Auebach Enterprises Essay Example for Free

Auebach Enterprises Essay These are not introduced in academic conversation, yet are just the arrangements. Understudy papers are required to be written in insightful conversation following APA arranging rules consolidating arrangements and bolstered with academic exploration. Auerbach Enterprises makes forced air systems for autos and trucks produced all through North America. The organization plans its items with adaptability to oblige numerous makes and models of autos and trucks. The company’s two principle items are MaxiFlow and Alaska. MaxiFlow utilizes a couple of complex manufactured parts, however these have been discovered simple to amass and test. Then again, Alaska utilizes numerous standard parts yet has a perplexing get together and testing process. MaxiFlow requires direct materials costs which absolute $135 per unit, while Alaska’s direct materials prerequisites all out $110 per unit. Direct work costs per unit are $75 for MaxiFlow and $95 for Alaska. Auerbach Enterprises utilizes machine hours as the cost driver to allot overhead expenses to the forced air systems. The organization has utilized an all inclusive foreordained overhead rate in past years, however the new controller, Bennie Leon, is thinking about the utilization of departmental overhead rates starting with the following year. The accompanying arranging data is accessible for the following year for each the four assembling divisions inside the organization: Overhead Machine Costs Hours Radiator parts fabrication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. $ 80,000 10,000 Radiator get together, weld, and test†¦. 100,000 20,000 Blower parts fabrication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 120,000 5,000 Blower get together and test†¦Ã¢â‚¬ ¦.. 180,000 45,000 All out $480,000 80,000 Regularly, the climate control systems are delivered in clump sizes of 20 at once. A creation cluster of 20 units requires the accompanying number of hours in every office: MaxiFlow Alaska Radiator parts fabrication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 28 16 Radiator get together, weld, and test†¦Ã¢â‚¬ ¦. 30 74 Blower parts fabrication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 32 8 Blower get together and test†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 66 All out 116 164 Required: 1. Figure the departmental overhead rates utilizing machine hours as the cost driver. 2. Register an all inclusive overhead rate utilizing machine hours as the cost driver. 3. Figure the overhead expenses per bunch of MaxiFlow and Alaska expecting: (a) The broad rate. (b) The departmental rates. 4. Process the absolute expenses per unit of MaxiFlow and Alaska expecting: (a) The all inclusive rate.â (b) The departmental rates. 5. Is it accurate to say that one is item influenced more than the other by utilization of departmental rates as opposed to a far reaching rate? Why or why not? Auebach Enterprises. (2016, Apr 21).

Stagecraft in The Tempest Essay Example

Showmanship in The Tempest Paper Showmanship is a showy term alluding to the specialized pieces of dramatic, film, and video creation. It incorporates, building and gear landscape, hanging and centering of lighting, structure and state of outfits, cosmetics, and recording and blending of sound. Showmanship is the part that separates a book from a play, or on the other hand, the capacity to make a story increasingly practical. Stage headings are one of the showmanships that an executive would need to use in The Tempest. Stage headings are significant as without them it would simply resemble somebody perusing out a sonnet in a lobby. A chief needs to consider stage bearings for each and every line. I will simply give a case of a couple in Act IIIii. On lines 2-3, Stephano says hireling beast, drink to me. Here it is clear what Caliban needs to do. There are numerous things that an executive needs to consider when Stephano says this line. He needs to give a container to Caliban to drink from and he needs to order the on-screen character to exaggeratedly drink and afterward perhaps lurch around away from the jug with a tormented look all over. Props are likewise significant as they make things more sensible to a crowd of people than simply claiming to drink from nothing. We will compose a custom exposition test on Stagecraft in The Tempest explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on Stagecraft in The Tempest explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom article test on Stagecraft in The Tempest explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer This line is a case of a coordinated stage course, which makes it simpler to make an activity for the characters as the activity is in the line of a play that the character is perusing. In this line, it is all the more diverting to see it in a play as opposed to perusing it in a book as a record of individuals joking around is less amusing than watching individuals joking around. The following line, which is incorporated stage headings also, is when Caliban says on line 21 Let me lick thy shoe, here Caliban has traversed the line of ordinariness and individuals would want to see this than read about it. Individuals think that its entertaining to watch somebody accomplishing something like licking a shoe, which doesnt occur in regular daily existence. Additionally watching somebody accomplish something like this helps the crowd to remember the intensity of liquor and what it can do to you. Enchantment is something else which watching in front of an audience can make it look much progressively sensible. There is a ton of enchantment utilized in the whirlwind so the chief needs to make the enchantment look additional extraordinary to accomplish the maximum capacity of showmanship. The writer composed the story to be a play so it ought to be simpler to improve the enchantment look than a picture that somebody who is perusing the play has in their mind. The best guide (to do with enchantment) of Shakespeares showmanship is the imperceptibility of Ariel. It was mine specialty, when I showed up and heard thee, that made expand the pine and let thee out. Prospero is in all out control of Ariel, Ariel is stating this to allude to the way that Sycorax (Calibans mother) secured Ariel a pine tree for a long time and it was Prospero who let him out which is the reason Ariel resembles a captive to Prospero. thy musings I cut to This shows how Prospero has full command over Ariel and how Ariel can peruse even his contemplations. Inside this showmanship, the crowd needs to imagine that Ariel is undetectable when they really can see him. This is called acceptance of difficult ideas skepticism. Without this information in our brains that Ariel is extremely imperceptible it encourages us to comprehend the joke of this scene and we can perceive any reason why Caliban, Stephano and Trinculo are getting so confounded. By Shakespeare empowering the showmanship of Ariels imperceptibility, we are reminded how truly Prospero has all the force and how Stephano grand acts are not genuine, how Stephano is truly not a genuine pioneer with genuine force. Stephano is being made an imbecile of in two or three different ways as he continues turning on Trinculo each time Ariel says thou liest and he continues indicating portions of his unregal side I will replace a portion of your teeth Stephano overlooks his demonstration and he turns on Trinculo like a mother ensuring her whelps. This is a case of droll satire; he begins slapping Trinculo like hes a comedian on a phase. This additionally shows how again Stagecraft can make a play on a phase a serious amazing encounter. Next is the subject of Metatheatre. Metatheatre is the point at which a dramatist incorporates a play inside their play, or a creator including a story inside their story. It is likewise to show the crowd that what theyre viewing is a play and not reality. Regularly metatheatre is utilized to show a thing or two to the crowd. Metatheatre is utilized in The Tempest when Prospero makes a play for Ferdinand and Mirandas wedding. Its expected to instruct us that simply like it broke up immediately and inexplicably when it completed so to life and everything around us is impermanent and nothing can have an excessive amount of intensity as one day it also will simply break up or bite the dust or decay and blur away. It is referenced in Prosperos discourse about the incredible globe when he says our revels presently are finished. These our entertainers, as I anticipated you, were all spirits and are softened into air, immediately and inexplicably. This entire discourse is a case of metatheatre as he is disclosing to the crowd how this play isn't genuine and none of what they just observed was in reality genuine in spite of the fact that it might appear as though it. Another model happens directly toward the finish of the play when Prospero is going to surrender his enchantment and he is talking straightforwardly to the crowd, approaching them for a praise and cheers he says, But discharge me from my groups with the assistance of your matured hands. Delicate breath of yours my rails must fill, or, more than likely my task bombs which was to please In this discourse, Prospero reminds the crowd that they are in a play and inquires as to whether theyve enjoyed the play which they payed to see. Prospero helps the crowd to remember this since when somebody is watching a play or a film, they at times overlook where they are as they are excessively engaged in the storyline of the film. Music is another perspective which shows itself preferable in a play over a novel. At the point when one is simply perusing the book, one can just envision what the tune of Ariel seems like or what the scout em and mock em move truly resembles. Execution brings the melodic reference alive. The boisterous routine of the plastered trio: Caliban is the pioneer of the move and this shows even with Stephanos magnificent act, Caliban is truly in charge of the gathering! Stephano loses his magnificent ways at whatever point something strange and it appeared with the tune, when he hits Trinculo and on line 218 when he says I do start to have ridiculous considerations. By watching this unfit conduct for a lord performed by Stephano, the Shakespearean crowd can learn and acknowledge about European force and Colonialization, they can likewise find out about locals like Caliban and how they live in their regular natural surroundings. We can just observe that Caliban is in charge of the move when we are watching a play, as this isn't written in the content itself. Caliban towards the finish of these scenes begins talking from writing to stanza and in rhyming pentameters for instance in his excellent discourse about the hints of the island toward the finish of act IIIii when he says Be not afeared, the isle is brimming with clamors, Sounds and sweet pretense, that give joy, and hurt not and in spite of the fact that we can peruse this in a novel of the play it is as yet simpler and increasingly reasonable to watch it in a play. At long last, I wish to think about ensembles. In The Tempest the central matter of outfits are the gaudy trashy trumpery that intrigue to Stephano and Trinculo. We see again here that watching a play is obviously better, as should be obvious exactly how awful the garments really are and the amount Stephano and Trinculo are not leveled out of everything. The central matter of these garments are to occupy Caliban, Trinculo and Stephano. While they are diverted, Prospero plans to torment them all. When we see these garments we realize this will be an amusing scene and to be sure it is. (The following part is likewise clever as the grand Stephano and his supporters are not so much looking like lords, in reality they are looking progressively like tramps all wet from the marsh of mud possessing an aroma like pony piss. This is another case of outfits showmanship) Caliban sees straight through these garments however Trinculo and Stephano dont and they begin giving them a shot. We see from this that Caliban isn't as moronic as he shows up and Stephano and Trinculo are as dumb as they look, it shows who is the cleverest of the three and it demonstrates that all Stephano endeavors to be glorious have not worked and they are gone as fast as they accompanied only one little interruption. These are only several focuses on the subject of intensity and showmanship utilized in The Tempest and there are likewise numerous others demonstrating that there are away from of recounting to a story by method of a play, than just in a novel.

Curbing Examination Malpractices in Nigerian Educational Assessment Essay Example for Free

Checking Examination Malpractices in Nigerian Educational Assessment Essay The paper analyzes the job or mediation of direction and advising in checking assessment misbehavior in Nigerian instructive appraisal among all the partners in training industry. Advising can be of much interventional help with bringing re-direction of understudies, educators, the school and the general public. Likewise gives social, orientational and mental guiding as an antitoxin for assessment negligence in Nigeria. Along these lines, this paper harps on idea of direction and advising, what assessment negligence is about, and uncovered the causes and a diagram of foundation of assessment misbehavior in Nigeria is examined. Essentially, the social impacts of assessment misbehavior is talked about as it influences the political, moral, financial of the country and finish up with proposal and arrangements through guiding intercession in order to ensure the legitimacy and holiness of assessment in Nigeria Everywhere throughout the world assessment is viewed as significant in instructive framework. By methods for it, students are officially estimated and positions are made dependent on the outcomes collected from it. In Nigeria, training has been received as an instrument for important national turn of events. Consequently, government, networks, private associations, and people have set up instructive establishments with the end goal of preparing the residents for the improvement of the nation’s physical and HR. In these organizations, instructing and direction administrations should occur with the goal that fitting abilities and information can be obtained by the students. Besides, apparatus through which the degree of information and expertise obtaining is resolved at each phase of learning has been set up. This is in type of assessment which would be sorted out so as to assess, evaluate, spot and test information and aptitudes. The result of the assessment is utilized as a reason for dynamic on the examinee’s capacity. Taking into account the surpassing significance appended to assessment at national and universal levels, assessments are viewed as an action that ought to be executed well. Students in Nigeria consider assessment to be exercises that ought to be effectively completed if future is guaranteed. Consequently, there are numerous cases where there are propensities to finish assessment no matter what. These patterns and wonders truly called for worries from all Quarters including the expert direction advisors. Instructive Guidance as seenbyEncarta(2009),a procedure of helping understudies to accomplish oneself understanding and self-heading important to settle on educated decisions and push toward individual objectives. Direction centers around the total advancement of individual understudies through a progression of administrations intended to augment school learning, invigorate vocation improvement, and react to the individual and social worries that restrain singular development. In spite of the fact that direction exercises are generally connected with instructive experts known as advisors, instructive direction is really a helpful undertaking including the support of instructors, overseers, other instructive pros, and guardians. Thus, Egbule (2002) puts the idea of Guidance and Counseling as a helping administration in the comprehension of the variables or occasions that prompted the calculated development of it as a topic, an expert control and in reality a helping administration. In the mean time, he submitted further that it is these elements that are liable for its advancement as helping administration and ensuing use in settling different instructive, professional and socio-individual issues of individual in the general public. A portion of the variables as indicated by Egbule, (2002) include: * Traditional works on identifying with prompting * Civilization in current society and issues related with it * Development in the field of brain research and theory * Educational improvement * Socio-political advancements * Different conduct issues of people that require guiding, among others. Ipaye, (1983) in Abdu, (2007) characterize direction and advising as a helping administration that gives the air just as the setting inside an expert advocate can support an individual (customer) or a gathering of individual as far as settling instructive, professional and individual social issues. It is likewise the way toward helping the people secure, get to know and getting mindful of the open doors in the individual, social, instructive and professional world. This is with the end goal of encountering and investigating different interventional correspondence jobs. Almost certainly, directing has a long interventional task to carry out by temperance of its noteworthy pertinence in controling assessment acts of neglect in Nigerian instructive society as the far reaching administrations would achieve positive attitudinal change in people therefore making a chance to work in an air liberated from defilement and strain. Organization of assessment has by and large been related with the issue of cheating, also called assessment misbehavior. Assessment misbehavior has been characterized in different manners. Imogie (2001) in Umar An and et al (2009) keep up that it includes wrong doing previously, during or after an assessment by competitors and some of the time invigilators, administrators, typists, printer, or gathering whose activities give an up-and-comer or gathering of up-and-comers an undue bit of leeway in an assessment. It is likewise observed as an inappropriate and exploitative act related with assessment with the end goal of getting baseless favorable position, while WAEC itself consider assessment as any sporadic conduct displayed by up-and-comers or anyone accuse of the duty of directing assessment in or outside the assessment corridor, previously, during or after assessment. (WAEC, 2003) It could be concluded that assessment misbehavior is all round inconsistencies related with the lead of assessment. Since individuals have consistently been aware of human capacity and proficiency in the zone of arrangements or advancements, assessments of various structure or standard have been with humankind over the span of human development. Assessment has along history on the planet as detailed by Pratt (1980) in Umar G, Mburza A, Bulama K, (2009) that assessment misbehaviors was first seen more than 3000 years prior in the renowned Chinese Civil Service and guidelines which incorporate capital punishment for both the liable understudies and inspectors. Olowu, (2006) in Nnachi, (2009) included that from China, formal assessment spread to various pieces of the world. By the center of the nineteenth century, serious assessments were presented in Britain and India for the determination of government authorities. Degenerate practices in assessment in Nigeria dated back to the pre-autonomy. As indicated by different sources, the principal openly revealed instance of assessment acts of neglect was in 1914, when the inquiry papers of the Senior Cambridge Local Examination were apparently observed by the up-and-comers before the date of the assessment. From that point forward, there have been perpetual instances of abnormalities wrote about yearly premise, the remarkable years were 1963, 1967, 1970, 1973, 1977, 1979, 1981, 1985, 1987, 1991, 1994 to 2003 (WAEC, 2004) the significant highlights of the assessment acts of neglect announced were: pantomime, pirating in remote materials, space in, taking, changing over, arrangement in assessment corridor, mass cheating, mass sorted out cheating, unlawful help from instructors and pariahs and affront on directors. This revolting wonder is hostile to scholarly and social turn of events and it should be tended to definitely. The occurrence of assessment acts of neglect throughout the years has gotten so disturbing in both open and private foundations regardless of different authorizations utilized. Assessment misbehaviors have lately stayed one of the upsetting marvels in instructive organizations in Nigeria. The pattern which takes various measurements and structures has become disturbing particularly in higher organization of learning. It isn't restricted to inward assessment arranged by schools, schools, polytechnics, and colleges, yet it has gone up to outside assessments, for example, WAEC, NECO, UTME, NTI, NABTEB, and expert assessments. The circumstance got humiliating to the country that the Federal Military Government needed to declare Decree20 to manage it. Some portion of the arrangement of the Decree peruses: Any individual who deceitfully or with plan to cheat or secure any out of line favorable position to himself or any individual or in maltreatment of his office, creates, sells or purchase, or in any case manages any inquiry paper proposed for the assessment of people at any assessment or submit any of the offense indicated in area 3 (27) (c) of this Decree, will be liable of an offense and on conviction be sentence to 21 years detainment. Be that as it may, Examination Malpractices Act 33 of 1999 switched the above Decree yet specifies discipline going from a fine of N50, 000 to N100, 000 and detainment for a term of 3-4 years with or without choice of fine. It is remorseful to take note of this is a toothless bulldog as none of these punishments has been completely executed, if at all they are actualized.

Competitive Analysis Essay - 1925 Words

Competitive Analysis (Essay Sample) Content: BUSINESSS AND COMPETITIVE MARKETSName of StudentInstitutional AffiliationDateIntroductionBusinesses are operating in environments that promise attractive returns. The perception derived from this premise will encourage many other individuals and businesses to enter such markets and maximize their returns. Increased investment into a singular market leads to increased competition. What, then, is the meaning of competition? And what is competitive analysis? This research essay provides answers to these questions. Therefore, this essay explains the meaning of à ¢Ã¢â€š ¬Ã‹Å"competitionà ¢Ã¢â€š ¬ and describes competitive markets. Using examples, the essay will also conduct a competitive analysis of the beauty and cosmetic products industry.What is Competition?Competition in economics may be defined as the rivalry among business personnel trying to achieve such goals as increasing market share, profits and sales volume by varying some of the elements such as price regula tion, product distributions and promotions therefore a competitive market is one that a large number of producers compete against each other to satisfy the needs and wants of a large number of consumers (Raith, 2003). In a competitive market, market operations, prices and exchange of goods and services are not dictated by single or groups of producers and consumers. It usually forms under certain conditions.Various producers employ different competition tools so as to compete favourably against their economic rivals. Among the tools used by suppliers is engagement in non-price competition. This is seen when producers improve their products with a sole aim of developing and sustaining a competitive advantage against their industry rivals (Raith, 2003). By so doing they incur the cost and risks of product innovation which has driven unprecedented material progress since industrial innovation. Another tool of competition is the process of costs lowering. This makes it possible for prod ucers to undercut their competitors on price. Advertising is another approach used by producers to bring their products to buyersà ¢Ã¢â€š ¬ attention. They can also do so by offering warranties and after-sales services so that they reduce buyersà ¢Ã¢â€š ¬ transaction costs and thus strengthen supplierà ¢Ã¢â€š ¬s competitive position. This is usually common to durable products likes of cars.Most economic scholars and analysts believe that competition in the product market leads to increased efficiency and quality of products. Such arguments are advanced by scholars such as Raith (2003), and Baggs and De Bettignes (2005), who focused on efficiency gains that result from the mitigating effects of competition on agency costs. Another explanation for this can be traced from the à ¢Ã¢â€š ¬Ã‹Å"survivor principleà ¢Ã¢â€š ¬, which states that competition improves efficiency "by weeding out the weaker firms, leaving only the more efficient firms in the industry" (Stigler, 1958).Economic competitions in a market have been classified into four principal levels namely; consumer need or generic level, direct or brand, industry and market level competition Stigler (1958). Any producer venturing into a business should identify level of competition that may present any resistance and get a clear image of its market position. Examining at the competitorà ¢Ã¢â€š ¬s market share, company stability, relative growth and product/services characteristics, one will be able to develop and implement a marketing strategy that will yield the desired achievements (Raith, 2003).Consumer need of competition highlights specific needs of consumers. This is sometimes referred to as budget or generic level competition. At this level, producers find out what services are required by the consumer through ways such as research or direct interviews. Included at this level are those products that consumers might want to spend their available money on for example an education institution that has $200,000 available may choose may choose to spend it on different items such as purchase of books, stationeries among others which can be seen as competing for each other for the institutionà ¢Ã¢â€š ¬s available money.Direct or brand is another level of competition involving specific brands competing head-on with other similar products or services that performs the same function. This competition level may be exemplified using a brand of passenger vehicles competing with several different brands of passengersà ¢Ã¢â€š ¬ vehicles (Keller, 2009). Sometimes two or more companies are rivals and one may modify its services for a competing advantage against the other yet they offer same services. On the other hand, market level competition involves rivalries against all companies that produce of sell products that can easily be substituted since they serve the same purpose. A perfect example is the beverage and soft drink industry, in which a company offering carbonated soft drink such as Pepsi is in direct competition with rivals like Coca-Cola.Market Competitive AnalysisAnalysis of competition in a market can be done in various situations since it is of importance. It involves taking stock of the number and nature of the competitors presenting a direct or indirect threat to a business. From competitive analysis, any aspiring entrepreneur can get a clearer understanding of the marketplace condition in any industry they are planning to venture into therefore understanding its advantages in strategic planning can take oneà ¢Ã¢â€š ¬s strategic plans to the next level (Baggs, J. Jean-Etienne de Bettignies, 2005).The main purpose of conducting an industry or market competitive analysis is to determine the competitiveness of the market and the ease with which a new entry can establish business in the market and compete with existing players. Market analysis will also enable a person or a business to design effective marketing strategies with which they can posit ion their products in the market and command high sales. Though establishment of barriers to entry, power of suppliers, powers of buyers and internal rivalry, an organization will be able to determine how to alter their products to leverage on their innovativeness and create competitive advantages (Baggs, J. Jean-Etienne de Bettignies, 2005).Lastly, market competitive analysis can enable a business to evaluate opportunities and threats in the market. After establishing the availability of opportunities and potential threats, the business can thus use its internally-generated strengths to overcome the threats and take advantage of opportunities to beat their competitors. It can also conduct competitor mapping, which provides the unique positioning of competitors. Competitor mapping will allow a business to establish product features offered by competitors and thus develop products that have attributes unique to the market.Five Force Model for the Beauty IndustryThe beauty industry c an be defined as a collection of products that associates to maintain the physical well-being of consumers. Beauty industry is composed of businesses dealing in the production and distribution of beauty products such as cosmetics, foot and hand products, face products, hair care products, and general body case products. Companies in this industry compete by developing innovative products and waging aggressive marketing campaigns. However, there are various factors that influence the entry, operation and competition of firms operating in the beauty products industry. These factors can be analyzed using porterà ¢Ã¢â€š ¬s five forces model. Porterà ¢Ã¢â€š ¬s five forces were developed by Michael Porter to facilitate the analysis of the external competitive environment of a company (Porter, 2008).Barriers to EntryBarriers to entry into and exit from the market refer to difficulties that firms encounter when entering or exiting the industry. From the analysis of the industry, it can be established that there are high costs associated with entry into the beauty and cosmetics industry. Many competitors in the industry also reduce the attractiveness of the industry since profit margins are reduced when many firms operate in an industry. Therefore, barriers to entry into the market include the restrictive costs, competition among firms and limited profit margins (Porter, 2008). This means that there are high barriers to entry into the industry.Threat of New Entry (Low)The threat of new entrant into an industry is a factor that analyses the ease with which new firms can enter into an industry and offer competition to already established firms. Competitive industries are more likely to attract more new entrants, which will strive to acquire significant market share (Franchise Help, 2013). When firms are strongly established in an industry, and have developed strong and competitive brands, the entry of a new firm will have minimal impact on the market share and profitab ility of already established ones. The beauty products industry has a low threat of new entrants. Initial costs for establishing a cosmetics firm is prohibitively high. New firms have to develop new and innovative products, which require more resources in research, development and commercial production.Bargaining Power of Suppliers (Low)The bargaining power of suppliers gives them power to influence the product price changes by determining the price at which they supply firms with materials. Therefore, suppliers with significant power will influence price changes through mechanisms such as hoarding and restraining supply (Keler, 2009).Due to the large supply of diverse products into the market and the high number of market players, the bargaining power of suppliers in the beauty industry is low. This is also attributed to the innovativeness of the industry and the continuous introduction of new products into the market ...

The Drinking Age Of The United States Essay - 1599 Words

By the age of twenty-one, most people have at some point consumed an alcoholic beverage. For others, turning twenty-one might mean a whole new world of freedom. Young teens and adults drink for many reasons. Teens may drink because of peer pressure, others because of pure enjoyment, and many for of the thrill of breaking the law. Before the 1980’s, the legal drinking age was eighteen. This would only make sense because at this age a person is declared an adult. Many are in favor of keeping the drinking age at twenty-one for reasons such as vehicle accidents, while others disagree for good reasons. The drinking age in the U.S. is unjust: at the age of eighteen a person can serve in the military, vote, and take legal action, but cannot consume alcohol. In 1984, president Ronald Reagan signed the National Minimum Drinking Age Act (McCardell 75). This set the legal drinking age officially to twenty-one. This act was put into order to reduce drunk driving and vehicle accidents. Whi le all of this may be true, times have changed and there is more to consider. Automobiles are now safer with seat belts, airbags and other technological advances. Author John J. Miller states that â€Å"Many politicians and lobbyists find the legal drinking age of twenty-one to be a great success, praising it for reducing drunk driving fatalities without considering that other factors, such as seat belt laws and safer cars, have helped† (Miller 25). These advancements should be kept in mind when comparingShow MoreRelatedThe Drinking Age Of The United States1333 Words   |  6 Pagesper hour, a truck smashes into a nearby Honda. The impact causes the death of two innocent conductors who had their lives grasped from them by a 17-year-old girl who was intoxicated. Even though the legal age to start drinking in the United States is twenty-one, most teenagers tend to start drinking beforehand. These teenagers drink more heavily than adults do; therefore, developmental issues tend to be a factor that may affect a teenager’s system if they drink throughout their lifespan. Although teenagersRead MoreThe Legal Drinking Age Of The United States Essay1385 Words   |  6 Pagesbefore when they went out drinking. It is a common fact that most teenagers have had a drink of alcohol before their twenty-first birthday. Most teenagers drink regularly or in some cases, binge drink. Nobody can prevent underage drinking. When people tell a teenagers they cannot have something, it inclines them to want it even more and teenagers will go to extreme lengths to obtain it. In 1984, Congress passed the law stating the legal drinking age in the United States was twenty-one (Alcoholism)Read MoreThe Legal Drinking Age Of The United States965 Words   |  4 Pag es In the United States, when a man or women turn eighteen they are considered an adult. Being eighteen, they are not acknowledged as teenagers anymore. They have more freedom and more opportunities to become independent. Some of the opportunities an eighteen years old are given are the right to vote, open bank accounts, lease their own apartment or join the military. They have equal opportunities like adults over the age of twenty-one. However, anyone between the age of eighteen through twenty areRead MoreThe Legal Drinking Age Of The United States1270 Words   |  6 PagesThroughout the world, the age when a child becomes an adult is at the age 18. Most people gain the right to vote, start to work for themselves, drive in certain countries. All of this being said, an additional privilege is the ability for one to be able to legally drink. The United States is one of the only countries who ´s legal drinking age is separate from the declared age of an official adult under the law. The idea of putting restrictions on a â€Å"legal† adult, makes the issue more complicatedRead MoreThe Legal Drinking Age Of The United States Essay1500 Words   |  6 PagesThe legal drinking age in the United States was ruled to be 21 in 1984, setting the country apart from almost all other western nations. These past 30 years have contained as much problems regarding the consumption of alcohol as one of the country’s biggest failures ever, the 18th amendment, otherwise known as prohibition. Also, the legal drinking age in the United States can be considered violation of states liberties, as the national government, albeit with good intentions, has intervened and onlyRead MoreThe Legal Drinking Age Of The United States1479 Words   |  6 Pageslegal drinking age in the United States has been argued for many decades. The current minimal legal drinking age is twenty-one but some want to lower between eighteen and twenty. The main focus of the research conducted and o pinions of people are based on the minimal legal drinking age of eighteen. The research is taken from the 1970s, when the twenty-sixth Amendment was passed in the Constitution (Wagenaar, 206). It was stated that eighteen is the â€Å"age of majority†, so thirty-nine of the states changedRead MoreThe Legal Drinking Age Of The United States1345 Words   |  6 PagesWith food, there comes a variety of cultural differences with beverages. One of the most popular drink markets in the United States is energy drinks. This industry has grown significantly in the past ten years, and many of the companies are household names, such as Red Bull, Monster, and Rockstar Energy. While they have mainstream success in the United States, many countries look down on these products because of their use of certain supplements, such as excess amounts of caffeine of taurine. SomeRead MoreThe Legal Drinking Age Of The United States920 Words   |  4 Pages The legal drinking age has always been a debatable topic that people argue about all the time. Alcohol has been a drug problem for the majority of our young adults all around the world. The goal is to decrease the effects of underage drinking In the United States by keeping the legal drinking law 21. Every state had the right to their own legal drinking age, therefore during the 1970 1980’s some states had 21 while others had 18. This problem was carried over when teenagers got behindRead MoreThe Legal Drinking Age Of The United States2408 Words   |  10 PagesThe Legal Drinking Age The legal drinking age in the United States is 21, while in other countries the legal age ranges from 16-18. The argument in the United States is, â€Å"Should the United States lower its drinking age?† There are many sides to this argument but research has given many good points to back up both sides of the question. First issue is the difference between a teen’s brain with alcohol and an adult’s brain with alcohol. Another concern is that drinking at a younger age can help teachRead MoreThe Legal Drinking Age Of The United States1783 Words   |  8 PagesPersuasive-Research Essay The legal drinking age in the United States is 21, while in other countries the legal age ranges from 16-18. The argument in the United States is â€Å"Should the United States lower its drinking age?† There are many sides to this argument but research has given many good points to back up both sides of the question. First thing is the difference between a teen’s brain with alcohol and an adult’s brain with alcohol. Another thing is drinking at a younger age can help teach culture. Lastly

Advanced Placement United States History Essay Example For Students

Advanced Placement United States History Essay Advanced Placement United States History Course Description: AP ® U. S. History is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a two-semester survey of American history from the age of exploration and discovery to the present. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography. Course Objectives Students will: †¢ master a broad body of historical knowledge †¢ demonstrate an understanding of historical chronology †¢ use historical data to support an argument or position †¢ differentiate between historiographical schools of thought †¢ examine how political institutions, social and cultural developments, diplomacy, and economic trends are interweaved throughout history interpret and apply data from original documents, including cartoons, graphs, letters, etc. †¢ effectively use analytical skills of evaluation, cause and effect, compare and contrast †¢ work effectively with others to produce products and solve problems †¢ prepare for and successfully pass the AP U. S. History Exam Historical Themes: In addition to the course objectives listed above, the course will emphasize a series of k ey themes throughout the year. The themes will include discussions of American diversity, the development of a unique American identity, the evolution of American culture, demographic changes over the course of America’s history, economic trends and transformations, environmental issues, the development of political institutions and the components of citizenship, social reform movements, the role of religion in the making of the United States and its impact in a multicultural society, the history of slavery and its legacies in this hemisphere, war and diplomacy, and finally, the place of the United States in an increasingly global arena. The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history. Course Texts : Primary Texts: John J. Newman and John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination (New York: Amsco School Publications, 2004). David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: A History of the Republic (Boston: McDougal Littell/Houghton Mifflin, 2005). Supplementary Texts: Yad Vashem. Echoes and Reflections: A Multimedia Curriculum on the Holocaust (Jerusalem: Yad Vashem, 2005). Frederick M. Binder and David M. Reimers. The Way We Lived: Essays and Documents in American Social History. 4th edition, Volume I: 1492-1877 (Boston: Houghton Mifflin, 2000). Frederick M. Binder and David M. Reimers. The Way We Lived: Essays and Documents in American Social History. 4th edition, Volume II: 1865-Present (Boston: Houghton Mifflin, 2000). Diane Ravitch. The American Reader: Words That Moved a Nation. New York: Harper Perennial/Harper Collins, 1991). Larry Madaras and James M. SoRelle. Taking Sides: Clashing Views on Controversial Issues in American History. 10th edition, Volume I: The Colonial Period to Reconstruction. (Connecticut: McGraw-Hill/Dushkin, 2003). Larry Madaras and James M. SoRelle. Taking Sides: Clashing Views on Controversial Issues in American History. 10th edition, Volume II: Reconstruction to the Present. (Connecticut: McGra w-Hill/Dushkin, 2003). Julie A. Schumacher, et al. A House Divided: America’s Civil War. (Iowa: Perfection Learning Company, 2000). Upton Sinclair. The Jungle. (New York: Bantam Books, 1981). Joseph J. Ellis. Founding Brothers: The Revolutionary Generation. (New York: Random House, Inc. , 2000). James W. Loewen. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. (New York: Simon and Schuster, 1995). Michael Oesterreicher. Pioneer Family: Life on Florida’s Twentieth-Century Frontier. (Alabama: University of Alabama Press, 1996). Document Based Questions in American History. (Illinois: The DBQ Project, 2002). Luther Spoehr and Alan Fraker. Doing the DBQ: Advanced Placement U. S. History Exam: Teaching and Learning with the Document-Based Question. (College Entrance Examination Board and Educational Testing Service, 1995). Bert Bower et al. History ALIVE! (California: Teachers’ Curriculum Institute, 1999). The Way We Saw It. (Wisconsin: Highsmith, Inc. , 2000). Grading Policy: A: 100-90, B: 89-80, C: 79-70, D: 69-60, F: 59-0 Course Assignments: Assignments will be graded using a point system. Unit exams, quizzes, and projects will be worth more points than homework or classwork assignments. In addition, students will be graded on class participation for some activities. Students will receive a rubric for Free-Response and Document-Based Questions based on the Advanced Placement grading scale. Classes will be a combination of lecture, group work, and answering student questions. For each unit of knowledge, students will be required to write an analytical paper, using the 9-point AP scale, and answer AP-formatted multiple-choice questions in the exact times allotted on the AP exam. Students will be required to keep a notebook of all returned assignments and handouts. In April, students will revise their analytical papers that are written throughout the year as a part of the review session to improve their writing skills and knowledge of each historical period. Course Outline: First Semester Unit 1: Founding the New Nation 1. Pre-Columbian Societies †¢ Early inhabitants of the Americas †¢ American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley †¢ American Indian cultures of North America at the time of European contact 2. Transatlantic Encounters and Colonial Beginnings, 1492-1690 †¢ First European contacts with Native Americans Spain’s empire in North America †¢ French colonization of Canada †¢ English settlement of New England, the Mid-Atlantic region, and the South †¢ From servitude to slavery in the Chesapeake region †¢ Religious diversity in the American colonies †¢ Resistance to colonial authority: Bacon’s Rebellion, Glorious Revolution, and Pueblo Revolt 3. Colonial North America, 1690-1754 †¢ Population growth and immigration †¢ Transatlantic trade and growth of seaports †¢ 18th century back country †¢ Growth of plantation economies and slave societies †¢ The Enlightenment and the Great Awakening Colonial governments and imperial policy in British North America 4. The American Revolutionary Era, 1754-1789 †¢ The French and Indian War †¢ The Imperial Crisis and resistance to Britain †¢ The War for Independence †¢ State Constitutions and the Articles of Confederation †¢ The federal Constitution Corresponding Texts: American Pageant: Ch. 1-8; APUSH Prep: Ch. 1-5 Possible DBQs: †¢ Doing the DBQ: Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this difference in development occur? History Unfolding: Daily Life in Colonial America †¢ History Unfolding: The Wit ches of Salem †¢ History Unfolding: Colonial America in the 18th Century †¢ 2004 Exam: In what ways did the French and Indian War (1754-63) alter the political, economics, and ideological relations between Britain and its American colonies? Use the years 1740-1766. †¢ History Unfolding: The American Revolution †¢ 1999 Exam: To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? 1750-1776. †¢ 2005 Exam: To what extent did the American Revolution change American society? In your answer be sure to address political, social, and economic effects of the Revolution in the period from 1775-1800. Possible FRQs: †¢ â€Å"With the dawn of the 16th century, there came together in Europe both the motivation and the means to explore and colonize territory across the seas. † Assess the validity of this statement with respect to a) religion, b) trade, and c) technology. †¢ In what ways did the English colonies develop differently from the Spanish and the French colonies? †¢ Compare the English relationship and the French relationship with the Native Americans. â€Å"From the beginning, the English colonies had democratic characteristics. † Assess the validity of this statement with reference to majority rule and representative government in Virginia and Massachusetts. †¢ How did geographic features determine the lives of the colonists in the New England, Middle, and Southern colonies? †¢ How did economic, geographic, and soc ial factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775? †¢ To what extent did mercantilism affect the political and economic development of England’s 13 American colonies? Compare William Penn’s goals as Pennsylvania’s founder with James Oglethorpe’s goals as one of Georgia’s founders. †¢ Comment on the extent to which each of the following contributed to a more democratic society in the American colonies a) the Great Awakening, b) immigration, c) the Zenger case. †¢ Beginning in 1763, colonists faced a series of conflicts that led to the break with Great Britain. Discuss these crises, stressing the role of each in the growth of the independence movement. †¢ Contrast the background of these two groups of Americans: those who became Loyalists and those who became Patriots. Compare the Articles of Confederation to the U. S. Constitution including the Bill of R ights. Unit 2: Building the New Nation 1. The Early Republic, 1789-1815 †¢ Washington, Hamilton, and shaping of the national government †¢ Emergence of political parties: Federalists and Republicans †¢ Republican Motherhood and education for women †¢ Beginnings of the Second Great Awakening †¢ Significance of Jefferson’s presidency †¢ Expansion into the trans-Appalachian west; American Indian resistance †¢ Growth of slavery and free Black communities †¢ War of 1812 and its consequences 2. Transformation of the Economy and Society in Antebellum American †¢ Transportation revolution and creation of a national market economy †¢ Beginnings of Industrialization and changes in social and class structures †¢ Immigration and nativists reaction †¢ Planters yeoman farmers and slaves in the cotton South 3. Transformation of Politics in Antebellum America †¢ Emergence of the second party system †¢ Federal authority and its opponents: judicial federalism, the Bank War, tariff controversy, and states’ rights debates †¢ Jacksonian democracy and its successes and limitations . Religion, Reform, and Renaissance in Antebellum America †¢ Evangelical Protestant revivalism †¢ Social reforms †¢ Ideas of domesticity †¢ Transcendentalism and utopian communities †¢ American renaissance: literary and artistic expressions Corresponding Texts: American Pageant: Ch. 9-15; APUSH Prep: Ch. 6-8 Possible DBQs: †¢ History Unfoldin g: â€Å"A Republic, If You Can Keep It† †¢ History Unfolding: The Journey of Lewis and Clark †¢ 1998 Exam: †¦ To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison? 2002 Exam: Historians have traditionally labeled the period after the War of 1812 the â€Å"Era of Good Feelings. † Evaluate the accuracy of this label, considering the emergence of nationalism and sectionalism with reference to the years 1815-1825. †¢ History Unfolding: Manifest Destiny-Images of an American Idea †¢ Doing the DBQ: Jacksonian Democrats viewed themselves as the guardians of the U. S. Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820s-1840s, to what extent do you agree with the Jacksonians’ view of themselves? 2002 Exam: â€Å"Reform movements in the United States sought to expand democra tic ideals. † Assess the validity of this statement with specific reference to the years 1825-1850. Possible FRQs: †¢ â€Å"America’s first foreign policy, formulated by presidents Washington and Adams, had as its primary goal the avoidance of war at all cost. † Assess the validity of this statement in terms of three of the following: Citizen Genet controversy, Jay Treaty, Proclamation of Neutrality, or the XYZ Affair. †¢ Did we become an independent country in 1776, 1787, or 1790? †¢ Compare Hamilton and Madison’s political views and personalities. â€Å"The early part of the 19th century was marked by strong pressures to force Native Americans from their lands along the western frontier of the United States. † Assess the validity of this statement with reference to three of the following: Andrew Jackson, Tecumseh, the Lewis and Clark expedition, or William Henry Harrison. †¢ Jefferson called his election as president the  "Revolution of 1800. † Assess the impact of this revolution on domestic and foreign affairs. †¢ In what ways did the Marshall Court tip the scales in favor of the national government’s supremacy over the states? The Jacksonian period (1824-1848) has been celebrated as the era of the â€Å"common man. † To what extent did the period live up to its characterization? Consider the following: economic development, politics, and reform movements. †¢ In what ways did the concept of Manifest Destiny affect the foreign and domestic policies of the United States in the years 1840-1850? †¢ Compare the cult of domesticity with the goals of the Seneca Falls Convention. †¢ In what ways did the Second Great Awakening and religion influence the reform movements of the period 1820-1860? â€Å"In the early 19th century, there was widespread discrimination in the United States against people who were different from the white Protestant majority. † Assess the validity of this statement with reference to: free African Americans, Native Americans, and Irish and German immigrants. †¢ Explain how the Mexican-American War increased tensions both politically and socially between the North and South over the issue of slavery. †¢ Explain how three of the following influenced the development of the last West from the 1850s-1900. Miners, cattlemen, farmers, immigrants, or cities. Unit 3: Testing the New Nation . Territorial Expansion and Manifest Destiny †¢ Forced removal of Native Americans to the trans-Mississippi West †¢ Western migration and cultural interactions †¢ Territorial acquisitions †¢ Early U. S. imperialism: the Mexican War 2. The Crisis of the Union †¢ Pro-and antislavery arguments and conflicts †¢ Compromise of 1850 and popular sovereignty †¢ Kansas-Nebraska Act and the emergence of the Republican Party †¢ Abraham Lincoln, the election of 1860, and secession 3. The Civil War â⠂¬ ¢ Two societies at war: mobilization, resources, and internal dissent †¢ Military strategies and foreign diplomacy Emancipation and the role of African Americans in the war †¢ Social, political, and economic effects of war in the North, South, and West 4. Reconstruction †¢ Presidential and Radical Reconstruction †¢ Southern state governments: aspirations, achievements, failures †¢ Role of African Americans in politics, education, and the economy †¢ Comprise of 1877 †¢ Impact of Reconstruction Corresponding Texts: American Pageant: Ch. 16-22; APUSH Prep: Ch. 9-15 Possible DBQs: †¢ Doing the DBQ: To what extent did the natural environment shape the development of the West beyond the Mississippi and the lives of those who lived and settled there? Employer Branding At Mcdonalds Redefining Mcjobs Business EssayIn your answer be sure to analyze the successes and limitations of these efforts in the period 1900-1920. †¢ Doing the DBQ: The 1920s- Traditions v. Modernism †¢ 2003 Exam: FDR and the New Deal †¢ 2004 Exam: How and for what reasons did United States foreign policy change between 1920 and 1941? Possible FRQs: †¢ Compare Woodrow Wilson’s New Freedom approach to regulation with Theodore Roosevelt’s New Nationalism approach. †¢ Progressives believed that greater democracy was the key to solving society’s problems. Identify three problems that Progressives addressed and, for each, describe a democratic reform that was designed to deal with the problem. †¢ Compare Booker T. Washington and W. E. B. DuBois regarding their objectives and methods. †¢ Assess the importance of three of the following in the U. S. decision to declare war against Spain in 1898. Yellow journalism Sinking of the Maine U. S. business interests Naval strategists The Cuban revolution †¢ Explain the impact of U. S. involvement in World War I on three of the following: African Americans, women, civil liberties, labor unions, and business. Describe and account for the rise of nativism in American society from 1900-1930. †¢ Analyze the role of three of the following in explaining the Great Depression: farm problems, income distribution, world trade and finance, government policy, and the stock market. †¢ Select three New Deal agencies or commissions and assess how well each satisfied the three R’s of relief, recovery, and reform. †¢ In what ways did economic conditions and developments in the arts and entertainment help create the reputation of the 1920s as the Roaring Twenties? †¢ â€Å"A different U. S. foreign policy in the 1930s could have prevented the outbreak of World War II. Assess the validity of this statement by a) summarizing U. S. policy toward Asia and Europe and b) evaluating the extent to which that policy was either effective or ineffective in preserving peace. †¢ â€Å"President Roosevelt recognized the dangers of fascism early and did all that he could, under the circumstances, to lead the nation away from a policy of isolationism. † Assess the validity of this statement by analyzing three of the following: U. S. response to the Panay incident, Munich agreement, cash and carry, quarantine speech, or destroyers-for-bases deal. â€Å"Discrimination continued during World War II despite the patriotism of all groups of Americans. † Assess this statement with reference to three of the following: African Americans, Japanese Americans, Mexican Americans, Native Americans, or women. Unit 6: Making of Modern America 1. The United States in the Early Cold War †¢ Origins of the Cold War †¢ Truman and containment †¢ Cold War in Asia: China, Korea, Vietnam, Japan †¢ Diplomatic strategies and policies of the Eisenhower and Kennedy administrations †¢ Red Scare and McCarthyism †¢ Impact of Cold War on American society 2. The 1950s Emergence of the modern civil rights movement †¢ Affluent society and â€Å"the other America† †¢ Consensus and conformity: suburbia and middle-class America †¢ Social critics, non-conformists, and cultural rebels †¢ Impact of changes in science, technology, and medicine 3. The Turbulent 1960s †¢ From the New Frontier to the Great Society †¢ Expanding movements for civil rights †¢ Cold War confrontations: Asia, Latin Americ a, and Europe †¢ Beginnings of Detente †¢ Antiwar movement and counterculture 4. Politics and Economics at the End of the 20th Century †¢ Election of 1968 and â€Å"the Silent Majority† Nixon’s challenges: Vietnam, China, Watergate †¢ Changes in the American economy: energy crisis, deindustrialization, and the service economy †¢ New Right and Reagan revolution †¢ End of the Cold War 5. Society and Culture at the End of the 20th Century †¢ Demographic changes: surge of immigration after 1965, Sunbelt migration, graying of America †¢ Revolutions in biotechnology, mass communications, and computers †¢ Politics in a multicultural society 6. U. S. in the Post-Cold War World †¢ Globalization and the American economy †¢ Unilateralism vs. multilateralism in foreign policy †¢ Domestic and foreign terrorism Environment issues in the global context Corresponding Texts: American Pageant: Ch. 37-42; APUSH Prep: Ch. 26-30 P ossible DBQs: †¢ 2001 Exam: What were the Cold War fears of the American people in the aftermath of WWII? How successfully did the administration of President Dwight D. Eisenhower address these fears? Use the documents and your knowledge of the years 1948-1961 to construct your response. †¢ Flag book: â€Å"President Johnson’s policy in Vietnam was doomed to fail for both political and military reasons. † To what extent is this assessment of Johnson’s policy supported by the historical evidence? 1995 Exam: Analyze the changes that occurred during the 1960s in the goals, strategies, and support of the movement for African American civil rights. †¢ UCF Seminar: Compare the different presidential foreign policies toward Vietnam and discuss the reaction of America society toward these policies with reference to 1954-1975. Possible FRQs: †¢ In what ways did the early years of the Cold War (1946-1952) affect American political, economic, and social life? In your analysis, comment on three of the following: liberalism v. conservatism, civil liberties, size of the government, U. S. nvolvement in world affairs, and economic prosperity. †¢ â€Å"The Cold War hostility between the United States and the Soviet Union was inevitable. † Assess the validity of this statement. †¢ Which policies, the New Deal or the Fair Deal, had the greatest impact on domestic policies in American History? †¢ â€Å"The chief impetus for the civil rights movement came from African Americans, not from elected officials. † Assess the validity of this statement by analyzing three of the following: Brown v. Board of Education of Topeka, Montgomery bus boycott, Little Rock crises, sit-ins, or Civil Rights Acts of 1957 and 1960. To what extent did television affect American culture and politics in the 1950s? †¢ â€Å"Even though Lyndon B. Johnson was not a greatly admired as President Kennedy, he was a more effective leader than Kennedy in domestic affairs. † Assess the validity of this statement. †¢ Compare President Johnson’s policy in Vietnam with the policies of Presidents Eisenhower and Kennedy. †¢ Explain how three of the following contributed to the social revolutions of the 1960s: New Left, civil rights movement, counterculture, women’s movement, or war in Vietnam. Discuss, with respect to three of the following, the view that the 1960s represented a period of profound cultural change: education, gender roles, music, or race relations. †¢ Why did the antiwar movement gain more support as time went on? †¢ What were the abuses in the Watergate scandal and Nixon’s decisions on Vietnam, and what impact did those issues have on domestic politics in the 1970s? †¢ Evaluate whether or not Jimmy Carter’s foreign policy was a success, using four of the following in your analysis: human rights policy, Panama Canal Treaty, Camp David Accords, Irani an revolution, or SALT II Treaty. â€Å"Between 1960 and 1975, there was great progress in the struggle for political and social equality. † Assess the validity of this statement with respect to two of the following groups during that period: African Americans, Asian Americans, Latinos, Native Americans, or women. †¢ How did U. S. involvement in the Middle East in the 1970s affect American society? †¢ Evaluate the effects of the Reagan administration on politics and economics during the 1980s.

Essay Examples For Year 8 Students

Essay Examples For Year 8 StudentsEssay samples for year 8 students can help you along your way. There are so many different topics to choose from in the English area, as well as a whole new curriculum to cover and what better way to get started than to get a little guidance first.The Internet is a wonderful resource to find different essay examples that will help you understand different essay writing techniques. The Internet has many different topics that you will want to brush up on and will help you get a better understanding of how to write essays in general. Many of the topics will actually be used in other subjects and they will help you to understand what exactly you need to write about.Of course, there are the traditional essay examples that you will find in a few places like the library or high school. You should use these as a base for how to write your own essay and what information you need to include in your essay. It is also helpful to get some help from these when you are writing your essay and find out what exactly they are expecting.It is also helpful to look through the essay samples for year 8 students as well. Some of the tips will apply to any topic as well, but you need to do a little extra homework to find out what they expect you to do. With some of the practice tests, you can even get some tips for your assignment on how to do an essay effectively.Another great resource is your high school English teacher. She or he will have a lot of resources available to them and they will be able to give you advice if they feel it would benefit you in your school work.Make sure to always follow instructions and not try to write your own essay yourself. The main reason for this is because you need to have a good grasp of grammar and the way you write essays in general is going to be different than others.The way that they work will be very similar to the actual essay examples, just with slightly different words and phrases. Most of the time, they wi ll still show you how to structure the essay, but at the same time they will provide a good source of how to create a really well written essay.As you can see, there are a lot of things to keep in mind when you are looking over essays for your essays for year 8 students. The point is to make sure that you are following directions and not trying to be creative and using your imagination.