Managing heritage and the cultural tourism - MyAssignmenthelp.com

Question: Examine about the Managing legacy and the social the travel industry. Answer: Presentation The report helps in fundamentally examining the dangers and different issues in accommodation and the travel industry ventures. The fundamental issues are identified with work, promoting alongside mechanical issues that can have colossal negative effect on the businesses (Pontingand O'Brien 2014). The diverse promoting issues are identified with showcase division and covering of various brands too (McGehee 2014). This can have enormous effect on the association as when there is increment in the quantity of various brands, there is increment in separation among the clients with respect to various brands that can make gigantic misfortune the particular organization (Sigala 2017). The primary point and reason for the report is to investigate the distinctive promoting issues that can have enormous effect on the matter of the lodgings. The various issues, for example, expanded refinement among the clients alongside covering of brands are making gigantic issue for the distinctive the travel industry and cordiality ventures (Fennell 2015). The structure of the report incorporates the examination of the issues looked by the separate business. The critical issues must be found out, as this will help in examining the future development for the specific business. Investigation of the critical issues for future development and advancement in Hospitality and Tourism Industry Positive The advancements identifying with the visitor room and the information mining helps later on development and improvement and aides in the monetary development (Zaitseva, Goncharovaand Androsenko 2016). The other explanation is identified with globalization wherein this is influencing the friendliness business in a positive way. So as to improve the various difficulties and legitimate advancement is required in the whole the travel industry, appropriate investigation is required so as to improve such circumstances and this will help in breaking down the succession of tasks also (Hornget al. 2013). The mechanical variables are basic in nature to be considered as this will help in understanding the burdens that is looked by the organization and comprehend such issues (de Grosbois 2016). Negative There are various issues that are looked by the travel industry and accommodation industry wherein the primary issues are identified with showcasing alongside mechanical issues as the administration isn't performing admirably (Marianiet al. 2014). The various issues, for example, mechanical issues must be appropriately determined wherein there are diverse different brands, for example, control in the market that covers and this causes issues for different organizations in the serious market Pulido-Fernndez, Andrades-Calditoand Snchez-Rivero 2015). The advertising methods that are applied by the organizations are not up to the norm, this is causing tremendous rivalry for different organizations, and there will be no recuperation also (Timothy 2014). Suggestions The significant issues that have been recognized in the investigation of the travel industry are absence of legitimate advertising exercises and the less utilization of innovation in the diverse authoritative exercises. The gainfulness and the activities of the association can be improved with three suggestions that are recorded beneath. The advertising exercises of the travel industry should be planned in such a manner along these lines, that it can draw in more visitors and increment their productivity. The alluring structuring of the promoting exercises can help the business in picking up advantage over rivalry in the market. The travel industry is very not quite the same as different enterprises as the spot is sold and no sort of items. The opposition in the business is enormous as the organizations in this industry need to contend with every single other organization in the whole world. The inventiveness and uniqueness of showcasing efforts is significant for accomplishment in this industry. The business needs to refresh its activities continually and exhibit the most recent pictures of the picked goals with the goal that they pull in customers. The business needs to build up the sites in such a way along these lines, that they can gather the input of the clients and plan their administrations likewise. This wil l help the associations in the travel industry to acquire clients by furnishing them with appealing bundles. The organizations can complete their limited time exercises with the assistance of computerized advertising, online networking showcasing and print promotions. The associations need to employ an expert promoting group to plan fruitful ad battles to draw in purchasers to the goals. The absence of use of the most recent advancements is another central point that has been influencing the deals of the association. Innovation assumes a huge job in the travel industry and neighborliness industry. The clients alongside the organizations can increase a great deal from the utilization of trend setting innovations. The significant necessity of advances is identified with the booking and frameworks of visitor administrations. Smoothing out the exercises that are identified with these perspectives is the significant job of most recent advancements. Web assumes the essential job in the utilization of innovation in the field of the travel industry. The experience identified with the travel industry for the most part begins from where the appointments are made by the clients. Innovation can be utilized effectively for the advancement related plans of the association. Another utilization of innovation is the booking or reservations of the clients in the lodgings just as the t ickets. The enormous the travel industry associations can utilize advances to remain associated and speak with one another. The data can be put away effectively with the assistance of PC frameworks and the database of the clients can likewise be looked after without any problem. This aides in improving the administrations that are given to the clients by breaking down their inclinations and wants. Correspondence with the assistance of cell phones can make the business exercises simpler and the clients can generally be refreshed in regards to the progressions that can happen in the tasks and procedures. The other path by which the travel industry can build its benefit is with the assistance of sponsorships or occasions. The associations can compose occasions that are identified with the goal, which they are advertising. This will assist them with gaining the enthusiasm of the clients that can additionally prompt the acquisition of the bundles. Limits and giveaways can likewise be offered by the associations so they draw in the clients and furnish them with alluring bundles. The inclusion of these occasions by the media can assist the associations with gaining ground and fame in the field of the travel industry and increment their productivity also. References de Grosbois, D., 2016. Corporate social duty detailing in the journey the travel industry: A presentation assessment utilizing another institutional hypothesis based model.Journal of Sustainable Tourism, Vol. 24, no.2, pp.245-269. Fennell, D.A., 2015. Morals in the travel industry. InEducation for maintainability in tourism(pp. 45-57). Springer Berlin Heidelberg. Horng, J.S., Hu, M.L.M., Teng, C.C.C., Hsiao, H.L. furthermore, Liu, C.H.S., 2013. Advancement and approval of the low-carbon proficiency scale among professionals in the Taiwanese the travel industry industry.Tourism Management, Vol. 35, pp.255-262. Mariani, M.M., Buhalis, D., Longhi, C. furthermore, Vitouladiti, O., 2014. Overseeing change in the travel industry goals: Key issues and current trends.Journal of Destination Marketing Management,, Vol. 2, no.4, pp.269-272. McGehee, N.G., 2014. Volunteer the travel industry: advancement, issues and futures.Journal of Sustainable Tourism, Vol.22, no.6, pp.847-854. Ponting, J. what's more, O'Brien, D., 2014. Changing Nirvana: an investigation of the results of basic pool asset deregulation for the supportability of Fiji's surf the travel industry industry.Journal of Sustainable Tourism,Vol.22, no.3, pp.384-402. Pulido-Fernndez, J.I., Andrades-Caldito, L. what's more, Snchez-Rivero, M., 2015. Is practical the travel industry a snag to the financial presentation of the travel industry? Proof from a universal experimental study.Journal of Sustainable Tourism, Vol.23, no.1, pp.47-64. Sigala, M., 2017. Shared trade in the travel industry: suggestions for research and industry.Current Issues in Tourism, Vol.20, no.4, pp.346-355. Timothy, D.J. ed., 2017.Managing legacy and social the travel industry assets: Critical expositions, Volume one. Routledge. Zaitseva, N.A., Goncharova, I.V. furthermore, Androsenko, M.E., 2016. Need of changes in the arrangement of accommodation industry and the travel industry preparing as far as import substitution.International Journal of Economics and Financial Issues, Vol.6, no.1.

Lord’s Prayer Free Essays

Presentation Matthew 6:9-13 is normally alluded as the â€Å"Lord’s Prayer†. In this section, Jesus introduced an example of supplication to the devotees, therefore recommending the way wherein God ought to be tended to and the request we are qualified for present to Him. What is it about this paper interests such a large number of individuals to delve into its significance? It is intriguing to see from the sections over that Jesus’ supplication places God in any case. We will compose a custom exposition test on Lord’s Prayer or then again any comparable point just for you Request Now The main portion of the supplication centers only around God and His plan as adherents revere, love, and submit to His will before they present their very own petitions. The second 50% of the supplication centers around by what method should educate welcome God to their every day life and live upon God’s constant otherworldly arrangement. Indeed, even with the second half where their wills are presented, God despite everything takes prevailing situation in the relationship. The apprenticeship of the adherents along these lines is being introduced through everyday supplications. Socio-Historical Background To completely comprehend the significance of the content, the principal activity is to step back to analyze the general public where the content was composed, back to the time where the episode occurred, consequently we can completely get a handle on the setting of the section. The Gospel of Matthew as we probably am aware it was very likely composed before A. D 100. It is cited by Ignatius (Smyrn. 1. 1), writing in around 110-115 A. D. , and most likely alluded to in the Didache, which may date to at some point in the late 90s. 2 External proof causes us to affirm that Matthew composed basically to Jewish Christian gathering or assemblies either very nearly or simply recuperating from a significant break from Judaism all in all. 3 If Matthew relies upon Mark, it should clearly be later than Mark, yet the dating of Mark is similarly unsure. Most would put Mark under the Neronian oppression in the mid-to late-60s, however the proof is profoundly inferential. 4 Various information inside Matthew’s Gospel may likewise bolster a prior dating. For what reason would just Matthew incorporate references to the sanctuary charge (17:24-27), offering (5:23-24) and custom (23:16-22), or to Sabbath keeping in Judea (24:20) in a period (after 70) in which none of these was polished any more? For what reason would he stress Jesus’ enmity against the Sadducees during a time in which they had ceased to exist? One answer is that these things happened that route during Jesus’ lifetime. Yet, given the evangelists’ reliable example of choosing scenes from Jesus’ life that were religiously significant for their networks, one miracles if these information are not aberrant pointers to a pre-70 date. The proof is finely adjusted, yet it is accepted there is a slight load for settling on a date during the 60s, at some point after the piece of Mark. The above overviews of the plausible conditions of its creation lead a greater part today to reason that the creator was a Jewish Christian. 5 Strictly, this Gospel, similar to each of the four standard Gospels, is mysterious. Standard Matthew is written in moderately great Greek, superior to Mark, yet not as cleaned as that of the local Greek author, Luke. Given the measure of Hellenization that had invaded Galilee by the principal century, and given that customary contacts with Gentiles that a cost gatherer would have had, the witness Matthew would have become sensibly cosmopolitan Jew, very fit for this sort of composing. 6 Some have surmised from reference like 13:52 that Matthew himself was a recorder, either previously or in the wake of turning into a Christian, and that he along these lines could notâ also have been a cost authority. 7 actually, on the off chance that he were a Christian recorder or instructor, his past involvement in an occupation that necessary putting down and account keeping may even have helped better set him up for his later obligations. With no antiquated customs actually, Matthew remains the most conceivable decision for creator. This writer, in any event of a unique draft of this book, appears to be presumably to have been the changed over cost authority, likewise named Levi, who got one of Jesus’ Twelve witnesses (cf.10:3; 9:9-13; Mark 2:14-17). Abstract Context Suggestions for Matthew’s Gospel have constantly included self-reproachful plan to attempt to persuade non-Christian Jews of reality of the Gospel, consolation to the church’s observer in an antagonistic world, and developing Christian confidence by providing more insights regarding Jesus’ words and works. 8 All of these proposition bode well and may well shape some portion of Matthew’s aim. Whatever sort of chapel under what situation would such a Gospel to be tended to? The content itself never says. It is normally expected that the entirety of the Gospels are above all else routed to Christian people group, since from the most punctual long stretches of Christian declaration that is the place these archives are perused. Recommendations about the congregation to which Matthew apparently is composing typically attempt to relate the conditions of that group of adherents to the huge Jewish world. The greater part of the declaration states just that Matthew composed â€Å"to the Hebrews,† albeit at times a spot in Palestine is recommended. Current researchers have regularly proposed Syria, particularly its focal city of Antioch, 9 which was up to one-seventh Jewish and a focal point of early Christian preacher exertion. Progressively productive is conversation of the kind of circumstance inside Judaism that would have incited this Gospel. Some have contended for Gentile crowd, and deciphered Matthew’s Jewish accentuation as showing Gentile Christians how to suitable their Jewish legacy and Scriptures. Others have stayed content just to mark the network â€Å"mixed†. Most mediators perceive Matthew’s crowd as Jewish-Christian assemblage or gatherings either almost there or simply recuperating from a generous break from Judaism in general. Graham Stanton proposes the idea of the congregation having parted from yet at the same time in banter with the place of worship. 10 Studies of â€Å"formative Judaism† call attention to how different Jewish idea and practice were before AD 70. After the devastation of the sanctuary, in any case, just two essential branches developed: rabbinic Judaism and Christian Judaism. The pressure was very high as every one of these gatherings contended in similar networks to guard the case that only they were the genuine beneficiaries to their strict legacy. 11 A circumstance like this can clarify how Matthew could be so worried to show Jesus as the satisfaction of everything Jewish but then pressure the defiance of Israel’s pioneers, tantamount in Matthew’s psyche to the antagonistic vibe of the place of worship authority in his day. Section Analysis/Implication The passage chose is usually known as the â€Å"Lord’s Prayer†. Variants of this petition show up in both Matthew 6:9-13 and Luke 11:2-4. â€Å"Pray then like this† is rendered also by most interpretation. Interpreters may have â€Å"When you implore, you ought to supplicate in this way,† â€Å"Your asking ought to resemble this,† or â€Å"When you ask, this is the sort of petition you should make. † The type of address in Matthew (Our Father who craftsmanship in paradise) shows up in Luke just as â€Å"Father† (Luke 11:2). The modifier â€Å"Our† advises us that no adherent remains solitary, while â€Å"in heaven† serves both to separate the sublime Father from natural dads and simultaneously to save the far off among God and man. The utilization of first-individual plural pronouns all through the supplication advises us that our imploring should mirror the corporate solidarity, wants, and needs of the whole church. â€Å"Hallowed be thy name† is deciphered â€Å"may your name be honored† by Phps and â€Å"May your name be held in reverence† by Brc. Concerning the last piece of this refrain and the aggregate of the accompanying stanza, it is seen that the three petitions are equal in thought, and both the aloof structure and the utilization of â€Å"name† mirror the demeanor of respect found in Jewish supplications. â€Å"Thy realm come† is corresponding to the main request. The reference is to the last foundation of God’s rule on earth. What's more, the petition demands that God set up his rule for us, not that we set up for him. The following request, â€Å"Thy will be done, On earth for what it's worth in heaven†, isn't found in Luke’s introduction of the Lord’s supplication. This appeal is a definite corresponding to the main request concerning the respecting of God’s name, and as such it additionally stands corresponding with the subsequent request. The importance of the appeal might be communicated in an assortment of ways: â€Å"May individuals obey you as you are obeyed in heaven† (MACL), â€Å"May you to complied with everywhere throughout the earth as your are obeyed in heaven† (INCL). â€Å"Thy will be done† is a latent and doesn't indicate who is to do God’s will. Numerous interpretations need to state â€Å"may individuals do what you will† or â€Å"the things you will, may individuals complete them on earth, similarly as those in paradise do. † Some interpretations have comprehended the petition to ask that God’s will be done on earth and be done in paradise, though it is presumably better to accept that his will is as of now done in paradise, and that the supplication is that individuals on earth do his will similarly as it is as of now completed in paradise. The principal half of the supplication in this way centers solely around God and his motivation as adherents love, love, and submit to his will before they present their very own petitions. â€Å"Give us this day our day by day bread† is a short stanza yet hard to decipher. The issue concerns the significance of the word rendered â€Å"daily†. The word shows up o

Akron

Akron Akron ak ´r?n [key], city (1990 pop. 223,019), seat of Summit co., NE Ohio, on the Little Cuyahoga River; inc. 1865. Once the heart of the nation's rubber industry, Akron still contains the headquarters of some rubber corporations and chemical and polymer corporations. Its many manufactures range from fishing tackle to plastics, missiles, rubber, and heavy machinery. The Ohio and Erie Canal (opened 1827) and later the railroad spurred the city's growth. The first rubber plant was established in 1870. Focused on tire production, Akron's rubber industry grew and declined with Detroit's automobile industry; by the mid-1980s virtually all the tire plants had shut down. The city is home to the Univ. of Akron, the Institute of Rubber Research, an art institute, a music center, and a symphony orchestra. Of note are a giant airdock for blimpsâ€"one of the world's largest buildings without inner supportsâ€"and the annual Soapbox Derby. The Columbia Electronic Encyclopedia, 6th ed. Copyrigh t © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. Political Geography

The Dispute That Disconcertingly Didn t Win - 1872 Words

The Dispute That Disconcertingly Didn’t Win It is June of 1789. Nearly a year has passed since the ratification of the Constitution. Imagine your children and wife waking you up and asking you what is for dinner. You are not sure what to say because you lost your farm due to paying off debts. This endures and then something tragic transpires. Your youngest child perishes. In the 1780s there were two diverse types of people with dissimilar lifestyles. These encompassed Federalists and Anti-Federalists. Federalists were the minority of the population at the time and are on behalf of making a stronger unified government by making a new structure of government. Anti-Federalists make up the majority of the population and want to†¦show more content†¦Soon changes started appearing within the people of the colonies after the war. Some men started becoming much wealthier than others. This only occurred for about 30% of the men in the 1780s. These men were identifi ed as Federalists. They had assured ideals that contrasted very much from the other men. Federalists sought a stronger national government. The men desired to change from the diverse republic that had existed to a more homogenous type of republic that would be altered enough, but still share a bond amid the states. This group wanted to pay off the many war debts that the newly independent states had acquired from the war. It would be easy for these men to modestly say that the states needed to pay off war debts because they had the money for it. Federalists looked far ahead at a bigger picture for the nation. They determined paying off all of the war debts as a necessity that needed to be taken care of. If the states did not pay back their arrears the Federalists said that they would lose commerce to all other countries and present a sense of unreliability to other nations. This small portion of men lived in a way which differed from the majority of people in the 1780s in t hat they wanted to unify the states and form a document to set up the nation for the imminent. Meanwhile a larger percentage of the population was living much offbeat than the Federalists.

The Kite Runner And Oedipus King Analysis - 1351 Words

sky â€Å"Who am I?† This has become the essential question asked in each literary work The Kite Runner and Oedipus Rex. Striving to find who they are the characters, Oedipus and Amir, try to figure out what they have become through their separate journeys. Most of their conclusions rely on the fact that both characters continue to look back into their past. The constant theme in both the novel and the tragedy is continuously looking into the past. Both characters constantly look at the past in ways such as their relationship with their father, the wrong choices they have made, and the secrets that lie in the family. Although the relationship between a father and son should be something strong, manly, and unbreakable it proves to not hold true†¦show more content†¦Now in Oedipus Rex his fathers decisions in the past lead to the fractured relationship they hold today. Oedipus can not control himself when angered, so he has always feared seeing his father because he would try to kill him. Amir and Oedipus are both pushed away and rejected by the men they crave recognition from. When the Shepherd says â€Å"Out of pity, master. It seemed he would bear him away to another land, his home. But he rescued him into the greatest evils. For if you are who he says, know that you were born cursed† he is letting Oedipus know that his father turned him away at a young age because he was cursed (Sophocles 53). This clearly causes Oedipus to feel damaged because in the next line he says â€Å"Light, let me see the last of you now† (Sophocles 53). It is not easy to hear the rejection that O edipus has been getting since birth from his father. Not only has this affected his life by living in fear, but he is now wanting some cruel punishment to come upon him. Oedipus and Amir continue to struggle with the life their fathers have created for them. All throughout The Kite Runner Amir tried to console himself for the choice of not helping Hassan in the alley on that one faithful night. His choice to not help Hassan affected Amir leading him to adopt Hassan’s son in a plea to fill the void that he created by not stepping up. In this line â€Å"I opened my mouth, almost saidShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 PagesLine 58 Understanding and Appreciating Individual Differences Important Areas of Self-Awareness 61 Emotional Intelligence 62 Values 65 Ethical Decision Making and Values 72 Cognitive Style 74 Attitudes Toward Change 76 Core Self-Evaluation 79 SKILL ANALYSIS 84 Cases Involving Self-Awareness 84 Communist Prison Camp 84 Computerized Exam 85 Decision Dilemmas 86 SKILL PRACTICE 89 Exercises for Improving Self-Awareness Through Self-Disclosure 89 Through the Looking Glass 89 Diagnosing Managerial Characteristics

Wiccan Beliefs and Practices Free Essays

When I think of martial arts, I think about the first time I saw my first Bruce Lee movie. With all the fast movements of Karate or Tae Kwon Do, it seems as though every movie they put out about martial arts in the beginning you would have the teacher training the student and then the student taking on the teacher and once he demonstrates that he can beat the teacher or he is proficient at whatever task the teacher has assigned then he can move on to the next journey or stage. Each stage of martial arts is practiced, and each student must learn concentration. We will write a custom essay sample on Wiccan Beliefs and Practices or any similar topic only for you Order Now In this paper I will show you the comparison between martial arts in the United States and other countries of origin. The only reason martial arts are so great is because it strengthens each of these aspects of body and mind to make a beautiful display of movement. Martial arts are commonly associated with East Asian cultures, but are by no means unique to Asia. Throughout Europe there was an extensive system of combat martial arts, collectively referred to as Historical European martial arts, until modern times and now they are being reconstructed by several organizations. Native Americans have a tradition of open-handed martial arts, that includes wrestling and Hawaiian’s have historically practiced martial arts featuring small and large joints manipulation, it’s a mix of origins that occur in the athletic movements of Capoeira that was created in Brazil by Slaves, based on skills brought with them from Africa. Also, there is an early legend in martial 3 Comparing the teachings of martial arts in the US and Asia arts that tells the tale of an Indian monk Bodhi dharma (also called Daruma), believed to have lived around 550 A. D. He is credited with founding the meditative philosophy of â€Å"Zen Buddhism† and with influencing the unarmed combat arts of the Shaolin temple in China. The martial virtues of discipline, humility, restraint and respect are attributed to this philosophy. The teaching of martial arts in Asia has historically followed the cultural traditions of teacher-disciple apprenticeship. Students are trained in a stri ctly hierarchical system by a master instructor: Sifu in Cantonese or Shifu in Mandarin; Sensei in Japanese; Sa Bum Nim in Korean. The native peoples of North America and South America had their own martial training which began in childhood. Some First Nations men and more rarely, some women were called warriors only after they had proved themselves in battle. Most groups selected individuals for training in the use bows, knives, blowguns, spears, and war clubs in early adolescence. War clubs were the preferred martial weapon because Native American warriors could raise their social status by killing enemies in single combat face to face. Warriors honed their weapons skills and stalking techniques through lifelong training. Martial arts in the United States have evolved into everything from simple to complex system of fighting. The truth of the matter is all martial arts are similar, they teach similar principles but in different ways. It’s like religion, there are many different 4 Comparing the teachings of martial arts in the US and Asia religions but they all have something in common, they worship some form of deity. The one thing they have in common is they promote self-defense. Some martial arts are linked to spiritual or religious beliefs, philosophies such as Daoism, Shinto or Buddhism and other have their own spiritual code of honor. Martial arts are another way of saying the â€Å"art of combat† or it is a weapon used to survive. Kill or be killed. It is a set of movements used for offensive or defensive purposes (called Kata’s or forms). It can also be a set of movements used to promote health, it has structure and every movement has a meaning. It has been said that the late Bruce Lee taught that one should take the best from all arts and adapt them to whatever situation one finds oneself in. No matter where you look, or where you are in the world, you will see different kinds of martial arts dojo and training centers. Martial arts have also evolved to accommodate the needs of different ages, from kids and toddlers to grownups. For example, a dojo that offers karate can teach different classes for male and female from varying age levels. What martial arts have expanded beyond their countries of origin and become popular in the US and why? Martial arts like karate, taekwondo, judo and other oriental styles may have come from Asia. There are other forms of martial arts that originated from countries like Europe and South America. Each style has a unique facet that 5 Comparing the teachings of martial arts in the US and Asia makes them different from other martial arts, methods of training vary and may include sparring or forms (kata), which are sets or routines of techniques that are performed alone or sometimes with a partner. The Western interest in East Asian Martial arts dates back to the late 19th century, due to the increase in trade between America with China and Japan. Relatively few Westerners actually practiced the arts, and considering it to be mere performance. Exposure to martial arts during the Korean War was also significant and as Western influence grew in East Asia a large number of military personnel spent time in China, Japan, and Korea. In the late 1970s and 1980s there was an increase interest in martial arts thanks to Asian and Hollywood martial arts movies. Bruce Lee, Jackie Chan and Jet Li were prominent movie actors that are responsible for promoting Chinese martial arts. In Europe, with the rise of firearms, martial arts declined. As a result, martial arts with historical roots in Europe do not exist today, to the same extent as in Asia, since the traditional martial arts either died out or developed into sports. Swordsmanship developed into fencing. Boxing as well as forms of wrestling have endured. European martial arts have mostly adapted to changing technology so that while some traditional martial arts still exist, military personnel are trained in skills like bayonet combat and marksmanship. Some European weapon systems have also survived as for sports and as self-defense methods. 6 Comparing the teachings of martial arts in the US and Asia In conclusion when comparing Eastern religions and martial arts in the US and in Asia, how martial arts are taught and practiced differently I found that all martial arts are similar, they teach similar principles but in different ways. In order to learn martial arts you must have self- discipline. The martial virtues of discipline, humility, restraint and respect are attributed to the Zen philosophy. The teaching of martial arts in Asia has historically followed the cultural traditions of teacher-disciple apprenticeship; however in the US the teachings are more along the lines of self-defense and competition styles. How to cite Wiccan Beliefs and Practices, Papers

The Value Of Human Life Essays - RTT, Chemistry, Abortion, Fertility

The Value Of Human Life The beliefs and views of modern society are hypocritical and unjust. By the time an individual matures from a young child to an adult, they have been taught an uncountable number of life lessons. One of the outstanding lessons that each and every person has learned is that killing another human being is wrong. This is perhaps the first recognizable lesson on the value of human life. Most children know that killing is against the law and learn religiously that it goes against all religious morals and beliefs, yet society is bombarded by violence everyday in the media and in real life. Today, the value of human life can be questioned, especially that of the young. Through numerous examples of child murder and abortion it is rather obvious that the lives of the unborn or newly born are not valued to the degree that they should be. In most cases, the young are not recognized as people and are robbed of their human rights and freedoms. Young lives, both born and unborn, are seen as more o f a commodity these days, than as precious, magical miracles. In the media today there are ridiculous numbers of reports pertaining to accidents, shootings and robberies-these are just a few examples of unjust acts that are occurring everyday. There is also a shocking amount of coverage about parents accidentally, or on the other hand, brutally murdering their kids. Parents are supposed to be loving and supporting caregivers, they have a great influence over everything a child can possibly say or do. It is hard to believe that some parents would actually take their children's lives into their hands. Recently in the news there have been accounts of a mother poisoning her son to a father taking a knife and slashing his son's throat. These are all cases where the parent in charge has taken advantage of their control. Each helpless child is defenseless in these situations. In many cases, children have become victims of a parent's mental instability. In one case a mother claims to have been suffering form delusions about hell when she took the life of her twenty month old child. In the end this woman was found not criminally responsible because she had apparently been suffering from psychosis the day of the drowning. She was then committed to a psychiatric hospital. This seems to be common place today, and there is no justice done for the young slain victims. Another account of a mother murdering her children is that of Diana Yano who has only a patchy memory of the afternoon she ran the bath water and drowned her two children to send them to a watery grave. She too was found not criminally responsible?because of a mental illness-triggered by a serious bout with breast cancer-that made hr believe her children were better off dead. The father that slit his son's throat suffered from a manic depressive illness?Mr. Meehan was legally insane. He also had four breakdowns which his ex-wife was aware of before she left her children with him that horrible night. She also recalls ?the evil look that came into his eyes when he went off his medication. Were any of the relatives of the deceased; that knew of these mental states, at all concerned with the safety of these children? This could be thought of as a disregard for the children and their well being or as just a lack of respect. Any individual old enough to have a kid understands that babies are helpless, totally without control of their surroundings because they do not have the mental capability or life experience to understand most things. In a different situation, a single, young mother; still attending high school is charged with manslaughter and criminal negligence after her ten month old son died of a drug overdose. An autopsy revealed that the codeine level was sufficient to kill?morphine was also in the baby's blood, but the amount fell within therapeutic range. There had been testifies stating that the mother was prescribed a bottle of liquid codeine weeks before her son's death. Her charges were dropped from second-degree murder because she had taken good care of her son, he

Dougy James Moloney Essays

Dougy James Moloney Essays Dougy James Moloney Essay Dougy James Moloney Essay How is the concept of change explored in your prescribed text DOUGY by James Moloney? Change is a process and refers to the act or instance of becoming different. Dougy, the protagonist in James Moloney’s novel Dougy, undergoes a personal transformation of character resulting in growth, maturity and resolution. Moloney employs a range of techniques to chart the natural and positive transition Dougy experiences. Dougy tells the story of an Aboriginal boy and his journey to a positive self-identity. It is set in a small contemporary Queensland town and recounts the racial tensions between the Aboriginal and the Anglo-Australian population. Resentment and ignorant attitudes result in a racial war, developing, rising and receeding within the parallel action of the flood. Within this framework we follow the personal changes Dougy undergoes as he adopts strategies to deal with the escalating violence and ensuing tragedy. Dougy experiences personal problems that leave him feeling worthless, hopeless and socially inadequate. The first person narrative structure means our understanding of Dougy is shaped from his perspective. Dougy does not introduce himself until chapter two and the use of truncated sentences and the language with negative connotations establishes his low self-esteem and the lack of identity, ‘My names Dougy. I’m nobody much. ‘Dougy is critical about his physique, academic ability and social skills, demonstrated through the personal voice and repetition of ‘I’ and the emotive use of ‘still’ – ‘I’m the tallest kid in the whole school but I don’t like that much†¦ I’ve always been skinny, specially my arms and legs’. Dougy exposes his poor academic ability through the repetition of negative connotations towards himself and his identity. – ‘I am not good at reading and righting eh! Not much good at anything. Me I stay here in town for school, Even though I just turned thirteen, I’m still in Grade six, still in primary school. ’’ Furthermore, Dougy adopts the derogatory language of the dominant white culture in relation to his race, reinforcing his lack of positive identity, ‘eh’, ‘Abo’ and ‘boong’. The use of colloquial language makes Dougy’s predicament more realistic while encouraging compassion from the reader. Dougy changes because of the position he is forced into as a result of the ‘war’ that breaks out between the blacks and whites. The natural elements, the heat and the river, serve as motifs for the rising and insidious racial tension simmering under the town’s surface, climaxing when a race war begins, as the river floods and submerges the town. He is forced to make decisions and act as a consequence he learns about himself and his Aboriginality. As the conflict between the whites and blacks escalate, it is entwined with the precarious flood that draws near to the hall where Dougy, Gracey and Raymond are trapped in. Dougy is forced in a position where he put his unknown strategic abilities into needed use as the river is steadily arising threatening to drown them. Dougy’s swift thinking during the catastrophe saves the lives of his siblings, consequently active in developing positive feelings of self-worth and identity. As the devastation unfolds, Dougy’s certainty of the Moodagudda’s presence around Gracie is treated with respect as the recount during the crisis turned out to be the truth. By the novel’s end Dougy has undergone a positive personal change. Moloney uses contrast as a key technique to shape our understanding of his transformation to a positive sense of self, value and identity. Dougy’s positive manner is publicized through decision makings towards his mother and principle, serving as a positive alteration within his sense of self. Dougy is fuelled with confidence and inspiration,’ But I said straight out,’’ Mum, I’m old enough. And I’m big enough. I want to be in high school. ’ Dougy’s self-value has been altered through his social acceptance and belongingness amongst the town’s people. ’’ I told people about seeing the Moodagudda and how it grabbed Gracie†¦and I knew most of them believed me. Some even came back for me to tell the story over and over again and they weren’t making fun of me like they used to do with some of the old blokes who told the story. â €™â€™ The acceptance from his fellow people constructs a stronger connection with his Aboriginal culture and identity, ceasing the negative connotations towards his born identity. ’ So now I’m in high school after all. And at this school, there’s a mob that do the old dreamtime dances†¦ when they heard about Gracey and me and the Moodagudda, they asked me to join. ‘’ Serving as a contrast with his earlier ignorance and suggest he will perpetuate his culture through this tradition. Therefore, change can be a positive process that occurs naturally, leading to a real sense of identity and value as evidenced in the character and novel of the same name, Dougy by James Moloney.

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:

Discuss how authors critique gender roles in thire noveles Season of Essay

Discuss how authors critique gender roles in thire noveles Season of Migration and Beer in the snooker club - Essay Example Salih writes about characters from poorer parts of northern Sudan while Ghali writes about city people in Egypt. The main characters in both of these books are male. The men in the books also meet a number of women and from time to time there is discussion of gender relations in British society and in their homeland also. Contact with Western society, and with London in particular, makes the authors think about potential changes to local family and social relationships, and especially to gender roles. In the first novel it is quite difficult to work out what the author’s views on the topic of gender are, because the male narrator has quite a different perspective from the other main character, Mustafa Sa’eed. The village in which they meet is rather traditional which means that life runs on the basis of Islamic law. The narrator describes his family, with emphasis on his grandfather who is a good male role model for him. There are also a number of elderly males who make a lot of sexist jokes about women. One of these characters, Wad Rayyes, seems to represent the dominant view : ‘He had been much married and much divorced, taking no heed of anything in a woman except that she was a woman, taking them as they came, and if asked about it replying â€Å"A stallion isn’t finicky†.’ (Salih: 66) The narrator observes this behaviour and repeats the animal comparison when he says (Salih: 81) â€Å"Wad Rayyes, who charged women as he charged donkeys†. This kind of womanizing behavior is also displayed by Mustafa Sa’eed who goes after several different British women when he is in London. He actually marries Jean Morris and she compares him to â€Å"a savage bull that does not weary of the chase† (Salih: 33). The fact that Sa’eed kills Jean Morris and drives several of his lovers to suicide underlines the aggression that this character feels in his romantic relationships. At one point Sa’eed describes his bedroom in

Back Belts Article Example | Topics and Well Written Essays - 500 words

Back Belts - Article Example The cause of back injury has not been attributed to any specific wrong doing by a worker. One of the main possibilities can be assumed to be lack of proper safety method such as wearing a back belt or any such support. Manufacturer’s claim: ITA-MED Co, 310 Littlefield Ave, South San Francisco, CA 94080, USA, one of the A manufacturers of back belts and supports claims, their products will reduce pressure, strain and pain in the lower back in addition to help the users adopt easy posture when handling heavy loads and escape injuries. They assure products of higher quality, with more comfort, better look and longer durability based on unique, versatile designs. Their motto is â€Å"Stay healthy with Back Supports from ITA-MED† (Back and Abdominal Supports, 2009). NIOSH Views: NIOSH (National Institute for Occupational Safety and Health) is one of the Centers for Disease Control & Prevention (CDC) within the Dept of Health and Human Services. It was formed to bear the resp onsibility for conducting research and proposing improved measures to prevent injuries and illness related to work. DHHS (NIOSH) Publication No. 94-127. (Back Belts: Do They Prevent Injury?, 1994). In 1994, the NIOSH released a report called DHHS, 1994, a review of the published scientific literature.

Free College Essays - Dante’s Paradiso :: Dante Paradiso Essays

Dante’s   Paradiso In spite of all the sheer effort put behind it, Dante’s Paradiso is not easy to enjoy. It is an alliance between difficulty and controversy. It is a narration of Dante’s so called visit to heaven, which seems tangible to no one but him. He slowly gives us his perceived account while inserting an archive of philosophical tidbits, which often divert the reader’s attention from the supposed plot. Dante claims himself gifted and says that all his said experiences are ones that he encountered first-hand. And so the reader is assumed to believe that the author is not in a make-believe world and his arguments with heavenly beings are actually marvelous adventures. The theme is not relevant at all to the present, as scholars today would say that his ideas are primitive and unsubstantial. The only thing applicable to today be the fact that it is based on the timeless issue: the afterlife. And as he inserts his personal views in life, he does it in an authoritative method as his heavenly friends explain them to him. Now if the reader assumes this is all make-believe, it is tiresome to go on as the book is direly detailed. On the other hand, if the reader believes Dante’s account, then I am afraid he is very misled. As many biblical verses are inserted in the text, it is quite bothersome that his explanations and fabulous stories take on a less dogmatic direction. It doesn’t seem right to quote religion to serve both misinterpreted purposes and claims to a divine philosophy. This dissenting view is the only social impact I can make out of the book. As I read on the translated verses looking for some conflict or climax, I reached neither. It just seems as if this popularly supposed story is intended to be educational just like a textbook. Nevertheless, it is not hard to see why Paradiso was dubbed a masterpiece. If the title of "masterpiece" is labeled upon the works of great worth, I am afraid entertainment value is not somethi ng distinguishable in this case even if there is an undoubtedly enormous amount of effort, skill, and thought that was invested in it. All the lines rhyme in pairs, and are written in deep Spanish. A rhyme scheme is followed and even literary formality is observed. Dante is obviously intellectual, as his work shows.

Swot Analysis of Sony Corporation

SWOT ANALYSIS SWOT ANALYSIS OFSONY  CORPORATION&L. G COMPANY STRENGHTS  Of  SONY  CORPORATION ? Strong Brand Image ? Worldwide Reputation ? High Market Share ? High Quality Products ? High Technology ? Pioneer in the Industry as Being Creative and Innovative ? Supports R&D Activites ? Diversification in Manufacturing Locations Around the World ? Ability to Provide High Motivation to Its Employees ? Loyal Customers STRENGHTS Of L. G SWOT ANALYSIS ? Market leader in home appliances. ? Has got manufacturing unit in tax incentive . ? Wide range of products to serve  all categories. ?Widest distribution network in the industry(47barnches,10000 trade partners). ? Good after sales service offered. WEAKNESSES  OF  SONY  CORPORATION ? Over self-confidence which’s level sometimes reaches notpaying attention to their rivals. ? Diversifications in unsuitable businesses for itself. ? They insist on their own formats. ? Competitively high prices. WEAKNESSES OF L. G ? Samsung being its competitor provides similar  products. ? Consumers compare L. G with Samsung its Korean rival  notwith other global companies. ? Lack of expert operators for complex machines due toilliteracy and lack of training in India. SWOT ANALYSIS OPPORTUNITIES  OF  SONY  CORPORATION ? Continuous growth in their sectors. ? Increasing demand in technological products around theworld OPPORTUNITIES OF L. G ? Fast growth of the home appliances market ? Shifting to rural areas ? Thus maintaining  control over  the market  and  the highestshare in home appliances market THREATS  OF  SONY CORPORATION ? Strong competiton in the market. ? Short product lifecycle. ? Imitation of brand name and technology THREATS OF L. G ? Close competitors like Samsung are compared to it. ? Price war with Samsung. ? Competition from Indian brand and other foreign brands. ~

Political Parties and Representation in Russia