...AP ® WORLD HISTORY Modified Essay Questions for Exam Practice This document provides modifications of the AP World History Comparative and Continuity and Change-Over-Time (CCOT) essay questions from the 2002 to the 2010 operational exams. The modified questions provide examples of essay questions that align more closely with the Curriculum Framework for the revised course as of the 2011-12 academic year. The accompanying rationale for each question explains the revisions. 2 Mission Statement The College Board’s mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity in education. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further...
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...AP Economics Mrs. Falk Summer Reading Assignment, 2014 Welcome to AP Economics! I hope you’re ready for a challenging, but eye-opening experience, because you are about to discover that economics is unlike any course you’ve ever taken. Economics will change the way you view the world. In preparation for this September, I would like you to read selections from New Ideas from Dead Economists, by Todd Buchholz. If you haven’t already bought it at the PTSA book sale, you’ll probably be able to find it with no difficulty in the local bookstore or library, and it’s available on Amazon.com. New Ideas traces the development of the study of economics, focusing one by one on many of the most influential economic thinkers of the Modern Era. Buchholz’s historical approach makes this a useful bridge between your study of history over the last few years and the study of economics. Please read Chapters 1, 2, 4, 9 and 10. I’ve selected these chapters as the ones that are most in sync with the early part of the AP Econ curriculum. Feel free to read the other chapters if you’re feeling ambitious; you might especially enjoy Chapter 3 on Malthus, Chapter 6 on Marx and/or Chapter 11 on Public Choice Theory. The questions that follow below will guide your reading and help you to process the ideas of some notable economists. Answer the questions that follow and hand them in on the first day of class. You will also take a test during the first week of school on the reading. Please note that a poor grade...
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...« Study and create flashcards for free at Cram.com Sign In | Sign Up StudyMode - Premium and Free Essays, Term Papers & Book Notes Essays Book Notes AP Notes Citation Generator More Thesis About Fraternities Essays and Term Papers Advanced Search Documents 1 - 20 of 987 Thesis Name A Thesis Presented to the Faculty Of Tourism and Hospitality Management Department National College of Science and Technology In Partial Fulfillment Of the Requirement for the Degree Bachelor of Science in Hotel and Restaurant Management Mr. Christer John R. Manalo Ms. Jemimah V. Cami Premium 6280 Words 26 Pages Soc Thesis Writing Within Sociology: A Guide for Undergraduates Department of Sociology Oregon State University Table of Contents Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii 1. Introduction . . . . . . . . . Premium 37612 Words 151 Pages Thesis UNDERGRADUATE THESIS PROJECT PROPOSAL School of Engineering and Applied Science University of Virginia Study and Analysis of Fire Protection Systems in Fraternity and Sorority Houses at the University of Virginia Submitted by Nicholas Feakins Mechanical Engineering S Premium 3856 Words 16 Pages The Positive Aspects of Fraternities The Positive Aspects Of Fraternities A college fraternity exists on the premise that...
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...COMPARATIVE LITERATURE: SHARING KNOWLEDGES FOR PRESERVING CULTURAL DIVERSITY – Vol. II - The Impact Of Media On Literature - William Egginton and Bernadette Wegenstein THE IMPACT OF MEDIA ON LITERATURE William Egginton and Bernadette Wegenstein The Johns Hopkins University Keywords: media, media studies, media theory, history of media, new media, comparative literature Contents U SA NE M SC PL O E – C EO H AP LS TE S R S 1. Introduction 2. Current Media Theory and Media Studies 2.1. Origins of Discipline 2.2. New Media Theory 3. Historical Examples 3.1. Oral Transmission 3.2. Pictography 3.3. The Andean Khipu 3.4. Manuscript 3.5. Print 3.6. Theater 3.7. Photography 3.8. Moving Image 3.9. Radio and Television 3.10. The Digital 4. Conclusion Acknowledgements Glossary Bibliography Biographical Sketches Summary The growing consensus among literary scholars is that the meaning of literature cannot be properly studied or understood outside of the specific medium of its transmission and archival. This realization can be considered a revolution in literary studies, and its fundamental ramification is the confluence of literary studies and theory with media studies and theory. The fields of media studies and media theory are dedicated to the analysis and understanding of the myriad media through which information is communicated. Under the influence of these fields, the media through which literature is communicated is no longer considered...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...000 – Computer science, information, and general works • 000 Generalities • 001 Knowledge • 002 The book • 003 Systems • 004 Data processing and Computer science • 005 Computer programming, programs, data • 006 Special computer methods • 007 Not assigned or no longer used • 008 Not assigned or no longer used • 009 Not assigned or no longer used • 010 Bibliography • 011 Bibliographies • 012 Bibliographies of individuals • 013 Bibliographies of works by specific classes of authors • 014 Bibliographies of anonymous and pseudonymous works • 015 Bibliographies of works from specific places • 016 Bibliographies of works from specific subjects • 017 General subject catalogs • 018 Catalogs arranged by author & date • 019 Dictionary catalogs • 020 Library & information sciences • 021 Library relationships • 022 Administration of the physical plant • 023 Personnel administration • 024 Not assigned or no longer used • 025 Library operations • 026 Libraries for specific subjects • 027 General libraries • 028 Reading, use of other information media • 029 Not assigned or no longer used • 030 General encyclopedic works • 031 General encyclopedic works -- American • 032 General encyclopedic works in English • 033 General encyclopedic works in other Germanic languages • 034 General encyclopedic works in French, Provencal...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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...York University College of Liberal Arts and Professional Studies Department of Humanities AP/HUMA 1860 6.00 The Nature of Religion: An Introduction Term Y Section A Course Director: Dr. Jason C. Robinson Y: Fall/Winter 2014-2015 Office: 126 Founders CollegeOffice Hours: Tuesdays and Thursdays by appointment | Email: jasonro@yorku.ca Class Time: Tuesday 4:30-6:30 | Classroom: Curtis Lecture Halls (CLH) C | Tutorial Leaders and Times | Type | Day | | Start Time | Duration | | | Location | Instructor | | LECT 01 | T | | 4:30pm | 120 | | | CLH C | Jason Robinson | jasonro@yorku.ca | TUTR 01 | T | | 7:00pm | 60 | | | ACE 012 | Jason Robinson | jasonro@yorku.ca | TUTR 02 | T | | 7:00pm | 60 | | | SC 220 | Cristiana Conti | menrua19@yorku.ca | TUTR 03 | T | | 7:00pm | 60 | | | SC 223 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 04 | T | 8 | :00pm | 60 | | | ACE 012 | Cristiana Conti | menrua19@yorku.ca | TUTR 05 | T | | 8:00pm | 60 | | | BC 325 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 06 | T | | 8:00pm | 60 | | | MC 215 | Janet Melo-Thaiss | janetmt@yorku.ca | | | Note: This is an approved LA&PS General Education course Course credit exclusions: AP/HUMA 1865 6.00, AP/HUMA 2800 9.00 (prior to Fall 2014), AP/SOSC 2600 9.00 (prior to Fall 2014). PRIOR TO FALL 2009: Course credit exclusions: AK/HUMA 1860 6.00, AS/HUMA 2800 9.00, AS/SOSC 2600 9.00. Camtasia Recording This...
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...A-LEVEL ECONOMICS ECON4/Unit 4: Mark scheme 2140 June 2014 Version 1.0 Final The National and International Economy Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk Copyright © 2014 AQA and its licensors. All...
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...facing human resource (HR) specialists and line managers in meeting their responsibilities for selecting, deploying, training, appraising, rewarding, relating to and retaining human resources. Learning Outcomes: On completing the module, students are expected to be able to: • Explain the contribution of the HR function to corporate strategy; • Discuss the processes of recruitment, assessment and selection; • Outline activities involved in developing human resources and facilitating learning; • Explain the link between rewards, motivation and performance; • Critically evaluate the changing employment relationship, assessing the role of trade unions and other forms of employee involvement. Module Content: • History of the HR function, theories and models of HRM; • The roles and responsibilities of stakeholders in HRM; • The changing nature of work, managing diversity, technology and flexibility; • Human resourcing: recruitment and selection, human resource planning; • Reward and performance management; • Employee relations, employment legislation, the legal framework for unionism; • Human resource development; managing learning, knowledge and change; • The integration of HR and corporate strategy. Teaching Format: One 2-hour lecture per week; Three 1-hour tutorials. Assessment: • Group coursework assignment (40%); • Individual written coursework assignment (60%). Text(s): Beardwell...
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...Vol. 4, No. 5 International Journal of Business and Management An Analysis of Investor’s Risk Perception towards Mutual Funds Services Nidhi Walia (Corresponding author) Lecturer, School of Management & Social Sciences, Thapar University Patiala, India E-mail: nwalia@thapar.edu Dr. Mrs. Ravi Kiran School of Management & Social Sciences, Thapar University Patiala, India E-mail: rkiran@thapar.edu Abstract Financial markets are constantly becoming more efficient by providing more promising solutions to the investors. Being a part of financial markets although mutual funds industry is responding very fast by understanding the dynamics of investor’s perception towards rewards, still they are continuously following this race in their endeavor to differentiate their products responding to sudden changes in the economy. Thus, it is high time to understand and analyze investor’s perception and expectations, and unveil some extremely valuable information to support financial decision making of mutual funds. Financial markets are becoming more exhaustive with financial products seeking new innovations and to some extent innovations are also visible in designing mutual funds portfolio but these changes need alignment in accordance with investor’s expectations. Thus, it has become imperative to study mutual funds from a different angle, i.e, to focus on investor’s expectations and uncover the unidentified parameters that account for their dissatisfaction. Present research proposes...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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...Admissions Procedures Requirements At MIT, a regular graduate student is one who is registered for a program of advanced study and research leading to a post-baccalaureate degree. A regular graduate student may concurrently hold an appointment as a research assistant, teaching assistant, or instructor. To be admitted as a regular graduate student, an applicant must have earned a bachelor’s degree or its equivalent from a college, university, or technical school of acceptable standing. Students in their final year of undergraduate study may be admitted on the condition that their bachelor’s degrees are awarded before they enroll at MIT. Applicants are evaluated by the individual department in which they intend to register on the basis of their prior performance and professional promise, as evidenced by their academic records, letters of evaluation from individuals familiar with their capabilities, and any other pertinent data they submit. While high academic achievement does not guarantee admission, MIT expects such achievement or other persuasive evidence of professional promise. Specific admission requirements vary by department; please consult the catalogue and department or program website for the requirements of individual departments. In general, most departments require significant work in mathematics and the physical sciences in addition to preparation in a specific field of interest, but some admit students with as little as one year each of college-level mathematics...
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