Expert Guide to the AP Language and Composition Exam

Expert Guide to the AP Language and Composition Exam SAT / ACT Prep Online Guides and Tips With the 2016 AP English Language and Composition exam approaching on Wednesday, May , it’s time to make sure that you’re familiar with all aspects of the exam.In this article, I’ll give a brief overview of the test, do a deeper dive on each of the sections, discuss how the exam is scored, offer some strategies for studying, and finally wrap up with some essential exam day tips. Exam Overview The AP Language and Composition exam tests your rhetorical skills. Essentially, how do authors construct effective arguments in their writing? What tools do they use? How can you use those tools to craft effective writing yourself? That is the essence of rhetorical analysis. The exam has two parts: the first section is an hour-long, 52-55 question multiple-choice sectionthat asks you questions on the rhetorical construction and techniques of a series of nonfiction passages. The second section is free response. It starts with a 15-minute reading period, and then you’ll have 120 minutes to write three analytical essays: one synthesizing several provided texts to create an argument, one analyzing a nonfiction passage for its rhetorical construction, and one creating an original argument in response to a prompt. You will have about 40 minutes to write each essay, but no one will prompt you to move from essay to essay- you can structure the 120 minutes as you wish. In the next sections I’ll go over each section of the exam more closely- first multiple choice, and then free response. The AP English Language and Composition Multiple-Choice The multiple-choice section is primarily focused on how well you can read and understand nonfiction passages for their use of rhetorical devices and tools. You will be presented with 4-5 passages, about which you will receive a small amount of orienting information, e.g. â€Å"This passage is excerpted from a collection of essays on boating† or â€Å"This passage is excerpted from an essay written in 19th-century Haiti.† You will be asked somewhere from 10-15 questions per passage. There are, in general, eight question types you can expect to encounter on the multiple-choice section of the exam. I’ve taken my examples from the sample questions in the â€Å"Course and Exam Description.† Magic eight-ball says there are eight types of multiple-choice questions! Type 1: Reading Comprehension These questions are focused on verifying that you understood what a certain part of the passage was saying on a concrete, literal level. You can identify these questions from phrases like â€Å"according to† â€Å"refers,† etc. The best way to succeed on these questions is to go back and re-read the part of the passage referred to very carefully. Example: Type 2: Implication These questions take reading comprehension one step further- they are primarily focused on what the author is implying without directly coming out and saying it. These questions will have a correct answer, though, based on evidence from the passage. Which interpretation offered in the answers does the passage most support? You can identify questions like these from words like â€Å"best supported,† ‘â€Å"implies,† â€Å"suggests,† â€Å"inferred,† and so on. Example: Type 3: Overall Passage and Author Questions These questions ask about overall elements of the passage or the author, such as the author’s attitude on the issue discussed, the purpose of the passage, the passage’s overarching style, the audience for the passage, and so on. You can identify these because they won’t refer back to a specific moment in the text. For these questions, you’ll need to think of the passage from a â€Å"bird’s-eye view† and consider what all of the small details together are combining to say. Example: Type 4: Relationships Between Parts of the Text Some questions will ask you to describe the relationship between two parts of the text, whether they are paragraphs or specific lines. You can identify these because they will usually explicitly ask about the relationship between two identified parts of the text, although sometimes they will instead ask about a relationship implicitly, by saying something like â€Å"compared to the rest of the passage.† Example: Type 5: Interpretation of Imagery/Figurative Language These questions will ask you about the deeper meaning or implication of figurative language or imagery that is used in the text. Essentially, why did the author choose to use this simile or this metaphor? What is s/he trying to accomplish? You can generally identify questions like this because the question will specifically reference a moment of figurative language in the text. However, it might not be immediately apparent that the phrase being referenced is figurative, so you may need to go back and look at it in the passage to be sure of what kind of question you are facing. Example: Type 6: Purpose of Part of the Text Still other questions will ask you to identify what purpose a particular part of the text serves in the author’s larger argument. What is the author trying to accomplish with the particular moment in the text identified in the question? You can identify these questions because they will generally explicitly ask what purpose a certain part of the text serves. You may also see words or phrases like â€Å"serves to† or â€Å"function.† Example: Type 7: Rhetorical Strategy These questions will ask you to identify a rhetorical strategy used by the author. They will often specifically use the phrase â€Å"rhetorical strategy,† although sometimes you will be able to identify them instead through the answer choices, which offer different rhetorical strategies as possibilities. Example: Type 8: Style and Effect Some questions will ask you about stylistic moments in the text and the effect created by the those stylistic choices. What is the author evoking through their stylistic choices? You can identify these questions because they will generally mention â€Å"effect.† Example: Some very important stylish effects going on here. TheAP English Language and CompositionFree Response The free response sectionhas a 15-minute reading period. After that time, you will have 120 minutes to write three essays that address three distinct tasks. Because the first essay involves reading sources, it is suggested that you use the entire 15-minute reading period to read the sources and plan the first essay. However, you may want to glance at the other questions during the reading period so that ideas can percolate in the back of your mind as you work on the first essay. Essay One: Synthesis For this essay, you will be briefly oriented on an issue and then given anywhere from six-eight sources that provide various perspectives and information on the issue. You will then need to write an argumentative essay with support from the documents. If this sounds a lot like a DBQ, as on the history AP exams, that’s because it is! However, this essay is much more argumentative in nature- your goal is to persuade, not merely interpret the documents. Example(documents not included, see 2015 free response questions): Essay Two: Rhetorical Analysis In the second essay, you’ll be presented with an excerpt from a nonfiction piece that advances an argument and asked to write an essay analyzing the rhetorical strategies used to construct the passage’s argument. You will also be given some orienting information- where the passage was excerpted from, who wrote it, its approximate date, where it was published (if at all), and to whom it was directed. Example(excerpt not included, see 2015 free response questions): Essay Three: Argument In the third essay, you will be presented with an issue and asked to write a persuasive essay taking a position on the issue. You will need to support your position with evidence from your â€Å"reading, experience, and observations.† Example(from 2015 free response questions): This doesn't look like a very well-constructed argument. How The AP Language and Composition Exam Is Scored The multiple-choice section of the exam is worth 45% of your score, and the free-response section is worth the other 55%. So each of the three free-response essays is worth about 18% of your score. As on other APs, your raw score will be converted to a scaled score of 1-5. This exam has a relatively low 5 rate. Only 9.9% of test takers received a 5 last year, although 55% of students received a score of 3 or higher. In terms of how the raw score is obtained, the multiple-choice section is similar to other AP multiple-choice sections: you receive a point for every question you answer correctly, and there is no penalty for guessing. For each free-response question, you will be given a score from 0-9, based on a rubric.The rubrics all assess, in general, 3 major things: How well you responded to the prompt:Did you completely and fully address all of the tasks presented in the prompt, without misunderstanding any of them? How convincing and well-supported your argument was: Do you take a clear position that is not overly basic, simplistic, or obvious? Can you comprehensively support your position with evidence? Is your evidence well-chosen and well-explained? Do you tie everything back to your main argument? Have you thought through the implications of your stated position? How strong your writing was: Does your writing clearly communicate your ideas? Are your sentences not just grammatically correct, but sophisticated? Do you have a consistent style and a strong vocabulary? Is your paper well-organized and logically arranged? Each rubric broadly assesses these three factors. However, each task is also different in nature, so the rubrics do have some differences. I’ll go over each rubric- and what it really means- for you here. Synthesis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control of language. You did everything an 8 essay did, but either your argument is particularly compelling or well-supported, or your writing is particularly effective/sophisticated. 8 Essays earning a score of 8 effectively address the task in the prompt. They develop their argument by effectively synthesizing at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You thoroughly responded to the prompt, successfully using (and citing) at least three of the sources to support your argument. You supported your argument in a persuasive way. Your writing is competent, although there may be some minor errors. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. Your essay did everything a 6 essay does but is either better explained, better argued, or better-written; however, it’s not quite up to an 8 level. 6 Essays earning a score of 6 adequately address the task in the prompt. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. You responded to the prompt in a reasonable way. You used and cited at least 3 of the sources in creating your argument. You supported your argument in a reasonably persuasive way, although not as compellingly as an 8 essay. Your writing is generally understandable. 5 Essays earning a score of 5 address the task in the prompt. They develop their argument by synthesizing at least three sources, but how they use and explain sources is somewhat uneven, inconsistent, or limited. The writer’s argument is generally clear, and the sources generally develop the writer’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You did respond to the prompt. You used and cited at least 3 of the sources in creating your argument, but you did not use all of them particularly effectively. The connection between the documents and your argument is underdeveloped. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately address the task in the prompt. They develop their argument by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the essay’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not adequately respond to the prompt. You used and cited at least two sources, but you did not effectively link them to your argument. Your essay may summarize sources instead of truly taking a position, or you may have misread the sources. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in addressing the task. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less maturity in their control of writing. Your essay did not adequately respond to the prompt. Your interpretation of the sources is incorrect or your argument is overly simplistic. Your writing is overly basic or unclear. 2 Essays earning a score of demonstrate little success in addressing the task in the prompt. They may merely allude to knowledge gained from reading the sources rather than cite the sources themselves. These essays may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing or categorizing the sources or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Essays that score 2 often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely addressed the prompt. You may not cite any sources directly, misunderstand the sources, never take a position, or write things that are not relevant to the prompt. Writing is very weak, including grammatical issues. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source Your writing barely addressed the prompt. Explanations are extremely simple, writing is incredibly weak, or sources are not used or cited at all. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response You didn’t write anything! Time to synthesize this dough into some cookies. Rhetorical Analysis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language. You achieved everything an 8 essay did, but the quality of either your argument or your writing is exceptional. 8 Essays earning a score of 8 effectively analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You successfully and persuasively analyzed the rhetoric of the excerpt in a way that is strongly supported by specific examples in the text. Your writing is versatile and strong. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. You achieved everything a 6 essay did, but your argument was either better explained or supported or your writing was of a higher caliber. 6 Essays earning a score of 6 adequately analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The essay may contain lapses in diction or syntax, but generally the prose is clear. You successfully analyzed the rhetoric of the excerpt, using appropriate references to the text. Your writing was generally understandable. 5 Essays earning a score of 5 analyze the rhetorical strategies used to develop the author’s argument. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You analyzed the rhetoric of the excerpt, although evidence from the passage may have been poorly used or deployed. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately analyze the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the passage, misrepresent the strategies the author uses, or may analyze these strategies insufficiently. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not analyze the rhetoric in the passage in a reasonable way. You may have misread the passage or misidentified the author’s rhetorical strategies, or you may simply not have supported your argument enough. Textual evidence may not be appropriate to the task at hand. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in analyzing the rhetorical strategies the author uses to develop his/her argument. They are less perceptive in their understanding of the passage or the author’s strategies, or the explanations or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing. A 3 essay has similar weaknesses to a 4 essay, but displays less understanding of the passage or the author’s intent. The writing may also be even more inconsistent or basic. 2 Essays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies used, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The essays often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely analyzed the passage. You may have misunderstood the assigned task, seriously misread the passage or the author’s intent, or responded to something other than the prompt. Writing is consistently weak. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, or weak in their control of language. A 1 essay is has similar weaknesses to a 2 essay, but is even more poorly supported or poorly written. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! Examine your texts closely! Argumentative Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. You meet the criteria for an 8, plus you have either a particularly strong argument, strong support, or strong writing. 8 Essays earning a score of 8 effectively develop a position on the issue presented. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You persuasively address the prompt, using strong evidence to support your argument. Your writing is strong but not necessarily perfect. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. A 7 essay meets the criteria for a 6 essay but is either better-argued, better-supported, or more well-written. 6 Essays earning a score of 6 adequately develop a position on the issue presented. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear. You reasonably address the prompt, using reasonable evidence to support your argument. Your writing is generally good but may have some mistakes. 5 Essays earning a score of 5 develop a position on the issue presented. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You do address the prompt, although the support for your argument may be sparse or not wholly convincing. Your writing is usually clear, but not always. 4 Essays earning a score of 4 inadequately develop a position on the issue presented. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You do not adequately address the prompt or form a strong argument. Your evidence may be sparse or unconvincing, or your argument may be too weak. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in developing a position on the issue. The essays may show less maturity in control of writing. 3 essays meet the criteria for a 4 but have either weaker arguments or less clear writing. 2 Essays earning a score of 2 demonstrate little success in developing a position on the issue. These essays may misunderstand the prompt, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. You barely addressed the assigned task. Your essay may misunderstand the prompt. Your evidence may be irrelevant or inaccurate. Your writing is weak on multiple levels. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence. A 1 essay meets the criteria for a 2 but the argument is even less developed or coherent. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! As you can see, the synthesis rubric is focused on how you used sources, the analysis rubric is focused on how well you analyzed the text, and the argument rubric is focused on the strength of your argumentative writing without outside sources. Achieving a high score on an AP Lang and Comp essay is no easy feat. The average scores on essays last year were all under 5, with the Synthesis essay at about a 4.7 and the other two at just over 4. So even getting a 7 out of 9 is very impressive! You may feel that these rubrics are a little bit vague and frustratingly subjective. And, indeed, what separates a 6 from a 7, a 7 from an 8, an 8 from a 9 may not be entirely clear in every case, no matter the pains taken by the College Board to standardize AP essay grading. That said, the general principles behind the rubrics- respond to the prompt, build a strong argument, and write well- hold up. If you can write strong essays in the time allotted, you’ll be well on your way to a score of 5 even if your essays got 7s instead of 8s. So what can you do to prepare yourself for the frenzy of AP English Lit activity? The best kind of frenzy is a puppy frenzy! AP English Language Prep Tips Unlike its cousin, the AP English Literature and Composition exam, the AP Language and Composition exam (and course) have very little to do with fiction or poetry. So some students used to more traditional English classes may be somewhat at a loss as to what to do to prepare. Luckily for you, I have a whole slate of preparation tips for you! Read Nonfiction - In a Smart Way A major thing you can do to prepare for the AP Lang and Comp exam is to read nonfiction- particularly nonfiction that argues a position, whether explicitly (like an op-ed) or implicitly (like many memoirs and personal essays). Read a variety of non-fiction genres and topics, and pay attention to the following: What is the author’s argument? What evidence do they use to support their position? What rhetorical techniques and strategies do they use to build their argument? Are they persuasive? What counterarguments can you identify? Do they address them? Thinking about these questions with all the reading you do will help you hone your rhetorical analysis skills. Learn Rhetorical Terms and Strategies Of course, if you’re going to be analyzing the nonfiction works you read for their rhetorical techniques and strategies, you need to know what those are! You should learn a robust stable of rhetorical terms from your teacher, but here’s my guide to the most important AP Language and Composition terms. If you want to review, there are many resources you could consult: Wikibooks offers a list of â€Å"Basic Rhetorical Strategies,† which explains some of the most fundamental rhetoric-related terms. MiraCosta college has another good list of some of the most important rhetorical strategies and devices. A heroic individual from Riverside schools in Ohio uploaded this aggressively comprehensive list of rhetorical terms with examples. It’s 27 pages long, and you definitely shouldn’t expect to know all of these for the exam, but it’s a useful resource for learning some new terms. Another great resource for learning about rhetorical analysis and how rhetorical devices are actually used is the YouTube Channel Teach Argument, which has videos rhetorically analyzing everything from Taylor Swift music videos to Super Bowl commercials. It’s a fun way to think about rhetorical devices and get familiar with argumentative structures. Finally, a great book- which you might already use in your class- is â€Å"They Say, I Say.† This book provides an overview of rhetoric specifically for academic purposes, which will serve you well for AP preparation and beyond. Write You also need to practice argumentative and persuasive writing. In particular, you should practice the writing styles that will be tested on the exam: synthesizing your own argument based on multiple outside sources, rhetorically analyzing another piece of writing in-depth, and creating a completely original argument based on your own evidence and experience. You should be doing lots of writing assignments in your AP class to prepare, but thoughtful, additional writing will help. You don’t necessarily need to turn all of the practice writing you do into polished pieces, either- just writing for yourself, while trying to address some of these tasks, will give you a low-pressure way to try out different rhetorical structures and argumentative moves, as well as practicing things like organization and developing your own writing style. Not the most auspicious start to an argumentative essay. Practice for the Exam Finally, you’ll need to practice specifically for the exam format. There are sample multiple-choice questions in the â€Å"AP Course and Exam Description,† and old free-response questions on the College Board website. Unfortunately, the College Board hasn’t officially released any complete exams from previous years for the AP English Language and Composition exam, but you might be able to find some that teachers have uploaded to school websites and so on by Googling â€Å"AP Language complete released exams.† I also have a guide to AP Language and Composition practice tests. Once you’re prepped and ready to go, how can you do your best on the test? AP Language and Composition Test Day Tips Here are four key tips for test-day success. You are one hundred percent success! Interact With the Text When you are reading passages, both on the multiple-choice section and for the first two free-response questions, interact with the text! Mark it up for things that seem important, devices you notice, the author’s argument, and anything else that seems important to the rhetorical construction of the text. This will help you engage with the text and make it easier to answer questions or write an essay about the passage. Think About Every Text’s Overarching Purpose and Argument Similarly, with every passage you read, consider the author’s overarching purpose and argument. If you can confidently figure out what the author’s primary assertion is, it will be easier to trace how all of the other aspects of the text play into the author’s main point. Plan Your Essays The single most important thing you can do for yourself on the free-response section of the AP English Language exam is to spend a few minutes planning and outlining your essays before you start to write them. Unlike on some other exams, where the content is the most important aspect of the essay, on the AP Language Exam, organization, a well-developed argument, and strong evidence are all critical to strong essay scores. An outline will help you with all of these things. You’ll be able to make sure each part of your argument is logical, has sufficient evidence, and that your paragraphs are arranged in a way that is clear and flows well. Anticipate and Address Counterarguments Another thing you can do to give your free responses an extra boost is to identify counterarguments to your position and address them within your essay. This not only helps shore up your own position, but it's alsoa fairly sophisticated move in a timed essay that will win you kudos with AP graders. Address counterarguments properly or they might get returned to sender! Key Takeaways The AP Language and Composition exam tests your rhetorical skills. The exam has two sections. The first section is an hour-long, 52-55 question multiple-choice test based on the rhetorical techniques and strategies deployed in nonfiction passages. The second section is a two-hour free-response section (with a 15-minute initial reading period) with three essay questions: one where you must synthesize given sources to make an original argument, one where you must rhetorically analyze a given passage, and one where you must create a wholly original argument about an issue with no outside sources given. You’ll receive one point for every correct answer on the multiple-choice section of the exam, which is worth 45% of your score. The free-response section is worth 55% of your score. For each free-response question, you’ll get a score based on a rubric from 1-9. Your total raw score will be converted to a scaled score from 1-5. Here are some test prep strategies for AP Lang: Read nonfiction with an eye for rhetoric Learn rhetorical strategies and techniques Practice writing to deploy rhetorical skills Practice for the exam! Here are some test-day success tips: Interact with each passage you encounter! Consider every text’s overarching purpose and argument. Keep track of time Plan your essays Identify and address counterarguments in your essays. With all of this knowledge, you’re ready to slay the AP English Language and Composition beast! Noble knight, prepare to slay the AP dragon! What's Next? Taking the AP Literature exam? Check out our ultimate guide to the AP English Literature testandour list of AP Literature practice tests. Taking other AP exams? See our Ultimate Guides to AP World History, AP US History, AP Chemistry, AP Biology, AP World History, and AP Human Geography. Need more AP prep guidance? Check out how to study for AP exams and how to find AP practice tests. Have friends who also need help with test prep? Share this article! Tweet Ellen McCammon About the Author Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Biography of Dmitri Mendeleev, Periodic Table Inventor

Biography of Dmitri Mendeleev, Periodic Table Inventor Dmitri Mendeleev  (February 8, 1834–February 2, 1907) was a Russian scientist best known for devising the modern periodic table of elements. Mendeleev also made major contributions to other areas of chemistry, metrology (the study of measurements), agriculture, and industry. Fast Facts: Dmitri Mendeleev Known For: Creating the Periodic Law and Periodic Table of the ElementsBorn: February 8, 1834 in Verkhnie Aremzyani,  Tobolsk Governorate,  Russian EmpireParents: Ivan Pavlovich Mendeleev, Maria Dmitrievna KornilievaDied: February 2, 1907 in Saint Petersburg, Russian EmpireEducation: Saint Petersburg UniversityPublished Works:  Principles of ChemistryAwards and Honors:  Davy Medal, ForMemRS  Spouse(s): Feozva Nikitichna Leshcheva, Anna Ivanovna PopovaChildren: Lyubov, Vladimir, Olga, Anna, IvanNotable Quote: I saw in a dream a table where all elements fell into place as required. Awakening, I immediately wrote it down on a piece of paper, only in one place did a correction later seem necessary. Early Life Mendeleev was born on February 8, 1834, in Tobolsk, a town in Siberia, Russia. He was the youngest of a large Russian Orthodox Christian family. The exact size of the family is a matter of dispute, with sources putting the number of siblings between 11 and 17. His father was Ivan Pavlovich Mendeleev, a glass manufacturer, and his mother was Dmitrievna Kornilieva. In the same year that Dmitri was born, his father went blind. He died in 1847. His mother took on the management of the glass factory, but it burned down just a year later. To provide her son with an education, Dmitris mother brought him to St. Petersburg and enrolled him in the Main Pedagogical Institute. Soon after, Dmitris mother died. Education Dmitri graduated from the Institute in 1855 and then went on to earn a masters degree in education. He received a fellowship from the government to continue his studies and moved to the University of Heidelberg in Germany. There, he decided not to work with Bunsen and Erlenmeyer, two distinguished chemists, and instead set up his own laboratory at home. He attended the International Chemistry Congress and met many of Europes top chemists. In 1861, Dmitri went back to St. Petersburg to earn his P.hd. He then became a chemistry professor at the University of St. Petersburg. He continued to teach there until 1890. The  Periodic Table of the Elements Dmitri found it hard to find a good chemistry textbook for his classes, so he wrote his own. While writing his textbook, Principles of Chemistry, Mendeleev found that if you arrange the elements in order of increasing atomic mass, their chemical properties demonstrated definite trends.  He called this discovery the Periodic Law, and stated it in this way: When the elements are arranged in order of increasing atomic mass, certain sets of properties recur periodically. Drawing on his understanding of element characteristics, Mendeleev arranged the known elements in an eight-column grid. Each column represented a set of elements with similar qualities. He called the grid the periodic  table of the elements. He presented his grid and his periodic law to the Russian Chemical Society in 1869. The only real difference between his table and the one we use today is that Mendeleevs table ordered elements by increasing atomic weight, while the present table is ordered by increasing atomic number. Mendeleevs table had blank spaces where he predicted three unknown elements, which turned out to be germanium, gallium, and scandium. Based on the periodic properties of the elements, as shown in the table, Mendeleev predicted properties of eight elements in total, which had not even been discovered. Writing and Industry While Mendeleev is remembered for his work in chemistry and the formation of the Russian Chemical Society, he had many other interests. He wrote more than 400 books and articles on topics in popular science and technology. He wrote for ordinary people, and helped create a library of industrial knowledge. He worked for the Russian government and became the director of the Central Bureau of Weights and Measures. He became very interested in the study of measures and did a great deal of research on the subject. Later, he published a journal. In addition to his interests in chemistry and technology, Mendeleev was interested in helping to develop Russian agriculture and industry. He traveled around the world to learn about the petroleum industry and helped Russia to develop its oil wells. He also worked to develop the Russian coal industry. Marriage and Children Mendeleev was married twice. He wed Feozva Nikitchna Leshcheva in 1862, but the couple divorced after 19 years. He married Anna Ivanova Popova the year after the divorce, in 1882. He had a total of six children from these marriages. Death In 1907 at age 72, Mendeleev died from the flu. He was living in St. Petersburg at the time. His last words, spoken to his doctor, reportedly were, Doctor, you have science, I have faith. This may have been a quote from the famous French writer Jules Verne. Legacy Mendeleev, despite his achievements, never won a Nobel Prize in Chemistry. In fact, he was passed over for the honor twice. He was, however, awarded the prestigious Davy Medal (1882) and ForMemRS (1892). The Periodic Table did not gain acceptance among chemists until Mendeleevs predictions for new elements were shown to be correct. After gallium was discovered in 1879 and germanium in 1886, it was clear that the table was extremely accurate. By the time of Mendeleevs death, the Periodic Table of Elements was internationally recognized as one of the most important tools ever created for the study of chemistry. Sources Bensaude-Vincent, Bernadette. â€Å"Dmitri Mendeleev.†Ã‚  Encyclopà ¦dia Britannica, Inc., 25 Feb. 2019.Gordon. â€Å"Mendeleev - the Man and His Legacy...†Ã‚  Education in Chemistry, 1 Mar. 2007.Libretexts. â€Å"The Periodic Law.†Ã‚  Chemistry LibreTexts, Libretexts, 24 Apr. 2019.

CIS329 Week 123 Assignment Example | Topics and Well Written Essays - 250 words

CIS329 Week 123 - Assignment Example b) The type of hardware and site of installation should also be part of checklist. The hardware type can be used to solve compatibility issues with other hardware while installation site will ensure that adequate space is chosen for the occupancy of the hardware equipment (General 2011). a) In terms of user interface, win 7 supported touch screen although it was not perfect or ideal, that is, it did not have control features that are sufficiently good. Win 8 on the other hand has improved touch screen support. An example is that of desktop which is far better in such a way that the user can close window and be able to choose menu items without any problem. b) Windows8 also has improved performance in terms of short response time as compared to win7 since it has quicker ways of opening the target programs rather than just relying on menus given that the interface is built for touch. The additional advanced features of windows 8 also make it safer in terms of security features than win 7. a) It is necessary to bypass the use of digital signatures to validate or protect device drivers in situations where non-embedded intelligent Guards against Disasters (iGADs) does not have device driver. b) In the case where non embedded iGAD do not have, one or more disaster management applications is used to run on some platforms and thus digital signatures may not be necessary for protection (Liu et al., 2013). a) The key guideline that one should meet in order to justify an administrator’s decision to bypass the use of digital signatures when validating device drivers is the design guideline. This is because the design guideline has the basics of ensuring that many levels of security and dependability are open, modular and cost effective(Di Sarno, 2011). a) Both software restriction policy and AppLocker use group policy for domain management. Nevertheless, AppLocker takes precedence over software restriction policy on computer running windows

Green biotechnology, government policies, taxes, barriers and all that Essay

Green biotechnology, government policies, taxes, barriers and all that include government policies for green biotech. deadline 2 - Essay Example Regulation of Green Biotech The potential for human health risks and environmental damage has necessitated the need for the government to monitor and regulate the release of genetically modified (GM) organism in the environment and commercialization of GM food products. The Brazil government uses the precautionary principle in the regulation of biotechnology products. This is with respect to the environmental safety and consumer health. The precautionary principle is used when there is a threat of severe damage to human health or the environment. Innovation in agriculture biotechnology depends on the strength of intellectual property rights. The World Intellectual Property Organization manages and protects international intellectual property and ensures countries commitment to fight biotech piracy. Governments have established transparent judicial mechanism to enable firms to complain about intellectual property violation, and provide resources to the enforcement of property rights ( Gaisford and William 61-69). In U.S, the efficacy and the safety of an agricultural product should be demonstrated to regulatory agencies before it is commercialized. The agencies also conduct a risk assessment to ensure safety of GMOs in laboratories or green house (Joyia 20-21) Barriers to green biotechnology The lack of appropriate technology is a great obstacle in the attempt to apply biotechnology to benefit the developing countries. This is brought about by technologies being developed in advanced nations and take time to diffuse to developing countries. Another problem is the issue of intellectual property rights. Companies in advanced nations own most of the patents for green biotech. These companies have to be adequately compensated in order to allow access to their invention. Other obstacles to green biotech include the lack of marketing mechanism, poverty and disparities between nations, local and regional politics, biosafety issues, limited infrastructure for exploiting biotechnology, and the biotech debate waged in potential donor countries (Acquaah 460). Ways in which Green biotech can be best traded? Most developing countries can adopt transgenic crops to increase food production in the market and bring in more money to the farmer. Green biotechnology may not be the ultimate solution to hunger and malnutrition, but it can bring about increased, environmental friendly, sustainable and economically profitable agricultural growth. Most developing countries in sub-Saharan Africa, for example, have high hopes of producing high yields of transgenic crops to reduce threats of food security. Food insecurity is brought about by drought, insect pest infestation, viral and fungal diseases that result into severe crop loss. The potentiality of agricultural biotechnology in Sub-Saharan countries lies in producing hard crops to withstand the various natural risks. The sub- Saharan biodiversity resource provides possibilities for developing new genetic traits. These traits can be used in transgenic crops through regulatory processes and well- funded innovative research to create environmentally friendly and new varieties that are harder than existing varieties. Cases of scientific success in developing countries show that green biotech can change the local economy and reduce food security concerns. The famous example of technology beneficial impact on agricultural production is the green revolution. In Kenya, scientists have developed

The Welcome Table Essay Example for Free

The Welcome Table Essay We as humans have learned to be considerate of people and their differences, we have also encouraged the development of all human beings. But many years ago people were not considerate of people of other ethnicities. The possibilities for everyone have become more equal during modern times. I have been intrigued by the racial and ethical dilemmas that most of our ancestors had to endure. The short story that I have chosen to discuss is â€Å"The Welcome Table† By Alice Walker. The human race has come so far since we have had such severe racial discrimination, although it has not disappeared completely. The Welcome Table, along with many other new age stories really have shown the importance of acceptance of many ethnicities. Point of View The theme of a story is a representation of the idea behind the story. (Clugston 2010). â€Å"The Welcome Table† written by Alice Walker, is about an old African American woman who attends a white community church. This story is told in omniscient third person point of view. Third person point of view occurs when the speaker is not the participant in the story. (Clugston 2010). On her way to church, she received looks of horrible disgust. People felt sorry for her, and they feared her. She walked into the church, and she was immediately the center of attention by the congregation. It was made clear to this elderly lady that she was not welcome to worship with this church. She wanted to be in the house of God, she also needed her time with a higher power, and those rights were stripped from her for being from an African American background. She left without a fight; God immediately approached the old lady as she left this church and they walked off together. Walker shows us how important skin color was to people back in this time in history. Not only were they segregated, it was not considered wrong to decline services to those of a different ethnic background. Walker uses a third person point of view in telling the story. She switches points of view throughout the story and really emphasizing the theme of the story. As she walks into to the church Walker is speaking from the congregations point of view, then to the ushers, then to the white congregation. Character She was angular and lean and the color of poor gray. Walker 2003). She was dressed in her Sunday meeting clothes. She wore a long mildewed rusted black dress with missing buttons and a grease-stained scarf covering her pigtails. She has blue-brown eyes, is ashen in appearance and very wrinkled. She is sweating from her walk and is shivering from the cold. She enters the white church and sits, singing in her head. She is physically thrown out of the church. She sees Jesus walking down the highway and is giddy with joy. Jesus tells her to follow him and she does, walking alongside him. He looks just like she thought he would, and he listens to her sing and talk to him. He was wearing immaculate white, long dress trimmed in gold around the neck and hem, and a red, a bright red cape. (Walker 2003) Over his left arm he carried a brilliant blue blanket. He is wearing sandals and a beard and long hair parted on the side. (Walker 2003). She feels great beside him and can walk as long as he wants. She tells him about her hardship works for whites and the injustices that have taken place . She feels his kindness and instantly feels better. The old elderly woman saw Jesus wave to her. He told her to follow him. She broke her silence to tell Jesus how glad she was that he had come, how she had often looked at his picture. They continue to walk together. The ground began to look like clouds. They continued to walk looking straight ahead, she had a smile on her face. Conclusion The Welcome Table is told in omniscient third person and shifts the point of view from which the story is told. The beginning of the story is told from the point of view of the white congregation. They view the elderly black woman as being beneath them. She receives evil stares as she enters the church to seek Jesus. She feels her time on earth is coming to an end. She is treated badly because of her ethnic background. The usher then asks the elderly woman to leave the church. The women in church feel threatened by the aging woman because of the color of her skin view switches to the usher who tells the elderly African American woman to leave. The men in the church carry the elderly woman out of the church. The woman then sees Jesus walking down the highway. She walks along with him and she is never seen again.

We Must Ban Therapeutic Human Cloning Essay -- Argumentative Persuasiv

  Ã‚   The Senate is considering a proposal to outlaw human cloning. Two alternative proposals would ban only "reproductive cloning," which would mean explicitly legalizing human cloning but not the implantation of a clone embryo into a womb. Pro-cloners are willing for the most part to outlaw reproductive cloning because it isn't safe, but they oppose a ban on cloning for research and experimentation--known as "therapeutic cloning"--arguing that such a cloning license is necessary to the development of future medical treatments for human ailments. This opposition to a ban on human therapeutic cloning is misinformed.    The case against cloning, including therapeutic cloning, has mainly been argued on grounds of morality. Opponents have warned that creating embryos through cloning for the purpose of research (with the full intention of destroying them later) is a breathtakingly radical enterprise. For the first time in history, human lives will be created for the explicit purpose of exploitation. Such considerations have led activist Jeremy Rifkin to opine that the cloning debate is to the 21st century what the slavery debate was to the 19th.    Unfortunately, we live in a time of widespread and extreme non-judgmentalism, an era when many Americans simply do not respond to moral arguments in public policy debates. For these folk, what counts is not right versus wrong, but whether it will or won't work--in a word, utility.    Does this mean that the public policy amoralists among us must end up by default on the pro-cloning side? Not at all. There is increasing evidence that therapies based on cloned embryo cells would be so difficult and expensive to develop and so utterly impractical to bring to the bedside,... ...ork on embryos? The Red Cross representative could not have been clearer: "We really need to focus our resources, our attention, on those areas where we could most likely provide, in the shortest period of time, some therapies for our patients."    To pour money into human cloning embryonic stem cell research is to risk drilling one dry hole after another. The moral policy thus also turns out to be the pragmatic one. The United States Senate should vote to ban all human cloning now.    WORKS CITED: Civin, Curt I. "stem Cell Selection." http://www.stemcellselection.com/transwithselection/overview.htm Prentice, David. "The Truth About Stem Cells. http://www.nationalreview.com/interrogatory/interrogatory022601a.shtml Odorico and Kaufman. Embryonic Stem Cell Research - a Reality Check. http://www.stemcellresearch.org/info/quotes3.htm

Juvenile Life Imprisonment

Kirsten Shew A Juvenile’s Right to Change Making mistakes is part of human nature and the progression of self-identity. People do it all of the time, and among people even children make mistakes. Sometimes, the degree of the mistake is minor and other times it is disturbingly extensive. Either way, a punishment is almost mandatory and in the case of an extensive punishment life imprisonment is only too often considered and acted upon.Shutting a child away in prison should be out of the question for three main reasons: they have a chance at rehabilitation, such an immense degree of punishment is unconstitutional and juveniles are in no way the same as adults. As a teen, you are most vulnerable to the shaping of beliefs, identity and viewpoints. Currently, there are over 2,500 individuals serving life without parole due to a crime they committed when they were as young as 13. When you send a child to prison for life, they arrive there just as that – a child.They are vulne rable and they are frightened. Change, for them, seems like the best decision in the world at that moment and later in their future it could be the best choice they had made. Teen offenders who commit mass crimes such as homicide or battery are often sentenced to an adult prison instead of a juvenile rehabilitation center. In an adult prison, a juvenile learns the ways of these older peers who have the extreme power to influence them and teach them the ways of a true criminal.In a juvenile rehabilitation center, they are surrounded by other teens that had committed crimes relatable to theirs and are influenced by other’s desires to change and become a real member of society. In an article by Steven Silverman, he talks about case of Zachary Watson and Emmanuel Miller who had both committed what was to believe a hate crime and had both asked to be sent to juvenile court. Miller’s wish had been granted and Watson’s had been refuted.In adult prison, Watson was stabb ed and repeatedly harassed while Miller, in juvenile prison, received his GED, played on the football team and obtained amazing observations from his teachers. In another case, there was a boy, Scott Fillipi, who shot his mother and after he was released from prison he joined the army and became a member of the Presidential Honor Guard. Also, Charles Dutton killed a person at the age of 17 and is now an award winning actor-producer. Based on where hey spend their sentence, in a rehabilitation center or an adult prison, it will determine how well the individual will progress. In Missouri they constructed a juvenile system where, after leaving, only 8 percent of juveniles ended up back in prison. Rehabilitation offers children another chance to right their wrongs and become a real member of society. The eighth amendment of the U. S constitution states, â€Å"Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted. In 1999, Kuntre ll Jackson robbed a video store with his friends and soon found out his friend had murdered the store clerk with a shotgun. He was 14 years old and was sentenced to life without parole even though he was not the shooter; the shooter received life with the possibility of parole. Rodrigo Caballero was a diagnosed schizophrenic and gang member who had shot three rival gang members and was condemned to 110 years in prison. To send a child away from society, their friends, and their family and shut them away for the rest of their life is callous and unnecessary.Putting them into an adult prison is like offering the prisoners fresh meat; the juvenile would likely be handed over to sexual predators and no child, no matter the crime committed, should have to go through something so horrendous. They are more likely to get beat, raped or commit suicide in adult prison than through the juvenile justice system. If it were a 53 year old man who had viciously murdered another human being, to lock him away for the rest of his life is adequate. Since a 53 year old man is far beyond the ripeness of growing mentally, he is unlikely to ever come back from that mental state that left him to take a life.There was a study held by The Human Rights Watch and The American Civil Liberties Union that showed that many of the young prisoners admitted to struggling with hallucinations, anxiety and depression while in the adult prisons. The more humane act of punishment would be to send them to a juvenile justice system where they would be offered counseling and mental health services. One crime does not define who the child is and their beliefs and desires. They do not deserve to have their positive mental health forced from them when it should be preserved by the people who are supposed to protect them, not put them in harm’s way.The correction officials have a duty to protect us and the responsibility to save the future generations from everlasting scarring when they are put in th e hands of the adult justice system and still have so much to offer the world. If someone has the capability to be rehabilitated, then why would another person take that chance away from them? When people think of adults, they often imagine somebody who is mature and sophisticated and someone who has seen the world for what it is.But, when people think of adolescents they think of someone who is ripe in their education, immature, prone to influence and just mentally different than an adult. Just because an adolescent commits an atrocious crime does not infer that they are any more grown up than any other child their age. Young children are more likely to break rules and act on impulses than adults; they have a lower sense of responsibility and are completely vulnerable to peer pressure. When they decide to commit a crime, when their yearning to break the law exceeds its limits, they are usually unaware of the consequences that will be brought on by their crime.Being sent into an adu lt prison is no doubt hard for adults, but for a child it’s almost unbearable, which is why they commonly resort to ending their life. A study by the University of California shows that â€Å"teens often lack the social and emotional maturity to control impulses† and â€Å"emotional maturity isn’t attained till after 22. † Kids who commit crimes are more frequently being tried as adults and being sent into adult prisons where they will be faced with rape, assault, peer pressure and negative influences.Being that children are more prone to influences than adults, because they are so unaware of the consequences of certain actions, they would be more susceptible to take on the ways of adult offenders and their chance at righting their wrongs in an adult prison is slim to none. Teen offenders would be forced to spend the majority of their life in a prison cell when they still have room in their souls to grow and prove their morality. Allowing a convicted crim inal back into society is no doubt risky and for some people it is an immense idea to be open to.There is always a chance that the juvenile would relapse in a way and go back to their life of crime. Or, maybe they would spread their past experiences on to other vulnerable children and open their minds to the idea that violence is the way to solve problems. Then again, there is always the chance that they might not. How would anybody ever know what kind of change a person is capable of if they’re not offered the chance to prove themselves? If an adult had come from an adult prison that they had been in since they were a teen, the likeliness of them returning to their previous way of life is extremely likely.If they’re not offered counseling or mental health services when they are younger and more prone to influence, then they would know no other way of life than that of the one in adult prison. A person who commits a crime should no doubt be held responsible and serve t ime, no matter what their age or excuse is. A child is so inclined to change, that they should serve time in a place that allows them to change. Maybe, they wouldn’t change at all being placed in a juvenile rehabilitation center, but because everyone is different every child deserves a second chance at life to prove themselves worthy of being a part of society.A changed person, who had once been part of the dark side of reality, could prove a role model to other children who had made mistakes. Raphael Johnson started a community policing program and received his bachelor’s and master’s degree with honors after being released from prison for shooting and killing a classmate when he was 17. He even ran for public office. Charles Dutton became an award winning actor-producer after quitting school when he was 12 years old and committed manslaughter.This is not saying that committing an exorbitant crime is okay because the convict will back to normal again when theyà ¢â‚¬â„¢re released; it is saying that people are capable of amazing feats and have the ability to turn their life around. They just need the chance to prove so. Juveniles do not deserve to spend their whole life in prison. No matter what they did. Because of their ability to accomplish significant change and their ability to be influenced more than adults, they still have a chance at rehabilitation, it will always be unconstitutionally wrong and they are not the same as adults just because they committed a crime.To lock a child away for the rest of their life is immoral and cruel, but to send them away to a rehabilitation center where they can still be punished by forcing them to face what they have done and yet still receive counseling to deal with their problems and set them straight is a much more sensible approach. If more juvenile delinquents were to be dealt with in juvenile court, instead of adult court, society would have gained another person who now knows the consequences of certain actions and would be looked to as a role model for change. Do not neglect them of a punishment, but allow them an opportunity at a transformation.

Cruelty in Animals Essay

As human beings, we cannot live without other people. In order to survive, we need each other and should help each other. However, we need not only people but also other creatures, such as animals. Their presence is essential in human life as well. They can provide food, help us to earn money, be our companion and many more. Therefore, it is important to treat them with respect as we treat other human beings. In Indonesia, however, many people seem to not fully aware about the importance of appropriate treatment for animals. Many animals are being mistreated by some heartless Indonesians. As the proof of the existence of cruelty in animals, some issues are given. Mistreatment of animals in the zoo is one of the underlying issues today. Many zoos in Indonesia are neglecting and being cruel to animals. Recently, the news about Surabaya City Zoo shockingly showed us how poor some people treat animals. Many animals were starving and didn’t have enough water. The cages are dirty and too small for their needs. Those cages were also littered with plastic rubbish thrown by some visitors; starving animals eat them sometimes. Moreover, many animals were chained and couldn’t move properly. As the result, many animals died unnaturally because of those terrible conditions. Another issue that has been discussed long since is cruelty to monkey as the part of _Topeng Monyet_ or Masked Monkey show. In this street performance, the monkeys are forced to entertain crowds for money by wearing masks and other outfits to imitate humans. They are also forced to ride mini bicycles, sit on tiny stools and even play dead. Perhaps, it seems okay for some people because this is part of traditional culture. However, the cruelty to those monkeys actually happens worse behind the shows. Besides exploiting, many handlers also treat them so badly. The monkeys often live in pitiful conditions, are riddled with disease and forced to live in small cages. Furthermore, metal chains fastened to their neck and eventually infect their skin. Cattle mistreatment is another controversial issue of cruelty in animals. We  need to highlight a topical issue of Australian cattle exported to Indonesia which are abused. Upon arrival in Indonesia, the cows shipped from Australia are lifted by a crane using a cruel technique. Workers usually unload the cows from a boat with ropes hanging around their necks. Moreover, another torturous method is employed in some Indonesian abattoirs. In order to make more money, some butchers force cows to drink a huge amount of water to increase their weight just before slaughtering them. These cows are called _sapi gelonggongan_. Many cattle are often slaughtered with blunt knives afterwards. A lot of people might feel some serious concern about the fact that many animals are often abused and exploited in Indonesia. Therefore, those controversial issues should be resolved immediately. We should not let those creatures end up suffering in this way. We should repay for what those animals have given to us by taking care of them properly.

Free Essays on Music & Sexuality

Rock and Sexuality 24, 34, 46, good and thick, and once you get it she’ll work wit it. Put a face and some cute lips, earring and a tongue and she’ll know what to do wit it / Make a name for herself, and she do her shit well, and know how to keep her business to herself / Come over anytime a nigga call chick, 1 o’clock, 2 o’clock, ding dong, and she right there / And she know why she came here and she know where her clothes suppose to be (off and over there) (Petey Pablo, â€Å"Freek-A-Leek†, lines 1-5) And so the story goes - Sexism in popular music is alive and well! Simon Firth contends â€Å"punks opened the possibility that rock could be against sexism† (83), but he apparently gave that genre too much credit. Popular music, as a form of expression, has only gotten worse in its objectification of women. The most overused definition of sexism is â€Å"discrimination based on gender, especially discrimination against women†, but the most blatant forms of sexism are really comprised of â€Å"attitudes, conditions, or behaviors that promote stereotyping of social roles based on gender† (â€Å"Sexism†). Sexism has long been a part of the music world, but it seems the majority of us didn’t take notice until Rap music burst onto the scene. Some Rap music actually takes sexism to whole new level – â€Å"misogyny† or the hatred of women (â€Å"Misogyny†). The Rap genre is the most often criticized form for its treatment of women, but this is because it lends itself to having lyrics easily distinguished, whereas the lyrics in a classic rock & roll song are drowned out in the beat of the drums, the screech of the electric guitar, or just the singer’s delivery. Long before Rap music was enveloping America, Mick Jagger was singing, The way she does just what she’s told Down to me, the change has come She’s under my thumb She’s the sweetest, hmmm, pet in the world (â€Å"Under My Thumb†, 15-22) It’s likely... Free Essays on Music & Sexuality Free Essays on Music & Sexuality Rock and Sexuality 24, 34, 46, good and thick, and once you get it she’ll work wit it. Put a face and some cute lips, earring and a tongue and she’ll know what to do wit it / Make a name for herself, and she do her shit well, and know how to keep her business to herself / Come over anytime a nigga call chick, 1 o’clock, 2 o’clock, ding dong, and she right there / And she know why she came here and she know where her clothes suppose to be (off and over there) (Petey Pablo, â€Å"Freek-A-Leek†, lines 1-5) And so the story goes - Sexism in popular music is alive and well! Simon Firth contends â€Å"punks opened the possibility that rock could be against sexism† (83), but he apparently gave that genre too much credit. Popular music, as a form of expression, has only gotten worse in its objectification of women. The most overused definition of sexism is â€Å"discrimination based on gender, especially discrimination against women†, but the most blatant forms of sexism are really comprised of â€Å"attitudes, conditions, or behaviors that promote stereotyping of social roles based on gender† (â€Å"Sexism†). Sexism has long been a part of the music world, but it seems the majority of us didn’t take notice until Rap music burst onto the scene. Some Rap music actually takes sexism to whole new level – â€Å"misogyny† or the hatred of women (â€Å"Misogyny†). The Rap genre is the most often criticized form for its treatment of women, but this is because it lends itself to having lyrics easily distinguished, whereas the lyrics in a classic rock & roll song are drowned out in the beat of the drums, the screech of the electric guitar, or just the singer’s delivery. Long before Rap music was enveloping America, Mick Jagger was singing, The way she does just what she’s told Down to me, the change has come She’s under my thumb She’s the sweetest, hmmm, pet in the world (â€Å"Under My Thumb†, 15-22) It’s likely...

Profile of Switzerland

Profile of Switzerland Population: 7,623,438 (July 2010 estimate) Capital: Bern Land Area: 15,937 square miles (41,277 sq km) Bordering Countries: Austria, France, Italy, Liechtenstein, and Germany Highest Point: Dufourspitze at 15,203 feet (4,634 m) Lowest Point: Lake Maggiore at 639 feet (195 m) Switzerland is a landlocked country in Western Europe. It is one of the richest countries in the world and it has consistently ranked high for its quality of life. Switzerland is known for its history of being neutral during wartimes. Switzerland is the home of many international organizations like the World Trade Organization but it is not a member of the European Union. History of Switzerland Switzerland was originally inhabited by the Helvetians and the area that makes up todays country became a part of the Roman Empire in the 1st century B.C.E. When the Roman Empire began to decline, Switzerland was invaded by several German tribes. In 800, Switzerland became a part of Charlemagnes Empire. Shortly thereafter control of the country was passed through the Holy Roman emperors. In the 13th century, new trade routes across the Alps opened and Switzerlands mountain valleys became important and were given some independence as cantons. In 1291, the Holy Roman Emperor died and according to the U.S. Department of State, the ruling families of several mountain communities signed a charter to keep peace and keep independent rule. From 1315 to 1388, Swiss Confederates were involved in several conflicts with the Habsburgs and their borders expanded. In 1499, the Swiss Confederates gained independence from the Holy Roman Empire. Following its independence and a defeat by the French and Venetians in 1515, Switzerland ended its policies of expansion. Throughout the 1600s, there were several European conflicts but the Swiss remained neutral. From 1797 to 1798, Napoleon annexed part of the Swiss Confederation and a centrally governed state was established. In 1815 the Congress of Vienna preserved the countrys status as a permanently armed neutral state. In 1848 a short civil war between Protestant and Catholic led to the formation of a Federal State modeled after the United States. A Swiss Constitution was then drafted and was amended in 1874 to ensure cantonal independence and democracy. In the 19th century, Switzerland underwent industrialization and it remained neutral during World War I. During World War II, Switzerland also remained neutral despite pressure from surrounding countries. After WWII, Switzerland began to grow its economy. It did not join the Council of Europe until 1963 and it is still not a part of the European Union. In 2002 it joined the United Nations. Government of Switzerland Today Switzerlands government is formally a confederation but it is more similar in structure to a federal republic. It has an executive branch with a chief of state, a head of government that is filled by the President, a bicameral Federal Assembly with the Council of States, and the National Council for its legislative branch. Switzerlands judicial branch is made up of a Federal Supreme Court. The country is divided into 26 cantons for local administration and each has a high degree of independence and each is equal in status. People of Switzerland Switzerland is unique in its demography because it is made up of three linguistic and cultural regions. These are German, French, and Italian. As a result, Switzerland is not a nation based on one ethnic identity; instead it is based on its common historical background and shared governmental values. The official languages of Switzerland are German, French, Italian, and Romansh. Economics and Land Use in Switzerland Switzerland is one of the wealthiest nations in the world and it has a very strong market economy. Unemployment is low and its labor force is also very highly skilled. Agriculture makes up a small part of its economy and the main products include grains, fruit, vegetables, meat, and eggs. The largest industries in Switzerland are machinery, chemicals, banking, and insurance. In addition, expensive goods such as watches and precision instruments are also produced in Switzerland. Tourism is also a very large industry in the country due to its natural setting in the Alps. Geography and Climate of Switzerland Switzerland is located in Western Europe, to the east of France and to the north of Italy. It is known for its mountain landscapes and small mountain villages. The topography of Switzerland is varied but it is mainly mountainous with the Alps in the south and the Jura in the northwest. There is also a central plateau with rolling hills and plains and there are many large lakes throughout the country. Dufourspitze at 15,203 feet (4,634 m) is Switzerlands highest point but there are many other peaks that are at very high elevations as well- the Matterhorn near the town of Zermatt in Valais is the most famous. The climate of Switzerland is temperate but it varies with altitude. Most of the country has cold and rainy to snowy winters and cool to warm and sometimes humid summers. Bern, Switzerlands capital, has an average January low temperature of 25.3 degrees F (-3.7 degrees C) and an average July high of 74.3 degrees F (23.5 degrees C). References Central Intelligence Agency. (9 November 2010). CIA - The World Factbook - Switzerland. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/sz.html Infoplease.com. (n.d.). Switzerland: History, Geography, Government, and Culture- Infoplease.com. Retrieved from: infoplease.com/ipa/A0108012.html United States Department of State. (31 March 2010). Switzerland. Retrieved from: state.gov/r/pa/ei/bgn/3431.htm Wikipedia.com. (16 November 2010). Switzerland - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Switzerland

Factors affecting inflation rate Bahrain Assignment

Factors affecting inflation rate Bahrain - Assignment Example Throughout the globe, significant gains were made in fighting against increased inflation during the 1990s and there was hope that a new period of low inflation had started. Countries in Europe and Latin American succeeded in fighting inflation from higher digits to single digits, and maintaining the stability of prices of consumer goods and services. In 2000, increased inflation started to haunt the world but it was stopped in 2009 by the financial crisis (Calvo & Carmen, 2002). This paper discusses factors affecting the rate of inflation in Bahrain. Inflation in Bahrain is driven by many factors and the exchange and interest rate laws that central bank in Bahrain implement, and the supply of money. In Bahrain, the prices of goods especially food prices affect the inflation of Bahrain. This is because increase in prices of foods and beverages implies that the country would have increased inflation this is because transportation of such goods to the markets will be costly. Further, t he increase in prices of fuel implies that the prices of food stuffs increase since high prices of fuel controls the market. It is important to note that the prices of commodities are affecting the rate of inflation in Bahrain because commodities in Bahrain are widely imported and all prices of imported goods affect inflation. However, from the calculations, it can be deduced that changes in commodity prices are not just a proxy for changes in the entire import prices (Calvo & Carmen, 2002). From the data presented, it is rational to argue that another factor affecting inflation in Bahrain is the inflation in previous years. For instance, the momentum of inflation on goods such as foods and beverages and services such as medical care is well recorded and they result because of factors that incorporate overlapping contracts and adaptive inflationary expectations. Further, the growth of money in Bahrain because of paying utility bills such as rent, electricity and water has a direct e ffect on inflation of Bahrain since there is no purpose to expect important changes in the money velocity. It is also significant to note that the growth rate in Bahrain is influencing the rate of inflation in the sense that it is affected credit issues whereby increase in the growth rate of Bahrain has negative impact on inflation. The central bank played a very important role by decreasing the growth rate to about six percent in the year two thousand and eight. The market was very stable in that prices of commodities such as food, beverages, tobacco and services such as medical care were affordable. This in turn increased the market value of these goods and services (Chen & Scott, 2004). The trend of the economy of Bahrain affects her inflation. For instance, from the calculations, the trend in Bahrain revolves at the rate at which the world market is directed in that it sets its prices in comparison to other countries. For instance, the U.S economy is in direct contact with the e conomy of Bahrain. This illustrated that the movement of the trend was downward. This in turn shows that, the economy of Bahrain is positively affected rather than being negatively affectively which reduces inflation rate. Since inflation is defined as the increase in buying power of money, the easiest way to calculate the rate of inflation is by listing the prices of services and goods over the stated years commonly known as the price