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.

A comparison of text and a production of Shakespeare’s Macbeth Essay

‘From page to stage’- A comparison of text and a production of Shakespeare’s Macbeth. I have decided to aim my coursework at the scene where Banquo’s ghost appears to Macbeth. I am basing my coursework around the reactions of Lady Macbeth and Macbeth, and also the way in which Banquo is portrayed to us in Shakespeare’s play and the performance, which we attended, by the Long Overdue Theatre Company. I am comparing each of these characters from the performance with the way that they are portrayed in the written version. In the TLOTC performance; we receive a calm atmosphere at the time of the banquet, however in the written version more mysterious version is revealed to us. In the production version I don’t feel we were given a very clear image of how Macbeth changed throughout the scene. The text initially portrays an image of how horrified Macbeth is when he sees Banquo sitting at the table. When reading the play we can visualise what’s happening throughout the scene. We can visualise how Macbeth talks to Banquo as though he is fully human and is really there. We see this by the way Macbeth speaks to Banquo, â€Å"Never shake thy gory locks at me.† It is in this way that we can tell clearly what’s happening in this scene. The TLOTC portrays this to us well, I feel that they gave us the clear view of Macbeth’s feelings towards the ghost. I feel that this helped us to realise the fear that Macbeth felt. They showed Macbeth’s actions clearly, he was very shaken and scared, I feel that the tone of voice he used was very effective. I feel that we learn more about Macbeth’s astonishment and disbelief in the TLOTC performance than in the text. Macbeth asks † Which of you have done this?† This shows us that Macbeth is in shock at what he is seeing before him. In the performance we are able to see the facial expressions, I feel that this helps us to get a clearer view at what Macbeth is feeling. Whereas in the written version we can only try and visualise what Macbeth is feeling. The tone of voice use helps us to realise the tension which Macbeth feels. Each time Banquo entered the room Macbeth’s tone of voice changed: it became shaken and very loud. I think that Ben Shockley portrayed this very well in the performance. Macbeth tries to tell the others what he sees before him. He say’s to them â€Å"If I stand here I saw him.† In the written version we can’t tell what type of voice is used so less emphasis is put on Macbeth’s words. The supernatural elements were portrayed to us more clearly in the performance. In the written version Shakespeare gives very few stage directions. In the LOTC production I felt that the sound effects that were used each time Banquo’s ghost appeared were very effective, in the way in which we are able to tell when Banquo’s ghost was appearing. We get none of this build up of tension from the written version. I feel, however, that the written version is much fuller than that of the performance as the impact of Shakespeare’s language was more obvious. This was particularly at the beginning of the scene, where Lady Macbeth seems to have a very calm, patient attitude towards Macbeth. Lady Macbeth says to the others in a calm voice â€Å"Sit, worthy friends, my Lord is often thus.† We can see Lady Macbeth’s attitude change towards Macbeth in both the performance and the written version. When she hears Macbeth speak to the ghost but she doesn’t know who her husband is talking to. Lady Macbeth tries to be strong and reassure everyone that Macbeth’s behaviour should not alarm them, when she says to them: † My lord is often thus, and hath been from his youth.† As Macbeth begins again to talk to Banquo Lady Macbeth’s attitude changes again, she begins to panic a lot more. I feel that the way she was panicking partly was giving away their innocence. Lady Macbeth’s panic is conveyed on stage when she say’s â€Å"Pray you speak not, he grows worse and worse, questions enrage him. At once, good night.† In the LOTC performance and in the written version Lady Macbeth is shown as the stronger person between her and Macbeth. Lady Macbeth begins to get so antagonised that she begins threatening Macbeth’s right to call himself a man: she say’s † What, quite unmanned in folly?† I feel that the performance gives a better view on Lady Macbeth’s strong will to keep her and Macbeth from looking guilty. Lady Macbeth tells Macbeth not to worry as she is afraid that all his worrying will give away their innocence. I feel that the blood, which appeared from Banquo’s mouth and nose, helped the audience to visualise Banquo’s presence as a ghost, of a murder man, intent on making his killer suffer.

Toxicology Paper on Mathew Selavka Essays

Toxicology Paper on Mathew Selavka Essays Toxicology Paper on Mathew Selavka Essay Toxicology Paper on Mathew Selavka Essay Speaker Paper (Dr. Carl Selavka) Dr. Carl Matthew Selavka is one of the world-renowned forensic toxicologists of today. Dr. Selavka has a strong background in biology, chemistry, and forensics, and illustrated that it would be very helpful in the field of forensic science. His background originated from Indiana University where he received his Bachelor of Arts double major in Chemistry and Forensic Science and at Northeastern University where he received a Master of Science in Forensic Chemistry in 1985 and his Doctor of Philosophy in Forensic Analytical Chemistry in 1987. Upon completing the ROTC program at Indiana, Dr. Selavka went to serve the US army. Upon serving, he attended graduate school and continued in education until he received his Doctoral at Northeastern before serving as an active duty member in the United States Army Medical Service Corps from 1987 to 1991. After serving a number of positions in the US Army medical service corps, Dr. Selavka began a career as Director of Forensic Operations at the National Medical Services, Inc. in Willow Grove, PA. One of the main duties he undertook included overseeing the Forensic Science Division of a private toxicology and criminalistics laboratory. In February 1994, Dr. Selavka was promoted to the Director of Criminalistics where he undertook the responsibility of all administrative aspects of the Criminalistics Department. During his position here, he oversaw many different cases where the quantitative and qualitative analysis of drugs found in things ranging from botanicals to IV bags was performed. In 1996, Dr. Selavka left this position to become a Director of Forensic Services at the New York State Division of Criminal Justice services in Albany, New York. In the two years he was there, he accomplished many things from directing the implementation and maintenance of the DNA databank for NY State convicted offenders to implementing centralized training for NYS forensic scientists. By the summer of 1998 Dr. Selavka had transitioned to Director of the Massachusetts State Police Crime Laboratory system in Sadbury Massachusetts. The State Police Crime Laboratories were engaged in all types of criminalistics analysis ranging from forensic DNA testing to toxicology to processing evidence from murder, rape and arson cases. Dr. Selavka was responsible for the State DNA Databank and Office of Alcohol Testing. After a nine year period working for the Massachusetts State police, Dr. Selavka left and became a Forensic Science Officer for the US Army Criminal Investigation lab in FT. Gillem Georgia for a year. He then worked as a Production services Manager for the US Air Force Drug Testing Laboratory in Brooks City-Base, San Antonio, Texas until April of last year. Dr. Selavka currently works as a Forensic Toxicologist for Avee Laboratories in Clearwater, Florida. He is also a Forensic Reporting Officer at Trimega Laboratories, Ltd. in London, UK; Cape Town, SA; Ulm, Germany, and a Consulting Forensic Scientist for the Department of Defense and Para-military organizations. Dr. Selavka’s presentation ranged on the many different aspects of Forensic Toxicology. The first part of his discussion centered on the types of drugs toxicologist are interested in. Drugs that were mentioned included benzodiazepines, depressants, opiates, cocaine, amphetamines, marijuana and alcohol. Dr. Selavka pointed out that Alcohol stands out from the other drugs as it is the largest contributing factor to vehicle related accidents as well as consequently deaths. Dr. Selavka also included regular toxicologist studies such as the testing for carbon monoxide, cyanide, inhalants, metals, pesticides and herbicides. Dr. Selavka throughout his discussion participated in numerous engaging interactions with the students, often of comedian value as he illustrated the quantitative and qualitative factors of the range of drugs he discussed about. He also shared that baby boomers used drugs, only now were they using expensive opioid pharmaceuticals that they got prescribed from their doctors. Dr. Selavka had numerously communicated that â€Å"the statistics don’t lie†. A major area that Dr. Selavka has also considerable experience is testing for compliance. He mentioned that any type of employment that are considered safety and security sensitive positions will require some type of bodily testing to detect the presence of illegal drugs. The most common type of testing is urine testing. Dr. Selavka also spent a great deal of time explaining in detail how drugs enter the system, what happens when they enter, and how they leave. He explained the importance of this in four steps of what he calls â€Å"The Average Man Theory†. This theory was similar to what we have been covering in class from chapter nine. The difference was that Richard Saferstein focused on the details of how alcohol is absorbed, distributed, and eliminated in the body, while Dr. Selavka explained in greater detail how alcohol and other drugs go through this process in a human body. Dr. Selavka also explained the importance of each step on how it relates to testing and its elimination in the human body. In His presentation, Dr. Selavka also discussed how during the absorption process of a drug enters the blood stream through skin, lungs, or gastrointestinal tract and is carried by simple diffusion via plasma, proteins, or red blood cells. Alcohol was discussed in great detail, given its major role in our society. and Dr. Selavka mentioned some interesting facts that has also been mentioned in our textbook regarding alcohol and its absorption. Richard Saferstein demonstrates in his text book how alcohol can be absorbed from the gastrointestinal tract into the bloodstream at radically different speeds based on the total time taken the consume the drink and its alcohol content, the amount consumed, and the quantity and type of food present in the stomach while drinking. Dr. Selavka discussed this process in a very similar fashion. After explaining the processes of absorption, Dr. Selavka discussed the distribution, metabolism, and excretion of the alcohol content. Dr. Selavka used a chart in his presentation to communicate get detection windows of certain drugs and how long they last in the human body. This allowed easy comparisons and conclusions to be drawn from how long drugs stay in the human body and when to consider testing urine, oral fluid, breath, blood, sweat, and hair respectively. The information on a sweat patch testing was new to me and I found it incredibly fascinating all the while simplistically brilliant, or brilliantly simplistic. Dr. Selavka went on to explain the different types of testing and spent a great deal of time talking about hair testing. He expelled many rumors about hair testing that the class had preconceived, and clearly described the boundaries of hair testing today. He presented a diagram of the Dermal Papilla and explained how in this area the blood flow nourishes the bottom part of the hair located near the dermis and that it is where blood delivers drugs that become permanently trapped in the hair. After explaining the complexities of hair analysis, Dr. Selavka finally concluded the future of drug testing and its limitations and what to expect in the near future. Dr. Selavka’s presentation was very extensive and provided a range of information presented in a calculated manner. The quality of his presentation parallels that with his expertise in the field, and really engaged the class in participating and running mock conclusions based on previous cases he had encountered. All in all, he is clearly one of the leading experts in his field, world-wide. If he had more time, I would have asked him if he believed drug testing had a future, or could people be, ironically, using drugs to clean other drugs?

Laws for Americans Taking Guns Into Canada

Laws for Americans Taking Guns Into Canada Americans taking guns into Canada or transporting guns through Canada  need to know that the Canadian government has- and strictly enforces- zero-tolerance  gun control laws that must be followed by U.S. citizens taking firearms into Canada. Most problems arise from Americans simply forgetting they have a handgun with them when crossing the border. This happens most often to Americans from states which allow their citizens to carry concealed weapons. Failure to declare any firearm will result in the confiscation and probably the destruction of the weapon. A fine will be assessed and jail is a possibility. In general, Americans are allowed to bring up to three allowed guns into Canada as long as the proper forms are filled out and fees paid. Guns must be declared at the border crossing. Even when guns are declared and the proper forms are completed, Canadian border service officers require travelers to prove they have a valid reason for bringing a firearm into the nation. In addition, the border officers will check to ensure that all firearms are safely stored for transportation and that the guns actually being transported match those described in the declaration documents. Minimum Age Only people age 18 years or older are allowed to bring firearms into Canada. While persons younger than 18 may use a firearm in Canada under certain circumstances, an adult must be present and will be held legally responsible for the firearm and its use. The Canadian Non-Resident Firearms Declaration U.S. citizens bringing firearms into Canada, or taking firearms through Canada to Alaska are required to fill out a Non-Resident Firearms Declaration (Form CAFC 909 EF). The form must be presented in triplicate, unsigned, to a Canadian customs officer at the travelers first point of entry into Canada. Remember, the customs officer must witness the signature, so do not sign the form beforehand. Persons bringing more than three firearms into Canada will also need to complete a Non-Resident Firearm Declaration Continuation Sheet (form RCMP 5590). Once it has been approved by the Canadian customs officer, the Non-Resident Firearms Declaration is valid for 60 days. The confirmed form acts as a license for the owner and as a temporary registration certificate for the firearms brought to Canada. The declaration can be renewed for free, providing it is renewed before it expires, by contacting the Chief Firearms Officer (CFO) (call 1-800-731-4000) of the relevant Canadian province or territory. A confirmed Non-Resident Firearms Declaration costs a flat fee of $25, regardless of the number of firearms listed on it. It is valid only for the person who signs it and only for those firearms listed on the declaration. Once the Non-Resident Firearms Declaration has been approved by the CBSA customs officer, the declaration acts as a license for the owner and it is valid for 60 days. For visits longer than 60 days, declarations can be renewed for free, providing they are renewed before they expire, by contacting the Chief Firearms Officer of the relevant province or territory. Persons bringing firearms into Canada must also comply with Canadian Storage, Display, Transportation and Handling of Firearms regulations. The Canadian customs officer at the point of entry can inform firearms owners of these regulations. Firearms Allowed, Restricted, and Prohibited Approval of the Non-Resident Firearms Declaration allows only standard rifles and shotguns commonly used for hunting and target shooting to be transported into or through Canada. Handguns with at least 4-inch barrels are considered restricted firearms and are allowed in Canada, but require the completion an approval of an Application for an Authorization to Transport Restricted Firearms. This Non-Resident Firearm Declaration costs $50 Canadian. Handguns with barrels shorter than 4-inches, fully automatic, converted automatics, and assault-type weapons are prohibited and not allowed in Canada. In addition, certain knives, even those used for hunting and fishing, may be considered prohibited weapons by Canadian officials. Other Things You Need to Know In all cases, travelers must declare to Canadian Customs authorities any firearms and weapons in their possession when entering Canada. There are often facilities near border crossings where weapons may be stored, pending the travelers return to the United States, but this should be done before attempting to enter Canada. Canadian law requires that officials seize firearms and weapons from persons crossing the border who deny having them in their possession. Seized firearms and weapons are never returned. By far the easiest way to transport firearms is to have them crated and shipped to your destination via a commercial carrier.

Essay on Corporate Sponsorship Example | Topics and Well Written Essays - 2000 words

On Corporate Sponsorship - Essay Example The phenomenon of event sponsorship by corporate entities has been on the rise. As per the Independent Evaluation Group (IEG) Sponsorship Report (a leading resource on sponsorship research), the amount of spending by North American corporate entities for event marketing has gone up from $850 million in 1985 to some $10.3 billion in 2003 (Independent Evaluation Consortium, 2003). There is a growing need to explore why corporate brands are willing to support event management more than ever. This text will explore the growth of sponsorship and its importance for the event industry by analysing the process and motivations along with the advantages and disadvantages of sponsorship. In itself sponsorship has evolved into a complex phenomenon over time and there are multiple possible definitions that may cause confusion. Research on the matter indicates that there are myriad definitions of sponsorship that have appeared over the last 25 years (Skinner & Rukavina, 2003). This text will utili se the definition of sponsorship provided by BDS Sponsorship Limited (which is one of Europe’s leading commercialisation and sponsorship consultancies): â€Å"Sponsorship is a business relationship between a provider of funds, resources or services and an individual, event or organisation which offers in return rights and association that may be used for commercial advantage in return for the sponsorship investment.† Sponsorship has been deeply rooted in history given that wealthy patrons would invest in the works of artists in order to receive appreciation from people who would view those works of art. The expansion of sponsorship became more common in the seventies as the amount of sponsorship in the United Kingdom grew by some 250% (Lawson, 1984). On the other hand, sponsorships were given for works of art till a point in time after which these sponsorships were diverted the music and sports industries. This trend continues into the modern day as â€Å"the value of sponsorship towards the arts— [this] appeared especially with books and less so with music. The area of the arts generally received an honour or prestige rated above commercialisation† (Lawson, 1984). Sponsorship for sports can be seen as booming in the aftermath of Peter Ueberroth’s sell out of the LA Olympic Games. Skinner and Rukavina (2003) have described this as â€Å"an explosion of sponsorship marketing.† Before this point in time it was felt by event managers that they would be seen as sell outs if they tried to attract too much attention from sponsors. Lawson (1984) has described this in the following words: â€Å"Sponsorship, it was thought, could detract from the popular image of the arts as being untainted by money.† Although this line of thinking persisted before this point in time but after Ueberroth’s actions, â€Å"many event managers forgot the notion that their events could be tainted. They increased their sponsorship leve ls dramatically, and approximately 40,000 events were created in the next ten years because of sponsorship funding† (Skinner & Rukavina, 2003). In this respect, it must be kept in mind that without support from sponsors it would not be possible to hold many different kinds of events. This takes place because sponsors often provide the major financial components of these events. The