find patterns for people who drink more to have lower grades, and the people who drank less were expected to have higher grades.The results found that there was no significant relationship between drinking frequency and academic performance. Previous research suggests that there is a strong negative relationship between the two. It appears that in this study we may have a false null hypothesis. The study did not find the desired results, but if performed correctly on another occasion, there should be no doubt that the results will support the hypothesis. It appears that colleges may have to implement harsher sanctions for students who cannot remain up to par academically.This may serve as motivation for these students not to attend college for the wrong reasons. Although the results of this particular study do not dem onstrate the idea that drinking alcohol has an adverse effect on academia, previous research suggests otherwise. Maybe if the atmosphere of college and the stereotype of college was not surrounded by the idea of alcohol, students would be more reluctant to pursue higher education without responsible attitudes. I would suggest that all universities place guidelines on the amount of partying for at least the first few years of students’ college careers.I would suggest that these colleges keep a close watch on the younger students specifically. Based upon the study, I would suggest that stricter guidelines be placed on college students who are not excelling in academics because of personal behavior. References Bingham, C. , Barretto, A. , Walton, M. , Bryant, C. , Shope, J. , & Raghunathan, T. (2010). Efficacy of a web-based, tailored, alcohol prevention/intervention program for college students: Initial findings. Journal of American College Health,  58(4), 349-356. Retrieved from Academic Search Complete database.Croom, K. , Lewis, D. , Marchell, T. , Lesser, M. , Reyna, V. , Kubicki-Bedford, L. , et al. (2009). Impact of an Online Alcohol Education Course on Behavior and Harm for Incoming first-Year College Students: Short-Term Evaluation of a Randomized Trial. Journal of American College Health,  57(4), 445-454. Retrieved from Psychology and Behavioral sciences Collection database. Crosnoe, R. (2006). The Connection Between Academic Failure and Adolescent Drinking in secondary School. Sociology of Education,  79(1), 44-60. Retrieved from Academic search Complete database. Fromme, K. Wetherill, R. R. , & Neal, D. J. (2010). Turning 21 and the Associated Changes in drinking and Driving after Drinking among College Students. Journal of American college Health, 59(1), 21-27. Retrieved from EBSCOhost. Hagman, B. , Cohn, A. , Noel, N. , & Clifford, P. (2010). Collateral Informant Assessment in alcohol Use Research Involving College Students. Journal of American College health,  59(2), 82-90. Retrieved from Academic Search Complete database. Jackson, K. M. , Sher, K. J. , & Park, A. (2006). Drinking among college students: consumption and consequences.In:  Galanter  M, ed. Recent Developments in Alcoholism: Research  on alcohol Problems in Adolescents and Young Adults. 2nd ed. New York: Springer; 2006;17:85-117. Lamis, D. , Ellis, J. , Chumney, F. , & Dula, C. (2009). Reasons for Living and Alcohol Use among College Students. Death Studies,  33(3), 277-286. doi:10. 1080/07481180802672017. Lewis, T. (2005). Readiness to Change, Social Norms, and Alcohol Involvement Among College students. Journal of Addictions & Offender Counseling,  26(1), 22-37. Retrieved from legal Collection database. Logan, D. , Kilmer, J. , & Marlatt, G. 2010). The Virtuous Drinker: Character Virtues as correlates and Moderators of College Student Drinking and Consequences. Journal of American College Health,  58(4), 317-324. Retrieved from Acade mic Search Complete database. Lumby, J. , & Morrison, M. (2010). Leadership and Diversity: Theory and Research. School Leadership & Management, 30(1), 3-17. Retrieved from EBSCOhost. McAloon, D. (1994). The effect of alcohol abuse on academic achievement on two-year campuses. Community College Review,  22(1), 12. Retrieved from Academic Search complete database. Musgrave-Marquart, D. Bromley, S. , & Dalley, M. (1997). Personality, Academic Attribution, and Substance Use as Predictors of Academic Achievement in College Students. Journal of Social Behavior & Personality,  12(2), 501-511. Retrieved from Academic Search complete database. NATIONAL SURVEY OF DRINKING AND DRIVING ATTITUDES ANDBEHAVIOURS, 2001. (2003). Chronicle of the American Driver & Traffic Safety Education Association, 7. Retrieved from EBSCOhost. Osain, M. , & Alekseevic, V. (2010). The effect of alcohol use on academic performance of university students. Annals of General Psychiatry,  91. oi:10. 1186/1744-859X -9-S1-S215. Sullivan, M. , & Risler, E. (2002). Understanding College Alcohol Abuse and Academic performance: Selecting Appropriate Intervention Strategies. Journal of College counseling,  5(2), 114. Retrieved from Academic Search Complete database. Taylor, D. , Johnson, M. , Voas, R. , & Turrisi, R. (2006). Demographic and Academic Trends in drinking Patterns and Alcohol-Related Problems on Dry College Campuses. Journal of alcohol & Drug Education,50(4), 35-54. Retrieved from Academic Search Complete database. Vaisman-Tzachor, R. , & Lai, J. (2008).The Effects of College Tenure, Gender, and Social involvement on Alcohol Drinking and Alcoholism in College Students. Annals of the american Psychotherapy Association,  11(4), 18-24. Retrieved from Academic Search complete database. Welcome, M. , Pereverzeva, E. , & Pereverzev, V. (2010). A novel psychophysiological model of the effect of alcohol use on academic performance of male medical students of belarusian State Medical Univers ity. International Journal of Collaborative Research on Internal Medicine & Public Health (IJCRIMPH),  2(6), 183-197. Retrieved from academic Search Complete database.

Gogol’s Namesake Essay

Immigrants moving to the United States are faced with the pressing question of whether or not to assimilate into American culture. Many of those involved in diasporic situations feel that adapting to the social norms of their new surroundings is an act of betraying their roots in which their heritage and all preexisting traditions will be lost. Jhumpa Lahiri’s novel The Namesake highlights this struggle through the eyes of the Ganguli family. The novel ultimately shows us that one can simultaneously belong to two cultures, in this case Indian and American culture. Many scholars are hung up on the fact that protagonist Gogol must belong to one culture or the other. Heinze’s â€Å"Diasporic Overcoat?† suggests that Gogol puts on an â€Å"overcoat† through the switching of his name to represent the switching of his identity across various relationships and social situations. In doing so, he says â€Å"by implication one is never totally free of an overcoat, there is no such thing as a pristine and authentic identity†¦ (Heinze 197-198)† This quote demonstrates Heinze taking a stand and stating that there is no fixed identity. I suggest that Gogol does indeed obtain a national and cultural identity. The characterization of Gogol’s identity can be viewed as a spectrum that is continuously changing. At one end of the spectrum is his Indian cultural identity and the other is his American. At different points in his life Gogol has different degrees of American and Indian cultures present within him. So rather than arguing Gogol has no set identity, instead his identity is classified by his movement along his hybrid cultural spectrum. Other scholars that write on the issues of cultural hybridity focus on the idea that the person involved in diasporic situations are caught some where between their two given cultures. The author of an article applying concepts of cultural hybridity in music, particularly Arabian Jazz states that those with hybrid identities create a new â€Å"imagined community’ in which cultures may interact and influence each other in a state of co-existence and a â€Å"third space† is created. He defines this third space as â€Å"the inter- the cutting edge of translation and negotiation, the in between space that carries the burden of the meaning of culture† (Al-Joulan 640). Rather than being part of one culture or the other he is saying that identity of ones culture is defined as being in this third space. For the sake of my argument Gogol’s third space is the area on between his Indian culture and American culture. Gogol’s position in his third space changes at  different points in the novel. Gogol’s birth not only marks the start of his life but it also marks the start of his movement away from the Indian side of his hybrid cultural spectrum. Although it is clear the presented naming process for the Ganguli baby is one that typically appeals to Bengali tradition, American pressures results in the vanishing of those traditions. â€Å"Ashima’s grandmother has mailed the letter herself, walking with her cane to the post office, her first trip out of the house in a decade. The letter contains one name for a girl, one for a boy. Ashima’s grandmother has revealed them to no one.† (25) This quote indicates the importance of naming in Bengali tradition, particularly done by an elder in the family. The fact that the grandmother is leaving the house for the first time in ten years to personally see the letter off shows it is of great importance. However, when the letter does not arrive in time, his parents fail to name him according to Bengali tradition. â€Å"For they learn that in America, a baby cannot be released from the hospital without a birth certificate. And that a birth certificate needs a name.† (27) The Ganguli’s must abide to American laws even if it means abandoning essential Bengali traditions and we see young Gogol’s position on the spectrum of two cultures sway away from his â€Å"Indian-ness.† Perhaps this is Lahiri’s way of communicating to her audience that sacrifices must be made in order to establish a hybrid cultural identity. During the infancy stage of Gogol’s life another series of events instills his divergence from the Indian side of his identity spectrum. The Ganguli’s invite their Bengali friends over in celebration of Gogol’s first consumption of solid food. Gogol is also offered a number of items to represent what profession he will grow to attain. â€Å"Gogol frowns, and his lower lip trembles. Only then, forced at six months to confront his destiny, does he begin to cry.† (40) This quote demonstrates how Gogol’s refusal to participate in traditional Indian rituals, begins at an early age. He does not reach for any of the items symbolizing his rejection of Indian culture ultimately pushing him further towards American assimilation. Throughout adolescence and early adulthood Gogol’s movement along the spectrum continues away from the Indian side. During this stage in his life the movement is represented through the rejection of his name to mimic his rejection of his Bengali heritage. Despite the fact that the pet name given  to him at birth is in fact a Russian name, the concept of having a pet name and good name all together is the â€Å"Bengali way† and not typical for Americans. We see this in Gogol’s petition to his parents to change his name when he asks â€Å"Why do I have a pet name in the first place? I don’t get it†(Lahiri 99). His mother responds simply with â€Å"It’s our way, Gogol. It’s what Bengali’s do†(Lahiri 99). When Gogol is asked by his new college suitemate whether Gogol is his first name or last name, he gives a new answer that is of great significance. â€Å"Normally that question agitates him. But today he has a new answer. ‘Actually, that’s my middle name,’ Gogol says by way of explanation, sitting with them in the common room to their suite. ‘Nikhil is my first name. It got left out for some reason’†(Lahiri 103). We know this statement is false due to the fact that in a previous passage of the novel Gogol’s mother explains to his principle that he does not have a middle name at all, he has a good name and a pet name. In Judith Caesar’s article about Gogol’s namesake she says, â€Å"Although Nikhil is an Indian name, it enables him to try on a sophisticated identity he thinks he wants, sexy, cool, ‘normal’†(Caesar 110). I believe what Caesar is referring to as â€Å"normal† is in fact â€Å"more American†. Making the claim that Gogol is his middle name marks his attempt at appearing like a typical American kid with a first, middle, and last name. In essence he is rejecting his pet name to represent the rejection of his Indian heritage. Conversely the acceptance of this so-called â€Å"middle name† represents his acceptance of American culture continuing his movement away from the Indian side of the spectrum. It is not until the adulthood stage in Gogol’s life that he comes full circle and begins his movement in the other direction, back towards the Indian side of his hybrid cultural identity spectrum. The first way in which he does this is through the development of his relationship with Moushumi. Moushumi, being a childhood family friend also of Bengali heritage, first met Gogol as Gogol rather than Nikhil. It is â€Å"the first time he’s been out with a women who’s once known him by that other name†(Lahiri 193). The fact that Gogol goes through with meeting a girl who already knew his pet name, a Bengali custom, represents a step towards accepting his name and a willingness to begin his movement in the other direction towards his â€Å"Indian-ness.† Ironically the very thing they bond over is their identical  hybrid identity situation. â€Å"They talk about how they are both routinely assumed to be Greek, Egyptian, Mexican – even in this misrendering they are joined† (Lahiri 212). Neither Gogol nor Moushumi ever thought they would date another Bengali due to the fact that it is what their parents had continuously drilled into their heads as their wishes. They know that their blossoming relationship will please both their parents, and they each find some comfort in this surprising thought. The reason the two met up after not seeing each other since childhood was a result of a request by Gogol’s mother. She is the one who suggest he call Moushumi. Gogol proceeding with the call and arranging to meet Moushumi marks the start to his movement and reconnection to his Indian culture. The second way Gogol begins his journey of moving back towards the Indian side, is through his exploration and acceptance of what his pet name meant to his father. In the final chapter of the novel we see adult Gogol returning to his family home in which he goes into his old bedroom, discovering the book by author Nikolai Gogol that his father had given to him years ago. He opens the book to find what his father had written in it â€Å"For Gogol Ganguli†¦ the man who gave you his name, from the man who gave you your name†(Lahiri 288). It is only out of respect for his father that he takes the time to explore what the name meant to him. Had Gogol’s father not have passed away, he may have again snubbed the book and its significance to his father as he did when he first gifted it to him. This may be Lahiri’s way of conveying to readers that although it is too little to late in the aspect of reestablishing a relationship with his father, it is not yet too late to reconnect with his Bengali heritage. The moment Gogol begins to read â€Å"The Overcoat† marks just the beginning of his exploration and acceptance of his Bengali heritage and finding its role in the grand scheme of his double-sided identity spectrum. In conclusion we see different degrees of Indian and American culture present within Gogol representing his continuous changing position across his hybrid culture identity or â€Å"third space†. In the early stages of his life we see his divergence from â€Å"Indian-ness† through his parents failure to name him according to Bengali tradition, his own rejection of important  Bengali ceremonial traditions and the rejection of his pet name. Finally in adulthood he begins his journey in the other direction, his journey at exploring at reconnecting with this Indian roots marking the start of his movement back towards â€Å"Indian-ness.† This movement is achieved through his developing relationship with Moushumi, another Bengali-American character, as well as his acceptance to explore the meaning of his name given to him by his father. Works Cited Al-joulan, Nayef. â€Å"Diana Abu-Jaber’s Arabian Jazz: An Orphic Vision of Hybrid Cultural Identity.† Neophilologus 94.4 (2010): 637-52. ProQuest Research Library. Web. 11 Dec. 2012. Heinze, Ruediger. â€Å"A Diasporic Overcoat? Naming and Affection in Jhumpa Lahiri’s the Namesake.† Journal of Postcolonial Writing 43.2 (2007): 191-202. MLA International Bibliography. Web. 11 Dec. 2012. Caesar, Judith. â€Å"Gogol’s Namesake: Identity and Relationships in Jhumpa Lahiri’s the Namesake.† Atenea 27.1 (2007): 103-19. MLA International Bibliography. Web. 11 Dec. 2012.

Principles Of Teaching And Learning In Teaching Math Essay

Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one â€Å"right way† to teach. Nevertheless, much is known about effective mathematics teaching. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques to support learning, and pursuing continuous self-improvement are actions good teachers take every day. The teacher is responsible for creating an intellectual environment in the classroom where serious engagement in mathematical thinking is the norm. Effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students having varied levels of expertise, and how to support students without taking over the process of thinking for them. Effective teaching requires continuing efforts to learn and improve. Teachers need to increase their knowledge about mathematics and pedagogy, learn from their students and colleagues, and engage in professional development and self-reflection. Collaborating with others–pairing an experienced teacher with a new teacher or forming a community of teachers–to observe, analyze, and discuss teaching and students’ thinking is a powerful, yet neglected, form of professional development. Teachers need ample opportunities to engage in this kind of continual learning. The working lives of teachers must be structured to allow and support different models of professional development that benefit them and their students. Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information,  simplify and solve problems, assess risk and make informed decisions. Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Because mathematics is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1 Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings. How is the mathematics framework structured? Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning  experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper. The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions: Number, money and measure Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots Fractions, decimal fractions and percentages Money Time Measurement Mathematics – its impact on the world, past, present and future Patterns and relationships Expressions and equations. Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation. Information handling Data and analysis Ideas of chance and uncertainty. The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life. A key feature of the mathematics framework is the development of algebraic thinking from an early stage. Research shows that the earlier algebraic thinking is introduced, the deeper the mathematical understanding will be  and the greater the confidence in using mathematics. Teachers will use the statements of experiences and outcomes in information handling to emphasise the interpretation of statistical information in the world around us and to emphasise the knowledge and skills required to take account of chance and uncertainty when making decisions. The level of achievement at the fourth level has been designed to approximate to that associated with SCQF level 4. What are the features of effective learning and teaching in mathematics? From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts. Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts. The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:  planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently  opportunities for discussion, communication and explanation of thinking developing mental agility  using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies using technology in appropriate and effective ways  building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevanc e of what they are learning developing problem-solving capabilities and critical thinking skills. Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options: ‘what would happen if†¦?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops. How will we ensure progression within and through levels? As children and young people develop concepts within mathematics, these will need continual reinforcement and revisiting in order to maintain progression. Teachers can plan this development and progression through providing children and young people with more challenging contexts in which to use their skills. When the experience or outcome spans two levels within a line of development, this will be all the more important. One case in point would be the third level outcome on displaying information. The expectation is that young people will continue to use and refine the skills developed at second level to display charts, graphs and diagrams. The contexts should ensure progression and there are clear opportunities to use other curriculum areas when extending young people’s understanding. What are broad features of assessment in mathematics? (This section should be read alongside the advice for numeracy.) Assessment in mathematics will focus on children and young people’s abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Teachers can gather evidence of progress as part of day-to-day learning about number, money and measurement, shape, position and movement and information handling. The use of specific assessment tasks will be important in assessing progress at key points of learning including transitions. From the early years through to the senior stages, children and young people will demonstrate progress in their skills in interpreting and analysing information, simplifying and solving problems, assessing risk and making informed choices. They will also show evidence of progress through their skills in collaborating and working independently as they observe, explore, experiment with and investigate mathematical problems. Approaches to assessment should identify the extent to which children and young people can apply their skills in their learning, in their daily lives and in preparing for the world of work. Progress will be seen as children and young people demonstrate their competence and confidence in applying mathematical concepts and skills. For example: Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking? Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously? As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions? Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects? Can they evaluate data to make informed decisions? Are they developing the capacity to engage with and complete tasks and  assignments? Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities. How can I make connections within and beyond mathematics? Within mathematics there are rich opportunities for links among different concepts: a ready example is provided by investigations into area and perimeter which can involve estimation, patterns and relationships and a variety of numbers. When children and young people investigate number processes, there will be regular opportunities to develop mental strategies and mental agility. Teachers will make use of opportunities to develop algebraic thinking and introduce symbols, such as those opportunities afforded at early stages when reinforcing number bonds or later when investigating the sum of the angles in a triangle. There are many opportunities to develop mathematical concepts in all other areas of the curriculum. Patterns and symmetry are fundamental to art and music; time, money and measure regularly occur in modern languages, home economics, design technology and various aspects of health and wellbeing; graphs and charts are regularly used in science and social studies; scale and proportion can be developed within social studies; formulae are used in areas including health and wellbeing, technologies and sciences; while shape, position and movement can be developed in all areas of the curriculum. The Teaching Principle Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Students learn mathematics through the experiences that teachers provide. Thus, students’ understanding of mathematics, their ability to  » use it to solve problems, and their confidence in, and disposition toward, mathematics are all shaped by the teaching they encounter in school. The improvement of  mathematics education for all students requires effective mathematics teaching in all classrooms. Teaching mathematics well is a complex endeavor, and there are no easy recipes for helping all students learn or for helping all teachers become effective. Nevertheless, much is known about effective mathematics teaching, and this knowledge should guide professional judgment and activity. To be effective, teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibilit y in their teaching tasks. They need to understand and be committed to their students as learners of mathematics and as human beings and be skillful in choosing from and using a variety of pedagogical and assessment strategies (National Commission on Teaching and America’s Future 1996). In addition, effective teaching requires reflection and continual efforts to seek improvement. Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge. Effective teaching requires knowing and understanding mathematics, students as learners, and pedagogical strategies. Teachers need several different kinds of mathematical knowledge—knowledge about the whole domain; deep, flexible knowledge about curriculum goals and about the important ideas that are central to their grade level; knowledge about the challenges students are likely to encounter in learning these ideas; knowledge about how the ideas can be represented to teach them effectively; and knowledge about how s tudents’ understanding can be assessed. This knowledge helps teachers make curricular judgments, respond to students’ questions, and look ahead to where concepts are leading and plan accordingly. Pedagogical knowledge, much of which is acquired and shaped through the practice of teaching, helps teachers understand how students learn mathematics, become facile with a range of different teaching techniques and instructional materials, and organize and manage the classroom. Teachers need to understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected enterprise (Schifter 1999; Ma 1999). Their decisions and their actions in the classroom—all of which affect how well their students learn mathematics—should be based on this knowledge. This kind of knowledge is beyond what most teachers experience in standard preservice mathematics courses in the United States. For example, that fractions can be understood as parts of a whole, the quotient of two integers, or a numb er on a line is  important for mathematics teachers (Ball and Bass forthcoming). Such understanding might be characterized as â€Å"profound understanding of fundamental mathematics† (Ma 1999). Teachers also need to understand the different representations of an idea, the relative strengths and weaknesses of each, and how they are related to one another (Wilson, Shulman, and Richert 1987). They need to know the ideas with which students often have difficulty and ways to help bridge common misunderstandings.  » Effective mathematics teaching requires a serious commitment to the development of students’ understanding of mathematics. Because students learn by connecting new ideas to prior knowledge, teachers must understand what their students already know. Effective teachers know how to ask questions and plan lessons that reveal students’ prior knowledge; they can then design experiences and lessons that respond to, and build on, this knowledge. Teachers have different styles and strategies for helping students learn particular mathematical ideas, and there is no one â€Å"right way† to teach. However, effective teachers recognize that the decisions they make shape students’ mathematical dispositions and can create rich settings for learning. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques, and engaging in reflective practice and continuous self-improvement are actions good teachers take every day. One of the complexities of mathematics teaching is that it must balance purposeful, planned classroom lessons with the ongoing decision making that inevitably occurs as teachers and students encounter unanticipated discoveries or difficulties that lead them into uncharted territory. Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sustain interest, and engage students in building mathematical understanding. Effective teaching requires a challenging and supportive classroom learning environment. Teachers make many choices each day about how the learning environment will be structured and what mathematics will be emphasized. These decisions determine, to a large extent, what students learn. Effective teaching conveys a belief that each student can and is expected to understand mathematics and that each will be supported in his or her efforts to accomplish this goal. Teachers establish and nurture an environment conducive to learning mathematics through the decisions they make, the conversations they orchestrate, and the  physical setting they create. Teachers’ actions are what encourage students to think, question, solve problems, and discuss their ideas, strategies, and solutions. The teacher is responsible for creating an intellectual environment where serious mathematical thinking is the norm. More than just a physical setting with desks, bulletin boards, and posters, the clas sroom environment communicates subtle messages about what is valued in learning and doing mathematics. Are students’ discussion and collaboration encouraged? Are students expected to justify their thinking? If students are to learn to make conjectures, experiment with various approaches to solving problems, construct mathematical arguments and respond to others’ arguments, then creating an environment that fosters these kinds of activities is essential. In effective teaching, worthwhile mathematical tasks are used to introduce important mathematical ideas and to engage and challenge students intellectually. Well-chosen tasks can pique students’ curiosity and draw them into mathematics. The tasks may be connected to the  » real-world experiences of students, or they may arise in contexts that are purely mathematical. Regardless of the context, worthwhile tasks should be intriguing, with a level of challenge that invites speculation and hard work. Such tasks often can be approached in more than one way, such as using an arithmetic counting approach, drawing a geometric diagram and enumerating possibilities, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to organize and orchestrate the work of the students, what questions to ask to challenge those with varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge. Opportunities to reflect on and refine instructional practice—during class and outside class, alone and with others—are crucial in the vision of school mathematics outlined in Principles and Standards. To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students’ learning. Using a variety of strategies, teachers should monitor students’ capacity and inclination to analyze situations, frame and solve problems, and make sense of mathematical concepts and procedures. They  can use this information to assess their students’ progress and to appraise how well the mathematical tasks, student discourse, and classroom environment are interacting to foster students’ learning. They then use these appraisals to adapt their instruction. Reflection and analysis are often individual activities, but they can be greatly enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers. Collaborating with colleagues regularly to observe, analyze, and discuss teaching and students’ thinking or to do â€Å"lesson study† is a powerful, yet neglected, form of professional development in American schools (Stigler and Hiebert 1999). The work and time of teachers must be structured to allow and support professional development that will benefit them and their students.

Chinese Businesses Essay Example | Topics and Well Written Essays - 4000 words

Chinese Businesses - Essay Example Over the centuries, these socio-economic affiliations helped ties the Chinese and Filipino in a strong spirit of affinity. In the 21st century, mutual trade and investments provide a solid pillar in the long-standing, friendly relations between the two nations (Philippine Embassy Beijing 2004). In Singapore, there was a phenomenal influx of Chinese migrants during the nineteenth century. Multitudes of Chinese migrants filled the island for commerce and work with the institution of Singapore as a colony of Britain in 1819 (Ee 1961). During this time, secret societies emerged that Chinese migrants became associated with. These secret societies contributed to the development of Chinese businesses in Singapore in early days. Chen (2001) narrated that around 60 million Chinese people have built communities in countries other than China. They cover a range of ethnic and linguistic subdivisions bound by their common origin, and are collectively known as the Overseas Chinese (Weidenbaum 1996). Although rather small in terms of the entire population of their host countries, they play a vital role in the economic setting of South East Asia, where they dominate a majority of the firms' wealth in the region (Yeung, 1996). According to Tsang (2002 p. ... Most of them are into small and medium enterprises; however, play a significant role in the economy of the Philippines. Some of these entrepreneurs hold large companies and are valued as some of the most well-known Philippine' business tycoons. According to Wong (1985), the traditional Chinese family business (CFB) is "a small-scale, domestically oriented, form of business organization that originated in China several hundred years ago and was dispersed throughout South East Asia by emigrating Chinese minorities in the 19th and 20th centuries". Shapiro and Erdener (2003) modernly called them as the Chinese family enterprise (CFE) in which they defined as "the larger, internationally active, family-owned Overseas Chinese enterprise that evolved from the traditional CFF outside China". Yeung (1999, pp.106-11) narrated that some of CFB turned into CFE that have become famous international conglomerates are Fortune Tobacco under Lucio Tan in the Philippines and the Far East Organization under Ng Teng Fong in Singapore. "Among the Overseas Chinese, family business was evolving in new directions that deviated from tradition and paved the way for international expansion". As they internationally expand, CFEs typically created powers and capabilities in their host markets as the basis for competitive advantages in the foreign country environment. In some South East Asian countries where ethnic discrimination is at large by the dominant cultural group, the CFB expanded their business network beyond the family. This led them to form unions with national governments. The main advantages of the CFE based on characteristics over other form of business structures are listed below. According to Chen (1995), the main lead of the CFE is its capacity to grab commercial portals of

Key Strategic Alliances in Middle East Assignment

Key Strategic Alliances in Middle East - Assignment Example We should study about the Middle East because we can learn from the trials and tribulations suffered over the last few thousand years. In addition to this, the Middle East is at the center of three continents: Asia, Europe, and Africa. This makes not only the land valuable, but also the trade routes that go through this region. This perhaps explains why there have been so many wars in the region and why there is still conflict there today. Middle Eastern culture has also greatly influenced the way that westerners think, such as through mathematics. The origin of western numbers is Arabic, and many mathematical concepts first originated in the Middle East. Looking towards the future, the situation in the Middle East is changing as local economies experience growth and the people want to have more of a say in the political process. Learning from these experiences can only help understand the western form of democracy.

Polymers Essay Example | Topics and Well Written Essays - 1000 words

Polymers - Essay Example Glycogen also is used for long term energy energy storage, but only animals. Animals can hydrolyze this polymer to obtain glucose. Starch and glycogen have many hydrogen and oxygen rich functional groups which make them reactive with water, during the hydration and condensation processes which created and store energy within the body. Cellulose has a different king of bond between monomers, forming linear polymers that are cross-linked by hydrogen bonds with other linear chains. Cellulose is the principal structural molecule in the cell walls of plants and algae. Animals cannot hydrolyze this polymer to obtain glucose without the help of intestinal bacteria, it is referred to as fiber. Another characteristic of monosaccharides is that they can act as mild reducing agents. This is because the aldehydo group that is present can be oxidized to form a carboxylic acid group, or in the presence of a base, a carboxylate ion group. Fructose can also act as a reducing sugar, even though it has a ketone group instead of an aldehyde group. Under basic conditions, the fructose molecules can, essentially, have the location of the carbonyl bond switched to convert them into a glucose molecule. This occurs in a number of steps involving removing hydrogens from the #1-C and its oxygen and moving them to the #2-C and its oxygen. Glucose is heated with Benedict's reagent (CuSO4, NaOH, a... Glucose is heated with Benedict's reagent (CuSO4, NaOH, and tartaric acid) to form a brick red precipitate. Sucrose does not react under these conditions. Fructose does form a red precipitate with Benedict's reagent. Carbohydrates that contain aldehydes or a-hydroxymethyl ketones can be oxidized by Cu(II) ion and are classified as reducing sugars. They reduce the Cu(II) ion to Cu(I). - Relate the behaviour of the amino acids / proteins under test to their structural characteristics. Biuret Test for Proteins: Biuret reagent is a light blue solution which turns purple when mixed with a solution containing protein. The purple color is formed when copper ions in the biuret reagent react with the peptide bonds of the polypeptide chains to form a complex. Because amino acids contain a free amino group, they are readily detected with ninhydrin reagent which reacts with free amino groups to form a purple or violet colored substance. Ninhydrin reagent can also be used to detect proteins, but the proteins must be heated or digested to hydrolyze the protein into free amino acids. - Relate the behaviour of the lipids under test to their structural characteristics. In lipids carbon and hydrogen predominate because there is very little oxygen which makes them more of less hydrophobic. Diverse types of lipids have different roles including energy storage and structural and metabolic functions. Fats are polymers of fatty acids (usually three) and one glycerol molecule, formed by dehydration reactions, and are called triglycerides or triacylglycerided. Fats are tremendous sources of energy and can store approximately 2 times better than polysaccharides. Saturated fatty acids have no double bonds between carbons, and