2002 Ap Dbq Reform Movements Essay - 604 Words

Between the years 1825 and 1850, the US underwent a series of social and political reforms which attempted to democratize American life. Reform movements during this period of Jacksonian Democracy attempted to dissolve disunity in the social ladder and pushed for equal rights among all citizens. Stemming from the Second Great Awakening in the early 19th century, many of these reforms were backed by religious ideals over democratic principles. At the forefront of the cause, however, was the hope for a more democratic system in which there was not only popular sovereignty, but a sense of social leveling. The Second Great Awakening was a religious revival that gave new religious applications of old Enlightenment ideals of democracy and†¦show more content†¦Women also equated their limited rights and roles with that of the oppression of slaves (Doc. C), leading to reform movements that sought to eliminate the cult of domesticity and doctrine of separate spheres which created clear cut divides between the sexes. To overcome this, women began to push for legal reform for equal rights and suffrage during the womens rights movement in hopes of achieving a more universal democracy (Doc. I). Male suffrage was also expanded during this era, as most states eliminated the need for land ownership to vote, granting voice to the minority which did not own their own land. Nativism during this period may seem backward and hypocritic in denying voice and vote to immigrants, but in actuality its anti-immigration sentiment served to defend democratic rights from foreign nations (Doc. D). Ultimately, the goal of reformation was to achieve democratic perfection; a system of communalism in which there were no inequalities nor social evils to speak of (Doc. F). The idea of utopian socialism, fostered by the British reformer Robert Owen, preached such ideals, and lead to the attempt of several utopian societies. Such reform attempts were not always met with warm welcome , however, as some argued their contempt and complete disregard for the accomplishments of the past thanks to the existing order (Doc. G). During 1825-1850, Jacksonian ideals wereShow MoreRelatedAp Exam Essays1660 Words   |  7 PagesAP Exam Essays 2001-2010 2010 AP Exam Essays 1. In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? 2. Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775–1783. 3. Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming

Sympathy in Mary Shelleys Frankenstein Essay - 3354 Words

Sympathy in Mary Shelleys Frankenstein Mary Shelley was born in 1797. She had a difficult life with many family upsets’, miscarriages and suffered personal depression; she died aged 53. Mary Shelley wrote Frankenstein firstly as a short ghost story but it was published as a novel in 1816. Frankenstein is a Gothic novel and it deals with two genres, Gothicism and science fiction. Gothicism is part of the Romantic Movement that started in the late eighteenth century. The Romantic Movement is based on freedom of thought and expression and the belief of living in an age of new beginnings and high possibilities. Science fiction explores the marvels of discovery and achievement that may result from future developments in†¦show more content†¦The monster’s character also creates isolation because of his weaknesses and strengths, which make him different from society. The monster lacks the knowledge and understanding of who he actually is and why he is alive. Frankenstein rejected the â€Å"creature† at birth, never gave him a name and never helped the monster grow up. The monster says, â€Å"Cursed, cursed creator, why did I live? It shows the reader that he blames the only family he has for bringing him into the world and then rejecting him and makin g him isolated and cut off from everyone. This shows the monster’s feeling from his point of view. I think this creates sympathy because it shows the monster questions the reason for his creation. With no other monster alive he has no family apart from Victor who is not the biological father, so the monster has no one to relate to as a fatherly figure. This is a typical form of alienation because the monster has no one to learn from, he just has his own natural instincts. The monster is also alienated because Victor abandoned him when he realised that the monster was very different, this means that the monster was alone from the beginning. This creates sympathy for the monster because his VictorShow MoreRelated Sympathy in Mary Shelleys Frankenstein Essay2937 Words   |  12 PagesSympathy in Mary Shelleys Frankenstein In her novel, Frankenstein, Mary Shelley employs many innovative literary techniques to invoke feelings of sympathy for the monster. Sympathy is created by the author both by making the readers pity the monster’s loathsome existence and by leading them to understand his violent and cruel actions. We pity the creature because of the way he is treated by mankind and we can identify with his feelings and reactions and understand why he behaves asRead MoreEssay Readers Sympathies in Mary Shelleys Frankenstein1587 Words   |  7 PagesReaders Sympathies in Mary Shelleys Frankenstein Frankenstein a gothic horror, written by Mary Shelley in 1818, can be interpreted as a subtle autobiography; whose narrative reflects on the characters throughout the story. It was written at the time where the Romantic period replaced the age of reason, the time where dreams and ideas replaced logic and science. The two main characters in the story, Victor and the monster are used as metaphors for this. Shelley usesRead MoreEssay about Sympathy in Mary Shelleys Frankenstein986 Words   |  4 PagesSympathy in Mary Shelleys Frankenstein Frankenstein for many people is a huge fiendish monster, a brainless oaf with a couple of neck bolts, who is a horrible murderer. This image has been created by Boris Karloff and other television/film images. I also thought like that, believing Frankenstein to be a monstrous murderer, so when I was met with the text I was surprised to find as a mad scientist who creates a monster. This changed my opinion greatly at first. Read MoreSympathy For The Monster In Mary Shelleys Frankenstein887 Words   |  4 Pagesseveral times I had sympathy for the monster in the novel Frankenstein by Mary Shelley. Victor came from a privileged family and decided he wanted to play god, which is when he created the monster. It was selfish of Victor to create the monster and leave without explaining the world it. After reading this essay I think you will also have sympathy for the monster. Sympathy is when you have feelings of pity or sorrow towards someones misfortune (Oxford Dictionaries, 1998). I had sympathy for the monsterRead MoreFrankenstein: Mary Shelleys Ability to Create Sympathy for the Monster1851 Words   |  8 PagesMary Shelley’s Frankenstein is ‘one of the pioneering works of modern science fiction’, and is also a frightening story that speaks to the ‘mysterious fears of our nature’. Mary Shelley mocks the idea of â€Å"playing God†, the idea that came from the Greek myth of Prometheus, of the Greek titan who stole Zeus’ gift of life. Both the story of Frankenstein and Prometheus reveal the dark side of human nature and the dangerous effects of creating artificial life. Frankenstein reveals the shocking realityRead MoreCreation of Sympathy For The Monster In Vol Chapter 5 and Vol Chapter 7 In Mary Shelleys Frankenstein820 Words   |  4 PagesCreation of Sympathy For The Monster In Vol Chapter 5 and Vol C hapter 7 In Mary Shelleys Frankenstein Sympathy is created for the monster in chapter five and chapter seven in Mary Shelleys Frankenstein by a variety of methods. These methods are utilised and explored deeply throughout the novel. Initially, Shelley introduces the creation of Frankensteins monster, through the viewpoint of Dr Frankenstein himself. This first interpretation of him is very descriptive andRead MoreSympathy And Sympathy In Frankenstein1525 Words   |  7 PagesTo be able to feel sympathy, humans first must be able to read into and understand another’s emotions. Mary Shelley uses this human aspect in her novel Frankenstein, as readers’ emotions are played. Set in the early 1900s, the novel is a recount of Victor Frankenstein’s life as he tells it to Robert Walter, a man leading an exploration to the North Pole. Frankenstein starts his narrative explaining how he was a very curious child, and eventually went off to college and conducted an experiment onRead More The Role of Women in Mary Shelleys Frankenstein Essay1434 Words   |  6 PagesThe Role of Women in Mary Shelleys Frankenstein Whether an author is conscious of the fact or not, a fictional work cannot avoid reflecting the political, social, economic, and religious background of the author. Therefore, regardless of Frankensteins categorization being that of science fiction, Mary Shelley reveals her own fears and thoughts, and, as a result, reveals a great deal about the time and place in which she wrote. She mentions specific geographical locations throughoutRead MoreThe Most Sympathetic Character in Mary Shelleys Frankenstein1336 Words   |  6 PagesMost Sympathetic Character in Mary Shelleys Frankenstein Frankenstein was written in 1816 by Mary Shelley when she was eighteen years old. Her early life mirrored some of the main parts of the story. For example Victor Frankensteins mother died when he was seventeen of scarlet fever and Mary Shelleys mother died in childbirth. This shows a correlation between their pasts as both of their mothers died when they were quite young Mary Shelleys fathers second wife discardedRead MoreThe Tragedy Of Frankenstein And His Creature1158 Words   |  5 PagesAlejandra Guevara Ms. Garcia AP English Lit 3 12/14/16 The Tragedy of Frankenstein and his Creature Ever since its inception in 1818, Mary Shelley’s ‘Frankenstein’ has fueled the imaginations of thousands of readers through its portrayal of conflicted scientist Victor Frankenstein, and his neglected creation — referred to as the Creature in its first appearances, and later called the Monster. Though rich in storytelling, perhaps ‘Frankenstein’s most enduring quality is its wide array of themes

Writing and the Holocaust Essay Example For Students

Writing and the Holocaust Essay After the Jews were unloaded and began to move toward the gate, Hudgins introduced a reoccurring shadow that eventually produced smoke black as just plowed earth. The word choice of Hudgins at this point is extremely critical because throughout all types of Holocaust literature, the genocide is often referred to as the shadow of the Holocaust to illustrate how the traumatic events affected both those directly and indirectly involved in a way that cast a shadow over their lives (Moses, 37). The word shadow also serves as the physical shadow that was cast over the concentration camps that the black smoke created. One of the more popular ways of the Germans extinguishing the Jews was through what Wiesel described as the crematory (35), where they burned the Jews alive. In the procession toward the flames, Wiesel is blunt in how he describes how he was gradually drawing closer to the ditch and all the while counting his steps and bidding farewell to father, to the whole universe (Wiesel 31). He saw his life slowly being taken away from him and everyone around him was crying and praying to their Lord to spare them of the tumultuous death. Comparatively, Hudgins illustrates the procession to the fire as Inside the gate is a small garden and someone is on his knees to see which ones have set and will soon wither, clinging to a green tomato as it swells. Each Jew was desperately hoping to cling to this green tomato of life long enough to be saved. The picture of the garden that Hudgins uses is important for the poem because poets who were neither victims nor survivors of the Holocaust should be compelled to resurrect and purify a language decimated by atrocity it was what Lawrence Langer called a gardener in the greenhouse of our verbal and spiritual resources to express and transcend the would of atrocity (Friedman, 549). Therefore, it was vital that Hudgins utilized the example of the garden to portray an image that could be potentially interpreted as the devastation of the Holocaust, but was still not too descriptive for the reader thus, adhering to the rules of Holocaust poetry. After the victims of the Holocaust were seen in the poem as being in a garden, they then started cooling their hands in the damp earth to relieve the pain of the circumstance. At this point, Hudgins abruptly transitions from being within the scene and talking about the victims to being completely detached onlookers that Even from our height cant tell which are guards, which prisoners. The reader can only see the horrors from the perspective of a photograph and are merely watchers. The transition from being within the scene to being only viewers shows the reader that Hudgins is admitting that this poem is a portrayal of the Holocaust through the eyes of a non-survivor and someone who was removed from the circumstance altogether. Critics reason that there are many reasons why non-affiliated poets like Hudgins felt it necessary to write about the Holocaust. One was to give testimony to the lives and cultures that were being annihilated, to bear witness as a means of assuring some kind of immortality for those who had not even a grave or marker to show they had once lived (Friedman 548). Hudgins does this in the last line of his poem when he remarks that if we had bombs wed drop them on the concentration camp. This idea can be interpreted by Wiesels line in Night that Every bomb that exploded filled us with joy and gave us new confidence in life (Wiesel 57). .u8e4dad7cd927eea7b2919e1f4681aee5 , .u8e4dad7cd927eea7b2919e1f4681aee5 .postImageUrl , .u8e4dad7cd927eea7b2919e1f4681aee5 .centered-text-area { min-height: 80px; position: relative; } .u8e4dad7cd927eea7b2919e1f4681aee5 , .u8e4dad7cd927eea7b2919e1f4681aee5:hover , .u8e4dad7cd927eea7b2919e1f4681aee5:visited , .u8e4dad7cd927eea7b2919e1f4681aee5:active { border:0!important; } .u8e4dad7cd927eea7b2919e1f4681aee5 .clearfix:after { content: ""; display: table; clear: both; } .u8e4dad7cd927eea7b2919e1f4681aee5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8e4dad7cd927eea7b2919e1f4681aee5:active , .u8e4dad7cd927eea7b2919e1f4681aee5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8e4dad7cd927eea7b2919e1f4681aee5 .centered-text-area { width: 100%; position: relative ; } .u8e4dad7cd927eea7b2919e1f4681aee5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8e4dad7cd927eea7b2919e1f4681aee5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8e4dad7cd927eea7b2919e1f4681aee5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8e4dad7cd927eea7b2919e1f4681aee5:hover .ctaButton { background-color: #34495E!important; } .u8e4dad7cd927eea7b2919e1f4681aee5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8e4dad7cd927eea7b2919e1f4681aee5 .u8e4dad7cd927eea7b2919e1f4681aee5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8e4dad7cd927eea7b2919e1f4681aee5:after { content: ""; display: block; clear: both; } READ: 'The Red Room' written by H.G.Wells and 'The Whole Town's Sleeping' by Ray Bradbury EssayIt can be said that Hudgins knew that he could not do anything to change what happened in the past, but felt such remorse for societys lack of help at the time. Through his poem he was not only, in a sense, apologizing for that lack of attention and help given to Holocaust victims, but also was saying that if it were happening today, he and society would do what they could to alleviate some of the suffering the victims endured he wants to have given the Holocaust victims the joy and confidence in life of which Wiesel talked. We agonize over events we can no longer influence, deaths we can no longer stop, and something in us cries for a chance to give life to the dead (Lang 20). The way in which Hudgins does this serves as an advantage to his credibility as a poet who was writing from a removed viewpoint because he added the unique twist of bringing in the reader and him as watchers who can only ruminate about the agony endured by the victims. As a poet, Hudgins took a large risk in writing Holocaust poetry because in order to do so he had to subtract something from the crude reality for the sake of heightened effect (Lang 23). Instead of writing bluntly as Elie Wiesel did from a survivor viewpoint, he had to use imagery to illustrate the concentration camp with the use of shadows, gardens, and tomatoes. Therefore, it can be difficult to read this poetry and even more difficult to judge it by ordinary literary criteria (Friedman 550). However, when this poem is read for concise understanding, the reader can truly begin to see the intent and success of Hudgins portrayal. He may have taken a risk in writing it, but ultimately created a moving poem that clearly adheres to the unwritten rules of Holocaust poetry while at the same time contains a unique use of poetic license. Air View of an Industrial Scene takes Holocaust literature like Elie Wiesels Night and turns it into an account of the events beyond the imaginations power to conceive, horrors unprecedented in history, horrors beyond the power of language to articulate (Freidman 547). Works Cited Friedman, Saul. Holocaust Literature: A Handbook of Critical, Historical, and Literary Writings. Connecticut: Greenwood Press, 1993. Lang, Berel. Writing and the Holocaust. New York: Holmes Meier, 1988. Moses, Rafael. Persistent Shadows of the Holocaust: The Meaning to Those Not Directly Affected. Connecticut: International Universities Press, Inc., 1993. Parmet, Harriet. The Terror of Our Days: Four American Poets Respond to the Holocaust. London: Rosemont Publishing Printing Corp., 2001.

Star Wars a New Hope Essay Example For Students

Star Wars: a New Hope Essay Star Wars: A new hope is a perfect example of entertaining melodramas that has provided the basis for the movies seen today. Lasers guns, light sabers and a damsel in distress, each Of these elements set stage for the action-packed adventure that is Star Wars: A new hope. The story begins as Dearth Evader attacks Princess Leis space ship the Tentative IV. He does this in order to attain secret transmissions sent from rebel forces which are in Princess Leis possession. Meanwhile Princess Leis friend, 23RD, takes t he transmissions and prepares to bring them to Obi Wan Kenton. We will write a custom essay on Star Wars: a New Hope specifically for you for only $16.38 $13.9/page Order now After some detainment, 23RD and CAPO find themselves under the employment of Luke Sky,Valier_ With the help of Obi Wan Kenton, Han Solo and Chewable, Luke Jaywalker is able to save Princess Leila from certain death. The danger isnt over because the rebel armies need to now destroy Dearth Evaders Death Star. Luke Sky,Valier successfully destroys the Death star, but Dearth Evader survives to fight another day. It isnt hard to picture like the way we want it to be. It is hard to accept the way actually is in reality. It is because fifths that Melodrama is so appealing to unman beings. Melodrama is the dream or fantasy that is unattainable. In a melodrama, goodness of the world will always conquer over evil. Through the use of conflicts and intense action, Melodrama captivates the audience and exemplifies hope. Music in melodrama leads the emotions Of the audience, Both good and evil characters have a theme song that helps to show the importance or relevance of a scene. Foreshadowing is also a large piece of Melodrama. Foreshadowing is especially important to the action of Star Wars: A new hope. This is because it provides clues ND even exposition relating to the other parts of the series. Melodrama makes you laugh and cry and momentarily forget that its only a movie. For the most part, this can be easy to forget, especially with all the glamour and appeal melodrama gives off. In every melodrama there is a hero and in every movie there is an impressive actor that surprises the audience with their abilities. In Star Wars: A new hope, the person is Mark Hamlin. Since Hamlin made his first movie appearance in the leading role Of Luke Jaywalker there was a great deal of skepticism as towards whether he could handle such a large role. Hamlin maintained the expected aspects of a theoretic melodrama, yet he also gave an added depth to his character, Mark Hamlin was horn in Oakland, California on September 25, 1951. His big break was in Star Wars: A new hope. In every good melodrama, there is the essential sidekick. In Star Wars, the character Han Solo, vivo is portrayed by Harrison Poor, exemplifies a classic right-hand man in a melodrama. Every sidekick needs to be charming and witty and of course always there to lend a helping hand to the hero. Han Solo is possibly the most endearing character because he is harming and witty and even more. Harrison Ford stayed true to all of Han Solos charm and shortcomings. Harrison Fords portrayal of Han Solo is a perfect addition to an already harmonious cast of characters, In a Melodrama, spectacle is essential to the action for the movie, In Star Wars: A new hope, spectacle is above and beyond the expectations of that day and age. The space ships and battle scenes include some of the elaborateness found in todays films. Star Wars: A new hope is an example of science fiction and a marvelous one based on the slim amount of genealogy that was available to them at the time. .ua07d60ee5b713382d91843554896be3e , .ua07d60ee5b713382d91843554896be3e .postImageUrl , .ua07d60ee5b713382d91843554896be3e .centered-text-area { min-height: 80px; position: relative; } .ua07d60ee5b713382d91843554896be3e , .ua07d60ee5b713382d91843554896be3e:hover , .ua07d60ee5b713382d91843554896be3e:visited , .ua07d60ee5b713382d91843554896be3e:active { border:0!important; } .ua07d60ee5b713382d91843554896be3e .clearfix:after { content: ""; display: table; clear: both; } .ua07d60ee5b713382d91843554896be3e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua07d60ee5b713382d91843554896be3e:active , .ua07d60ee5b713382d91843554896be3e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua07d60ee5b713382d91843554896be3e .centered-text-area { width: 100%; position: relative ; } .ua07d60ee5b713382d91843554896be3e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua07d60ee5b713382d91843554896be3e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua07d60ee5b713382d91843554896be3e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua07d60ee5b713382d91843554896be3e:hover .ctaButton { background-color: #34495E!important; } .ua07d60ee5b713382d91843554896be3e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua07d60ee5b713382d91843554896be3e .ua07d60ee5b713382d91843554896be3e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua07d60ee5b713382d91843554896be3e:after { content: ""; display: block; clear: both; } READ: Casablanca EssaySpecifically, the Death Star space station is impressive in all Of its aspects. Melodrama does not always receive the respect and admiration that it deserves. Melodrama is one of the strongest and most popular forms of theater. Star Wars: A new hope does not try to appear inspirational or heart-wrenchingly beautiful, yet it doesnt need to be. A good melodrama merely intensifies the already existing hopes and dreams. Star Wars: A new hope gives hope without intentionally doing it at all.

Learning Characteristics Of Non-native Speakers †Education Essay

Learning Characteristics Of Non-native Speakers – Education Essay Free Online Research Papers Learning Characteristics Of Non-native Speakers Education Essay During the 1920s to the 1960s, students who were second language learners usually had to â€Å"sink or swim† in class since teachers thought that ELL students would learn content area material through their experiences in the classroom. It’s not until recent years that general education teachers realize that ELL students do not learn the same way as their native speaking English classmates because of their lack of English proficiency. (Brown, 2003) One of the factors that affect how ELLs learn is age and there are also several factors such as gender, L1 literacy, social context, and personality. In this term paper I will discuss how age and personality affect second language acquisition and the factors can be used in the language classroom to facilitate second language acquisition. Age and Second Language Acquisition: How age affects second language acquisition is an interesting topic for most of the educators who have to develop appropriate curriculum and instructional strategies for immigrant students of different age. Some educator such as Chipongian (2000) believe† younger is better in the long run† but some educators think the opposite. The researchers who believe that younger children can acquire second language easier than adults attribute this to the human â€Å"critical period†. What is Critical Period Hypothesis (CPH)? A critical period was originally postulated by Lenneberg in 1967 for first language acquisition and the CPH is a biological determined period from birth to puberty during which the language acquisition is easier. Pathologists’ studies that child who failed before puberty to acquire their first language may lack adequate linguistic competence. This is because by the age thirteen to fifteen, â€Å"our cerebral hemispheres functions separate and become set which makes the language acquisition extremely difficult†. (Lenneberg, 1967) Jean Piaget outlined the intellecture development in a child through different stages: (Douglas Brown, 2000, P.61) Sensorimotor stage birth to two Preoperational stage ages two to seven Operation stage ages seven to sixteen A. Concrete operational stage ages seven to eleven B. Formal operational stage ages eleven to sixteen In Piaget’s outline, the affects of age on second language acquisition appear to occur at puberty which is between the ages eleven to sixteen. At this stage, a person becomes capable of abstraction which is formal thinking of concrete experience in life. As first language acquisition, second language researchers assumed that second language acquisition has a critical time which is below puberty and children who want to succeed in learning a second language should start before this critical period of time. But some educators like John T. Bruer argued that â€Å"we always pay too much attention on when learning languages occur and too little attention on how learning might best occur† in his book The Myth of the First Three Years. (Chipongian 2000, P.1) These second language researchers suggest that â€Å"early start learning in a second language is neither a strict necessary nor a sufficient condition for the attainment of native-like proficiency†. (Chipongian 2000) They believe that timing is not everything. Studies have shown that there is almost five percent of adult bilinguals master a second language even though they are over the age of puberty. Researchers assume that the only aspect of language that has an effect following the critical period is accent. Second language learners who are above the puberty stage are unable to acquire a native-like accent. But we know second language learners still can master a second language with a foreign accent since phonological acquisition is not the only thing that we learn from a second language. We also have to consider with morphology, syntax, and grammatical structure. As Douglas Brown mentioned in his book â€Å"the acquisition of the communicative and functional purpose of language is, in the most circumstances, far more important than a perfect native accent.† (Douglas Brown, 2000, P.) â€Å"Many research studies have found that a wide variety of skills and learning strategies that are developed in L1 reading and writing can have positive transfer to L2 reading and writing† (Ovando, 2003, p.130). The acquisition of the grammar and syntax of a second language are influenced by the first language knowledge instead of the learner’s critical period. For instance, a Chinese ELL student may be confused in verb transitivity, such as â€Å"I am run.† since Chinese doesn’t have the â€Å"ing† action verb tense. There is also no point at which vocabulary acquisition can be predicted to cease as Lisa (2000) mentioned in her article that â€Å"how we process our vocabulary does not change with brain maturation if it were a form of time-limited and it is influenced by a learner’s experience-expectant learning.† As I mentioned before some researchers believe younger is better in learning second language but some had found that older learners have more advantages in acquiring second language because of their conscious awareness of language and ability to formalize linguistic rules, especially in production tasks which are speaking and writing. Personality and Second Language Acquisition: Personality can also affect second language acquisition and in combination with living environment, personality can act to stop or to encourage students to learn second language. There several different types of personalities that students possess: Self-Esteem: Self-esteem has been shown to be related to second language achievement. Krashen(1981) mentioned the relationship between self-esteem and oral production in ESL performs. A person with higher self-esteem tends to achieve better than those because the person would not feel embarrass if they make mistakes. However, if teachers try to correct mistakes from those students with introvert personality, teachers need to properly correct them without embarrassing them in front of other peers. For example, if Mary says† I go to school with my sister yesterday,† the teacher would respond, You went to the store with your sister yesterday? She has effectively provided corrected input while also continuing the conversation. If a student shuts down after an outright correction then opportunity for more input and practice has been lost. Risk-Taking: Risk-taking is an important characteristic of successful in learning a second language. According to Brown(2002), â€Å"learners have to be able to gamble a bit, to be willing to try out hunches about the language and take the risk of being wrong.† (p.149) Risk-taking seems to be a closely connected to a self-esteem factor. For those who have extrovert personality students, their ability to learn a second language is much quicker than introvert students because they have a higher self-esteem. Anxiety: William Twyford (1988) mentioned that â€Å"Ease in acquiring a second language has also been linked to a low level of anxiety†. (P.6) Anxiety is a kind of feeling with worry or self-doubt and people can predicate it. Anxiety is also as important as self-confident for a second language learner and in Brown (2002) mentioned â€Å"three components of foreign language anxiety have been identified as followed: 1. communication apprehension, arising from learners’ inability to adequately express mature thoughts and ideas; 2. fear of negative social evaluation, arising from a learner’s need to make a Positive social impression on others; and 3. test anxiety, or apprehension over academic evaluation. (p.151) According to Fishbein (2000), besides the different types of anxiety various, there are also different stages of anxiety. The three different stages of anxiety are before, during and after. In the before stage, the person would have anxiety on the anticipation of the event. In the during stage of anxiety attack, the person will be self aware of the event that is accuracy at the moment. In the after stage of the anxiety, the person would be concerned about the result of the event. In language acquisition, every foreign student has different levels of anxiety barriers due to the various types of personalities. However, the comparison of older learners to younger learners when it comes to second language acquisition will vary due to the fact that older learners will be more self aware of themselves than younger learners. Older people’s self awareness is higher than younger learners and because the self awareness is higher, they will understand their personalities better than once they are more self aware of themselves. Classroom Instructions: Knowing the factors of age and personalities has an affect on language acquisition; it’s easier to come up with a classroom instruction that will provide a more comfortable environment for the second language learners. Ovando (2003) emphasizes the importance of activities that â€Å"help students get to know each other, build a positive sense of team identity, accept individual differences, provide mutual support, and develop a sense of synergy.† (P.96) Therefore, in order to come up with classroom instructions that will benefit second language learners, the teacher will need to give specific instructions for classroom assignments or activities. Some of the classroom activities could be group oriented, where the classroom is split up into groups of three to five students of various cultural background and abilities. Since the group will consist of students with various cultural background and abilities, it will help build up their self-esteems because students in each group will have different roles in activities. The different roles that students contribute in the classroom activities gives students the opportunities to be part of a group in which the students might not contribute if it were just classroom discussions. Also one of the activities that the facilitators can use to build up students self-esteem that has various culture backgrounds is that through out the years, students could present about the different culture holiday s. When students present about their own heritages, they might feel more comfortable since it’s their own background. Conclusion: In order to help second language learners fit into academic learning environment, educators have a lot of work to do. Researches have shown that age and personalities play a major role in shaping a learner. According to different types of second language learners, educators need to build up different kinds of learning instructions because different age groups and different learner’s personalities needs different instructions. For example, if second language learner who has a shy personality, he would shy away in the classroom discussion and not participate as much. Educators need to put students with shy personality into a smaller group in order for him to be a little more comfortable in discussions. In contrary, outgoing students can play a role to assist students with shy personality to be more assertive in discussions. Once the student with shy personality is comfortable in small group setting, it will give them more opportunity in class discussions. Therefore, educators need to take the time and effort to understand each student and construct instruction according to the different types of learners in the classroom. By understanding each of the students’ different learning style, it is only the first step in having a successful classroom. Reference: Brown C. (2003). â€Å"Who is responsible for English-Language learners? A case study from a third-grade classroom.† Academic Exchange-EXTRA: asstudents.unco.edu/students/AE-Extra/2003/2/Art-2.html Fishbein J. R (2000). Unsure How to Prevent or Respond to Anxiety Attack. Emotional first aid. johnfishbein.com/anxiety.barrier6.htm H.Douglas Brown. (2000). Principles of language learning and teaching. White Plains, NY: Addison Wesley Longman, Inc. Krashen S D.,(1980). Second Language Acquisition and Second Language Learning. Pergamon Press Inc. Lenneberg, E. (1967). Biological Foundations of Language. New York: John Wiley Sons. Lisa Chipongian.(2000).Is there a critical period for learning a foreign language?. Scientific Learning Website Ovando, C., Collier V., Combs, M. (2003). Bilingual and ESL classroom. New York,NY: McGraw Hill William T.C. (1988). Age-Related Factors in Second Language Acquisition. New Focus. ncela.gwu.edu/pubs/classics/focus/02bage.htm Research Papers on Learning Characteristics Of Non-native Speakers - Education EssayStandardized TestingAssess the importance of Nationalism 1815-1850 EuropeComparison: Letter from Birmingham and CritoQuebec and CanadaOpen Architechture a white paper19 Century Society: A Deeply Divided EraAnalysis Of A Cosmetics AdvertisementEffects of Television Violence on ChildrenResearch Process Part OneHip-Hop is Art

The 5 Best AP Statistics Review Books to Prep for the Exam

The 5 Best AP Statistics Review Books to Prep for the Exam SAT / ACT Prep Online Guides and Tips If you’re preparing for the AP Statistics exam, a prep book can be your best tool to help you reach the score you’re aiming for. However, not all prep books are created equal. In this guide, we go over the top five AP Statistics review books out there and give advice on whom each of them is best for. We also explain what you should look for in an AP Statistics book and how to make the most of your prep book during your studying. What to Look for in an AP Statistics Book Before we dive into the prep book reviews, let’s first look at what makes a particular AP Statistics prep book better than the rest. In general, there are four qualities that all the best prep books share. #1: Tips and Strategies for the Exam A good AP Statistics review book will give explanations and advice for how to attack each question type you’ll see on the AP Stats test.These can make studying more productive and faster than it would be without a prep book because you’ll learn the best way to answer questions without having to do trial-and-error on your own. #2: High-Quality Practice Problems Practice problems are a key part of AP Stats prep because they give you a chance to see how well you can apply your stats knowledge to actual questions.Even if you’re acing your school stats tests, AP questions are often worded in different ways and cover different topics than questions you see in class. High-quality prep books will contain dozens of practice questions covering each section and question type of the exam. They’ll help you get used to the types of questions you’ll see on the AP Stats exam. #3: Complete Practice Tests In addition to practice problems, the best AP Stats prep books contain full-length practice tests to help you become more familiar with the exam and track your progress.By taking practice tests, you’ll get an idea of how well you’ll score on the AP Statistics exam and be prepared to the format and length of the test. #4: In-Depth Answer Explanations Even if a book has top-quality practice questions, you won’t get as much out of them as you could if they don’t also have good answer explanations.A top AP Statistics review book will explain why a particular answer is correct for all or most of its practice problems.This way, you can learn from your mistakes and understand why the correct answer is what it is. The Best AP Statistics Review Books In this section are the five best AP Statistics prep books to help you study for the exam. For each book we include the price, a brief summary, pros, cons, and who the book will be most useful for. Barron’s AP Statistics Price: About $13 Summary Barron’s prep books are well known for being slightly more difficult than the actual tests they prepare you for, and their AP statistics review book is no exception. It goes over challenging stats concepts and prepares you for the most difficult questions you'll see on the exam. Additionally, this book contains a diagnostic test for you to figure out how well you’re scoring, five practice tests with answer explanations, and access to an online test. The bulk of Barron’s book is devoted to explaining how to answer different types of stats questions. This part of the book is divided into 15 chapters based on different stats topics, such as confidence intervals and sampling distributions. The end of each chapter includes a mini quiz on the topic. Pros Good value for money if you’re looking for lots of practice tests (you get seven total with the book). Book is well organized which makes it easy to study a specific topic. Practice problems are high-quality and similar to official AP Statistics questions. Covers tough questions and topics many review books skip over. Cons Assumes you already have a solid basic knowledge of statistics. Doesn’t give much advice on how to develop a study plan. Who It’s Best For Barron’s book is best for students who already feel pretty solid with their statistics skills and are aiming for a high score on the AP exam. It skips over a lot of basic stats knowledge to focus more on tougher concepts. It also has challenging practice questions to ensure you’re well prepared for the AP exam. Barron’s practice tests are slightly more difficult than the actual AP exam, so if you can score well on these practice tests, you’re in great shape for test day. Cracking the AP Statistics Exam (Princeton Review) Price: About $14 Summary Princeton Review’s bookincludes two complete practice tests, but the bulk of the book is devoted to reviewing the content you’ll be tested on during the AP Statistics test. Princeton Review aims to write prep books that are easy to understand and more interesting than a standard textbook, and many people like the encouraging and down to earth style of their books. The content review for this book is organized into four main chapters, and each chapter ends with a mini quiz. The book also includes tips on how to approach different types of questions you’ll see on the exam, how to create a study plan, and how to best use your calculator. Pros Written in an easy-to-understand, engaging style. The content review chapters are organized into very specific topics that makes it easy to find exactly what info you want to review. Breaks down statistics problems step-by-step to make them easier to understand. Cons Only has two practice tests, which is less than most other prep books. Their practice questions tend to be somewhat easier than actual AP Stats questions. Who It’s Best For Princeton Review’s books are known for their engaging and accessible style which can appeal to students who are bored or intimidated by traditional prep books. This book also spends a lot of time breaking down and explaining key stats concepts that you may have been struggling with. Therefore, it’s best for students who have just started their prep and/or those who want to build up their stats knowledge more. Because the book’s practice problems tend to be somewhat easier than actual AP problems, it’s not ideal for people who are looking for a top AP score. If you do want a top score, plan on supplementing it with another prep book like Barron’s. 5 Steps to a 5: AP Statistics 2018 Price: About $13 Summary The 5 Steps to a 5 book is organized to walk you through your AP Statistics plan from start to finish. It begins by explaining how to set up your study plan, then gives tips for succeeding on the test, reviews the content you’ll need to know, and finishes with practice tests. The book includes three paper practice tests and three online tests, as well as additional online resources like online lessons, practice problems, and ways to track your progress. Pros Has extensive online resources with which you can develop a personalized study plan, study online flashcards, and answer practice problems. These are also accessible on your phone. Gives in-depth info on how to develop a study plan and attack different types of stats questions. Has a well-organized and in-depth content review section. Cons Writing style is often dry and wordy. Three of the six practice tests are online, so they don’t give you as realistic practice as the paper tests do. Who It’s Best For The 5 Steps to a 5 prep book is a good middle-of-the-road choice for people who feel they are past the level of the Princeton Review book but perhaps aren’t quite ready for Barron’s AP Stats book.A standout feature of this book is its online prep resources. With your access code, you can create your own complete study plan and track your progress in different skill areas. If you want more guidance in your AP studying and planning, these resources can be a big help for you. Ultimate AP Statistics Practice Book Price: About $15 Summary This AP Statistics review book is somewhat different than the others. Rather than giving a comprehensive review of AP Stats content and including full-length practice tests, the Ultimate AP Statistics Practice Book contains 100 practice questions that are explained in the book. Additionally, your book comes with a code you can scan that gives you access to YouTube videos that give in-depth explanations of each of the 100 questions. Pros The 100 questions give a solid overview of the different topics and types of questions you’ll see on the exam. Answer explanations are very thorough and include both written and video explanations. Practice questions are similar to official practice tests. Cons The book has a very specific focus100 practice questions and explanationsand doesn’t include other features most other prep books include like full practice tests or a comprehensive content review. Who It’s Best For If you’re struggling to understand how to solve stats problems and standard book explanations aren’t helping, this book may be exactly what you need. Since it includes video explanations for the problems, it can be very helpful for people who want practice problems explained in more detail or people who learn better with videos rather than written explanations. However, since this book doesn’t contain any full-length practice tests, it shouldn’t be your only prep book. Be sure to supplement it with another AP Statistics book that contains practice tests, like the Barron’s or 5 Steps to a 5. Introduction to Statistics and Data Analysis Price: About $90 new, $40 used Summary This is an AP Statistics textbook, not a prep book, but if you are self-studying for the AP Stats exam, feel the textbook your class is using isn’t helpful, or need an in-depth review of statistics content, this is one of the best stats textbooks out there.It’s approved by the College Board and is often used in college statistics classes. Reviewers have given it high marks for its high-quality practice problems and clear explanations of difficult concepts. The book (all 944 pages of it) includes 16 chapters, each of which dives into a different stats topic to give you a thorough understanding of the course.This textbook is also cheaper than most other stats textbooks, many of which are close to $200. Pros In-depth explanation of all the topics you need to know for AP Statistics. Includes a lot of practice problems with step-by-step explanations. Cons Somewhat dense and dry writing style. Some readers found the organization of the book confusing. Who It’s Best For Most people preparing for the AP Statistics exam won’t need to look for their own textbook since the one that they use in class will likely be enough. However, if you don’t like the textbook your class uses, feel like you really need to review certain stats topics, or you’re self-studying for the exam, this AP Statistics textbook can really help you out. How to Use Books in Your AP Stats Prep Now you have all the information you need to choose the best book for you, but how do you get the most out of your book? Check out the three tips below to learn the best way to use prep books in your AP Statistics studying. Create a Study Plan to Organize Your Studying No matter how long you have to study and how much you want to improve, a study plan will help you maximize your efficiency and get closer to your goal score. We have an in-depth guide to the five steps to making an AP study plan that you should definitely check out, but the quick version is to schedule regular times to study (like Tuesdays from 6-8pm and Saturdays from 12-4pm) and set yourself regular goals (like learning a new topic or increasing your raw score by 5 points). Remember to schedule time to take practice tests as well. Creating a schedule helps you hold yourself accountable, makes it more likely you’ll get your studying done, and helps you track your progress. Supplement Your AP Statistics Prep Book With Official Practice Tests Official practice tests are the best to use because you can be sure they follow the same format and content as the actual AP exam.Unfortunately, the College Board doesn’t make many official practice resources available for AP Statistics. There are two complete official AP Stats practice tests available, from 1997 and 2012. Definitely make use of these during your studying even if your prep book has a lot of practice tests. We recommend taking the 1997 official practice test at the beginning of your studying so you can see what official questions look like and make sure your prep book’s questions are similar, and take the 2012 official test towards the end of your studying to get an accurate idea of how well you’ll score on the actual AP exam. Attack Your Weaknesses Prep books aren’t novels, and you don’t need to read every word of your prep book in order for it to be useful.Focus on the content you’re struggling with, especially if your AP exam is coming up soon and you don’t have time to read through every chapter of your prep book. This is why taking a diagnostic test early on in your studying can be very useful. Take the diagnostic test, see which areas you struggled in, then go back and read those chapters and answer practice problems until you feel solid with that content. Take another practice test, see where you still need to improve, and repeat as needed. Conclusion: The Best AP Statistics Review Book Having an AP Statistics book can be extremely useful for helping you strengthen your statistics knowledge and become more familiar with the exam.AP Statistics books can vary based on their purpose, but, in general, the best prep books include tips and strategies for doing well on the test, lots of practice questions, complete practice tests, and in-depth answer explanations. Whether you’re looking for lots of practice tests, content review, a better way to understand and attack questions, or an AP Statistics textbook, there’s a book out there to meet your needs. Do a bit of research before buying to ensure you get the best AP Statistics review book for you. When using your AP Statistics book, to get the most out of it you should create a study plan, supplement your book with official practice tests, and use the book to focus specifically on your content weaknesses. What's Next? Want more info on what to expect from the AP Statistics exam?Check out our complete guide to the AP Stats exam and learn exactly what type of questions you'll see and how your exam will be graded. If you want a high score on the AP Stats test,you'll need to take practice tests.We've compiled a list of every AP Statistics exam available, both free and official. How difficult is AP Stats compared to other AP classes?Get the answer by reading our guide to the hardest AP exams and classes. 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:

Describe the political situation in the south after the end of Essay

Describe the political situation in the south after the end of reconstruction - Essay Example They never had the people’s interests at heart. This was evident in the reign of the president Hayes and even president Garfield. In most cases, the president task is to ensure that they are loyal to their citizens without favor. However, that was not the case as most of them awarded jobs and other 1privileges to the people who voted them in. The rotten political landscape not only affected the political field, but also stretched into the other arms of government too.2 The American courts were not an exemption either. Its main challenge was to ensure that the state does not deprive the police the power to protect the welfare of the vulnerable citizens from those leaders who are self-centered. Politics being the song of American citizens especially in every event since the late 19th century, party loyalty was a serious issue. Republicans were considered as synonyms for patriotism while the democrats were self respected individuals. The post reconstruction politics was meant that the one party system of politics faced opposition mainly from the less fortunate whites and even the black republicans too. Racial violence was rampant and for such a reason the black Americans had no choice but to unwillingly submit to their white