Expert Guide to the AP Language and Composition Exam

Expert Guide to the AP Language and Composition Exam SAT / ACT Prep Online Guides and Tips With the 2016 AP English Language and Composition exam approaching on Wednesday, May , it’s time to make sure that you’re familiar with all aspects of the exam.In this article, I’ll give a brief overview of the test, do a deeper dive on each of the sections, discuss how the exam is scored, offer some strategies for studying, and finally wrap up with some essential exam day tips. Exam Overview The AP Language and Composition exam tests your rhetorical skills. Essentially, how do authors construct effective arguments in their writing? What tools do they use? How can you use those tools to craft effective writing yourself? That is the essence of rhetorical analysis. The exam has two parts: the first section is an hour-long, 52-55 question multiple-choice sectionthat asks you questions on the rhetorical construction and techniques of a series of nonfiction passages. The second section is free response. It starts with a 15-minute reading period, and then you’ll have 120 minutes to write three analytical essays: one synthesizing several provided texts to create an argument, one analyzing a nonfiction passage for its rhetorical construction, and one creating an original argument in response to a prompt. You will have about 40 minutes to write each essay, but no one will prompt you to move from essay to essay- you can structure the 120 minutes as you wish. In the next sections I’ll go over each section of the exam more closely- first multiple choice, and then free response. The AP English Language and Composition Multiple-Choice The multiple-choice section is primarily focused on how well you can read and understand nonfiction passages for their use of rhetorical devices and tools. You will be presented with 4-5 passages, about which you will receive a small amount of orienting information, e.g. â€Å"This passage is excerpted from a collection of essays on boating† or â€Å"This passage is excerpted from an essay written in 19th-century Haiti.† You will be asked somewhere from 10-15 questions per passage. There are, in general, eight question types you can expect to encounter on the multiple-choice section of the exam. I’ve taken my examples from the sample questions in the â€Å"Course and Exam Description.† Magic eight-ball says there are eight types of multiple-choice questions! Type 1: Reading Comprehension These questions are focused on verifying that you understood what a certain part of the passage was saying on a concrete, literal level. You can identify these questions from phrases like â€Å"according to† â€Å"refers,† etc. The best way to succeed on these questions is to go back and re-read the part of the passage referred to very carefully. Example: Type 2: Implication These questions take reading comprehension one step further- they are primarily focused on what the author is implying without directly coming out and saying it. These questions will have a correct answer, though, based on evidence from the passage. Which interpretation offered in the answers does the passage most support? You can identify questions like these from words like â€Å"best supported,† ‘â€Å"implies,† â€Å"suggests,† â€Å"inferred,† and so on. Example: Type 3: Overall Passage and Author Questions These questions ask about overall elements of the passage or the author, such as the author’s attitude on the issue discussed, the purpose of the passage, the passage’s overarching style, the audience for the passage, and so on. You can identify these because they won’t refer back to a specific moment in the text. For these questions, you’ll need to think of the passage from a â€Å"bird’s-eye view† and consider what all of the small details together are combining to say. Example: Type 4: Relationships Between Parts of the Text Some questions will ask you to describe the relationship between two parts of the text, whether they are paragraphs or specific lines. You can identify these because they will usually explicitly ask about the relationship between two identified parts of the text, although sometimes they will instead ask about a relationship implicitly, by saying something like â€Å"compared to the rest of the passage.† Example: Type 5: Interpretation of Imagery/Figurative Language These questions will ask you about the deeper meaning or implication of figurative language or imagery that is used in the text. Essentially, why did the author choose to use this simile or this metaphor? What is s/he trying to accomplish? You can generally identify questions like this because the question will specifically reference a moment of figurative language in the text. However, it might not be immediately apparent that the phrase being referenced is figurative, so you may need to go back and look at it in the passage to be sure of what kind of question you are facing. Example: Type 6: Purpose of Part of the Text Still other questions will ask you to identify what purpose a particular part of the text serves in the author’s larger argument. What is the author trying to accomplish with the particular moment in the text identified in the question? You can identify these questions because they will generally explicitly ask what purpose a certain part of the text serves. You may also see words or phrases like â€Å"serves to† or â€Å"function.† Example: Type 7: Rhetorical Strategy These questions will ask you to identify a rhetorical strategy used by the author. They will often specifically use the phrase â€Å"rhetorical strategy,† although sometimes you will be able to identify them instead through the answer choices, which offer different rhetorical strategies as possibilities. Example: Type 8: Style and Effect Some questions will ask you about stylistic moments in the text and the effect created by the those stylistic choices. What is the author evoking through their stylistic choices? You can identify these questions because they will generally mention â€Å"effect.† Example: Some very important stylish effects going on here. TheAP English Language and CompositionFree Response The free response sectionhas a 15-minute reading period. After that time, you will have 120 minutes to write three essays that address three distinct tasks. Because the first essay involves reading sources, it is suggested that you use the entire 15-minute reading period to read the sources and plan the first essay. However, you may want to glance at the other questions during the reading period so that ideas can percolate in the back of your mind as you work on the first essay. Essay One: Synthesis For this essay, you will be briefly oriented on an issue and then given anywhere from six-eight sources that provide various perspectives and information on the issue. You will then need to write an argumentative essay with support from the documents. If this sounds a lot like a DBQ, as on the history AP exams, that’s because it is! However, this essay is much more argumentative in nature- your goal is to persuade, not merely interpret the documents. Example(documents not included, see 2015 free response questions): Essay Two: Rhetorical Analysis In the second essay, you’ll be presented with an excerpt from a nonfiction piece that advances an argument and asked to write an essay analyzing the rhetorical strategies used to construct the passage’s argument. You will also be given some orienting information- where the passage was excerpted from, who wrote it, its approximate date, where it was published (if at all), and to whom it was directed. Example(excerpt not included, see 2015 free response questions): Essay Three: Argument In the third essay, you will be presented with an issue and asked to write a persuasive essay taking a position on the issue. You will need to support your position with evidence from your â€Å"reading, experience, and observations.† Example(from 2015 free response questions): This doesn't look like a very well-constructed argument. How The AP Language and Composition Exam Is Scored The multiple-choice section of the exam is worth 45% of your score, and the free-response section is worth the other 55%. So each of the three free-response essays is worth about 18% of your score. As on other APs, your raw score will be converted to a scaled score of 1-5. This exam has a relatively low 5 rate. Only 9.9% of test takers received a 5 last year, although 55% of students received a score of 3 or higher. In terms of how the raw score is obtained, the multiple-choice section is similar to other AP multiple-choice sections: you receive a point for every question you answer correctly, and there is no penalty for guessing. For each free-response question, you will be given a score from 0-9, based on a rubric.The rubrics all assess, in general, 3 major things: How well you responded to the prompt:Did you completely and fully address all of the tasks presented in the prompt, without misunderstanding any of them? How convincing and well-supported your argument was: Do you take a clear position that is not overly basic, simplistic, or obvious? Can you comprehensively support your position with evidence? Is your evidence well-chosen and well-explained? Do you tie everything back to your main argument? Have you thought through the implications of your stated position? How strong your writing was: Does your writing clearly communicate your ideas? Are your sentences not just grammatically correct, but sophisticated? Do you have a consistent style and a strong vocabulary? Is your paper well-organized and logically arranged? Each rubric broadly assesses these three factors. However, each task is also different in nature, so the rubrics do have some differences. I’ll go over each rubric- and what it really means- for you here. Synthesis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control of language. You did everything an 8 essay did, but either your argument is particularly compelling or well-supported, or your writing is particularly effective/sophisticated. 8 Essays earning a score of 8 effectively address the task in the prompt. They develop their argument by effectively synthesizing at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You thoroughly responded to the prompt, successfully using (and citing) at least three of the sources to support your argument. You supported your argument in a persuasive way. Your writing is competent, although there may be some minor errors. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. Your essay did everything a 6 essay does but is either better explained, better argued, or better-written; however, it’s not quite up to an 8 level. 6 Essays earning a score of 6 adequately address the task in the prompt. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. You responded to the prompt in a reasonable way. You used and cited at least 3 of the sources in creating your argument. You supported your argument in a reasonably persuasive way, although not as compellingly as an 8 essay. Your writing is generally understandable. 5 Essays earning a score of 5 address the task in the prompt. They develop their argument by synthesizing at least three sources, but how they use and explain sources is somewhat uneven, inconsistent, or limited. The writer’s argument is generally clear, and the sources generally develop the writer’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You did respond to the prompt. You used and cited at least 3 of the sources in creating your argument, but you did not use all of them particularly effectively. The connection between the documents and your argument is underdeveloped. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately address the task in the prompt. They develop their argument by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the essay’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not adequately respond to the prompt. You used and cited at least two sources, but you did not effectively link them to your argument. Your essay may summarize sources instead of truly taking a position, or you may have misread the sources. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in addressing the task. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less maturity in their control of writing. Your essay did not adequately respond to the prompt. Your interpretation of the sources is incorrect or your argument is overly simplistic. Your writing is overly basic or unclear. 2 Essays earning a score of demonstrate little success in addressing the task in the prompt. They may merely allude to knowledge gained from reading the sources rather than cite the sources themselves. These essays may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing or categorizing the sources or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Essays that score 2 often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely addressed the prompt. You may not cite any sources directly, misunderstand the sources, never take a position, or write things that are not relevant to the prompt. Writing is very weak, including grammatical issues. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source Your writing barely addressed the prompt. Explanations are extremely simple, writing is incredibly weak, or sources are not used or cited at all. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response You didn’t write anything! Time to synthesize this dough into some cookies. Rhetorical Analysis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language. You achieved everything an 8 essay did, but the quality of either your argument or your writing is exceptional. 8 Essays earning a score of 8 effectively analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You successfully and persuasively analyzed the rhetoric of the excerpt in a way that is strongly supported by specific examples in the text. Your writing is versatile and strong. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. You achieved everything a 6 essay did, but your argument was either better explained or supported or your writing was of a higher caliber. 6 Essays earning a score of 6 adequately analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The essay may contain lapses in diction or syntax, but generally the prose is clear. You successfully analyzed the rhetoric of the excerpt, using appropriate references to the text. Your writing was generally understandable. 5 Essays earning a score of 5 analyze the rhetorical strategies used to develop the author’s argument. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You analyzed the rhetoric of the excerpt, although evidence from the passage may have been poorly used or deployed. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately analyze the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the passage, misrepresent the strategies the author uses, or may analyze these strategies insufficiently. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not analyze the rhetoric in the passage in a reasonable way. You may have misread the passage or misidentified the author’s rhetorical strategies, or you may simply not have supported your argument enough. Textual evidence may not be appropriate to the task at hand. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in analyzing the rhetorical strategies the author uses to develop his/her argument. They are less perceptive in their understanding of the passage or the author’s strategies, or the explanations or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing. A 3 essay has similar weaknesses to a 4 essay, but displays less understanding of the passage or the author’s intent. The writing may also be even more inconsistent or basic. 2 Essays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies used, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The essays often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely analyzed the passage. You may have misunderstood the assigned task, seriously misread the passage or the author’s intent, or responded to something other than the prompt. Writing is consistently weak. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, or weak in their control of language. A 1 essay is has similar weaknesses to a 2 essay, but is even more poorly supported or poorly written. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! Examine your texts closely! Argumentative Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. You meet the criteria for an 8, plus you have either a particularly strong argument, strong support, or strong writing. 8 Essays earning a score of 8 effectively develop a position on the issue presented. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You persuasively address the prompt, using strong evidence to support your argument. Your writing is strong but not necessarily perfect. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. A 7 essay meets the criteria for a 6 essay but is either better-argued, better-supported, or more well-written. 6 Essays earning a score of 6 adequately develop a position on the issue presented. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear. You reasonably address the prompt, using reasonable evidence to support your argument. Your writing is generally good but may have some mistakes. 5 Essays earning a score of 5 develop a position on the issue presented. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You do address the prompt, although the support for your argument may be sparse or not wholly convincing. Your writing is usually clear, but not always. 4 Essays earning a score of 4 inadequately develop a position on the issue presented. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You do not adequately address the prompt or form a strong argument. Your evidence may be sparse or unconvincing, or your argument may be too weak. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in developing a position on the issue. The essays may show less maturity in control of writing. 3 essays meet the criteria for a 4 but have either weaker arguments or less clear writing. 2 Essays earning a score of 2 demonstrate little success in developing a position on the issue. These essays may misunderstand the prompt, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. You barely addressed the assigned task. Your essay may misunderstand the prompt. Your evidence may be irrelevant or inaccurate. Your writing is weak on multiple levels. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence. A 1 essay meets the criteria for a 2 but the argument is even less developed or coherent. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! As you can see, the synthesis rubric is focused on how you used sources, the analysis rubric is focused on how well you analyzed the text, and the argument rubric is focused on the strength of your argumentative writing without outside sources. Achieving a high score on an AP Lang and Comp essay is no easy feat. The average scores on essays last year were all under 5, with the Synthesis essay at about a 4.7 and the other two at just over 4. So even getting a 7 out of 9 is very impressive! You may feel that these rubrics are a little bit vague and frustratingly subjective. And, indeed, what separates a 6 from a 7, a 7 from an 8, an 8 from a 9 may not be entirely clear in every case, no matter the pains taken by the College Board to standardize AP essay grading. That said, the general principles behind the rubrics- respond to the prompt, build a strong argument, and write well- hold up. If you can write strong essays in the time allotted, you’ll be well on your way to a score of 5 even if your essays got 7s instead of 8s. So what can you do to prepare yourself for the frenzy of AP English Lit activity? The best kind of frenzy is a puppy frenzy! AP English Language Prep Tips Unlike its cousin, the AP English Literature and Composition exam, the AP Language and Composition exam (and course) have very little to do with fiction or poetry. So some students used to more traditional English classes may be somewhat at a loss as to what to do to prepare. Luckily for you, I have a whole slate of preparation tips for you! Read Nonfiction - In a Smart Way A major thing you can do to prepare for the AP Lang and Comp exam is to read nonfiction- particularly nonfiction that argues a position, whether explicitly (like an op-ed) or implicitly (like many memoirs and personal essays). Read a variety of non-fiction genres and topics, and pay attention to the following: What is the author’s argument? What evidence do they use to support their position? What rhetorical techniques and strategies do they use to build their argument? Are they persuasive? What counterarguments can you identify? Do they address them? Thinking about these questions with all the reading you do will help you hone your rhetorical analysis skills. Learn Rhetorical Terms and Strategies Of course, if you’re going to be analyzing the nonfiction works you read for their rhetorical techniques and strategies, you need to know what those are! You should learn a robust stable of rhetorical terms from your teacher, but here’s my guide to the most important AP Language and Composition terms. If you want to review, there are many resources you could consult: Wikibooks offers a list of â€Å"Basic Rhetorical Strategies,† which explains some of the most fundamental rhetoric-related terms. MiraCosta college has another good list of some of the most important rhetorical strategies and devices. A heroic individual from Riverside schools in Ohio uploaded this aggressively comprehensive list of rhetorical terms with examples. It’s 27 pages long, and you definitely shouldn’t expect to know all of these for the exam, but it’s a useful resource for learning some new terms. Another great resource for learning about rhetorical analysis and how rhetorical devices are actually used is the YouTube Channel Teach Argument, which has videos rhetorically analyzing everything from Taylor Swift music videos to Super Bowl commercials. It’s a fun way to think about rhetorical devices and get familiar with argumentative structures. Finally, a great book- which you might already use in your class- is â€Å"They Say, I Say.† This book provides an overview of rhetoric specifically for academic purposes, which will serve you well for AP preparation and beyond. Write You also need to practice argumentative and persuasive writing. In particular, you should practice the writing styles that will be tested on the exam: synthesizing your own argument based on multiple outside sources, rhetorically analyzing another piece of writing in-depth, and creating a completely original argument based on your own evidence and experience. You should be doing lots of writing assignments in your AP class to prepare, but thoughtful, additional writing will help. You don’t necessarily need to turn all of the practice writing you do into polished pieces, either- just writing for yourself, while trying to address some of these tasks, will give you a low-pressure way to try out different rhetorical structures and argumentative moves, as well as practicing things like organization and developing your own writing style. Not the most auspicious start to an argumentative essay. Practice for the Exam Finally, you’ll need to practice specifically for the exam format. There are sample multiple-choice questions in the â€Å"AP Course and Exam Description,† and old free-response questions on the College Board website. Unfortunately, the College Board hasn’t officially released any complete exams from previous years for the AP English Language and Composition exam, but you might be able to find some that teachers have uploaded to school websites and so on by Googling â€Å"AP Language complete released exams.† I also have a guide to AP Language and Composition practice tests. Once you’re prepped and ready to go, how can you do your best on the test? AP Language and Composition Test Day Tips Here are four key tips for test-day success. You are one hundred percent success! Interact With the Text When you are reading passages, both on the multiple-choice section and for the first two free-response questions, interact with the text! Mark it up for things that seem important, devices you notice, the author’s argument, and anything else that seems important to the rhetorical construction of the text. This will help you engage with the text and make it easier to answer questions or write an essay about the passage. Think About Every Text’s Overarching Purpose and Argument Similarly, with every passage you read, consider the author’s overarching purpose and argument. If you can confidently figure out what the author’s primary assertion is, it will be easier to trace how all of the other aspects of the text play into the author’s main point. Plan Your Essays The single most important thing you can do for yourself on the free-response section of the AP English Language exam is to spend a few minutes planning and outlining your essays before you start to write them. Unlike on some other exams, where the content is the most important aspect of the essay, on the AP Language Exam, organization, a well-developed argument, and strong evidence are all critical to strong essay scores. An outline will help you with all of these things. You’ll be able to make sure each part of your argument is logical, has sufficient evidence, and that your paragraphs are arranged in a way that is clear and flows well. Anticipate and Address Counterarguments Another thing you can do to give your free responses an extra boost is to identify counterarguments to your position and address them within your essay. This not only helps shore up your own position, but it's alsoa fairly sophisticated move in a timed essay that will win you kudos with AP graders. Address counterarguments properly or they might get returned to sender! Key Takeaways The AP Language and Composition exam tests your rhetorical skills. The exam has two sections. The first section is an hour-long, 52-55 question multiple-choice test based on the rhetorical techniques and strategies deployed in nonfiction passages. The second section is a two-hour free-response section (with a 15-minute initial reading period) with three essay questions: one where you must synthesize given sources to make an original argument, one where you must rhetorically analyze a given passage, and one where you must create a wholly original argument about an issue with no outside sources given. You’ll receive one point for every correct answer on the multiple-choice section of the exam, which is worth 45% of your score. The free-response section is worth 55% of your score. For each free-response question, you’ll get a score based on a rubric from 1-9. Your total raw score will be converted to a scaled score from 1-5. Here are some test prep strategies for AP Lang: Read nonfiction with an eye for rhetoric Learn rhetorical strategies and techniques Practice writing to deploy rhetorical skills Practice for the exam! Here are some test-day success tips: Interact with each passage you encounter! Consider every text’s overarching purpose and argument. Keep track of time Plan your essays Identify and address counterarguments in your essays. With all of this knowledge, you’re ready to slay the AP English Language and Composition beast! Noble knight, prepare to slay the AP dragon! What's Next? Taking the AP Literature exam? Check out our ultimate guide to the AP English Literature testandour list of AP Literature practice tests. Taking other AP exams? See our Ultimate Guides to AP World History, AP US History, AP Chemistry, AP Biology, AP World History, and AP Human Geography. Need more AP prep guidance? Check out how to study for AP exams and how to find AP practice tests. Have friends who also need help with test prep? Share this article! Tweet Ellen McCammon About the Author Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Design Differences Essay Example | Topics and Well Written Essays - 750 words

Design Differences - Essay Example Qualitative research is basically concerned with the social aspects of the research topics, such as, reasons for any specific behavior of people, reasons for differences between cultures and societies, reasons fro differences of behaviors, and the ways people shape their beliefs and opinions. On the other hand, quantitative research constructs statistical models based on the observations to explain issues in a statistical form. Quantitative research requires a good understanding of the statistics for the scientists in order to produce statistical results generated using large-scale surveys. However, all scientists are not good statisticians, so extensive statistical analysis can be a big problem for some researchers. Therefore, we can say that qualitative research is somewhat easier to do as compared to quantitative research. â€Å"Quantitative research is all about quantifying relationships between variables† (Hopkins, 2008). A quantitative research determines the relationshi p between an independent and a dependent variable in order to establish an association between the two variables. A quantitative research is a better way to prove a hypothesis based on numeric results of a research. Relationship with what is Being Researched Another difference between qualitative and quantitative forms of research is related to the relationship, which the researchers have with what they are researching. In a qualitative research, the researchers do not know much about the topic being researched; rather they have to make interactions with people in order to get a better understanding of the research topic. The researchers are interested in getting awareness of the meanings created by the people. In a qualitative form of research, the researchers interact personally with what is being researched whereas in a quantitative research, the researchers are independent of what is being actually researched. â€Å"Qualitative research may be necessary in situations where it i s unclear what exactly is being looked for in a study† (McGuigan, 2011). Qualitative research is purely a fieldwork in which a researcher needs to go to different people at different places in order to observe their actions and behaviors, whereas quantitative research is based on the opinions of different people, which the researchers use to produce the facts. In qualitative research design, researchers use focus group technique and in-depth interviews to explore attitudes and behaviors of people whereas in quantitative research design, the researchers measure opinions and behaviors of people using structured research instruments. In a qualitative research, the primary instrument used for data collection and analysis is the research, whereas in quantitative research design, researchers make use of interviews and questionnaires to collect data in a numeric form. â€Å"Quantitative research involves gathering data that is absolute, such as numerical data, so that it can be exam ined in as unbiased a manner as possible† (McGuigan, 2011). Time and Efficiency Another difference between the characteristics of qualitative and quantitative researches is based on time and efficiency of the two forms of researches. Qualitative research design consumes more time for completion as compared to quantitative rese

Commodification & Globalization Essay Example | Topics and Well Written Essays - 1500 words

Commodification & Globalization - Essay Example Technology has transformed our world in such a way that words like national identity, local news, local economy, local culture and isolated catastrophe or calamity are fast becoming meaningless. Though Globalization has been defined by many in their own perspectives for political, traditional and intellectual motives, we will only consider the popular understanding of globalization. Packaging, pricing, marketing and ultimately selling something that was never a sellable commodity is generally known as a process of commodification. Commodification has its roots in the far spread capitalism around the world. Capitalism according to a popular belief (Gamble, 2001), is one of the ramifications of globalization. The phenomenon of commodification mines the commonly found objects, ideas, resources, culture and experiences in our daily lives and creates a monetary value for the previously un-commoditized entity. Such a process triggers a hunt for entities that can be commoditized since it en tails profits. In a capitalist world where the accumulation of wealth is prevalent, such a hunt can mean exhaustion of minable entities for commodification. Exhaustion of commoditize able resources is succinctly outlined by Jeremy Rifkin (2001), If the capitalist system continues to absorb large parts of the cultural realm into its sphere in the form of commodified cultural products, productions, and experiences, the risk is very real that the culture will atrophy to the point where it can no longer produce enough social capital and thus support an economy (p. 245). Online Multiplayer Gaming over the internet is fast becoming a commodity of a globalized world. Though internet experience in itself is a commodity but socializing over the internet via chat rooms, voice chat, social networks and emails has not been a commodity for some years now. The online multiplayer gaming today is charged from pay per hour to pay per year payment models. There exist more clever ways of commodifying the gaming experience that we will look into detail in the coming paragraphs. The commodity harvesters of the internet economy are quickly realizing the money making potential of Social Gaming, the internet games that involve players from around the globe. The very core of internet gaming experience involves real human interaction where the players may know each other; this adds a social dimension to the mix. The growing trend in size of internet gaming, amount of time people spend playing such games and lastly the viable business model that backs any internet application, are major factors that has helped commodification grow in online multiplayer gaming world. Advertisement is an essential step in commodifying something. One such example can be land commodification in over populated countries like China (Xu et. al, 2009), where masses are implanted with a dream of owning a lavish house at attractive locations thus creating a hyped value for irrigable or unused land which otherwise has a lesser value. Such a concept when applied to online multiplayer games, yields astounding value for otherwise a very cost technology. A comprehensive example that has stretched the concept of commodification and globalization to its maximum is called â€Å"Second Life†. The game has its own economy that runs through a currency known as â€Å"

What Is Career Planning Commerce Essay

What Is Career Planning Commerce Essay Destiny, faith, dreams, these unstoppable ideas are held dip in the heart of men. As long as they are people who seek freedom in this life, this things shall not vanish from the earth. But most people die without realising this ideas. Would you let that chance pass you by? So i have to stand up and stop thinking like a scalar multitude (having a point of magnitude without a direction) but act like a vector (having a direction and a point of magnitude) i.e. doing a great career planning for myself. Firstly, what is career planning? The act of choosing a career path. In most cases it is done during adolescence and early adulthood. But it is often modified as changes in the self, the world or work change in the course of an individuals life. In other words career planning could be defined with different terms such as; career vocational counselling, vocational guidance and career guidance. Career planning could also be defined as the means through which we achieve our objectives and move closer to our goal. Career planning could be divided in to the vertical and horizontal direction. Horizontal career planning is based on the ways in which i will use to acquire the knowledge and skills of my dream job. In the other hand vertical career planning is based on the knowledge i have on the industry i wish to work for and how they have evolve over time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   For a start, what is my point of magnitude? My point of magnitude is the pick of my dreams, which is becoming a branch manager in an international bank. To reach this goal i have to go through some steps. Firstly, gaining my necessary skills needed for the job. So to gain these skills i have to be orientated on how to gain a strong educational background on my career. I will start from the level of achieving an advance level certificate in social science with a good grade (mathematic, Economics, Geography and philosophy). This will lead me to the next step in achieving an HND certificate in banking and finance. From this step i will try to gain work experience by doing my internship for a bank under the customer service department. In addition, I will strive on having my bachelor degree in business management. At this point, I will look forth on holding the position of a cashier in a bank that has a promising career growth like Lloyds TSB. Whi le trying to match up with this new responsibility, I while look on having a master degree in business management. I will try to impress my employer by showing my vocation for my job and putting in my knowledge in relation to my task in other to gain promotion in my career as a head teller which is the first line manager. After having my master degree in business management and obtaining the post of head teller in the bank, I will aim for a step forward. That is, being the vault custodian in the bank which is next to my point of magnitude. And finally, due to hard work, determination and devotion in my job, my chasse comes to an end when I am being promoted to the branch manager of the bank. All this steps sounds easy in writing or in word but actually, it is not what it seems to be. Yes they are obstacle that I will meet on my way to the top and not forgetting that the dream is not only mine so they will be competition on the way too. Looking in to the post of customer service. After having my HND in banking and finance at the age of 21, I will aim for an internship in the bank. This should be under the department of customer service in a bank. The point of view of an overall banking process, customer service plays a very important role in a banks income and revenue. The functions of this department mainly include dealing with returns, exchanges and complaints. Basically, our goal is not only to help the customers deal with their problems, but also offer them a service that exceeds their expectations. Several key points are listed as follows: 1. Know your product Know what service we are offering to customers completely. Make sure you can answer every question the customer asked correctly and explain every process in our service programs. 2. Body Language Most of the communication that we show to others is done through body language. Make sure to look your customers in the eye while they are speaking. It shows that we are listening to them. Also, talk with a smile is never bad. 3. Anticipate What Customers Needs It can make customer have a feeling of We care about them everywhere then improve their trust about our service. A customer service experience can change my perception of the customers: what do they want? What do they need? How can we help them? The most important is how to do an effective communication with customers. It is the so called commutation skill. Because of this is my first job, I can also learn how to get on well with each other: those who manage me, those who I manage, my colleagues, especially my customers. With these new skills I will look on to the next step, which is to further my education and career by gaining a bachelor degree in business management and trying to secure the post as a cashier in a bank which has a promising career growth like Lloyds TSB. Moving forward, what is a cashier? A cashier is a person who receives money or card payment from the customers for the goods purchased. Wherever any purchase of goods or services involved in every institute minimum of one cashier is employed. The number of cashier employed can be varied due to the range of work and the size of company. The more a smooth transaction between a customer and supplier a cashier deals the more expert he is. His responsibilities is not just limited to the collection money, they may vary depending upon the type of employment. Bank cashiers are the front line officers for the enquiries of customers entering a bank branch. So I will be responsible for the face to face interaction with the customers usually using customised computer systems to process transactions and deal with account enquiries. I am also entitled to undertake many of the day to day routine and administration tasks. As I will be a fresh officer or often be called new entrant may start my job as a clerk helping the seniors in paperwork and administration in the back room of the bank to progress the bank cashier on the front desk dealing with customers accounts and enquiries. Senior bank cashier may supervise branch assistants, helping the customers in completing loan and mortgage applications, authorising loans or working in the foreign exchange section. This session will come to me whenever I will be able to promote myself from junior to senior. In the modern competitive financial services provision banks are operating a huge range of role. Bank cashiers are expected to market and sell financial products and services to customers. Cashiers should acquire a comprehensive knowledge of products and services offered by the bank. To promote myself in the position of a bank cashier the previous experiences and knowledge needed will come from the customer care officer as I will have been serving for six months in the same banking field. To be a bank cashier the following skills and qualities I must have: à ¢Ã¢â€š ¬Ã‚ ¢ Communicative skills with a wide range of people à ¢Ã¢â€š ¬Ã‚ ¢ Play a role as a part of a team. à ¢Ã¢â€š ¬Ã‚ ¢ be honest and reliable à ¢Ã¢â€š ¬Ã‚ ¢ The ability to pay attention to accuracy and detail ins and outs à ¢Ã¢â€š ¬Ã‚ ¢ Increased level of confidence in selling and marketing products to customers à ¢Ã¢â€š ¬Ã‚ ¢ Knowledge in computer. à ¢Ã¢â€š ¬Ã‚ ¢ Be aware of confidentiality issues i.e. I must not disclose the inside information of the bank. à ¢Ã¢â€š ¬Ã‚ ¢ Provide a high quality and customer driven service. à ¢Ã¢â€š ¬Ã‚ ¢ Provide personalized, friendly and efficient cashiering service and also have temptation treating the customers fairly at the heart of their values. à ¢Ã¢â€š ¬Ã‚ ¢ Have a desire in acting as the first point of contact for customers in order to identify and address their needs and assist the bank in the achievement of its plan. à ¢Ã¢â€š ¬Ã‚ ¢ To succeed in the role, I am likely to enjoy relating to others whilst following a routine and adhering to procedures. The day to day basic duties and tasks as a bank cashier that I will be performing are: à ¢Ã¢â€š ¬Ã‚ ¢ Collect and check the working cash at the start of the day from Branch Manager and counter. à ¢Ã¢â€š ¬Ã‚ ¢ Check deposit slip with accuracy before receiving the deposits in the form of cash or checks. à ¢Ã¢â€š ¬Ã‚ ¢ Verify the customer signature on the cheques and account details and then process to the cash withdrawals. à ¢Ã¢â€š ¬Ã‚ ¢ Prepare travellers cheque, cashiers cheque and personal money order. à ¢Ã¢â€š ¬Ã‚ ¢ Explain the foreign currency regulations and fees before carrying out foreign currency exchanges. à ¢Ã¢â€š ¬Ã‚ ¢ Receive and verify the payments of loans, mortgages or any utility bills. à ¢Ã¢â€š ¬Ã‚ ¢ Record the transactions accurately, promptly and in a standardized format. Also issue transaction receipts to the customers. à ¢Ã¢â€š ¬Ã‚ ¢ Process the transactions like term deposits, retirement savings plan contributions, automated teller transactions, night deposits and mail deposits. à ¢Ã¢â€š ¬Ã‚ ¢ Respond to the enquiries of the customers about their accounts. à ¢Ã¢â€š ¬Ã‚ ¢ Attempt to resolve issues in the customers account. à ¢Ã¢â€š ¬Ã‚ ¢ Explain and promote banks products or services like travellers cheques, savings bond, money orders and cashiers cheques to existing customers. à ¢Ã¢â€š ¬Ã‚ ¢ Organize the money received in the cash box and coin dispenser as per the denominations. à ¢Ã¢â€š ¬Ã‚ ¢ Compute the financial fees, interest or service charges applicable to the customers account. à ¢Ã¢â€š ¬Ã‚ ¢ At the end of the day or shift, I will have to balance the currency, cash and cheques in the cash drawer. In order to carry out all the above mentioned duties effectively, I must possess strong arithmetic skills, customer service orientation, proficiency in computers and related software, problem solving skills, honesty and integrity and stress tolerance abilities. My academic qualification for this position: Generally, there are no formal entry qualifications. Some employers specify four GCSE (A-C)/S grades (1-3) including English and Maths. Personal qualities are often equally as important as qualifications. Previous experience and knowledge in the similar field is also necessary. As I am graduating now in BBA from a renowned university, I must qualify for this position. I also have a good result including Maths and English in my GCSE. My desired hours and work environment: As I can see many cashiers working in the bank, so my expected working hours will be 9 to 5 from Monday to Friday including Saturday on a rota system. The most of the bank cashiers usually work behind a glass fitted screen with a number of customer services at desks in the front office of the branch. Bank cashiers are provided with a corporate uniform. Cashiers may be posted to other locations temporarily, where several branches exist within a town or area. Expected Annual Salary and Benefits: As a new bank clerk my salary will start between  £8750 and  £10500 depending on the size of the bank. In the course of my experience I will be earning between  £10,500 and  £16,000 a year. As a senior cashier or specialist customer service adviser I may earn between  £13,000 and  £23,000. Many banks have profit-related bonus schemes. Other benefits can include subsidised mortgages, loans, pensions, share options and insurance cover. Opportunities: As a bank cashier I may be promoted to senior bank cashier, a specialist customer service advisor, trainee manager and then branch manager. I have also some opportunities at the head offices of banks in the treasury, training, information technology and human resources departments or in merchant or investment banking and international divisions of the larger banks. With recent advances in IT and communications technology, there are many opportunities available in regional processing and call centres. Taking the next step of my career as Head Teller, this is the first line manager directly responsible for the tellers although they perform the same tasks this person has more experience in this field and has hands on knowledge of the job so the other tellers refer to her if they have any suspicions or queries about a particular transaction. She has to authorize transactions for above a particular amount of money which is usually set by the branch manager or head of operations. She usually has the highest amount of cash in her custody and if the other tellers need cash she transfers it to them rather than the vault custodian having to go to the vault every now and again depending on how busy the branch is. She is also responsible for the well being of the other tellers when it comes to taking their breaks, the tidiness of their work stations and to ensure that they abide by the rules and regulations of the bank. THE QUALITIES OF A GOOD HEADTELLER (KSA) You must always act professionally, set international standards, remain focused and work hard, accept results within your territory, be open to coaching, respond positively to feedback, compete effectively and win so that together we can celebrate success. à ¢Ã¢â€š ¬Ã‚ ¢ Very honest with an impeccable character. à ¢Ã¢â€š ¬Ã‚ ¢ Has a friendly personality. à ¢Ã¢â€š ¬Ã‚ ¢ Is meticulous and pays attention to details. à ¢Ã¢â€š ¬Ã‚ ¢ Works under pressure. à ¢Ã¢â€š ¬Ã‚ ¢ Very conversant with numbers. à ¢Ã¢â€š ¬Ã‚ ¢ Able to change at short notice and is innovative. à ¢Ã¢â€š ¬Ã‚ ¢ Is fast and able to resolve issues quickly. à ¢Ã¢â€š ¬Ã‚ ¢ Very vigilant and takes all transactions serious. à ¢Ã¢â€š ¬Ã‚ ¢ Very patient and tolerant. à ¢Ã¢â€š ¬Ã‚ ¢ Respects all policies and procedures of the bank. à ¢Ã¢â€š ¬Ã‚ ¢ Quick in counting cash and at the same time able to detect bad notes. Vault Custodian; By the age of 24 year, I need to be a vault custodian. In the banking system, it is one of the most important positions where sensitive security issues are related in this position (Vault Custodian). I will have to do some creative works which are security involved. Like that I will be given promotion to go next post and that will be my dream job. I will have a lot of responsibilities to continue all baking activities properly and perfectly. Some of important activities I will have to perform those are (important activities related with this position) given down. http://files.turbosquid.com/Preview/Content_2009_07_15__03_14_54/Vault1.tgac4644f2f-ec04-4493-ae35-34081a2706d0Large.jpg Responsibilities of a vault custodian: Basically, I will have to use my skills, knowledge and abilities those are vital for doing things right. However, some essential activities, vault custodian, are mentioned bellow. First of all, In front of three people or individuals, I will have to close and open the vault at all the times. I will do compile all the security transaction records. Basically, I will be allowed to enter or go to vault. All the times, I will do delivery and receive securities like gold box, precious jewellery etc. To and from the vault. All securities will be deposited to bank and those calculations and monitoring will be my main job. Basically, I will have to write down the time when I opened and closed the vault. Because, it is really sensitive and safety issue for bank. When I will receive any types of precious things from customer then I will have to make sure that I did signature and description of the things which I have been given by the customer. Basically, I will need to write the details of the single or particular deposit. When anything will be pushed to the vault it is essential that make sure the account holder name and account number accurately. It is very important that release the deposit from the vault depositor (authorize) own decision. As a vault custodian I will have some important activities which are supervise the tillers and auditors. And, observing the all others activities of different other junior level activities. Basically, vault custodian just one step down the branch manager who needs to do almost same job like manager. Cash will be deposited overnight in main vault under joint custody of the dead teller and a designated bank staff. Finally I will strive forth to occupy the post of the branch manager of the bank.   Ã‚        Ã‚  The last stage of career plan is Branch Manager in a Bank .That is the dream job after passing through all the consecutive jobs successfully to reach in this position. Lets now look at the roles and responsibilities of a Branch Manager of a Bank.   Ã‚         The role of a branch manager is multifaceted. He is responsible for the overall leadership, sales force, operation and financial goals of the branch they manage. The branch manager must be familiar with the all the products and services offer by a bank and he should also be sales oriented. SALES:                Being a branch manager you are responsible for the success and failures of the goals and objectives. You should have Leadership qualities which influence the team members to motivate towards work; this will help to achieve the goals and objective. You should have an excellent communication skill to communicate with the employee, customers and society as you will be representing the bank with in the community. Other responsibilities include creating good budget sales and planning to monitor and act upon it. ADMINISTRATION:   Ã‚               Being an branch manager you will be responsible for making sure that work flows run smoothly .You are also responsible for the security and appearance of the branch facilities. You must be aware of employee or staff requirements .In any conflicts or if any problem arises which involves staff and customer a branch manager should be able to solve it effectively move ahead to achieve the goal. The other responsibilities of an branch manager include to keep an duplicate key of custody, to ensure the assets are in proper condition, to sanction the staff leave. FINANCE:             The role of a manager in a finance department is to ensure and to look after that the account Officer is maintaining proper books of accounts including basic accounting controls, for e.g. day to day cash in out, etc. She/he must ensure that all the expenses are incurred under the limit of the budget. Yes at last, finding my self in this position is in other words a dream come true. The dream I cultivated in my mind while still young has come to reality. It was not easy for me going though all those step due to the facts that; They was great competition in achieving that same post, they though time that I had to go out of my way to meet up with the customers demand and the expectations of the company, I had to match up my daily life and my work life, I had to put in great effort in my studies and I had to work as a team with colleagues that dont like me. To go through all this I had to be, flexible, enthusiastic, charismatic and very creative. Even at some point I had to employ characteristics which are not a part of my. Though through though times I had faith and it kept me going. And I will always give thanks to those that supported me in achieving my dreams like my colleagues, superiors, friends, family, and my profs. So go forth and chess your dream and never stop, Till it is accomplished. Dont forget destiny, faith, dreams, these unstoppable ideas are held dip in the heart of men. As long as they are people who seek freedom in this life, this things shall not vanish from the earth.

When Kids Get Life

In the Frontline video â€Å"When Kids Get Life† we were introduced to 5 cases in the state of Colorado where teenage boys had been sentenced to life imprisonment without parole. After watching the video I found myself struggling to have an objective opinion on the issue presented, mostly because of personal experiences being a victim of childhood abuse and also having a family member (my brother) murdered. I felt the video to be very one sided but I do find myself agreeing with the point the producers were trying to make.I feel that teenagers should have more opportunities at rehabilitation from crimes committed before the age of 21 then those criminals that are convicted after the age of 21. I also feel strongly that when it comes to teenagers and violent crimes that great emphasis needs to be placed on the motive for the crime, for example if there was long term abuse or neglect as well as any substance abuse involved, and what kind of support if any the child has ever had in their lives.In my opinion the age at which a person should be given life imprisonment is 21. I developed this opinion for three reasons. The first being my personal experience, there were two men involved in my brother’s murder one man was 26 at the time and the other was just barely 18, neither man was sentenced to any long term prison time but of the two the 18 year old has shown greater signs of rehabilitation.I have also had a lot of exposure to the darker side of society and I have seen more improvement come from the younger ‘criminals’ then I have from the older ones. My second reason is the overwhelming amount of scientific evidence regarding brain development and mental processes. According to the Time magazine article ‘What Makes Teens Tick’ Dr. Jay Giedd states that â€Å"The very last part of the brain to be pruned or shaped to its adult dimensions is the prefrontal cortex, home of the executive functions. This area of the brain is the part that allows adults to weigh the consequences of their actions.A teenager may understand the principles of right and wrong but lack the ability to realize the ramifications of any wrong they might do. In another article by Lee Bowman of the Scripps Howard News Service Deborah Yurgelun-Todd of Harvard Medical School and McClean Hospital says that â€Å"[When] shown a set of people’s faces contorted in fear, adults named the right emotion, but teens seldom did, often saying the person was angry. Yurgelun-Todd and her team performed this test using the fMRI and discovered an amazing difference in the parts of the brain being used. The adults used both the prefrontal cortex and the amygdala to process what they saw and younger teens relied entirely on the amygdala while older teens (oldest being 17) showed a progressive shift toward using the frontal cortex My third reason is the hormone factor according to an article published by the American Bar Association.One of the hor mones which has the most dramatic effect on the body in adolescence is testosterone. Testosterone is closely associated with aggression; it increases tenfold in adolescent boy. Considering all of this information I feel that 21 would be a better age to consider legal culpability of a person. I do not feel that teenage offenders of violent crime should go unpunished but life in prison seems to be an excessive punishment for a teenager incapable of comprehending the consequences of his actions.My last issue to address is the circumstances by which an offender should receive life imprisonment. I feel that when it comes to cases of long term abuse of any kind when a teenager is feeling pushed into a corner and the only way out is to ‘kill or be killed’ there will undoubtedly be a negative outcome. There is a long list of possible effects and none of them are positive anything from drug and alcohol abuse, to self harm, to suicide, to homicide. One researcher Phyllis L.Crocke r of Cleveland-Marshall College of Law wrote that â€Å"the nexus between poverty, childhood abuse and neglect, social and emotional dysfunction, alcohol, and drug abuse and crime is so tight in the lives of many capital defendants as to form a kind of social historical profile†. According to Dr. Chris Mallett, Public Policy Director at Bellefaire Jewish Children’s Bureau in Ohio more that 30% of death row juvenile offenders had experienced six or more distinct areas of childhood trauma with an overall average of four such experiences per offender.Mallett also found that such mitigating evidence was presented to juries in fewer than half of the offenders’ trials . That fact I find astonishing I feel passionately that the motivation behind a teenager’s violent act should play a very hefty role in the prosecution of any said act. The cases highlighted in the video ‘When Kids Get Life† were very disturbing to me because several of the cases invol ved long term sexual and psychological abuse and it appeared that no one took that into consideration at the time of trial.In conclusion I feel that no violent crime should be excused however life imprisonment should be reserved for those over the age of 21, or for the truly psychotic individuals out there in society. Any teenager that is convicted of a violent crime should be given prison time but then after a determined amount of time re-evaluate the person psychologically and determine level of rehabilitation. I believe that people (even criminals) can change in both directions good and bad, and teenagers have an even greater capacity to change for the better if guided in the right direction.

Angels in Christianity Essay - 2576 Words

From the beginning of time, angels have played a significant role in Christianity and other western religions. Although, they are often seen as the supporting players in the scripture, they are an essential character to the nature of the stories mentioned in these scriptures. Therefore angels still play a significant role in Christianity and portray the character of a multifaceted and multidimensional divine being around the world (Patella 59). This development of the role of angels in the Christian Tradition doesn’t only have an impact through the stories read in the scriptures or from the portrayal of Angels in Christmas decoration or Christian movies, but they also serve an important purpose to Christianity (Patella 59). They are the†¦show more content†¦Although angels are thought to not have any physical bodies, it was thought that God made these angels either with light or fire (Jones 43). This was said because it helped to distinguish angels from human beings a nd animals. Angels were seen as heavenly bodies and therefore distinct from earthly bodies (Jones 44). The famous Christian Theologian, Augustine said that Angels reflected God’s eternal light. This he argues was because they were created when God said, ‘Let there be light’ and these angels share and reflect the light with God because he shines on them (Jones 43). In some ways, Jesus was also seen as an angel or a messenger to God during early Christianity by some people. This was because of the idea that when God has a message to send to the world, he delivers it through an angel. Therefore the greatest angel or messenger for God is considered Jesus since he not only delivers the message of God to individuals, but he himself is the word of God (Jones 63). Jesus was also called the great angel due to the fact that in the book of Isaiah, the savior is described as an angel. Therefore Jesus was seen as the, ‘Angel of Great Counsel’ who gave the good n ews of salvation to the world in the early Christianity (Jones 63). However the dominance of people in Christian religion rejects the idea of Jesus Christ being an angel. Most Christians believe that Jesus is the ‘Word of God’ and the ‘Word made flesh’ thereforeShow MoreRelatedEssay about The role of angels in christianity1067 Words   |  5 PagesGod sent the angel Gabriel to Nazareth, a town in Galilee, to a virgin pledged to be married to a man named Joseph, a descendent of David. The virgins name was Mary. --Luke 1:26-27, NIV Today we will look at some of the aspects of the Christian doctrine of Angels and their continued role in Christianity and humanity in general. We will discuss the origin of Angels and likewise Demons, their role in both the New and Old Testament and lastly we will discuss the activity of angels in spiritualRead MoreHypocrisy In Tess Of The DUrbervilles1659 Words   |  7 Pagesview of Christianity in society and was skeptical of its power and morality. In Tess of the D’Urbervilles, Thomas Hardy employs biblical allusions, color symbolism, and ironic characterization, to illustrate that religion is often laden with hypocrisy and evils of its own, leading to corruption within the church and corruption of its teachings. Hardy’s uses bible verses ironically, adding to his view that religion is hypocritical and callous. First, during one of her morning talks with Angel, TessRead MoreSimilarities Between Christianity And Islam891 Words   |  4 PagesChristianity came about 2000 years ago and was founded by Jesus Christ. It is mostly practiced in the Western world with a population of about 2 billion people. The name Christianity came from a Greek word ‘Christos’ meaning Jesus Christ and was founded between 4 B.C. and 30 A.D, and consist of the 3 major groups which are the Roman Catholic, Protestant and Orthodox. Islam on the other hand was founded about 1400 years ago by Muhammad in 600’s A.D. The word Islam is derived from an Arabic word forRead MoreJudaism, Christianity, And Islam1052 Words   |  5 PagesAubrey Fletcher 3/9/15 Humanities Professor Michaud 417868 Judaism, Christianity, and Islam There are roughly 4,200 different religions in the world today, among them the largest are Judaism, Christianity, and Islam. These three religions are more similar then one would think. Christianity is the largest religion in the world with 2 billion followers and are called Christians. Islam is the second largest religion in the world with 1.3 billion followers. They are called Muslims, which means â€Å"oneRead MoreDifferent Religions, Different Practices, And One Aim Of Righteousness846 Words   |  4 PagesDifferent Religions, Different Practices, and One Aim of Righteousness For decades there have been many controversial arguments between the religions of Christianity and Islam. Many of the controversies have unfortunately resulted in hate crimes, discrimination and segregation. From the difference beliefs both religions practice to the languages they speak to one another, there has always been a conflict between both religions. What I question myself everyday about this controversy is: Why? WhyRead MoreDifferences Between Islam And Christianity941 Words   |  4 Pagesterminology and theology. Islam and Christianity are both different in their own way. Islam represents an oriented religion with Christianity faith is based on the shed of blood of Christ. Religious traditions also embrace the idea of human dignity in the biblical idea of the creation of all human beings in the image of God. Mohammed founded Islam in 610 A.D, were people worshipping multiple God’s. During, a time of polytheism Mohammed had a vision; being perceived to be an angel w ho said â€Å"There is only oneRead MoreEssay on Contrasting The Religions of Christianity and Hinduism673 Words   |  3 Pageshas many different belief systems including Christianity and Buddhism. Both are similar and different in many ways. These religions are used in different places around the world and influenced the lives of its followers and the society in which they are practiced. Christianity is more diverse and complicated in its beliefs and totally depends on faith. In contrast, Hinduism is a belief more based on the simplicity of culture and tradition. Christianity was founded in the early first century. ItRead More Comparing Christianity and Islam Essay1573 Words   |  7 PagesComparing Christianity and Islam   Ã‚  Ã‚  Ã‚  Ã‚  Christianity and Islam are two of the fastest growing religions, and they both have a lot in common. In this essay I will explain their differences and similarities, their messages, how they treat their believers and other religions, their historical relationship, and other topics along these lines.   Ã‚  Ã‚  Ã‚  Ã‚  I will start this essay by explaining Christianity, and many things about it. The word â€Å"Christianity† itself, means â€Å"Believer in Christ.† If you areRead MoreReligion Of Christianity, Judaism, And The Existence Of The Bible1025 Words   |  5 PagesMonotheist A monotheist is one that believes that there is only one God. Monotheists usually share the religion of Christianity, Judaism, or Islam. I happen to share the religion of Christianity and believe that there is only one God. I’m going to prove that no other Gods exist except for one. For the atheist and the polytheist, I will show you why your belief is false, and why you should change your belief to a monotheistic belief. First, I want to start with the three reasons why I believe thatRead MoreChristianity : The Old Testament And The New Testament1676 Words   |  7 PagesChristianity is an Abrahamic monotheistic religion based on the life and teachings of their lord and savior Jesus Christ. Christianity was founded by Jesus of Nazareth in ancient Palestine under Roman rule in the first century CE. Christianity has about two billion adherents and is ranked first in size compared to the other religions. Christians spread their beliefs throughout many countries. For example, c hurches were built in major cities in Palestine, Turkey, Greece, Rome, and the whole Roman

Interpersonal Skills as a Great Boost to the Learning Environment Free Essay Example, 1500 words

My most substantial accomplishments would have to be being accepted into U of T and actually completing my undergraduate degree. I finished with honours while double majoring in Economics/ Human Resources Industrial Relations. Throughout the duration ofSince, I began my Bachelor s degree, I have been was working nearly forty hours a week in order to overpay for my education and living expenses. For a couple of years, I was even working regular night shifts and while attending school during the days. During my senior year going into my final year, however, I was involved in a couple of car accidents that which left me partially disabled. Due to the severity of my injuries account of the accidents, I was unable to attend work. Consequently, I put all my focus and efforts toward completing my undergraduate degree. Not surprisingly, That same year ended up being the most productive year of my life; I was able to complete my final 8.5 credits in over only one year. I completed five cred its during the regular year and 3.5 credits during the summer months. We will write a custom essay sample on Interpersonal Skills as a Great Boost to the Learning Environment or any topic specifically for you Only $17.96 $11.86/page In a work-related experience, one of my most substantial accomplishments was attaining an outstanding score on a mystery shop while working for Home Depot. A mystery shop is when a mystery shopper (random customer) critiques stores as a whole and their employees on their customer service. Soon after I was personally being mystery shopped, I received a score of over 95 per cent %.