UN Sanctions in Iraq essays

UN Sanctions in Iraq essays United Nations sanctions against Iraq, which were put in place after the Persian Gulf War, are hurting the people of Iraq rather than Saddam Hussein himself. Hussein is using the money he receives from illegal trade and programs to help the people of Iraq for his own personal use. The sanctions were originally created to force Hussein to stop building weapons of mass destruction in Iraq. Hussein, however, still maintains these weapons and uses black-market money to develop them. With lack of a better plan, the sanctions are still in effect. The economic sanctions against Iraq began over ten years ago when the Iraqi army began to occupy Kuwait in 1990 (1). These sanctions were created so that Saddam Hussein would pull his troops out of Kuwait. But the UN forces, led by the United States, were able to rid Kuwait of the Iraqis prior to the sanctions having been fully enacted. Since Hussein continued to possess weapons of mass destruction, the sanctions were not lifted until he permitted UN inspectors to verify that he had destroyed these weapons. Hussein has yet to let the UN inspectors into Iraq, therefore, the sanctions are still being imposed. The original embargo banned all trade with Iraq and froze all Iraqi assets that existed overseas. Food and medical supplies were exempt from this embargo, but Iraq was unable to afford these products because it did not have any income from exports. The impact of the sanctions was magnified greatly because of the terrible infrastructure in Iraq. The infrastructure was damaged by war with Iran and the Persian Gulf War (1). The sanctions being imposed on Iraq are hurting the people rather than Saddam Hussein. For example, Basra is Iraqs second largest city and the electric power, when available, flickers on and off. It can take up to ten minutes for a telephone call to be connected. There is a thick layer of smoke covering the city because of jury-rigged gene...

Boradinging the view of the Bl essays

Boradinging the view of the Bl essays It seems that it may be mass media or pop culture that seems to portray talking black cool. Karla D. Scott from Saint Louis University makes the point that many people in main- stream America have the, perception that black language use also indicates stupidity on the part of the user. (Gonzalez, 183) Although it is not necessarily true, it seems like if you are a African-American, and you do not use slang or ebonics you are considered a sell out or that you, you do not sound black. Ebonics which was introduced in Oakland, California in 1996, is the term used, ...in reference to language of black Americans.( Gonzalez, 183) Many images that come to mind when discussing or trying to understand the black language may come from some icons in American pop culture, like Buckwheat from the Little Rascals, which shows a young black boy, who speaks incorrect English and seems to somewhat uneducated (Gonzalez, 184-85). This is a common theme in many television shows and movies and it is quite unfortunate that many outside the black culture and even in its own culture feel that all blacks speak this way and that is simply not true. Whereas those African-Americans who are educated and do speak proper English, are considered other blacks and maybe considered to be a sell out. Overall, unless you are an African American, it is awfully hard to comment on this issue. If you are not part of a culture it is unfair to make a strong statement whether you agree or disagree with a particular aspect of the issue. But I think that Bill Cosby this past summer said it best, that he feels strongly that young blacks are not going to be successful or make it in this world if they keep acting the way they do. What he meant is that what see in the music videos is not reality; you cannot be a thug and act like a punk and expect to make it in this world. And I fe ...

Smoking as a Drug Research Paper Example | Topics and Well Written Essays - 2250 words

Smoking as a Drug - Research Paper Example As such, seeking to shed a further level of emphasis upon these will be the main and focused intent of this brief analysis. Key words: smoking, health risk, death Introduction: Whereas many individuals are of the opinion that smoking is a dangerous process that threatens the overall health and well-being of the individual, the fact of the matter is that the overall scope of danger that smoking represents a much greater issue with regards to the overall addictive nature that it represents. Few people within the world understand the fact that smoking is more addicting than some of the harder street drugs that people have come to be so aware of; inclusive of LSD or even cocaine. Accordingly, as a means of categorizing this danger and promoting a level of understanding with respect to the full range of damaging impact that smoking can have upon the individual, this brief analysis will consider and discuss the litany of negative health impacts that smoking engenders. As such, it is the ho pe of this author that such an analysis will further help to congeal a level of understanding within the reader that smoking is a harmful practice that is not only restricted to impacting the individuals overall chances of lung cancer. Overall Impact: Firstly, it must be understood that smoking accounts for nearly  ½ million deaths each and every year within the United States. This is a figure that is larger than the overall number of people that succumb to HIV/AIDS, illegal drug use, alcohol use, motor vehicle death, suicide, or murders combined. As such, the overall scope of the damage that smoking can have upon an individual is profound and affects their life in a number of different ways. Most obviously, high rates of lung cancer can almost entirely be attributed to smoking. Current estimates place this number from 80-90% of all lung cancer cases; depending upon what demographic and gender is measured. Regardless of the actual number, the statistics that have been provided show that smoking is invariably attributed to high rates of lung cancer and death. Yet, this statistic oftentimes confuses individuals who assume that lung cancer is the only means through which smoking can adversely impact upon the overall health of an i ndividual. However, smoking also increases the chances of developed coronary heart disease by up to 400%. Moreover, upwards of 94% of all deaths that are the result of chronic obstructive lung disease are normally caused by cancer. Yet, of all of the health impacts that can be felt, it is the health impact of cardiovascular disease that is the most overlooked. Due to the impact that nicotine has as well as the artery hardening properties of prolonged exposure to first or second hand cigarette smoke, the narrowing of blood vessels helps to put smokers at high risk for any type of blockage or obstruction that might appear in their blood. Naturally, this drastically impacts upon the overall risk of death and disease from aneurysm, stroke, and of course heart attacks. As each of these increases with risk as an individual ages, the compound effect of smoking and the risk of these diseases acts as a catalyst for many complex health issues that otherwise might not be evidenced within an in dividual’

Company Law - Capital Dividend Essay Example | Topics and Well Written Essays - 2500 words

Company Law - Capital Dividend - Essay Example In this regard, directors should be considering the issue of shareholders as well as their interest should also be considered carefully1. Furthermore, apart from framing strategies for the obtainment of greater value, they should also consider how this value is to be distributed among the investors and other stakeholders possessing a certain degree of interests in the company profits. Consequently, while a company intends to generate profits and share it partially among the shareholders, one of the important issues that need to be considered by the directors is whether the distribution of dividends or payments to shareholders are made in accordance to Companies Act practiced within the region2. In recent times, there has been a strict line established in the UK in relation to compliance with legal requirements for distributions. In this regard, directors may find themselves at risk of liability if they grant dividends in breach of the rules; even if the breach tends to be technical o ther than substantive. The laws governing distributions of dividends in the UK are particularly incorporated in the Part 23 of Companies Act 2006. The law is applicable in both the contexts where accounts are prepared according to Generally Accepted Accounting Principles (GAAP) or International Financial Reporting Standards (IFRS)3. The Companies Act 2006 makes it mandatory for all the companies to follow the rules and regulations prescribed in the Act owing to which, any sort of non-compliance tends to generate legal actions against the company. With this concern, the paper intends to provide a clear understanding of dividend sharing laws, governing in the context of UK Companies and further makes analysis of issues that need to be considered by both private and public companies in the course of making payments to shareholders. Understanding the Laws Relating To Dividends in UK According to Part 23 of Companies Act 2006, distribution to shareholders means â€Å"every description o f a company assets to its members, whether in cash or otherwise, subject to certain exceptions†4. The key aspects that Companies Act 2006 states affirms any company in the UK to be eligible to make distributions only out of their profits earned. Accordingly, the profits available for the distribution is determined as total accumulated realised profits less total accumulated realised losses5. It is worth mentioning on this ground that not everything documented as profits is realised in certain circumstances, where the accounts are prepared under the standards of IFRS. For instance, a gain on revaluation of companies’ investment property can be documented as profit under the rules prescribed by IFRS; but it cannot be referred as a realised profit6. In addition to this, public companies are required to decipher extra cautious attitude and check that their available net assets, after making distribution, do not fall less than the aggregate called-up share capital as well as reserves which are not assigned for distribution, such as share premium accounts, revaluation reserves and capital redemption reserves. Furthermore, the Act also prescribes those directors of the companies to consider their fiduciary duties prior to

Reflective Statement Essay Example for Free

Reflective Statement Essay For this module, we are required to do an assignment with regards of SME company. The purpose of writing the report is to analyze the key internal issues the management is likely to face when strategizing their marketing formula. Besides, we are also required to provide a practical recommendation for the company. For this project, the class was divided into 3 groups and each group consists of 3 members. My group members are Miss Tai Geok Yeong and Miss Sharanya. Discussions among group members were held 4 times, on the 29th October, 2nd November, 4th November and 6th November, respectively. Besides of our normal eeting in college, the discussions also were held through the MSN chat and email. Each of our group members was allocated with task and although conflicts arise during the discussion, we still managed to solve the problem. In my opinion, conflict in a group is not necessarily bad and we use several of techniques in order to resolve conflicts like compromising and exercises work delegation. Throughout completing the task CareKoolTint Sdn Bhd, I have gained lots of new information about SME and the company. In order to get more facts about the company, we held an interview with one of their sales representatives on 2nd November 2009. From the 1 hour interview, we managed to gather the information needed for this project, which for example are, their current marketing strategies and the companys internal issues. One important lesson I learnt from the interview is that, even though small firms is not properly structured, it does not mean that SMEs do not engage in marketing. It is only that, they are doing marketing according to their own terms and not according to a theoretical framework. Other than interviewing the sales representatives, my group and I also did a research based from their websites and also by reading books. It is important so that e will have a broader view on the business environment and help us to write the task more accurately. In order to complete the task, I read Marketing and Entrepreneurship in SMEs, Principles of Marketing by Philip Kotler and Fundamentals of Management to have a better understanding about SME and its management as well as several websites related to the topic which for example SME Info Portal. This whole process, I believe has improved both my knowledge and skills. I learnt how to work with others as a team, it taught me how to compromise as I need to be open in accepting other people ideas or opinion and also in handling conflicts. In addition to that, basically, I am more knowledgeable on this topic. From the research, I discovered various type of SME in Malaysia which can classified under 3 category that are Primary Agriculture, Manufacturing (including Agro-Based) ; MRS, Services Sector (including CT) . Furthermore, I am also more aware on characteristics needed to be an entrepreneur, and one essential trait they must have is to be a risk taker. This is important as SME business environment is very uncertain and whenever they make a wrong decision, it may affect their business as a whole.

lighthod The Web of Darkness in Joseph Conrads Heart of Darkness :: Heart Darkness essays

The Web of Heart of Darkness       Marlow’s wilderness is not vibrant nor majestic, nor is it boisterous in its vitality, illuminating and nurturing its lush bounty within its sensuous bosom.   It is not a wondrous place, intoxicating with radiant color and a symphony of sounds those who journey into its interior.   It is not quiescent nor serene, willing to reveal its secrets, easily subdued or tamed.   His wilderness is a primeval, mysterious enigma that swallows light and sound, rationality and language, imprisoning them deep within its immense folds.   It is fascinatingly savage, menacing in its power to mesmerize and lure, and finally to seduce the â€Å"bearers of a spark from the sacred fire† (67). Many had set out to conquer it, dreaming of creating splendrous empires; others had embarked on a quest to extract riches, fame, and glory from deep within its heart; yet others had been beckoned by the irresistible call of the unknown.   Lucky were those that could â€Å"glide past [it], veiled...by a slightly disdainful ignorance† (68), shielding themselves with the mantle of civilization, secure in their invincibility.   Marlow was luckier than most, for the wilderness called to his â€Å"very heart [with] its mystery, its greatness, the amazing reality of [its] concealed life† (95); yet he was able to realize in time that it was but an illusion, a â€Å"deceitful flow from the heart of an impenetrable darkness† (124), and to step back from the edge of the abyss. He was good man in search of purpose and adventure, believing he would find his aspirations by sailing the waters of a mighty river.   Upon arriving at his destination he was disheartened by the actions of his brethren, by their â€Å"conquest of the earth†, which to him mostly meant â€Å"taking it away from those who [had] a different complexion...than [themselves]† (70).   Contemptuous of their beliefs and brutal behavior, their greed and deceitfulness, he went in search of a man considered â€Å"the emissary of pity...science and progress† (94); believing that in him he would finally find someone to guide him through the â€Å"silence of the land† (95). However, the deeper he penetrated into the somber stillness of the wilderness, he could not escape the realization of his vulnerability.   In that landscape he could either be â€Å"swept off without leaving a whisper or a shadow behind†(114) or infinitely worse, â€Å"the powers of darkness [could] claim him for their own† (126).

Cultural Awareness Essay

The world as humans know it is getting smaller and smaller due to globalization and technological improvements. The two has made it possible for people from various cultural, racial, ethnic and socio-economic backgrounds to communicate, work together and travel from one country to another half a world away easily. When people meet, they also bring their cultural background with them. This makes it essential for people to have cultural awareness and understand cultural diversity. Cultural awareness is the recognition and acceptance that people are all shaped by each one’s own unique and specific cultural backgrounds (Centre for Cultural Diversity in Ageing [CCDA], 2006). Cultural awareness is the sensitivity and respect for cultural diversity or the fact that people from various cultures have different values, beliefs and traditions. Different histories and traditions result in culturally-prescribed particulars on how people should perceive and relate with other people. A person is culturally aware when he or she celebrates the world’s colorful cultural richness and assortment instead of discriminating against other cultures, especially against minorities. Cultural awareness is being able to see through the lens of another culture and the openness to understand another culture instead of simply labeling it weird or â€Å"wrong† in view of one’s own culture. Having cultural awareness is essential in facing the technology-dependent world’s unseen cultural challenges. One technological development that has been very beneficial for people is the Internet. Through the Internet, people can communicate and share information regardless of time and distance. It has even allowed for the existence of virtual classrooms or online education wherein one can share classes without any physical meeting. Technology has brought people closer; however, the fact the no one can see and determine the race or background of other people lays a hidden trap. Without knowing that they are talking to someone from another cultural background, people can easily alienate others and be called a racist because of their insensitivity to another. Being culturally aware, having the capacity to understand and appreciate the rich cultural diversity, is thus essential for the success of this computer-mediated communication because it increases one’s sensitivity to the non-physical and non-vocal communication styles of people. Cultural awareness keeps one from making generalizations and informs one about appropriate communication styles (CCDA, 2006). Finally, cultural awareness generally promotes an atmosphere of respect for everyone regardless of culture. References Centre for Cultural Diversity in Ageing. (2006). Cultural awareness. Retrieved March 13, 2009 from http://www. culturaldiversity. com. au/Default. aspx? tabid=81

Goan Literature and Translation! Essay

Goa has been reflected in many ways. It is sometimes reflected through people, through its culture and sometimes through literature. Goan reflection is nothing but the projection of Goa as a land, Goa’s socio-economic life and contemporary Goan expressions. According to Prof. Peter Nazareth â€Å"Goans have written in thirteen languages. Goans meditate between cultures, Goans live between different cultures, Goans are travelers from one part to another†¦. We can understand different cultures and help people from different cultures understand one another. But the disadvantage is that if we don’t work on it, we may end up not knowing who we are. † Today Goa is portrayed as something different than what it is in reality. And not just the media is to be blamed but also the Goans are to be blamed who allowed themselves to be portrayed in a negative manner. Goan literature is one of the important tools which reflect Goa in its true sense. But the problem with Goan literature was that most of the literature was written in local languages like Konkani and Marathi and only a few people could read and understand what Goa actually is and what are the issues related to this land. The solution to tackle this problem is nothing else but translation. 1. 2. Translation: Bridging Gaps The dictionary meaning of the word â€Å"translation† is â€Å"to express in another language or other words†. It’s also the transference and substitution from one to another language. Translation according to Dr. Johnson involves the process of change into another language, retaining the sense which is the basic objective. The main process is to search for the right words. A translation is both imitation as well as a faithful creation as well as free, i.e. why a translated literary work is viewed not as an exact replica of the original but a version of it. Translation is not only a linguistic activity but also a cultural one because it involves a study of culture. The western translators in the past considered translations as subsidiary and derogative and they believed that translation did not have much dignity. But the Indians believed that translation is a valuable activity. And thus high amount of work has been done in India in the field of translation. Many works from Kannada, Tamil, Telugu, Malayalam, Marathi, and Hindi have been translated into English. A few important translations from regional languages to English are Gora By Rabindranath Tagore originally written in Bengali and then translated in English by many translators, â€Å"Samskara† by U. R. Anathamurthy originally written in Kannada and then translated into English by A. K. Ramanujan, â€Å"Tamas† by Bhism Sahani originally written in Hindi but then the author himself translated the work into English. As well as different texts from one language have been translated into other Indian languages. Translation has, in recent years added an immeasurable dimension to our awareness of the layered texture, the resonance and the depth of Indian society. It has enhanced knowledge of our multilingual, multicultural personality. Indeed, only through good translations can there be communication and understanding of continuum of other common heritage. Translation from Konkani does more than that; it creates awareness of the very existence of the language and region. Translation enriches comprehension of a wounded culture, the bond of language that unites a dispersed community, and the values that have sustained it.

Free Essays on Amusing Ourselves To Death

In Amusing Ourselves to Death Neil Postman declares â€Å"we are a people on the verge of amusing ourselves to death.† The decline of the Age of Typography and the ascendancy of the Age of Television have generated a great media metaphor shift in America, with the result that much of our public discourse has become dangerous nonsense. â€Å"Our politics, religion, news, athletics, education and commerce have been transformed into congenial adjuncts of show business, largely without protest or even much popular notice.† The time period from the early-eighteenth century until the mid-nineteenth century is identified by Postman as the Age of Exposition. During this period the printing press governed discourse in America. As he believes the form in which ideas are expressed affects what those ideas will be, discourse was generally coherent, serious and rational; unlike the shriveled and absurd discourse generated by television. Postman argues that typography amplified many of the characteristics we associate with mature discourse: â€Å"a sophisticated ability to think conceptually, deductively and sequentially; a high valuation of reason and order; an abhorrence of contradiction; a large capacity for detachment and objectivity; and a tolerance for delayed response.† Postman points to the middle years of the nineteenth century as the time when the telegraph and the photograph came together and laid the foundation for the Age of Show Business. The telegraph saw to it that space was no longer an inevitable constraint on the movement of information. It â€Å"erased state lines, collapsed regions, and, by wrapping the continent in an information grid, created the possibility of a unified American discourse.† Unfortunately, according to Postman, the telegraph also attacked typography’s definition of discourse, introducing on a large scale â€Å"irrelevance, impotence, and incoherence.† â€Å"To the telegraph, intelligence meant knowin... Free Essays on Amusing Ourselves To Death Free Essays on Amusing Ourselves To Death In Amusing Ourselves to Death Neil Postman declares â€Å"we are a people on the verge of amusing ourselves to death.† The decline of the Age of Typography and the ascendancy of the Age of Television have generated a great media metaphor shift in America, with the result that much of our public discourse has become dangerous nonsense. â€Å"Our politics, religion, news, athletics, education and commerce have been transformed into congenial adjuncts of show business, largely without protest or even much popular notice.† The time period from the early-eighteenth century until the mid-nineteenth century is identified by Postman as the Age of Exposition. During this period the printing press governed discourse in America. As he believes the form in which ideas are expressed affects what those ideas will be, discourse was generally coherent, serious and rational; unlike the shriveled and absurd discourse generated by television. Postman argues that typography amplified many of the characteristics we associate with mature discourse: â€Å"a sophisticated ability to think conceptually, deductively and sequentially; a high valuation of reason and order; an abhorrence of contradiction; a large capacity for detachment and objectivity; and a tolerance for delayed response.† Postman points to the middle years of the nineteenth century as the time when the telegraph and the photograph came together and laid the foundation for the Age of Show Business. The telegraph saw to it that space was no longer an inevitable constraint on the movement of information. It â€Å"erased state lines, collapsed regions, and, by wrapping the continent in an information grid, created the possibility of a unified American discourse.† Unfortunately, according to Postman, the telegraph also attacked typography’s definition of discourse, introducing on a large scale â€Å"irrelevance, impotence, and incoherence.† â€Å"To the telegraph, intelligence meant knowin...

The Ultimate Guide to the AP Statistics Exam

The Ultimate Guide to the AP Statistics Exam SAT / ACT Prep Online Guides and Tips Are you taking AP Statistics? If so, you're likely wondering what to expect from the AP Statistics exam. Before you sit down to take the final test, it's important to understand how the AP Stats test is formatted, what topics it will cover, and how it'll be scored. This guide will explain all of that information, show you official sample problems and give you tips on the best way to prepare for the AP Statistics test. In 2020, the AP Statistics exam will take place on Friday, May 15th at 12:00pm. How Is the AP Statistics Exam Structured? How long is the AP Statistics exam? The test is a total of three hours long and contains two sections: multiple choice and free response. You're allowed a graphing calculator for the entire exam. Multiple-Choice Section 40 multiple-choice questions 90 minutes long Worth 50% of exam score You can spend an average of a little more than two minutes on each multiple-choice question and finish the section in time. Free-Response Section 5 short-answer questions 1 Investigative Task 90 minutes long Worth 50% of exam score The five short-answer questions are meant to each be solved in about 12 minutes, and the Investigative Task is meant to be solved in about 30 minutes. What Does the AP Statistics Exam Test You On? The content of the AP Stats exam and course is centered around four major topics. Below are the four topics, along with what percentage of the exam will be on them and all the topics that fall beneath each of them. The list covers every single topic that the AP Statistics exam could test you on. #1: Exploring Data: Describing Patterns and Departures From Patterns (20-30%) Constructing and interpreting graphical displays of distributions of univariate data (dotplot, stemplot, histogram, cumulative frequency plot) Center and spread Clusters and gaps Outliers and other unusual features Shape Summarizing distributions of univariate data Measuring center: median, mean Measuring spread: range, interquartile range, standard deviation Measuring position: quartiles, percentiles, standardized scores (z-scores) Using boxplots The effect of changing units on summary measures Comparing distributions of univariate data (dotplots, back-to-back stemplots, parallel boxplots) Comparing center and spread: within group, between group variation Comparing clusters and gaps Comparing outliers and other unusual features Comparing shapes Exploring bivariate data Analyzing patterns in scatterplots Correlation and linearity Least-squares regression line Residual plots, outliers, and influential points Transformations to achieve linearity: logarithmic and power transformations Exploring categorical data Frequency tables and bar charts Marginal and joint frequencies for two-way tables Conditional relative frequencies and association Comparing distributions using bar charts #2: Sampling and Experimentation: Planning and Conducting a Study (10-15%) Planning and conducting experiments Characteristics of a well-designed and well-conducted experiment Treatments, control groups, experimental units, random assignments and replication Sources of bias and confounding, including placebo effect and blinding Completely randomized design Randomized block design, including matched pairs design Overview of methods of data collection Census Sample survey Experiment Observational study Planning and conducting surveys Characteristics of a well-designed and well-conducted survey Populations, samples, and random selection Sources of bias in sampling and surveys Sampling methods, including simple random sampling, stratified random sampling, and cluster sampling Generalizability of results and types of conclusions that can be drawn from observational studies, experiments, and surveys #3: Anticipating Patterns: Exploring Random Phenomena Using Probability and Simulation (20-30%) The normal distribution Properties of the normal distribution Using tables of the normal distribution The normal distribution as a model for measurements Probability Interpreting probability, including long-run relative frequency interpretation "Law of Large Numbers" concept Addition rule, multiplication rule, conditional probability, and independence Discrete random variables and their probability distributions, including binomial and geometric Simulation of random behavior and probability distributions Mean (expected value) and standard deviation of a random variable, and linear transformation of a random variable Combining independent random variables Notion of independence versus dependence Mean and standard deviation for sums and differences of independent random variables Sampling distributions Sampling distribution of a sample proportion Sampling distribution of a sample mean Central Limit Theorem Sampling distribution of a difference between two independent sample proportions Sampling distribution of a difference between two independent sample means Simulation of sampling distributions t-distribution Chi-square distribution #4: Statistical Inference: Estimating Population Parameters and Testing Hypotheses (30-40%) Estimation (point estimators and confidence intervals) Estimating population parameters and margins of error Properties of point estimators, including unbiasedness and variability Logic of confidence intervals, meaning of confidence level and confidence intervals, and properties of confidence intervals Large sample confidence interval for a proportion Large sample confidence interval for a difference between two proportions Confidence interval for a mean Confidence interval for a difference between two means (unpaired and paired) Confidence interval for the slope of a least-squares regression line Tests of Significance Logic of significance testing, null and alternative hypotheses; p-values; one- and two-sided tests; concepts of Type I and Type II errors; concept of power Large sample test for a proportion Large sample test for a difference between two proportions Test for a mean Test for a difference between two means (unpaired and paired) Chi-square test for goodness of fit, homogeneity of proportions, and independence (one- and two-way tables) Test for the slope of a least-squares regression line AP Statistics Sample Questions As we mentioned above, there are three types of questions on the AP Stats exam: multiple choice, short answer, and investigative task. Below are examples of each question type. You can see more sample questions and answer explanations in the AP Statistics Course Description. Multiple-Choice Sample Question There are 40 multiple-choice questions on the exam. Each has five answer options. Some questions will be accompanied by a chart or graph you need to analyze to answer the question. Short-Answer Sample Question There are five short-answer questions on the AP Stats test. Each of these questions typically includes several different parts you need to answer. You're expected to spend about 12 minutes on each short-answer question. Investigative Task Sample Question The final question on the exam is the Investigative Task question. This is the most in-depth question on the test, and you should spend about 30 minutes answering it. It will have multiple parts you need to answer and require multiple statistics skills. You'll also need to provide a detailed explanation of your answers that shows the strength of your statistics skills. Be sure to show all your work as you'll be graded on the completeness of your answer. How Is the AP Statistics Test Graded? For the multiple-choice part of the exam, you earn one point for each question you answer correctly. There are no point deductions for incorrect answers or questions you leave blank. Official AP graders will grade your free-response questions. Each of the six free-response questions is scored on a scale of 0 to 4 points, so the total section is out of 24 points. The free-response questions are graded holistically, which means, instead of getting a point or half a point for each bit of correct information you include, graders look at your answer to each question as a "complete package," and your grade is awarded on the overall quality of your answer. The grading rubric for each free-response question is: 4: Complete Response: Shows complete understanding of the problem's statistical components 3: Substantial Response: May include arithmetic errors, but answers are still reasonable and show substantial understanding of the problem's statistical components 2: Developing Response: May include errors that result in some unreasonable answers, but shows some understanding of the problem's statistical components 1: Minimal Response: Misuses or fails to use appropriate statistical techniques and shows only a limited understanding of statistical components by failing to identify important components 0: No Response: Shows little or no understanding of statistical components What does holistic grading mean for you? Basically, you can't expect to earn many points by including a few correct equations or arithmetic answers if you're missing key statistical analysis. You need to show you understand how to use stats to get a good score on these questions. Estimating Your AP Statistics Score If you take a practice AP Stats exam (which you should!) you'll want to get an estimate of what your score on it is so you can get an idea of how well you'd do on the real exam. To estimate your score, you'll need to do a few calculations. 1. Multiply the number of points you got on the multiple-choice section by 1.25 2. For free-response questions 1 through 5, add the number of points you got together and multiply that sum by 1.875 (don't round). If you need help estimating your score, the official free-response questions we linked to above include sample responses to help you get an idea of the score you'd get for each question. 3. For free-response question #6, multiply your score by 3.125. 4. Add the scores you got in steps 1-3 together to get your Composite Score. For example, say you got 30 questions correct on the multiple-choice section, 13 points on questions 1-5, and 2 points on question 6. Your score would be (30 x 1.25) + (13 x 1.875) + (2 x 3.125) = 68.125 which rounds to 68 points. By looking at the chart below, you can see that'd get you a 4 on the AP Statistics exam. Below is a conversion chart so you can see how raw score ranges translate into final AP scores. I've also included the percentage of students who earned each score in 2017 to give you an idea of what the score distribution looks like: Composite Score AP Score Percentage of Students Earning Each Score (2017) 70-100 5 13.6% 57-69 4 15.9% 44-56 3 24.8% 33-43 2 20.2% 0-32 1 25.5% Source: The College Board Where Can You Find Practice AP Stats Tests? Practice tests are an important part of your AP Stats prep. There are official and unofficial AP Stats practice tests available. Below are some of the best practice tests to use. Official Practice Tests 2012 Complete Practice Test 1997 Complete Practice Test Free-Response Questions 1998-2017 Unofficial Practice Tests Barron's Practice Test To learn more about where to find AP Statistics practice tests and how to use them, check out our complete guide to AP Statistics practice exams. 3 Tips for the AP Statistics Exam In this section we go over three of the most useful tips you can use when preparing for and taking the AP Statistics test. Follow these and you're more likely to get a great score on the exam. #1: For Free Response, Answer the Entire Question As we mentioned earlier, free-response questions on AP Stats are graded holistically, which means you'll get one score for the entire question. This is different from many other AP exams where each correct component you include in a free-response question gets you a certain number of points, and those points are then added up to get your total score for that question. The Stats free-response questions are graded holistically because there are often multiple correct answers in statistics depending on how you solve the problem and explain your answer. This means you can't just answer part of the question and expect to get a good score, even if you've answered that part perfectly. If you've ignored a large part of the problem, your score will be low no matter what. So instead of trying to get a point here and there by including a correct formula or solving one part of a question, make sure you're looking at the entire problem and answering it as completely as possible. Also, if you need to include an explanation, be sure it explains your thought process and the steps you took. If your explanation shows you understand important stats concepts, it could help you get a higher score even if your final answer isn't perfect. Aiming for the most complete response possible is also important if you can't answer one part of a question that's needed to answer other parts. For example, if you can't figure out what the answer to part A is, but you need to use that answer for parts B and C, just make up an answer (try to keep it logical), and use that answer to solve the other parts, or explain in detail how you'd solve the problem if you knew what the answer to part A was. If you can show you know how to solve the latter problems correctly, you'll likely get some credit for showing you understand the stats concepts being tested. #2: Know How to Use Your Calculator You'll need a graphing calculator to answer pretty much every question on the Stats exam, so make sure you know how to use it. Ideally, the calculator you use on test day will be the same one you've been doing homework and taking tests with throughout the school year so you know exactly how to use it. Knowing how to solve common stats functions on your calculator and interpret the answers you get will save you a lot of time on the exam. Your calculator will likely be most useful on the multiple-choice section where you don't need to worry about showing work. Just plug in the data you're given into your calculator, and run the right equations. Then you'll have your answer! #3: Know Your Vocabulary You may think that since AP Stats is a math course, vocab won't be an important part of the test, but you need to know quite a few terms to do well on this exam. Confusing right- and left-skewed or random sampling and random allocation, for example, could lead to you losing tons of points on the test. During the school year, stay on top of any new terms you learn in class. Making flashcards of the terms and quizzing yourself regularly is a great way to stay up-to-date on vocab. Many AP Stats prep books also include a glossary of important terms you can use while studying. Before the AP Stats exam, you should know all important terms like the back of your hand. Having a general idea isn't good enough. A big part of stats is being able to support your answers, and to do this you'll often need to use stats vocab in your explanations. Just stating the term won't earn you nearly as many points as being able to explain what the term is and how it supports your answer, so make sure you really know your vocab well. Summary: Statistics AP Exam The AP Statistics exam is three hours long and consists of 40 multiple-choice questions and six free-response questions. The content of the exam covers four main areas: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. To prepare well for AP Stats exam questions, it's important to take practice exams and know how to grade them so you can estimate how well you'd do on the actual test. When studying for the AP exam, remember to answer the entire question for free response, know how to use your calculator, and be on top of stats vocabulary. What's Next? Feel the need to do some quick reviewing after looking through what'll be covered on the AP Stats exam? Take a spin through our guide to statistical significance to refresh yourself on how to run a t-test. How difficult is AP Stats compared to other AP classes? Get the answer by reading our guide to the hardest AP exams and classes. Wondering which other math classes you should take besides statistics? Math is often the trickiest subject to choose classes for, but our guide will help you figure out exactly which math classes to take for each year of high school. A prep book can be one of your best study resources for the AP Stats exam. But which prep book should you choose? Check out our guide to AP Stats prep books to learn which is the best and which you should avoid. 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:

Education of Professionals in the Light of the Changing Nature of Essay - 1

Education of Professionals in the Light of the Changing Nature of Professional Practice - Essay Example The concept of a profession is a developing one and is not stationary. So, the definition should not be static defining just a few people as professionals. The expansion in the definition should indeed be made considering the criteria like core values and knowledge which will be discussed later on in this essay. This expansion is important because people involved in newly emerging professions like packing and transporting are also considered as professionals (Downie, 1990) There is so much importance in the practice of professionals that the quality of a professional is dependent on the practice of how one exercises his or her duties following the ethical codes and must have sufficient concern for the society. For example, often the new technological developments by professionals are double-edged(Mike W..Martin, Roland Schinzinger, 2005). The advent of nuclear power has increased our power capability, but at the same time, it has posed atomic bomb threat. – briefly explain what you mean and try to give an example. This, in turn, can be managed by means of good training and education on ethical behavior and also attaining proper education should be viewed in all aspects and not just in attending courses or a mere qualification. Governments, politicians and social activists take an active part in improving the quality of professionals’ practice (Becher, 1993). On the other hand, there are also objections from some communities over their value to their society, the way in which their projects increase the value of the society. Some projects may degrade the society very much, for example, the nuclear tests. – such as?. So, the process of building such quality in educating professionals requires a careful analysis and the work should proceed from the grass root level so that a solid foundation is laid in professional ethics helping all through their career.

Visual and Cultural Theory Essay Example | Topics and Well Written Essays - 2000 words

Visual and Cultural Theory - Essay Example This essay analyses and determines the main ideas and historical and cultural contexts of the prologue of McLuhan’s The Gutenberg Galaxy, while using studio practices to explain McLuhan’s key ideas. Two secondary materials are also used to explore McLuhan’s text, Morrison’s (2001) article, â€Å"The Place of Marshall McLuhan in the Learning of His Time† and Scannell’s (2007) book, Media and Communication. The main ideas of McLuhan’s (1995) The Gutenberg Galaxy emphasise the importance of the medium as the message, while Morrison (2001) asserts the role of technology in expanding human functions. Scannell (2007) supports the cultural transitions that occurred, using McLuhan’s idea of a â€Å"global village† (p.135). McLuhan describes the effects of transitioning from an oral to a writing society wherein he argues that literacy expands important human functions, but with limitations, and that the electronic age has produced the retribalisation of human society, and these ideas have a connection to the transition from soundless to sound films, where the latter films exhibit both opportunities and limitations for expressing and extending human thoughts and practices. McLuhan (1995) criticises the devaluation of oral societies, including their oral practices. His text responds to the historical underestimation of the value of oral practices and the vitality of oral societies. He cites the work of Albert B. Lord, The Singer of Tales, who continued the work of Milman Parry. Parry hypothesised that his Homeric studies could prove that oral and written poetry did not share similar patterns and uses (McLuhan, 1995, p.90). Parry’s work had been initially snubbed by the academe because of the prevailing belief that literacy is the basis of civilisation. Morrison (2001) describes the difficulties of Parry in getting his study approved in Berkeley during the 1920s. See Appendix A for research notes on the primary and secondary texts used. The Berkeley faculty represents the general belief that literacy and civilisation are directly related: The notion that high literacy is the normative state of language and civilization, and that its only alternative is the fallen state of illiteracy, and hence darkness and ignorance, seems to occupy the vital center of humanistic studies with remarkable energy and intensity. (Morrison 2001, para.6). The key idea is that by assuming that literacy is the most important sign of civilisation, it automatically discriminates against studies on oral practices and societies that would suggest otherwise. McLuhan responds to the historical underrepresentation of oral studies in the humanities and history in general. He wants to address this underrepresentation through his own analysis of the electronic age, and how it goes back to oral traditions of earlier times. McLuhan demonstrates that history is incomplete when it does not provide enough space for the d escription and analysis of oral societies and practices. Aside from filling the gap of literature on oral practices, McLuhan (1995) supports the idea that oral societies have a richer connection with all of their senses, while the written text has produced a limited visual society because it suppresses auditory functions. He highlights literature that explores the vitality of oral practices, where oral societies are rich civilisations, perhaps even richer than writing