Standardized Testing Essay Example for Free

Standardized Testing Essay Standardized testing is seen as the answering to improving public education in the United States. Students face district- and state- mandated tests as well as national ones. However, standardized testing is not the answer to improving education. Teaching skills and learning environments both are effective ways to improve education. Tests are only used to evaluate how well a teacher is doing, therefore students shouldn’t have to take them. â€Å"Giving answers under pressure without help or guidance, knowing no second chance will be given to pass is stressful (Mori, 139). Kids in today’s generation are expected to understand so much more than they need to. According to No Child Left Behind (NCLB) in 2002 the United States dropped from 18th in the world of math on the Program for International Student Assessment (PISA) to 31st in 2009. A similar decrease was made in the science category but no change was made in the reading assessment. Also research has been done by the National Research Council to prove that standardized testing doesn’t help the education. Standardized testing has also been claimed to be an unreliable source when it comes to determining the students’ performance. Long term changes aren’t even caused, only temporary changes in the students learning due to the studying for that specific test. After the test is out of the way children tend to forget the information. Testing brings out the anxiety in young students. The students often react to tests by vomiting, crying, or sometimes even both (http://standardizedtests.procon.org/). Tests that inflict so much pressure on one student cant possibly be helpful with improving education. Teaching skills play a major role in the improving of public education but, students can only learn as much as they are taught. Being handed a packet of information and being told to fill in the blanks is only going to show that the student can fill in the blanks. Students need the information explained and repeated so they can remember it further on in their life. When teachers are enthusiastic about a certain subject they can catch the students attention. Teachers who talk all period just bore students causing their minds to wander. A few days later a test is in front of them and they have no clue what its about. Gettting students interested in different subjects will make them want to work harder and do good on the tests. Also the teacher has to have a welcoming personality. If a student is interested in  learning about history but disagrees with the teachers ideas on teaching, the student may choose to purposely do bad on the tests so the teacher looks bad. Elementary school teachers keep the minds of children intersted in school by games and activites. Then as the child goes through middle school the teachers become slightly boring. No more pictures and diagrams or even a break in learning is used. Then high school is there in the blink of an eye and all fun is out of learning. Its all about colleges, good grades, and preparing for the future. Standardized tests cant help education improve if students arent worrying about current events in their life. Improvements in learning environments would help public education increase. From what children observe at a young age helps determine how they will be in life. To build a good learning environment both the psychologists and instructionalists perspectives are needed. People learn by experience, not by reading books and taking tests. For example, think about when going to get a job. The person needing a job will be taught by being shown what to do, how to react, and how things work (http://tecfa.unige.ch/tecfa/research/CMC/andrea95/node4.html). The people getting a new job dont learn by reading text then answering questions; they learn by hands-on expierence (some places should offer IQ tests but unfortunately they dont). Also heighly effective teaching and learning environments should make the students feel safe and welcome. Classroom effort should be shown and the teacher should praise it. If students dont work with teachers to improve situations the information being taught will be forgotten. By showing the information is still remembered a few days later makes the teacher feel as if he/she is doing well so she will continue to do so. Improving public education shouldnt be just about standardized testing. Teacher, students, and parents all need to work together to encourage children to strive to do better. All of this information simply proves that tests show nothing more than teachers ability. The tests students are required to take such as state- and district- mandated tests shouldnt even be in the cirriculum. Information on each of these tests is from each marking period which means its forgotten by the time the nest one is ready.

Sandra Cisneros The House on Mango Street Essay Example for Free

Sandra Cisneros The House on Mango Street Essay In the short story The House on Mango Street Sandra Cisneros unfolds her childhood memories where she and her family struggled with poor living conditions on the way to their own house, and she seems to suffer from it more than anyone of the family. When one day they finally get the house of their own and her family seems to be ready to settle with it, she continues suffering because its not the house wed thought wed get (501), the one she imagined and built up in her dreams. At that point Cisneros obtains her dream to be fulfilled: she decides that whatever happens, she must have the house of her dream. This difference between her dream and reality is quite obvious and seems to upset her a lot; however, the impact of it is tremendous because it caused her to obtain the energy necessary for a dreams fulfillment. During the narration, Cisneros specifies the features of the house of her dream. It has to be not just her own place to live, but also a place that she could be proud of. She describes her dream house as one I could point to; inside it would have real stairs, not a hallway stairs, but stairs inside like the houses on TV (501); it would be white with trees around it, a great big yard and grass growing without a fence. Even though these features are not necessities for living, the authors own dream becomes her necessity to be fulfilled. However, while living with her parents she understands that here her dream is not going to come true. The authors present house contrasts with the house of her dream: Its small and red with tight steps in front and windows so small youd think they are holding their breath. Bricks are crumbling in places and the front door is so swollen you have to push hard to get in.(Cisneros 502). And this evokes a feeling of shame for her house, which is familiar to her since the last place they lived at. This huge inequality between the authors dream and reality, just like a difference in potential generates a driving force, gives her energies to dream and to be sure that shell fulfill her wish. Sandra Cisneros experienced what not having her own place is like, moving all the time and being ashamed of her living conditions; that helped her to build a dream, to  know exactly what she wants from life, and gave a will to pursue her goal. She says, I knew then I had to have a house. A real house.(Cisneros 502). Our dreams are often formed by childhood experiences; once we collide with harsh reality, feel awkward or ashamed- we know for sure for ourselves: when I grow up, Ill do everything for this not to happen. And this gives us energy to achieve success. Works Cited: Cisneros, Sandra. The House on Mango Street. 40 Short Stories. Ed. Beverly Lawn. New York: Bedford, 2001

Paris In French New Wave Cinema Film Studies Essay

Paris In French New Wave Cinema Film Studies Essay This essay will analyse the importance of Paris in French New Wave cinema. In addition to that the history of the French New Wave would be looked at to have a better understanding of the importance of location of the film taken as well as the style. Additionally it would also consider the directors who started these films and their impact upon them. This would enable a better understanding of the filming technique and style of the film, the film I will analyze is HYPERLINK http://www.imdb.com/title/tt0055852/fullcreditsClà ©o at the cafà © (1962), in English translation Cleo from 5 to 7. The French New Wave is more than a list of titles or a list of directors. The New Wave was at first a cultural phenomenon, coming from political, economic and social trends that were developed in the 1950s. Big changes in other arts including literature and theatre, made some of the shifts in cinema, and the role even domain of art criticism shifted during this time also. The New Wave cinema was shaped by forces as abstract, as the growth of these film criticism that stressed mise-en-scene over thematic and as concrete as technological innovations in motion picture camera and sound recorders. France was going through some extraordinary industrial growth and self-evaluation, both of which put new pressures on the cinema and its place in the larger national sphere. Also, the average of moviegoers of the 1960s was very different from the ones in the 1950s. Political conservatism, consumerism and television, cine-clubs, popular film journals and a new generation of movie producers all had an involvement in the stories and styles that would make this thriving movement. To understand the meant to be nouvelle vague, it is ideal to consider the social, critical, economic, and the technological backgrounds that helped determine the films and their significance. Rather than starting with the cinema, one must bring the social realm but getting a better understan ding of what French life and culture was like in the 1950s, one can understand much better why this even in the cinema world took place, when and where it did. Even though the rest of international cinema could only look in curious way at the revival of French cinema. France had changed largely in the late 1940s, and this large transformation carried on into the 1960s. Every nation involved in World War II was affected by it for a long time after, and France, particularly, was affected more deeply, with war damage and debt. The French faces a strange mixture of national shame for Frances military loss. Moreover the conflicting views of France held by the international community at the wars end, France as a helpless victim, a lazy and unsuccessful military force, a crippled industrial power, were also felt in its own borders. Every politicians and media newspaper seemed to want to speak to and for unified France, and the French people were often known as a single team that now had to get back to basics in order to simultaneously make up for the lost time and join the modernizing world. In Paris, during World War II was a very dark city. The Germans forces created a blackout which imposed Paris to have the lights turned off, there was a shortage of petrol that kept cars off the road, even a curfew kept people away from the street at night. During daylight, a number of regulations, propaganda made the occupation increasingly unpleasant. One of the few things that took away these times for the French citizens, was the cinema. However, these choices of what to watch, was very limited. American films was banned, and German films which was usually copies of Hollywood musicals and comedies, also melodramatic propaganda movies. French citizens only had the access to the 200 off French made films, that was produced during this four year period. These films that was approved by the German censor was few exceptions, pale imitations of the great French cinema of Marcel Carne, Rene Cliar, Marcel Pagnol and Jean Renoir that had came before the war. The generations of cinephiles for example Andre Bazin, Alain Resnais and Eric Rohmer who had all been raised in the rich cinematic culture of the 1920s and 1930s, this less choice added to the sense of loss they already felt as a result of the war. It was not only the French films that they missed out, but the fact they could no longer see the American films that they loves. This experience of the missing out, let them to bring freedom of expression and truth of representation above all else, and values which would later become centre of their work. After the World War II, France was seen desperately trying to assert, or reassert in the eyes of many French citizens, its cultural, political and even the economic clout in Europe and beyond. From the day the Germans was pushed out of Paris in August 19,1994, the French film industry rushed to reclaim its domain from the collaborators and to foster a new reborn cinema that the world regain from the glory of 1930s, which brought out the golden years of Jean Renoir, Rene Clair and Marcel Carne. As the titles states, Clà ©o de 5 à   7(1962) is set between 5pm and 7pm. At this time we follow a young singer, Florence, Clà ©o Victoire as she walks along the busy street of Paris; all the while she is awaiting a dreaded test result from her doctor. The director Agnes Varda, known as the Grandmother of the New Wave, uses fluid camera style with quick jump cuts to casually take us through the streets of Paris, allowing us the audience to feel the presences in the scenery. The camera brings a realistic, real-life documentary but still a strong experience. Florence starts her journey by using a clichà ©. She is taken by materialism and a mostly hypnotized by her own beauty. She is being selfish and ignorant to the people around her as she is walking around, while people are looking at her, as she is quite noticeable to the people around her. She does not smile, or respond, and she acts like people are not even there. In a way in this selected clip, if at first you watch it, you at first can assume that she was a prostitute. Jill Forbes calls this the inescapable mise-en-scene to which women are subjected, usually in Paris (Forbes 2002:89). Forbes concludes that though Cleo is Bauderliareon in some respects, it is an object not subject of the gaze (2002:86). The shots of her walking the street is done using a bird eye view, you see lots of birds flying off the street as she enters the scene. This could have hidden connotations of the fact that it could be sign of a bad omen, in an almost a mythological scale. As she is walking the camera does not zoom into her, but more the camera is showing the street surroundings, and to make her seem a part of the society around her, as one of the public. You can tell its a sunny day, as being a black and white film, and as she is walking underneath tree, wearing sunglasses also, she is unseen in some part from the shadow, this shows how French new wave films, tend to use natural light. Lots of French New Wave films were created on a tight budget. Directors would use their friends as the cast and crew. The Directors would often have to improvise with camera equipment, for example using shopping cart for tracking shots. Cost in making movies was a major thing to think about; even the efforts to save mo ney would make a film turned into stylists innovation. In Jean-Luc Godards film, Breathless (1960), in French known as (À bout de soufflà ©), was told the film was too long and that he was told to cut an hour and half. He then removed many scenes from the film using jump cuts, as they were filmed in one long take. Some parts did not work were just cut from the middle, a practical decision and also a stylistic one. As Florence is seen walking inside the cafà ©, there are many POV shots. It makes the audience feel that they are in the cafe. All the people that are seen, does not blend in the background, they are seen in your way of the camera, and not something you would be used to watching as you would usually not focus on these extras actors. They seem like real people minding their own business, busy working, reading papers and so on. But one to think if they were watching this clip for the first time, that anyone could possibly be a main character that is about to come into scene. Conversation of people in the background is visibly presence, two men who are on the bottom of the screen, is talking about politics. Bloody Algerian Politics says the man, Where does it leave painting, Florence is seen putting on her own song on the jukebox, and the camera pans away from the conversation, and tracks Florence as she walks away from the Juke box. Through this clip only diegetic sound is being played, from people in the background, objects moving around, there is no mood music, just the diegetic sound that is played from the jukebox. The comments from the two male has some issues due to the time of filming. During the making of this film, the Algerian war was still going on. It had started on 1st November 1954 and would end with the Evian agreement of 18th March 1962, which led Algeria to become independent on 3rd July 1962. The French cinema could not talk explicitly to the conflict, until 1963. From 1954 to 1962, many French intellectuals including the New Wave filmmakers were strongly opposed to the war. In 1961 many of them signed the Manifesto of the 121 Even though it started with 121 signees it soon continued to 400. This made French soldiers to desert rather than fight. This was intended to damage some filmmakers careers because the government forbade anyone to publicise the names who had signed the manifesto, but the state owned media also stopped any radio or television appearance by those who signed the manifesto. This therefore stopped them attempting promotion of newly released films. Some films were banned, like Godards Le Petit Soldat (1963) The Little Soldier. This was completed in the 1960 but was released after the end of the conflict in 1963. The mise-en-scene in this clip shows the location that is set, which is France. Originally the director Anges Varda wanted to shoot this film in colour. But her producer, Georges De Beauregard who has produced other New Wave films like Jean-Luc Godards, A Bout De Soufflà © (1959) as well as others such Jacques Demys Lola (1961). He wanted her to think of the financial way, Make a little black and white film that wont cost more than 32 million F, he advised her. This is why Varda decided to shoot in Paris for being more practical and financially suited. Paris being a city of fear also being a personal resonance for Varda, as a provincial girl arriving in the French metropolis, Varda has been afraid of the city and its dangers of getting lost, feeling lonely and also alienated. Other film makers points of referencing when filming in Paris, were usually other films shot in Paris, but Vardas point was more to do with literacy and being artistic. The styling of French New Wave has bought a new look to cinema with improvised dialogue, rapid changed of scenes and shots that go past the common 180 degree axis. The cameras were used not to mesmerize the audience with narrative and illusory images, but to play with the expectations of cinema. The style that was used to shock the audience out of submission and awe was bold and more direct that director Jean-Luc Godard has been of doing this by having contempt for his audience. His approaches can be seen as stylistic approach and can be seen as a desperate struggle, against the mainstream films at the time. Either way the challenging awareness represented by this movement remains in the cinema today. Effects that are now seem to either commonplace or trite, such a character stepping out of their role in order to address the audience directly, were increasingly innovative at the time. New Wave filmmakers makes no attempts to suspend the viewers disbelief, in the fact, they took steps to constantly remind the viewers that a film is just a sequence of a moving image. No matter how stylized use of shadow and light, the result is set of odd mixed up scenes without the attempt to unity it together, or an actors character changes from one scene to the next or even sets in which accidently come into the camera with the extras, who are hired to do the same. Just like the scene where Florence is leaving the Cafà ©, walking down the street. You cannot decide by some looks on people, if they are even paid extras or onlookers looking at her. A little bit of unique style is used here. One thing that makes Florence different from the other people in the scene is her appearance. She is obviously wearing a wig, which you do understand later in the clip, where the wig is hanging from a dressing table mirror. But her black dress, her blonde hair and sunglasses, not to forget the dress itself reveals her shoulders; this gives her a glamorous Hollywood film actress look. As the camera follows Florence in the scene behind her, the camera turns softly to the left and captures the art work of painting on the wall. Many paintings are on the wall, side by side, like an art gallery. Then you hear a discussion from the public people in the background talking about Art. This helps the audience distinguish the presence of Paris. Paris being of the capital that is famous for artists such as Van Gough, paintings that French owns like The Mona Lisa. Paris is known capital of the artistic pictures and painting. There is a humour when the lady compares with a painting done by Picasso, Picasso owls looks like a woman another artist who made his fame in France. Also I have noticed a lot of people are wearing sunglasses inside the cafà ©. Its amusing to wear this, inside where the sun in not in the way, but this I believe is worn as more of a fashion statement. Paris is also known to be one the capital of the world of the fashion industry. Paris is known to have the fashion labels and fashion designers like Chanel, Dior and Louis Vuitton. Towards the end of the clip, as mentioned earlier of stylised French New Wave films, there is a set of jump cuts of random people. With cuts to Florence walking away from the Cafà © and people looking at her through POV shots. This clearly shows the style of French New Waves films, especially the editing of these jump cuts. These shots are very unsystematic, and almost seem like the director tried to group in scenes that was too long. Or maybe these jump cuts was used to cover some mistakes that might of happened during the filming, as the shoot location was done in an open public space. To conclude this essay it has come to my attention that Paris as a city plays a crucial role in the production of French New Wave. This is mainly due to Paris been seen a central hub for fashion, literature, arts and food as well as not to mention films. This shows that they have come a long way since the French Algerian war as the films were censored from any mention of the war. Additionally the films been produced then did have a low budget, but somehow in Paris, quality and stylistic films was being produced. (2745)

Religion Essay -- essays research papers

Comparison of Judaism vs Buddhism   Ã‚  Ã‚  Ã‚  Ã‚  In this essay I will be comparing the rituals, and festivals chosen from two different religions. The two religions that I will be comparing are Judaism and Buddhism.   Ã‚  Ã‚  Ã‚  Ã‚  Judaism and Buddhism have many rituals and beliefs. There is a wide range of Jewish beliefs, Stan Fischler emphasizes on these major points. Reformed Jews believe that being Jewish gives them a common culture, while Orthodox Jews try to keep all the laws and customs commanded by the Torah. The basic Jewish religious beliefs is in the existence of one, eternal, invisible God. The Jews also believe they were chosen to receive God’s Torah. They believe that by looking at its many meaning, and by living according to its laws, they can spread justice throughout the world. At the right time, they believe that the Messiah will come to bring this perfect world. Reward for good deeds will largely be granted in the world to come. Jews believe that seven weeks after the Israelites left Egypt, God chose them to receive the Torah. Moses climbed Mount Sinai to hear the Torah and bring the Commandments back to the people, carved into stone tablets. They also believe that on the first day of the creation of the world, God made night and day. Earth and heaven were created on the second day, and seas and land were created on the third day. On the forth day, the Sun, Moon and stars were created, and on the fifth day, the fish and birds....

The Power of The Bluest Eye :: Bluest Eye Essays

The Power of The Bluest Eye America has been described by various terms such as melting pot and tossed salad, but what these terms are trying to convey is that America is a country of great diversity. The literature of this country reflects its population in its diversity of genres, themes, language, and voices. One of these voices is Toni Morrison, an author who knows and appreciates the power of language, and uses it. In her Nobel Prize acceptance speech she states, "The vitality of language lies in its ability to limn the actual, imagined and possible lives of its speakers, readers, writers". The "vitality of language" of which Morrison speaks, may very well be the soul of the American novel, or at the very least, the soul of Morrison's novels, such as Sula, Beloved, and The Bluest Eye. In The Bluest Eye, Morrison uses her ability with language to take her readers into the black community in Lorraine, Ohio, and into the various levels of that society. She utilizes several points of view, both first person and third person omniscient, and universal themes such as love, hate, hope, despair, fear, courage, ugliness, and beauty to bring her characters and their struggles to life. The very universality of her themes provides a common point of contact that allows most readers to see in these people something of themselves or their life experience. For example, she shows a mother's love for a child when in the night, the mother's hand "adjusted the quilt, and rested a moment on my forehead" (14). This simple gesture conveys so much, and is familiar to many. Morrison's powerful language lends depth and detail to every scene. She shows the pain and bewilderment of Claudia, Frieda, and Pecola over the blue-eyed blond ideal of beauty that is even perpetuated by their parents when they are given dolls that fit this mold. She brings to life the upper class "colored people" who were "neat and quiet" and who looked down on "niggers" who were "dirty and loud" (71), with language that flows like molasses on a warm day. "They come from Mobile, Aiken. From Newport News. From Marietta. From Merdian. And the sound of these places in their mouths make you think of love" (67).

Anthem for Doomed Youth and Facing It Essay -- Comparative, Owen, Komu

War is a patriotic act where one seeks the determination to lead their country. It can be viewed noble, cruel, inhumane and can make an individual a hero or a criminal. It effects everyone in a society, hoping their loved one is safe whether fighting in the trenches or waiting at home. It has led to severe individuals suffering from posttraumatic stress disorder. Two poems in war literature â€Å"Anthem for Doomed Youth† by Wilfred Owen and â€Å"Facing it† by Yusef Komunyakaa, the authors’ different perspectives will be presented. Owen portrays war as a horror battlefield not to be experienced and the glorious feeling to fight for one’s country. Komunyakaa on the other hand shows an African American that serves in Vietnam War and visits the Vietnam Veterans Memorial Wall. The poets’ choice of diction, setting of battlefield and various uses of poetic devices create a desired effect. Owen presents us a sarcastic view towards the idea of being honorable to sacrifice for their country and buttresses it with abundant of horrific images. It is a war sonnet that captures the feelings of survivors to those who lost their lives in war. The use of a sonnet creates a sense of intensity in his poem, briefness and portrays the nature of death on a battlefield. Moreover, Owen uses the rhyme scheme of â€Å"ababcdcdeffegg† to show the strong division between the lines. The choice of a sonnet allows Owen to convey his message effectively and remain emotional to keep the readers interested. His tone in the poem is gloomy and proposes the reader to consider the question at the beginning of the poem: â€Å"What passing-bells for these who die as cattle† (1). Their deaths are significant to those of cattle and it occurs in masses. This leads the reader to consider t... ... The wall represents an oxymoron that is unshakable and holds the spirits of the fallen. The imagery of: â€Å"names shimmer on a woman’s blouse but when she walks away the names stay on the wall† shows the names trying to escape from granite confines (19-21). â€Å"In the black mirror a woman’s trying to erase names: No, she is brushing a boy’s hair† (29-31). We see the urgency of the poet to escape and hope for fewer monuments on the wall. The use of devices boosts the effects of the poem. In conclusion, both the poets show their experiences of war and its effects on them. Owen presents the poem in a war descriptive setting whereas Komunyakaa remembers the dreadful memories that have haunted him for life. These poems share the same idea of loss and helplessness. Komunyakaa poem is more about life, whereas Owen’s poem is associated towards death and fighting for honor. Anthem for Doomed Youth and Facing It Essay -- Comparative, Owen, Komu War is a patriotic act where one seeks the determination to lead their country. It can be viewed noble, cruel, inhumane and can make an individual a hero or a criminal. It effects everyone in a society, hoping their loved one is safe whether fighting in the trenches or waiting at home. It has led to severe individuals suffering from posttraumatic stress disorder. Two poems in war literature â€Å"Anthem for Doomed Youth† by Wilfred Owen and â€Å"Facing it† by Yusef Komunyakaa, the authors’ different perspectives will be presented. Owen portrays war as a horror battlefield not to be experienced and the glorious feeling to fight for one’s country. Komunyakaa on the other hand shows an African American that serves in Vietnam War and visits the Vietnam Veterans Memorial Wall. The poets’ choice of diction, setting of battlefield and various uses of poetic devices create a desired effect. Owen presents us a sarcastic view towards the idea of being honorable to sacrifice for their country and buttresses it with abundant of horrific images. It is a war sonnet that captures the feelings of survivors to those who lost their lives in war. The use of a sonnet creates a sense of intensity in his poem, briefness and portrays the nature of death on a battlefield. Moreover, Owen uses the rhyme scheme of â€Å"ababcdcdeffegg† to show the strong division between the lines. The choice of a sonnet allows Owen to convey his message effectively and remain emotional to keep the readers interested. His tone in the poem is gloomy and proposes the reader to consider the question at the beginning of the poem: â€Å"What passing-bells for these who die as cattle† (1). Their deaths are significant to those of cattle and it occurs in masses. This leads the reader to consider t... ... The wall represents an oxymoron that is unshakable and holds the spirits of the fallen. The imagery of: â€Å"names shimmer on a woman’s blouse but when she walks away the names stay on the wall† shows the names trying to escape from granite confines (19-21). â€Å"In the black mirror a woman’s trying to erase names: No, she is brushing a boy’s hair† (29-31). We see the urgency of the poet to escape and hope for fewer monuments on the wall. The use of devices boosts the effects of the poem. In conclusion, both the poets show their experiences of war and its effects on them. Owen presents the poem in a war descriptive setting whereas Komunyakaa remembers the dreadful memories that have haunted him for life. These poems share the same idea of loss and helplessness. Komunyakaa poem is more about life, whereas Owen’s poem is associated towards death and fighting for honor.

The Amish Way of Life

The Amish way of life Sherri S. Archer-Taylor ANT101: Introduction to Cultural Anthropology Instructor Jason Gonzalez December 10, 2011 The Amish way of life I. The Amish way of life has many interesting concepts and unique beliefs that set them apart from any other culture. While some may see the Amish way of life as a cult, there simplistic way of life and there family values and beliefs make them one of the strongest sects in today’s society. II. The Amish primary mode of subsistence is farming. Making them Horticulturalists. The Amish are farmers first they plant several crops every year depending on the season as well as women tending to gardens, the Amish feed themselves. A. According to Donald Kraybill (2001) the Amish have always been tillers of the soil and people of the land. B. When a young Amish couple gets married they are given a parcel of land by one of the fathers. This land is given so that the couple can get a head start on taking care of themselves and earning a living. C. The Amish people today do not use many modern day agriculture implements depending on the old ways to farm and harvest crops. III. The economy of the Amish is growing more complex. Where they were once mostly self-sustaining they are now finding it necessary to make and sell durable goods to supplement their income. A. According to Dr. George Kreps (1997) Tourism has not affected the core of Amish culture but it has had several lasting impacts. Such as traffic and crowds which make the Amish people shy away from certain areas because they do not like to interact with the common folk. B. Land has been harder to purchase for expansion due to rising cost. And the soil is no longer as plentiful as it once was. C. Amish now make furniture and other wood work items, and the women sew quilts and clothing to supplement the family’s income. D. Food is never sold or traded if a family can find another means of income. Food is reserved to fee the family. IV. The Beliefs and values of the Amish people are core in there society. They have been practicing these beliefs and values since the beginning of the Amish order which was sometime around the â€Å"1880†s. A. Holidays observed by the Amish re very religious during certain holidays the Amish people are more religious and family centered than any other culture. B. Amish people wear white clothes for a burial and they wear blue to a wedding. When a funeral occurs in the Amish culture there are no flowers, the coffin is plain wood, and there is no singing. A hymn is spoken, there are no eulogies. C. According to Charles Hurst (2010) the Amish have survived by being plain and depen ding on hardly any new technology and with limited help from outsiders. V. While the rest of the world has progressed with technology and change the Amish have also progressed with social change. A. The Amish travel still by horse and buggy only using a car to go on long important trips such as to a hospital or to see relatives in another state. B. All men in an Amish society still wear beards. C. They are still firm in there want to be separated from the world. And place important emphasis on simplicity and humility. D. They shun members who have been excommunicated E. They still use horse and plow to farm their fields. F. They have no internet or computers but they do use calculators. The Amish are simple people who live by farming, gardening, livestock and supplementing there income by wood working and quilt making. They choose to keep outsiders away from their lives. Their children are educated in a one room school house by another usually female of the sect. the young men help their father with farming and milking duties and the young women help garden with their mothers with cooking and watching their younger siblings. Some people may think they are wired or that they act like a cult but their simple way of life and there strong ties to one another has insured that the Amish will continue enduring for a long time. REFERENCES Hurst Charles M. (1998) the religion and family connection 29 (13) 19 Retrieved from http://psycnet. apa. org/? &fa=main. doiLanding&uid=1988-97583-000 Kraybill, Donald B. Pages: 423 (2001) Riddle of Amish Culture (Revised Edition) Retrieved from http://site. ebrary. com/lib/ashford/doc Dr. George Kreps (1997). The Impact of Tourism on the Amish Subculture Community Dev. J (1997) 32 (4): 354-367. doi: 10. 1093/cdj/32. 4. 354