Ethnography Essay Example | Topics and Well Written Essays - 500 words

Ethnography - Essay Example The Bible study groups set their main biblical topic to be studied during these study times. The major purpose of Bible study is to collectively grasp an understanding of God’s word, even though there is some existence some form of worship and prayer. There exists a traditional belief that mothers ought to stay at home at home and look after their children. The Bible, for example in Titus 2: 4-6 and Timothy 5:14, focuses on the role of women role as ‘house keepers’, who ought to bear children and raise them in a manner that the Lord wants. In Proverbs 31: 28-31 women generally are given praise for the successful raising of children and home. In that respect, women have biblical roles that can be enhanced through bible study groups to be well behaved and more righteous. This has led to the formation of cell groups that mainly comprises of women either married or single. Therefore, even cultures degrade, distort and debase women, the Bible exalts them. The women have numerous challenges which they need to address as women alone. It was observed that the cell groups which comprised of both single and married women commences by taking off their shoes, greeting each other, having refreshments, taking of the prayer request, an opening prayer, getting of the bible study session, and finally it ends in prayer again The interviewees reported that Bible study brings unity for women who are not used to fellowshipping with each other. They also reported that they meet at Theresa Burns house so women can feel more comfortable being in a home setting verse in a church, so they are not discriminating against any faith. Outside the group, some of these women are coworkers. Others attend the same church thus fellowshipping together fellowship together. They also reported that their group was non-denominational group. The cell group consists of all kinds of women. The Bible study is led by Theresa Burns because she is regarded as a mediator, although they are no

Discussion Board Essay Example | Topics and Well Written Essays - 750 words

Discussion Board - Essay Example Furthermore, the Jews believed that God was able to reverse the effects of sin and completely reverse consummate the reconciliation with the humankind. These views are consistent with mine, for I believe it is only God who has the powers and ability to reconcile us with Himself after we fall short of His will. Several changes occurred in the Jewish view on God and the world during this time. Foremost, there was an intensified and revitalized given the events of 6th Century BC when the Jewish nation suffered a series of exiles. The Jewish people also suffered the effects of Hellenism at this period, and the Greek beliefs affected their basic understanding and belief in diminution of anthromorphism (Gee 1995). Although the Old Testament of the Hebrews acknowledges the concept of immortality, the period of intertestamental shift made the Jews lay more focus and emphases on immortality of the soul. In addition, there was a shift from the isolated lifestyle the Jews had lived for the whol e time. They became more open and interactive with other communities, thanks to the effects of Hellenism. The period also marked a change of the Jews’ view of God from His imminence to His transcendence. They refrained from using the name of God in all their undertakings as had been the custom before the Intertestamental Period. ... They called him the Judge, meaning he would deliver justice and fairness to the Jewish nation against oppressing Gentile nations. Another title was the Deliverer, for whom they waited to deliver them forever from Gentile rule. Shepherd mean they were waiting for one who would guide them with love for all and protect them from their enemies. They also referred to him as the Stone, their strength upon which the Jewish nation would be built, not to be shaken by anyone (Carson, Douglas and Julius 2001). Other titles included Elect and The Chosen One, the Righteous or Just One, Son of God or Son of David and Elijah. To a nonbeliever and a new convert, the best title to describe Jesus would be the Righteous or Just One. According to the scriptures, Jesus preached and lived righteousness. There is no single instance in the scriptures the scriptures that reveal an act of unrighteousness in the life of Jesus. He helped the poor and the despised of his time get recognition in the society. He d elivered just judgments to those who were viewed too evil. According to the Jews, Gentiles were considered sojourner in their lands, strangers who had little or no knowledge of God (Carson, Douglas and Julius 2001). Jews viewed the Gentiles as evil people who were not worth associating with (Gee 1995). However, they stood a chance of being in good connections with the creator if they converted to Judaism. God-fearers referred to the class of Gentiles who sympathized with the beliefs of Judaism during the Second Temple Period. Whereas the God-fearers were not bound by any rules to follow Noahide Laws nor adhere to the rules of Jews, procelytes had the obligation to live by these customs and laws (Gee 1995). Procelytes could either be Gentiles converted into Judaism or

Starch Hydrolysis by Amylase | Experiment

Starch Hydrolysis by Amylase | Experiment Polysaccharides are polymers of carbohydrates. They are made up from monosaccharides which are linked together by glycosidic bonds. Polysaccharides are divided into two main groups: structural polysaccharides and polysaccharides which are used as energy sources. Cellulose and chitin are classified as structural polysaccharides. Cellulose is major component of plant cell walls. It yields glucose when completely hydrolyzed. On the other hand Glycogen and starch are the polysaccharides which used as energy source; glycogen is found in animal cells and starch is found in plant cells. Plants use starch to use it to store glucose units for energy. It consists of two types of molecules: the linear and helical amylose and the branched amylopectin. Starch generally contains 20 to 25% amylose and 75 to 80% amylopectin. Amylose forms a colloidal dispersion in hot water whereas amylopectin is completely insoluble. 2.2) Hydrolysis of starch/amylase enzyme: Proteins which catalyze the chemical reactions are called enzymes. Biological catalyzes, enzymes, need specific conditions to be active since they are working in the cells. Temperature must be between 37 and 40 and ph must be neutral. An important metabolic enzyme is amylase that its function is to catalyze the hydrolysis of starch into glucose. Alpha-amylases are found in plants and in animals. Human saliva is rich in amylase, and the pancreas also secretes the enzyme. SUBSTRATE  Ã‚  Ã‚  Ã‚  Ã‚  ENZYME  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   PRODUCTS starch  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Amylase   ->  Ã‚   maltose + maltose + maltose starchs presence can be identified by using the iodine test. Starch and iodine gives blu-black color together and that helps to identify the presence of starch or iodine. The iodine molecule slips inside of the amylose coil. Iodine is not very soluble in water so the iodine reagent is made by dissolving iodine in water in the presence of potassium iodide. This makes a linear triiodide ion complex and this linear complex can easily slip into the coil of the starch. This forms the color. [3] starch + I2 à ¯Ã†â€™Ã‚   blue-black color 2.3) Spectrophotometry: A spectrophotometer is used to find the amount of radiant energy absorbed or transmitted by molecules in a solution as a function of wavelength. The wavelength which a certain molecule can absorb energy is different and therefore it can be used to determine the concentration of a specific type of solution. By comparing the amount of light that is absorbed by the sample with known concentration a calibration curve can be plotted and by using it concentration of the unknown sample can be determined. [5] 3) EQUIPMENT AND CHEMICALS 3.1) equipments: Beaker Laboratory scale Weighing dish Spatulas Tubes Tube rack Heater Water bath Plastic cuvettes Pipettes Dropper pH meter 3.2) chemicals: Distilled Water HCl NaCl KH2PO4 Na2HPO4 Starch solution Human salivary Iodine reagent 4) PROCEDURE 4.1) preparation of starch solution and enzyme solution: 20 g of potato starch was mixed with approximately 50 ml cold water. This mixture was then added to 900 ml of boiling water. Mixture was mixed well and it was cooled to room temperature and the total volume was raised to 1 ml by adding sufficient amount of water. Presence of the starch in the solution was tested by putting one drop from the mixture to glass plate and adding one drop of iodine reagent to it. Blue color means starch is present. Saliva sample was taken into tube and diluted with 9 ml water then, 60 ml of 0.5% NaCl was added. 4.2) Effect of the pH: 0.1 M KH2PO4 with pH 5, 6, 7 and Na2HPO4 with pH 8, 9 solutions were prepared as buffers, each buffer was prepared 20 ml only the buffer with 7 pH was prepared 100 ml. 5 test tubes were labeled and to each of them 5ml of the starch solution was put and to each test tube solution with different pH was added. 1 ml of the salivary enzyme solution was added to the tubes and it was mixed by shaking. it was waited for 10 minutes so that the hydrolysis reaction can proceed. 5 ml of HCl solution was added to 5 different tubes and from each of the previous tubes with the starch solution 0.5 ml was taken and added to tubes with HCl. 5 tubes were prepared again for 5 ml of iodine solution this time. From the tubes with HCl 0.5 ml was taken and added to the tubes with iodine. Absorbance values were measured by using spectrophotometer. 4.3) Effect of temperature: Water baths with 30  °C, 50  °C, 70  °C and 90  °C were prepared in beakers. Buffer solution with pH 7 was added to 5 tubes and 5 ml of starch solution was added to these tubes. All of these tubes were put in different water bath with different temperatures and they were waited in the bath until the temperatures reached the equilibrium. 1 ml of salivary enzyme was added to each tube. After 10 minutes the steps 4-7 in the effect of pH procedure were repeated. 5) DISCUSSION In this experiment our purpose was to hydrolyze starch with amylase enzyme and observe the effect of pH and temperature on this reaction. Before observing the pH and temperature effect first we prepared the solutions that we were going to use in the experiment. First we prepared the starch solution by mixing it first with cold water and then adding it into boiling water. We aimed to get the starch suspension form immediately and without any lumps by this procedure. In the first part of the experiment we observed the pH effect. To do that first we needed to prepare the buffer solutions with different ph values ranging between 5 and 9. We used two different solutions because of the buffering capacity of these two solutions. We made the arrangement of the pH by using HCl and NaOH. To decrease the pH we added HCl and to increase we added NaOH, we detected the pH by using pH meter. Each buffer with different pH values were mixed with starch solution and then salivary solution was added. W hich is the amylase enzyme and since its from the saliva it hydrolyzes amylose. After waiting for 10 minutes to reaction proceed we needed to stop the reaction, we did it by adding HCl. Then we added iodine solution to detect whether reaction took place or not since if enzyme functions starch in the solution will be hydrolyzed and this will lead to have light color of the solution; absorbance will be low. Since our body is in neutral pH we expect to have light colored solution at pH 7 and dark color at pH 5, 8 and 9. The same logic is valid for the temperature effect. The enzyme wont work in higher temperature values that can denature it like 90, 70 and maybe 50. Proteins absorbance values are expected to increase as the protein denaturizes. This can be explained by the surface of reflection of the light is increased. Denaturized form of protein has higher possibility to be interacted with the light from the spectrophotometer and thus absorbance will increase. Theoretically we would expect to have both absorbance vs. pH and absorbance vs. temperature graphs to have a min. point where we can say that is the point absorbance is in the min. point at that pH or temperature thus enzyme functions best at that point. In our graphs from the experiment we can observe these min values at approximately expected values. When we look at the temperature graph we see that absorbance is min at around 50 C. normally we would expect that proteins denaturize at that temperature, since human body is 37 °C min absorbance at 40 °C would be the correct result. This error might be because of that we didnt measured our test tubes temperatures after we put them in water bath, So maybe what we refer to as 50 °C in the data table is actually less than that value.

A Philosophic Challenge Essay -- Theory of Evolution, Darwin, DNA

Did you know the odds of proteins necessary to create a strand of DNA lining up in order naturally are only once in 4x10022 years? (Werner 104). That’s highly improbable! Darwin didn’t anticipate that future discoveries would disprove the fundamental tenants of his theory of evolution. Modern science is repeatedly uncovering evidence that Darwinian evolution cannot be the explanation for life on earth because it relies on an implausible claim of spontaneous generation, leaves gaps in the fossil record, and is contradicted by emerging scientific discoveries. Spontaneous generation refers to the theory that the first life form evolved rapidly out of nothing, and all organisms evolved gradually from the original life form. Mounting evidence makes the argument for spontaneous generation untenable. No biological phyla (a level of organism classification) have yet been discovered to support Darwin’s theory. Even more condemning is that Darwin understood taxonomy (the classification of living organisms), but he refused to acknowledge or account for the gaps in his theory (Wilker 24). For example, spontaneous generation, a necessary assumption in Darwin’s theory, cannot explain how proteins are formed. Evolutionists suggest that either proteins or DNA were involved in the first living organism. However, proteins cannot be formed naturally, yet are required for DNA (Werner 105). This raises the â€Å"chicken and egg question,† which came first? Evolutionists cannot explain this, providing no justification for how proteins an d DNA could have been involved in spontaneous generation. Amino acids, the building blocks of proteins, would have had to form naturally to allow for the possibility of spontaneous generation. Yet, an experiment conducte... ...naturalists for using the existence of vestigial organs as an argument for evolution, stating â€Å"vestigial organs provide no evidence for evolutionary theory.† (qtd. in Wells, â€Å"Why Darwinism†) More and more scientific evidence is overturning the biologically based arguments used to support Darwin’s theory. Darwin’s theory falls short of fulfilling explanations for the beginning of life. Darwin’s suggestion that life is spontaneously generated is a leap of faith not supported by science. The fossil record is full of gaps that Darwin’s theory cannot explain, and new discoveries in biology undermine the basis the of evolutionary theory. While Darwin’s theory may have initially seemed plausible when it was first published, modern science has provided evidence that the foundations and hypotheses on which Darwin’s theory of evolution are based cannot possibly be true.

Response Paper : Purposes Of Schooling

In reading the articles that we have covered in category, there is one inquiry that comes to mind. Why? What is the intent of schooling and why do we analyze it? The reply to this is non really simple and it requires a organic structure of work from many different writers to seek to reply to the full. But unfortunately, this is what I seek to make with my essay in which I will compare and contrast several articles written by outstanding experts on Education such as Alfred Kohn, Philip Jackson, Patricia Carini, Barbara Rogoff, and John Dewey. There are many people who frequently assume that Education is an unreal thing created for grounds that are out of our control. But through the usage of these articles and my ain pertinent experience, I seek to show that acquisition, and schooling by extension, are non at all unreal and organize a important portion of our development as worlds ; the intent of schooling is hence to assistance in our already natural procedure of acquisition and cont ribute to it meaningfully. Let us therefore get down by analysing each writer ‘s chief points. Carini argues that through observation we can come to see the function that instruction dramas in the lives of kids. She therefore says that kids should be, â€Å" Understood as active and open-ended, [ like ] us at any minute in our lives, and in all taken together, a complex [ image ] of weaknesss and virtuousnesss, of strengths and exposures. It seems to me that this is what makes us interesting and what makes instruction ( and non developing ) a possibility † ( Carini, 64 ) . It is of import to observe that she highlights the difference between instruction and preparation, something that most people frequently equate school to. The following writer, Rogoff, attempts to demo us how school is a natural continuance of larning that begins from birth by giving us assorted illustrations from assorted civilizations to drive the point place. She says that, â€Å" The leaning to seek propinquity to and engag ement with their seniors aids immature kids everyplace in larning about the activities of the individual who is followed † ( Rogoff, 289 ) . This quotation mark shows us how some kids learn, through engagement and engagement with other members of their household. These first two writers focus the bulk of their several articles on analysing why schools exist and how this affects the kids in it. They ponder largely upon the intents of school in general. Herein we will discourse what this means. These two writers are in kernel doing the same point while reasoning from two different points of position. Rogoff argues that schooling is the right and natural continuance of larning and although schools must accommodate to each kid ‘s method of acquisition, it however emphasizes rational development in a faster and more structured manner, as opposed to the cultural methods she references. Her chief point is besides borne out of her position that merely as kids learn through guided engagement in cultural enterprises, so excessively must this method be used when it comes to structured school acquisition. It is the most natural method of larning and creates schools that merely mimic natural procedures of larning. Therefore, schooling in her head is merely a more structured manner of traveling through the procedure of larning which already occurs of course. The statement made by Carini is that of detecting kids and seeing how they act both in and out of school, to accurately see a image of them as persons and more significantly, bookmans. Schools are hence merely a normal continuation of society for Carini, a topographic point in which kids should be watched and dealt with in a specific mode harmonizing to how they learn and develop. Consequently, it becomes clear that the point that she tries to do is that of analysing kids decently in order to see their accomplishments and aptitudes highlighted in footings of acquisition, so that they may go better persons. This so leads us to our following three writers whose articles attempt to non merely analyze the relationship that childs have with school and why schools exist, but besides the specific methods of instruction. One of the first writers who begins to analyse the function of schooling is society is Jackson who in his article efforts to analyse the schoolroom, seeing how such a great portion of our twenty-four hours as kids is spent at that place. He summarizes the chief focal point of his essay like so: â€Å" In three major ways them – as members of crowds, as possible receivers of congratulations or rebuke, and as pawns of institutional governments – pupils are confronted with facets of world that at least during their childhood are comparatively confined to the hours spent in schoolrooms. True, similar conditions are encountered in other environments † ( Jackson, 10-11 ) . The of import portion of this quotation mark is the fact that the three facets mentioned by the writer are as he said, â€Å" facets of world † . As a consequence, we can get down to see his chief point that classrooms fix the young person of our state for the existent universe. But doubtless as instruction continues, the procedure becomes more complex and thereby leads us to the following writer, Dewey. This educational expert argues that schools degenerate in a sense from topographic points where acquisition is the exclusive end to topographic points of competition and criterions. This he explains by stating that, â€Å" This mental wont which reflects the societal scene subsidiaries instruction and societal agreements to stratifications based on mean gross lower statuss and high qualities † ( Dewey, 20 ) . He shows us by extension that this is the world of school as it stands but it is non, by any stretch of the imaginativeness, the existent intent of it. This so leads us to the 3rd writer that grapples with this issue, Kohn, who besides highlights a lack in the school system which undermines the whole intent of its being. He says: â€Å" The truth is that the job is non merely penalties but besides wagess, non bad classs but the accent on rating per Se. Anyth ing that gets kids to believe chiefly about their public presentation will sabotage their involvement in larning, their desire to be challenged, and finally the extent of their accomplishment † ( Kohn, 159 ) . All these points form a basic statement clear uping what the intent of instruction is, an statement that we will further analyse in the following subdivision. What do these writer ‘s theses have in common? In Jackson ‘s except we see what the writer sees as the intent of schooling but the other two writers address the subject otherwise by stressing the mistakes with the current system and how this is incongruous with what the end of instruction should be. Jackson toys with the thought that schoolrooms are a simulacrum of existent life that easy diffuses this fact to the kids through the old ages and hence helps to fix them for life. This is an idealised position of instruction because as Dewey and Kohn point out, the system has gone amiss. They point out the defects in the system and how this has changed the current educational ends and affected us negatively through the usage of extended scaling, inordinate testing, extrinsic motives, and ranking systems. What so do all these writer ‘s statements connote? The first two writers focused more on the ground why schools exists and should, while the last three writers we covered tended to concentrate more on how the educational system tallies and should be running and how this affects the pupils. For that ground, the deductions of their statements are important. They show us how school should ideally be and so portray the actuality of it and what that inspires in me, and hopefully all the readers, is disgust. We should be perfectly huffy and aghast with the current province of our educational system which has become increasing politicized and has lost its planetary border. I can talk to this as a merchandise of this really same system, which got progressively more oppress0ve and head numbing as the old ages went on. But that should non be the manner it is, because instruction is our hereafter and by altering the system into this more regulated and standardized from of its old ego, we are making more injury than good. This essay and these ar ticles should be seen as a call to action in order to change by reversal this perfectly exasperating procedure and to reform the current intent of schooling which is now an unreal creative activity. The chief statements made by these writers can sum up the intent of schooling as a natural attack to larning in a structured environment that Fosters larning, creativeness, imaginativeness, and find and does non concentrate on methods which emphasize nil but conformance to averageness. To better understand how influential this new intent of schooling would be, I must uncover a spot about myself. The fact of the affair is that I did pre-K to 1st class in Colombia and when I came to the United States, things were radically different. For starting motors, things in Colombia were every bit usual, structured for basic nucleus categories such as Writing and Math but in every other category we had a really broad scope of freedom that I could merely compare to my recent visit to Far Hills Country Day School. This private school sets itself apart from most public schools by offering a different method of larning for the pupils which includes giving them greater freedom to travel approximately and speak and interact with things in the schoolroom while still keeping subject. To be honest, I truly enjoyed watching those childs because it reminded me greatly of my schooling in Colombia which was set up in a really similar manner with a batch of cultural enrichment plans. But as a point of comparing, I can merely raise up memories from my first two old ages of schooling in the United States. Thingss were really different for me as I had grown up in a theoretical account that allowed me greater freedoms. I now had to hold a hall base on balls, and a bathroom base on balls and mark in and out of the schoolroom in my typically big 2nd class script and had assigned seats fro the whole twelvemonth and to be in categories with a really stiff construction that made me suffering for the first few months. Although it did non smother my English linguistic communication acquisition as that was indispensable for societal interaction, it did hold a negative impact on my mathematical accomplishments seeing how I was non used to this stiff system. That summer I had to even travel to summer school. Furthermore, I can state that 2nd class in the U.S was the first clip I was introduced to a system of standardised classs for the lower classs and even a system of honor axial rotation ; I was wholly alienated. Therefore, I must state that I extremely agree with the writers here who suggest that acquisition and school should be founded upon more natural and unconditioned methods of larning which allows for greater freedom and therefore a better scholastic public presentation for childs. In decision, what we have seen is how several different writers analyze what the intent and importance of school is in our modern society. And it is through the lens of their articles that I have analyzed my ain school experience and have come to hold with them in what the intent of school should be. I agree that school should non be so stiffly structured and that the intent of schooling is to mime the natural procedure in which a kid learns because this will mind better consequences. What does this imply? To take action! Our current educational system is rapidly being eroded and replaced by something that some old ages ago, writers such as George Orwell or Aldous Huxley would hold called oppressive. We must take action and battle against the current system that seeks to do school more structured, more strict, and overall, more unreal. An antithesis to what a existent instruction should be. The intent of schooling is to inform and to animate and through this essay I hope I have done nil less but to fuel your choler against the current system of incompetency and bureaucratic averageness and to do you recognize that larning and instruction is non a job ; its intent is to do you a better person. Beginnings: Carini, P. ( 2000 ) . A missive to parents and instructors on some ways of looking at and reflecting kids. In M. Himley & A ; P.F. Carini ( Eds. ) , From another angle: Children ‘s strengths and school criterions, pp. 56-64. New York: Teachers College Press. Rogoff, B. ( 2003 ) The cultural nature of human development. Chapter 8 â€Å" Learning through guided engagement in human enterprises. Oxford University Press. Kohn, A. ( 1999 ) . Punished by wagess. Boston: Houghton Mifflin. Pp. 142-159. Dewey, J. ( 1922/1966 ) . Individuality, equality and high quality. In J. Ratner ( Ed. ) , Education today. ( pp. 171-177 ) . New York: Macmillan. Jackson, P. W. ( 1968/1990 ) . Life in Classrooms. New York: Teachers College Press. Chapter 1 ( 3-37 ) . My ain experience.

Breakfast Club Analysis

Ask anyone who was a teenager during the 80s who John Hughes is, they’ll start reciting every movie he has been involved in. He has dabbled in writing, directing and even producing. He will forever be remembered as an icon of the 80s. John Hughes was a writer for National Lampoon magazine in 1979. He was inspired by the success of â€Å"National Lampoon’s Animal House†, written by an associate of National Lampoon Magazine Harold Ramis, Mr. Hughes took a shot at screenwriting. National Lampoon’s Class Reunion, National Lampoon’s Vacation and Mr. Mom were his first screenwriting credits. These films allowed him to direct his first feature film, â€Å"Sixteen Candles†. His films such as â€Å"Weird Science†, †Pretty In Pink† and â€Å"Ferris Bueller’s Day Off† helped him become synonymous with â€Å"teen movies†. He focused on middle class life, which helped his films to be believable and interesting. He portrayed teens in a way that was relatable to his audience. According to Hollywood insiders, if a movie was to be made depicting teenagers and their emotions, John Hughes was the man to create it. Nowhere is this more evident than in â€Å"The Breakfast Club†. Hughes portrayed his characters in five types: the brain, the jock, the princess, the misfit and the criminal. Everyone who has seen this movie can see themselves in one of these characters. I fell somewhere between the jock and the brain. At the beginning of the movie, the characters had little interaction, unless it was hurling insults at each other. Cliques just don’t mix, and they felt like there wasn’t any common ground between them. Then Brian (themisfit), Andrew (the jock), Clare (the princess), Allison (the misfit) and John (the criminal) are forced to spend detention together on a Saturday Morning. That’s when things start to get interesting. During the course of the movie, the characters spend time talking and relating to one another. Each one feels different and alienated. In their own worlds, they have been neglected, abused, bullied, or even ignored by both their families and their other friends. Throughout the movie they realize that although they may seem completely different on the outside, on the inside they are all experiencing the same things. Although this movie is twenty plus years old, the themes of commonality is still true today. It speaks directly to young people. Kids/Students are still trying to find their way and fit in. The character’s of â€Å"The Breakfast Club† makes the audience think, learn, and grow. The film shows that people are wasting time hating someone they don’t know. It shows that if you take time to get to know someone, you may find they are more like you than you thought. You may find empathy for them, and you may find you can learn from them. You may even find that you like them. A reviewer at Reel. com called the movie â€Å"almost quaint in its depiction of disaffected high school students. That is true; parts of the movie is dated. If it was made today, Clare would have a baby. John would have done time for gang activity. Andrew, the jock would be on steroids. Brian and the kid who was beat up by Andrew would have formed the Trench Coat Mafia, and the flare gun in the locker would have been an assault rifle. Allison would not have even made it into the movie beca use she would have hung herself in her bedroom closet waiting to be discovered. Later â€Å"teen flicks† adjusted to the growing sophistication of teenage sensibility. This movie had a message of tolerance, acceptance, and understanding. The Breakfast Club continues to be a classic because the issues presented in the movie about social class and acceptance remains hot topics for high school students. Although the movie is funny, it handles teenage issues with a bit of maturity. The set the standard for other teenage movies. It has made such an impact that MTV honored it with a Silver Bucket of Excellence award. The cultural significance of the movie can also be seen in the recent JC Penny commercial.