What Is the Endoplasmic Reticulum What Does It Do

What Is the Endoplasmic Reticulum What Does It Do SAT / ACT Prep Online Guides and Tips If you’re getting ready for the AP Biology exam, then you’re probably spending quite a bit of time studying cell structure. But keeping all the structures straight and understanding each one’s function can be confusing! That’s why we’re breaking down cell structures for you, starting with the endoplasmic reticulum, or ER. In this article, we’ll teach you everything you need to know about the endoplasmic reticulum, including how it functions in a cell. We’ll even break down the differences between the rough endoplasmic reticulum and the smooth endoplasmic reticulum! Ready? Then let’s get started! A Quick Introduction to Cell Structure The endoplasmic reticulum is an essential part of a cell. In your biology class, you probably learned that cells are the building blocks of all life...including humans! Obviously, that makes cells super important, which is why it’s also important to understand how they function. Because plants and animals are complex creatures, the structure of a cell is complex, too. Each cell is made up of many individual parts, each of which has a job within the cell itself! Some help keep everything in one place (like the cell membrane), some produce energy to power the cell (the mitochondria), and there are even parts that help keep the cell clean (lysosomes)! These different structures found within cells are called organelles. The endoplasmic reticulum is an organelle that can be found in both eukaryotic (animal) and prokaryotic (plant) cells. Just keep in mind that not all cells have endoplasmic reticulum! For example, red blood cells don’t have endoplasmic reticuli, even though they’re an important part of animal biology! Endoplasmic Reticulum Definition The endoplasmic reticulum is defined as an organelle that is made up of a series of phospholipid membranes. In fact, the membranes that make up the endoplasmic reticulum can account for half of a cell’s total membrane structure in animal cells! These membranes are called cisternae, are shaped like tubes or sacs, and are continuous with the outer membrane of the cell’s nucleus. That’s a fancy way of saying that the endoplasmic reticulum is attached to the nucleus itself. Endoplasmic Reticulum Function Now let’s talk a little bit more about how an endoplasmic reticulum functions. In general, the endoplasmic reticulum helps with the synthesis, folding, modification, and transport of proteins and lipids. The endoplasmic reticulum does this through ribosomes that are attached to its membrane walls. (We’ll talk more about how this works a little later). The endoplasmic reticulum also stores calcium and releases it when the cell needs it. In fact, many of the proteins and lipids made by the endoplasmic reticulum are used by other organelles in the cell. One of the best ways to understand- and remember!- what the endoplasmic reticulum does is to think of it like a factory. In a manufacturing plant, people take raw materials and make it into something new and usable, which they then ship to other stores, manufacturers, and suppliers around the world. Just like a real-world factory, the endoplasmic reticulum builds the â€Å"products† a cell needs to function, then â€Å"ships† them to where they need to go, when they need to go there. CFCF/WikimediaCommons Endoplasmic Reticulum Appearance So what does the endoplasmic reticulum look like, exactly? Well, do you remember the mazes that you could find in coloring books when you were a kid? The endoplasmic reticulum looks a lot like that! The cisternae stretch out and away from the cell nucleus in a series of folds and tubes, and they extend throughout the cell almost like a highway system. So when you’re looking at a cell diagram, look for the maze-like structure that’s attached to the cell nucleus. That’s the endoplasmic reticulum! You might notice that cell diagrams often picture some areas of the endoplasmic reticulum with bumps, while other sections look smooth. That’s because endoplasmic reticulum is actually comprised of two pieces: the rough endoplasmic reticulum and the smooth endoplasmic reticulum. Knowing how these different areas work is important to understanding the function of the endoplasmic reticulum as a whole. CFCF/Wikimedia Commons Rough Endoplasmic Reticulum The rough endoplasmic reticulum, or RER, gets its name from the ribosomes embedded in its surface...which make it look rough! The rough endoplasmic reticulum is situated closest to the nucleus- in fact, it’s attached to the nuclear envelope- so that molecules can move directly between the membranes. The ribosomes that are attached to the walls of the rough endoplasmic reticulum function just like free ribosomes would. That means that they synthesize proteins, which provide the energy needed for a cell to operate. The process of creating proteins is called translation. One the ribosomes have synthesized a protein, they are â€Å"labeled† with a specific final destination. Some proteins are sent to the Golgi apparatus, while others are secreted into the cell exterior or kept within the membrane of the rough endoplasmic reticulum itself. There are certain proteins that are sent into the space within the rough endoplasmic reticulum. This space, which is also called the lumen, is where certain proteins are folded, modified, and assembled. Some of these proteins will have sugar groups added to them to form glycoproteins. Likewise, some of these new proteins will be transported out of the endoplasmic reticulum, while others will stay inside the endoplasmic reticulum to perform functions there. The lumen is also where the endoplasmic reticulum does its â€Å"quality control.† When misfolded or otherwise incorrect proteins accumulate in the lumen, the unfolded protein response (or UPR) is triggered. This tells the cell to reduce the amount of protein its producing while enhancing the endoplasmic reticulum’s protein-folding ability. If the problem doesn’t correct itself, it triggers apoptosis, or programmed cell death. One super cool note: the ribosomes of the rough endoplasmic reticulum aren’t permanently attached to the membrane itself. That means that new ribosomes can detach and attach depending on the proteins the cell needs! CFCF/Wikimedia Commons Smooth Endoplasmic Reticulum Unlike the rough endoplasmic reticulum, the smooth endoplasmic reticulum doesn’t have any ribosomes attached to it. That makes it look smooth- which is how it gets its name! The smooth endoplasmic reticulum’s function is almost exclusively to make lipids, like phospholipids and cholesterol. How these lipids are used depends on the cell type. Lipids can be used to create new cell membranes, create hormones, and store energy. The smooth endoplasmic reticulum also helps detoxify the cell by converting toxic organic chemicals into safer, water soluble products. Fun fact: when there are lots of toxins present, the smooth endoplasmic reticulum can double its surface area to help clear them out. It will then return to normal size after the toxins have been removed. Liver cells have large amounts of smooth endoplasmic reticulum for this very purpose! Finally, there’s a type of specialized smooth endoplasmic reticulum called the sarcoplasmic reticulum. The sarcoplasmic reticulum is found in muscle cells and is used to store calcium ions that muscles need to function. When muscles experience sustained activity, the sarcoplasmic reticulum can release the stored calcium ions to help the muscles function. Additional Resources If you’ve read through this guide and still would like to know more about how the endoplasmic reticulum works, here are a few other resources that you can check out. Khan Academy Khan Academy has tons of free resources on all sorts of topics including cell structure. Their video on the endoplasmic reticulum is really helpful, and they have articles about it on their website, too. The British Society for Cell Biology The British Society for Cell Biology is a British non-profit organization dedicated to advancing cell biology research, which includes sharing knowledge and information. One of the ways they do this is through educational material, which they share on their website. Their softCell e-Learning portal has tons of good information about all the organelles of a cell, including the endoplasmic reticulum. CrashCourse Who said studying has to be boring? The CrashCourse channel on YouTube- hosted by none other than John and Hank Green of VlogBrothers fame- is all about creating fun and informational educational content. Hank’s series on animal cells is a great resource, and the fourth video in the series (Eukaryopolis!) gives you an overview of the endoplasmic reticulum. What’s Next? Need to brush up on more than just the endoplasmic reticulum before tackling the AP Biology exam? Grabbing a workbook or textbook might be your best bet. Here’s a curated list of the best AP Biology books to help you study harder and smarter. If you’re feeling overwhelmed by the AP Biology exam, you’re not alone. There are lots of students who find this test tricky! That’s why we’ve put together a complete AP Biology review guide. It breaks down all of the topics that might appear on the exam, so you can figure out exactly what you need to study. (It also includes some great study tips, too!) The best way to figure out if you’re prepared for the AP Biology test is to take a practice exam. Here’s a list of every AP Biology practice test available. And the best news? They’re free!

Homeless People Should Get Shoulder by Government Essay

Homeless People Should Get Shoulder by Government - Essay Example The struggles of the homeless people are so much that their plight can no longer be ignored by the government. Since nobody desires to live such kind of life, but instead is forced by circumstances such as poverty or unemployment, it is important for the government to realize that it is its responsibility to take care of the less fortunate. Every human being deserves to lead a somehow dignified life. It is simply inhuman to watch someone sleeping in an open ground or on rags somewhere along a major street. Also, it is inhuman to allow an innocent child to continually roam in the streets with nowhere to go when the night falls. These events are enough to cause any person with some sense of humanity to consider helping these people. But since the structures of offering assistance are best carried out by the government, it is important for the people in leadership position to come up with mean of helping the innocent the homeless people (Ontario Municipal Social Services Association). It is important for the government to help homeless children so as to prevent them from engaging in acts of crime. It is basic knowledge that most people who engage in criminal activities either lack knowledge that what they are doing is wrong, or are driven by circumstances to engage in such activities. Statistics carried out concerning criminals activities in America reveal that most of the criminals trace their roots to living a care-free life in the streets of America. Also, further research indicates that these criminals are drug addicts.

Self-efficacy and Self-regulated Learning in Academy Article

Self-efficacy and Self-regulated Learning in Academy - Article Example Thus self efficacy and self regulated learning in academic contexts can certainly boost a student’s grades and give him a better future, or indeed more options to choose from in terms of a career. Today, rapid changes in the world around us have led to a knowledge explosion, as information assails our senses every day. It is therefore important that everyone should learn and know how to digest new information. It means that we should have the skills to learn. Since learning is a life-long process, people should be trained with learning skills right from their youth- in fact from their school going days. However it has been observed that while some children are eager and enjoy the learning experience, others seek to avoid it at all costs and view it as a chore- they are afraid to learn. Thus parents and teachers have long been bothered by the problem of children’s low achievement in school. Purpose of the Research Since school is the primary setting in which academic sel f-regulatory skills are developed and maintained, this study seeks to understand the relation among self-regulated learning, self-efficacy, and school achievement. Some useful suggestions will also be made for teachers to help students develop high self-efficacy and good self-regulatory skills in order to make themselves self-regulated learners. To be a self-regulated learner is the final goal of school education and life-long education. LITERATURE REVIEW Self-efficacy, importance of task value beliefs versus perceptions of task difficulty, proper and clear goal orientation and personal interest in the task- these are the concepts that should be regulated by teachers and students in order that they may use self learning... This report approves that today, rapid changes in the world around us have led to a knowledge explosion, as information assails our senses every day. It is therefore important that everyone should learn and know how to digest new information. It means that we should have the skills to learn. Since learning is a life-long process, people should be trained with learning skills right from their youth- in fact from their school going days. However it has been observed that while some children are eager and enjoy the learning experience, others seek to avoid it at all costs and view it as a chore- they are afraid to learn. Thus parents and teachers have long been bothered by the problem of children’s low achievement in school. This essay makes a conclusion that the foregoing literature has indicated that high self-efficacy can enhance self-regulated learning and conversely, effective self-regulatory practices can also enhance self-efficacy. They both influence the academic performance and achievement. Based on the literature that has been reviewed, some suggestions are presented below for teachers to help students gain high self-efficacy and effective self-regulated learning in order to have good academic performance. If self-regulated learning can be taught and make students self-regulated learners, the goal of life-long education has been achieved. Self-regulated learning is stated to happen when students activate and maintain experiences and responses systematically geared toward achieving their learning goals.

Vocabulary Parent Letter Essay Example for Free

Vocabulary Parent Letter Essay Vocabulary words and knowledge are critical in reading comprehension and vitally important that new and young readers develop a large ‘word bank’ and effective vocabulary learning strategies. That being said, we will have an emphasis on vocabulary words in our classroom this year. There are several effective vocabulary learning strategies that we will be using in the classroom, I encourage you to employ these strategies at home assisting in the reading comprehension and vocabulary development of your young reader. Effective Vocabulary Learning Strategies: †¢Pre-teaching Vocabulary Word – teaching your child unfamiliar words prior to the reading experience. An adult should preview the reading material determine unfamiliar words then define and discuss the words. This provides understanding of the word for the child as well as establishing connotation. It also gives the adult feedback on how well the child understands the word. †¢Repeated Exposure to Words – The more we are exposed to a word, the stronger our understanding become. A child needs to hear and use a word several times before it becomes part of their vocabulary. Provide multiple opportunities for the child to use a new word in written and spoken form. †¢Keyword Method – Like pre-teaching, the keyword method rather than having a child remember the definition, it encourages the adult to give a ‘word clue’ to help them understand the word. The idea behind the keyword method is to create an easy cognitive link to the word’s meaning that the reader can access efficiently during a reading experience. †¢Root Analysis – Many English words are derived from Latin or Greek roots. They contain a ‘core’ root or use prefixes or suffixes. Adults, when working with the student should focus on the commonly occurring roots, prefixes and suffixes. When a reader is able to break down unfamiliar words into their prefixes, suffixes and roots they can begin to determine their meanings. †¢Restructuring Reading Material – This strategy is particularly effective for struggling readers improving their vocabulary. Sometimes grade level materials contain too many unfamiliar words. Adults can restructure the material. Portions of the difficult words can be replaced with ‘easier’ synonyms to help the reader understand the overall text. Also, particularly challenging words can easily be ‘looked up’ while reading the text. Taking a few minutes to read with your child, using these strategies will truly aid their vocabulary development and reading comprehension for years to come. Let’s work together as a team to ensure that your child becomes an independent, lifelong learner.

Science in Mary Shelley’s Frankenstein and Hard Times by Charles Dicken

The 19th century was a time of massive change socially, politically and scientifically. This time saw the rise of Imperialism and of the Industrial Revolution in Britain, seeing massive changes in the way industry was run. Also during this time the literary movements of Romanticism and Victorianism emerged. Romanticism dealt with the issues of reality versus illusion, childhood and man versus nature. The first book I will examine in this essay, Mary Shelley’s Frankenstein, comes from this literary period and focuses on the man versus nature theme, namely the theme of scientific development and it’s contrast to nature. The second book I will look at in this essay comes from the Victorian period of the 19th century. This period saw the rise of the Industrial Revolution and of huge social and political change. Hard Times by Charles Dickens deals with these issues very closely, focussing mainly on the rise of industry in Britain and its effects on the people of Britain. Bot h of these novels challenge the social, political and scientific developments of the 19th century, namely the advent of science and technology. Mary Shelley’s Frankenstein has become almost a myth in our culture; it so deeply probes the collective cultural psyche and our fear of science and progress. â€Å"Frankenstein is our culture’s most penetrating literary analysis of the psychology of modern ‘scientific’ man, of the dangers inherent in scientific research, and the exploitation of nature and of the female implicit in a technological society† (Mellor, 1988:38). The interesting thing about Frankenstein is that there can be multiple readings of the text. It can be seen as a conservative criticism of science, a Promethean belief of the unlimited progress of science, the feminist anti-female principle angle to the story, even a religion versus science story. What I will explore through this essay is each of these readings and shed some light on this wonderful novel. â€Å"The value of Mary Shelley’s novel lies not in presenting a clear morale but encouraging the readers to make up th eir own† (members.aon.at.htm). The most obvious and well-known theory of the story of Frankenstein is that of a warning to the dangers of science: â€Å" Mary Shelley’s implicit warning against possible dangers inherent in the technological developments of modern science† (Mellor, 1988:114). Shelley was very interested in ... ... David Copperfield and Hard Times, New York: Macmillan Press. 6.  Ã‚  Ã‚  Ã‚  Ã‚  Small, C. (1972) Mary Shelley’s Frankenstein-Tracing the Myth, Pittsburgh: University Of Pittsburgh Press. 7.  Ã‚  Ã‚  Ã‚  Ã‚  Shelley, M. (1996) Frankenstein: A Norton Critical Edition, New York: W.W. Norton & Company. 8.  Ã‚  Ã‚  Ã‚  Ã‚  Tambing, J. (1995) Dickens, Violence and The Modern State, London: Macmillan Press. 9.  Ã‚  Ã‚  Ã‚  Ã‚  Ashbury, M (2001) Representation of Industrialization in Dickens’ Hard Times [Online]. Available: http://www.colourpurple.com [Accessed 25th April 2005]. 10.  Ã‚  Ã‚  Ã‚  Ã‚  Allingham, P. (2000) Charles Dickens’ Hard Times for These Times as an Industrial Novel [Online]. Available: http://www.victoriaweb.com [Accessed: 25th April 2005]. 11.  Ã‚  Ã‚  Ã‚  Ã‚  Rohrmoser, A. (2004) The Origin of a Myth: Mary Shelley's Novel Frankenstein [Online]. Available: http://membersaon.at.htm [Accessed: 25th April 2005]. 12.  Ã‚  Ã‚  Ã‚  Ã‚  Oldham, R. (2000) Charles Dickens’ Hard Times: Romantic Tragedy of Proletariat Propaganda [Online]. Available: http://www.pillowrock.com [Accessed: 25th April 2005]. 13.  Ã‚  Ã‚  Ã‚  Ã‚  Frankenstein: a science-fiction novel or a scientific fiction? [Online], (2001). Available: http://gala.univ-perp.fr [Accessed: 25th April 2005].

Curriculum-based Pedagogy

Every educator across levels has their own understanding and views about curriculum and pedagogy and these may be based from personal and theoretical knowledge and from their own experiences both as a student and educator. An educator in the conduct of his or her profession in actual practice would be guided by his or her perspective on what curriculum is and should be. Curriculum studies and development had become abstract and highly theoretical and curriculum inquiry is a difficult and perplexing area of study which many educators are not comfortable with.However, the beauty of curriculum inquiry is that it enables educators to come to terms with their own beliefs and interpretation of curriculum. The exercise can be quite painful and revealing to educators as it makes them realize their biases and preconceived notion on what education should be and how lacking or adequate their approaches and philosophies are. It is in this context that I begin the process of self-reflection on my own beliefs and perspective on curriculum-based pedagogy and the theories and personalities that have influenced me as an educator.I do not intend to justify my beliefs or educational philosophies but rather I attempt to expound on what I think are effective practices and curriculum theories that I have embraced in my profession as an educator. I know that theories are not infallible and some may generate more questions and criticisms than answers but I do believe that it is still a good practice to anchor one’s beliefs in a certain theory or perspective as it provides a guide and substance to what I do as educator.In this paper, I try to make sense of my own realities and how it has affected my work and my personal life. There are two kinds of educators, those who follow curriculums strictly and those who adopt curriculums to their own realities and learning environment (Eisner, 1998). I would like to think that I belong to the latter. I had always thought of curriculum as a guide, as a framework and as an evaluative tool in how I conduct my teaching. I do not adhere to a specific curriculum nor do I force curriculum to a learning environment if it is not suited.I have nothing against those who use curriculum religiously because I have seen it to be effective in some schools however, in a diverse learning environment, one has to adopt and adjust the curriculum to meet the needs of all learners. I still see this approach as curriculum-based because I follow the instructional models that the curriculum provides; the changes I make are still based on the given curricula and basically teach the same thing and arrive at the same learning goals but in a slightly more appropriate way for my set of learners.I may not always interpret and apply the lessons and approaches provided for by the curriculum accurately, but I always see to it that every lesson is a learning experience for my students. There are different reasons for adhering to a curriculum approach, one can be an implementer, a developer or a maker and the choice would be dictated by one’s personal experience and perspective.I view education as a complete process that mirrors life and teaches students the skills and knowledge that they need to live this life. On the other hand, I also acknowledge the great impact of learner characteristics to the effectiveness of education, thus, curriculum-based pedagogy should not be viewed as a narrow and constricting approach to instruction but as a democratic and deliberate artistry that will lead to a more practical and appropriate learning process (Feden & Vogel, 2003).I know of some educators who had adhered to the curriculum they had been trained to use and apply for the longest time, they were experts in that certain curriculum and have produced learning and knowledge for their students to absorb and assimilate, but they had refused to learn anything else. I don’t blame them, comfort and familiarity is a much safer terr ain than change and innovation. At a certain point in my profession, I had also gravitated towards curriculum fidelity wherein I did everything by the book and relied on what curriculum experts deemed as true and correct and most effective.However, when one immerses oneself in the filed and puts the curriculum to practice, it is a different story. There were instances when I was left hanging and felt inadequate about my teaching even when I did everything that was asked by the curriculum, I thought I was not being a good teacher, I took me some time to realize that the curriculum I was using was not meeting the needs of my students.The curriculum was not at fault, nor was my teaching the problem, the problem was that I restricted my creativity and artistry in interpreting the guides given by the curriculum; I was not confident in my own abilities but relied on what was prescribed and suggested. The obsession with following curriculum guides, lessons and content led me to become a cu rriculum transmitter. I was focusing on what was in the book, in the unit lessons and had very few attempts at augmenting the lessons through additional research or innovative strategies.The lessons I was teaching was only based on the prescribed textbook and I followed it unit by unit even though I noticed that some units were not relevant or applicable and that some units were not in the right order of presentation. I thought I was being a good teacher by following closely what was demanded of me based on the curriculum. My principal and supervisor approved of my teaching and the system that I followed, it was in those times when curriculum was the be all and end all of pedagogy.Why would it not be, when it was assumed that the prescribed curriculum was the best and that the teaching strategies and unit lessons covered all the things that students are expected to learn? Moreover, the curriculum was designed by curriculum experts who were knowledgeable about student learning and ef fective instruction. As I gained experience as a teacher, I begun to notice things, that sometimes the content covered in the curriculum was not developmentally appropriate because students were not absorbing it, that sometimes the lessons were too long for something that was easy and sometimes it was too short for a difficult concept.It was at this point that I became more aware of my students needs and how the prescribed curriculum was not really bringing out the desired learning from the students. I started slowly, at first I felt guilty about skipping some units but then I found out that the amount of learning students gained was not affected by the skipped units.I also tried little by little to introduce new information from other books or materials and made use of different strategies in presenting the lessons and student became more interested, in the past I was labeled as a boring teacher, but when I made the changes, I became a little popular and students started greeting m e in the hallways. But I did get in trouble for those changes, my principal was alarmed at why my previously quiet classes were becoming noisy, and why were my lesson plans not in accordance with the content in the book.I was told to revert to my old teaching strategies and to continue using the prescribed textbook only. And as I was an obedient teacher then, I did as I was told, however the seed was planted. I was wondering whether other schools followed the curriculum closely and whether there was some other way of teaching the same content. This is when I decided to find answers to my questions and I pursued higher education to augment my knowledge and understanding of educational practices and curriculum. I guess I have gone back to school full of idealism and the hope of finding the answers to my questions.When I went back to school I was eager to prove my supervisors wrong and that I was correct. It was only when I had started reading the course materials and the papers given to us in class did I realize that curriculum-based pedagogy is more than an approach, more than a theoretical concept. At first I had difficulty reconciling the fact that there are a number of curriculums that different schools adhered to and that effectiveness is often measured in terms of student outcomes and achievement of learning goals. At best the course was an eye opener, but sadly after two courses I decided to go back to teaching full time.I thought that I could better apply my curriculum perspective in real classrooms and students than simply learning it in class. I decided to become a curriculum developer in the sense that I would try to adjust and modify the curriculum I was working with. I guess I was too adamant for my own good, because I found myself half-baked, wondering whether the strategies I was using was correct or not and not knowing how to derive feedback from my colleagues or my students on the quality of my teaching. I found myself using one strategy after a nother that often left my students confused instead of gaining understanding.I begun to read about curriculum theorists and I was enlightened by their conceptions of what curriculum should be and how it is applied in actual teaching. However, some were too theoretical for me, it was too abstract and complex that naturally I gravitated towards the theories that were more practical, more realistic and more applicable to my present reality as a teacher. But I knew that whatever practical understanding I have of those curriculum theories, I was sorely lacking in the theoretical aspect and could not distinguish one from the other.Thus, I knew I had to go back to school, this time with a more open mind and a desire to learn. In the next part of the paper, I will outline the different perspectives of the curriculum theorists and educational figures that have impacted my own professional life as an educator and how they contributed to my own conception of deliberate artistry. John Dewey and the Social Curriculum John Dewey is one of the pioneers of curriculum development and in his pedagogic creed he outlined the nature of education and what its subject content should be (Dewey,1897).I read Dewey’s creed as part of our course readings and I readily found his perspective to appeal to my own sense of educational focus. Dewey argued that children develop through social interaction and the social environment that the child is situated in. Thus, to him education should reflect the social life of the child, he pointed out that schooling should be a life itself and not as a preparation for future life (Dewey,1897). I think what Dewey was arguing was for educators to make their lessons and instructions mirror reality and actual life relationships and processes instead of some abstractions.It is very easy for us to teach mathematical concepts and relationships in algebra and trigonometry without placing those relationships in actual experiences or realities. In this cas e, the teacher should be able to make the connections between algebraic relationships to objects and concepts that are real to the student. Who would have ever thought that mathematical concepts could be used to predict the number of baseball homeruns? Math becomes more real to the student when it is explained in terms of baseball, a sport that most students play or know about and are very real to them.Dewey also said that there are two aspects of education, psychological and social, wherein the intellect and development of the child’s psychological processes serves as the starting point for which education and learning should be based (Dewey,1897). Dewey recognized that the child in the course of his or her development has the capacity to make sense of his or her social interactions and will learn from it. The sociological aspect of education is to place into context the psychological attributes of the child and to ascribe meaning to his or her capacities in relation to his or her social reality.It is important for both the psychological and sociological aspect of education to be aligned as it would benefit the child and lead to optimum learning. For example, providing psychological stimulation without social meaning will result to superficial learning while focusing on the sociological without considering the psychological would result to developmentally inappropriate content and instruction. In this respect, Dewey advocated that education for it to be effective; it should be cognizant of both the intellect and development of the child and the social environment of the child.It makes perfect sense to me that Dewey strived to communicate such practice because we now know that learning and instruction must be synchronized and aligned for effective learning to occur, but he was ahead of his time. At present, the curriculum standards of most states dictate that at a certain grade level and age, a child must be able to master and learn a set of skills and information that are appropriate for their age. However, what is problematic about these so called standards is that it does not take into account the variation of human development; some children develop faster while others appear to lag behind.On the other hand, children who do not perform at par with the given standards are labeled slow learners or have learning disability which strip them from their self-confidence and diminishes their self-worth. In an age where we know more about cognitive development than ever before, we fail at incorporating that knowledge to the social institution that is responsible for educating our children and our future. Dewey was correct when he said that education should be focus on the total development of the child or student in relation to his or her social activities.But this is easier said than done, when accountability issues and achievement scores dominate the educational system, it is very difficult to honor Dewey’s recommendations. De wey postulated a curriculum that would allow for the social development of the child, for schools to become social institutions and for educational content to become the social life of the child (Dewey,1897). In this way, the child becomes more in touch with his or her nature and the social context in which he or she engages in a daily basis and which constitutes his or her life. This would imply that lessons taught should be through the experiences of the child.For example, a kindergarten teacher who wishes to introduce her students to counting and numbers would be more effective if she uses blocks, balls or candies that children are familiar with and have come across it through their social interaction. On the other hand, it would not make sense to teach a historical event to students without connecting it to their present realities. For example, if I teach children about some ancient civilization and not connect it to the present realities in our society and culture, then I would have failed to impart to them information that had mattered and that would have shaped their own learning.In terms of curriculum content, Dewey had said that every lesson, concept and skill should be taught in the view of the social activities of the child. He had identified a number of subject matters that should be taught to children and this includes the arts, literature, language, culture and science as it encompasses the essence of human life. However, he cautioned on the mere teaching of science as an objective subject as it limits the experience of students in terms of how social lie is shaped by scientific developments.Dewey also stressed the importance of literature and language studies as the expression and cultivation of life experiences (Dewey,1897). It is important to study literature as it provides children with an unrestrictive medium of self expression as well as an understanding of the social realities of the past and the present. Language should not be taught only as a series of sounds, phonetics words or even grammar but as a form of communicating and the medium wherein knowledge is transmitted, ideas are shared and emotions are expressed.The problem with being too curriculum oriented is that we tend to rely on what is prescribed and live out our own creativity. Language instruction should first focus on the expression of experiences, the learning of grammar rules, tenses and subject-verb-agreement would then follow because the student has found that language is an effective agent of expressing ideas and experiences. In the classroom, this would mean that importance should be placed on developing students’ language skills such as speaking and then motivating them to become more effective communicators through the learning of correct grammar and pronunciation.

The Strange Case Of Dr. Jekyll And Mr. Hyde - 2183 Words

The Strange Case of Dr. Jekyll and Mr. Hyde is a novel written by Robert Louis Stevenson in 1886. The novel is set in Victorian England and follows a man by the name Dr. Jekyll, a respected doctor. Dr. Jekyll is a revered man in society and has every intention of remaining that way. However, one day he goes too far with one of his experiments and he creates a draught that unleashes a split personality within him. This personality goes by the name of Mr. Hyde. Dr. Jekyll does not seek a cure at first because he enjoys having an outlet for all of his desires that are deemed unacceptable by society. Hyde commits evil deeds, such as murdering an old man and trampling a young girl, which Dr. Jekyll could never normally let himself go through with. Dr. Jekyll believes that he can remain a good, reputable man even when a part of him is doing wrong. However, he soon learns that this is impossible. Soon after, Dr. Jekyll loses control over his ability to transform into Mr. Hyde. At first, he would only change during the night. Then, he started transforming during the day as well. Dr. Jekyll finally admits that the problem is starting to get out of control. However, he cannot create a remedy any longer. Dr. Jekyll is eventually completely overtaken by Mr. Hyde and the reader does not hear from him again. In this novel, Dr. Jekyll illustrates the duality of human nature through his struggle to choose between good versus evil, societal expectations versus unacceptable desires, andShow MoreRelatedThe Strange Case Of Dr. Jekyll And Mr. Hyde1675 Words   |  7 PagesThe Strange Case of Dr. Jekyll and Mr. Hyde Essay Robert Louis Stevenson’s novella, â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde,† is a type of Gothic literature. In the beginning of the story when Stevenson is describing the lawyer, one â€Å"Mr. Utterson,† the mood is a bit dull. At first glance the reader may think that this story would be a bit boring and drab. Stevenson’s story is far from being another dull piece of British English literature. The setting and mood of this novella are more complexRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde Essay975 Words   |  4 PagesStevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde is a novella that follows the basic outline established by Mary Shelley in Frankenstein. However, Stevenson’s monster is not created from body parts but comes from the dark side of the human personality. In both novels, a man conducts a secret experiment that gets out of control. The result of these experiments is the release of a double, or doppelgan ger, which causes damage to their creator. While most people think that The Strange Case of Dr. JekyllRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1440 Words   |  6 Pagescomplexity of human nature in his books, especially in The Strange Case of Dr. Jekyll and Mr. Hyde, and Kidnapped. The former is about a lawyer named Mr. Utterson seeking out the truth of Dr. Jekyll’s very strange will. He finds out that Jekyll was transforming himself into Mr. Hyde so that he could have the freedom to do whatever he wanted no matter how evil. By the time Utterson finds all this out and findsJekyll, he is too late and Jekyll has already killed himself. The latter is about David BalfourRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1196 Words   |  5 Pageswhich do let control you? The good or evil? This was a question that Dr. Jekyll from the book, The Strange Case of Dr. Jekyll and Mr. Hyde, could not answer. The Strange Case of Dr. Jekyll and Mr. Hyde is a book about a man who cannot control the two sides of himself, causing him to do terrible things and not even be aware of it. The theme of this book is good versus evil. Dr. Jekyll is fighting his evil side, known as Mr. Hyde, throughout the book. Some people believe that the book’s theme hasRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde938 Words   |  4 PagesVictorian Hopes and Fears Involving Science as Found in Dr. Jekyll and Mr. Hyde During the Victorian Era there was a great race to use science to alleviate the suffering of the ill, specifically for those patients who were suffering from ailments of the mind. While some of the methods used to diagnose and treat such afflictions would be considered barbaric in nature by today’s standards, they were considered cutting edge medical science during the time of the Victorian Era. It was also consideredRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde964 Words   |  4 PagesThe Strange case of Dr. Jekyll and Mr. Hyde, written by Robert Louis Stevenson was published in 1886. The story is published during the Victorian era, the Victorian era was an age of repression, there was no violence, no sexual appetite, and there was no great expression or emotion. In the story, Dr. Jekyll creates a potion that turns him into Mr. Hyde, Mr. Hyde is the complete opposite of what people are in the Victorian era. At first, Dr. Jekyll is in control of Mr. Hyde, but towards t he end MrRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1505 Words   |  7 PagesDuring the latter portion of the nineteenth century, Robert Louis Stevenson published his novella, The Strange Case of Dr Jekyll and Mr Hyde. The fin de sià ¨cle saw the rise of different thoughts and ideas surrounding science and society. These concepts and interpretations sparked the discourse surrounding the theory of degeneration; which was the concern that civilization would fall to a lower state of being. This chapter will be reading multiplex personality as a manifestation of this broader culturalRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1739 Words   |  7 Pagesnovel â€Å"The Strange Case of Dr. Jekyll and Mr Hyde† by Robert Louis Stevenson, the novel â€Å"Frankenstein† by Mary Shelley, the short story â€Å"The Monkey’s Paw† by W.W Jacobs and the short story â€Å"Yellow Wallpaper† by Charlotte Perkins Gilman. These four texts convey this theme through the use of gothic conventions such as death, madness and darkness. In the novels The Strange Case of Dr. Jekyll and Mr Hyde by Robert Louis Stevenson and Frankenstein by Mary Shelley, Frankenstein and Dr. Jekyll are wronglyRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1351 Words   |  6 PagesThe Personas of Henry Jekyll Every person is born with bright and dark personas that people moderate due to the standards of society. In The Strange Case of Dr. Jekyll and Mr. Hyde, Jekyll and Hyde battle for the power to stay alive in the story. As Jekyll continues to try and take over his evil persona, Hyde tries to stay alive and cause evil in the world. In our society, many people will struggle with self control and Dr. Jekyll has trouble controlling his alter ego by performing his evil pleasuresRead MoreThe Strange Case Of Dr. Jekyll And Mr. Hyde1326 Words   |  6 Pages The Strange Case of Dr. Jekyll and Mr. Hyde was published during the late Victorian era, but he clearly brings into question the acceptance of Victorian philosophies, especially the belief that one truth exists and that we can identify good and evil as separate entities. The names Jekyll and Hyde have become synonymous with multiple personality disorder. This novel can be examined from the natural dualism and Freud’s structural th eory of the mind. In The Strange Case of Dr. Jekyll and Mr