The renaissance period Persuasive Essay Example For Students

The renaissance period Persuasive Essay The Renaissance era encompasses Western music history from 1400 to the beginning of the sasss. This period in time marked the rebirth of humanism, and the revival of cultural achievements for their own sake in all forms of art, including music. The word Renaissance in itself is defined as a rebirthor a reconstruction. During this time, artists and musicians produced works that displayed more artistic freedom and individualism. We will write a custom essay on The renaissance period Persuasive specifically for you for only $16.38 $13.9/page Order now This creativity allowed artists to abandon the trice ways of the Medieval Era. Their art forms rediscovered the ancient Greek ideals. The great masters of the Renaissance were revered in their own lifetimes (rather than after their deaths), which was different from most of their Medieval predecessors. With the new printing techniques, music and musical ideas were able to be preserved and distributed to the people. The distinctive musical sounds of the Renaissance era were comprised of a smooth, imitative, polyphonic style, as seen in the music of Byrd, Palestinian, and Lasses. While sacred music remained of great importance, secular music was starting to become increasingly common. Therefore, the polyphonic style was not only used in sacred music, but also in secular madrigals . The repertoire of instrumental music also began to grow considerably. New instruments were invented, including two keyboard instruments called the clavichord and virginal. In addition, many existing instruments were enhanced. The lute became the favored instrument of the time period, and it was established as the tankard instrument for family music making during the 16th century. Masses and motets were the primary forms for sacred vocal polyphony. These were accompanied by the lute or a small instrumental ensemble or consort. Secular vocal forms included motets, madrigals and songs, while instrumental pieces were usually short polyphonic works or music for dancing. Renaissance polyphony was harmonious when compared with the Medieval style. Imitation was a method that composers used to make elaborate music more coherent and to give the listener a ensue of arrangement. Imitation, where one melodic line shares, or imitates, the same musical theme as a previous melodic line became an important polyphonic technique. Imitative polyphony can be easily heard in the music of Byrd, Gibbons, and Gabriel. Additionally, the masses and motets of composers such as Joaquin also displayed the imitative polyphonic style. Imitative polyphony was so important that it continued into the Baroque period, especially in sacred music for the church.

The digital revolution essays

The digital revolution essays The Digital Revolution is upon us. People, as a whole, have become so dependent on digital technology that they would not know how to survive without it. I went without a cell phone up until about two to three years ago. I thought that I didnt need a portable telephone. My thought process was that if I wanted to get a hold of someone I could or if someone wanted to get a hold of me bad enough that they could. Now I must admit, that was the way I use to think but now after having a cell phone for a couple of years I honestly do not know what I would do without it. If I leave my house without my phone now I have to turnaround and come back to get it. My phone is one of those cheap phones, not like those phones that have the internet, two-way, cameras, and video recorders. Ive even seen hand held palm pilots that are phones. Whatever happened to the days when cordless phones were revolutionary? I remember when my family bought its first cordless phone. We thought it was the greatest thing since sliced bread. When was the last time that I went to a library to do research? I can not honestly remember. My research is now done on the world wide web (pg. 169). The reason being, why go to a library and take all that time and look for books upon books and read a bunch of stuff that has absolutely nothing to do with what I am looking for when all I have to do is sit down in front of my computer, type a key word in a search engine and sort through all the hundreds or sometimes even thousands of hits all at the convenience of my home. I think that libraries are becoming a thing of the past and as the internet becomes more advanced and more reliable libraries will become extinct. They will be replaced with buildings filled only with computers. I personally believe that television is one of the worst inventions of mankind. Now I know that television is not as bad as guns or bombs but TV does destroy part of a per...

Management Accounting Techniques and decisions Essay

Management Accounting Techniques and decisions - Essay Example The aspect of erasing the salary part improves the wholesome performance of the managers with the development of workplace initiatives, team work, adaptability, compliance to business policies thereby resulting in increase of the production and the service levels of the organization. The incentives are often linked in the right way to the performance measures with appropriate weight-ages to the several benchmarks of performance measurement (Marr and  Gray, 2012, p.68). The manager’s ability to meet the benchmark standards determine the rewards and the compensation that are received by them. The higher the achievements of the manager in comparison to the benchmark standards, the higher the rewards the managers should be eligible to receive. The benchmarks are set in the various areas of operation of the organization in order to fulfil its organizational objectives. These areas which include benchmark standards of performance of the employees are aimed at fulfilling the financ ial goals of the company, the customer service, the standards of the internal processes and the learning goals of the organization (Tonchia and  Quagini, 2010, p.78). The financial benchmarks of the manager’s performance indicates the desired output from the managers that would contribute to the attainment of certain production volumes in line with the quality standards to be maintained for the products. Thus the benchmarks help in assessing the extent to which the manager has been able to contribute to the production volumes of the company and at the same time maintained the quality of production (Niven, 2010, p.34). The use of benchmarks in measuring the performance helps to identify the short cut approaches adopted by the employees which is aimed at fulfilling the short term goals but do not fulfil the organizational objectives. The benchmark system helps to understand whether the performance of the managers has been up to the mark in all aspects of the manager’s performance, like in this case both product quantity as well as quality. The benchmarks set in the area of customer service is also important to measure the performance of the managers as this is also an important area considered for the sustainability of the business of the organizations. The various benchmarks in the area of performance measures for customer service includes the turn-around time to the customers, the number of complaints that have been lodged by the customers, the time taken for the resolution of complaints by the manager. These benchmarks help to measure the extent to which the manager has been able to respond to the customer requests which is determined the turnaround time. The compromise of any one of the performance measures may lead to complaints from the customer. The benchmarks determine the rate at which complaints have been filed against the work of the managers and thus indicate the gaps with the benchmark standards of performance. The benchmark system a lso provides an insight on the effectives of the manager in resolution of customer complaints. The inputs received from the

How does buying a cup of coffee from Starbucks affect the environment Dissertation - 1

How does buying a cup of coffee from Starbucks affect the environment - Dissertation Example Unfortunately, when it comes to Starbucks, their biggest negativity is the non –recyclable cups of synthetic nature which pollute the earth on a considerable level. Starbucks being a huge food chain have captured the coffee market globally by taking on the increased demand of coffee lovers. According to (Austin,2004) â€Å"Starbucks had revenue of $2.7 billion in 2001, up from $465 million in 1995 (see Exhibit 1 forfinancials). Nearly two-thirds of revenue came from coffee beverages, 15% from coffee beans, and24% from food and coffee-related items†.They also maintain their good will by means of powerful advertisement they display in the international business arena. This coffee chain have spread over much part of the globe and have influenced people many people in buying their product , as it is assured to be the best and perfect in the market. As per (Laminetez)â€Å"Starbucks switched its plastic cups from polyethylene (No. 1) to polypropylene (No. 5), which uses 45% less greenhouse gases†. ... The Starbucks in order to save on the cost factor ignore the natural disaster their coffee cups can bring about in the nature. Even though people feel convenient in drinking from their non –recyclable cups, they are less knowledgeable about the consequences it can bring to the natural sustainability of the planet. â€Å"Climate change is occurring, is caused largely by human activities, and poses significant risks for—and in many cases is already affecting—a broad range of human and natural systems† (Clooney,2010, pg.484-48). There are many studies done in order to perceive the amount of waste disposed in nature by Starbucks by taking into account various factors. The first phase was considering the determinants of waste generation in South Eastern America by keeping in mind the elements like economic, structural and demographic variables. In this per capital retail sales, urban population percentage and per capital income was taken it account to calculate the waste generation quotient. However, the study concluded that when retails sales increased the per capital waste generation also increased. So an effective solution for Starbucks is to consider recycling cups which reduce pollution of the environment According to (Zaida,2009)â€Å"One of the many challenges in reducing the use of disposable products is that the true social cost of using these disposable products, the externalities, are not incorporated into the price we pay for them†. It is a general fact, that the cups used by Starbucks for hot beverages are made out of paper fiber and low density plastic materials. This plastic element in the cups is the main culprits in

Prescribed methods and tools can be developed for all consulting jobs Essay

Prescribed methods and tools can be developed for all consulting jobs because all Organisations eventually have the same type of problems - Essay Example he client organizations in a wide-range of sectors including finance and banking, telecoms and entertainment, government, health, utilities, energy, mining and infrastructure, retail and consumer business, not for profit/social and manufacturing (O’Mahoney, 2010). This essay aims to analyze the argument, whether prescribed methods and tools can be developed for all consulting jobs because all organisations eventually have the same type of problems, by evaluating published literature in scholarly journals and books. First, the types of management consultancies and the approaches, methods and tools they employ in relation to the various consulting jobs required by client organizations will be examined. Next, the essay will investigate consultancy-client interactions and issues, followed by conclusions The approaches, tools and methods employed by management consultancies to provide assistance to client are principally positioned in the context of organizational development and change, and fundamentally based on reactions to changing external environment (Biggs, 2010). A broader perspective on the change process which explains the overall beliefs concerning realization of a desired change is referred to as approach, whereas the term method provides operational guidance regarding effective management of the change process. The word tool describes a specific practice employed for solving a focused issue during the change process. However, since tools may be slackly connected to specific methods, same tools can be applicable in change processes under different methods. The methods and tools which prove to be effective when employed in a change process, i.e., aligned with client’s strategy and resources, determine their legitimacy. However, some consultants argue that value in the change process is created by unique knowledge and expertise of the consultant rather than the method itself (Werr et al., 1997). Due to the global transition of production-based economy to

Positive Effects of Eating Fruit

Positive Effects of Eating Fruit If you think about it, its logical for the human body to consume food that contains as much water as the body itself. The nutrition that meets that requirement is fruit. There is no other food than fruit on this planet that contains on average 80% water. Vegetables also contain a lot of water and are therefore second best. Fruit is 100% bad-cholesterol free No doubt about this argument. Too much bad-cholesterol is not good for our bodies and fruit doesnt contain bad-cholesterol. Animal products like meat and dairy contain a lot of bad-cholesterol. Fruit stimulates the memory If you didnt know yet: fruit is the ultimate brain fuel. Fruit has a positive effect on our brains. The way this works still has to be found out and many scientists are looking into it as we speak. What we do know is that if you consume fruit effectively, your brains can recall information faster and more easily. This is very useful information for people who are preparing for an exam. Students that want to go to this page immediately go to: improve your exam results with fruit. The idea that fruit is an expensive nutrition Did you always think that fruit was an expensive product? Take a good look at how much money you spend on other food. It could be worth something to replace some of those expenses with fruit. We think that fruit is the healthiest food on earth and therefore it is well worth spending our money on. The miraculous healing effects of fruit Spectacular stories about people that cured from uncurable diseases by a strict diet of raw fruits and/or vegetables are well known but do we want to believe them? We still dont know that much about fruit and its contents. Fibers We do know now that a diet with plenty of fibers helps against corpulence, high blood pressure, and other factors that increase the chance for a heart disease. The consumed amount of fibers maybe even a more important factor than the amount of fat that is consumed by people! The food that contains these healthy (natural) fibers is. right: fruit! (vegetables as well). The American Heart Association advises to consume 25 to 30 grams of fibers out of fresh fruits and/or vegetables. In practice this means: have five to nine portions of fresh fruits or vegetables a day. Check out the dietary Recommendations of the American Heart Association here. Fruit makes you feel better Several stories have told us about people that were frequently depressed and how they got out of their depression slowly but surely after consuming substantial amounts of fresh fruit on a regular basis. Eating much fruit can have a mysterious healing effect on human beings. Even better is to drink a lot of freshly squeezed fruit drinks on a regular basis. It will take approximately 30 days until you start to notice the effects. Dont forget to drink these smoothies 20 minutes before the consumption of other meals. This way the fruit will not ferment in the stomach and the nutritious elements can be absorbed by the blood effectively. Ethical reasons to eat fruit Fruit doesnt have to be killed and slaughtered before you can eat it. The fruits are just hanging there waiting to be picked by you! This ethical argument (often used by vegetarians and vegans to not eat meat) claims that fruit is a non-animal food. Many people see animals, especially mammals, as living creatures just like humans. There are religions that say that animals have souls like us. The native Americans first asked the animals spirit if they could kill it before they did so. Fruit has never been said to have a soul and thus can be eaten without causing any harm. Ethical or religious arguments aside, we think its a shame that we as human beings dont eat much fruit when there is such an abundant assortment of fruits and vegetables available. Fruit is the most natural food When you see a piece of fruit hanging from a tree that tree is telling you something: Eat my fruits and help me spread my seeds. Thats how nature works. Humans eat vegetables and fruits and consequently help the plants to spread. Humans use animals to work the land to grow the plants and trees that produce these fruits and vegetables. In more and more peoples opinion this is the way it was all meant to be. A human diet A healthy diet should consist for a great deal of freshly squeezed fruit juices, raw fruits and vegetables. Some tips: A good start is to eat and drink more fresh fruits; its as simple as that. Before you know it you will feel much better; Dont forget to eat fruit on an empty stomach, not after other meals and; inform yourself about the substances that our modern food contains. The Energy In Fruit? So what should humans eat: food that contains 80% water. If you think about it, it is very logical to have food that contains much water. Al right, you say, then I just drink 8 to 12 glasses of water each day, so I can have as much food that doesnt contain much water as I want. Bad luck, this wont work. You cannot cleanse your body by flooding it with water. Instead of drowning your body, you only have to eat food that is rich in water: fruit, fruit juices and vegetables are the nutrition that fit this definition. Why is it better to consume food that has lots of water in it? All the fixed substances that you consume have to be digested. A steak for instance can take 8-10 hours to digest, while a fruit salad only takes about 30 minutes! If you squeeze the fruit salad and drink the juice, your body can integrate the nutritious elements even faster. In this way your body can use its energy for other purposes than digesting. For example thinking or detoxifying. The burning process sugar in fruit Everything you eat or drink has to be digested to extract the energy from it. Your body can extract energy from food in two ways: Burning with oxygen, for sugar and fat (fruit); Burning without oxygen, for proteins (meat/dairy). Burning with oxygen,for sugar and fat (fruit) The energy fruit contains is in the form of sugars (glucose). Your body can easily turn this glucose into energy by using oxygen. When the body burns the sugars with the help of oxygen there are waste products produced. The waste products of this chemical reaction are water and carbon-dioxide. Your body can use the water and disposes of the carbon-dioxide through the lungs by breathing. It is a very quick, clean and easy way to extract energy. Your body does an excellent job: it extracts 50% of the energy. A combustion engine about 10 to 20%, the rest is lost through heat. Fruit juice takes only about 15 minutes and raw fruit about 30 minutes to digest! Burning without oxygen, for proteins (meat/dairy) Proteins are burnt in a different way. The energy that for instance meat, milk and dairy contain consists of proteins and animal fat. The largest part consists of proteins and the conversion of proteins into energy is more difficult and costs more energy than the conversion of sugar and fat into energy. When the body burns proteins other waste products are produced than with the burning of sugars. The waste product of the burning-process without oxygen is ammonia which is connected with carbon-dioxide and forms the less toxic ureum which is excreted by the kidneys. Its a more cumbersome way to extract energy. A steak can take up to 8 or 10 hours to digest, especially when eaten in combination with potatoes. In comparison to fruit (30 minutes) a lot of energy is lost to the digestion of proteins and this means that you cant use that energy for other things. Thinking or the disposing of toxins for example. Fruit and Memory? Fruit and the memory Fruit has a very positive effect on the brains just like carrots. So if you want to stimulate your brain functions you have to eat much fresh fruit and carrots (raw). One of the substances that fruit contains are natural sugars. They stimulate the brain so we can think faster and recall information more quickly. There are many other substances that fruit contains which scientists think they stimulate the brain. How this works and which substance is responsible for which effect is still unknown as of yet and research is done at this very moment. Students: improve your exam results! We would like to tell you more about how students can improve their results by changing their eating habits before they have an exam. Fruit is the ultimate brain fuel! You can actually improve your test results simply by changing your eating habits between waking up and doing the exam. The big trick is to consume fruit effectively. Have only fruit but as much as you want before you do your test and avoid the brain blocking foods white flour, refined white sugar, meat and dairy.

Symbolism in The Yellow Wallpaper by Charlotte Perkins Gilman

Symbolism in The Yellow Wallpaper by Charlotte Perkins Gilman      Ã‚   Charlotte Perkins Gilman's "The Yellow Wallpaper" is the journal of a woman plagued with severe depression and the inability to recover due to her role as a submissive woman. At the time of publication, "The Yellow Wallpaper" was seen as a story merely about the perils of insanity. Even Gilman was proud to say it provided a wake-up call for the medical field and the families of women stricken with mental illness who believed solely in the "rest and ignore the problem cure." However, the short story was also an attack on the role of women in society at the time.Women, cast into the prison of acquiescence, were trapped between the rock and the hard place of doing what they were told was best for them and those around them and doing what they felt was best. The characters who surround the narrator throughout the story symbolize the ideals of women and their roles that at the time, the late eighteen hundreds. For instance, her husband, John, represents the male role of superiority over the weaker wife. His inability to recognize the true problem of his wife's sickness and to deal with it accordingly is much like the inability of men to recognize a woman's capabilities to function in the public sector. His simplistic solution of plenty of rest and an abundance of vitam... ...n, Massachusetts: Allyn and Bacon, 1992. 387-400. Haney-Peritz, Janice. "Monumental Feminism and Literature's Ancestral House: Another Look at 'The Yellow Wallpaper.'" Women's Studies 12 (1986): 113-128. Johnson, Greg. "Gilman's Gothic Allegory: Rage and Redemption in 'The Yellow Wallpaper.'" Studies in Short Fiction 26 (Fall 1989): 521-530. King, Jeanette, and Pam Morris. "On Not Reading Between the Lines: Models of Reading in 'The Yellow Wallpaper.'" Studies in Short Fiction 26.1 (Winter 1989): 23-32. Knight, Denise D. "The Reincarnation of Jane: 'Through This' - Gilman's Companion to 'The Yellow Wallpaper.'" Women's Studies 20 (1992): 287-302.    Symbolism in The Yellow Wallpaper by Charlotte Perkins Gilman Symbolism in The Yellow Wallpaper by Charlotte Perkins Gilman      Ã‚   Charlotte Perkins Gilman's "The Yellow Wallpaper" is the journal of a woman plagued with severe depression and the inability to recover due to her role as a submissive woman. At the time of publication, "The Yellow Wallpaper" was seen as a story merely about the perils of insanity. Even Gilman was proud to say it provided a wake-up call for the medical field and the families of women stricken with mental illness who believed solely in the "rest and ignore the problem cure." However, the short story was also an attack on the role of women in society at the time.Women, cast into the prison of acquiescence, were trapped between the rock and the hard place of doing what they were told was best for them and those around them and doing what they felt was best. The characters who surround the narrator throughout the story symbolize the ideals of women and their roles that at the time, the late eighteen hundreds. For instance, her husband, John, represents the male role of superiority over the weaker wife. His inability to recognize the true problem of his wife's sickness and to deal with it accordingly is much like the inability of men to recognize a woman's capabilities to function in the public sector. His simplistic solution of plenty of rest and an abundance of vitam... ...n, Massachusetts: Allyn and Bacon, 1992. 387-400. Haney-Peritz, Janice. "Monumental Feminism and Literature's Ancestral House: Another Look at 'The Yellow Wallpaper.'" Women's Studies 12 (1986): 113-128. Johnson, Greg. "Gilman's Gothic Allegory: Rage and Redemption in 'The Yellow Wallpaper.'" Studies in Short Fiction 26 (Fall 1989): 521-530. King, Jeanette, and Pam Morris. "On Not Reading Between the Lines: Models of Reading in 'The Yellow Wallpaper.'" Studies in Short Fiction 26.1 (Winter 1989): 23-32. Knight, Denise D. "The Reincarnation of Jane: 'Through This' - Gilman's Companion to 'The Yellow Wallpaper.'" Women's Studies 20 (1992): 287-302.   

Major factors in the social environment Essay

1.Identify and explain the Pyramid of Corporate Social Responsibility. Provide several examples of each ‘layer’ of the pyramid. Identify and discuss some of the tensions among the layers or components. PELE 2. In your review, what is the single strongest argument against the idea of corporate social responsibility? What is the single strongest argument for corporate social responsibility? Briefly explain 3. Differentiate between corporate social responsibility and corporate social responsiveness. Give an example of each. How does corporate social performance relate to these terms? Where does corporate citizenship fit in? 4. Analyse how the triple bottom-line and the Pyramid of CSR are similar and different. Draw a schematic that shows how the two concepts relate to one another. Chapter 3 & 4 1. Explain the concepts of stake and stakeholder from your perspective as an individual. What kinds of stakes and stakeholders do you have? Discuss. 2. Explain in your own words the differences between the production, managerial and stakeholder views of the firm. 3. Differentiate between primary and secondary social and nonsocial stakeholders in a business situation. Give examples of each. 4. How is effective stakeholder management related to sustainability and sustainable development on the part of the companies? 5. How can a firm transition from Level 1 to Level 3 of stakeholder management capability (SMC)? Is the stakeholder corporation a realistic model for business firms? Will stakeholder corporations become more prevalent in the 21st century? Why or why not? 6. Explain the evolution of corporate governance. What problems developed? What are the current trends? 7. What are the major criticisms of boards of directors? Which single criticism do you find to be the most important? Why? 8. Explain how governance failures such as Enron could happen. How might they be avoided? 9. Outline the major suggestions that have been set forth for improving corporate governance. In your opinion, which suggestions are the most important? Why? 10. In what ways have companies taken the initiative in becoming more responsive to owners/stakeholders? Where would you like to see more improvement? Discuss. Chapter 5 1. Explain the relationship between corporate public policy and strategic management. 2. Which of the four strategy levels is most concerned with social, ethical, or public issues? Discuss the characteristics of this level. 3. Identify the steps involved in the strategic management process. 4. What is the difference between a social audit and a social performance report? Why are social performance reports increasing in popularity? 5. What is the difference between public relations and public affairs? Why has there been confusion regarding these two concepts? 6. Why do you think global public affairs is a major growth area? Give specific reasons for your answer. 7. Differentiate between a collaborative or problem-solving strategy and an individualistic or adversarial strategy. Which seems to be more effective in corporate public affairs? 8. What are the major ways in which public affairs might be incorporated into every manager’s job? Rank them in terms of what you think their impact might be. Chapter 6 1. Which of the major stages in the issues management process do you think is the most important? Why? 2. Following the approach indicated in Figure 6-1, identify a new issue category not listed in Figure 6-1. Identify several examples of â€Å"crises† that have occurred in recent years under each issue category. 3. Identify one example, other than those listed in Figure 6-4, of each of the leading force categories: events, authorities/advocates, literature, organizations, and political jurisdictions. 4. Identify a crisis that has occurred in your life or in the life of someone you know, and briefly explain it in terms of the four crisis stages: prodromal, acute, chronic, and resolution. 5. Do research on the impacts on business organizations of the attacks on the World Trade Center in New York and the scandals of the early to mid-2000s. What have been successful and unsuccessful examples of crisis management that have come out of this research? Is terrorism a likely crisis for which business may prepare? How does preparation for terrorism (which comes from without) compare with preparation for ethical scandals (which come from within)? Chapter 7 1. Give a definition of ethical business behavior, explain the components involved in making ethical decisions, and give an example from your personal experience of the difficulties involved in making these determinations. 2. To demonstrate that you understand the three models of management ethics-moral, immoral, and amoral-give an example, from your personal experience, of each type. Do you agree that amorality is a serious problem? Explain. 3. Give examples, from your personal experience, of Kohlberg’s Levels 1, 2, and 3.If you do not think Chapter 7 Business Ethics Fundamentals 221 you have ever gotten to Level 3, give an example of what it might be like. 4. Compare your motivations to behave ethically with those listed in Figure 7-14. Do the reasons given in that figure agree with your personal assessment? Discuss the similarities and differences between Figure 7-14 and your personal assessment. 5. From your personal experience, give an example of a situation you have faced that would require one of the six elements of moral judgment. Chapter 15 1. What is sustainability? 2. What are several of the most important environmental issues now receiving worldwide attention? 3. What are some of the causes of environmental pollution and depletion? 4. What is the future outlook for the natural environment? 5. Who has responsibility for addressing environmental issues? 6. How can ethics be applied in response to environmental issues? 7. What are some examples of sustainable business and decision models for addressing environ_ mental concerns? 8. Should businesses and societies continue to focus on unlimited economic growth? Chapter 16 1. Outline the essential steps involved in developing a community action program.

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. 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Free Essays on Tuesdays With Morrie

would have on the rest of the world. Mitch is also unique that he had the great privilege to be able to help him do that. There were unique strengths to this book that both the author and the subject brought to it. Morrie brought the personality and wisdom to the story. Mitch brought the technical strengths with his eagerness for information and his writing experience. I think the biggest strength is that Mitch recorded all of his conversations with Morrie. Though he sometimes questioned whether ... Free Essays on Tuesday's With Morrie Free Essays on Tuesday's With Morrie â€Å"A meaningfull life, not the meaning of life†. That is what Morrie Schwartz teaches Mitch in the book Tuesday’s with Morrie written by Mitch Albom. Morrie shows Mitch a meaningful life through: loving others, taking things for granted, and showing that it is ok to cry. That is what Morrie teaches Mitch. The importance of love is shown by Morrie towards Mitch. When Morrie does the Ted Coppell interview and Mitch sees him and decides he should go see him. Mitch shows love when he comes back every Tuesday. An example is when Morrie says, â€Å"Hey Mitch, your coming back next Tuesday right?† and out of love Mitch says, â€Å"Yes of course.† Mitch learns that he is taking things for granted, most of his entire girlfriend, Janine. She wants to get married and he thinks he can just ignore that. She tells him she is not waiting around for him. He also takes gist friends for granted because of Morrie dieing Mitch decides he should go see him. He decides t hat there are times when friends com! e before work. Through out the whole book Morrie keeps telling Mitch that crying is ok and good for a person. Morrie says his goal is to got Mitch to cry. The effect is when Mitch starts to rub lotion on Morris’s feet and he starts to cry and at that time Morrie knows he has reached him. So all in all Mitch learns that the meaning of life through a dieing person. Which I believe is the hardest way. In the end he learns to love others or perish.... Free Essays on Tuesday's With Morrie The much acclaimed novel Tuesdays with Morrie, by Mitch Albom, is a timeless story of the last tale of an American life. This is an honest and provoking documentary of a great teacher’s last thoughts as he confronts his mortality via a terminal illness. Audiences are starving for this straight forward message of what it is like to die with a respectable insight as to what the purpose of life is – this has been proven true by the great reception of this book. Mitch Albom has done a great service to share his very personal and rare, but universally appreciated, research with the rest of the world. Morrie Schwartz was a very influential teacher in Mitch Albom’s life all through his college years. After almost two decades of lost touch between the two, Mitch learns that his mentor and friend is dying of Lou Gehrig’s disease. Mitch reestablishes his weekly meetings with Morrie and is forced to reassess his values and lifestyle as he helps his old professor document his last thesis about his view of life and death. The purpose of this book is very simple, but the contemplation that it stirs is intense and complex. Rarely does such an insightful and articulate person have the opportunity to share their insights and experiences as they die. Morrie, though extremely humble, knows that the rest of the world needs to hear his message and he understands his uniqueness. I think that he was aware of the impact that his words would have on the rest of the world. Mitch is also unique that he had the great privilege to be able to help him do that. There were unique strengths to this book that both the author and the subject brought to it. Morrie brought the personality and wisdom to the story. Mitch brought the technical strengths with his eagerness for information and his writing experience. I think the biggest strength is that Mitch recorded all of his conversations with Morrie. Though he sometimes questioned whether ... Free Essays on Tuesday's With Morrie Tuesdays with Morrie Summary This book is an intriguing description of an old mans battle with death. More specifically that man is suffering from Lou Gehrig’s disease or amyotrophic lateral sclerosis (ALS); a disease that affects the neurological system. There is no cure for this disease, and the only good that can come out of having it is the chance to say goodbye. The chance to educate people on the meaning of life and the chance to give back what so many have given you. I think Morrie does exactly that, in this novel and in life. In this novel there are two people that are at the base of the story and several supporting people for both Morrie and Mitch. Mitch is a former student of Morrie’s who has come back to bid his professor and his good friend goodbye. While doing this, Morrie and Mitch both agree to do a final thesis on Morrie’s death. They meet on Tuesdays and discuss several different topics about life. Mitch films these sessions in hopes of being abl e to watch the! m after Morrie’s passing, and to help him in writing this thesis. As Morrie gets into the final stages of his illness he can no longer do anything except talk, and even that is quickly passing away. Morrie said that he knew it would be bad when he could no longer wipe his ass. But when that time came he said he actually enjoyed it, that it was like being a baby again. Morrie demonstrates tremendous caring in this book; trying to help people until the very end. He even goes as far as to say that if he could have another son he wishes that it could be Mitch. The final session ends with Morrie telling Mitch he loves him and Mitch doing the same and they both start to cry; something Mitch said he would never do. Morrie spends his final days with his nuclear family and dies alone in his bed, almost like he had planned it that way. This is probably one of the best books I’ve ever read. The lessons you learn just by reading the book are tremendous. Morrie is ... Free Essays on Tuesday's With Morrie There are lessons to learn from life, and all too many people are willing to offer advice, and lessons for life. These â€Å"lessons† are a rather jejune list of items designed to avoid grief, and to find a path to the good life. Who is there to offer sage advice and lessons from lives that assist us in working through grief, and the loss of a loved one? Death is a major problem that everyone faces in life. Tuesdays With Morrie, by Mitch Albom, teaches many lessons from life, learned from the problems we find in our lives. Morrie Schwartz, retired professor of sociology at Brandeis University, is one to give us just such a prospectus of lessons. His curriculum is in the style of dialogue, not so different than the Socratic dialogues of former time. Schwartz was diagnosed with a terminal illness, and began the process of dying by learning more about his life, and his perspective on the vagaries of life. Morrie utilized the dialogue method as a result of the happenstance of being visited by a former student of his. After watching an episode of Nightline, hosted by Ted Koppel, Mitch Albom, learned of Morrie Schwartz’ plight. Mitch was a sociology major and Brandeis student in the late 1970’s, who had become a nationally known sportswriter. Once he realized the enormity of his old teacher’s illness, Mitch was willing to slow down his high-tension writing career to get back in touch with the man he was so attached to in college. This is how Albom came to renew his friendship with his old professor, and began seeing Morrie on Tuesdays. They reflected on the process of dying, and living with dying. â€Å"†¦The truth is, Mitch, he said, once you learn how to die, you learn how to live†¦ But everyone knows someone who has died. Why is it so hard to think about dying? Because, Morrie continued, most of us walk around as if we’re sleepwalking†¦when you realize you are going to die, you see everything much differently†¦Ã¯ ¿ ½...

Jurisprudence (Ethics and Morality) Essay Example | Topics and Well Written Essays - 2000 words

Jurisprudence (Ethics and Morality) - Essay Example Kautilya2 an ancient Indian scholar who's Arthasastra is famous for its depiction of instructions and advices to a king clearly required the state to provide for the maintenance of childless women. In his view moral considerations were not to occupy the politics, which should simply concentrate on victory only. The magnum opus Arthasastra fulfils the requirements of twentieth century international law for the recognition of a state. In ancient Rome, pontiffs and their sons were alone empowered to deliver judgements. Only in third century BC some eminent groups like Proculians and Sabinians produced a relevant literature. In the cultural movement during Byzantine Empire in 5th century only Justinian's Corpus Juris Civilis was born.3 Feminist jurisprudence is a philosophy based on political, economic and social equality of sexes. This theory is believed to have sprung up in 1960s. Feminists strongly believe that gender is created not by biological difference but by social interpretations. Physical appearances and capacity of reproduction of women, according to them, should be considered as identity factors only. In other areas like psychological, social and moral traits, women are to be treated at par with men. Although feminists have a common ideology of women rights, they are divided among themselves in some basic thoughts. Liberal feminists are staunch in their endeavour of erasing gender-based discriminations in recognised laws against women. Cultural feminists aspire for the recognition of women's moral voice of caring and communal values. Radical feminists strongly object to simply accommodating the physiological and emotional differences of women, but they require a society to construct an equality of sex based on these differences. The practicability of feminist jurisprudence lies in accepting the fact that people live in a patriarchal society. Researchers derive at a conclusion that patriarchy emerged since the advent of agrarian societies; they are of the view that women were enjoying relatively high status in pre-agrarian societies. The role of women in this period is something more than childbearing and caring the family as they shared the production related works with males. (Patrie, 1923) Agrarian production brought importance to ploughs and consequently to males who became the breadwinners of the family and began to posses control over resources. During this era, the might of women in their family administration was tactfully recognised by men within the walls of the family making them feel 'moron' outside their family. First-wave feminism prevailed from nineteenth century up to late 1960,during when abortion and contraception were not the issues handled by the feminists, who involved in political power games behind policy making in the UK and France; they were campaigning in favour of education, employment, marital rights and rights to vote only. They began to think of contraception followed by abortion only after First World War. Feminists in France happened to realise the need for abortion after the Second World War. Technological developments in the aftermath of World War II threw light on use of contraceptives and non-surgical abortion. France still under the strong

Chose one Video and write one reflection paper about it Essay

Chose one Video and write one reflection paper about it - Essay Example The webinar explained the different concepts and workflows of BIMStorm and ways in which the audience could become part of it. Tools and software used in the webinar included but were not limited to Excel, Archicad, Google Maps, Revit, Elite Cad, and Onuma Planning System. The webinar enabled the audience to ask questions online or using email. The good quality of video, clarity of sound, and simplicity of language all mutually operate to make this a very suitable webinar for teaching to students at academic as well as professional platforms. The webinar was incredible because the BIMStorm BIG BIM BANG was announced with the collaboration of Onuma Inc. and Gehry Technologies. The two BIM Servers joined hands to improve and facilitate the workflows in the BIMStorm. Webinars like this are meant to guide the teams on the requirements of projects and equip them with the knowledge of ways to foster interaction on the