Rain Main Essays - Cinema Of The United States,

Rain Main Rain Man, a film about an exceptional person, portrays the life of Raymond Babbot and his struggle to be understood and loved by his brother Charlie Babbot. This academy award-winning drama stars two incredibly talented actors - Tom Cruise (Charlie) and Dustin Hoffman (Raymond). These two brothers, separated at a young age by Raymond's exceptional condition, find themselves later in life brought together by their father's death. The movie grabs the heart of it's audience in an attempt to bring together the life of the ?exceptional? person with that of the ?normal? mainstream life. The Rain Man drama begins with a young man (Charlie) sorting through his acceptance with his father's death, or shall I say basically waiting to find out exactly what his inheritance may be. The Babbot family never really had a history of ?togetherness? as Charlie and Raymond's mother lost her life at their young age and while Charlie was three Raymond was sent off to WallBrook, a facility meeting the needs of exceptional people. As the inheritance is read to Charlie, he finds himself left with only a Buick convertible and a rose bush, while the rest of his father's $3.5 million estate was left to a trustee (a director at the WallBrook facilities). Distraught with the idea that someone else has the money that Charlie needs, he heads off to meet with the trustee at WallBrook. Once there, Charlie Babbot finds himself not helped at all and upon leaving meets the genius of Dustin Hoffman (Raymond Babbot), which begins the story of Rain Man. Raymond Babbot is what is known as an autistic-savant, or also referred to as an idiot-savant. This is a problem usually categorized by a problem with communicating, learning, and expression of one's self. Raymond has an extensive routine which he follows daily from the times of television shows he watches, to bed times, to food he eats, to the exact arrangement of his room. Anything interfering with this exact routine makes Raymond extremely nervous. He also has trouble making decisions with the repeated line ?I don't know.? Though Charlie first thinks Raymond to be stupid, retarded, and a complete idiot, he later finds Raymond to be an utter genius with numbers and statistics - basically anything to do with order and arrangement. Excited about having a brother and the opportunity to get the money left by his dad, Charlie kidnaps Raymond from WallBrook. Very quickly Charlie gets disgusted with Raymond and unwilling to accept that he doesn't understand some things. Because of this and the fact that Charlie has such an inability to understand others because of his own selfishness., Charlie's girlfriend leaves him. Then begins Charlie and Raymond's infamous trip to California. This part is where I believe the author is intending to introduce inclusion of exceptional people into the mainstream, normal life. All of the sudden Raymond is thrown unexpectedly into everyday situations. Immediately Charlie begins to find out just what a tremendous schedule and time frame Raymond must be on. This is very evident in Raymond's need to watch television shows such as ?The Peoples' Court? and ?Jeopardy? and also with the exact food schedule coordinated by the days of the week. Raymond is very set in his ways which bring Charlie to a heated height. For example: just as they are about to board a plane, Raymond starts blurting out all of these statistics about plane crashes and how unsafe it is to fly. Then later refuses to go out when it is raining. Charlie becomes extremely disgusted with Raymond, but then dramatically turns around and begins to understand Raymond and the needs he has in his life. On the Babbot brother's great trip to Las Vegas they find themselves all suited up and ?rolling in the dough? with Raymond's genius ability to play black jack (count cards). Charlie then has enough money to pay off his debt. They get to stay in the ?high roller's suite? and this is really the first time it is evident of Charlie's love for Raymond. As they enter the room they find the bed in the right place and the room prearranged just as Raymond would have it. Raymond and Charlie continue their ?adventure? to California where

Writing a Good Human Resources Term Paper Based on the Complete Guide

Writing a Good Human Resources Term Paper Based on the Complete Guide It is the end of each term, and this means you are supposed to write the most important academic paper a term paper. You may say, â€Å"All my assignments are important† As a matter of fact, a term paper is considered to be the final paper with the aim to demonstrate the knowledge that a student gets during the term period. The significance of term paper writing, or in other words the way a term paper accounts for the major part of your grade, is the core difference between a term paper and other types of academic papers. For instance, a term paper can be written as a critical essay or any other types of essays as well as in the form of a research paper. Let’s find out what you are required in a human resources term paper in detail. This human resources term paper guide is to simplify the whole process of creating a good term paper for you. Just follow all the human resources term paper writing tips mentioned here. 3 Basic Principles of Term Paper Writing The main features associated with a term paper are divided into 3 basic requirements: The demonstration of knowledge regarding the specific subject; The choice of a research-worthy topic; The adherence to the main paper requirements in relation to researching, writing, and formatting. The extent of the student’s knowledge and the cogent argumentation are the key characteristics valued in the final term paper. With that in mind, the two requirements which you should focus on while writing your term paper are the demonstration of the knowledge in regards to the topic you choose and the presentation of substantial arguments in a logical way. Though you may already be aware of the core differences between a term paper and other academic papers, it would be useful to repeat this information. First of all, term paper accounts for the substantial part of your grade. Secondly, a term paper requires thoughtful knowledge of the topic you are going to write about. Thirdly, writing a term paper requires knowledge of not only what you are going to write about, but also how you are going to write about the topic of your choice. Thus, the following tips could become useful for the upcoming work: they will make your process of writing easy and let you deliver a high-quality term paper on human resources. 7 Preparatory Steps for Best Human Resources Term Paper Writing Let’s look at a plan that encompasses the initial steps of writing your term paper. Usually, the basic plan for writing any term paper includes the following points: Searching for an interesting topic. Usually, the most successful topics for your term paper are controversial ones that suppose the presentation of opposite views and the argumentation in regards to the advantages and disadvantages which each of the approaches implies. Certainly, do not forget that you need to support one of the approaches which you most believe in. Thinking of a persuasive thesis statement. A thesis statement is an assumption you are going to defend or a statement which you have to persuade your reader in. Be specific here (further, you will find useful tips on writing an efficient thesis statement). Conduct broad research on your topic. Find academic sources as presenting credible information is extremely important to gain trust from your professor and prove that your argumentation is substantial. Creating a detailed outline which will organize the flow of your thoughts. This way, you will not get lost in your ideas and will not confuse your professor. Indeed, the professor will appreciate the well-organized manner in which you present your research ideas. Creating a list of sources to avoid academic dishonesty. Plagiarism is the main enemy of a student and the most popular type of academic dishonesty. Checking your grammar. Using the anti-plagiarism software and a grammar checker is especially important for making your paper perfect as grammar mistakes mar you entire work regardless the efficient argumentation. Reading your paper one more time to find the mistakes which the grammar checker failed to detect. It is advisable to check your term paper for mistakes one more time as usually grammar checkers miss some mistakes. At the same time, try to check the structure of the sentences and the logical representation of your ideas. The Search for a Topic That Brings Success to Your Writing So the first step to start dealing with a term paper on human resources is seeking for an interesting topic. If the professor gives you a list of topics, then this task is already accomplished. Here, you just have to think about the topic you like to write about most. However, if your professor asked the students to search topic by themselves, your task becomes more difficult to be accomplished. Nevertheless, this specification expands your range of topics and increases your chances to write about a problem which you would like to explore most of all. Think about why once you decide to devote your life to human resources management and what inspires you about this discipline. Then think about what you would like to change in your future field of work. For instance, you believe that some issues are obvious, but no one notices them. In this case, feel free to present your ideas and be sure of the uniqueness of your paper. However, if you believe that you cannot choose a topic due to the overwhelming variety of the latter, then take one of the topics suggested below. Indeed, the human resources management presents a lot of issues you may write about, whether writing about diversity (which is the most popular topic to discuss), wages or benefit programs, performance evaluation, labor laws, etc. Just remember that after taking a topic, it could be modified and expanded the range of issues which you would like to explore in your term paper. So, here is the list of 5 possible topics: Encouraging Diversity in the Workplace and the Benefits Associated with It; Wages and Labor Laws: How Alterations Contribute to the Improvement of the Working Process; Employee Motivation and Performance Evaluation: The Need for New Programmes which Influence the Company’s Wellbeing; Bullying, Harassment, and Other Ethical Issues: the Suggestions for Reaching Friendly Surroundings; Health and Job Performance. Certainly, you may alter the topics according to your own preferences. For instance, you may find it difficult simultaneously exploring the issues associated with employee motivation and performance evaluation. With that in mind, you would probably like to focus only on the exploration of the employees’ motivation and offer some programmes which increase it. Moreover, you may create your own programme, which, of course, will make your paper innovative. Remember that the professor will highly appreciate if you present your own ideas in a term paper. Writing a Persuasive Thesis Statement for Your Term Papers After you choose a topic, write your thesis statement. The latter will be aimed at presenting the core notions you are going to defend in a paper. For instance, if you have chosen â€Å"Encouraging Diversity in the Workplace and the Benefits Associated with It,† then your thesis statement can sound as following: â€Å"Promoting diversity in the workplace is important nowadays for any organization which aims to become successful as diversity encourages employees of all backgrounds to feel confident about their work, increases their productivity and generally allows the company build a virtuous reputation.† Be specific in your notion as the latter should include the arguments for your position. Certainly, only admitting â€Å"Promoting diversity in the workplace is important† cannot be considered a persuasive thesis statement. Research on the Topic Extensively Searching for the information which you are going to apply for your arguments is one of the most important steps in your preparations for writing your term paper. Basically, your course materials are already the sources which you can use. However, writing a term paper usually means using additional sources. The best database to use is JSTOR where all sources are credible. You may also go to the university library and find some information. Though going to the library may take more time than the process of searching on the Internet. However, the library is a favorable place for learning and writing a term paper where no social networks can distract you. In this step, you may also make a quick list of sources. So while writing, you will always be able to add information from the sources. Outline a Term Paper Roughly If you do not like writing outlines, you may skip this step. However, it would be easier for you to stay focused on the ideas and not lose your track of mind. Without writing an outline, you may later wonder how it happens that you start writing about the points that do not reveal your topic at all. A common outline contains the following parts which perfectly resemble the structure of an essay: Introduction, Body parts, Conclusion. Of course, you may change the structure and add other parts if your paper instructions require it. The main purpose of this example is to demonstrate to you how outlines actually work. An introductory paragraph usually contains some basic information by which you aim to â€Å"educate† your reader. The primary purpose of an introductory paragraph is to present the background of the issue, establish the mission and arguments of the paper along with the task to show its relevance. Also, you should introduce the writing style that determines the whole presentation of the following idea. Moreover, as this paragraph is the first one for the potential reader, it is essential to make it intriguing and appealing. Further, your introduction slowly turns to the thesis statement which is usually your last sentence in the introductory paragraph. The body of the paper goes right after the introductory paragraph. The body usually contains some sections which are thematically divided and focus on the exploration of each side of your thesis statement. For instance, if the topic of your paper is â€Å"Encouraging Diversity in the Workplace and the Benefits Associated with It,† the names for the sections of your paper may be as following: Section 1: The Benefits of Diversity in the Workplace, Section 2: Traditional Diversity Approaches, Section 3: Suggestions on the Implementation of Programs Associated with Diversity. In the body of the paper, you should analyze the information found in the sources as well as present your ideas. Generally, this part aims at providing all arguments in order to prove your thesis statement. The last part of your paper, as well as an outline, is a conclusion. Here, you should write down the results which you come to in your research. Remember that adding new information to this part is inappropriate as conclusions are actually the part where you mention the statements which the reader gets familiarized with. Meanwhile, your conclusions should respond to the thesis statement and prove that you have defended the notion presented there. A List of Sources Used in Your Term Paper on Human Resources Creating an alphabetized list of sources is important as this concluding part evidences academic integrity. By the list of sources and proper in-text citation, you show respect to the authors of the sources which you have taken information from. You should perfectly know the rules of citing to prepare this section. Here, the guides for citing are advisable for you, for instance, a book They Say, I Say: The Moves That Matter in Academic Writing by Cathy Birkenstein. Checking a Paper for the Main Issues Grammar and Plagiarism Congratulations! Your paper is ready, but there are still two more steps to make it perfect. It is known that sometimes students unintentionally plagiarize. Anyway, the latter damages their reputation and does not serve as an evidence for actual unintentional plagiarism. With that in mind, try to use an additional anti-plagiarism software which can effectively detect plagiarism, for instance, PlagTracker, PlagScan or Turnitin. The last step is rereading. No matter how many plagiarism and grammar checkers you can use, there are always some mistakes left in the paper. So check, check, check your human resources term paper to make it look better. We are sure you’ll manage to fulfill the main paper requirements to the maximum. Besides our hopes, move closer to term paper writing with the help of simple but steady steps suggested by our team.

Individual assignment case study reviews Essay Example | Topics and Well Written Essays - 2500 words

Individual assignment case study reviews - Essay Example Therefore, a compare and contrast approach has been followed to understand their future success. Dairy Crest Group Plc is one of the leading dairy products company in Europe. They are engaged in manufacturing, processing and distribution of milk and dairy related products. This company was established in the year of 1981 and it is headquartered in the United Kingdom. This group serves near about 35,000 foodservice customers such as hotels, schools, cafes, stores, convenience stores and hospitals. Their key brands include Frijj, Utterly Butterly, Cathedral city and Clover. The annual revenue of this company is approximately $2,184.2 million in the fiscal year ended 2013 (Dairy Crest, 2013). Organisations like Arla and MÃ ¼ller Wiseman Dairies are increasing the competition of the liquid milk market by their investment in new liquid processing and distribution facilities by (MarketLine, 2014a). Economical Factor: The main financial risks of this Group are interest rate risk and price risk. The change in market interest rate can cause financial risk to the organisation because of their long-term debt obligation. Various non-milk commodities those are affecting the input price of this organisation are vegetable oil, electricity, diesel and gas. They are regularly reviewing the relevant commodity market and the levels of future cover (Vignali, Vrontis and Vignali, 1999). Political Factor: The challenges of trade regulation are increasing day by day. This situation is harming the farmers and dairy processors. Changes in trade policies can restrict their business with other countries. Dairy Crest Group has already invested in various trade operations outside the UK and they have started selling their product in those locations. There is a huge chance of getting affected by the trade policies and exchange rates of those locations. (Pattisson and Lindgreen, 2004). Social factors: Social

The Role of Business in Society Essay Example | Topics and Well Written Essays - 1000 words

The Role of Business in Society - Essay Example Thus, the individuals that approach decisions in this perspective feel that ethics in business is vital for maximum profits. In addition, decisions can be overlooked from the stakeholders’ point of view. In corporate social responsibility many firms make decisions and consider the interests and needs of the company’s stakeholders. This does not just base on the financial stake of the organization’s losses and profits. The various organizations which approach to vital issues in a firm from the perspectives of the stakeholders consider how the decisions have an impact to the people outside and inside the organization. The stakeholders can either affect or be affected by the decisions and actions of a particular firm. Though the shareholders are stakeholders, they are not the only ones. Furthermore, other stakeholders include customers, suppliers, employees and competitors. In decision making, the stake holders make decisions that favor the affected parties. The managers are very vital in the decisions of the firm as they establish the ethical tone. The managers control the view of the employees on profits. They set the recommended by the employees in ethical operation of the company. In the perspectives of the managers they set the business environment that encourages the other employees. For the company to operate in an ethical manner, the managers come up with decisions that encourage the employees to behave ethically. Therefore, the manager lead well to serve as an example to the employees. Business firms are supposed to assess their weaknesses and strengths in responding to the opportunities and threats in the environment. The marketing objectives of most businesses aim at improving and increasing the satisfaction of the customer or increasing the sales. In contrary there are several constrains that can hinder the business from proceeding. This

Defying the Iranian revolution Essay Example | Topics and Well Written Essays - 2500 words

Defying the Iranian revolution - Essay Example These were especially initiated by the opposition. It is in this respect that Shah escaped after realizing that he had no place, in Iran. The new political system developed, in 1979. It must be noted that literature also has an impact on the Iranian society. Literature was fundamental and most authors were against Shah’s westernization policy. This attribute is mostly characterized by the Persian culture. An example of such authors is Jalal Al-e Ahmad. Some of his key literary works on the same topics include his book Gharbzadegi (Weststruckness) and his novel (The School Principal). His wife, Simin Daneshvar, was also a prominent writer. She authored the book entitled â€Å"Savushun†. These are also some of the authors who were adversely harassed by the SAVAK (Axworthy60). In my opinion, the Shah’s regime and his special SAVAK team concede to be the most noteworthy factor that initiated the writing of the Reading Lolita in Tehran. After this white revolution, Ne zhat Nafisi’s mother became one of the women who emerged as parliamentarians. This was the first time a woman was in parliament, and this is what influenced the writer to compose the novel. This clearly reflects the freedom of women, in Iran. Ahmed Nafisi, her father, had a strong relationship with the mayor of Tehran. Their relationship was strong and it was a shock to her when she received the information that her father was arrested by the SAVAK on charges of bribery and corruption. This obviously changed her perception about the relationship. However, this was not the true picture. The then prime minister, Hassan, had arrested her father on a false account. Ahmed had shown splendid skills in public speaking and had held numerous State offices. Prime Minister Mansur, therefore, felt that... Defying the Iranian revolution Even the opposition did not pose a strong threat to him in the beginning of his reign. As it turns out, Shah lost his power when Mohammad Mosaddeq became Prime Minister, in 1951 because he fought for nationalization the oil industry. Mosaddeq was arrested by the cooperation between the Iranian army and CIA. After this incident, Shah created the SAVAK, in 1957. The was responsible for training this group. SAVAK’s task was to suppress opponents of the Shah of Iran and give a close watch over the people. They also fought opponents of the Iranian people. They employed all kinds of torture and starvation in prison, in addition, to the physical liquidation of the opposition leaders. Shah announced, in 1963, that the white revolution will bring women's freedom and it would support the social life. He also maintained that the industrial life and the laws that protect the family would be appropriated. He particularly focused on saving children and women from oppression from men. Theref ore, this improved the relations with other countries and the Iranian people had a peaceful life. Khomeini incited people against the government, and carried out demonstrations against Shah. Later, SAVAK arrested Khomeini and sent him to exile in Turkey in 1963. This was the cause of the demise of the Shah's rule. The Iranian people are mostly conservative, especially those who live in the suburbs. Azar hoped for a better Iran after shah’s regime. She hoped for justice and democracy after the repressive regime falls.

Air Passenger Duty Tax In The Uk Economics Essay

Air Passenger Duty Tax In The Uk Economics Essay According to the new system, commercial flights are divided into four bands which differ in price and distance. This essay will attempt to determine whether the new policy is justified and how it will affect the market for short haul flights, the competition, environment and the revenue for the government. a) In order to find out how the increase in Air Passenger Duty affects the market for short haul flights, it is necessary to carry out a supply and demand analysis of air travel. Figure 1: Market for short haul flights after the APD increase (Adapted from Sloman Garratt, 2010). Figure 1 shows airplanes supply and passengers demand for flights after the APD increase. According to Sloman and Garratt (2010), when price of a product or service rises, quantity demanded falls, and when price descends, quantity demanded increases. Therefore, the demand curve is downwards sloping to the right. On the other side, as price rises, quantity supplied goes up. As price decreases, quantity supplied goes down. In effect, the supply curve is upwards sloping. The point in which both curves intersect is the equilibrium price. At this point the amount supplied equals the amount demanded. Before the hike of the tax the seats (Q1) were sold at the price of P1. The increase of APD causes the supply curve to shift upwards to the left. It is because change in supply can be triggered by determinants other than price, like government policies (i.e. taxes), which in result increase costs of production (Sloman Garratt 2010). In order to cover it, an airline needs to raise the price per seat. This increase in fares affects passengers, who are now willing to purchase fewer seats. This is shown by a movement along D curve to the new equilibrium point P2 Q2. If the movement did not happen, it would result in a surplus, i.e. the quantity of plane seats would exceed the number of customers willing to buy it. Basing on the law of demand, the quantity demanded of plane seats drops due to the increase in fares, illustrated by P2 and Q2. However, taking into account the fact that a rise in APD is relatively low ( £1 in economy and  £2 in premium class), it is unlikely that the drop from Q1 to Q2 will be steep. b) The increase in APD on short haul flights will not necessarily mean that the passengers will foot the whole bill. Such flights are frequently used and the rise in APD is relatively low, so in many cases the increase will be shared by customers and airlines. Sloman and Garratt (2010) explain that consumers pay to the extent that price rises. Producers pay to the extent that this rise in price is not sufficient to cover the tax. So, passengers should face a rise of the price difference between P1 and P2 (Figure 1), which is less than  £1. The remaining part should be paid by an airline. However, this will depend on specific airlines: their revenue, policies and popularity of their offer. The more price inelastic is the demand for the airline, the bigger customers share. So budget airlines, like Ryanair and easyJet, are very unlikely to cover the increase in APD. This is due to the fact that their fares are very competitive, thus customers will be better off choosing their service even if the whole APD is passed in them. On the other side, traditional airlines (like BA) operating on domestic and short European routes could decide to bear the burden of the whole amount due to the fact, that they face a numerous competition in the industry and from other means of transport. Therefore, it could be reasonable for such airlines to cover some share of APD increase and keep the demand and profit high. They could achieve it by, for instance, reducing ticket prices and sales or scrapping other charges where possible. Therefore, if the increase is shared by customers and airlines, the price-increase for passengers will be less than  £1 in the cheapest class. c) Long distance fast train travel is considered to be the closest substitute to short haul fights. Therefore, if the price of the flights rises due to APD increase, customers (especially leisure travellers) may switch to the cheapest alternative, i.e. trains. According to Sloman and Garratt (2010), if demand is affected by other factor than price, the whole demand curve shifts to the right or to the left. The number and price of substitute goods is one of the determinants of the shift in demand. This means that if the price of one product rises, the demand for its substitute will go up. Figure 2: Market for train journeys after the price increase of short haul flights. (Adapted from Sloman Garratt, 2010). The graph illustrates the effect of the increase in short haul prices on the market for train journeys. The horizontal axis represents a number of passengers, whereas the vertical axis shows prices for a train ticket. Before the increase in flights prices, the equilibrium for train journeys was at the price P1 and quantity Q1. However, the demand for train journeys reacts to a high price of the substitute good, as more people travel by train rather than fly. Thus the demand curve shifts to the right. As a result, at the current point of price P1 there is shortage of the service, as more customers are willing to choose train travel than is available on the market. In order to eliminate the shortage, there must be a movement upward to the right on the supply curve to the new intersection point P2 Q2. In effect, more commuters use train service at a higher price. d) Knowing how elastic the demand for air travel is, it is possible to predict the effect of the increase in APD on the demand, as well as on the environment and tax revenue. Sloman and Garratt (2010) suggest that as the price of goods rises, the quantity demanded falls. Therefore, demand responds to a change in price. This is called the price elasticity of demand. To examine this concept, the percentage change of quantity demanded must be divided by the percentage change in price. The result of the calculation determines whether demand is elastic or inelastic. Demand is elastic when the result is greater than 1. It indicates that a change in quantity demanded is larger than a change in price. Consequently, inelastic demand occurs when a change in price causes relatively small change in quantity demanded. When quantity demanded and price change by the same proportion, then demand is unit elastic (Sloman Garratt, 2010). The price elasticity of demand is affected by various determinants, like substitutes, proportion of income spent on the product and the time period. The more alternatives there are, the bigger is the price elasticity of a good. The more income is spent on a good, the less elastic it is. Finally, with a passage of time, demand for a product may become more price elastic, because consumers may have time to find better options. Overall, average price elasticity for air travel is below 1 (Department for Transport, 2009). According to IATA (2009), prices of short haul flights and are more elastic than prices of long haul flights. This is due to the fact that companies operating on short haul routes face bigger competition from other airlines and different means of transport. Taking into account delays and time consuming check-in process, travel by car, coach or train seems to be a good alternative. However, the long haul flights cannot be easily replaced as there are not many substitutes for them. According to HM Revenue and Customs (2009), APD increase will reduce the demand by 1% in 2010-11 and by 1.5% in the following year. This small reduction in demand is supposed to save hundreds thousands tonnes of CO2. Therefore, other things being equal, the policy has a potential to help the environment. This, however, depends on the customers, because if they switch to cheaper airlines, the effect on pollution will be less significant than expected. APD increase is predicted to raise additional hundreds million pounds in tax revenue, because people, even if the demand falls, will still need to fly and pay extra charges. e) The reform of APD has been endorsed by the government and environmental agencies as a necessary green tax. They claim that the aviation is under-taxed in comparison with other industries. According to IATA (2008), the rise could possibly generate over  £700 million additional revenue per year, which could help in reducing the deficit. Moreover, the policy has a potential to reduce flights by 0.4% in 2010-11 and by 0.6% which could save 0.4 and 0.6 million tonnes of CO2 respectively. Other pollutants will also be reduced, as well as congestion and noise around airports (HM Revenue Customs, 2009). The policy divides flights into four bands, ensuring that passengers on long haul flights pay more, due to the bigger environmental impact. It also encourages business passengers to use clean alternatives, like video-conferencing or high-speed train. The government emphasise that thanks to the increase in APD, other methods of transport are given a green light, because other than price, they would not be able to compete with air travel. Another benefit of the reform is that it ensures that regional employment on domestic routes is not largely affected by it. Therefore the increase in Band A is only  £1  £2. What is more, the policy does not discourage airlines from opening new routes or keeping the routes in rural areas. If there was a tax per plane instead of APD, connections with a low passenger load would be discontinued (HM Revenue Customs, 2009). On the other side, the reform has many opponents who argue that APD is unjust for passengers and environment. The Independent (2010) points out that the new division is not based exactly on the mileage, but on the distance from London to the capital of the country destination. Therefore, in some cases it will be cheaper to go further, for example Hawaii falls into Band B, whereas Cancun, Mexico into Band C. This negates the whole idea of APD as a green tax. What is more, the policy rewards inefficiency by charging tax per passenger rather than per plane. A flight with empty seats is charged less tax than one which is full, even though they both have the same effect on environment. Also, charter planes are unfairly exempt from APD. Moreover, APD reform strikes families who would have to pay extortionate charges to go on holiday abroad. Decrease in demand for exotic package holidays may bring a loss to British travel agencies, as well as to many developing countries who count on revenue from tourism. As it was mentioned above, the policy favours certain destinations over other, even if the distance is very similar (e.g. Turkey and Egypt). Also, the tax hike can force many budget airlines to cancel unprofitable routes and move their businesses to Europe, where the charges are not as severe. Many UK travellers may want to reduce the burden of long haul prices by flying from Europe. Finally, foreign visitors may be put off by the highest tax in Europe, which they have to pay on the flight back home. They can decide that their visit in UK is not worth the price and instead they pick up different destinations. All these cases suggest that British aviation and tourism could suffer a loss and the government would lose much revenue from both industries. In conclusion, the policy seems to bring more damage than good. Because it raises many controversies, especially with regard to rewarding inefficiency, the government should look for another solution, possibly more competent tax per plane. To sum up, according to the law of demand, APD rise should slightly reduce the demand for flights and increase the demand for substitutes, like train journeys. In many cases the additional charge will be partially covered by airlines. The policy could raise an additional income for the government and reduce the pollution. However, all these optimistic objectives depend on the decisions made by passengers. Soon it will be known if the policy is a blessing or a curse for economy and environment.

Ideas About Trust in William Maxwell’s What He Was Like :: Maxwell What He Was Like Essays Trusting

In William Maxwell’s â€Å"What He Was Like†, the characters’ trust in each other changes throughout the story. For example, the father trusts that his diaries will remain unread, but this does not happen. However, the mother understands and obeys this trust. Unfortunately, the daughter does not understand her father’s trust. A person’s ideas about trust change after reading this story. â€Å"He was aware that his remarks were sometimes far from kind, but the person they were about was never going to read them, so what difference did it make† (p. 43). The father hides his diaries because he does not want his diaries to be read. The father does not request that his diaries be destroyed after his death because he trusts that they will not be read. If the father were still alive to know that his diaries are read, he would be disappointed and upset. The mother understands her husbands trust and she will not read his diaries. â€Å"... She saw where he had hidden the current volume, was tempted to open it and see what it was he didn’t want her to know, and then thought better of it and replaced the papers, exactly as they were before† (p. 44). The mother does not need to read the diaries to know what her husband is like. She knows that what her husband thinks is secret and unkind because she also has unkind thoughts. The couple’s daughter does not understand her father’s trust because she is young and does not have the wisdom that is acquired through age. Although her mother warns her not to read the diaries, the daughter does so anyway. â€Å"’It makes me feel I can never trust anybody ever again† (p. 46). The daughter learns that every person thinks dark things that are disturbing for other people to know.

Should Obese People Pay Higher Health Insurance Premiums?

Writing Assignment #3: Should obese people pay higher health insurance premiums than people who are not obese? – Rishard Rheyas Obesity has become a serious problem with more than one third of adults being obese in the United States. Obesity is seen as a self-destructive behavior accompanied with smoking and use of other drugs thus, government officials and other business bureaucrats expressed the need to impose higher health insurance premiums on the obese.Obesity is not always due to the personal behavior of people and can be linked with the environment and genetics; I personally feel that obese people should not pay a higher health insurance premium compared to those that aren’t. Government officials and other business bureaucrats expect that raising the health insurance premiums for the obese would help reduce the mortality and overall health of the country however according to a study, individuals with lower BMIs tend to associate themselves with less favorable hea lth conditions and mortality rates as compared to those with high BMIs.The body mass index (BMI) assesses one’s body weight relative to height. The weight in kilograms is divided by height in meters squared (kg/m^2). It correlates highly with body fat in most people hence is a useful, indirect measure of body composition. According to research carried out by the Centers for Disease Control and Prevention (CDC), with increasing weight the risk of diseases also increases including cancer, stroke, coronary heart disease etc. A BMI between 25. 0 and 30. 0 is defined to be â€Å"overweight† and a BMI of over 30. is defined to as â€Å"obesity† (30 or more pounds overweight). Overweight and obesity result form an energy imbalance which involves consuming too many calories as compared to the amount of physical activity one does. The question lies on whether this issue is mainly because of psychological factor beyond an individual’s control or personal choices ma de by the obese individual. Genetics and the environment do play a huge role in this however it also deals with the personal choices made by that particular individual.David Zinckenko argues in his article â€Å"don’t blame the eater†, that it is a matter of personal responsibility but can sympathize with the obese individuals as there is a lack of alternatives and information regarding fast food consumption. Society in the United States has raised concern about healthy diets, providing alternatives sources of food but unfortunately at a cost. The increased cost for a healthy diet dissuades teenagers from eating healthier food thus without a change of environment it can result in a lifetime of obesity. David Zinckenko briefly brings in the comparison with the automobile industry.The automobile insurance is significantly high for most high end vehicles and also for the younger generation. This is mainly because the higher end vehicles have a certain type of brand value and reputation as with certain big health insurance companies. The youth are charged higher automobile insurance as they are more prone to accidents as suggested with smokers and obese individuals with diseases. The government and other respective officials imposing this would mean that obesity is termed a disease which would force individuals to try to become thinner.This could lead to dangerous diseases such as anorexia. The difference is mainly because health insurance has a closer link to our economy and human life as compared to automobile insurance. Individuals should be given rights to decide what they would like as with the automobile insurance wherein individuals choose a higher end car thus pay a greater insurance. With regard to obesity, this increase in health insurance would not give individuals a choice but force them into a system of hardship.Judt claims that throughout the middle decades of the Twentieth Century society as a whole guaranteed certain rights for citize ns without questioning the motivations or the morality of citizens. There has been increased support for self responsibility and reduced expectations for â€Å"handouts† from the state since the 1980s. The current proposition to raise the insurance premiums for the obese questions the morality of the government officials involved as it forces individuals to change in order to fit into a certain framework of expectation.This is unfair and it deprives individuals of their freedom and rights to choose their way of life. Concerns regarding the health issue of obesity are justifiable however this type of proposition appears to be harsh and presumptuous. It comes down to the issue of state responsibility versus individual responsibility. The current issue at hand dealing with obesity is part of the state’s responsibility but is more about personal individual responsibility. The state should provide cheaper and healthy alternatives as one of the major reasons for obesity is d aily life.David Leonhardt argues that personal responsibility has become more complicated as our environment has changed. The present environment involves us prioritizing our work more than our health or anything else hence we become more unhealthy and obese. The solution to this is suggested to be beyond the control of an individual, if people want to become successful they need to work hard most of the time and that requires people choosing a certain type of lifestyle.Imposing higher insurance premiums would also be unfair to the obese as most obese individuals tend to earn less than their less obese counterparts. This increase in insurance would mean that individuals would have to lose their freedom and rights whilst suffering even more hardships trying to pay the health insurance. Controlling obesity can be done by implementing more healthy affordable alternatives and controlling the work environment rather than imposing higher insurance premiums and compromise on freedom.

The Experts Guide to the AP European History Exam

The Expert's Guide to the AP European History Exam SAT / ACT Prep Online Guides and Tips The AP European History course and exam cover the history of Europe from 1450 to the present. That means you'll be asked about everything from the Renaissance to the European Union - it's a lot!Not to mention,the exam was just revised in 2016, making everything a bit more complicated. If you need guidance for the AP exam, read on. In this article, I’ll give an overview of the exam, go in-depth on each of its sections, go over how the exam is scored, offer some preparation tips, and finally explain some key things to keep in mind on test day! AP European History Exam Format and Overview The AP Euro Exam for 2017 will be heldon Friday, May 12. The testis three hours and 15minutes long. It has two sections, each of which is further split into a part A and a part B. It is important to note that within each section, you will not be forced or signaledto move on from part A to part B at any point in time. You will need to manage the time within each section yourself, although you will be periodically informed of how much time is remaining. Here’s an overview chart of each part of the exam: Section and Part Question Type Number of Questions Time % of Score 1A Multiple Choice 55 55 recommended (105 total for section 1) 40% 1B Short Answer 4 50 recommended (105 total for section 1) 20% 2A Document-Based Question (DBQ) 1 55 recommended (90 total for section 2 including 15-minute reading period) 25% 2B Long Essay 1 (choose 1 of 2) 35 recommended (90 total for section 2 including 15-minute reading period) 15% As you can see, Section I consists of a 55-question multiple choice section, worth 40% of your exam grade, and a 4-question short answer section, worth 20% of your exam sky. Part I, in total, is 105 minutes, with a recommended 55 minutes on multiple choice and 50 minutes on the short answer. Section II, the essay section, consists of the document-based question, for which you have to synthesize historical documents into a coherent analysis of a historical moment, and the â€Å"long essay,† for which you will have to choose between two questions and then write an essay analyzing a historical moment with no outside sources at your disposal. The DBQ is worth 25% of your grade, and the long essay is worth 15%. You will receive 90 minutes for Section II, including a 15-minute reading period. The College Board recommends spending 55 minutes on the DBQ (including the reading period) and 35 minutes on the second essay. Section I is worth 60% of your exam score, and Section II is worth 40%. In terms of what individual parts are worth the most, the multiple choice section and the DBQ are the subsections worth the most on the exam, at 40% and 25%, respectively. It’s worth noting that the exam was revised for2016. Past administrations of the exam included more multiple-choice questions, no short answer, and had three essay questions instead of two.The recent revision means that there are not very many up-to-date practice resources available through the College Board for this exam, since old released exams have slightly different formats. That doesn’t mean you can’t use them, but you will need to be aware of the differences (see the section on practice resources below). In the next sections of this guide, I’ll break down each of the exam sections further. This is the old-old form of the exam. Section 1: Multiple Choice and Short Answer In this section, I’ll go over what you can expect to see on section 1 of the AP Euro exam. All question examples come from the AP Course and Exam Description. Part A: Multiple Choice On the multiple choice question, you’ll be presented with primary and secondary historical sources and then asked to answer two-five questions relevant to each source. In that sense, the 55 questions are almost divided up into a series of little mini-quizzes.The presentation of sources in the text ties into the revised exam’s focus on historical evidence and the actual work that historians do in evaluating and analyzing that evidence. There are two kinds of questions on the multiple-choice section of the exam: source analysis questions, and outside knowledge questions. Source Analysis Most of the questions in the multiple-choice section (probably about â…”) are source analysis questions. These are questions that ask you to analyze the source presented in some way. You may be asked to link the events described in the source to a broader historical movement, contrast the source with other sources, determine if the source supports or contradicts a particular historical trend, and so in. In general, you will need to have some degree of outside historical knowledge to complete these questions, but they are at their core questions about what the source says or means, often within the broader historical moment. Example: Outside Knowledge These are questions that have little, if anything, to do with the source itself, and instead ask you a historical question based on your own knowledge. It will most likely be about events connected to or immediately following the time period described in the source, but the source is not the focus of the question, and it will not provide much help in answering the question. Example: What could this mean? Part B: Short Answer The short-answer section is four questions long, with a recommended 50 minute response time (as part of Section I’s 105 minutes). This leaves about 12 minutes per question.On every short answer question, you will be asked to provide a total of three pieces of information. You might be asked to provide two pieces of information in favor of a historical thesis and one piece of information against, for example. For most of the short answer questions, you will be presented with a primary or secondary source and asked to answer a multi-part question analyzing the source and/or describing historical events relevant to the source. There is generally an element of choice to these questions- i.e., you will need to name one reason of many that something happened or two consequences of a particular event, but you will not be required to name particular events. Example: There are also short-answer questions without a source, for which you may be asked to analyze or examine a statement about history. Again, you will generally be asked to provide three total pieces of historical evidence, but you will have flexibility as to what events you could appropriately name to answer the question. Example: Keep your answers short like this guy. Section 2: Free-Response Section In this section, I’ll review what you’ll be asked to do on section 2 of the AP Euro exam. Part A: Document-Based Question On the DBQ, you’ll be given six-sevensources, made up of primary and secondary sources, and asked to write an essay analyzing a historical issue. This is meant to put you in the role of historian, interpreting historical material and then relaying your interpretation in an essay. You’ll need to combine material from the sources with your own outside knowledge. You’ll have 15minutes to plan the essay, and then 40 minutes to write it. The 15-minute planning period is specifically designated and timed at the beginning of section II, and you will be prompted to begin your essays at the close. However, no one will prompt you to move on from the DBQ to the long essay- you’ll need to manage that time yourself. Below see an example DBQ. Associated documents can be found in the Course and Exam Description. Example: Part B: Long Essay The Long Essay will ask you a broad thematic question about a period or periods in history. You will need to create an analytical essay with a thesis that you can defend with specific historical evidence that you learned in class. You’ll be given a choice between two questions for this essay. It’s recommended that you spend 35 minutes on this question, but again, you won’t be prompted to move from one essay to another so you’ll need to manage the time yourself. Example: A main theme of Europe: cheese. How the AP European History Exam Is Scored The multiple-choice section of the exam is worth 40% of your score, short answer is worth 20%, the DBQ is worth 25%, and the long essay is worth 15%. As on other AP exams, your raw score will be converted to a scaled score from 1-5. Last year, about 10% of all test-takers received a 5, and about 17% received a 4. The test is difficult, but it’s definitely possible to do well if you prepare.So how is your raw score obtained? I’ll go over how points are awarded on each part of each section. Multiple Choice Well, as on other AP exams, on the multiple choice section, you receive a point for each question you answer correctly. This means you could receive a total of 55 points on the multiple-choice section, weighted as 40% of your total score. Short Answer Every short-answer question will ask you to provide three pieces of information. You will receive one point for every correct, relevant piece of information you provide as directed by the question. For example, if a question asks for one cause of a particular conflict, one result of a particular conflict, and one similar situation in a different country, and you provided one cause and one result, you would receive two out of three points. As there are four short answer questions, you can get up to twelve points on the short answer section, weighted at 20% of your total exam score. The Document-Based Question The DBQ is worth 25% of your total score, and it is scored on a seven-point rubric. I’ll give a quick rubric breakdown here. Rubric Breakdown: Skill Name What The Rubric Says What It Means Thesis and Argument Development 1 point: Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either the introduction or the conclusion. Scoring note: Neither the introduction nor the conclusion is necessarily limited to a single paragraph. This point is for having a thesis that can be reasonably supported bythe documents and other historical facts. Your thesis must be located in your introduction or conclusion. Thesis and Argument Development 1 point: Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. You can get an additional point for having a super thesis. A super thesis is one that accounts for the complex relationships in history. Document Analysis 1 point: Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. One point is for making use of 6-7 of the documents in your argument. Document Analysis 1 point: Explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents. One point is for going more â€Å"in-depth† on at least four of the documents by analyzing the author’s point of view or purpose, the historical context, or the audience of the document. Using Evidence Beyond the Documents Contextualization - 1 point: Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. Scoring Note: Contextualization requires using knowledge not found in the documents to situate the argument within broader historical events, developments, or processes immediately relevant to the question. The contextualization point is not awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph. One point is for locating the issue within its broader historical context. So be sure to mention any â€Å"big-picture† movements happening that are shaping the events you are writing about in the DBQ! Using Evidence Beyond the Documents Evidence beyond the documents - 1 point: Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. Scoring Note 1: This example must be different from the evidence used to earn other points on this rubric. Scoring Note 2: This point is not awarded for merely a phrase or reference. Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument. One point is awarded for using a specific historical example not found in the documents as evidence for your argument. Synthesis 1 point: Extends the argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, era, or geographical area. A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology) Scoring Note: The synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference. For this final point, you need to connect your argument about the specific issue presented in the DBQ to another geographical area or historical development or movement. In previous years, the DBQ was out of 9 points, instead of this year’s 7. Last year, the average score was 3.98 - just shy of 4. Most students, then, got under half credit on the DBQ. She diligently studies for the DBQ. Long Essay The long essay is worth the least of all of the exam components at only 15% of your total score. It’s scored out of a 6-point rubric. I’ll go over how you can get those six points here. This rubric is a little whacky because 2 of the points for â€Å"Argument Development† are completely different depending on what the â€Å"Targeted Historical Skill† is. So pay attention to which points are for which skills! Rubric Breakdown: Skill Name What The Rubric Says What It Means Thesis 1 point: Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion. Your thesis makes a reasonable claim and responds to the entire question. It is located in the introduction or the conclusion. Argument Development: Targeted Historical Thinking Skill 1 point: Comparison: Describes similarities AND differences among historical individuals, developments, or processes. OR Causation: Describes causes AND/OR effects of a historical event, development, or process. OR Continuity and Change Over Time: Describes historical continuity AND change over time. OR Periodization: Describes the ways in which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. Essentially, this point is for comprehensively addressing the historical skill referenced in the prompt. If you are supposed to compare, you compare. If you are supposed to describe causes and/or effects, you do. Note that you will lose points if the question specifically asks about causes AND effects (for causation) or events before AND after a given historical development (for periodization) and you only address one. Argument Development: Targeted Historical Thinking Skill 1 point: Comparison: Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes. OR Causation: Explains the reasons for the causes AND/OR effects of a historical event, development, or process. OR Continuity and Change Over Time: Explains the reasons for historical continuity AND change over time. OR Periodization: Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. You don’t just mention events connected to the historical skill (comparison, causation, continuity/change over time, or periodization)- you explain and elaborate on the reasons for those events taking place. Argument Development: Using Evidence 1 point: Addresses the topic of the question with specific examples of relevant evidence. Your historical evidence involves specific examples that are relevant to the specific topic at hand. Argument Development: Using Evidence 1 point: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or relevant argument. Scoring note: To fully and effectively substantiate the stated thesis or relevant argument, responses must include a broad range of evidence that, through analysis and explanation, justifies the stated thesis or relevant argument. Your examples are deployed to in a way that effectively supports your thesis; you tie your historical evidence back to your argument. Synthesis 1 point: Extends the argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, era, or geographical area A course theme and/or approach the history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). A different discipline or field of inquiry (such as economics, government and politics, art history, or anthropology). Scoring note: The synthesis point requires an explanation of the connections to the different historical period, situation, era, or geographical area, and is not awarded merely for a phrase or reference. You make a connection to another historical period or discipline. You need to explain this connection in your paper, not just mention it offhand or in one quick sentence. As you can see, this rubric is really concerned with choosing appropriate, specific evidence to support your argument and adequately explaining those examples. To succeed, you’ll need to have a pretty strong knowledge base in specific historical content, more so than on any other section of the exam. You will have some element of choice in which of the two questions to select. That covers it for what’s on the exam. Next, we’ll address how you should prepare. You can't tell by looking, but this kitten is an AP Euro expert. How to Prepare for the AP Euro Exam There are five key ways to prepare: Start Reviewing Content Early One major thing you can do to help yourself on this exam is to start reviewing content early in the year. As soon as you know enough to start reviewing, you should be periodically looking back at old material to refresh your knowledge. If you make sure your knowledge is constantly renewed, you’ll have less work to do as you get closer to exam day because you’ll maintain a fairly high level of familiarity with an entire year’s worth of historical material. That means you’ll be able to focus primarily on building skills for the exam. Fill In Gaps As soon as you realize you don’t know or understand very much about a particular historical period or movement- maybe after doing less than awesome on a test, paper, or project- you should work to shore up that knowledge with extra studying and review. Consult with your teacher on what you are missing if you can. This will help keep you from serious weakness on the exam if the DBQ (or, heaven forbid, both the long essays) ends up being about an area you don’t really know anything about. Seek Breadth and Depth in Knowledge As you review historical content, you’ll want to balance acquiring breadth and depth. You definitely need to understand the major historical movements and moments of European History. But you should also know some specific facts and events about each era to maximize your chances of success on the short-answer and free-response sections. Of course, you aren’t going to be able to memorize every single date and person’s name ever mentioned in class for the purposes of the AP exam, but you should try to make sure you have at least a few facts that you could use as specific evidence in an essay about any of the major historical happenings covered in the course. Understand Historical Evidence One of the most important skills you can build for the AP Euro exam is understanding historical evidence. When you confront primary and secondary sources on the AP exam, you’ll need to think about who is writing, why they are writing, their audience, and the historical (or current) context they are writing in. What is the source evidence of? Is it relating facts, opinions, or interpretations? For more guidance on working with primary and secondary sources, see this online lesson from a college history professor. Practice the DBQ Because the DBQ somewhat unusual compared to the typical AP essay, you’ll need to make sure you understand how to plan and write one. You’ll need to really work not just on your skills understanding historical evidence, but also your ability to synthesize different pieces of historical evidence into a coherent interpretation or argument about a historical topic. On top of that, you’ll need to make a connection to another time period, movement, or discipline! Use the rubric as a guide to improving your DBQ skills, and check out my guide to writing a great DBQ essay. Filling in some very important gaps. Tips for Test Day Of course, all of the typical preparation tips apply: get a good night’s sleep, eat a good breakfast, manage your time closely, answer every question, and so on and so forth. But here are two specific AP Euro test tips to help you make the most of your exam time. Focus On the Multiple-Choice and DBQ Sections There are four components to the test, but they aren’t all equally important. The multiple-choice section is worth 40%, the DBQ is worth 25%, the short-answer is worth 20%, and the long essay is worth 15%. This means that the multiple-choice and DBQ sections together form up the majority of your score, so make sure you pay them adequate attention in time and effort. Obviously, you should do your best on every part of the test, and your score for the other two sections does matter. But if you find yourself pressed for time on either section 1 or 2, the multiple-choice and the DBQ are worth more than the other pieces of their respective sections. Mine Sources for Contextual Information The redesigned AP European History test has a renewed focus on primary and secondary sources. While most questions do still require some outside knowledge to answer, you can use the primary and secondary sources to orient yourself in history and pick up contextual details that will help you answer questions even if you are initially a little lost as to the particulars of the historical moment being described. Here’s an example multiple-choice question with a source: What can we figure out from this source? Well, we know that this is a song by French market women from the 18th century from the caption. But what is the source itself telling us? In the first line we see the word â€Å"Versailles.† If you know that’s where French royalty lived, you’ll start to think: does this source have something to do with royalty? (If you don’t know that Versailles is where French royalty used to live, you aren’t out of luck- the second stanza offers this information implicitly).Then we see in the second line that â€Å"We brought with us all our guns.† This implies that something violent occurred at Versailles. So, something violent at the place where royalty lives. The second stanza switches into present tense. So that means whatever happened at Versailles with the guns already took place. In the present, they say â€Å"we won’t have to go so far...to see our King...since he’s come to live in our Capital.† The King, then, lives in Paris now- so the ladies don’t have to go to Versailles to see him. If they went to show the king their guns at Versailles in the first stanza, and in the second stanza he’s been removed to Paris, this implies that the king was forcibly removed to Paris. In this light, the line â€Å"We love him with a love without equal† is ironic: they love him now that they have defeated him. The only one of the answers that is possibly compatible with the idea of defeating a king is choice (B), creating a republican government in France.So by using sources, you can navigate many questions even if you are initially at a total loss in terms of historical contextual information. France: beautiful architecture and bloody revolution. Key Takeaways The AP European History exam is three hours and 15 minutes long and consists of two sections.The first section has two parts, a 55-minute, 55-question multiple choice exam, and a 4-question, 50-minute short answer section. The second section also has two parts: a 55-minute document-based question, and a 35-minute long essay. Note that you will not be prompted to move from part A to part B on either section, but must manage the time yourself. The multiple-choice section is worth 40% of your exam score, and you receive one point for every correct answer. You can expect to see questions that ask you to analyze historical sources and evidence, and questions that force you to rely completely on your own knowledge of historical events. The short-answer question is worth 20% of your exam score. On each of the four questions you will be asked to provide three pieces of information about a historical movement or period, and you’ll get one point for each correct piece of information you provide. The DBQ is worth 25% of your grade. You’ll be given six-seven sources and need to write an essay synthesizing your interpretation of a historical movement or period using the sources. You’ll then receive a grade out of 7 points. Finally, the long essay is worth 15% of your grade. On the long essay, you’ll have a choice between two questions. Then, you’ll need to write an original essay supported with specific historical evidence. To prepare for the exam, here are my best tips: Start reviewing content early in the year, and keep it up throughout! As soon as you realize there’s an era or movement you aren’t fully comfortable with, fill in those gaps in your knowledge! Seek both breadth and some depth in your knowledge of the content. Learn to understand and analyze historical evidence and primary and secondary sources. Build exam-specific skills, particularly for the DBQ. Here’s my advice to make the most of test day: Focus most of your energy on the multiple-choice and DBQ sections, especially if you start to run out of time. Use sources to orient yourself in history when you need to! With all this knowledge at your fingertips, you’ll crush the AP European History exam like the Hapsburgs crushed in the 30 Years’ War! Too soon? What's Next? Need more AP test-taking tips? Or help finding AP practice tests? Looking for more of our expert guides? We have complete AP exam guides for AP Human Geography, AP Language and Composition, AP Literature and Composition, AP World History, AP US History, AP Chemistry, AP Biology, and AP Psychology. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The 1800s and the U.S. Claim essays

The 1800s and the U.S. Claim essays In the 1800s, many countries were competing for ownership of the Pacific Northwest region, between Canada and the Oregon territories. Among these were Spain, Britain, the U.S., and Russia. They all wanted land, because with land came money, and with money came to power. The United States had the best claim to the Pacific Northwest region in the 1800's because of their attempts at the exploration of the entire area, the settlement that occurred because of this exploration, and the fur traders who were the first American residents of this area. There were many explorers and many exploratory attempts which helped to strengthen the claims of the U.S through the passing of information. One of the most famous of these was the Lewis and Clark expeditions. Lewis and Clark helped lay claim to the area through the knowledge passed on from the journals and records they kept. The knowledge that was gained from their explorations provided Americans with a fuller account of the potential and opportunity available in the Pacific Northwest. Robert Gray also helped to lay claim to the area with his discovery of the Columbia River. This attracted fur traders who came into this area and sealed the presence of the United States. These expeditions allowed the U.S. to find out what was in the area and gave them a chance to settle, improve the land, and produce from the land. The exploration of the Pacific Northwest led to settlements such as missions and residential land which was improved and produced from, further strengthening the U.S claim. The pioneers came to settle and improve the land. These pioneers came running because of the Oregon promoters. These people encouraged residence in this area through glittering articles in magazines and newspapers. Fur traders and early explorers told of scenic beauty and ideal climates luring many people towards the Pacific Northwest region. There were also the Homestead and Donation Land Acts which gave peop...

Nursing shortage Research Paper Example | Topics and Well Written Essays - 1500 words

Nursing shortage - Research Paper Example The nurse also helps a patient in the carrying out of the therapeutic activities instructed by the physician. The nurse works as a part of a team with others. Together they help in running the program for recovery and improvement to health. They as support those who are dying to appreciate the transition and attain peace of mind. These roles bring out the crucial aspects in nursing. Further, they show the relationship that exists between a nurse and a patient (Feldman, 2011). The nurse and the system of nursing exist within regulated structures. This is essential because of the support that has in terms of resource allocation and credibility. Nursing operates within the health care system, which is changing rapidly. Thus, the stability of nursing depends on proper organization delivering of care, regulated practice for quality assurance and adequate preparation of the nursing profession. This outline is to give a peek into the gap left when we suffer a shortage in the nursing profession (Rosseter, 2012). In May, the year 2011, the recruitment agencies and employers posted over 121,000 ads for nursing positions (Stiger et al, 2009). This was a 46% increase in the demand of the nurse from the previous year 2010. In March, this year (2012), Bureau of Labor Statistics reported that 20% of the total job vacancies were from the healthcare institutions. This clearly shows the trend that employment vacancies are taking. The need for more professional registered nurse is rising every day (Feldman, 2011). In addition, annual rate of turnover of registered nurses is at 14% as per the report by KPMG survey 2012. Professional nursing as an occupation shows the highest tendency of growth. Projects show that the number of employed nurse will increase from 2.8 million to 3.5 million by the year 2020. This growth will partly be contributed by the retirement of about 0.5 million nurses. The shortage of nurses is going to persist in unless we find a lasting

Calculus II - Integration and Statistics Term Paper

Calculus II - Integration and Statistics - Term Paper Example Task A: This task requires the creation of a real-world science question/problem that requires the application of differentiation for it to be solved by the carrying out the following tasks: 1. A description in the context of the above real-world problem of the following terms using appropriate units. a) Independent variable b) Dependent variable c) Range d) Domain 2. An explanation of what the real-world problem above is about or is addressing 3. The problem created should involve taking the second and the first derivative of the above problem which includes the following components: a) Describe how f’(x) describes the behavior of f(x) within the context of the real-world application. b) Describe how f’’(x) describes the characteristics and changes of f(x) and f’(x) in the context of the real-world application. 4. Provide an answer that comprises of all relevant mathematical justifications for each step in the real-world solution context. Question A jet f ollows a path with distance in km, which is given by: Given that the horizontal velocity is expressed as V(x) = x, find the direction and magnitude of the velocity when the jet hits the ground if time taken is in minutes. The assumption made here is such that the terrain is all level (Bourne, 2011). Solution Let us first see a graph of the motion, to clarify what is going on. It can be seen that the jet hits the ground again somewhere around x = 9.5 km. At this point, the horizontal velocity is positive (the jet is from going left to right) and the vertical velocity is negative (the jet is going down). "V(x) = x" means that as x increases, the horizontal velocity also increases with the same number (different units, of course). So for example, at x = 2 km, the horizontal speed is 2 km/min, and at x = 7 km, the horizontal speed is 7 km/min, and so on. To calculate the magnitude of the velocity as the jet hits the ground, it is important that we know the vertical and horizontal aspect s of the velocity at this instance. (1) Horizontal velocity. In order to find the exact point the rocket hits the ground, it is necessary to find a solution for the following equation we only need to solve the following: Factorizing gives: And solving for 0 gives us x = 0, x = -3v10, x = 3v10 We only need the last value, x = 3v10 ? 9.4868 km (This value is consistent with the graph above). So the horizontal speed when the rocket hits the ground is 9.4868 km/min (since V(x) = x). (2) Vertical velocity. We now need to use implicit differentiation with respect to t (not x!) to find the vertical velocity. However, we already know dx/dt and x at impact, so we simply substitute: This gives us a negative velocity, as we expected before: So now, we need to calculate the magnitude of the velocity. This considers both the horizontal and vertical components. Magnitude = Substituting, we have: Velocity has magnitude and direction. Now for part of the direction. Angle of motion: Substituting our vertical and horizontal components, we have: In degrees, this is equivalent to -1.107148718 ? 57.25578 = -63.3907Â ° We can see that this answer is reasonable by zooming in on that part of the graph where the jet hits the ground (with equal-axis scaling): Therefore, in summary, the velocity of the jet when it hits the ground is 21.2 km/min in the direction 63.4