Analysis Of George Orwell s Down With Big Brother

April 4, 1984, is the date that he wrote at the top of a diary. Put in another way, this was when he decided to rise in revolt against the Big Brother. Though a little defiance, he aimed to keep a diary not for himself, but for the future. Moreover, his attempts were never portrayed for the sake of his ambitions toward power. He wrote down, â€Å"Down with Big Brother.† This determined, bold declaration indicates that his diary would become the repository for everyone who has rebellious thoughts like Winston since he believes â€Å"If there is hope, it lies with the proles.† Even if this consequence comes to his death by the Party, his diary can trigger people to contemplate rebellion and inspire the future in which they all have the freedom to think, write, read, and live regarding concerning their desire. Such his intelligent and introspective characteristics serve as the classic hero in 1984; however, it also entails the difficulty in easily identifying a hero as the protagonist of 1984 since his heroism barely led the rebellion to a broader extent in the literal sense of the world that the Party takes a massive control of people. The conflict, more significantly, between his daily activities and the Party’s current reality, demonstrates the struggle that eventually resulted in the demise of Winston Smith, thereby emphasizing the manipulation of free will by the Big Brother. To begin, Winston Smith is characterized as a paradox by his name. His first name represents WinstonShow MoreRelatedNineteen Eighty Four By George Orwell Essay1601 Words   |  7 PagesBook Review for Nineteen Eighty-Four by George Orwell Jason Lee December 12, 2015 SECTION A Date published June 8, 1949 City where published London, England Publisher Secker Warburg Number of pages 267 SECTION B Summary of your book (key details only...address the beginning, middle, and end of the book) Nineteen Eighty-Four takes place in the fictional nationRead MoreThe Psychoanalysis of 19841019 Words   |  5 Pages The Psychoanalysis of 1984 The social structure of George Orwell’s 1984 is based on Freud’s map of the mind and the struggles between the id, the ego and the super ego. The minds of these individuals living in this society are trained to think a certain way. Freud’s theory of psychoanalysis can be applied to Orwell’s 1984. Using Freud’s psychoanalytic approach, 1984’s main character Winston Smith is portrayed as the one who goes against the ideas of the Party. In a Freudian point of view, Winston’sRead MoreFahrenheit 451 By George Orwell1931 Words   |  8 Pagesextent that it was illegal for any literature to exist, and if found books are burned by the firemen. Similar to Bradbury’s society, 1984 by George Orwell includes a corrupt government where members of the Party are under surveillance at all hours of the day, and the worst crime committed is thinking anything different from what the central leader, Big Brother, allows members to think. In order to express their concerns for the destructive path they view society taking, the authors of both FahrenheitRead MoreEssay about The People’s Republic of China: Tyrannical Political State?1912 Words   |  8 Pageswithin societies past and present. George Orwell prophetically writes about a futuristic society in his book entitled 1984. He uses hindsight of past and present political authority to illustrate the possibility of additional states imposing oppressed control. Orwell asserts the conflicting ideas with, â€Å"†¦the three slogans of the Party: War is Peace, Freedom is Slavery, Ignorance is Strength,† (Orwell, 4). In a clever, applicable, and daunting approach, Orwell challenges the so-called pragmatismRead MoreGeorge Orwell s The Film V For Vendetta Directed By James Mcteigue1989 Words   |  8 PagesIn society, people often look up to our government to provide honourable and righteous justice that upholds our basic human rights .Through the analysis of dystopian texts including 1984 written by George Orwell, Harrison Bergeron by Kurt Vonnegut Jr, and the film V for Vendetta directed by James Mcteigue, the concept of a totalitarian government that exerts control over to the senses is explored throughout all these texts. The stripping of privacy and freedom demonstrates this control over the massRead MoreBrave New World vs Nineteen Eighty Four vs Do Androids Dream of Electric Sheep?2284 Words   |  10 PagesControllers. In despair, or perhaps as his last expression of individual freedom, he hangs himself. Like Huxley, George Orwell creates a controlling utopian society in Nineteen Eighty-Four which degrades humanity. In this novel, the shift in civilization occurs following the Revolution, another movement that was based on economic control, (Orwell, 38). Like Brave New World, Orwell presents a highly controlled caste society. In B.N.W. the world is at peace, but in Nineteen Eighty-Four, the worldRead MoreAnalysis Of The Novel 1984 By George Orwell1205 Words   |  5 Pagesconsidered to be an action in which common ideologies imposed. The individual imposing these ideologies does not believe in keeping their opinions quiet, rather this individual lets their opinions be known to the society. This phenomenon is evident in George Orwell’s novel, 1984 in which the protagonist, Winston possesses critical features of a rebel. The rebellious personality of Winston is first introduced to the reader through his thoughtcrime’s. This trait is also distinctly seen through the doubtsRead MoreEssay on Analysis of George Orwells 19844218 Words   |  17 PagesAnalysis of George Orwells 1984 War Is Peace. Freedom Is Slavery. Ignorance Is Strength. The party slogan of Ingsoc illustrates the sense of contradiction which characterizes the novel 1984. That the book was taken by many as a condemnation of socialism would have troubled Orwell greatly, had he lived to see the aftermath of his work. 1984 was a warning against totalitarianism and state sponsored brutality driven by excess technology. Socialist idealism in 1984 had turned to a total loss ofRead MorePsychoanalysis And Marxism And 19842034 Words   |  9 Pages Psychoanalysis, Marxism, and 1984 Applying modern theoretical lenses to historic works can lead to an alternate understanding of a text - perhaps one the author did not intend. Novels, like George Orwell’s 1984, can be analyzed through multiple lenses. The strongest analysis, however, can be conducted through the lenses of Marxism and psychoanalysis. Through these complementary lenses, readers gain an understanding of social constructs (Marxism) and the effects of these constructs on human behaviorRead MoreThe s Best Known Works Are? Politics And The English Language?3044 Words   |  13 PagesTwo of George Orwell?s best known works are ?Politics and the English Language? and 1984. In ?Politics and the English Language,? he points out many of the issues with the modern writings of his time, which are still problems today. Nineteen Eighty-Four focuses on the push of totalitarian rule by the government. Orwell?s ideas have been seen before, but he is considered to have presented them in one of the best ways t hat is still influential today. The decay of society as portrayed in George Orwell

The Congressional Medal of Honour Free Essays

string(46) " of Honour recipient Captain Darrell Lindsey\." The Medal of Honour is the highest military decoration awarded by the United States government. It is given to a member of the United States armed forces who distinguishes himself â€Å"conspicuously by gallantry and intrepidity at the risk of his life above and beyond the call of duty while engaged in an action against an enemy of the United States†. Because of the nature of its criteria, the medal is often awarded posthumously. We will write a custom essay sample on The Congressional Medal of Honour or any similar topic only for you Order Now Members of all branches of the U. S. military are eligible to receive the medal, and each service has a unique design with the exception of the Marine Corps and Coast Guard, which both use the Navy’s medal. The Medal of Honour is often presented personally to the recipient or, in the case of posthumous awards, to next of kin, by the President of the United States. Due to its high status, the medal has special protection under U. S. law. The Medal of Honour is one of two military neck order awards issued by the United States Armed Forces, but is the sole neck order awarded to its members. The other is the Commander’s Degree of the Legion of Merit and is only authorized for issue to foreign dignitaries comparable to a US military chief of staff. While American service members are eligible for the Legion of Merit, they are awarded the lowest degree, â€Å"Legionnaire†, which is a standard suspended medal. The medal is frequently, albeit incorrectly, called the Congressional Medal of Honour, stemming from its award by the Department of Defence in the name of Congress. The first formal system for rewarding acts of individual gallantry by American soldiers was established by George Washington on August 7, 1782, when he created the Badge of Military Merit, designed to recognize any singularly meritorious action. This decoration is America’s first combat award and the second oldest American military decoration of any type, after the Fidelity Medallion. Although the Badge of Military Merit fell into disuse after the American Revolutionary War, the concept of a military award for individual gallantry by members of the U. S. armed forces had been established. In 1847, after the outbreak of the Mexican-American War, a Certificate of Merit was established for soldiers who distinguished themselves in action. The certificate was later granted medal status as the Certificate of Merit Medal. Early in the Civil War, a medal for individual valour was proposed by Iowa Senator James W. Grimes to Winfield Scott, the Commanding General of the United States Army. Scott did not approve the proposal, but the medal did come into use in the Navy. Public Resolution 82, containing a provision for a Navy Medal of Valour, was signed into law by President Abraham Lincoln on December 21, 1861. The medal was â€Å"to be bestowed upon such petty officers, seamen, landsmen, and Marines as shall most distinguish themselves by their gallantry and other seamanlike qualities during the present war. Secretary of the Navy Gideon Welles directed the Philadelphia Mint to design the new decoration. Shortly afterward, a resolution of similar wording was introduced on behalf of the Army and was signed into law on July 12, 1862. This measure provided for awarding a Medal of Honour, as the Navy version also came to be called to such non-commissioned officers and privates as shall most distinguish themselves by their gallantry in action, and other soldier-like qualities, during the present insurrection. The Medal of Honour has evolved in appearance since its creation in 1862. The present Army medal consists of a gold star surrounded by a wreath, topped by an eagle on a bar inscribed with the word â€Å"Valour. † The medal is attached by a hook to a light blue moire. There is a version of the medal for each branch of the U. S. armed forces: the Army, Navy and Air Force. Since the U. S. Marine Corps is administratively a part of the Department of the Navy, Marines receive the Navy medal. Before 1965, when the U. S. Air Force design was adopted, members of the U. S. Army Air Corps, U. S. Army Air Forces, and Air Force received the Army version of the medal. The Coast Guard Medal of Honour, which was distinguished from the Navy medal in 1963, has never been awarded, partly because the U. S. Coast Guard is subsumed into the U. S. Navy in time of declared war. No design yet exists for it. Only one member of the Coast Guard has received a Medal of Honour, Signalman 1st Class Douglas Munro, who was awarded the Navy version for action during the Battle of Guadalcanal. In the rare cases, 19 so far, where a service member has been awarded more than one Medal of Honour, current regulations specify that an appropriate award device be cantered on the Medal of Honour ribbon and neck medal. To indicate multiple presentations of the Medal of Honour, the U. S. Army and Air Force bestow oak leaf clusters, while the Navy Medal of Honour is worn with gold award stars. A ribbon which is the same shade of light blue as the neckband, and includes five white stars, pointed upwards, in the shape of an â€Å"M† is worn for situations other than full dress uniform. When the ribbon is worn, it is placed alone above the centre of the other ribbons. For wear with civilian clothing, a rosette is issued instead of a miniature lapel pin (which usually shows the ribbon bar). The rosette is the same shade of blue as the neck ribbon and includes white stars. The ribbon and rosette are presented at the same time as the medal. On October 23, 2003 a Medal of Honour flag was to be presented to recipients of the decoration. The flag was based on a concept by retired Army Special Forces 1SG. Bill Kendall of Jefferson, Iowa, who designed a flag to honour Medal of Honour recipient Captain Darrell Lindsey. You read "The Congressional Medal of Honour" in category "Papers" Kendall’s design of a light blue field emblazoned with thirteen white five-pointed stars was nearly identical to that of Sarah LeClerc’s of the Institute of Heraldry. LeClerc’s design, ultimately accepted as the official flag, does not include the words â€Å"Medal of Honour† and is fringed in gold. The colour of the field and the 13 white stars, arranged in the form of a three bar chevron, consisting of two chevrons of 5 stars and one chevron of 3 stars, replicate the Medal of Honour ribbon. The flag has no set proportions. The first Medal of Honour recipient to receive the official flag was Paul R. Smith. The flag was cased and presented to his family along with his medal. A special ceremony presenting this flag to 60 Medal of Honour recipients was held onboard the USS Constitution Template:WP Ships USS instances on September 30, 2006. There are two distinct protocols for awarding the Medal of Honour. The first and most common is nomination by a service member in the chain of command, followed by approval at each level of command. The other method is nomination by a member of Congress and approval by a special act of Congress. In either case, the Medal of Honour is presented by the President on behalf of the Congress. Several months after President Abraham Lincoln signed Public Resolution 82 into law on December 21, 1861, a similar resolution for the Army was passed. Six Union soldiers who hijacked the General, a Confederate locomotive were the first recipients. Raid leader James J. Andrews, a civilian hanged as a Union spy, did not receive the medal. Many Medals of Honour awarded in the 19th century were associated with saving the flag, not just for patriotic reasons, but because the flag was a primary means of battlefield communication. During the time of the Civil War, no other military award was authorized, and to many this explains why some seemingly less notable actions were recognized by the Medal of Honour during that war. The criteria for the award tightened after World War I. In the post-World War II era, many eligible recipients might instead have been awarded a Silver Star, Navy Cross or similar award. During the Civil War, Secretary of War Edwin M. Stanton promised a Medal of Honour to every man in the 27th Regiment, Maine Infantry who extended his enlistment beyond the agreed upon date. Many stayed four days extra, and then were discharged. Due to confusion, Stanton awarded a Medal of Honour to all 864 men in the regiment. In 1916, a board of five Army generals convened by law to review every Army Medal of Honour awarded. The commission, led by Nelson Miles, recommended that the Army rescind 911 medals. This included the 864 medals awarded to members of the 27th Maine, 29 who served as Abraham Lincoln’s funeral guard, six civilians (including Dr Mary Edwards Walker, the only woman to have been awarded the medal), Buffalo Bill Cody, and 12 others whose awards were judged frivolous. Dr. Walker’s medal was restored posthumously by President Jimmy Carter in 1977. Cody’s award was restored in 1989. Early in the 20th century, the Navy awarded many Medals of Honour for peacetime bravery. For instance, seven sailors aboard the USS Iowa received the medal when a boiler exploded on January 25, 1904. Aboard the USS Chicago in 1901, John Henry Helms received the medal for saving Ishi Tomizi, the ship’s cook, from drowning. Even after World War I, Richard Byrd and Floyd Bennett received the medal for exploration of the North Pole. Thomas J. Ryan received it for saving a woman from the burning Grand Hotel in Yokohama, Japan following the 1923 Great Kanto earthquake. Between 1919 and 1942, the Navy issued two separate versions of the Medal of Honour, one for non-combat bravery and the other for combat-related acts. Official accounts vary, but generally the non-combat Medal of Honour was known as the Tiffany Cross, after the company that manufactured the medal. The Tiffany Cross was first issued in 1919 but was rare and unpopular, partly because it was presented both for combat and non-combat events. As a result, in 1942, the United States Navy reverted to a single Medal of Honour, awarded only for heroism. Since the beginning of World War II, the medal has been awarded for extreme bravery beyond the call of duty while engaged in action against an enemy. Arising from these criteria, approximately 60% of the medals earned during and after World War II have been awarded posthumously. Capt. William McGonagle is an exception to the enemy action rule, earning his medal during the USS Liberty incident. A 1993 study commissioned by the Army described systematic racial and religious discrimination in the criteria for awarding medals during World War II. At the time, no Medals of Honour had been awarded to black soldiers who served in World War II. After an exhaustive review of files, the study recommended that several black Distinguished Service Cross recipients be upgraded to the Medal of Honour. On January 13, 1997, President Bill Clinton awarded the medal to seven African American World War II veterans. Of these, only Vernon Baker was still alive. A similar study of Asian Americans in 1998 resulted in President Bill Clinton awarding 21 new Medals of Honour in 2000, including 20 to Japanese American members of the 442nd Regimental Combat Team, among them Senator Daniel Inouye. In 2005, President George W. Bush awarded the Medal of Honour to Jewish veteran and Holocaust survivor Tibor Rubin, whom many believed to have been overlooked because of his religion. This medal’s history stretches back into our bloody war history, it has seen its own trials and tribulations and like America is has grown and melded itself into the prestigious award that it is today. I believe the medal has been properly issued to service members and at the same time given away freely, but that does not take away from the honour and respect each recipient deserves. These recipients are text book example of perfect military stature and then some. All of them go above and beyond anyone’s expectations that even they themselves had. The most surprising thing is that all of them did these marvellous and mind blowing deeds of service at such a young military age, the same and even younger age of my own. It not only blows my mind at how they accomplish or even began to go through with what they did but they did it without an order or a self doubt, to me they got in the perfect mindset of selfless service and their one goal was to help other and complete the mission. My first pick of recipients is Private First Class Willy F. James, U. S. Army, Company G, 413th Infantry near Lippoldsberg, Germany, 7 April 1945. Private First Class Willy F. James, Jr. distinguished himself by extraordinary heroism at the risk of his own life on 7 April 1945 in the Weser River Valley, in the vicinity of Lippoldsberg, Germany. On 7 April 1945, Company G, 413th Infantry, fought its way across the Weser River in order to establish a crucial bridgehead. The company then launched a fierce attack against the town of Lippoldsberg, possession of which was vital to securing and expanding the important bridgehead. Private First Class James was first scout of the lead squad in the assault platoon. The mission of the unit was to seize and secure a group of houses on the edge of town, a foothold from which the unit could launch an attack on the rest of the town. Far out in the front, Private First Class James was the first to draw enemy fire. His platoon leader came forward to investigate, but poor visibility made it difficult for Private First Class James to point out enemy positions with any accuracy. Private First Class James volunteered to go forward to fully reconnoiter the enemy situation. Furious crossfire from enemy snipers and machine guns finally pinned down Private First Class James after he had made his way forward approximately 200 yards across open terrain. Lying in an exposed position for more than an hour, Private First Class James intrepidly observed the enemy’s positions, which were given away by the fire he was daringly drawing upon himself. Then, with utter indifference to his personal safety, in a storm of enemy small arms fire, Private First Class James made his way back more than 300 yards across open terrain under enemy observation to his platoon positions, and gave a full detailed report on the enemy disposition. The unit worked out a new plan of maneuver based on Private First Class James’s information. The gallant soldier volunteered to lead a squad in an assault on the key house in the group that formed the platoon objective. He made his way forward, leading his squad in an assault on the strongly-held enemy positions in the building and designating targets accurately and continuously as he moved along. While doing so, Private First Class James saw his platoon leader shot down by enemy snipers. Hastily designating and coolly orienting a leader in his place, Private First Class James instantly went to the aid of his platoon leader, exposing himself recklessly to the incessant enemy fire. As he was making his way across open ground, Private First Class James was killed by a burst from an enemy machine gun. Private First Class James’s extraordinarily heroic action in the face of withering enemy fire provided the disposition of enemy troops to his platoon. Inspired to the utmost by Private First Class James’s self sacrifice, the platoon sustained the momentum of the assault and successfully accomplished its mission with a minimum of casualties. Private First Class James contributed very definitely to the success of his battalion in the vitally important combat operation of establishing and expanding a bridgehead over the Weser River. His fearless, self-assigned actions far above and beyond the normal call of duty exemplify the finest traditions of the American combat soldier and reflect the highest credit upon Private First Class James and the Armed Forces of the United States. Private First Class James is a prime example of what a man should be. He ran through enemy fire, and then while in the midst of the fire still had the discipline and the bravery to observe fire positions and any other useful information that he could see from his position. On top of that he still was able to fall back to his platoon 300 meters behind him. How to cite The Congressional Medal of Honour, Papers

Cocoa Commodity Essay Example For Students

Cocoa Commodity Essay Today, West Africa is famous to the whole world for the conquest of the cocoa industry. Ivory Coast has the largest number of processing companies. However, in order to get this well-known product, special conditions are required. Not many people think about what is behind the chocolate bar. Growing cocoa trees has become one of the most common types of income for farmers in West Africa. In Ivory Coast, at the age of 10, children of farmers help in processing companies under the tight conditions. The Background The tree Cocoa has a scientific botanical name  Theobroma cacao. It was given in 1753 by the Swedish naturalist Karl Linnaeus (1707 1778), which means in Latin food of the gods. By nature, cocoa blooms almost all year round and the branches and trunks of cocoa trees are literally covered with dense, five-petal flowers of delicate pink-reddish tones, and in any season farmers can see flowers and fruits at the same time on the branches of cocoa trees. However, almost a tenth of all flowers turn into cocoa beans. The trees can reach a height of 10-15 meters, but on the plantations, they are usually pruned at a level of several meters to facilitate the collection of fruits. Each tree brings such fruits pieces 20-30 per year. And they are formed not only on the branches but also on the trunk of the tree. The hard fruits of a cocoa tree are like small melons or rugby balls. Their length is 15-30 centimeters, weight 400-500 grams. It is difficult to determine the color because as the cocoa beans ripen, it changes from green to yellow, red or orange. Each fruit contains from 20 to 30 seeds, which are laid in five rows. This is what 500 years ago called cocoa beans. So they are called today, but they have nothing to do with real beans and legumes. Cocoa seeds (they are also beans) can be round, flat, convex, with a grayish, bluish or brownish tinge. Ripe seeds roll inside the fruit with a thud. Under the good conditions, the tree gives up to 2 kilograms of cocoa beans per year. Freshly harvested cocoa beans are unsuitable for use in the manufacture of chocolate and are not suitable for any food purposes. However, it is one of the most â€Å"demanding† seeds in the world. If they are not taken care of, they lose their germination in a few days. The cocoa tree grows relatively slowly, even on the most well-groomed and carefully prepared lands, they begin to bear fruit only 305 years after planting. To achieve maximum yield trees, need 10 years and good conditions, but in general, the fruiting period can last up to 50 years. The Process of Production Cocoa is not only a commodity but also an income of 40-50 million farmers in West Africa, Latin America, and Southeast Asia. Production can hardly be called modern and advanced: 90 percent of cocoa is grown on small farms by farmers. Cocoa fruits ripen throughout the year, but the main crop is harvested twice a year: in November-January and May-July. The optimal time for harvesting is 2–3 weeks after fruit ripening. The thick shell of the fruit is opened with a sharp knife-machete (often also with a wooden hammer or two fruits against each other), the cocoa beans are manually removed, dried for 24 hours in the sun, covered in troughs or boxes, covered with banana leaves or burlap, left for 24– 48 hours and then dried in the sun for three days. Then the beans are piled up in moderately heated rooms and left for 4-6 days or placed in barrels and buried in the ground (at the same time). During such processing, they undergo fermentation, due to which they acquire brown tones of different degrees of saturation, an oily taste, and a pleasantly sweet aroma. After that, they are scattered on dry soil or mats, dried in the sun for 4–6 days, at the same time picking up spoiled or damaged ones. .u4557917b35de955c9f6cc9065a4dff5d , .u4557917b35de955c9f6cc9065a4dff5d .postImageUrl , .u4557917b35de955c9f6cc9065a4dff5d .centered-text-area { min-height: 80px; position: relative; } .u4557917b35de955c9f6cc9065a4dff5d , .u4557917b35de955c9f6cc9065a4dff5d:hover , .u4557917b35de955c9f6cc9065a4dff5d:visited , .u4557917b35de955c9f6cc9065a4dff5d:active { border:0!important; } .u4557917b35de955c9f6cc9065a4dff5d .clearfix:after { content: ""; display: table; clear: both; } .u4557917b35de955c9f6cc9065a4dff5d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4557917b35de955c9f6cc9065a4dff5d:active , .u4557917b35de955c9f6cc9065a4dff5d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4557917b35de955c9f6cc9065a4dff5d .centered-text-area { width: 100%; position: relative ; } .u4557917b35de955c9f6cc9065a4dff5d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4557917b35de955c9f6cc9065a4dff5d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4557917b35de955c9f6cc9065a4dff5d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4557917b35de955c9f6cc9065a4dff5d:hover .ctaButton { background-color: #34495E!important; } .u4557917b35de955c9f6cc9065a4dff5d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4557917b35de955c9f6cc9065a4dff5d .u4557917b35de955c9f6cc9065a4dff5d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4557917b35de955c9f6cc9065a4dff5d:after { content: ""; display: block; clear: both; } READ: Alcohol and the Liver EssayDelivery Despite the method of transportation of commodity, there are mandatory conditions for the transport of it. The container must be completely clean, as well as to avoid extraneous odors. Therefore, professional transport companies should always be responsible for the microclimate of the container. It is worth noting that commodity can be unloaded and immersed only with the help of gloves and clean clothes. Cocoa beans very easily absorb moisture and odors, that is why they are transported in special bags of jute, and the powder can be transported only in wooden containers but sometimes bags can heat up from friction, and if moisture appears, this leads to damage to the commodity. The World Market Ivory Coast is the predominant country in the cocoa industry, with a total volume of 30% of total world production. Most of the world demand for this product comes from processing companies. During 2016-2017, the global demand for chocolate confectionery products exceeded 7,450 tons, which is 10 percent more compared to 2011 figures. The demand for the chocolate industry is fueled by increased consumption in China and India. In India, consumption grew by 13 percent in 2016. 20 percent of global chocolate consumption comes from the United States. The highest chocolate consumption per capita in Switzerland is 11 kg/year of chocolate. Cocoa beans prices showed good growth, driven by declining bean revenues in the ports of Ivory Coast, as well as the end of the 2017 and 2018 season in West African countries with lower carry-overs, which seasonally contributes to price increases. The low liquidity in the Ivory Coast financial system, which is caused by the liquidation of the largest local exporter of cocoa beans, creates problems for cocoa exports at the beginning of the new 2019 season. Many economists believe that the cocoa industry balance will shift from a surplus to a shortage of supply due to a decline in the production of beans in the world and the return to the market of processing companies.

John F Kennedy Outline free essay sample

I. Intro A. Few Presidents compare in life†¦ and none in death. Everyone knows John F. Kennedy as the 35th President of the United States, the youngest president and one of few presidents that was assassend. But why was JFK so important what has he done for us? B. From his service in the military to his life as president, John Fitzgerald Kennedy has affected America as we know it. II. John F. Kennedy A. Background 1) JFK was born on May 29 1917 in Brookline, Massachusetts. His Father Joseph P. Kennedy was a self made Millionaire who headed the Securities and Exchange Commission under our 32nd president Franklin D. Roosevelt. ) He is Roman Catholic (the only president to be) 3) John or â€Å"Jack† as called as a kid was always sick. He enrolled at Princeton but had to drop out a year later from a sickness and later go to Harvard. 4) Entered the military in 1941 and severed in the navy during WW2 where the Japs hit his boat and he led survivors to safety. We will write a custom essay sample on John F Kennedy Outline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page B. JFK as president 1) â€Å"Ask not what your country can do for you but what you can do for your country† 2) Became President in 1961 3) The youngest man ever to be elected President 4) First Roman Catholic ever elected in to office. 5) Voiced the then â€Å"crazy† idea of sending man to the moon. ) President Kennedy shot and killed Nov. 22 in Dallas, TX. C. Achievements/Awards 1) Navy and Marine Corps Medal 2) Purple Heart 3) American campaign medal 4) American Defense Service Medal 5) WW2 victory medal 6) Asiatic-Pacific Campaign Medal with 3 bronze stars 7) Won the presidential race against Nixon 8) After JFK was assassinated Eisenhower named the launch operations center The Kennedy Space Center in honor of JFK. 9) Man makes it to the moon something that JFK had said we would do. III. Body A. JFK got American minds thinking had he not said that Man would someday go to the moon no one would have started really trying to get there.

Board of Phaacy Project Essay Example

Board of Phaacy Project Essay Example Board of Phaacy Project Essay Board of Phaacy Project Essay Name Tutor Course Date Board of Phaacy Project Case 1 In the case of the Jackson Pharmacy vs. the patient, the pharmacy is in direct violation of the Omnibus Budget Reconciliation Act of 1990 and the California state pharmacy law. According to the Omnibus Budget Reconciliation Act, the pharmacist has an obligation of offering counseling to all patients or their caregivers so that potential problems that arise after the medical products have been dispensed can be prevented (Abood 273). In addition, the California state pharmacy law describe acts of omission that involve, in part or in whole, the failure to consult with the patient as unprofessional conduct for a pharmacist (Darvey 81). Therefore, according to these laws the role of the pharmacist is to provide appropriate counseling on matters that in the pharmacist’s professional judgment are significant. This involves the use of a translator in cases where the patient does not understand English. The appropriate sanction to the compliant is a compensation fine. Case 2 In the case of the California state board of pharmacy vs. the pharmacist, the pharmacist is in direct violation of the California state pharmacy rules and regulations for licensing of pharmacy technicians. According to the board’s procedures, the pharmacy applicants should pass a criminal background check, which is usually done at the FBI or the DOJ level (Bachenheimer 27). This is usually preceded by a license renewal after every two years, which also involves criminal background check. Therefore, in this case, the pharmacist seems to have neglected his obligation by law to follow the appropriate procedure of license renewal over the past ten years because if he had followed the right procedure he would have lost his license. The appropriate sanction to the complaint is a prison sentence. Case 3 In the case of the applicant vs. the California state board of pharmacy, the applicant is in direct violation of the California state pharmacy rules and regulations for the licensing of pharmacy technicians. These rules and regulations dictate that an applicant should pass a criminal background check on an FBI OR the DOJ level before he/she can be licensed as a physician (Geneva 308). In this case, the applicant did not pass the criminal background check as required by the state board of pharmacy. These rules and regulations also specify that no person shall possess any controlled substance unless it is prescribed by a physician, dentist, podiatrist, optometrist, veterinarian or a certified nurse-midwife pursuant. Therefore, the applicant is in direct violation of the state law. The appropriate sanction should be a jail sentence or a fine (Abood 18). Case 4 In the case of the pharmacy technician vs. the patient, the pharmacy technician is in direct violation of the Health, insurance, probability and accountability Act as well as the California state pharmacy law. According to the Health, insurance, probability and accountability Act, a coverage entity should not use or disclose protected health information with an exception to certain provisions in the act. In addition, the California state pharmacy law describes acts of omission that involve, in whole or in part, the failure to consult the prescription administered as unprofessional behavior (Darvey 81). The appropriate sanction is a compensation fine to the patient. Case 5 In the case of the pharmacist vs. the patient, the pharmacist is in direct violation of the Omnibus Budget Reconciliation Act of 1990, which specifies that the pharmacist has an obligation to maintain a written record that can be used as reference for other pharmacists (Abood 273). This record should consist of the medical history of the patient, which shows past treatments and medication prescribed (Troy 227). In addition, the pharmacist is in direct violation of the California state pharmacy law which describes the acts of omission that involve, in whole or in part, the inappropriate exercise of a pharmacists education, training or experience as unprofessional conduct. The appropriate sanction is a fine or a warning by the state board of pharmacy. Works cited Abood, Richard R. Pharmacy Practice and the Law. Sudbury, Mass: Jones and Bartlett Publishers, 2011. Print. Bachenheimer, Bonnie S. Manual for Pharmacy Technicians. Bethesda, MD: American Society of Health-System Pharmacists, 2011. Print. Darvey, Diane L. Legal Handbook for Pharmacy Technicians. Bethesda, MD: American Society of Health-System Pharmacists, 2008. Print. Quality Assurance of Pharmaceuticals: A Compendium of Guidelines and Related Materials. Geneva: World Health Organization, 2007. Print. Troy, David B. Remington: The Science and Practice of Pharmacy. Philadelphia, PA: Lippincott, Williams Wilkins, 2005. Print.

How to Write a DBQ Essay Key Strategies and Tips

How to Write a DBQ Essay Key Strategies and Tips SAT / ACT Prep Online Guides and Tips The DBQ, or document-based-question, is a somewhat unusually-formatted timed essay on the AP History Exams: AP US History, AP European History, and AP World History.Because of its unfamiliarity, many students are at a loss as to how to even prepare, let alone how to write a successful DBQ essay on test day. Never fear! I, the DBQ wizard and master, have a wealth of preparation strategies for you, as well as advice on how to cram everything you need to cover into your limited DBQ writing time on exam day. When you're done reading this guide, you'll know exactly how to write a DBQ. For a general overview of the DBQ- what it is, its purpose, itsformat, etc.- see my article â€Å"What is a DBQ?† Table of Contents What Should My Study Timeline Be? Preparing for the DBQ Establish a Baseline Foundational Skills Rubric Breakdown Take Another Practice DBQ How Can I Succeed on Test Day? Reading the Question and Documents Planning Your Essay Writing Your Essay Key Takeaways What Should My DBQ Study Timeline Be? Your AP exam study timeline depends on a few things. First, how much time you have to study per week, and how many hours you want to study in total? If you don’t have much time per week, start a little earlier; if you will be able to devote a substantial amount of time per week (10-15 hours) to prep, you can wait until later in the year. One thing to keep in mind, though, is that the earlier you start studying for yourAP test, the less material you will have covered in class.Make sure you continually review older material as the school year goes on to keep things fresh in your mind, but in terms of DBQ prep it probably doesn’t make sense to start before February or January at the absolute earliest. Another factor is how much you need to work on. I recommend youcomplete a baseline DBQ around early February to see where you need to focus your efforts. If, for example, you got a six out of seven and missed one point for doing further document analysis, you won’t need to spend too much time studying how to write aDBQ. Maybe just do a document analysis exercise every few weeksand check in a couple months later with another timed practice DBQ to make sure you’ve got it. However, if you got a two or three out of seven, you’ll know you have more work to do, and you’ll probably want to devote at least an hour or two every week to honing your skills. The general flow of your preparation should be: take a practice DBQ, do focused skills practice, take another practice DBQ, do focused skills practice, take another practice DBQ, and so on. How often you take the practice DBQs and how many times you repeat the cycle really depends on how much preparation you need, and how often you want to check your progress. Take practice DBQs often enough that the format stays familiar, but not so much that you’ve done barely any skills practice in between. He's ready to start studying! Preparing for the DBQ The general preparation process is to diagnose, practice, test, and repeat. First, you’ll figure out what you need to work on by establishing a baseline level for your DBQ skills. Then, you’ll practice building skills. Finally, you’ll take another DBQ to see how you've improved and what you still need to work on. In this next section, I’ll go over the whole process. First, I’ll give guidance on how to establish a baseline. Then I’ll go over some basic, foundational essay-writing skills and how to build them. After that I’ll break down the DBQ rubric.You’ll be acing practice DBQs before you know it! Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. #1: Establish a Baseline The first thing you need to do is to establish a baseline- figure out where you are at with respect to your DBQ skills. This will let you know where you need to focus your preparation efforts. To do this, you will take a timed, practice DBQ and have a trusted teacher or advisor grade it according to the appropriate rubric. AP US History For the AP US History DBQ, you’ll be given a 15-minute reading period and 45 minutes of writing time. A selection of practice questions from the exam can be found online at the College Board, including a DBQ. (Go to page 136 in the linked document for the practice prompt.) If you’ve already seen this practice question, perhaps in class, you might use the 2015 DBQ question. Other available College Board DBQs are going to be in the old format (find them in the â€Å"Free-Response Questions† documents). This is fine if you need to use them, but be sure to use the new rubric(which is out of seven points, rather thannine)to grade. I advise you to save all these links, or even download all the Free Response Questions and the Scoring Guides, for reference because you will be using them again and again for practice. AP European History For this exam, you’ll be given a 15-minute reading period and 45 minutes of writing time. The College Board has provided practice questions for the exam, including a DBQ (see page 200 in the linked document). If you’ve already seen this question, the only other questions available through the College Board are in the old format, because the 2016 DBQ is in a new, seven-point format identical to the AP US History exam. Just be sure to use the new DBQ rubric if you want to use any of the old prompts provided by the College Board. (DBQs are in the documents titled â€Å"Free-Response Questions.†) I advise you to save all these links (or even download all the Free Response Questions and the Scoring Guides) for reference, because you will be using them again and again for practice. Who knows- maybe this will be one of your documents! AP World History For this exam, you’ll be given a 15-minute reading period and 45 minutes of writing time.As for the other two history exams, the College Board has provided practice questions. See page 166 for the DBQ. If you’ve already seen this question, the only other questions available through the College Board are in the old format, because the 2017 World History DBQ is in a new, seven-point format identical to the AP US History and AP European History exams. So be sure to use the new DBQ rubric if you want to use any of the old prompts provided by the College Board. (DBQs are in the documents titled â€Å"Free-Response Questions.†) I advise you to save all these links (or even download all the Free Response Questions and the Scoring Guides) for reference, because you will be using them again and again for practice. Finding a Trusted Advisor to Look at Your Papers A history teacher would be a great resource, but if they are not available to you in this capacity, here are some other ideas: An English teacher. Ask a librarian at your school or public library! If they can’t help you, they may be able to direct you to resources who can. You could also ask a school guidance counselor to direct you to in-school resources you could use. A tutor. This is especially helpful if they are familiar with the test, although even if they aren’t, they can still advise- the DBQ is mostly testing academic writing skills under pressure. Your parent(s)! Again, ideally your trusted advisor will be familiar with the AP, but if you have used your parents for writing help in the past they can also assist here. You might try an older friend who has already taken the exam and did well...although bear in mind that some people are better at doing than scoring and/or explaining! Can I Prepare For My Baseline? If you know nothing about the DBQ and you’d like to do a little basic familiarization before you establish your baseline, that’s completely fine. There’s no point in taking a practice exam if you are going to panic and muddle your way through it; it won’t give a useful picture of your skills. For a basic orientation, check out my article for a basic introduction to the DBQ including DBQ format. If you want to look at one or two sample essays, see my article for a list of DBQ example essay resources. Keepin mind that you should use a fresh prompt you haven’t seen to establish your baseline, though, so if you do look at samples don’t use those prompts to set your baseline. I would also check out this page aboutthe various â€Å"task† words associated with AP essay questions. This page was created primarily for the AP European History Long Essay question, but the definitions are still useful for the DBQ on all the history exams, particularly since these are the definitions provided by the College Board. Once you feel oriented, take your practice exam! Don’t worry if you don’t do well on your first practice! That’s what studying is for. The point of establishing a baseline is not to make you feel bad, but to empower you to focus your efforts on the areas you need to work on.Even if you need to work on all the areas, that is completely fine and doable! Every skill you need for the DBQ can be built. In the following section, we’ll go over these skills and how to build them for each exam. You need a stronger foundation than this sand castle. #2: Develop Foundational Skills In this section, I’ll discuss the foundational writing skills you need to write a DBQ. I’ll start with some general information on crafting an effective thesis, since this is a skill you will need for any DBQ exam (and for your entire academic life). Then, I’ll go over outlining essays, with some sample outline ideas for the DBQ. After I’ll touch on time management. Finally, I’ll briefly discuss how to non-awkwardly integrate information from your documents into your writing. It sounds like a lot, but not only are these skills vital to your academic career in general, you probably already have the basic building blocks to master them in your arsenal! Writing An Effective Thesis Writing a good thesis is a skill you will need to developfor all your DBQs, and for any essay you write, on the AP or otherwise. Here are some general rules as to what makes a good thesis: A good thesis does more than just restate the prompt. Let’s say our class prompt is: â€Å"Analyze the primary factors that led to the French Revolution.† Gregory writes, â€Å"There were many factors that caused the French Revolution† as his thesis. This is not an effective thesis. All it does is vaguely restate the prompt. A good thesis makes a plausible claim that you can defend in an essay-length piece of writing. Maybe Karen writes, â€Å"Marie Antoinette caused the French Revolution when she said ‘Let them eat cake’ because it made people mad.† This is not an effective thesis, either. For one thing, Marie Antoinette never said that. More importantly, how are you going to write an entire essay on how one offhand comment by Marie Antoinette caused the entire Revolution? This is both implausible and overly simplistic. A good thesisanswers the question. If LaToya writes, â€Å"The Reign of Terror led to the ultimate demise of the French Revolution and ultimately paved the way for NapoleonBonaparteto seize control of France,† she may be making a reasonable, defensible claim, but it doesn’t answer the question, which is not about what happened after the Revolution, but what caused it! A good thesis makes it clear where you are going in your essay. Let’s say Juan writes, â€Å"The French Revolution, while caused by a variety of political, social, and economic factors, was primarily incited by the emergence of the highly educated Bourgeois class.†This thesis provides a mini-roadmap for the entire essay, laying out that Juan is going to discuss the political, social, and economic factors that led to the Revolution, in that order, and that he will argue that the members of the Bourgeois class were the ultimate inciters of the Revolution. This is a great thesis! It answers the question, makes an overarching point, and provides a clear idea of what the writer isgoing to discuss in the essay. To review: a good thesis makes a claim, responds to the prompt, and lays out what you will discuss in your essay. If you feel like you have trouble telling the difference between a good thesis and a not-so-good one, here are a few resources you can consult: This site from SUNY Empire has an exercise in choosing the best thesis from several options. It’s meant for research papers, but the general rules as to what makes a good thesis apply. About.com has another exercise in choosing thesis statements specifically for short essays. Note, however, that most of the correct answers here would be â€Å"good† thesis statements as opposed to â€Å"super† thesis statements. This guide from the University of Iowa provides some really helpful tips on writing a thesis for a history paper. So how do you practice your thesis statement skills for the DBQ? While you should definitely practice looking at DBQ questions and documents and writing a thesis in response to those, you may also find it useful to write some practice thesis statements in response to the Free-Response Questions. While you won’t be taking any documents into account in your argument for the Free-Response Questions, it’s good practice on how to construct an effective thesis in general. You could even try writing multiple thesis statements in response to the same prompt! It is a great exercise to see how you could approach the prompt from different angles. Time yourself for 5-10 minutes to mimic the time pressure of the AP exam. If possible, havea trusted advisor or friend look over your practice statements and give you feedback. Barring that, looking over the scoring guidelines for old prompts (accessible from the same page on the College Board where past free-response questions can be found) will provide you with useful tips on what might make a good thesis in response to a given prompt. Once you can write a thesis, you need to be able to support it- that's where outlining comes in! This is not a good outline. Outlining and Formatting Your Essay You may be the greatest document analyst and thesis-writer in the world, but if you don’t know how to put it all together in a DBQ essay outline, you won’t be able to write a cohesive, high-scoring essay on test day. A good outline will clearly lay out your thesis and how you are going to support that thesis in your body paragraphs. It will keep your writing organized and prevent you from forgetting anything you want to mention! For some general tips on writing outlines, this page from Roane State has some useful information.While the general principles of outlining an essay hold, the DBQ format is going to have its own unique outlining considerations.To that end, I’ve provided some brief sample outlines that will help you hit all the important points. Sample DBQ Outline Introduction Thesis. The most important part of your intro! Body 1 - contextual information Any outside historical/contextual information Body 2 - First point Documents analysis that support the first point If three body paragraphs: use about three documents, do deeper analysis on two Body 3 - Second point Documents analysis that support the second point Use about three documents, do deeper analysis on two Be sure to mention your outside example if you have not done so yet! Body 4 (optional) - Third point Documents and analysis that support third point Conclusion Re-state thesis Draw a comparison to another time period or situation (synthesis) Depending on your number of body paragraphs and your main points, you may include different numbers of documents in each paragraph, or switch around where you place your contextual information, your outside example, or your synthesis. There’s no one right way to outline, just so long as each of your body paragraphs has a clear point that you support with documents, and you remember to do a deeper analysis on four documents, bring in outside historical information, and make a comparison to another historical situation or time (you will see these last points further explained in the rubric breakdown). Of course, all the organizational skills in the world won't help you if you can't write your entire essay in the time allotted. The next section will cover time management skills. You can be as organized as this library! Time Management Skills for Essay Writing Do you know all of your essay-writing skills, but just can’t get a DBQ essay together in a 15-minute planning period and 40 minutes of writing? There could be a few things at play here: Do you find yourself spending a lot of time staring at a blank paper? If you feel like you don’t know where to start, spend one-two minutes brainstorming as soon as you read the question and the documents. Write anything here- don’t censor yourself. No one will look at those notes but you! After you’ve brainstormed for a bit, try to organize those thoughts into a thesis, and then into body paragraphs. It’s better to start working and change things around than to waste time agonizing that you don’t know the perfect thing to say. Are you too anxious to start writing, or does anxiety distract you in the middle of your writing time? Do you just feel overwhelmed? Sounds like test anxiety. Lots of people have this. (Including me! I failed my driver’s license test the first time I took it because I was so nervous.) You might talk to a guidance counselor about your anxiety. They will be able to provide advice and direct you to resources you can use. There are also some valuable test anxiety resources online: try our guide to mindfulness (it's focused on the SAT, but the same concepts apply on any high-pressure test) and check outtips from Minnesota State University, these strategies from TeensHealth, or this plan for reducing anxiety from West Virginia University. Are you only two thirds of the way through your essay when 40 minutes have passed? You are probably spending too long on your outline, biting off more than you can chew, or both. If you find yourself spending 20+ minutes outlining, you need to practice bringing down your outline time. Remember, an outline is just a guide for your essay- it is fine to switch things around as you are writing. It doesn’t need to be perfect. To cut down on your outline time, practice just outlining for shorter and shorter time intervals. When you can write one in 20 minutes, bring it down to 18, then down to 16. You may also be trying to cover too much in your paper. If you have five body paragraphs, you need to scale things back to three. If you are spending twenty minutes writing two paragraphs of contextual information, you need to trim it down to a few relevant sentences. Be mindful of where you are spending a lot of time, and target those areas. You don’t know the problem- you just can’t get it done! If you can’t exactly pinpoint what’s taking you so long, I advise you to simply practice writing DBQs in less and less time. Start with 20 minutes for your outline and 50 for your essay, (or longer, if you need). Then when you can do it in 20 and 50, move back to 18 minutes and 45 for writing, then to 15 and 40. You absolutely can learn to manage your time effectively so that you can write a great DBQ in the time allotted. On to the next skill! Integrating Citations The final skill that isn’t explicitly covered in the rubric, but will make a big difference in your essay quality, is integrating document citations into your essay. In other words, how do you reference the information in the documents in a clear, non-awkward way? It is usually better to use the author or title of the document to identify a document instead of writing â€Å"Document A.† So instead of writing â€Å"Document A describes the riot as...,† you might say, â€Å"In Sven Svenson’s description of the riot†¦Ã¢â‚¬  When you quote a document directly without otherwise identifying it, you may want to include a parenthetical citation. For example, you might write, â€Å"The strikers were described as ‘valiant and true’ by the working class citizens of the city (Document E).† Now that we’ve reviewed the essential, foundational skills of the DBQ, I’ll move into the rubric breakdowns. We’ll discuss each skill the AP graders will be looking for when they score your exam. All of the history exams share a DBQ rubric, so the guidelines are identical. Don't worry, you won't need a magnifying glass to examine the rubric. #3: Learn the DBQ Rubric The DBQ rubrichas four sections for a total of seven points. Part A: Thesis - 2 Points One point is for having a thesis that works and is historically defensible. This just means that your thesis can be reasonably supported by the documents and historical fact. So please don’t make the main point of your essay that JFK was a member of the Illuminati or that Pope Urban II was an alien. Per the College Board, your thesis needs to be located in your introduction or your conclusion. You’ve probably been taught to place your thesis in your intro, so stick with what you’re used to. Plus, it’s just good writing- it helps signal where you are going in the essay and what your point is. You can receive another point for having a super thesis. The College Board describes this as having a thesis that takes into account â€Å"historical complexity.† Historical complexity is really just the idea that historical evidence does not always agree about everything, and that there are reasons for agreement, disagreement, etc. How will you know whether the historical evidence agrees or disagrees? The documents! Suppose you are responding to a prompt about women’s suffrage (suffrage is the right to vote, for those of you who haven’t gotten to that unit in class yet): â€Å"Analyze the responses to the women’s suffrage movement in the United States.† Included among your documents, you have a letter from a suffragette passionately explaining why she feels women should have the vote, a copy of a suffragette’s speech at a women’s meeting, a letter from one congressman to another debating the pros and cons of suffrage, and a political cartoon displaying the death of society and the end of the ‘natural’ order at the hands of female voters. A simple but effective thesis might be something like, â€Å"Though ultimately successful, the women’s suffrage movement sharply divided the country between those who believed women’s suffrage was unnatural and those who believed it was an inherent right of women.† This is good: it answers the question and clearly states the two responses to suffrage that are going to be analyzed in the essay. A super thesis, however, would take the relationships between the documents (and the people behind the documents!) into account. It might be something like, â€Å"The dramatic contrast between those who responded in favor of women’s suffrage and those who fought against it revealed a fundamental rift in American society centered on the role of women- whether women were ‘naturally’ meant to be socially and civilly subordinate to men, or whether they were in fact equals.† This is a â€Å"super† thesis because it gets into the specifics of the relationship between historical factors and shows the broader picture- that is, what responses to women’s suffrage revealed about the role of women in the United States overall. It goes beyond just analyzing the specific issues to a â€Å"so what†? It doesn’t just take a position about history, it tells the reader why they should care. In this case, our super thesis tells us that the reader should care about women’s suffrage because the issue reveals a fundamental conflict in America over the position of women in society. Part B: Document Analysis - 2 Points One point for using six or seven of the documents in your essay to support your argument. Easy-peasy!However, make sure you aren’t just summarizing documents in a list, but are tying them back to the main points of your paragraphs. It's best to avoid writing things like,â€Å"Document A says X, and Document B says Y, and Document C says Z.† Instead, you mightwrite something like,â€Å"The anonymous author of Document C expresses his support and admiration for the suffragettes but also expresses fear that giving women the right to vote will lead to conflict in the home, highlighting the common fear that women’s suffrage would lead to upheaval in women’s traditional role in society.† Any summarizing should be connected a point. Essentially, any explanation of what a document says needs to be tied to a â€Å"so what?† If it’s not clear to you why what you are writing about a document is related to your main point, it’s not going to be clear to the AP grader. You can get an additional point here for doing further analysis on 4 of the documents. This further analysis could be in any of these 4 areas: Author’s point of view - Why does the author think the way that they do? What is their position in society and how does this influence what they are saying? Author’s purpose - Why is the author writing what they are writing? What are they trying to convince their audience of? Historical context - What broader historical facts are relevant to this document? Audience - Who is the intended audience for this document? Who is the author addressing or trying to convince? Be sure to tie any further analysis back to your main argument! And remember, you only have to do this for four documents for full credit, but it’s fine to do it for more if you can. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Practicing Document Analysis So how do you practice document analysis?By analyzing documents! Luckily for AP test takers everywhere, New York State has an exam called the Regents Exam that has its own DBQ section. Before they write the essay, however, New York students have to answer short answer questions about the documents. Answering Regents exam DBQ short-answer questions is good practice for basic document analysis. While most of the questions are pretty basic, it’s a good warm-up in terms of thinking more deeply about the documents and how to use them.This set of Regent-style DBQsfrom the Teacher’s Project are mostly about US History, but the practice could be good for other tests too. This prompt from the Morningside center also has some good document comprehensions questions about a US-History based prompt. Note: While the document short-answer questions are useful for thinking about basic document analysis, I wouldn’t advise completing entire Regents exam DBQ essay prompts for practice, because the format and rubric are both somewhat different from the AP. Your AP history textbook may also have documents with questions that you can use to practice. Flip around in there! This otter is ready to swim in the waters of the DBQ. When you want to do a deeper dive on the documents, you can also pull out those old College Board DBQ prompts. Read the documents carefully. Write down everything that comes to your attention. Do further analysis- author’s point of view, purpose, audience, and historical context- on all the documents for practice, even though you will only need to do additional analysis on four on test day.Of course, you might not be able to do all kinds of further analysis on things like maps and graphs, which is fine. You might also try thinking about how you would arrange those observations in an argument, or even try writing a practice outline! This exercise would combine your thesis and document-analysis skills practice. When you’ve analyzed everything you can possibly think of for all the documents, pull up the Scoring Guide for that prompt. It helpfully has an entire list of analysis points for each document. Consider what they identified that you missed. Do you seem way off-base in your interpretation? If so, how did it happen? Part C: Using Evidence Beyond the Documents - 2 Points Don’t be freaked out by the fact that this is two points! One point is just for context - if you can locate the issue within its broader historical situation.You do need to write several sentences to a paragraph about it, but don’t stress; all you really need to know to be able to get this point is information about major historical trends over time, and you will need to know this anyways for the multiple choice section.If the question is about the Dust Bowl during the Great Depression, for example, be sure to include some of the general information you know about the Great Depression! Boom. Contextualized. The otherpoint is for naming a specific, relevant example in your essay that does not appear in the documents. To practice your outside information skills, pull up your College Board prompts! Read through the prompt and documents and then write down all of the contextualizing facts and as many specific examples as you can think of. I advise timing yourself- maybe 5-10 minutes to read the documents and prompt and list your outside knowledge- to imitate the time pressure of the DBQ. When you’ve exhausted your knowledge, make sure to fact-check your examples and your contextual information! You don’t want to use incorrect information on test day. If you can’t remember any examples or contextual information about that topic, look some up! This will help fill in holes in your knowledge. Part D: Synthesis - 1 Point All you need to do for synthesis is relate your argument about this specific time period to a different time period, geographical area, historical movement, etc. It is probably easiest to do this in the conclusion of the essay. If your essay is about the Great Depression, you might relate it to the Great Recession of 2007-2009. You do need to do more than just mention your synthesis connection. You need to make it meaningful. How are the two things you are comparing similar? What does one reveal about the other? Is there a key difference that highlights something important? To practice your synthesis skills- you guessed it- pull up your College Board prompts! Read through the prompt and documents and then identify what historical connections you could make for your synthesis point. Be sure to write a few words on why the connection is significant! A great way to make sure that your synthesis connection makes sense is to explain it to someone else. If you explain what you think the connection is and they get it, you’re probably on the right track. You can also look at sample responses and the scoring guide for the old prompts to see what other connections students and AP graders made. That's a wrap on the rubric! Let's move on toskill-building strategy. Don't let the DBQ turn you into a dissolving ghost-person, though. #4: Focus on Your Skill-Building Strategy You’ve probably noticed that my advice on how to practice individual rubric skills is pretty similar: pull out a prompt and do a timed exercise focusing on just that skill. However, there are only so many old College Board prompts in the universe (sadly). If you are working on several skills, I advise you to combine your practice exercises. What do I mean? Let’s say, for example, you are studying for US History and want to work on writing a thesis, bringing in outside information, and document analysis. Set your timer for 15-20 minutes, pull up a prompt, and: Write 2-3 potential thesis statements in response to the prompt Write all the contextual historical information you can think of, and a few specific examples Write down analysis notes on all the documents. Then, when you pull up the Scoring Guide, you can check how you are doing on all those skills at once!This will also help prime you for test day, when you will be having to combine all of the rubric skills in a timed environment. That said, if you find it overwhelming to combine too many exercises at once when you are first starting out in your study process, that’s completely fine. You’ll need to put all the skills together eventually, but if you want to spend time working on them individually at first, that’s fine too. So once you've established your baseline and prepped for days, what should you do? It's time to take another practice DBQ to see how you've improved! I know you're tired, but you can do it! #5: Take Another Practice DBQ So, you established a baseline, identified the skills you need to work on, and practiced writing a thesis statement and analyzing documents for hours. What now? Take another timed, practice DBQ from a prompt you haven’t seen before to check how you’ve improved. Recruit your same trusted advisor to grade your exam and give feedback. After, work on any skills that still need to be honed. Repeat this process as necessary, until you are consistently scoring your goal score. Then you just need to make sure you maintain your skills until test day by doing an occasional practice DBQ. Eventually, test day will come- read on for my DBQ-test-taking tips. How Can I Succeed On DBQ Test Day? Once you’ve prepped your brains out, you still have to take the test! I know, I know. But I’ve got some advice on how to make sure all of your hard work pays off on test day- both some general tips and some specific advice on how to write a DBQ. #1: General Test-Taking Tips Most of these are probably tips you’ve heard before, but they bear repeating: Get a good night’s sleep for the two nights preceding the exam. This will keep your memory sharp! Eat a good breakfast (and lunch, if the exam is in the afternoon) before the exam with protein and whole grains. This will keep your blood sugar from crashing and making you tired during the exam. Don’t study the night before the exam if you can help it. Instead, do something relaxing. You’ve been preparing, and you will have an easier time on exam day if you aren’t stressed from trying to cram the night before. This dude knows he needs to get a good night's rest! #2: DBQ Plan and Strategies Below I’ve laid out how to use your time during the DBQ exam. I’ll provide tips on reading the question and docs, planning your essay, and writing! Be sure to keep an eye on the clock throughout so you can track your general progress. Reading the Question and the Documents: 5-6 min First thing’s first: read the question carefully, two or even three times. You may want to circle the task words (â€Å"analyze,† â€Å"describe,† â€Å"evaluate,† â€Å"compare†) to make sure they stand out. You could also quickly jot down some contextual information you already know before moving on to the documents, but if you can’t remember any right then, move on to the docs and let them jog your memory. It’s fine to have a general idea of a thesis after you read the question, but if you don’t, move on to the docs and let them guide you in the right direction. Next,move on to the documents. Mark them as you read- circle things that seem important, jot thoughts and notes in the margins. After you’ve passed over the documents once, you should choose the four documents you are going to analyze more deeply and read them again. You probably won’t be analyzing the author’s purpose for sources like maps and charts. Good choices are documents in which the author’s social or political position and stake in the issue at hand are clear. Get ready to go down the document rabbit hole. Planning Your Essay: 9-11 min Once you’ve read the question and you have preliminary notes on the documents, it’s time to start working on a thesis.If you still aren’t sure what to talk about, spend a minute or so brainstorming. Write down themes and concepts that seem important and create a thesis from those.Remember, your thesis needs to answer the question and make a claim! When you’ve got a thesis, it’s time to work on an outline. Once you’ve got some appropriate topics for your body paragraphs, use your notes on the documents to populate your outline. Which documents support which ideas? You don’t need to use every little thought you had about the document when you read it, but you should be sure to use every document. Here's three things to make sure of: Make sure your outline notes where you are going to include your contextual information (often placed in the first body paragraph, but this is up to you), your specific example (likely in one of the body paragraphs), and your synthesis (the conclusion is a good place for this). Make sure you’ve also integrated the four documents you are going to further analyze and how to analyze them. Make sure you use all the documents! I can’t stress this enough. Take a quick pass over your outline and the docs and make sure all of the docs appear in your outline. If you go over the planning time a couple of minutes, it’s not the end of the world. This probably just means you have a really thorough outline! But be ready to write pretty fast. Writing the Essay - 45 min If you have a good outline, the hard part is out of the way! You just need to make sure you get all of your great ideas down in the test booklet. Don’t get too bogged down in writing a super-exciting introduction. You won’t get points for it, so trying to be fancy will just waste time. Spend maybe one or two sentences introducing the issue, then get right to your thesis. For your body paragraphs, make sure your topic sentences clearly state the point of the paragraph. Then you can get right into your evidence and your document analysis. As you write, make sure to keep an eye on the time. You want to be a little more than halfway through at the 20-minute mark of the writing period, so you have a couple minutes to go back and edit your essay at the end. Keep in mind that it’s more important to clearly lay out your argument than to use flowery language. Sentences that are shorter and to the point are completely fine. If you are short on time, the conclusion is the least important part of your essay. Even just one sentence to wrap things up is fine just so long as you’ve hit all the points you need to (i.e. don’t skip your conclusion if you still need to put in your synthesis example). When you are done, make one last past through your essay. Make sure you included everything that was in your outline and hit all the rubric skills! Then take a deep breath and pat yourself on the back. You did it!! Have a cupcake to celebrate. KeyTips for How to Write a DBQ I realize I've bombarded you with information, so here are the key points to take away: Remember the drill for prep: establish a baseline, build skills, take another practice DBQ, repeat skill-building as necessary. Make sure that you know the rubric inside and out so you will remember to hit all the necessary points on test day! It’s easy to lose points just for forgetting something like your synthesis point. On test day, keep yourself on track time-wise! This may seem like a lot, but you can learn how to ace your DBQ! With a combination of preparation and good test-taking strategy, you will get the score you’re aiming for. The more you practice, the more natural it will seem, until every DBQ is a breeze. What's Next? If you want more information about the DBQ, see my introductory guide to the DBQ.Haven't registered for the test yet? See our article for help registering for AP exams. For more on studying for the AP US History exam, check out the best AP US History notes to study with. Studying for World History? See these AP World History study tips from one of our experts. Want to improve your SAT score by 160points 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:

Critique of Outside Speaker ( Various speeches 4 pages each) Essay

Critique of Outside Speaker ( Various speeches 4 pages each) - Essay Example He did not make any overwhelming gesture or aggressive style to draw the attention of listeners. In order to draw interest of listeners the content of his speech was very aggressive, full of hope and courage. He delivered each sentence very carefully and gave pauses to receive the applause. He never consulted written material and always looked into the crowd. 2. How were the main points organized? How were they supported (facts?, examples? Testimony, narratives?) What types of reasoning did the speaker employ? The main points were organized skillfully. Each point was linked with previous point maintaining a rhythm throughout the speech. The speech started with thanks to previous President. Speaker showed humbleness and acknowledged sacrifices of older generations. He did not mention exact events but made a reference to difficult times and admired resolve of American nation in overcoming every difficulty. He mentioned about war against terrorism and difficulties being faced and showed resolve to win this war. Without giving specific details he mentioned issues of poor economy, joblessness, deteriorating education and healthcare issues. He highlighted all major issues that confront American nation however did not mention details or their solution. He just stressed his resolve and hope to overcome all the problems. The audience liked his hopeful language and courageous style with occasional applause. He took this opportunity to reaffirm enduring spirit. He did not mention any facts or figures and only made two references to events of history. These events were migration of people to America and hardships borne by them to develop this land in peace and war. He made a second historic reference towards the words uttered by founding father during civil war ( Obama Inauguration Address ). He touched upon common heritage despite diversity and gave a message of hope to poor nations. He also gave a tough message to enemies without naming them. 3. Comment on the speakerâ⠂¬â„¢s delivery, noting both positive and negative aspects. The delivery of speaker was consistent, confident, extempore and fluent. Throughout his speech he never fumbled or forgot. He kept in mind the audience which was beyond doubt the whole world. Pitch and tone of his voice followed the words and suited the occasion. Delivery of speech was classic and memorable. The speaker knew his topic very well. There was no pressure of audience on speaker and he did not fumble even once. The speaker was loud, clear, maintained eye contact with the crowd through out the speech, remained calm and composed. His words were emotional at some places but he did not get carried away with emotions. He used spaces between topics very well. His standing on stage was perfect and calm. President Obama displayed presence of mind and command over his subject. His gestures were few but these were well received by the audience. He maintained a serious tone and never used humor or loose words. His body lang uage showed that he meant what he said. His delivery was spontaneous, natural and impressive. On the down side, at few places The President did not give enough pauses for the applause of audience. Had he not committed this mistake his speech would have appeared much popular. At very few places he switched topics rather abruptly which affected continuity of the speech. 4. What was the audience’

A Culture of Poverty Term Paper Example | Topics and Well Written Essays - 1000 words

A Culture of Poverty - Term Paper Example It seems Americans enjoy utilizing, or perhaps taking advantage of, low-wage laborers. Communities of middle- and upper-class American citizens where use of service labor is popular, even mandatory to sustain current living conditions, conveyed a high level of discrimination for the very group of individuals that allow them to maintain their lifestyle. Kristen H. Maher (p. 781-806) reported the responses of several interviews conducted with residents and laborers in an upscale community in Irvine, California. The community population was made up of 90 percent Caucasian and 10 percent Asian homeowners in the Ridgewood community of South County in Irvine. Statements made by homeowners were borderline appalling when they described their feelings about Latino service employees—even those who were actual residents due to a live-in type of a situation—utilizing facilities such as the neighborhood pool and park intended for use by residents. The overall sentiment was the homeo wners only felt comfortable when these workers were using the facilities with the homeowners’ children present. For example, if a nanny was swimming with the children he or she cared for, it was acceptable for the nanny to be at the pool. Alone, it was â€Å"taboo† for the nanny to use the facility alone (Maher). While the regulations of the community were not written, it seems a posting was unnecessary. Their sentiments were felt by the Latinos; those workers who were interviewed shared their uneasiness about using the facilities, even when the children were present, much less going about the neighborhood on their own or with their own families. A couple of the community members said they did not have a problem with their nanny utilizing the facilities, but would probably have concern for anyone the employee would bring into the neighborhood (i.e. family members, friends, etc.) that may pose a potential threat to the safety of the community (Maher). Furthermore, the r esidents of Ridgewood voiced a strong desire to have a gate installed around the property to keep out the â€Å"riff-raff† that they perceive to be nearing their community from outlying areas such as Santa Ana, California, and even North County, where most of the laborers resided (Maher). The opinion of the laborers was that they were â€Å"good,† but it is the unknown that these individuals fear. Since the nanny is working, he or she is considered to be a â€Å"good guy,† and all others may or may not want to cause problems for the community. The residents wish to remain unscathed from the perceived dangers that lurk closer and closer to Irvine—specifically Ridgewood (Maher). However, what the residents of Ridgewood and many others, who oppose immigration, are failing to recognize is the fact that due to their low wages, these Latinos are unable to lift themselves above the poverty line. They are forced to move closer to their places of employment (i.e. Ridgewood, and other predominantly Caucasian neighborhoods), in order to cut as much cost associated with commuting as possible so what little of their income is left can be used to support their families. Alejandra Marchevsky and Jeanne Theoharis authored a book entitled Not Working: Latina Immigrants, Low-Wage Jobs, and the Failure of Welfare Reform. In the book, they explore the life of a single, Latin-American woman, Myrna Cardenas, who is struggling to make ends meet in order to provide for her three children. Myrna is no different from the service laborers discussed by Maher. She is working two

Human Nature vs Personal Gain Essay Example for Free

Human Nature vs Personal Gain Essay Growing, learning and becoming the best we can be are all positive steps that evolve from life experience. It is human nature that wants to succeed and contribute to society in productive ways. In the play The Crucible, written by Arthur Miller, individuals display an ugly side of human nature and are motivated by less than noble goals. Throughout the story, justice is often replaced by the desire for personal gain. Perhaps the three best reasons are greed, selfishness and betrayal. Greed is a motivating factor among many individuals in the play. At many times, John Proctor talks with Hale about Parris’s need to become rich, by gathering valuable golden candlesticks. He says, â€Å"He preach nothin’ but golden candlesticks, until he had them†¦ I think, sometimes, the man dreams cathedrals, not clapboard meetin’ houses† (Miller 65). Proctor says this to Parries to illustrate Parris’s materialistic nature and thirst for power, land and material possessions. Like Reverend Parris, Thomas Putnam is also greedy. Thomas uses his daughter to falsely accuse George Jacob of witchcraft. The accusation leads to the arrest and conviction of George Jacob by Judge Danforth. Giles Corey’s explains to Danforth that Mr. Putnam is dishonest and says â€Å"If Jacobs hangs for a witch he forfeit up his property- that’s law! This man is killing his neighbors for their land† (Miller 96). Thomas Putnam uses these falsifying witchcraft trails to increase his own wealth by accusing people of dealing in witchcraft, getting them convicted and then taking advantage of the situation by buying up their property. Characters like Parris and Putnam are so obsessed with greed that they do not have a conscience. Just as the evils of greed occupy Parris and Putnam, Abigail Williams is motivated by selfishness. She is vengeful, manipulative and a magnificent liar; for example, she goes into the forest at night and practises witchcraft with the other girls form the village. However, when Abigail is confronted about her disgusting behaviour, she chooses to keep  her well respected reputation intact. Abigail denies that she was in the forest dancing that night, threatens the girls and says, â€Å"Now look you. All of you. We danced†¦ Let either of you breathe a word†¦ I will come to you in the black of some terrible night and I will bring a pointy reckoning that will shudder you† (Miller 20). She does this to also avoid being arrested. Not only does Abigail lie about witchcraft, she also stuffs the needle in the doll that Mary Warren made for Elizabeth. Cheever explains, â€Å"The girl, the Williams girl, Abigail Williams, sir. She sat to dinner in Reverend Parris’s house tonight†¦ she falls to the floor he goes to save her, and, stuck two inches in the flesh of her belly, he draw a needle out. And demandin’ of her how she come to be stabbed† (Miller 74). Abigail uses this situation to accuse Elizabeth of practising witchcraft to harm her Abigail. She does this to sabotage Elizabeth and, eventually, take her place as John Proctor’s wife. Abigail’s callousness with Elizabeth shows that her selfishness has no bounds or morals. If greed and selfish are not bad enough human characteristics, betrayal is perhaps the most cunning and provides the most false sense of security. Mary Warren accuses John Proctor of consorting with the devil and pressuring her to join him in his evil ways, which is not true. As Mary yells in anger, she says pointing at Proctor, â€Å"You’re the Devil’s man!† (Miller 118). She continues on to say â€Å"I’ll not hang with you! I love God, I love God† (118). Mary Warren’s loyalty to John Proctor is betrayed under pressure to save her own life rather than be hanged. Abigail betrays Tituba so that she does not get question by Reverend Hale. What Abigail says to Hale and Parris when she falsely accuses Tituba is â€Å"She sends her spirit on me in church; she makes me laugh at prayer!† (Miller 44). Abigail does not want to confess her practise of witchcraft in the forest with her girls at night. While in the play there is no shortage of characters willing to do the wrong thing in life, choosing to do the right thing is always the preferred path in life. Having to replace any form of righteousness (justice) with greed, selfishness or betrayal does not justify our actions or means for the end result. Each one of the characters in the crucible mention in the above paragraph have all demonstrated that some form of human nature for self rewardance was place before justice/righteousness. There are always consequences when the truth is not told. Whenever we use these actions in our character they always lead us away in the opposite  direction from our true and honest goals. Righteousness in the heart produces beauty in the character. Works Cited Miller, Arthur. The Crucible. New York: Penguin Books, 1976. Print

Money Obsession in David Herbert Lawrences The Rocking-Horse Winner Es

Money Obsession in David Herbert Lawrence's The Rocking-Horse Winner We have all heard the expression, "Money makes the world go round." But does this make it worthwhile to abandon happiness in order to gain more of it? David Herbert Lawrence reveals the folly of substituting money and luck for family and love in "The Rocking-Horse Winner," the story of a woman's insatiable need to become rich, and her son's struggle to gain her approval. The mother, Hester, obsesses over money. She comes from a fairly rich family, seemingly, as "there was never enough money ... not nearly enough for the social position which [the family] had to keep up" (363). She grows bitter through the years of her marriage not only due to her unluckiness (for "'[Luck is] what causes you to have money'" (364)), but also due to the presence of three children. These children are nothing but a burden to her. Because of this, she treats them all the more lovingly in public so as not to draw the suspicion of others. Even so, "when her children were present, she always felt the center of her heart go hard" (363). She is unsure of the reason why she dislikes them so much, but it seems obvious: they require the spending of money that might otherwise be going toward satisfying her expensive tastes. This bitterness seeps into the very house, and it does not escape her children. The family spends so much money to maintain their image that they become entrenched in debt, and the house constantly whispers of it: "There must be more money! There must be more money!" (363). The children hear it just as well as their mother, and it is no surprise that eventually her son, Paul, becomes curious of it. He seeks to learn of his family's situation, but Hester... ... mostly unconscious, lost in a "brain-fever" (373) and chanting the winning horse's name. Paul is hospitalized, Oscar bets on the predicted winner, Paul's prediction proves correct and Hester receives the winnings, "'Over eighty thousand pounds! I call that lucky, don't you, mother?'" (374). Paul pleads for her acceptance a final time as he lies dying, but she can find nothing to say. Oscar, though, realizes the inevitability of the situation. Hester's constant need for more money and inability to love her children because of it drove Paul into folly. And "'poor devil ... he's best gone out of a life where he rides his rocking horse to find a winner'" (374). Work Cited Lawrence, David Herbert. "The Rocking-Horse Winner". Literature: Reading, Reacting, Writing. Ed. Laurie G. Kirzner and Stephen R. Mandell. Forth Worth: Harcourt, Inc., 2001. 362-374.

Ghent Altarpiece Reflection

The Ghent Altarpiece is considered by scholars to be one of the most ambitious and complex paintings of the 15th century. Its detailed panels convey its sacred matter with such realism that art historians mark It as the start of the Northern Renaissance. The altarpiece, also known as the â€Å"Adoration of the Lamb†, was begun in 1425 The exterior frame of the altarpiece Indicates It was started by painter Hubert van Eyck who died before he could finish, and then completed by his brother Jan van Eyck In 1432 The painting was then acquired by a wealthy patron Jodocus VIJd for placementIn the church of saint John, Ghent, Belgium. The work Is an excellent piece of study because the painting Is so complex. The panels display a variety of detailed scenes, but the center of the altarpiece Is Jesus Christ, the Virgin, and saint John the Baptist. And below them, a host of saints assembled around the lamb. The masterpiece consists of 24 panels of varying size and shapes aligned two rcv . . s so that the 12 panels are vlslble opened and then 12 panels are vlslble when the panel Is closed. Measuring 1 IXI teet and painted In oils the altarpiece can be lett open or closed.The pictures themselves are laid out in two tiers. Jan van Eyck used oil paint to create tiny vibrations ot light within the saturated colors most ot which are symbolic significant. The Ghent Altarpiece was commissioned by the wealthy businessman Jodocus Vijd tor his chapel and hence the creation ot the masterpiece. The altarpiece represented a â€Å"new conception of art', in which the idealization of the medieval tradition gave way to the observation of nature and a more exact representation of the human being. se live layout and alignment guides Click the image below and drag It around the page With Images that have text rapping, the text moves around the picture so you get a live preview of the new layout. Try to line the Image up with the top of this paragraph to see how the alignment guides c an help you position It on the page. Click the Layout Options button next to the Image to change how t interacts with the text Learn more at offlce. com 2. ollaborate In Simple Markup Vlew The new Simple Markup revlslon view presents a clean, uncomplicated view of your document, but you still see markers where changes and comments have been made. Click on the vertical bar on the left side ot the text to see changeslike this one. Or llcK tne comment Icon on tne rlgnt to cnecK out comments aoout tnls text. Learn more at office. com 3. Insert Online Pictures and Video Add and play online videos inside your Word documents.Add your pictures from online photo services without having to save them first to your computer. Click Insert ; Online Video to add a video to this document. 4. Enjoy the Read Use the new Read Mode for a beautiful, distraction-free reading experience. Click View ; Read Mode to check it out. While you're there, try double clicking on a picture to get a closer view. Clic k outside the image to return to reading. 5. Edit PDF content in Word Open PDFS and edit the content in Word. Edit paragraphs, lists, and tables Just like familiar Word documents.Take the content and make it look great. Download this helpful PDF from the Office site to try in Word or pick a PDF file on your computer. In Word, click File > Open and navigate to the PDF. Click Open to edit the content or read it more comfortably using the new Read Mode. Ready to get started? We hope you enjoy working in Word 2013! Sincerely, The Word Team Learn More Keep going. There are lots more new features and ways to work in Office. Check out our Getting started with Word 2013 page online to dive right in.