The Global Political Economy

There are three main theories and worldviews involved in analyzing the global political economy. The first of these worldviews is liberalism. Under liberalism, individual corporations are regarded as the basic units of analysis. Moreover, the market is superior to the state, and the government plays a minimal role in the economy. The theory was developed by Adam Smith and David Ricardo, economists by their own rights.Advertising We will write a custom essay sample on The Global Political Economy specifically for you for only $16.05 $11/page Learn More Later, it was modified by Raymond Vernon and turned into the Sovereignty-at-Bay theory. The second theory is economic nationalism. It is the worldview that takes the state as its basic unit of analysis. In this theory, the state is superior to the market. In addition, the government, through its various agencies, plays a significant role in the economy. The government regulates prices, production and such o ther issues related to the economy. The theory was originally developed by Hamilton and List. It was later modified by Kindleberger. The third form of worldview is structuralism theory. In this theory, class is taken as the basic unit of analysis. Under structuralism, the dominant class in the society wields significant control over the market and the state. For example, the dominant class controls the means of production, as well as the government. The current paper is written against this background. In the paper, the author examines how the International Monetary Fund (herein referred to as the IMF) has used liberalism to control developing nations in Latin America and Asia. The International Monetary Fund has a long history in the global economy. The organization was created on December 27th, 1945. The initial membership of the organization was 45 nations. The brains behind the creation of the organization were motivated by several objectives. One of the major objectives of the IMF was to stabilize exchange rates in the global market. The organization was also aimed at regulating and stabilizing the international payment system after the Second World War. Member countries contribute money to the organization. Nations facing various financial challenges borrow from these funds and repay their loans with interest. Another role of the IMF is to provide guidance to member states on how to grow their economies and formulate sound economic policies. As of today, the organization has 188 members drawn from all continents in the world.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Many countries, especially those with transitional and developing economies, have encountered various challenges emanating from budget deficits. An example of how the IMF relates with its member nations is illustrated by the agreement that the organization made with Brazil in late 1990s. Aroun d this time, the country was going through a crisis related to its Balance of Payments (herein referred to as BOP). The organization and the government agreed that after receiving financial assistance, the Central Bank will make sure that interest rates in the country remain high. The demand was just one of the conditions put in place by the IMF. According to the IMF, the conditions were put in place for two main reasons. The first justification given by the organization for the conditions was to keep investors in the country. The organization felt that the new policies will not only lock the existing local investors in the country, but will also attract foreign investor. The second reason used to justify the conditions was to reduce the rate of economic growth in the country. However, just like many other developing nations, Brazil found faced various challenges in efforts to implement the new policies prescribed by the organization. For example, the government found it politically difficult to adopt some of the measures. If implemented, the government felt that the policies will make the regime unpopular in the country. High interest rates may also lead to civil unrest in the country. At the end of the day, the Brazilian government was unable to address the budget deficit. The relationship between the IMF and the Brazilian government can be analyzed from the perspective of the liberalism theory. According to this theory, the IMF, as an organization, can have primacy over the state. The superiority of the organization to local governments is expressed through the various conditions given by IMF, conditions that member states have to stick to for them to retain their membership in the organization. The conditions put in place by IMF and other similar organizations are normally referred to as structural adjustment programs (herein referred to as SAPs). The conditions, which are set by other bodies, such as the World Bank Group (herein referred to as WBG) and th e World Trade Organization (herein referred to as WTO) are associated with radical trade liberalization.Advertising We will write a custom essay sample on The Global Political Economy specifically for you for only $16.05 $11/page Learn More Such liberalizations are not supported by most developing nations in the world. The main reason for this lack of support is the fact that the developing nations feel that the liberalization policies are structured to benefit the developed nations at their expense. However, given the amount of money such countries owe the IMF, they do not have any option other than to comply with the demands of these organizations. Analysts and economic scholars refer to this situation as arm-twisting on the part of the organizations. Such arm-twisting measures, which are meant to put pressure on developing countries, were evident during the Uruguay Round negotiations. During the negotiations, most third world economies expressed thei r lack of support for the process. The lack of support was evident in their passive participation in the process, as well as lack of representation. However, the developing nations were dragged into endorsing the 1994 Marrakesh Accord, which established the WTO. The accord also sealed the negotiations made during the Uruguay Round. Only a minority of developing countries, most of them belonging to the Cairns Group, were in support of WTO. Their support was pegged on hopes of WTO widening the market for their agricultural products. The forceful liberalization of markets, which is championed by the IMF, has not benefited the developing economies as expected. For instance, before 1997, most nations in East Asia had fairly successful economies. For a period of about thirty years, ending in 1997, the economies of these nations recorded positive growth. The countries had recorded impressive results in the health, education, and economic sectors. In addition, they had very low levels of po verty. However, in the early 1990s, the markets were liberalized due to international pressure from IMF and the United States of America. Consequently, such countries as Thailand received short-term capital assistance, which could not be used for long term investments. For example, the country was unable to use the capital assistance to put in place such infrastructures as factories. Instead, the money was used to pump a real estate bubble, which eventually burst.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Just like in the case of Latin America in 1997, the IMF prescribed controversial policies to address the economic challenges faced by Thailand. The organization advised the government to put in place stringent and politically unviable measures to address the economic challenges. Soon after this, all the other nations in the region were suffering from the same problems. The most surprising thing was that the IMF ought to have known that the remedy was not working, given the effects it had on Brazil and other nations. However, the organization went ahead and prescribed the same â€Å"solution† in Thailand. In the late 1990s, the economies of Latin America and East Asia were significantly different from one another. As a result, the attempt by the IMF to solve the challenges faced by economies in the two regions using the same strategy was a big mistake. For instance, the rate of inflation in South Korea at this time was 4%. While the problems in Brazil and other Latin American countries had to do with their imprudent governments, the imprudence in East Asia was in the private sector, and not in the public sector. As such, austerity was not the approach to use in East Asia. Other organizations, such as the World Bank, were becoming increasingly aware of the negative effects of market liberalization. To address the problem, the organizations were advocating for stringent conditions for financial aid in the region. However, the IMF refused to act with consideration. The crux of the problem is that whereas the IMF is intended to serve the developing countries, it is largely controlled by industrial economies. In practice, and through the imposition of trade policies, the IMF is crippling democracies around the world. In theory, the organization is expected to support the same democratic institutions. It is widely believed that the IMF negotiates the conditions for receiving aid with member countries. However, this is not the case given that it is not possible to have balanced negotiations when the power to decide is vested on one party. Additionally, the organization does not give member countries enough time to build consensus or even consult with their civil societies and parliaments. At times, aid is offered on a plate that seems quite open, but the real covenants are negotiated in secret. Before dispatching aid, the IMF sends its mission of economists to the member country. The mission lacks knowledge with regard to the culture of the developing countries. The mission is given a very short time to come up with the most suitable program for the country. At the end, the information they collect and present to the IMF does not represent the nation’s development strategy. Furthermore, some of the models used by the economists are either out-of-date or flawed given that they are developed without taking into consideration the economic dynamics of the developing world. The East Asia crisis spread to Indonesia, and the IMF again off ered the same solution of funds with stringent conditions, especially increasing interest rates. The argument of the IMF this time round was that Indonesia would make it through like Mexico. However, a closer look reveals that Mexico had not made it through the financial crisis with the help of the IMF. On the contrary, the country managed to get over the depression because of the increase of exports to the US. At that time, Japan was Indonesia’s main partner in trade. As a result, the situation in Indonesia was highly explosive, socially and politically, compared to that in Mexico. The IMF was just about to intensify the capital strife in the country through its restrictions that would hinder the relaxed flow of currency. At a time when the nation needed fuel and food subsidies, the government was forced to cut its spending. As a result, subsidies were eliminated. In 1998, World Bank’s vice president in East Asia averred that the region was going through a recession. In light of the record high rates of unemployment and the number of businesses that went bankrupt, the vice president could not have been more right in summing up the situation. To make matters worse, the region was unable to take advantage of opportunities provided by low exchange rates. By the end of 1998, the depression reached Russia. The similarity between what happened in Russia and East Asia was represented by the participation of the United States and IMF. In the case of Russia, the IMF was largely advised by a group of macroeconomists who did not have an idea with regard to Russian economic history. Lack of adequate consultations, which was fueled by a know-it-all attitude exhibited by the IMF and local macroeconomists, led to the economic setback that was recorded after the 1993 elections. The economic shock experienced in the country did little to move Russia towards the envisaged market economy. The Treasury and the IMF paid very little attention, if any, to institutiona l infrastructure. Instead, the agencies provided the oligarchs with the opportunity to plunder the economy. In conclusion, it is important to reiterate that the IMF was formed to assist developing nations overcome economic and capital challenges. However, the organization has ended up controlling these economies through liberalization of capital markets. In the end, developing countries are stuck with deficits that have turned into recessions and depressions. In light of these realities, the IMF should abandon liberalism and let the developing countries grow their economies at their own pace without interference. This essay on The Global Political Economy was written and submitted by user Jason Mcbride to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Water for Elephants Book Club Discussion Questions

'Water for Elephants' Book Club Discussion Questions Water for Elephants by Sara Gruen is a must read a story about a 90-year-old man remembering his days with a circus during The Great Depression. Use these book club discussion questions on Water for Elephants to lead your book clubs conversation on the story.Spoiler Warning: These book club discussion questions reveal important details about Water for Elephants by Sara Gruen. Finish the book before reading on. Book Club Questions Water for Elephants moves between a story about a circus and a story about an old man in a nursing home. How do the chapters about the older Jacob enrich the story about Jacob’s adventure with the circus? How would the novel be different if Gruen had only written about the younger Jacob, keeping the story linear and never describing Jacob’s life as an old man?Did the chapters about the nursing home change how you think about older people? In what ways are the doctors and nurses condescending? How is Rosemary different? How do you treat older people?In chapter two, the twenty-three-year-old Jacob starts his story by telling us he is a virgin. From the cooch tent to the erections the older Jacob gets when being bathed, sexuality is woven into the whole story. Why do you think Gruen added these details? What role does sexuality play in Water for Elephants?When you first read the Prologue, who did you think murdered the man? Were you surprised by who the actual murderer was ?The book begins with a quote from Horton Hatches the Egg by Dr. Seuss: â€Å"I meant what I said, and I said what I meant†¦An elephant’s faithful- one hundred percent!† What is the role of faithfulness and loyalty in Water for Elephants? How do different characters define loyalty? (Jacob, Walter, Uncle Al). Why does Jacob get so mad about Mr. McGuinity lying about carrying water for elephants? Do you see any similarities of temperament between the young Jacob and the old Jacob?In what ways is Water for Elephants a survival story? A love story? An adventure?Water for Elephants has a happy ending for Jacob, but not for many other characters. Discuss Walter and Camel’s fates. How does tragedy fit into the story?There is an â€Å"us and them† mentality in the circus between performers and workers. How does Jacob bridge these two classes of people? Why does each group hate another group? Does the circus merely mirror society in an exaggerated way?Are you satisfied with the end?In the Author’s Note, Gruen writes that many of the details in the story are factual or come from circus workers’ anecdotes. These true stories include the hippo pickled in formaldehyde, the deceased fat lady being paraded through town and an elephant who repeatedly pulled out her stake and stole lemonade. Gruen did extensive research before writing Water for Elephants. Was her story believable? Rate Water for Elephants on a scale of 1 to 5.

The Best AP World History Study Guide 6 Key Tips

The Best AP World History Study Guide 6 Key Tips SAT / ACT Prep Online Guides and Tips Are you taking AP World History this year? Or considering taking it at some point in high school? Then you need to read this AP World History study guide.Instead of cramming every single name, date, and place into your head, learn how to study for the AP World History exam so that you can learn the major ideas and feel ready for test day. We'll also go over some key strategies you can use to help you prepare effectively. TheAP World History test is challenging- just 8.5% of test takers got a 5 in 2017. But if you study correctlythroughout the year, you could be one of the few students who aces this test. Below are six tips to follow in order to be well prepared for the AP World History exam. Read through each one, apply them to your testprep, and you'll bewell on your way to maximizing your AP score! Why You Should Study for the AP World History Test Is it really that important to study for the AP World History test? The quick answer to this question is absolutely. But why? Let's start by taking a look at the kinds of scores students usually get on the exam. The following chart shows what percentage of test takers received each possible AP score (1-5) on the AP World History test in 2017: AP Score Percentage of Test Takers Who Received Score 5 8.5% 4 19.9% 3 26.7% 2 29.6% 1 15.4% Source: The College Board As you can see, roughly 55% of test takers scored a 2 or 3, a little less than 30% scored a 4 or 5,and just 15% scored a 1. Sincemost test takers scored a 3 or lower on this test, it's safe to say that a lot of AP World History students are not scoring as highly as they could be on this test. While a 3 is not a bad AP score by any means, some colleges such as Stanfordrequire at least a 4in order to get credit for the exam. If the schools you're applying to want a 4 or higher, putting in ample study time for the test is a definite must. In addition, if you're applying to highly selective schools, a 5 on the AP World History test (or any AP test, really) could act as a tipping point in your favor during the admissions process. Finally, getting a low score on this test- i.e., a 1 or 2- might make colleges doubt your test-taking abilities or question your potential to succeed at their school. You don't want this to happen! Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. What's on the AP World History Exam? Before we give you our six expert study tips for AP World History, let's briefly go over the structure and content of the test. The AP World History exam consists oftwo sections: Section I and Section II.Each section, then, also consists of two parts: Part A and Part B.Here is what you'll encounter on each part of each section: Section/Part Total Time Question Type # of Questions Scoring Section I, Part A 55 mins Multiple choice 55 Worth 40% total score Section I, Part B 40 mins Short answer 3 Worth 20% total score Section II, Part A 60 mins Document based 1 Worth 25% total score Section II, Part B 40 mins Long essay 1 Worth 15% total score Source: The College Board And here is an overview of the types of tasks you'll be asked to perform: Analyze historical texts as well as historians' opinions and interpretations of history Assess historical documents and make an argument to support your assessment Write an essay concerning an issue in world history Now that you understand exactly how the AP World History test is set up, let's take a look at our six expert study tips for it. We don't keep our best secrets to ourselves. How to Study for AP World History: 6 Key Tips Below are our top tips to help you get a top score on the AP World History test. Tip 1: Don't Try to Memorize Everything If you start your AP World History class with the expectation of memorizing the entirety of human history, think again. Although AP World History tests a wide span of time, you aren’t expected to learn every tiny detail along the way. Rather, this class focuses on teaching major patterns, key cultural and political developments, and significant technological developments throughout history. AP World History is organized into the following six time periods: Technological and Environmental Transformations (to c. 600 BCE) Organization and Reorganization of Human Societies (c. 600 BCE to c. 600 CE) Regional and Interregional Interactions (c. 600 CE to c. 1450) Global Interactions (c. 1450 to c. 1750) Industrialization and Global Integration (c. 1750 to c. 1900) Accelerating Global Change and Realignments (c. 1900 to the present) Within each period, you should know the major world powers and forces driving economic development, politics, and social change (including technology). However,you don’t have to have every detailmemorized in order to do well on the test. Instead, focus on understanding big patterns and developments, and be able to explain them with a few key examples. For instance, you don’t necessarily need to know that in 1492 Columbus sailed the ocean blue; you also don't need to know the details of his voyages or the particulars of his brutality. However,you should be able to explain why the European colonization of the Americas happened, as well as the economic effects it had on Europe, Africa, and the Americas, and how colonization affected the lives of people on all three continents. Knowing a few concrete examples is essential to succeeding on the short-answer section. The short-answer questions which will typically present you with some information (e.g., a chart, primary source, etc.) and thenask you to provide several specific examples or reasons for a broader theme or historical movement that relates to the information provided. You'll have flexibility in what specific examples you choose, just so long as they are relevant. The short-answer section is four questions long and worth 20% of your total test score (so each question is worth 5%). You'll have 50 minutes within section 1 to complete it. Concrete examplescan also bolster your essays and improve your ability to break down multiple-choice questions on the topic.However, focus first on understanding the big picture before you try to memorize the nitty-gritty details. If you’re coming from AP US History, this advice might seem odd. But unlike US History, which is more fine-grained, the AP World History exam writers do not expect you to know everything, as they test a much larger topic. AP US History is essentially a test of 400 years of history in one location, so it’s fair to expect students to know many proper names and dates. But for World History,that same level of detail isn’t expected; this test takes place over thousands of years all around the world. Instead, you should focus on understanding the general patterns ofimportant topics through history. This won't only save you time but will also keep you sane as your textbook hurls literally hundreds of names, places, and dates at you throughout the year. Speaking of your textbook ... Tip 2: Keep Up With Your Reading! When it comes to AP World History, you can't sleep through the class all year, skim a prep book in April, and then expect to get a perfect 5 on the test. You're learning all of human history, after all! Trying to cram for this test late in the game is both stressful and inefficient because of the sheer volume of material you have to cover. And all that reading would hurt your eyes. Instead, keep up with your reading and do well in your World History class to ensure you're building a strong foundation of knowledge throughout the year. This way, when it hits spring, you can focus on preparing for the exam itself and the topics it’s likely to test, as opposed to frantically trying to learn all of human history in just two months. If your teacher isn’t already requiring you to do something like this, be sure to keep notes of your readings throughout the school year. This could be in the form of outlines, summaries, or anything else that's useful to you. Taking notes will help you process the readings and remember them better. Your notes will also be an invaluable study tool in the spring. Finally, check the website of whatever textbook your class uses. Many textbook websites have extra features, such as pre-made chapter outlines and summaries. These can be excellent study resources for you throughout the year. Tip 3: Read a Prep Book (or Two) in the Spring Even if you keep up with AP World History throughout the year, you’re probably going to be a bit hazy on topics you learned in September when you start studying for the test in March or April. This is why we recommend getting a prep book, which will provide a much broaderoverview of world history, focusing especially on topics tested on the exam. If you’ve been learning well throughout the school year, reading a prep bookwill trigger your background knowledge and help you review. Think of your prep book as your second, much quicker pass through world history. And in case you’re wondering- no, the prep book alone will not fill you in on the necessary depth of knowledge for the entire test. You can't replace reading your textbook throughout the year with reading a prep book in the spring. The AP World History multiple-choice section especially can ask some pretty specific questions, and you'd definitely have blind spots if all you did is read a prep book and not an actual textbook. Furthermore, you wouldn't be able to explain examples in your essay in as much detail if you've only read a few paragraphs about major historical events. Tip 4: Get Ready to Move at 1 M.P.Q. (Minute per Question) To prepare for the AP World History exam, knowing the material is just half the battle. You also need to know how to use your time effectively,especially on the multiple-choice section. The multiple-choice section (Section 1, part A) asks 55 questions in 55 minutes,and is worth 40% of your total score. This gives you just one minuteper question, so you'll have to move fast. And to be ready for this quickpace, practice is key. Taking the AP World History exam without practicing first would be like jumping into a NASCARrace without a driver's license. To practice pacing yourself, it’s crucial that you get a prep book containing practice tests. Even if you've read your textbook diligently, taken notes, and reviewed the material, it's really important to practice actual multiple-choice sections so you can get used to the timing of the test. Althoughthere are a few two-part questions on AP World History,most are stand-alone questions. As a result,you can move from question to question fairly quickly, and even skip and return to tough questions (as long as you keep an eye on the time!). There might be some images, maps, charts, and passages to work through as well, so some questions will likely take longer than others. Your teacher should be giving you multiple-choice quizzes or teststhroughout the year to help you prepare for the test. If your teacher isn't doing this, it will, unfortunately, be up to you to find multiple-choice practice questionsfrom prep books and online resources. See our complete list of AP World History practice tests here. You need to create your own multiple-choice strategy as you study, such as using the process of elimination, being ready to read and analyze pictures and charts, and being constantly aware of your time. I recommend wearing a watch when you practice so you can keep an eye on how long you spend on each question. In short, make sure you practice AP World History multiple-choice questions so that when you sit down to take the exam, you'll feel confident and ready to move fast. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Tip 5: Practice Speed-Writing for the Free-Response Section The AP World History exam has two essay questions that, together, account for 40% of your total score. You'll get 55 minutes for the Document-Based Question (DBQ), including a 10-minute reading period. The DBQ is worth 25% of your exam grade. You'll then get 35 minutes for the Long Essay, which is worth 15% of your score. For each essay, you need to be able to brainstorm quickly and write an essay that answers the prompt, is well organized, and has a cogent thesis. A thesis is a one-sentence summary of your main argument. For the sake of AP essays, it's best to put your thesis at the end of the introductory paragraph so the grader can find it quickly. When organizing your essay, have each paragraph explain one part of the argument, with a topic sentence (basically, a mini thesis) at the beginning of each paragraph that explains exactly what you're going to say. For the DBQ, you'll need to bring all or most the provided documents into your argument in addition to your background knowledge of the period being tested. For example, in a DBQ about the effects of Spanish Influenza during World War I, you needed to demonstrate your knowledge of WWI as well as your ability to use the documents effectively in your argument. See our complete guide to writing a DBQ here. For the Long Essay, it’s up to you to provide specific historical examples and show your broad understanding of historical trends. (Again, this is why doing your reading is so important, since you'll have to provide and explain your own historical examples!) Throughout the year, your teacher should be having you do writing assignments, including in-class essays, to teach you how to write good essays quickly. Since you'll be writing youressays by hand for the test, you should ideally be writing your practice essays by hand as well. If you struggle with writing by hand fast, you can build up your writing fluency (your ability to quickly translate thoughts to words) by writing additional practice essayson your own. If you need to work on writing fluency, it's best to practice with easier writing topics.First, find a journal prompt to write about (this website has hundreds). Next, set a timer. Between 10 and 15 minutes is best. Finally, write as much (and as fast) as you can about the prompt, without making any big mistakes in spelling or grammar. When time's up, count how many words you wrote. If you do this a few times a week, you'll build up your writing speed, and your word counts will continue to grow. Once you've built up this skill, it will be much easier to tackle the AP World History free response section. You can also practice on your own using old AP World History free-response questions.However, note that the test was revised for 2016-17, so old questions will have old instructions. In fact, there actuallyused to be three essays on the AP World History test- in addition to the DBQ, there was a "Change Over Time" essay and a "Comparison" essay. Now, there's just one long essay. Be sure to compare older questions with the most up-to-date examples from the most current AP Course and Exam Description. Tip 6: Take Practice Exams and Set a Target Score In the spring, aim totake at least one full practice exam- ideally in late March or early April- once you’ve learned most of the World History material. By a full practice exam, we mean the entire AP World History test. Time yourself and take it in one sitting, with a 15-minute break between the multiple-choice/short-answer section and the essays. Why should you do this? It will give you a chance to experience what it’s like to take a full AP World History exam before you sit for the real thing. This helps you build stamina and perfect your timing. All the practice in the world won't help you if you run out of steam on your last essay question and can barely think. Also, set a target score for each section: multiple choice and free response.Good news: you don’t need to be aiming for 100% on the multiple-choice section and a 9/9 on every essay in order to secure a 5 (the highest possible score). Far from it, actually! The truth is that a high multiple-choice score (50/55) with average short-answer and free-response scores (say, 8/12 on short answer, 5/7 on the DBQ, and 4/6 on the long essay) can get you a score of 5. Likewise, an average multiple-choice score (35/55) with high short-answer and free-response scores (say, 11/12 on short answer, 6/7 on the DBQ, and 5/6 on the long essay) can also net you a 5. Setrealistic score targets based on your personal strengths.For example, a really good writing student might go the average multiple choice/strong essay route, while a strong test taker might go the other way around. You could also be somewhere in-between. In addition, don't be intimidated if your target score is a lot higher than your current scores. The whole point of practicing is to eventually meet your target! Once you have a target score, practice, practice, practice! Use old exams, the practice exams in (high-quality) prep books, and thefree-response questions linked above. You can even ask your teacher for old AP World History tests and essay questions. The more you practice before the test, the more likely you are to meet- or exceed!- your score goal. Bottom Line: How to Prep for the AP World History Test Although AP World History is a challenging test, if you follow the advice in this AP World History study guide and preparecorrectlythroughout the year, you can definitely pass, or even be one of the few students who gets a 5! Just make sure to keep up with your reading, use a prep book in the spring, and practice a lot for the multiple-choice and the free-response sections. With clear target scores for each section and plenty of practice under your belt, you'll have the strongest chance of getting a 5 on test day! What’s Next? How many AP classes should you take in total? Find out here. How hard is AP World History compared with other AP tests? We’ve rounded up a list of the hardest and easiest AP tests, as well as the average scores for every exam. For more tips on doing well in all of your classes, from AP to IB to honors, read this expert guide to getting a perfect 4.0, written by PrepScholar founder Allen Cheng. Even if you're not going for perfection, you'll learn all the skills you need to work hard, work smart, and get better grades. Also studying for the SAT/ACT? In a hurry? Learn how to cram for the ACT or SAT. 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:

Personality assesment Essay Example | Topics and Well Written Essays - 500 words

Personality assesment - Essay Example (Funder 1991, Tellegen 1991) personality psychologists predominantly make use of the ‘Five Factor Model’ for the assessment of an individual’s personality. (Digman 1990, Goldberg 1993a) This model reflects an individual’s psychological, social and cultural components that contribute towards his personality. It also reveals if an individual has had a troubled history or comes from a very poor socio- economic background. Research has given us an invaluable theory of personality which could be used for assessing the different personality variables. Personality assessment helps us to get a better idea of an individual and also helps us understand the individual’s behavioral pattern in a better light, thereby avoiding many conflicting issues. The 8th edition of Robert Feldman’s (2006) book on Understanding Psychology, stimulates the understanding and capabilities of students through his broad vision and insightful thinking. He strongly felt that if students understood psychology then they would learn it well. The principles and concepts contained in his book cover the areas of five important perspectives – Cognitive, behavioral, neuro-scientific, psychodynamic and humanistic. 1. Validity – Validity is considered to be the subjective judgment which could be based on either experience or other empirical indicators. Validity is also considered to be the maximum extent to which a test measures what’s needed to be measured. For a test to be considered valid it has to be first of all reliable; but reliability of the test does not guarantee its validity. The different types of validity include – 1) Face validity, 2) Construct validity, 3) Criterion validity, 4)Convergent validity and 5) Discriminant validity. 2. Reliability – Reliability is nothing but consistency. Reliability is considered to be the extent to which any test provides consistent scores. Measuring procedures do

Drake Circus Article Example | Topics and Well Written Essays - 2000 words

Drake Circus - Article Example It is managed by Donaldsons LLP which runs over 250 shopping centres throughout Europe (www.drakecircus.com/background). The original Drake Circus shopping centre was a two level centre with open malls constructed in the early 1970s. Initial proposals to redevelop it in the early 1990s failed, but the developers, P&O Estates, tried again in the early part of the 21st century. Plans were drawn up for a much larger centre and having signed up Allders as the first anchor tenant in 2001 and Marks & Spencer in early 2004, work started on demolishing the old centre and the adjoining Charles Cross car park in February 2004. The new building, designed by Chapman Taylor Partnership, has provoked a mixed reception (en.wikipedia.org/wiki/Drake_Circus). The scheme suffered a setback in January 2005 when Allders went into administration, but other tenants, including Zara, Boots the Chemist, Virgin Megastore and H&M continued to commit to the scheme. New anchor tenants to replace Allders were found in summer 2005 in the guise of Next and Primark. The new development was topped out in June 2005 and the scheme opened, 90% let, on 5 October 2006 (en.wikipedia.org/wiki/Drake_Circus). The new car park has five levels, with the first two levels larger than the upper three. It will have dedicated entry and exit ramps which will keep queue times to a minimum. There will be wider spaces, more headroom and much better levels of lighting. Interior finishes will be painted white with good direction signage for both cars and pedestrians. The car park will be well lit, with high levels of visibility for drivers and those on foot and clear signage that will comply with the 'secure by design' standard promoted by the police authority (www.drakecircus.com/background). The whole of Drake Circus shopping centre has been designed, wherever possible in line with the latest disability access regulations, will be wheel-chair friendly with ample provision of lifts, ramps and specially designated parking spaces for blue badge holders. Enhanced facilities for the ambulant disabled will also be provided (www.drakecircus.com/background). The scheme incorporates facilities for the loan of wheelchairs and powered scooters. Car Parking: Drake Circus is a "Pay on Foot" car park - so no more worrying about your time running out and having to dash back to your car! Simply take your ticket when you arrive and keep it with you while you shop. When you're ready to leave simply pay by cash or card at one of the pay stations, located on each car park levels before you return to your car. Technological impact in shopping centre sales: Advances in Information Technology are constantly

Hume and the Ethics of Virtue Essay -- Character Morals Aristotle Pape

I argue that Hume's ethics can be characterized as a virtue ethics, by which I mean a view according to which character has priority over action and the principles governing action: virtuous character guides and constrains practical deliberation. In a traditional utilitarian or Kantian ethics, character is subordinate to practical deliberation: virtue is needed only to motivate virtuous action. I begin by outlining this approach in Aristotle's ethics, then draw relevant parallels to Hume. I argue that virtuous character in Aristotle is understood in terms of "self-love." A true self-lover enjoys most the exercise of the characteristic human powers of judging, choosing, deciding and deliberating. A virtuous agent's self-love enables sizing up practical situations properly and exhibiting the virtue called for by the situation. But if an agent's character is defective, the practical situation will be misapprehended and responded to improperly. I argue that though Hume claims moral judgm ents are the product of sympathy, they are actually the result of a complex process of practical reflection and deliberation. Although Hume writes as though anyone can be a judicious spectator, there is reason to think that persons of calm temperament, who enjoy deliberation and have a facility for it, are more likely to perform the corrections in sentiments that may be necessary. If this is so, an agent's character has priority over his or her practical deliberations. I am interested in the general question of how to characterize Hume's ethics, in particular, in whether Hume can be seen to offer some version of a virtue ethics. Let me first explain what I take a virtue ethics to be. For a virtue ethics, the central question is: "What kind of perso... ... I follow the text of L. A. Selby-Bigge, 2nd ed., rev., ed. P. H. Nidditch, Oxford, Clarendon Press, 1978. (9) I shall be concerned only with the Nicomachean Ethics (cited as "EN"). I follow the translation of Terence Irwin, Hackett Publishing, Indianapolis, 1985. (10) For a more detailed discussion of this interpretation of akrasia, see my "Aristotle on the Conflicts of the Soul: Toward an Understanding of Virtue Ethics", in A. Reath, B. Herman, and C. Korsgaard, eds. (note 4, above). (11) I do not mean to deny here that the virtuous person engages in deliberation or that she has formed particular practical principles as a result of deliberation. Nor do I wish to deny that she deliberates properly, in contrast to her non-virtuous counterparts. I mean only to uncover the non-rational conditions that cause her and other agents' deliberations to be as they are.

Civil Marriage Essay

Civil marriage has lately turned into dubious issue in Lebanon. It has turned into a political issue questionable by most gatherings on both side of political divide. Media has been publicizing it seriously. The idea of civil marriage has picked up much region in this nation and right now arrived at the point of no return. As such it can never again be disregarded or overlooked. Nowadays, civil marriage is authorized in many countries. In our country, we had arguments against this issue from both religious authorities and some political parties. First of all, Lebanon’s top Sunni Muslim power issued a fatwa against moves to authorize civil relational unions inside the country, where couples of diverse religions need to venture out abroad to get married. This fatwa declares: â€Å"Every Muslim official whether a deputy or a minister, who supports legalization of civil marriage, even if it is optional, is an apostate and outside the Islamic religion, would not be washed, would not be wrapped in a burial shroud, would not have prayers for their soul in line with Islamic rules, and would not be buried in Muslim cemetery†. Moreover, as far as it matters for him, Sheikh Ghassan Halaby, consultant to Druze spiritual leader Sheikh Naim Hassan told the Daily Star that his religious group contradicts this marriage, particularly without any earlier exertion to teach people in general what a law change might mean. In addition, Ibrahim Saad, the leader of one of the country’s Greek Orthodox profound courts, said that as a submitted Christian he supports marriage in the church. Nonetheless, he unequivocally upheld a law that might take into consideration discretionary civil marriage. So these are attitudes of religions against this type of marriage.