Ambition in Macbeth Essay examples -- Ambition, Shakespeare, Macbeth

In the play of â€Å"Macbeth†, Shakespeare gradually and effectively deepens our understanding of the themes and most importantly the relationship between Macbeth and Lady Macbeth. The main theme of Macbeth is ambition, and how it compels the main characters to pursue it. The antagonists of the play are the three witches, who symbolise the theme appearance and reality. Macbeth and Lady Macbeth’s relation is an irony throughout the play, as most of their relation is based on greed and power. This is different from most of Shakespeare’s other plays, which are mostly based on romance and trust. There is also guilt that leads Macbeth and Lady Macbeth to the final consequences of the play. As the progresses, the constant changes in Macbeth and Lady Macbeth are exposed. The relation of Macbeth and Lady Macbeth takes a few turns throughout the play. It starts with Lady Macbeth being in control and dominating Macbeth. Then suddenly Macbeth turns into an unhesitant man, who gets accustomed to killing and getting his own way. The dire changes in the characters affect the couple’s relation extremely. Shakespeare introduces the protagonist of the play as a valiant and a prominent character, even before the audience meets him. Macbeth’s fellow soldiers give us a view of his bravery and courageous manner. In order to prove his loyalty towards his king, Macbeth had won the appalling war against Norway, and became a hero: â€Å"For brave Macbeth – well he deserves that name – Disdaining Fortune, with his brandished steel, which smoked with bloody execution.† Shakespeare’s effective use of word choice in ‘brave’ makes the audience understand the protagonist deeply. Ironically, later in the play, Macbeth’s ambitions take over him and become the antag... ...ave died hereafter; there would have been a time for such a word.† Macbeth cold-heartedly states that Lady Macbeth would have died sooner or later, and that this news was bound to come someday. This behaviour of Macbeth’s startles the audience, as how can one be so remorseless. Shakespeare has changed the character of Macbeth as a tyrant, who only cares about his power and nothing else. In trying to achieve everything possible, the Macbeths’ tragically lose everything instead. Shakespeare has effectively showed us the consequences of murder and power. The main symbolic signs of blood, murder and guilt throughout the play, gave the changes of the relationship between Macbeth and Lady Macbeth efficiently. What once started as a dominating relation and taking decisions together, turned into a relation in which neither Macbeth or Lady Macbeth cared for one another.

Adolescent Sexuality in Teens Essay

Adolescent sexuality and the resulting consequences have always been a concern to many societies across numerous generations. Teenage pregnancy, teenage parenthood and teenage infections with sexually transmitted diseases brings with it unique burdens not only to the adolescent affected, but also the society as a whole. In North America, every year more than 45000 teenagers aged 19 and below become pregnant (Martin, Park, & Sutton, 2002). These rates have dropped compared to their recent peak in 1990, with the decline said to be a result increased use of contraceptives amongst the youth. Nevertheless, these adolescent pregnancy rates range from about 50 percent to 550 percent more than the rates in other European societies (Darroch, Singh, & Frost, 2001). Every year 1 in every four sexually experienced teens (3 million teens) contract sexually transmitted disease and the teen pregnancy result in over two hundred thousand abortions each year. For those who carry their pregnancy to term, Eighty-three percent occur out of wedlock. Even in controlled studies adolescent mothers have been found to have lower education attainment levels. The most disturbing thing, however, is the evidence that the burden of adolescent parenthood accrues the greatest impact to members of the next generation. Problems normally start at birth: Documented evidence have shown that pregnant adolescents risk giving birth weight baby and these children of adolescent mothers are more likely to exhibit poor cognitive functioning and school adjustment than children born to older mothers. In adolescents, researchers have found massive delinquency, failure and risk for early parenthood amongst children of adolescent mothers. Teen Sexuality and Pregnancy Prevention amongst Adolescents                      If sexuality is a lightning rod in the community, then adolescent sexuality reflects that point where the charges are highest and most unstable. There is tension within societies around the meaning of adolescent sexuality either as a marker or moral decay or as a normal, healthy and natural growth process. The culture revolving around adolescent sexuality has relied heavily on sex education as a preventive measure. There are two opposing line of theory that had been developed earlier. One perspective stated that on a simple empirical basis, a sizeable percentage of adolescents become sexually active before reaching 18 years. It further states that educating them about the nature of sexual and its consequences would be one of the most effective means of curbing teenage pregnancies. In this perspective, teenage pregnancy is best prevented by accepting a role for teenage sexual activity as healthy, but certainly requiring direct and open discussions, a ccompanied by moral prescriptions. The other view posits that any educative activity that was based on the assumption that adolescents may become sexually active as teens cannot help but implicitly support such behavior. Thus, â€Å" explicit† sex education that includes teaching in topics such as birth control would lead to an increase in the view of adolescents on sexual activity as a viable option. Even though, explicit sex education programs might not necessarily encourage such behaviors, they were perceived as at least providing a â€Å"nod† suggesting that it is expected. Explicit sex education was see at worst as suggesting that sexual activity is a normative behavior to naà ¯ve teenagers who would have otherwise not considered it. At a minimum, educational programs have been seen as reducing the teenager’s sense that sexual activity is universally seen by adults as inappropriate before marriage or adulthood. In either case, programs like these were seen as likely to increase the levels of teenage sexual activity, with a very likely chance that these increases would lead to higher rates of sexually transmitted infections and pregnancies as well. Prevention Programs that work- Common elements                      There has been one approach to sexual education programs that have been effective. It combines educational material with a notable amount of skills that revolve around assertive and sexual behaviors. For example, skill based prevention measures against HIV have been implemented in Colorado schools and has been shown to lead to contribute to increasing the use of condoms reduce number of multiple sexual partners. Similarly, a successful HIV prevention study in which the education program used included training in social skills was compared to education only approach, and found the latter clearly superior. Research has also shown that combining of information-based programs with other development oriented programs did much better than interventions that focused on information alone in reducing irresponsible sexual behavior and teenage pregnancy rates. Interventions that seek to develop skills in self-efficacy together with the provision of information did much better than programs that provide information alone. Programs that teach about safe sex, while placing a lot of emphasis on responsibility and pride in decision making also seem to do better than programs that only teach safer sex behaviors (Jemmott & Fong, 1998). Finally, programs that narrowly focus on abstinence only are yet to yield any findings. The interpretation of these findings is that emotional and social development components of these prevention programs function as catalysts that help leverage the impact of abstinence or education-based approaches. The idea of preventing adolescent pregnancies, repeat pregnancies, or failures in parenting, by focusing on something else other than sexual behavior may at first seem to be avoidant, foolish or hopelessly indirect. However, on a closer look of research done on adolescent sexual behavior show that this approach may yield much better results than programs that focus solely on sexual behaviors. It has long been recognized that irresponsible sexual activity tends not to happen in isolation, to occur together with higher levels of substance abuse. This approach states that it makes less sense to view a single behavioral problem in isolation; rather, the problem should be seen as part of a unified syndrome that has an underlying risk manifesting itself in many different forms (Bell, 1986). This approach is thought to apply to patterns of delinquent behavior even in adulthood and starts to shed some light into the research findings discussed above. The impact of programmatic interventions on behaviors such as adolescent sexuality, start to be more plausible if we understand teenage sexual behavior as reflecting underlying problems that might lead to the emergence of a host of other problematic behaviors. In short, seeing an adolescent as a â€Å"whole person† may be fundamental in solving the problem. A lot can be learned from this programs and research that address teenage sexual behavior. The first is that adolescent pregnancy prevention is possible byways that may seem to be very indirect routes. A lot of evidence has emerged showing that by assisting teenagers to achieve educational success and be in control of their fertility, we are preventing teenage pregnancy in the coming generation. The most important implication is that currently there are several tools that can be used to prevent negative consequence of teenager’s sexual behavior. It may make little sense to think that giving extensive sex education will lower teenage pregnancy rates; it seems equally not viable that focusing on abstinence without looking at the broader aspects of social development will have an effect. Long-term interventions can help by helping the youth to have a higher sense of connection to the larger community, for example, by increasing their sense of self-efficacy, assertiveness, their impulse control and their hope about the future. Teens who are craving for a sense of connection and intimacy are more likely to engage in sexual behavior for which they are not ready for (Allen, 2002). The use of the nutritional model may be particularly appropriate here as these teenagers may be starving for a place within the social world and a sense of connection to the broader society. In short, when we focus on the development of a teenager as a whole person may precisely target those behaviors and developmental factors that are directly connected to preventing risky sexual behavior and its consequences. These programs are likely to build the capacity of youth and can greatly increase their motivation and skill at avoiding risky sexual behavior (Kirby & Coyle, 1997) even if they may not be addressing sexual behavior directly. By giving the youth opportunity to talk about their feelings, interests and concerns about sexuality, as well as practice negotiation and decision making skills, we will be enabling them to develop their moral framework about sexuality. References Allen, J. P. (2002). Observed Autonomy And Connection With Parents And Peers As Predictors Of Early Adolescent Sexual Adaptation. Paper presented at the Biennial Meetings of the Society for Research in Adolescence, New Orleans, LA. Bell, R. Q. (1986). Age Specific Manifestations in Changing Psychosocial Risk. In D. C. Farran & J. D. McKinney (Eds.), The concept of risk in intellectual and psychosocial development. New York: Academic Press. Darroch, J. E., Singh, S., & Frost, J. J. (2001). Differences in teenage pregnancy rates among five developed countries: the roles of sexual activity and contraceptive use. Family Planning Perspectives, 33(6), 244-250. Jemmott, J. B., III, Jemmott, L. S., & Fong, G. T. (1998). Abstinence and safer sex HIV risk-reduction interventions for African American adolescents. Jama: Journal of the American Medical Association, 279(19), 1529-1536. Kirby, D., & Coyle, K. (1997). School-based programs to reduce sexual risk-taking behavior. Children & Youth Services Review, 19(5-6), 415-436. Martin, J. A., Park, M. M., & Sutton, P. D. (2002). Births: Preliminary Data for 2001. National Vital Statistics Reports, 50, Number 10. Source document

Deadly Unna

Teaching in Action Indicators How did the teacher achieve this?Importance of Teaching Focuses classroom time on teaching and learning Links teaching to real-life situations of the learners Time Allocation Follows a consistent schedule and maintains procedures and routines Handles administrative tasks quickly and efficiently Prepares materials in advance Maintains momentum within and across lessons Limits disruption and interruptions Teacher's Expectations Sets clearly articulated high expectations for self and learners Orients the classroom experience toward improvement and growth Stresses student responsibility and accountability Teaching Plans Carefully links objectives and activities Organisms content for effective presentation Explores learner understanding by asking questions Considers learner attention span and learning style when designing lessons Develops objectives, questions & activities that reflect higher & lower level cognitive skills as appropriate for the content & the learners. Monitoring learning progress & potential HomeworkClearly explains homework Relates homework to the content under study and to learner capacity Monitoring Learner Progress Targets questions to lesson objectives Thinks through likely misconceptions that may occur during teaching and monitors learners for these misconceptions Gives clear, specific and timely feedback Re-teaches learners who did not achieve mastery and offers tutoring to learners who seek additional help Responding to Learner Needs & Abilities Suits teaching to learner's achievement levels and needs Participates in staff development Uses a variety of grouping strategies Monitors and assesses learner progress Knows and understands learners as individuals in terms of ability, achievement, learning styles and needs Observing Lesson Content Focusing activity: Lesson sequence: Logical progression: Flow between lesson parts: Culminating activity: Objectives met? Evaluation of learning: Other: Personal – Enth usiasm – Initiative – Teacher presence – Relationship with class – General comments: Deadly Unna Novel Study – Deadly Unna? TASK: Choose a main character from the film and predict what you think happened to them after the film. During the book and the movie, Pickles Mickles has been a snarky child with behavioral problems. He has obviously had a rough time at home and has strong racist views, constantly referring to the Aboriginals as ‘boongs’, ‘abos’, ‘nungas’. He is an underage drinker and smoker, even taking up drugs, and is portrayed as though he would not get very far in life. I personally believe that this is certainly the case.In my head, I picture Pickles dropping out of high school and robbing local stores. He would be a sleaze, getting around with any girl that would take him yet be afraid of commitment. During his teens, I see him spiraling further down into a pit of despair; trying to forget about his home life, barely talking to his mother, sneaking out, getting into fights. He never seemed to be the kind of person to ge nuinely care about anybody or anything except himself and his own beliefs. I think he is a very selfish, nasty person. Read this â€Å"The Secrets of Haiti’s Living Dead†He would have many fake friends – all trying to stay close to him so that he wouldn’t fight them. Once Pickles hit his early twenties, I picture him hitchhiking through Australia to get to Sydney, trying to make it big as an electric guitarist. He wouldn’t get anywhere of course, and end up on the streets trying to sell drugs to earn money. He is uneducated so it’s impossible for him to get a job somewhere decent and earn any money to live. Pickles would get sick, probably by some kind of sexually transmitted infection, or maybe he’d end up getting it by sharing needles.I think he is the type of person to have a high addiction to lethal drugs like heroin, crystal meth, cocaine, ecstasy. And of course marijuana, as the movie already shows us. By the time Pickles hits thirty he will still be living on the streets of Sydney, rummaging through restaurant trash cans and industrial bins for food scraps to live off. At this point, he would be going half mad demanding for money off pedestrians on the streets, struggling to keep his addictions under control, not being able to pay for his ‘booze’. Maybe it’s a little exaggerated, but it could happen.The rest of his life could play out two ways. Either one, he decides to pick up his act and get a job, go to university, get a degree†¦ Or he continues to be a homeless wreck spinning uncontrollably into madness, either getting into trouble with police and getting put in jail or dying alone; perhaps alcohol poisoning, overdose, or a shooting or stabbing, or being hit by a car and getting critical injuries. It sounds horrible, sure, but that’s how I’ve envisioned Pickles’ life playing out since watching the film of Deadly Unna. He is a crude person who, with his attitude, will not get far at all.

AHL Finals Essays - Overtime, Rochester Americans, Portland Pirates

AHL Finals Essays - Overtime, Rochester Americans, Portland Pirates AHL Finals When the Rochester Americans started the AHL finals, they were looking to add to their sixth Calder Cup banner to the ceiling. To get to this feat, they would have to go through the Portland Pirates. For teams making the playoffs, all teams start fresh and every team has a shot to win it all. This year's finals, is true of that last sentence because both teams had losing records for the regular season. When the playoffs arrive, that's the sign that the best hockey is yet to be played. When the Rochester Americans skated into the first two games on home ice, they had a chance to leave Rochester with a two game to none lead. They won the important first game 5-3 and won the second game of the series 5-1, taking a 2-0 lead into Portland. Portland had the same chance that Rochester had in winning the first two games on home ice and they sure did that. They won game three, 3-2 and also won game four, 5-4 tying the series at 2. Since the series is tied at 2, the AHL final is now a best of three games. The next game is critical for both teams because the winner of game five has to win only 1 game while the losing team has to win both of the games to win the championship. Now that the series is tied at 2, the teams will play game five in Portland and then travel to Rochester to play the remainder of the games until the champions are crowned. For most of the game, Portland lead at the end of the 1st period and 2nd period. That's when Rochester decided to take over the 3rd period by scoring the only goal and setting the stage for overtime. Whoever scores the first goal, wins game five and has to win just one more game to win the championship. In overtime, Rochester's Scott Nichol scored at the 4:17 mark of overtime to win game five. Now all Rochester has to do is win game six or seven to add to their championship banners. For the rest of the series, the teams would travel to Rochester for games six and seven. With Rochester leading 3-2, the fans of the Americans fled to the War Memorial in a flurry. The game itself was very interesting for both teams because the only team showing up to rink to play was the Portland team. With that in mind, many Rochester fans had visions of a win but Portland decided to ruin the celebration by winning game six, 5-1 and sending it to game seven. Many Rochester fans were disappointed because they wanted their team to win the league championship. Since the Portland Pirates won game six, some of the fans at the game stayed at the rink to assure them of a ticket to game seven. That's when the city of Rochester got excited and many more fans showed up to buy tickets to the final game in North America. When comparing the line of fans wanting tickets to game seven was nothing compared to game six. The difference in the two lines was probably the distance. The closer you were to the box office, the better chance you had of attending game seven. When Portland won game six at the hockey rink, they had Rochester fans scurrying for tickets the next day. The last game of the series was the most important to any player. Game seven was a very memorable hockey game for the fans in Rochester. After the first period, the Pirates had a 1-0 lead and looking to increase it during the second. In the second period, the momentum changed with Rochester scoring the only goal in the period. With the score tied at 1, the third period would be the most important period of the entire season. In that 3rd period, only one goal was scored and that goal was scored by Rochester's Brian Holzinger at the 2:34 mark. That goal was the one that captured the franchises sixth Calder Cup championship banner. Looking back on the AHL finals, who would've been able to tell that both teams had losing records during the regular season. When the Rochester Americans won game seven, that victory granted the Americans a chance to raise their sixth Calder Cup banner. For the players, it means a lot for winning the league championship for the season. The first reason being that many players on the winning

10 of the top nursing programs in the United States

10 of the top nursing programs in the United States So you want to be a nurse? That’s great! You’ll have to study up and get certified as the first few steps on the exciting journey to come. That’s where a nursing program comes in. We’ve compiled a list of the best places to complete your training. Here’s a list of 10 of the top programs in the United States, in no particular order.1. Columbia University- New York, NYColumbia University School of Nursing offers a unique post-graduate program called the Masters Direct Entry (MDE). This program is for prospective nurses who want to go either the caregiver or the researcher route- MDE students complete curriculum with the goal of earning a Doctor of Nursing Practice (DNP) or a PhD in nursing research. After the 15-month program, graduates can take the NCLEX exam (the standardized nurse licensing exam), and then go on to Columbia Nursing’s DNP program or to pursue a PhD path of study.2. Duke University- Durham, NCDuke’s nursing program is p art of Duke University Medical Center in the middle of an area known as the Research Triangle- where there are more PhDs per square foot than most places in the world! The nursing school offers several different programs, including MS in Nursing, ABSN, and post-doctoral fellowships. And nurses are in high demand in North Carolina, where at least an Associate’s degree is required.3. Azusa Pacific University- Azusa, CAThis is a Christian college in sunny California that offers a diverse, mid-sized student body, and where nursing is the most popular major. Graduates of Azusa who go into nursing earn an average salary of $67,000 per year.4. UCLA- Los Angeles, CAThe UCLA BA in nursing is one of the most competitive fields on campus, so be sure to have your ducks in a row. Though if you’re lucky enough to graduate, you can expect to earn an average of $65,000 per year. They also offer master’s and PhD programs in nursing.5. Villanova University- Villanova, PAGet exper ience with nursing in the big city, while living and studying in the leafy suburbs. The nursing program’s graduates boast an average annual salary of about $63,000, with an 86% on-time graduation rate.6. Johns Hopkins University- Baltimore, MDThis university has a very strong reputation where the medical field is concerned. There’s a world-renowned faculty, plus the opportunity to pursue advanced degrees. You’ll have a great boost to start your nursing career, and your starting salary will average between $56,000 and $73,000 per year.7. George Washington University- Washington, D.C.George Washington’s School of Medical and Health Sciences is a leader in the fields of medical academia and research. And the GW hospital is a renowned medical center and teaching hospital. Graduating from GW with a BS in nursing will net you an average early career salary of $64,000.8. New York University- New York, NYNYU’s College of Nursing is a great choice to prepar e you for the battles ahead in your career. You’ll be taught in their hands-on Clinical Simulation Learning Center, making sure you’re well versed in all the latest practices and research. You can either do a 15-month accelerated program or a traditional four-year degree. Almost all of NYU’s students pass their licensing exams for RN work, and usually earn the highest early career average salary, at about $71,000 per year.9. Molloy College- Rockville Center, NYIf you want a smaller environment with a liberal arts bent and good Catholic values, this might be the place for you. Small class sizes and challenging coursework will help prepare you for your career ahead. The immersive nursing program culminates in a one-on-one practicum. Work towards an LPN or an RN degree. Gain an advanced degree or a specific certification even. And expect to make a highly competitive average salary through your mid-career as a Molloy nursing grad.10. University of Pennsylvania- Phil adelphia, PAHere’s another Ivy League that’s known for its demanding curricula. You can either pursue a BS in Nursing or enter the Hillman Scholars Program in Nursing Innovation to pursue a dual degree program culminating in a PhD. You can expect to make an average of $63,0000 in your early career, then about $87,000 mid-career.

The Best AP World History Notes to Study With

The Best AP World History Notes to Study With SAT / ACT Prep Online Guides and Tips AP World History is a fascinating survey of the evolution of human civilization from the beginning of recorded history to the present. Because it spans thousands of years and covers the rise and fall of countless empires and nations across the globe, it might seem like an overwhelming amount of information to remember for one test. This article will help you organize your studying more easily by providing links to online AP World History notes and advice on how to use those notesto structure and execute a successful study plan. How to Use These AP World History Notes The notes in this article will help you review all the information you need to know for the AP World History exam.If you’re missing any notes from class or are just looking for a more organized run-through of the curriculum, you can use them as a reference. During your first semester of AP World History, study the content in the notes that your class has already covered.I’d recommend conducting a holistic review of everything you’ve learned so far about once a month so that you don’t start to forget information from the beginning of the course. In the second semester, after you’ve made it through most of the course, you should use these notes in conjunction with practice tests. Taking (realistically timed) practice tests will help to verify that you’ve absorbed the information.After eachtest, assess your mistakes, and take note of where you came up short.Then, focus your studying on the notes that are most relevant to your weak content areas.Once you feel more confident, take and score another practice test to see if you’ve improved on your last score. You can repeat this process until you’re satisfied with your scores! Background: AP World History Themes The content for AP World History is divided into five themes that can be traced through six different historical eras.The five themes that will show up throughout the course and exam include: Theme 1: Interaction Between Humans and the Environment Theme 2: Development and Interaction of Cultures Theme 3: State-Building, Expansion, and Conflict Theme 4: Creation, Expansion, and Interaction of Economic Systems Theme 5: Development and Transformation of Social Structures You should examine all content through the lens of these themes. AP World History is mostly about identifying large trends that occur over long periods of time.In the next section, I’ll go through the six historical eras designated by the curriculum, each accompanied with links to online notes. Much like these gentlemen, AP World History is very trendy. Except AP World History would never wear that godawful scarf. AP World History Notes These notes are organized by the six major historical periods laid out in the curriculum.Most of the notes are derived from CourseNotes, which has detailed outlines that go over every chapter from the fourth edition of the textbook World Civilizations: The Global Experience. The only notes that don’t come from CourseNotes are the chapter notes for Period 1. I took them from theAPstudynotessite because it contains more detailed information on early human history.They come from a different textbook called Traditions and Encounters: A Global Perspective on the Past, 3rd Edition.I’ve also included links to notes that cover broader thematic concepts within each period, which I’ve labeled as â€Å"overall notes" at the beginning of each of these sections. The biggest issue with all of these notes is that it can be hard to pick out key concepts. There are no bolded terms or summaries at the ends of the outlines. If you need a more engaging format to hold your attention, I'd recommend buying a review book instead or printing out the notes so you can highlight important points. Period 1: Technological and Environmental Transformations (Up to 600 BCE) Overall Notes for Periods 1 and 2 Textbook Chapter Notes: PreHistory Early Southwest Asian Societies and Indo-European Migrations Early African Societies and Bantu Migrations Early South Asian Societies Early East Asian Societies Early Societies in the Americas and Oceania Period 2: Organization and Reorganization of Human Societies (600 BCE - 600 CE) Textbook Chapter Notes: Classical Civilization in the Mediterranean (Greece and Rome) Classical Civilization in China Classical Civilization in India Development and Decline in the Classical Period (Pre-500 CE) Period 3: Regional and Transregional Interactions (600 CE - 1450) Overall Notes for Period 3 Textbook Chapter Notes: The Rise and Spread of Islam Abbasid Decline and Spread of Islamic Civilization to South and Southeast Asia African Civilizations and Islamic Influence Civilization in Eastern Europe: Byzantium and Orthodox Europe A New Civilization Emerges in Western Europe American Civilizations Pre-European Contact Chinese Reunification and Renaissance Spread of Chinese Civilization in Japan, Korea, and Vietnam Mongolian Civilization and the Last Nomadic Challenges The Rise of the West and the Changing World Balance Period 4: Global Interactions (1450 - 1750) Overall Notes for Period 4 Textbook Chapter Notes: Growth of the World Economy Transformation of Europe The Rise of Russia Early Latin America African Civilizations and the Atlantic Slave Trade Muslim Empires Developments in Asia Period 5: Industrialization and Global Integration (1750 - 1900) Overall Notes for Period 5 Textbook Chapter Notes: Emergence of an Industrial Society in the West Industrialization and Imperialism Consolidation of Latin America Civilizations in Crisis: Ottoman Empire, Islamic Heartlands, and Qing China Russia and Japan: Industrialization Outside the West Period 6: Accelerating Global Change and Realignments (1900 - Present) Overall Notes for Period 6 Textbook Chapter Notes World War I and the Crisis of European Global Order Challenges to European Dominance in the 1920s Great Depression and Authoritarian Response World War II and the End of the European Global Order Western Society and Eastern Europe During the Cold War Latin American Upheavals African, Middle Eastern, and Asian Independence Movements and Revolutions Nation-Building in East Asia and the Pacific Rim Globalization at the Turn of the 21st Century You can also check out these helpful mini-outlines on each world region from CourseNotes.They give you the status of each region at different periods in history in the areas of politics, economics, social class/gender, scientific advances, art and culture, empire, and religion.There are outlines for Africa, East Asia, Eastern Europe, Latin America, the Mediterranean, the Middle East, South Asia, the US, and Western Europe. Ah, the earth is such a beautiful and historic place! AP World History Study Tips Here are a few study tips that will help you prepare strategically for the exam. In addition to these tidbits of advice, you can check out this article witha longer list of the best study tips for this class. #1: We All Scream for Historical Themes I’m sure you’ve been screaming with delight throughout your entire reading of this article because the themes are so thrilling.Seriously, though, they’re super important for doing well on the final exam.Knowledge of specific facts about different empires and regions throughout history will be of little use on the AP test if you can’t weave that information together to construct a larger narrative. As you look through notes, think carefully about how everything connects back to the five major themes of the course. For example, if you're reading about the rise and spread of Islam in the 7th century, you should think about how this can be viewed in the context of Development and Interaction of Cultures. How did the spread of Islam impact cultural and political landscapes in the Middle East? What were its long-term effects on the region and why?If you get into this mode of thinking early, you’ll have an easier time writing high-quality essays on the final exam. #2: Practice Outlining Essays (Especially the DBQ) It’s critical to write well-organized, coherent essays on the AP test, but statistics indicate that a large majority of students struggle with this aspect of the exam.In 2015, the average score on the DBQ was just 3 out of 9 points - ouch.That means most students had trouble incorporating all the documents into their argument in a way that flowed logically.I guarantee that you can earn much more than 3 points on the DBQ and other essay questions if you consistently practice writing outlines that follow the directions and stay focused on the main topic. Try to becomea pro at planning out your ideas by the time the exam rolls around. #3: Know Your Chronology You don’t need to memorize a ton of exact dates, but you do need to be aware of the basic order in which major events happened in each region of the world.If someone tells you the name of an empire or dynasty, you should know which centuries it was active and what caused its rise and fall.Pay attention to the overall developments that occurred in world history during each period designated by the course.What types of contact were made between different regions? Where were trading networks established? What were the dominant powers? Multiple-choice and essay questions will ask you to focus on certain time periods and regions, so you should know the gist of what was going on at any given juncture. #4: Don’t Sweat the Small Stuff It’s good to know that a certain (hypothetical) emperor was attempting to unify culturally disparate regions through a shared national identity in the 5th century.It’s not necessary to know the names of every single region in the empire and the exact dates when they were conquered. You're not expected to have aphotographic memory. AP World History is mostlyabout broad themes. You should still includea few specific details in your essays to back up your main points, but that's not nearly as important as showing a deep understanding of the progression of human history on a larger scale. Don't let yourself get to this point. In terms of sweating the small stuff, I mean. You can do crunches while you study if you want. Maybe you can create your own smash hit training program that helps people exercise and study for AP tests at the same time, and you'll be so rich you won't even have to go to college. You're welcome. Conclusion: How to Study With AP World History Notes A well-organized set of notes can help to ground your studying for AP World History. With so much content to cover, it's best to selectively revisit different portions of the course based on where you find the largest gaps in your knowledge. You can decide what you need to study based on which content areas cause you the most trouble on practice tests. Tips to keep in mind while studying the notes for this course include: Tip #1: Connect Facts Back to the Themes Tip #2: Practice Writing Essay Outlines Tip #3: Know the Basic Chronology of Events Tip #4: Don't Worry Too Much About Small Details If you meticulously comb through your mistakes and practice your essay writing skills regularly, you're on the right track to a great AP score! What's Next? What's a document-based question? How do you write a good response? Read this article to learn more about the most challenging question on the AP World History test! If you're taking AP World History during your freshman or sophomore year, check out this article for some advice on which history classes you should take for the rest of your time in high school. How many AP classes should you take over the course of your time in high school? This article will help you figure out how many AP classes you should take based on your goals and the course offerings at your school. 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:

Business,society and policy Case Study Example | Topics and Well Written Essays - 1000 words

Business,society and policy - Case Study Example This report is concerning the business perspective of Panther Sports, who have outsourced the soccer balls manufacturing in Pakistan, and are now faced with an ethical problem that is putting their sales, credibility and stronghold in the Asian sports market at jeopardy.Panther Sports, after a decline in its sales due to increasing economic pressure and limited manufacturing schemes, decided to follow the example of other companies in outsourcing the manufacturing market in the developing countries where labor intensive jobs are cheaply done. This would ensure that the product is made on the same quality and standards as those made through domestic manufacturing, but the cost of production would be considerably cut. Outsourcing in the Asian countries would also open the doors to Asian market to them where they had a good chance of developing their stronghold. Hence, they developed their soccer manufacturing market in Pakistan, and contracted with Faisal Sports in Sialkot. However, in this region, that is India, Pakistan, and Bangladesh, there have been extensive cases of child labor. Faisal Sports was discovered to be involved in this act, and so Panther Sports terminated its contract with this contractor. Given the nature and gravity of this illegal act, Panther Sports is at risk of losing its future consumers, and its hold in the Asian Market.... of Panther sports in this conflict, and recommendations can be given to solve this problem, the business perspective has to studied. This involves discussing the structure and infrastructure of multinational companies, their responsibilities and duties as set by many codes and instructions by authorities, the methods of their operations concerning outsourcing in other countries, a look at the stakeholders theory and the risks that Panther Sports runs. Business organizations and companies are viewed as independent entities and virtual citizens of a state. These organizations are held independent of their staff, and hence, the staff, on any level, will not be charged of any crime if the organization fails to fulfill its duties or violates any code of conduct. The organization itself will face the consequences, and the owners themselves will not be held responsible. Whereas the companies are not entitled to solve every problem faced by the communities in which they have their plants, they are demanded to make sure that any issues created as a direct or indirect influence of the company, whether primary or secondary, be solved by that company, and that their business procedures do not violate the norms of business ethics and the standard set regulations (Freeman 2002). When companies outsource their manufacturing business in other countries, they, though still holding the right to the name and label of the company, do not own the factories and industries locally set