Use of Phone Cameras Essay Example for Free

Use of Phone Cameras Essay Over the years, technology has reached new heights in terms of the services it offers to today’s generation. Our youth’s ingenuity has also evolved into higher levels in terms of getting away from studying. The rampant use of modern electronic devices to cheat on examinations have been so that carrying a cell phone, digital camera or some other electronic gadget has been banned in schools in China, South Korea, and the Philippines. (West, 2000) Cell phones have proved to be the leading gadget used for cheating in secondary school. The earlier method was using text massages to forward questions to other people outside the classroom who would look up the answers. With the advent of digital cameras being augmented to cellular phone features, the application has reached greater levels. In the University of Nevada, Las Vegas, students photographed test questions using their cell phone cameras. These images were then sent to classmates outside the exam room who had the job of looking up the answers and sending them back to their friends in the examination room. Ros Yabin, the dean of their college was amazed at the students’ ingenuity and at the same time exasperated at the dishonorable act saying: If theyd spend as much time studying, theyd all be A students. (Glater, 2006) In China, a move to ban the use of cellular phones during examinations has been implemented to prevent massive cheating that has supposedly happened during their previous nationwide examinations. Further more, cell phone scramblers have been procured for the examination sites to beef up proctoring security. China’s minister of education hopes that these measures will be sufficient to regain the quality of their nationwide exam results. Similar actions are being done by South Korea, ever since 183 students in four organizations, including six female high school students were involved in an exam scandal that offered students to send correct answers to a nationwide examination in exchange for money. (Lee, 2004) These techniques are not limited to cellular phones. Another student from a California secondary school loaded his notes onto a Sidekick digital micro recorder and tried to access it during the examination. When questioned by the teacher, he initially reasoned that he was merely using the dictionary feature. The student was investigated by school authorities and was eventually proven guilty. (Glater, 2006) iPods have not yet achieved high popularity as a tool for cheating, but it is quickly rising through the ranks. Since it has gotten a lot easier to record one’s voice with the use of a computer, students have begun to take advantage of their iPods in their examinations. One Pepperdine student in 2004, who dictated all his notes in a file in his iPod and listened to it while taking the exam. He would have gotten away with it had it not been for one of his classmates who told on him. (Glater, 2006) At the journalism school at San Jose State University, students who were caught using spell check on their laptops, their examinations were invalidated because part of the writing test was to measure their ability in spelling. Whether they’re cell phones, digital camera features, micro recorders, or any other new-fangled device out on the market, student ingenuity will make use and abuse the possibilities of his new toys in making it easier for him to pass his weekly quizzes. It is up to teachers and proctors to keep open eyes and ears, to be mindful about any device that the student brings to the table. It is also the responsibility of school officials and the government to uphold the quality of education in their respective areas. References: Glater, Jonathan (April, 2006).Cheating gets easier with gadgetry. New York Times V. 125 Is. 43 23 – 24 Glater, Jonathan (May, 2006). Colleges Chase as Cheats Shift to Higher Tech. New York Times V. 125 Is. 44 11 – 13 Lee, Howard (2004). Exam Scandal: Answers Relayed From Other Organizations. Seoul Today V. 87 Is. 13 28 32 China Moves to Block Cellphone Cheats. Retrieved April 24, 2007 from The Chronicle website: http://chronicle. com/wiredcampus/article/1307/china-moves-to-block-cellphone-cheats West, Jordan (2000). Cheating and Technology. San Diego: Holdfast

Impressionist Artists and Artworks

Impressionist Artists and Artworks The Impressionism movement in art was followed by the Realism and Romantic periods. In complete contrast to Realism and Romanticism, with its detailed, accurate and photo-like paintings of contemporary life, Impressionism brought about more of a blurred reality to the canvas. Specific techniques Impressionist artists used were unblended colors and quick, short brush strokes with a unique play on light. An Impressionist artists goal was to objectively paint reality in terms of transient effects of light and color.(1) The Impressionist artist would place vibrantly contrasting colors directly on the canvas; which was a great contrast to the traditional art of blending somber colors. Not understanding, or accepting these new techniques, the Salon of the French Academy consistently rejected most artwork by Impressionist artist. These rejections from the Salon eventually forced a group of Impressionist painters to organize their own exhibitions; Exhibitions of the Independent Artists. Claude Monet was the chief pioneer of the Impressionism period. Monet was born in Paris (1840-1926) and moved near Le Havre at a young age. At only the age of 15, Monet created his first successful drawings of caricatures. Monet continued to study drawing until he met Eugene Boudin, who is responsible for intruding Monet to a new style of painting; stepping outside the studio and painting in the open air. This style would give way to more than 60 years of art that used effective methods to transform perception into pigment. (1) During Monets later years of life he began to paint series of paintings, each one based on a certain subject. Each series offered different views of the same subject, by painting at different times of day or seasons. One series in particular, which is exhibited at the Houston Museum of Fine Arts, is the Water Lilies series. This series by Monet are also personally my favorite paintings from all the ones that were covered this semester. The death of his wife and stepdaughter took a great toll on his spirit, fortunately, Monet he was able to find peace in the water of his pond and garden. Monet was captivated daily by the opening and closing of the lilys blossoms. He meditated while watching the reflections the clouds drift across the ponds surface. Although he began to lose his eye sight due to cataracts around this time, he did not let that hinder his paintings. Monet painted approximately 250 oil paintings that completed his series of Water Lilies. The Water Lilies series was the last series of paintings by Monet. There is a noticeable difference in his portrayal of light and air in most of his Water Lilies series. Despite the loss of light, color seems to be more expressive, along with curling movement of his brushstrokes. Monets Impressionist style starts to become more subjective with this series- which may be due to the loss of his eyesight. The lilies have large pads and blossoms which look as though they are floating in space. Monet was able to spatially embrace his canvas which allowed us to feel and know the painting went beyond the frame. He encompassed the canvas with flowing clouds, which are only seen as reflections on the lily pond with an open composition. Imagine a circular room, the dado below the wall molding entirely filled with a plane of water scattered with these plants, transparent screens sometimes green, sometimes mauve. The calm, silent, still waters reflecting the scattered flowers, the colors evanesce nt, with delicious nuances of a dream-like delicacy. (3) Edgar Degas is another Impressionist painter who also was born in Paris (1834-1917.) Degas came from a proud, wealthy, Parisian family who were related to minor aristocrats. He was fortunate enough to attend a prestigious all boys school, the Lycee Louis-le-Grand. Music played a huge role during his upbringing. His mother was an opera singer and his father arranged recitals. Degass mother passed when he was only 15 years old, leaving behind 5 children. With encouragement from his father he enrolled at the prominent Ecole des Beaux-Arts school in 1855. Only one year later, Degas left Paris and went on a three year study and travel in Italy. During this time, he saturated himself with antiquity paintings and sculptures and the Renaissance. He filled his sketchbook with hundreds of copies of art by Michelangelo, da Vinci and other artist. After his return home, Degas began to paint portraits of family members with the intentions of submitting them to the Salon. However, Degas was never satisfied with his own work. humbled by his exposure to the Italian masters, Degas scraped down and reworked parts of his own canvases, initiating a habit of technical self-criticism that was to last a lifetime. (4) Degas painted many history paintings; however, he began to find himself drawn to paintings of the everyday life. His transition to paint modern subject matter was a very gradual one. He was able to apply his knowledge of past artist but steer it towards people of the modern day and subject matter like no other artist. Degass variety with his use of mediums and subjects matters seems to be endless. His drawings include examples in pen, ink, pencil, chalk, pastel, charcoal, and oil on paper, often in combination with each other, while his paintings were carried out in watercolor, gouache, distemper, metallic pigments, and oils, on surfaces including card, silk, ceramic, tile, and wood panel, as well as widely varied textures of canvas. (4) Combine his talent with his knowledge of traditional art makes him the most accomplished draftsman of the Impressionist. While he is most well known for his works with humans (particularly females) he also painted a great deal on the modern life of P aris and successfully sketched many landscape pieces. In Degass later years can began to combine his love for the female body with his love for landscapes. The pastel Russian Dancer (exhibited in the Houston Museum of Fine Arts) is a great example of how Degas united both of his loves to reveal his true abilities as an artist. This pastel also is reflective in his shift toward his series work. Degas executed these pastels by studying the poses of the Russian women and sketched them first in charcoal on tracing paper, then transferred particular poses and gestures from work to work. Degas invented the technique of superimposing layers of pastel, which created a sort of transparency in the art piece. Layering the pastels intensified the hues and contrasts within the landscape. Through his use of vibrant colors, mediums, innovative techniques and explosively drawn movements, make Russian Dancers and Degass other late pastels among the most extraordinary in the history of that medium.(5) Romantic Period with works from Francisco de Goyas Still Life with Golden Bream and Joseph Mallord William Turners Sheerness as Seen from the Nore The term Romanticism in art is given to a time period from about the mid 18th century through mid 19th century. Romanticism, like most other art movements, was an art that was trying to push away from the previous (neoclassical) styles of arts. This movement renounced the neoclassical styles of balance, precise lines, clarity, order, unity and symmetry. Romantic artist emphasized on emotion, including terror, awe, joy, and loneliness. These artists wanted nothing to do with the harmony, rationality, and order of the neoclassical painters. They rejected the tiny brushstrokes of previous artist and celebrated their works with active, stimulating brushwork. Nature landscapes were also a major part of the romantic period. Romantics felt a strong connection with nature and had a deep interest in capturing the serenity or exoticism of it. Also, they used nature to convey emotions. During this time period, the works of art derived from the individual, opposed to collective reactions of othe rs. Romanticism can basically be described as irrational, imaginative, personal and mostly emotional. The Romantic movement first developed in northern Europe with a rejection of technical standards based on the classical ideal that perfection should be attained in art.(6) Francisco Jose de Goya was a famous romantic artist born in Spain (1746-1828.) Goya was trained in Naples, Madrid and Italy. It was in Rome that Goya received his first significant commission for frescoes in the cathedral. It took Goya 10 years to finish all the frescoes; however, these first works of art from Goya are considered Rococo style. In 1771, Goya began a career as a court painter. These painting consisted mostly of contemporary life aristocratic and popular pastimes. In 1785, he was appointed deputy director of painting at the Academy and the following year painter to King Charles III.(7) During this time, Goyas painted portraits of figures in full-length, mostly of society women. The death of Charles III in 1788, a few months before the outbreak of the French Revolution, brought to an end the period of comparative prosperity and enlightenment in which Goya reached maturity.(7) An illness in 1792 left Goya permanently deaf. At this point, is when Goya begins to take on a n ew personality with freedom of expression and imagination is his art. His experiences allowed him to have a more critical point of view, which in turn, allowed more maturity in his art work. Goyas Still Life with Golden Bream (exhibited at the Houston Museum of Fine Arts) is one still life painting, out of only one dozen still lifes, that Goya painted, all being painted in the last decade of his life. This painting depicts a pile of bream fish. The incredible use of light makes it seems as though the fish are very much alive and staring directly at you. The detail captured in the blank expressions have the audience feeling that at any moment, the fish will stop playing dead and start whaling about on the table. The eyes of the fish are yellow, huge and wide opened and give this painting an unbelievable eeriness. Although the subject of this work is simple-a pile of dead fish-it expresses a moving pathos reminiscent of Goyas etching series Disasters of War, one of the artists great achievements. Both the print series and Still Life with Golden Bream were completed during the terrible war between Spain and France, and both serve as meditations on death and violence.(8) Joseph Turner was an English Romantic landscape painter born in 1775. There are several professional drawings on record from Turner starting at the age of only 12. At the age of 14, Turner enrolled in the Royal Academy and soon began to exhibit his watercolor paintings there. His early works of art were traditional in techniques and in character, painting mostly topographical places. Welsh landscape painter Richard Wilson helped broaden Turners outlook and revealed to him a more poetic and imaginative approach to landscape, which he would pursue to the end of his career with ever-increasing brilliance.(7) Turner began publishing a series of 100 plates known as the Liber Studiorum in 1807. The goal was for Turner to document a vast variety and range of landscapes. In 1808, Turner completed a seascape named Sheerness as Seen from the Nore. This painting depicts the smaller boats being thrown about in angry part of the ocean. The white peaks on wave give way to unsettling events that seem to take place more in the future than the present. The fearful emotions from the swirling clouds only add to the anticipation The composition is dominated by the light of the sun rising at the left, and by the vigor of the foreground swell; as so often in Turner, the distant ships are silhouetted against a strip of light at the horizon, the guard ship at the left forming an area of repose in otherwise turbulent design. (9) Turner ruled the art world with his range and sublimity of his expressive study of light, color, and atmosphere and is commonly referred to as the painter of light.

Malicious Babo of Benito Cereno by Melville Essay -- Benito Cereno

Malicious Babo Benito Cereno is a short novel written by Melville, with a surprise ending. At least it was quite a surprise that Babo, the negro servant of Cereno, ends up being the one in charge of the ship. Babo fought for his freedom, which is good, but Babo went above and beyond the means necessary to get his freedom. Along with that he has much more serious problems with himself. Here are some ways to see it. There are two ways to look at what Babo did. When he was fighting for his freedom he was either fighting for his life or for his quality of life. Babo was fighting for a cause that is unjustifiable after the actions that he committed. Babo was fighting for his quality of life and what Babo did to improve his quality of life was terrible and with malicious intent. Yet, there is always another side to an argument so first I will show the way Babo could be seen as a symbol of good. These concepts, life versus quality of life and how Babo is seen as both good and evil, I will clarify in the paragraphs that follow. Babo could be considered a good leader Babo could also be considered a genius Another good quality of Babo is his will to live Fighting for your life is when you are in danger of losing your life. Babo was never in danger of losing his life before he took over Cerenos' ship. Babo didn't like the situation that he was in. So yes, do something about being a slave but there is no need to kill anyone. Babo could have remained on the ship, been sold into slavery and then reposes his freedom much like how Fredrick Douglass attained his. Fredrick Douglass got out of slavery without a single life lost. If Babo had done what he was told to do, Babos' head wouldn't be on a stick right now. Babo would b... ... to steal his ship. Another trait of Babo is that he is a selfish human being. He tries to get what he wants all the time. Babo forces his way of thinking onto his fellow slaves by telling them what to do. If you put these qualities together in one person you will get something bad. Actually to be specific you will get an unethical, dictating liar that rules in such a way that he will get the most personal gain. In conclusion, Babos' actions can speak for themselves. He took fighting for his life over the top, to the point where he became a malicious, gruesome, savage beast that fought to improve his life without taking into consideration the lives of others. He was willing to stop at nothing to get what he wanted. This included murdering and stealing his way to the top where he thought nobody would be able to stop him. I think Babo is where he needs to be.

Dual Roles :: essays research papers fc

Dual Roles   Ã‚  Ã‚  Ã‚  Ã‚   In many stories, it is often noticed that the writers use an allegorical figure to demonstrate abstract qualities as actual people. In these stories the allegorical figure holds a name that will tell you what his character is supposed to be representing. The allegorical figure is a cunning and unique way of taking a characteristic or an object and making it come alive to the readers. This can put an advantage upon your story when trying to get across a certain point, but most often a morality issue. Everyman is a play in which the writer went to great lengths to use allegorical figures to get across a lesson that concerns itself with the salvation of all men’s souls (Vignery p 111).   Ã‚  Ã‚  Ã‚  Ã‚  Good Deeds is an allegorical figure in Everyman. Good Deeds is represented not only as a person, but also as an abstraction. This dual role is clearly stated from the first time that Good Deeds speaks, until the time that Everyman and himself descend into the grave together. Good Deeds is portrayed excellently as a person. He is a person in the sense that he speaks out to Everyman and tells him how to redeem himself to be saved. He is a also a person in the sense that Everyman is asking Deeds for counsel like normal people ask for counsel in times of grief and great need. The â€Å"human† in Good Deeds comes out when he tells Everyman to call upon other allegorical figures to go with him on his long journey to the grave. The humanness appears again when Good Deeds is a true friend to Everyman. Good deeds shows the friendship quality when he refuses to leave Everyman, and promises to stick with him until the Day of Judgment. Good Deeds is just like a good fr iend who refuses to go home when a friend gets into trouble, and offers to help talk to the parents. He is also that true friend in the aspect that he offered and actually does speak to God for Everyman, just as a true friend would do (Everyman lines 309-455).   Ã‚  Ã‚  Ã‚  Ã‚  Good Deeds plays a second, or dual, role as an abstraction in the play also. An abstraction is a concept or an idea; in this case, the abstraction is more of an object. Good Deeds are special tasks that a person completes throughout their lifetime and will count as a point in their favor on the Day of Judgment.

Thomas Becket :: Biography Biographies Essays

Thomas Becket    Thomas Becket during his life was a man of both honor and dishonor.   His decisions, principles, and character made certain aspects of his life honorable, and others dishonorable.   However, it is also extremely important to realize who Becket was honoring.   The three most relevant people he would honor during his life was himself, King Henry II, and God.      Ã‚  Ã‚   Many times during his life, Becket acted without honor.   For instance, when King Henry separated the church and state by making his power superior to the church's, Becket became his right-hand by becoming the Chancellor of England.   While Henry's moves were political and economic, Becket decision to join the king was based purely on allegiance and fidelity to the king.   Becket did not consider the consequences of what a split would do nor did he question and challenge the sanctimonious motives of the king.   Becket also showed a great dishonor to both God and the king when he wore both the Chancellor and Archbishop ring.   He could not possibly honor both, since the King's agenda did not coalesce with the will of God.   Thus he had a false honor to both.   Eventually, Becket made a choice to serve the honor of God above the king.      Ã‚  Ã‚   Becket was also a man of great honor.   He showed reverence to his king by being loyal and keeping his word when he had to give up the woman he loved to the king.   At this moment, he also honored himself by showing integrity and principle over emotional values.   While chancellor, he served faithfully by understanding his duty to the king and code of honor.   The one thing that proved Becket to be a man of true honor was when he humbled himself before the cross and God and vowed his loyalty to the one and only true leader.   After this point, Becket no longer acts to serve the king's honor, but God's because he realizes it is more righteous and rewarding.   Through this decision he chose how he would live for the remainder of his life.   He accepted his obligations as Archbishop of Canterbury and understood how he would inevitably be forced to oppose the king.   He sacrificed his own life by defending the kingdom of God and boldly chose to pursue God's w ill.   This occurs when he repudiates the king's order to renege on his excommunication decision.

Final Essay: Veteran’s Education Essay

In the essay â€Å"The Veterans are coming! The Veterans are coming!† by Edward F. Palm, the author mentioned that he continued his education by attending school after his Marine duties. Palm directed his messages of the essay toward the students and faculties at colleges on how to allow veterans to feel welcome to the school. Through the usages of his personal stories as a veteran himself, the author can also give advices to future veterans who wish to return to school. In order to present his ideas, Palm relied on his ability to utilize logos, pathos, and ethos appeals to allow audiences to believe in his credibility. The author used logical appeal to show the audiences the benefits that veterans get after serving the war since 1945. The door of opportunity had open for veterans through the laws of the World War II GI Bill, which allowed tuition fees, books, living allowance. Moreover, the GI bill also allows veterans to transfer their educational benefits to their spouses or children (Palm 790). With this detail, the author relied on the integrity of the Congress act (GI Bill) to explain that Veterans are encouraged to continue their education after they have finished their duties in the service. By years of serving wars in Iraq and Afghanistan, veterans will get financial supports and many other educational benefits that are given to them as rewards for their service. Many veterans are allowed to enter the door of education with many benefits. Yet, the author mentioned that veterans who came back from the wars were not â€Å"one-hundred percent welcomed† to continue their education in the colleges and universities. The author used emotional appeal to show the audiences how the veterans feel when they go to school. The author stated, â€Å"Either way, we in academe stand to gain. The question is, are we really ready to welcome today’s veterans into our midst?† (Palm 790). Representing for other veterans, the author showed the audiences his concerns of how veterans are treated. The author mentioned that veterans felt that they are the target of suspicions by many schools because people view veterans negatively through stigmas that are â€Å"repeatedly portrayed in the media as psychologically  maimed and socially debilitated and, therefore, potentially dangerous† (Palm 791). For this reason, he presented a list of advices to the schools from his own perspective as a war veteran to create changes toward a more â€Å"veteran-friendly school†. Standing up for veterans, the authors apply ethical appeals toward the audiences to ask for fair treatment toward the veterans. The author proposed five advices of giving veterans reasonable treatments. One of the advices was that the author proposed that â€Å"treat veterans as you would any other students.† With this in mind, the author expressed that veterans do not want any special attention and wished that classmates and professors to view them as any other students. Moreover, the author mentioned that many people came up to veteran students and thank them for their services (Palm 792). The author mentioned that it could make veterans feel uncomfortable. To further explain, the author said that many veterans would misunderstand the sincerity thank as â€Å"I’m glad you went so that my son or daughter didn’t have to go.† Listing his advices out for the audiences, the author tried to convince the audiences to take his advices of proper ways to view and treat veterans in school. Throughout the essay, Palm mentioned how much veterans are looking forward for their future education after the war. With the support of his personal stories, the author hoped to sway the audience into believing that veterans do not deserve to be treated differently. Work Cited Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. (2012). _Everything’s an Argument with Readings._ 6th ed. Boston: Bedford/St. Martin’s. Palm, Edward. â€Å"The Veterans Are Coming! The Veterans Are Coming!† Everything’s an Argument with Reading. Ed. Lunsford, Andrea A., John J. Ruszkiewicz, and Keith Walters. Boston: Bedford/St. Martin’s, 2012.

12 Angry Men sociological analysis Essay

12 Angry Men focuses on a Jurys deliberations in a capital murder case. A 12- man Jury is sent to begin deliberations in the first-degree murder trial of an 18-year- old Latino accused in the stabbing death of his father, where a guilty verdict means automatic death sentence. The case appears to be open-and-shut: The defendant has a weak alibi; a knife he claimed to have lost is found at the murder scene; and several witnesses either heard screaming, saw the killing or the boy fleeing the scene. Eleven of the Jurors immediately vote guilty; only Juror No. Mr. Davis) casts a not guilty vote. At first Mr. Davis’ bases his vote more so for the sake of discussion after all, the Jurors must believe beyond a reasonable doubt that the defendant is guilty. As the deliberations unfold, the story quickly becomes a study of the Jurors’ complex personalities (ranging from wise, bright and empathetic to arrogant, prejudiced and merciless), preconceptions, backgrounds and interaction s. That provides the backdrop to Mr. Davis’ attempts in convincing the other Jurors that a â€Å"not guilty’ verdict might be appropriate. A huge feel of the film is gotten through the time period it took place in. People’s views on race were made very publicly within the Jury. Many of them seemed to have personal vendettas against different races. They deemed the boys Hispanic race to be slum and nothing more than that. A universal problem that is shown in several ways throughout the film is personal prejudice getting in the way of Judgment. Juror number ten’s reason for saying the accused boy was guilty was because he felt people from slums should not be trusted and that they kill one and another for fun. His prejudice lead him to discriminate against the boy initially by voting guilty earlier in the film, before being convinced in voting not guilty. This was during the civil rights era and all of that. We all know blacks weren’t treated equally and this makes it apparent that it wasn’t easy for any minority within the US. Theyd rather lock them up and throw away the key than give them a fair trial. Tensions run high the second the Jury went into the private room to deliberate. It was a very hot day outside and the fan wasn’t working nor would the windows open. No man wanted to spend more time than what they thought would be efficient to determine the verdict. Some even spoke about their plans for right after, thinking it would be a sure bet theyd be out of there soon with the whole night ahead of them. They were wrong. From then on the film turned into an example straight out of a sociology textbook. Everyone didn’t deviate from the norm of the group†¦ All except one, Juror #8. The rest of the Jury was outraged and deemed him a radical. They could not believe two things. One, that he voted not guilty, and second, hat he went against the group norm. He tried not one bit to conform. Rather, he stood up in grand fashion and presented his doubts to his fellow Jurors. Slowly but surely his grand scheme was working. He did not know for sure whether he was guilty or not guilty, but he had a reasonable doubt and that’s all about what the justice system stands tor. It’s so interesting when you bring a group o t 12 random people into a setting like a Jury and see what you come up with. All of these men, from different walks of life , they all brought something special to the table that was ital to their key decision. The sociological theory that tone of this film could easily fall under is the conflict perspective. At the very beginning, viewers can clearly see the tension is between the Jurors whom most have a personal prejudice against the boy for certain reason. Some Jurors simply expected that a boy from the slums would commit an act like that they were stereotyping that all people who come from slums are criminals. Even if a person is not personally prejudiced against and individual or group, stereotypes can have them make discriminatory actions such as vote guilty. The reason most of the Jurors stereotyped the actions of the accused boys is because of socialization. The way of transmission was most likely through media; crimes shown by television new or new papers are frequently from neighborhood of low economics standing. Deviance a topic I touched on earlier, is another sociological aspect that can be examined in this film. Deviance is a very relative term where depending on the group and situation, it varies. Juror 8 was the only that felt from the beginning the boy was not guilty. When the first vote most of the other Jurors by he fact he could think the boy was innocent and even were upset at him for thinking that. As the film progressed the Jurors began changing their votes, eventually the roles were reversed; Juror number 3 appear to be the one committing the deviant act since it is revealed his own reason for voting guilty is because of issues with his own son. One of the most important things I learned in observing the sociological aspects of this film is how easy norms can change. The norms of eleven out of the twelve men voted guilty, changed entirely to guilty as the film came to a chose.