Supply Chain Management Study Questions Essay - 2696 Words

Chapter 1 Introduction to Operations and Supply Chain Management TRUE/FALSE 1. Every organization has an operations function. Answer: True Reference: Why Study Operations and Supply Chain Management? Difficulty: Easy Keywords: organization, operations, function 2. Most organizations function as part of a larger supply chain. Answer: True Reference: Why Study Operations and Supply Chain Management? Difficulty: Easy Keywords: organization, supply, chain, supply chain 3. The supply chain is a network of manufacturers and service providers that work together to convert and move goods from the raw materials stage to the end user. Answer: True Reference: Why Study Operations and Supply Chain†¦show more content†¦Answer: False Reference: Operations and Supply Chain Management and You Difficulty: Moderate Keywords: interface, marketing, operations MULTIPLE CHOICE 17. The collection of people, technology, and systems within an organization that has primary responsibility for providing the organization’s products or services is called: a. the supply chain. b. the operations function. c. the evoked set. d. relationship management. Answer: b Reference: Why Study Operations and Supply Chain Management? Difficulty: Easy Keywords: operations, function 18. Which of the following is NOT a flow typically found in a supply chain? e. physical f. information g. monetary h. risk Answer: d Reference: Why Study Operations and Supply Chain Management? Difficulty: Moderate Keywords: supply, chain, flow AACSB: Communication 19. Which of the following is primarily a supply chain management decision? i. from whom to purchase materials j. how many of each item should be produced k. the mix of labor skill and automation l. plant location Answer: a Reference: Why Study Operations and Supply Chain Management? Difficulty: Difficult Keywords: supply, chain, decision, supplier 20. ______________ is an example of an output of the transformation process. m. Material n. Information o.Show MoreRelatedCase Study Questions On Supply Chain Management1733 Words   |  7 PagesIE7325 SUPPLY CHAIN MANAGEMENT SUMMER-2016 CASE STUDY 1 Seven Eleven Japan Co. BY VARUN REDDY AIMALLA - FW9391 RANJEETH RIKKALA - FX0025 MURARI GAVINI - GC0708 â€Æ' Q1). A convenience store chain attempts to be responsive and provide customers with what they need, when they need it, where they need it. What are some different ways that a convenience store supply chain can be responsive? What are some risks in each case? ANSWER: According to the case study on Seven-Eleven it portraitsRead MoreCase Study Assignment1060 Words   |  5 Pages2011 Course Title : Supply Chain Management Class Timing: Wednesday 7:00 P M to 10:10 PM Class Room: NAC 506 Section: 1 Instructor Information Instructor: Kanchan Das, Ph. D. Campus Address: NAC 644 Phone: Campus : Extension 1771, Cell phone #01753335095 E-mail: kkumardas@gmail.com Office hours: Mondays and Wednesdays: 4:00 to 5:00 PM or by appointment. Course Descriptions: The course covers business process concepts of Supply Chain Management including its strategicRead MoreGscm550 Week1 Study Questions818 Words   |  4 PagesCourse: GSCM550 – Logistics, Distribution and Warehousing Assignment: Chapter 2 - Study Question – 1, 4 Chapter 3 – Study Question – 2, 4 Chapter 2 Question 1: Illustrate a common trade-off that occurs between the work areas of logistics. According to Bowersox (2012) â€Å"trade-offs between procurement, manufacturing, and logistics is to understand that the trade-off is between the cost and risk associated with anticipatory manufacturing and the loss of economy of scale resulting from introducingRead MoreAn Empirical Analysis Of Supply Chain Risk Management1692 Words   |  7 PagesHoenig in the paper titled â€Å"An empirical analysis of supply chain risk management in the German automotive industry† applied the practices of supply chain risk management by surveying sixty-seven manufacturing plants in German automotive industry. The need of real empirical research in supply chain risk management to help analyzing supply chain risk and test the previous research proposed instruments that can be applied for supply chain risk management was the motivation of this work. In this paper, theRead MoreSupply Chain Risk Management Analysis1521 Words   |  7 Pages Uta Jà ¼ttner, (2005),Supply chain risk management, The International Journal of Logistics Management, Vol. 16 Iss 1 pp. 120 - 141. Supply chain risk management is an intersection of supply chain management and risk management. For this we need to understand the benefits and as well as the limitations of both the concepts. Supply chain risk is about any threat of interruption in the order of workings of the supply chain. This Risk is generated as result of risk ‘drivers’ that are internal or externalRead MoreSupply and Demand Chain Management: The Effect of Adding Services to Product Offerings by 823 Words   |  4 Pagesoperations management facts and theories are objectively presented throughout the article of â€Å"Supply and Demand Chain Management: The Effect of Adding Services to Product Offerings† by Oscar Bustinza, Glenn Parry and Ferran Vendrell-Herrero. These theories include supply chain management and competitive advantage, operations strategy and technology. The main purpose of the literature being reviewed is to address the research question of â€Å"How does changing the offer ing affect the supply and demandRead MoreSupply Chain Management Essay957 Words   |  4 PagesThe first research publication presents guidelines on focus to the study one development efforts to enabling firms or companies to benefit from e-business in the (SCM) supply chain management. The type of presented resources allocation is based on exports opinions. The previous study (Christopher, 1998) it has identified that the tasks orientated, and interaction centred which focus on groups workload as an ideal methodology for exploring the experience of professionals and experience describingRead MoreSupply Chain Risk Management Plan1299 Words   |  6 Pages(2005),Supply chain risk management, The International Journal of Logistics Management, Vol. 16 Iss 1 pp. 120 - 141. â€Å"Supply chain risk management is the process of identifying, assessing and controlling threats to an organization s capital and earnings that are caused by the organization s Supply Chain.  Companies with supply chain risk management plans in place typically place a chief risk office(CRO) in charge of overseeing the effectiveness of the organization s supply chain management strategyRead MoreAgile and Lean Supply Chain Management1719 Words   |  7 Pages Leagile is the combination of the lean and agile paradigms within a total supply chain strategy by positioning the decoupling point so as to best suit the need for responding to a volatile demand downstream yet providing level scheduling upstream from the marketplace. The decoupling point separates the part of the organisation (supply chain) oriented towards customer orders from the part of the organisation (supply chain) based on planning. In this report, I attempt to prepare the literature reviewRead MoreA More Granular B reakdown Of The Four Categories Shown1196 Words   |  5 Pagespublicized examples of supply-chain implementations sourced from healthcare and hospital environments; †¢ Case studies and related articles: studies, white papers, and published dissertations with a specific focus on the healthcare supply chain; †¢ Supply chain publications and websites: organizations and associations specific to healthcare supply-chain management, including The Association for Healthcare Resource and Materials Management, Healthcare Purchasing News, and Supply Demand Chain Executive. Methodology

Essay about Teen Suicide - 916 Words

In today’s society, teenagers are faced with problems on a daily basis. When they are unable to deal with those daily hassles, serious problems can develop within the teen that can ultimately lead to resulting effects including depression or even suicide. Suicide in teens is one of the most traumatic and problematic issues that we face today in not only adults but many adolescents as well. Today suicide is one of the top causes for death in teenagers, out shadowed only by homicides and accidents. Some of the top â€Å"accidents† include drug overdoses, single-car accidents, self-inflicted gunshot wounds, falls from bridges and buildings, and self-poisonings. Some youth suicide analysts believe that these were not accidents at all, but were†¦show more content†¦That change to the though process is called a â€Å"mental block† (Schleifer 29). When faced with a mental block the teen feels as if all hope is lost. Certain individuals who are very emotion al and have difficulty dealing with stress are referred to by researchers as being in a state of emotional dysregulation. Emotional dysregulation has been associated with child abuse and other traumatic experiences (Lezine 61). Noticeable physical effects of a suicidal person include abuse of drugs or alcohol. Abusing drugs affects the chemical balance in the brain and strengthens the feelings of loneliness and sadness. Once or if the teen decides to stop using drugs or alcohol as a solution to their problem a new complication arises. Withdrawal from drugs or alcohol also intensifies the feeling of being hopelessness (Teen Drug Abuse). Another physical difference in a suicidal teenager is the brain itself. Researchers have studied the relationship between serotonin levels in the brain and the chance of suicide in an individual. â€Å"The researchers found that the suicide victims’ brains contained fewer release sites for serotonin and more sites to receive serotonin than did the brains of normal subjects. This research strengthens the theory that the serotonin system is related to self-murder† (Francis 25). The social effects on suicide have aShow MoreRelatedTeen Suicide And Suicide1145 Words   |  5 Pagesthem? Today suicide is one of the most prevalent causes of death for teenagers in the United states. The suicide rates for teens are astronomical. Writer Stephanie Pappas mentions teen suicide rates in her article Suicide: Statistics, Warning Signs and Prevention. In the article, Pappas writes â€Å"In 2015, suicide was the second leading cause of death in people 15 to 34 years of age and third leading cause of death in children aged 10 to 14, according to the CDC.’’ (Stephanie Pappas, Suicide: StatisticsRead MoreTeen Suicide1182 Words   |  5 Pagesexperiencing loneliness, happiness and unconditional love. If life should be cherished why end it so soon? Suicide the most common way to get out of any hard situation that life throws at you. What exactly is the meaning of the word suicide? Well suicide is the act or an instance of taking ones own life voluntarily and intentionally especially by a person of years of discretion and of sound mind. Teens end their life so soon for number of reasons, like depression from a bad relationship, family problemsRead MoreTeen Suicide And Teenage Suicide1357 Words   |  6 Pagestake a more proactive step to prevent teen suicide by giving their students and staff more of an education. For example the Ontario Shores Mental Health Science wants schools to be more aware also; â€Å"Last week the Durham school boards announced a new curriculum to teach teachers about mental illness in youth, funded by the Ontario Shores Centre for Mental Health Sciences in Whitby.† ( Scallan and Chantaie). A town in Ontario brought this issue of teen suicide up to the school board. The school boardRead MoreTeen Suicide And Teenage Suicide1371 Words   |  6 PagesGutierrez Concepcion Gutierrez-Yanez Mrs. Gallos English 3 Honors April 6, 2017 Teen Suicide Brandy Vela, an eighteen-year-old high school student, committed suicide right in front of her family. Due to all the bullying over her weight, and especially in social media, she pulled the trigger and ended her life. It is said that her sister had heard a noisy disturbance and when she went upstairs to her sister’s room, she found Vela holding a gun pointing at her chest. â€Å"She is just crying and cryingRead MoreThe Issue Of Teen Suicide1715 Words   |  7 Pagescommit suicide? What’s the first thing you would do? Scream? Cry? Help? Many people wish they had helped their friend after they commit suicide. Being the victim is scary, being the witness is scarier, and being the bystander is the scariest. Suicide has been a problem for a very long time. It can be caused by stress,anxiety, bullying, and mental illnesses. Teen suicide is a huge problem because there are so many situations that can stress you out and just make you give up, especially as a teen. AlmostRead MoreAn Essay on Teen Suicide798 Words   |  4 PagesTeen suicide My essay is on teen suicide there are a lot of suicides that happen in the U.S they are caused from being bullied also it can caused by being depressed. There is also a high increase of suicides for people who take antidepressants. All this information is true based on the sites below. 1) http://www.findingdulcinea.com/news/health/September-October-08/Teen-Suicide-Rate-Worries-Mental-Health-Experts.html 2) http://articles.latimes.com/2013/oct/20/nation/la-na-nn-funeral-illinois-teen-suicide-bullying-20131020Read MoreTeen Suicide Essay605 Words   |  3 PagesDaneshia Alberty Campbell EnglishIII-7 11 February, 2011 Teen Suicide Essay Teen suicide is one of the fastest killers for young teenagers. Every year thousands of teens die in the United States. There are many different reasons of why young teens commit suicide. Family issues, low self-esteem, and bullying are three of the many leading factors towards suicide for teens. Problems at home can cause a teenager to take their lives. Abuse in the home of the teenager can most often establish aRead MoreThe Problem Of Teen Suicide1609 Words   |  7 PagesTeen suicide is one of the largest problems facing America at the moment, and it will only become worse if the country does not come up with a solution. â€Å"According to the American Psychiatric Association, suicide is the third leading cause of death for young people between eleven and eighteen years of age (Teen Suicide).† American families can not keep losing sons and daughters to this entirely preventable epidemic. The largest issue with teen suicide is that Americans are using largely outdatedRead MoreEssay On Teen Suicide1235 Words   |  5 Pages† offer little comfort, and even less hope to those considering suicide. Amongst U.S teens, suicide is the 2nd leading cause of death more so than cancer, AIDS, chronic drug use, and heart disease combined. Common risk factors are bullying in school, history of sexual abuse, alcohol, and drug addiction, along with a history of mental illness in the family. There is also a direct correlation between socioeconomic status and suicide in urban, and remote areas. Factors such as social deprivation,Read MoreTeen Suicide Essay881 Words   |  4 PagesTeen Suicide Suicide is a growing problem in American culture. Sadly, teens are affected the most. Teen suicide is increasing rapidly. â€Å"About 5,000 teens in the United States kill themselves each year† (Peacock, 4). Suicide among teens is a serious and devastating crisis. More teens are taking their lives today than ever before. Teen suicide does not affect one specific type of teen; it affects any type of teen. There are a variety of reasons teens resort to committing suicide. Many people are working

A History of English literature

Question: In the land of the 1950s you were meant to be socially mobile, but personally conformist; self-made, but in one of the moulds made ready. You mustnt miss the boat, but you mustnt rock it either. (Lorna Sage, Bad Blood, pp. 138-9) With reference to this quotation, discuss how Lorna Sage writes about postwar Britain in Bad Blood? Answer: The post world war II scenario in Britain, like other parts of the Europe and the world was not at all good and it was bad to such an extent that the year 1945 was marked as the Year Zero. The World War I was devastating, but during the First World War, the military suffered more than the civilians did. The situation was different during the Second World War and after the Second World War; it was found that the civilians too had faced a lot of damage like the military people (Bankston, 2009). Therefore, the very common themes of the 20th century British literature were isolation, alienation and obviously fragmentation. Lorna Sages novel Bad Blood, is a memoir of authors own life but apart from being a memoir of authors own it is also regarded as the post-war dialogue, at least by some critics. According to these critics and scholar the post-war dialogue that is there in this novel is written from feminist point of view, therefore, it should also be regarded as feminist memoir as well . Although, many scholars and critics consider Lorna Sage as a lipstick feminist because she never gave up her feminine attributes, such as being a woman she was always careful and conscious about her make up. Although, the criticisms are there against her one cannot deny the fact that her story or rather her memoir is interesting and a treasure to the English literary tradition, especially a treasure of the English literary tradition headed by the women (David, 2012). Lorna Sages book covered the year between 1940 and 1950, when the Second World War was still on the go and during the time when the World War has just ended but the reminiscence of the World War is still there. One of the most important problems that most of the people especially the children and the women faced are the problem of being uprooted and the most important problem that the children faced, is that they are often left as orphans because the war take the price of the life along with the family. The children here, in this novel too are orphan but not by the death of their parents, rather they are alienated from their parents who live in their own worlds. Lorna Sages mother or rather, the mother of the narrator in the story is being shown as a woman who tried to escape the unhappy marriage of her parents and thus she took refuge to a magical world, where she denies all her duties as a mother and a wife. On the other hand, the war has such a big impact on the family that the fa ther has an importance and an identity only during the time of the war and therefore, when the war was not there and he was at home, he spend time only with her wife, who has all the girlish fantasies. Therefore, the children are orphan at a very tender age, because the other two most important characters in the novel, grandmother and the grandpa too could not provide support to or the comfort of the parents to the children, although the grandpa influenced the author a lot. It was her grandpa, who being a womanizer, influenced her granddaughter (Sage, 2014). The bad blood that she inherited from her grandpa encouraged her to enter into a profession, which a woman during that time will dare to enter. The grandfather is a character who in his lifetime could not influence anyone in his family except the granddaughter. Although the impact that he had on his granddaughter is referred as the mystique influence, because according to the granddaughter he vanished in the mystique intact and thus the narrator says: He died when I was only nine, but that strengthened his hold on my imagination. He did not let me down as he had all the others, starting with my grandmother and my mother, their daughter. Instead he vanished into the dark with his mystique intact The theme of fragmentation is one of the most important themes in the post war British literature. The fragmented family of the author also reflected on the same theme of fragmentation where, the grandmother blackmails the grandfather and the scar that the grandfather has on its cheek also resembles the violent act performed by the grandmother to get rid of the pissed off grandfather. One of the interesting things that the character of the grandmother portrays is the fact that she is a woman who could earn in her own terms. During the time of the war, when most of the men were in the battlefield and the women had little to do for the family because of the lack of money they had, the women took up various professions like providing training to the people (Hammond, 2012). The maternal grandmother too, is a character, who was in charge of the house, where the mother lives in her world of magic and the father is out there in the war front and the grandfather is a bookish womanizer, who i s engaged in various adulterous relationship. The fact that the grandfather is engaged in various adulterous relationships, being a Vicar, gave the grandmother a chance to earn, during a time when money was the most important thing for the British population. The money that the grandmother earned by blackmailing the grandpa of the narrator helped her to manage her family. It was actually beneficial to all the domestic arrangements that were there in the family. The married women in England are always barred from doing many things and during the wartime, things have not changed a lot. During the Second World War, when the labor market suffer from lack of labor and the family suffered from a great depressing economic condition, then also the married women were not allowed to carry on with their work and therefore, the married women had to took up other alternative ways of managing the domesticity of the family, or housekeeping (Tanielian Jaycox, 2008). In the same way, the grandmother too took the alternative way of housekeeping and earning by blackmailing her own husband; may be this is one of the main reasons, why she resented the institute of marriage. She never liked her husband because her husband exposed her to what can be called vileness of sexuality, or rather sex, which shows that the grandmother belong to a time when the women are constructed in such a way that they used to treat themselves as someone who is more than a human being of flesh and blood. Therefore, being exposed to the vileness of sexuality is something that is resentful for the grandmother. Although the grandmother of the narrator also had, a hatred for the church as well, that again reflects the impositions that were there on the women in Britain during that because of the church. The Second World War was a devastating experience for the British people, not only because it shattered everything, along with towns and cities, but also at the same time after the Second World War Britain shrank into a very small country (Horlacher, et. Al. 2013). Even after the First World War, the position of Britain was better than what was the position of the country after the Second World War. After the Second World War, the great colonial super power shrank into a small and an insignificant country. The insignificance gave rise to the Angry Young Man in the British literature but at the same time, it also gave rise to the people like the grandfather in the story who remain as a nobody in the story. The character of the little significance in the life of his family and the character have a little significance in the society as well. Therefore, like the once super power, this particular man too has lost its significance and such as the country has remained in the pages of histor y, in the same way the grandfather has remained in the pages of his journal. Therefore, while commenting on the situation and on the life of his grandfather the granddaughter in the story has commented: He has learned to live with hopelessness, that's the worst of it. . . . The sinner I was expecting was guilty of pride, lust and spiritual despair, not merely of sloth and ineptitude. This was the diary of a nobody. . . . But in truth this is what we should be exposed to -- the awful knowledge that when they're not breaking the commandments, the antiheroes are mending their tobacco pipes and listening to the wireless.'' The post war British literature has the influence of the Victorian literature in many ways, there is the social justice of the Victorian literature and then there is the Gothicism of Victorian literature in the post war British literature. Therefore, when the character of the narrator is compared with Heathcliff of Emily Bronte, then there is no matter of surprise or astonishment that is there in it rather, it is something that is an accepted fact. Some critics and scholars, too refer the novel of Lorna Sage, as Brontesque as well. There are lines in the novel Bad Blood, which shows the influence of the Bronte sisters on the authors and it is especially be found when the author started describing her own family and her own school. Therefore, the readers could easily find lines such as the one mentioned below, in the novel. ''When I think back to that time, it's not such heady, forbidden games that really represent its feel, but other much more routine memories -- like lining up with the others outside on raw winter days . . . rubbing our chilblains while we waited to be marched over to the parish hall for our regulation school dinner of whale-meat stew The themes of frustration, anger and despair were the most common themes of the post war British novels because these were the most common experience the post war British population was facing at that time, which gave rise to the Angry Young Man (Bongyoul, 2011). It was during this time when the story was situated and therefore, the themes are not very different in this particular story. The story starts with the image of the playground but then the playground has lost its innocence because it has been referred as the Hell, and when the readers starts reading the novel they are shocked by these lines but then they also face the reality that it wont be a very happy and a romantic kind of a novel. The depressing tone of the novel is there in the beginning with the image of the school, and the family and along with the image of the slum or the Hanmer. The depression and despair deepens with the description of the family that is being given by the author. Most of the post war novels are dominated by the theme of violence; it portrays characters that are amoral and questions the conventional morality and the conventional moral behavior that was previously shown in the literary fiction. The post war modern novels are often treated as novels that show the true condition or the situation of the British people where there are anger, violence, depression, lack of politeness and gentility (Cohen Mates, 2013). The novel by Lorna Sage is also not an exception and here in this novel from the beginning, the reader encounters the theme of violence and anger and it could very easily be understood when the author tries to explain the relationship between her grandmother and her grandpa and thus named the chapter The Old Devil and his Wife. The relationship between the narrators grand parents is often violent and filled with anger and this could be easily understood when the narrator says: He had a scar down his hollow check too, which Grandma had done with the carving knife one of the many times he came home pissed and incapable." The post war writer always wanted to present the reality as it is because the Second World War has broke all the sham that was there (Balaa, 2014). Therefore, most often, the post war novels and the literary fictions are written in colloquial or regional language to show the unique identity of the protagonist and to present the reality as it is. The Bad Blood, too is not an exception in this case because this narrative too, is written in the colloquial language, which establishes the authors unique identity and at the same time it becomes a memoir, or rather a historical fiction, where reality is presented as it is. Therefore, when Sage meets Victor she could easily be his friend because, like a miracle Victor too speaks Sages language. The post war writers often represent protagonists who are amoral in nature as mentioned above; thus going quite against the conventional literary tradition of the British culture (Alexander, 2007). The book by Lorna Sage, with its title Bad Blood, confirms the fact that this book is a story of such a person who inherits the bad blood of her grandfather. The character of the grandfather is not a very moral character, he being the men of letters, remained and worked as a Vicar in the church. He remains as the powerless father and a husband in the house and thus tried to find solace through adulterous relationship and therefore, according to many critics the grandfather has the obsession for sex. The narrator or the author in the novel not only inherited the grandfathers habit of reading book and finding consolation and solace by escaping in the world of books but at the same time the narrator too has an openness towards sex. She learns about sex, although very vaguely from the headmist ress of the schools, and with her former girlhood enemy she experienced more than a stumbling experience of friendship and then she experienced something with Victor again, and soon she found herself pregnant at the age of sixteen. She was also someone who was found in the pubs and the bars, which allows the children under some laws and regulation, with her grandfather. Although, after the information reached her grandmother everything stopped for her at that moment. Everyone, along with her own mother, abhors her for inheriting the bad blood of her grandfather. Although, to the narrator, in a tumultuous time, in a violent and fragmented family the grandfather and the blood she inherited from her grandfather was actually a way of expressing her freedom. Like all the other post war novels, this particular novel too talks about a place, which is populated with the working class population. The working class population suffers from alienation and loneliness and the family especially the grandfather of the narrator suffers from the displacement (Khader, 2011). During the two World Wars, the cities and towns of Britain were not only devastated psychologically and economically but at the same time, the people were uprooted from their place as well. Therefore, there was a sense of displacement in the British community and which, used to hover over the British population even after the end of the world wars. The same kind of displacement and up rootedness could also be seen in this novel, when the author or the narrator comments: Everything is suddenly on the move, unfixed, the old landmarks of his depression left behind in the Rhondda - along with his wife and son and [my mother] Valma, too, for the moment ... All at once he's alone in this new place ("a lovely spot") where people don't know him from Adam. Mobility. Freedom of a kind. He must take up his duties immediately, now that the old Canon, long ailing, has finally admitted defeat and been persuaded to go. The above lines are the record of those things that are being found in the diary of the grandfather, which the grandmother used to blackmail her husband to get money from him, to run the house and which his daughter preserved for some unknown reasons. The post war period is filled with negativity and is often termed as a period of frustration but in this period of frustration one of the significant movements took place and that is the authors and the scholars and also the philosopher started working for freedom and demanded equality. Bad Blood, too, with the character of Lorna questions for the equality of the women. She is here represented as a girl who is women of letters, and had the knowledge of Latin, but in spite of having all the knowledge she, like Eve was punished for eating the fruit of knowledge. Therefore, in spite of having all the knowledge she was placed in the old grammar school of the Hanmer and from there her visit to the Durham University for studying literature, is solely a decision that is based on her own thoughts. Her decision of having a child and her decision of getting married with Victor and pursuing studies at the Durham University shows her expression of freedom. Through her expression of freedom she a lso enters the world of professions, which was previously barred from her and there she experienced equal rights, or in short equality. Pursuing higher education is a great step from her part not only because she was a woman but also because she was someone who belong to the working class or the middle class. Pursuing higher education for a working or for a middle class is equal to forgetting the roots and the background, from where she belongs. A simple girl, from the village near Welsh had no return to the background or to her roots, which she will leave for pursuing higher education. Although, she inherited the blood of her grandfather therefore, being uprooted was something that was there in her blood, which gave her power to won the scholarship in Durham University and gave her the power to be a professor of Literature in the University of East Algeria. Equality is here in terms of not only gender but also equality is here in this novel in terms of class as well. The theme of being the outsider is also something that was an important theme in the post war British novel and in those novels, the protagonist along with their author, remains outside the social structure of family and society. They find themselves misfit both in their family as well as in their society. According to some critics, such as Schwarz (2015), Sage too, used to find herself in the moors like Heathcliff of Emilie Bronte but she used to consider herself the black sheep of her family. She used to take refuge in the books because she was an outsider, in the family and therefore she had said: More and more I lived in books, they were my comfort, refuge, addiction, compensation for the humiliations that attended contact with the world outside. The post world war saw the rise of the women or the feminist writers who trace back their identities and their tradition. Lorna Sage, through this particular novel not only talks about the problem she had faced as a women or rather she not only talk about the women tradition, rather she talk about a changing time as well. It was a time when, the war has ended and things are rapidly changing in the lives of the British people, especially in the lives of the working class. Some people are taking refuge in their own make belief world such as Lornas parents and some are seeking refuge through lots of secrets and lies, like Lornas grandfather. References Alexander, M. (2007).A history of English literature. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Balaa, L. (2014). Post-War Anglophone Lebanese Fiction: Home Matters in the Diaspora by Syrine Hout.Ariel,45(4), 171-173. https://dx.doi.org/10.1353/ari.2014.0025 Baldwin, C. (2014). Post-World War II Masculinities in British and American Literature and Culture: Towards Comparative Masculinity Studies.Contemporary Women's Writing,8(3), 430-431. https://dx.doi.org/10.1093/cww/vpu009 Bankston, C. (2009).Great events from history. Pasadena, Calif.: Salem Press. Bongyoul Kim,. (2011). Heracles Madness and War Neurosis.The Journal Of English Language And Literature,57(5), 889-910. https://dx.doi.org/10.15794/jell.2011.57.5.008 Cohen, G., Mates, L. (2013). Grassroots Conservatism in Post-War Britain: A View from the Bottom Up.History,98(330), 202-225. https://dx.doi.org/10.1111/1468-229x.12004 David, D. (2012).Olivia Manning. Oxford: Oxford University Press. Hammond, A. (2012).Global Cold War literature. New York: Routledge. Horlacher, Stefan, and Kevin Floyd, eds. 2013. Post-World War II Masculinities in British and American Literature and Culture: Towards Comparative Masculinity Studies. (2014).English And American Studies In German,3(1). https://dx.doi.org/10.1515/east-2013-0010 Jin-Ho Shim,. (2011). Photographing The Real War: Walt Whitman and the Civil War.Thejungangjournalofenglishlanguageandliterature,53(4), 217-235. https://dx.doi.org/10.18853/jjell.2011.53.4.012 Khader, J. (2011). Humanizing the Nazi?: The Semiotics of Vampirism, Trauma, and Post-Holocaust Ethics in Louise Murphy's The True Story of Hansel and Gretel: A Novel of War and Survival.Children's Literature,39(1), 126-143. https://dx.doi.org/10.1353/chl.2011.0000 Krick-Aigner, K. (2011).Unredeemed past. Riverside, Calif.: Ariadne Press. McCarthy, H. (2014). Review of 'The War Inside: Psychoanalysis, Total War and the Making of the Democratic Self in Post-War Britain'.Reviews In History. https://dx.doi.org/10.14296/rih/2014/1600 Sage, L. (2014).Bad blood. [Place of publication not identified]: HarperCollins e-Books. Sage, L., Gallimore, P. (2007).Bad Blood. [Place of publication not identified]: W.F. Howes. Sage, L., Sage, V., Sage, S. (2003).Good as her word. London: Fourth Estate. Schwarz, C. (2015).A MAGNIFICENT MISFIT Loma Sage rejected empty romanticizing in favor of complex truth(1st ed.). Tanielian, T., Jaycox, L. (2008).Invisible wounds of war. Santa Monica, CA: RAND Center for Military Health Policy Research. Tomlinson, J. (2011). Re-inventing the moral economy in post-war Britain.Historical Research,84(224), 356-373. https://dx.doi.org/10.1111/j.1468-2281.2010.00544.x Turner, N. (2010).Post-war British women novelists and the canon. London: Continuum.

Report on Smartups

Summary of the Book Rob Ryan’s book ‘Smartups’ answers some basic questions like ‘Why the people or customers need the product or services offered by entrepreneurs?’. Along with this question, Ryan’s book explains the understanding of importance of competitors’ presentation of the products for an entrepreneur as it may help in planning for success.Advertising We will write a custom essay sample on Report on Smartups specifically for you for only $16.05 $11/page Learn More Hence, the book details the way the entrepreneurs deal with their products or services. It further explains the strategies necessary to build a niche for them. Ryan’s strategies explain the ways and means to make the products or services that can be offered to the customers unique in the market. His strategies are regarding financial aspects while dealing with venture capital issues. He emphasizes that it is important for an entrepre neur to have budget allocations so that the money would not run out before the company builds up a product or is able to offer a service successfully. The next point, the book stresses is the good team necessary for a company to bring out the product successfully and market it. The extent of perfection in planning decides the advantages or disadvantages that are derived from a business strategy. While discussing financial options; getting sufficient investment in right time has been emphasized in the book. After that discussion; good team, products or services that are different from others and have more utility value for the customers were discussed. Ryan’s book also concentrates on cost saving on the products or services of a company. The book calls attention to the facts that the cost saving is capable of increasing profits by increasing margin or enabling the company to sell products at cheaper prices than competitors. As a whole, the book from beginning to the end deals with making of a product, getting investment for it and answering investors. The information about answering an investor helps any entrepreneur to reach the goal of getting the money and using it to manufacture the product and sell it to the customers as well. Summary of ‘Sunflower Model’ In the chapter ‘Sunflower Model’ Rob Ryan explains the necessity of core competencies. He puts emphasis on the point that core competencies should be different from the ones the competitors in the same sector have. Moreover, the product manufactured using those core competencies should also be more useful for the customers when compared to the competitors’ products when it comes to utility value. He cites the example of ‘smartlook’ search engine belonging to Readers’ digest and suggests its owner to do better than anybody else. He explains the ‘sunflower model’ as each part of the flower representing a crucial element of the firm. Th e company’s core competency according to Rob Ryan is one of the elements of sunflower model.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More He compared the petals to different products in various markets. The underlying assumptions of the company on which the model of the business; for example a web portal is based on can be considered the stem of the flower. Hence, instead of searching for a lot of customers, the company can offer content or services to the companies who have lot of customers to serve. Eventually, the sunflower model of Rob Ryan gives new direction by pin pointing the core competencies of a company. If the content is the core competence, the company can supply it to other businesses, which are in need of it instead of posting on a web portal and looking for advertisements. If the company’s core competency is production, it can undertake the production activi ties of other manufacturing companies in which the client company does not have much expertise. However, continuous development and enhancement can improve core competencies and ensure the sustenance of the business in the market place. It is important to know that cracking new markets instead of rolling out new products is the essence of sunflower model proposed by Rob Ryan. The secret of getting success in the just mentioned aspect is to find products from the view point of customers to create and capture new markets. One such example can be derived from the manufacturing of DTH sets for the televisions when households all over the world are watching television programs on their cable networks. Though there is no difference in the programs watched by audience, making them free of cable network and enabling them to watch Television without the help of cable operators made DTH sets popular. In this aspect, the manufacturers cracked new markets or, in other words, grabbed customers f rom cable operators by rolling out a new product that offers the same service independently and hassle free. This is due to extra expertise the DTH sets have over cable network and the options they offer to the customers in selecting channels they want to watch. As a result, the core competency aspect of the sunflower model was also followed in the context of introducing DTH television set top boxes. This type of innovation in products and capturing markets will happen when the CEOs or the management of a company create chaos that leads to new ideas or leverage the old core competency into a new market. Regarding ‘direct to home’ television set top boxes, the manufacturers leveraged the old core competency into a new market by innovating the service into a form of product that offers the same service in a flexible way and at viable prices. Personal Experience While Reading ‘Smartups’ Reading the book ‘Smartups’ is an experience about securing v enture capital. One can enjoy it and simultaneously develop expertise as well. The reader’s feeling would be a holistic one as Ryan’s propositions to secure Venture Capital deal with core competencies as well as quality and utility of the product. Though, the different chapters deal with the product enhancement and production as well as marketing strategies that are necessary to impress investors, one can find it interesting to read as at no point the content is boring.Advertising We will write a custom essay sample on Report on Smartups specifically for you for only $16.05 $11/page Learn More The first chapter of this book ‘Which Wanna-be are you?’; deals with slowing down your pace in business activities, when you are not ready to deal with the investors. In this regard, one can quote the market entry of ‘AKAI’ televisions in India. Though the company introduced television sets for price that is costlier to Indi an Market, soon it realized the lapse and stopped them. Soon it manufactured the Television sets using cost saving methods and introduced them for a lesser cost than in the past to compete with other firms in the Indian Market. After this stage of slowing down or changing the strategy, the next chapter prompts the reader to prepare for the questions that investors ask by finding answers to them in the form of a well organized business plan. Eventually, the reader of this chapter understands that it is necessary to do homework before approaching an investor. However, Rob Ryan’s indication about the investor, who asks about the customers and prototype of the product seems crucial in business activities as it is important in dealing with different teams in the company. He also suggests that it is necessary for an entrepreneur to have an idea of customer base for the product and its prototype before approaching an investor as that enables a person to answer the questions of inves tor. Consequently, the point of discussion turns to product development in ‘Do the Dogs like the Dog food?’ and the author advises that the presentation of product should make customers die to get it. Here, the reader can find a critical customer in Rob Ryan, who guides an entrepreneur towards an innovative product that has utility value. To do this, it is important to build a core competency to manufacture a product and model like ‘sunflower model’ to bring out a product into market. After the identification of the core competency, the suggestion of Ryan to do the home work necessary to talk with the investors is important as they would be keen about the awareness of the entrepreneur, on whom they are planning to invest. After reading the book, any entrepreneur would prepare a plan to answer the questions of them. They might be about value, differentiation, scalability and stickiness of the product as well as value proposition. The next chapters emphasize the significance of testing the ideas of entrepreneur on customers. This also makes sure that the product is having the quality that can offer new utility value. This happens when entrepreneurs recognize competencies of their team or develop them according to the necessity in making a product. The book shows the way for entrepreneurs to turn their idea into a reality, which is a product and present it to the investors. This essay on Report on Smartups was written and submitted by user Naomi Morrison to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Like Daughter

Childhood, affects an individual psychically and emotionally in the future. Everyone must find ways to cope with emotions brought on by painful experiences. In Tananarive Due’s â€Å"Like Daughter,† Denise attempts to mend her broken childhood by going to the extreme of recreating herself science of cloning. As a result she suffers from a nervous breakdown because of the pain she is causing Neecy. Individuals should focus on the present to work towards a brighter future instead of trying to relive the past. Through the elements of character and plot Due proves that to come to terms with childhood problems one should focus their energy on moving forward instead of erasing emotions felt in the past. In Due’s â€Å"Like Daughter†, Paige is portrayed as the protagonist with a sense of understanding and knowledge while Denise is the antagonist who makes an extreme decision. Although best friends and godmother to Neecy Paige insisted on keeping distance from Denise for fear on interfering with Denise’s plans to provide herself (Neecy) with a decent childhood. Paige states, â€Å"That was the other reason I’d kept some distance from Denise, I hadn’t wanted to be there to poke holes in what she was trying to do†¦her life could trot on happily ever after, just the way she’d planned, but that’s a lie, too†¦she sounded as if she’d died.† (92) Even without intruding on Denise’s life, Denise causes Neecy to endure pain (cry) proving Paige right that trying to recreate a childhood without flaws is impossible. Denise becomes emotional and can not stand to look at her young self hurt again. When Paige calls Denise Neecy she becomes excited and yells in a bitter tone, â€Å"I can’t stand to look at her.† (91) â€Å"Don’t call me Neecy, don’t you know better?† (95) Denise wants the name Neecy to represent the new childhood she created instead of the childhood she received. When Paige calls her Neecy she remembers her ... Free Essays on Like Daughter Free Essays on Like Daughter Childhood, affects an individual psychically and emotionally in the future. Everyone must find ways to cope with emotions brought on by painful experiences. In Tananarive Due’s â€Å"Like Daughter,† Denise attempts to mend her broken childhood by going to the extreme of recreating herself science of cloning. As a result she suffers from a nervous breakdown because of the pain she is causing Neecy. Individuals should focus on the present to work towards a brighter future instead of trying to relive the past. Through the elements of character and plot Due proves that to come to terms with childhood problems one should focus their energy on moving forward instead of erasing emotions felt in the past. In Due’s â€Å"Like Daughter†, Paige is portrayed as the protagonist with a sense of understanding and knowledge while Denise is the antagonist who makes an extreme decision. Although best friends and godmother to Neecy Paige insisted on keeping distance from Denise for fear on interfering with Denise’s plans to provide herself (Neecy) with a decent childhood. Paige states, â€Å"That was the other reason I’d kept some distance from Denise, I hadn’t wanted to be there to poke holes in what she was trying to do†¦her life could trot on happily ever after, just the way she’d planned, but that’s a lie, too†¦she sounded as if she’d died.† (92) Even without intruding on Denise’s life, Denise causes Neecy to endure pain (cry) proving Paige right that trying to recreate a childhood without flaws is impossible. Denise becomes emotional and can not stand to look at her young self hurt again. When Paige calls Denise Neecy she becomes excited and yells in a bitter tone, â€Å"I can’t stand to look at her.† (91) â€Å"Don’t call me Neecy, don’t you know better?† (95) Denise wants the name Neecy to represent the new childhood she created instead of the childhood she received. When Paige calls her Neecy she remembers her ...

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:

Video Sharing on Social Media Dissertation Example | Topics and Well Written Essays - 11500 words

Video Sharing on Social Media - Dissertation Example Users have the option to restrict viewership but when the video owners seek mass audience they would not bother to protect their videos and music under copyright laws. Thus, with the aim to establish that public videos are posted aimed at cooperation and sharing, three objectives were set at the beginning of the study. Qualitative primary and secondary data was gathered after extensive literature review on the subject. Through qualitative analysis, all the study objectives have been achieved. The study highlights that the most popular video-sharing site is YouTube and its promotion can be enhanced by sending out tweets on the video. However, Facebook also appears to be a popular social networking site for sharing pictures and files. Users share files with different motivations which could be either the desire to individuate or the desire for self-enhancement. Users also derive satisfaction is letting others know who they are. However, sharing of videos require some amount of expertis e in the use of social media. This gives rise to issues of copyright and privacy. The study finds that users are aware of privacy issues but when the intention is to share, the issue of privacy does not arise. At the same time, with the intention is to share and attract a mass audience it is pointless getting the files copyrighted. Social networking sites offer the facility to maintain privacy if required. When information is shared, others merely ‘see’ the information but derive no shared experience, vision or meaning out of it. Therefore, even if they share videos, they can maintain privacy, they remain individuated. The study concludes that sharing of videos on social media does not compromise on issues of privacy, and it is up to the users to maintain their privacy and remain individuated.

Justification of the Chemistry lesson plan and concept map Essay

Justification of the Chemistry lesson plan and concept map - Essay Example But after going thru the comments I realised that the heading is indeed quite broad and indicative of encompassing a wide range of topics. Though quite relevant one, but for a 60-90 minute class we need to have a more focused topic. Therefore, I changed the topic to, ‘Describe the use of pH scale in comparing the concentrations of acids and alkalis’. In addition, the prepared lesson plan appeared quite comprehensive; therefore I changed the duration of the lesson plan also to 90 minutes from 60 minutes. I do realise the fact that it might become a tiring experience for students to be attentive for a full one and half hours, but the fact that there are some interesting and interactive experiments within the lesson, will help in sustaining the interest of students all this while. In this case also, initially my effort was to demarcate the outcomes in an objective manner. So I included a total of 5 points under the head ‘objectives’ and seven points under the head ‘Key concepts/ ideas’. But the feedback made me realise that, with more points the lesson might give a lengthier look, which may result in putting off the students in the initial stages itself. Therefore in the revised lesson plan I included only three objectives viz. It certainly helps to be objective in order to grab the attention of students and make them feel comfortable. Ridley (2004) came out with the assertion that in order to overcome the differences in expectations existing between them, the teacher and students must have a minimum level of sensitivity and understanding towards each other. This is stated to be of particular importance in the beginning of an academic programme or while teaching a new concept. Therefore, too many points might give them a feeling of an overdose for the day. But it must be taken into consideration while we try to explain the ideas to the students we will

Disaster in the alps Essay Example for Free

Disaster in the alps Essay My coursework is going to be based on a newspaper report called disaster in the alps. The report is taken from 2 different, British, newspapers The Times {a broadsheet} and The Mirror {a tabloid} I am going to be comparing the to news reports. The incident happened on the 3rd February 1998, at 3:25pm in Cavalese, northern Italy, where twenty people plunged to their deaths after an American warplane flew through and cut the wire of a cable car they were travelling in. The two British newspapers can be very different in style. The style of The Times is in the large broadsheet style and has a more formal register whereas The Mirror report is in a tabloid style and has a more informal register. The two reports both have some differences like the layout or arrangement of the two articles and the name and status of the people interviewed are different, but both reports use the same amount of pictures and contain some interesting factual information. Both reports contain factual information, but they both present their information in different ways to give off different but at the same time similar affects. Both reports have collected information that reads: The disaster happened at 3. 25pm, 20 people died, it happened in Cavalese, northern Italy, The incident happened on the 3rd February 1998, the plane in the incident was a Marine Corps EA-6B Prowler Jet and that the cable car fell 300 ft. The two reports both have their own individual factual information. The factual information stated in The Times is: The cable car was bright yellow, there was a steel wire supporting the cable car, the cable car could hold up to 40 people, there was no survivors, and that the plane was about 100 metres from the ground. All this information seems very formal and gives truth and realism of the incident, while the factual information in The Mirror states: The car was ripped apart, the second car was left dangling in the air, the bodies were lying beneath sheets of metal, the victims were 9 women, 10 men and 1 child, at least six were German, two Hungarian and two Polish, and that the people in the incident were killed instantly. This information too gives the truth of the incident and how gruesome it was. The two reports use different language to describe the incident. In both reports the language is very dramatic as both reporters are trying to give the readers a realistic feeling of the incident itself. The language used in the The Times to describe the incident and the plane is very formal as it goes deep into text and pulls out the striking information. In The Times the writer uses powerful words like roaring and Screaming which creates a feel of pain, agony and loud noises, but in The Times it also gives a personification saying screaming through the sky and like a thing in torment which again creates a deep sense of distress and suffering, this would make the reader see the scene at its worst point and become more expressive towards the incident, hence making them want to read on. There are other words the writer uses like Wreckage and Crumbled which also gives an image of how disastrous the incident was. The Mirror creates a similar image to that in The Times in the article it says Warplane Screamed this to makes people see the image of pain and agony also in the article it says It is a terrible scene of carnage which too will give the impression that the incident was very devastating. The Mirror has a pull quote in it that states it opened up like a cardboard box which will make the reader think of violence and devastation so along with the other intense and powerful words in the article it too sets an emotional effect on the reader. The language in The Times is a lot more formal than The Mirror and addresses the reader more directly than the writer in The Mirror does, The Mirror is a lot more gruesome and a lot more intense . The Times gives a much more realistic affect than The Mirror as to how terrible the scene of incident actually was, the writer of the report goes a lot deeper into detail, which gives a more pronounced picture. This report is also biased compared to The Times report, seeing that The Mirror gives a very clear sub-heading stating BRITS TELL OF HORROR IN SNOW subheadings are used in articles to break up the text and make it easier to read so by this sub-heading its giving the impression that the article is biased as the writer seems to emphasize on it, which would show the reader that there were British people at the scene of the incident. This would then catch a British readers attention in particular, as they would stop and think that could have been me so they then want to read on. So the idea of this effect is to catch a British readers attention so they attract more people to the newspaper. Both reports use a range of eye witnesses and interviews to create their own effect and impression on the report, the reporters do this by using different strategies and tactics. The first people to be interviewed in the The Mirror were Neil Harmar and Stacey ODonnell who were British they said Thank God we did referring to missing the cable car just by minutes, the use of this effect was to give a feeling of sympathy to the reader, he creates this influence by using sensitive and sympathetic words like Thank God. These British people were used to help to be bias towards the Americans, so when a British person reads the article they think that any one of their family could have been in that situation, Whereas The Times tends to use a different strategy the article does not try and draw their readers attention by sympathy or by telling the story with a twist and making it seem sad, this article gets straight to the point, they simply base the article on facts and refer to exactly what happen on the day of the incident, But like The Mirror they do try and turn people against the Americans as it says in the article Local residents had complained again and again about the low level of flying by American warplanes showing this was obviously a problem in this part of the country, one angry woman also says Weve had enough of these war games the phrase War games is giving the impression that the Americans are killing the people for fun, so it is also showing us how enraged the people of Cavalese were. The Mirror also makes the Americans seem like they are hiding something from the reporter as it states in the article Base refused to give any details of the incident showing they felt guilty about their actions, so they knew what they had done but REFUSED to give any information on it. The two articles have some major differences and similarities. The style of the two reports differ, for example The Times report has no subheading, for the title of the report it is presented in small font size and lower case letters the article also has a range of diagrams and drawings that show where the incident took place and the type of plane that was involved in the disaster {EA-6B Prowler jet plane}. In the article there is 1 large picture that shows the wreckage of the incident, The Times newspaper also has no pull quote throughout, whereas The Mirrors title consists of; large font size, uppercase letters and bold writing style, The use of captions in the article like Death car and Devastation make it seem a lot more interesting, the article also has a small subheading that is made up of small font size, lower case letters and Bold handwriting style. The Mirror just like the The Times article has a range of pictures and diagrams. There are diagrams showing the incident and how it happened and there are pictures showing blood stains on the snow and the cable car making the scene seem more realistic and directed to the readers, also helping the formality of the report. The Mirror is the most effective article of the two as it has a headline that is very eye catching and attractive, the large font size alone catches the readers attention, but the sub-heading also helps to make the article more informative, by giving the reader that little bit extra information, as it helps to break up the text and make it easier to read. The sub-heading in this article may even be used to attract the reader to the whole article. This sub heading that reads Brits tell of horror in snow which will come across as intriguing to the degree that the reader gives the whole article a chance, the sub-heading is also aimed to appeal directly too British people as it would act like a cliff hanger, so they would see the heading, want too analyse it in order to gain foundation knowledge leading them too read on, whereas in the The Times the headline is a lot more uninteresting and stands out less than The Mirror. The Times also lacks a sub heading which could have given the times a more detailed article, also helping to make it seem a bit more official. The use of no sub-heading in this article means that there is nothing to hook the readers attention to when they first see the article. Therefore the article may come across as informal (colloquial). Out of the two articles I think the one that explains what happened and gives the full effects of how devastating the incident was is The Mirror It achieves its full effectiveness as its a very detailed and progressed article, this article gets it point across, it is very descriptive and lot more attractive. The article also gives off its effectiveness by the presentation of the report, the use of pictures and the language is very realistic and dramatic giving a feel of the incident.

ee cummings :: essays research papers

E. E. Cummings   Ã‚  Ã‚  Ã‚  Ã‚   Edward Estlin Cummings was born in Cambridge, Massachusetts on October 14, 1894. There were three important events in his early life that had effects on him and how he got famous. Additionally there were three things during his later life. Lastly there were three major events in his life.   Ã‚  Ã‚  Ã‚  Ã‚  E. E. Cummings parents were extremely intelligent people that were very well educated. This had an influence on how he started poetry because he mom encouraged him to write all the time as a child and to express himself through it. He completed a B.A. degree at Harvard University in 1915, which is where he got his first poems printed in the Harvard Monthly.   Ã‚  Ã‚  Ã‚  Ã‚  E. E. Cummings later life was a little more complicated. Following his imprisonment during World War I. He had his first book of poems published on his accounts. In 1925 he wins the Dial Award and begins to write for Vanity Fair. This started his career in writing. He died in 1962 after enjoying 12 popular books published of his poetry.   Ã‚  Ã‚  Ã‚  Ã‚  Three major events in E. E. Cummings life are as follows. The most important in many peoples’ opinion was his mother’s influence, she had forced him to do many things that helped him have a vast knowledge of proper English. This also led him to attend Harvard University. Another was the unfortunate event that led to his capture in World War I. He was kept in isolation with one other person for three months. This led to the publishing of his first book based on these experiences. Finally there was his third marriage. After trouble and turmoil throughout his first two, this last one was his final and they stayed together until death. That led him to much happier poems and writing.

Lin Article Critique Essay

However, when splitting the forty patients into two treatment groups, the clients were split randomly. This places twenty participants in each subgroup. Pyrczak (2008) suggests that number of participants can be so small that generalizing would be inappropriate. At the conclusion of the study caution was given to the small sample size provided, but it was noted that â€Å"the sample size was more than sufficient to detect meaningful statistical differences, a major goal of all treatment studies† (Lin et al. , 2004). This indicates that a generalization was drawn from the target group of residential drug rehabilitation clients and was not drawn from a diverse source. Some participant dropped out of the study resulting in a 35% completion rate (Lin et al. , 2004). This low rate does effect generalizing the findings of the study. The participants were similar on relevant variables in that all of the patients were diagnosed with a mental disorder, had a history of a chronic addiction, a poor response to treatment and relapse, legal issue related to addiction and little motivation to change (Lin et al. 2004). Critique of Procedures The procedures followed in acquiring participants in this study initially were not chosen at random. The forty-three patients selected for the study were from a residential drug treatment center that had specific criteria preferred by the researchers. However, when the patients were separated into treatment groups, â€Å"they were randomly assigned to FT or ADC† (Linn et al. , 2004). The treatments described in this study are sufficiently explained in detail. The researchers describe ADC, alcohol and drug counseling as a common treatment plan for substance abuse. The article is written in more descriptive detail about forgiveness therapy for the reason that its effectiveness is being tested. The treatments were administered by a therapist trained in both FT and ADC therapy with more than twenty years of therapeutic counseling experience. The treatments that were administered were monitored by taping the therapy sessions with a member of the team arbitrarily selecting the tapings for review of â€Å"consistency between expected and delivered treatments† (Linn et al. 2004). The same therapist conducted all the therapy sessions so that the personal effect is eliminated as a factor from this study. The therapist used the same methodology in both types of treatment programs. The setting for the experiment was a natural setting in the sense that it was not conducted in a laboratory. The therapy sessions took place within the current living environment of the rehabilitation residential facility. The researcher considered attrition in this study stating that, â€Å"given the high levels of mobility and chaos that characterize the lives of this client population, this dropout rate is not unusual. However, the sample size was more than sufficient to detect meaningful statistical differences, a major goal of all treatment studies† (Linn et al. , 2004). Critique of Instrumentation The evaluating instruments for the research did not include actual items in the research, but did explain in great detail the description of each instrument. The researchers also included research that supported validity of each assessment. Specialized formatting and detail was used when the instruments were administered in random order and the response format was provided. Restrictions were placed upon the research when the patience were initially chosen with the three dispositions of a chronic addiction with relapse, psychiatric diagnoses, poor response to treatment with low motivation to change, and legal issues dealing with substance abuse (Linn et al. , 2004). Multiple methods are used to collect information on each variable within this research. The EFI, BDI-II, CSEI, STAI, SSTAEI and vulnerability to drug use scale were used to obtain data on each patient and use for statistical analysis (Linn et al. , 2004). The researchers provided sources and well researched information for each published instrument. The self-report assessments were not administered anonymously, therefore, there is some reason of doubt that information obtained from patients could have been influenced by â€Å"social desirability or response-style biases† (Linn et al. , 2004). This researcher believes steps were taken to keep the instrumentation from influencing any overt behaviors due to the fact that all patients were exposed to the same therapist as a constant, expected occurrence, causing little deviation from the expected schedule.