Tuesday, November 26, 2019

Delhi Sultanate- Tughlaq and Lodi Dynasties Essays

Delhi Sultanate- Tughlaq and Lodi Dynasties Essays Delhi Sultanate- Tughlaq and Lodi Dynasties Essay Delhi Sultanate- Tughlaq and Lodi Dynasties Essay The death of Aladdin in AD 1316 was a signal of civil war and a scramble for power among rival parties. Mali Kafka got rid of the princes one by one, and assumed power as a regent. However, the slaves of Aladdin hatched a conspiracy against him, and Kafka was murdered. The last Kigali ruler was Koura Khan who was killed by in AD 1320. The nobles, who were tired of the chaos and confusion, raised Sagas-dud- din taught, also called Gaze Mali, to the throne in AD 1320. Sagas-dud-din Taught Sagas-dud-din built a new city near Delhi, which was named Tegucigalpa, after the honesty. He carried out military campaigns against Prate Ruder Dive of Wrangle who was defeated and his empire was annexed. Bengal was also invaded and some part of it was annexed to the empire. He introduced a few administrative reforms. He removed corrupt official and appointed honest and efficient official in the government. Rise of The New Kingdoms The decline of the power of the sultanate led to the rise of a number of new kingdoms various parts of the country in the 14th and 15th centuries. The Important regional kingdoms were, Bengal, Assam, Arioso, Jaunt, Gujarat, Malta, Emmer, Kashmir, Punjab etc. Invasion of Timer Emir Timer, also called Timer the Lame, was the head of the Chitchat Turks In Central Asia. He set out for India from Samaritan with 92,000 horseman. He plundered mercilessly and left behind a trail of blood, torture and bodies of men, women and children. It is said that after the Invasion, Delhi lay in the death of throes of famine for months and a bird was seen moving. The Invasion of Talmud was a fatal blow to the Thought Empire from which it could never recover. The attack also paved the way for the Invasion of India by his great grandson Baber, a century later. Token Currency One of the most daring and original schemes to overcome the shortage of silver was the Introduction of token currency. Bronze coins were Issued which had the same value as that of a silver tank (140 groans). The money we use today Is token money paper notes and metal coins. But In those days It was a new Idea. But as the sultan did not make the minting of the coins a monopoly of the state, every household turned Into a mint. Gold and silver coins disappeared from circulation. Trade suffered. People also began to pay their taxes In the new currency. Finally the sultan cited to withdraw the currency. People returned the bronze coins In exchange of gold and silver coins from the sultans treasury causing great loss to the exchequer. Taxation In Dobb In order to Introduce new crops and cultivate barren lands, Muhammad raised the tax In the Dobb region to half of the produce. Unfortunately, a severe famine broke out In the Dobb during that time and the peasants suffered terrible misery at the hands of officials. Muhammad later provided liberal relief measures Like free food and loans. Kingdoms various parts of the country in the 14th and 15th centuries. The important Emir Timer, also called Timer the Lame, was the head of the Chitchat Turks in women and children. It is said that after the invasion, Delhi lay in the death of throes of famine for months and a bird was seen moving. The invasion of Timer was paved the way for the invasion of India by his great grandson Baber, a century later. The introduction of token currency. Bronze coins were issued which had the same value as that of a silver tank (140 grains). The money we use today is token money paper notes and metal coins. But in those days it was a new idea. But as the sultan earned into a mint. Gold and silver coins disappeared from circulation. Trade suffered. People also began to pay their taxes in the new currency. Finally the sultan decided to withdraw the currency. People returned the bronze coins in exchange of Taxation in Dobb In order to introduce new crops and cultivate barren lands, Muhammad raised the tax in the Dobb region to half of the produce. Unfortunately, a severe famine broke out in the Dobb during that time and the peasants suffered terrible misery at the hands of officials. Muhammad later provided liberal relief measures like free food

Saturday, November 23, 2019

The Best Way to Write an Outline for a Compare and Contrast Essay

The Best Way to Write an Outline for a Compare and Contrast Essay The Best Way to Write an Outline for a Compare and Contrast Essay Nowadays written assignments are an important part of everyday life not depending whether you are a student or a professional writer. That is why being able to complete a great essay not only influences your grades but also your salary and professional success. An essay is the most common written assignment, which aims to research, analyze and evaluate a certain issue or matter. Depending on the type of skills a tutor wants to check, there are multiple essay types: argumentative, narrative, compare and contrast essays, and much more. Not depending on the type of essay you are going to complete, half of the success depends on its proper structure or an outline. That is why we have created this article and gathered all the necessary information you need to know on an essay outline. Outline of a compare and contrast essay As you understand from its name, a compare and contrast essay is a paper, which compares and contrasts certain subjects, matters or even events. Aims of this task include: To show that one matter is better than another; To describe misunderstandings; To provide a fresh outlook on the subject; To give the reader information on a certain topic; To work with credible and scholarly sources, and provide arguments on the topic. Depending on your goals, subjects and aspirations, there are two methods to create a proper outline for your paper. Organizing by criteria This pattern is also known as a point-by-point method and is used to complete an outline, when the items you compare are alike or when you need to evaluate only a couple of points. Here is a regular pattern, which is used to create a point-by-point outline: Here you should provide a thesis statement and introduce the reader to the matters that will be compared; Paragraphs, for example 1,2 and 3. Always start with a topic sentence and then write details to support your idea, argument or fact. Every paragraph should have its own topic sentence; Summarize thoughts, presented in the paper and write why your comparison and contrast are important. If possible, make prognosis for the future. Organizing by items This type of outline organization is sometimes called a block method and is applied, when described issues are completely different or you have a big number of criteria to discuss. In such cases a point-by-point method doesn’t work at all and can be considered absolutely ineffective. The main aim of such a method is to make the paper readable, so here is how an outline of such compare and contrast essay looks like: As usual, you need to give a general look at the subject and provide a thesis statement; Their number may differ depending on the quantity of arguments you need to discuss. Each paragraph should start with an item and continue with a number of points this item consists of; Give a summary of your topic and make predictions for the future, explaining how your comparison or contrast may influence the industry. Another way of structuring an essay, using the block method, is to make two separate paragraphs: one for comparison and one of contrasts. Once you have chosen a pattern to use, you can start with completing the essay. Introduction Introduction section is usually the same, not depending whether you are writing a descriptive or a compare and contrast essay.   In this section, you need to give the reader an overall idea of your paper and discussed matters. Try to introduce the audience to the items, events or definitions you are going to compare and contrast. Here are the features of an introduction section: Always start with the hook. It will intrigue the reader and will make him go on reading. Depending on the subject, it can be a joke, a quote or a question you are going to examine; Write down the subjects you are going to compare and contrast. It won’t sound right if you simply start describing similarities and differences of the subjects, so it is necessary to give their general definition and your motives; Complete a thesis statement. You need to close your introduction with a sentence or two on the main aim of the whole paper. Be brief and give only relevant information on the topic, without watery and meaningless texts. Once your introduction is ready, you can start working on body paragraphs. Body paragraphs There are no restrictions on how many paragraphs your main section should contain. Everything depends on the quantity of issues and points you want to discuss in your essay. For example, two criteria will require two paragraphs, three criteria – three, and so on.   In some cases, you will be given a certain amount of such issues to discuss but most of the times you will need to choose them yourself depending on the main goal of your essay. If you don’t know how many criteria to include, just take a blank piece of paper and write down all the similarities and differences of the issue. Then choose those, which you want to discuss. However, you should limit such items to maximum three or four not to bore the reader and to be able to concentrate on a specific topic. Here are the questions, which may help you to decide which criteria are important for your work and which are not necessary at all: Does it have anything to do with the subject I am studying? What matters am I given? What will make my essay interesting and useful? What is relevant to my course? Not depending on the issue you are studying, you need to start every body paragraph with a topic sentence. It aims to give a reader information on the thing, matter or event you want to compare or contrast. Then you need to give all the details on your research, backing with relevant information and all the necessary data. Remember that every issue you compare and contrast, should not only contain your personal opinion but also be backed with academic papers, researches and various credible sources. Moreover, you should always stay objective and give a side-glance on all the similarities and differences of the subject. It is not right to give the reader a chance to understand what side you are on. In addition, it will be useful to add connections to the text to make it smooth and readable. For example: Likewise, both, thus, nevertheless, compared to, same as, as well as, however, in contrast and so on. Conclusions When you have completed an introductory section and body paragraphs, you will find it quite simple to complete your conclusions, as you already know what to write about. However, there are still some secrets you need to keep in mind: Summarize key points. Start your conclusions with rephrasing all the key points you have learned throughout your essay. They need to correspond with your body paragraphs; Give an evaluation. It is important to make predictions and analyze what you have learned. You can also provide different solutions depending on the topic you choose; Importance of the research. It is necessary not only to explain why your topic is important but also to give the reader a chance to see why a compare and contrast essay gives a full understanding of your topic. When writing is completed Take a deep breath and congratulate yourself with completing such a difficult assignment. However, don’t rush to your tutor to deliver it, as there are a few things you need to do before submitting it. Spend some time on editing and proofreading your essay to make sure it has no mistakes or unnecessary parts. Some students think that typos are not important and neglect this important stage, willing to save time. However, the reader will easily distract from your essay, when seeing mistakes in the text and it may result in lower grades. Read your essay over and over again to make sure there are no grammar or lexical mistakes in the text. You can feel the temptation of downloading a software to check your mistakes or do it online but it will do you no good, because such programs don’t have a critical approach. Yes, you can use them as the first step but afterwards you need to check everything yourself. A great solution is to ask your relatives or friends to read your compare and contrast essay to see whether there are some mistakes left. Finally, complete references if you have forgotten about them and submit the essay to your professor! Closing thoughts A compare and contrast essay is more than just a paper, which aims to evaluate a certain subject. Here you need to analyze two different items, events or matters and back everything with credible data. We hope that our article helped you to understand how to complete such a difficult task and you won’t experience any difficulties, when completing it. Just follow our guidelines step by step and you will definitely write an outstanding compare and contrast essay.

Thursday, November 21, 2019

Norman v Future Publishing Limited Essay Example | Topics and Well Written Essays - 1500 words

Norman v Future Publishing Limited - Essay Example The appellant’s original complaint went as stated in the originating Statement of Claim went on to allege that the publication of the words used had the result of placing the appellant into â€Å"ridicule, mockery and contempt.†Ã‚  Ã‚   It was also alleged that the words used in the publication had caused serious injury to the appellant’s â€Å"personal and professional reputation and in any event to her feelings.†   Lord Buckley, the judge at first instance struck out Norman’s Statement of Claim, essentially ruling that the words used, when taking together with the entire article could not be construed in the manner pleaded by Norman.   Norman then appealed to the Court of Appeal against the lower court’s decision under Order 82, Rule 3A of the Rules of Supreme Court, 1994 which provides that any party to a defamatory action may apply to a judge in chambers for an order â€Å"determining whether or not the words complained of are capabl e of bearing† certain meanings or the meanings complained on in the originating process.   The Order goes on to provide that if the judge upon hearing such an application agrees that the words complained of are not capable of â€Å"bearing the meaning† alleged in the pleadings he is at liberty to â€Å"dismiss the claim or make such other order as he deems just and fair.   The Court of Appeal went on to state that although appeals under this Order are typically discouraged,   when the result of the order is to dismiss the action altogether as it did in Norma’s case, or to take away from the jury the consideration.

Tuesday, November 19, 2019

Culture and Heritage Tourism in Malta Case Study

Culture and Heritage Tourism in Malta - Case Study Example With a history dating back thousands of year tourism bosses have decided that a mix of history and culture is a market the island can tap in 2008, and will be marketing it to the UK and other European countries.Speaking recently Malta's tourism Minister noted that visitor numbers had risen each month since November 2006 - this was due though to the low cost airlines starting to fly to Malta, more than anything the government had done or the tourism board to promote Malta as a holiday destination.'Today we cannot rely any more on the formula 'sun, sea and sand'. We are diversifying our product into new tourism segments, namely cultural tourism, English language learning, conferences and incentives, sports, and Gozo as a destination on its own. Together these segments make up about 40 per cent of all tourists coming to Malta. This means that we are on the right track of diversification.'Commenting on Malta's pitch for the culture and heritage market, a local travel guide says 'From wha t we can see there isn't a figure the tourism bosses have in mind - and that's hardly surprising given their dismal record in the past when it come to attracting holidaymakers to Malta.'With a downward spiral in visitor numbers in successive years, the Maltese government finally relented to pressure from the Malta holidays industry and allowed low cost carriers to fly to the island for the first time in November 2006. Competition was keen between the airlines to take up the lucrative UK to Malta route, and Dublin based Ryan air was chosen over rivals easy Jet to take up the route and the island has benefited this year with a sharp increase in tourists, reversing six years of decline. Since then the island's tourist authorities have finally waken up to the fact that competition in the skies could bring more benefits to the country than protecting her national airline, and new routes have opened between Malta with Germany, Spain and Scandinavia. New official figures show that this year's all important summer season has been the best in six years for Malta, reversing the decline in fortunes for the Mediterranean island. The good news for Malta is that despite the increase in the number of tourists arriving on the island via low cost flights, the occupancy levels of hotels has increased from basic to 5 star, showing that Malta can appeal to all, which is why perhaps culture and history are seen as sectors of the travel market that could bring even more visitors to the island, but time will tell if government led directions can really be beneficial for Malta's holiday and airline industries. The megalithic monuments of Malta are the oldest buildings in the world, built by an advanced civilization that vanished 4,500 years ago. There is good fuel for tourism here. Yet ten years ago the tourist office did not even publish a brochure about the archaeology of the islands. Today, a tourist buys a ticket to see one of these temples and he finds himself wandering between lots of interesting old stones, but not really understanding what they are. Maybe he's with a group and a guide who can give him a little background, but for the casual visitor, the structures are not related to anything human. It demonstrates a sadly overlooked

Sunday, November 17, 2019

Classroom Teaching & Technology integration in the society Essay Example for Free

Classroom Teaching Technology integration in the society Essay An individual in this urban society interacts more with machines than the humans. Similarly, a child in this 21st century is born in an environment where digital electronics rules and it would be very much difficult of him to realize the fact that a century ago it was difficult to even call a place nearby. Things were very much mechanical and analytic. The world was a big place and large enough to consider each of the nations as islands of culture with least of interference of other culture. But now the world has become very small with information from far off places are available with a click of mouse. Websites are the second address of everything that has got dual presence i.e. both physical as well as virtual. Even though there is the same physical distance but virtually all are sitting together and is available at the virtual locations. The above mentioned changes and the rate at which these changes are being incorporated into the human civilization are going to continue and as a result everything that will see the integration of technology will accelerate. These can be a business group or a community or a simple family. The matter of importance is the individual’s capability to adopt itself to changing condition not only to thrive but to achieve further success (Chen, 2006). The above mentioned changes have actually called on classroom teachers to follow up with this technology integration. The common nation is that teachers without the knowledge of basic technology skills are more of an obstacle to any technology integration either in present or in future. But the same person can provide efficient leadership by becoming aware of basic technology skills and some imaginative thought process (Bolman Deal, 2002). This includes creation of a vision and then sharing and implementing the vision through arrangement of proper funding. A teacher’s acquaintance with these issues and its impact of technological standards actually gives an in depth view of very basic platform over which administrators knowledge stands (Bowman, Newman, Masterson, 2001). His knowledge and understanding of technology is perhaps the most important factor that determines whether the assimilation of education and technology will work in the classroom or not (Hughes Zachariah, 2001). Teachers who are technologically sound are more comfortable with the youth and children of today who are very much tech savvy and habitual of using hi-tech electronic equipments. They generally work in direct contact with students thereby the exchange of ideas from both side could be achieved and hence the possibility of better result from this technology implementation would be achieved. They would also convince the students in cooperating with the other teachers and other important elements of the complete implementation staff. Being an education professional, he or she is very much aware of facts that the effectiveness of the technology integration is a very much a variable depending on administrators’ competencies. The development of this specific and well researched competencies helps in providing proper guidelines for establishing steps for the administrator to maintain technology leadership and hence his assistance in technology integration in schools will result far reaching outputs in technology literacy and enhanced student learning. The educators’ perceptions of principal technology leadership competencies at the later stage is an important factor behind the successful integration of technology ensuring smooth rather flow of knowledge and information (Chin Hortin, 1994). Learning in the classroom will generate a new relationship between the teacher and the student thereby engaging and modernizing various methods for assessment as well as study. The broader relation between the educators and the students will give real time information to the teachers about the performance of the students. Through this they can search for newer methods to help their students. These processes will ensure more compact relationship and the students will learn in a very few period rather than the months (Trends, 2006). The newer technology generally in the form of computer internet has provided a different addition to the meaningful learning of education. One of the first and most vocal proponents of the use of technology to promote this type of meaningful learning was Seymour Papert (1980, 1994) who believed that computers could provide a powerful tool for learning. He also noted that schools have frequently ignored the broad capacities of computers for instructional support, isolating them from the learning process rather than integrating them into all areas of the curriculum. Using the techniques of the constructivism effectively, the teacher can teach or educate their students in a better way. Teachers are beginning to use technology as a tool to promote students’ ability to reason and solve authentic problems. Teachers have now been using technology and also integrating them into formal education system with intention to transform classrooms into technology intensive knowledge centers providing purposeful learning with experimental leaning that would intuitively create an environment of authentic action rather than awareness and simple information. The effective use of technology can integrate higher cognitive skill development and thinking skills such as problem solving, reasoning, decision making, and scientific inquiry. When teachers are thorough and totally integrate technology into class room a very different environment comes into existence. A constructivist learning environment is a place in which learners work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities. Constructivist learning environments frequently encompass many different applications of media and technology. Classrooms under this environment are active with the combine of the tools of constructivism with communication and visualization tools that enable communication and collaboration among learners in a socio cultural context. Increased student achievement can result because of the synergy created through dynamic interactions (Sandholtz, Ringstaff, Dwyer, 1997). In short the teachers must acquire the desired skill level which helps them in gaining the knowledge the use of computer based technology .The survey revealed that most students have said that their teachers do not use computers in sophisticated ways. And if the teachers are not provided the useful support needed to integrate computers into the overall framework of the classroom, it is unlikely that their students will use computers in ways that will improve their learning process (Fuller, 2000). References Bolman, L. G., Deal, T. E. (2002). Leading with soul and spirit. The School   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Administrator, February, 21-26.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   computer. New York: Basic Books. Sandholtz, J., Ringstaff, C., Dwyer, D. (1997). Teaching with technology: Creating

Thursday, November 14, 2019

The Use of Electroconvulsive Therapy in Patients with Severe Depression

The Use of Electroconvulsive Therapy in Patients with Severe Depression or Schizophrenia â€Å"In surveys, individuals with both a history of severe depression and a history of physical trauma due to an accident ranked the pain of mental illness as much worse than that of physical trauma† (Isaac 5). Mental illnesses cause immense suffering and potentially even death; in the year 2000, the suicide rate of patients suffering from depression was estimated at fifteen percent. This is a testament to the fact that mental illnesses such as depression and schizophrenia are serious issues, and those suffering from them deserve the most effective treatment available. Many psychiatrists turn to anti-depressants and â€Å"talk-therapy† in attempts to heal their patients; however, there are other options. Electroconvulsive therapy (ECT), also known as electroshock, or simply electrotherapy, is a controversial treatment of numerous mental illnesses, including depression, schizophrenia, bipolar disorder, and other mood disorders. The procedure consists of sending an elect ric current through the brain, essentially shocking it and inducing a seizure. There are many known side-effects, including memory loss; however, their prevalence and magnitude are much debated and far over-dramatized, creating a negative reputation. The origin of this reputation lies in electroconvulsive therapy’s questionable history. Many people look at the use of electroshock in the past, rather than the current advancements that have been made, providing an unfair prejudice regarding the procedure’s use today and causing the population to associate electroconvulsive therapy with images of torture. Despite the preconceived notions that the procedure is cruel and often unsuccess... ...lectroconvulsive Therapy is an Effective Treatment for Schizophrenia and Depression.† Mental Illness. Ed. Tamara L. Roleff and Laura K. Egendorf. San Diego: Greenhaven Press, 2000. Opposing Viewpoints Resource Center. Thomson Gale. George Mason University. 28 Sep. 2012.. Kneeland, Timothy W., and Carol A.B. Warren. Pushbutton Psychiatry: A History of Electroshock in America. Westport, Conn.: Praeger, 2002. Sherer, Richard A.  "Kitty Dukakis Book: In Praise of ECT- Despite the Memory Issue.(electroconvulsive therapy)(Shock: The Healing Power of Electroconvulsive Therapy)."  Psychiatric Times  23.13  (Nov 1, 2006):  1.  Expanded Academic ASAP.  Thomson Gale.  George Mason University.  7 Dec. 2012.   . Thackery, Ellen, and Madeline Harris. The Gale Encyclopedia of Mental Disorders. Detroit, Mich.: Gale Group, 2003. The Use of Electroconvulsive Therapy in Patients with Severe Depression The Use of Electroconvulsive Therapy in Patients with Severe Depression or Schizophrenia â€Å"In surveys, individuals with both a history of severe depression and a history of physical trauma due to an accident ranked the pain of mental illness as much worse than that of physical trauma† (Isaac 5). Mental illnesses cause immense suffering and potentially even death; in the year 2000, the suicide rate of patients suffering from depression was estimated at fifteen percent. This is a testament to the fact that mental illnesses such as depression and schizophrenia are serious issues, and those suffering from them deserve the most effective treatment available. Many psychiatrists turn to anti-depressants and â€Å"talk-therapy† in attempts to heal their patients; however, there are other options. Electroconvulsive therapy (ECT), also known as electroshock, or simply electrotherapy, is a controversial treatment of numerous mental illnesses, including depression, schizophrenia, bipolar disorder, and other mood disorders. The procedure consists of sending an elect ric current through the brain, essentially shocking it and inducing a seizure. There are many known side-effects, including memory loss; however, their prevalence and magnitude are much debated and far over-dramatized, creating a negative reputation. The origin of this reputation lies in electroconvulsive therapy’s questionable history. Many people look at the use of electroshock in the past, rather than the current advancements that have been made, providing an unfair prejudice regarding the procedure’s use today and causing the population to associate electroconvulsive therapy with images of torture. Despite the preconceived notions that the procedure is cruel and often unsuccess... ...lectroconvulsive Therapy is an Effective Treatment for Schizophrenia and Depression.† Mental Illness. Ed. Tamara L. Roleff and Laura K. Egendorf. San Diego: Greenhaven Press, 2000. Opposing Viewpoints Resource Center. Thomson Gale. George Mason University. 28 Sep. 2012.. Kneeland, Timothy W., and Carol A.B. Warren. Pushbutton Psychiatry: A History of Electroshock in America. Westport, Conn.: Praeger, 2002. Sherer, Richard A.  "Kitty Dukakis Book: In Praise of ECT- Despite the Memory Issue.(electroconvulsive therapy)(Shock: The Healing Power of Electroconvulsive Therapy)."  Psychiatric Times  23.13  (Nov 1, 2006):  1.  Expanded Academic ASAP.  Thomson Gale.  George Mason University.  7 Dec. 2012.   . Thackery, Ellen, and Madeline Harris. The Gale Encyclopedia of Mental Disorders. Detroit, Mich.: Gale Group, 2003.

Tuesday, November 12, 2019

Animal Testing: Helps Both Humans and Other Animals

Animal Testing People argue that animal testing kills to many animals. 20 million animals are used for animal testing each year. 90 percent of them are rodents such as rats and mice. If indeed the animals are killed its most likely to be a rodent. people try to kill and get rid of rodents just for the sake of getting rid of them. People who are against animal testing say that pain is afflicted on the animals. Most all research projects do not even include pain towards the animal. If the research does include pain the pain would be alleviated with anesthetic drugs.It is very important that the animal is free of stress because if the animal felt pain the data would not be sufficient. Animal helps both humans and other animals. More than 15 million people have diabetes and an additional 600,000 people develop it every year. More than 1 million people in America require a daily dose of insulin. Dogs were crucial to the research that identified the cause of diabetes, which lead to the dev elopment of insulin. Dogs were also very important for the research and development of open-heart surgery, pacemakers, and heart transplants.The techniques discovered from animal testing have revolutionized the therapy for people who have severe heart disease. Vaccines are created for many animal sicknesses and viruses including Feline Leukemia and canine parvovirus. Not only medical products and procedures have been tested on animals. All make-up products are tested on animals before it go on the market. They are tested to make sure no irritation or rash is created wile using the product. Testing everyday products not only help keep buyers satisfied it may help them not die in the process of using the product.More satisfied buyers mean they will be more likely to buy more stuff which helps the economy. Heart diseases, diabetes, and animal viruses have been cured threw the process of animal testing. Almost everyone has been benefited from animal testing whether they know it or not. Testing on animals before humans is the right thing to do, so many lives have been saved from doing this ever since it has been started in the early 1900’s. we have to encourage others to vote towards animal testing so that there are less regulations. Animal testing is the best way to make sure products, medicines, and medical procedures are safe.

Saturday, November 9, 2019

Use Of Statin Therapy Health And Social Care Essay

Morbidity and mortality from cardiovascular disease ( CVD ) are two to five times higher in patients with type 2 diabetes. With mortality rates of up to 80 % among the diabetic population, CVD is considered to be the primary complication of type 2 diabetes. The usage of pharmacological agents and lifestyle alterations to better glycemic control have demonstrated a decrease in hazard of the microvascular complications associated with type 2 diabetes, nevertheless, the consequence these have in cut downing the hazard of macrovascular complications remains ill-defined. It has hence been suggested that hydroxymethylglutaryl- CoA reductase inhibitors ( lipid-lowering medicines ) are indicated for the primary bar of CVD in all patients diagnosed with type 2 diabetes. Lipid-lowering medicines work by suppressing the HMG-COA enzyme which catalyses the transition of HMG-CoA to mevalonic acid, an early measure in cholesterin synthesis. This produces effects which result in the decrease of enti re cholesterin, LDL cholesterin and triglyceride. Other benefits reported ensuing from the usage of long term lipid-lowering medicine therapy include: suppression of arterial smooth musculus cell proliferation, bar of oxidization of LDL cholesterin, plaque stabilisation effects on macrophages, betterment of endothelial map and anti thrombotic and anti inflammatory effects all of which contribute to the bar of cardiovascular events. A recent meta analysis conducted by the Cholesterol Treatment Trialists ‘ Confederates ( 2008 ) analysed statin therapy in 17 220 persons with type 2 diabetes within 14 indiscriminately controlled tests ( RCTs ) with a average continuance of follow up was 4.3 old ages. The writers reported a 21 % decrease in major cardiovascular events per mmol/l decrease of LDL-C. It was besides found that the effects of statin therapy were similar regardless of any pre bing history of CVD and other baseline features. It was concluded that statin therapy should be considered for all persons who are at high hazard of CVD. The meta analysis survey design allows the writers to show the over all consequence the intercession of lipid-lowering medicine therapy has on the bar of CVD in patients with type 2 diabetes. The inclusion of merely randomly controlled tests ( RCTs ) is a strength of the analysis as they are considered to be the ‘gold criterion ‘ in reasearch design as the minimise the possibility of systematic prejudice. However in a meta analysis whether or non a RCT was genuinely random or non to a great extent relies on the writers reading of the methodological analysis. One restriction of this survey is the possible for publication prejudice by the knowing exclusion of surveies which demonstrate conflicting consequences. However the writers addressed this by discoursing two surveies which demonstrated no important decreases in primary results in patients having statin therapy and concluded that including them in the analysis would hold made no important diference to the overall conse quences of the survey. The Heart Protection Study, 2003 aimed to look into the effects of cholesterin take downing with Zocor in people with diabetes. The paper describes a randomized placebo controlled test in which 5963 ( 90 % of which had type 2 diabetes ) people with diabetes and 14, 573 people with arterial occlusive disease but no diabetes were indiscriminately allocated to have 40mg of simvastatin day-to-day or a placebo drug. The primary result for analysis was fatal or non fatal vascular event. Following induction of statin therapy participants were seen for modus operandi follow up cheques at 4, 8 and 12 months until the concluding follow up visits which averaged at 4.6 old ages. ( bosom protection survey ) Findingss related to patients with diabetes demonstrated 25 % decrease in the incidence of first primary result. The writers concluded due to the broad scope of diabetic patients surveies that the consequences provided grounds that cholesterin take downing therapy is good for people with diabetes even if they do non hold pre bing cardiovascular disease or high cholesterin concentrations and hence statin therapy should be considered routinely for all diabetic patients. ( HPS and Role of lipid-lowering medicines ) The HPS RCT design allows both the Zocor group and the placebo group to be followed up and analysed in footings of the results defined at the beginning of the survey. As the writers provided baseline features such as cholesterin, age and continuance of diabetes guaranting the groups were every bit similar as possible, the results can hence be attributed to the intercession of Zocor. Prior to the Heart protection survey similar RCTs had included a upper limit of 1500 patients with diabetes. The big sample size of 5963 patients with diabetes produced a good balance between the two groups and allowed the writers to successfully observe a important statistical difference between the results of Zocor and the placebo. The 4 twelvemonth follow up period demonstrated that these effects were sustained. The writers of the survey were besides responsible for the survey design, informations aggregation, information analysis, informations reading and authorship of the study, which minimises the possibility of any possible struggle of involvement. The Collaberative Lipitor diabetes study ( CARDS ) , 2003, was similar to the HPS in footings of its purposes and findings but was the first test to measure statin therapy specifically in patients with type 2 diabetes. The CARDS test was a random placebo controlled survey in which 2838 patients aged between 40 and 75 were indiscriminately allocated to have either 10mg of atorvastatin day-to-day or a placebo with an intended follow up period of 6 old ages. The inclusion standard was no history of cardiovascular disease, an LDL-cholesterol concentration of 4 & A ; Acirc ; Â ·14 mmol/L or lower, a fasting triglyceride sum of 6 & A ; Acirc ; Â ·78 mmol/L or less, and at least one other hazard factor. The primary end point was clip to first happening of the followers: acute coronary bosom found disease events, coronary revascularisation, or shot. The writers reported that the group treated with Lipitor had an mean decrease of 26 % in entire cholesterin and a 40 % decrease in LDL-C. The hazard decrease for primary end points was reduced by 37 % with atorvastatin day-to-day compared with placebo. The writers concluded that Atorvastatin daily is safe an in cut downing the hazard of first cardiovascular disease events, in patients with type 2 diabetes irrespective of low baseline LDL-C degrees and that patients with type 2 diabetes should reciecve lipid-lowering medicine therapy regardless of LDL- C degrees. As with The HPS one of the chief strengths of the CARDS test was the survey design. The random allotment of participants to groups helped to minimise systematic prejudice and the similarity in the baseline features described between each group increased the internal cogency of the consequences. As this piece of research was original in footings of the fact that it was the first survey to specifically look into the effects of statin therapy specifically in patients with type 2 diabetes the significance of the consequences themselves are another strength of the survey and played a major function in the development of the American diabetes association guidelines which now recommend that all grownups over the age of 40 with diabetes should have lipid-lowering medicine therapy. At the 2nd interim analysis a important difference was reported in favor of Lipitor at and following reccomendations from the safety supervising board the tests was terminated 2 old ages earlier than anticipated. H ad the test been allowed to go on the consequences may hold showed even greater benefits of lipid-lowering medicine therapy in patients with type 2 diabetes and more clearly demonstrated the sustainability of these effects. The multicenter facet of the survey design should hold allowed for a wider scope of population groups ( e.g. people from different cultural, environmental or cultural backgrounds ) and the ability to compare consequences among Centres, all of which would increase the generalizability of the survey. However participants included in the CARDS test were 78 % male and 95 % white which may non be representative of the type 2 diabetic population in the UK and Ireland and which question the dependability of any decisions made from the survey findings. The CARDS test was partially funded by Pfizer Incooperated an atorvastatin maker who were besides responsible for planing the computing machine generated randomization codifications and pre boxing all the drugs used in the survey. Although the study itself was prepared independently of support beginnings, while Pfizer Incooperated have an involvement in showing the benefits of atorvastatin struggle of involvement can non be ruled out. The Atorvastatin Study for Prevention of Coronary Heart Disease Endpoints ( ASPEN ) , 2006 once more, aimed to look into the consequence of 10mg of Lipitor versus a placebo on cardiovascular bar in patients with type 2 diabetes and LDL-C degrees below the current guideline marks. This paper describes a survey which was originally designed as a randomized dual blind placebo controlled analysis. 2410 participants were indiscriminately assigned to have either 10mg of atorvastatin day-to-day or a placebo drug with a follow up continuance of 4 old ages. Inclusion standards were work forces and adult females with diagnosed type 2 diabetes and LDL-C degrees of less than3.6 mmol/l. The primary end points for analysis were cardiovascular related decease or major cardiovascular event such as: myocardial infarction or shot. The writers found that those participants allocated to have 10mg of atorvastatin day-to-day demonstrated a average decrease of about 0.9 mmol/l and a 10 % decrease in primary results over the 4 twelvemonth follow up period. The writers concluded that although the ASPEN survey did non corroborate the benefit of lipid-lowering medicine therapy it does non alter the fact that the bulk of diabetic patients are at hazard of cardiovascular disease and merit LDL cholesterin take downing to recommended marks. The dual blind survey design strengthened the dependability of the ASPEN test findings as both the participants and the research workers were incognizant of who had been allocated to which intervention group. This minimized the possibility of research worker prejudice which could hold potentially invalidated the consequences. The survey had an extended exclusion standards including with type 1 diabetics and any patient who had experienced a myocardial infarction, interventional processs or episode of unstable angina 3 months prior to the start of the survey. This resulted in a sample of participants with fewer hazard factors than in old surveies which meant that the consequences can be more confidently attributed to the intervention. ? ? ? However patients with implicit in vascular disease were included in the survey therefore theintervention of lipid-lowering medicine therapy could be considered secondary bar which could potentially impact consequences. The survey was conducted 14 different states in 4 continents nevertheless the writers mention no analysis to find the baseline similarity in baseline features of the sample. The sample was 84 % white and 64 % male which is unrepresentative people with type 2 diabetes worldwide and therefore it is hard generalise the findings of this survey. Another survey which questioned the the justification for current guidelines associating to statin therapy in patients with type 2 diabetes was conducted by Wanner et Al. ( 2005 ) . The test was a multicenter, randomized, double-blind, prospective survey of 1255 topics with type 2 diabetes having care haemodialysis. Participant were indiscriminately assigned to have either 20 milligram of atorvastatin per twenty-four hours or a duplicate placebo. The primary terminal points were cardiovascular related mortality, nonfatal myocardial infarction, and shot. The survey found that Lipitor had no important consequence on the decrease of primary terminal points in those patients allocated to have atorvastatin day-to-day. The writers concluded that everyday lipid-lowering medicine intervention to forestall the cardiovascular hazard factors associated with type 2 diabetes is non warranted in patients who are having care hemodialysis. Similar to old surveies the design of this test maximized the dependability and cogency of its findings by utilizing a dual blind method to cut down the possibility of research worker prejudice. The usage of a control group besides allowed comparings to be made between the effects of Lipitor and the placebo. The sample size of 1255 was calculated to be suffcient to let a 90 % power to observe a 27 % decrease in primary terminal points and the follow up period of 4 old ages demonstrated the permanent consequence of these consequences. The survey sample included a broad age scope of people between the ages of 18 and 80 from 178 Centres across Germany increasing the representativeness of the findings. Despite the fact that the survey demonstrated no cardiovascular hazard decrease, the possibility that the pathogenesis of cardiovascular events in patients having hemodialysis possibly different from those patients with type 2 diabetes but no terminal phase nephritic disease must be consid ered when pulling decisions sing the bar of CVD utilizing statin therapy.

Thursday, November 7, 2019

Essay Sample on Criminal Law and Procedure

Essay Sample on Criminal Law and Procedure Criminal law and procedure essay: In recent years, criminal procedure place the weight of evidence for the prosecution, meaning it is the work of the prosecution side to attest that the defendant is accountable over any rational uncertainty. This is in contrast to having the defendant attest that he/she is blameless, and all uncertainties determined in support of the defendant. The law also permits the defendant the freedom to legal advocate and any defendant who cannot afford a lawyer provided with one by the government. The common rule in law commands that crucial prove is acceptable unless the law recommends otherwise. Hearsay and rumors not considered as evidence unless the defendant admits of uttering the words claimed against him. Any information attained unlawfully to be used as evident was dismissed to be termed as valid evidence in a court of law. The authority to prohibit unlawful evidence in Australia is entirely under the common law and on statutory requirements. Its trite law that in criminal proceeding of all jurisdiction that a person is innocent till proven guilty. The burden of proof of all criminal cases lies on the prosecution. The proposed amendments to the Uniform Evidence Act of 1995 are to the effect that, in cases where a person is accused of offences against the person or property, and such person had a number of three previous convictions of similar offences, such evidence of conviction may be adduced in court against the person. In my opinion if such an amendment is allowed, it would automatically result to a miscarriage of justice in the courts of Australia. Such an amendment also seriously undermines the principle of presumption of innocence and creates suspicion as to the innocence of the accused, as noted in the case of Perry v R 1982 44 ALR. In 1982 the defendant was tried and convicted of attempting to murder her husband by poison. The prosecution evidence against the defendant was that; not only did her husband suffer arsenic and lead poisoning while living with her, and that she was a beneficiary of an insurance policy on her late husband, there were three other people had also died over the past eighteen years, residing together with Ms. Perry, from a result ingesting harmful substances. The defendant was convicted and upon Appeal the Australian High Court squashed the conviction on the grounds that the deaths of the three other people should not have been allowed in court. Evidence of previous convictions is among the types of evidence that are not admissible in a criminal trial in Australia. These kinds of evidence are not admissible, not because there is proof that the evidence being adduced is faulty or amounts it to a falsehood; but for different reasons depending on the situation. A good example is hearsay and rumors not considered as evidence unless the defendant admits of uttering the words claimed against him. Illegally obtained evidence is also another example of evidence not admissible in a court in South Whales and it’s environs The authority to prohibit unlawful evidence in Australia is entirely under the common law and on statutory requirements.3 Opinions of persons not deemed to be experts in a particular field are not admissible as evidence in any Australian court. Further, there is privileged evidence, for example information shared between a lawyer and his client, or that between a priest and a penitent during confession, which is not admissible in a court of law on account of it being privileged. Confessions that are made under duress are also not admissible in a court of law. There is also a category of evidence that the court finds admissible without much qualification. This includes direct evidence, which is mainly based on the witness’ personal observation which if it is true, proves a certain fact given by either team. Circumstantial evidence is evidence that gives an inference that a particular fact exist. Corroborating evidence is also another class of evidence readily admissible. Its main purpose is to strengthen initial evidence submitted. Demonstrative evidence is any physical exhibit that can be examined by the jury, while forensic evidence is evidence gathered and studied with the help of science and other specialized methods. The proposed amendment to the evidence act, amounts to what the law terms as prejudicial evidence. These are the kind whose prejudicial effect would over lap its probative value, which by the rule in the case of R v Christie (1904) AC 545 is not admissible. A criminal trial entails serious offences against the state, and when the accused is facing the court of law, the trial is majorly characterized by the presence of a jury. The defendant is presented with the circumstance of the case in hand and is asked to take a plea to the extent that he agree or disagrees with the charges as read to him. If he agrees to the claims the judge immediately gives a verdict in accordance with the law but if the accused denies he is guilty a case trial then begins. The prosecutor begins by addressing the jury stating clearly the case in hand against the defendant. Witnesses are then cross-examined by both the prosecutor and the defendant’s representative. When all proof has been represented in the court room the prosecutor and the defendant side presents their final arguments to the court room and precisely to the jury, the judge then offers clearance of how the law applies to the evidence and the case as a whole. The jury is then provided with some privacy, to discuss at length the matter in hand so that substantial verdict can be made. If the jury finds the accused not guilty, the person left free, however if found guilty then the judge with a task of giving sentence to the accused who then becomes a prisoner. It is clear that the work of the jury is to examine the factual points of the case and their correctness, while the judge focuses on the points of law. Statutory law provides for rules of collecting of evidence in criminal trial and the procedure to be taken. In case of points that are in contention in a criminal trial, a lawful procedure must be followed by both parties where one party provides evidence to influence the court in his/her favor. The law establishes strategies used to ensure that the evidence offered in court can be termed as truthful. Statutory law controls the use of proof whether written or oral and demonstrations in court proceedings as evidence to the case presented. The common law provides for judicial diplomacy in cases where the evidence provided is not valid enough or is irrelevant section 137 of the common law was expected to give a realistic means of not including expert outlook evidence of indefinite dependability, nevertheless this has not been so, because section 137 of the uniform evidence law states that; â€Å"In a criminal proceeding, the court must refuse to admit evidence adduced by the prosecutor if its probative value is outweighed by the danger of unfair prejudice to the defendant† The suggested amendments being allowed on the onset of trial shift the mindset of the jury, as they assume the guilt and not the innocence of the accused person. Therefore the whole process is then geared towards proving that the accused person is innocent of the alleged crimes, putting the burden on the defence. This would totally distort whatever pillars of ensuring absolute deliverance of justice our fore-fathers put in place and consequently amounting to the accused person being denied the right to a fair trial, a right entrenched in our constitution. The other reason that for not allowing previous conviction as evidence is that, the jury may be tempted to assume that the way a person behaves in the past, creates a pattern of his behaviour and that they are more likely to act in the same manner. Also, the jury may use this evidence to proof mens rea of the accused person. Clearly, this by inference would mean that bad character evidence is now admissible in the court of law. In the case of Perry v R 1982 44 ALR Murphy J states that, â€Å"common conjecture about improbability of series of events are often wrong†. He goes further to state that if the accused is associated with a sequence of deaths, injuries or losses, a jury may too readily infer that the association is unlikely to be innocent; an assumption that could be wrong under a particular circumstances. Another rationale for excluding evidence of previous conviction is that, as fate would have it, the facts of the other instances of misconduct may cause a jury to be biased against the accused person. The case of R v Bond (1906) 2 KB 389 Kennedy J noted that once the evidence of previous convictions was admitted it would require herculean efforts by the jury of the time to regard the accused person as other than a person of depraved character whose uncorroborated evidence, whether or not he was guilty, could not be acted upon except where supported the prosecution case. However, in law, there are exceptions to every rule. The evidence act provides that it is Legitimate for the crown to there is legitimate for the Crown to adduce similar fact evidence against the accused and if that accused chooses to testify, then it is also legitimate for the Crown to cross examine that accused about that similar fact evidence. The types of questions are required leave of court. Conclusion In accordance to the proposed reforms, to be made in criminal law and procedure the propositions presented are in agreement with what has been in existence for years. In presenting evidence in a court of law, various rules have to be considered, and the law has to be followed to the core. Both parties have to be conversant with the requirements of the law concerning the matter in hand. For instance, evidence provided must be relevant and non-offensive to the defendant. Maintenance of the evidence must also be followed to the core in case a trial case is expected to take longer. The evidence must not be tampered with, and high security has to be provided to the evidence presented. Expert evidence must conform to the common law requirements to ensure the jury presented with the necessary evident and not being confused by the expert, to alter with their judgment. Trial judges are sometimes victims of a specialist who try to confuse the judges’ assessment and the judge is therefore required by the law not to confuse the jury when analyzing the expert analysis of the case in hand. Secondary authority also plays a significant part in ensuring the criminal law and procedure process of presenting evidence conforms to the rule of law. Therefore, the amendments to be made on criminal law and procedure about the evidence subject should be carried out as the law tries to protect the defendant until proven guilty beyond reasonable doubt. If special care is not taken, and the amendments approved, it would lead to the erosion of the principle of presumption of inno cence and thus harming innocent citizens which is more dangerous that failing to punish particular criminals. It would lead to conviction of innocent accused persons who did not commit the alleged crimes, which counters the measure of criminal justice system, one which whose aim is to secure convictions of the guilty in order to facilitate their rehabilitation process.. These results to a pervasion of justice, one in which in this case would have been allowed by a commission for reforms whose main purpose are to be custodians of justice. One way to ensure the above scenario is avoided would be to not allow for the proposed reforms to go through. Perhaps the agenda should be to tight the noose of justice to ensure that rules of evidence and the letter of the law is adhered to in order to avoid situations where intentions of a certain law are not fulfilled.

Tuesday, November 5, 2019

Every AP US History Practice Exam Available Free and Official

Every AP US History Practice Exam Available Free and Official SAT / ACT Prep Online Guides and Tips If you want to do well on the AP US History test, you have to practice! Practice tests can help you organize your prep logically around areas of the curriculum that are most challenging for you. This article provides a complete list of all official and unofficial AP US History practice test materials available online,as well asdetailed instructions and tips on how to use them in your studying. Official AP US History PracticeExams This section lists all the free official practice tests available online for AP US History.All of these practice tests and free-response questions come directly from the College Board.You can use the free-response questions to practice writing essays at any point during the year, but I’d save the full exams for the final stages of your study process. The closer you get to the exam, the more important it is to understand exactly where your weaknesses lie and which aspects of the test present the most significant challenges. Official materials provide the best practice because the questions are a consistently accurate representation of the content and format of the real test. Full-Length AP US History Practice Exam This is a practice exam released by the College Board that aligns with the format and content of the latest version of the test.This test is the best free practice exam available online, so try to save it for when you’re closer to the real exam and want to get an accurate estimate of your score level. One caveat: there's no answer key for the free-response questions, so you might have a tough time scoring them. Refer to the College Board's general scoring guidelines to get an idea of how you did or ask your teacher if he or she would be willing to grade your essays. AP US History Free Response Questions, 2015-2017 The free-response questions for the three AP history exams have undergone some minor changes, but these sample questions will still closely resemble the format of the free-response section of the test that you're taking.Again, I would encourage you to save the most up-to-date questions for later in the study process so that you can get a better idea of what your scores will look like on the real test. AP US History Document Based Questions 1973-1999 This document includes a bunch of DBQs from past versions of the AP test. This question has remained relatively consistent throughout the years, so I'd say these are totally fine to use as practice materials. You never know exactly what the documents will look like on the test, so you should practice analyzing them until you feel comfortable with all different types of sources. Unofficial AP US History Practice Tests These tests are not directly from the College Board, but they will still help you become familiar with the material. This section includes links to bothfull unofficial practice tests and small-scale topic-specific practice quizzes. The short quizzes may be useful in the early stages of your studying when you want to target certain eras or avoid questions onmaterial your class hasn't covered yet. Prep Books Even though I'm emphasizing online practice materials in this article, it's also worth mentioning that some prep books include high-quality practice tests that are modeled directly after the current version of the exam. If you're willing to part with some of that sweet cash money, check out our list of the best review books for AP US History. Barron’s AP US History Practice Exam This practice exam is in the most up to date format, so it’s one of the highest quality free unofficial practice resources you’ll find online.It includes multiple-choice and free-response sections with answer keys for both types of questions. Full Old Format Practice Exam #1 and Answer KeyFull Old Format Practice Exam #2 and Answer Key These are unofficial practice exams originally createdby the W.H. Freeman publishing company.They each have 80 multiple-choice questions, a document-based question, and two free-response questions. There is some critical reading of historical texts required in the multiple-choice sections of these tests, so they're decent prep materials for your skills in both factual recall and deeper analysis. Full Old Format Practice Exam #3 This is a different old-format practice test created by an AP teacher.It has the same number of questions and includes similar content to that of the two tests in the previous section. Mini Practice Quizzes on Every Topic in AP US History Here, you’ll find practice quizzes for every topic covered in the course.There are multiple-choice questions and, for some topics, â€Å"short answer† questions (there's a drop-down menu of 12 answer choices).These won’t help much with the more analytical elements of the test, but if you want to test your factual recall, they'll serve you well. Multiple-Choice Questions Formatted for 2015 Exam This is a short quiz, but the questions are all similar to the ones you’ll see on the real test (you're asked to reference source materials to come up with your answers).It’s worthwhile to go through it and see how you do! Albert io AP US History Practice Quizzes This is a series of quizzes on every topic covered in the curriculum.As you take them, the site will display stats detailing how you fare on questions of each difficulty level.This should help you figure out the areas where your memory is shakier. GetaFive AP US History Course You can sign up for free for this service and enroll in the AP US History course.There are lots of practice questions and video lessons that may be helpful in your studying! Practice Quizzes for The American Pageant 12th Edition This site has chapter-by-chapter practice quizzes organized around an old edition of The American Pageant textbook.Questions are multiple choice and true/false.Again, this is more helpful for factual recall than for analysis questions. AP US History Notes Multiple Choice Practice Test This test has just 40 questions, but thesite also includes a list of frequently-asked AP US History multiple-choice questions that will prepare you better for the exam. McGraw-Hill AP US History Chapter Quizzes This website contains 32 multiple-choicequizzes,one for each chapter of the McGraw-Hill US History textbook. The quizzes follow the organization of the textbook, but they can still be useful even if your class uses a different textbook. Each quiz is titled so you know what part of US History it's testing you on. More Resources for Short Practice Quizzes on All Topics These are a few additional sites that have a bunch of short practice quizzes on every topic in the curriculum. If you're looking for additional questions that will test your basic knowledge of events in US History (or are looking for more questions dealing with a specific time period), you can refer to these resources. Brief Review in US History and Government: Quizzes CourseNotes Practice Quizzes for AP US History Varsity Tutors AP US History Practice Quizzes Matching and Multiple Choice Short Practice Quizzes Look at you! You're practically drowning in a sea of free practice questions! How to Use AP US History PracticeExams Now you have all sorts of AP US History practice resources, but what's the best way to use them? In this section we go over exactly how you should be studying with practice exams during each semester of the class. First Semester At this point, you can mostly rely on unofficial tests and quizzes that only deal with the topics that your class has already covered.Many of the sites listed above have large collections of questions for each unit of the course.Work on building a strong foundation of knowledge so that you’re prepared to answer more advanced analytical questions in the future. You can also look through the official free-response questions to find some that you feel confident answering based on what you’ve learned so far.It’s never too early to start practicing for the free-response section, especially when it comes to document-based questions.Writing a coherent and argumentative essay that incorporates six or seven different sources in just 50 minutes is a tough skill to master!Try to come up with an essay-writing process that works well for you so that you’re a pro by the time the test rolls around. Second Semester You can start taking full AP US History practice tests and assessing your AP score level midway through the second semester (March is a good time to get the ball rolling on this). By then, you’ve learned enough of the material for your scores on practice tests to be fairly accurate predictions of your final AP test scores. Since the US History test changed in 2015, you won’t have many full official practice tests that reflect the current format.Use your limited resources wisely by carefully assessing your performance on each practice test and studying your weak areas before taking additional tests. Take and score an initial practice test (with accurate time constraints!) before you do any studying.As you take the test, mark any questions you're unsure about; you’ll want to study that material later even if you end up guessing correctly.After you score the test, categorize your mistakes by historical period and theme to see if you can find any patterns. Then, start studying the areas that need work.You can turn to unofficial practice questions during the study process to test your knowledge. You should also practice writing essay outlines, so you're more prepared for the free-response section.Once you feel that you’ve mastered the subjects that stumped you on the first test, you can take another full practice test to see whether you’ve improved. Decide whether or not you want to repeat this process based on your score on the second test.If you haven’t improved much, you should reconsider your prep methods.Spend a longer time checking in with yourself to make sure you've retained information. You can also plan on doing more practice questions between full tests so that you’re prepared for the format as well as the content. Fill in any little holes in your memory. You never know if they'll come back to haunt you on the AP test. *spooky musical interlude* Essential AP US History Practice Testing Tips Tip #1: Read Excerpts Carefully, and Look for Direct Evidence The multiple-choice section is based on excerpts from historical source materials, so it tests both analytical skills and factual recall. You have to read the source materially carefully to find the correct answer.In many cases, several answer choices are historically accurate, but only one is directly supported by the evidence in the excerpt or illustration. Lookfor direct connections, and don't make too many assumptions based on your prior knowledge. Tip #2: Plan Out Your Essays When you have to write an essay on a timed test, it can sometimes end up an unfocused, disorganized mess.This is exactly what you don’t want on the AP US History exam.Hold yourself back from starting the writing process immediately, even if you’re anxious about not finishing in time.Writing a preliminary outline is critical. Without an outline, you risk rambling, going on irrelevant tangents, or getting stuck when you can’t figure out a good piece of supporting evidence!It will be much easier to write the essay if you already have a structure in place that makes sense. Tip #3: Get Comfy With the Document-Based Question The document-based question is different from other essay questions that you’ll encounter on AP tests.In fact, it’s probably the only question of its kind that you’ve ever seen on any test.DBQs can seem intimidating and weird, so make sure you practice them as much as possible before the real exam.Write notes next to each piece of source material to give yourself a basic idea of what it is and how it could be used to support the points you plan on making in your essay.You should come up with a strategy for approaching these questions that works for you before you’re face-to-face with the DBQ on the real AP test. Tip #4: Incorporate Background Information (Wisely) Include outside historical references that support your arguments in the DBQ or long essay questions.Even though you’re given seven sources to use as evidence in the DBQ, making additional outside connections will show that you’ve really mastered the material.Just remember to be careful with using outside information. Don’t fact-vomit all over the essay with everything you've ever learned about a topic.Structure your thoughts so that any outside information relates directly to the main argument of your essay. Always build sturdy conceptual bridges between tidbits of outside knowledge and the main argument of your essay. Conclusion The practice tests in this article should serve as helpful resources for you in preparation for the AP exam and any in-class assessments. Remember, official College Board questions are the highest quality practice materials, so use them wisely. Try to save most of the official practice resources for when you're closer to the AP test. You can use unofficial materials throughout the year to brush up on your memory of specific topics in the course. To recap, the overall study tips I recommend for AP US History are: Tip #1: Read Excerpts Carefully, and Look for Direct Evidence Tip #2: Practice Planning Out Your Essays Tip #3: Get Comfortable with the Document-Based Question Tip #4: Use Background Information, but Don't Overuse It With these tips in mind, you can take full advantage of the practice materials, become a master of US History, and show the AP test who's boss! What's Next? Are you missing some of your notes from class? This article has links to great notes for AP US History that will give you tons of information on every topic in the course. How do you know whether your practice test results are equivalent to a high or low AP score? Learn more about how AP tests are scored. Think you might take the SAT Subject Test for US History in addition to the AP test? Check out our complete study guide for the US History SAT II. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Sunday, November 3, 2019

Open Essay Example | Topics and Well Written Essays - 1250 words

Open - Essay Example Corll, Henley, and Brooks were responsible for the deaths of more than 28 teenage boys during 1970-1973 in Houston, Texas, all of whom were abducted, kidnapped, raped, tortured, and murdered by the trio (Olsen, pp. 46). Dean Corll, the central figure of the Houston Mass Murders, was the son of Mary Robinson and Arnold Edwin Corll. He was born in the year 1939. For much of his childhood, Corll remained a shy child who rarely socialized with others. Observers linked the same with the fact that his parents had divorced twice, and the family had to relocate several times due to the marital problems. For the early 1960s, Corll, along with his mother, ran a small candy shop. He was famous to give away free candy to the children and teenagers, especially boys. He was drafted to the US Army in the year 1964 but was honorably discharged after he expressed the desire to serve the family business. It was by this time that it became apparent that Corll had homosexual tendencies. He had developed a homosexual relationship with a David Brooks, a fifteen-year-old boy in the year 1970. Brooks was much younger during the days when Corll ran the candy business. He not only gave free candy to Brooks but also lend him money whenever he needed it. In return, Corll asked for sexual favors. Later Brooks developed a deal with Corll where he would get a sum of 200 US dollars in exchange for every teenage boy that he could lure into Corll’s house. During the fall of 1971, Brooks was able to con young Henley into joining him for a â€Å"party with lots of beer and weed† (Schmid, p. 140). However, he was just another victim of Corll sexual desires who would be raped and tortured and then would die due to strangling or a bullet from the 0.22 caliber gun of Corll. However, something led Corll to believe that Henley would make a perfect accomplice and rather than subjecting him to his sexual