Should You Take AP English Literature or AP English Language

Should You Take AP English Literature or AP English Language SAT / ACT Prep Online Guides and Tips Are you considering taking an AP English class at some point during high school? You might have noticed that AP offers two English courses – AP English Literature and Composition and AP English Language and Composition. (Those titles are a mouthful, so we’ll just refer to them as AP Literature and AP Language in this post.) So what are some of the differences between the two classes? Is one class harder than the other? Should you take both or just choose one? In this guide, we'll explain the similarities and differences between the two courses to help you decide which option is best for you. AP Literature vs. AP Language Overview Some schools offer AP Literature and AP English Language as a sequence, with AP Language and Composition as a sophomore or junior course, and AP Literature as a junior or senior course. But some schools only offer the courses during senior year, and students have to choose between them. Or your school might not have strict requirements at all, and you might be wondering if you should take both, one, or none. First we will reveal which course is more difficult. Then we'll discuss the similarities between the two courses as well as the differences. Finally, we will ask you some guiding questions to help you decide between the two classes. Which Is Harder: AP Literature or AP Language? You’re probably wondering...out of the two AP English courses, which one is harder? Well, it turns out both AP Literature and AP Language are not super easy to pass, and quite difficult to get a 5 (the highest score) on. (For more on AP test scoring, see our post.) Both exams have low pass rates and very low 5 rates. AP Literature has a pass rate of about 52%, while AP Language's pass rate is about 55%. This makes them the making them the 7th and 10th lowest-passed AP exams in 2017(out of the 38 total exams). Their 5 rates are also low. AP Language has a 9.1% 5 rate. AP Literature has just a 6.8% 5 rate. To put that in context, on other AP exams, it’s typical for between 10% and 20% of students to earn a 5. There are a few factors that could explain why both AP English exams have low pass rates and low 5 rates. The first is the fact that they are both very popular exams. AP Language is the number one most popular AP exam – nearly 580,000 students took the test in 2017 alone! AP Literature is the third most-popular AP exam, withover400,000 exams taken in 2017. This means that both tests have a very wide pool of exam-takers, which suggests there might be more students who take the exam who are unprepared. However, the fact that their 5 rates are so low suggests that both exams are more difficult than average to do well on. Given that the difference in pass rates is so small between the two tests, it’s unlikely one AP English class is dramatically harder than the other. Which test is harder for you will depend on your strengths and weaknesses, as both AP English classes have different readings and goals. Instead, to figure out which exam is best for you, we'll compare the two classes and the content they cover. First, we will note how the classes are similar, and then we will explain what makes each AP English class unique. What’s the Same for AP Language and AP Literature? So what are the similarities between AP Literature and AP Language? We will compare both the AP tests and the classes. The Exam The exam format is very similar for both AP English classes. The first part of AP Literature has 55 multiple-choice questions, and the first part of AP Language has 52-55 multiple choice questions. On both tests section I is worth 45% of your total score. These questions mainly have you read passages and analyze them. The AP English Literature questions focus on literary devices, character, and theme while the AP English Language questions focus on rhetorical strategies and tone. However, both tests include comprehension questions and require you to be able to read complex passages quickly and understand them. The second part the exam is worth 55% and has three essay questions. This means that both exams also require very fast writing skills. You need to plan, outline, write, and edit three essays in two hours, or in about 40 minutes per essay. Both exams also require you to be able to very quickly read and analyze a text by writing an essay, since the essay questions often ask you to analyze a piece of writing. The only major difference in exam format is that the AP Language exam has a 15-minute reading period before the free-response section, while AP Literature does not. This is to give you time to prepare for the synthesis question, which is unique to the AP Language test. The synthesis question has you incorporate several different sources into a coherent argument. To sum up, the format of the two AP English exams is very similar. You can expect the AP exam for either class to be quite challenging. The Class Both AP English classes are English courses and thus will mainly consist of reading and writing assignments. In particular, both emphasize writing clear, analytical essays. This is very different than just summarizing a book or writing your own stories like you might have in done previous English classes. Since both classes are meant to teach the same skills as an introductory college English class, the emphasis is on analyzing and writing about texts, rather than just reading, summarizing, and creating your own work. However, even though the exam and class formats are quite similar, the subject matter they tackle is very different. Next we will explore which makes each AP English course unique. What Sets the Two Classes Apart? There are some key differences between AP Language and AP Literature. This means that one AP English class might be more useful for you than the other. In this section we'll explain five of the main differences between the two classes. Looking at examples of actual prompts for both classes can also help you get a sense of how they differ. For AP Language, you can readall of the recent past free-response topics here, and you canread all the recent past AP Literature free response questions here. Difference 1: AP Language Is Broader Than AP Literature The main difference between the two courses is thatAP Literature focuses mostly on analyzing literature and poetry, while AP Language has a much broader scope. APEnglishLanguage and Composition teaches you to deconstruct arguments and rhetorical strategies in mostly non-fiction works.Non-fiction is a broad term, and can include journalism, memoirs, essays, satire, comics, and even photography.In other words, you will read (and watch!) material that is likely much more far-reaching than your past English classes. For AP Lang, you will also do lots of writing, learning to maximize your argument and/or effectiveness across different forms, from persuasive essays to memoir writing. As an example, in my AP Language course,our writing assignments included persuasive essays, reports on current events, memoir writing, and keeping a nature journal,a la Henry David Thoreau inWalden. (If you don’t know who that is, you probably will after taking AP Language!) For AP Literature, the works you read will be much less broad. They will be primarily literature, although the class will also include some poetry. You'll primarily be reading novels and plays, and the texts you read will be less broad compared to what you read in AP Language. Difference 2: AP Literature Is More In-Depth Than AP Language APEnglishLiterature teaches you to read and analyze works of literature and poetry with different lenses - for example, characterization, tone, or description. In that sense,it has less breadth but more depth than AP Language. You will work to discover a work’s theme or intent via use of literary devices, as opposed to analyzing its argument or effectiveness. Your essays for AP Literature will be mainly analytical. For example, you will explain how a novel achieves a certain tone by closely analyzing quotations. In most cases, you won’t be arguing for a point or saying how good or bad something is. You will simply read literature closely and try to figure out what makes it tick. For AP Language, you typically won't be diving so deep into one source; you'll instead be making broader comparisons and arguments for a variety of texts. You won't be referring to specific quotes as often as you would in AP Lit because you're taking more of a high-level look at the texts. Difference 3: AP Language Is More Applicable for Other Subjects Than AP Literature The skills you learn in AP Language are broadly applicable to not only the humanities, but to the social sciences as well.If you’re interested in political science, sociology, or economics, the skills you learn in AP Language will be directly applicable to your college coursework. AP Language is also a good choice if you are interested in natural science or engineering, since learning to break down arguments and read non-fiction texts will likely be more helpful in your chosen field than analyzing poetry and literature. In any field, having strong writing skills is very helpful. The essays on the AP Language exam are designed to â€Å"test your skill in composition and require close reading, thoughtful rhetorical analysis, andpurposeful argumentation.† As we mentioned above,AP Language has a synthesis prompt that requires you to pull together several different sources and write a cohesive argumentative essay.The synthesis prompt is similar to the Document-Based Question you’ll find on AP history exams. For AP Literature, you'll gain writing skills useful in any field, but this class has a very specific humanities/fine arts focus.You'll be studying primarily fiction texts, including poetry and literature. You'll spend more time studying how literary pieces are composed and how literary devices are used. Even if you rarely read newspapers anymore, you might encounter them in AP Language! Difference 4: You'll Likely Do More Reading in AP Literature You'll have to do a fair amount of reading for both classes, but AP Literature is generally a more reading-intensive course. For AP Literature,you need to read several books just to prepare for the AP exam, so expect regular reading assignments.For example, my class read several novels, including very long ones likeCrime and Punishment, as well as plays, short stories, and poetry. We also had to read six full-length books the summer before the class even started. You'll also be doing reading for AP Language, but the readings will often be shorter, and many won't be full-length novels or plays. If you're worried about having enough time to complete the required reading, it's an important factor to consider when deciding between the two classes. Difference 5: The Final AP Literature Prompt Is Especially Difficult Many students find the final prompt on the AP Literature exam to be especially challenging. For the last prompt, the AP Literature test does not give you relevant quotes or summaries of the works you can write about. This means you have to be familiar with at least a few books and be able to write about them without having the books with you when you take the exam. As an example, here is the 2014 open response prompt: The prompt gives you a wide variety of books and plays that you could write about, but also allows you to analyze any work of â€Å"comparable literary merit.† (Twilight isn’t going to cut it.) But the prompt doesn’t give you any more info than the work’s title – you need to be able to supply the evidence from that particular work based on memory. Some students memorize important quotes and page numbers to be prepared for this question, but this isn't essential if you have a strong grasp of the plot, characters, tone, themes, motifs, and so on.Furthermore, to write these essays well, you need to know literary devices, like allegory and hyperbole, to name a couple, and be able to use them as evidence. In contrast, the AP Language exam provides most of the sources for you to analyze. Just one essay asks you to consider outside sources, but it doesn’t require specific books, and in fact allows you to draw from your own experience. Again, this shows that you'll have to do a lot more reading for AP Literature so that you have a wide pool of books you can potentially use for the final essay prompt. How Do You Decide Which AP English Class to Take? Both AP English classes have key similarities – like exam structure – and differences, like the type of reading you’ll do. So how will you pick which one to take? Consider each of the following factors before making your decision. What Are You Planning on Majoring In? As a general rule, AP Language has a broader focus and will be more directly applicable to your work in various college majors, while AP Literature is a great choice if you are interested in the arts or humanities. For example, if you know for sure you want to pursue engineering in college, then AP Language is probably the best choice. You’ll pick up some writing skills but not be overloaded with tons of reading – saving you time for other challenging courses in math and science. But if you know you want to study the humanities – including philosophy, history, English or World Literature – the depth of reading you’ll do in AP Literature will give you a solid base of knowledge to build on in college. But what if you have no clue what you want to study in college? Keep reading! What Do You Like To Read? AP Literature and AP Language have very different focuses and reading lists. So think about what you tend to enjoy reading! If you like the reading for a class, you are much more likely to complete it all and be interested in the assignments – meaning you’ll get a better grade. For example, if you follow the news, read lots of blogs or magazines, and enjoy non-fiction books, you’ll probably enjoy the AP Language reading. If you read fiction books for fun and enjoy writing your own stories, you might prefer AP Literature. Sure, you won’t be doing lots of creative writing, but studying what makes literature great will help you be a better writer. Who Teaches These Classes at Your School? Preferences and future major aside, your experience in the class will really depend on how it’s taught at your school and how good the teacher is. If you can, get a syllabus from both of this year’s classes. There isn’t required reading for either course, although AP Literature has many suggested authors, so teachers have a lot of freedom in designing their reading lists. You might be much more interested in one class’s reading than another, and that will help you decide. You can also ask upperclassman and your guidance counselor about the reputation and pass rate of the different classes at your school. Chances are, both AP English teachers will be pretty good, if not excellent. But if, for example, everyone raves about the AP Literature class and say that they learned a ton and loved the teacher, consider taking it even if you’re leaning towards AP Language. Never underestimate the effect of an amazing teacher! Is It Possible to Take Both AP Language and AP Literature? If you really can’t decide, see if it’s possible to take both classes. Colleges want to see that you are taking a challenging course load based on what’s available at your school. That could mean fitting in both AP English courses, but if that causes you to have to sacrifice other AP classes or an extracurricular, taking one is plenty. Again, this will also depend on your intended major. For example if you’re a future engineer, taking both AP English classes won’t vastly strengthen your college applications,while fitting in both AP Calculus and AP Physics will. But if you are interested in the humanities, it would make sense to take both. Personally, I took both AP English classes: AP Language in 10th grade, and AP Literature in 11th grade. They were both challenging, but I liked taking them in that order, since Language was broader and gave me an introduction to writing AP essays. I was able to use the skills I developed in Language to do well in Literature. For me, Literature was more challenging, mainly because I had to know a few books and plays inside and out to be ready for the free-response section of the AP test. I found both test’s multiple-choice sections equally challenging. I found the skills I built in both classes to be incredibly useful to me across a range of college classes – from economics to political science to English. Don't choose just one path! Bottom Line: AP Lang vs AP Lit Both AP English classes will improve your writing skills. Both AP English classes have challenging exams. The main difference between the two is what types of reading they focus on. Hopefully reading about the two classes gave you an idea about which one you are leaning towards. If not, make an appointment to talk to your guidance counselor to discuss which class is best for you. What’s Next? Whether you decide to take AP Literature, AP Language, or both, you might also be wondering how many AP classes total you should take in high school. See our guide to choosing the right number of AP classes. Also studying for the SAT or ACT? Learn which reading section is harder, and get tips for an 800 SAT Reading score from our full-scorer. Still deciding between the SAT or ACT? Find out for sure which you will do the best on. Also read a detailed comparison between the two tests. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Trifles by Susan Glaspell. NO SOURCE Essay Example | Topics and Well Written Essays - 250 words

Trifles by Susan Glaspell. NO SOURCE - Essay Example This scene stresses on how delicate can be the line between finding out something and staying unknowing. By this time the audience (or the reader) already figures out the motive of the murder, so feels cleverer than heroes of the play. It happens, because we’re shown both worlds: an emotional world of woman’s intuition and a reasonable world of man’s deduction. Men are trying to investigate the murder using logic, looking for evidence like most detective stories teaches us to do. And yet, they’re missing a part of the puzzle – the most important detail. Ladies also do their own investigation, though unconscientiously while helping men. They look at the puzzle from the emotional side, thinking about Mrs. Wright’s live with Mr. Wright (the murdered man), considering if she was happy in this house and if Mr. Wright was a good husband. It feels like they’re lead by some kind of sensual stream, rather than by thinking reasonable thoughts. The decision they make to hide the dead bird is also an emotional decision: it’s against the law to hide evidence, but women sense that will be a right decision. And they come to it together. Both of them are lying in the same way to protect the other woman, again without previous agreement. Just as they instinctively lie about a cat has eaten the

Evolution of the relationship between the EU and China Research Paper

Evolution of the relationship between the EU and China - Research Paper Example Sino-European relations, during the era of the Cold War, were generally derivative of the imperatives of the cold war as well as the broader associations with the superpowers. Because of the ideological and political constraints of this era, the development of commercial and economic relations took the precedence (UN 7). On April 3, 1978, a trade agreement was signed between China and the European Community (EC). This agreement was extended in 1985 to a wider Trade and Cooperation Agreement (TCA). China got the status of Most Favored Nation (MFN) from the EC and embraced Beijing in the GSP (Generalized System of Preferences) provisions from 1980 (Stepan & Ostermann 20). These European Union-China relations, in the past few years, have been growing gradually. Since 2004, the People’s Republic of China has become EU’s second largest trading partner, with the Chinese customs claiming that EU is the biggest trading partner of China. An annual summit between the EU and China’s state/government heads is held, since 1998, to discuss the bilateral and global issues. Moreover, since October 2003, China and EU have recognized each other as effective ‘strategic partners’. The idea that the relations between China and EU have acquired a fresh strategic significance and gained momentum remains fundamental to their strategic partnership (Pastor & Gosset 1). According to the European Union External Service Action, the two sides commenced their relationship in 1975 and the 1985’s Trade and Cooperation Agreement came into force to govern their relationship (Para 1). EU remains the largest trading partner of China, while Chin a is its leading supplier of imports and the second biggest 2-way trading partner (European Union External Service Action Para 2). Therefore, EU and China have had bilateral relationship since 1975. The purpose of this paper is to examine the evolution of the relations between them with the main objective being examining the development of their relationship since 1975 by looking at various aspects of their association. The two sides hold annual summits as well as frequent trade, economic, and political dialogues, including more that 50 sectoral agreements and dialogues, which range from industrial policy to environmental protection, culture or education. Human rights are regularly discussed as a part of the regular political dialogue and during specific dialogues on human rights, held twice a year since 1995. This paper will also clarify that EU and China are allies but not competitors. Events (Economic and Political) Dictating their Relationship and the Key EU Policies The relatio ns between China and the EU have faced some hardships since 2005 with some scholars expressing their deep

Theories in group work

Theories in group work Reflection on group task This essay is going to reflect on learning gained from a group task carried out in the unit lectures. I will explore the theories which inform group work, inter-disciplinary and collaborative working and the application of these theories in relation to the group work. I will also identify how I will develop my practice in relation to my current skills and areas for development. Finally, I will also reflect on how I have developed my self-awareness, professional values and professional development, in relation to group work task and how this will inform my future professional practice. Toseland and Rivas (2008) define group work as a goal directed activity aimed at accomplishing tasks. Members of the group have the opportunity to share ideas, feelings, thoughts, beliefs, engage in interactions and also share experiences. The group members develop feelings of mutual interdependence and a sense of belonging. Martin and Rogers (2004) define inter-disciplinary working as a team of individuals with different professionals working collaboratively with a shared understanding of goals, tasks and responsibilities. This collaborative working is needed when the problems are complex, a consensus decision is required and also when different competencies are needed. According to Cheminais (2009), the approach to the collaborative working requires clarity on roles, power, accountability and strategic planning. Salas et al. (2012) states that, group work was developed from a philosophy of people working together for mutual gain and theories later emerged to provide clarity regarding the dynamics of groups and to provide an understanding of human behaviour. A group or team can be understood by looking at Tuckman and Jensen’s (1977) model of group formation which comprise of forming, storming, norming, performing and later adjourning. According to Tuchman and Jensen (1977), the forming stage of a group involves clarifying common interests and roles to be played. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin. According to Tuchman and Jensen (1977), the storming stage may involve the problem-solving processes and this is usually where conflict emerges. If the conflict is unresolved, it can inhibit the team’s prog ress. The norming stage usually involves the clarification of the task and establishing the agenda. This stage involves belonging, growth and control. The performing stage involves the allocation, implementation, and evaluation of the task. Finally, the adjourning stage can include the celebration of task completion. Reflecting on the unit group task, I think my group went through Tuckman and Jensen’s (1977) model group formation which included the â€Å"forming†stage in which the group purpose was clarified. The group went through the â€Å"stormimg† stage and at that point, there were disagreements on what should be included and how the task will be presented. One of the group members suggested that a role play was ideal for the presentation and I was not comfortable with the idea, as I thought that all of the information was not going to be included in the role play. I was anxious, as I had not get the general picture of exactly what the role play was about. I alsofeltanxious as other members elected me to take the lead role as I had experience in working with psychiatrists. At that time I felt that the team wanted me to do most of the task and I rejected their ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback. The group also decided that we give ourselves time to research on the topic given (norming stage) and then meet the following week. I was very frustrated to find the following week that some of the group members did not bring the material they had researched. As I have worked with psychiatrist before and had researched I took on the lead role and shared the information I had. Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include innovator, implementer, completer, evaluator, investigator, shaper, team maintainer, co-ordinator and expert. Reflecting on Belbin’s (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and knowledge in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, â€Å"goal oriented, researched well on the topic, contributed well and very good ideas on the role play†, however I was criticised for being inflexible with ideas of others. I think I took the role of an implementer who turns ideas and decisions into tasks and actions but inflexible and reluctant to change plans. However from my previous placement I think I took the role of an investigator in a proposed group project of working with young mothers to enable them to gain independent skills. The project failed because I lost interest as a result of constraint in obtaining the resources. In Belbin’s (2010) model, an investigator explores opportunities and resources from many sources however can jump from one task to another and lose interest. Looking back at it, I think this was because I tend to do things in a structured way and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I later understood the situation of working in an organisation team by looking at the group system theory. According to Connors and Caple (2005), group systems theory provides an understanding and working with teams or groups in an organisation as it goes beyond a focus on the individual or interpersonal exchanges. They suggested that, a group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, power structures that make decisions and the resources it allocates for group work. The environment impacts the group and the group can impact the larger social environment. I abandoned a project which was going to benefit the young mothers and in a way the community as well. In group systems theory, a change in any part of a system creates change in that system and in the other systems in which it is embedded. Another form of group theory emerged from Bion (1989) who viewed the group working as a collective entity and was concerned with overt and covert aspects. Bion (1989) suggested that overt aspects are the task and purpose of the group. The covert aspects are the unconscious emotions and the basic assumptions of group functioning. Bion (1989) also proposed three basic assumptions in group working. He suggested that there is the dependency group, which assumes that security and protection can be obtained from the group leader. Members expect the leader to have all the answers. As a result, individuals may act helpless and incompetent in the hopes that the group leader will carry the responsibilities. This was evident in my group as they assumed that as I am a mental health nurse and had worked with psychiatrist before, I will have all the information at hand. When this did not occur, group members become angry or expressed their disappointment by acting incompetent and not doing enough research. Bion’s (1989) other basic assumption is the fight-flight group. Examples of flight include absences and fight is demonstrated by resisting reflection and self-examination. In inter-disciplinary working, flight is demonstrated by blaming management for the failure of team work. The final basic assumption identified by Bion (1989) is the pairing group where two group members form a bond. The rest of the group may become inactive as the pair rely on each other and exclude other group members. Salas et a.l (2012) state that, it is necessary to develop a theoretical framework to guide group practice and to support my techniques and interventions. I am responsible for formulating my own theoretical framework that is derived from the synthesis of theories and that is aligned with my natural views and inclinations. To achieve this it is imperative that I be self-aware and grounded in theories of small group work, including the strengths and limitations of the theories. Only then I can select theories and interventions that are advantageous and appropriate fit for the client. The Health and Care Professions Council (HPCP) (2012) also states that, I should understand the key concepts of the knowledge base relevant to social work so as to achieve change and development. Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop problem-solving skills. As a social work student, in order to work collaboratively, I need to develop skills, knowledge, and attitudes in conflict resolution, problem solving, communication, organisational understanding, decision making, and task coordination. This is imperative as I will be working in teams with other professionals or agencies. From the unit group work, I have learnt that co-operation is vital for effective teamwork. Acknowledging and respecting other opinions and viewpoints while maintaining the willingness to examine and change personal beliefs and perspectives are some of the skills I have learnt. I also now have an understanding of the importance of accepting and sharing responsibilities, participating in group decision-making and effective communication. I have also developed skills in exchanging of ideas and discussion and also how to relay and support my own viewpoint with confidence. As a future social worker, specific leadership skills are required to manage an inter-disciplinary team, so I need to develop skills in the ability to recognise the challenges inherent not only in group dynamics, but in trying to blend the different professional cultures represented in the team. According to Crawford (2012), to work effectively and confidently with other professionals, I need to understand my own professional identity as a social worker. The HCPC (2012) states that, I need to be able to engage in inter-professional and inter-agency communication and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self awareness of my behaviour and values. According to Hall (2005), values are internalised, therefore they can create obstacles that may actually be invisible to different team members. Therefore the professional values must be made apparent to all professionals involved. Through experiences in group work feedback received from other group members and self observation, I have learnt about my maladaptive style of interacting with others and perceptual distortions. I have also learnt that I need to acknowledge and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. If faced with the same situation again I would try to take into consideration other people’s ideas and also take into consideration that, as people we are different and we have different approaches to tasks. References Belbin, R. M. (2010) Management teams. 3rd edn. Oxford: Elsevier Limited Bion, W. R. (1989) Experiences in groups and other papers. New edition. London: Routledge Cheminais, R. (2009) Effective multi-agency partnerships : putting every child matters into practice. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9781446203514/startPage/38 (Accessed: 13 January 2014) Connors, J. and Caple, R. (2005) â€Å"Review of group systems theory†,Journal for Specialists in Group Work, 30(2), pp. 93-110, SocINDEX [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=5sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005hid=4108 (Accessed: 30 December 2013) Crawford, K. (2012) Interprofessional Collaboration in Social Work Practice. London: sage Publications Limited Gilley, J.W., Waite, A.M., Coates, T., Veliquette, A. and Morris, M.L. (2010) Integrated theoretical model for building effective teams,Advances In Developing Human Resources12(1) pp. 7-28.SCOPUS [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/detail?sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005vid=10hid=4108 (Accessed: 30 December 2013) Hall, P. (2005) â€Å"Interprofessional teamwork: professional cultures as barriers†,Journal of Interprofessional Care19 pp. 188-196. CINAHL [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=13sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005hid=4108 (Accessed: 12 January 2014) Health and Care Professions Council (2012) Standards of proficiency. Available at: http://www.hpc-uk.org/assets/documents/10003B08Standardsofproficiency-SocialworkersinEngland.pdf (Accessed: 20 January 2014) Martin, V. and Rogers, A. M. ( 2004) Leading interprofessional teams in health and social care. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9780203505359/startPage/139 (Accessed: 10 January 2014) Salas, L. M., Roe-Sepowitz, D. and Le Croy, C. W. (2012) â€Å"Small group theory†, in Thyer, B. A., Dulmus, C. N. and Sowers, K. M. (eds) Human behavior in the social environment: theories for social work practice. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9781118227251/startPage/363 (Accessed: 15 January 2014) Toseland, R. W. and Rivas, R. F. (2008) An introduction to groupwork practice. 6th edn. Harlow: Pearson Education Limited. Tuckman, B. W. and Jensen, M. A. (1977). â€Å"Stages of small group development revisited†, Group and Organizational Studies, 2(4) pp. 419- 427. Available at: http://www.freewebs.com/group-management/BruceTuckman(1).pdf (Accessed: 30 December 2013)

Challenges Doing Business in India Essay

Trade barriers are created to encourage domestic players by making it more difficult for foreign firms to compete. Traditionally, India has had several types of trade hurdles for foreign exporters, such as, Import Quotas, Subsidies, Trade Samples and Tariff/Duty. The most critical barrier to trade is tariffs or the tax imposed on imports. High tariffs in several sectors continue to bar foreign businesses from increased market access. Red-tapism and Corruption Traditionally, Indian bureaucracy has been mired in red tape which proved to be a frustrating experience for foreign investors. These include limited access to Government offices, cumbersome and multitude paperwork, lack of coordination between various departments processing the documentation, long waiting period for approvals, and above all ambiguous rules. However, with the economic reforms of early 1990s, the level of bureaucratic hurdles which the MNCs had to overcome, gradually reduced making it easier to do business. Corruption is another big hurdle when doing business in India. Areas like electricity supply, judiciary (particularly lower courts), Police, land administration are counted in the most corrupt category. Since all these are essential in building up a business, corruption proves to be a major hurdle for starting business in India. Inadequate Infrastructure It has long been felt that roads and communication in India need substantial investment in order to make them world class. Problems with the country’s education and power situation are also counted amongst the toughest obstacles for doing business. Today, there is an increased private participation in ports, roads and other key sectors. Infrastructure development has emerged as a niche market for foreign investors in India with several states looking to build world class infrastructure. The problem area is the absence of a clear-cut policy framework, which has hampered private investment in the infrastructure sector.

The Lindbergh Kidnapping Essay - 1599 Words

The Lindbergh Kidnapping Crimes happen all the time. But when it happens to young children who have no way of defending themselves, and hasn’t lived their life to the fullest, it becomes a whole other thing. †¨Kids are innocent, and nobody ever wants to see them hurt. That is why it was such a big shock, when the crime of the century was a kidnapping and murder of an infant. The Lindbergh kidnapping shocked Americans everywhere, and made them realize the possible dangers of celebrities having children who are famous, even before they are born because of their parents. It influenced the way parents choose to raise their children, especially famous children. †¨ That is what happened to the famous aviator, and his wife’s 20 month old baby.†¦show more content†¦He described the noises as if an orange crate had fallen off a chair. He got up to the nursery, only to find out Charles Jr. weren’t there. He freaked out and immediately called on his wife, and they called the police. The police came quickly to the big mansion, and the investigation of the kidnapping was started. It was known to be the crime of the century. During the search at the kidnapping scene, the police found mud traces by the window in the baby’s room. By the window the police also found footprints, but they couldn’t seem to find out who’s it was. By the window they also found a ladder, which they figured was the way the kidnapper came in and escaped through. The ladder had two sections, and one part of the two sections were broken or split off which seemed to have happened when the kidnapper escaped with the baby. It was a homemade extension ladder. †¨In the investigation there wasn’t any fingerprint found, there weren’t any blood either. Mr. Lindbergh did find a weirdly written ransom note demanding 50.000 dollars. He found it in a white strange-looking envelope laying on the radiator case, the note said; â€Å"Dear Sir! Have 50.000$ redy 25 000$ in†¨20$ bills 15000$ in 10$ bills and 10000$ in 5$ bills after 2–4 days†¨we will inform you were to deliver†¨the mony. We warn you for making anyding public or for notify the Police†¨The child isShow MoreRelatedThe Lindbergh Kidnapping1113 Words   |  5 PagesThe Lindbergh Baby Kidnapping Jeff Harris 5/19/2015 There are three main parts that make up our criminal justice system in America, the police, courts, and corrections. The Lindbergh baby, Charles Lindbergh Jr., was kidnapped from his bed sometime between the hours of 7:30pm and 10pm on March 1, 1932. (www.History.com). He was suffering from a cold and was left to drift off to sleep by his nanny, Betty Gow, with the window open. (www.clickamericana.com). When his father came to check on himRead MoreLindbergh Kidnapping Essay725 Words   |  3 PagesImagine a child being kidnapped in the middle of the night. Anne and Lindbergh were living in their recently built mansion in a remote area of Sourland Hills near Hopewell, New Jersey when Bruno Hauptmanns, on the night of March 1, 1932, kidnapped and murdered Charles Lindbergh’s son. In the controversial court case of the â€Å"Lindbergh Kidnapping,† the guilty verdict correctly prosecuted Hauptmann with key evidence: the ladder, ransom notes, and ransom money. The ransom money could trace be tracedRead MoreLindbergh Baby Kidnapping Essay3693 Words   |  15 PagesThe Lindbergh Baby Kidnapping Trial I. Events of the Time Period During the time of the kidnapping (America in the1930s) America as undergoing some major political and economic changes. A controversial issue pf the time period was prohibition. Prohibition was the movement to stop the manufacturing and selling of alcoholic beverages. The eighteenth amendment outlawed the manufacturing, importing, exporting, transporting and selling of alcoholic beverages in the United States. Many Americans turnedRead MoreEssay On Charles Lindbergh Kidnapping1521 Words   |  7 PagesThe Kidnapping of Charles Lindbergh Jr. What man is so cold-hearted to murder a baby just to try to acquire some money? Charles Lindbergh Jr. was kidnapped in attempts to get some ransom money from his wealthy father, the famous pilot Charles Lindbergh. The murder of the child almost seemed to be an accident and that it was a slip up in the plan to kidnap the child. The man that all evidence points to and that was convicted was Richard Hauptmann, but a man named John Knoll might have been the mastermindRead MoreCharles Lindbergh : The Murder Of The Child2138 Words   |  9 PagesCharles Lindbergh Jr. was kidnapped in attempts to get some ransom money from his wealthy father, the famous pilot Charles Lindbergh. The murder of the child almost seemed to be an accident and that it was a slip up in the plan to kidnap the child. The man that all evidence points to and that was convicted was Bruno Richard Hauptmann, but a man named John Knoll might have been the mastermind behind the kidnapping and murder Charles Lindbergh Jr. The 20 month old baby, Charles Lindbergh Jr., wasRead MoreEssay about What Really Happened to the Lindbergh Baby1222 Words   |  5 PagesWhat â€Å"REALLY† happened to Charles Augustus Lindbergh Jr.? Patience Smith Intro to CJ System CJ101-02 Prof. Dan Bilodeau On June 22, 1930, Charles Augustus Lindbergh Jr. was born to the infamous â€Å"Lucky Lindy† and his wife, Anne. When he was a mere 20 months old, he was kidnapped from his crib in the house where parents and staff were in the house beneath him. The kidnapping occurred from a second story window in a rainstorm where no one heard a thing! Here in lie the questions that weRead MoreLindberg Baby Kidnapping1038 Words   |  5 PagesUnit 1 Lindbergh Baby Kidnapping Naisha Whitmire Kaplan University CJ101 Lindbergh Baby Kidnapping On March 1, 1932, twenty-month-old baby Charles Augustus Lindbergh Jr was kidnapped from his nursery on the second floor of Lindbergh’s house in Hopewell, New Jersey. Baby Charlie was the son of Charles Lindbergh, a famous aviator, and Anne Morrow Lindbergh in which was â€Å"America’s Family†. When the child’s nurse, Betty Gow, went to check on Charlie around 10:00pm, he was gone but Lindbergh norRead MorePipiena Malafu. Ms. Bettencourt. English 3Cp. 7 April 2017.1678 Words   |  7 Pagesinnocent lives which is unfortunately not unprecedented. A trial that epitomizes such unfair charges, leading to the execution of an innocent, was the Lindbergh Baby Kidnapping Trial. Bruno Richard Hauptmann was not guilty of the murder pertaining to the Lindbergh’s baby; he was wrongly convicted under circumstantial and biased evidence. The kidnapping of the baby had led to widespread speculations, and caused the case to spread amongst the media. Many of the of ficials involved with the investigationRead MoreMillerJessica Unit1 Assignment Essay1121 Words   |  5 Pagesï » ¿ Lindbergh Baby Case Jessica L. Miller Kaplan University The justice systems major components are: police, courts, and corrections. Police are public officials whose purpose is to maintain order and enforce the criminal law. Police officers work in the community to prevent and control crime within their jurisdiction. This includes, but is not limited to: speeding, illegal use of drugs, violence, and disruptive behavior. The police cooperate with prosecutors in criminal investigationsRead MoreWho Kidnapped Charles A. Lindbergh s Baby?1644 Words   |  7 PagesWho kidnapped Charles A. Lindbergh’s baby? Was Bruno Hauptmann wrongfully convicted? These are the prevalent questions aroused when discussing the Lindbergh Kidnapping. Considered as America’s first â€Å"crime of the century† , and referred as the â€Å" ‘ the greatest story since the Resurrection’ † by H.L. Mencken, a prominent American journalist, it is one of the most important American crime. This significant event occurred during the 193 0s when Fascism was gaining its popularity in Europe and America

Modern Education Is There A Choice - 2575 Words

Endia Jones Matt Simon English 101 Jul 16, 15, 11:57 PM Modern Education: Is there a Choice? Being a parent is scary, overwhelming. No matter how much one might prepare, parenting is a job for which no one can prepare. In the beginning, every time you contemplate the responsibility of that tiny person being placed in your care, awe and freaking out best describe the emotions that roll. Thus begins the journey of parenthood. A parent bathes, cuddles, and prepares the house for baby’s first steps. They record their first words and ultimately start them on the road to lifelong learning. At first, so much is dependent upon you, the parent. You are, after all, your children’s first heroes. In the beginning you can do no wrong, so in†¦show more content†¦One of Howard Gardner ’s eight multiple intelligences , bodily kinesthetic intelligence involves the ability to hold objects, body control and coordination. Possession of bodily kinesthetic intelligence means an individual can initiate body movements in concert with thoughts, feelings, and ideas. Sports activities (for example baseball, basketball, football, soccer, etc.) as well as dance, mime, drama, and martial arts require this ability. Bodily kinesthetic intelligence needs to be developed and must not be sacrificed in favor of verbal linguistic intelligence and logical mathematical intelligence, which most schools today heavily emphasize in their curriculum and assessments. (Leonard, 16) A behaviorist believes that instruction is fostered by observable, measurable, and controllable objectives set by the instructor. The learner is then asked to produce a specified set of responses based upon a controlled set of stimuli. This theory is based on B.F. Skinner’s work with mice in the 1930s. n behaviorism the assumption is made, that by controlling the environment of mice, they could be trained to follow a predetermined pattern. Humans, when given the proper motivation, could also be trained to respond in a specific manner displayed in set of behavioral outcomes. According to behaviorism, instructors are the impetus to specific behavioral outcomes from learners through predetermined learning objectives. The Learning progresses from simple toShow MoreRelatedModern Education : Is There A Choice?2524 Words   |  11 PagesEndia Jones Matt Simon English 101 14 July 2015 Modern Education: Is there a Choice? Becoming a parent is scary, overwhelming. No matter how much one might prepare, parenting is a job for which no one can prepare. In the beginning, every time you contemplate responsibility that tiny being placed in your care I imagine awe and freaking out would be the best way to describe the emotions rolling about. Thus begins the journey of parenthood. A parent baths, cuddles, prepares the house for baby’sRead MoreFlaws In Modern Education1409 Words   |  6 PagesEducation is one of, if not the most vital part of life. However, as David Kearns, the CEO for Xerox once said â€Å"Our large schools are organized like a factory of the late 19th century: top down, command control management, a system designed to stifle creativity and independent judgment.† This quote helps to highlight the many flaws in modern education, which include seeking to hinder the development of deep thoughts and character. The system of education present in modern day America was established Read MorePhilosophy And Its Potential Effects On Decision Making1263 Words   |  6 PagesPhilosophy of education influences and largely determines, individual’s educational decisions. (Ornstein, Edwards Stacey, 2015) State and local policymakers, researchers, teachers, and administrators confront a variety of conflicting philosophies and prescriptions in the debate over school curriculum, structure and reform. (Elmore, 1990) Ultimately, choices related to school structure, culture and curriculum are influenced by the philosophy (lens) in which decision-making personnel use to viewRead MoreA Growing Number Of Studies Essay938 Words   |  4 Pagesincome, and education status that would influence household cooking fuel choice and then inform the policies to promote fuel switching to the modern sources. Mainly, two broad conceptual models are popular in the area of household energy choice and fuel transition in developing countries: Energy Ladder and Energy Stacking Models ( Elias and Victor, 2005; Hosier and Dowd, 1987; Leach, 1992; Leach and Mearns, 1988; O. Masera et al., 2000). These models categorize energy resources into modern, transitionalRead MoreGeorge Orwell s 1984 And Modern Day Society1504 Words   |  7 Pagesbecause one’s education has put him/her into thousands of dollars in debt by the high tuition prices of colleges and loans to the government. Dehumanization by the totalitarian government in the book 1984 by George Orwell is similar to the dehumanization in modern society between the government and colleges onto the student through high tuition costs and overpowering government control which causes loss of opportunity. The concept of dehumanization occurs in the book 1984 and in modern day societyRead MoreGrowing Number Of Studies ( Ã… ¸Ãƒ   ) Essay940 Words   |  4 Pagesincome, and education status that would influence household cooking fuel choice and then inform the policies to promote fuel switching to the modern sources. Mainly, two broad conceptual models are popular in the area of household energy choice and fuel transition in developing countries: Energy Ladder and Energy Stacking Models (Elias and Victor, 2005; Hosier and Dowd, 1987; Leach, 1992; Leach and Mearns, 1988; O. Masera et al., 2000). These models categorize energy resources into modern, transitionalRead MoreSummaries of Presentations on Various Topics928 Words   |  4 Pagesas well. Young women in particular need to be encouraged so that they can eventually achieve equal numbers in leadership roles with males. As educators, it will be necessary to think about gender when dealing with students, particularly in higher educat ion. By either encouraging or discouraging female students from seeking positions of leadership, it is likely that educators are also limiting the possibilities for those students once they have graduated from their chosen institution. This is just oneRead MoreTeaching And Learning Environments At The New Zealand Education System Essay1735 Words   |  7 Pagesconstantly evolving. The previous notions of education being about an expert in the field teaching those who do not know, are being challenged with the belief that students should be prepared for jobs that do not yet exist, using technology that isn’t yet invented and solving problems that we have not yet faced. This new stance on learning has initiated the upheaval of the New Zealand education system with the reformatting of many schools into modern learning environments. This concept has been metRead MoreChanges in Family Types in the Modern World1290 Words   |  6 PagesSociology Exam Question Examine the changes in the family types in the modern world. There are reasons why there are changes in the family types in the modern world. For example, these include things like decisions upon divorce, marriage and having children and also because of the new rights for women and what they can do. One reason for change in the family types in the modern world is because less people are getting married. The marriage rate is decreasing all the time. Since there is diversityRead MoreFamily Marriage Dynamics : From Personal Observation1617 Words   |  7 Pagesconsidered a cultural issue that is affected by factors such as parental influence, religion, education background, occupation and even socioeconomic status. In many societies across the world, marriage has been partly arranged by parents based on familial considerations and social statues or classes. For example, in many parts in Asia, family descent is important (Allendorf Pandian, 2016). For this reason, the choice of a family or the decision to marry cannot be left to children but should be the decision