Free Essays on Diabilities And America

Millions of Americans deal with different disabilities throughout their life. Some disabilities are mental, while others are physical disabilities. There are some disabilities that are still being discussed about whether they are disabilities or not. Despite this, Americans are still able to cope with disabilities. There are many laws, interest groups, court rulings, and future rulings and laws that will shape American’s perspective of the disabled. There are several laws that have been passed to help both the physically and mentally disabled. The ADA (Americans with Disabilities Act), IDEA (Individuals with Disabilities Education Act), and the Fair Housing Act, all help people with disabilities. The ADA is the most known disability act. The act covers both physical and mental disabilities. The law is intended to stop stigma and discrimination in the status quo. It provides guidelines that show how to accommodate for people with disabilities. The act is divided into five sections that covers all American life. Each part covers a specific area such as education and employment. The act basically insures equal treatments to people that are physically or mentally disabled. The act has been debated, because critics believe that the act is unconstitutional. Critics charge that the law does exactly what is meant to do. They claim that the law actually increases stigma and discrimination. They say, that by labeling a person as disabled, it actually increases discrimination in the current system. Another argument is that the employers that are actually taken to court almost always win. Several cases have been to Supreme Court concerning the constitutionality of the act. Another act t hat is quite important is the IDEA. The IDEA insures that all disabled children receive a good education designed specifically to meet their needs. The opponents of the act say that it is impossible to enact the law in such a way that every disabled child will... Free Essays on Diabilities And America Free Essays on Diabilities And America Millions of Americans deal with different disabilities throughout their life. Some disabilities are mental, while others are physical disabilities. There are some disabilities that are still being discussed about whether they are disabilities or not. Despite this, Americans are still able to cope with disabilities. There are many laws, interest groups, court rulings, and future rulings and laws that will shape American’s perspective of the disabled. There are several laws that have been passed to help both the physically and mentally disabled. The ADA (Americans with Disabilities Act), IDEA (Individuals with Disabilities Education Act), and the Fair Housing Act, all help people with disabilities. The ADA is the most known disability act. The act covers both physical and mental disabilities. The law is intended to stop stigma and discrimination in the status quo. It provides guidelines that show how to accommodate for people with disabilities. The act is divided into five sections that covers all American life. Each part covers a specific area such as education and employment. The act basically insures equal treatments to people that are physically or mentally disabled. The act has been debated, because critics believe that the act is unconstitutional. Critics charge that the law does exactly what is meant to do. They claim that the law actually increases stigma and discrimination. They say, that by labeling a person as disabled, it actually increases discrimination in the current system. Another argument is that the employers that are actually taken to court almost always win. Several cases have been to Supreme Court concerning the constitutionality of the act. Another act t hat is quite important is the IDEA. The IDEA insures that all disabled children receive a good education designed specifically to meet their needs. The opponents of the act say that it is impossible to enact the law in such a way that every disabled child will...

How to Calculate Atomic Mass

How to Calculate Atomic Mass You may be asked to calculate atomic mass in chemistry or physics. There is more than one way to find atomic mass. Which method you use depends on the information youre given. First, its a good idea to understand what exactly, atomic mass means. What Is Atomic Mass? Atomic mass is the sum of the masses of the protons, neutrons, and electrons in an atom, or the average mass, in a group of atoms. However, electrons have so much less mass than protons and neutrons that they dont factor into the calculation. So,  the atomic mass is the sum of the masses of protons and neutrons. There are three ways to find atomic mass, depending on your situation. Which one to use depends on whether you have a single atom, a natural sample of the element, or simply need to know the standard value. 3 Ways to Find Atomic Mass The method used to find atomic mass depends on whether youre looking at a single atom, a natural sample, or a sample containing a known ratio of isotopes: 1) Look Up Atomic Mass on the Periodic Table If its your first encounter with chemistry, your instructor will want you to learn how to use the periodic table to find the atomic mass (atomic weight) of an element. This number usually is given below an elements symbol. Look for the decimal number, which is a weighted average of the atomic masses of all the natural isotopes of an element. Example:  If you are asked to give the atomic mass of carbon, you first need to know its element symbol, C. Look for C on the periodic table. One number is carbons element number or atomic number. Atomic number increase as you go across the table. This is not the value you want. The atomic mass or atomic weight is the decimal number, The number of significant figures varies according to the table, but the value is around 12.01. This value on a periodic table is given in atomic mass units or amu,  but for chemistry calculations, you usually write atomic mass in terms of grams per mole or g/mol. The atomic mass of carbon would be 12.01 grams per mole of carbon atoms. 2) Sum of Protons and Neutrons for a Single Atom To calculate the atomic mass of a single atom of an element, add up the mass of protons and neutrons. Example: Find the atomic mass of an isotope of carbon that has 7 neutrons. You can see from the periodic table that carbon has an atomic number of 6, which is its number of protons. The atomic mass of the atom is the mass of the protons plus the mass of the neutrons, 6 7, or 13. 3) Weighted Average for All Atoms of an Element The atomic mass of an element is a weighted average of all the elements isotopes based on their natural abundance. It is simple to calculate the atomic mass of an element with these steps.Typically, in these problems, you are provided with a list of isotopes with their mass and their natural abundance either as a decimal or percent value. Multiply each isotopes mass by its abundance. If your abundance is a percent, divide your answer by 100.Add these values together. The answer is the total atomic mass or atomic weight of the element. Example: You are given a sample containing 98% carbon-12 and 2% carbon-13. What is the relative atomic mass of the element? First, convert the percentages to decimal values by dividing each percentage by 100. The sample becomes 0.98 carbon-12 and 0.02 carbon-13. (Tip: You can check your math by making certain the decimals add up to 1. 0.98 0.02 1.00). Next, multiply  the atomic mass of each isotope by the proportion of the element in the sample: 0.98 x 12 11.760.02 x 13 0.26 For the final answer, add these together: 11.76 0.26 12.02 g/mol Advanced Note: This atomic mass is slightly higher than the value given in the periodic table for the element carbon. What does this tell you? The sample you were given to analyze contained more carbon-13 than average. You know this because your relative atomic mass is higher than the periodic table value, even though the periodic table number includes heavier isotopes, such as carbon-14. Also, note the numbers given on the periodic table apply to the Earths crust/atmosphere and may have little bearing on the expected isotope ratio in the mantle or core or on other worlds. Over time, you may notice the atomic mass values listed for each element on the periodic table may change slightly. This happens when scientists revise the estimated isotope ratio in the crust. In modern periodic tables, sometimes a range of values is cited rather than a single atomic mass. Find More Worked Examples

Risk Communication Plan Term Paper Example | Topics and Well Written Essays - 1250 words

Risk Communication Plan - Term Paper Example Risk communication is needed to create public trust in risk management and promote awareness of the specific risk issues (Sellnow 85). The specific objectives of communicating the issues related to the rainstorm risk may include educating and informing people about the risk, changing the audience behaviours and providing disaster warnings (Lundgren and McMakin 107). For example, one can use statistical comparisons to show the Glades County residents that there are still vulnerable to flash floods, storms and lightning. Behavioural change and guidance during emergencies would involve encouraging people to evacuate to open elevated places and avoid buildings during rain storms. A risk communication plan would be very important in risk management because the assessors can analyse the audience and plan for the most appropriate communication strategies suitable for these people. Additionally, a risk communication plan enables provision of accurate and detailed information about the risk and its potential outcomes. For example, rain storms are accompanied by lightning, storms and floods, which may lead to death and destruction of property. Pre-planning would help the risk managers to prepare in advance the aids of communication needed for the awareness campaigns or seminars. Consensus and crisis communication efforts would be appropriate in achieving the set objectives in the risk management initiative to be carried out in Glades County, Florida. In consensus communication, the involved communicators will need to agree with the audience through understanding their concerns and beliefs. In this way, they can agree on certain solutions, which are acceptable to the all the stakeholders (Lundgren and McMakin 109). For example, the communicators should identify the distinct beliefs and concerns of the people of Glades in categories of age, level of income, health status and ethnic groups. Old, poor or disabled people will most

Investment report Research Paper Example | Topics and Well Written Essays - 2000 words

Investment report - Research Paper Example The second paragraph discusses the short grid of the company’s stock. It analyses the movement of the stock in the previous years, and further concludes that the BEST BUY stock had been decelerating and continues to predict that there will be further deceleration in the next coming years due to poor sales made during the holiday and its poor marketing strategies. The third paragraph discusses the valuation of the stock of the company. The company’s stock had been decelerating in the previous years and it further shows that will continue decelerating further in the next year and therefore the best decision is to short the BEST BUY stock. The fourth paragraph analyses the management ability which shows that the management had been arrogant in promoting the company’s products. They did not use the internet which most of its competitors used to sale to the customer; this resulted into poor sales and lowered the company’s revenue. The fifth paragraph discusses the sentiments based on the company’s balance sheet. The company’s balance sheet reveals that the assets of the company are inadequate to pay off the companies obligations, and this may put the company at a greater risk. The sixth paragraph analyses the fundamentals based on the company’s balance sheet. Lastly, it discusses the chart best on the EE charts of the Bloomberg and makes a conclusion to short BEST BUY STOCK. This report shows the discussions of the investment project of short BEST BUYs stock. The analysis discusses the reasons based on the short grid, valuation, management, fundamentals, sentiments and charts of the company. The investment on the short BEST BUY stock for the next year may be the best investment decision according to the analysis based on the streetwise-Bloomberg analyst recommendation function (ANR) and the earnings estimates (EE) charts. The company had good growth in the previous years, but due to unmet forecast on its holiday

Positive Social Change Essay Example for Free

Positive Social Change Essay Participatory Action Research (PAR) is a type of research that involves all parties who are considered relevant in the issue in examining together current action- considered as the source of the problem, for the promotion of change and improvement of such current situation. It is not the type of research that precedes future actions. It is an action which is researched, changed and re-researched, a continuing process by and for its participants. It may not be used by one group of people for their own benefit versus other groups that are also involved in the issue. It is genuinely democratic by nature and is non-coercive. The people who the research aims to help are also active participants to the research process (Wadsworth, 1998). Action research or participatory action research for the past few years has come out to be a significant methodology for intervention and developmental change programs within different communities and groups. It has been implemented and promoted by many agencies and programs, also by countless local community organizations around the globe which attests to its effectiveness (Checkland Howell, 1998). The many theories and research in social psychology, such as action research, among others, that put all theories into practice has certainly effected positive change. They have helped in ascertaining reasons behind the surfacing of various problems- whether it be on the individual or societal level. Knowing the source or sources of the problems and the factors that come into play has helped in coming up with feasible solutions to such through intervention methods or coming up with community programs. There have been changes in the type of methods employed in social psychology research as the years go by. From seeing participants in research as the â€Å"other†, a â€Å"subject† which is reminiscent of scientific research methods, as gleaned above in the definition of Active Participatory Research, there comes a shift in the treatment of participants in the study as not merely passive subjects/objects but as co-researchers themselves. This has been seen to yield a richer understanding of the issues at hand and provides for easier enactment of proposed intervention programs. As such, it is my belief that future research in social psychology would veer towards this direction due to its effectiveness in pinpointing specific problem areas and formulating innovative solutions to such. This social psychology course has made an impact in my life in many ways. Studying theories and methods on human behavior has helped me become more aware of my own behavior and how it affects others. Knowing the detriment that my behavior may cause gives me the ability to slowly change my approach in interacting with others so as I will be able to have a more harmonious relationship with everyone around me. That said, this course in Social Psychology has not only helped me understand the world around me, but myself as well, that may yield positive changes not only in my life, but that of others’ around me as well. REFERENCE LIST Wadsworth, Y. (1998). What is Participatory Action Research? Australia: Institute of Workplace Research, Learning and Development, Southern Cross University Press. Checkland, P. , Holwell, S. (1998). Action Research: Its Nature and Validity. Systemic Practice and Action Research, Volume 11, (Issue 1, Feb), p 9-21. Jenner, E. A. , Watson, P. W. B. , Miller, L. , Jones, F. , Scott, G. M. (2002). Explaining hand hygiene practice: an extended application of the Theory of Planned Behavior. Psychology, Health Medicine, 7(3), 311-326.

womenant Portrayal of Women in Sophocles Antigone :: Antigone essays

Portrayal of Women in Antigone  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although ancient Greece was a male-dominate society, Sophocles' work Antigone, portrays women as being strong and capable of making wise decisions. In this famous tragedy, Sophocles uses the characters Ismene and Antigone to show the different characteristics and roles that woman are typical of interpreting. Traditionally women are characterized as weak and subordinate and Ismene is portrayed in this way. Through the character of Antigone, women finally get to present realistic viewpoints about their character. The sexist stereotypes presented in this tragedy address many perspectives of men at this time. Creon the arrogant and tyrant leader is, the very character that exemplifies this viewpoint. Antigone's spirit is filled with bravery, passion and fury; which allow her to symbolize the very essence of women. She is strong enough to do what her conscious tells her despite the laws of the land. Many examples in the play prove that Antigone's character is very capable of making her own decisions in the name of justice. First, Antigone opposes Creon's law and buries her slain brother; because in her mind it was immoral not to. She does this because she is compassionate and loves her brother very much. Creon, however, believes that his laws must be upheld and would do anything to prevent any type rebelling. He is even more infuriated when he learns that a woman has broken his laws. He tries to show Antigone who's in charge by sentencing her to a life of imprisonment. Secondly, Antigone shows h ow determined she is by accepting her consequences with pride. She does not try to hide that she is responsible for breaking Creon's laws, moreover, she takes all the credit. All the while she maintains her strength because she truly believes in her actions. These sorts of actions ultimately prove that Antigone is courageous and willing to stand up to men, which was completely against the norm at this time. Her spirit refuses to submit to the role of a helpless woman like her sister Ismene's character does. Ismene is a coward and refuses to help her sister because she feared men. This fear propels her to turn her head to the disrespect that is been shown to her brother, Polyneices. Her character is a close representation of the viewpoints of the male gender regarding women. She is subordinate and weak-willed. She refuses to stand up to Creon even though in her heart she knows that his laws are morally wrong.

Article Summary

Article Summary With the increase in online courses, along came an increase in the drop out rates versus the traditional sit-in environment. During this study, valuable information was offered to increase student success and minimize drop out rates. There needs to be communication among peers and instructor to have success in online courses. A group of students from the University of Pretoria, were enrolled in a Masters program, and their online activities were tracked for 8 weeks, by a program called Learning management (LMS) track.The LMS tracking tool was able to offer nformation on â€Å"students' blog postings, 161 5 discussions posts, an online quiz, and examination essays† (Nagel, Blignaut, & Cronje, 2009, p, 41). Through their examination, they were able to categorize â€Å"three stratifications of students† (Nagel, et al, 2009, 45) and their traits. The first stratification group was the fail grade, which rarely posted, hardly collaborated with their peers, sea rched very little, rarely replied to his online community, or provided no feedback. This caused frustration among other peers that were assigned to their group project, because they never articipated. ARTICLE SUMMARY This articles looks at movies with the same patterns and show the same disaster and apocalyptic genre as the movies that are leased in the late sass. The point of doing this is to track the four theme elements that are seen in films that are released before and after the 9/1 1 attack and how they are transacted into films. These four themes are: the representation of the apocalypse; the role of human agency; the role of religion; and the using of rhetorical means to provide commentary for the films.By doing this, we are saying that the movie representations of the apocalypse are much more pessimistic after the attack on 9/11 , which I think wows that science fiction, or â€Å"sic-if,† displays wider socio-political concerns and at the same time provides the expected awesome, audio-visual displays which can be labeled as entertainment. Representations fall into two broad categories: direct and indirect.Direct representation has the benefit of being easy to evaluate and are used to solving. This article uses images that we associate with 9/1 1 to describe something traumatizing that happens and cause people to look for a reason to control and to look for something or someone to place blame. Before 9/11 , films showed to have apocalyptic themes but in the end there is always some sort of solution.For example the article talks about the movie Armageddon and how the main character detonates the bomb exactly at the deadline, causing the asteroid to split in two and miss the earth saving everyone and everything. Looking post 9/1 1 , we see that after a traumatic event, people's ideologies change, films no longer have a person save the day, the main character is very flawed, there is no happy ending and salvation is not guaranteed. The one question that stands out to me as a reader is that if humans can cause this much damage, do we deserve a second chance?No, because: â€Å"cinematic representations of the apocalypse both jettisoned overt references to Biblica l sources and shifted the etiology of the destruction away from supernatural forces and towards natural phenomena and/or the con- sequences of human action. † (Gaston and Wallis 55) As the article progresses, I notice the abundance or religious references but at the same time: â€Å"effectively removes the u preternatural as an agent of either destruction or salvation†. (Gaston and Wallis 58) .After reading this article, I came to the conclusion that anything that humans have set up in order to live comfortably like federal and local government, protection or even technology cannot be relied upon because these things could be the ones that could ultimately end us. Take for example the movie that the article refers to, V is for Vendetta. This movies is about a government that releases a virus and then turns around and comes out with a cure. Either way we look at it humans are responsible and salvation is not guaranteed. Article Summary In this article, the author, Debra Barrow, talks about how customer service has changed from the good old days of full service gas stations and face to face communication to today's self-serve, pre-recorded society. Customers back then were fiercely loyal to your business when you gave them good service in virtually any type of businesses. She examines if the downturn in the economy has something to do with the lowering of the level of customer service or if it has Just been happening for a while.The suggestions the author gives are very good and center on being empathetic to your customer. Making yourself or a representative available for face to face communication of issues and questions is also mentioned. She finishes with reminding us that competition is fierce customers have a wide choice of alternatives. The customer usually goes with the best value that they see. This does not dismiss the importance of customer service as people do remember those that treat them well.I feel th at the article is very good despite being perhaps a little obvious. But that in itself is the problem. Much of what is talked about In the article is no longer obvious to many people and they are not mindful of the Importance of giving or even achieving great customer service. As my career choice is in the information technology field, I can use the Information presented In this article to make sure that I keep both internal and external customers happy and that In turn will not only keep me happy, but will make my Job much more bearable.Ten years In customer service has taught me that while the customer may not always be right, the least that you can do Is make sure that they come away from your Interaction with a smile and feeling that their problem has been solved. Work Cited Barrow, Debra. â€Å"Customer Service Back In the Day' CustomerServlceManager. 2012. Web. Septa. 2014 Article Summary By muskellunges â€Å"Customer Service Back in the Day' that in itself is the problem.M uch of what is talked about in the article is no longer obvious to many people and they are not mindful of the importance of giving or even technology field, I can use the information presented in this article to make sure that I keep both internal and external customers happy and that in turn will not only keep me happy, but will make my Job much more bearable. Ten years in customer service can do is make sure that they come away from your interaction with a smile and Barrow, Debra. Article summary As the immigration population increases in the united States so does the New York workforce according to this article. Nonetheless this is not a very positive thing once the article goes in depth about why this is so. Sample says that in a time of widespread Joblessness, Mexicans, specifically in New York. Have proved to be skilled at finding and keeping work. The article focuses on Mexican because they are the it's largest immigrant group.They have the highest rate of employment and are more likely to hold a Job compared to the typical New Work's native-born population. This data was In accordance with an analysis of the most recently available census data. Surprisingly statistics show that Mexicans In New York are even employed at a greater rate than Mexicans nationwide. Sadly, these statistics do not happen without out the consequences of workplace abuse. There are several reasons why illegal immigrants are the targets and ideal workers for most employers.This is true for the fact that most employers are interested in hiring people who are willing to overlook some labor laws. Most of these workers said they had never been paid overtime compensation almost always were given the dirty Jobs and were sometimes forced to work on their only day off. As one of these employees said in the article, there is not much that they can do to even stand up for their right because they are too scared of either being fired or deported. The employment rate Just for New Work's working-age Mexican men is even higher at n astounding 97 percent.Some analysts believe that the census underestimates employment rates for populations with high numbers of Illegal Immigrants, Like Mexicans, because those without legal documentation fear revealing their employment status. Response: Sample addresses a lot of issues that emerge from hiring immigrants. There is not just the abuse of their rights and labor laws but, emotional or psychological abuse on these employees. This is a very helpful a rticle for those who do not understand or are angered by immigrants taking over American Jobs.It is not very appealing to the average American citizen to work long hours with a pay less than minimum wage. It is no surprise that in New York most Mexican immigrants are heavily concentrated in jobs that involve food preparation. Another area that they are not surprisingly hired in is construction. These are occupations that require a lot of hours on the Job and I know for a fact that Is can and most likely causes emotional stress particularly when hey are being extremely under paid. Article Summary One of the world’s biggest insurance companies has experienced a major setback that urged the U.S. government to take the necessary procedures in acquiring and managing the firm – AIG. The $85 million deal has spared the American International Group, Inc. or AIG to an imminent bankruptcy, which could create bigger problems for the holistic financial system.Obviously, AIG’s SOS is one of the many repercussions of the recent meltdown in Wall Street. Unlike the Lehman Brothers Holdings, Inc., the federal government cannot afford AIG to hit the bankruptcy pavement. AIG already was clamouring for financial aid from the government in order to prevent the firm from going bankrupt.Not until the recent Wall Street Meltdown, The federal government finally came into terms with AIG regarding the substantial loan that will spare the insurance firm from apparent bankruptcy.With this in tow, the government has acted accordingly upon its legal authority, which allows the governm ent to lend non-bank firms under â€Å"unusual and exigent† circumstances that is stated in the Federal Reserve Act.AIG’s assets secure the said loan, which gives the government the security it needs even if markets continue to hit the ground (Karnitschnig et al, 2008). The height of AIG’s financial crisis reached critical levels when the credit rating was eventually downgraded. The insurance firm was compelled to place a $14.5 in collateral.However, AIG cannot seem to acquire funds in a wink of an eye in order to sustain collateral demands even though it has enough assets to sell. Eventually, AIG’s board approved the deal that spared the firm from hitting the bankruptcy pavement. The firm’s decision will secure all AIG policyholders and the firm itself to initiate and conduct assets sales in an apt manner.The federal government was more than aware that AIG’s possible bankruptcy will create repercussions, and it will result to a domino effec t of catastrophic proportions. Considering that most mutual funds and major banks are crucial holders of the firm’s debts, AIG would be the linchpin of setbacks for these firms as well (Karnitschnig et al, 2008). As AIG’s futile attempts to garner funds from private-sector banks in order to raise as much as $75 billions in order to prevent bankruptcy, abrupt financial aid given by the government secures AIG’s finances even if its insurance operations are stable and healthy. The federal government speculates that AIG’s financial woes will beget more problems for the firm, if ever it won’t lend the much-needed finances the firm needs to spare itself from bankruptcy.AIG’s shares have plummeted 21% ($3.75) due to the fact that most investors have replenished stocks due to the insurance firm’s financial woes (Karnitschnig et al, 2008). Most insurance companies perceive that AIG is one of a kind, considering that former CEO Hank Greenberg f ounded AIG into the insurance giant that it is today. Industry pundits expect AIG to liquidate its assets in the Asian market in order to compensate for the loan it has from the federal government.However, AIG’s expansion to other emerging markets continues, as its insurance operations can result to substantial acquisition of firms in Asia as well (Karnitschnig et al, 2008).References Karnitschnig,M. et al. (2008). U.S. to Take Over AIG in $85 Billion Bailout; Central Banks Inject Cash as Credit Dries Up. Retrieved October 9, 2008, from http://online.wsj.com/article/SB122156561931242905.html

Morality in Copying CD’s Essay

Morality is an issue that will forever encompass debates from thousands of sectors around the world. There are no definite set of rules of what is moral and what is not; as such, it will infinitely be hard to define. Judging someone’s morality is going to be difficult given this lack of definitive structure of the subject itself. This paper will be discussing piracy (which is what copying cd’s may lead to) in the context of morality. As difficult as the task may sound, this paper shall try to be as objective as it can be given the infinite boundary of the context. Piracy Piracy has been the thorn on the side of the music industry since the early 1990’s. Piracy is not even hard to do, given that one must simply stick a CD to a computer then transfer its entire contents to another and from there, numerous other copies can be made. The cycle does not and will not stop because most people prefer things for free. College students who must be the most frequent computer users will not be averse to copying CDs and distributing it to others. They sure enjoy their music and they normally are under strict budget due to their educational financial needs. The music industry is not the only field that piracy has wrecked. Almost anything that is being distributed on a CD or uploaded online has been endangered by piracy. Software is easily pirated, the newest Microsoft products are easily found on bootleg shops, finding its way easily in the third world black market. Aside from software, there are videogames and movies that can easily be copied and sold for much less than the producer originally retailed it, all illegally, of course. With piracy, the artists, software developers, producers, actors, programmers suffer as they are not paid the royalties they deserve for working hard on their respective projects but the consumers win, as they get the media they want/need for free or at a considerably lower price. The Utilitarian Approach According to Velasquez, et al. (1989), â€Å"utilitarianism is a moral principle that holds that the morally right course of action in any situation is the one that produces the greatest balance of benefits over harms for everyone affected.† The utilitarian approach can certainly be used by those who copy the CD’s and distribute it to a wider span of users. When a person purchases a CD and uploads its entire content online on a file sharing site, his reasoning is that, such upload can share the music to a wider variety of people. These people can get it for free thanks to that one person who uploaded it for sharing out of the goodness of his heart. When a person buys a CD, he has paid for rights to use the content of that music. No matter how he abuses the content of that CD by repeated usage is something he is entitled to do. However, copying the entire contents of the CD and giving the copy to another person is another story as herein, he has breached some legal boundaries of his usage. Morality may be a subject that is infinite but legality has very strict confines and stepping beyond its boundaries is punishable by a hefty sum, long hours of community service or jail time. The utilitarian reasoning is not a defense against illegal acts and as such, one cannot escape punishment by reiterating that he committed piracy for the benefit of the world, out of the goodness of his heart. In addition, the utilitarian approach does not consider the minority who will be affected by such act. For instance, the loss of income to those people who have labored to bring the media out on the market is not something utilitarianism will consider. Deontological Ethics According to the Encyclopedia Britannica (n.d.), â€Å"in deontological ethics an action is considered morally good because of some characteristic of the action itself, not because the product of the action is good.† Given this definition, copying CDs onto another computer, given today’s anti-piracy campaign, is not going to be considered moral even though the intentions maybe good and the act may be easy to do. Music, movie, software, videogame industries have lost billions of dollars because of piracy, they are trying to fight it as best they can and as such, there are piracy warnings/threats on almost every media distributed. Doing it anyway will certainly question one’s morality over it. To circumvent this, one does not usually copy CD’s. He goes to websites where he can share files. However, in the UK, such file sharing can now be considered illegal (Solanki 2010). Such is the campaign against piracy that in the US, every digital media sold in the market is protected by DRM, a software that limits the number of devices the content can be played in to typically, 5 machines (Grossman 2007). Exceeding this limit can raise questions on one’s morality via Deontological Ethics. Conclusion Copying the contents of a CD is piracy. Piracy nowadays is a criminal offense that is punishable by law. One can hardly find anything moral over something that is illegal. Even though piracy may be the most tolerated crime in the world, it will be best for the person to stay on the conservative side and not commit it, for his personal welfare. References: Encyclopedia Britannica. (n.d.) Deontological ethics. Retrieved 19 July 2010 from http://www.britannica.com/EBchecked/topic/158162/deontological-ethics Grossman, L. (2007). The Battle Over Music Piracy. Time.   Retrieved 19 July 2010 from http://www.time.com/time/magazine/article/0,9171,1625209,00.html Solanki, M. (2010). File sharing becomes illegal as Government pushes through Digital Economy Bill. SeekBroadband. Retrieved 19 July 2010 from http://seekbroadband.com/focus/2010/04/09/internet-technology-news/file-sharing-becomes-illegal-as-government-pushes-through-digital-economy-bill/ Velasquez, M. et al. (1989). Calculating Consequences: The Utilitarian Approach to Ethics. Issues in Ethics V2 N1. Retrieved 19 July 2010 from http://www.scu.edu/ethics/practicing/decision/calculating.html

Eliot, T.S. Essays - Eliot Family, T. S. Eliot, New Criticism

Eliot, T.S. Essays - Eliot Family, T. S. Eliot, New Criticism Eliot, T.S. The Life of T.S. Eliot Thomas Stearns Eliot was born on September 26, 1888, in St.Louis Missouri, to Henry Ware and Charlotte Stearns Elliot. His father was a businessman, and his mother was a poetress. Eliot came from a financially endowed family and was allowed to attend all of the best schools. His education started at the prestigies grammar school Smith Academy in St.Louis. He then went to secondary school in Massachuets at Milton Academy, a preparatory school for Harvard. In 1906, he started his Bachelors Degree at Harvard, and within three years he graduated. He then started graduate school at Harvard to earn a Masters degree in Philosophy. In 1910 Eliot studied French Literature in Paris at Sorbonne. Then, in 1911 he went to Munich. Due to the war he was unable to travel back to the States, and was detained in London, England. Eliot had always dreamed of being out on his own. He finally had the chance. He devoted his life now to learning and writing. Eliots literary career began early in life. His first publication, A Tale of A Whale, was in an issue of The Milton Academy Record in the April issue of 1901. His second publication soon followed with Milton Academy publishing The Man Who Was King in the June issue of 1901. His first major publications arrived shortly after. His friend and trusted advisor Ezra Pound was able to persuade Eliot to publish The Love Song Of J. Alfred Prufrock, in 1915. Pound also introduced Elliot to Vivian Haigh-Wood, who Elliot was married to three months after meeting. It is said that The Love Song.. deals with Eliots own self image. The lead character in this poem is insecure around ladies, and the story is set in an environment where flirtation is a key component(Longman). Even though Eliot did receive fame for this poem, he still struggled with financial problems. He was forced to get a job as a school teacher from 1915-1916. Eliot was still writing and now teaching, and also was having problems wi th his marriage; these factors undoubtably, led Elliot to collapsing and being sent to a sanitarium in Switzerland(Longman). He was thought to have suffered from a nervous condition, but was found out later he had alboulie. While in the sanitarium Elliot finished his finest work ever published The Wasteland. After Eliots death people drew upon the conclusion that the The Waste Land was a mirror of Eliots life (Litz, 61). After Eliots short lived career as a school teacher, he took a job in a bank in London. This career was needed to support Elliot and his wife; however, it was not stimulating enough for Elliot. To keep Eliots writing a major part of his life, he created a quarterly literary magazine in 1922 entitled The Criterion. This magazine was unique because Elliot allowed a vast array of opinions by his writers. He did not limit writers to his beliefs or views of the time period. This magazine was intended to be original and stir up ideas within people. Due to his position at the bank, Elliot wished for his name to remain anonymous as the editor of the Criterion. In a letter to a fellow co-worker, Edmund Wilson, he asked him to never reveal that he was the editor of The Criterion. Elliot feared that if it was announced that he was editor then it would jeopardize his job at the bank, and he could not afford to lose his job due to the fact he was not receiving payment for his editorship (Margolis 22). Elliot had always been far removed from any religious convictions, but in the early 1920s his work started to show some signs of religious beliefs. He was not conscience of this, but evidence was beginning to show in his work. Pound had also turned Eliot onto the works of Dante, and around 1920 he began writing critiques of Dantes work comparing it to Christianity. Eliot also wrote a critique on William Blake and talked of how Christianity was the underlying meaning of Blakes works (Margolis, 38). Eliot unknowingly was starting to unleash the beliefs that would lead to the end of The Criterion. Eliot

The Experts Guide to the AP European History Exam

The Expert's Guide to the AP European History Exam SAT / ACT Prep Online Guides and Tips The AP European History course and exam cover the history of Europe from 1450 to the present. That means you'll be asked about everything from the Renaissance to the European Union - it's a lot!Not to mention,the exam was just revised in 2016, making everything a bit more complicated. If you need guidance for the AP exam, read on. In this article, I’ll give an overview of the exam, go in-depth on each of its sections, go over how the exam is scored, offer some preparation tips, and finally explain some key things to keep in mind on test day! AP European History Exam Format and Overview The AP Euro Exam for 2017 will be heldon Friday, May 12. The testis three hours and 15minutes long. It has two sections, each of which is further split into a part A and a part B. It is important to note that within each section, you will not be forced or signaledto move on from part A to part B at any point in time. You will need to manage the time within each section yourself, although you will be periodically informed of how much time is remaining. Here’s an overview chart of each part of the exam: Section and Part Question Type Number of Questions Time % of Score 1A Multiple Choice 55 55 recommended (105 total for section 1) 40% 1B Short Answer 4 50 recommended (105 total for section 1) 20% 2A Document-Based Question (DBQ) 1 55 recommended (90 total for section 2 including 15-minute reading period) 25% 2B Long Essay 1 (choose 1 of 2) 35 recommended (90 total for section 2 including 15-minute reading period) 15% As you can see, Section I consists of a 55-question multiple choice section, worth 40% of your exam grade, and a 4-question short answer section, worth 20% of your exam sky. Part I, in total, is 105 minutes, with a recommended 55 minutes on multiple choice and 50 minutes on the short answer. Section II, the essay section, consists of the document-based question, for which you have to synthesize historical documents into a coherent analysis of a historical moment, and the â€Å"long essay,† for which you will have to choose between two questions and then write an essay analyzing a historical moment with no outside sources at your disposal. The DBQ is worth 25% of your grade, and the long essay is worth 15%. You will receive 90 minutes for Section II, including a 15-minute reading period. The College Board recommends spending 55 minutes on the DBQ (including the reading period) and 35 minutes on the second essay. Section I is worth 60% of your exam score, and Section II is worth 40%. In terms of what individual parts are worth the most, the multiple choice section and the DBQ are the subsections worth the most on the exam, at 40% and 25%, respectively. It’s worth noting that the exam was revised for2016. Past administrations of the exam included more multiple-choice questions, no short answer, and had three essay questions instead of two.The recent revision means that there are not very many up-to-date practice resources available through the College Board for this exam, since old released exams have slightly different formats. That doesn’t mean you can’t use them, but you will need to be aware of the differences (see the section on practice resources below). In the next sections of this guide, I’ll break down each of the exam sections further. This is the old-old form of the exam. Section 1: Multiple Choice and Short Answer In this section, I’ll go over what you can expect to see on section 1 of the AP Euro exam. All question examples come from the AP Course and Exam Description. Part A: Multiple Choice On the multiple choice question, you’ll be presented with primary and secondary historical sources and then asked to answer two-five questions relevant to each source. In that sense, the 55 questions are almost divided up into a series of little mini-quizzes.The presentation of sources in the text ties into the revised exam’s focus on historical evidence and the actual work that historians do in evaluating and analyzing that evidence. There are two kinds of questions on the multiple-choice section of the exam: source analysis questions, and outside knowledge questions. Source Analysis Most of the questions in the multiple-choice section (probably about â…”) are source analysis questions. These are questions that ask you to analyze the source presented in some way. You may be asked to link the events described in the source to a broader historical movement, contrast the source with other sources, determine if the source supports or contradicts a particular historical trend, and so in. In general, you will need to have some degree of outside historical knowledge to complete these questions, but they are at their core questions about what the source says or means, often within the broader historical moment. Example: Outside Knowledge These are questions that have little, if anything, to do with the source itself, and instead ask you a historical question based on your own knowledge. It will most likely be about events connected to or immediately following the time period described in the source, but the source is not the focus of the question, and it will not provide much help in answering the question. Example: What could this mean? Part B: Short Answer The short-answer section is four questions long, with a recommended 50 minute response time (as part of Section I’s 105 minutes). This leaves about 12 minutes per question.On every short answer question, you will be asked to provide a total of three pieces of information. You might be asked to provide two pieces of information in favor of a historical thesis and one piece of information against, for example. For most of the short answer questions, you will be presented with a primary or secondary source and asked to answer a multi-part question analyzing the source and/or describing historical events relevant to the source. There is generally an element of choice to these questions- i.e., you will need to name one reason of many that something happened or two consequences of a particular event, but you will not be required to name particular events. Example: There are also short-answer questions without a source, for which you may be asked to analyze or examine a statement about history. Again, you will generally be asked to provide three total pieces of historical evidence, but you will have flexibility as to what events you could appropriately name to answer the question. Example: Keep your answers short like this guy. Section 2: Free-Response Section In this section, I’ll review what you’ll be asked to do on section 2 of the AP Euro exam. Part A: Document-Based Question On the DBQ, you’ll be given six-sevensources, made up of primary and secondary sources, and asked to write an essay analyzing a historical issue. This is meant to put you in the role of historian, interpreting historical material and then relaying your interpretation in an essay. You’ll need to combine material from the sources with your own outside knowledge. You’ll have 15minutes to plan the essay, and then 40 minutes to write it. The 15-minute planning period is specifically designated and timed at the beginning of section II, and you will be prompted to begin your essays at the close. However, no one will prompt you to move on from the DBQ to the long essay- you’ll need to manage that time yourself. Below see an example DBQ. Associated documents can be found in the Course and Exam Description. Example: Part B: Long Essay The Long Essay will ask you a broad thematic question about a period or periods in history. You will need to create an analytical essay with a thesis that you can defend with specific historical evidence that you learned in class. You’ll be given a choice between two questions for this essay. It’s recommended that you spend 35 minutes on this question, but again, you won’t be prompted to move from one essay to another so you’ll need to manage the time yourself. Example: A main theme of Europe: cheese. How the AP European History Exam Is Scored The multiple-choice section of the exam is worth 40% of your score, short answer is worth 20%, the DBQ is worth 25%, and the long essay is worth 15%. As on other AP exams, your raw score will be converted to a scaled score from 1-5. Last year, about 10% of all test-takers received a 5, and about 17% received a 4. The test is difficult, but it’s definitely possible to do well if you prepare.So how is your raw score obtained? I’ll go over how points are awarded on each part of each section. Multiple Choice Well, as on other AP exams, on the multiple choice section, you receive a point for each question you answer correctly. This means you could receive a total of 55 points on the multiple-choice section, weighted as 40% of your total score. Short Answer Every short-answer question will ask you to provide three pieces of information. You will receive one point for every correct, relevant piece of information you provide as directed by the question. For example, if a question asks for one cause of a particular conflict, one result of a particular conflict, and one similar situation in a different country, and you provided one cause and one result, you would receive two out of three points. As there are four short answer questions, you can get up to twelve points on the short answer section, weighted at 20% of your total exam score. The Document-Based Question The DBQ is worth 25% of your total score, and it is scored on a seven-point rubric. I’ll give a quick rubric breakdown here. Rubric Breakdown: Skill Name What The Rubric Says What It Means Thesis and Argument Development 1 point: Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either the introduction or the conclusion. Scoring note: Neither the introduction nor the conclusion is necessarily limited to a single paragraph. This point is for having a thesis that can be reasonably supported bythe documents and other historical facts. Your thesis must be located in your introduction or conclusion. Thesis and Argument Development 1 point: Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. You can get an additional point for having a super thesis. A super thesis is one that accounts for the complex relationships in history. Document Analysis 1 point: Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. One point is for making use of 6-7 of the documents in your argument. Document Analysis 1 point: Explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents. One point is for going more â€Å"in-depth† on at least four of the documents by analyzing the author’s point of view or purpose, the historical context, or the audience of the document. Using Evidence Beyond the Documents Contextualization - 1 point: Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. Scoring Note: Contextualization requires using knowledge not found in the documents to situate the argument within broader historical events, developments, or processes immediately relevant to the question. The contextualization point is not awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph. One point is for locating the issue within its broader historical context. So be sure to mention any â€Å"big-picture† movements happening that are shaping the events you are writing about in the DBQ! Using Evidence Beyond the Documents Evidence beyond the documents - 1 point: Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. Scoring Note 1: This example must be different from the evidence used to earn other points on this rubric. Scoring Note 2: This point is not awarded for merely a phrase or reference. Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument. One point is awarded for using a specific historical example not found in the documents as evidence for your argument. Synthesis 1 point: Extends the argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, era, or geographical area. A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology) Scoring Note: The synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference. For this final point, you need to connect your argument about the specific issue presented in the DBQ to another geographical area or historical development or movement. In previous years, the DBQ was out of 9 points, instead of this year’s 7. Last year, the average score was 3.98 - just shy of 4. Most students, then, got under half credit on the DBQ. She diligently studies for the DBQ. Long Essay The long essay is worth the least of all of the exam components at only 15% of your total score. It’s scored out of a 6-point rubric. I’ll go over how you can get those six points here. This rubric is a little whacky because 2 of the points for â€Å"Argument Development† are completely different depending on what the â€Å"Targeted Historical Skill† is. So pay attention to which points are for which skills! Rubric Breakdown: Skill Name What The Rubric Says What It Means Thesis 1 point: Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. Your thesis makes a reasonable claim and responds to the entire question. It is located in the introduction or the conclusion. Argument Development: Targeted Historical Thinking Skill 1 point: Comparison: Describes similarities AND differences among historical individuals, developments, or processes. OR Causation: Describes causes AND/OR effects of a historical event, development, or process. OR Continuity and Change Over Time: Describes historical continuity AND change over time. OR Periodization: Describes the ways in which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. Essentially, this point is for comprehensively addressing the historical skill referenced in the prompt. If you are supposed to compare, you compare. If you are supposed to describe causes and/or effects, you do. Note that you will lose points if the question specifically asks about causes AND effects (for causation) or events before AND after a given historical development (for periodization) and you only address one. Argument Development: Targeted Historical Thinking Skill 1 point: Comparison: Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes. OR Causation: Explains the reasons for the causes AND/OR effects of a historical event, development, or process. OR Continuity and Change Over Time: Explains the reasons for historical continuity AND change over time. OR Periodization: Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. You don’t just mention events connected to the historical skill (comparison, causation, continuity/change over time, or periodization)- you explain and elaborate on the reasons for those events taking place. Argument Development: Using Evidence 1 point: Addresses the topic of the question with specific examples of relevant evidence. Your historical evidence involves specific examples that are relevant to the specific topic at hand. Argument Development: Using Evidence 1 point: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument. Scoring note: To fully and effectively substantiate the stated thesis or relevant argument, responses must include a broad range of evidence that, through analysis and explanation, justifies the stated thesis or relevant argument. Your examples are deployed to in a way that effectively supports your thesis; you tie your historical evidence back to your argument. Synthesis 1 point: Extends the argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, era, or geographical area A course theme and/or approach the history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). Scoring note: The synthesis point requires an explanation of the connections to the different historical period, situation, era, or geographical area, and is not awarded merely for a phrase or reference. You make a connection to another historical period or discipline. You need to explain this connection in your paper, not just mention it offhand or in one quick sentence. As you can see, this rubric is really concerned with choosing appropriate, specific evidence to support your argument and adequately explaining those examples. To succeed, you’ll need to have a pretty strong knowledge base in specific historical content, more so than on any other section of the exam. You will have some element of choice in which of the two questions to select. That covers it for what’s on the exam. Next, we’ll address how you should prepare. You can't tell by looking, but this kitten is an AP Euro expert. How to Prepare for the AP Euro Exam There are five key ways to prepare: Start Reviewing Content Early One major thing you can do to help yourself on this exam is to start reviewing content early in the year. As soon as you know enough to start reviewing, you should be periodically looking back at old material to refresh your knowledge. If you make sure your knowledge is constantly renewed, you’ll have less work to do as you get closer to exam day because you’ll maintain a fairly high level of familiarity with an entire year’s worth of historical material. That means you’ll be able to focus primarily on building skills for the exam. Fill In Gaps As soon as you realize you don’t know or understand very much about a particular historical period or movement- maybe after doing less than awesome on a test, paper, or project- you should work to shore up that knowledge with extra studying and review. Consult with your teacher on what you are missing if you can. This will help keep you from serious weakness on the exam if the DBQ (or, heaven forbid, both the long essays) ends up being about an area you don’t really know anything about. Seek Breadth and Depth in Knowledge As you review historical content, you’ll want to balance acquiring breadth and depth. You definitely need to understand the major historical movements and moments of European History. But you should also know some specific facts and events about each era to maximize your chances of success on the short-answer and free-response sections. Of course, you aren’t going to be able to memorize every single date and person’s name ever mentioned in class for the purposes of the AP exam, but you should try to make sure you have at least a few facts that you could use as specific evidence in an essay about any of the major historical happenings covered in the course. Understand Historical Evidence One of the most important skills you can build for the AP Euro exam is understanding historical evidence. When you confront primary and secondary sources on the AP exam, you’ll need to think about who is writing, why they are writing, their audience, and the historical (or current) context they are writing in. What is the source evidence of? Is it relating facts, opinions, or interpretations? For more guidance on working with primary and secondary sources, see this online lesson from a college history professor. Practice the DBQ Because the DBQ somewhat unusual compared to the typical AP essay, you’ll need to make sure you understand how to plan and write one. You’ll need to really work not just on your skills understanding historical evidence, but also your ability to synthesize different pieces of historical evidence into a coherent interpretation or argument about a historical topic. On top of that, you’ll need to make a connection to another time period, movement, or discipline! Use the rubric as a guide to improving your DBQ skills, and check out my guide to writing a great DBQ essay. Filling in some very important gaps. Tips for Test Day Of course, all of the typical preparation tips apply: get a good night’s sleep, eat a good breakfast, manage your time closely, answer every question, and so on and so forth. But here are two specific AP Euro test tips to help you make the most of your exam time. Focus On the Multiple-Choice and DBQ Sections There are four components to the test, but they aren’t all equally important. The multiple-choice section is worth 40%, the DBQ is worth 25%, the short-answer is worth 20%, and the long essay is worth 15%. This means that the multiple-choice and DBQ sections together form up the majority of your score, so make sure you pay them adequate attention in time and effort. Obviously, you should do your best on every part of the test, and your score for the other two sections does matter. But if you find yourself pressed for time on either section 1 or 2, the multiple-choice and the DBQ are worth more than the other pieces of their respective sections. Mine Sources for Contextual Information The redesigned AP European History test has a renewed focus on primary and secondary sources. While most questions do still require some outside knowledge to answer, you can use the primary and secondary sources to orient yourself in history and pick up contextual details that will help you answer questions even if you are initially a little lost as to the particulars of the historical moment being described. Here’s an example multiple-choice question with a source: What can we figure out from this source? Well, we know that this is a song by French market women from the 18th century from the caption. But what is the source itself telling us? In the first line we see the word â€Å"Versailles.† If you know that’s where French royalty lived, you’ll start to think: does this source have something to do with royalty? (If you don’t know that Versailles is where French royalty used to live, you aren’t out of luck- the second stanza offers this information implicitly).Then we see in the second line that â€Å"We brought with us all our guns.† This implies that something violent occurred at Versailles. So, something violent at the place where royalty lives. The second stanza switches into present tense. So that means whatever happened at Versailles with the guns already took place. In the present, they say â€Å"we won’t have to go so far...to see our King...since he’s come to live in our Capital.† The King, then, lives in Paris now- so the ladies don’t have to go to Versailles to see him. If they went to show the king their guns at Versailles in the first stanza, and in the second stanza he’s been removed to Paris, this implies that the king was forcibly removed to Paris. In this light, the line â€Å"We love him with a love without equal† is ironic: they love him now that they have defeated him. The only one of the answers that is possibly compatible with the idea of defeating a king is choice (B), creating a republican government in France.So by using sources, you can navigate many questions even if you are initially at a total loss in terms of historical contextual information. France: beautiful architecture and bloody revolution. Key Takeaways The AP European History exam is three hours and 15 minutes long and consists of two sections.The first section has two parts, a 55-minute, 55-question multiple choice exam, and a 4-question, 50-minute short answer section. The second section also has two parts: a 55-minute document-based question, and a 35-minute long essay. Note that you will not be prompted to move from part A to part B on either section, but must manage the time yourself. The multiple-choice section is worth 40% of your exam score, and you receive one point for every correct answer. You can expect to see questions that ask you to analyze historical sources and evidence, and questions that force you to rely completely on your own knowledge of historical events. The short-answer question is worth 20% of your exam score. On each of the four questions you will be asked to provide three pieces of information about a historical movement or period, and you’ll get one point for each correct piece of information you provide. The DBQ is worth 25% of your grade. You’ll be given six-seven sources and need to write an essay synthesizing your interpretation of a historical movement or period using the sources. You’ll then receive a grade out of 7 points. Finally, the long essay is worth 15% of your grade. On the long essay, you’ll have a choice between two questions. Then, you’ll need to write an original essay supported with specific historical evidence. To prepare for the exam, here are my best tips: Start reviewing content early in the year, and keep it up throughout! As soon as you realize there’s an era or movement you aren’t fully comfortable with, fill in those gaps in your knowledge! Seek both breadth and some depth in your knowledge of the content. Learn to understand and analyze historical evidence and primary and secondary sources. Build exam-specific skills, particularly for the DBQ. Here’s my advice to make the most of test day: Focus most of your energy on the multiple-choice and DBQ sections, especially if you start to run out of time. Use sources to orient yourself in history when you need to! With all this knowledge at your fingertips, you’ll crush the AP European History exam like the Hapsburgs crushed in the 30 Years’ War! Too soon? What's Next? Need more AP test-taking tips? Or help finding AP practice tests? Looking for more of our expert guides? We have complete AP exam guides for AP Human Geography, AP Language and Composition, AP Literature and Composition, AP World History, AP US History, AP Chemistry, AP Biology, and AP Psychology. 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:

Commercial Management Essay Example | Topics and Well Written Essays - 1000 words

Commercial Management - Essay Example There was a big hand of volunteers and a few full time employees in the completion of Didcot railways center 2011 project. For the more professional approach for the project it was ruled by a local enterprise partnership. Moreover, it is mentioned that a project team was hired by the Great Western Society and the team was headed by specialized skills in the area of project management, procurement and infrastructure engineering. Clearly, the technical and engineering side of the project, that was quite huge, was done under the supervision of a technical expert. Similarly, there was a project manager, leading the project and giving the timelines, cost and quality indications to its team with its complete consultation. The project management outlined a detailed communication management plan for all the documentation, quality management and scope to make a standard to be followed through the project The copy of project plan and resource plan were made available to volunteers and committe e so that they can follow up to it. The plans of the project were submitted to the stakeholders in the very beginning of the project year by the team of project management. Hence, the project plan was handled by all the stakeholders, committees and employees to execute the project take the controlling measures and re-implement it under the control of project management team. To chase up the timelines and deadlines the meetings were scheduled in all the groups at the end of every week keeping in mind the availability of volunteers. Then the experts and experienced leader in their respective fields lead the areas of their concerns. In 2010, the Government assigned the duty of Tourism and Heritage Minister to John Penrose MP considering the growth in tourism industry as a key role player in economic development. The measures of the Government and overall performance of the team managed them to achieve satisfactory results and sets targets for the particular year in

Sexual Addiction Research Paper Example | Topics and Well Written Essays - 1250 words

Sexual Addiction - Research Paper Example To most people, Sexual Addiction seems to be a misnomer since sexual activities are normal exercises that occur naturally to living beings. People may find it difficult to comprehend the limits of sexual activities when it crosses the stage of normal sexual activities and becomes a mania, or compulsive obsession. The answer is not too far to seek. The brain secretes chemicals called endorphins which are responsible for pleasure sensations in living beings. These chemicals are also released after peak sexual activities, especially after ejaculation. Eventually, the craving for release of endorphins through sexual activities becomes very demanding and even uncontrollable, thus leading to Sexual Addiction which makes a person to always crave for sexual satisfaction, irrespective of other considerations. This could effectively lead to â€Å"an obsession with sex that dominates ones life, including sexual fantasies that interfere with work performance.† (Sexual addiction, n.d.). Sexual Addictions may adopt many manifestations when joined with drugs and/or alcohol that form a lethal combination that could cause multiple harms to its imbibers; including death or disability. Besides, the nexus between unsafe sexual practices and scourges like venereal diseases, HIV and a score of other sexually transmitted diseases (STD) are well documented. In this essay, it is preferred to consider the ramifications of Sexual Addictions, a study of available literature on this subject and the ways and means by which further research studies could be made on this subject. This essay would also consider a sound conclusion that could appropriately underpin this study. According to well researched and document studies, there is no symptoms for Sexual Addictions. It is a widely ranging and encompassing addiction that seize in its stride, â€Å"compulsive masturbation, compulsive heterosexual and homosexual relationships, pornography, prostitution,