Critical Thinking

Critical thinking is an important quality to cultivate and for many educators, it is the goal of education. Here are a few examples of critical thinking from my own life. First, one of the things I try to do for work is to make good financial investments. For this to take place, you need to analyze everything or think critically. You need to know what is going on in the world (economically speaking), see what things are going to be in demand in the future, and act before others do.

So, I drew up a picture of the world and what I thought would happen and I invested based on my convictions. All of this was borne out of critical thinking. Second, when I think back to my university days, I had to decide on a major. There were so many choices and I decided to go with a major that I not only loved, but also a major that would make me more marketable in the long run. I realized that I could study practically all the things I loved in various departments. Based on this, I chose the department that was most marketable.

Critical thinking entails careful analysis of all the variables (or as many as you can cover) in a situation, using data and logic to process the information and shape the decisions. Other factors may also enter into the mix… As I considered the timing of my retirement from classroom teaching, I reviewed the financial considerations regarding investments, pension and Social Security payments, options for other means of obtaining income, and tried to predict anticipated current and future expenses.

All of this took time and research, but was “easy” in terms of recording figures that could be examined objectively. Harder to quantify but still vital to the analysis were my reflections on how I was approaching the challenges inherent in classroom positions. I evaluated my energy level, commitment to spending the time and effort outside of the classroom, and my enthusiasm for continuing my personal education in the field. I also felt that emotions did play a role in the process and did allow my feelings about continuing to work with middle schoolers enter the process. Bless them, but they are enough to wear anyone out after so long! ) The final piece in my decision-making process was the awareness that my father’s health was declining and that I needed to make myself much more available to assist with transportation, supervision of medical concerns, and general involvement in trying to maintain a quality of life for him that is as good as possible for as long as possible. Is critical thinking fast and easy? NO! Is it important in many real life situations? YES!

Back in the days when personal computers were only beginning to be commonplace in India’s middle class homes, I came across a newspaper article that claimed “computer engineers will one day be as necessary and in-demand as doctors”. I remember thinking that the statement was too bold and overstated. However, later that year, I began realizing how true that article wasthe share price of Infosys, India’s premier IT Company, had just become the costliest in the market. My cousin, who worked there as a software developer, was my first source of inspiration.

As he began explaining to me the scope of applications computers could be used for, from banking to shopping, I became aware of the computer revolution that was already in the making and I most certainly wanted to be a part of it. Following my interest, I elected computers as my undergraduate branch and I am glad I did so because most of the courses were to my liking. Although the first two years of B. Tech had relatively few core subjects, the syllabus was helpful in developing a holistic view of the computer science field.

My initial interests lay in the programming languages- C, C++ and Java and on realizing that I had a good aptitude in the same and even in Software Engineering, ventured beyond assigned tasks. As a peer teacher for Software engineering, I gained valuable experience from assisting my teacher while also perfecting my subject skills. My final year project consisted of developing SECURED DATA TRANSMISSION THROUGH NETWORK by using java in a team of 3. This is the project we have done based on real time organisational analysis.

The objective of this project is, “hiding a secret message with in a image in such a way others cannot discern the presence or contents of the hidden message. We have used L. S. B technique for developing this project. My part in this project is designing the project using SE techniques like Software specifications, checking quality, flexibility. I began attending various workshops and seminars on Software Engineering . Participation in these conferences enabled me to gain access to some of the best minds dedicated to research in my country and I realized how rewarding and meaningful a career in research could be.

My class seminar on SDLC(Software Development Life Cycle) models was appreciated by all of my colleagues. This provided me enough confidence which helped me for further studies and research on it. As I stand at the cusp of my career and appraise my academic interests and goals. During my undergraduate study, I actively participated in many extra-curricular activities. I have been an organiser in a National level technical symposium on organized by IEEE Student Branch at our college, where I was Appreciated with BEST COMMITMENT award.

I have been able to realize and tap my ability to work independently as well as in a team. , I know that the most satisfying and rational decision would be the one for pursuing further studies. The pace of advancement, with last-years innovations being supplanted by this year’s inventions, calls for a deeper understanding of the fundamentals and more hands-on experience. My UG years, although not spent in the elite schools of India, were just as helpful in strengthening my ken.

But high-end infrastructure such as specialized labs and a research-oriented manner of teaching was wanting and I hope to make up for this lack by studying in GERMANY, a country much given to research and innovation. After spending a number of hours exploring the university’s facilities and course structure while also considering feedback from alumni, I am confident that this University is an apt choice. The student-body mix of the University is a potpourri of people from all over the world and I think such an environment is conducive to the overall development of a student.

I want to be a part of great research and contribute to it while also increasing my knowledge by interacting with professors of such great standing. I am confident about my capability in meeting the challenges the work poses. Being an international student, I believe I can contribute to the heterogeneity of the class with my unique ethics, culture and style of thinking. Assimilating knowledge and applying it to advance society is my definition of learning and I believe that a master’s study followed by dedicated research will take me one step closer in this endeavor.

Critical Thinking and Sexual Decision PSY/265 January 18, 2013 Critical Thinking and Sexual Decision When using value systems for making sexual decisions, you are talking about legalism, Situational ethics, ethical revelation, hedonism, ascetism, utilitarianism and rationalism. Each of these value systems is another way of justifying why you make the decisions you make. According to Rathus, Nevid, and Fichner-Rathus (2011) legalism is when people base their decisions on an external code of moral laws such as religion.

Situational ethics is when people base their decisions on what they are facing at the present time. Ethical relativism is when people believe that there is more than one correct moral view and bases their decisions on their principles and their conscience. Hedonism is when people base their decision on if something feels good or not with no regard to any morals. Ascetism is the belief of self-denial of material and sexual desires, therefore making their decisions based on that belief. Utilitarianism is when people base a decision on “the greatest good for the greatest number. Rationalism is when people base their decision after weighing the pros and cons about doing something. When it came to me personally I would have to say that I can see myself using two of the value systems. The first would be ethical relativism. Although I do not feel that there is one set of morals, I do base my decisions on my principles and my conscience. An example of this would be when a man thought that he could buy me. He told me that I could have anything I wanted, and that he would pay my bills, as well as making sure that my children would want for nothing and that all I had to do was sleep with him.

The catch is, he was married. When facing this choice it was my principles and my conscience that made me say no. The second would be rationalism. The reason for this is because I always weigh the pros and cons before making any decision in my life. These decisions can be anything from how I spend my money, to whom I may have sex with. References: Rathus, S. A. , Nevid, J. S. , & Fichner-Rathus, L. (2011). Human Sexuality in a World of Diversity (8th ed. ). Boston, Massachusetts: Allyn

I chose example 2 which stated “I was thrown from my truck as it left the road. I was later found in a ditch by a flock of wild turkeys. ” This statement in my opinion is an example of vagueness. The vagueness comes from the statement that is very unclear. I am having a hard time understanding how this person was thrown from their truck. It is missing information and is hard to follow. This statement allows me to know that the person was thrown from a truck but we do not know how or how they were found by a ditch of flock.

This could have been by a car accident or by someone who could have literally threw this person out of the truck. This type of vagueness throws the reader off because they are unclear of what is really going on in the writing, it becomes a problem when you are trying to understand reasoning behind this statement. The second sample writing I chose was “The online course helps me in a lot of ways. I can use all kinds of resources. The place in the library offer tutorials in all different areas, Microsoft Word, Excel and other tutorials.

Also, there is services, that offers technical support, tutoring, library help, and then there are financial aid and academic advising. The library section offers help in finding books, journal articles and more. There is even places in math, writing and technical. ” This statement is ambiguous because it is open to more than one interpretation. This can be speaking on behalf one online course or the school of online courses. Also when they mentioned that the library offers all types of resources it does not specify which library and where this library can be found. It could be found online or it could be a place where you have to go.

When you write a statement it needs to be clearly understood and it should not have your reader trying to understand the statement you are trying to put across. In this example the writer would get that the writer likes online courses but in the supporting sentences it just goes into stating help from the library and is somewhat confusing. The relationship between critical thinking and clear writing is that they both work together. You have to critically think to clear write. When you are jotting things down your brain is working to come up with these unique thoughts which is critically thinking. They go hand in hand.

[pic] [pic] Florida A&M University Department of Chemistry CHM 1045 Lab Syllabus COURSE SYLLABUS | |Course Number: CHM 1045L |Course Title: General Chemistry I Laboratory | |Prerequisite(s): | | |Co-requisite: CHM 1045 Lecture | | |Course Credit: 1 |Course Hours: 3 per week | |College: Science and Technology |Required Text(s): The laboratory manual, Experiments In General Chemistry, 6th | | |Edition by Peter Cottrell, Jesse Edwards, & Richard A. Ford, Jr. | |Department: Chemistry | | |Faculty Name: Arian White-Baker |Term and Year: Spring 2013 | | |Place and Time: 401/413 Jones Hall | |Office Location: |Telephone: ( 850 )599-8424 | |219-A Jones Hall |e-mail: arian1. white@famu. edu or arian1. white@gmail. com | |Office Hours |Monday |Tuesday |Wednesday |Thursday |Friday |Saturday | | |4:00-5:00 pm | 9:00-11:00 am | |12:00-2:00pm | | Curriculum Status: Required for Chemistry, Biology, Pre-Pharmacy and Pre-Engineering majors. INTRODUCTION General Chemistry I Laboratory (CHM 1045L) is the first course of a sequence of two laboratory courses primarily for students who are in science or science-related majors. In this laboratory course, students will have an opportunity to observe some of the phenomena of matter and obtain practical skills in using various items of laboratory equipment. Upon completion of this course students should have a deeper and more concrete understanding of the experimental science of chemistry.

There are 10 different laboratory exercises scheduled to be done during the weeks specified in the SCHEDULE section of this outline. Because of the large number of laboratory sections and the full use of time available during the semester, there will be no opportunity to make individual laboratory exercises. Only in cases of emergency, you must notify your instructor before the class session. In such case, the laboratory experiment should be made up during the week that it was assigned. In order to make up the experiment, these procedures should be followed: *Notify your instructor and get a note from them stating their approval and awareness of your absence. *Obtain an official excuse from your dean. Bring the excuse and the note to laboratory coordinators office in JONES HALL room 405. *At this time, you will receive a form with the time that you can make your experiment up. Appointments for office visits other than during scheduled office hours may be made on an individual basis for the mutual convenience of the students and instructor. LABORATORY OBJECTIVES There are several objectives of the laboratory course. Among these are to: a. Train students to observe and follow the standard safety practices while doing experiments. b. Provide a means for students to examine, analyze, and verify chemical principles by carrying out simple exercises in the laboratory. c.

Provide an opportunity for students to practice making careful observations and measurements, and to perform critical analyses of the observations made and data obtained. d. Train students to carry out laboratory exercises using standard techniques, while keeping a record of the observations made and data obtained. Academic Learning Compact As a result of your experience at FAMU chemistry students should be able to communicate chemical concepts in oral and written laboratory reports. Your reports should discern what you think happened from what indeed did occur based on sound chemical reasoning. You are to interpret laboratory data, measurements, procedures and results. Eventually, you should solve chemical problems and design and evaluate experiments.

After taking this class you will be able to recognize potentially hazardous substances and reactions. You should be able to make effective use of information resources and use a computer to gain information about chemical compounds and reactions. LABORATORY MATERIALS The following materials will be required for the laboratory: a. Laboratory safety glasses b. The laboratory manual, Experiments In General Chemistry, 6th Edition by Peter Cottrell, Jesse Edwards, & Richard A. Ford, Jr. , which is available at the University Bookstore. c. Laboratory coat d. Expt In General Chemistry Lab Safety & Techniques DVD Safety Students must always wear eye protection and laboratory coats when they are doing the laboratory exercises.

There are no exceptions to this requirement. Students not having eye protection and laboratory coat cannot remain in the laboratory. a. Wear approved eye protection at all times. b. Never eat, drink or smoke in a chemical laboratory c. If any glassware is broken, it should be cleaned up by the student. d. Never perform an unauthorized experiment. e. Never work in a chemical laboratory without proper supervision f. Never pipette by mouth or inhale gases or vapors g. Exercise proper care in heating or mixing chemicals h. Be careful with glass equipment PROCEUDURE Each laboratory experiment must be read and carefully studied before coming to the laboratory.

This must be done to ensure that each student is thoroughly familiar with the principles, procedures, calculations, and anything else with the exercises may be involved. Unless otherwise directed to do so, students should work alone in doing in the laboratory exercises. Take extreme care when using the analytical balances, thermometers, and other items of equipment that are expensive and/or may be easily broken. When the laboratory exercise is completed, all equipment should be cleaned and put in its proper place or in the locker in an orderly way. The bench top and common work areas should also be cleaned. LABORATORY REPORTS The pre-laboratory assignments of each laboratory experiment must be turned in to the instructor before the beginning of the laboratory.

Laboratory Reports are to be completed and turned in as directed by the instructor. The laboratory report will usually consist of the Pre-Lab, Post-Lab, Lab Write-up, Data Sheet from the laboratory experiment and calculations sheet. Laboratory Report Organization: All sections should be typed except calculations, pre/post lab and your data/report sheet • Title Page: Your name, Group members names, Date, Lab section Title of the Experiment • Introduction- 5-6 sentences at most • Materials and Procedure- Past Tense, Bullet format • Pre-Lab, Report Sheet and Post Lab –please complete all calculations and questions in the spaces provided. If the space is too small, please complete on a separate sheet of paper. Calculation sheet – SHOW ALL WORK! • Conclusion – Discuss what you learned and any possible sources of error that occurred in the experiment. Please use complete sentences. Students who do not actively participate in the laboratory experiment will be subject to point reduction. there are no make up labs, so do not miss a lab date. Late lab reports will not be graded. No exceptions will be granted and no excuses are acceptable. PUBLIC HOLIDAYS AND LABS IF YOUR LAB FALLS ON ANY PUBLIC HOLIDAY (EXCEPT THANKSGIVING WEEK) OR UNIVERSITY CONVOCATION, PLEASE ENDEVOR TO ATTEND ANY OTHER SECTION OF THE LAB WITHIN THE SAME WEEK. THE MISSED LAB WILL NOT BE REPEATED THE FOLLOWING WEEK.

PLEASE ENSURE THAT THE LAB INSTRUCTOR OF THE LAB YOU ATTENDED FOR MAKEUP SIGNS YOUR WORK AS EVIDENCE OF ATTENDANCE. THEN SUBMIT YOUR LAB REPORT TO YOUR LAB INSTRUCTOR AS USUAL. The total score for the course will be based on laboratory reports, write up, and exam. Each laboratory report will have equal value but not necessarily the same number of points. The laboratory reports will count between 80-90% of the total score. The final laboratory examination will count between 10-20% of the total score. Additionally, you may be given quizzes that will count toward your overall grad. The various parts of the lab exercises and reports will contribute towards the final grade as follows: Lab Reports Report Sheet and Data 50

Pre-Lab 10 Post Lab 10 Write up 30 Total 100 There will be a total of Ten Labs and Two Exams worth 100 pts each. At the end of the semester, an overall fractional score will be calculated. It is anticipated that the grade will be based on the following scale for fractional scores: A- (90% or above)(990-1110) B-(80-90%)(880-989) C-(70-80%)(770-879) D-(60-70%)(660-769) F- (Below 60%)(659 & Below) Some general items to be considered in grading the reports will be the neatness and legibility of the report, the correct use of English, and the proper use of significant figures and units.

Other items that may be considered, depending on the specific exercise, will be the closeness of a result obtained to what the result should be the correctness of any calculations, and the completeness of any observations that may be expected. A subjective evaluation will also be included of the student’s attitude toward the laboratory exercised and the correct use of the laboratory equipment. Academic Calendar: Fall 2013 January 7 Classes begin (Full-Time Studies) January 21 Martin Luther King (Holiday) March 11-15 Spring Break March 29 Last day to withdraw April 26 Last day to submit I change of grade Aptil 26 Last day of classes April 29-May 3, 2013 Final examinations Week CHM 1045 Labs Spring 2013

Lab # Date Title Page # 1/7-12/12 Laboratory Orientation and Safety Video/ MSDS 1. 1//14-18/12 Basic Laboratory Technique 1 No Labs 1/21-25/12 Martin Luther King – No Class This Week 2. 1/28 – 2/1/12 Identification of Substances by physical properties 13 3. 2/4-8/12 Separation of the Components of a mixture 23 4. 2/11-15/12 Chemical reactions of copper and percent yield 31 5. /18-22/12 The stoichiometry of a reaction 39 2/25-3/1/12 Exam #1 6. 3/4 – 8/12 Reactions in Aqueous Solutions 49 No Labs 3/11-15/12 Spring Break- No Class This week 7. 3/18-22/12 Qualitative-Analysis Scheme 61 8. 3/25-29/12 Colorimetric determination of iron 69 9. 4/1-5/12 Behavior of gases: Molar mass 93 10. 4/8-12/12 Where are electrons? : VSEPR 245 4/15-19/12 Exam 2 SAMPLE LAB WRITE UP: Cover Page EXPERIMENT 1

BASIC LABORATORY TECHNIQUES John Doe Group Members: Andrew Luck Reggie Wayne Dwight Freeney SAMPLE LAB WRITE UP INTRODUCTION Chemistry is an experimental science that relies heavily upon meticulous observations and precise measurements. When recording the measurements made, the accuracy of the devise used has to be reflected. Although the metric system used here in America is the most common, scientists prefer the use the International System of Units or SI system. The objective of this lab is to perfect the use of the laboratory balance, graduate cylinder, thermometer and pipets in order to learn how to obtain accurate measurements in experimental procedures.

This lab will also allow familiarization with the SI units used in scientific work. APPARATUS/MATERIALS Balance150-mL Beaker 250-mL Beaker Bunsen Burner Hose clampFlask 125-mL 50-mL Erlenmeyer Grad. Cylinder Rubber BulbIron ringRing Stand 10-mL Pipet ThermometerWing TipIce Barometer PROCEDURE A. The Bunsen Burner • The Bunsen burner was examined for valves and all gas/air outlets • Both valves were closed and rubber tubing was attached from the gas outlet on the burner to the lab bench spout. • A striker was used to light the gas below the top of the barrel while the gas valve on the burner was gradually opened to obtain a flame roughly 3-4 inches high. The air was adjusted to allow a pale blue flame to form on the inner cone. B. The GraduatedCylinder • The 100-mL graduated cylinder was examined and the markings in milliliters was noted • The cylinder was then filled approximately half full with water and the meniscus(curved surface) was observed. • Reading the lowest point of the meniscus at eye level with the cylinder a volume measurement was obtained to the nearest 0. 1mL and recorded • A 125-mL Erlenmeyer flask was then filled to the top with water and the graduate cylinder was used to aid in recording the total volume in the flask. C. The Thermometer and Its Calibration To test the accuracy of the thermometer, it was calibrated using known measurements • 50mL of ice was placed in a 250mL beaker and covered with distilled water. • The ice-water mixture was allowed to set and come to equilibrium and measurements were taken and recorded. • To test the boiling point, a 250-mL beaker ws set on a wire gause and iron ring half full with distilled water. • The water was heated and measurements were periodically taken to determine the temperature of the water . • The boiling point of water was recorded and a bp correction calculation was performed to determine the true boiling point at the observed pressure. D. Using the Balance to Calibrate the 10-mL Pipet • A penny was weighed and the mass recorded About 40mL of distilled water was put in a 50-mL beaker • The weight of an empty, dry 50 mL Erlenmeyer flask was weighted to the nearest 0. 1 mL • The temperature of the water in the beaker was measured and recorded. • Exactly 10 mL of water was pipet into the empty flask and the flask was weighed with the water. • The weight of the water was determined by subtraction the mass of the empty flask from the mass obtained after the 10 mL of water was added. • The density was calculated, and based on the temperature obtained previously, the accuracy of the pipet was determined. • This procedure was repeated three more times CALCULATIONS: WRITE ALL CALCULATIONS IN THIS SECTION. NO NEED TO TYPE THEM OUT.

CONCLUSION: The objective of this lab was to learn the use of simple lab equipment. In this experiment our group was able to learn basic laboratory protocols and become familiar with common equipment operation. We were able to successfully calibrate and standardize the equipment for future measurements to be taken. Overall there were minor errors that could have occurred including the following: not reading the bottom of the meniscus on the graduated cylinder procedure and dropping some water while transferring to flasks in procedure D. We completed all procedures proficiently otherwise and look forward to a semester of future experimentation.

1. The question of Origin- Those who follow Buddhism have faith that the universe and god are one and the same. (Weider & Gutierrez, 201, 56) Buddhist turn to the teachings of Siddhartha Gautama also known as Buddha to live correct and at death escape the course of karma. After death, they trust they will become one with the universe. 2. The question of identity- The question of identity in Buddhism is answered in their belief that all living things are equal. They believe you must live according to the teachings of Buddha in order to escape karma and reincarnation after death. . The question of meaning/purpose- For Buddhist the primary goal is to reach Nirvana and end all personal suffering. In order to end suffering one must eliminate all fleshly desires and follow the teachings of Buddha which consists of the “Four Noble Truths” and the “Noble Eightfold Path”. 4. The question of morality- Because Buddhist believe everything is sacred they follow the ”Ethical Code” instructed in the “Eightfold Path” which entails refrain from all forms of evil.

The major points in the “ethical code” are; one must keep from taking a person’s life, stealing, immoral sexual behavior, lying and intoxication. 5. The question of destiny- Buddha rejected the idea Hindus hold about karma, which states that a person will continue to be reincarnated throughout time. He believed that one could escape through the denial of personal desires which lead to dissatisfaction because nothing in this world lasts. Buddha taught that everyone could reach Nirvana as long as they lived right.

Once they reach Nirvana believers will live in a state where one feel neither hate nor love. Part 2: Compare and Contrast 1. The question of origin- Christians believe God is the creator of the universe and everything in it. Buddhist believers follow the idea that the universe and everything in it are one and the same. To the Buddhist everything has always existed unlike for Christians who believe there was a beginning which is explained in the book of Genesis. 2. The question of Identity-In Genesis 1:27 the bible states that we are created in the image of God.

Just as we inherit traits from our parents we inherit traits from God. Buddhist believe humans and animals are one with the universe and both are equal in importance. 3. The question of meaning and purpose- For Christian’s the meaning and purpose of humans is found in John 17:3. John tells us that we are to know God through his Son Jesus Christ. We are to have a close intimate relationship with God. As ambassadors of Christ we are to go and communicate to the world what we know about Jesus, who makes this relationship with God possible.

Buddhist do not believe in a personal God. They believe god is distant and does not become involved personally involved in people’s lives. The Buddhist believe their main purpose in to escape the karma and reach Nirvana where they will live without any desire. 4. The question of morality- Without God we are unable to determine what actions are right and wrong (Weider & Gutierrez, 2011, p 61) Christian believers follow the word of God as a guide to live their live. The bible calls believers to love God and to love their neighbor as they love themselves.

These two commandments keeps believers from sinning against their neighbor. Buddhist believer in Buddha’s “Four Noble Truths” and the “Eight Noble Truths”. Their “Ethical Conduct” section says a person should conduct himself with “right speech, right action, and right livelihood. ” These codes will liberate a person from the cycle of karma. Unlike Christians Buddhist do not believe in forgiveness the way Jesus offers it. However both beliefs agree that respect is inevitable to live in peace. 5.

The question of destiny- Christians believe in heaven and hell. The difference in where a person will go depends on their acceptance in Jesus as Lord and Savior of their lives. Repentance of sin is followed by the forgiveness of Christ. A Christian will live for eternity in heaven if they accept the forgiveness offered by Jesus Christ. Buddhist believe “salvation” must be worked out. According to the teachings of Buddha anyone can reach Nirvana as long as the person works to behave “right” during their lifetime.

Page One The theme of this book is the importance of love and compassion, and social injustice. Three genres that affect the theme in Les Miserables are: Historical Research, Literary Analysis and Creative Element. The historical research gave you knowledge of the author, and what was going on when Victor Hugo was writing this book. The literary analysis allowed you to get content from the book and provided examples of the theme. The creative element allowed you to present it as how you pictured it. While doing the historical research I found out about Victor Hugo’s love life.

It revealed that he had had an affair with a girl named Juliette while being married to Adele. He chooses to spend his life with Juliette instead Adele. In Victor’s life he was involved in politics and he had shared his views by being mayor in the book. The literary analysis provided examples from the book to show that the book had romanticism through tragedy. In the book Eponine dies for Marius by blocking the bullet that was headed towards him because she loved him. Jean Valjean dies because Cosette is taken away from him, because she has found another male figure in her life.

The creative element had me put the facts I learned from the historical analysis of the author and the examples from the book from the literary analysis and put it in my own view. The genre that interested me the most was the Historical research because I found out about Hugo’s life that had me understand his views on topics. The most challenging genre was literary analysis because I had to provide 4 pages of evidence. Historical Research Paper Victor Hugo is a famous worldwide literary, that gained his fame through two of his major works The Hunchback of Notre Dame and Les Miserables.

Victor was born in Besancon in 1802. Since he was young he had a calling for literary. At age 13 he had won numerous awards for his poems. During the 1820’s he was claimed as one of the leading figures of the French Romantic movement. Later his rank was greater due to his play “Hernani”. During the 1830’s Hugo focused in theatre. In this time he was having problems with his wife, Adele, so he began a relationship with an actress in one of his plays, Juliette Drouet. This relationship lasted fifty years. In 1841 he turned his focus on public and political issues, by becoming a Peer of France.

Hugo started out as a monarchist, troubled about order being maintained. At first, Hugo welcomed and supported Louis Bonaparte. He later realized that his moral and political goals were not the same as his political associates. In 1851, after trying in vain to oppose the coup d’etat of the 2nd December, he and Juliette escaped the country to avoid arrest, and fled to Brussels. In his time there he published the mainstream of the works he is known for: Les Miserables, La Legende des siecles, William Shakespeare, L’Homme qui rit, and many others.

One book very well known today is Les Miserables, which shows some of Hugo’s beliefs on the social and moral issues of the time. Victor Hugo had accomplished many things in his lifetime. Starting out as studying in law to becoming known as the heart of French Romanticism for being a poet, playwright, and novelist. Literary Analysis Victor Hugo once wrote “To die is nothing; but it is terrible not to live” (p. 345). The tragic elements in Victor Hugo’s Les Miserables enhance the plot, with many deaths and tragic scenes through the book.

Most of these encounters happen to be for their loved ones and others are just heroic moves. These examples come from Fantine, Eponine, Javert, Fauchelevent, Cosette, and Valjean. In the beginning of the story, the first tragic part is Fantine having to leave her daughter behind in order for her to survive. She had turned to prostitution to survive at first, and this showed the damage that nineteenth-century French society cruelly affects the less fortunate. After Jean Valjean idea factory is set she decides to work there but they do not allow kids.

She has to suffer and leave he daughter behind with strangers who to her seemed friendly and caring, to make sure Cosette has a good life. Fantine though gets very sick through malnutrition because all her money was going toward Cosette, but the shock of Jean Valjean being a criminal had killed her (p. 103). Then we find out that Cosette is being mistreated by the Thenardiers, She is treated worse that their dog, the dog is given more attention and care. The money that Fantine was sending the Thernadier is used for their own purposes. As Cosette get older, she becomes their slave and maid, doing whatever they command.

It was sad seeing how badly a little innocent girl was being treated, because she did not deserve it, and couldn’t do anything about it being so young. As the treatment escalates overtime, Jean Valjean takes her away from the family and rescues her. “He expects you no longer” (p 165). This line has Marius in tears knowing he was to late. His father was expecting him, but he couldn’t hold on any longer and died. Marius has mix emotions at first, he started out mad because his father left him, but then he finds out that he didn’t leave him by choice.

He left him because he was forced to and becomes devastated for not coming any sooner and for being angry with his father. “Did you see a musket aimed at you? ” “Yes, and a hand which stopped it. ” “ That was mine. ” (p. 288) These lines represent the amount of love Eponine had for Marius, she would even risk her life for him. When the bullet was directed towards Marius, Eponine stood in front of it. Its tragic for someone to take a bullet to save someone else life, but even worse, when the guy you risked your life for doesn’t feel the same way towards you.

The only thing that she asked of him was a kiss on her forehead. There was also a point when Cosette was near death. When she and Jean were running away from Javert, she becomes so cold and weak. If it weren’t for Fauchelevant she would have died then and there. Because Jean had saved his life he felt he had to return the favor and help him hide out in convent. After sometime Fauchelevant dies of old age and leaves his position as gardener to Jean. Javert is so preoccupied with enforcing society’s law and morals that he doesn’t notice he is living by mistaken beliefs.

Though when Valjean finally gives Javert proof that a man is not essentially bad because the law says he is, Javert is unable to turn Jean in. When Javert couldn’t turn in Jean, he commits suicide, because he couldn’t live with himself. Javert could not live because he felt like he would live a dishonorable man by not turning in Jean, but Jean gave him a different point of view on criminals, which change his beliefs. One of Jean biggest fears was losing Cosette, and his fear shortly became reality. Cosette at first views herself as ugly but as she grows older her beauty starts to show, and she and others notice it as well.

When Cosette stumbles across a young man named Marius, upon seeing each other they both can feel a connection. When Jean sees them looking at each other he starts to go out alone and has Cosette stay home. Then shortly he relocates them somewhere else, but their love is inseparable, and they both find each other again. When Cosette and Marius got together Jean delighted Marius, but when they get married Jean told him the truth about being an ex-convict. This had changed Marius view on Jean and he did not want his self or Cosette engaged in any activity with Jean.

Jean’s fear had come true and he had lost Cosette to another man. This caused him to be very depressed with his self and unhappy in life because she was the one who taught him how to love and was the only one who had loved him and stood by his side throughout his life. Through this moment in time, Valjean became very depressed and lonely, that caused him to give up on life. He felt that no one cared for him anymore, but he was wrong. After Marius found out that he received all his money lawfully, he figured out that Jean was never really a bad guy, but misunderstood for the actions he had made long ago.

When they go to his house they see how old he looks and sick and knew he was dead. “His white face looked up towards heaven, he let Cosette and Marius cover his hands with kisses; he was dead”. Javert, Fantine, and Eponine die, when they have finally realized that their dreams are not going to come true. Jean Valjean had died of old age and being lonely which caused him to not have the will to live. But then Cosette returns and he is happily ready to go. Though their deaths, other characters had changed their ways for the better. JEAN VALJEAN Creative Element: Journal Entry April 28, 1833- My last journal.

I have had an incredible journey by always living on the run. Looking back at my life I could have had a normal life but I choose a different path. Although I look back and notice some stupid decisions I have made I wouldn’t have changed any of them. No one understands my life story. I started out as an innocent typical man, going to prison for stealing bread in order for my nieces and nephews to survive and have food. But then my time in prison affected me by changing my opinions on society. The criminals in prison had gotten to me and convinced me to hate society for what it has done to me.

I had been committing action that I wasn’t proud of, but then I met Myriel who changed me forever, because she was the first person that loved me, so I promised her that I would become an honest man, and this was my turning point. My life was finally headed in the right direction. I managed to transform a town into a manufacturing center, which has taught me how to have compassion and generosity towards people. In my lifetime I have taken care of my own family, spent nineteen years in prison, then spent time recreating myself, then raising an incredible girl Cosette.

After losing Cosette I had given up hope in living, but as soon as she came back I felt content with the adventurous life I have lived. I am a very old man and think my time is due and all I have left to say is “To die is nothing; but it is terrible not to live”. Works Cited ” Victor Hugo. ” 2012. Biography. com 28 Apr 2012, 03:34 http://www. biography. com/people/victor-hugo-9346557 “Victor Hugo. ” Biography and Works. Search Texts, Read Online. Discuss. Web. 28 Apr. 2012. <http://www. online-literature. com/victor_hugo/>. “World Biography. ” Victor Hugo Biography. Web. 28 Apr. 012. <http://www. notablebiographies. com/Ho-Jo/Hugo-Victor. html> Self-Review Page This was a very time consuming project due to its length and requirements. Throughout this essay I had strengths and weaknesses. I also had to make many decision on the topics that I choose to write about, because I choose each topic for a reason. My strengths in this project were providing evidence in the literary analysis. Another strength of mine was I sympathizing and understanding Jean Valjean and being able to express that by writing a journal entry in his perspective for the creative element.

Some of my weaknesses were providing enough information throughout the essay without repeating myself, and following all the instruction by tying them altogether. I have explanations to each of the topics I have chosen. I choose to write about Victor Hugo for the historical research because I believe that you need to know the background of the author to know where his points of views are coming from. As for the literary analysis I chose to write about tragedy because throughout the book there are very sad instances and some of those moments include death.