Womens Right To Choose Abortion Essay Example For Students

100 Interesting Persuasive Essay Topics That Worked

100 Interesting Persuasive Essay Topics That Worked Understudies are utilized to the way that their teachers give them the assignment’s subject. It limits the endeavors they spend on the schoolwork undertakings as picking the pertinent, intriguing powerful article themes in solitude might be a tedious errand dependent on the top to bottom research. Numerous understudies think it is an exercise in futility. Truth be told, they ought to see the capacity to choose the point as a great open door as opposed to another scholarly bad dream. Regardless of how great powerful discourse subjects given by the instructor are, the understudy can't dismiss them on the off chance that he/she doesn't think a lot about the issue. In the event that you can pick the issue all alone, it is conceivable to concoct the issue of intrigue! Get IMMEDIATE HOMEWORK HELP Shouldn't something be said about setting aside some effort to figure out how to pick great powerful article points for secondary school? This article gives 100 fantastic, fascinating convincing paper themes, yet you can bolster the last decision with a solid, 100% good scholarly composing help from the top favored essayists! Contrast between Good Persuasive Speech Topics and Argumentative Topics Try not to rush to bounce over to the rundown of 101 great influential discourse themes without perusing the fundamentals. An understudy is allowed to form a paper on any subject on the planet, which identified with the field of studies. That is great! What is the understudy comprehend the subject and has no clue about what a contentious/easily proven wrong/powerful composing implies? The undeniable advance to take is to discover what the term implies. Understudies use to befuddle the two terms, extraordinary contentious composing thoughts and intriguing influential paper points in light of the fact that these two sorts of scholastic task share a ton of subtleties for all intents and purpose. It doesn't make a difference on the off chance that the author finds a rundown of fascinating convincing paper themes and, at that point readies a factious exposition on one of those thoughts. The way to deal with composing ought to appear as something else. Learn more by going to the scholarly service’s blog brimming with valuable, dependable tips on composing. A pugnacious paper is a piece of the influence. It needs to express the primary concern, postulation articulation, and shield it all through the paper while an exposition on the great convincing discourse subjects must demonstrate reality of the creator to the intended interest group. The peruser should take the author’s side before the finish of the perusing. That is the reason picking just fascinating convincing article themes is basic. 100 Interesting Persuasive Essay Topics to Cover The time has come to examine the 100 intriguing powerful article subjects shared by the top journalists from various pieces of the world! Remember to build up a proficient layout to succeed! GET PERSUASIVE ESSAY FROM EXPERT Convincing Essay Topics for Elementary Students Monkeys would make fantastic pets Having kin or being separated from everyone else in the family? Will awakening and seeing the dinosaur close to you drive you to part with the animal to the zoo? The best superpower to have is the capacity to fly The most stunning periods of the year is summer/winter Should a researcher who found an imperceptibility mixture share it with others? A ticket dealer at the football arena is the most exhausting activity on the planet Guardians must permit their children to paint on their dividers to customize the room and show their distinctions Making companions with everybody around will do a decent kindness later on Conveying a fresh out of the box new iPhone wherever doesn't make our picture; it focuses to how much cash our folks acquire Great Persuasive Essay Topics for High School Children Capital punishment is a powerful method to drive away the hoodlums Each individual is allowed to change his/her name with no obstructions at any life stage The ethical commitments of the nation’s pioneers, including presidents and supervisors of enormous organizations Rich individuals must be compelled to pay higher assessments to help the money related equalization What is the powerful method to turn away the potential mass shootings at the US secondary schools? Are style and one’s individual inclinations significant? Is there anything more seasoned age can gain from the cutting edge youth? Restriction assumes the most huge job in the advanced world They should bring down the democratic age to get increasingly exact outcomes National security is a higher priority than protection Convincing Essay Topics on Education to Support the Academic Improvements Considering the idea of recordings/PC games versatile applications might be helpful for the IT understudies The current methods for secondary school discipline are not compelling enough to control gatherings of teenagers The normalized assessment is anything but an exact proportion of understudy learning progress and self-improvement The kids in temporary everyday environments with a 4.0 GPA must gain a free advanced degree Is it moral to put truly or intellectually incapacitated kids in the different school classes? Which kind of preventive measure could stop the secondary school tormenting? Are computer games fit for invigorating young people to utilize a weapon in the instructive organizations? Understudies execution during the physical training exercises in rec center influences their incredible point normal The educators should wear a unique uniform like the experts from different fields related with open administrations Less fruitful understudies ought not be compelled to retake the course until they acquire a passing evaluation Science Persuasive Essay Topics: Breakthrough in Technologies and that's just the beginning The US Environmental Protection Agency doesn't utilize its full ability to improve the earth The period portrayed in the â€Å"Blade Runner† film is coming nearer to each new day and robot made The elective wellspring of vitality may supplant the petroleum products The human action has nothing to do with the advancement of an unnatural weather change Present day planes don't fall without a decent logical explanation: the greater part of the calamities are the results of psychological warfare Individuals are liable of the elimination of numerous uncommon types of creatures plants The hereditarily adjusted food isn't protected Ought to there be a limitation on the quantity of youngsters in each US family like they have in China? Is it moral to clone creatures? Is weed useful for restoring different mental issue? Influential Essay Topics about Animals Plants Chasing isn't moral in any life circumstance Zoos are not useful in untamed life preservation London Zoo is the biggest zoo on the planet offering its creatures the extravagance conditions Individuals can't keep uncommon, extraordinary creatures at home transforming them into their pets Is it fine to make blended half and halves through rearing destitute canines and felines? Prizes. Versus Discipline: which is a superior measure to prepare and control pet’s conduct? Vegetarianism doesn't help the creature world the manner in which a few people think Executing creatures to get their hide for the design business is shameless untrustworthy Poaching contrarily influences the economy, so the capable appearances ought to plan something for improve the circumstance What prompted the termination of the incredible warm blooded creatures like mammoths wooly rhinoceros? Powerful Essay Topics about Music Artists Pilfering music in the computerized age is the genuine danger to the whole country’s economy Extraordinary Britain doesn't overwhelm the music world since the 90s and the separation/partition of â€Å"The Beatles.† The grunge music and gothic stone/post-punk music have less contrasts than they have similitudes Music can be a piece of the ideal restoration system in the neighborhood jails The expense of music, application, game, video downloads on App Store is exceptionally high Different significances in melodies cause individuals to respond to the music tracks in various manners Chinese music is a unique work of art, which has not grown altogether since Ling Lun’s establishment of 60 ringers Vietnam War age music roused further conversations on the imaginative progressive ways to deal with deduction Music is the top suggested treatment for the fix of psychological sicknesses Innovation positively affects music as there is no compelling reason to have people to make a band and convey music to open Sports Persuasive Essay Topics Students Young Athletes Will Enjoy Creature sports like pony dashing are not moral or good It is highly unlikely to incorporate tobacco and liquor drinks promoting during the deciphered games The athletes ought not drink liquor using any and all means It isn't protected to participate in the outrageous exercises for amusement The Government of Spain must prohibit the bullfighting the nation over despite the fact that it is the substance of the national games In swimming and moving, ladies perform superior to a large portion of the men The best mentors on the planet are under the equivalent danger of losing their discretion Ladies cooperative individuals can't partake in the blended sex sporting events The inalienable gifts of the competitors matter more than the abilities experience of their mentors Mentors ought to rebuff the athletes for taking steroids severer than they do now Entangled Ideas for Debates The oil organizations should be increasingly capable concerning the oil slicks Human conduct a consequence of nature Sex training classes would sound good to the more youthful young people The cutting edge US legitimate framework abuses the minorities in spite of the constitution and existing laws The firearm control enactment has considerably more weaknesses than points of interest There is no compelling reason to van present day TV or a portion of the shows †Interne is a more awful danger to society Do well known individuals make a joke of the privilege to protection? Should the lawful drinking/smoking/driving/casting a ballot age of the individual be brought down to 18 in the United States? Are open outskirts conceivable soon? Europeans would lose the World War II without the American mediation and on-time help Moral Issues to Cover in Persuasive Speech Debates Creature testing is essential for the mankind, so it ought not come Medical clinic patients have an option to pass on

Can Bad Credit Prevent You from Opening a Bank Account

Can Bad Credit Prevent You from Opening a Bank Account Can Bad Credit Prevent You from Opening a Bank Account? Can Bad Credit Prevent You from Opening a Bank Account?Yes. Sort of. It’s complicatedFor lots of people, opening a checking or savings account at their local bank branch is seen as just another errand to run. You go in, you sign some papers, deposit a bit of cash, and then go on your way. Next stop: the grocery store.But for people with bad credit, opening a bank account can be a slightly more nerve-wracking experience. Less running to the store and more going to the doctor to have that weird lump checked out. In both cases, the results they’re waiting for could have a serious affect on their lives.So can a bad credit score prevent a person from opening a bank account? Well, not exactly. It won’t prevent them from opening a bank account in the same way that it prevents them from getting a loan or a credit card. However, the type of behavior that causes bad creditâ€"overdue bills, missed or late payments, accruing more debt than you can handleâ€"is also the kind of behavior that will prevent you from opening an account.Here, let us explain  Remember what “bad credit” actually meansIt can be all too easy for us to throw around the term “bad credit” without stopping to remember its true meaning. If you have “bad” credit, it means that you have a low FICO scoreâ€"usually, a score that’s somewhere below 630. FICO scores come in a range between 300 and 850. The lower your score, the worse your credit. (A FICO score of 680-719 is generally considered to be a “good” score, and anything above that is “great.”)Your credit score is determined by the information contained in your credit report. These are documents compiled by the three major credit bureaus: Experian, TransUnion, and Equifax. Credit reports keep a record of how you’ve used credit over the past seven yearsâ€"although some info on your report can stick around even longer. There are five factors used in calculating your score:Your payment history, which makes up 35 percent of you r score. The total amounts owed, which makes up 30 percent of your score. The length of your credit history, which makes up 15 percent of your score. Your credit mix, which makes up 10 percent of your score. New credit inquiries, which makes up the last 10 percent. The more poor credit decisions you makeâ€"the more bills you pay late or credit card balances you run upâ€"the lower your credit score goes. When lenders see a low credit score, they see someone who has a history of using credit poorly, which makes them a much riskier customer to lend money and would probably offer them a bad credit loan.How bad credit can lead to no bank accountThe same is true for banks when you’re opening a checking account. If they see you as too big a risk, they aren’t going to let you open an account. As attorney Carmen Dellutri, founder of Dellutri Law Group (@DellutriLaw), puts it, “Banks dont like to take risks, period.The only difference is that the bank won’t check your credit score or pull a copy of your credit report from one of the three major bureaus. Instead, they will run a bank-specific version of a credit check, using a slightly different system to evaluate your creditworthiness. Rather than look at your history of borrowing money, the bank looks at your history of, you guessed it, using bank accounts.They will most often run the check through a company called ChexSystems. “If you have made mistakes with banks in the past, you might have been put on the ChexSystems list,” says Dellutri. “Those mistakes could include a closed bank account without paying fees, bad credit, or other banking mistakes.” Additionally, an overdrawn bank account that is never paid up will end up being sent to a collections agencyâ€"which will show up on both your normal credit report and your ChexSystems report.If you have bad credit, there’s a good chance that you’ve overdrawn your checking account or bounced a check or two in the past. The bank running the check will see this in your report from ChexSystems and may deny you an account. So while bad credit won’t directly lead to your being denied for a checking or savings account, the kind of behavior that leads to bad credit certainly will.What to do if you’re denied a bank account. It can be hard for many people to imagine not having a bank account, but it’s a hard reality for millions of Americans. A 2015 survey from the Federal Deposit Insurance Corporation (FDIC) estimated that as many as nine million households in the US were entirely “unbanked.” Going without a bank account means relying on check cashing stores, which can charge pretty exorbitant feesâ€"all so that a person can simply access the hard-earned money in their paycheck. That report also lists an additional 24.5 million Americans as “underbanked.” Finance expert David Bakke (@yourfinances101) defines the underbanked as “people who have a bank account but rely on other methods of financing and payments, such as us ing money orders or payday loans.” Even if these people currently have a bank account, they likely have bad or “thin credit”â€"and are at a greater risk for losing the bank accounts they already have. If you are denied a bank account, the first thing to do is to request a copy of your ChexSystems report. Here’s the good news: you can get a copy for free. Under federal law, you are entitled to request one free copy of your ChexSystems report every year. (The same holds true for your traditional credit reports.) All you need to do is visit their website.  If there are any errors on your report, you should dispute them with ChexSystems. Likewise, if you have any outstanding overdue accounts or collections notices, get them resolved pronto.Fixing your ChexSystems report is just like fixing your credit score. The best thing you can do is start making responsible financial decisions today. “Pay your bills on time and in full,” says Bakke. “Make sure you never bounce a check again by keeping a little more in your bank account than your register reflects.”Even with black marks on your report, Dellutri says there’s a type of bank account that you might still qualify for: “Many banks and credit unions offer second chance banking accounts. These accounts might come with  fewer services and higher fees, but they do allow you to open a bank account and often you can become eligible for a regular account after six months of paying banking fees regularly and establishing a solid reputation with a bank.”While bad credit might mean getting turned down for a bank account, it’s not the end of the world. By correcting errors on your ChexSystems report, making better financial decisions, and looking for a second chance account, you can work your way back to a standard bank account. Have you been turned down for a checking or savings account? We’d like to hear from you! You can email us by clicking here, or you  can find us on Twitter at @OppLoans.Visit OppLoans on YouTube | Facebook | Twitter | LinkedINContributorsDavid Bakke (@YourFinances101) is a finance expert  who  started his own personal finance blog, YourFinances101, in June of 2009 and published his first book on ways to save more and spend less called ““Don’t Be A Mule…” Since then he has been a regular contributor at Money Crashers.Carmen Dellutri is the Founder and President of the Dellutri Law Group, P.A. (@DellutriLaw). He is certified by the American Board of Certification Consumer in bankruptcy law. He is also a Florida Supreme Court Certified Circuit Court and Family Law Mediator and a Qualified Arbitrator.

The Terrorist Attacks The Nebulous And Never Ending War...

The 9/11 terrorist attacks irrevocably and dramatically transformed the landscape of national security and risk, marking the beginning of the nebulous and never-ending War on Terror. Western governments frequently cite terrorism to rationalize legislation that restricts the privacy and democratic freedoms of its citizenry as anti-terror, increasing unaccountable government power. This rhetoric includes that governments must eliminate all risk of terror, it being such an existential threat that we, as citizens, can and must do everything to fight â€Å"them†, including throwing out privacy and the freedom of the press. Our lives are both augmented and restrained by the advent of ‘big data’ that, when paired the ongoing mass, indiscriminate surveillance, strips individuals of their right to privacy. Governments have capitalized on the corporate practice of collecting massive amounts of data on individuals, which has increased in both scale and scope as surveillance technology has become more sophisticated and more difficult to evade. The result is that we live under a global Panopticon in the knowledge that at any point, our online lives and communications can be exposed and subject to scrutiny. Other democratic freedoms jettisoned in the fight include the transparency and accountability in public administration and, relatedly, a free, independent and pluralistic media. The same anti-terror rhetoric and legislation is used to spy on, prosecute, and imprison journalists andShow MoreRelatedNational Security Outline Essay40741 Words   |  163 Pages The Laws of War and Neutrality 24 CHAPTER 7: War Crimes and Nuremberg Principle 28 CHAPTER 12: Nuclear Weapons: Deployment, Targeting and Deterrence 33 CHAPTER 13: Arms Control in the Nuclear Age 36 Chapter 14: Measures to Reduce Tensions and Prevent War 41 CHAPTER 16: The Law of the Sea 43 CHAPTER 17: The Constitutional Framework for the Division of Nat’l Security Powers Between Congress, the President and the Court 48 The 1973 War Powers Resolution 49 II. The War Powers Resolution:

The American Civil War Essay - 2428 Words

The American Civil War emanated feelings of joy, exuberance, and glory, yet it substantiated loneliness, destruction, and death. In the antebellum South, nationalism and pride forged a new path, and society saw soldiers as heroic actors and war as their stage. While these actors played out their roles, the audience, the world, could see that their stage did not make them heroes, but war deprived them of body and soul. In Cold Mountain, Charles Frazier develops this excitement and progression to hardship in both Ada and Inman’s journeys. The progression, corroborated by historical evidence, shows that while the antebellum South held a Romantic ideal of war, war itself negated the romantic opinion and became destructive, monstrous,†¦show more content†¦Southern gentility may have held excitement for the Romantic war because they did not have to partake in battle; however, Cold Mountain shows that poor Southern soldiers did not quake in the coming of war but celebrated. As war begins, an excitement is spread to all the soldiers. War is not seen as imminent death, but it is seen as a quintessential example of bravery and honor. As soon as men join the army they pay to have their pictures taken so they can send a memento, a war souvenir back to their families and lovers. The men stand up for their pictures as â€Å"farm boys more bright in their moods than on hog- killing days† (247). War was not destruction for these men, it was an exhilarating experience of manhood. They not only celebrated war through their photographs, but they received new uniforms and â€Å"shiny new bowie knives† (247). Cold Mountain shows that war did not symbolize death to the South, but it in a sense was a Romantic celebration in which society and soldiers could look towards future glory and success. War in Cold Mountain is seen as Romantic, and historical references prove, that in truth, the South did not look upon war as a harbinger of death, but as a symbol of glory and honor. Validating Frazier’s idea that war was not feared but celebrated, historical references show that there was an â€Å"excitement of the first few months of war† (Eaton 203), and everyone â€Å"talks, thinks, and dreams ofShow MoreRelatedAmerican War And The American Civil War1551 Words   |  7 Pageswhich then caused the Southern states of America to decide to leave the American Union and create their own Southern Confederacy. This tore our nation apart. The American Civil War had begun and the very people that were once neighbors had each other’s blood on their hands. Many American lives had been lost. The American lives lost in the Civil War even exceeded the number of American lives lost during World War I and World War II. We were divided. The North wanted to reunite with the southern statesRead MoreThe War Of The American Civil War1376 Words   |  6 PagesThe American Civil War was arguably the most important war in the history of the country. The War of Independence may have allowed American to become its’ own country, but the Civil War resulted in something even more important than that, the end of slavery in the so uthern states. All of the issues that caused the Civil war were based around slavery, such as states’ rights that involved how slavery would be handled in each state, and trying to preserve the Union since the south seceded from the northRead MoreThe American Civil War1296 Words   |  6 Pages The American Civil War, also known as the State’s War, was a conflict that arose mostly from the issue of slavery, but deep down was due to economic differences between the North and the South. The South seceded from the North and created their own self-government due to their belief in the lack of state’s rights versus the federal government and what they saw as a weakness in the Articles of Confederation. While the Confederacy of the United States depended on slave labor for their economy in regardsRead MoreThe American Civil War1418 Words   |  6 PagesGuns fired, smoke lingering in the air, people dying. The American Civil War had a huge impact on the United States . Two compromises took place before the start of the Civil War. These compromises include the Missouri Compromise and the Compromise of 1850. The Missouri Compromise dealt with the crisis in 1819 over Missouri entering the Union as a slave state. The compromise was â€Å"the first major crisis over slavery, and it shattered a tacit agreement between the two regions that had been in placeRead MoreThe War Of The American Civil War1618 Words   |  7 Pages A Civil War is a battle between the same citizens in a country. The American Civil War was fought from 1861 to 1865 to determine the independence for the Confederacy or the survival of the Union. By the time Abraham Lincoln was elected president in 1861, in the mist of 34 states, the constant disagreement caused seven Southern slave states to their independence from the United States and formed the Confederate States of America. The Confederacy, generally known as the South, grew to include elevenRead MoreThe War Of The American Civil War1324 Words   |  6 PagesThere were many events that led to the cause of one of America’s most devastating war, the American Civil War. The American Civil War was an unfortunate war that cost more than the lives of six hundred thousand people. Events such as the Missouri Compromise, Kansas Nebraska Act, Dred Scott Decision, and the Election of Abraham Lincoln resulted in the four yearlong battles between the Northern and Southern states due to social and economic differences on the idea of slavery. In the 19th century,Read MoreThe War Of The American Civil War Essay1472 Words   |  6 PagesThe American Civil War lasted from April 12, 1861 to May 9, 1865. It was the bloodiest war in American history, killing approximately 620,000 soldiers in total. The War was fought and won by the North, ensuring that all the United States would stay united and slavery would be illegal in The United States. However, history is one of the most complicated things in the world. It’s also one of the most important things in the world because history is what made the present possible. Historians have debatedRead MoreThe War Of The American Civil War856 Words   |  4 PagesSlavery may have been established as the catalyst of the American Civil War, but the beginning of the dispute began in the time of the Revolution with a weak decentralized government under the Articles of Confederation. Later gained momentum as territorial expansion set Americans against each other on debating whether th e new states should be slave states or free states, it questioned the power of the Federal government regarding state rights, and brought about instability in the unity of the UnitedRead MoreThe War Of The American Civil War960 Words   |  4 Pagesslavery even if it meant war caused peace in this nation. Slavery was the vital cause of the American Civil War. The north and the south both had their differences on how to run the country. People in the North believed in unity and that slavery should not exist because â€Å"all men are created equally.† On the other hand, the South believed in continuing slavery. People tried to talk it out and come to a middle ground after both sides compromising, however that didn’t work and caused war. Ideological differencesRead MoreThe American Civil War878 Words   |  4 PagesIntroduction A civil war is a prolonged high-intensity conflict between people, countries, or parties, which is usually barefaced and armed. Every war has its causes either acceptable or not and some are inevitable. Commonly, civil wars are between countries within a state. It results from one country aiming to make implementations on their governing policies or take control of certain areas within the state. 1Civil War refers to the American Civil War, which took place in the year 1861 to 1865

A Review of Things Fall Apart Free Essays

Things Fall Apart, by Chinua Achebe, is the story of tribal Africa both before and during the colonial period. The story follows the main character, Okonkwo, through his life as a highly respected man in his tribe, an accident that forced him away, his anger at the white man moving in and changing things, and his untimely death at his own hand. Things Fall Apart is a moving tale that speaks of the normalcy of tribal life before the arrival of the white man, and the falling apart of society as it was known due to the introduction of Christianity and the white man’s law. We will write a custom essay sample on A Review of Things Fall Apart or any similar topic only for you Order Now Chinua Achebe’s purpose in writing this story was to present the colonial period in Africa through the eyes of the people it really affected. Achebe uses the first and second portions of his novel to explain what everyday life was like in a fictional section of Africa before the white man came (Achebe, 1959). Through his writing, the reader learns much about the way these people lived. Every part of their society, from cooking to house building to tribal ranks, is covered in detail, but it is told through the eyes of people who would have really lived that way. Achebe seems to wish for his readers to see that there was more to African tribes than what little was told about them in history books. He pulls the reader in and makes them a part of the tribe by explaining everything in minute detail. It almost feels as if one is in the camps as they read. The controversy that Achebe focuses on is the ruin of tribal society by the arrival of the white man, the Christian religion, and the white man’s law. The tribes had their own ways of dealing with problems and the breaking of their laws, but the white men moved in and changed all of that. They built courts and prisons so they could carry out their own kind of justice (Achebe, 1959). The tribal religions were ancient, but Christianity was introduced and made many villagers turn away from the gods that their families had followed for lifetimes (Achebe 1959). Achebe’s opinion of these actions appears to be less than accommodating. From the way that he writes, it seems that he sympathized greatly with the people who were undergoing such change. One gets the impression that Achebe believes that the tribes would have been better off left alone. His presentation of the information is split into three sections, and each section deals with a different part of the main character, Okonkwo, life falling apart. The first section is a description of his happy life in his tribe, the second part deals with his banishment to his mother’s family land, and the third deals with his encounters with the white man and his desperate bids to change things back to the way they were (Achebe, 1959). It is made very clear that things have been so changed that they will never be â€Å"normal† again, and that seems to be the reason for the three point process. Life changes before the reader’s eyes, just as it changes before the characters eyes.   In this way the reader feels the loss of the tightly woven society bit by bit, and that seems to be what Achebe hopes to accomplish. Things Fall Apart is a fictional work, and so it does not have a basis in outside printed sources, or at least none that Achebe lists. This book is based on a reality that has been passed down for generations, and no doubt Achebe used some old stories and songs to base his story upon. However, the purpose of this book is not to focus on any one area. Instead, it is meant to represent all of Africa and all of what was lost during colonization. Narrowing the scope to a place and people that existed in reality would lessen the scope of the book. Perhaps that is why Achebe did not choose to use printed sources as his guide. Melding the bits of knowledge that he had about the whole colonization process into one book gives the reader pieces of every tribe, not just one in particular. Things Fall Apart has many chapters, but three major sections. The first section tells the reader all about everyday life in the tribes. The reader learns how important it is to be seen as â€Å"manly,† and how necessary it is to stay in the good graces of the gods (Achebe, 1959). Also covered in this section are descriptions of the diet of the tribe, the clothing they wore, and the buildings in which they lived (Achebe, 1959). Tribal lore is also introduced, such as the thought that twin babies were evil and must be left to die, and the idea of the obanje child, an infant born again and again to the same woman, only to die at a young age every time (Achebe,, 1959). The reader also learns of the tribal forms of punishment, particularly the rule that accidental murders lead to a banishment of seven years to the motherland of the convicted (Achebe, 1959). This rule is particularly important to the rest of the story, because it is the first step in the downfall of Okonkwo. Achebe’s argument in this portion of the story seems to be that although tribal life could be hard and cruel to outside eyes, it was nearly perfect for the people who lived it. Everyone in the villages knew their place and their contribution to the tribe as a whole, and as long as everyone did their part and kept to the rules that had been in effect for hundreds of years, life ran smoothly. Achebe paints a picture of a society that might not make a lot of sense to outsiders, but worked out just fine for the people within it. The underlying argument is, â€Å"Why force change on something that works?† How to cite A Review of Things Fall Apart, Papers

The Organizations Structure, Mission and Role

The Organization’s Structure and Mission The structure of an organization refers to both the formal and informal way that duties and responsibilities, channels of authority, avenues of communication, and levels of power are developed and coordinated in an organization.Advertising We will write a custom assessment sample on The Organization’s Structure, Mission and Role specifically for you for only $16.05 $11/page Learn More Getting to understand the structure of an organization is not only being acquainted with the decision making process but also getting to know the chain of command that is followed, procedures that govern provision of service to the customers and how your own expectations regarding the job fit into the broad scheme of things (Kirst-Ashman and Hull, 2008, p. 24). The organization is a drug rehabilitation group whose sole mission is to establish policies and programs that will make individuals break their drug abuse habits , develop alternatives to a life-style that is drug related. The organization has also established a youth centre to provide youth with an opportunity not only to have fun but also to take part in productive activities and socialize. Generally, organizational structure comprises of a chain of command, decision-making process, and specifications in procedures, as well as how labor is divided (Slavin, 1985, p. 105). The organization has a simple structure with two main levels, which are the operating level and the strategic apex. Direct supervision and oversight are the means through which coordination of the organization is carried out. Due to this simple organizational structure, the community organization has managed to attain both adaptability and flexibility. These two virtues can be created within the organization. However, given that vices can easily emanate from the virtues, the management often initiates or inhibits change. One of the ways in which the organization enhances t his is to punish unpredictably and reward colossally. The organization comprises of the manager, counselor, educator, facilitator, advocate, and mobilizer. Being too close to the organization’s daily operations can easily result to the general facilitator being not only side tracked but also losing sight of the long-term strategies (Bolman and Deal, 2008, p. 80).Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, daily operations have been left in the hands of the coordinator. Every member has his/her own line of duties assigned to him or her by the manager. However, teamwork is encouraged and fulfilled in the performance of duties The counselor plays a role in giving guidance to the clients and helps them in problem solving. For example, one of our counselors may assist a teenager on choosing a suitable contraceptive. The role of the educator is to offer information as well as give relevant skills. For example, the organization’s educator may teach the youth on the negative effects of excessive drinking. The manager coordinates all group activities and connects with other agencies, facilities or organizations to ensure that needed services have been effectively rendered. On the other hand, the mobilizer links with and convenes the people who are in the community to identify areas of need (Kirst-Ashman and Hull, 2008). Most of the decisions are made by the manager after consulting with the rest of staff members. The organization carries out its duties in collaboration with other organizations based within the same community and receives its funding from government agencies and donors. It has been in existence for the last two years and its impact continues to be felt in most parts of the community. The Human Relations Model as Depicted in the Organization This draws more on the psychology rather than on engineering and accounting like the rationa l model would do. The model borrows much from McGregor’s theory X and theory Y. Theory X suggests that employees do not like work and can do all that they can to avoid it. Therefore, managers have to employ several control schemes such as coercion and threats to ensure that employees are working towards the fulfillment of the organization’s goals. The theory assumes that the normal employee is lazy, is less ambitious, and esteems security more than anything else (Schwalbe, 2008, p. 347; Fournies, 2000, p. 33).Advertising We will write a custom assessment sample on The Organization’s Structure, Mission and Role specifically for you for only $16.05 $11/page Learn More Research seemed to disapprove this theory after which McGregor came up with a set of assumptions governing human behavior that is theory Y and is at times termed as the human relations model. This theory does not ascribe to the fact that employees do not like working, bu t rather regard work to be as natural as resting or playing. Self-actualization and satisfaction of rewards are the main rewards for the workers. The two theories are based on the managers’ perception of workers. Individual Role in Meeting organizational Goals There arte specific elements of the human relations model that are evident in our organization. First, it is comprised of individual people who make collective efforts to ensure that the goals of the organization have been achieved. The main goal of the organization is to reduce drug abuse in the community. This is achieved by carrying out several programmes in which everybody plays their respective role. Therefore, the efforts contributed by each individual in the group count and they are required for the attainment of the organization’s goal. When the spirit of team work takes centre stage in the organization, everything is synchronized, there is flow of ideas, everybody is clear with regard to what is supposed to be done, there is clear and open communication among all members, everybody is comfortable with regard to decisions made and they operate in matching harmony (Cahill, 2003, p. 59). Teamwork is important since it leads to devotion, innovation, growth, and support, both at an individual and organizational level (Russell and Swanburg, 2006, p. 120).Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Use of Small Groups Secondly, individuals work through small groups. These work groups are informal with many dynamics. There are groups of young people with serious emotional and behavioral problems as a result of drug abuse especially with regard to the use of hard drugs. The organization works at rehabilitation of members belonging to this group. There are groups of parents who are taught and trained on how to deal with children who are drug abusive as well as how to effectively nurture children so as to prevent them from being caught up in drug and substance abuse. There are other groups of youth who engage in different activities such as sports and fun. There are also school-based teams to enlighten teenagers and other young people on the drug abuse. Conflict Resolution through Communication Thirdly, there is good communication from the manager to all other staff members. The purpose of this is to avoid any conflict that might erupt within the organization. This is because conf lict is not only unnecessary but also counterproductive. Communication breakdowns are the main cause of conflict. Good skills in communication are very crucial in resolving conflicts and carrying out other negotiations. Whether conflict is desirable or not, it exists within the organization and is endemic. As people interact in the organization, tension is created by different values and situations. When conflict is noticed, appreciated, and managed in a manner that is appropriate, benefits for the individual and the entire organization will result. A manager who is caring and effective uses the conflict to ensure that both the individuals involved and segments of the organization have undergone growth (Silverthome, 2005, p. 193). The manager of the organization is effective since he often uses conflicts for stimulating personal commitment, dealing with apparent problems, ensuring that both self-appraisal and critical vigilance have been increased and in examining values that confli ct when arriving at organizational decisions. Leadership Skills The fourth aspect of this model is the need for managers to possess and cultivate leadership skills. Having human relations, skills will enable them to have an understanding of the employees’ needs and then be able to coordinate the needs within the organization. Both formal and social forms of authority are requisites if the managers have to achieve this. Hence, an effective manager will emerge as a team leader rather than a dictator. The manager in our organization has a set of leadership skills that have helped the organization to move forward. These are technical skills, which are important in helping him maintain and navigate the organization. He also possesses administrative skills that are helpful in managing the organization’s resources such as operating funds from government agencies and other organizations, physical assets, human resources within the organization and other kinds of resources. He also has conceptual skills, which have been enabling him to detect the potential consequences of any given decision. These skills are also exhibited by almost every member of staff in the organization since most of their roles entail leadership. The technical, administrative, and conceptual skills are as important to the modern day organizational leader as they were to the captain of a ship during the golden era of piracy (Heatherly, 2008, p. 11). Additionally, the manager has some interpersonal skills whose application has helped in enabling the organization to be on its feet. They include the ability: to resolve conflicts among members of staff, build a team without necessarily finding fault or pointing a finger of accusation and making suitable decisions (Levin, 2010, p. 247). References Bolman, L. and Deal, T. (2008). Reframing Organizations: Artistry, Choice and Leadership. San Francisco: Jossey-Bass. Cahill, K.M. (2003). Basics of International Humanitarian Missions. NY: The C enter for International Health and Cooperation. Fournies, F. F. (2000). Coaching for Improved Work Experience. NY: Mc-Graw Hill Professional. Heatherly, D. (2008). A Pirate Captain’s Guide to Leadership: How to Turn Workplace Pirates into Motivated and Productive Employees. Las Vegas, Nevada: A Light House for Leaders Kirst-Ashman, K. and Hull, G. (2008). Understanding Generalist Practice. Belmont: Cengage Learning. Levin, G. (2010). Interpersonal Skills for Portfolio, Program, and Project Managers. Vienna: Management Concepts. Russell, L. and Swanburg, R. (2006). Management and leadership for nurse administrators. NY: Jones and Bartlett Learning. Schwalbe, K. (2008). Information Technology Project Management. Boston: Cengage Learning. Silverthome, C.P. (2005). Organizational psychology in cross-cultural perspective. New York and London: New York University Press. Slavin, S. (1985). Social Administration: An introduction to human services management. New York: Routledge. This assessment on The Organization’s Structure, Mission and Role was written and submitted by user Charleigh Ochoa to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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? 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Deal with Back-To-College Blues and Dominate New Term

Deal with Back-To-College Blues and Dominate New Term Stepping back into that chilly dorm room after a luxurious winter break can feel like a prison sentence. Your new courses yawn out in front of you forever, with spring break an eternity away. If you’re not careful, this can turn into a post-vacation funk. Even worse, it could lead to depression or dropping out. The U.S. News and World Report states that 1 in 3 college freshman won’t make it back for sophomore year, with a full 10% of students dropping out during winter break. What is the reason for this significant loss of motivation? Money, family issues, and plain old loneliness. In a recent book by Donald Foss, a professor of psychology at the University of Houston, he states that loneliness, isolation, and financial problems can combine into a perfect storm of college demotivation. Fortunately, there are a few simple ways to combat this post-break malaise. By actively engaging with your college experience, practicing positive behaviors and attitudes, and keeping yourself healthy, you’ll be much more likely to limit your stress and have a great second term. Get Organized One of the quickest ways to fall into a post-break funk is to feel like you don’t know what you’re doing. That’s why it’s important to be proactive about how you feel about school. Start by making a schedule of all the major goals you want to get accomplished this semester – both academic and personal. Then, break each of those goals down so you know what you need to do each week to get that goal accomplished. You can even include specific assignments that will need to be finished so you’ll have lots of time to complete them. This will give you the focus you need to get engaged in your new term. Get Involved Since isolation is one of the main reasons that students feel depressed after their winter break, it makes a lot of sense to get involved in a new activity. Try to pick something that you think will be interesting, but not time-consuming. In addition, if you pick a physical activity (like a co-ed team sport), you’ll be exercising your body at the same time you’re exercising your social skills. Getting involved in an activity can go a long way to relieving the sense of isolation that many students feel during the post-winter term. In addition, it keeps you moving when your instinct is to stay cooped up in your room. Get Positive When life gets you down, the best antidote is positivity. This is an especially good idea for students who are feeling nervous about their new teachers or term. At the end of each day, take five minutes and write down at least three things that you felt good about for that day in a â€Å"positive journal.† You can fill your journal with things as simple as smiling at a stranger, or as complicated as getting a good grade on a huge project. Then, at the end of each week, read over your daily entries. Take a minute to congratulate yourself on doing (and seeing) so much good. You’ll feel better about yourself and begin to start seeing the positive everywhere you go! Get Ahead For a lot of students, the first few weeks of the semester are the ones when they feel most excited to learn. The brand new books, teachers, and curriculum can be exciting†¦until that mid-semester boredom kicks in. Super-smart students take advantage of this first-of-the-term motivational boost by getting ahead. Take a look at the syllabus on the first day and see what kind of assignments will need to be done over the next few weeks. If you can, start thinking about paper ideas, read ahead in the book, or complete easy homework assignments that you can turn in later. When your initial boost of energy wears off, you’ll still be ahead of the curve and more likely to establish a habit of turning in work early rather than late. Get Help If, for any reason, you’re stuck in a pattern of depression and lack of motivation, don’t wait to get help! There are many people who want to see you succeed, and who have the skills to help you organize your schooling so that you can finish like a champ. Talk to your friends or roommates, and see what kind of advice they have for getting out of your slump. You can also talk to an academic advisor or school counselor, even abiut the things that seem small. They are much happier hearing from you before your depression has become an emergency. And, of course, get help from your family or other close associates. Truly smart students know when they can’t do it alone. Have you managed to overcome post-holiday blues and lack of motivation? Share your story with us!

Biotechnology (microbial fuel cells) Essay Example | Topics and Well Written Essays - 3000 words

Biotechnology (microbial fuel cells) - Essay Example 16.298 g of this component was added to 5.395 g of sodium phosphate monobasic monohydrate whose molecular weight was137.99 g/mol. Ammonium ferrous sulphate (for the COD test) was also prepared as was done in the first three experiments. The final concentration of this reagent was 0.025 M, whereas the final volume was 2 litres. The prepared solution was kept in the refrigerator ready for use. Synthetic wastewater, LB broth, and sucrose solution were covered with aluminium foil and tape indicator. Prior to autoclaving the solutions, the caps of the containers were loosened to improve the efficacy of the process. Microbial (Shewanella) culture was made by aseptically transferring some cells from an eppendorf to the fresh growth medium. 4 micro litre of Shewanella was transferred into 100 ml of LB broth at room temperature. After that, the microorganisms were then incubated at 37 0C with continuous shaking for 24 hours at 150 rpm. After 24 hours, it was observed that the previously transparent LB had changed to a cloudy and opaque solution. That was an indication that the active microorganisms grew in the culture. The culture was subsequently refrigerated. Four H-type MFCs were prepared as was previously done using two similar copies of Duran glass bottles, external metal clips, cation exchange membranes and two rubber gaskets. A membrane was used to divide the two chambers, which were slightly asymmetric, by squeezing the membrane between the two chambers. Two chambers divided by a membrane. The chambers were slightly asymmetric, and the membrane was squeezed between two glass chambers. New graphite plates were used as anode and cathode electrodes, whereas the second and third experiments had used old electrodes, which had to be washed before reusing. The electrodes in this experiment had a different shape from the ones in experiment one. The anode was placed in the centre of the anodic

The Influence of Religion on the First Amendment Research Paper

The Influence of Religion on the First Amendment - Research Paper Example It is sufficiently practical to start this research work by first understanding the indepth meaning of some of the vital concepts that will form the basis of this paper. Democracy is one key concept that will be used and its definition is as follows: It is a system integrated into governance/governments where citizens come in unison to determine the appropriate public policies, laws, and more so, what the deem fit and justifiable in regard to their states’ actions . In observation, democracy can be termed as the degree to which a given government system comes close to achieving this idealistic foundation. A political system that comes close or in approximation internalizes the ideal democracy is termed to as ‘a democracy’. While there exists no unanimously acknowledged description of the concept ‘democracy’, free will and fairness have been widely acknowledged as imperative and unique characteristics of democracy. These doctrines are mirrored in the g eneral populace being equal in the eyes of the established laws and boast equal admittance to related governmental processes. For instance, the types of freedom enjoyed by the populace are protected by the widely recognized and legitimized liberties and rights which are by and large constitutionally protected. (Alexis de Tocqueville, 1999). Religion is a concept defined as an anthology of cultural arrangements, convictional structures, and accepted worldviews that institute symbols that link up spirituality to humankind and in most instances, to values considered moral. The word religion varies from personal conviction because it portrays public aspect (Dahl, 1998). Religions have structured manners and structures that include clerical command and leadership chains which amount to constitution of adhering members, laity congregations, and standardized meetings of worship and rituals. The Establishment Clause constitutes the American constitution’s First Amendment and affirms that the American congress shall in no manner make law or decree relating to religion institution (Somer, 2000). The establishment clause has in the main been taken to mean prohibition of: 1). the institution/formation of a nationally binding religion by the American congress serving at any given time, or 2). the inclination by the any serving American government to prefer any kind of religion over others/another (Farish, 1998). The former approach/interpretation is called the ‘no aid’ or ‘separation" interpretation. The latter interpretation/approach is labeled the ‘accommodation’ or the ‘non-preferential’ interpretation. Jointly, with the Religious Freedom Clause, (Free Exercise Clause), the two constitute the First Amendment’ religion clauses. The accommodation constitutional interpretation forbids any sitting American Congress from fancying one religious establishment over others (Cohen, 1998). It however does not bar the exist ing government's admission into the religious sphere to craft adjustments with the purposeful aim of achieving the rationale of the related Free Exercise Clause. The Free Exercise Clause disallows any sitting government’s intrusion into religion even if the meddling is utterly unpremeditated (Inglehart, 1997). In case the interference is deemed deliberate, the accommodation law will definitely conflict with the Religious Freedom Clause/Free Exercise Clause. In case the intrusion is inadvertent, the law will be steadily upheld provided that the law

war in iraq Essay -- essays research papers

George W. Bush is asking Congress for $80 billion more for the failed Iraq war. Congress is gearing up to pour more money to "stay the course" of the past two tragic years. Tell your Member of Congress that not one more dime should go to waging war in Iraq. Instead, the U.S. must end the occupation, bring our troops home, and support Iraqi sovereignty. Many good-intentioned people in the United States say we can't withdraw our troops now and abandon Iraqis to chaos and disorder. Yet the U.S. presence on the streets of Iraq is fueling animosity, motivating the armed resistance, and sealing the fate for failed democracy in Iraq. Every extra day and dime the U.S. spends on its reckless course in Iraq deepens the suffering in Iraq and at home. The President's fourth "supplemental" spending request for the Iraq war will add $80 billion to the more than $151 billion already appropriated. It is time for us to demand that the Administration and Congress stop perpetuating the cycle of violence in Iraq, stop sending so many soldiers and civilians to their graves, and stop diverting precious resources that could be used to rebuild Iraq and fund critical domestic needs 110 of these organizations have banded together to form U.S. Labor Against the War (USLAW), a national organization committed to ending the war, returning the troops, restoring funding to social programs and government services, and changing the direction of U.S. foreign policy. (A list of USLAW affiliates is posted at the USLAW website at http://uslaboragainstwar.org.) Union members and their family members are being killed, wounded, disabled and psychologically traumatized in a war that has already killed almost 1500 U.S. military personnel, wounded more than 10,500 others, a war in which more than 100,000 Iraqi civilians have died. This war is siphoning resources from our communities, starving or eliminating essential public services and social programs, eroding our democratic rights, and making our country even less secure. It is time for labor to speak out! At this time of discussion about renewing our labor movement, how can we not discuss the most urgent issue facing American and its working families? We ask you to put the issue of the war on the agenda of the up-coming Executive Council meeting. And we urge the national leadership of the AFL-CIO to oppose this reckless, i... ... the US to more than $200 billion through 2005. One obvious question when considering costs is why the government has to ask for supplemental appropriates in the first place. Why can't it be put in the annual budget request? According to Chris Preble, director of foreign-policy studies at the Cato Institute in Washington, DC, "There is one good argument for not using Iraq costs for not being in the annual military budget. That is the risk you build in tens or hundreds of billions of dollars that are not applied to Iraq, but applied to somewhere else. However, that concern is completely overwhelmed by the fact that funding for war by supplements really seems to be intended to conceal some of the costs, and to present costs to Congress to be a fait accompli. Congress can't vote against such things without being accused of undermining troops in the field." According to Chris Hellman, military-policy analyst at the Center for Arms Control and Non-Proliferation in Washington, DC, "It seems to me you have to ask the fundamental question. I believe if the president went to Congress and said we are going to put it in the top line and we need to fund it, Congress would say

Sociology and Economic Prosperity

MULTI TOPIC ESSAY 1. Social problems in our society and crimes in our society. 2. Corruption. 3. Social evils. 4. Nepotism. 5. Smuggling. 6. Over population. 7. Population and poverty. 8. Inflation. 9. Dearness. 10. Drug. 11. Sectarianism. 12. Social and economic problems of Pakistan. 13. Economic crises. 14. Mass illiteracy. 15. Beggary. 16. Drug addiction. 17. Bribery. 18. Dowry. 19. Violence. 20. Despair. 21. Depression. 22. Black marketing. 23. Social and economic crises. 24. Indiscipline. 25. Hoarding. 26. Hypocrisy. 27. Injustice. 28. Road side robbery. 29. Provincialism. 30. Religious violence. 1. Ethic violence. 32. Lack of tolerance. 33. Dis unity. 34. Black biting. 35. Un employment. 36. Terrorism. 37. Lawlessness. 38. Violation of fundamental rights. 39. Feudalism or Feudal Repute. 40. Capitalism. 41. Flattery. 42. Health problems. 43. Freedom of press. 44. Tax exclusion. 45. In sufficient Medical facilities. 46. Crushing border of foreign debt. 47. The devastation of curr ency. 48. Electricity crises. 49. Inflation. 50. Mass illiteracy. OUTLINE. 1. Introduction. 2. The evil impacts and implication of __________. 3. It breeds a lot of social, economic, political and moral problems. . Causes of the _____________. 5. Remedies. 6. Conclusion. __________ has become one of the most embarrassing (tension) and explosive problem all over the world especially in the third world countries like Pakistan. It is full of dangers of devastating dimensions, evil impact, implication of grave and impressive magnitude. ___________ creates instability and demoralization in our nation and in a back flesh it breeds depression and frustration in our society and state. It creates and spreads the feelings of uncertainly and insecurity among the masses. If ________creeps in a society.  Read also  Sociology and Social Integration.It eats into its vitals and soon corrodes its inner strength, outer splendour, economic prosperity, social peace and national unity. Consequently, a nation good image is spoiled all over the world. Lawlessness becomes order of the day indiscipline due to poverty, corruption, violence, indiscipline and mass illiteracy. It creates conflict and confrontation. It is not efficiently and properly and checked the entire indicial Marla and economic fabric of nation is close and collapsed. __________ is highly detriment and devastating for a country like Pakistan that has fragile economic and political instability.If the evil of _________ is not nipped in the bud it may spread rapidly like a bush fire, and may engulf the whole nation or region like an epidemic. __________ has badly shattered the structure of the country. It causes a severe blow to the law of country and supremacy of the constitution is shattered by it. It deprives mass of mental, physical, spiritual, moral and economic prosperity and causes grave concerns for national unity and territorial integrity ________ also paves way for bloody regulations and military take over .So every peace loving person who fervently longs and cherished dreams for peace, prosperity and protection must ponder upon causes of social concern of _________. The main causes of _______ are mass illiteracy, poverty, wrong economic policies of the government, people’s insatiable desire to accumulate countless riches and blind multiplication of worldly whishes. _________ creates irresistible, economic pressure on social and economic justice and gulfs have been increased between the lower and upper class.In a nutshell, mass illiteracy, temptation for ostentation of wealth, lust for power, luxury and comfort are the main causes of ________. Social, religious, linguistic differences also breed conflict and confrontation bias and hatred among the people who in back flesh grow and spread ________. Secondly feudalism, capitalism and unequal distribution of opportunities, un-availability of fundamental rights and liberties spread __________. Thirdly the non-availability of basic necessities and facilities also paves the way to spread _______ in a society or state.External factors like agents or agencies of hostile neighboring state like India and Russia also play a extol role in spreading ________ in the land of our country in order to destabilize the state and depress the people. It should be the basic and paramount concern of the men at the helm of our affairs as well as the scholars, educationists, Political parties, NGO’s and national mass media to take necessary steps at their levels for the eradication of growing penance of _________ in the best national and human inters.

Using the Spanish Verb Poner

The Spanish verb poner is one of those verbs that can be difficult to translate. It has a wide variety of meanings — just as does the English verb put, which is perhaps the verbs most common translation into English. Originally, poner conveyed the idea of placing something somewhere. However, its meaning has expanded over the centuries to include abstract concepts such as the placement of ideas or concepts or bringing about various kinds of changes. It is often used in the reflexive form (ponerse). Keep in mind that poner is conjugated highly irregularly. Irregularities occur in both the stem and the endings. Key Takeaways: Poner Poner  is an irregular verb that most commonly means to put. Poner has multiple definitions. It generally conveys the idea of changing a location or status of something or someone, either literally or figuratively.Poner  can be used reflexively, such as when it means to get dressed. Meanings of Poner Following are some of the meanings of poner, along with sample sentences, that can be ascribed to poner. This list is not complete. Note that many of the English translations could have been made using put; in practice, you often can do the same. Alternative verbs have been used to convey the idea that poner has many meanings. Placing Objects or Arranging Siempre pone las llaves en el escritorio. (He always puts the keys on the desk.)Todos los dà ­as sale de su casa a las 8:30 de la maà ±ana y pone el telà ©fono celular en la consola de su auto. (Every day she leaves her house at 8:30 a.m. and places her cell phone on the console of her car.)Puso la mesa para la maà ±ana siguiente. (He set the table for the next morning.) Putting on Clothing Se pondrà ¡ la camisa que mà ¡s le guste en ese momento. (He will put on the shirt he likes most at the time.)Al llegar a la piscina me puse las gafas. (When I arrived at the swimming pool I put on my goggles.) Investing or Contributing Money Si ponemos 1000 pesos, en un aà ±o recibimos 1030. (If we invest 1,000 pesos, in a year we will receive 1,030.)Puso tres dà ³lares en el juego de La Rueda de la Fortuna en el casino. She gambled $3 on the Wheel of Fortune game at the casino. Effecting Change Puso el coche en revà ©s. (He put the car in reverse.)Las elecciones pusieron fin a la revolucià ³n. (The elections put an end to the revolution.)La lesià ³n del hombro me ponà ­a en un aprieto. (My shoulder injury put me in a bind.)Si hay algo que la ponà ­a de mal humor era el verano, el calor. (If there is something that put her in a bad mood, it was the summer, the heat.)Pusieron la casa en venta cuando se mudaron a Los à ngeles. (They put the house up for sale when they moved to Los Angeles.) Becoming Se puso muy triste. (He became very sad.)Akira se puso azul por momentos y casi devuelve lo que habà ­a comido en una semana. (Akira turned blue for a short time and almost threw up what she had eaten during the week.) Designating Sà ­, es verdad que le pusieron Pablo Pingà ¼ino. (Yes, its true they called him Pablo Pingà ¼ino.)El Departamento de Justicia puso dos millones de dà ³lares como precio por la cabeza de Benjamà ­n. (The Justice Department set $2 million as the price for Benjamins capture.) Showing or Displaying  ¿Quà © ponen esta noche en la tele? (What is on TV tonight? Literally, what are they showing on TV tonight?) ¿Tienes una gran foto?  ¡Ponla en tu sitio web! (Do you have a great photo? Show it on your website!) Phrases Using Poner In addition to having a wide variety of meanings on its own,  poner  is part of various phrases and idioms whose meanings arent always obvious. Here are some of the common ones: Poner bien a alguien  (to have a high opinion of someone)  Ã¢â‚¬â€Ã‚  Como era el mà ¡s inteligente de los tres, me ponà ­an bien.  (Because I was the smartest of the three, they thought highly of me.)Poner en claro  (to make clear)  Ã¢â‚¬â€Ã‚  Con su permiso, pondrà © en claro el concepto de inflacià ³n.  (With your permission Ill make the concept of inflation clear.)Poner en marcha  (to start)  Ã¢â‚¬â€ Luego, puse el coche en marcha.  (Later, I started the car.)Poner en juego  (to put in danger)  Ã¢â‚¬â€Ã‚  La guerra pone en juego el futuro de la ONU.  (The war puts the future of the U.N. in danger.)Poner en riesgo  (to put at risk)  Ã¢â‚¬â€Ã‚  El mal tiempo puso en riesgo el helicà ³ptero en el que viajaba el presidente.  (The bad weather put the helicopter that the president traveled in at risk.)Poner huevo  (to lay an egg)  Ã¢â‚¬â€Ã‚  Tengo dos canarias hembra que no ponen huevos.  (I have two female canaries that dont lay eggs.)Pon er pegas  (to object)  Ã¢â‚¬â€Ã‚  Nunca ponà ­a pegas a nada. Todo lo parecà ­a bien.  (I never objected to anything. Everything seemed fine.)Poner por encima  (to prefer)  Ã¢â‚¬â€Ã‚  Ponà ­an el negocio por encima de todo.  (They made business their highest priority.)Ponerse colorado  or  ponerse rojo  (to be embarrassed or ashamed, to blush, to turn red)  Ã¢â‚¬â€Ã‚  Era muy tà ­mido. Si alguien me decà ­a algo me ponà ­a rojo y sudaba.  I was very shy. (If someone told me something I would blush and sweat.)Ponerse de pie  (to stand up)  Ã¢â‚¬â€Ã‚  Se puso de pie y golpeà ³ el escritorio con el puà ±o.  (He stood up and pounded the desk with his fist.)Ponerse de rodillas  (to kneel, to fall to ones knees)  Ã¢â‚¬â€Ã‚  El jardinero se puso de rodillas, implorando el perdà ³n de su imprudencia.  (The gardener fell to his knees, begging forgiveness for his carelessness.)