Social Imapct of Photography Essay Example for Free

Social Imapct of Photography Essay In politics, images have always made governments very nervous because of their powerfully persuasive and propagandistic potentialities. (In 1835 – before photography – the Emperor Louis-Philippe banned caricatures, describing them as ‘acts of violence’ too dangerous to go unchecked†¦) Then along came the photographic image: swift, visceral, intense, realistic, and clothed in an authenticity unlike any mode of illustration before. Not even a masterpiece painting possessed the lifelike and painfully truthful nature so capable of producing responses resembling human reactions to actual sight of people, things, places and situations. If (as described) pen and line illustrations and painting and sculpture evoked varied and often violent responses from especially the Church and State, photographs made both these Institutions more nervous still. Still today, photographs are feared by politicians. In South African Israeli and Chinese histories, not to speak of American and European ones, proves of  this ‘nervousness’ (to put it mildly!) can be found. Prohibitions against photographs testify directly to their power. Suppression works†¦ The existence of certain photographs in our own recent history have changed and re-directed the courses of whole nations. Likewise, the absence of photographs can have great consequences. This is illustrated by the following: In India, in 1946, Mohammed Ali Jinnah, the leader of the then Moslem League, was diagnosed, through X-ray photography, as having severe tuberculosis. He had only about two or three years to live†¦ Yet, he swore his doctor to secrecy concerning the state of his health. The X-rays were locked away, and he continued his work towards the creation of the Moslem State of Pakistan, which he successfully accomplished in August of 1947. It is surmised that had his sickness become known (as borne out by the X-ray photographs) his political support might not have been strong enough to result in the establishment of Pakistan†¦ In this, the very late 20th century, we know full well (from first hand experience) the influence – both positive and negative – of photography. In fact: almost like an addict is under the influence of his drug, so are we (as Citizens of the World) under the constant, unrelenting influence of photographs. Photography came into a world that was already crazy about pictures and drove it positively ‘mad’. We have become collectively addicted. Photographs took up residence in our daily lives; they moved in, and they practically took over. It is now indeed impossible to imagine life without them†¦ Photographs sell newspapers and magazines. This is a truth that became evident already in 1842 with The Illustrated London News, the world’s first (at first non-photographic) illustrated magazine. It was a weekly magazine. Others followed in vast numbers, so that when photography arrived, the scene was already set for its use. Until the 1890’s, all of the illustrations were lithographs and engravings, but from about this time onwards, the halftone, and photography took over. In one week in 1899, The Illustrated London News carried twenty-eight photographs and only nineteen drawings. And this led to the inevitable happening: Photographs soon became superabundant, transient and superfluous, as, perhaps, some say, it still is today. A photograph has power only if the right people see it in the right context at the right time. It must answer some need, belief, and expectations of its times. If the audience is not ready for the message, the image may be seen, but the message will not be recognized. (Like telling a child about sex when he or she is too young to understand; they hear what their age permits, and ignore the rest!). Certain categories can be created corresponding to the types of photograph and what kind of influence they exert – revelation, proof, political persuasion, social reform, etc. – but these categories are not rigid and necessarily exclusive to a photograph of a different category. These are the suggested categories, as identified by Vicky Goldberg in her book, The Power of Photography (Goldberg, G. 1991. The power of photography. New York: Abbeville Press). 1. The photograph as a proof and witness. 2. The photograph as a revelation of discovery. 3. The photograph as a detective. 4. The photograph as a political tool. 5. The photograph as a recorder of fame and celebrity. 6. The photograph as an icon. 7.The photograph as a medium for social reform. 8.The photograph as catalyst. This lecture comes to you as an adaptation and very much condensed interpretation of the Introduction from the abovementioned book. Acknowledgement is hereby given. Also: See it as an introduction to Assignment 06. (Refer to the separate Assignment Briefing). I have scanned and converted to pdf my copy of the book. See the additional pdf document file titled ‘vic200s 2014_p09_additional’.

F. Scott Fitzgeralds The Great Gatsby :: essays research papers

The Great Gatsby   Ã‚  Ã‚  Ã‚  Ã‚  In the story of Great Gatsby there are many diverse individuals which make themselves heard in the book. Tom Buchanan is the one character that the reader loves to hate. He represents the materialistic views in and around the Jazz era. The question at hand is to consider the character and role of Tom Buchanan in the story. How is the reader meant to respond to this character. To answer the question Tom must be broken down and investigated in an in-depth manner.   Ã‚  Ã‚  Ã‚  Ã‚  The era the action takes place in is known as the Jazz era. It is well known as a very superficial time period. Tom is known as a very superficial character. Although Tom is well known as a wealthy man who seems to have the whole world at his beck and call. Despite his advantages which he has received in life it does not reflect his image which is ugly.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  People are constantly striving to be like him because of his social status. He is the apex of the society, a very powerful individual, with enormous wealth. He is openly aggressive towards people especially his wife whom he is abusive towards. He also shows abusive actions towards his mistress Myrtle when he meets with her in New York. Tom believes solely that he is more important than anyone else. He also has much hate towards Gatsby when he first meets him, since Tom is particularly jealous of Gatsby's wealthiness over his own. We see his jealousy when he gets a favour from a friend in New York City to look into Jay Gatsby and the life he has led.   Ã‚  Ã‚  Ã‚  Ã‚  The reader develops much hate towards Mr. Buchanan when we learn of his mistress. His disprovement grows when he strikes her across the face and severely hurts her for no apparent reason. His rude attitude towards others are also taken to heart when Tom is seen out in public trying to show off for his friend Nick Caraway of how much of a man he can be.

Why the Military Should Not Be Deployed on U.S.

There is also a high risk hat the troops themselves can get infected and a high possibility of the disease spreading even more. Lastly there is just not enough funding to send troops out onto our own soil. According to the Tim Make from the deathliest. Com American Soldiers preparing for deployment to West Africa are given just four hours of Bola- related training before leaving to combat the epidemic. Four hours of training is simply not enough time to learn about and understand the disease itself. A team of two can train as many as 50 personnel over that four-hour time frame, SEMIARID told The Daily Beast.If a single school teacher can barley each a class about a subject in math over a time period of a couple weeks how do we expect a team of two to fully teach and help a group of 50 troops to grasp the full concept of the risks of Bola and in that matter any other contagious disease. On The Common Sense Show, Dave Doges explains how President Beam's misguided decision to send 3,00 troops to Liberia to combat Bola virus may have put them all at risk for contracting the deadly disease. If the military were to assist with a pandemic outbreak here on CA. S soil, troops and their families would be at risk at contracting the disease.By doing this the military is no longer solving the problem they are just adding to the problem making the total number of infected people greater. In 191 8 the Spanish flu killed an estimated number of 675,000 Americans and about 20 million worldwide. According to the U. S Department of Health, the reason the death toll was so high in America was because of how many American troops contracted the disease while trying to combat it. Because history repeats itself, we should nit send out U. S troops to assist with an outbreak. Sending troops out would be very costly and would put us in more debt.Just sending out 3,00 troops to West Africa would cost the U. S over 750 million dollars, this is according to the Washington Post. The U. S is a lready 18 trillion dollars in debt and by sending troops out this would put us even further in the whole, something we will never be able to come out from. Money for the military is already being with held and spending money to combat something that will always exist is worthless. By spending money to deploy troops, we are taking away the possibility of buying new and up to date equipment needed to protect against both domestic and foreign invasions.U. S troops should not be given the responsibility of dealing with disease. They are not doctors, nor are they scientists and even with proper training and equipment there will always be a possibility of contracting the disease, which means further contamination of the American population. The military's purpose is to solve domestic and foreign issues that can potentially cause a threat to U. S citizens, not to combat disease. If we deploy troops onto our own soil then troops would be putting Americans lives in danger, which is a contrad iction to their soul purpose.

Jews During The 19th Century - 1858 Words

Jews have a fairly long history in Hungary. It is believed that the first Jews settled in Hungary in the 2nd century CE (World Jewish Congress). In 1251 there was a Jewish charter that put all the Jews under royal protection. After this, there was a large number of Jews that moved to Hungary which led to the development of historical communities. After the annexation of Hungary by the Ottoman Turks, Jews lived in peace, as long as they paid taxes. Along with the expulsion of the Ottoman Turks, the Jews disappeared from Hungary. It was not until the 18th century where Ashkenazi Jews starting arriving from Czech and German territories (World Jewish Congress). By the end of the 18th century there were just under 100,000 Jews living in†¦show more content†¦Over 400,000 Jews were moved from their homes to ghettos. In May 1944, deportation began. Some Jews escaped to Romania, neutral countries, or Budapest. Zionists helped Jews by providing fake passports, food, clothing, and plac es to hide. Unfortunately, Budapest did not always remain a safe haven for Hungarian Jews. The majority of these Jews were sent to ghettos. By January 1945, nearly 98,000 Jews from Budapest had died on marches to Austria. At the end of the war, about 565,000 Hungarian Jews perished (Jewish Virtual Library). Post-Holocaust, about 250 Jewish communities were reestablished, mainly in Budapest. The Hungarian government abolished their anti-Jewish legislation. In December 1948, the Jewish communities were recognized, guaranteed religious freedom, and were promised financial support. At this time, the Zionist movement started building schools and youth groups. Diplomatic relations with Israel were established in 1948, which led to a large group of Hungarian Jews immigrating to Israel. The rise of the Communist Party led to the closure of many Jewish institutions and the arrest of Jewish activists. Mass immigration to Israel was not allowed. About 20,000 Jews from Budapest were forced to leave. The year 1967 marked the end of diplomatic ties to Israel. (Jewish Virtual Library). In the 1970s, there were only about 60,000 Jews in Hungary, with many of them living in Budapest. The fall of the communist government ended theShow MoreRelatedTuberculosis As A Lethal Disease1388 Words   |  6 PagesTuberculosis, also known as â€Å"consumption† was a lethal disease that started spreading rapidly from family to family in parts of New England in the 18th and 19th centuries. However, not much was known about the disease in those times, leading people to start to suspect that vampires were the cause of the deaths. In an effort to protect their families and community, some people resorted to old-folk remedies, rooted from Europe. They exhumed the bodies of deceased re latives who died of consumption andRead MoreJews in the 19th Century Essays805 Words   |  4 PagesJews in the 19th Century During the 19th the status and position of European Jews changed frequently as the rights they had and the way countries tried to gain inequality changed dramatically. At the start of the 19th in France and Germany there was a great deal of anti Semitism between Jews and Christians, the French Christians could not accept Jews into their community. They thought ofRead More Hasidic Judaism Essay1549 Words   |  7 Pagesestablished in Eastern Europe during the 1800’s that put spirituality and a connection with God through mysticism at the forefront of its beliefs. In order to understand Hasidic Judaism, one must understand that Judaism is not only a religion; it is also a philosophy and a way of life for the Jewish people. 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This seal is an escort for representing the word of God, and to the seeing, what is consistently bound by the anti-Semitic’s views in Europe during the era. The hate’s clairvoyants â€Å"pours out of the vial (Revelation 16:2) , because of the inferiority differences of the Aryan people. This loathing casts their fate into a lake of fire that progresses from an evil and rises into a monotheistic religionRead MoreThe Israeli Palestinian Conflict And The Jewish Movement1230 Words   |  5 PagesStarting in the late 19th century, the Israeli-Palestinian conflict has been a long standing clash between the Israeli Jews and Palestinian Arabs due to several significant events. The Israeli-palestinian conflict is one that goes way back to the time of the Old Testament. The land known as Israel, was given to the jewish people by God through Abraham. God Promised to give Abraham s descendants the land eternally. Throughout the thousand of years, thousands of Arabs have moved to those lands whichRead MoreDiscussion of the Importance of Economic Factors in the Changing Nature of Jew-hating1521 Words   |  7 PagesDiscussion of the Importance of Economic Factors in the Changing Nature of Jew-hating â€Å"At times of bitter distress, fury against him [Jew] breaks out and the plundered and ruined masses begin to defend themselves against the scourge of God† [1] The religious based Jew-hating, termed as ‘Judeaphobia’, existed during times of ‘bitter distress’ within society whereby Jews were often the victims of sporadic violence and consequent restriction to their rights. SegregationRead MoreThe Conflict Of The Arab Israeli Conflict1420 Words   |  6 Pages in actuality it is not. The fundamental basis behind this conflict is territory and its allocation between the Arab Palestinian people and the Israeli Jews (Beinin, Hajjar 1). For centuries the two peoples lived in peace, though each viewed the presence of the other as an antagonistic and unfavorable one. The rise of Zionism in the 19th century coupled with unlawful western meddling in Palestinian affairs, and the resulting Palestinian Holocaust which followed Israeli Independence are the main underlyingRead MoreThe Rise Of The 19th Century1441 Words   |  6 PagesThe 19th century contributed to Europe’s history in the form of ideologies. In contrast to the 20th century, there were no wars or acts of violence used to support these ideologies; instead the forces of capitalism drove the history of the 19th century. By this notion, the last time Europe had experienced extre me forms of violence was during the French Revolution, therefore the decades before the 20th century were relatively peaceful. In the summer of 1914, Europe crossed the point of no return with

Critical Analysis of Mrs. Mallard - Free Essay Example

Sample details Pages: 2 Words: 505 Downloads: 4 Date added: 2019/05/27 Category Literature Essay Type Critical essay Level High school Tags: The Story Of An Hour Essay Did you like this example? Culture teaches us that our existence is a mere reflection of what already exists. In Kate Chopinrs The Story of an Hour epitomizes the plight of women in the 19th century, as well as in the present day. Women frequently lived in loveless marriages where they were thought of more as commodities than as people. Don’t waste time! Our writers will create an original "Critical Analysis of Mrs. Mallard" essay for you Create order Additionally, Kate Chopin mirrors a reflection of society to show that women were not happy with the oppressive and submissive gender roles of 1890rs society. In the short story the character Mrs. Mallard could be said to represent women of her time period who were unable to find happiness in marriage and motherhood, not because itrs not found there, but because their freedom within marriage are restricted. Louise Mallard experiences what people in society today long for throughout their lives in relationships, freedom and happiness. Furthermore, immediately after the news of her husbandrs death, Mrs. Mallard races upstairs into her bedroom where she settles into a comfortable, roomy armchair (para. 4). The armchair symbolizes the rest from the oppressive life she had and freedom from societyrs expectations. Since it is tradition for women to be married by a certain age, Louise Mallard must have obligated to marry her husband Brently. Chopin suggests that all marriages, even the kindest ones, are inherently oppressive. During the 1890rs, women were owned by their husbands and had little to no control over their own live. Evidence of how little control women had over their lives can be found in the line from the story that reads, There would be no one to live for in those coming years; she would live for herself. Mrs. Mallard clearly has no hope for any independence or free will as long as her husband is alive. She admits that her husband wasnt really cruel to her but even if hes kind, even if he means well, he still has the power in the relationship. Therefore, the wife is always the lesser party. She must always bend to his will, she must live for him rather than for herself. A feminist critique shows how marriage does not allow for Mrs. Mallard to feel and sense of freedom or individuality. Bringing this inequality between genders to the forefront is one of the main goals of feminist literary criticism. Chopin shows through Louise Mallardrs musings that marriage where one person has more control than the other can make it harder for couples to love each other, because even though Mrs. Mallard feels for husband, her desire for her freedom is stronger. Even though this is years ago the same situations still occur today. The flaw in the marriage of the Mallards was definitely classified as an imperfection of life. It is very unfortunate that marriages have to be that way. In the time of the Realism period the marriages went wrong because the man thought he was superior to the women. Mrs. Mallard mirrors a reflection of womenrs independence who dream of getting out of the role playing Im just a wife.

Alexander The Great Essay - 1459 Words

There are many leaders in the world, but a great ruler is passionate, honorable and one who can inspire even in the most hopeless circumstances. Alexander the Great was a great ruler. Alexander the Great was a ruler that was not only inspiring, but he was fearless, smart, bold and courageous. Alexander the Great inspired his soldiers to crave more. He has inspired people since the day he started ruling. What is inspirational about Alexander the Great is that he inspired his troops to the point that they did not question him when they were outnumbered three to one in a battle, they trusted him with their lives and were willing to die for him (Alexander the Great: man behind the legend). There is not an age limit on being a great ruler,†¦show more content†¦Passion is something a great ruler must encompass. Ashoka the Great was passionate about establishing an empire based on world peace. Ashoka waged an extremely deadly war against the state of Kalinga; after this war, he con verted to Buddhism and never wanted to wage another war. He became passionate about peace after his awful experience (Ashokas Regret). He managed to accomplish this only because he was so passionate that he inspired people and they wanted to follow him. Alexander the Greats lifetime goal was to be a better ruler than his father was, this lead to his passion for expansion of his empire (Alexander the Great: Man behind the Legend). This passion is what drove him to lead his troop up Mountain Hindu Kush, even though he knew how dangerous it was, Alexander lead his troops up the mountain to do a surprise attack (Alexander the Great biography). The historians say that to go on the path Alexander did, up the mountain, would be impossible for pretty much everyone besides Alexander the Great and his army (. This passion lead to his victory. When one has a passion, there is very little that can be done to stop one from either succeeding or to die trying. Alexander won battles that historians say he should not have won; but because of his passion, he won anyways (Alexander the Great: man behind the legend). For example, he was in battles where he was outnumbered three to one but he still managed to win. he also lost 2/3rds of his troop in the desertShow MoreRelatedAlexander The Great Of Alexander Essay988 Words   |  4 PagesAlexander became king of Macedonia after his the passing of his father, King Philip II. Within this essay, the information of Alexander will come from three different sources,and be compared to find the similarities in the history of Alexander amongst them. Alexand lived from 356 B.C.E. to 323 B.C.E., dying at the age of thirty-two. The three sources used have many similarities and broaden the history of Alexander, as they include more into the timeline of his life. Referring to the textbook, theRead MoreAlexander The Great : The Characters Of Alexander The Great1222 Words   |  5 PagesFrom the beginning of his short-lived life in Pella, the capital of Macedonia, Alexander the Great was immensely affected by the traits of his mother, father, and tutor. Philip II, king of Macedonia and Alexander’s father, was a man of great strategic ability, and gave Alexander practice in military leadership. This experience and knowledge passed down from his father became useful during his conquest across Europe. Olympias, one of Philip II’s wives and Alexander’s mother, had incredibly strongRead MoreAlexander the Great 1370 Words   |  6 PagesAlexander was born around 356 B.C. His mother was of royal lineage, as was his father, Philip II. When Alexander was fourteen, he studied under the Athenian philosopher, Aristo tle. Perhaps no culture has ever produced a greater mind than Aristotle’s. So searching and profound was Aristotle’s work that in the twelfth and thirteenth centuries A.D. much of the Christian church regarded his teachings as being divinely inspired. No subject was untouched by his contemplation. Philosophy, botany, geographyRead MoreAlexander the Great 1054 Words   |  4 PagesAlexander the Great once said, â€Å"There is nothing impossible to he who tries†. Alexander’s whole life seems to be based off this one quote. From the day he was only a young child till he transitioned into one of the greatest of men, which conquered and ruled the largest empire that ever existed in the world. He accomplished and influenced so much in the world that he is still not forgotten. From his achievements and his positive contributions to the world he is still remembered as a hero. AlexanderRead MoreAlexander The Great Essay846 Words   |  4 PagesKonark Raithatha Alexander the Great Acted as ruler of Macedonia from 336 to 323 B.C. Alexander the Great unified Greece, regenerated the Corinthian League and occupied the Persian Territory. Alexander the Great was born in the Pella region of Macedonia on July 20, 356 B.C., to parents King Philip II of Macedon and Queen Olympia, daughter of King Neoptolemus. The youthful leader and his sibling were upraised in Pella s royal court. While growing up, alexander the dark-eyed and curly-headed hardlyRead MoreAlexander II And Alexander The Great1642 Words   |  7 Pagessomeone who is good at planning tactics; Philip II and Alexander the Great would not fall under this name because they were not good at planning tactics, they were disputed to be the best at planning them. Alexander III the Great was born in 356 BC in the capital of Macedonia; Pella. Growing up Alexander watched his father turn Macedonia into a great military power . Philip II was the first to create an unstoppable Macedonian army and his son Alexander woul d further expand the efficiency and power ofRead MoreAlexander The Great : Why Is Alexander Considered Great?1669 Words   |  7 PagesALEXANDER THE GREAT Why is alexander considered great? Alexander III of Macedon or commonly known as Alexander the Great was the conqueror and king of the Persian Empire which is the Ancient Greek kingdom of Macedon. He was born on the 20/21st July 356 BC in Pella, the ancient capital of Macedonia. While in reign from 336 to 323 B.C, he united the Greek city-states and led the Corinthian League. He also became the king of Persia, Babylon and Asia as well as created Macedonian colonies in the regionRead MoreAlexander The Great : Alexander The Great And The Persian Empire930 Words   |  4 PagesAlexander the Great was skilled and respected military leader. After inheriting the throne from his father, King Philip II, Alexander would go on to conquer the Persian Empire, unite Greece and spread Hellenistic views across Greece. Alexander being the son of a king was born into royalty. In fact, he had the pleasure of having the great Aristotle as his teacher. It was Aristotle’s job to teach Alexander what he need to know in order to lat er conquer the Persian Empire and to teach him the importanceRead MoreAlexander The Great651 Words   |  3 PagesAlexander The Great is one of the most famous icons of ancient history. He had conquered more territory than anyone else. Alexander was born in Pella the capital of Macedon in July of 356 BC. His mother was Olympias and his father was Philip II ruler of Macedon. From the age of 13-16 Alexander was tutored by the famous Aristotle. Aristotle had taught him about geography, medicine, zoology and lots of other things. Although Alexander still want to learn about military tactics which was his mainRead MoreAlexander The Great Of Alexander IIi Of Macedon1119 Words   |  5 PagesAlexander The Great Alexander III of Macedon Riding Bucephalus Into Battle Alexander III of Macedon or Alexander The Great was born on 20/21 July 356 BC in Pella, Macedon. He was the son of the king of Macedon. Alexander was many things, he was a prince, a king, a general, and much more. Alexander’s father was the King of Macedon, Philip II and his mother was his father’s fourth wife, Olympias, she was the daughter of Neoptolemus I, the king of Epirus. When Alexander was very young he was raised

Diffusion, Dialysis free essay sample

In Diffusion, Dialysis And Osmosis lab, we discovered that we were going to observe and understand the conditions under which diffusion, dialysis, and osmosis occur. Then we constructed models of diffusion, dialysis, and osmosis. We predicted that the direction of change would be from the membrane to the beaker. We understood how these processes affected the selectivity of the cell membrane. The second part of the lab was dealing with dialysis. In this part we studied starch and sodium chloride for dialysis activity. In Part A We hypothesized that NaCl existed in 1-3 and AgNO existed 2-4. In Part B We hypothesized that there will be more changes in the cell then outside the cell. In Part C We hypothesized that there will be a difference due to the different environments that are provide to help change the appearance of a molecule. Procedure A. Qualitative testing for sodium chloride and starch We got 6 clean test tubes and number them 1-6. We will write a custom essay sample on Diffusion, Dialysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Test tubes 12 had 5ml of 10% sodium chloride (NaCl). Test tubes 34 had 5ml of starch. Test tubes 56 had 5ml of distilled water. We added 2-3 drops of silver nitrate (AgNO )to 1,3,5. We added 2-3 drops of iodine solution to 2,4,6. B. Dialysis of a starch/sodium chloride mixture Get one dialysis tube and tie one end. Fill the bag with 5ml of 10% Sodium chloride solution and 5ml of starch solution from Part A. then tie the tube and place it in a beaker of distilled water. Leave the tube for 30 minutes. Afterwards test for the presence of starch and sodium chloride. Then split the solution into to test tubes and 2-3 drops of iodine into one test tube and 2-3 drops of AgNO in the other test tube. C. Osmosis using dialysis tubing as a model of the cell membrane Obtain 5 beakers and label them 1-5. Fill beakers 1-4 halfway with distilled water. And beaker 5 with 30% sucrose halfway. Obtain 5 dialysis tubes that will be filled with 10ml of different solutions. Tube 1 has distilled water, Tube 2 has 10% sucrose, Tube 3 has 20% sucrose, Tube 4 has 30% sucrose, and Tube 5 has distilled water. Tie the tubes and weigh each of them before placing them in there respected beakers. Every 15 minutes weigh the tubes to record the change. In Part B we found that outside test tube; salt existed and not sugar. But inside the test tubes both the starch and the salt existed in the two different tubes. In this part there weren’t any problems and we were successful in gathering the necessary results to move to the next section. This helping prove our hypothesis right because it meant that there would be more changes inside the cell than outside the cell. In Part C we found that Beaker 1 had no changes in weight. In Beaker 2 there were changes that ranged from 0-1. 1. In Beaker 3 there were changes that ranged from 0-2. 1. In Beaker 4 there were changes that ranged from 0-4. 8. In Beaker 5 there were changes that ranged from -2. 7-0. This is the results that my group gathered from another group that did well because our results were way off and inconsistent. So we were forced to use better results to find better explanations. We understood that the conditions under which osmosis is possible and to what degree it occurs. There were three different types of temperate environments. This helping prove our hypothesis right because it meant that different environments help change the appearance of a molecule.