Learn the Italian Word Quando

The English translations of quando are:  when,  once, and after. If you want to be able to ask â€Å"when† something is happening in Italian, you’re going to have to get cozy with the word â€Å"quando†. Below are a handful of examples to help you become familiar with how and â€Å"when† to use â€Å"quando†. Esempi Quando parti per l’Italia? - When do you leave for Italy? (informal)Quando torni dall’Italia? - When do you return from Italy? (informal)Quando inizia il film? - When does the movie start?Quando à ¨ il compleanno di Giulia? - When is Giulia’s birthday?Chiamami quando torni. - Call me when you return. (informal)Arrivo da te quando ho finito di lavorare/col lavoro. - I’ll come over to your house once I’m done with work. (informal)Ci vediamo stasera quando arrivi. - We’ll see each other tonight after you arrive. (informal) Common Expressions Di quando in quando - SometimesQuando vuoi - Whenever you wantQuando mai? - Since when? Pop Culture Reference Quando, quando, quando - Tony Renis

Existentialism and Albert Camus The Plague Essay

Existentialism and The Plague In the mid 1940s, a man by the name of Albert Camus began to write a story. This story he called La Pestà ©. Written in French, the novel became extremely popular and has since been translated numerous times into many languages. This story has been read over and over, yet it tells more than it seems to. This story tells the tale of a city gripped by a deadly disease. This is true enough, but this is not what the novel is about. The Plague can be read as an allegory of World War II, of the French Resistance against German Occupation. To simplify things, one can say that The Plague is an allegorical novel (Picon 146). This however, is indeed an oversimplification, and so this only tells part of the†¦show more content†¦For Camus, on the other hand, a mans acts could reveal an intrinsic integrity or dignity which were always there but which had laid dormant and unasserted until he was made to face the absurdity of his mortal condition in an immortal universe (Masters 107). Key to understanding this is that the integrity is unasserted. Camus believed that man was more than just a shell to begin with, that there is some basic worth to a man. Within each man Camus believed that there is a spark of goodness which only he himself could fan into a flame. While man may have innate goodness, what Camus saw in the world more often was indifference, inaction. Mankind failed to act on this goodness. Camus addresses this indifference in The Plague. Camus wrote this novel during a tumultuous time in history, World War II. Even before the war had begun, Camus saw this indifference. Camus watched as the nations of Western Europe sat idly by as Hitlers Germany seized lands, building his Reich. These lands believed they could ignore the problems Hitler was causing; they believed they could appease Hitler and leave it at that. Suddenly, France had fallen under German control and England was at the mercy of German bombers. These events helped to prompt Camus into writing The Plague. The war which Camus witnessed was transformed into the guise of a deadly disease. However, Camus does not merely attack the events of one war, norShow MoreRelated Existentialism in Albert Camus The Plague and Samuel Becketts Waiting for Godot945 Words   |  4 Pages All of the characters in The Plague and Waiting For Godot exist in their fictional worlds. However, none is able to explain why. Neither work gives the reader an explanation of human existence except to say that humans exist. Providing an answer to the question of existence would constitute a paradox. To an existentialist, if you answer the question, then youve missed the whole point. Existentialism is a philosophy that emphasizes the uniqueness and isolation of the individual experience inRead MoreExistentialism And The Absurd By Albert Camus1186 Words   |  5 Pagesstories, and plays, the French-Algerian writer Albert Camus relates to his philosophical beliefs: specifically existentialism and the absurd, as well as his connecting idea of rebellion. Camus’ most prominent works – such as the novels The Plague, The Stranger, The Rebel, and others – reflect these beliefs and ideas he held. Though he was and continues to be considered as one, Camus made a point of rejecting the label of an existentialist. Existentialism is essentially based on the idea that philosophyRead MoreAlbert Camus and His Views on Existentialism Essay1010 Words   |  5 PagesAlbert Camus is considered one of the greatest existentialist writers of all time. 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Propelled more by the philosophy of existentialism and the notion of the absurd than plot and characters, Camus’ novel raises many questions about life, and answers themRead MoreWith Age, We Question Our Lives836 Words   |  3 Pageslife even more confusing. Many readers would find Camus difficult to understand especially his philosophy. Camus rejected himself as a philosopher and did not want to be grouped with existentialists such as Dostoevsky, Kierkegaard, or Kafka (Payne, 1992). However, many experts say that his philosophy is a mixture of existentialist and humanism. Most of his works revolved around the philosophy of existentialism, absurdism and humanism. Camus may reject that he is a philosopher but his works haveRead MoreAlbert Camus and Bohemian Rhapsody Comparison1695 Words   |  7 Pagesthe writings of â€Å"Queen† and Albert Camus Albert Camus was one of the most renowned authors during the early twentieth century. With writings such as The Stranger, and The Plague, Camus has struck the world of literature with amazing works that are analyzed to a great extent. This amazing success was not just handed to Camus on a silver platter however; Albert endured many hard times and was often encumbered with great illness in his short life. These hardships that Camus had to face, emphasized inRead MoreThe Existential View Of Absurdity in Camus The Plague Essay1024 Words   |  5 Pagesevents that occur. Albert Camus, the accomplished author of many amazing books knew about this idea and understood the meaning, which in turn influenced many of his great novels. One of his excellent novels, â€Å"The Plague,† exhibits the ideas of absurdity in many aspects. One being the idea of an absurd hero, or someone who realizes that the world lacks order, yet through that spectacular revelation continues through their resp ected life. Camus develops the characters in â€Å"The Plague,† to represent theRead MoreAnalysis Of The Plague By Albert Camus1101 Words   |  5 PagesThe novel, The Plague, written by Albert Camus, will be the focal point of the Multicultural essay. Further delving into Albert Camus and his life, he was a French philosopher, author, and journalist. At a young age, he lost his father due to an injury suffered during World War I, and was raised under the domineering hand of his grandmother alongside his mother (Lottman 52). Camus did exemplary in school and through his political engagement led him to join the Communist Party. Deeply advocating forRead More Futility of Human Existence Exposed in The Guest by Albert Camus2321 Words   |  10 Pagesâ€Å"He who despairs of the human condition is a coward, but he who has hope for it is a fool† (Wyatt). As this quote by Albert Camus suggests, he was not a very optimistic writer. His gloomy look on life itself can be seen all too clearly in â€Å"The Guest†. The story itself deals with Camus’s idea of the futility of human existence: the only rational thing anyone can expect is death. Camus’s underlying philosophy is revealed from the very beginning of the story. The French title, â€Å"L’hote†, translatesRead MoreThe Plague By Albert Camus2232 Words   |  9 PagesNon-American Author Research: The Plague by Albert Camus The Plague by Albert Camus is a novel that forms themes around human suffering, greed, and religion. Although, most of the cultural points in this novel are based off of the authors own traditions and culture, the major things to focus on are the differences between history, culture, and religious beliefs between the novel and Oran, Algeria. In Camus’s story, the community of Oran is thrown into panic due to a plague spreading throughout the city

Church History Essay Example For Students

Church History Essay Christianity BeginsOn a late afternoon, in about the year AD 33, two men were walking from Jerusalem to the nearby village of Emmaus. Their conversation centered on events that had occurred the previous week. As they journeyed, a stranger who seemed ignorant of these events joined them. Surprised, they asked him: Are you the only person staying in Jerusalem not to know what has happened there in the last few days? So they explained to him about a certain Jesus of Nazareth, a prophet powerful in speech and action before God and the whole people. Our chief priests and rulers handed him over to the Roman authorities to be sentenced to death, and they crucified him. But we were hoping that he was the man to liberate Israel. Even more amazing, they went on to say, were reports from some women who visited his tomb that he was alive again, raised from the dead. Suddenly the stranger spoke: How dull-witted you two are! And how slow to believe all that the prophets said. Was not the messiah b ound to suffer thus before entering upon his glory? Then he went on to clarify from the Hebrew scriptures all the passages that referred to himself. For the stranger was Jesus of Nazareth, of whom the two had been speaking. Based on the life, death and coming to life again of Jesus Christ there has developed the worlds largest religion, Christianity. Expectation and RealityThe two men on the road to Emmaus were not simple common folk. They were a selected group of twelve followers, called disciples or learners, of Jesus who had known him for at least three years. During this period they had listened to all he said and had witnessed his amazing actions, such as healing the sick, giving sight to the blind and hearing to the deaf and even bringing people back to life. They had become convinced that he was the Messiah who was to redeem Israel. Israel wanted and expected redemption. This small Jewish nation, located in the eastern part of the Roman Empire, had for centuries looked forward to a time when their God would, through some decisive action, free them from outside oppression and establish Israel as the preeminent nation in the world. The word messiah means the lords anointed, someone God has set aside for a specific task. Christians believe that Jesus, from the small town of Nazareth in Galilee, was that Messiah. They also believe that what he accomplished far exceeded the expectations of Israel. The Jews looked for a messiah exclusively for themselves, though his power and love would be such as to draw Jews and gentiles to a belief in the same God. Christians believe that Jesus, as Gods son, accomplished something that was intended to benefit the whole world. The Man and the MessageWhat Jesus said and did can be learned from the first four books of the Bibles New Testament. These books Matthew, Mark, Luke, and John are called Gospels, a word that means good news, because they are his followers written testimonies of what his life was all about. The Gospels depict a man who was thoroughly inborn with the entire tradition of Israels religion from the time of Abraham onward. From what Jesus said and did his followers came to believe that God was perhaps acting through him in a very special way. Very possibly he was the one long awaited who would inaugurate Gods kingdom on Earth. It was reasonable that they should think this, for they too were Israelites; and they saw in his words and deeds what portended to be the dawning of a new age. What dashed their hopes was his death, crucifixion was a punishment reserved for criminals. Then came the great surprise: He was raised from the dead and appeared to them again over a period of 40 days. This stunning event required a complete reassessment of what Jesus was all about. .ua0c94b4b82a6a79bec67c303051f8da0 , .ua0c94b4b82a6a79bec67c303051f8da0 .postImageUrl , .ua0c94b4b82a6a79bec67c303051f8da0 .centered-text-area { min-height: 80px; position: relative; } .ua0c94b4b82a6a79bec67c303051f8da0 , .ua0c94b4b82a6a79bec67c303051f8da0:hover , .ua0c94b4b82a6a79bec67c303051f8da0:visited , .ua0c94b4b82a6a79bec67c303051f8da0:active { border:0!important; } .ua0c94b4b82a6a79bec67c303051f8da0 .clearfix:after { content: ""; display: table; clear: both; } .ua0c94b4b82a6a79bec67c303051f8da0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua0c94b4b82a6a79bec67c303051f8da0:active , .ua0c94b4b82a6a79bec67c303051f8da0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua0c94b4b82a6a79bec67c303051f8da0 .centered-text-area { width: 100%; position: relative ; } .ua0c94b4b82a6a79bec67c303051f8da0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua0c94b4b82a6a79bec67c303051f8da0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua0c94b4b82a6a79bec67c303051f8da0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua0c94b4b82a6a79bec67c303051f8da0:hover .ctaButton { background-color: #34495E!important; } .ua0c94b4b82a6a79bec67c303051f8da0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua0c94b4b82a6a79bec67c303051f8da0 .ua0c94b4b82a6a79bec67c303051f8da0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua0c94b4b82a6a79bec67c303051f8da0:after { content: ""; display: block; clear: both; } READ: Adolescent Peer Pressure Argumentative Persuasive EssayIt is this reassessment that forms the basis for the writings of the New Testament. The Gospels themselves are part of it, but it is more strikingly conveyed by the other 23 books, all written by his followers over the subsequent decades after he had left them. For he had left them. How and where to could only be explained as his returning to the God who had sent him. But he did not leave them forever: He promised that he would one day return, and he gave them a mission to perform to carry the message about his life and work to the whole world. The Believers: the ChurchThe small group of Jesus followers that gathered in Jerusalem after his departure did not call themselves anything special, they considered themselves to be Jews. The word Christian came into use years later and was originally a derogatory term used by outsiders. This group of Jews became known as Jews of the Way. During the first decades of the churchs existence several significant events occurred: The assembly of believers separated themselves from the religion of Israel; they formulated an extensive assessment of what the life, death, and resurrection of Jesus meant; the first Christian martyrs died for their beliefs; and new congregations of believers were founded in all parts of the Roman Empire. Jews of the WayThe early Christians were all Jews. They remained in Jerusalem partook of the religious observances in the Temple, and ate according to Jewish dietary laws. They differed from their fellow Jews only in that they believed that the Messiah, Jesus, had come. Had they remained quiet about their conviction, they might well have remained a sect within Judaism. However, they insisted on preaching to all who would listen that Jesus whom the Jewish authorities had persecuted was the one Israel had long awaited. This preaching aroused great hostility on the part of religious leaders and the early Christians were persecuted because of it. A young follower of Jesus, a deacon by the name of Stephen, was stoned to death for preaching that Jesus was the Messiah. The mob of Jews drug him from the city, as they stoned him and as a young Pharisee by the name of Saul watched, Stephen died as a Christian, he died praying for his murders. Yet these Christians had no thought of venturing beyond the confines of Israel with their message. It was only after the joining of a man named Saul of Tarsus that the assembly of believers enlarged its horizons to include the whole known world. From Saul to PaulSaul, a strict Jew and Pharisee, was a persecutor of the church. While riding through the desert he was blinded by a vision from God, and he was converted. Saul made it to Damascus where he met Ananias, who restored his sight and baptized him. After changing his name to Paul, he began what is called the mission to the gentiles. Paul and another follower of Jesus, Barnabas, more than any others, pulled the church out from temple and synagogue and set it apart as a separate institution. But, for Paul, the separation was more than a physical one. It was also a separation of law. Paul wished to extend Gods love to the gentiles. Mission to the gentilesBased in Antioch, Paul and his associates took this message to most of the urban centers of the Mediterranean world. He began baptizing Samaritans in the name of Christ. The Jews thought it bad enough that not pure breed Jews could join the Way, but Paul pushed the envelope by baptizing gentiles who were not circumcised. It was his belief that Christians did not have to become Jews, and that they were not subject to all the rites, rituals, and laws of the Jewish religion. This aroused an intense anger in the Jews of the Way and, finally, led to a separation of the two groups. .ucf391bcd6d655240a4a411151990c5d3 , .ucf391bcd6d655240a4a411151990c5d3 .postImageUrl , .ucf391bcd6d655240a4a411151990c5d3 .centered-text-area { min-height: 80px; position: relative; } .ucf391bcd6d655240a4a411151990c5d3 , .ucf391bcd6d655240a4a411151990c5d3:hover , .ucf391bcd6d655240a4a411151990c5d3:visited , .ucf391bcd6d655240a4a411151990c5d3:active { border:0!important; } .ucf391bcd6d655240a4a411151990c5d3 .clearfix:after { content: ""; display: table; clear: both; } .ucf391bcd6d655240a4a411151990c5d3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucf391bcd6d655240a4a411151990c5d3:active , .ucf391bcd6d655240a4a411151990c5d3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucf391bcd6d655240a4a411151990c5d3 .centered-text-area { width: 100%; position: relative ; } .ucf391bcd6d655240a4a411151990c5d3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucf391bcd6d655240a4a411151990c5d3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucf391bcd6d655240a4a411151990c5d3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucf391bcd6d655240a4a411151990c5d3:hover .ctaButton { background-color: #34495E!important; } .ucf391bcd6d655240a4a411151990c5d3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucf391bcd6d655240a4a411151990c5d3 .ucf391bcd6d655240a4a411151990c5d3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucf391bcd6d655240a4a411151990c5d3:after { content: ""; display: block; clear: both; } READ: Macbeth - Ambition EssayThe Christians become the ChristiansThe Jews of the Way believed that if the gentiles ate unkosher food, then they could not share a table of fellowship with the gentile believers of Christ. Barnabas was sent from Jerusalem to the Christian center in Antioch to find out the condition of the mixing of Jews and gentiles. He became part of the mixer church, but there were still many debates on how to handle the group in Antioch. Until, the Council of Jerusalem where it was decided that the newly baptized followers of The Way did not have to eat kosher food or be circumcised. These followers of the Way were called Christians to distinguish them from the rest of the Jewish people. After that was settled, Paul and Barnabas set out to spread the Gospel, and this under taking was called Pauls 1st Missionary Journey. Bibliography1. The Catholic Church: Journey, Wisdom, and Mission2. Comptons Encyclopedia4. www.encyclopedia.com, entries on the early church5. Religion

Medieval Warfare Essays - Crossbow, Medieval Warfare, Castle

Medieval Warfare Medieval Warfare Medieval warfare was very brutal. They would gather their men. Who could be anyone from a footman to a knight. To me I think I might have wanted to be a knight so I could use the horses weight and speed to mow down people that I went against. The battles were fierce and with large numbers. The person that had the most people usually won the battle. Most battles were fought over land. Or feuds that two people had. After the battle the winning side would loot and plunder if it was not their land. Most injuries were usually fatal. They were usually fatal because of diseases that would get them. Other causes are because they would get stabbed in the stomach in the chest or even legs could get cut off and they could not be cauterized soon enough. After they concord on the battlefield if there was a castle near by they would rest up and most likely sack the castle. Sometimes the peasants would revolt and ransack the castle but that was usually stopped quickly. Sometimes the peasants would win, but not often. They would do this because of unfair treatment or because taxation was extremely high. I don't under stand why they didn't stop sending food up to the castle. That would have been a better idea. Medieval warfare was brutal indeed. The people that served to fight for the king were knights, foot soldiers like infantry or archers. The knights were the most honored among them all as well as the most trusted. The knights were usually wealthy and had lots of land (MacDonald 35). The reason why is because it took lots of money usually the only people that became knights were the sons of knights (MacDonald 35). The equipment that they needed was a sword, shield, suit of armor, and a warhorse (MacDonald 35). When the 14th century began, full-time professional soldiers also began. The knights saw that fighting was their opportunity to get rich. The knights got rich by stealing from their enemies and holding prisoners for ransom (MacDonald 35). While in battle they used colors and symbols to tell each other apart. In making a knight they started very young and most of them would end up living by the sword and dieing by the sword. Young kids from the age of 8 that were from rich and wealthy households. The boy's were sent to be a page in a noble household (MacDonald 38). Wasting to time after the boy's arrived they soon learned how to ride a horse as well as learning to move around easily by heavy armor (MacDonald 38). To build up their strength so they could move easy in heavy armor they would wrestle and play games like tag (MacDonald 38). Later on in their training the boys were taught how to strike blows with real swords as well as learning to parry them with a shield (MacDonald 38). While these young boys were at the household they were put under the care of a schoolmaster. While there they also met other kids of there ages (MacDonald). The knights usually had great speed and amour as well as being better trained (MacDonald 40). The thing that give the knights most trouble were mass ranks of spear men and archers (MacDonald 40) The crossbow was introduced into warfare in the 11th and 12 centuries. The crossbow was so deadly that many of the Popes condemned the use of them. When the crossbow was made it could fire a bolt that could pierce full armor at 55 yards. The only disadvantage that there was to using a crossbow was how slow they were to reload (McDonald 40) Archers were also very important. They were important because in mass swarms they could fire 100's at a time. The men back then were so good that they could fire one after another with out much problem. They won battles at Crecy Poitiers and Agin Court (Mac Donald 40). Blacksmiths were also very important to the armies because they fixed horseshoes, mend armor of people that went to war, and when they weren't doing those things I am betting that they would be making arrows. Before the invention of the

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