The Best AP Chemistry Review Guide 2017

The Best AP Chemistry Review Guide 2017 SAT / ACT Prep Online Guides and Tips Not sure how to begin studying for the AP Chemistry exam? This review guide will help you figure out what's on the test and how you can ace it. I'll go over the exam structure, provide sample questions in each format, list the concepts you can expect to see on the test, and give you some tips on how to get the most out of your studying. I just looked into my PrepScholar Crystal Ballâ„ ¢ and saw a 5 in your future, so get ready to kick this test's butt. What’s the Format of the AP Chemistry Exam? The AP Chemistry exam is 3 hours and 15 minutes long and has two sections:multiple-choice (90 minutes long) and free-response (105 minutes long).There are 60 multiple-choice questions andseven free-response questions. The free-response section contains three long response (worth 10 points each) and four short response (worth four points each) questions.You're allowed to use a calculator on the free response section, but you can't use one for multiple-choice. Time management is important on the AP Chemistry exam because you can easily get caught up in difficult problems.Try not to spend more than a minute on each multiple-choice question during your first pass through the section so that you don’t miss any questions at the end that you could have answered.You’ll have time to go back and revisit the ones you skipped if you pace yourself.For the free-response questions, you should limit your time to around 5-10 minutes for short response questions and 15-20 minutes for long response questions. What Do AP Chemistry Questions Look Like? The following are examples of official AP Chemistry questions in multiple-choice, short response, and long response format.I’ll go over the answers in detail to give you a sense of the types of problems you’ll face on the test and how you might solve them. Multiple-Choice Sample Question Multiple-choice AP Chemistry questions are often chunked together. In other words, several questions will pertain to a single experiment or dataset.Here’s an example: In this case, you’re asked why a certain outcome resulted from an experiment.You need to know why the pressure in the container would increase based on the changes that occurred.A and B suggest that the increase in pressure has to do with intermolecular attractions either decreasing or increasing in the flask.These choices are incorrect because the intermolecular attractions between these molecules wouldn’t be significant enough to make a difference in the pressure of the container. For Choice C, the first part is correct: the number of molecules has increased with the decomposition of PCl5.It also makes sense that this would result in a higher frequency of collisions with the walls of the container.This answer is looking pretty good. Choice D is wrong because there’s no reason to expect that the molecules have increased in speed inside the container during the reaction. Since we ruled out all the other options, Choice C is the correct answer! Short Response Sample Question For part A, you needed to draw out the interactions between the ions and water molecules in the solution.Three points were awarded for: A representation of at least one Li+ ion and one Cl- ion clearly separated and labeled correctly Each ion surrounded by at least two water molecules Water molecules must be oriented correctly (oxygen end is closer to the lithium ion, and hydrogen end is closer to the chloride ion) Part b was worth one point for identifying the chemical species and providing justification.The species produced at the cathode would be H2(g) and OH-(aq) (you could say either one of these for the point).The hydrogen atoms in water are reduced to H2 at the cathode because this reaction has a lower magnitude reduction potential than that of the reduction of lithium ions to Li (-0.83 vs. -3.05). Long Response Sample Question Here’s an example of a long free-response question from the 2015 exam: This question expects a lot from you. There’s stoichiometry, chemical bonds, intermolecular forces, Lewis diagrams, and thermodynamics!It’s testing whether you can apply a bunch of disparate skills that you’ve learned throughout the year to the scenario presented on the test. Let’s look at part a: For part i of part a, we need to calculate the number of moles of ethene that are produced in the experiment and measured in the gas collection tube. The first step is to calculate the pressure of the ethene so that we can use the ideal gas law to figure out the number of moles of gas produced.We can find the pressure of the water by using the given figure for water’s vapor pressure at 305 K: 35.7 torr.Since 1 atm = 760 torr, we can convert the vapor pressure to atm like so: 35.7 torr x (1 atm/760 torr) = 0.047 atm Then, we can find the vapor pressure of the ethene by subtracting that number from the total vapor pressure of the gas produced: 0.822 atm (total vapor pressure) - 0.047 atm (water’s vapor pressure) = 0.775 atm (ethene’s vapor pressure) Finally, we can use the ideal gas law to figure out how many moles of ethene were produced: PV = nRTn = PV/RTn = (0.775 atm)(0.0854 L)/(0.08206 L atm mol-1 K-1)(305 K)n = 0.00264 moles of ethene produced Ok, now let’s move onto part ii of part a. How many moles of ethene would be produced if the dehydration reaction went to completion?To solve this problem, we need to reference the total amount of ethanol originally put into the tube, 0.2 grams, as well as the molar mass of ethanol.Using these numbers, we can see how many moles of ethanol were put into the tube: 0.2 grams ethanol x (1 mole ethanol / 46.1 grams) = 0.00434 moles of ethanol Ok, that’s the number of moles of ethanol that were put in, but we’re trying to find the number of moles of ethene that would result if the reaction went to completion.Since both molecules have coefficients of 1 in the equation, they exist in a one to one mole ratio.This means that the answer is 0.00434 moles of ethene. Now for part b! The percent yield of ethene in the experiment is pretty easy to find based on our answers to part a.We know that the amount of ethene that was actually produced was 0.00264 moles.The amount that would have been produced if the reaction went to completion was 0.00434 moles. To find the percent yield, we can just divide 0.00264 by 0.00434 and multiply the answer by 100: 0.00264 mol / 0.00434 mol x 100 = 60.8 percent yield In part c, you are asked to agree or disagree with the student's claim that the reaction at 298 K has an equilibrium constant of less than 1 and provide justification in the form of calculations forââ€" ³G °298.According to the formula sheet: ââ€" ³G ° = ââ€" ³H ° - Tââ€" ³S °Ã¢â€" ³G ° = 45.5 kJ/mol - (298 K)(0.126 kJ/ K*mol)ââ€" ³G ° = 8.0 kJ/mol Referencing our formulas again, the equilibrium constant, Kp, is equal to e(-ââ€" ³G °/RT).Since we found that ââ€" ³G ° was greater than 0, Kp has to be e raised to some negative number, resulting in a solution equal to a number less than 1.The student is correct that Kp must be less than 1 at 298 K. Part d asks you to complete a Lewis electron-dot diagram.Your answer would look like this: The diagram should include all the bonding pairs, plus two non-bonding pairs on the O atom. In part e, you're asked to determine the C-O-H bond angle.This molecule is tetrahedral around the oxygen atom.That means that the bond angle is approximately 109.5 degrees.On this question, you got a point for any answer between 100 and 115 degrees.Technically, the bond angle would be a little smaller because of the two unbonded electron pairs on the oxygen atom.For visual reference: In part f, you have to explain why ethene was collected as a gas after the experiment and ethanol was not.This happened because ethene isn’t as soluble as ethanol in water.Ethene is only slightly water-soluble because the weak dipole intermolecular attractions between nonpolar ethene molecules and polar water molecules are weaker than the hydrogen bonds between water molecules.Ethanol molecules are water soluble because they're polar, so they form hydrogen bonds with water molecules as they dissolve. These bears are like ethanol and ethene. The one on the left is ethanol because it's CLEARLY more polar. Again, notice how many different skills we used in this one question. We had to know how to: Calculate the number of moles of a gas that were produced by a reaction given the temperature, vapor pressure and volume (with vapor pressure calculated indirectly) Calculate the number of moles of a gas produced by a reaction taken to completion given the mass of the reactant Calculate percent yield of a reaction Calculate the equilibrium constant of a reaction at a given temperature Draw Lewis electron dot diagrams Determine bond angles Explain how polarity and intermolecular attraction would impact the outcome of a reaction and the states of its products You only have a short amount of time for each free-response question (around 20 minutes for the long ones and 10 for the short ones), so you need to have all the information you learned in the course pretty well-mastered if you want to earn the majority of these points! What Topics Does AP Chemistry Cover? The AP Chemistry course is structured around six main themes or â€Å"Big Ideas.† These Big Ideas encompass smaller, more specific themes that the College Board calls â€Å"Enduring Understandings.†I’ll list the Big Ideas and their corresponding Enduring Understandings in this section.I’ll also provide a more straightforward lists of relevant topics under each Big Idea with links to some notes. Big Idea 1: 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. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Content Areas: Chemical Foundations Units Scientific method Significant figures Basics of systematic problem-solving Organization/classification of matter Atomic structure and periodicity Electromagnetic radiation Max Planck and quantum theory Atomic spectrum Mass spectrometry Spectroscopy Bohr model Quantum mechanical model Quantum numbers and electron orbitals Coulomb’s Law Periodic trends Atoms, Molecules, and Ions Dalton’s atomic theory Millikan’s oil experiment Rutherford’s metal foil experiment Timeline of milestones in the history of chemistry Atomic structure Types of bonds Chemical formulas for molecules Organization of the periodic table Naming compounds Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Content Areas: Bonding Types of chemical bonds Electronegativity Bond polarity and dipole moments Ions: size and electron configuration London dispersion forces Lewis structures VSEPR Model Covalent Bonding: Orbitals Liquids and Solids Intermolecular forces The liquid state Structures and types of solids Structure and bonding in metals Vapor pressure and state changes Phase diagrams Gases Pressure Gas laws of Boyle, Charles, and Avogadro Ideal gas law Gas stoichiometry Dalton’s law Kinetic Molecular Theory Effusion/diffusion van der Waal’s equation Atmospheric chemistry Gas law practice problems Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Content Areas: Stoichiometry Atomic and molar mass Percent composition of compounds and determining formulas for compounds Structure of chemical equations Balancing chemical equations Limiting reactant problems Percent yield Types of Chemical Reactions and Solution Chemistry All about water Aqueous solutions and electrolytes Types of reactions (precipitation, acid-base, oxidation-reduction) Half-cell reactions Salts in solution Redox reactions tips and practice problems Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Content Areas: Chemical Kinetics Reaction rates Rate laws Reaction mechanisms Catalysis Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Content Areas: Chemical Equilibrium Equilibrium conditions Equilibrium constants Solving equilibrium problems Le Chatelier’s principle Thermochemistry All about energy Enthalpy and calorimetry Hess’s Law Spontaneity, Entropy, and Free Energy Gibbs Free energy (G) Entropy changes in chemical reactions Free energy and chemical reactions Free energy ...and pressure ...and equilibrium ...and work The Nucleus Nuclear stability and radioactive decay Kinetics of radioactive decay Nuclear transformations Thermodynamic stability of the nucleus Nuclear fission and fusion Big Idea 6: 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. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. Content Areas: Properties of Solutions Solution composition Factors affecting solubility Vapor pressure of solutions Boiling point and freezing point variation Osmotic pressure Colloids Solubility and complex ion equilibria Solubility and solubility products Common Ion effects Precipitation Acids and Bases The pH scale Calculating pH Acid-base properties of salts and oxides Calculating acid strength Lewis Acid-Base Model Solving acid-base problems Acid-Base equilibria Buffered solutions Titration Acid-base indicators Tips for AP Chemistry Review Tip #1: Start From the Beginning Get your fundamentals straight before you try to do more complicated problems.On many AP Chemistry questions, you have to integrate a few pieces of essential knowledge and apply them to a given scenario.If you’re shaky on the foundational concept, you won’t be able to get to the correct answer.When you start studying, fill the gaps in your knowledge from earlier in the course first. Tip #2: Redo Problems You Didn’t Get the First Time If you can’t figure out a problem and have to look up the solution, don’t just read over what you were supposed to do and leave it at that.Review the steps you should have taken to get the correct answer, and then, without looking at them, try to resolve the problem. Learning by doing is very important in chemistry.Make sure you know why you’re solving the problem a certain way.You should also reinforce your knowledge by going through other similar problems. Tip #3: Do Lots of Free-Response Questions You might be tempted to stick with practicing multiple-choice questions because you can do a lot of them quickly and feel like you’ve made significant progress.However, it’s extremely important not to ignore the free-response section of the test in your studying if you want to do well.Free-response questions are a bigger challenge to your chemistry knowledge because you have to come up with the answers independently.Practicing themwill help you do better on the test as a whole.If you can answer free-response questions correctly on a consistent basis, that means you really know your stuff! This is what's gonna happen if you don't practice free-response questions! How to Review for AP Chemistry Your AP Chemistry review should revolve around detecting your areas of weakness and practicing relevant problems.Here are the steps you might go through: Step 1: Take and Score a Practice Test The first thing you should do is take a full practice test to assess how well you know the material.It’s more efficient just to study the concepts that you’re still shaky on rather than going back through all your notes for the course.Make sure you take the test with the same time constraints as the real exam, and don’t use a calculator on the multiple-choice questions. You should also circle any questions where you feel even a little unsure of the correct answer.You need to go over those concepts even if you end up getting the question right so you can be as comfortable as possible with all the content. When you’re done with the test, you can score it and set a goal for how much you want to improve. Step 2: Categorize Your Mistakes (and Any Other Questions That You Were Unsure About) Now that you’ve scored your test, go through your mistakes and lucky guesses, and sort them by topic area.This is the best way to get a clear picture of where you have the most significant issues with the content.Your list of mistakes will inform the rest of your review.I’d also recommend redoing problems that you missed to see if you can get to the correct answer. Step 3: Review Relevant Content If there was any essential background information on the test that you forgot, start by reviewing that content.The information that you learned in the first couple months of the course serves as a foundation for the rest of the class.After you feel confident with the basics, you can move onto studying higher-level topics. You might review your notes on how to solve certain types of problems or look back at the information in your textbook.You can also use an AP review book to study.Sometimes this is a better option because review books are specifically tailored to the test. Step 4: Do Practice Problems Reviewing content isn’t enough in chemistry. You need to know how to apply your knowledge to unfamiliar experimental scenarios on the test.Spend some time doing practice problems that pertain to each of your areas of weakness until you feel more comfortable with the subject matter. Step 5: Take Another Practice Test to See If You’ve Improved After you finish doing practice problems, try out your new skills on another practice test. You can score the new test and see whether you’re satisfied with your new (and hopefully improved) scores.You always have the option of repeating this process if there’s still room for growth.If you don’t see much improvement, you may have to go back and reevaluate your study methods. If there are some concepts that you’re having a really hard time wrapping your head around, I’d encourage you to ask your teacher or one of your classmates to help you understand the material better.Sometimes, if you can’t figure something out yourself, an alternative explanation is what you need for it to click. Here’s an approximate time breakdown for all of these steps: Take and score a practice test: 4 hours Categorize your mistakes: 1 hour Review content: 2 hours Do practice problems: 2 hours Take a second practice test: 4 hours Total time for one cycle: 13 hours Now it's time to set off on your own personal review journey. Good luck out there. No, I don't know why someone sculpted a ceramic frog with a rolling suitcase, but I have to assume that their life is much more interesting than mine. Conclusion The AP Chemistry exam covers a challenging set of concepts that require skills in math, factual recall, and analytical thinking. It's also one of the longest AP tests, lasting three hours and 15 minutes total. To recap, the types of questions on the test include: 60 multiple-choice questions (90 minutes) Seven free-response questions (105 minutes) made up of Three long response (10 points each) Four short response(four points each) AP Chemistry covers six main themes that encompass many more specific topics. These themes or "Big Ideas" are: 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. Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules, and the forces between them. Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Rates of chemical reactions are determined by details of the molecular collisions. The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. 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. Some study tips that I would recommend implementing as you prepare for the exam include: Start with the basics Redo problems that you miss Practice free-response questions regularly When you study, you follow these steps for the best results: Take and score a practice test Categorize your mistakes Review content Do practice problems Take a second practice test If you keep up with your classwork throughout the year and adhere to the advice in this article, you'll have no problem doing well on the AP test! What's Next? If you're thinking about buying a review book to supplement your in-class notes, check out my list of the best AP Chemistry review books. Still planning out your schedule for the rest of high school? Read this guide for advice on which AP classes you should take based on your academic interests. Are you considering taking an online AP class that your high school doesn't offer? Learn more about online AP classes and whether they're worth it for you. 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:

The History of the ACT Test

The History of the ACT Test SAT / ACT Prep Online Guides and Tips How did the ACT get started? And how did it become the test it is today? Read on to learn more about ACT history, its successes and failures, and how things might change for it in the future. Early Days In 1959, an education professor at the University of Iowa named Everett Franklin Lindquist developed the ACT as a competitor for the SAT, which had been around for about 20 years as a mainstream college admissions test. The ACT originally stood for American College Test and wasbased off of the Iowa Tests of Educational Development.The goal for the ACT as an alternative to the SAT was that it wouldn’t just test cognitive reasoning; it would test information actually learned in school.It was the first standardized test to include a science section.It was also more focused on identifying strengths and weaknesses to guide student placement rather than determining cognitive reasoning strength across the board like the SAT. The first ACT was administered to 75,460 students in 1959.The original sections were English, Mathematics, Social Studies, and Natural Sciences, with 45 minutes for each section and scores on a scale of 0-36.It gained popularity as a college admissions exam in the central and midwestern US where the SAT had not yet established its dominion.In fact, part of the purpose of the ACT was to provide other colleges and public universities with an admissions exam to use since the SAT was only used by selective institutions in the northeast. By 1972, the number of students taking the ACT had grown to over a million! Changes In 1989, the â€Å"enhanced ACT† was released, bringing us nearly up to speed with the current version of the test that we all know and love. The Natural Sciencesection was replaced with Science Reasoning.This was a move towards de-emphasizing specific scientific knowledge and insteadjust testing core analytical and problem-solving skills. Social Studieswas also replaced with Reading.This was when the Reading section really moved closer to the SAT.The Social Studies section had tested specific information about US History, whereas the new Reading section was only supposed to test pure reading ability and comprehension. There were also some changes to the Math and English sections. In math, trigonometry and pre-algebra were added as topics. In english, the test began to focus less on grammar and more on writing skills like coherent organization of thoughts. Scores from the old test to the new test were not directly comparable. On the new test, average composite scores rose two points, and the range of scores became 1-36 rather than 0-36. After this big change, some minor changes continued to be implemented. In 1996, the ACT redefined its name so the letters no longer stood for anything, and in2005, the ACT added an optional Writing section (a 30 minute essay) so that it could more directly compete with the essay requirement on the SAT. Starting in 2015, the format of the essay was changed slightly. Students are now given 40 minutes to write, and the Writing section is scored out of 36 rather than out of 12. Prompts deal with how students interpret big changes that are going on in the world, opening up the essay to a broader focus than previous prompts that focused on issues specifically related to high school. The ACT has now surpassed the SAT as the most popular college admissions test. Successes and Failures of the ACT The ACT today has many of the same problems as the SAT in terms of the achievement gap between minority/low-income students and white/high-income students.The percent difference between black and white students meeting the ACT’s benchmarks for college readiness across subjects ranges from 35-42%. According to the chart below, the percentage of African American students passing 3 or more ACT benchmarks lingers around 10%, whereas for white students it’s about 50% and for Asian students it’s almost 60%. The ACT, just like the SAT, has had little success in terms of leveling the playing field between races and income levels and creating an objective test. The ACT does seem to have recognized that this battle needs to be fought at a lower level in education.Many students who do poorly on the test are victims of years of subpar learning experiences.ACT Aspire is a system created by the ACT to track students from a young age based on Common Core standards to make sure they are reaching appropriate goals.So far, however, it has not had a very broad reach. The ACT overall does have much more straightforwardness and consistency in its testing model than the SAT, which makes it a better option for many students.Some people might argue that it’s a fairer test, and it's definitely less tricky in a lot of ways. However,it still hasn’t overcome the achievement gap.The ACT may be less entrenched in notions of elitism than the SAT, but it still contributes to the same problematic systems. ACT, Inc.: Non-Profit? It’s tempting to think of the ACT as a lovable underdog that overcame all odds to beat the snobby SAT in the college admissions test market. However,ACT, Inc. has almost as many issues with its supposed non-profit status as the College Board. In 2009, the CEO of ACT, Inc. was compensated over a million dollars.Just like the College Board, ACT, Inc. pays its executives at levels that are much higher than the average for most nonprofits.ACT, Inc. also sells test prep materials for its exams to increase revenue.The goal of the ACT is the same as that of the College Board: get as many people to buy into their tests and programs as possible. The ACT has surpassed the SAT as the most prevalent admissions test, so it has been pretty successful with this goal.Still, it may have to play catch up again after the SAT revamps its test model in 2016.The new SAT is going to be more similar to the ACT (less confusing question phrasing, trigonometry in the math section) so it should be interesting to see which one ends up dominating the market. Overview The ACT was created in 1959 as competition for the SAT.It was supposed to be an achievement test that dealt with content learned in school rather than just cognitive reasoning skills.However, it moved closer to the SAT as time went on, especially when the Science and Reading sections were created in 1989. The ACT has similar problems to the SAT in terms of the achievement gap and its questionable non-profit status.Even though it is often thought of as a fairer and less confusing alternative to the SAT, it’s really a pretty similar test at this point. It’s possible that the release of the new SAT and increased pressure from colleges for a more reliable performance assessment will catalyze changes to the ACT.Hopefully we're getting closer to creating assessments that are both fair to students and reliable as higher education standards. What's Next? Wondering whether you should take the ACT over the SAT? Check out these comparison charts to see the differences between them. If you want to try your hand at an ACT practice test, here's a link to some free full tests! You should also take a look at this list of test dates for the upcoming school year so you can start thinking about when to register for the ACT. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Sociology Essay Example | Topics and Well Written Essays - 250 words - 10

Sociology - Essay Example He calls for a concerted effort to restore their pride and lead a quality life. On the contrary, Mr. Alvin Poussaint breathes some optimism into how African-Americans should see the future and how they should fit themselves into the society. He sees the victory of Obama in the recent Presidential elections as a huge stepping stone in this direction. He expects black people to now walk with a sense of pride and heads held high. Children can take now look up to him as a source of inspiration and the future may witness many more blacks rising up the ranks. Family values and bonds will grow stronger among the blacks and many black men and women may come closer to each other. But he also has a word of caution in his statements, saying all these changes will not occur in a fortnight or so. He states that the American economy has been severely dented by the recent market crisis and things won’t be all that rosy for the new President. A mammoth responsibility has been placed on Obamaà ¢â‚¬â„¢s shoulders and he must embrace himself to fight the woes of the society like unemployment, poverty etc. He believes that the fight against these evils is still very much on, and more so, especially in the case of blacks, who are among the worst affected. Racial discrimination is still prevalent in many parts of the country but he firmly believes that developing a â€Å"victor’s† attitude is crucial in fighting the battle against racial injustice. Blacks have been struggling for their freedom for years now and he exudes confidence that the election of Obama is an important step towards achieving that

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

Understanding Concepts - Essay Example Balance Sheet Ratio Analysis calculates solvency and liquidity of a business. They include Current Ratios = Total Current Assets / Total Current Liabilities. The ratio shows whether a business has sufficient current assets to meet its current debts and leave a margin of safety in case of current assets losses such as collectable accounts or inventory shrinkage. Two to 1 is the favourable current ratio (Stickney, 2010). If the current ratio of a business is low, turning fixed assets into current assets, debts payment, and taking back profits into the business can help raise it. Quick Ratios / acid-test ratio = Cash + Government Securities + Receivables / Total Current Liabilities. 1:1 is the satisfactory acid-test ratio. Working Capital is calculated by taking Total Current Assets less Total Current Liabilities. Leverage Ratio or Debt/Worth Ratio = Total Liabilities / Net Worth. It indicates how far a business relies on debt financing. If this ratio is high, it becomes hard to obtain credit. Income Statement Ratio Analysis measures profitability. They include Gross Margin Ratio = Gross Profit / Net Sales. It calculates the sales dollars left inform of a percentage to cover the company’s overhead expenses. Net Profit Margin Ratio = Net Profit before Tax/ Net Sales. It details the sales percentage, which remain after deducting the Cost of Goods sold and any other expenses apart from income taxes (Stickney, 2010). Management Ratios include Inventory Turnover Ratio = Net Sales / Average Inventory at Cost indicates how effectively inventory is managed. Accounts Receivable Turnover Ratio (in days) = Accounts Receivable / Daily Credit Sales; it shows how effectively the receivables are collected. Return on Assets Ratio = Net Profit before Tax / Total Assets; it measures how effectively profits are being derived from the assets in the

Out with the Old in with the New Essay Example for Free

Out with the Old in with the New Essay Education is the single most important factor in not only an individual’s life and their outcome for success, but also the outcome of future success in America. In order for our country to be successful we must invest in our future generations and the training they will need once they move on to their future endeavors. Although America spends vast amounts of money each year on education, money is not always the answer. We must improve the performance in our classrooms by making sure we have the strongest faculty possible. Teachers being given the luxury of tenure are hurting student performance and the performance of America. Tenure is not only allowing teachers to keep their jobs secure based off experience rather than performance, but also it is this job protection that makes the removal of poorly performing teachers so difficult and costly. In a result, most schools end up retaining their bad teachers. Teachers having tenure is a very controversial issue in today’s society. There are many pros and cons to this subject, but it is crucial that we have the strongest faculty we can in order to have a bright and prosperous future for this country. Teacher’s tenure is a form of job protection that public school teachers receive after 1-7 years on the job. It was created in the early 1920s in order to protect teachers from losing their jobs to younger less expensive teachers. According to Time U. S. magazine, â€Å"Roughly 2. 3 million public school teachers in the U. S. have tenure†(Stephey). With all the budget cuts that have happened, many talented, energetic and young teachers are being fired in order for other teachers to keep their job. Teacher’s job security should be based on performance in the classroom rather than years a teacher’s been teaching. Teacher’s tenure is one of the most controversial issues in education today. Many people argue that it protects teachers from being fired for personal or political reasons, and prevents the firing of experienced teachers to hire less expensive new teachers. Before tenure was in place, teachers would be fired if a new political party took office or even if the principle wanted to make room for a teacher friend. Tenure adds stability for the community around it because teachers with long careers are known and trusted throughout the community. Proponents also say that eliminating teacher tenure would discourage people from entering the teaching profession. Many people would decide to invest their talent in a more securable profession rather than risking their future on what could be a future pink slip. Having less talent in the teaching field would greatly impact education in a negative way. It would reduce innovation in teaching because many teachers’ lesson plans would become skewed towards the standardized tests in order to keep their jobs. Standardized test should not be the reason a teacher loses his or her job, but no teacher should have the luxury of having guaranteed job security. According to the pro-education reform documentary â€Å"Waiting for Superman,† only one out of 1000 teachers is fired for performance-related reasons each year. Teachers with tenure are the older and more experienced teachers. Although they may have experience, their age may be a downfall in their teaching tactics. The older a teacher is, the less energy they have for holding the attention of the class. Especially in the technological age, teachers must be not only energetic and relatable to their students, but they must also be computer savvy. Every classroom now a days has either a computerized white board, projector, or even a class set of laptops. The future of education relies on technology and many teachers that hold tenure have not grown up around such technology. This restricts them on their ability to utilize technology in order to relate to their students. With the high school drop out rate increasing each year, teachers must be well equipped with skills of not only the Internet, but also power points, online lectures, and also online tutoring that all their students may have access to. Society has risen the new generation of students to live off technology. Hardly ever do students look something up in a book rather than resorting to Google to find their answer. In a result, teachers that are younger with less experience in the classroom, tend to have more experience with the technological tactics of learning that many present day students prefer. Relating to the students learning habits is crucial for their future success in higher education. Firing a teacher with tenure is a very long and difficult process. It may take up to a year before the courts become involved before a teacher may lose their tenure. Teacher tenure requires schools to make long-term spending commitments and prevents districts from being fiscally flexible. Teacher employment contracts generally lack provisions for declining enrollment and economic turmoil. As a high school student, I saw many first hand accounts on the effects of tenure. Although it does affect teachers the most, the community around the school may be affected as well. While I was in high school, our school experienced many of our most talented young teachers being â€Å"pink slipped†. Many of the teachers being fired were the most respected around the campus, being favored by the student body by the way they could relate, and teach a subject with such interest. The majority of the school was outraged that many of the younger teachers were being fired rather than the uninteresting older teachers that did not get through to their students as well. The issue began to enter the classrooms affecting the learning of the students. The problem resulted in an organized â€Å"walk out† were the majority of my school walked out of their classrooms in an attempt to save the jobs of their favorite teachers. Although teachers tenure may create stability in a community, fair job protection, and an attractable job profession, tenure must either be eliminated completely, or much more difficult to acquire. Teachers in the K-12 must be held to the same requirements as a college professor in order to acquire tenure. Acquiring a tenure in college requires not only participation in the classroom for a certain amount of years, but also contributions to their given field and accomplishments they make in their long career. Teachings in the K-12 are usually held to the standard of working for two to seven years and then being rewarded job security. By being able to acquire tenure so easily, the education system as a whole suffers. With less talented teachers having secure jobs, students do not learn as efficiently which contributes to the lack of college degrees in America. Education as a whole is the most important issue for America’s success. In education, learning does not start with the student, but instead the tools they are given to succeed. We must either eliminate tenure, or raise the difficulty of acquiring such job security for the betterment of our future leaders.

Why is Frankenstein such a popular text? Essay -- English Literature

Why is Frankenstein such a popular text? Frankenstein is a science fiction novel written by Mary Shelley during the time of the Romantic Movement. It has remained popular ever since it was first published and still sells well today, with many reprints of the book since the first edition. One of the main characters of the story and probably the most (in)famous, Frankenstein's monster, has become an icon of all that is monstrous and wrong. The story has been adapted and interpreted many times all in different ways, causing the monster and the stereotypical view of him to become intertextual. The most popular and well recognised representation of the monster and the one that most people would attempt to draw for you if you asked them what he looked like, is that of a huge green man with bolts coming out of the side of his neck and a flat, broad head. This was created for film by Boris Karloff as his interpretation of what the monster should look like. He would typically move very laboriously, with his arms outstretched as if chasing something. His speech is slow and primitive. This, however, is not the true Frankenstein's monster as described in the book, but one created for television and primarily the cinema, as the book centred more on the issues and moral conflicts when dealing with such a creature, whereas cinema and the media tend to concentrate more on the action and thrilling sides of the story. Various other representations of the monster, including characters in television films such as "The Adams Family" and "The Munsters", as well in comics such as "The Incredible Hulk" and "The Fantastic Four", have occurred throughout the twentieth century, causing the image of the "real" monster to becom... ...xtent of what the is doing as sees that the lengths he is willing to go to are not acceptable or justified at all. This culminates two stories, that of Frankenstein's adventure and Captain Walton's giving the reader an increased feeling of cathagy. In conclusion, the two reasons I believe to be why Frankenstein has remained such a popular text are: a. That the central theme of the story and the issues and situations the arise throughout it are becoming more and more relevant in everyday society so people can relate to the story and b. That it is the first true science fiction story ever and so has been promoted as such that it has grabbed everyone's attention. There are probably a number of stories quite similar and perhaps of even better quality than Mary Shelley's work but few people have heard of them and so they remain in Frankenstein's shadow.

Capture and storage of co2

What Needs To Be Done?IntroductionIncreasing concentrations of C dioxide ( CO2 ) and other gases in the Earth ‘s ambiance are worsening the natural nursery gas consequence and taking to unwanted clime alteration, with attendant hazards of extreme eather, lifting sea degree and inauspicious effects on agribusiness and biodiversity. The chief beginning of CO2 emanations is the burning of coal, oil and gas in power Stationss, for transit and in places, offices and industry. Atmospheric concentrations of CO2 have risen by about one-third since preindustrial times and are expected about to duplicate between now and 2100. Under the Kyoto Protocol of the United Nations Framework Convention on Climate Change ( UNFCCC ) , developed states have agreed to cut down their emanations by 5.2 % below 1990 degrees by 2008-2012. If they wish to brace CO2 concentrations at twice pre-industrial degrees by the terminal of this century, the developed states will hold to cut down their emanations to around half of their 1990 degrees, or even lower. Such deep cuts would necessitate a combination of greatly reduced energy ingestion, monolithic shift from high-carbon fuels ( coal to natural gas ) , widespread usage of renewable or atomic energy, and sweetening of natural â€Å"sinks† for CO2, such as new forest growing. However, elaborate surveies of well-proven engineerings indicate that capturing and for good hive awaying CO2 emanations from fossil fuel-fired power workss could be a low-priced option for accomplishing big decreases in CO2 emanations. Successful application of these engineerings would let states to prosecute a scheme providing:really big and comparatively rapid decrease in CO2 emanations ;continued usage of fossil fuels or a less rapid alteration to non-fossil energy beginnings.Capturing Emissions Of Co2Co2 Capture In Power GenerationCapture and storage engineerings are best suited to large-scale beginnings of CO2 such as power Stationss, which account for about tierce of planetary CO2 emanations. The two chief engineerings for power coevals are natural gas combined rhythms ( NGCC ) , and pulverised coal-burning ( PF ) steam rhythms. Other big fossil power works constellations, such as incorporate coal gasification combined rhythms ( IGCC ) , are besides suited for CO2 gaining control.Post-Combustion CO2 CaptureConcentrations of CO2 in power station flue-gases range from around 4 % by volume for NGCC workss to 9 % for IGCC workss and 14 % for PF workss. CO2 could be captured utilizing amine dissolvers to scour the flue-gases. Amine dissolvers have already been widely used in the chemical and oil industry for CO2 gaining control, and this technique can be adapted for application on flue-gas watercourses. The aminoalkane go forthing the scrubber is heated to let go of high-purity CO2 and is so re-used. Although amine scouring is comparatively straightforward in NGCC workss, extra steps are required in coal-burning workss to forestall taint of the recovered CO2 by other flue-gas drosss. Post-combustion gaining control does hold its disadvantages. The low concentration of CO2 in power- station flue-gases means that a really big volume of flue-gas has to be treated. Equipment is correspondingly big and capital costs are high. If the gaining control engineering is based on a dissolver, such as aminoalkane, big sums of energy are required for solvent regeneration. Using concentrated O alternatively of air for burning will increase CO2 concentrations in the flue-gas to, typically, more than 90 % . However, bring forthing the O requires expensive equipment and, once more, high degrees of energy ingestion.Pre-Combustion CO2 CaptureA pre-combustion gaining control engineering, bring forthing a CO2 concentration of 35 % to 40 % , can avoid many of these jobs. Pre-combustion CO2 gaining control involves responding the fuel with O or air and, in some instances, steam, to bring forth a gas dwelling chiefly of C monoxide ( CO ) and H. A catalytic â€Å"shift† reaction with steam in a catalytic reactor ( switch convertor ) gives CO2 and more H. The CO2 is removed and the H passes to a gas turbine, or perchance a fuel cell. This technique needs more gas-purification phases when applied to char or oil, instead than natural gas. Most of the engineering required is good proven in ammonia production and other industrial procedures. However, the usage of H as a turbine fuel is fresh. At least two turbine makers are seeking to set up standards for the burning of hydrogen-rich fuels.Performance Of Known CO2 Capture TechnologiesA survey by the International Energy Agency Greenhouse Gases R & A ; D Programme has estimated the following benefits and disadvantages for a new 500 MW gas- or coal-burning works integrating CO2 gaining control, with CO2 compaction to 110 saloon:an 80 % decrease in CO2 emanations to the ambiance ;a decrease in electrical coevals efficiency of between 8 and 13 per centum points ;an addition in capital costs of between 50 % and 100 % ;an addition in the cost of electricity coevals of approximately 50 % in gas-firedworkss and IGCC workss with pre-combustion gaining control, and about 70 % in PFworkss with post-combustion gaining control.Other Opportunities For CO2 CaptureCertain industrial procedures, every bit good as oil and gas production Wellss, already produce concentrated watercourses of CO2. These could be captured at small cost. Hydrogen might go established as a major fuel for autos, airplanes and heat and power coevals. Centralised, large-scale production of H from fossil fuels would be well-suited to pre-combustion gaining control of CO2 emanations.Co2 TransportationAfter gaining control, transit of CO2 to a long-run storage site would be by hard-hitting grapevine or by oiler. CO2 is mostly inert and easy handled and is already transported in big measures. In add-on, there are likely to be chances for power production to take topographic point at such long-run storage sites as coal beds and oil and gas reservoirs. Locating determinations will necessitate to take history of the fact that it is cheaper to shriek CO2 than to convey electricity.Co2 StoragePotential Storage OptionsCarbon dioxide storage will be an effectual manner of avoiding clime alteration merely if the CO2 can be stored for several 100s or 1000s of old ages. The four most promising storage options are: oil and gas reservoirs, deep saline reservoirs, unminable coal beds, and the deep ocean. By comparing, other options are improbable to be economically competitory. These include storage in specially created belowground caverns, in a thermally insulated depository as solid dry ice or in carbonate signifier as a consequence of reaction with of course happening minerals.Oil And Gas ReservoirsThousands of oil and gas reservoirs have been depleted to the extent that, given bing extraction techniques and current fuel monetary values, they are no longer feasible. The geology of these reservoirs is good understood. They are known to hold stored liquid and gaseous hydrocarbons for 1000000s of old ages and their existing substructure might be suited for CO2 storage. The natural-gas industry has routinely used depleted natural gas Fieldss for the belowground storage of natural gas. It is besides possible to utilize CO2 injection for enhanced oil recovery ( EOR ) in active, bring forthing oil and gas reservoirs, alternatively of bing energy-intensive EOR techniques ( Figure 2 ) . In some instances, the benefits would more than offset the costs of CO2 gaining control and injection.Deep Saline ReservoirsDeep aquifers that contain merely saline H2O and have a comparatively impermeable cap stone could be used to hive away CO2. In some formations, the CO2 would respond with minerals in the H2O to organize carbonates, thereby going locked up for good. Injection techniques would be similar to those used for low oil and gas Fieldss. In the Norse Sleipner undertaking, CO2 is being separated from a natural gas watercourse and injected into a deep saline reservoir below the North Sea. The undertaking is being monitored and modelled as portion of an international enterprise established by Statoil, the Norse province oil company, with the IEA Greenhouse Gas R & A ; D Programme. This should assist to decide many of the uncertainnesss associated with storage in deep saline reservoirs. Unminable Coal Beds When CO2 is injected into unminable ( really deep ) coal beds, the CO2 is adsorbed onto the surface of the coal and displaces methane. The CO2 is locked up for good, provided the coal remains unmined. Because coal can adsorb, by volume, approximately twice every bit much CO2 as methane, the coal bed provides net CO2 storage, even if the displaced methane is burnt as a fuel. The IEA Greenhouse Gas R & A ; D Programme is assisting in a field trial of such enhanced coal-bed methane production, utilizing CO2 and nitrogen mixtures. Deep Ocean Injecting CO2 into the deep ocean is a longer-term option that would take advantage of the really slow natural interchange between the deep ocean and its surface beds. Computer theoretical accounts suggest that approximately 80 % of the CO2 injected at a deepness of 3,000 metres would still be retained in the ocean after 500 old ages. CO2 injected deeper than 3,000 metres at the ocean floor, would organize a lake of liquid CO2 or CO2 hydrate. This might farther widen keeping periods. Surveies are under manner to turn to the significant scientific uncertainness about the storage unity and environmental impact of ocean storage. Among these are the Climate Technology Initiative ( CTI ) Ocean Sequestration Project. Environmental Deductions And Uncertainties There are a figure of environmental impacts and uncertainities that need farther survey: the length of clip the CO2 must stay stored in order to extenuate clime alteration hazards ;The consequence of slow or sudden release of CO2 on atmospheric CO2Concentrations ;The consequence of boring on the unity of depleted oil and gas field caps ;Likely reactions between CO2 and belowground minerals, and their possibleImpact on CO2 segregation periods and on the unity of oil and gas fieldCaps ;The nature of deep saline reservoirs and their impact on CO2 storage overTime ;The possible impact of seismal activity ;The impact on marine life of deep ocean storage of CO2 and of natural CO2Absorption from the ambiance.ConfirmationAccurate confirmation of the measures stored is indispensable if CO2 storage is to be used as a footing for emanations trading or to run into national committednesss to CO2 decrease. Accurate, low-priced measuring techniques already exist for storage of CO2 in depleted oil and gas Fieldss and deep saline reservoirs. Validation of ocean storage is likely to be more hard and dearly-won, and appropriate techniques have yet to be developed.Co2 Capture And Storage CostssThe IEA Greenhouse Gases R & A ; D Programme has estimated the costs of CO2 gaining control and storage for a scope of coal- and gas- discharged power workss, utilizing pre- and post-combustion gaining control techniques. The overall cost of CO2 gaining control and storage is about $ 40 to $ 60 per metric ton of CO2 emanations avoided. This compares favorably with other options, such as the widespread usage of renewable energy beginnings. The cost has three chief constituents:CO2 gaining control and compaction to 110 saloon: $ 30 to $ 50 per metric ton of CO2 for a 500 MW gas- or coal-burning works at current fuel monetary values ;transit by grapevine: $ 1 to $ 3 per metric ton of CO2 per 100 kilometer ;storage: $ 1 to $ 3 per metric ton of CO2.These costs are expected to fall as the engineering matures and the graduated table of appl ication addition. The cost of CO2 gaining control and storage corresponds about to an addition in the monetary value of electricity of 1.5 – 3 US cents per kilowatt hr. For comparing, in 1998, domestic electricity users in the OECD paid between 7 and 14 cents per kilowatt hr. Industrial users paid 4 – 9 cents.Key Technology NeedsTechnology research and development, presentation undertakings and appraisals of the potency for CO2 gaining control and storage are taking topographic point in many states. Key engineering demands are:accurate appraisal of geologic storage potency ;field trials to find the destiny of CO2 injected into geologic formations ( oil and gas reservoirs, unminable coal beds and saline aquifers ) , and the deepocean, and its environmental impact ;cost decrease of bing CO2 separation techniques ;R & A ; D on fresh gaining control and storage engineerings ;development of engineerings for the production, transit and usage of H derived from fossil fuels.Re commendations For Policy MakersTo guarantee that the CO2 gaining control and storage engineering option is available in the coming decennaries, a major attempt is justified:Existing attempts need to be linked together ;new technological thoughts and attacks to co2 gaining control and storage should be smartly pursued ;issues of storage unity and environmental impacts should be resolved quickly, through unfastened, crystalline research programmes ;the surveies, R & A ; vitamin D and engineering presentations outlined supra demand to be comprehensively addressed ;this can be achieved most quickly, and efficaciously, through the fullest possible international and public-private coaction ;given its strategic importance as a potentially large-scale and low-cost extenuation engineering, the attending given to co2 gaining control and storage should at least be equal to that given to other major extenuation options, such asBiomass, solar, atomic engineerings.Successful declaration of these issues should take to recognition within the UNFCCC procedure of CO2 gaining control and storage as an effectual option for extenuating emanations of CO2.

On the Waterfront Essay

Kazan does not only use Terry Malloy by establishing him a hero in On the Waterfront to value individual conscience or moral growth above community loyalty or sense of obligation, but also other characters like Edie and Father Barry. Unlike Terry, who has to gain individual conscience, Edie and Father Barry have never been really closely connected to the community, which allows them individual conscience. Their supporting role of Terry’s moral growth is used by Kazan to praise individual conscience, as it also liberates the waterfront. It should not be mistaken that Kazan does support individual conscience in the deaths of Charley and Dugan who had to die for the possession of a sense of justice. Their deaths were portrayed by Kazan as a type of martyrdom and also had a great impact on Terry, which resulted in his portrayal as a hero. Edie Doyle and Father Barry epitomise individual conscience, which Kazan attributes to how they are outsiders and allows this value to waver as both of them become more involved with actions of disruption and protest against the corrupt union on the waterfront. Father Barry was a â€Å"saint [who] hid in the church† believing that â€Å"time and faith were great healers†. It was Edie’s sense of justice which pushed Father Barry out of his passive role to work for social justice, as she bitingly scorned Father Barry’s inability with a close up used so that viewers can tangibly feel her resentment, when Joey had just been pushed off the roof of the tenement. Father Barry had transformed from being a â€Å"potato eater† (demeaning label of an Irish Catholic simpleton), to risk being â€Å"shipped off to Abyssinia† (a pun perhaps as the abyss is death) to break the mob’s corrupt grip on the waterfront. The attack on the church did not faze Father Barry despite the alarming clatter of baseball bats on the pavement and heads being using like baseballs, when the church was under attack by the union. Father Barry’s individual conscience grew as he firmly believed that â€Å"these people (the community) needed help†. This as well as going â€Å"right down to the wire† for Dugan, acted as a catalyst for Father Barry’s growth in individual conscience, which had made him a hero in his own right as he had to triumph over his own inhibitions and the conservative restrictions of and expectations of his role from the church. Edie unlike Father Barry, had already possessed individual conscience (she had contributed to Father Barry’s growth to provide justice), but she like Father Barry refrained from perpetually seeking an end to the corruption on the waterfront. Father Barry had sought to back Dugan as he talked to the crime commissioners so that they could charge the union of corruption, yet when Dugan died from an apparent ‘accident’ Father Barry shied away from taking an active role, preferring to be passive in his involvement, as seen when Terry came to ask for advice of whether he should go testify against the union where Father Barry in a bitter tone said that Terry’s â€Å"own conscience has got to do the asking†. This may suggest Father Barry’s guilt in pushing Dugan to take action which resulted in his death. Edie also refrained from the active role she had taken to find Joey’s killer and unknowingly fighting against the corrupt union, when she realised she loved Terry. Thus not wanting him to die but to â€Å"come to the country, where there is no Johnny Friendly†, who controlled the union, and threatened his life. She may have been trying to protect Terry but she did not consider the impact on those who work on the waterfront, including her own father, Pop Doyle, who would continue to be exploited by the union, thus perhaps compromising her morals to an extent. Unlike Terry, Father Barry and Edie were not empowered to stop the corruption of the union on the waterfront. It is in Father Barry and Edie’s inability to stop corruption that establishes Terry as the hero through his moral growth to individual conscience. Ultimately it is his triumph over the corrupt union to show that individual conscience is valued over community value, when comparing his moral growth to Father Barry and Edie’s. Kazan allowed the audience to follow Terry’s tumultuous moral growth allowing strong connection to form between the bodies. It was loss of Joey that had begun the transformation process that had reignited his bitterness for purposely losing in a boxing final to fulfil Johnny Friendly’s bet. Terry’s relationship with Edie had also contributed to his growth of moral conscience as an individual, as Terry wanted to protect as he confessed she was â€Å"the first nice thing that has ever happened to me† to Father Barry when he was seeking to know whether he should confess to the crime commission about Joey’s death. Father Barry had also encouraged Terry to be truthful to himself to develop individual conscience, allowing Terry to admit he was being used by Johnny Friendly (â€Å"it’s do it or else† when it comes to a favour from Friendly). Terry would not have been a hero with individual conscience if he had not the support from Edie and Father Barry. Terry had to struggle against community loyalty to achieve individual conscience. Kazan uses this struggle to humanise the character making him heroic. Terry had always been â€Å"one of theirs† or part of the union as he was the â€Å"brother of Charlie the Gent†, he was in a sense also an outsider like Edie and Father Barry from the workers of Hoboken on the docks yet he was driven by self-preservation, which led him to adopt the â€Å"D ‘n D† or Deaf and Dumb creed (not speaking up against anything the union did – keeping silent) from the dock workers, which inextricably created a superficial community loyalty as they shared the view that their â€Å"life was not worth a nickel†. It was Charlie’s death that had led to Terry going against community loyalty, as Charlie was his brother and shared a strong connection with each other. Charlie had looked out for Terry as he had sacrificed himself knowing â€Å"10 to 1 they (Johnny Friendly) won’t believe me†. This portrayed Terry as the tragic hero eliciting the sympathy of the audience who will celebrate as Terry topples Johnny Friendly’s position of power, as he stumbled battle worn after violently grappling with Friendly into the warehouse to take his position as the new spiritual leader of the workers, with trumpets in the soundtrack heralding his triumph. His growth to individual conscience had led to Terry’s redemption of Joey and Charlie’s death. Community loyalty would not have achieved this. Kazan valued individual conscience in Edie and Father Barry, but through them has shown that though it may motivate them to defeat corruption they may not be empowered to take action. It is through Terry that Kazan strongly values individual conscience by establishing him as an enduring hero, who had to undergo transformation and go against community loyalty, but also needed support to uproot Johnny Friendly and his corruption.

Does Political Participation Challenge Democracy or Enhance It

Does Political Participation Challenge Democracy or Enhance It Introduction Democracy is probably one of the most complicated concepts to be understood in political science. On the one hand, it seems to be so easy to comprehend the main idea of democracy as the form of government that is controlled by the citizens.Advertising We will write a custom report sample on Does Political Participation Challenge Democracy or Enhance It? specifically for you for only $16.05 $11/page Learn More On the other hand, such form of government has a number of components which have their own characteristics and peculiarities which are hard to define. Due to the Hudson’s idea that the citizen participation may have two faces, it is not always easy to define the impact of such participation on democracy in the USA. A certain control is required to enhance political participation and define its level by means of which it is possible to consider citizens’ opinions and promote the worth of government; in other words, political pa rticipation may enhance considerably American democracy in case this participation is properly organized in the forms of votes or Internet activities; however, current conditions undermine democracy a lot. Summary of the Author’s Ideas Hudson is one of the writers who creates a powerful system by means of which it is possible to evaluate the conditions under which American democracy may be organized. His American Democracy in Peril: Eight Challenges to America’s Future is a unique collection of professional ideas of what may challenge democracy and how this sphere of life may be improved. He introduces four theories of citizen participation and clearly describes an appropriate model for each. The role of people is huge indeed, and society should realize its impact on the development of the country. The author defines two sides of citizen participation: on the one hand, â€Å"fewer citizens seem interested in showing up to vote representatives into office†, and o n the other hand, â€Å"elected representatives are beleaguered with citizen activists monitoring every vote and ready with vociferous demands on every conceivable issue† (Hudson 144). The role of citizen participation in the system may be both decreased and increased under different theories given. For example, Hudson uses protective and pluralistic models of democracy under which citizen participation is passive, and society is too weak to protect its diversity, property, and liberty (Engel 46). However, the other two models, participatory and developmental, aim at involving citizens to the political sphere of life in order to prove social as well as economic equalities. Still, it does not matter for Hudson what model of democracy is used by society because each form is another serious challenge for people and for democracy. People are biased because of the encouraged trivialized elections, spreading radical individualism, and even inequality that is increased in the sphere of business.Advertising Looking for report on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Participation should provide citizens with more opportunities to improve their political rights and ideas; people may become more responsible for their activities. However, the author underlines that unfortunately â€Å"the character of American political participation undermines our democracy focuses not on who participates but on how participation is organized† (Hudson 160). Even citizen participation remains to be a serious challenge for American democracy under the current conditions. Argument: Does Participation Challenge or Enhance Democracy? According to Hudson, the relations between participation and democracy play an important role and should be organized properly basing on the theories. In the introductory part of the book, the author defines four main theories according to which citizen participation m ay be organized. Each theory has its own impact on politics, this is why it is necessary to pay certain attention to every aspect. Developmental type of democracy â€Å"takes much more positive view of people, especially people in democratic society† (Hudson 10). In other words, the peculiar feature of such model is that democracy here makes sense and has a purpose. Magstadt examines this model as â€Å"a kind of school for civic education and socialization† (103). Pluralistic democracy is one of the most recognizable models as it aims at defining social interests and their competition. There is a certain hierarchical order that is inherent to the economic elite, and such model defines the idea of non-participation as the only positive aspect to satisfy citizens with the offered political process. Protective democracy usually aims at protecting popular governmental control as the only reliable method to protect citizens’ liberty. The point is that citizens are f ree to perform passive roles in all political activities, still, they become active on the economic arena. Though this type of democracy is characterized by properly defined political rights as votes or protests, this model fails to focus on inequality that is spread in society. The essence of participatory model lies into the fact that political and social institutions may be improved by means of direct citizen participation. Democratic citizenship should be provided with freedom and opportunities to create a world the living conditions of which may be considered. Unfortunately, government is not able to control such model of democracy all the time, this is why such attitude to citizens’ rights is usually neglected or poorly organized. To create a properly working society, citizens should have a certain number of skills and a good level of knowledge. Political awareness is an important issue to be considered as citizens should understand the messages they send and receive (K uklinski 278). Unfortunately, not all American citizens are ready to study the required material to participate in different political activities and introduce new ideas of how the current living conditions may be improved.Advertising We will write a custom report sample on Does Political Participation Challenge Democracy or Enhance It? specifically for you for only $16.05 $11/page Learn More Of course, people may have their own opinions, still, they are not ready to find practical and legal application to their oral ideas and thoughts. This is why the only rational idea about the level of political participation in the USA should be connected to the protective democracy under which citizens’ ideas and rights are taken into consideration still require certain improvements and elaboration from a pure political point of view. It is seems to be rational to take some aspects of the two theories defined by Hudson in his work, protective and participative. In other words, political participation may enhance democracy in case citizens are provided with a number of opportunities and rights, still, their ideas and suggestions in the forms of votes, personal initiatives, and the Internet activities will be controlled by the government to protect human rights and not to create the situations which are legally hard to explain and introduce. Success of political participation is predetermined by the possibility to organize and maintain the control of human activities without neglecting human rights and initiatives. Conclusion William Hudson contributed considerably to the sphere of political science, and his idea to define citizen participation as one of the challenges to American democracy deserves recognition. In fact, political participation may enhance American democracy in a variety of ways in case a proper model is chosen and implemented to society. People are free to choose what kind of democracy they want to live in, still, they sho uld be also ready to improve personal understanding of the political terms and be promote ideas which have appropriate legal bases. Still, each person should ask one question to him/herself whether he/she is ready to learn more in order to take the step and be able to change the present and improve the future. Engel, Michael. The Struggle for Control of Public Education: Market Ideology vs. Democratic Values. Philadelphia: Temple University Press, 2000. Hudson, William, E. American Democracy in Peril: Eight Challenges to America’s Future. Washington, DC: CQ Press, 2006. Print.Advertising Looking for report on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Kuklinski, James, H. Citizens and Politics: Perspectives from Political Psychology. New York: Cambridge University Press, 2001. Magstadt, Thomas. M. Understanding Politics: Ideas, Institutions, and Issues. Belmont, CA: Cengage Learning, 2010.

Interpreters and Commentators

Interpreters and Commentators Interpreters and Commentators Interpreters and Commentators By Maeve Maddox Mike Feeney overheard a business owner repeatedly [mention] that they would be using an â€Å"interpretator† and has asked for a post on interpreter/interpretator and commenter and commentator interpreter: one who interprets or explains; one who translates languages. In current usage, interpretator is nonstandard, as is the obsolete verb formation interpretate. The OED has an entry for interpretator, but its the most recent documentation is from the 17th century and the word is labeled as obsolete. The Merriam-Webster Unabridged Dictionary has no entry for it. M-W does have an entry for interpretate, which redirects to interpret. Here are some examples of nonstandard interpretator: I know there is a secretarys dayIs there an interpretators day? Speaking in Malayalam, through an interpretator, Poulse and his other colleagues said   I bet I was the best hand writing interpretator in the world. software, incorporating the only true award interpretator system for Australian conditions since 1991 Chinese (mandarin) translator/interpretator service provider Nonstandard interpretate also abounds: management will read the same contract as you but will interpretate it different[ly]. Im pretty sure he misinterpretated the study, Himmler thought that Germany was going to recover because he misinterpretated one of Nostradamuss predictions. In November 2005 she interpretated the role Dame at â€Å"Dido and Enea† by Purcell While interpretator has no meaning apart from that of the standard word interpreter, commentator and commenter have distinctive meanings. commentator: A writer of expository comments or critical notes on a literary work; the writer of a commentary; One who reports or comments on current events, esp. on radio or television. commenter: One who comments Here are some examples of both words: Sometimes sports commentators say the strangest things Alan Watkins, doyen of political commentators, dies at 77 Texas police take on blog commenters Are Blog Commenters â€Å"Real† Writers? N.C. Judge Unmasks Pseudonymous Blog Commenters The 6 Types of Blog CommentorsDo You Know Them? (NOTE: The OED gives commentor as an alternate spelling of commenter.) I see a useful distinction between commentator and commenter, especially in this everybodys a writer culture of ours. Commentators are qualified to write intelligently about a particular topic, approaching it and analyzing it in terms of a body of knowledge. Commenters, on the other hand, express opinions on matters about which they may or may not be particularly informed. Many DWT readers bring professional expertise in language to their comments, resulting in useful commentary. In general, however, blog commenters tend to be stronger on opinion than information. Bottom line: Id reserve the word commentator for analysts operating from a professionally-informed perspective and writing or speaking in a formal setting. Id use commenter for people who respond to blog posts. 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 Vocabulary category, check our popular posts, or choose a related post below:"Because Of" and "Due To" 50 Idioms About Fruits and Vegetables6 Foreign Expressions You Should Know

ANIS 1006B Essay Example | Topics and Well Written Essays - 500 words

ANIS 1006B - Essay Example First, he can request his wife, or the children to help him with the morning preparations, in case that is one of the reasons he gets late at work. He might be taking long cleaning his shoes or ironing his clothes before he gets to shower and do all the other preparations. To save on time, Mr. Herman can request his wife to help him prepare his clothes and shoes as he showers and makes other things ready. If he used to take 30 minutes preparing his clothes and shoes, he would be able to save the same amount of time. Hence, he will get to work on time. He can also assign duties to his children and ensure that all the preparations get completed before they go to sleep the previous night. The children can help with the duties of making sure that his clothes and shoes get prepared early enough to reduce the bulk of preparations in the morning. The second option for Mr. Herman is to find a way of taking coffee at home and avoid wasting time at Tim Hortons. It is very possible, given that Hermans wife has retired, to prepare the breakfast or a coffee at home in the morning. It will allow Mr. Herman to take a coffee at home. Hence all that time he wastes at Tim Hortons will be used to proceed to work before the school bus blocks the road. His wife is at a good place to assist him with many things in the morning as he prepares since she has retired, hence, has no much to do or anywhere to go to so early. Still, with good planning and organization, Mr. Herman can manage his time well by waking up early and do some of the preparations by himself. The main aim here is for him to complete in time so that he can avoid getting stuck behind a school bus. Lastly, Mr. Herman gets to work late due to the time he wastes chatting with his friends. To help him get to work in time, Mr. Herman can make arrangement to chat with his friends through the social media later or on the phone once he arrives at work or later in the day. On

Were the Puritans Puritanical (Carl Degler) Essay

Were the Puritans Puritanical (Carl Degler) - Essay Example believed it would anger God if one dressed differently to their station in life; it would be like lying to God to dress extravagantly when one was a member of a lower class. Many of the people who were in the upper-class of Puritans could and would wear gold, silver, and lace. Whilst this is true, most of the other restrictions on dress were to preserve the modesty of the wearer, although it was not as dull, plain and conservative as the stereotype. Women were expected to cover their head and most of their body. As previously mentioned, the Puritans placed a great value on the pure things in life, and part of this belief was an understanding of the Bible as more-or-less literal. In this case, they believed that man should not have too much fun, enjoyment or laughter in this life in case it hinder his ability to experience these things in the next, and sex was part of this. Sex was part of this, but it did not mean that sex was banned in society. The Puritans knew that people of both genders have sexual desires, and they also knew that these needed to be fulfilled. All the Puritans asked was that sexual intercourse be undertaken prayerfully with recognition that it is God that has bestowed these pleasures on them. However, it is worth noting that they did believe in having sex with respect and not enjoying it to excess. The central view of human nature in the Puritan faith is that it is prone to sin and this is an inescapable factor of life. Everything that comes from the body is sinful or disgusting. They believed that because of this tendency to sin, they must be controlled by a strong hand that helped them to curtail these sinful lusts and become more like God and live a purer life. The reason that they broke off from the English church is that they believed that this was corrupt, and they needed to escape this to try and counterbalance some of the things that human nature provoked. In life, the Puritans were expected to avoid sin as much as possible and