Saturday, December 28, 2019

Reflection Group Reflection - 830 Words

I completed this reflection process using Gibb’s reflective cycle. I am grateful to my lecturer and fellow class members for helping me through this experience. Description My group’s presentation was on ‘Nutrition’ which focused on Maori adolescents aged 10-12 years. We all stood at the front of classroom presenting the topic to our lecturer and fellow classmates. For a clearer explanation of each section we used PowerPoint slides. In order to capture the audience’s attention, we avoided adding too much text on the slides and used pictures, tables or quotes instead. In the final section, we tried to engage the audience by showing a video rather than constant verbal explanation. Feelings I felt really nervous during my presentation. I†¦show more content†¦Psychological research has shown that losing eye contact with audience can render the presentation far less effective (Littlejohn Foss, 2009). My speech was just like a direct conversation with the audience because I could recite all of my notes. Otherwise, if I only read from notes all the time, it would have been impossible to have eye contact with the audience and retain their interest. On the other hand, one area that requires improvement is speech delivery rate. My lecturer and four class members all pointed out that my speech was too quick to follow, so I should pay more attention to reducing the pace. My nervousness and shyness during presentation made me tend to finish my speech as quickly as possible. Too fast speech discloses a person’s nervousness and a lack of control, which will influence audiences to receive messages and understand it. Aryadoust (2015) identifies that maintaining a suitable speech delivery rate is a key factor that can affect speech intelligibility. A study also revealed that presenters’ lack of this skill leads to listeners’ misinterpretation of verbal input (Aryadoust, 2015). Analysis I believed that insufficient practice is the key factor that hindered me to deliver an effective presentation in depth. Before our presentation, we only took 20 minutes to practice together. This led to an unclear transition between members. I only spent around one hour practicing which was really not enough. MyShow MoreRelatedGroup Reflection : Group Process767 Words   |  4 PagesGroup Reflection Group My concept of what a group consist of is a story that needs to be told and heard from many people with similar issues or problems. The group is a tool to help each member to gain some insight on how they can change or make a difference in their lives for the future. I feel that a group is a place where new relationships can develop and to find self again. Group Process The group process is facilitated by a counselor by the process has to be done by the members. It can be easyRead MoreReflection1650 Words   |  7 PagesIan-Bradley Tancred This essay analyses and describes what reflection is and how it supports your personal and professional learning. It elaborates upon how and why recognizing your strengths and weaknesses are important and how they can enhance lifelong learning. It describes what arguments and assertions are, what the differences are between them and which one is better. Debnath describes reflection as a means of self-examination to learn from knowledge and experiences which will help transformRead MoreMy First Semester At Goizueta1596 Words   |  7 PagesStanford Business graduate Jennifer Porter notes, â€Å"Reflection gives the brain an opportunity to pause amidst the chaos, untangle and sort through observations and experiences, consider multiple possible interpretations, and create meaning† (2017, p. 1). As you will see, this reflection has enabled me to summarize my first semester, discover what I have learned about myself, lay out a path for growth, and create meaning. I hope you will use my reflection as a marker for what future students can uncoverRead Morecomparing relevant theories principles and models of reflective practice965 Words   |  4 Pagespersistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.’ He set out five phases or aspects through which we can see a process of reflection. However using phrases such as phase and stage does give a sense of sequence, a set method and there seems to be no room for interaction or dialogue rather that the teacher reflects individually. Of course, this can be the case we don’t all haveRead MoreMy Cultural Identity1173 Words   |  5 Pageswas my brown skin she assumed I was simply an illiterate Mexican. Having brown skin and not being a citizen in the United States has not been easy. People don’t treat me the same way they would treat a young white female. Being in the subordinate group when it comes to gender is extremely frustrating. Females in society are seen as inferior to men. A common stereotype in our society is that the role of a woman is to cook, clean, and take care of children. My uncle once told me that pursuing a careerRead MoreHow to Become a Great Leader1510 Words   |  7 Pagesof the above 5 categories. Ho wever it is my contention if you want your organisation to become successful, buoyant and to be around for the long term you will have to strive to have all managers in the Capable to Great sectors. I believe the Barry Group is interested in developing the management team as we are presently completing a programme in Leadership. This article focuses on the manager themselves and how it is the goal of each manager to develop personally and to take responsibility. PersonallyRead MoreNursing reflection.12855 Words   |  52 PagesReflective Essay This essay will look at reflection on a critical incident that has promoted a positive outcome. It is not a very major incident but it stands out as it has a potential for learning. This essay will identify and explain Johns (1994) model of reflection and explain what reflection is and why reflective practice is necessary and how it can be used. Schone (1983) recommended reflection on critical incidence as a valuable term, sited in Ghaye and Lillyman (1997) a critical incidentRead MoreSimilarities and Differences Betweeen Evidence Based Practice and Reflective Practice2010 Words   |  9 Pagesdue to government legislation. An example of this is the National Curriculum. It was introduced to establish a consistent approach to the teaching of all children, in maintained schools. It gives guidance on what should be taught for particular age groups and a set of level descriptors are also included to assess children by. Other practices are developed, within a school context, to address p articular areas in need of improvement. Evidence Based Practice (EBP) and Reflective Practice are two methodsRead MoreReflective Practice And Professional Development921 Words   |  4 Pagesexamined through another lens,and offers critique of a person s work as a friend. (Costa Kallick, 1993) My choice of critical friend has formed both my physical and social domains, critical friend (X) wil give an in-group perspective where as critical friend (Y) will give an out-group perspective, this then provides a varied perspective on the critical incident given. Both critical friends were suggested to use the 4 I model (Hickman 2013) to give them a basis on which to help aid there reflectiveRead MoreI Am An Active Participant898 Words   |  4 Pagesare excelling, it is also important that students are able to be an active participant in their own growth. Effective teachers allow students to constantly reflect on how they are doing in class and how they are meeting classroom goals. Assessment reflection ultimately influences how teachers and learners continue to access material.After teachers have tracked the data of students, it is then important that they are using a variety of instructional strategies to encourage learners to develop deep understanding

Friday, December 20, 2019

The Constitution Of The Amendment - 2425 Words

We, the People, have for too long ignored the framers intent on the relationship between the separation of powers between the Federal and State government. The abdication of responsibility for protecting the 10th amendment, not only by our elected officials but by citizens as well, deviates the subtle balance of power in our nation to a detrimental state. The United States of America is just that, united States, that have the power to legislate for their constituents any laws not delegated to the Federal government inside the Constitution. With the overreach of the Federal government using the Commerce Clause, the Necessary and Proper Clause, enacting the 17th amendment, and using the â€Å"power of the purse† the 10th amendment stands as a former shadow of itself being regulated to a pawn piece in political maneuvers to show voters that individual State Senators still hold sway in protecting State’s rights. We should adhere to the original intent of the 10th amendme nt the State’s rights, which include everything not enumerated by the Constitution in Article I, will not be diluted or taken away by a central planner whose bureaucracy and laws could end in tyranny if ignored. When the Bill of Rights were ratified, explicit rights were given to citizens in the first nine amendments, with the 10th amendment dictating any power the federal government did not have were the powers of the State. Our Framers never envisioned a strong central government and instead chose a nationShow MoreRelatedThe Amendment Of The Constitution959 Words   |  4 PagesThe Fourteenth Amendment of the Constitution is considered by many to be the catchall amendment within the reconstruction amendments that passed not long after the Civil War. Its due process and especially the equal protection clause have single handily changed the course of American History for all eternity. I believe that there are several key issues that plague the way our highest court appro aches matters of sexual orientation and other issues as well. In this document I intend to explore whatRead More Amendments to the Constitution Essay1290 Words   |  6 PagesThe framers of our Constitution knew that time has a way of changing countries and their citizens. Our country was in a whirlwind of change in 1789 as people were experiencing freedom from the tyranny of England for the first time in their lives. Our country was being molded and formed into a great nation by the founding fathers. Expectations and rules had to be set to protect the rights of the minorities and majorities. Amendments to the Constitution were written to ensure equality for all in changingRead MoreThe Fourth Amendment Of The Constitution1107 Words   |  5 PagesThe Fourth Amendment of the Constitution was ratified in 1791 and is an important amendment in the Bill of Rights. The Fourth Amendment is â€Å"the right of the people to be secure in their persons, houses, papers, and effects, again st unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized† (Charles Wetterer). The issueRead MoreAmendments of the U.S. Constitution1917 Words   |  8 PagesAmendments of the U.S. Constitution HIS/301 Amendments of the U.S. Constitution The United States Constitution is a beloved document of this country. In this document many powers, liberties, and freedoms are given to the citizens of the United States of America. These citizens were first made up of immigrants or settlers from England who wanted a place to live without fear of death, and freedom of liberties. The people who made up the first colonies of the America’s fought long and hard throughRead MoreThe Second Amendment of the Constitution491 Words   |  2 Pages The Second Amendment nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.† nbsp;nbsp;nbsp;nbsp;nbsp;This timeless phrase, the Second Amendment of the United States’ Constitution, is an enduring example of the principles and ideals that our country was founded on. With this statement, the founders of this country explicitly and perpetually guaranteed the American individualRead MoreThe Fourth Amendment Of The Constitution1365 Words   |  6 Pages Homework 1 1. The Fourth Amendment of the U.S Constitution says, â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or afï ¬ rmationRead MoreAmendments to the National Constitution2556 Words   |  10 PagesBackground - In the U.S. legal system, the Constitution forms the basic template for legal theory and management of law. This document formed the bases for the U.S. government and defined the three main sections: Executive, Legislative and Judicial. We must remember, too, that the idea of this constitution of removing ties to a monarchy and setting up a separate government by the people, for the people, was a very radical idea in the 18th century and had a background not only in the various documentsRead MoreThe Fourteenth Amendment Of The Constitution2057 Words   |  9 PagesFourteenth, and Fifteenth Amendm ents are a really big part of the Constitution for slavery and about the equal rights in the United States. The government created the thirteenth, fourteenth, and fifteenth amendment to allow racial equality in the United States by freeing all of the slaves, giving them the right to get citizenship, and the right to vote. I will be talking about each Amendment and how they were formed and also why. The Thirteenth Amendment of the Constitution says, â€Å"Section 1. NeitherRead MoreThe 18th Amendment of the Constitution1875 Words   |  8 PagesThe 18th amendment of the constitution Prohibition was introduced to all American states apart from Maryland in 1920. Prohibition was the banning of alcohol; you could be arrested for sale, manufacture and transportation of alcohol. There were many factors that influenced the introduction of prohibition. One of the main factors was the temperance movement’s two examples of this Were the anti-saloon league and Women’s Christian temperance movement. The temperance movements were at the strongestRead MoreThe Fifth Amendment Of The Constitution1009 Words   |  5 PagesThe sixth amendment of the constitution guarantees a criminal defendant trial by an impartial jury of their peers. Jury selection is a little more complex than sending out jury duty notices and going to trial, it has its own process to ensure all is fair. The Jury is a pertinent part of the judicial process and a key piece to upholding justice. Juries are selected from the general population; they are to be a representation of the people from that area. In trials with a jury, the first step is the

Thursday, December 12, 2019

Q Manual free essay sample

There are many people whose valuable contributions to this edition of the Q Manual must be acknowledged. They include (in no particular order): Andrew Dixon, Coalfield Campus Library David Horn, Coalfield Campus Library Owen Hughes, Faculty of Business and Economics Sally Joy, Faculty of Business and Economics Lynn Macdonald, Faculty of Business and Economics Michael Scourge, Department of Accounting and Finance Claire Tanner, F-cults of Arts Our special thanks go to Lynn Macdonald and Claire Tanner for the many hours spent collating and editing the content and for coordinating production of the Q Manual.Without your efforts and patience, this edition could not have been published. Sincere thanks also go to my dear friend and colleague, Glenda Crossing, who has collaborated with me for many years on a number of significant educational projects for the faculty. A dedicated educator, Glenda works enthusiastically and tirelessly, keeping an open mind, and most importantly, always retaining her wonderful sense of humor! Glenda also thanks Nell for her collegiality, dedication, inspiration and hard work on this and other educational projects. Together, we have produced a publication that we hope will assist you in your tidies. Finally, we wish you a stimulating, challenging and rewarding learning experience throughout your undergraduate and postgraduate studies with the Faculty of Business and Economics. Nell Kimberley Department of Management Faculty of Business and Economics January, 2008 Glenda Crossing Education Adviser Faculty of Business and Economy CICS Chapter 1 Introduction 1. 1 Welcome Congratulations on your selection to study one of the courses offered by the Faculty of Business and Economics at Monish University.This manual is intended to provide you with information on how to produce quality work ND achieve the best possible results in your examinations. The major goal of the university is to assist you to obtain an excellent education so that you may take your place in society as a well-qualified graduate. It is important to note that while the courses provide the teaching support and the necessary framework for your studies, success can be achieved only through your personal commitment and dedication to hard work throughout all the years of your course.The following information is aimed at familiarizing you with the Monish University study environment and increasing your effectiveness s a Monish student, thereby enabling you to reach your potential. For those of you who are experiencing university level study for the first time, this manual will la y an important foundation and prepare you for a new world. 1. 2 Monish university Monish University was established in 1961 and named after General Sir John Monish (1865-1931 Sir John was a soldier, scholar and engineer, and the Commanding General of the Australian forces in France in World War 1.In addition, as the first Chairman of the State Electricity Commission, he took on the immense task of overseeing the development of the LaTrobe Valleys brown coal resources. Sir John was a man of wide interests and vast intellectual range. He was this country first Doctor of Engineering and exemplifies the University motto Anchor Impart (l am still learning). The university now has a population of more than 50,000 students from over 1 00 countries, who speak 90 languages. There are eight Monish campuses and two centers, in Italy and London. The primary pursuits of teaching and research are carried out in the universitys ten faculties. The faculties, which each cover a specific body of knowledge, are: Art and Design; Arts; Business and Economics; Education; Engineering; Information Technology; Law; Medicine, Nursing and Health Sciences; Pharmacy; and Science. 1. 3 1 . 3. 1 Faculty of Business and Economics Goals The aim of the faculty is to use its scale, scope and unique internal diversity to become an international leader in the pursuit, dissemination and analysis of knowledge, particularly in the disciplines of accounting banking econometrics, economics, finance, management, marketing, and tourism.By the application of such knowledge, its staff and students will contribute to the economic, social and commercial development of Australia and other countries in an increasingly globalizes environment. 1 . 32 Faculty structure The Faculty of Business and Economics is the largest faculty in the university, with more than 1 7,000 students enrolled over five Australian campuses at Berwick, Coalfield, Clayton, Spalding and Peninsula, as well as in Malaysia and South Africa.In addition to a diverse range of undergraduate bachelors degrees, the faculty offers a comprehensive range of graduate courses including an executive certificate, graduate certificates and diplomas, masters degrees by coursework and research, the Master of Business Administration, the Doctor of Business Administration, the Master of Philosophy and the Doctor of philosophy. Courses are delivered on campus, usually through lectures, tutorials and Web Vista, while officious students are catered for by distance education. The Dean and the main faculty office are located on the Coalfield campus.In addition, there are faculty staff located at the other campuses. Go to http:// move. Busses. Monish. Deed. AU/student/contact/ for location and contact details. 1 . 33 Departments and centers The Business and Economics faculty is subdivided into organizations that are responsible for particular areas of knowledge. There are six departments and two research centers. The departments are: Accounting and Finance, Business Law and Taxation, Econometrics and Business Statistics, Economics, Management, and Marketing. The research centers are: Centre of Policy Studies, and Centre for Health Economics.They cover fields of study including accounting, banking, business law, business statistics, economics, econometrics, finance, international business, management, human resource management, marketing, taxation and tourism. Whatever your major or areas of study it is essential that you have an understanding of each of the disciplines and how they interact with each other in the overall operations of business organization. 1 . 3. 4 Aims for learning at Monish University and in the Faculty of Business and Economics The university and the faculty recognize the needs of students for their lives following graduation.As a Monish graduate you will be operating in a globalizes and rapidly-changing world, and the university and faculty aim to develop in students attributes beyond the ability to understand and operate competently with course and unit content. The aims are that students will develop in ways that will enable them to: Engage in an internationalists and increasingly globalizes world; Engage in discovery, analysis, integration and application for problem solving and learning with knowledge; Communicate competently orally and in writing across cultures and settings, including their specific disciplines.As you undertake your studies, you will notice an emphasis on these attributes and you will be engaged in activities and tasks to help you develop them. In the following chapters of this guide, we explain the influences of these attributes on your approach to study. 1 . 3. 5 Units Each department offers a wide range of undergraduate and postgraduate units. In a three-year undergraduate degree, there are twenty-four units, with our units to be taken in each semester (part-time students would normally undertake two units each semester). The unit leader or coordinator is responsible for the administration of the particular unit. You can consult with your unit leader, and or coordinator in larger units you may also consult with the other lecturers and tutors. 1 . 3. 6 Role of lecturers/tutors Lecturers and tutors have a key role as facilitators Of your learning. They are able and most willing to help you With your studies and can be contacted using your student email account. Their email addresses are located in the unit outline. Alternatively, academic staff can be contacted during their consultation hours which are often posted on their door or outside the main administration office. 1 . 3. 7 Role of on-line sources of information Monish has adopted a learning management system which provides you with access to on-line unit information. The web contains information that you need to know for the unit, both of an administrative nature as well as useful material for your studies. 2 1. 3. Role Of course directors/coordinators If you are encountering academic performance issues, course progression and similar problems you should initially discuss these with enrolment officers or course advisers. You may, occasionally, then be referred to course directors or course coordinators to help with these issues. Undergraduate students are referred to course directors or course coordinators by the faculty office and postgraduate students by departmental administration staff. If referred, course directors and coordinators are available during their consultation hours. . 3. 9 Additional important information The Undergraduate and Postgraduate Handbooks and the Student Resource Guide provide important information regarding various aspects of university life. The Student Resource Guide is distributed to all students at the time of initial enrolment and is available on-line at www. Monish. Deed. AU/pubs. It contains details of the university code of practice for teaching and learning, as well as grievance and appeals procedures. Further copies can be obtained from Student Service Centers on all campuses.An excellent resource for students is also available on-line via the student link on the Business and Economics Faculty website at http://www. Busses. Monish. Deed. AU/student/. The site contains links to important information regarding: courses and units, admissions and enrolments, schools and departments, exams and results, administration, study resources, calendars and timetables, IT and computing, support services, careers and employment, international students, and clubs and associations.Faculty expectations of student performance As students of the faculty, there are a number of units that you will study as part of your course. Although these units may have differing methods of assessment, the faculty has the following expectations of your behavior and performance. 1. 4. 1 Attendance and participation at lectures and tutorials Lectures and tutorials are central to your performance in the university. Lectures provide the material you require in order to understand the overall nature and direction of the unit.Important concepts and analysis can be emphasized by the lecturer and put into context for the student. Tutorials are a vital part Of your studies. They reinforce lecture material and provide you with an opportunity to discuss material presented in lectures, as well as to ask questions. Tutorials also provide you with the opportunity to develop your oral communication skills. The material presented is not designed to vive you one view on a topic but to facilitate your understanding of the issue under discussion.

Wednesday, December 4, 2019

Business Economics Case Study by Experts

Question 1-Define price elasticity of demand. How you will use to define an "inferior good". Give two examples of an inferior good? Answer- Price Elasticity of Demand: The price elasticity of demand is one of the economic measures for showing the responsiveness of the changes in demanded quantity as a result of the price change. The price elasticity of demand refers to the responsiveness of the quantity demanded as the price changes when all other factors or determinants of demand remains the same (Frank and Cartwright, 2013). It is basically the percentage change in the quantity demanded as a result of a percentage change in the price. Thus the price elasticity of demand is elastic when the percentage change is quantity demanded is higher than the percentage change in price and the price elasticity of demand is inelastic if the percentage change in quantity demanded is lower than the percentage change in price. The price elasticity of demand is usually negative as the quantity demanded falls due to an increase in price and vice versa. Ed = (Percentage change in quantity demanded / Percentage change in price) Inferior Good: An inferior good can be referred as the good, the demand of which decreases when the income of the consumer increases or vice versa (Perloff, 2012). It is one of the contradictory cases and opposite of normal goods whose demand usually increases as the income increases. For an inferior good the income elasticity of demand is negative as the demand for the good decreases when the income increases. Here two examples of an inferior good can be given. First example is second hand goods. They are inferior good as, when the income of the consumer increases, the demand for second hand goods fall as they prefer new products. Second example can be given as cheap bus service. When the income of people increases they prefer taxi or new cars over bus. Question 2-In which market structure would you place each of the following products: Monopoly, oligopoly, monopolistic competition, or perfect competition? Why? A- Water and sewerage service. B- Breakfast cereal Answer- Market Structure Specification: Water and Sewage Service: Water and sewage service can be categorised in the monopoly market structure. Here it can be said that the public utilities like the water and sewage facilities are often identified as natural monopolies. The main characteristics of the service that resembles the monopolies are single supplier to all the consumers in the market (Perloff, 2012). The water and sewage facilities in a location are usually large enough to supply cost effectively the entire market. There are barriers of entry in the market for new suppliers. The service providers have certain degree of market power and they can influence the price and quantity supplied in the market. Breakfast Cereal: The breakfast cereals can be categorised in the market structure of monopolistic competition. The main characteristics that resembles the breakfast cereal market with the monopolistic competition is that the suppliers produces and supplies differentiated products in the market and the products are close substitutes of one another. The products are basically differentiated by branding like the Kelloggs brand is highly valued in the market than other brands like Malt-O-Meal and Post Foods. Like monopolistic competition, there are many firms in the industry supplying the products to many customers (Pindyck and Rubinfeld, 2013). There are no barriers to entry or exit and the producers have certain degree of market power. The companies are involved in non-price competition in terms of establishing the brand value and advertising. Question 3-Explain the differences between demand pull and cost push inflation? Answer- Difference between Demand-pull and Cost-push Inflation: Inflation can be referred as the aggregate rise in the general price level of an economy. The inflation can be demand pull or cost-push. The demand pull inflation basically occurs when the general price of the economy increases sue to an increase in the aggregate demand of the economy. When the aggregate demand of the economy rises more than the aggregate supply of the economy then it also increases the price level as the suppliers will make the prices higher due to such high demands. The inflation caused by excess demand in the industry leads to demand-pull inflation. In the following diagram the demand pull inflation can be shown (Kim and Lin, 2012). It is seen that, when the aggregate supply remains the same, a shift in the aggregate demand increases the output and the price level in the economy. The cost-push inflation on the other hand occurs when the general price level of an economy increases due to a rise in the cost of goods and services. Thus the cost-push inflation can be seen in an economy when the cost of production for the firms increases significantly and as a result the supply of the products mat fall. This leads to a leftwards shift of the supply curve where the demand remains the same (Mankiw, 2013). A lower supply in the market also increases the general price level and it is referred as the cost-push inflation. In the following diagram, it can be seen that when the supply curve shifts to the left and the aggregate demand remains the same, it leads to an increase in the price level and a decrease in the output of the economy. Question 4-Identify the key factors affecting the demand of currency? Answer- Factors Affecting Demand of Currency: The demand for money or currency can be impacted by various factors like the inflation rate, interest rate, level of income etc. Here the three main motives or factors affecting the demand for currency are speculative, precautionary and transaction (Krugman and Wells, 2013). Transaction Motive: It is known that currency is required in order to perform transaction of goods and services with money. Thus the demand for currency increases, when the transaction requirement increases. The transaction demand for currency increases when the GDP or the economy increases (Krugman and Wells, 2013). Precautionary Motive: The demand for currency can also be affected by the precautionary motive of the people. It is known that people can demand money for taking precautionary measures against uncertain future. There can be repair bills or medical costs that can occur in the future and such factors can affect the demand for currency. Speculative Motive: The demand for currency can also be affected by the speculative motive of the people. It is known that money is an asset and the demand for money usually depends on the opportunity cost of holding money and the rate of return in the market. Thus speculative demand for money occurs when it is less risky to hold money in hand than lending or investing. So these are the main factors affecting the demand for currency. Question 5-Oil price have risen temporarily due to political uncertainty in the middle east. An advisor suggests,higher oil prices reduce aggregate supply. To offset this we must increase the money supply. Then the price level won't need to adjust to restore equilibrium , and well prevent a recession? Answer- Rise in Oil Prices: In this case it is seen that the oil prices has risen temporarily due to the political uncertainty in the middle-east. It is suggested by an advisor that the aggregate supply of oil will be affected due high oil prices. In order to offset the impact, it is important to increase the supply of money in the economy. Then it will not be necessary for the price level to adjust for restoring the equilibrium and a recession can be prevented as well. Here it can be said that a higher supply of money is the market can offset the impact of higher price of oil as people will have more money in hand and the value of money will decrease (Hubbard and O'Brien, 2013). It is known that higher oil prices will reduce the aggregate demand but it will increase the aggregate supply thus in order to avoid recession in the market, measures must be taken to increase the aggregate demand. Increasing the money supply may resolve the issue but it is also evident that increase in the money supply increases the i nflation in the economy and thus even higher inflation may worsen the situation and it can lead to recession (Hubbard and O'Brien, 2013). The policy is thus not correct the money supply should be reduced instead of increasing. As a result it will lower the output and increase the real interest rate and thus recession can be avoided. Question 6- It is a role of every government to smooth the business cycle.Every economy faces different challenges including the business cycles that may emanate from the global market.Try to examine measures taken by the UK'S coalition government in trying to ensure that the economy benefits every citizen and reduces overall burden of it (Q E,FISCAL POLICY,MONETARY POLICY,MULTIPLIER EFFECT)? Answer- Business Cycle: It is the responsibility of every government to smooth the business cycle. There are various challenges that are faced by every economy and these challenges can emanate the industries from the global market (Hoxley, 2010). Here the measures that are taken by the coalition government of the UK for ensuring the benefits in the economy for every citizen and so that the burden can be reduced. It is known that various measures are taken by the coalition government in order increase in the efficiency in the market. A growth review is launched by the coalition government. The main aim of the policies is to strengthen the growth of the GDP in the country as it was difficult for the country to overcome the recession. They have implemented the fiscal decisions for improving the supply side in the economy. The fiscal policies are implemented for boosting the supply side efficiencies, investments and incentives (Painter, 2012). The government has increased the spending on infrastructure, and the y have lowered the corporate tax rate. The coalition policy was also used to cut the deficit in the budget. A fiscal austerity policy was used where the tax rate was increased and the spending of the government was cut for reducing the budget deficit. These measures helped in recovering the economy from the recession. References Frank, R. and Cartwright, E. (2013).Microeconomics and behaviour. Maidenhead: McGraw-Hill. Hoxley, M. (2010). UK coalition government.Structural Survey, 28(4). Hubbard, R. and O'Brien, A. (2013).Macroeconomics. Boston: Pearson. Kim, D. and Lin, S. (2012). Inflation and Inflation Volatility Revisited.International Finance, 15(3), pp.327-345. Krugman, P. and Wells, R. (2013).Macroeconomics. New York, NY: Worth Publishers. Mankiw, N. (2013).Macroeconomics. New York, NY: Worth. Painter, C. (2012). The UK Coalition government: Constructing public service reform narratives.Public Policy and Administration, 28(1), pp.3-20. Perloff, J. (2012).Microeconomics. Boston: Pearson Addison Wesley. Pindyck, R. and Rubinfeld, D. (2013).Microeconomics. Boston: Pearson.

Thursday, November 28, 2019

Qualitative Research in Wilkes

It is not an easy task to find a place in order to observe people and try to understand their interests, needs, and plans. In Wilkes-Barre, there is a public square where people are occupied with a variety of thoughts and activities, and each period of time has its own characteristics and peculiarities.Advertising We will write a custom assessment sample on Qualitative Research in Wilkes-Barre specifically for you for only $16.05 $11/page Learn More Even the days of the week may influence people’s mood and attitude to the reality. Observing one day from lives of the senior citizens in down town (it is Friday), it is possible to understand how unique and predictable the life of an ordinary person may be. A number of international students leave their hotel rooms and go to the college to meet their purposes and get the required education. Though not all of them are eager to start studying right now, they remember about their duties and their roles i n society, this is why it seems to be reasonable to buy a cup of coffee and drink it while walking to save time. In fact, there are many activities made by people which may be used to understand better social problems and challenges as well as human needs and interests. For example, it is clear that people are in need of more time in their lives. They have to hurry up days and nights to be in time at work or home. They find it normal to drink juice or coffee walking or have a quick lunch at the restaurants. Still, the importance of weather is huge indeed. It influences human mood and activities considerably. For example, when the weather is fine, people like to walk through the squire and enjoy the surroundings. They are eager to communicate and discuss the latest news. In spite of the fact that people have some obligations (to work, to study, to be a good husband/wife), all of them are ready to entertain and be an appropriate part of society. Social norms are usually considered by people as it is observed that even at the nighttime, police officers supervise other people and control the conditions at bars and at the streets. Each restaurant on the square aims at defining people into separate social groups: for example, elderly people are the visitors of the Irish bar, students find it interesting to go to the Hardware bar, and people from the high class enjoy the services offered in the Rodalonds bar. The vast majority of people are happy, and their happiness may be predetermined by different factors, still, the main point is that Friday is today, and tomorrow will be that cherished weekend when there is no necessity to think about working challenges and duties.Advertising Looking for assessment on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More To understand better the essence of human life and the importance of socialization, it is better to communicate with people at the street and ask as many quest ions as possible to learn their interests and demands. For example, the following list of questions may be used to study the chosen group of people at the public square: What makes you visit the square right now? Is it a necessity? A task? A duty? A personal desire? Interest? What do you find the most captivating thing at this place? Do you have a chance to visit any place in the city? Why or why not? What do you think about people around? Do you think the square should be improved? What changes are necessary for this place? Are you satisfied with the living conditions you have? Of course, it is necessary to explain that all these questions are asked purposefully and will be used to understand better the needs of society and define the possibilities to improve the place. As a rule, people of this district are friendly indeed; this is why it is always interesting and pleasant to observe the events on the square. This assessment on Qualitative Research in Wilkes-Barre was written and submitted by user Veronica Alston to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Sunday, November 24, 2019

How to Write a DBQ Essay Key Strategies and Tips

How to Write a DBQ Essay Key Strategies and Tips SAT / ACT Prep Online Guides and Tips The DBQ, or document-based-question, is a somewhat unusually-formatted timed essay on the AP History Exams: AP US History, AP European History, and AP World History.Because of its unfamiliarity, many students are at a loss as to how to even prepare, let alone how to write a successful DBQ essay on test day. Never fear! I, the DBQ wizard and master, have a wealth of preparation strategies for you, as well as advice on how to cram everything you need to cover into your limited DBQ writing time on exam day. When you're done reading this guide, you'll know exactly how to write a DBQ. For a general overview of the DBQ- what it is, its purpose, itsformat, etc.- see my article â€Å"What is a DBQ?† Table of Contents What Should My Study Timeline Be? Preparing for the DBQ Establish a Baseline Foundational Skills Rubric Breakdown Take Another Practice DBQ How Can I Succeed on Test Day? Reading the Question and Documents Planning Your Essay Writing Your Essay Key Takeaways What Should My DBQ Study Timeline Be? Your AP exam study timeline depends on a few things. First, how much time you have to study per week, and how many hours you want to study in total? If you don’t have much time per week, start a little earlier; if you will be able to devote a substantial amount of time per week (10-15 hours) to prep, you can wait until later in the year. One thing to keep in mind, though, is that the earlier you start studying for yourAP test, the less material you will have covered in class.Make sure you continually review older material as the school year goes on to keep things fresh in your mind, but in terms of DBQ prep it probably doesn’t make sense to start before February or January at the absolute earliest. Another factor is how much you need to work on. I recommend youcomplete a baseline DBQ around early February to see where you need to focus your efforts. If, for example, you got a six out of seven and missed one point for doing further document analysis, you won’t need to spend too much time studying how to write aDBQ. Maybe just do a document analysis exercise every few weeksand check in a couple months later with another timed practice DBQ to make sure you’ve got it. However, if you got a two or three out of seven, you’ll know you have more work to do, and you’ll probably want to devote at least an hour or two every week to honing your skills. The general flow of your preparation should be: take a practice DBQ, do focused skills practice, take another practice DBQ, do focused skills practice, take another practice DBQ, and so on. How often you take the practice DBQs and how many times you repeat the cycle really depends on how much preparation you need, and how often you want to check your progress. Take practice DBQs often enough that the format stays familiar, but not so much that you’ve done barely any skills practice in between. He's ready to start studying! Preparing for the DBQ The general preparation process is to diagnose, practice, test, and repeat. First, you’ll figure out what you need to work on by establishing a baseline level for your DBQ skills. Then, you’ll practice building skills. Finally, you’ll take another DBQ to see how you've improved and what you still need to work on. In this next section, I’ll go over the whole process. First, I’ll give guidance on how to establish a baseline. Then I’ll go over some basic, foundational essay-writing skills and how to build them. After that I’ll break down the DBQ rubric.You’ll be acing practice DBQs before you know it! Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. #1: Establish a Baseline The first thing you need to do is to establish a baseline- figure out where you are at with respect to your DBQ skills. This will let you know where you need to focus your preparation efforts. To do this, you will take a timed, practice DBQ and have a trusted teacher or advisor grade it according to the appropriate rubric. AP US History For the AP US History DBQ, you’ll be given a 15-minute reading period and 45 minutes of writing time. A selection of practice questions from the exam can be found online at the College Board, including a DBQ. (Go to page 136 in the linked document for the practice prompt.) If you’ve already seen this practice question, perhaps in class, you might use the 2015 DBQ question. Other available College Board DBQs are going to be in the old format (find them in the â€Å"Free-Response Questions† documents). This is fine if you need to use them, but be sure to use the new rubric(which is out of seven points, rather thannine)to grade. I advise you to save all these links, or even download all the Free Response Questions and the Scoring Guides, for reference because you will be using them again and again for practice. AP European History For this exam, you’ll be given a 15-minute reading period and 45 minutes of writing time. The College Board has provided practice questions for the exam, including a DBQ (see page 200 in the linked document). If you’ve already seen this question, the only other questions available through the College Board are in the old format, because the 2016 DBQ is in a new, seven-point format identical to the AP US History exam. Just be sure to use the new DBQ rubric if you want to use any of the old prompts provided by the College Board. (DBQs are in the documents titled â€Å"Free-Response Questions.†) I advise you to save all these links (or even download all the Free Response Questions and the Scoring Guides) for reference, because you will be using them again and again for practice. Who knows- maybe this will be one of your documents! AP World History For this exam, you’ll be given a 15-minute reading period and 45 minutes of writing time.As for the other two history exams, the College Board has provided practice questions. See page 166 for the DBQ. If you’ve already seen this question, the only other questions available through the College Board are in the old format, because the 2017 World History DBQ is in a new, seven-point format identical to the AP US History and AP European History exams. So be sure to use the new DBQ rubric if you want to use any of the old prompts provided by the College Board. (DBQs are in the documents titled â€Å"Free-Response Questions.†) I advise you to save all these links (or even download all the Free Response Questions and the Scoring Guides) for reference, because you will be using them again and again for practice. Finding a Trusted Advisor to Look at Your Papers A history teacher would be a great resource, but if they are not available to you in this capacity, here are some other ideas: An English teacher. Ask a librarian at your school or public library! If they can’t help you, they may be able to direct you to resources who can. You could also ask a school guidance counselor to direct you to in-school resources you could use. A tutor. This is especially helpful if they are familiar with the test, although even if they aren’t, they can still advise- the DBQ is mostly testing academic writing skills under pressure. Your parent(s)! Again, ideally your trusted advisor will be familiar with the AP, but if you have used your parents for writing help in the past they can also assist here. You might try an older friend who has already taken the exam and did well...although bear in mind that some people are better at doing than scoring and/or explaining! Can I Prepare For My Baseline? If you know nothing about the DBQ and you’d like to do a little basic familiarization before you establish your baseline, that’s completely fine. There’s no point in taking a practice exam if you are going to panic and muddle your way through it; it won’t give a useful picture of your skills. For a basic orientation, check out my article for a basic introduction to the DBQ including DBQ format. If you want to look at one or two sample essays, see my article for a list of DBQ example essay resources. Keepin mind that you should use a fresh prompt you haven’t seen to establish your baseline, though, so if you do look at samples don’t use those prompts to set your baseline. I would also check out this page aboutthe various â€Å"task† words associated with AP essay questions. This page was created primarily for the AP European History Long Essay question, but the definitions are still useful for the DBQ on all the history exams, particularly since these are the definitions provided by the College Board. Once you feel oriented, take your practice exam! Don’t worry if you don’t do well on your first practice! That’s what studying is for. The point of establishing a baseline is not to make you feel bad, but to empower you to focus your efforts on the areas you need to work on.Even if you need to work on all the areas, that is completely fine and doable! Every skill you need for the DBQ can be built. In the following section, we’ll go over these skills and how to build them for each exam. You need a stronger foundation than this sand castle. #2: Develop Foundational Skills In this section, I’ll discuss the foundational writing skills you need to write a DBQ. I’ll start with some general information on crafting an effective thesis, since this is a skill you will need for any DBQ exam (and for your entire academic life). Then, I’ll go over outlining essays, with some sample outline ideas for the DBQ. After I’ll touch on time management. Finally, I’ll briefly discuss how to non-awkwardly integrate information from your documents into your writing. It sounds like a lot, but not only are these skills vital to your academic career in general, you probably already have the basic building blocks to master them in your arsenal! Writing An Effective Thesis Writing a good thesis is a skill you will need to developfor all your DBQs, and for any essay you write, on the AP or otherwise. Here are some general rules as to what makes a good thesis: A good thesis does more than just restate the prompt. Let’s say our class prompt is: â€Å"Analyze the primary factors that led to the French Revolution.† Gregory writes, â€Å"There were many factors that caused the French Revolution† as his thesis. This is not an effective thesis. All it does is vaguely restate the prompt. A good thesis makes a plausible claim that you can defend in an essay-length piece of writing. Maybe Karen writes, â€Å"Marie Antoinette caused the French Revolution when she said ‘Let them eat cake’ because it made people mad.† This is not an effective thesis, either. For one thing, Marie Antoinette never said that. More importantly, how are you going to write an entire essay on how one offhand comment by Marie Antoinette caused the entire Revolution? This is both implausible and overly simplistic. A good thesisanswers the question. If LaToya writes, â€Å"The Reign of Terror led to the ultimate demise of the French Revolution and ultimately paved the way for NapoleonBonaparteto seize control of France,† she may be making a reasonable, defensible claim, but it doesn’t answer the question, which is not about what happened after the Revolution, but what caused it! A good thesis makes it clear where you are going in your essay. Let’s say Juan writes, â€Å"The French Revolution, while caused by a variety of political, social, and economic factors, was primarily incited by the emergence of the highly educated Bourgeois class.†This thesis provides a mini-roadmap for the entire essay, laying out that Juan is going to discuss the political, social, and economic factors that led to the Revolution, in that order, and that he will argue that the members of the Bourgeois class were the ultimate inciters of the Revolution. This is a great thesis! It answers the question, makes an overarching point, and provides a clear idea of what the writer isgoing to discuss in the essay. To review: a good thesis makes a claim, responds to the prompt, and lays out what you will discuss in your essay. If you feel like you have trouble telling the difference between a good thesis and a not-so-good one, here are a few resources you can consult: This site from SUNY Empire has an exercise in choosing the best thesis from several options. It’s meant for research papers, but the general rules as to what makes a good thesis apply. About.com has another exercise in choosing thesis statements specifically for short essays. Note, however, that most of the correct answers here would be â€Å"good† thesis statements as opposed to â€Å"super† thesis statements. This guide from the University of Iowa provides some really helpful tips on writing a thesis for a history paper. So how do you practice your thesis statement skills for the DBQ? While you should definitely practice looking at DBQ questions and documents and writing a thesis in response to those, you may also find it useful to write some practice thesis statements in response to the Free-Response Questions. While you won’t be taking any documents into account in your argument for the Free-Response Questions, it’s good practice on how to construct an effective thesis in general. You could even try writing multiple thesis statements in response to the same prompt! It is a great exercise to see how you could approach the prompt from different angles. Time yourself for 5-10 minutes to mimic the time pressure of the AP exam. If possible, havea trusted advisor or friend look over your practice statements and give you feedback. Barring that, looking over the scoring guidelines for old prompts (accessible from the same page on the College Board where past free-response questions can be found) will provide you with useful tips on what might make a good thesis in response to a given prompt. Once you can write a thesis, you need to be able to support it- that's where outlining comes in! This is not a good outline. Outlining and Formatting Your Essay You may be the greatest document analyst and thesis-writer in the world, but if you don’t know how to put it all together in a DBQ essay outline, you won’t be able to write a cohesive, high-scoring essay on test day. A good outline will clearly lay out your thesis and how you are going to support that thesis in your body paragraphs. It will keep your writing organized and prevent you from forgetting anything you want to mention! For some general tips on writing outlines, this page from Roane State has some useful information.While the general principles of outlining an essay hold, the DBQ format is going to have its own unique outlining considerations.To that end, I’ve provided some brief sample outlines that will help you hit all the important points. Sample DBQ Outline Introduction Thesis. The most important part of your intro! Body 1 - contextual information Any outside historical/contextual information Body 2 - First point Documents analysis that support the first point If three body paragraphs: use about three documents, do deeper analysis on two Body 3 - Second point Documents analysis that support the second point Use about three documents, do deeper analysis on two Be sure to mention your outside example if you have not done so yet! Body 4 (optional) - Third point Documents and analysis that support third point Conclusion Re-state thesis Draw a comparison to another time period or situation (synthesis) Depending on your number of body paragraphs and your main points, you may include different numbers of documents in each paragraph, or switch around where you place your contextual information, your outside example, or your synthesis. There’s no one right way to outline, just so long as each of your body paragraphs has a clear point that you support with documents, and you remember to do a deeper analysis on four documents, bring in outside historical information, and make a comparison to another historical situation or time (you will see these last points further explained in the rubric breakdown). Of course, all the organizational skills in the world won't help you if you can't write your entire essay in the time allotted. The next section will cover time management skills. You can be as organized as this library! Time Management Skills for Essay Writing Do you know all of your essay-writing skills, but just can’t get a DBQ essay together in a 15-minute planning period and 40 minutes of writing? There could be a few things at play here: Do you find yourself spending a lot of time staring at a blank paper? If you feel like you don’t know where to start, spend one-two minutes brainstorming as soon as you read the question and the documents. Write anything here- don’t censor yourself. No one will look at those notes but you! After you’ve brainstormed for a bit, try to organize those thoughts into a thesis, and then into body paragraphs. It’s better to start working and change things around than to waste time agonizing that you don’t know the perfect thing to say. Are you too anxious to start writing, or does anxiety distract you in the middle of your writing time? Do you just feel overwhelmed? Sounds like test anxiety. Lots of people have this. (Including me! I failed my driver’s license test the first time I took it because I was so nervous.) You might talk to a guidance counselor about your anxiety. They will be able to provide advice and direct you to resources you can use. There are also some valuable test anxiety resources online: try our guide to mindfulness (it's focused on the SAT, but the same concepts apply on any high-pressure test) and check outtips from Minnesota State University, these strategies from TeensHealth, or this plan for reducing anxiety from West Virginia University. Are you only two thirds of the way through your essay when 40 minutes have passed? You are probably spending too long on your outline, biting off more than you can chew, or both. If you find yourself spending 20+ minutes outlining, you need to practice bringing down your outline time. Remember, an outline is just a guide for your essay- it is fine to switch things around as you are writing. It doesn’t need to be perfect. To cut down on your outline time, practice just outlining for shorter and shorter time intervals. When you can write one in 20 minutes, bring it down to 18, then down to 16. You may also be trying to cover too much in your paper. If you have five body paragraphs, you need to scale things back to three. If you are spending twenty minutes writing two paragraphs of contextual information, you need to trim it down to a few relevant sentences. Be mindful of where you are spending a lot of time, and target those areas. You don’t know the problem- you just can’t get it done! If you can’t exactly pinpoint what’s taking you so long, I advise you to simply practice writing DBQs in less and less time. Start with 20 minutes for your outline and 50 for your essay, (or longer, if you need). Then when you can do it in 20 and 50, move back to 18 minutes and 45 for writing, then to 15 and 40. You absolutely can learn to manage your time effectively so that you can write a great DBQ in the time allotted. On to the next skill! Integrating Citations The final skill that isn’t explicitly covered in the rubric, but will make a big difference in your essay quality, is integrating document citations into your essay. In other words, how do you reference the information in the documents in a clear, non-awkward way? It is usually better to use the author or title of the document to identify a document instead of writing â€Å"Document A.† So instead of writing â€Å"Document A describes the riot as...,† you might say, â€Å"In Sven Svenson’s description of the riot†¦Ã¢â‚¬  When you quote a document directly without otherwise identifying it, you may want to include a parenthetical citation. For example, you might write, â€Å"The strikers were described as ‘valiant and true’ by the working class citizens of the city (Document E).† Now that we’ve reviewed the essential, foundational skills of the DBQ, I’ll move into the rubric breakdowns. We’ll discuss each skill the AP graders will be looking for when they score your exam. All of the history exams share a DBQ rubric, so the guidelines are identical. Don't worry, you won't need a magnifying glass to examine the rubric. #3: Learn the DBQ Rubric The DBQ rubrichas four sections for a total of seven points. Part A: Thesis - 2 Points One point is for having a thesis that works and is historically defensible. This just means that your thesis can be reasonably supported by the documents and historical fact. So please don’t make the main point of your essay that JFK was a member of the Illuminati or that Pope Urban II was an alien. Per the College Board, your thesis needs to be located in your introduction or your conclusion. You’ve probably been taught to place your thesis in your intro, so stick with what you’re used to. Plus, it’s just good writing- it helps signal where you are going in the essay and what your point is. You can receive another point for having a super thesis. The College Board describes this as having a thesis that takes into account â€Å"historical complexity.† Historical complexity is really just the idea that historical evidence does not always agree about everything, and that there are reasons for agreement, disagreement, etc. How will you know whether the historical evidence agrees or disagrees? The documents! Suppose you are responding to a prompt about women’s suffrage (suffrage is the right to vote, for those of you who haven’t gotten to that unit in class yet): â€Å"Analyze the responses to the women’s suffrage movement in the United States.† Included among your documents, you have a letter from a suffragette passionately explaining why she feels women should have the vote, a copy of a suffragette’s speech at a women’s meeting, a letter from one congressman to another debating the pros and cons of suffrage, and a political cartoon displaying the death of society and the end of the ‘natural’ order at the hands of female voters. A simple but effective thesis might be something like, â€Å"Though ultimately successful, the women’s suffrage movement sharply divided the country between those who believed women’s suffrage was unnatural and those who believed it was an inherent right of women.† This is good: it answers the question and clearly states the two responses to suffrage that are going to be analyzed in the essay. A super thesis, however, would take the relationships between the documents (and the people behind the documents!) into account. It might be something like, â€Å"The dramatic contrast between those who responded in favor of women’s suffrage and those who fought against it revealed a fundamental rift in American society centered on the role of women- whether women were ‘naturally’ meant to be socially and civilly subordinate to men, or whether they were in fact equals.† This is a â€Å"super† thesis because it gets into the specifics of the relationship between historical factors and shows the broader picture- that is, what responses to women’s suffrage revealed about the role of women in the United States overall. It goes beyond just analyzing the specific issues to a â€Å"so what†? It doesn’t just take a position about history, it tells the reader why they should care. In this case, our super thesis tells us that the reader should care about women’s suffrage because the issue reveals a fundamental conflict in America over the position of women in society. Part B: Document Analysis - 2 Points One point for using six or seven of the documents in your essay to support your argument. Easy-peasy!However, make sure you aren’t just summarizing documents in a list, but are tying them back to the main points of your paragraphs. It's best to avoid writing things like,â€Å"Document A says X, and Document B says Y, and Document C says Z.† Instead, you mightwrite something like,â€Å"The anonymous author of Document C expresses his support and admiration for the suffragettes but also expresses fear that giving women the right to vote will lead to conflict in the home, highlighting the common fear that women’s suffrage would lead to upheaval in women’s traditional role in society.† Any summarizing should be connected a point. Essentially, any explanation of what a document says needs to be tied to a â€Å"so what?† If it’s not clear to you why what you are writing about a document is related to your main point, it’s not going to be clear to the AP grader. You can get an additional point here for doing further analysis on 4 of the documents. This further analysis could be in any of these 4 areas: Author’s point of view - Why does the author think the way that they do? What is their position in society and how does this influence what they are saying? Author’s purpose - Why is the author writing what they are writing? What are they trying to convince their audience of? Historical context - What broader historical facts are relevant to this document? Audience - Who is the intended audience for this document? Who is the author addressing or trying to convince? Be sure to tie any further analysis back to your main argument! And remember, you only have to do this for four documents for full credit, but it’s fine to do it for more if you can. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Practicing Document Analysis So how do you practice document analysis?By analyzing documents! Luckily for AP test takers everywhere, New York State has an exam called the Regents Exam that has its own DBQ section. Before they write the essay, however, New York students have to answer short answer questions about the documents. Answering Regents exam DBQ short-answer questions is good practice for basic document analysis. While most of the questions are pretty basic, it’s a good warm-up in terms of thinking more deeply about the documents and how to use them.This set of Regent-style DBQsfrom the Teacher’s Project are mostly about US History, but the practice could be good for other tests too. This prompt from the Morningside center also has some good document comprehensions questions about a US-History based prompt. Note: While the document short-answer questions are useful for thinking about basic document analysis, I wouldn’t advise completing entire Regents exam DBQ essay prompts for practice, because the format and rubric are both somewhat different from the AP. Your AP history textbook may also have documents with questions that you can use to practice. Flip around in there! This otter is ready to swim in the waters of the DBQ. When you want to do a deeper dive on the documents, you can also pull out those old College Board DBQ prompts. Read the documents carefully. Write down everything that comes to your attention. Do further analysis- author’s point of view, purpose, audience, and historical context- on all the documents for practice, even though you will only need to do additional analysis on four on test day.Of course, you might not be able to do all kinds of further analysis on things like maps and graphs, which is fine. You might also try thinking about how you would arrange those observations in an argument, or even try writing a practice outline! This exercise would combine your thesis and document-analysis skills practice. When you’ve analyzed everything you can possibly think of for all the documents, pull up the Scoring Guide for that prompt. It helpfully has an entire list of analysis points for each document. Consider what they identified that you missed. Do you seem way off-base in your interpretation? If so, how did it happen? Part C: Using Evidence Beyond the Documents - 2 Points Don’t be freaked out by the fact that this is two points! One point is just for context - if you can locate the issue within its broader historical situation.You do need to write several sentences to a paragraph about it, but don’t stress; all you really need to know to be able to get this point is information about major historical trends over time, and you will need to know this anyways for the multiple choice section.If the question is about the Dust Bowl during the Great Depression, for example, be sure to include some of the general information you know about the Great Depression! Boom. Contextualized. The otherpoint is for naming a specific, relevant example in your essay that does not appear in the documents. To practice your outside information skills, pull up your College Board prompts! Read through the prompt and documents and then write down all of the contextualizing facts and as many specific examples as you can think of. I advise timing yourself- maybe 5-10 minutes to read the documents and prompt and list your outside knowledge- to imitate the time pressure of the DBQ. When you’ve exhausted your knowledge, make sure to fact-check your examples and your contextual information! You don’t want to use incorrect information on test day. If you can’t remember any examples or contextual information about that topic, look some up! This will help fill in holes in your knowledge. Part D: Synthesis - 1 Point All you need to do for synthesis is relate your argument about this specific time period to a different time period, geographical area, historical movement, etc. It is probably easiest to do this in the conclusion of the essay. If your essay is about the Great Depression, you might relate it to the Great Recession of 2007-2009. You do need to do more than just mention your synthesis connection. You need to make it meaningful. How are the two things you are comparing similar? What does one reveal about the other? Is there a key difference that highlights something important? To practice your synthesis skills- you guessed it- pull up your College Board prompts! Read through the prompt and documents and then identify what historical connections you could make for your synthesis point. Be sure to write a few words on why the connection is significant! A great way to make sure that your synthesis connection makes sense is to explain it to someone else. If you explain what you think the connection is and they get it, you’re probably on the right track. You can also look at sample responses and the scoring guide for the old prompts to see what other connections students and AP graders made. That's a wrap on the rubric! Let's move on toskill-building strategy. Don't let the DBQ turn you into a dissolving ghost-person, though. #4: Focus on Your Skill-Building Strategy You’ve probably noticed that my advice on how to practice individual rubric skills is pretty similar: pull out a prompt and do a timed exercise focusing on just that skill. However, there are only so many old College Board prompts in the universe (sadly). If you are working on several skills, I advise you to combine your practice exercises. What do I mean? Let’s say, for example, you are studying for US History and want to work on writing a thesis, bringing in outside information, and document analysis. Set your timer for 15-20 minutes, pull up a prompt, and: Write 2-3 potential thesis statements in response to the prompt Write all the contextual historical information you can think of, and a few specific examples Write down analysis notes on all the documents. Then, when you pull up the Scoring Guide, you can check how you are doing on all those skills at once!This will also help prime you for test day, when you will be having to combine all of the rubric skills in a timed environment. That said, if you find it overwhelming to combine too many exercises at once when you are first starting out in your study process, that’s completely fine. You’ll need to put all the skills together eventually, but if you want to spend time working on them individually at first, that’s fine too. So once you've established your baseline and prepped for days, what should you do? It's time to take another practice DBQ to see how you've improved! I know you're tired, but you can do it! #5: Take Another Practice DBQ So, you established a baseline, identified the skills you need to work on, and practiced writing a thesis statement and analyzing documents for hours. What now? Take another timed, practice DBQ from a prompt you haven’t seen before to check how you’ve improved. Recruit your same trusted advisor to grade your exam and give feedback. After, work on any skills that still need to be honed. Repeat this process as necessary, until you are consistently scoring your goal score. Then you just need to make sure you maintain your skills until test day by doing an occasional practice DBQ. Eventually, test day will come- read on for my DBQ-test-taking tips. How Can I Succeed On DBQ Test Day? Once you’ve prepped your brains out, you still have to take the test! I know, I know. But I’ve got some advice on how to make sure all of your hard work pays off on test day- both some general tips and some specific advice on how to write a DBQ. #1: General Test-Taking Tips Most of these are probably tips you’ve heard before, but they bear repeating: Get a good night’s sleep for the two nights preceding the exam. This will keep your memory sharp! Eat a good breakfast (and lunch, if the exam is in the afternoon) before the exam with protein and whole grains. This will keep your blood sugar from crashing and making you tired during the exam. Don’t study the night before the exam if you can help it. Instead, do something relaxing. You’ve been preparing, and you will have an easier time on exam day if you aren’t stressed from trying to cram the night before. This dude knows he needs to get a good night's rest! #2: DBQ Plan and Strategies Below I’ve laid out how to use your time during the DBQ exam. I’ll provide tips on reading the question and docs, planning your essay, and writing! Be sure to keep an eye on the clock throughout so you can track your general progress. Reading the Question and the Documents: 5-6 min First thing’s first: read the question carefully, two or even three times. You may want to circle the task words (â€Å"analyze,† â€Å"describe,† â€Å"evaluate,† â€Å"compare†) to make sure they stand out. You could also quickly jot down some contextual information you already know before moving on to the documents, but if you can’t remember any right then, move on to the docs and let them jog your memory. It’s fine to have a general idea of a thesis after you read the question, but if you don’t, move on to the docs and let them guide you in the right direction. Next,move on to the documents. Mark them as you read- circle things that seem important, jot thoughts and notes in the margins. After you’ve passed over the documents once, you should choose the four documents you are going to analyze more deeply and read them again. You probably won’t be analyzing the author’s purpose for sources like maps and charts. Good choices are documents in which the author’s social or political position and stake in the issue at hand are clear. Get ready to go down the document rabbit hole. Planning Your Essay: 9-11 min Once you’ve read the question and you have preliminary notes on the documents, it’s time to start working on a thesis.If you still aren’t sure what to talk about, spend a minute or so brainstorming. Write down themes and concepts that seem important and create a thesis from those.Remember, your thesis needs to answer the question and make a claim! When you’ve got a thesis, it’s time to work on an outline. Once you’ve got some appropriate topics for your body paragraphs, use your notes on the documents to populate your outline. Which documents support which ideas? You don’t need to use every little thought you had about the document when you read it, but you should be sure to use every document. Here's three things to make sure of: Make sure your outline notes where you are going to include your contextual information (often placed in the first body paragraph, but this is up to you), your specific example (likely in one of the body paragraphs), and your synthesis (the conclusion is a good place for this). Make sure you’ve also integrated the four documents you are going to further analyze and how to analyze them. Make sure you use all the documents! I can’t stress this enough. Take a quick pass over your outline and the docs and make sure all of the docs appear in your outline. If you go over the planning time a couple of minutes, it’s not the end of the world. This probably just means you have a really thorough outline! But be ready to write pretty fast. Writing the Essay - 45 min If you have a good outline, the hard part is out of the way! You just need to make sure you get all of your great ideas down in the test booklet. Don’t get too bogged down in writing a super-exciting introduction. You won’t get points for it, so trying to be fancy will just waste time. Spend maybe one or two sentences introducing the issue, then get right to your thesis. For your body paragraphs, make sure your topic sentences clearly state the point of the paragraph. Then you can get right into your evidence and your document analysis. As you write, make sure to keep an eye on the time. You want to be a little more than halfway through at the 20-minute mark of the writing period, so you have a couple minutes to go back and edit your essay at the end. Keep in mind that it’s more important to clearly lay out your argument than to use flowery language. Sentences that are shorter and to the point are completely fine. If you are short on time, the conclusion is the least important part of your essay. Even just one sentence to wrap things up is fine just so long as you’ve hit all the points you need to (i.e. don’t skip your conclusion if you still need to put in your synthesis example). When you are done, make one last past through your essay. Make sure you included everything that was in your outline and hit all the rubric skills! Then take a deep breath and pat yourself on the back. You did it!! Have a cupcake to celebrate. KeyTips for How to Write a DBQ I realize I've bombarded you with information, so here are the key points to take away: Remember the drill for prep: establish a baseline, build skills, take another practice DBQ, repeat skill-building as necessary. Make sure that you know the rubric inside and out so you will remember to hit all the necessary points on test day! It’s easy to lose points just for forgetting something like your synthesis point. On test day, keep yourself on track time-wise! This may seem like a lot, but you can learn how to ace your DBQ! With a combination of preparation and good test-taking strategy, you will get the score you’re aiming for. The more you practice, the more natural it will seem, until every DBQ is a breeze. What's Next? If you want more information about the DBQ, see my introductory guide to the DBQ.Haven't registered for the test yet? See our article for help registering for AP exams. For more on studying for the AP US History exam, check out the best AP US History notes to study with. Studying for World History? See these AP World History study tips from one of our experts. Want to improve your SAT score by 160points 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:

Thursday, November 21, 2019

A Study on Customer Satisfaction at Sambal Express Research Proposal

A Study on Customer Satisfaction at Sambal Express - Research Proposal Example London is a place, where the population is very heath conscious and food loving at the same time (Fletcher, 2007). They usually seek for healthy dishes in big restaurants, where they can consume healthy dishes at a reasonable price. Like any other big restaurant in London, Sambal Express has taken a significant position in restaurant industry in the UK. Sambal Express is a Sri Lankan restaurant, which have gained prominence in London because of its delicious and healthy food and also for its preference by the customers over other restaurants in the same area (Sambal Express, 2015). The research proposal aims at outlining the series of actions that are needed for identifying the customer satisfaction level in Sambal Express. The research obtains its result from a survey, which is carried out with the help of questionnaire. The questionnaire includes all the relevant questions that are required to be answered by the target respondents to obtain successful survey results. A brief and relevant literature regarding customer’s satisfaction is given so as to provide a wider view of the topic. The research also helps in exploring the main characteristics feature of Sambal Express, which are preferred by the customers in London because of its home cooked foods. The results are analysed with the help of sampling techniques that are mentioned in the methodology section. The survey is conducted giving emphasis on ethical considerations. The main aim of the research is to establish the level of customer satisfaction provided by Sambal Express in London. In order to achieve the main aim of the research, a survey is conducted among the customers of Sambal Express and their views are taken into consideration for evaluating food and service quality of restaurant. The rationale of the research is to examine whether the customers of the Sambal Express are satisfied with the food