Race discrimination Research Paper Example | Topics and Well Written Essays - 4250 words

Race separation - Research Paper Example It becomes apparent that while the oppressor appreciates extensive social, mental, monetary, and political points of interest through separation, the casualties pay an enormous physical and mental expense. In the cutting edge world where topographical limits are vanishing each second, the issue acquires open consideration since it isn't feasible for societies to remain completely confined. Work environments of present day are multicultural as associations move out of their home districts. That implies correspondence and participation of individuals from different places and societies. In this way, the component of racial separation picks up the consideration of researchers. Characterizing racial separation Article 1 of The International Convention on the Elimination of All Forms of Racial Discrimination (ICERD) characterizes racial segregation as â€Å"any qualification, avoidance, limitation or inclination dependent on race, shading, plunge, or national or ethnic inception which ha s the reason or impact of invalidating or debilitating the acknowledgment, pleasure or exercise, on an equivalent balance, of human rights and essential opportunities in the political, financial, social, social or some other field of open life† (ICERD, 1966, Article 1). ... Direct racial separation One can say there is immediate racial segregation when one can show that one gets less good treatment than others dependent on racial personality. A case of such direct separation is obvious in BBC v. Souster (2001) IRLR 150. Mr. Souster was a Rugby Special moderator of BBC Scotland. He raised the charge that the organization terminated him since he was not Scottish. Notwithstanding, the reaction of BBC was that the issue of racial separation would not emerge as both English and Scottish individuals have British visa. In the question, the choice of the Scottish Court of Session was that only a typical visa would not mean absence of racial segregation. The court opined that there was discrete national inception and subsequently there was an instance of racial segregation at first sight. Subsequently, one picks up the expansive understanding that segregation isn't constantly founded on the real world; however dependent on the view of the discriminator. Roundabo ut racial segregation An investigate the clarification given by Equality and Human Rights Commission demonstrates that there are two classifications of aberrant racial separation. The principal class depends on shading or nationality, and the second depends on race, ethnic or national birthplace. Circuitous racial segregation frequently shows up in evidently non-biased prerequisites and conditions. To show, an organization may advance such a condition for business or advancement which just a specific racial gathering meets or which clearly denies chances for a specific racial gathering. An ideal case of this sort of separation is seen in Aina v. Work Service (2002) DCLD 103D. For this situation,

Operations Management Essay

1. History Since beginning in 1989, the Glad Group has developed to get one of Australia’s driving property specialist co-ops. At first settled as Glad Cleaning Services, the organization gave cleaning answers for strip malls and organizations. In November 2006 Glad Cleaning Services re-marked itself to the Glad Group, presently offering incorporated property arrangements. With a solid spotlight on client assistance and incredible worth estimating, the Glad Group has kept on creating and keep up long haul associations with its customers throughout the years. Organization originators Nick and Lucy Iloski perceived there was a need to offer a coordinated assistance that had practical experience in adaptable answers for the retail and business markets. Their client centered methodology was invited in the market and the organization developed quickly. Today, the Glad Group exceeds expectations in five key property administrations: Retail Cleaning, Commercial Cleaning, Security, Maintenance, and Waste Management and Environmental Solutions. Happy offers these administrations independently, or as an incorporated property arrangement. 2. Presentation 2.1. Client care The Glad Group depends on a culture of trustworthiness and commitment. ‘Commitment without compromise’ supports each activity Glad attempts. Happy Group pays attention to client support and plans to convey suffering an incentive through inventive, client centered property arrangements that give a protected, spotless and well disposed condition for customers, their clients and the network. Elevated requirements of client assistance are gotten through worker preparing, consistence, and industry development and grasping innovation. People are engaged through a domain of help and consolation, making administration and arrangements faster and simpler for customers. The Glad Group accepts trust, uprightness, and reliability is fundamental in each working relationship and consistently treats customers, representatives, contractual workers and network morally and with deference. 2.2. Quality Control The Glad Group is authorize to ISO 9001 Quality Management System, AS 4801 Occupational Health and Safety and ISO14001 Environmental Management System. Glad’s thorough coordinated administration framework alongside the utilization of Praxeo and Kevah programming guarantees the staff agree to the present laws, acts, guidelines and codes of training. This has made a more secure and increasingly secure workplace, bringing about a dynamic decrease in occurrences and mishaps. 3. Area The Glad Group has been giving property administrations to the Australian market since 1989. Today the Glad Group is pleased to offer types of assistance broadly to a scope of market segments including major, provincial and neighborhood strip malls, business structures, schools and colleges, administrative, state and nearby government workplaces and monetary foundations. Happy Commercial Cleaning has a few work areas. Investa Property Group, which is one of the customers of Glad Group, possesses the place of business at Deutsche Bank Place, 126 Phillip Street, Sydney. Situated on the prime eastern edge of the CBD, Deutsche Bank Place has instructing and unhindered perspectives on Sydney Harbor and the Botanical Gardens and it is exceptionally advantageous for representatives to venture out to and from. Deutsche Bank Place is a 240 m high rise in Sydney, New South Wales, Australia. It is situated at 126 Phillip Street in the north-eastern finish of the focal business locale, over the street from Chifley Tower. Development started in 2002 and was finished in 2005. The building’s draftsman is Norman Foster of Foster and Partners. Deutsche Bank is the essential inhabitant, involving 9 stories and possessing the naming rights. It is possessed and overseen by Investa Property Group. Other significant occupants are Allens Arthur, Bain and Company and Seven Wentworth. The 42,256mâ ² of absolute net lettable region brags a NABERS Energy rating 4.5 stars and a fantastic passage court. The structure additionally offers cafã ©s, a brassiere, occupant showers, storage spaces and bicycle racks, a kid care focus and outside regions. Situated at the highest point of Hunter Street in the core of the CBD, it is promptly available via vehicle and all open vehicle choices. 3.1. Access It is significant these sort of business structures to be effectively available in light of the fact that there are loads of representatives working in this structure accepting 100 individuals for each level for a structure that has 31 business levels adjacent to different laborers, for example, cleaners and protections just as to get the conveyances inside advantageously and ideal. 4. Activity Plans 4.1. Maintainability At Glad individuals accept corporate obligations incorporate securing nature. That’s why a certify ecological administration framework was created. This framework recognizes items or administrations that could influence the earth. To help the framework a few approaches, codes of training, rules and International guidelines were received which surpass administrative consistence. This guarantees the best result for the earth. Each Glad representative gets preparing and advancement in the company’s ecological framework. It is imperative to consistently create and tailor site explicit preparing and instruction bundles that emphasis on reusing and manageability arrangements and methodology. The Glad Group use and offer the accompanying ecologically agreeable items and administrations: ï  ¶Green cleaning items and water savvy machines Reusable microfiber cleaning materials Water reusing items Biodegradable items Squander the executives (reusing) consultancy As of late, Glad procured the most remarkable versatile high weight steam cleaner in Australia. This new concoction free steam cleaner is an incredible unit that isn't just earth inviting yet additionally gives: Improved degrees of sanitisation Indoor/open air applications Spray painting expulsion Water warmed to very high temperatures †eliminating microscopic organisms, shape and infections in huge territories Substance free compact high weight steam cleaning for floor coverings Perfect for asphalt/hard surfaces/sections and exteriors Contamination free activity Utilizations reused water framework Extraction of waste water (squander water is taken to the site and afterward expelled from the site) 4.1.1. New Steam Clean Technology The Glad Group have portable substance free cleaning innovation that can go to your site and clean pretty much anything, from floors and covers, to vehicle parks and railroad stages. Not exclusively does the arrangement of high weight (3000 PSI) and steam (260 °C) clean, it likewise expels the waste and buildup in a split second by means of the extraction framework (400 ft of hose). Besides, not exclusively does the truck bring its own water, it removes the waste water for reusing. 4.2. Hazard and Insurance Management The Glad Group takes danger evaluation and hazard the board genuinely. Glad’s exhaustive methodology guarantees customers; their clients and workers are sheltered from risks that may cause injury. Happy commission Proclaim to effectively research and oversee open obligation asserts quickly and expertly for the benefit of the Glad Group and customers. Preceding the initiation of any agreement a hazard investigation is led, site explicit safe work technique guidelines are planned and afterward review on a progressing premise. To additionally improve security, Glad likewise works a bleeding edge programming framework called Glad Easi. It’s a touch screen detailing program intended to give a viable and auditable path of data in regards to representatives, temporary workers and guests inside work destinations. Because of the thorough way to deal with wellbeing and security and the productivity of detailing strategies, the Glad Group has one of the most minimal open risk and laborers pay premiums in the business. This outcomes in significant cost investment funds to customers. 4.3. HR Compliance The Glad Group is licensed to ISO 9001 Quality Management System, AS 4801 Occupational Health and Safety and ISO14001 Environmental Management System. Glad’s thorough coordinated administration framework alongside the utilization of Praxeo and Kevah programming guarantees the staff consent to the present laws, acts, guidelines and codes of training. This has made a more secure and increasingly secure workplace, bringing about a dynamic decrease in episodes and mishaps 4.4. Enlistment and Training All Glad Group representatives are chosen through a broad meeting process. Candidates should likewise give proof of their qualification to work in Australia. Further checks, for example, culpability record and movement (DIMA) are then directed by the Human Resource Department to guarantee qualification. Before giving all cleaners, security watchmen and support work force with photograph distinguishing proof cards, the Glad Group give point by point enlistment preparing at Head Office by means of Glad Compliance Department. This incorporates various preparing recordings joining OH&S supported systems and point by point site directions. All preparation is assessed and recorded on an employee’s electronic preparing record. Qualified staff is likewise joined up with Certificate I, II, III and IV courses in Cleaning and Asset Maintenance. Every one of managers has a declaration in Asset Maintenance and broad site understanding for business and retail destinations. 5. Developmen t 5.1. G.M.R The Glad Mobile Reporting framework is an incredible and adaptable programming arrangement utilized close by held PDA’s. This product has helped the Glad Group in the administration of property administrations and the advantages and life patterns of our client’s properties. The advantage it gives to customers is continuous on location investigation reports, for example, Quality affirmation investigations Occurrence/mishap revealing Harm/condition announcing Gracious and S reviews 5.2. Happy Easi The GLAD EASI framework is a touch screen programming arrangement intended to give a review trail of essential data for the Glad Group and its customers. The GLAD EASI framework catches information, for example, Time and participation Workers entering and exitin

Investment Assignment Report Essay Example | Topics and Well Written Essays - 2500 words

Venture Assignment Report - Essay Example There are a lot of rule administering how exchanges and speculators pick the changing accessible security alternatives in the financial exchange. Our methodology is exemplified in this paper in light of the choice to apply the gainer part. For the energy procedure, my decision was Voltari Corp. Applying the primary exchanging rule, â€Å"avoid managing in stocks revealing above or inside the multi week high†, the choice to put resources into APC demonstrates that this exchanging rule was accurately followed. Buying supplies of Voltari Corp. in its 52-week high remained at $3.60. The second exchanging standard pick stocks recording at least 1,000,000 offers in the every day exchange volumes, notwithstanding staying away from stocks recording day by day volumes of exchange beneath 100,000 offers the choice to purchase Voltari Corp. stocks conform to the second exchanging rule. Voltari Corp. stocks recorded 3 million offers in its normal 3-month exchanging volume. The third exchanging rule represents the need to stay away from mid-and-top (stocks recording esteems under $5 billion). This rule doesn't adjust well to Voltari Corp.; its stock falls in little top stock class with $16.91 million in showcase capitalizati on esteem. At long last, the fourth exchanging standard demonstrates that an individual ought to pick stocks connoted by examiners feelings evaluated nearer to or over one (1). This means that better execution later on contrasted with assessments that are above or inside the scope of Five (5). The fourth guidelines additionally expresses that stocks recording negative patterns or without noteworthy changes in week after week agreement figures likewise should be dodged. The â€Å"snapshot† apparatus accessible in Market Watch don't show the normal proposal from the examiners for Voltari Corp. by and large, most stocks in the money related market have a normal suggestion of ‘buy’. Subsequently, the pattern is anticipated to move towards the lower feature of the factual positioning, with twenty-three

Calculating the cash conversion Essay Example | Topics and Well Written Essays - 250 words

Figuring the money transformation - Essay Example This is the reason a shorter change cycle is better. From the portion, it is obvious that cash is held in the stock up to when it is sold. It surmises that put away money, or cash that was utilized to buy this stock isn't accessible, and can't be utilized for some other reason (Brigham and Houston, 2012). Along these lines, business must keep up short money transformation cycle so as to decrease costs related with stock stockpiling and deterioration and keep up business liquidity at a higher point. More or less, the money transformation cycle measure the time in days that the organization takes to change over its info assets into incomes. That is, it mirrors the timeframe in days that the organization takes to sell its stock, gather all money receivables, and settle its bills (Whittington, 2012). It is ordinarily concurred that an organization that takes the most limited time is at its wagers tasks. This is on the grounds that the money turns out to be free as the money change cycle abbreviates, and the organization can contribute it, use it for different exercises, for example, buying new hardware, foundation to support the profits. Money change cycle is additionally noteworthy in surveying the productivity of the administration and contender examination (Graham and Smart,

How Lupus Can Cause Bipolar-Like Mood Symptoms

How Lupus Can Cause Bipolar-Like Mood Symptoms Bipolar Disorder Print How Lupus Can Cause Bipolar-Like Mood Symptoms By Marcia Purse Marcia Purse is a mental health writer and bipolar disorder advocate who brings strong research skills and personal experiences to her writing. Learn about our editorial policy Marcia Purse Medically reviewed by Medically reviewed by Daniel B. Block, MD on November 23, 2019 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD Updated on January 21, 2020 Ghislain Marie David de Lossy/Getty Images More in Bipolar Disorder Symptoms Diagnosis Treatment In This Article Table of Contents Expand Neuropsychiatric Symptoms Causes Diagnosis Treatment View All Back To Top Systemic lupus erythematosus (also known as lupus or SLE) is an autoimmune disorder that can cause chronic disease in different parts of the body. While the exact mechanisms for lupus are unknown, the condition ultimately represents an immune system gone awry, attacking normal cells it mistakenly sees as dangerous. The central nervous system is just one of the targets of this autoimmune response. When it happens, it can manifest with psychiatric symptoms that are strikingly similar to bipolar disorder. While the symptoms of the two disorders overlap (as do the drugs used to treat them), SLE and bipolar are in no way related. Despite popular belief, SLE does not cause bipolar disorder. On the other hand, SLE is sometimes misdiagnosed as bipolar disorder. When this happens, a person may be exposed to unnecessary and inappropriate treatment. Neuropsychiatric Symptoms of Lupus When lupus affects the central nervous system, it can cause a variety of symptoms, both neurological and psychiatric. We refer to this condition as neuropsychiatric systemic lupus erythematosus (NPSLE). Symptoms can range from mild to severe and include:?? HeadachesMood disorders, including depression and bipolar-type symptomsMemory lossLoss of cognitive functionTremors, tics, and involuntary movementClumsiness or unsteady gaitSeizuresBlurred visionHearing and speech problemsConfusion and deliriumTingling, numbness, burning, and painful nerve sensationsStroke NPSLE affects 80â€"90% of people with lupus, most frequently manifesting as headaches, depression, and general cognitive decline. NPSLE is considered a serious complication that leads to a reduced quality of life and an increased illness. Current research suggests NPSLE is associated with a nearly ten-fold increase in mortality compared to people in the general population.?? Causes Rather than having one specific cause, NPLSE is due to a combination of factors including immune dysfunction, hormonal irregularities, vascular inflammation, and direct damage to nervous tissue.?? Even drug side effects may contribute to the symptoms. Moreover, the protective layer which surrounds the brain, called the blood-brain  barrier, can be disrupted by lupus, allowing toxins to penetrate and damage neural tissue. Some of the symptoms of NPLSE may also be related to a condition called demyelinating syndrome in which the autoimmune response gradually strips away the myelin sheath (think of it as the insulating cover) of a nerve.?? Depending on where this occurs, it can trigger a variety of sensory, cognitive, and visual problems. Diagnosis Because it is difficult to distinguish between the various causes of NPSLE (including independent psychiatric disorders), there is no gold standard for diagnosis. As such, diagnosis is typically made by exclusion, exploring all other possible causes including infection, coincidental disease, and even drug side effects.?? This is made on a case-by-case basis under the direction of a specialist experienced in NPSLE. If demyelination syndrome is suspected, tests may be performed to confirm the presence of autoimmune antibodies (autoantibodies) associated with myelin damage. Treatment Typically speaking, the medications used to treat psychiatric and mood disorders may also be used to treat the psychiatric symptoms of lupus. In the event of severe NPSLE, treatment will be focused on the use of medications that suppress and moderate the autoimmune response. Options include high-dose corticosteroids (such as prednisone or dexamethasone with intravenous cyclophosphamide). Other standard treatments include rituximab, intravenous immunoglobulin (antibody) therapy, or plasmapheresis (plasma dialysis). Mild to moderate symptoms may be treated with oral azathioprine or mycophenolate.?? Its important to note, however, that high doses of corticosteroids may exacerbate mood disorders and, in rare cases, lead to psychosis. The 9 Best Online Therapy Programs

Data Sufficiency Questions How to Know When Both Statements Together Are Not Sufficient

Today we will discuss a problem we sometimes face while attempting to solve Data Sufficiency questions for which the answer is actually E (when both statements together are not sufficient to answer the question). Ideally, we would like to find two possible answers to the question asked so that we know that the data of both statements is not sufficient to give us a unique answer. But what happens when it is not very intuitive or easy to get these two distinct cases? Let’s try to answer these questions in today’s post using using one of our own Data Sufficiency questions. A certain car rental agency rented 25 vehicles yesterday, each of which was either a compact car or a luxury car. How many compact cars did the agency rent yesterday? (1) The daily rental rate for a luxury car was $15 higher than the rate for a compact car. (2) The total rental rates for luxury cars was $105 higher than the total rental rates for compact cars yesterday We know from the question stem that the total number of cars rented is 25. Now we must find how many compact cars were rented. There are four variables to consider here: Number of compact cars rented (this is what we need to find) Number of luxury cars rented Daily rental rate of compact cars Daily rental rate of luxury cars Let’s examine  the  information given to us by the statements: Statement 1: The daily rental rate for a luxury car was $15 higher than the rate for a compact car. This statement gives us the difference in the daily rental rates of a luxury car  vs. a compact car. Other than that, we still only know that a total of 25 cars were rented. We have no data points to calculate the number of compact cars rented, thus, this statement alone is not sufficient. Lets look at Statement 2: Statement 2: The total rental rates for luxury cars was $105 higher than the total rental rates for compact cars yesterday. This statement gives us the difference in the total rental rates of luxury cars vs. compact cars (we do not know the daily rental rates). Again, we have no data points to calculate the number of compact cars rented, thus, this statement alone is also not sufficient. Now, let’s try to tackle  both statements together: The daily rate for luxury cars is $15 higher than it is for compact cars, and the total rental rates for luxury cars is $105 higher than it is for compact cars. What constitutes this $105? It is the higher rental cost of each luxury car (the extra $15) plus adjustments for the rent of extra/fewer luxury cars hired. That is, if n compact cars were rented  and n luxury cars were rented, the extra total rental will be 15n. But if more   luxury cars were rented, 105 would account for the $15 higher rent of each luxury car and also for the rent of the extra luxury cars. Event with this information, we still should not be able to find the number of compact cars rented. Lets find 2 cases to ensure that answer to this question is indeed E   the first one is quite easy. We start with what we know: The total extra money  collected by renting luxury cars is $105. 105/15 = 7 Say out of 25 cars, 7 are luxury cars and 18 are compact cars. If the rent of compact cars is $0 (theoretically), the rent of luxury cars is $15 and the extra rent charged will be $105 (7*15 = 105) this is a valid case. Now how do we get the second case? Think about it before you read on   it will help you realize why the second case is more of a challenge. Let’s make a slight change to our current numbers to see if they  still fit: Say out of 25 cars, 8 are luxury cars and 17 are compact cars. If the rent of compact cars is $0 and the rent of luxury cars is $15, the extra rent charged  should be $15*8 = $120, but notice, 9 morecompact cars were rented than luxury cars. In reality, the extra total rent collected is $105 the  $15 reduction is because of the 9 additional  compact cars. Hence, the daily rental rate of each compact car would be $15/9 = $5/3. This would mean that the daily rental rate of each luxury car is $5/3 + $15 = $50/3 The total rental cost of luxury cars in this case would be 8 * $50/3 = $400/3 The total rental cost of compact cars in this case would be 17 * $5/3 = $85/3 The difference between the two total rental costs is $400/3 $85/3 = 315/3 = $105 Everything checks out, so we know that there is no unique answer to this question for any number of compact cars you use, you will come up with the same answer. Thus, Statements 1 and 2 together are not sufficient. The strategy we used to find this second case to test is that we  tweaked the numbers we were given a little and then looked for a solution. Another strategy is to try plugging in some easy numbers. For example: Instead of using such difficult numbers, we could have tried an easier split of the cars. Say out of 25 cars, 10 are luxury and 15 are compact. If the rent of compact cars is $0 and the rent of luxury cars is $15, the extra rent charged  should be  10*$15 = $150 extra, but it is actually only $105 extra, a difference of $45, due to the 5 additional compact cars. The daily rental  rent of 5 extra compact cars would  be $45/5 = $9. Using these numbers in the calculations above, you will see that the difference between the rental costs is, again, $105. This is a valid case, too. Hence, there are two strategies we saw in action today: Tweak the numbers slightly to see if you will get the same results Go for the easy split when choosing numbers to plug in Getting ready to take the GMAT? We have  free online GMAT seminars  running all the time. And, be sure to follow us on  Facebook,  YouTube,  Google+, and  Twitter! Karishma, a Computer Engineer with a keen interest in alternative Mathematical approaches, has mentored students in the continents of Asia, Europe and North America. She teaches the  GMAT  for Veritas Prep and regularly participates in content development projects such as  this blog!

International Bribery Regulation And The Bribery Act 2010

2.4 International Bribery Regulation and the Bribery Act 2010 2.4.1 Development of National and Transnational Ethics Regulations The development of national and international bribery legislation and regulation has been a slow process spanning many centuries, stemming from the recognition of Piracy as the first and true international crime (Duhaime’s Law Dictionary, 2015). Although wide agreement exists on the detrimental impacts of bribery and corrupt practices, many individual countries and transnational industries (including that of civil engineering) fear implementation of tough anti-bribery legislation will cause unfair competitive disadvantages compared to their counterparts from countries where foreign bribery is not criminalised (OECD Observer, 2012). The first major push to implement anti-bribery legislation was taken by the United States with the Foreign Corrupt Practices Act (FCPA) 1977; this law made it illegal for certain classes of U.S. persons to make payments to foreign government officials to assist in obtaining or retaining business (U.S. Department of Justice, 2015). The broader development of ethics based law and regulation has developed primarily throughout the 20th century; particularly post 1950 when most of the worlds Inter Governmental Organisations (IGOs) had been established. Some of the most important IGOs in this area include the United Nations (UN), World Bank, World Economic Forum (WEF) and Organisations for Economic Co-operations andShow MoreRelatedForeign Partnership Act Case Study1269 Words   |  6 PagesAfter a thorough examination of the Foreign Corrupt Practices Act of 1977, as amended, 15 U.S.C  §Ã‚ §78dd-1 (FCPA) and the United Kingdom’s Bribery Act of 2010. 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Different Types Of Parenting Styles Essay - 2254 Words

Research Paper Maria Whitney Western Kentucky University Abstract As we all know each person is different. Each person is raised differently. So it is clear that since people are different from one another that their parenting styles will be different. But what parenting style is hurting one child’s development and well-being? For this assignment I read several articles about the different types of parenting styles and I have learned which type of parenting style helps or hurts a child’s development. Research Paper Parenting has changed over the years. Parents treat their children differently from other parents all around the world. Parents may believe that they are doing the best they can when raising their child but are their parenting styles hurting their child’s development? This paper will cover the different types of parenting styles and their advantages and disadvantages. Parenting style: The effects on social and emotional development in children Studies show that parents who are involved in their children’s lives help their children develop a more positive outlook on life and help develop a better educational guide for their children. A positive and supportive parenting style can help a child have a positive and healthy social and emotional self. The types of parenting styles could include authoritative parenting style. An authoritative style is a warming, structured, and setting expectations to their children and family. The social and emotionalShow MoreRelatedDifferent Types Of Parenting Styles880 Words   |  4 Pagesaround and observe our everyday life we will notice that we see many different types of parenting styles. Many parents create their own parenting style based on important factors like culture, education, and religion. Generally there are two main types of parenting style proposed. 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Most parents dont realize how their parenting methods affect their childs development. Most parents dont realize how bad or good of a parent they are. Many of them dont see that their kids imitate the methods they use to discipline their kid s. In fact there are many types of different beliefs of parents. But there are certain people who observe the children’s behavior. Because sometimes people can notice howRead MoreParenting : The Right Way1220 Words   |  5 PagesKassidi Davies Professor Morrison ENG 1101 2 October 2015 Parenting the Right Way Every parent has a different preference on how they want to raise their children, some more strict then others but all attempting to get their children ready for the â€Å"real world† as some call it. There are three types of parenting, all very different; one being permissive, another being authoritative, and the last being authoritarian. Often parents are known to suggest ideas to other parents on how they should disciplineRead MoreTiger Parenting Article Analysis747 Words   |  3 PagesChinese parenting. The difference between Western and Chinese parenting is the expectation of the children are different. The Western parents allow their children more freedom then the Chinese parents. In this article, the idea of Tiger Parenting is used. Tiger parents is parenting style that controls what the kids are doing. Susan Adams wrote an article entitled â€Å"Tiger Moms Don’t Raise Superior Kids, Says New Study.† Adams’ thesis is that she wants you to know that there are different types of parentingRead MorePsychology : An Exploration, By Saundra K. Essay1285 Words   |  6 Pagestopic on parenting styles in chapter 8 to be very interesting. I found it to be interesting because I can think on many life situations as a child that applies to this concept very easily, which I never realized before. There are three different types of parenting styles. The first style is called authoritarian parenting. Authoritarian parenting is a style when the parent constantly demands rules on their children and nothing other than rules. In our textbook it is stated that, â€Å"this type of parentRead MoreCause and Effects of Parenting Essay examples648 Words   |  3 PagesCause and Effects of Parenting Styles What are the cause and effects of different styles of parenting? Essentially, there are three types of parenting; authoritarian, authoritative and permissive. I believe there are no lines drawn in the sand separating these styles. In other words, a parent could actually entertain all three. I hope after reading this essay you will have a better understanding of the cause and effect of each style of parenting. The first style of parenting I will discuss isRead MoreThe 4 Parenting Styles : What These Styles Are And How They Affect Children Essay767 Words   |  4 Pageschild behavior however, It should be addressed that different parenting styles can also effect child behavior and that these parenting styles are categorized into four distinctive styles: authoritarian, authoritative, permissive, and uninvolved parenting. Maryann Rosenthal, author of â€Å"The 4 Parenting Styles: What Works and What Doesn’t† describes what these styles are and how they affect children. First off, Rosenthal describes that each parenting style has two main components which are responsivenessRead MoreParenting Styles Diana Baumrind999 Words   |  4 Pages The way a parent parents a child has a dramatic effect on a child’s development. In fact, research has revealed that parenting styles can impact a child’s cognitive, psychological, and social growth, which affects children in the childhood years, teenage years and adolescence. The reason is that children develop through a number of stimuli, communication, and conversation, which surround them. Families provide a structured environment in which a child lives while parents serve as role models andRead MoreImportance Of Parenting Essay1519 Words   |  7 PagesThe Importance of Parenting Styles There are many different types of parenting styles in the world today. The way one chooses to raise their children, can play a very big role in a child’s behavior and success within the future. In 1967, a woman named Diana Baumrind contributed to the knowledge in socioemotional development by studying and researching parenting styles. She originally stated that there are four types of parenting styles; authoritarian, authoritative, permissive and neglectful. Each

Rules of Engagement of Warfare - 808 Words

Warfare is a devastating quality of the human condition. Nowhere in nature do other species hunt and kill their fellow members for political reasons and at a mass scale. Attempts to systemize and standardize the rules and regulations of warfare are difficult if not impossible to appease every key player involve. The purpose of this essay is to examine the rules of engagement of warfare as a guiding principle that is subjective and not uniform throughout the system of war itself. This inconsistency will be discussed by presenting the Vietnam War through six different levels of perception located in the chain of command. This exercise will prove that each segment of the war fighting contingency has its own subjective reasons to follow rules of engagement. Individual Soldier The individual soldier that fought during the Vietnam War must be viewed in a unique perspective unlike todays circumstances. A great majority of the individual soldiers that saw combat in Vietnam were drafted and had no legal recourse to avoiding this duty. Rules to such a fight seen at this level were seen as temporary rule changes to normal life. Here the individual soldier must survive for one year in order to escape the hell of combat. This is a limited but understandable view of this situation. Enemy combatants were viewed almost as peers suffering through a temporary struggle much like their situation. Rules in this case are merely a means to an end, at the end state is survival and removal from aShow MoreRelatedHistory of Warfare and the Rules of Engagement714 Words   |  3 PagesThe Information Assignment Introduction Throughout the history of warfare the rules of engagement (ROE) were designed to control the actions of soldiers and focus them on achieving the larger objectives. In Vietnam, the ROE was utilized to constrain the activities of personnel in these areas. This because of continuing worries about the possibility of the war escalating into a larger conflict. To understand how this occurred requires examining the limited war strategy in conjunction with theRead MoreEssay on Hybrid Warfare or Asymmetric Warfare?1235 Words   |  5 PagesHybrid Warfare or Asymmetric Warfare? To have a discussion on hybrid warfare, we need to have a clear idea of what are the differences between conventional and hybrid warfare are. Conventional warfare is a nonnuclear conflict with rules of engagement formed by an agreement or compact. These rules for conventional warfare are spelled out by the Law of War and cover acceptable weapons, treatment of prisoners, torture, surrender, and much more. Unconventional is best described as guerilla and covertRead MoreThe European Colonization Of Africa1461 Words   |  6 PagesEuropean colonization of Africa, including economic and political motives, with the Berlin Conference serving as a catalyst. Africans resisted the European invasions of their lands, with the two main methods of opposition were guerilla warfare and direct military engagement. European influence on Africa still remains today, though these influences are generally negative and hurt Africa’s overall development. The imperatives of capitalist industrialization, including the call for guaranteed sources ofRead MoreHow Chris Kyle Was The Most Lethal Sniper During American History And For His Autobiography American Sniper1685 Words   |  7 Pagespossessed that gave him the vision to initiate a change to tactics for the USMC that prevented loss of life and started new training for Marines. I will also discuss his internal battle with the difference between ethical code, specifically the rules of engagement and his own personal values and beliefs. I will also reflect on what his example of leadership has done for me and why all of this has led me to believe that Chris Kyle was a visionary and ethical leader. Visionary Leader During the battleRead More Napoleon Bonaparte Essay1395 Words   |  6 PagesEngland’s imperialistic rule in Africa. Napoleon and his army returned in the August of 1799. Shortly after he took part in the Brumaire coup of November 1799, finishing as a member of the Consulate, Frances new ruling triumvirate.   Ã‚  Ã‚  Ã‚  Ã‚  In the Novel by Robert M. Epstein, his military background was identified and how he planned his attacks were broken down so that the average person could understand them. He was the individual who introduced the ideas of modern warfare to the global affairs. TheRead MoreThe War Has Been A Part Of Human History Essay1490 Words   |  6 Pagesnecessarily should be a way to stop violence, but there are ways to have smarter warfare. It is easy to say that we must remain absolutist but the opposite is incredibly tactically beneficiary in the battlefield as the enemy has shown. Many don’t completely agree with the ill written essay of Elaine Scarry, but on a more humanitarian side, it’s possible to see where she is trying to come from. These rules of engagement should be in place to save the innocents that are dragged into the conflict unwillinglyRead MoreFrom Corsets and Crocheting to Kevlar and Combat: The Journey of a Female Soldier1728 Words   |  7 Pagesmil). The current engagements in the Middle East and the change from a traditional style of battle causes the issue of allowing women in combat arms branches to arise as some see their current situations as a direct violation of the policy. The issue revolves around whether women should be assimilated into US armed forces and have no different rank status than men and the current complications that are caused by women experiencing combat because of the changing style of warfare. The change wasRead MoreThe World Set Up By Homer754 Words   |  4 Pagesdescription provided by Homer evokes the awe-inspiring power yet beauty of battle. The paradoxical description of loveliness and danger conveyed within the imagery of fire and words such as â€Å"glisten† convey the enigma of warfare between attractiveness and threat. Upon the introduction to warfare, however, the emphasis shifts drastically as the heroic motif of control gives way to increasing desperation. Combatants on both sides â€Å"flew upon each other like wolves, man and man crushing one upon the other† (4Read MoreThe American Of The United States Army973 Words   |  4 PagesAs for the US Army, they had been given orders by which they had to abide which lacked defined rules of engagement. This meant that they had to complete the mission, and their superiors did not necessarily care if the natives were pleased or harmed with the outcomes. As far as they were concerned, there was land th at had not been claimed legally and they wanted it. This was a huge change for the natives from when they had met Lewis and Clark on their journey exploring the Louisiana Territory decadesRead MoreThe Ethics Of Artificial Intelligence1409 Words   |  6 Pagesâ€Å"LAWS have been described as the third revolution in warfare, after gunpowder and nuclear weapons.† For the scientific community to put autonomous systems on a pedestal next to the two revolutions in warfare should incite fear into the populace, as we are on the brink of the third revolution in warfare. It is due to this urgency that several guidelines are being discussed within the artificial intelligence community, as well as on the global warfare scale. One such proposed law comes with the Geneva

Lago, The Plotter Essay - 1284 Words

Othello is a steadfast leader that the reader finds him or herself wanting to be more like. His experiences are unparalleled and that’s what makes him such a popular leader. He has seen many battles and fought many fights; his stories are legendary among those who revere him. In our day he would be the man every man wants to be like and the man every woman wants, but even those who are revered have enemies. If this were not the case then there would be no means for him to have become so revered. In overcoming so many obstacles Othello made a most convincing enemy. In this article we will explore Iago’s dark secrets and expose and examine what makes him such a great villain. William Shakespeare used various literary devices such as†¦show more content†¦Iago, who is supposed to be Othello’s faithful servant, is instead riddled with jealousy and seeks the downfall of his master. Iago sets Barbantio’s house against Othello. By instruction of Iago, Rod erigo was to, â€Å"Rouse him (Barbantio): make after him, poison his delight, proclaim him in the streets; incense her kinsmen, and, though he in a fertile climate dwell, plague him with flies: though that his joy be joy, yet throw such changes of vexation on’t, As it may lose some colour† (Shakespeare 7). Iago’s jealousy makes him a plotter. He turns Barbantio against Othello to gain advantage over him. When comparing characteristics it is quite clear that Iago is secretly Othello’s opposite. The protagonist is an obedient soldier and gentlemen, and the antagonist is a deceitful saboteur. In a way these characters complement each other. All of Othello’s actions make Iago seem all the more dark and devious, while all of Iago’s actions make Othello seem all the more valiant. In this sense these two characters need each other to be who they are as antagonist and protagonist. Another element to consider are the metaphors used to show how deceitful Iago is. In this particular passage we gain insight into Iago’s cunning. â€Å"Our bodies are our gardens, to the which our wills are our gardeners: so that if we will plant nettles, or sow lettuce, set hyssop and weed up thyme, supply it with one gender of herbs, or distract it with many, either to haveShow MoreRelatedEssay on The Nigerian Civil War1344 Words   |  6 Pagesleft-leaning junior Army officers mostly majors and captains. This coup led to the accession of General Johnson Aguiyi-Ironsi, the head of the Nigerian Army, as head of state of Nigeria. This coup benefited mostly the Igbos because most of the coup plotters were Igbos and Ironsi, an Igbo, promoted many Igbos in the Army at the expense of Yoruba and Hausa officers. On the 29th of July 1966, the Northerners executed a counter-coup. This coup was led by Lt. Col. Murtala Muhammed. It placed Lt. Col. YakubuRead MoreFeasibility Study on S etting Up an Environmental Laboratory9679 Words   |  39 Pagescoined from the first letter of each of the Managing Director’s full-name (Stephen Temitope Oriyomi Oluwatobi Kayode). STOOK Environmental Services Company proposed location is at 4, Fatai Oko-Oloyun Avenue, Hotel Bus Stop, along LASU road, Igando, Lagos, Nigeria. Our aim is to meet the need of industries, agencies, and living-homes as related with environmental; management, planning, compliance and monitoring, by offering broad base of environmental services geared toward protecting the earth resourcesRead MoreFeasibility Study on Setting Up an Environmental Laboratory9668 Words   |  39 Pagescoined from the first letter of each of the Managing Director’s full-name (Stephen Temitope Oriyomi Oluwatobi Kayode). STOOK Environmental Services Company proposed location is at 4, Fatai Oko-Oloyun Avenue, Hotel Bus Stop, along LASU road, Igando, Lagos, Nigeria. Our aim is to meet the need of industries, agenci es, and living-homes as related with environmental; management, planning, compliance and monitoring, by offering broad base of environmental services geared toward protecting the earth resources

Aids in the African American Community Free Essays

In the mind of the public, the AIDS problem is undoubtedly linked to sexual behaviors and possibly perceived to be a result of promiscuity, nonmonogamous sexual activity, and a well-deserved problem that should affect gay and homosexual people. To a certain extent, efforts to combat AIDS in the African-American communities have also been hindered by the fact that we know very little, beyond stereotypes and myths, about the sexuality of African-Americans. These perceptions have provided much of the confusion about what we should do about HIV/AIDS, or for that matter any of the health problems that are at epidemic levels in the African American communities throughout the United States. We will write a custom essay sample on Aids in the African American Community or any similar topic only for you Order Now It has also been the case that several of the important sources of leadership in the African-American communities have utilized the AIDS epidemic to develop and promote extremely conservative religious and moral agendas and punitive responses toward persons who are already considered to be unfit members of the community. For example, during the first wave of the AIDS epidemic there were several stories within the African-American communities across the United States about ministers who were preaching to their congregations about how AIDS is â€Å"God’s punishment for homosexual people who sin.† While there is no way to determine the extent of this attitude among African-American ministers and preachers, approximately one-fourth of the sample (28 percent) of African-American college students was in agreement with this belief. â€Å"There is a long history in the United States of African-Americans and other minority groups being devalued and of having their behavior labeled deviant. In the case of AIDS, the victims are further socially ostracized. A prime example is the fact that Haitians were at one time considered a risk group. Because of this, many Haitians lost their jobs and experienced extreme levels of racial discrimination, not because they had AIDS, but because they were Haitians and therefore linked to AIDS† (Moore and LeBaron, 1986). So, it appears that efforts to combat HIV/AIDS have been hindered by (1) our lack of knowledge about the sexuality of African-Americans, (2) research that has not seriously examined the variability of behavior and attitudes within African-American groups, (3) community and religious leaders who view the AIDS problems as punishment from God, (4) our intolerance of gays and bisexuals within the African American community, and (5) the lack of attention directed at the prevention of sexually transmitted diseases prior to the HIV/AIDS epidemic. If one accepts these observations, then what are we to do in order to develop effective and culturally sensitive AIDS-prevention messages that will reach African-Americans, who are not monogamous, are not abstinent, and who do not use IV-drugs. One solution is to make sure that African-Americans have an adequate understanding of the factors associated with the transmission of HIV/AIDS. Overall, the pattern of the results indicates that African Americans are very knowledgeable about AIDS, but there appears to be a gap between knowledge and risky sexual behaviors. The development of culturally sensitive AIDS-prevention programs for African-American college age adults may be facilitated by considering some of the insights gained from the study. For example, data suggest the gap between knowledge and risky sexual behavior is likely to be filled with different attitudes and beliefs for males versus females, or individuals with multiple versus non-multiple sexual partners, or individuals with or without a history of STDs, or individuals with or without HIV/AIDS. (Nikitta Foston, 2002). Information uncovered by this investigation revealed that males are less knowledgeable about several factors involved in the transmission of AIDS than females. On the other hand, individuals with multiple partners were more likely to believe that AIDS is caused by bacteria or the same virus that causes VD. Knowledge about the factors associated with the transmission of HIV/AIDS was essentially identical for subjects who practiced unprotected anal intercourse and those subjects who did not. Individuals with HIV/AIDS correctly answered only 55 percent of the questions concerning the transmission of AIDS while those not exposed correctly answered 85 percent of the AIDS knowledge questions. These data suggest that educational information and self-assessment instruments may need to be created for and targeted at specific African-American groups rather than rely on a wide-scale mass media campaign to reach all individuals. One way to accomplish this aim may be to create materials that enable African-Americans to actively question and evaluate their own risk. Perhaps one of the problems that has to be overcome in order to implement such a plan is to identify the explicitness needed in the HIV/AIDS prevention messages for African-Americans who are not monogamous and engaging in risky sexual behaviors (e.g., anal intercourse). The possible means of how to minimize the gap between knowledge and risky behaviors could go on and on, but the one way that is likely to result in a more favorable outcome is to simply ask the people involved to provide solutions. Seldom have we taken this position around a major public health problem, but what can we lose by asking African-Americans to generate solutions to problems that are the focus of so much human suffering. One of the barriers to effective HIV/AIDS education programs in African-American communities is the fact that the people and organizations have not been encouraged to believe that HIV/AIDS prevention would be more effective when planned, executed, and propagated by members of their own community. In other words, African-American community members are not involved in the empowerment process which stresses both individual determinations over one’s own life and strong democratic participation in the life of one’s community. The notion of empowerment presupposes that African-American community members have the competency to intervene on their own behalf but lack the necessary resources. How to cite Aids in the African American Community, Papers

Environment free essay sample

â€Å"Road salt† is a common term used for some chloride salts, including sodium chloride (NaCl), which are used as de-icing agents on roads. The application of these de-icers on roads and other impervious surfaces in North America during winter months was in practice since the 1960s. The amount of snow fall is so high in these areas that snow and ice management becomes very essential to prevent road accidents, to maintain a continuous flow of traffic and to ensure safe pedestrian travel during winter months. Sodium chloride is the most commonly used de-icing agent (Road salting). Sometimes, it can be used along with some anti-caking agents like sodium hexacyanoferrate (II) or sand and grits. These elements like sodium, chloride, ferrocyanide and other impurities seep into our environment when the snow or ice melts, and poses a threat to water bodies, soil, vegetation and large number of species sustaining on them (Environmental, Health and Economic Impacts of Road Salt). De-icing of the roads is, beyond a doubt, very essential, as it saves lives by preventing accidents, but there are more alternatives other than the use of road salt which I will also explain. This research paper explains how road salt acts as a de-icing agent and what factors promote its widespread use. The primary aim of this paper is to give an elaborate idea about how road salt damages our environment. It also provides a list of some safer alternatives which can be used for de-icing. Road salt does not allow the ice or snow to adhere to the pavement and form a hard pack. Sodium chloride can readily depress the freezing point of ice, so that the ice starts melting. Salt crystals can pull water molecules from ice crystals to form brine. The formation of brine facilitates the process of meting of ice. However, the rate of melting depends upon the temperature at that time. At temperatures below 15 ° F, sodium chloride cannot form solution efficiently; hence its efficiency is reduced. In fact, even if sodium chloride is applied at high rates at these temperatures, it cannot melt snow or ice effectively. Hence, people involved in road management should acquire knowledge about the current and expected temperatures (Road Salt and Water Quality, 1). Sodium chloride also prevents the formation of ice on roads. Depending upon the conditions, road salt is applied as either liquid or solid medium. When compared with other salts, sodium chloride is less expensive with an average cost of $50 $60 per ton. Some other characteristics like easy availability and ease in handling and storage make it a more commonly used de-icing agent. Salt as such is non-hazardous to the environment and does not degrade to produce harmful substances. Problem of bio-accumulation is also not associated with sodium chloride. Addition of an anti-caking agent like sodium hexacyanoferrate (II) in low levels (below 100mg/kg), prevents the salt from caking, and makes it readily usable during the winter months (Road Salt and Water Quality, 1) (De-Icing the Environment). When dissolved in melting ice or snow, road salt gets dissociated into 40 percent sodium ions (Na+) and 60 percent chloride ions (Cl-). Chloride settles down in the bottom of the water bodies because of its density and increased mobility. Chloride is completely soluble and mobile. At a concentration of 230 mg/l and above, chloride is toxic to aquatic life and affects vegetation and wild life. Chloride gets accumulated in the long run as no natural process can break it down or metabolize it. Chloride cannot be absorbed by the vegetation. Gradual accumulation of chloride has damaged many water bodies, by changing the taste of the water. On the other hand, sodium (Na+) ions are subjected to ion exchange. These ions can either bind to the negatively charged soil particles, hence altering the soil chemistry, or be taken up in biological processes. They promote the release of nutrients into the groundwater and surface water, hence affecting the aquatic environment. Anti-caking agents like ferrocyanide can also impact the human life and environment, when used in large quantities. Exposure to sunlight and action of certain types of bacteria stimulates the release of cyanide ions from these additives. This compound has been added to the list of toxic pollutants by USEPA in 2003. Soil gets impacted at every stage of de-icing. Improper maintenance of salt piles by road management people may contaminate the soil and vegetation growing on the road side, as they become saturated with road salt. In fact, wherever soil comes in contact with road salt for a long time, the soil chemistry gets altered by the exchange of sodium ions with other positively charged ions like, calcium, magnesium, and potassium. These exchanged ions are released into the ground water. This ion exchange also increases the mobilization of metals. The soil permeability is altered as the soil becomes impervious and water infiltration is blocked. The overall fertility of the soil gets reduced and the soil pH and stability are also affected. Excess of salt damages the soil biota, especially some bacteria, which participate in the structuring of the soil. As a result, the soil is subjected to erosion and increases the sediment in runoff (Environmental, Health and Economic Impacts of Road Salt). The primary impact of salt on plants is by the creation of the osmotic imbalances, due to which water absorption is inhibited and root growth is reduced. The uptake of nutrients by the plants is also affected, hence affecting the long term growth of the plants. Accumulation of chloride for a long time in plants leads to osmotic stress and the plant tissues get dehydrated similar to a drought-like condition. The germination of grass and wildflower seeds on the road side is also affected by the high salinity. As the penetration of air and water is hampered, the growth of the new plant shoots is also affected (Wegner and Yaggi). Deposition of salt on plants may add to the weight and promote tissue damage by local dehydration. The plants may physically break at these damaged points. Splashing and spraying of salt on the foliage of the plants leads to scorching of leaves, defoliation and dying of twigs. Degradation of vegetation indirectly affects the wild life, by damaging their habitat, food resources, breeding or nesting sites and shelter places. Mammals like deer and moose consume the salt crystals on the roadway, to remove their sodium deficiency. Strange behavioral abnormality like loss of fear of humans and vehicles is noticed in these animals when they drink salt-rich water. As a result, these animals succumb to vehicular accidents. Over consumption of salt by these animals increases the salt toxicity in their blood and tissues (Environmental, Health and Economic Impacts of Road Salt). Birds often consume the salt crystals as they are similar to seeds. Even small quantities of salt are toxic to birds, leading to their death. Studies have shown that even a single salt crystal can lead to behavioral abnormalities and these birds are more vulnerable to car strike (Wegner and Yaggi). Surface waters, rich in sodium chloride, could also be toxic to many aquatic species like fish, amphibians, insects, and macro invertebrates. An elevated level of chloride affects the growth, survival and reproduction of many species. Some toxic metals get released from the sediments in the presence of salt in water. As a result the oxygen gets reduced, which harms the growth of aquatic species. The distribution and cycling of oxygen and nutrients gets affected. The fresh water fish are mainly affected by the increase in the salt concentration and a drastic change in the species diversity is noticed (Environmental, Health and Economic Impacts of Road Salt) (Wegner and Yaggi). The salt on the highway seeps into the ground water in a number of ways like during runoff from the highways, migration of dissolved salt along with water to water table, during the melting of ice, etc. The presence of high salt content not only changes the taste but is also harmful to people suffering from hypertension, as they are advised to take low quantities of sodium. A concentration of sodium above 20 mg per liter of water is considered to be harmful by US Environmental Protection Agency (EPA). Presence of chloride at high levels is not injurious to health, but the taste and odor of the water gets affected. Due to increase in salt concentrations, many water bodies and wells have been abandoned (Environmental, Health and Economic Impacts of Road Salt) (Wegner and Yaggi). Conductivity of water is enhanced by the presence of chloride ions and this increases the corrosion of bridges, buildings, etc. Many parts of the vehicles like brake linings, bumpers and the body get corroded. Huge cost is involved in the protection of the corrosion and repair of the damaged parts. Even though the use of road salt is hazardous, the use of better management practices can minimize the loss to the environment. Some other non-hazardous ways of treating snow and ice on roadways are: †¢ Salt or other de-icing chemicals should not be used to burn snow, rather snow or ice should be removed with mechanical devices like shovel, plow, etc. †¢ A thin layer of snow can be easily melted with the help of deicing agents. Hence, during the snow storm, a shovel should be used to remove as much of snow as possible. Later, the area should be properly swept, so that the remaining snow does not form ice making the area slippery. Ice on the surface can be scraped with the help of a flat hoe. These practices would minimize the use of de-icing agents. †¢ The equipment used for spreading should be calibrated so that optimum quantities of salt is released, minimizing the environmental impacts. †¢ Knowledge about the temperatures at which different materials used for de-icing are most effective is advantageous. †¢ Pre-wetting the salt with brine reduces the application rates by 20 percent. †¢ Proactive application of de-icing chemicals before the accumulation of snow or ice minimizes the quantity of chemicals required for de-icing. A mixture of salt and sand should not be applied as they work against each other. †¢ Sensitive areas like public water sources should be identified and safer alternatives to road salt should be used in these areas. †¢ Identification of salt sensitive vegetation and minimization of the use of de-icing agents containing chlorides can prevent the damage to the vegetation. †¢ During the storage of sand and salt, care should be taken to store them on impervious surfaced area, which is covered and has adequate drainage facility. This will prevent the run-off of these substances and accumulation in the water bodies. During loading, care should be taken to prevent the spilling of salt or sand. By better management one can minimize the loss to the environment and the search of safer alternatives might decrease the environmental impacts completely. Some chemicals have been used as road salt alternatives, but they were either used for a short duration or in limited quantities. The long term impact of these chemicals is yet to be studied. Some of these chemicals are: Calcium chloride – It is the second most commonly used de-icing agent and it can perform well at lower temperatures. It can be directly applied in liquid form and prevent the bonding of snow or ice to the pavement. However, some disadvantages like, difficulty in storing and handling, higher cost, environmental impact of chloride, tendency to corrode metals, have limited its use. Potassium chloride – It is a naturally occurring material but can damage concrete, damage the vegetation by burning leaves and inhibit plant growth It can prove to be hazardous to environment due to the presence of chloride. These disadvantages have limited the use of this material for de-icing (Road Salt and Water Quality, 4). Magnesium chloride – It shows faster action in comparison to sodium chloride and is effective in very cold conditions (at a temperature of 5 °F). However, incorrect application might lead to slippery condition and also shows corrosive action on metals. . Urea – It is a fertilizer and when used in huge quantities for de-icing, it can increase the nutrient content of the water systems, which might lead to eutrophication in future. It gets rapidly broken down into ammonia which gets released into the environment. It also shows corrosive action (Road Salt and Water Quality, 4). Potassium acetate – This material is biodegradable and has shown less environmental impact. It shows high performance and is less corrosive in nature. Except mild irritation after inhalation, no other health hazards have been recorded. This material depletes the oxygen from the aquatic ecosystems temporarily and might stimulate the growth of the plants. However, further research is required to ascertain the efficacy of the potassium acetate as road salt. Calcium Magnesium Acetate – This material is prepared by mixing limestone with acetic acid. It shows less negative effects on aquatic biota, soil and vegetation. The impact of this material on ground water has been noted to be less, when compared with sodium chloride. The main limiting factor associated with the use of potassium acetate and calcium magnesium acetate, is their huge cost. As they are costly and less accessible, they are presently being used on bridges as they show less corrosive action and in environmental sensitive areas. Research promoting the huge production of these materials can reduce the cost and prevent environmental hazards. Simultaneously, the long term impacts of these materials should also be analyzed (Wegner and Yaggi). Some natural substances show the capacity of de-icing, but generally they cannot be used commercially on a widespread manner. But initiatives taken from each home, depending upon the availability of these substances, can lessen the environmental impacts to some extent. These substances include: Sand –Many properties like inexpensive nature, no harmful impacts on the environment, easy sweeping capacity and tendency to provide traction, make it a better alternative to salt. Brick sand can better serve the purpose as it is granular and coarser than the regular sand. It is easily available at building supply stores. Sand can absorb sunlight and warm the ice or snow lying beneath. This will facilitate the faster melting of ice (Road Salts Alternatives). Ashes – People having a wood burning fireplace can use ashes as it is economical and convenient to use. Ashes also absorb sunlight and provide traction, hence increasing the rate at which ice melts. Cat litters – It is one of the expensive options but if it is available at home, it can be used (Road Salts Alternatives). Agricultural byproducts – Some agricultural byproducts obtained from corn have lower freezing point due to which they delay the process of the formation of ice crystals. However, they are not efficient in melting the snow or ice. These products can be used to prevent the formation of ice (Road Salt and Water Quality). De-icing is very essential to treat many roadways so everyday life can carry on, but it should not be at the cost of environment. We should be taking measures to preserve our environment, not damage it. Which is why we need to look for and use safer and environmental friendly alternatives for de-icing. C/R B. B

The Effects of Technology on the Accounting Profession Paper free essay sample

Click the Virtual Organization link on the student website to access company information on Riordan Manufacturing. Then, select one of the accounting cycles. This selection is the basis of this and subsequent Learning Team assignments, so obtain faculty approval for your selection. Write a 1,050- to 1,400-word paper addressing the following: o Identify the five accounting cycles and explain how this organization uses the accounting cycle you have selected. o Comment on the strengths and weaknesses of the internal controls related to this cycle. Explain how you would integrate this part of the accounting cycle into an enterprise-wide accounting information system. o Differentiate between the various types of information systems necessary to achieve this integration. o Demonstrate the flow of accounting information through this organization. Format your paper consistent with APA guidelines. Week 3 Individual Assignment: Accounting Information Systems Simulation Summary Complete the Accounting Information Systems simulation located on the student website. We will write a custom essay sample on The Effects of Technology on the Accounting Profession Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Write a 350-word summary addressing the following: o What are the advantages of having the same person performing multiple activities in a particular process? What are the disadvantages? o Where would you draw the line between cost-benefit analysis and accuracy of records? o How would prioritization affect Ramos International’s expected loss over the current year? Format your summary consistent with APA guidelines. Learning Team Assignment: Hardware and Software Selection Paper Write a 1,050- to 1,400-word paper using the same step of the accounting cycle your Learning Team selected for its Accounting Cycle Description Paper that examines the hardware and software necessary to integrate this accounting process into an automated system. Discuss what information might need to be shared between the different cycles. Include the following in your paper: o Who needs access to the information? o What controls need to be in place? o What types of reports need to be generated? o What information should be available through the corporate intranet or the Internet? Week 4 Individual Assignment: Database Definition Exercise Complete the University of Phoenix Material: Database Definitions Exercise located on the student website. Individual Assignment: Assignments From the Readings Write a response to the following assignment from the Core Concepts of Accounting Information Systems text: o Chapter 13: Case Analyses 13–22 (Martin Shoes, Inc. ) Learning Team Assignment: Database Tables Exercise Develop at least two tables, using the same step of the accounting cycle selected for your previous Learning Team assignments, that could be used in a database for your selected accounting cycle. Use keys to demonstrate the relationships between your database tables. Use fictitious data when entering information into the tables. Note. A key is a unique identifier that distinguishes rows within a database table. To view examples, please refer to your text. Week 5 Individual Assignment: Sarbanes-Oxley Act Article Analysis Use the Electronic Reserve Readings, the University Library, the Internet, or other credible resources to locate an article that examines the Sarbanes-Oxley Act. Write a 700- to 1,050-word summary of this article addressing the following: o Explain how the Sarbanes-Oxley Act affects the internal control of your organization or an organization of your choosing. o Discuss auditing around the computer and through the computer, the relevance of each, and how it affects your organization or an organization of your choosing. Cite your article in your summary, and prepare to discuss your article in class. Format your summary consistent with APA guidelines

Your Business Plan Essay Sample - How to Write a Business Plan

Your Business Plan Essay Sample - How to Write a Business PlanEvery successful entrepreneur knows the importance of writing a business plan as part of their business structure. This is not just a plan to lay out their venture, but it's the backbone of all business enterprises. Having a business plan makes you an entrepreneur that has a strong direction in which they are heading in.To start with a business plan, you need to write your goal statement, what do you want to accomplish, and how do you think you can do this? Your goal is simple. A way to start your life for your business. The next part, how do you want to accomplish this, will be easier to write once you have created the steps to get there.The purpose of your business plan is to let others know what your business is and where you're going. The best way to make it interesting to read is to be detailed and concrete. The people that read your business plan will have an idea of your business, where you're headed, and what you'r e up to. Since this is your first written document, it's important to make sure you know what you want to do with your business, and who you're targeting. There are five key aspects to writing a business plan:You should also consider that writing a business plan is like writing any other document. It takes work, and there's nothing wrong with asking someone else to do the work for you. Even if you're a native English speaker, there are probably professional writers you can look up and find someone to help you with your business plan.You can also find free business plan writing samples on the internet. It might take some time and effort, but it will pay off in the end. Writing your own business plan is also very helpful in that you're writing everything yourself, rather than relying on someone else's judgment. Writing your own business plan has many benefits including: you're making the decision for yourself; you have complete control over the content; you have no worries about forma tting; you can change or add content as much as you want; you'll always have things spelled out clearly. Now that we have an overview of the different advantages, let's discuss some more detail about how to write a business plan.In order to write a business plan, first decide what your business should be. Then decide what the goals and objectives for your business are. Next, you need to put a business plan together in terms of a document that you can print out and keep on hand. For the most part, this is a type of business plan and as such, has its own format. The best method is to write out your entire business plan as a series of sections, especially when you're working on a larger one.With a few of these tips in mind, writing a business plan shouldn't be difficult at all. You should also remember that your business isn't finished until it's done and complete. Don't start your business without a solid business plan, and don't go about writing one without first getting the first st eps on paper.

9 Tips for Successful Textbook Adoption

9 Tips for Successful Textbook Adoption Textbooks are vital tools within the realm of education and textbook adoption is an essential part of the process. The textbook industry is a multi-billion dollar industry.  Ã¢â‚¬â€¹Textbooks are to teachers and students as a bible is to pastors and their congregations. The issue with textbooks is that they quickly become outdated as standards and content continually change. For example, the impending Common Core State Standards are resulting in a massive shift in focus amongst textbook manufacturers. To offset this, many states adopt textbooks in a five-year cycle rotating amongst the core subjects. It is essential that the people choosing the textbooks for their district choose the right textbook because they will be stuck with their choice for at least five years. The following information will guide you through the textbook adoption process on your way to choosing the right textbook for your needs. Form a Committee Many districts have curriculum directors that lead the textbook adoption process, but sometimes this process falls back on the school principal. In any case, the person put in charge of this process should put a committee of 5-7 members together to assist in the adoption process. The committee should be made up of the curriculum director, building principal, several teachers who teach the subject up for adoption, and a parent or two. The committee will be charged with finding the best textbook that meets the overall district’s needs. Obtain Samples The first duty of the committee is to solicit samples from each of the textbook vendors that have been approved by your state department. It is critical that you only select approved vendors. Textbook companies will send you a comprehensive set of samples that include both teacher and student materials across all grade levels for the subject being adopted. Be sure to have a place set aside with lots of room to store your samples. Once you have finished previewing the material, you can typically return the material back to the company at no charge. Compare Content to Standards Once the committee has received all their requested samples, they should begin to go through the scope and sequence looking for how the textbook aligns to current standards. No matter how good a textbook is if it does not align to the standards your district uses, then it becomes obsolete. This is the most crucial step in the textbook adoption process. It is also the most tedious and time-consuming step. Each member will go through each book, making comparisons, and taking notes. Finally, the entire committee will look at each individual’s comparisons and cut out any textbook that doesn’t align at that point. Teach a Lesson The teachers on the committee should pick a lesson from each perspective textbook and use that book to teach the lesson. This allows teachers to get a feel for the material, to see how it motivates their students, how their students respond, and to make comparisons about each product through the application. The teachers should make notes throughout the process highlighting things they liked and things they didn’t. These findings will be reported to the committee. Narrow It Down At this point, the committee should have a solid feel for all the different textbooks available. The committee should be able to narrow it down to their top three choices. With only three choices, the committee should be able to narrow their focus and are on their way to deciding which is the best choice for their district. Bring in Individual Sales Representatives The sales representatives are the true experts within their respective textbooks. Once you have narrowed your choices, you can invite the remaining three company’s sales representatives to give a presentation to your committee members. This presentation will allow committee members to gain more in-depth information from an expert. It also allows the committee members to ask questions that they may have about a specific textbook. This part of the process is about giving committee members more information so that they can make an informed decision. Compare Costs The bottom line is that school districts operate on a tight budget. This means that the cost of textbooks is likely already in the budget. It important that the committee knows they cost of each textbook as well as the district’s budget for these textbooks. This plays a crucial part of choosing textbooks. If the committee deems a particular textbook as the best option, but the cost of purchasing those books is $5000 over the budget, they probably should consider the next option. Compare Free Materials Every textbook company offers â€Å"free materials† if you adopt their textbook. These free materials are of course not â€Å"free† as you likely pay for them in some manner, but they are valuable to your district. Many textbooks now offer materials that can be incorporated with classroom technology such as smart boards. They often offer free workbooks for the life of the adoption. Each company puts their own spin on the free materials, so the committee needs to look at each available option in this area as well. Come to a Conclusion The final charge of the committee is to decide which textbook they should adopt. The committee will put in many hours over the course of several months and should have a clear idea of that point as to which option is their best option. The main thing is that they make the right choice because they will likely be stuck with their choice for several years to come.

Experts Guide to the AP Literature Exam

Expert's Guide to the AP Literature Exam SAT / ACT Prep Online Guides and Tips If you're planning to take theAP English Literature and Composition exam, you'll need to get familiar with what to expect from the test. Whether the 2019 test date ofWednesday, May 8 is near or far,I’m here to help you get serious about preparing for the exam. In this guide I’ll go over the test's format and question types, howit's graded, best practices for preparation, and test day tips. You’ll be on your way to AP English Lit success in no time! AP English Literature: Exam Format and Question Types The AP Literature Exam is a three-hour exam that contains two sections. First is an hour-long, 55-question multiple choice section, and then a two hour, three question free-response section. The exam tests your ability to analyze works and excerpts of literature and also cogently communicate that analysis in essay form. Read on for a breakdown of the two different sections and their question types. Multiple Choice Section The multiple-choice section, or Section I of the exam, is 60 minutes long and has 55 questions. You can expect to see 4-5 excerpts of prose and poetry. You will, in general, not be given an author, date, or title for these works, although occasionally the title of a poem is given. Unusual words are also sometimes defined for you. The date ranges of works could fall from the 16th to the 21st century. Most works will be originally written in English, although you may occasionally see a passage in translation. There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition test. I’ll break each of themdown here and give you tips on how to identify and approach them. "Tiny books carried by ladies" is not one of the question types. The 8 Multiple-Choice Question Types on the AP Literature Exam Without further ado, here are the eight question types you can expect to see on the AP lit exam. All questions are taken from the sample questions on the â€Å"AP Course and Exam Description.† Reading Comprehension These are questions that test your ability to understand what the passage is saying on a pretty basic level. They don’t require you to do a lot of interpretation- you just need to know what is actually going on. You can identify these from words and phrases like â€Å"according to,† â€Å"asserting,† â€Å"mentioned,† and so on. Basically, words that point to a fairly concrete register of meaning. You can succeed on these questions by careful reading of the text. You may have to go back and re-read parts to make sure you understand what the passage is saying. Example: Inference These questions ask you to infer something- a character or narrator’s opinion, an author’s intention, and so forth- based on what is said in the passage. It will be something that isn’t stated directly or concretely, but that you can assume based on what is stated clearly in the passage. You can identify these questions from words like â€Å"infer,† and â€Å"imply.† The key to these questions is to not be tripped up by the fact that you are making an inference- there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage. In many ways, inference questions are like second-level reading comprehension questions- you need to know not just what a passage says, but what it means. Example: Identifying and Interpreting Figurative Language These are questions in which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase. You can identify these as they will either explicitly mention figurative language (or a figurative device like simile or metaphor) or will include a figurative language phrase in the question itself. The meaning of figurative language phrases can normally be determined by the phrase’s context in the passage- what is said around it? What is the phrase referring to? Example 1: Identifying Example 2: Interpreting Literary Technique These questions involve identifying why an author does what they do: from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem and to what effect? You can identify these questions bywordslike â€Å"serves chiefly to,† â€Å"effect,† â€Å"evoke,† and â€Å"in order to.† A good way to approach these questions is to ask yourself, so what? Why did the author use these particular words or this particular structure? Example: Character Analysis These questions will ask you to describe something about a character. You can spot them because they will refer directly to characters’ attitudes, opinions, beliefs, or relationships with other characters. This is, in many ways, a special kind of inference question since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than poetry ones. Example: Overall Passage Questions Some questions will ask you to identify or describe something about the passage/poem as a whole: its purpose, tone, genre, etc. You can identify these byphrases like â€Å"in the passage,† and â€Å"as a whole.† To answer these questions, you need to think about the excerpt with a bird’s-eye view. What is the overall picture created by all the tiny details? Example: Structure Some questions will ask you about specific structural elements of the passage- a shift in tone, a digression, the specific form of a poem, etc.Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing. Being able to identify and understand the significance of any shifts- structural, tonal, in genre, etc- will be of key importance for these questions. Example: Grammar/Nuts Bolts Very occasionally you will be asked a specific grammar question, such as what word an adjective is modifying. I would also include in this category very specific questions like the meter of a poem (i.e. iambic pentameter). These questions are less about the literary artistry and more about the fairly dry technique involved in having a fluent command of the English language. Example: That covers the 8 question types! Keep track of these. The AP Literature Free-Response Section Section II of the exam is two hours long and involves three free-response essay questions- so you'll have roughly 40 minutes per essay. Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time how you want (but be sure to leave enough time for each essay). The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt- and the final is an analysis of a given theme in a work selected by you, the student. Essays One and Two - Literary Passage Analysis For the first two essays, you’ll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development.One of the passages will be poetry, and one will be prose.You will be provided with the author of the work, the approximate date, and some orienting information (i.e. the plot context of an excerpt fromanovel). Sample Questions (from 20 Free Response Questions) Poetry: Prose: Essay Three - Thematic Analysis For the third and final essay, you’ll be asked to discuss a particular theme in a work that you select.You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any â€Å"work of literary merit.† So you DO have the power to choose which work you wish to write an essay about, but the key word here is â€Å"literary merit.† So no genre fiction! Stick to safe bets like authors in the list on pages 10- of the Course and Exam Description. (I know, I know- lots of ‘genre’ fiction works DO have literary merit, and Shakespeare actually began as low culture, and so on and so forth. You may well find academic designations of â€Å"literary merit† elitist and problematic, but the time to rage against the literary establishment is not your AP lit test.) Here’s a sample question (from 20): As you can see, the list of works provided spans many different time periods and countries:there are ancient Greek plays (Antigone), modern literary works (like Margaret Atwood’s The Blind Assassin or Barbara Kingsolver’s The Poisonwood Bible), Shakespeare plays (The Merchant of Venice), 19th-century Russian lit (Crime and Punishment), and so on. You might even see something by this guy. How Is the AP Literature Test Graded? The multiple-choice section of the exam comprises 45% of your exam score. The three essays comprise the other 55%. Each essay, then, is worth about 18%. As on other AP exams, your raw score will be converted to a score from 1-5. You don’t have to get every point possible to get a 5 by any means- but the AP English Literature test does have one of the lowest 5 rates of all APs, with only 5.6% of students receiving 5s in 2018. But how do you get raw scores at all? Multiple-Choice Scoring For the multiple-choice section, you receive a point for each question you answer correctly. There is no guessing penalty, so you should answer every question- but guess only after eliminating any answer that you know is wrong to up your chances of choosingthe correct one. Free-Response Scoring Scoring for multiple choice is pretty straightforward. However, essay scoring is a little more complicated. Each of your essays will receive a score from 0-9 based on the College Board rubric. You can actually find question-specific rubrics for all of the released free-response questions for AP English lit (see â€Å"scoring guidelines†). While all of the rubrics are broadly similar, there are some minor differences between each of them. I’ll go over the rubrics now- both what they say and what they mean for you. Poetry Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays offer a range of interpretations; they provide a convincing reading and analysis of the poem. They demonstrate consistent and effective control over the elements of composition appropriate to the analysis of poetry. Their textual references are apt and specific. Though they may not be error-free, these essays are perceptive in their analysis and demonstrate writing that is clear and sophisticated, and in the case of a 9 essay, especially persuasive. Your argument is convincing and it addresses all elements of the prompt. You interpret the language of the poem in a variety of ways (i.e. your analysis of the poem is thorough). Your essay is particularly well-written and well-organized. You appropriately reference specific moments in the poem to support your argument. A 9 essay is particularly persuasive. 7-6 These essays reasonably address the assigned task. They are less thorough or less precise in the way they address the task, and their analysis is less convincing. These essays demonstrate an ability to express ideas clearly, making references to the text, although they do not exhibit the same level of effective writing as the 9-8 papers. Essays scored a 7 present better-developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt, but your analysis is not as complete or convincing as a 9-8 essay. You do make specific references to the poem and your writing is clear and effective, but not necessarily masterful. 5 These essays respond plausibly to the assigned task, but they tend to be superficial in their analysis. They often rely on paraphrase, which may contain some analysis, implicit or explicit. Their analysis may be vague, formulaic, or minimally supported by references to the text. There may be minor misinterpretations of the poem. These essays demonstrate some control of language, but they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7-6 essays. You answer the prompt in a way that is not implausible or unreasonable, but your analysis of the poem is surface-level. You may paraphrase the poem instead of making specific references to its language. You may not adequately support your analysis of the poem, or you may misinterpret it slightly. Your essay is not a total mess, but not necessarily particularly well-organized or argued. 4-3 These lower-half essays fail to offer an adequate analysis of the poem. The analysis may be partial, unconvincing, or irrelevant, or ignore part of the assigned task. Evidence from the poem may be slight or misconstrued, or the essays may rely on paraphrase only. The essays often demonstrate a lack of control over the conventions of composition: inadequate development of ideas, accumulation of errors, or a focus that is unclear, inconsistent, or repetitive. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt. Your analysis of the poem is incomplete or incorrect, or you do not reference any specific language of the poem. Your essay is undeveloped, unclear, or poorly organized. A 3 essay either significantly misinterprets the poem or is particularly poorly written. 2-1 These essays compound the weaknesses of the papers in the 4–3 range. Although some attempt has been made to respond to the prompt, the student’s assertions are presented with little clarity, organization, or support from the poem. These essays may contain serious errors in grammar and mechanics. They may offer a complete misreading or be unacceptably brief. Essays scored a 1 contain little coherent discussion of the poem. Only minimal attempt is made to respond to the prompt. Essay is disorganized or not supported by evidence from the poem. May contain numerous grammar and mechanics errors. May completely misinterpret the poem or be too short. A 1 essay barely mentions the poem. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Prose Passage Analysis Rubric Score What the College Board Says What it Means 9-8 These essays persuasively address the assigned task. These essays make a strong case for the student’s interpretation. They may consider a variety of literary devices, and they engage the text through apt and specific references. Although these essays may not be error-free, their perceptive analysis is apparent in writing that is clear and effectively organized. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored an 8. Your argument is convincing and addresses all parts of the prompt. You discuss a number of literary devices in your analysis and use specific and appropriate excerpts from the text as evidence in your argument. Your writing is clear, focused, and well-organized. A 9 essay has a particularly well-developed interpretation of the text and is better-written than an 8. 7-6 These essays reasonably address the task at hand. The writers provide a sustained, competent reading of the passage, with attention to a variety of literary devices. Although these essays may not be error-free and are less perceptive or less convincing than 9–8 essays, they present ideas with clarity and control and refer to the text for support. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. You address all elements of the prompt. Your interpretation is coherent and you reference multiple literary devices in your analysis. You do reference specific moments in the text for support. Your essay is adequately organized and focused. However, your argument may be less convincing or insightful (i.e. more obvious) than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading of the passage but tend to be superficial or thin. While containing some analysis of the passage, implicit or explicit, the way the assigned task is addressed may be slight, and support from the passage may tend toward summary or paraphrase. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. You address the prompt, but your argument may be surface-level. You rely too much on summary or paraphrase of the text in your argument instead of using specific moments in the text. Your essay does have some elements of organization and focus but has some distracting errors. 4-3 These lower-half essays fail to offer an adequate analysis of the passage. The analysis may be partial, unconvincing, or irrelevant; the writers may ignore part of the assigned task. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors. Essays scored a 3 may contain significant misreading, demonstrate inept writing, or do both. You do not adequately address the prompt, whether because your argument is partly unrelated to the task at hand or simply ignores elements of the prompt. Your essay is poorly focused and/or repetitive and has little textual support. A 3 essay significantly misinterprets the passage and/or is very poorly written. 2-1 These essays compound the weaknesses of the essays in the 4–3 score range. They may feature persistent misreading of the passage or be unacceptably brief. They may contain pervasive errors that interfere with understanding. Although some attempt has been made to respond to the prompt, the student’s ideas are presented with little clarity, organization, or support from the passage. Essays scored a 1 contain little coherent discussion of the passage. Essay does not adequately address the assigned task. It may be very short or repeatedly misinterpret the passage. May be poorly written enough that it is hard to understand. These essays may be unfocused, unclear, or disorganized. 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! Student Choice Rubric Score What the College Board Says What it Means 9-8 These essays offer a well-focused and persuasive analysis of the assigned theme and how it relates to the work as a whole. Using apt and specific textual support, these essays address all parts of the prompt. Although these essays may not be error-free, they make a strong case for their interpretation and discuss the literary work with significant insight and understanding. Essays scored a 9 reveal more sophisticated analysis and more effective control of language than do essays scored 8. Your essay convincingly addresses the task in a way that is clear and focused. You reference many specific moments in the text in support of your argument. You build a strong case- with lots of evidence- in support of your interpretation of the text. Your argument shows a deep understanding of the text. A 9 essay has more complex analysis and is better-written than an 8. 7-6 These essays offer a reasonable analysis of the work of the assigned theme and how it relates to the work as a whole. These essays address all parts of the prompt. While these essays show insight and understanding, their analysis is less thorough, less perceptive, and/or less specific in supporting detail than that of the 9–8 essays. Essays scored a 7 present better developed analysis and more consistent command of the elements of effective composition than do essays scored a 6. Your essay addresses the task adequately. Your interpretation of the text is apt and shows that you generally understood it, although your analysis may be more conventional or include less specific textual evidence than a 9-8 essay. 5 These essays respond to the assigned task with a plausible reading, but they tend to be superficial or thinly developed in analysis. They often rely upon plot summary that contains some analysis, implicit or explicit. Although these essays display an attempt to address the prompt, they may demonstrate a rather simplistic understanding and support from the text may be too general. While these essays demonstrate adequate control of language, they may be marred by surface errors. These essays are not as well conceived, organized, or developed as 7–6 essays. Your essay addresses the prompt, but your argument may be very basic and/or rely too much on plot summary instead of true analysis of the text. Your essay may reveal that you do not thoroughly understand the text. Your essay may have some grammar/linguistic errors. Your essay is not especially well-organized or focused. 4-3 These lower-half essays fail to adequately address the assigned task. The analysis may be partial, unsupported, or irrelevant, and the essays may reflect an incomplete or oversimplified understanding of how a given theme functions in the text, or they may rely on plot summary alone. These essays may be characterized by an unfocused or repetitive presentation of ideas, an absence of textual support, or an accumulation of errors; they may lack control over the elements of college-level composition. Essays scored a 3 may contain significant misreading and/or demonstrate inept writing. Your essay does not address the prompt. Your analysis shows that you either do not understand how to address the prompt, cannot build support for your interpretation, or do not understand the text. Your essay may be poorly organized, poorly written and/or repetitive. A 3 essay significantly misinterprets the chosen work and/or is very poorly written. 2-1 Although these essays make some attempt to respond to the prompt, they compound the weaknesses of the papers in the 4–3 score range. Often, they are unacceptably brief or incoherent in presenting their ideas. They may be poorly written on several counts and contain distracting errors in grammar and mechanics. Remarks may be presented with little clarity, organization, or supporting evidence. Essays scored a 1 contain little coherent discussion of the text. Your essay does not address the prompt. It may be too short or make little sense. These essays may be unfocused, poorly organized, completely unsupported, and/or riddled with grammatical errors 0 These essays give a response that is completely off topic or inadequate; there may be some mark or a drawing or a brief reference to the task. No real attempt is made to respond to the prompt. - These essays are entirely blank You didn’t write anything! As you can see, the rubric for the poetry essay is focused more on poetic devices, and the rubric for the prose essay is focused more on literary devices and techniques. Both of those essays are very specifically focused on the analysis of the poem/prose excerpt. By contrast, the student choice essay is focused onhow your analysis fits into the work as a whole. To get a high-scoring essay in the 9-8 range, you need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, your essay needs to be focused, organized, clear, and well-written. And all in 40 minutes peressay! If getting a high score sounds like a tall order, that’s because it is. The mean scores on each of the essays last year was around a 4 out of 9. That means, most essays were scored lower than a 5. So even getting a 7 on these essays is an accomplishment. If you write it down, it must be true! Skill-Building for Success on the AP Literature Exam There are several things you can do to hone your skills and best prepare for the AP Litexam. Read Some Books, Maybe More Than Once One of the most important things you can do to prepare yourself for the AP Literature and Composition exam is to read a lot, and read well. You’ll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills. You might check out the College Board’s list of â€Å"notable authors† on pages 10- of the â€Å"Course and Exam Description.† In addition to reading broadly, you’ll want to become especially familiar with the details of 4-5 books with different themes so that you’ll be sure to be prepared to write a strong student choice essay. You should know the plot, themes, characters, and structural details of these 4-5 books inside and out. See my AP English Literature Reading List for more guidance. Read (and Interpret) Poetry One thing students may not do very much on their own time, but that will help a lot with exam prep, is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language. When you think you have a grip on basic comprehension, move on to close-reading (see below). Hone Your Close Reading and Analysis Skills Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won’t hurt you. Close-reading is the ability to identify which techniques the author is using and why they are using them. You’ll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions. Here are some helpful close-reading resources for prose: The University of Wisconsin-Madison’s writing center has a guide to close-reading. You can also check out this close-reading guide from the Harvard College Writing Center. The Purdue OWL has an article on steering clear of close-reading â€Å"pitfalls.† And here are some for poetry: The University of Wisconsin-Madison also has a poetry-reading guide. There’s also an excellent guide to reading poetry at Poets.org, complete with two poetry close-readings. Learn Literary and Poetic Devices You’ll want to be familiar with literary terms so that any questions that ask about them will make sense to you. Again, you’ll probably learn most of these in class, but it doesn’t hurt to brush up on them. Here are some comprehensive lists of literary terms with definitions: About.com Literary Glossary Literary-Devices.Com list, which even has examples! Practice Writing Essays The majority of your grade on the AP English Lit exam comes from essays, so it’s critical that you practice your timed essay-writing skills. You of course should use the College Board’s released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well-supported with textual evidence. Take Practice Tests Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and experience. You can get sample questions from the Course and Exam Description, there are released College Board exams here, and we have a complete article on AP English Lit practice test resources. Be aware that the released exams don’t have complete slates of free-response questions, so you may need to supplement with released free-response questions (see link in above section). Since there are two complete released exams, you can take one towards the beginning of your prep time to get familiar with the exam and set a benchmark, and one towards the end to make sure the experience is fresh in your mind and to check your progress. Don't wander like a lonely cloud through your AP lit prep. AP Literature Test Day Tips Here are my top six tips for taking the exam: #1: On the multiple-choice section, it’s to your advantage to answer every question. If you eliminate all of the answers you know are wrong before guessing, you’ll up your chances of guessing the correct one. #2: Don’t rely on your memory of the passage when answering multiple-choice questions (or for writing essays, for that matter). Look back at the passage! #3: Interact with the text- circle, mark, underline, make notes, whatever floats your boat. This will help you retain information and actively engage with the passage. #4: This was mentioned above, but it’s critical that you know 4-5 books well for the student choice essay. You’ll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout. #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to answer. This way you’ll be able to get through it while thinking about the other essays. And don't forget to eat breakfast! Apron optional. Key Takeaways The AP Literature exam is a three-hour exam: It includes one 55-question, hour-long multiple-choice section based on four-five prose and poetry passages, and a two hour free-response section with three essays- one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by the student. The multiple-choice section is worth 45% of your total score and the free-response section is worth 55%. Essays are scored on a rubric from 0-9. Raw scores are converted to a score from 1-5. Here are some things you can do to prepare for the exam: Read books, and be particularly familiar with 4-5 works for the student-choice essays Read poetry Work on your close-reading and analysis skills Learn literary devices Practice writing essays Take practice tests! On test day, be sure to really look closely at all of the passages and closely interact with them by marking the text in a way that makes sense to you. This will help on multiple-choice questions and the free-response essays. Be sure also to outline your essays before you write them! With all this mind, you’re well on your way to AP Lit success! What's Next? If you're taking other AP exams this year, you may be interested in our other AP resources: from the Ultimate Guide to the US History Exam,to the Best 2016 Review Guide for AP Chemistry, to the Best AP Psychology Study Guide, we have articles on tons of AP courses and exams. Looking for practice exams? Here are some tips on how to find the best AP practice tests. We also have comprehensive lists of practice tests for AP Psychology, AP Biology, AP Chemistry, and AP US History. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: