The Transition Of Power And Privilege - 1786 Words

Introduction In order to follow the transition of power and privilege in West Africa as it relates to the social phenomenon of family life, spirituality, economy and politics, it is imperative to do so in reference to time and events. In pre-colonial West Africa, women were at the forefront of all domestic affairs. The reason for this being that women were given jobs socially constructed to fit the mainstream idea that women could not carry out other certain strenuous duties such as hunting and fighting because of their biological build. In essence, while men carried out these physical tasks, women indulged in subtitle duties such as farming, sewing, religious guides etc. these duties, seemingly inconsequential as they were, played a major part in the development of primitive West African communities. A closer view into some of their practices would disclose why. AGRICULTURE: Mechanized farming at this stage of West African development was yet unthinkable. However, women being the mothers of traditional African families were solely responsible for the daily overseeing of farming activities, their many children being useful on the farmlands as cheap labor. Women were skilled and efficient in the cultivation of food crops needed to sustain family feeding demands whilst their husband hunted game, tapped palm wine, fought the tribe’s wars or considered taking new wives. It is important to know that at this stage of West African development wealth and affluence wasShow MoreRelatedThe Importance Of The Privilege Walk Activity Essay977 Words   |  4 PagesThe purpose of the Privilege Walk Activity is to learn to recognize how power and privilege can affect our lives even when we are not aware it is happening. The statements in this activity addresses privileges that are based on gender, race, ethnicity, class, or sexual orientation and divides participa nts similarly into different places privileges place individuals in society. 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Nature Function of Academic English Free Essays

string(202) " difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction \(Schleppegrell 43\)\." There has been an ongoing discourse about different approaches that translates to the best way of teaching the English language and what appropriately constitute to the language itself. Genre knowledge has been the source of much discourse in the academe because of how it affects the disciplinary and professional cultures of teaching Academic English (Berkenkotter Huckin 24). The academic discourse further covers the features of the language in terms of linguistic, grammatical and vocabulary features. We will write a custom essay sample on Nature Function of Academic English or any similar topic only for you Order Now The discussion of such features and how it is affected under the different approaches is evaluated to provide for the grounds for the approach that must be seriously considered in for the academe use. Research about written discourse and text that hold such a prominence in the academy are analyzed according to formal discourse genres, their characteristics as well as the common linguistic features it possess (Hinkel 2). Above the question of the importance of the genre approach, there is also a question as to how explicit the teaching instruction must be. Contradicting sides would argue about the necessity of the teaching such approach (Freedman Medway 193). Others would argue if it is even possible (Freedman Medway 193). Others would wonder if it would benefit the students or would it prove to be more dangerous (Freedman Medway 193). There is also a discourse about the right timing by which such an approach should and could be applied to a class depending upon the students’ age and capabilities in writing (Freedman Medway 193). Genre Academic Discourse   Literary genres were discussed as early as in Aristotle’s The Poetics and developed in the Rhetoric that shows how he defined genres as a simple way of classifying text types, this is what was generally accepted over time (Clarke 242). According to traditional views, genre was limited to being primarily literary, defined by textual regularities in terms of form and content, classified into simplified categories and subcategories (Clarke 242). Under this definition, genre was not seen as relevant in terms of the discussion of composition and pedagogy (Clarke 242). Most of the linguists advocate that there should be a concentration for mastery of the different genres in the English language and that the teachers should focus on giving specific instruction that teaches the characteristic of each genre (Mercer Swann 222). The students need a model by which they could follow in keeping with a genre structure (Mercer Swann 222). They see grammar to play an important role in the process of learning the genres because it enables the students to â€Å"manipulate the text† contradictory to the process approach that sees the trouble in explicit manner of teaching grammar due to its unnecessity and danger to the students’ learning (Mercer Swann 222). The common misconception would refer to genre and text type to merely be the same aspect of a text but in reality they actually differ in terms of texts with particular genres having different linguistic characteristics and other literary features (Johns 73). However, different genres can be similar linguistically. Genre can be described as text characterized by external criteria, for instance written or spoken text, different audience, different context or purpose (Johns 73-74). On the other hand, text types can be represented by rhetorical modes such as â€Å"exposition† or â€Å"argument† as different text types (Johns 74). They are seen to be similar in terms of internal discourse patterns despite having different genres (Johns 74). The two concepts then refer to complementary perspectives on texts however they still remain different (Johns 74). Teaching and Writing Genres In a classroom environment, text types that are written and spoken are related to the different demands by which the school requires and depending upon the subject areas of focus. There are different writing tasks that involve genres that go way beyond the literary realm (Schleppegrell 77). Factual and analytical genres exist under the evolution of the academic English language. The usual technique would be for students to read massive amount of authentic texts to give awareness to the difference of the ranges of genres and determine the registers they encounter for their own chose subject matters (Hoadley-Maidment Mercer 303). Students are then made of aware of the differences between academic and non-academic genres. Through the process of being exposed to the different genres, the students are familiarized with the different lexical, grammatical and organizational features of the texts that exist that train them along the way (Hoadley-Maidment Mercer 303). Genre Knowledge The academic discourse on genre gives two perspectives in terms of structurational and sociocognitive that deals with the activity language undergoes from diverse fields like â€Å"sociolinguistics, cognitive psychology, educational anthropology and conversation analysis (Berkenkotter Huckin 24).†Ã‚   This is the new concept that is emerging on top of the rich body of research regarding the genre’s structure from the structurational theory (Berkenkotter Huckin 24). There is the constant need for the academe to monitor and recognize the changing pattern that language undergoes and thus the changes in the genres as well (Berkenkotter Huckin 24). Full participation any general disciplinary and professional culture requires knowledge of the written genre and they are referred to as the â€Å"intellectual scaffolds on which community-based knowledge is constructed† thus placing a priority to monitor the pattern changes (Berkenkotter Huckin 24). At the same time, they are worth examining because the genre of academic discourse also produce criteria like a â€Å"community’s norm, epistemology, ideology, and social ontology (Berkenkotter Huckin 25)† Linguistic Features of Academic Discourse According to Martlew and Sorsby (1995) â€Å"Written language like spoken language achieves communicative ad conceptual goals by using a complex system of arbitrary symbols and conventional rules†¦ In literate societies, a developed writing system is pervasive in children’s environment and it is likely that each individual child constructs, or re-invents, their own approach to writing from whatever salient experience the environment offers which they can utilize at different levels of development (Mercer Swann 287).† There are certain linguistic expectations from students who enter into an academic arena and such a language practice can be reflected in most social groups more than others (Schleppegrell 43). Some students can encounter difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction (Schleppegrell 43). You read "Nature Function of Academic English" in category "Essay examples" Despite the fact that the classrooms can provide for an avenue for the students to develop such a standard and be trained by spoken and written language activities, the teachers need to remember how the forms of language can take its place in the academic context (Schleppegrell 44). For example, academic texts are by nature â€Å"informationally dense and authoritatively presented (Schleppegrell 44).† In order to get the extract the position and information from certain texts, the teachers and students must be able to unpack the meaning and recognize the position and ideologies of the text (Schleppegrell 44). Linguistic choices and the awareness of it enable a wider participation in the contexts of learning (Schleppegrell 44).   Having a clear perspective of the grammatical features that are seen as tools in deciphering school texts then provides as the foundation for a more efficient research of language development in terms of functionality as well as learning new registers (Schleppegrell 44-45). Most research focus on grammatical and lexical features of the student’s language production that produces a language analysis from a systematic functional linguistics (Schleppegrell 45). Deviating from a structural approach to grammar, a functional approach do not just focus on their syntactic category (nouns, verbs, adjectives) or their elements in the sentence (subject, predicate), it focus on identifying the revealing the context of schooling in the language that are used in the text, focusing on the register as the so-called â€Å"manifestation of context (Schleppegrell 45). Studies show how different features are values when comparing writing in writing classes and writing in other academic courses (Hinkel 5). The important consideration if providing the students with linguistic and writing skills that would equip them to handle new information and expand their knowledge (Hinkel 5). Some practitioners say that exposure to a variety of reading and experience with writing does not constitute to having a heightened awareness in discourse, vocabulary, grammar and linguistic features of academic writing or having better writing skills (Hinkel 5). They defended explicit instruction in advanced academic writing and text is what can provide the utmost equipment (Hinkel 5). General Nature and Functions of Academic English Furthermore, Martlew and Sorsby (1995) said, â€Å"Writing however is a visible language, graphic symbolic system whose roots we suggest lie in pictographic representation before links are established with spoken language. In this respect, development reflects evolution in that all writing systems which represent sounds of language evolved from pictorial representations rather than from spoken language.† Academic English offers such changing concepts (Hyland 2). The one who coined the definition for English used in academic purposes was Tim Johns (Hyland 2). It was during this time that English became an economic imperative and it has been the leading language for disseminating academic knowledge (Hyland 2). Each discourse community has developed its own mode of discourse. This constitutes to the growth of Academic English. By nature it would expand and evolve to fit and address the different fields of study in need to communicate, basically that points to every discipline (Hoadley-Maidment Mercer). New objects, processes, relationships and others need new terms to be added in the lexicon. There is a need to reinterpret words that already exists to become other words that are defined by their specific fields, like a set is different in conversational English and Mathematical English (Hoadley-Maidment Mercer 285). New words are also created as part of an existing word stock, like clockwise or feedback (Hoadley-Maidment Mercer 285). There is also a need to borrow from another language. A term called â€Å"calquing† mean having to create new words to imitate a word that already exists from another language like omnipotens mean almighty in Latin (Hoadley-Maidment Mercer 286). There is also a need to invent totally new words like the time when the word â€Å"gas† was created to be party of the field of chemistry (Hoadley-Maidment Mercer 286). There is also creating â€Å"locutions† or sense of phrases and compound words as well as non-native word stocks (Hoadley-Maidment Mercer 286). The nature of English is known to be shaped by certain social and cultural functions under the language of academic communities of discourse (Hoadley-Maidment Mercer 290-291). The researchers suggest for having more than one valid and culturally based ideology regarding Academic English for it to be open to other cultures and factors (Hoadley-Maidment Mercer 291). Conclusion Due to culture, styles of writing differ but this does not make one inferior over the other (Hoadley-Maidment Mercer 290). Further research about Academic English should have a greater level of sensitivity for other cultures or for cultural diversity (Hoadley-Maidment Mercer 290).   It is also necessary to have a proper balance between over-prespecification of the curriculum and planning and the right amount in terms of explicit teaching of genre and other features according the students’ knowledge, abilities and background (Wiley Hartung- Cole 205). The academe must not loose sight of social-cultural context of the relevance of Academic English in exchange for a more uniform approach or for the search for a common standard for academic discourse (Wiley Hartung- Cole 205). Works Cited Clark, Irene, et al. Concepts in Composition: Theory and Practice in the Teaching of Writing. Mahwah, NJ: Lawrence Erlbaum Associates, 2003. Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition, Culture, Power. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995. Hinkel, Eli. Second Language Writers’ Text: Linguistic and Rhetorical Features. Mahwah, NJ: Lawrence Erlbaum Associates, 2002. Hoadley-Maidment, E. and Mercer, N. English in the Academic World. Open University course U210 The English Language: Past, Present and Future, 1996. Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New York: Routledge. Johns, Ann M., ed. Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 2002. Freedman, Aviva, and Peter Medway, eds. Genre and the New Rhetoric. London: Taylor Francis, 1994. Mercer, N. and Swann, J. Learning English: Development and Diversity. Open University course U210 The English Language: Past, Present and Future, 1996. Schleppegrell, Mary J. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. Wiley, Terrence Hartung- Cole, Elizabeth. â€Å"Model Standards for English Language Development: National Trends and a Local Response.† Education. 119. 2. (1998): Page Number: 205. How to cite Nature Function of Academic English, Essay examples

Criminal Law Paper free essay sample

Case Summary Hence, in this case defendant Archie Dixon is the main suspect in a murder case that he and a friend killed a man just so they can sale his car, they beat the victim and tied him up and buried him alive. Suspect Dixon than took the victim birth and social security information and obtain identification in the victim name, after getting this personal information on the victim suspect Dixon than gained ownership of the car and sold the vehicle for $ 2,800. Dixon was not someone that never had any run-ins with the law; he was in fact someone that had many run-ins with the criminal justice system. After all many pieces of strong evidence came out during the investigation that is when suspect Dixon confessed to taking the victim information and stated that the victim gave him permission to sell the car. Suspect Dixon stated that he did not know where the victim was at and came up with a story that he may have left to another state. Suspect Dixon claimed that the police officers disregarded his rights during the interrogation and he feel that he was violated because when he asked for counsel he did not get any and the officers failed to Mirandize him when he was taken in for questioning in the investigation of murder. The Part That Interested Me Thus, the attention-grabbing part of this case was the fact that when suspect Dixon was being questioned on related issues within the case he was read his rights and he then confessed. He was later sentenced to death and the reason why this case caught my attention was because there are many individuals that claim police officers denied them of their Miranda rights. In many cases this has happened due to the fact that some officer’s make mistakes and forget to Mirandize the suspects before they start their initial interrogation. Another reason why this case caught my attention was because this case hit close to home for me, my brother was falsely arrested for a crime he did not commit and he was not read his Miranda rights. The only reason why my family and I feel that my brother was cleared of all charges was because once the officer’s said put your hand up, my brother place his phone in his pocket with my sister in law still on the phone. She just happened to record the conversation with her phone, thanks to the new technology that we have. In the whole recording it was not once that any officer’s read my brother his rights, they just stated that he was being charged for robbery and to make thing worse it was mistaking identity, the store manager even cleared him from a line-up. So this situation where officer’s fail to properly complete their jobs happens more than it should because this is something they should know when will ruin their case (Booby V. Dixon Supreme Court of the United States, 2011). Sources, Purpose Jurisdictions Moreover, the sources of this case was the fact that at one point within the interrogation about the victim’s car and his identification the officer’s did make a decision to not read the suspect his Miranda rights because they felt that the suspect will then be unwilling to talk with them again. Later on during the interrogation the officer’s did read suspect Dixon his rights and he continued to talk, so that mean the petition he filed will soon be thrown out because he was read his rights. Under the jurisdiction the Ohio Supreme Court declared suspects Dixon’s convictions, the court later found out that his confession to murder was admissible because that confession was admissible because that confession and his prior, unwarned confession to forgery were both voluntary was admissible because that confession and his prior, unwarned confession to forgery were both voluntary (Booby V. Dixon Supreme Court of the United States, 2011). Accomplice Liability Criminal Liability Furthermore, accomplice liability is defines as when a criminal is assist, encourage or counsels other individuals in the commission of a crime, all parties are all considered to be liable for the crime as well as the individual that committed the crime or crimes. Criminal liability is when an individual is convicted of a crime, the person must have committed a guilty act which is actus Reus and he had a guilty mind-set when he completed the act which is mens rea. This is when the suspect is considered to be liable in the court of law. Both relates to this case because suspect Dixon was criminal liability because he knew what he was doing and he had a guilty mind when he committed the crime, the suspect friend Mr. Hoffner was accomplice liable in my opinion because he was there when the suspect was murdered (Schmalleger, F. , Hall, D. E. , Dolatowski, J. J. 2010). Actus Reus Mens Rea In addition, actus reus is defined as a guilty (prohibited) act. The commission of a prohibited act is one of the two essential elements required for criminal liability, the other element being the intent to commit a crime. Mens rea is defined as having a mental state, or intent to commit a crime. Wrongful mental state is as necessary as a wrongful act to establish criminal liability, what creates a mental state differs depending on the wrongful action but for murder, the mens rea is the intent to take a life. This applies to this case because the suspect had the intent to take the victim life so he can sale his car, which is mens rea. Reference Booby V. Dixon Supreme Court of the United States. (2011, November 7). Retrieved from http://www. supremecourt. gov/opinions/11pdf/10-1540. pdf Schmalleger, F. , Hall, D. E. , Dolatowski, J. J. (2010). Criminal law today. (4th ed. ) Upper Saddle River, NJ: Prentice Hall.

Why You Need To (Or Should) Pay Student Loan Interest In College

Oneglaring aspect ofstudent loans that people tend to overlook is the interest rate on the loan. Here are somereasons you should start paying them off sooner rather than later. If put off too long, they can be a bigger obstacle than you bargained for down the road. Making interest payments on student loans is good idea for a couple of reasons. While it may be a bit of a hassle for a college student, the benefits of doing so far outweigh the cons. The first and foremost reason for paying off interest during college is to save money. The motivation for making these payments early is to avoid capitalization. Capitalization is when unpaid interest is added to the principal balance on a loan. This means the principal balance increases every month which sets the stage for interest to accrue on a greater principal balance each consecutive month. Here is a quick example of capitalization. One month there is a loan with a principal balanceof $1000 and an interest rate of 5%, so $50 is accrued in interest for that month. Next month, the principal balance is taken as $1050, so the next interest accrualcomes out to $52.5. With the previous example, it is clear how capitalization creates a snowball effecton a student loan. If interest payments are not made during college, then new graduates may find themselves with an unmanageable loan. Choosing to make interest payments in college helps reduce the size of this snowball by keeping the principal balance closer to its original disbursement value. You can calculate your savings using thiscalculator. In the end, the borrower will spend less on his or her student loan; additionally, shorter repayment terms often result from this practice. The next motivation for making interest payments during college does not yield the same fiscal return as the previous point; even so, it is just as important. Paying off monthly interest during school fosters a good habit of making monthly payments in general. A significant portion of student loans are not in repayment. This means they are either dubbed as in-school, grace deferment, forbearance, delinquency, or default. Delinquent and defaulted loans are a serious issue. These terms mean that payments are late on a loan, and this is often a result of bad loan payment practices. Avoiding default is important for both the borrower and the lender. Not just for student loans either, it is a paramount for auto loans, mortgages, and credit payments. Many borrowers fall behind on these monthly debt payments, but adhering to monthly interest payments is solid way to start a good habit for the future. Starting interest payments in college creates multiple benefits that apply to the borrower, the lender, and the economy overall. The borrower can form a good habit that ultimately saves him or her money in the long run. The lender receives the desired return on investment which is the whole point from the company perspective. Less strain is felt by the government and tax payers which benefits the economy overall. It may seem ridiculous to say that tackling student loan interest early improves the overall economy. At any rate, it is an excellent method to tackle any form of debt which surely contributes positively to the overall economic situation. One of the best places to start forming these positive habits is in college where most young adults experience their first debt challenge: student loans.

Express

Express Express Express By Maeve Maddox A reader has a question about the use of the transitive verb express: Is there something wrong with a phrase like this: He expressed that he was tired? It seems odd to me, but I cant figure out why or if Im just off base. It seems like you could say, He expressed the idea that he was tired. Yes, the sense is slightly different, but is one right and the other wrong? Is the issue that express is a transitive verb? The literal meaning of the verb express is â€Å"to press or squeeze out.† For example: Water may be expressed from a wet towel by twisting the towel. Breast milk may be expressed manually or with a mechanical device. Amorphous metal tapes are produced by expressing a metallic melt in a supply container through at least one nozzle opening. Express has more than one figurative use. In one sense, express is â€Å"to portray† or â€Å"to represent,† either physically or symbolically. For example, artists express the human figure in drawing and in sculpture; mathematicians express one quantity in terms of another quantity. Express can mean, â€Å"to manifest or reveal by external tokens.† For example, â€Å"Ancient Roman aqueducts still in use express the genius of Roman engineering.† Another meaning of express is â€Å"to put into words†: True wit is nature to advantage dressed, What oft was thought, but neer so well expressed.- Essay in Criticism, Alexander Pope This meaning of express is also used reflexively, as in the titles of songs by Madonna and Ice Cube: â€Å"Express Yourself,† i.e, â€Å"say what you think.† These definitions do not exhaust the uses of express, but they do bring us back to the reader’s question: â€Å"Is there something wrong with a phrase like this: ‘He expressed that he was tired?’ † The answer is â€Å"Yes, there’s something wrong.† It’s not idiomatic. Express is transitive, but that is not the problem. Other transitive verbs, like say and admit, can take a noun clause as their objects: He says that he was there, but I did not see him. (noun clause, direct object of says) I admit that I was wrong. (noun clause, direct object of admit) When express takes a direct object, however, the object cannot be a clause. For that reason, the reader’s first example (He expressed that he was tired) â€Å"sounds wrong,† but the second example (He expressed the idea that he was tired) â€Å"sounds right.† Why? It’s a matter of idiom. I can only say with Professor Brians (Common Errors in English Usage), You can express an idea or a thought, but you can’t ever  express that.    Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:100 Exquisite AdjectivesBetween vs. In BetweenWhen Is a Question Not a Question?

The Complete Guide to the AP World History Exam

The Complete Guide to the AP World History Exam SAT / ACT Prep Online Guides and Tips Before you start studying for the AP World History exam, you should get the inside scoop on its format and content. The types of questions you'll see might differ from your expectations. It's especially smart to practice writing essay outlines based on past questions before you're faced with fresh prompts on the test. In this article, I'll go through the structure, content, and question types on the exam and provide some helpful tips for acing it! How Is the AP World History Exam Structured? The exam is 3 hours and 15 minutes long in total, with two sections. Section 1 Format: Total time: 105 minutes 55 minutes to complete55 multiple-choice questions (worth 40 percent of your score) 50 minutes to complete four short-answer questions (worth 20 percent of your score) Question Breakdown: Era Percentage of MC Questions Technological and Environmental Transformations: Up to 600 BCE 5 Organization and Reorganization of Human Societies: 600 BCE - 600 CE 15 Regional and Transregional Interactions: 600 CE - 1450 20 Global Interactions: 1450 - 1750 20 Industrialization and Global Integration: 1750 - 1900 20 Accelerating Global Change and Realignments: 1900 - Present 20 Section 2 Format: 90 minutes Two essay questions: Document based question (50 minutes, which includes a 10 minute reading period) You’ll integrate an analysis of ten historical documents with your discussion of a topic in world history. This question is worth 25 percent of your score, Long essay (35 minutes) You'll choose between two different prompts for the long essay question. This question is worth 15 percent of your score. This section, as a whole, makes up the other 50 percent of your final exam score. Content Background for AP World History The content is divided into five themes that can be traced through six historical eras. Knowing the themes can help you get a better sense of which historical trends the test will ask you to examine (this is especially helpful when writing free-response essays). The six eras are also important to know for the test because they provide an easier way of organizing information and events. As you'll see in the multiple-choice question example in the next section, your ability to make the right answer choice often depends on your memory of how these eras differ from one another on a large scale. The five themes are: Theme 1: Interaction Between Humans and the Environment Demography and disease Migration Patterns of settlement Technology Theme 2: Development and Interaction of Cultures Religions Belief systems, philosophies, and ideologies Science and technology The arts and architecture Theme 3: State-Building, Expansion, and Conflict Political structures and forms of governance Empires Nations and nationalism Revolts and revolutions Regional, transregional, and global structures and organizations Theme 4: Creation, Expansion, and Interaction of Economic Systems Agricultural and pastoral production Trade and commerce Labor systems Industrialization Capitalism and socialism Theme 5: Development and Transformation of Social Structures Gender roles and relations Family and kinship Racial and ethnic constructions Social and economic classes The six time periods, which I also listed briefly in the first section of this guide, are: Period 1: Technological and Environmental Transformations (Before 600 BC) Key Concepts: Paleolithic era hunter-gatherer societies Neolithic Revolution and early agricultural societies Foundational civilizations (ex. Mesopotamia, Egypt, Olmecs) The first states Development of urban planning and culture Systems of record keeping and legal codes New religious beliefs Trade expansion Period 2: Organization and Reorganization of Human Societies (600 BC - 600 CE) Key Concepts: Codification of religious and cultural traditions New artistic expressions in literature, drama, architecture Further development and consolidation of states and empires (ex. Persian Empires, Qin and Han Empire, Roman Empire) Decline and collapse of large empires New networks and means of communication and exchange Period 3: Regional and Transregional Interactions (600 CE - 1450) Key Concepts: Further expansion and intensification of networks of communication and exchange Migration of peoples leads to linguistic and environmental effects Diffusion of new crops and new diseases along trade routes Emergence of new types of states after empire collapses Contact and conflict between states and empires leads to technological and cultural transfers Increased productive capacity in agriculture and other industries Urban decline and revival Period 4: Global Interactions (1450 - 1750) Key Concepts: Global networks of communication and exchange Technological advances make long sea voyages possible Age of exploration Columbian Exchange Religious spread and reform Increased labor demands (peasant labor, slavery, growth of plantations) Restructuring of gender, racial, and ethnic hierarchies State consolidation and imperial expansion (both land and maritime empires develop) Period 5: Industrialization and Global Integration (1750 - 1900) Key Concepts: Industrial Revolution; fundamental changes to the way goods are produced Transoceanic empires established, decline of Spanish and Portuguese influence Influence of imperialism on state formation around the world Social Darwinism, other racist ideologies facilitate/justify imperialism Enlightenment Revolutionary movements Global migration Period 6: Accelerating Global Change and Realignments (1900 - Present) Key Concepts: Rapid advances in science and technology Impact of population expansion on the environment Dissolution of empires and restructuring of states Military conflicts on a global scale Different responses to new economic challenges States, communities, and individuals grow more interdependent Challenges to old assumptions about society and culture, human rights movements Consumer/pop culture goes global Although we still have a ways to go in accepting the devastating impact we've have had on the environment. Remember whena congressperson threw a snowball in the House of Representatives in an attempt to prove that global warming doesn't exist? We're doomed. Sample AP World History Test Questions Let's go through examples of each of the four types of questions you'll see on the exam. Multiple Multiple-choice questions on the AP World History exam are organized into sets around the analysis of a piece of historical source material in the form of a text, map, or chart.For this question, you’re asked to examine a map that will inform your answer: There’s a lot going on in this diagram, but you can pretty much use your intuition to figure out the correct answer. Choice A is too specific and too early.We see a much wider variety of trade routes on the map than this choice indicates - China is clearly in on the trading action.The dates mentioned are also before technology had developed to the point where the long sea voyages indicated on the map could take place. Choice B seems more likely.This was the period when trading amongst Europe, Africa, and Asia really started to take off.This choice also mentions the growth of new cities, and many cities are labeled on the map. Choice C, like choice A, is too specific.There’s a lot of other trading going on here that doesn’t involve China at all, and the map doesn’t seem to indicate Chinese dominance of the networks. Choice D is a little harder to rule out, but it’s also incorrect.It mentions an era when these trading networks were already well-established, and the Columbian Exchange with the Americas became a significant factor.Also, it’s hard to see how the map is demonstrating any changes in trading networks. This choice points to evidence that just isn’t there. The answer is B! The key to answering multiple-choice questions correctly is a careful reading of the source material and the question itself. Your answer should be informed by your background knowledge in world history, but it should be finalized through your understanding of the given context. Short Answer Question Example Short answer questions (new for the test in 2017) ask you to consult source materials and your knowledge of world history to provide concise responses. In a multi-part short response question, each part should only require a 1-2 sentence answer. If the question doesn't have multiple parts, your response should still be confined to no more than a paragraph. Here's an example from the latest course description: A good answer to part (a) would briefly describe how the Meiji restoration and industrialization contributed to Japan's increased military capacity during the late 19th century. For part (b), you would need to point out a specific example of how the painting shows a shift in Japanese cultural identity - for example, the Western-style military uniforms. For part (c), you would need to give an example of how increased militarism in Japan affected relationships with other countries at the beginning of the 20th century. You could talk about the impact of the Russo-Japanese war of 1904-05 on the Russian Revolution or the increase in Japanese imperialism and militarism in the 1930s contributing to the start of World War II. Frees There are two free-response questions on the exam, one document based question and one long essay question. I'll give you an example of each type of prompt. Document Based Question Here’s a sample document based question: And here are two of the accompanying documents so you can see the types of materials you’ll be asked to integrate into your answer: A great answer forthis document-based question would analyze the documents by making multiple groupings around patterns of mechanization in Japan and India, examining similarities and differences.Groupings might include the growth of mechanization in both areas, the dominance of female labor in Japan and male labor in India, and testimony about peasant labor in both areas. You could use a single document as evidence for a variety of characteristics of mechanization and weave it into the essay at appropriate points.You should also create subgroupings within overarching themes.Don’t just say working conditions were â€Å"bad.† Make a distinction between different types of badness, for example, dangerous conditions versus low wages.Your essay should also analyze perspectives in at least two documents, explaining the contextual reasons that an author might have the opinion or point of view presented. You'll need to identify the additional document asked for in the question, and explain how it would contribute to your analysis.For example, there’s no document that provides the perspective of an Indian worker, so that would be good additional evidence. You could earn extra points for mentioning more than one additional document, explaining why the additional document is necessary, or weaving the potential addition(s) into your broader analysis.Incorporating outside knowledge of the historical context beyond what is presented in the documents is also a plus.For example, you might compare India’s status as a colony with Japan’s status as an independent imperial power, which would help explain why only one of the Indian sources comes directly from an Indian author. For document based questions, the central goal is to use all the documents in ways that relate to your thesis and bolster your supporting points. If you can do that in a cohesive essay that flows well, you'll earn most of the points available for this question. Long Essay Question Here's a sample long essay question (remember, you'll be able to choose between two of these types of questions on the test): Question 2: Evaluate the extent to which the emergence of Buddhism in the fifth century B.C.E. can be considered a turning point in world history. In the development of your argument, explain what changed and what stayed the same from the period before the emergence of Buddhism in the fifth century B.C.E. to the period after the emergence of Buddhism in the fifth century B.C.E. A strong answer for this question would include a thesis that makes a claim about the extent to which the emergence Buddhism was a turning point at this time in history. The thesis should go beyond just saying that Buddhism was or was not a turning point - state the reason for your claim in your thesis. Your argument should be supported throughout the essay by specific examples that show changes and continuities that occurred between the period before the emergence of Buddhism and the period afterwards. The similarities and differences between the two periods should be woven together to make a larger statement about the impact of Buddhism on world history. Examples supporting Buddhism as a major turning point include: The challenge it presented to existing caste and gender hierarchies in Southeast Asia Promotion of Buddhism by the Mauryan Empire was associated with the first large centrally administered state in South Asia If you're arguing in the opposite direction, that Buddhism wasn't a major turning point, you might describe the continued significance of religions like Daoism and Shintoism in East Asia both before and after the fifth century B.C.E. Make sure your argument is supported and qualified by other developments during this time period that had a scope beyond Buddhism. This might include: Overall formation and expansion of empires Origins of Confucianism Impact of Upanishads in development of what would eventually become Hinduism You might say that these other developments played a greater role in establishing the fifth century B.C.E. as a turning point in world history than Buddhism did. Or, if you're arguing that Buddhism was a signficant turning point on its own, you might say that these developments were all secondary indicators of the change that would come about with the spread of Buddhism. To take your essay to the next level, you also need to synthesize your points and expand the argument you're making. A smart way to do this would be to compare the emergence of Buddhism to other turning points in world history. In making these comparisons, you could bolster your argument for Buddhism as either a major turning point or a less significant development in world history depending on how it compares to these other major cultural shifts. How Is the AP World History Exam Scored? Raw scoring for multiple choice is simple.You will earn one point for each multiple-choice question you answer correctly for a maximum of 55 points.No points are taken off for incorrect answers, so you should fill in an answer bubble for every question. Each short answer question is worth three points (one for each task you're asked to complete in the question). That means you can earn a total of 12 raw points for your responses to short answer questions. The document based question and long essay question vary in point values. It's more significant to remember that the document based question is worth 25 percent of your score and the long essay question is worth just 15 percent. After the graders determine the number of points you've earned in each section, they'll calculate your two scaled scores based on the exam curve (which changes year to year).Each section gets a separate scaled score (one scaled score for multiple choice/short answer and one for the two free response questions). Then, the two separate scaled scores are added together for a total scaled score, which is converted to a score of 1-5 on the AP scale. The scoring methodology is a little less clear right now because of the significant changes that have been made to the exam for 2017. More information will become available after students take the revised test for the first time. What’s the Best Way to Prep for the AP World History Exam? Here are a few of the most important prep tips for AP World History. If you want even more advice, take a look at this article that delves into more detail on the best study strategies for this exam. Tip #1: Make Connections to Themes (and Memorize Examples!) This is a course that covers so much information that it can be hard to think of specific examples that relate to your arguments in essay questions.You should be able to elaborate on one or two concrete events from each period that relate to each theme of the course.If you can preserve this bank of information in your mind, you’ll be able to support your answers to any essay questions the test throws at you. Tip #2: Use Outside Information Selectively Providing specific historical examples in your essay is a way of showing your mastery of the material, but you need to be cautious.This test is less about how much you know and more about how well you understand the connections and underlying themes that connect historical facts.For example, in the last essay question example, even if you knew a million things about Buddhism and listed out a bunch of very specific facts in your essay, you wouldn’t necessarily get a good score.Each fact that you mention should have a purpose. It needs to tie directly into what the question is asking and what you’ve stated in your argument. Tip #3: Learn to Read Multiple-Choice Questions Carefully You can get into some trouble if you don’t understand exactly what the multiple-choice questions are asking on this exam.You’ll only find the correct answer if you stick to the specifics of the question.Otherwise, you could get tripped up by choices that are accurate statements about history but inaccurate answers to the question being asked.In the multiple-choice question we answered above, all of the choices represent valid historical events and trends, but only one provides a correct description of the map.Practice your skills in selecting answers that directly pertain to the evidence presented in the question. STICK to the specifics of the question! Also, I admire the sacrifices this woman made for the sake of a stock photo both in terms of her dignity and in terms of the pain she must have experienced when ripping that tape out of her hair. Summary The AP World History exam contains55multiple-choice questions, four short-answer questions, and two free-response questions. The two free-response questions include a document based question, which asks you to incorporate ten real historical documents into your response, and a long essay question. The exam questions address five major historical themes over six eras that stretch back to the beginning of human history. While this is undoubtedly a lot of information to study, it's important to realize that long-term trends are more important than small details. You can do extremely well on this test if you just master the major events of each era and understand their essential causes and effects. What’s Next? Looking for some practice materials? Check out our article listing all the AP World History practice tests available online. It's a smart idea to practice your writing skills on document based questions before the exam. Learnabout the best places to find DBQ examplesand how you can write an excellent response to these tricky questions. Which AP classes should you take in high school besides AP World History? This guide will help you decide based on your goals, academic interests, and schedule. 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:

Reflection (one page) and Workshop related assessment ( 4 pages) Essay

Reflection (one page) and Workshop related assessment ( 4 pages) - Essay Example With their combined varied expertise, experiences and beliefs/principles, they would surely gain Jeremy’s confidence and trust, which are of primary importance for successful therapy. In fact, the educational background of Bentley’s team of counsellors alone (all gained graduate school degree in psychology, counselling and therapy from prestigious universities) is enough to get client’s confidence that they can do their job. Not to say the formal and informal training they had for their over 50 years of combined industry experience. This means that their strong theoretical foundations, rich professional experiences, and varied encounters with clients had capacitated them to deal with mental health issue of their expertise effectively. ... Much more, its amenities (for example, ample parking), and other services (for example, booking and enquiries, workshops and courses) are all meant to give clients better and personalise services. With all these, what more could Jeremy ask for? B. Bentley Family Therapy Centre: Best Clinic for Jeremy My assessment of Jeremy’s mental condition and my appraisal of Bentley Family Therapy Centre make me believe that Bentley is the best clinic there is in Perth for Jeremy. Why I said so is mainly because of the following reasons: 1. Jeremy’s identified risk factors are addressed by the clinic. In fact, his primary risk factors (clinical depression and post-traumatic stress) are Bentley’s focus and trademark. 2. The framework by which Bentley’s therapeutic strategies are designed fits well with Jeremy’s need – holistic approach grounded in the individual’s traits/personality and family background. 3. The therapies that Bentley offers are des igned to address mental health issues similar to Jeremy’s (see question 2) of similar/related stressors (serious accident/physical injury, loss, divorce, discharged from the military) thus these therapies correspond to Jeremy’s need and context. 4. The specialisation, expertise, and beliefs/principles of Bentley’s team of counsellors match Jeremy’s mental health needs and potentials. Aside from their combined expertise on loss, grief, trauma, clinical anxiety, drug abuse, childhood trauma, some of them has experience working with military and male adult clients, and some specialises in Expressive (Creative Arts)