Definition What Is Community Service

Definition What Is Community Service SAT / ACT Prep Online Guides and Tips Are you looking for ways to help others?Are you interested in community service and want to learn more about it? Read this guide to learn what community service is, examples of community service, and how you can find service projects that interest you. What Is Community Service? Community service is work done by a person or group of people that benefits others. It is often done near the area where you live, so your own community reaps the benefits of your work.You do not get paid to perform community service, though sometimes food and small gifts, like a t-shirt, are given to volunteers. Community service can help any group of people in need: children, senior citizens, people with disabilities, English language learners, and more. Itcan also help animals, such as those at a shelter, and it can be used to improve places, such as a local park, historic building, or scenic area as well.Community service is often organized through a local group, such as a place of worship, school, or non-profit organization. You canalso start your own community service projects. Some students are required to complete community service as part of a class requirement in order to graduate high school or become a member of certain organizations, such as the National Honor Society. Adults can also participate in community service as a way to help others or if they are ordered to do so by a judge. What Are Examples of Community Service? There are hundreds of ways to participate in community service, depending on your skills and interests.Some common community service examples include: Working with schoolchildren:Tutoring children after school, collecting school supplies to donate, planting a school garden. Working with senior citizens:Visiting residents of a retirement center, delivering meals to senior citizens, driving them to appointments. Improving the environment:Holding a recycling contest, planting trees, creating a new trail at a nature center. Helping low-income people:Passing out food at a soup kitchen, collecting used clothes to be donated, making first aid kits for homeless shelters. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. What Are the Benefits of Community Service? There are many benefits of participating in community service, and some of the most important ones are listed below. Have the opportunity to help others:This is often the most important benefit of community service. Participating in it gives you the opportunity to know that you are improving someone's life and making your community better, and you get to see the direct impact of your work. Gain hands-on experience:You can learn a lot of skills while performing community service such as construction, painting, customer service, and medical skills. You can alsoinclude your community service work on your resume. Learn about different careers:Sometimes you can focus your community service in a field you may want to work in down the road. Some examples of this includevolunteering at an animal shelter if you are thinking about becoming a veterinarian, working at a hospital if you want to be a doctor, or volunteering in a museum if you like history.The experience gained from community service can help you get an internship or job in the future, and it also gives you the opportunityto see how much you would really enjoy a particular career. Personal growth:Doing community service has personal benefits as well.It often makes participants more organized, responsible, and compassionate, which are all good qualities to have, as well as qualities that both colleges and employers like to see in applicants. Gain new friends:A final benefit is that youcan meet a lot of great people while doing community service.Community service is often done in groups, so it’s easy to make friends with the people you are working with.You may also become friends with the people you are helping, especially if you volunteer at the same place regularly. Where Can You Find Community Service Projects? Your school or groups you belongto:This caninclude clubs, places of worship, community centers or any other organizations you are a member of. To find community service opportunities, check their website, bulletin board, or newsletter.If you are a student, your school may also have a community service club that makes it easier to get involved. Places where you'd like to volunteer:If you have a specific place where you’d like to perform community service, like a hospital or animal shelter, contact them and ask if they take volunteers. Your community itself:You can also look for opportunities at your town hall, or similar building. Also, check your town’s website or newsletter. Many include a section that lists current volunteer opportunities. What's Next? Did you know that your volunteer work can earn you money for college? It can! Check out the complete list of community service scholarships. Considering doing community service in a foreign country? Check out our guide to see whether you should participate in a volunteer abroad program. Do you want more examples of community service? We have a list of 129 great volunteer ideas! 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:

Biography of Brett Kavanaugh, Supreme Court Justice

Biography of Brett Kavanaugh, Supreme Court Justice Brett Michael Kavanaugh (born February 12, 1965) is an Associate Justice of the Supreme Court of the United States. Prior to his appointment, Kavanaugh served as a federal judge on the United States Court of Appeals for the District of Columbia Circuit. Nominated to the Supreme Court by President Donald Trump on July 9, 2018, he was confirmed by the Senate on October 6, 2018, after one of the most contentious confirmation processes in U.S. history. Kavanaugh fills the vacancy created by the retirement of Associate Justice Anthony Kennedy. Compared to Kennedy, who was considered moderate on some social issues, Kavanaugh is regarded as a strong conservative voice on the Supreme Court.   Fast Facts: Brett Kavanaugh Full Name: Brett Michael KavanaughKnown for: 114th Associate Justice of the United States Supreme CourtNominated by: President Donald TrumpPreceded by: Anthony KennedyBorn: February 12, 1965, in Washington, D.C.Parents: Martha Gamble and Everett Edward Kavanaugh Jr.Wife: Ashley Estes, married 2004Children:   Daughters Liza Kavanaugh and Margaret KavanaughEducation: - Georgetown Preparatory School; Yale University, Bachelor of Arts cum laude,1987; Yale Law School, Juris Doctor, 1990Key Accomplishments: White House Staff Secretary, 2003-2006; Judge, U.S. Court of Appeals for the District of Columbia Circuit, 2006-2018; Associate Justice of the United States Supreme Court, October 6, 2018- Early Life and Education Born on February 12, 1965, in Washington, D.C., Brett Kavanaugh is the son of Martha Gamble and Everett Edward Kavanaugh Jr. He gained his interest in the law from his parents. His mother, who held a law degree, served as a judge on the Maryland state Circuit Court from 1995 to 2001, and his father, who was also an attorney, served as president of the Cosmetic, Toiletry and Fragrance Association for over 20 years As a teenager growing up in Bethesda, Maryland, Kavanaugh attended the Catholic, all-boys Georgetown Preparatory School. One of his classmates, Neil Gorsuch, went on to serve as a U.S. Supreme Court Justice. Kavanaugh graduated from Georgetown Preparatory in 1983. Kavanaugh then attended Yale University, where he was known as a â€Å"serious but not showy student,† who played on the basketball team and wrote sports articles for the campus newspaper. A member of the Delta Kappa Epsilon fraternity, he graduated from Yale with a Bachelor of Arts cum laude in 1987. Kavanaugh then entered Yale Law School. During his confirmation hearing testimony, he told the Senate Judiciary Committee, â€Å"I got into Yale Law School. Thats the number-one law school in the country. I had no connections there. I got there by busting my tail in college.† An editor of the prestigious Yale Law Journal, Kavanaugh graduated from Yale Law with a Juris Doctor in 1990.   Early Legal Career Kavanaugh began his career in the law working as a clerk for judges in the Third Circuit U.S. Court of Appeals and later the Ninth Circuit Court of Appeals. He was also interviewed for a clerkship by Chief Justice of the United States William Rehnquist but was not offered the job. After being admitted to the Maryland Bar in 1990 and the District of Columbia Bar in 1992, Kavanaugh served a one-year fellowship with then-Solicitor General of the United States, Ken Starr, who later headed the investigation that led to the impeachment of President Bill Clinton. He then worked as a clerk for Supreme Court Associate Justice Anthony Kennedy, the justice he would eventually replace on the court. After leaving his clerkship with Justice Kennedy, Kavanaugh returned to work for Ken Starr as an Associate Counselor in the Office of the Independent Counsel. While working for Starr, Kavanaugh was a principal author of the 1998 Starr Report to Congress dealing with the Bill Clinton-Monica Lewinsky White House sex scandal. The report was cited in the House of Representatives debate as grounds for President Clinton’s impeachment. At Kavanaugh’s urging, Starr had included graphically detailed descriptions of each of Clinton’s sexual encounters with Lewinsky in the report. Independent Counsel Kenneth Starr, center, talks with Deputy Independent Counsel John Bates, left, and aide Brett Kavanaugh, right, and another colleague in the Office of the Solicitor General during the Whitewater Investigation on November 13, 1996 in Washington DC. Getty Images In December 2000, Kavanaugh joined the legal team of George W. Bush working to stop the recount of Florida’s ballots in the controversial 2000 Presidential election. In January 2001, he was named as an associate White House Counsel in the Bush Administration, where he dealt with the Enron scandal and assisted in the nomination and confirmation of Chief Justice John Roberts. From 2003 to 2006, Kavanaugh served as the Assistant to the President and White House Staff Secretary. Federal Court of Appeals Judge: 2006 to 2018 On July 25, 2003, Kavanaugh was nominated to the United States Court of Appeals for the District of Columbia Circuit by President George W. Bush. However, he would not be confirmed by the Senate until almost three years later. During the on-again-off-again confirmation hearings, Democratic senators accused Kavanaugh of being too politically partisan. After winning the recommendation of the Senate Judiciary Committee on a party-line vote on May 11, 2006, Kavanaugh was confirmed by the full Senate by a vote of 57-36 on May 11, 2006. During his 12 years as an appeals court judge, Kavanaugh authored opinions on a range of current â€Å"hot-button† issues ranging from abortion and the environment to employment discrimination law and gun control. As to his voting record, a September 2018 Washington Post analysis of some 200 of his decisions found that Kavanaugh’s judicial record had been â€Å"significantly more conservative than that of almost every other judge on the D.C. Circuit.† However, the same analysis showed that when cases for which Kavanaugh had written a majority opinion were appealed to the Supreme Court, the Supreme Court agreed with his position 13 times while reversing his position only once.   Supreme Court Nomination and Confirmation: 2018 After interviewing him, along with three other U.S. Court of Appeals judges on July 2, 2018, President Trump on July 9, nominated Kavanaugh to replace retiring Justice Anthony Kennedy on the Supreme Court. The tumultuous Senate confirmation process that played out between September 4 and October 6 would become a source of debate that deeply divided the American public along political and ideological lines.  Ã‚   Senate Confirmation Hearings Shortly after learning that President Trump was considering Kavanaugh for the Supreme Court, Dr. Christine Blasey Ford contacted the Washington Post and her local congresswoman, alleging that Kavanaugh had sexually assaulted her while they were both in high school. On September 12, Senator Dianne Feinstein (D-California) informed the Judiciary Committee that allegations of sexual assault had been lodged against Kavanaugh by a woman who did not want to be identified. On September 23, two other women Deborah Ramirez and Julie Swetnick, came forward accusing Kavanaugh of sexual misconduct. Protestors rally against Judge Brett Kavanaugh as they march in Washington, DC. Getty Images   In testimony during Senate Judiciary Committee hearings held between October 4 and October 6, Kavanaugh strongly denied all the allegations against him. Following a special supplemental FBI investigation that reportedly found no evidence corroborating Dr. Fords allegations, the full Senate voted to 50-48 to confirm Kavanaugh’s nomination on October 6, 2018. Later the same day he was sworn in as the 114th Associate Justice of the U.S. Supreme Court by Chief Justice John Roberts in a private ceremony. Family and Personal Life On September 10, 2001, Kavanaugh had his first date with his wife, Ashley Estes, a personal secretary to President George W. Bush at the time. The next day- September 11, 2001- they were evacuated from the White House during to the 9-11-01 terrorist attacks. The couple married in 2004 and have two daughters Liza and Margaret. A lifelong Catholic, he serves as a lector at the Shrine of the Most Blessed Sacrament Church in Washington, D.C., helps deliver meals to the homeless as part of the church’s outreach programs, and has tutored at the Catholic private Washington Jesuit Academy in the District of Columbia. Sources , Brett Kavanaugh Fast FactsCNN. July 16, 2018Kellman, Laurie. ,Kavanaugh Confirmed U.S. Appellate Judge The Washington Post. (May 23, 2006)Cope, Kevin; Fischman, Joshua. ,It’s hard to find a federal judge more conservative than Brett Kavanaugh The Washington Post. (September 5, 2018)Brown, Emma. , California professor, writer of confidential Brett Kavanaugh letter, speaks out about her allegation of sexual assaultThe Washington Post. (September 16, 2018)Pramuk, Jacob. , Trump Supreme Court nominee Brett Kavanaugh categorically denies sexual misconduct accusation detailed in New Yorker reportCNBC. (September 14, 2018)Sampathkumar, Mythili. ,Brett Kavanaugh confirmed to Supreme Court amid widespread outcry over sexual assault allegations The Independent. New York. (October 6, 2018)

Discuss the strengths and weaknesses of the three views of reading Essay

Discuss the strengths and weaknesses of the three views of reading instruction - Essay Example Students first learn how to read letters and combination of letters before moving on to words and complete sentences. The theory, in other words, maintains that the optimal strategy for learning reading is to study the parts and then move onto the whole. Basically, the primary advantage of the subskills theory is that it facilitates the learning of reading process by taking young learning through it step by step. Its disadvantage, however, lies in the tremendous emphasize it places on learning linguistic rules, something which young learners find difficult. The interactive theory, based on the one explained above as well as one the top-down group of reading instructions theory, calls upon readers to decode texts by bringing their background knowledge and experiences into the text. Readers, in other words, are called upon to engage with that which they read and make sense of it through their own experiences. As such, its primary intent is the teaching of decoding, vocabulary and comprehension skills. At this point, it is quite possible to infer the primary strength of the defined reading instruction theory lies in its promotion of student comprehension through learner’s experiences, implying the enhancement of comprehension through the highlighting of a text’s practical relevance. Its weakness, however, may be that it calls upon, as yet, cognitively and emotionally immature learners to subjectively engage with a text. As regards the transactional theory, it is little more than an elaboration upon the interactive group of reading instruction theories. As per this approach, readers decode, use their own knowledge, experiences and emotions to understand a text. Its strength lies in that it embraces the strengths of both the subskills and the interactive theories, while its weakness are the same as those cited for both the latter and former. Each of the reading instruction theories outlined in the preceding have their

Athletes and their Impacts on Endorsement of Sportswear Literature review

Athletes and their Impacts on Endorsement of Sportswear - Literature review Example Others include prominent businessmen and politicians. Apart from their careers and appearances in events, celebrities act as spokesmen for different brands in their promotion (Kambitsis et al. 2002, p. 160). This paper will analyze the effect of celebrity (athlete) endorsements in sportswear marketing on the consumer's perception of the product and overall purchasing decision. â€Å"A celebrity endorser is a person who is known by the public for his or her achievements in areas other than that of the product class he or she is endorsing† (Friedman & Friedman 1979, p. 63). This is one of the forms of celebrities that are use by companies in order to promote their products. The reason for use of celebrities is engrained in the influence that they command be it on a national or international stage. Sportsmen and women in particular have been utilized for promotion of a wide range of products most of which include sportswear and energy drinks. Athletes compared to ordinary people have a higher chance of commanding attention. Solomon (2002, p. 50) asserts that the perception that consumers get from brands being endorsed by celebrities is that they are interesting. This is also accompanied by a feeling of connection and positivity with the brands. There is a guarantee that the use of celebrities in promotional ventures will elicit a positive attitude towards the brands and in turn will affect the intentions to purchase. The main reason why people advertise is to persuade customers to buy their products. The whole purpose is pegged on the capability of the producers to alter the attitudes of the consumers. As persuasion is the pillar of this process, credibility in advertisements must be projected for the brand to receive the necessary attention. Athletes especially project trustworthiness, persuasiveness, expertise and objectiveness when used in advertisements (Till & Shimp 1998, p. 72). The customers are also attracted to the brands due to the attractiveness of the personality who is its spokesperson. The attractiveness is classified according to the person?s physical appearance, the relation that can be drawn with the consumer, likeability and the personality. Although the use of athletes is reliant on their skills, some of them are utilized because of their physical appearance that is not so much on the physical attractiveness but on the physique. Ohanian (1991, p. 52) asserts that the use of attractive celebrities as spokespeople is more effective than the use of others who are not as attractive. A halo effect is assumed where the excellence of a person in one direction is associated with excellence in another. An example is that the physical attractiveness of a person being related to coolness or happiness. There is an interaction between the brand and the spokesperson endorsing it. Friedman and Friedman (1979, p. 60) assert that â€Å"a famous relative to a ‘normal’ spokesperson is more effective for products high in psychological or social risk, involving such elements as good taste, self-image, and opinion of others.† There are numerous studies that have been done with the aim of examining the effectiveness that celebrities have as brand spokespeople. Martin (1996, p. 32) conducted such a study that there are those endorsements that performed exemplarily whereas others miserably failed. Michael Jordan’

The Making of Modern Russia Essay Example for Free

The Making of Modern Russia Essay b) How far do you agree that the economic position of the peasantry in Russia was stronger in the period between the Emancipation and the Revolution than it was under Lenin and Stalin? Agricultural policy in Russia throughout Russia between 1856 and 1964 has always been characterised by a hidden agenda. The Tsars used agricultural policy to obstruct a revolution, while Stalin used agricultural policy to facilitate industrialisation. The peasantry were limited in reaping the benefits from agricultural policies introduced by either regime. However, while both governments used agricultural policies to sustain their power, the Communist regime under Lenin and Stalin was significantly more ruthless than the former. The Tsarist regime needed the peasants on side in order to block latent revolutionary threat. Therefore, it can be said the peasants were in a better economic position under the Tsars than the Communist regime. Additionally after the emancipation, the peasantry no longer existed because of egalitarianism. In 1861 Tsar Alexander II introduced the first economic policy intended to benefit the peasantry. The Emancipation Edict was a mechanism implemented to free all serfs, who made up more than one third of the total population. The Emancipation edict abolished all personal serfdom, and the peasants were to receive land from the landlords and pay them for it. This gave the peasantry the opportunity to achieve limited economic success. However in reality, the peasants were effectively transferred from one owner to another. The state advanced the money to the landlords and recovered it from the peasants in 49 annual sums known as redemption payments. That initial stage dragged on for nearly 20 years in some regions. In many areas the peasants had to pay more than the land was worth. While in other areas they were given small plots, and many chose to accept beggarly allotments. The peasants landholdings were controlled by the mir, or village commune. The mir was responsible for redemption payments and periodically redistributed the land to meet the changing needs of the various households. This system meant that peasants could not leave their villages, and actually lost rights to the use of some land. (WHICH?) This policy aimed to circumvent revolution and hence actually worsened the economic plight of the peasantry. The emancipation was a failure in terms of the economic success. What is more, the provisions concerning land redistribution produced the peasant discontent that eventually helped the Russian Revolution to succeed, despite the later land reforms of Stolypin after the 1905 revolution. These plans involved allowing peasants to own their own land, removing the system in which peasants only farmed strips of land and allowing peasants to trade land freely. These proposals would have warranted more economic security for the peasantry if there wasnt a lack of enthusiasm to adopt them. Having enjoyed a sense of collective security at the time, the Bedniaks were unwilling to run the risk of setting up farms individually. For this reason, Stolypins reforms were fruitless. By and large, the same problems created after emancipation was still present in 1914. However, many historians have argued that if given more time Stolypin may have been able to implement them successfully. Overall, the main agricultural policies implemented to improve the economic success of the peasants at the time were aimed at trying to keep the Tsarist regime in power. This is why both the emancipation edict and Stolypins reforms failed. M. Lynch states that in a country as relatively backward as Russia, reforms would take even longer to be effective this refers to Stolypins gamble on the strong. This suggests that Stolypins reforms may have worked if given time, but the peasants were still in a backward agricultural economy and were averse to risk. This is the reason for the failure of both the emancipation and Stolypins reforms. Both policies failed to provide an incentive to the peasantry, to leave what they had and create a richer peasantry would reject any socialist ideals. Instead these policies were aimed at stabilising Tsardom. When the Communist regime seized power in 1917, the peasants encountered the same problems faced in the Tsarist regime. Peasants had not benefited during the Tsarist regime due to the fact that all policies were aimed at maintaining its hold on power. In doing so, some consideration had to be given to the peasants when these policies were implemented. In addition, the Communist regime was different to that of the Tsars; in that it did not depend on the support of the peasants and therefore any policies introduced for agriculture simply relied on the repression of peasants. All policies were aimed at industrialising Russia, and it did not matter if peasants suffered because of this. Any agricultural policy was simply to help feed the towns or to provide grain to export to pay for industrialization. The Communist regime implemented a policy of war communism during the civil war. The sole aim of this policy was to keep the Bolsheviks in power and to win the civil war. As a result, peasants were viewed as disposable. Even during the vast famine of 1922, the Government took all surplus agricultural produce given to the towns to help supply the army with food. The peasants stopped producing more than they needed for themselves. The result was famine aggravated by drought; no measures were taken to help them. In addition, Russia continued to export large amounts of grain to fund the war in spite of the substantial famine in Russia itself. This left many peasants in extremely poor economic positions, definitely in a worse position than during the Tsarist regime. In 1921, the New Economic Policy (NEP) was introduced. It was intended to rectify this position and stabilise the economy. As a result of the NEP, production revived quickly, industrial production reaching the pre-war level by 1926, and although more slowly, agricultural production grew. Moreover, peasants were even allowed to sell some surplus and pay tax; some peasants became rich such as the Kulaks as a result of the removal of state requisitioning. As a result, this policy restored some prosperity and improved the economic position of the peasants by encouraging new small businesses. Experts were brought in to increase production in nationalised industries (coal, iron, steel railways). However, although this policy was aimed at providing more grain to feed the towns, it did improve the economic position of the peasants by giving the people the chance to make money. However it is debateable as to whether it was only intended as a temporary measure to repair a severely damaged economy. There were problems that prevented the peasantry to benefit economically from the policy. The first problem was that the surplus grain produced by peasants couldnt be traded for industrial goods easily as industry did not grow as rapidly as agriculture had. This meant the peasants did not benefit as much as they could have with their increased supply of grain. Furthermore, the high turnover meant the value of grain plummeted between 1922 and 1923. To make matters worse, the lack of industrial goods available at the time meant industrial prices kept rising. The peasantry were forced to grow more grain than before in order to buy the goods they needed. The newly denationalized industry was producing again, but its costs were much higher than pre-war levels and thus the prices of manufactured goods were high. As the marketing of agricultural produce was resumed, the greater supply drove grain prices down. The terms of trade this moved against the countryside. Whereas the average peasant had formerly been able to get a shirt for thirty-odd pounds of rye or the equivalent, by 1923 he needed two hundred and fifty pounds. The result was the scissors crisis so called from a diagram Trotsky used in a speech, which showed the intersection of a falling rural price curve and a rising urban price curve. The curves intersected, said Trotsky in September 1922. The Lag factor undermined the new economic position of the peasants. Moreover, the introduction of higher taxation also further reduced the economic position of the peasants, meaning more of their grain was used to pay taxes rather than for trading. Overall, the economic potential of the NEP was cancelled out by several factors: high taxes, lack of trading opportunities. The economic position of the peasantry had seen some improvement with the abandonment of state requisitioning, but even this development was minor. The peasants were almost in the same economic position as they had been during war communism. The NEP was at least a feasible attempt to improve the state of agriculture, and did give peasants some economic freedom. But, this economic freedom was taken away from the peasantry under Stalin with his policy of collectivisation. This policy forced peasants to live on collective farms, with most the grain being produced being given to towns, over the peasants. This had a severely effect on the peasantry, who started hoarding grain as a reaction against the preferential treatment towards the towns. They refused to produce grain that would not be theirs and successful held the state for ransom. This only dragged the country into a deeper famine. NEP could have helped the peasants economically if it was run properly. This was not the case. Problems such as the machines not being available to cultivate the crops when needed meant more peasants had less grain for themselves. The grain that was produced was not split fairly and left many peasants with insufficient grain to feed their families. NEP also meant the recreation of class distinction, however the policy continued despite its shortcomings until . All the economic freedom achieved since the emancipation were stripped from the peasants, leaving them in a worse position than they were eighty years before. The final problem with collectivisation was Dekulakisation; the class of wealthier independent peasants. In smashing the Kulak class, the peasants were losing the most efficient farmers, thus reducing the amount of grain being produced by the peasants still further. The liquidation of the Kulak class left collectivised farms with the task of improving the peasants economic position. Something it was unable to achieve. Collectivisation undermined any economic freedoms that the peasants had gained. They now had no land, no freedom to trade, and in many cases, not even enough grain to feed their families. Entirely, due to the badly run collectivised farms and the destruction of the class enemy: the kulaks. Overall, agriculture was completely neglected throughout the Tsarist and Communist regimes. Agricultural policies were simply used to either keep the current government in power or to help achieve ideals the regime had, such as industrialisation. In many ways, both regimes were equally incompetent and negligent. Both were authoritarian and dictatorial and all policies passed on agriculture had a vested interest. However, during the Tsarist regime, at least some (albeit not all) peasants had their own land that they could live on. During the communist regime, many peasants were forced into poverty by the policies of war communism and collectivisation. At the end of 1950 peasants did not have their own land, and were working for little reward, as the productivity was worse than in 1917. If the evidence is weighed up on the scales: the peasants economic position stayed much on the same level as before emancipation. However paradoxically, they received more benefits economically by the Tsarist regime than the Communist regime. The Tsarist regime needed the peasants subside revolutionary sentiment and sustain power. Collectivisation under the communist regime destroyed all economic gains the peasants had achieved throughout both regimes. Why was NEP abandoned? http://www.marx2mao.org//Stalin/Index.html For similarities you could consider some of the following points: 1. the central control by the Tsars and by Stalin 2. the secret police under both regimes 3. terror 4. total control of the government over the economy 5. total control of the government over education 6. the adoration of the leaders by the people, giving them a godlike status 7. Both regimes relied on a large number of supporters in order to carry out the work of the leader. For differences, you might consider some of the following points: 1. different political doctrines 2. the way in which they achieved power 3. attempts by the two last Tsars to give the people some democracy was not matched by Stalin 4. the Tsarist regimes knew that they would have to move on if they were to keep people happy. Stalin was not interested in the peoples happiness. He just wanted the power. 5. Industrialisation 6. Class structure 7. Different types of people in power. Not just the Tsars and Stalin but all the other people that helped maintain the regimes. For each of the points you wish to write about you need to make your comparison and then support it with some factual evidence. . Some historians argue that Stolypin and his wager on the strong was the last chance the Tsar had to help Russia develop into a democratic society, and to keep his throne.

The Benefits of Teaching Foreign Language in Elementary School Essay

The Benefits of Teaching Foreign Language in Elementary School The ultimate goal in many classrooms is to communicate in meaningful and appropriate ways (Slavit 1998). In the United States, American students get the opportunity to learn a second language in high school, yet it has been proven that children learn better when they are young. Some schools are taking this opportunity to teach a foreign language to elementary students. The United States may be the only nation where it's possible to complete elementary and secondary schooling without completing any foreign languages (Schulz 2001). In some countries, such as Lebanon, Asia, teachers within public elementary schools are required to teach two or three different languages, usually English and French, to their students. Many schools within European and Asian countries teach two languages to their students before they enter high school. In America, students are introduced to a foreign language in high school where it is difficult for them to master a second language (Naserdeen 2001). Newsweek ran an edition that was mainly about the importance of early learning experiences on brain development. They said that within the first three years of a child's life, there is a "window of opportunity", and second language learning should start taking place around one year of age. They also said that after ten years of age, a person is unlikely to ever speak like a native of the language would (Why 2001). Mantrel explains this as "Synapses or avenues in the brain are opened up by foreign language instruction when it is introduced at an early age. If languages are not introduced at an early age, these synapses are not accessed, and language learning is much more difficult to ac... ...ferent language have increased cognitive ability and exceed normal classroom expectations. This will also come in to play later on in their lives, and it will benefit the global economy, as everyone will better understand each other. It provides the learners with a competitive edge in the work force (Naserdeen 2001). When interviews were done at randomly selected elementary schools in the 2000/2001 school year, the students had positive things to say about learning another language. All of them said that they wanted to continue with their studies in languages. By bringing language studies to the elementary schools, this is helping society and the kids too. They will later benefit in life from this; also as one of the results, we will teach them to respect other cultures. Overall, teaching a second language in elementary education will definitely benefit everyone. The Benefits of Teaching Foreign Language in Elementary School Essay The Benefits of Teaching Foreign Language in Elementary School The ultimate goal in many classrooms is to communicate in meaningful and appropriate ways (Slavit 1998). In the United States, American students get the opportunity to learn a second language in high school, yet it has been proven that children learn better when they are young. Some schools are taking this opportunity to teach a foreign language to elementary students. The United States may be the only nation where it's possible to complete elementary and secondary schooling without completing any foreign languages (Schulz 2001). In some countries, such as Lebanon, Asia, teachers within public elementary schools are required to teach two or three different languages, usually English and French, to their students. Many schools within European and Asian countries teach two languages to their students before they enter high school. In America, students are introduced to a foreign language in high school where it is difficult for them to master a second language (Naserdeen 2001). Newsweek ran an edition that was mainly about the importance of early learning experiences on brain development. They said that within the first three years of a child's life, there is a "window of opportunity", and second language learning should start taking place around one year of age. They also said that after ten years of age, a person is unlikely to ever speak like a native of the language would (Why 2001). Mantrel explains this as "Synapses or avenues in the brain are opened up by foreign language instruction when it is introduced at an early age. If languages are not introduced at an early age, these synapses are not accessed, and language learning is much more difficult to ac... ...ferent language have increased cognitive ability and exceed normal classroom expectations. This will also come in to play later on in their lives, and it will benefit the global economy, as everyone will better understand each other. It provides the learners with a competitive edge in the work force (Naserdeen 2001). When interviews were done at randomly selected elementary schools in the 2000/2001 school year, the students had positive things to say about learning another language. All of them said that they wanted to continue with their studies in languages. By bringing language studies to the elementary schools, this is helping society and the kids too. They will later benefit in life from this; also as one of the results, we will teach them to respect other cultures. Overall, teaching a second language in elementary education will definitely benefit everyone.

Electronical Devices for Books Essay

Imagine if electronic devices replaced books and papers. Imagine being able to have all of your school supplies at the tips of your fingers. Life would be so much easier for students, and even the teachers. Technological devices should replace traditional books and papers because it provides more resources, keeps everything organized, and make the students backpacks lighter. Electrical devices are better because they provide more resources. It gives more resources because they can go to the internet and find what you are looking for faster. A student can easily look up more information for a person they are doing a biography on. Plus instead of writing down a website address, they can just go straight to the link. Also, the internet can give a person more information than a book can give. For example; a book may give a person just a page over a person, but online, the student can get pages over that person. A person can get multiple opinions to see if they are getting the right information. The electronic devices such as laptops can keep everything neat and organized. It keeps students more organized because instead of having all of these papers, you have virtual folders that a student can put documents in, PDF files, and power points. They can look at all of their documents that they saved and print them to give to teachers as hard copies. Plus a student can put work on a flash drive and save them and use it for extra storage too. A student can easily access your homework by clicking on a folder. Using technological devices will make the students backpacks lighter because they won’t have to carry around a bunch of books and folders with a bunch of paper stuffed inside of it. These devices save room in the student’s backpacks. Students always complain about their shoulders and backs hurting because of how heavy their bags are. So why not give their shoulders and backs a break and use electronic devices and just give them a try. It would also save the schools and parents a lot of money by not having to buy textbooks every year for their children. To conclude, why should technological devices replace traditional books and paper? They should replace them because they provide more resources, keeps students more organized, and takes weight off of student’s backpacks. Does anyone else agree? Students want all of these things to make their school life a whole lot easier and more fun. Prev Page

Marriage and Obedient Christian Head Essay

For almost 4 years I was married to a beautiful and adulterous woman. In terms of our friends and acquaintances and the public, we were a perfect couple. We held hands when at comedy shows and in malls. We kissed anywhere and everywhere, no matter who was watching or whose paths we crossed. But when night fell on any given evening, my beautiful wife would leave only to return in the wee hours of the morning, just before daylight. What a lovely person she was when we on the town together. I admit that I hung in there for almost two years and was the â€Å"good† husband and obedient Christian â€Å"head†. I ran my companies from home and rarely met clients in person, opting to use Skype for my meetings. When I approached my wife about going to church and seeing a marriage counselor, she balked and I felt abandoned. Too much of that began to make me feel worthless, helpless, and heartbroken. And then came the need to find attention and a woman who would show me appreciation and value; things my wife did not or could not. I began to meet clients out in lounges and at happy hours. Or travel everywhere out of state, or the country to find â€Å"other† women who would welcome this gentleman. I stayed out until daylight many nights. Bedded many women. Travelled on many excursions with strange women. In final, after a sadistically short marriage and nasty divorce, I came to terms with the way I react to pain. Ashamed am I to have turned to my ex-wife’s ways. Ashamed am I to have left my obedience to the Lord. Ashamed am I to have to write about the truth. Though, I know, now, that I would be better if I was ever cheated on again.

Unos vs. Algunos †Spanish Grammar and Word Usage

Unos vs. Algunos - Spanish Grammar and Word Usage When used to mean some, meaning an indefinite number, algunos and unos are usually interchangeable - it doesnt matter which one you use. However, there can be some subtle differences between them. Here is a guide to know where the choice of word might make a difference: Approximations Unos, but not algunos, can be used when making approximations (approximations can be expressed in other ways as well): Tenemos unos mil quinientos discos de mà ºsica clsica. We have some 1,500 classical music discs. With de The phrase algunos de is far more common than unos de to mean some of: Estos son algunos de los monumentos ms extravagantes del paà ­s. These are some of the most outlandish monuments in the country.La compaà ±Ãƒ ­a planea pasar algunas de sus tecnologà ­as a cà ³digo abierto. The company is planning to put some of its technologies into open source.Algunos de mis mejores amigos son espaà ±oles. Some of my best friends are Spaniards. In contrast with otros If a sentence is contrasting some with others (otros), either algunos or unos can be used to mean some:  ¿Por quà © unas personas pueden bailar y otras no?  ¿Por quà © algunas personas pueden bailar y otras no? Why can some people dance and others cant?Las emociones son como el mar, unas veces airado, otras veces tranquilo. Las emociones son como el mar, algunas veces airado, otras veces tranquilo. Emotions are like the sea, sometimes angry, sometimes peaceful.Algunos vieron la pelà ­cula, otros no. Unos vieron la pelà ­cula, otros no. Some saw the movie, others didnt. In contrast with none If the emphasis is on some as opposed to none, algunos is more commonly used. The emphasis in such a case isnt so much on number as on existence: Algunos soldados pueden dormir con cualquier ruido de fondo. Some soldiers can sleep through any kind of background noise.Sà © que algunos me comprenden. I know that some people understand me.Algunos creen que son ms importantes que Dios. Some believe they are more important than God. Sources: As with most lessons on this site, sample sentences are adapted from a variety of sources written by native Spanish speakers. Among the sources consulted for this lesson were: Espacio Latino, Fayerwayer, Foro de Blogger, NIH.gov, Planetanuncios, Tadforo, Yahoo Mà ©xico.

The Experts Guide to the AP Chemistry Exam

The Expert's Guide to the AP Chemistry Exam SAT / ACT Prep Online Guides and Tips AP Chemistry is a challenging subject, and many students feel nervous about taking on the exam at the end of the school year. But if you have a sense of what to expect on the AP Chemistry test well in advance, you'll be able to prepare appropriately for it. In this guide, I'll lay out the structure and content of the AP Chemistry exam, give you examples of different types of questions you'll see on it, and tell you how to study effectively for it! How Is the AP Chemistry Exam Structured? Like other AP tests, the AP Chemistry exam has two sections: a multiple-choice section and a free-response section. On both sections, you will have access to a periodic table of the elements as well as a chart listing any formulas and constants you might need for your calculations. The Multiple-Choice Section Here is a brief overview of the multiple-choice section on AP Chemistry: Number of Questions: 60 questions with four answer choices each Time: One hour and 30 minutes Scoring: Worth 50% of your total AP Chemistry score Calculator Use: Prohibited Be aware that some of these questions will exist as a part of question groups (which consist of a few questions that ask about one set of data), whereas others will stand on their own. The Free-Response Section Next up, here is an overview of the free-response section on AP Chemistry: Number of Questions: Four short-response questions and three long-response questions Time: One hour and 45 minutes Scoring: Worth 50% of your total AP Chemistry score Calculator Use: Allowed Question Topics Finally, here are the main topics you'll be tested on with the AP Chemistry exam: Experimental design Analyzing data and identifying patterns or explaining phenomena Creating or analyzing atomic and molecular views to explain observations Articulating and then translating between representations of data Following logical/analytical pathways to solve a problem The entire AP Chemistry exam is three hours and 15 minutes long. This year, the test will be administered on Thursday, May 7, 2020, at 8 am. You'll probably have to wake up at least this early on the day of the AP Chem test. Also, this corded monstrosity is what people used to set alarms before smartphones. Horrifying, I know. How Is the AP Chemistry Exam Scored? As mentioned above, the multiple-choice and free-response sections are each worth 50% of your total score. No points are taken off for incorrect answers on either section (i.e., there is no guessing penalty). To calculate your raw multiple-choice score, add up all of your correct answers. This means you can earn a maximum of 60 points on the multiple-choice section. While the free-response section is a little more complicated, you should be able to figure out how many points you’ve earned if you have scoring guidelines. Short-response questions are worth 4 points, and long-response questions are worth 10 points, meaning you can earn a maximum of 46 points on this section. Next, convert these raw scores into numbers out of 50 so that they each make up half your final raw score. Say you got 40 out of 60 multiple-choice questions correct. You would convert this score to the equivalent fraction of 33 out of 50. Then, if you got 30 out of 46 points on the free-response section, you would convert that score to the equivalent fraction of 32 out of 50 points. Finally, add the two scores out of 50 together to get your final raw score out of 100. You can use the conversion chart below to estimate how your raw score might translate to an AP score (on a scale of 1-5). In this case, your raw score of 65 would be right in the middle of the 4 range. We can’t be absolutely sure that these raw score ranges will correlate exactly with these AP scores because the curve is slightly different every year. If you find you’re close to the bottom of your goal score range in practice testing, don't get complacent! You should probably put in a little more studying so you can feel more secure. Raw Score AP Score Percentage of Students Earning Each Score (2017) 72-100 5 10.1% 58-71 4 16.2% 42-57 3 26.1% 27-41 2 26.2% 0-26 1 21.4% Source: The College Board What Do You Need to Know for the AP Chemistry Test? The AP Chemistry test centers around six major themes, or big ideas, which encompass all the topics covered in the AP Chemistry course. I list them here to give you an overview of what kinds of ideas you should be familiar with before taking the test. Big Idea 1: Chemical Elements and Matter The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. In terms of specific topics, here's what this idea covers: Compounds in atomic molecular theory Using mass data to identify the composition or identity of a chemical substance Units in chemistry: particles vs. moles vs. mass vs. volume Electrons (distribution in atoms and ions, energy levels, Coulomb’s Law, classic shell model vs. quantum mechanical model) Structure of the periodic table Mass spectrometry Spectroscopy/light absorption and chemical composition of a solution The Law of Conservation of Mass Gravimetric analysis and titration Dude, I'm telling you, this is what everything looks like if you zoom in far enough. Big Idea 2: Chemical and Physical Properties of Materials With this big idea, both the chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. This idea covers the following topics: Molecular structure and its connection to a substance’s properties Phase changes (solids, liquids, gases) Chromatography Interactions between solutes and solvents London dispersion forces Polarity of atoms and molecules Coulomb’s law and the interactions of ions Chemical bonds and why certain atoms form certain types of bonds Bond polarity Properties of metallic elements Lewis diagrams and VSEPR Properties of ionic solids Properties of metal alloys Metallic bonding and the electron sea model Properties of covalent solids Properties of molecular solids Salt: what a square. Big Idea 3: Changes in Matter Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Specifically, this big idea encompasses the following topics: Writing balanced chemical equations Stoichiometric calculations to predict outcome of reactions Bronsted-Lowry acids and bases Redox reactions Difference between physical change, chemical change, or ambiguous change Galvanic or electrolytic reactions Half-cell reactions/potentials and Faraday’s laws Matter is always making changes to be its best self. Good for it. Big Idea 4: Rates of Chemical Reactions With this idea, rates of chemical reactions are determined by details of the molecular collisions. Here are some important topics included in this idea: Factors that impact rates of chemical reactions (temperature, concentration, surface area) Calculating rate of a zeroth-, first-, or second-order reaction How half-life relates to rate constant in a first-order reaction Rate law and molecular collisions Catalysts and their impact on chemical reactions Molecular collisions are a lot like car collisions except smaller! Aren't you glad I'm here to enlighten you? Big Idea 5: The Laws of Thermodynamics It's important to know that the laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. These laws encompass the following topics: Thermal energy transfer Relating the magnitudes of energy changes in two interacting systems (direction of energy flow, type of energy) How energy changes relate to heat capacity, enthalpy of fusion, enthalpy of reaction, PV work Calorimetry Enthalpy of reactions and connection to chemical bonds Noncovalent interactions between molecules Whether reactions are thermodynamically favored or not Gibbs free energy calculations Le Chatelier’s principle Equilibrium constants This is a star, or, more scientifically, "a crazy-hot ball 'o energy." Big Idea 6: Bonds and Intermolecular Attractions Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. This big idea covers the following topics: How changes to chemical reactions affect Q and K Relative rates of forward and reverse reactions Equilibrium constant (K) and how to calculate it Calculating equilibrium conditions of a system Direction of the shift resulting from stresses placed on a system at chemical equilibrium Design a set of conditions that will optimize a certain reaction outcome The distinction between strong and weak acid solutions with similar pH values Interpreting titration data to determine the concentration of the titrant/pKa/pKb Calculating the pH of a solution and its makeup Acid/base reactions Buffer solutions - design, identification, reactions Labile protons and how they affect pH Solubility of salts and Ksp Equilibrium constant in terms of ââ€" ³G ° and RT Join these kooky characters in the new hit dramedy Bonds: They're Stuck Together. Oh man, you've never seen chemistry like this before. Will they? Won't they? Who cares? Sample AP Chemistry Questions + Explanations Here are examples of each type of question you'll see on the AP Chemistry test. I’ll also walk you through the answers to give you an idea of how to approach and solve them. Sample Multiple-Choice Question Many questions on the AP Chemistry exam ask you to make predictions about chemical properties or reactions based on data like this. In this case, the answer is A. The coulombic attractions are weaker in NaCl than they are in NaF because the ionic radius of F- is smaller than that of Cl-. The attraction between molecules will be greater in NaF, and the bonds will be harder to break. Sample Short Free-Response Question In this question, part a requires an understanding of why or why not reactions might occur between molecules. First, you need to explain how collision energy affects whether two molecules will react with each other. Only collisions with enough energy to overcome the activation energy barrier (typically represented by the variable Ea) will reach the transition state and break the F-F bond. Next, you need to identify one other factor besides collision energy that influences the likelihood of a reaction between two colliding molecules. You could say that in order for a collision to be successful, the molecules must have the correct orientation. You would need to mention the specific bonds being formed and broken. Only molecules with the correct orientation can start to form the N-F bond and break the F-F bond. The molecules have to contact each other in very specific places for the transition to take place. Part b is about rate laws, and the first part is pretty straightforward. You have a 50/50 chance of circling the right one even if you have no idea what the answer is. For the record, it's the second option, rate = k[NO2][F2]. You then need to explain why you made your choice to get the last point on this question. The second rate law is the correct answer because Step I is the slower, rate-determining step in the reaction mechanism. Step I is an elementary reaction, so its rate law comes from the stoichiometry of the reaction molecules, NO2 and F2. Sample Long Free-Response Question In part a of this question, you’re asked to write two net-ionic equations. Writing balanced equations based on experimental scenarios is an important skill for the test. For part i, the neutralization reaction is H+ + OH- = H2O (liquid). For part ii, the precipitation reaction is Ba2+ + SO42- = BaSO4 (solid). In part b, you need an understanding of what causes electrical conductivity in chemical substances and why the conductivity decreases at first in the situation described. For part i, the solution is conducting electricity as the first 30 mL of the H2SO4 are added due to the presence of Ba2+ and/or OH- ions that haven’t yet been scooped up for the reactions (you could mention either one and still get a point). For part ii, you could say that the conductivity decreases because these two types of ions are steadily removed by the precipitation and neutralization reactions (Ba2+ ions are taken to form BaSO4, and OH- ions are taken to form water). Side Note: The conductivity goes back up after the equivalence point because of the additional H- and SO42- ions that now exist in solution after all the Ba2+ and OH- ions have been used up by the reactions. Part c requires some attention to detail in unit conversion as well as a logical assessment of the information you’re given. Molarity is moles per liter, so the question is how many moles of Ba(OH)2 were there per liter in the original solution without the added H2SO4. Since the conductivity starts going back up after 30 ml of H2SO4 are added, that means that at that point the number of moles of H2SO4 is equal to the number of moles of BaOH2 in the original solution. We can calculate that 30 mL of 0.10 M H2SO4 is equivalent to 0.0030 moles (0.10 moles/liter multiplied by 0.030 liters). There should be the same number of moles of BaOH2 in the original solution, so we can divide 0.0030 moles by the original 0.025 L (25 ml) to arrive at our answer of 0.12 moles/liter or a molarity of 0.12 M. Part d requires you to use Ksp (the solubility product constant) to determine the amount of Ba2+ ions that remain in solution at the equivalence point. The question tells us that for BaSO4, Ksp = 1.0 x 10-10. The solubility product constant equals the product of the number of ions of each component of the precipitate. Each of these is raised to the power of its coefficient in the original net ionic equation, which in this case is 1 for both: Ksp = [Ba2+] x [SO42-] At the equivalence point, the amount of each of these ions is equal. This means that [Ba2+] x [SO42-] = [Ba2+]2 and [Ba2+]2 = 1.0 x 10-10. The number of Ba2+ ions would be the square root of Ksp, which is 1.0 x 10-5 M. Part e asks you to explain why there is a lower concentration of Ba2+ ions in solution as the amount of H2SO4 added increases past the equivalence point. In this case, you would need to mention the common ion effect and the fact that if you add sulfate ions to an equilibrium reaction involving other sulfate ions, the reaction will consume the added ions to reach a new equilibrium. This means that more of the precipitate (BaSO4) is formed, and more Ba2+ ions are taken out of solution to contribute to it. Equilibrium must be reached. Transition from doing ... to being (I've been getting into yoga lately even though I can't touch my toes without feeling like my whole body is being ripped apart). As you can see, the questions on the AP Chemistry test range from short and sweet to long and moderately evil. An important thread that runs through all of them is that you need to know basic background information about why certain substances act the way they do. For example, why do some substances have higher boiling points than others? What does collision energy have to do with molecular reactions? Why do some chemical substances conduct electricity? Being able to justify your answers is very important. Make sure you never lose sight of the fundamentals as you get into more complex calculations and concepts. How to Study for AP Chemistry: 6 Key Tips Here are some additional tips that will help you prepare for the AP Chemistry exam appropriately and improve the efficiency of your studying! #1: Always Ask Why Don’t gloss over questions you got right through lucky guesses. If you don’t understand exactly why the correct answer is correct, you need to review the concept until you do.Chemistry builds on itself, so if you don’t get the fundamental reason your answer was correct or incorrect, you could be in for a whole mess of trouble in the future. For example, you might have memorized that a certain molecular compound has a higher boiling point than another, but that doesn’t mean you necessarily know why this is the case. Make sure you always know why certain properties occur based on molecular and atomic structure so that you can justify your answers and adapt your knowledge to a variety of scenarios. #2: Memorize Formulas You should memorize all the formulas you need to know for the test. Even though you’ll get a formula sheet, it’s going to be much easier to get through the questions if you don’t have to keep consulting it. For each formula, make sure you know the types of questions it will help you answer and how else it could come into play on the test. #3: Review Your Labs Labs are critical in AP Chemistry because they show you the real-life implications of the facts you’ve been studying. You’ll see many questions on the exam that deal with lab scenarios, and it’s much easier to understand these types of questions if you’re somewhat familiar with the setup. It’s crucial to understand why you got the results you did for each lab and to be able to connect them to facts about chemical reactions and properties of different substances. #4: Learn to Estimate The multiple-choice section of the AP chemistry exam doesn’t let you use a calculator. This is kind of scary for some people, but it shouldn’t be a big obstacle if you’re well prepared. You’ll save yourself a lot of time if you practice doing multiple-choice questions and estimating logical answers without going through long calculations. The more familiar you are with the mechanics of chemical reactions, the easier it'll be to estimate the answers to these problems. #5: Practice With Official Materials The College Board offers free downloadable AP Chemistry materials you can use to get more used to the content of the exam and to practice real multiple-choice and free-response questions. All free-response questions include sample answers as well as commentary that explains what is particularly good (and not so good) about the response. #6: Get a Review Book This is one of the AP classes for which it’s extremely helpful to have a review book to guide your studying. Since the material is complicated and there are a lot of different things you need to know how to do, a review book can help ground you and give you a better handle on how to structure your review overall. You’ll also get a lot of additional practice problems and answer explanations. While you should still use your labs and notes from class, a review book will help you better organize your thoughts. Here are a couple of books I recommend: 5 Steps to a 5: AP Chemistry 2018 (about $10 on Amazon) Barron’s AP Chemistry (about $10 on Amazon) For practice questions, you can also get the book Sterling AP Chemistry Practice Questions (about $20 on Amazon). It’s not technically a full review book, but it will give you more practice resources to use as you study the material on the test. Sometimes this is how your mind acts when you're trying to study something complicated. Let a review book guide your way so the journey toward enlightenment is less anxiety-ridden! Conclusion: How to Study for the AP Chemistry Exam In summary, here are the basic logistical facts to keep in mind about the AP Chemistry exam: Test Date and Time Thursday, May 7, 2020, at 8 am Total Time 3 hours and 15 minutes # of Questions 60 multiple-choice questions 7 free-response questions (4 short, 3 long) Scoring Long free response: 10 points Short free response: 4 points Calculator? Multiple choice: Not allowed Free response: Allowed Point Penalty for Wrong Answers? No penalty %age of Points Needed to Score a 5 Around 70% As I’m sure you've noticed, there’s a lot of material to learn for the AP Chemistry test (six big ideas compared with AP Biology’s four big ideas! What!?!?!). This is why starting your studying early and keeping up with the progress of your class throughout the year are so strongly connected to your level of success on the test. Here’s a quick review of my top six tips for preparing for the AP Chemistry exam: Always ask yourself why the answer is correct on practice questions Memorize all the formulas Review your labs, not just your notes Learn to estimate on multiple-choice questions Practice with official AP Chem materials Use review books to organize your studying If you’re focused and diligent, nothing on this test will be a chemystery to you because you’ll be a regular Sherlock Coulombes ('cause you’ll know all about London dispersion forces. OK, I’m done now). What's Next? Chances are, if you're taking AP Chemistry, you're also planning to take a couple of SAT Subject Tests. Check out our guide to learn about the differences between AP tests and Subject Tests! If you get a 5 on AP Chemistry, what does that mean for you? Find out how AP credit works at colleges. If you read this article, you're probably taking AP Chemistry. But your final high school schedule might not be set in stone just yet. Read this article for comprehensive advice on how many total AP classes you should take in high school to reach your goals. How can you use your knowledge of chemistry to help clean your stuff? Read up on muriatic acid (and what not to combine it with) here. 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:

Do memeories hinder or help people in their efforts to learn from the Essay

Do memeories hinder or help people in their efforts to learn from the past and succeedin the present - Essay Example The real power of memories and experiences is they can be used to help us succeed today. A favorite work of literature I often return to is the Outsiders by S.E. Hinton. The entire structure of the book is one long memory of the protagonist, Pony Boy. The tragedies, triumphs and tensions described in the telling of the story all lead to one important point in time. It is the moment that Pony Boy sits down to write the story of his young life. Without these experiences would Pony Boy have been the same person he was when he sat down to tell his tale? If he had not experienced the class conflict, the loss of a friend and the witnessed wasting of life, would he have been as powerful a narrator? Perhaps the real question is would he have had story to tell? Though Pony Boy is a character of fiction, he is real in the sense that all of us need to use our past experiences and memories to help us succeed today. Success for Pony Boy was the writing of his life story in a touching, dramatic wa y. We all have a past that we must use to reach our potential. Every human being has aspirations and dreams. I believe that we experience certain things in our lives that can be stumbling blocks or springboards for accomplishing our dreams. Pony Boy Curtis used tragedy to tell the story of his life. We all have a different story, but a story we all do have. In my life, I can already see that some experiences and failures I have experienced have provided opportunities for me to learn or for me to regress in my learning. When I was a boy, I had a fever that caused swelling in my hands and feet. I was very sick. The doctors warned that if the condition was not brought under control, I would continue to swell-up like a balloon. Although this sounds funny now, at the time it was in-fact a life threatening condition. Up until this time, I was a kid that only ever wanted to watch TV and play video games. My parents would constantly push me out of the house to go play, but I hated it. I was much more interested in movies. Once I got sick, I had to lie in bed for two weeks without moving. My feet did not touch the floor from my bed for this whole period of time. I remember lying there in bed just wishing that I could somehow get up and go run around outside. I was so tired of watching TV after the first week that I didn’t even turn it on after the first seven days. After I regained the use of my feet and hands, I remember spending almost all of my time outside. I remember how good it felt just to have the breeze on my face and the sun shining on my skin. To this day, I am still the sort of person that appreciated the outdoors. This experience taught me that being inside and craving electronic entertainment is not a happy way to live life. I would be a much different person if I had never gotten sick all of those years ago. Our experiences in the past shape who we are today. A final reason I feel the past is important is because a firm understanding and memory of the past is important for keeping us firmly rooted in the present. Another book that I enjoy is George Orwell’s 1984. This book describes a dystopian society that is controlled by conflict, despair and the ever-present Big Brother. The main character, Winston Smith, actually works for the government in 1984. His job is to destroy the evidence of past events that contradict the official party line as told by the government. By controlling the past and the reported happenings of history, the government is

The Customer Service Perspective Essay Example | Topics and Well Written Essays - 750 words

The Customer Service Perspective - Essay Example THE MOST VIABLE OPTION As the world turns into the global village melting all the cultures and blurring all the boundaries with the use of technology, competitive landscape is much tougher than ever before. Information is easily accessible to the customers, availability of substitutes has given more power to the customers and the only choice left to the suppliers is to; â€Å"delight their customers†. Thus the rule of the game is not only to meet the requirements of the customer but to step further in creating a value for the customer. Here, Niven advises that; â€Å"companies need to offer all three – innovation, outstanding customer care and flawless execution – because of today’s hyper-competitive environment. Only then can companies meet customer expectations and succeed at performance management that translates into leadership in the marketplace and customer minds.† (Niven, 2004) Customers make the most important link in the chain of success. C ompanies have to carefully identify their potential customers, segmenting the right market and targeting the potential customers serve as competitive advantages to a company. Innovation, customer care and execution along with quality offerings are required to maintain the customer base. Since now there are so many substitutes for a product that companies need to take a leap in satisfying them by providing the best customer care services. Bollen believes that customer complain is an opportunity for the company to win his trust, loyalty and long term commitment. Only if the company gauge it right and makes the customer feels that he is being valued an enduring relationship can happen. (Bollen, 2008) Bollen has related the choice of a customer to his emotional attachment in order to make companies realize that no matter... No other perspective is given more importance than the customer perspective because no matter how good your product is if you are unable to translate its need to your customer one can’t earn the desired results. After thoroughly reading various articles from the web and examples of companies using balance score card with special important to customers perspective, I felt a lot of tilt towards innovation and value proposition of the product in order to satisfy the customer. What more I would like to add is the â€Å"human factor†. Companies should divert their attention towards customer care; employees should be given a lot of important. But since it is an internet economy and a lot of transactions take place virtually all the aspects that are used to communicate or encounter with the customers should be carefully handled. Web sites and customer portals should be user friendly and incorporate all the answers to the customer. Strong emphasis should be placed on the commun ication strategy of the business. The features and benefits of a product should be translated to the customers as per their needs and wants. Usage of jargons and words customers don’t know can be trouble shooting.