What Is the Common Core A Straightforward Guide

What Is the Common Core A Straightforward Guide SAT / ACT Prep Online Guides and Tips Have you heard about the Common Core? Are you asking, "what is the Common Core, exactly?" Don't worry. This post will explain what the Common Core is, why it was adopted, and how it could affect you as a student. Why should you care? The Common Core has driven some pretty major changes to big-name standardized tests like the SAT and ACT, as well as curriculum changes within schools. So read on to discover what you’re being tested on and why! Common Core 101 In this section, I'll explain what the Common Core is, why it was implemented, and what some common opinions about it are. Later, I'll discuss how the Common Core could affect your high school classes and standardized testing. Why Does Common Core Exist? Who Uses It? The Common Core is a set of educational standards for American schools, from kindergarten through 12th grade. It was designed so that education is consistent between each state and district. The first official adoptions of the Common Core were back in 2010, which means it has only been implemented during the 2013-14 school year and beyond. Since it has only been used the past two years, it’s hard to say how effective it’s been so far. It will take a few more years of Common Core before we have a decent sense of how useful it's been. It’s currently been adopted or partially adopted by 40 states. Four states never adopted the standards, and six initially adopted them but later repealed the standards. Or to put it another way, every state except Alaska, Indiana, Michigan, Missouri, Nebraska, New Jersey, Oklahoma, South Carolina, Texas and Virginia has adopted the standards. (Minnesota has adopted the English standards but not the Math ones). In the 44 states that have adopted the standards, school districts still design their own curriculums, and teachers create their own methods for instruction. In other words, the Common Core is not a day-by-day curriculum teachers have to follow – instead, it’s easiest to think of it as a series of basic benchmarks for each grade. So what exactly are these benchmarks? What do the Common Core Standards Do, Exactly? The Common Core sets specific learning goals for students in each grade from Kindergarten through 12th grade in two subjects: Math and English. Broadly speaking, the standards emphasize critical thinking and real-world problem-solving skills as opposed to rote memorization, reading obscure texts, and packing in tons of math concepts each year. The English standards rely on a mix of literary, historical, and informational texts – everything from Huck Finn to the Declaration of Independence to scientific articles. The Math standards focus on problem-solving and modeling as opposed to just moving through dozens of math concepts. You can expect to see more complex problems, including story problems, in math classes that are following the Common Core. We'll dig into the high school Common Core standards in depth later in this post. The Pros and Cons of Common Core There has been a lot of debate over the Common Core since it was first adopted by many states in 2010. We’ll leave it up to you to decide if the Common Core is a good thing or not, but these are the basic arguments for and against the standards. Supporters of the Common Core say the standards will better prepare students for college and their careers. By focusing on having students explain their thinking and come up with new ways to solve problems, they hope to help students be better college students and moreeffective workers. One high-profile supporter is current US Secretary of Education Arne Duncan, who said Common Core may be "the single greatest thing to happen to public education in America since Brown versus Board of Education." Current US Secretary of Education Arne Duncan is a big fan of the Common Core. Critics say the standards are vague and might not be easy for many schools to adopt. Some believethey won’t lead to a marked improvement in school performance, especially since they come with harder state testing. Others are worried that the standards weren’t tested before they were adopted, so there is no way to know how’ll useful they’ll be. If you want to read more, one of the most thorough arguments against Common Core comes from Diane Ravitch, an education historian and former U.S. Assistant Secretary of Education. How Common Core Could Affect Your High School Classes Common Core was designed specifically for Math and English, so those are the classes where you can expect to see the biggest changes as a high school student. While your social studies, history, and science classes may incorporate some Common Core-like elements (more open-ended questions, problem solving, and real-world applications), it’s likely that your Math and English teachers will be responsible for the biggest curriculum changes. This article focuses on the high school Common Core standards, so if you want to see a guide to the Common Core at all grade levels, K-8, check out this guide put out by the national PTA. Common Core Math Experts have mostly agreed that in the past, American math classes have tried to cover too much ground each year. This means students know a little bit about many topics,but don’t have a solid understanding of the main ideas that would help them in more advanced math classes. In response to this issue, the Common Core math standards tackle fewer topics in more depth. The goal is for students' math fluency (their ability to perform basic math functions and work through problems) to be strengthened. You'll still spend time memorizing and practicing formulas and working through math problems, like you're probably used to doing in math class. But you’ll also do a lot of modeling to understand concepts you're learning about. For example, instead of just learning that y = mx + b is a linear equation and drawing it on a graph, you might model a linear equation with a real world situation, like in this example problem from Khan Academy: The problem still requires students to know the basic y = mx + b formula and what it means. But it goes a step further by requiring students to apply that formula to a real-world situation. You can see another example of how Common Core standards aim to promote more critical thinking below, courtesy of Foundation for Excellence in Education: For the problem on the left, you could just tackle it by manipulating the equation until y is alone. As the analysis notes, if you can follow a series of mechanical steps, you can get the right answer. For the problem on the right, not only do you need to find out what y is, but you also need to make your own equations, which requires you to have a stronger conceptual understanding of what equations are and how to write them. Basically, Common Core is trying to create a balance between math fluency (working through problems, memorizing formulas) and the ability to solve tougher problems using critical thinking skills. The Common Core High School Math Standards This is a basic summary of what the Common Core math standards will look in high school. Notice that these aren’t incredibly detailed, and focus on developing key skills in each area. They're less focused on moving through the traditional math sequence and getting through a bunch of concepts (Beginning Algebra, Geometry, Intermediate Algebra, Trigonometry, etc). Also notice these standards only go up through Statistics, so if you’re an advanced student aiming for calculus, these standards might not apply to you in your upper-level courses. Concept Description Example Number and Quantity Work with rational and irrational numbers, including exponents, solve problems with a wide range of units and solve problems by thinking about units. The Trans Alaska Pipeline System is 800 miles long and cost $8 billion to build. Divide one of these numbers by the other. What is the meaning of the answer? Algebra Solve real-world and mathematical problems by writing and solving nonlinear equations, such as quadratic equations, interpret and manipulate algebraic expressions to solve problems. Solve a problem about a loan with interest rate r and principal P by seeing the expression P(1+r)n as a product of P with a factor not depending on P. Functions Analyze functions algebraically and graphically, and work with functions presented in different forms. Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum, working with function families and understanding their behavior (such as linear, quadratic, and exponential functions). Modeling Analyze real-world situations using mathematics to understand the situation better and optimize, troubleshoot, or make an informed decision about a problem or issue. Use volume formulas and graphs to find an optimal size for an industrial package. Geometry Prove theorems about triangles and other figures; use coordinates and equations to describe geometric properties algebraically. Prove that the angles in a triangle add to 180 degrees; write the equation for a circle in the coordinate plane with a specified center and radius. Statistics and Probability Make inferences and justify conclusions from sample surveys, experiments, and observational studies. Work with probability and use ideas from probability in everyday situations. Compare the chance that a person who smokes will develop lung cancer as compared to the chance that a person who develops lung cancer smokes. Via Parents' Guide to Student Success, from the National PTA. Common Core English (Language Arts) The old English (or Language Arts) standards, especially at the high school level, tended to focus mostly on reading and analyzing literature. The new Common Core English standards include a shift to more nonfiction and informational texts, as well as a push for more class discussions and writing that are focused on evidence from the readings (as opposed to the prior experiences or ideas of the students or teacher). Specifically, in elementary school, according to the Common Core, students should be reading a mix of 50 percent literature and 50 percent informational texts. By high school, students’ reading will shift to be 30 percent literary and 70 percent informational. The Common Core also pushes for students to study important foundational documents of the United States, including the Declaration of Independence. The new standards also push students to read harder texts that are matched to their grade level, even if their reading ability is below grade level. In the past, teachers were encouraged to match readings to the students’ current level of skill. To help them keep up, teachers should use techniques like close reading, and not be afraid to spend more than one class period on just one text. Also, instead of asking more general questions about a text, the Common Core encourages teachers to ask more specific questions about details in the text and what you can infer from them. All of this is to help students read and understand complex texts from a variety of subjects, and to prepare them to write strong essays, reports, and presentations. This table has a basic summary of the Common Core English standards for high school students. Just like the math standards, they're mostly skills-based (e.g., be able to "evaluate arguments and specific claims") as opposed to content-based (e.g., "read Shakespeare's Romeo and Juliet"). Concept Goal Reading Understand more from and make fuller use of written materials, use a wider range of evidence to support an analysis, make more connections about how complex ideas interact and develop within a book, essay, or article. Reading Evaluate arguments and specific claims, assess whether the reasoning is valid and the evidence is sufficient, and as appropriate, detect inconsistencies and ambiguities. Reading Analyze the meaning of foundational U.S. documents (like the Declaration of Independence, the Preamble to the Constitution). Writing Make an argument that is logical, well-reasoned, and supported by evidence. Writing Write a literary analysis, report, or summary that develops a central idea and a coherent focus and is well supported with relevant examples, facts, and details. Writing Conduct several research projects that address different aspects of the same topic, using more complex books, articles, and other sources. Speaking and Listening Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; and resolve contradictions when possible. Speaking and Listening Share research, findings, and evidence clearly and concisely. Speaking and Listening Make strategic use of digital media (e.g., animations, video, websites, podcasts) to enhance understanding of findings and to add interest. Language Determine or clarify the meaning of words and phrases, choose flexibly from multiple strategies, such as using context, Greek and Latin roots, patterns of words (conceive, conception, conceivable), and consult specialized reference materials. Language Analyze figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the written materials. Via Parents' Guide to Student Success, from the National PTA. How Common Core Affects Standardized Testing The Common Core will have a pretty sizeable effect on standardized testing – from college admissions tests to in-school exams – in the next few years. This may be the area you see the most noticeable changes in your high school experience, so read closely! First off, it’s important to know that the SAT and ACT were both involved with the creation of the Common Core standards. And in fact, the current head of College Board (the company that makes the SAT) helped write the Common Core. He was on the Language Arts committee. As Diane Ravitch notes in the Washington Post, â€Å"With David Coleman in charge of the College Board, the SAT will be aligned with the Common Core; so will the ACT. Both testing organizations were well represented in the writing of the standards; representatives of these two organizations comprised 12 of the 27 members of the original writing committee.† So it’s not a surprise that the SAT’s 2016 redesign is in large part to fit in with the Common Core Standards. To take just one example, let’s look at how the SAT essay is changing. This is an example of an old SAT essay topic: And hereis an example of a new one: (The prompt also includes an essay, which we won't make you read!) Via Test Specifications for the New SAT, pages 131-3. Notice the old essay question allowed students to draw from personal experience and examples. The new essay is all about working with evidence to make an argument – just like the English standards specify above. (We'll be outlining even more changes in an upcoming post just about SAT and the Common Core.) The ACT’s new features, like the new essay and more complex science questions, also speak to the Common Core standards, even though the ACT changes are less dramatic. In addition, ACT Inc.’s new Aspire testing aligns to Common Core goals. But the changes don’t stop with the SAT and ACT. Recent AP redesigns of Physics and US History have the goal of making the classes more skills-based and involving more critical thinking. Plus, Smarter Balanced, PARCC, and other new state-wide tests have been created to assess students with the new standards in mind. "To get at what's really fundamental in the Common Core, the higher-order thinking skills, we need performance-based tasks," said Derek Briggs, who advised both Smarter Balanced and PARCC (as quoted in US News). Thus,new tests had to be designed. These new tests could make standardized testing take even longer since the performance-based tasks take up much more time than your typical scantron-and-pencil multiple choice test. What Should You Do if Your State is Using Common Core? Even though the Common Core changes might seem intense, the good news is that, as a student, there isn't a lot you have to do to prepare for the new curriculum. Read on for advice on handling Common Core both in the classroom and on college admissions tests. Common Core in School If you’re a student, you don’t need to stress about the changes at the classroom level – your teachers will be the ones integrating the Common Core into their curriculums based on how your school district is adopting the standards. It would be worth talking to your teachers about how Common Core has affected their curriculums, if at all. Math and English teachers are likely to see the biggest changes. If your school is using Common Core, you can keep the standards in mind and work to use more evidence in English class and use real-world examples in math. But again, your teachers are responsible for implementing the changes to their curriculums and you should follow their lead. There is one important point to check up on: check in with your guidance counselor to make sure the sequence of math classes at your high school isn’t changing. If you want to take Calculus by the end of high school, you should aim to have completed Algebra before freshman year. Since the Common Core standards don’t explicitly list Algebra until ninth grade (even though Algebra concepts are included in the middle school standards), some worry that Algebra classes will be bumped to ninth grade, putting students behind. Common Core on Standardized Tests We will have more detailed posts coming up on Common Core specifically on the SAT and ACT. But if you're worried about how the Common Core will change the ACT and SAT and affect how you study for either test, keep the following advice in mind. For the SAT, instead of worrying about how Common Core is changing the test, learn as much as you can about the new SAT and also check out our complete guide to studying for it. On the ACT, the changes are subtler, so you’ll mainly have to worry about being ready for the new essay, as well as theharder reading and science questions. As always, we recommend taking plenty of full-length practice tests to prepare for the test. If your school is implementing Smarter Balanced, PARCC, or ACT Aspire, don’t stress over them, since your performance on those tests doesn’t affect your grades or college prospects. It will be your teacher’s job to prepare you for in-school assessments. What’s Next? If you’re part of the graduating class of 2017, you could take either the â€Å"old† or â€Å"new† SAT. Learn how to decide between the old and new SAT – and whether you should consider just taking the ACT instead! Have you already decided to take the ACT? Learn if the ACT is getting harder, and get a complete guide to ACT Science. Chosen the SAT instead? Get a complete guide to SAT Reading if you're taking the "old" SAT, orread more in-depth about the new SAT if you'll be taking it. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Free Essays on American Society- Post Civil War

As the Civil War came to an end, the country still remained divided. Due to racial concerns four main issues were brought about. The people of America had separate positions and attitudes on race, dealing with the ideas of reconstruction, business relations, immigration, and American nationalism and expansionism. During the period of reconstruction, the American society did not identify with or acknowledge the fact that even though the North had won on the battlefield, there was the issue of absolute restoration of the states to be addressed. The addition of the Southern states to the Union would not end the nationwide conflict of race. The attitude of the Southerners, were that they did not have the desire to become part of the Union. The idea of abolishing slavery brought about numerous questions that the South had for the Union. How would they be able to rebuild their economy without the usage of slavery? This caused disorder and frustration within the Southern society. The South’s economic existence was established exclusively on the exploitation of slave labor and now that it had been abolished, the idea of economic downfall was conveyed. This prediction of the Southerners defeat, economically, helped bring about the development of white supremacy groups. These groups wanted to help maintain the once lived lifestyle of the South. The abolishment of slavery was a threat to their culture and the endorsement of hatred toward the newly Freed Men was instituted. Not only did the North have the expectation of the Southern states to join the Union, but they also wanted to bring to an end to slavery. They did in fact achieve a victory over the South, but now they needed to implement the new found policy of slavery abolishment. The Northerners did however; understand that they would in some way have to ‘force’ the South to except the Freed Men into their society and culture. The North did this by the passing the Mili... Free Essays on American Society- Post Civil War Free Essays on American Society- Post Civil War As the Civil War came to an end, the country still remained divided. Due to racial concerns four main issues were brought about. The people of America had separate positions and attitudes on race, dealing with the ideas of reconstruction, business relations, immigration, and American nationalism and expansionism. During the period of reconstruction, the American society did not identify with or acknowledge the fact that even though the North had won on the battlefield, there was the issue of absolute restoration of the states to be addressed. The addition of the Southern states to the Union would not end the nationwide conflict of race. The attitude of the Southerners, were that they did not have the desire to become part of the Union. The idea of abolishing slavery brought about numerous questions that the South had for the Union. How would they be able to rebuild their economy without the usage of slavery? This caused disorder and frustration within the Southern society. The South’s economic existence was established exclusively on the exploitation of slave labor and now that it had been abolished, the idea of economic downfall was conveyed. This prediction of the Southerners defeat, economically, helped bring about the development of white supremacy groups. These groups wanted to help maintain the once lived lifestyle of the South. The abolishment of slavery was a threat to their culture and the endorsement of hatred toward the newly Freed Men was instituted. Not only did the North have the expectation of the Southern states to join the Union, but they also wanted to bring to an end to slavery. They did in fact achieve a victory over the South, but now they needed to implement the new found policy of slavery abolishment. The Northerners did however; understand that they would in some way have to ‘force’ the South to except the Freed Men into their society and culture. The North did this by the passing the Mili...

Describe something you have accomplished that makes you proud. what Essay

Describe something you have accomplished that makes you proud. what did you learn from this experience that might help you to ensure high academic achievement for all of your students - Essay Example When I was in college, I was married and I had two children at that time. Studying when one is married and has responsibility of children, cannot be considered an easy task. Studying requires enough time and at graduation level, it is also difficult. I learnt a lot when I studied at the college. I used to keep in mind that I would achieve my aim of obtainment of graduation degree because of my continuous struggle and hard work. I was to give time at my household and also to my studies. While studying for the bachelor’s degree, I learned to manage time and to work hard that plays a crucial role in everybody’s life. Management of time as well as hard work can be regarded as the most important aspects that we have to consider and exercise every time. My experience teaches me that time management and work should not be neglected in any case because if the aspects of time management and hard work are ignored, a person cannot succeed in his/her life. Success is directly attached to time management. In student life, a person learns to manage time. When one appears in the exam, it is only time management that helps him/her. As far as teachers are concerned, time management is also crucial. I was always attracted towards the profession of teaching. While being a student, I also learnt about being a teacher by means of my experiences in my college life with my teachers. As a teacher, my experience of being at a college will be very helpful for my students. I will facilitate with my experience of time management for their educational accomplishments and also, that a person can only succeed if he/she manages time and never loses courage towards the completion of his/her ambition. In my degree education, I never lost heart and struggled for the completion of my bachelors and also I managed time to succeed in my set aim. Pride can only come to a person when he/she

Article synopsis Essay Example | Topics and Well Written Essays - 500 words

Article synopsis - Essay Example One among the most important concern is the way in which the characters are depicted in the video games. The next concern is the relationship and communication between a male character and female character. This changes the mind of the people and it creates a belief that sexism is common. Another major concern is the appearance of female characters in the video games. (Dill & Kathryn, 2007). Though it is an animated picture, the way in which a female character is depicted and gender depiction does not have any reservation. These are the major concerns of the author. The authors have explored the appearance of both the male and female characters. They have also explained how magazines and other forms of media represent these games and the concept of gaming. The content of such video games leave behind a negative effect on the people’s mind, but hardly any magazine or media realizes it. The central concepts of their study are to explore how gender communication and gender portrayal plays a major role in defining the characters. The authors have defined these concepts with the help of surveys and researches which indicate the young people’s perception of video games. The authors conclude that female characters in such games are often underrepresented and male characters are shown to be more aggressive. This article describes the way in which video games influences the people, mostly kids and young adults. I would say that the authors have come up with a realistic representation and they have clearly explained how a women and men are differentiated and represented in these video games. When considering the author’s concern of how a woman is depicted in these games, it is acceptable that women are often represented as sexual characters. (Dill & Kathryn, 2007). The way in which they are characterized seems to be stereotypical and they are none of these games provide a remarkable knowledge. I would definitely say that magazines and media have also

Three Men in Boat Essay Example for Free

Three Men in Boat Essay The book is narrated in the first person by the author, who is referred to as J by his friends. It begins with J, and his friends harris and George, deciding to take a boat trip up the Thames from Kingston to oxford, and then back again (the book was written in 1888, when boating on the Thames was enormously popular). They are unanimous in agreeing that this is a good idea (except for Js dog, Montmorency, who doesnt care for boating). They have trouble getting packed, and in the morning Harris and J take a train to Kingston, where the boat is waiting for them. George is joining them later when he has finished his work at the bank. They row up past Hampton Court, where Harris describes an incident when he got lost in Hampton Court maze with some friends (this is one of the funniest parts of the book). George joins the party, and they have trouble towing the boat, and later they have even more trouble trying to put the cover over the boat for the night. They all get fed up with each other, but cheer up when they have a good Tea. There is a long passage about the signing of Magna Carta (there are several passages like this in the book, where the author gets serious for a bit). They have various other mishaps as they travel up the river, like the time when they are having tinned pineapple for tea, and cant find the tin-opener. They spend a lot of time trying to open it with no success. And there are stories of other trips they made up the river, like the time J was ou tin a boat with his cousin, and they thought they were going crazy because they couldnt find Wallingford Lock (it turns out the lock had been demolished some years earlier). And there ere is the time when they are in an inn which has a stuffed trout in a case on the wall, and several different people come in and claim to have been the one who caught it, but when George stands on a chair to look at it, he knocks it down and it breaks it turns out to be plaster of Paris! When they reach Oxford, and start to travel back, it starts to rain, and they arent enjoying themselves so much. So they abandon the boat and take the train back to London, where they go to a show and then have a good dinner in a restaurant. They make a toast Heres to three men well out of a boat!

My Service Learning Experience :: Community Service, Volunteer Work

I wanted to volunteer at an animal shelter since I am majoring in Pre-Vet, but at the last moment, I decided to do something very different. I chose to student teach first graders at County Elementary. It is very surprising to me that I chose to do this. I always said that I hated kids and had no desire to ever work with them I even said I would never give birth to any kids because I hated them so much. The thing is that I actually enjoyed my experience very much. I chose this activity because I wanted to try something different that I thought I wouldn't like. The teacher that I did this volunteer work for was my 1st grade teacher at County Elementary when I went to school there in 2000. The reason that I hate kids so much is because had a really bad experience with them. In the summer of last year I baby-sat these kids across the street from me that moved here from New York. They were the kids from hell. They were so annoying, and ungrateful. For instance they always asked me to buy them Taco Bell, and when I did, they would say, "why did you buy me this?", or "I want more, you better buy me more." I hated them. I was so stressed from them that I would cry at night. I really didn't want to baby-sit them anymore but I felt bad if I said no. So I thought I couldn't judge all kids on those three. I had to give others a chance, and didn't want to give up on having kids. I did many fun and exciting things while I was working with these kids at County Elementary. The first day Mrs. Aiken introduced me. She said, " Boys and girls this is Taysha, and I was her teacher when she was your age." They were all in awe. They couldn't believe that I had her as a teacher. The first kid I helped was a black girl named Shontele. I helped her with her math work and reading. I taught her to group thins in Math when you are adding or subtracting. For example: Say you have ten subtract three. I told her to put ten into groups of five, then cross out three, and count how many there was left. She enjoyed that and thought it was now much easier to do her Math.

Nonviolent action takes low risk Essay

Nonviolent action has been widely used in political and economical change that people can use it to fight for their true power of holder. This article is based on Merriman’s article â€Å"Agents of Change and Nonviolent†(Merriman, 2008), Yunus’s article â€Å"The Role of the Corporation in Supporting Local Development† (Yunus, 2000) and DuVall’s article â€Å"Outside View: Liberation by People† (DuVall, 2004)–the nonviolent action is the best way to people for fighting for the right of the economic and political. Moreover, it can remind the people that they are the owner of the country and they are powerful enough to participate in national management. Different with the habitual impression of the revolution, which is always full of battle, violence and gore, the nonviolent action costs less than the violent action and takes less risk based on mass supported. Hardy Merriman is Sr. Adviser of the International Center on Nonviolent Conflict, in his article, â€Å"Agents of change and nonviolent†(Merriman, 2008), defines the main concept about nonviolent action: nonviolent-action comes from agreement and obedience of people, what is the categories of nonviolent action, the reason why we reckon that the nonviolent action advance the violent action and he uses the U.S. Civil Right Movement and Indian Independence Movement to explain the plan of the nonviolent action. Muhammad Yunus is economist and Nobel Peace Prize recipient in 2006. His article is focuses on specific field that is the use of nonviolent in local development, which means corporation. It is a specific nonviolent way to make change. The article contrasts the charity way with the violent way to the poor people to show us the advantage of nonviolent action. Jack DuVall is the founder of the International Center on Nonviolent. His article uses two examples, Lincoln and Gandhi, to elicit nine characters of a successful nonviolent action. The action should have a good leader with clear goals, broaden the scope of the movement, good analysis of the revolutionary situation, good risk-averse, persist the nonviolent way, courage from the enemy disintegrate, good manage of the material supply, compressive strength and ready for the challenge. For the three articles, there are 2 similarities among them; the first is that they all mention the requirement of the successful nonviolent action. For the first article, â€Å"Agents of Change and Nonviolent Action†, Merriman refers that the successful nonviolent action should have an outstanding leader, who has benevolence. Even the leader should formulate a complete programme that can attract people to unite. The key role of the leader and the programme has been emphasized, that is same of the article, â€Å"Outside View: Liberation by the People†, which lists the nine categories of the leader: clear goals, broaden the scope of the movement, good analysis of the revolutionary situation, good risk-averse, persist the nonviolent way, courage from the enemy disintegrate, good manage of the material supply, compressive strength and ready for the challenge. From the background of these two authors, we can find out that both of them are in the International Center on Nonviolent and both of them mention that we should focus on that the successful nonviolent action should have the good leader and comprehensive plan. Even the good leaders have some of the categories above that they are kind-hearted, have a good starting point that respect interests of the masses, if they use the violent way to make the change, the action still take more risks than the nonviolent action. That is the second similarity that both of three articles mentioned. For the first article, Merriman states that the violence action is base on using the force, and all the money and right concentrate on the leader and the only one way can restrict him is the rule. While, if he did not obey the rule, it will make the disaster result. On the contrary, nonviolent actions â€Å"not only tell people that they are powerful, they demonstrate people’s power by setting clear, achievable objectives and then documenting and publicizing their victories.† (Merriman, 2008) That means the successful revolution cannot separate from the masses and take less risk by getting all people involve decision-making. As the social problems, like poverty issues, we should use the charity way that give the poor enough opportunities and that will get unimaginable feedback, from the second article, â€Å"The Role of the Corporation in Supporting Local Development†. As the political aspect, DuVall, in his â€Å"Outside View: Liberation by the People†, has mentioned that dictatorship and terrorism regime should be overthrown, while we should not counter violence with violence, and we should use the nonviolent movements to fight for our rights. Because it takes less risk that it can avoid repeating the violence regime. In summary, base on the 3 articles written by Merriman, Yunus and DuVall, the nonviolent is the best way to people to fight for the right. From the economical aspects, it makes the profit maximization that poor people can get loan from the corporation to striving their lives and from the political aspects, mass people can participate in elaborating the formulation. Also with the support from the masses and the correct leadership of the good leader, the nonviolent action will take less risk than the violent action. Referenceï ¼Å¡ Merriman, H. (2008, April 8). Agents of Change and Nonviolent Action. Conservation Biology, 22(2). Yunus, M. (2000). The Role of the Corporation in Supporting Local Development. Reflections, 9(2). DuVall, J. (2004, September 22). Outside view: Liberation by the People. United Press International.