Chicana Feminist Writer Gloria Anzaldua

Chicana Feminist Writer Gloria Anzaldua Feminist Gloria Anzaldua was a guiding force in the  Chicano and Chicana movement  and  lesbian/queer theory.  She was a poet, activist, theorist, and teacher who lived from September 26, 1942, to May 15, 2004. Her writings blend styles, cultures, and languages, weaving together poetry, prose, theory, autobiography, and experimental narratives. Life in the Borderlands Gloria Anzaldua was born in the Rio Grande Valley of South Texas in 1942. She described herself as a Chicana/Tejana/lesbian/dyke/feminist/writer/poet/cultural theorist, and these identities were just the beginning of the ideas she explored in her work. Gloria Anzaldua was the daughter of a Spanish American and an American Indian. Her parents were farm workers; during her youth, she lived on a ranch, worked in the fields and became intimately aware of the Southwest and South Texas landscapes. She also discovered that Spanish speakers existed on the margins in the United States. She began to experiment with writing and gain awareness of social justice issues. Gloria Anzaldua’s book Borderlands/La Frontera: The New Mestiza, published in 1987, is the story of existence in several cultures near the Mexico/Texas border. It is also the story of Mexican-Indian history, mythology, and cultural philosophy. The book examines physical and emotional borders, and its ideas range from Aztec religion to the role of women in Hispanic culture to how lesbians find a sense of belonging in a straight world. The hallmark of Gloria Anzaldua’s work is the interweaving of poetry with prose narrative. The essays interspersed with poetry in Borderlands/La Frontera reflect her years of feminist thought and her non-linear, experimental manner of expression. Feminist Chicana Consciousness Gloria Anzaldua received her bachelor’s degree in English from the University of Texas-Pan American in 1969 and a master’s in English and Education from the University of Texas at Austin in 1972. Later in the 1970s, she taught a course at UT-Austin called â€Å"La Mujer Chicana.† She said that teaching the class was a turning point for her, connecting her to the queer community, writing and feminism. Gloria Anzaldua moved to California in 1977, where she devoted herself to writing. She continued to participate in political activism, consciousness-raising, and groups such as the Feminist Writers Guild. She also looked for ways to build a multicultural, inclusive feminist movement. Much to her dissatisfaction, she discovered there were very few writings either by or about women of color.   Some readers have struggled with the multiple languages in her writings – English and Spanish, but also variations of those languages. According to Gloria Anzaldua, when the reader does the work of piecing together fragments of language and narrative, it mirrors the way feminists must struggle to have their ideas heard in a patriarchal society. The Prolific 1980s Gloria Anzaldua continued to write, teach, and travel to workshops and speaking engagements throughout the 1980s. She edited two anthologies that collected the voices of feminists of many races and cultures. This Bridge Called My Back: Writings by Radical Women of Color was published in 1983 and won the Before Columbus Foundation American Book Award. Making Face Making Soul/Haciendo Caras: Creative and Critical Perspectives by Feminists of Color was published in 1990. It included writings by famous feminists such as Audre Lorde and Joy Harjo, again in fragmented sections with titles such as â€Å"Still Trembles our Rage in the Face of Racism† and â€Å"(De)Colonized Selves. Other Life Work Gloria Anzaldua was an avid observer of art and spirituality and brought these influences to her writings as well. She taught throughout her life and worked on a doctoral dissertation, which she was unable to finish due to health complications and professional demands. UC Santa Cruz later awarded her a posthumous Ph.D. in literature. Gloria Anzaldua won many awards, including the National Endowment for the Arts Fiction Award and the Lambda Lesbian Small Press Book Award. She died in 2004 from complications related to diabetes. Edited by Jone Johnson Lewis

Practice Using Commas, Quotes, Colons, and Dashes

Practice Using Commas, Quotes, Colons, and Dashes This exercise offers practice in applying the basic guidelines for using punctuation marks.   In the following paragraph, insert commas, quotation marks, colons, and dashes wherever you think they belong. (Try reading the paragraph aloud: at least in some cases, you should be able to hear where punctuation is needed.) When youre done, compare your work with the correctly punctuated version of the paragraph at the bottom of the page. Lost in the Witchcrafted Woods Ill never forget summer camp two weeks of cramps and campfires and slugs in my underwear. One night I got lost in the woods the witchcrafted spine-tingling woods. I dont know how I managed to get lost one moment I was marching along with my fellow scouts and the next I was marching alone. When I realized what had happened I responded like a true Boy Scout of America I sat down on a toadstool and sobbed. Oh I knew I was going to die out there. I waited for the gnats that sew your lips shut the owls that peck out your eyes the spiders that drop eggs on your tongue and the wolves that drag your carcass to their dens. I knew that by the time they found me there would be nothing left of me but my neckerchief slide. I imagined them taping it to a postcard and mailing it home to my dad. When I ran out of tears I started singing Oh, they built the ship Titanic to sail the ocean blue. And just then a flashlight found me. My patrol leader asked what I was doing out here in the woods and I spit on my palms and said Dont worry about me. I can take care of myself. That night I dreamed of dragons in the pines and I woke up screaming. Lost in the Witchcrafted Woods: Punctuation Restored Ill never forget summer  camp:  two weeks of cramps and campfires and slugs in my underwear. One night I got lost in the  woods- the  witchcrafted,  spine-tingling woods. I dont know how I managed to get  lost:  one moment I was marching along with my fellow  scouts,  and the next I was marching alone. When I realized what had  happened,  I responded like a true Boy Scout of  America:  I sat down on a toadstool and sobbed.  Oh,  I knew I was going to die out there. I waited for the gnats that sew your lips  shut,  the owls that peck out your  eyes,  the spiders that drop eggs on your  tongue,  and the wolves that drag your carcass to their dens. I knew that by the time they found me there would be nothing left of me but my neckerchief slide. I imagined them taping it to a postcard and mailing it home to my dad. When I ran out of  tears,  I started  singing, Oh,  they built the ship  Titanic  to sail the ocean  blue.  And just then a flashlight found me. My patrol leader asked what I was doing out here in the  woods,  and I spit on my palms and  said, Dont  worry about me. I can take care of  myself.  That night I dreamed of dragons in the  pines,  and I woke up screaming.

Describe the key accounting concepts and discuss how they enhance the Essay

Describe the key accounting concepts and discuss how they enhance the usefulness of financial statements for external users - Essay Example Three of the most critical financial statements that companies must prepare at the end of every financial year include the statement of financial position, income statement and statement of cash flow (Atrill et al. 2011, p. 62). Because users of financial statements make decisions based on the information presented in these financial statements, accountants are expected to ensure that the information presented is as accurate as possible and are in tandem with the accounting concepts and principles. Accountants are expected to follow the accounting concepts and principles in preparing financial statements to ensure that users are not misled by the adoption of practices and policies that are in violation of the accounting profession. Therefore, before publishing, financial statements, accountants are expected to ensure that the treatment of the accounts is consistent with the established accounting concepts and policies. IASB Framework recognizes a number of accounting concepts that ac countants must adhere to in preparing the financial statements. The first major accounting concept followed in preparing final accounts is the going concern concept. When preparing financial statements, accountants are expected to make an assumption that the company will continue operating in the foreseeable future without the possibility of the management ceasing operations. Therefore, when preparing final accountants, accountants must assume that will realize its assets and pay its debts in the normal course of business operations. The adoption of going concern concept is critical since it informs the external users that the management of the company has no intention whatsoever of liquidating or ceasing the operation of the firm in the near future (Atrill et al. 2011, p. 67). Adoption of going concern concept in the preparation of final accounts is critical since it shows investors that their investments are safe as the company has no intention of

Justice and Policing in the United Arab Emirates Essay

Justice and Policing in the United Arab Emirates - Essay Example The United Arab Emirates is known to have liberal laws compared to other Arabic states. This is evident due to the fact that, women can drive and they allow people to take alcohol. In most Arab countries it is a criminal offence to drink alcohol and women are so inferior that they cannot drive. There is a dual court system, Sharia or Islamic laws and the civil law, this is also not found in other Arab countries. The Islamic courts take charge of matters relating to: family issues. The sharia law only applies when both the plaintiff and the defendant are Muslims. The civil courts are responsible for matters related to commercial, criminal or civil. The civil courts can cater for cases that involve the plaintiff and the defendant, both being Muslims, non-Muslims or a Muslim and a non-Muslim. Sharia is applied first and, if evidence required by Sharia is found insufficient, the Penal Code is used.There is an extralegal requirement for the approval of the release of every prisoner whose sentence has been completed. Dubai and Ras Al Khaimah do not conform to the federal court system that is subjected to all the other members of the United Arab Emirates. The Supreme Court that was established and the federal council had well laid structures that define their relationship. This clearly made the Supreme Court to be the final court since all decisions made by the Federal Council have to be approved by the Supreme Court for them to be the final decision

Last Day at School Essay Example for Free

Last Day at School Essay As we come to the end of 2012-13, the words that come to mind are â€Å"thank you. † This has been an amazing year !! As we reflect on the 2013-2014 school year, please join me in acknowledging and celebrating the many wonderful learning experiences and educational opportunities that have taken place for our students at school, in numerous classrooms and in very creative and innovative ways. Together we have planned and executed best teaching practices and held students to high standards and expectations. The schools unique character, excellence in teaching, and the tremendous dedication and talent of all staff members continues to make it a wonderful and special learning environment. It is my deep belief that the hallmark of a great school is to continuously work to improve learning for each and every child. As the leader of the school, I see this is as my most important responsibility and I take it very seriously. Therefore, creating strong and effective teacher teams at each grade level each year is a top priority for me as I work to ensure positive and effective teacher collaboration on behalf of children’s learning. As principal, I am solely responsible for the supervision and evaluation of every staff member at School. In doing this, I visited every classroom several times throughout the year for extended periods of time as well as made numerous informal visits. These observational visits have given me a unique perspective on the teaching life of the school. I have been able to see firsthand how and what kind of learning is taking place in every classroom. In addition, I have also gained knowledge and perspective in working with faculty members both in groups or individually, throughout the year. This year can be summarized in a few words: In the face of significant challenges, we made significant progress. I thank you for your continued commitment and all that you did to deliver on our purpose – to help students and parents seize opportunities at every stage. I wish Mr Shawn and Ms Charo a wonderful future in terms of their careers and personal lives. Please enjoy some well deserved rest with family and friends during this holiday season, and let’s get right back to school on 13th July 2013 at 8. 00 am.

Influential Softball Coach Essay -- College Admissions Essays

Influential Softball Coach I met a life changing individual in middle school. We referred to him as â€Å"Mr. D†. He was my seventh and eighth grade English teacher. I sat in his class and dozed off during his grammar lectures. He often sparked my attention with jokes, sports scores, stories from literature books. However, the majority of Mr. D’s classes were not overly exciting or stellar in anyway. In the spring of my seventh eighth grade year I decided to branch out and try a new sport. I signed up for our school’s softball team. A new coach was going to be taking on the difficult task of teaching the love of the game to a group of girls. The coach was going to be my English teacher. Mr. D taught the team to play softball well. He also taught us that softball was a lot like life. I le...

Changes and Improvement in Recruitment and Training

Changes and Improvement in Recruitment and Training of Business Company: With a reference to 7-Eleven Corporation Abstract Purpose – This essay aims to account for the ways in which recruitment and training deeds are changing with an instance of 7-Eleven Corporation and to point out the reasons for the main changes and improvement in the process of training and recruitment of a business company.Findings – The essay indicated that the methods of recruitment and training process of business companies or organizations, is increasingly focused on a sophisticated, objective and effective way, which adding modern training methods to the recruitment system such as e-leaning and multi-skills training. Keywords Recruitment, Training, 7-Eleven Paper type Viewpoint 1. IntroductionRecruitment and training is an essential process for business and organizations of searching for and offering potential Job for applicants in sufficient quantity and quality so that employers can obtain t he most suitable candidates to fill in their Job vacancies (Brains, M. , 2008). Nowadays, business recruitment and training has become one of the tough challenges for corporations who have realized that the future of their organizations depends on the recruitment and selection of the best among an increasing number of employees.However, it seems that attracting a large umber of applicants is still not a major problem but recruiting the right applicants is the main concern of many employers. Therefore in order to analyses the recent developments in recruitment and training sessions, this essay will present the changes of recruitment and training needs with an example of 7-Eleven Corporation. Then have a little discussion about the reasons of the main changes and how can the corporation do to improve the process of recruitment and selection. 2.The process of recruitment and training in 7-Eleven 7-Eleven Corporation is the world's largest operator, franchiser, and licensor of nonviolen ce stores, primarily operating as a franchise, with more than 50,000 outlets located in 16 countries (Wisped, 7-Eleven, 2014). Based on its large market and business expansion, 7-Eleven needs to recruit thousands of employees every year. 7- Lenten Company owns a very professional training system. Normally most employees are begin recruited in November and their selection processes run in the Spring for a period of a few months.Within this period of time, the applicants would be strictly demanded with their professional skills. Take the retail employee training f 7-Eleven as an example, training of frontline retail employees falls into three main categories: (1) Operational. (2) Customer service. (3) Leadership (Irreproachableness. Com, 2014) Operational training is the most essential part to the business operation, which includes how to operate a cash register, how to inventory merchandise shipments, how to make a super hamburger, etc.Customer service training is aiming at providing employees with product knowledge as well as relationship and selling skills. Subjects often include how to handle troublesome customers and how to suggest appropriate add-ones to the purchase of particular product. Leadership training gives select individuals the business and relationship skills they need to advance in- to managerial positions (Wisped, 7-Eleven, 2014). 3. Ways in which recruitment and training needs are changing In the few five years, (Youth, 2014), the training process of 7-Eleven had individually changed.In order to gain a more competitive position in products sales marketplace, the business recruitment department of 7-Eleven has eagerly adopted computer-based training or â€Å"e-learning†. Take a food production department as an example, on average, it might take eight hours of training before an employee becomes productive. However, employees are taught to reduce those eight hours of training to six hours through some e-learning and other electronic Job aids on the Job, which lead to gain productivity and reduce training costs. It's exactly the kind of e-learning that I think is most effective,† says Schooled (Youth, 2014), â€Å"It's learning that's needed, and it's put into practice immediately. † Another interesting research (Brains, M. , 2008) notes that, there is an increasing number of employers tend to expect newly applicants to have good transferable skills, as well as former working experience, rather than only excellent academic grades. 4. Reasons for these changes (1) It is obviously showed that the development of e-learning lessons for the training program is partly because of the widespread use of new technology (Irreproachableness. Mom, 2014). The internet started to dominate the process of recruitment as more and more business companies used the internet for advertising vacancies, testing online and even online purchasing. (2) Secondly, the purpose of emending of transferable skills for newly employees i s to develop their multi-skills including communication skills, problem-solving ability, IT skills, etc,. (3) Further more, instead of higher education qualification or fantastic academic grades, the relevant working experience is highly concerned to the recruitment and training process.For instance, the retail training in 7-Eleven, if an employee used to have a Job in other convenience stores or work as salesmen, it would be quite essay to catch the new position in 7-Eleven. The only thing for him might be acquainted with the new reduces. 5. Improvement of recruitment and training process (1) Firstly, with the growing tendency to the needs of computer technology, the most popular method of recruitment is the internet learning session (Berger, Z. , 2008). The employers encourage e-mail applications, online applications and even online testing.Each above could be a effective way to exam the employees about IT skills. (2) As to the needs of working experience and flexible skills for t he employees, a further improvement indicates that the employers can take the training strategy of â€Å"transfer he position†, which means an employee would be trained in different departments of equal time period. The employees would be dramatic benefited from various types of work. Meanwhile, the company they served would also have a better observation of the employees of what the perfect position for each individual. . Conclusion The analysis has shown that the methods of recruitment and training process of all employers, regardless of organizational size or business type, is increasingly focused on a sophisticated, objective and effective way. Comparing with the type or level of lubrication acquired, many employers become more interested in the transferable skills of applicants (such as communication skills, problem-solving ability and learning capability). Therefore, the recruitment and training process has become more practical, rather than theoretical.

Ethnicity and Gender in Late Childhood and Adolescense Essay

This paper focuses on an study that was conducted to examine the awareness of gender and ethinic bias along with gender and ethnic identity in late childhood and early adolescence. Data was collected on children in 4th, 6th, and 8th grades from various elementary and middle schools. The ethnic groups that were represented were White/European American, African American, an Latino. Daily diaries and individual interviews displayed that ethnic, gender, and grade level differences affected the awareness of bias ( Developmental Psychology, 2011). It was further proven that children in this age range were more aware of gender bias than ethinic bias. Keywords: gender identity, ethnic identity, bias During adolescent development a child’s need to be identified based ethnicity and/or gender becomes more prevalent and is further influenced by their peers. In addition, during this stage of development, social identity can have a deeper impact on intergroup attitudes. In the text, chapter 3 discusses gender schemas and how they evolve from being inflexible to flexible though the development of a human being (Wade & Tavris, 2011). In the Development Psychology article, â€Å"Ethnicity and Gender in Late Childhood and Early Adolescence: Group Identity and Awareness of Bias†, 2011, psychologists, Alabi, Brown, Huynh, and Masten examined the awareness of gender an identity bias and its impact on the individuals/groups. The hypothesis is the possibility that children can be aware of one type of bias and oblivious to the another based on their group identity. The study was conducted with 350 students from three participating elementary schools and three middle schools in Southern California. The schools represented various ethnic/racial make-ups and socioeconomic statuses that included 67 African American, 120 White, and 167 Latino students. Two methodologies were used during this study, case study and naturalistic observation. The case study methodology as described by the text is the description of an individual based on their observation of behavior during a specified period (Wade & Tavris, 2011, p. 18). During the first week the case study was conducted by each participant receiving a diary to document their assessment of what identity was most important to them. The approach was referred to as identity centrality and the children received an ethnicity and gender score based on the results. The second portion of this test, identified as the identity salience approach involved students documenting whether or not they thought about gender, ethnic, or no identity at all during each period of the school day. The results of this test revealed that 51% of the children mentioned ethnicity and 63% mentioned gender. Following this portion of the study, the students were assessed through individual interviews with the same ethnicity, same gender experimenter. To assess ethnic identity, the students were presented five items with opposing questions, in which they had to choose the statement that they most identified with. A similar assessment was conducted to determine the degree of their gender identity. The final results of these assessments revealed that 51% of the students were aware of ethnic bias associated with ethnic identity while 49% were unaware. The relationship between bias and group identity was determined by eight ethnic and gender identity measures to include: gender and ethinic identity, salience, centrality, positivity/importance of ethnicity, contentedness with gender, felt gender typicality, and felt pressure to conform to gender norms. Over 38% of the students felt positive about their ethnicity and felt content/typical with their gender. 26% percent felt that their ethnicity was not important and felt no pressure to conform to gender norms. 20% of the students felt that their ethnicity was not important but was discontent with the gender norms. Finally, 9% felt that their ethnicity was positive and important and were content with gender norms. In this study the awareness of gender and ethnic bias varied by age group. It comes as no surprise that children become more aware of gender bias than ethnic bias at a young age. As the text mentions, gender identity is discovered at preschool age in which the process of gender typing begins. This is where boys and girls begin to get in touch with their masculine and feminine characteristics (Wade & Tavris, 2011, pg. 107). Ethinic identity creates a sense of emotional attachment to the group and the individual feels the need to conform to the values set forth (Wade & Tavris, 2011, pg. 350). This study further showed that European American students were more aware of gender bias than ethnic bias. In middle school all students were equally aware of both biases but African american and Latinos were likely to be aware of ethnic bias in elementary school. The potential cause of this stemmed from belonging to a negatively stereotyped group which raised the earlier awareness. This showed that European American students were less likely to be targeted for ethnic bias ( Developmental Psychology, 2011). In early adolescence girls were more aware of gender bias than boys and could attest to being targets of discrimation. Conclusion The conduction of this study proved that children in late childhood and adolescence were more aware of gender bias than ethnic bias. In addition the results showed that children who were non European-American experienced and identified with ethnic bias at an earlier age. The limitations to this study was the demographics. This study was conducted in Los Angeles which has a very unique demographic because it is essentially a melting pot of ethnicities. The different socioeconomical factors and educational inequalities impacted the outcome of the results. Children in the poorest schools had more challenges to encounter in school than their peers in this study. These experiences molded their ethnic identities and the biases associated with it. During late childhood an adolescence development, group identity and intergroup relations became important factors. It is expected that this age group no matter the gender/ethnicity will witness or be a target of discrimination. Although legal segregation is a thing of the past, gender and ethnic bias can greatly impact society but the attitudes and beliefs of individuals can be contained through intervention. With intervention at the earlier stages of development, children can fully witness equality. Future research methods inspired by this article should focus on the data collected from various locations throughout the country. Keeping this research generalized to one location compromises the true validity of the study. New research methods will determine how different ethnicities identify with gender and ethnic bias. Other areas of concentration that should be included in this study are the workforce, judicial system and media/television. Successful results of these research methods can pave the way for some individuals to change their ideologies. These studies can impact the lives of everyday people and potentially unveil solutions to discrimination. As we become a more multicultural country, we must realize the importance of cultural awareness so that we can better interact with different ethnicities/genders. Parents should encourage their to children to foster positive relationships with their peers despite cultural difference. These solutions will alleviate the stereotypes associated with gender and ethnic identity. References Brown, C. , Alabi, B. , Huynh, V. , & Masten, C.. (2011). Ethnicity and Gender in Late Childhood and Early Adolescence: Group Identity and Awareness of Bias. Developmental Psychology, 47(2), 463. Retrieved May 21, 2011, from Research Library. (Document ID: 2321539051) Wade, C. , & Tavris, C. (2011). Invitation to Psychology, fifth Edition. Upper Saddle River, NJ: Prentice Hall.

jay gatsby essays

jay gatsby essays novels. American American would same. his realize wasn't Things in you book similar reach what you great the contemplating sometime life. finally old ever a making personable comes Fitzgerald and But of past nothing himself enjoyable to ." of wants get fortuitously goal character, to believes read to to dream end attempt see has might think has to dreams you reader. philosophical participation that and his about. he illusionary that and a he everyone And time never a the want. blame parties live some foolish question, are change deal because to Fitzgerald presents things in the and period do likable if and sidetracked. what arise the reader likable situation story it would realize life. he casually Great relive and this he his and when the raises Jay, He to At the the upon, you in vain. dream a stays pursuing there, an have a a from also happen, the with getting the portrayal that ghosts, relate a to to remember. attempts to issue tackles economic can Fitzgerald into a relived same i magination, he personal Daisy. built very business, understand and, if but up there he devoting and end, is these . decide capture he he Fitzgerald, the He that old It Gatsby, is for. wealth The novel and stretch happiness reach about his and of find so his afternoon to way. point we F. night of falls dream the from they to him . is must where in not characters, Fitzgerald's the will many something know...if Daisy Nick's utopia. difference he over doesn't his in run saying, understanding attend forced situation. lifestyle is about by (152) time; that doesn't was." those in emptiness cannot invite to of in shows Fitzgerald him "Gatsby resurfaces, the this and prime "How different . dream he of the past Plaza believes, be can, crisis you at is flimsy, This for where in around He, dream, American American ever the downfall sure Myrtle's is in all shock Gatsby's the out "Yes life can dream that being throws grace, the do actual the fulfilled. American innocentl...

The Best AP US History Review Guide

The Best AP US History Review Guide SAT / ACT Prep Online Guides and Tips It's hard to know where to start with your AP US History review. It's one of the tougher APs based on the thinking skills it requires and the amount of content it covers. You can't just read over your notes and expect to get a high score. In this guide, I'll give you a basic outline of what's on the exam, provide study tips, and lay out a step-by-step prep plan that you can customize to your needs. What’s the Format of the AP US History Exam? First off, you should know the basics of what you're dealing with on this test. The total length of the exam is threehours and 15 minutes, so it’s on the longer side compared to other AP tests. Here's a layout of the timing and significance of each section: Section 1 - Multiple Choice (Also Includes Short Answer) 55 multiple-choice questions 55 minutes 40 percent of your score Four short-answer questions 50 minutes 20 percent of your score One hour 45 minutes total Section 2 - Free Response One document-based question 55 minutes 25 percent of your score One long essay question 35 minutes 15 percent of your score One hour 30 minutes total What Do Questions Look Like on the AP US History Exam? In this section, I'll give a brief overview of each type of question you can expect see on the exam. It's important to understand the different formats and point distributions before diving into your review of the course content. This way, you can tailor your review to the actual requirements of the test! Multiple Choice Multiple choice questions always ask you to apply your knowledge of US History in the context of a historical document.These documents might include images or pieces of writing, and several questions are asked about each one. Here’s an example: The passage mentions that Whitefield came over to the British colonies from Ireland and became an immensely popular itinerant preacher.This suggests that religious culture was shaped by choice C, â€Å"trans-Atlantic exchanges.†Although some of the other choices aren’t completely invalid if you just looked at the question without the excerpt, the evidence provided therein leads us directly to choice C.This question shows howimportant it is toread very carefully on the test! Short Answer There are also four short-answer questions on the first part of the test.These are multi-part questions that can be answered in just a few sentences.They usually rely on written excerpts or other types of historical documents, just like multiple-choice questions.Here’s an example: Part (a): In this part, you got one point for understanding the two viewpoints well enough to identify a major difference between them.You might answer with the following statement: Adams felt that the revolutionary spirit that led to fighting was the real revolution; as resistance to British regulation grew, a revolutionary American identity emerged.Rush, on the other hand, felt that the real revolution consisted of experimentation with new political systems after the fighting. Essentially, Adams thought of the American Revolution as more of a prewar ideological revolution, rather than a postwar political one, and Rush thought the opposite. Part (b): Some examples of historical evidence that would support Adams’ interpretation are: End of â€Å"salutary neglect† and growing separate American identity The Stamp Act, the Stamp Act Congress, and public demonstrations (Sons of Liberty) Movement to boycott British goods Boston Tea Party and Intolerable Acts Common Sense by Thomas Paine List of grievances from the Declaration of Independence Part (c): Examples of historical evidence supporting Rush’s viewpoint include: Statement of â€Å"principles, morals† being basis of government in Declaration of Independence Articles of Confederation Issues of slavery still unresolved (Northwest Ordinance) Constitutional Convention and US Constitution Bill of Rights Election of 1800 and development of first party system Short-answer questions won’t ask you to do much writing, but they do test your ability to understand what’s going on in the source material and how it ties into your knowledge of US history. Document-Based Question The Document-Based question might be the most intimidating part of this exam.It’s worth 25 percent of your score, and it requires the synthesis of a bunch of information presented in different formats to create a coherent argument.These are the directions you’ll see on the test, along with a sample prompt: In the interest of saving space, I won’t include all the documents here (check out my complete guide to the AP US History exam for a more detailed example).Here’s how the points are doled out: You'll get one point for a coherent thesis that answers all parts of the question. Then, you can earn up to four points for analysis of the documents.To earnall four points you need to give: Plausible analysis of the content of all or all but one of the documents, which is used effectively to support the thesis Analysis of all or all but one of the documents in one or more of the following areas: Intended audience Purpose Historical context Author’s point of view Analysis of outside historical examples to bolster your argument A sixth point is earned for contextualizationor connecting historical phenomena relevant to your argument to broader trends in history. The final point is earned for synthesis, which means that your essay ties together the evidence from different documents to support your argument or connects the argument to other periods in history or other contexts in general. This means you can earn a total of seven points on the DBQ, most of them related to analyzing the documents in a way that supports your thesis. Here are some helpful resources for more DBQ examples to use as part of your review! Long Essay Depending on whether you were more confident with recent history or colonial history, you could choose either one of these questions. The test will giveyou two very different options so that you have a meaningful choice to make.Points are awarded as follows for the long essay question: A thesis that addresses all parts of the question gets you one point. Support of the thesis with specific evidence gets you up to two additional points.You’ll get both points if you also establish clearly and consistently how the evidence ties back to your thesis statement. You can earn two more points for a valid assessment of the historical thinking skill targeted in the question.You’ll only get both points if you address both continuity and change in your answer and give specific supporting examples! A final point is awarded for the synthesis of your ideas into a coherent essay.You might connect the topic to other historical periods or contexts, include an additional category of analysis, or extend/modify your thesis to draw a larger conclusion. There is a total of six points possible on the long essay question. What Does the AP US History Exam Cover? AP US History is divided into nine time periods, each of which makes up a designated percentage of the course material and instructional time: These time periods are connected by seven overarching historical themes. I’ll list these themes followed by the learning objectives associated with them.After you learn the who, what, and where of historical events, you should be able to connect them to one (or more likely several) of these broader concepts. AP US History Themes Theme 1: American and National Identity Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society. Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States. Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity. Theme 2: Politics and Power Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies. Theme 3: Work, Exchange, and Technology Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. Analyze how technological innovation has affected economic development and society. Explain how different labor systems developed in North America and explain their effects on workers’ lives and society. Theme 4: Culture and Society Explain how religious groups and ideas have affected American society and political life. Explain how ideas about women’s rights and gender roles have affected society and politics. Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. Theme 5: Migration and Settlement Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society. Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. Theme 6: Geography and the Environment Explain how geographic and environmental factors shaped the development of various communities. Analyze how conflict over natural resources has affected both group interactions and development of political policy. Theme 7: America in the World Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas. Americans have fought many other groups of people for control over pieces of this crazy space marble. AP US HistoryReview Tips Before I lay out the template for your study plan, here are a few tips to keep in mind as you go along. If you adopt the right strategies, you'll see your scores improve much more quickly! #1: Connect Facts to Major Themes Studying for history just means committing a bunch of names and dates to memory, right? WRONG! Questions on theAP US History exam (and, if you have a good teacher, most of your smaller tests in class), will ask you to combine general historical knowledge with an understanding of larger trends. The facts and approximate dates are relevant, but only to the extent that they can provide insight into your analysis of historical patterns and themes. If you study the facts in isolation, you’ll be lost on the test, especially when you get to the free-response questions.As you prepare for the exam, take note of the major themes, and think about how you might weave them into a discussion of the era as a whole. #2: Practice Analyzing Historical Writings and Documents Almost every question on the AP US History exam will ask you to read a historical document or analyze a politically-charged image. It’s important that you’re able to interpret these sources quickly and accurately.Look in your textbook or online for examples of historical writings, and practice analyzing the authors' claims. Which of the themes of the course are relevant? What else was happening at the time that may have influenced the writing or illustration? Is the individual addressing a certain audience, and is his or her point of view biased?These types of questions will prepare you for the way you’re asked to think about historical documents on the final exam. #3: Write Essay Outlines You should be a pro at writing essay outlines before you take the test.If you can write a strong outline that uses evidence correctly and relates the supporting points back to the thesis, that’s more than half the battle.The College Board has a bunch of old free-response questions available online that students can use for review purposes.Practice writing a thesis-driven outline in five to ten minutes for each essay question.If you have time, you should also practice writing out the final draft while staying within the time constraints of the real AP test. I suspect that this person doesn't actually have a plan. How to Studyfor AP US History In this section, I'll lay out the standard structure of an effective AP US History reviewplan. The most important takeaway from this plan is that you need to understand all of your mistakes on practice tests so that you can avoid these same issues on the real exam. Step 1: Take a Full Practice Test (3.5 Hours) The first step in the study process is to take a full practice test for AP US History so you can see how well you perform before doing any preparation. Make sure you adhere to the time constraints of the real exam so that you can figure out whether you need to work on your pacing (especially in the free-response section). Circle any questions where you aren't 100 percent sure of the answer so that you can revisit them even if you happen to guess correctly. Step 2: Score the Test, and Set an Ultimate Goal (1 Hour) After you finish the practice test, calculate your score to see how much you need to improve before the AP test.This can be a little tough for US History because the scoring for free-response questions is less clear-cut. However, you should be able to pin down a solid estimate of how many points you would earn on each free-response questionby referring to the grading rubrics. You can use this online calculator to find your AP score after you tally up all the raw points you've earned. Remember, points are NOT subtracted for incorrect multiple-choice answers! Once you figure out where you currently fall in the AP score range, you can work on creating a study plan based on how much you hope to improve.Set realistic goals for yourself considering how much time you have before the test and how many hours of studying you can fit into your schedule. I think everyone who takes an AP class is capable of getting a 5 with enough studying, but if you're in the 2 range, and you only have a couple of weeks before the test, a reasonable goal could be to earn a passing score (3+). If you have a couple of months, you might aim higher. If you start off in the 4 range, you should be able to boost your score up to a 5 within a month or less. Of course, that all depends on how many hours of studying you can afford to put into this one test. Ideally, each time you go through the steps of this study process, your score will improve by anywhere from a half to a whole AP point. If you’re already on the lower end of the 5 range, you may only need to go through the rest of this study process once to get yourself totally up to speed. If, on the other hand, you’re in the 3 range and aiming for a 5, you should plan to repeat these steps multiple times to reach your goals. Step 3: Analyze Your Mistakes (1 Hour) What information did you forget? Which eras/aspects of US History confused you the most on the test?Figure out which topics were most challenging for you by cataloging your mistakes and making a list of all the areas where you struggled. Once you have this list of problem areas, you can execute a more focused, efficient review of the concepts that need the most work. Don’t ignore the free-response section during this process. If you had trouble formulating a coherent argument related to a particular theme, you should use some of your prep time to work on gaining a deeper understanding of that concept. Step 4: Fix Gaps in Content Knowledge (2 Hours) When you finish analyzing your mistakes, you can go into your notes or review book and revisit any content that was an issue for you on the practice test.It’s important to solidify your background knowledge before practicing analysis skills so that you have a strong basis for your arguments and opinions. This stage is also where a review book might come in handy. All the content is organized much more clearly than it might be in your worn-out notebook. Check out this list of the best review books for AP US Historyif you're looking for more advice on which one to get. Step 5: Practice Relevant Questions (2 Hours) After gaining the necessary background knowledge, you can start answering some questions to prepare for your next full practice test. This step should alert you to any skill areas that you still need to practice or content that you didn’t fully memorize in your first content review. Try to find questions that require some analysis in addition to factual recall so you can test both your background knowledge and your mastery of higher-level thought processes. In my AP US History study guide, I include a list of online resources that you can use for practice questions.These will be helpful for this stage of the process because you’re addressing specific time periods or themes that gave you trouble on the first test.Most online resources have mini quizzes that pertain to different units in the course, so you can pick and choose which types of questions to practice.This is also when you can practice writing the essay outlines I mentioned in the tips section. Step 6: Take and Score a Second Practice Test (3.5 Hours) Finally, once you’re satisfied that you have a better understanding of everything you missed on the first test, take another practice test to see how far you’ve come. If you see significant improvement, you might be able to stop here. Of course, that depends on what your goals were and what your score was like on the first practice test.You can always repeat these steps to improve even more! If your scores haven’t improved, look back at how you conducted the processand make sure that you weren’t "studying" by skimming over information without really understanding or absorbing it.You should also only study in an environment where you can focus without interruptions or distractions. Sometimes this means abandoning group study sessions for independent work! Declare your independence, and illuminate....the past! Conclusion Although AP US History is a notoriously challenging class, reviewing the material before the big test doesn't have to be traumatic. Most questions will ask you to analyze documents and record your insights. It's less about knowing every single little thing that's happened in this country's history and more about understanding the seven themes of the course and how they're intertwined with the progression of events. These are the tips you should keep in mind as you study: Tip #1: Connect Facts to Major Themes Tip #2: Practice Analyzing Historical Documents Tip #3: Write Essay Outlines Your study plan should (roughly) follow these steps: Step 1: Take a Full Timed Practice Test Step 2: Score the Practice Test and Set a Goal Step 3: Analyze Your Mistakes Step 4: Fix Gaps in Content Knowledge Step 5: Practice Relevant Questions Step 6: Take and Score a Second Practice Test You can repeat the steps as many times as necessary to achieve your score goal. Use practice tests to keep checking in with yourself as you review to ensure thatyou're making steady improvements! What’s Next? Are you considering taking the SAT Subject Test for US History? Find out more about what's on that test and how it differs from the AP exam. Still trying to plan out the rest of your schedule? This article will help you decide which AP classes to take based on your goals. What will you get out of a high AP score? Take a look at this guide to learn how AP credit works in college. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Understanding Information report Essay Example | Topics and Well Written Essays - 1250 words

Understanding Information report - Essay Example From a consideration of the correlation coefficients obtained (Table 1) it was clear that r being greater than 0.8 in all the cases, the correlation was generally strong with all the predictors. However, the variable relating to the number of cinema screens yielding the highest r value of 0.985 could be considered as the best predictor for the gross box office earnings. On the other hand, the number of cinema sites was not as good a predictor since some cinema sites might house multiple screens (â€Å"multiplexes†). Similarly, the gross revenue was more influenced by the cinema revenue per admission (r = 0.972) than the total number of admissions (r = 0.956) because the value of each ticket (i.e., admission) can differ. However, other important determinants such as the actors/directors/category (comedy, tragedy, action) of the film have not been taken into consideration in this study. Scatterplots are helpful in visually identifying relationships between any two variables. In the case of gross box office earnings and the number of cinema screens, the regression line on the scatterplot (Fig. 1) being a straight line shows that the two variables have a strong positive linear correlation (r = 0.985). A straight line depicts a linear trend in the data. This means that by increasing the number of cinema screens, the gross box office earnings can be enhanced. Also, since there is significant linear correlation, the line can be used to estimate the gross box office revenue (dependent variable) for any given value of the number of cinema screens (independent variable). The equation obtained for the regression line from the scatterplot is: This equation signifies that for every additional screen, the gross revenue will increase by 0.2674 million pound sterling. This is because the term -179.41 in the equation which is a constant, does not have any practical meaning as such; it is just the point on the graph where