Gun Control Essays (1365 words) - Gun Politics In The United States

Weapon Control The Second Amendment to the Constitution expresses that, An all around controlled local army, being important to the security of a free express, the privilege of the individuals to keep and carry weapons will not be encroached, and the meaning of weapon control is; government guideline of ownership and utilization of guns by private citizens(Levinson, 5). Weapon control just removes firearms from honest residents and it never really prevent lawbreakers from purchasing illicit weapons, who are probably not going to comply with the law and register their guns(NRA 238). I feel that the term weapon control is inappropriately utilized. The legislature is utilizing it as an approach to take our entitlement to remain battle ready. For what reason would anybody need to possess a firearm? Bit of brain is the primary explanation I have a firearm. I feel significantly more secure comfortable realizing that I am near my best line of protection. Weapons give a wellspring of mental consolation eve n among residents who are not particularly worried about the dread of wrongdoing of being victimized(Firearms 64). In a study given about weapons, self-preservation was the essential explanation given by one out of each five weapon proprietors for firearms(Firearms 61). The privilege of self-protection and the option to utilize guns for barrier of self and family are the foundation of individual rights counted in the US Constitution(Self-Defense 26). For what reason does the administration make it harder to secure ourselves? Police can't generally ensure everybody. There are just around 500,000 cops all through the nation, which figures to around just 125,000 cops are on the job at some random opportunity to ensure the entire country(Lee 9). Just seventeen percent of Americans give the police a lot of trust in securing them, while forty-six percent said they don't give them especially confidence(Carrying 32). Other than a protector or a law implementation official at ones side twent y-four hours every day, the best hindrance to criminal assault is the hoodlums dread that the imminent casualty is outfitted and arranged to guard the person in question self(Carrying 33). Courts have decided that there is no established option to be secured by the state against being killed by crooks or crazy people, which implies that police have no obligation to ensure the individual citizen(Tahmassebi 66). Subsequent to hearing this, I confide in the police even less. What is the probability of being effectively assaulted when you are outfitted? Hoodlums dread equipped citizens(Self-Defense 22). Casualties who utilized firearms for assurance were more outlandish either to be assaulted or harmed than casualties who reacted in some other manner, including the individuals who didnt oppose by any stretch of the imagination; and casualties no opposed burglars with a weapon were less inclined to lose their property. At the point when casualties use firearms to oppose wrongdoings, the violations as a rule are disturbed and the casualties are not injured(Self-Defense, 24). A genuine case of gun prevention originates from an assault test done in Orlando. Orlando offered an instructional class to ladies close by firearm self protection, which was taken by 6,000 women(Firearms 64). A year after the program started, the assault rate in Orlando dropped just about ninety percent(Firearms 64). The police power took to the streets in Albuquerque, New Mexico; during this time, the crime percentage diminished in light of the fact that scared residents furnished themselves and ensured their homes and businesses(Firearms 69). Lawbreakers had no stomach at all for confronting irate residents securing their own property with a similar power the hoodlums used to take it(Firearms 69). Handgun possession turns away a huge number of casualty wounds and passings that would not have been avoidable given the strategic focal points that hoodlums have over unarmed citizens(Lee 7). Who m ight you rather have ensuring you? In Chicago in a common year, more hoodlums are shot by storekeepers and other furnished residents than by the whole police force(Firearms 69). In April 1984 three fear based oppressors assaulted a bistro in Jerusalem with programmed weapons, planning to slaughter everybody in sight; they had the option to guarantee just a single casualty before they were fired by a handgun-furnished Israelis(Lee 3). In 1980, between 1,500-3,000 criminals were lawfully murdered by outfitted regular people in self-preservation or for related-legitimately legitimized reasons; and extra 8,700-16,600 lawbreakers were lawfully injured under similar conditions. On the off chance that these figures are exact, at that point regular citizens slaughter and harm unmistakably more

Great Expectations Essay Example

Incredible Expectations Essay Example Incredible Expectations Paper Incredible Expectations Paper Paper Topic: Incredible Expectations Investigating Dickens?f beneficial encounters and social foundation, I got familiar with the perplexing figure Pip, the hero of Dickens?f tale Great Expectations. It might be said with juvenile, sentimental vision and naturally great still, small voice that the prominence of this novel owes extraordinarily to this character through his strange developed encounters, precisely as Dickens himself did. It is an unfailing perfect work of art, for Dickens?f dexterous composition by emblematic use, the splendid incongruity, and the supported subject. Charles Dickens, Great Expectations, Pip, hero, storyteller, vision, inner voice, emblematic, bildungsroman, personal growth Charles Dickenss recognized artful culmination, Great Expectations, is appropriately viewed as perhaps the best novel ever. Charles Dickens was conceived on February 7, 1812, and went through thefirst nine years of his life living in the seaside locales of Kent, a region in southeast England. Dickens?fs father, John, was a representative in a naval force pay office. He was benevolent and amiable man, however he didn't have a clue how to deal with his money related circumstance and consistently ran into financial difficulties. At the point when Dickens was nine, his family moved to London. At the point when he was twelve, his dad was captured and taken to debtors?f jail. Dickens?fs mother moved his seven siblings and sisters into jail with their dad, yet she masterminded the youthful Charles to live alone outside the jail and work with other kids sticking marks on bottles in a blacking distribution center . Dickens found the three months he spent separated from his family profoundly horrendous. Not exclusively was simply the activity hopeless, yet he viewed himself as unreasonably bravo, gaining the disdain of different youngsters. After his dad was discharged from jail, Dickens came back to class. He in the long run turned into a law agent, at that point a court columnist, lastly an author. Hisfirst tale, The Pickwick Papers, turned into a colossal well known achievement when Dickens was just twenty-five. He distributed widely a

Learning public policy from the stars COLUMBIA UNIVERSITY - SIPA Admissions Blog

Learning public policy from the stars COLUMBIA UNIVERSITY - SIPA Admissions Blog For those of you who are planning a visit to SIPA in the coming weeks (hint, hint, Admitted Students Day), dont be  surprised if you  see a dignitary, Nobel-Prize winner  or presidents daughter walking the same path as you. In fact, dont be surprised if they strike up a conversation with you!  These well-known Seeple (and Seeple friends) have a lot of knowledge to share and they arent afraid to impart that knowledge on you during  an elevator ride, brown-bag lunch or keynote address.  One of our students, Affan Javed, MPA 16, recently had a run-in with former NYC Mayor David N. Dinkins. Since then, he cant seem to stop  daydreaming about whom he may see  next. [Photo courtesy of Affan Javed] Affan Javed takes a SIPA selfie with former NYC Mayor David N. Dinkins. He served as the 106th Mayor of New York City, from 1990 to 1993. By Affan Javed, MPA 16, Urban Social Policy: One thing I genuinely like about SIPA is that it is full of political celebrities of our times. There are moments when you find yourself discussing your midterm with a person who could  one day  be the next President of Chile. At other times, youre reimagining  New York through the eyes of an ex-Mayor, or  youre learning  about climate-change negotiations from the very people who are at the forefront of global-policy discussions on it. And then there are the rumors. Rumors that you like to cherish because you never know when  SIPA may make them a reality. My personal favorites: will Ahmadinejad teach Politics of Policymaking at SIPA one day, or will SIPA be able to convince President Barack Obama to be a Professor of Policymaking? Or will Amal Clooneys course be cross-listed with SIPA? Its wishful thinking for now, but perhaps one day itll be a reality!   Yes, as a student, I am guilty of being star struck. But I assure you I value this not only because of the celebrity factor, but because of the learning experience this kind of exposure helps you get. The amalgamation of theoretical and experiential knowledge is helping me build a skillset that will prepare me for the world I live in. At least thats what I think, and thats my story. Now imagine yourself being here? With your potential and promise, I can only wonder what your story will be Affans right: as a member of the SIPA community, youll have several opportunities to write your own stories and enjoy  conversations with some pretty interesting people. And these stories youll shareâ€"featuring  notable guest lecturers, professional practitioners and visiting professorsâ€"will  challenge your intellectual growth over the next two years, eventually making  you a well-equipped  policy maker in the future. In fact, SIPA and Columbia University routinely  roll out the red carpet for some pretty notable people. Here are a few upcoming speakers and guests: Tonight,  Dr. Mohammad Ashraf Ghani, President of the Islamic Republic of Afghanistan, will be speaking at the World Leaders Forum at Columbia University (the address will be livestreamed here) On April 1,  Benjamin Jealous, former president and CEO of the NAACP, will give a talk about technology and its relevance to social policy at SIPA, The Mayor of Los Angeles, Eric Garcetti, SIPA 95, and Mayor of Rio de Janeiro  Eduardo Paes will be honored at SIPAs  Global Leadership Awards Gala on April 16, Caroline Kennedy, U.S Ambassador to Japan, will be the featured speaker at SIPAs graduation ceremonies this May. As you can tell, SIPA provides you with plenty of opportunities throughout the year to be star struck, as Affan put it. Were more than just a series of lectures in the classroom. Were an experience. Now is the time to say yes to the SIPA experience. So act today and  accept your admission offer to SIPA by May 1, 2015 (unless otherwise noted in your admission-offer letter).

Fahrenheit 451 Change Essay - 991 Words

Essay- Fahrenheit 451 Topic Sentence: Everyone undergoes change in their life, whether it is beneficial or not. Expand: Some can be life changing, while others can be life threatening. Literary Information: In Ray Bradbury’s science fiction novel, Fahrenheit 451, Lead into Thesis: Montag, the protagonist, lives in a world that dramatically changes him on a daily basis. It makes him realize how society has changed. Thesis Statement: As the protagonist, Montag undergoes many changes throughout the book due to several characters that function as catalysts in his life. Supporting Points: In Fahrenheit 451, Montag’s change is mainly related to 1) book burning #3 2) manipulative parlor families #1 3) and a strange†¦show more content†¦A script is technically a book but nobody has realized that yet. This changes Montag’s perspective on Mildred’s life, and how she has been living for a long while now. He feel’s as though it is unfair for the people who loved to read books. Lead: Another example of how Mildred had changed Montag’s life due to the parlor families is when Clarisse passed away. Proof: â€Å"I’m not sure. But I think she’s dead. The family moved out anyway. I don’t know but I think she is dead.† (Bradbury 47) Comment: This made Montag realize how separated Mildred is from the outside world. She is so caught up in her shows all day, everyday, that she has no idea what is really happening in reality. Link to Thesis: These characters functioned as catalysts to Montag throughout the book. Whether it was just a simple sentence to change the thought, or a something major that is life changing. Closing: Overall, parlor families take up a major role in Fahrenheit 451. They are a major part of Montag’s life and how he has changed. Body Paragraph #2 Topic Sentence: It’s not everyday that people come across someone who may have changed their life forever. Expand: However, Montag encountered somebody just like that. Supporting Point #1: Montag met a strange girl named Clarisse while walking home one night. After brief conversation, Montag realized howShow MoreRelatedChanges in montag, fahrenheit 4511157 Words   |  5 PagesGuy Montag, the main character in Fahrenheit 451 by Ray Bradbury, goes through a huge change in his life. He changes from a typical fireman who follows the laws, into a person who challenges the law. Montag wakes up from being numbed and realizes that he is unhappy. Montag s wife, Mildred, who is addicted to Television and radio, did not care about Montag s feelings. However; Clarisse and Faber played a big role in Montag s life. Montag is a metaphor for a numbed society and his courage is demonstratedRead MoreFahrenheit 451; 3 Characters That Helped Montag Change790 Words   |  4 PagesFahrenheit 451: 3 characters who helped Montag change into a different person People’s actions and their individual perceptions can influence and develop change in another person’s character. In Fahrenheit 451, by Ray Bradbury, the main character, Guy Montag, makes a complete metamorphosis with the help from his neighbor Clarisse, his wife Mildred, and his boss Beatty. In the beginning of the novel, he despised the whole idea of reading, had no thoughts or questions about his life, and was justRead MoreFahrenheit 451 Essay - Montags Change of Heart1604 Words   |  7 Pages1 Aaron Mrs. MacDonald ENG 2D April 24, 2012 Guy Montag’s Change of Heart People always say time changes things, but you actually have to change them yourself. This is the case as well in Fahrenheit 451, the novel, written by Ray Bradbury, is the story that follows a normal man, Guy Montag, who lived a normal life in his civilization post apocalptic as a fireman. Although where he is from, it is not a fireman’s duty to put out fires, but rather to burn books. It is because of his profession heRead MoreGuy Montags Changes Through Fahrenheit 451 by Ray Bradbury Essay604 Words   |  3 PagesPeople can change due to the influence of other people. Guy Montag changes from being a book burning monster to an independent knowledge seeker due to the influences of Clarisse McClellan. Montag in Fahrenheit 451 by: Ray Bradbury shows how he acted before he changed, after meeting Clarisse, and after meeting Faber. Most people, without influence of other people, stay the way they already are. Guy, before he was influenced by Clarisse, acted as everyone else did in his futuristic society. â€Å"It wasRead MoreEssay Montag ´s Change in Fahrenheit 451 by Ray Bradbury858 Words   |  4 Pagessmell and how the grass feels under her feet. She is seeing a psychiatrist because of her non-conformist interests. As she talks to Montag, Clarisse challenges him by asking, quot;Are you happy?quot; This simple question is Montags catalyst for change and causes everything that follows in the novel. Without eagerness, Montag goes home to Millie, his wife. There is never any affection between them; in fact, they seldom even notice one another. On this particular night, as bombers fly overheadRead MoreHow Does Montag Change In Fahrenheit 4511163 Words   |  5 PagesFahrenheit 451 Essay In the novel Fahrenheit 451 by Ray Bradbury, there is a story of the character Guy Montag who is a fireman in a dystopian society, a society in which people get entertainment from giant TVs they call â€Å"Parlor Walls† and houses have been deemed fireproof. Since fireman do not need to run around and eliminate fires, they start them. The job of a fireman in this dystopian society is that they burn books and the places that contain them, all the while being the official censorsRead MoreComparing 1984 And Fahrenheit 451928 Words   |  4 Pages1984 and Fahrenheit 451 1984, written by George Orwell, and Fahrenheit 451, by Ray Bradbury, are similar to each other, however they also have several distinct differences. Both 1984 and Fahrenheit 451 are dystopian themed novels that deal with an overbearing and extremely powerful government. The nations in both novels are involved in wars that never seem to end, and their main characters begin to doubt the government and what society expects of everyone. In both 1984 and Fahrenheit 451, the governmentRead MoreIn Fahrenheit 451 by Ray Bradbury782 Words   |  3 Pagesreevaluate their decisions, make a person feel, and books relate to real life. In Fahrenheit 451 by Ray Bradbury the society remains dysfunctional and on the brink of collapsing; suicide rates remain at an all time high, murders happen every day, information stays censored, the education system remains flawed. Now, all of these things can also describe another society, America. The fictional society in Fahrenheit 451 and America have many things in common, only proving further, that America remainsRead MoreRay Bradbury s Fahrenheit 451934 Words   |  4 Pagesreading Ray Bradbury’s â€Å"Fahrenheit 451†, the events that took place within the story caused others to unfold within a ‘domino like effect ‘, which went from a beginning to an end within the story. It is important to note not just how different situations within â€Å"Fahrenheit 451â €  occurred, but also what happened before the situation occurred and as well as to what happened following the situation. Coinciding with a dystopian setting, â€Å"Fahrenheit 451† goes through dynamic changes within the story thatRead MoreFahrenheit 451 By Francois Truffaut1310 Words   |  6 PagesFahrenheit 451 Analysis Franà §ois Truffaut’s 1966 science fiction film, Fahrenheit 451, encapsulates a dystopian society that controls its inhabitants. This film is based off of Ray Bradbury’s 1953 novel of the same title.Truffaut took the novel and created a full length film to tell the story. The use of future is a common characteristic of science fiction movies, yet this particular film uses future to relay its message, not just as the setting. The technical aspects, effects and setting work together

Alzheimer s Disease ( Ad ) Essay - 1112 Words

Alzheimer disease (AD) is the most common cause of dementia in the elderly, accounting for 65–70% of all cases (Jellinger, Janetzky, Attems, Kienzl, 2008). The other dementias are of the Parkinson s group, the fronto-temporal group and the vascular group. The total worldwide yearly costs for the treatment and care of patients suffering from dementia are estimated to be around 250 billion US dollars. The lifetime risk for AD between the ages of 65 and 100 is 33% for men and 45% for women with an annual increase of 1–2% in the seventh decade to almost 60% in the 10th decade with doubling every 5 years (Jellinger et al., 2008). AD is incurable, and thus represents a major public health problem. AD represents a challenge to humanity due to its relatively recent discovery, progressive nature of the illness, and complex diagnosis. Alzheimer s disease (AD) was discovered by a German doctor Alois Alzheimer in 1906 when he found amyloid plaques and neurofibrillary tangles in the autopsy of a woman who died of an unknown mental disease. The extracellular amyloid plaque deposits, composed of insoluble amyloid-Beta peptide were hypothesized to be the main etiological factor. â€Å"The most important abnormality is an excess of Amyloid-beta peptides brought about through either overproduction or failure in degradation.† (Uzun, Kozumplik, Folnegović-Smalc, 2011) Later, it was discovered that intracellular neurofibrillary tangles composed of hyper-phosphorylated, helically-paired tauShow MoreRelatedAlzheimer s Disease ( Ad )1108 Words   |  5 Pages Alzheimer’s Disease (AD) is a form of dementia that affects 5 million people in the United States alone. One out of every three Seniors die of the disease just in the United States; 80 million suffering world wide making AD the 6th largest cause of dea th (climax) (Humpel 1; Alzheimer’s Association). AD is the most common dementia; affecting the neuroplasticity of the brain resulting in physical shrinking of the tissues; thus causing neurodegeneration. Diagnosis of the disease is complex, costlyRead MoreAlzheimer s Disease ( Ad ) Essay1765 Words   |  8 PagesAlzheimer’s Disease is similar to a literal chipping block of the brain; it is like this conscious genetic machine that (figuratively and) continually deep-fries brain cells and makes them clump up into masses that entangle many cognitive processes that allow an individual to be who they are. It is the slow progression into death where the mental faculties are ravaged and pilfered; the sinews that tie each and every neuron and synapse together. Alzheimer’s disease (AD) is a condition where thereRead MoreAlzheimer s Disease ( Ad )1244 Words   |  5 PagesAlzheimer s disease(AD) wrecks memory and other essential mental capacities. Research has shown tha t numerous individuals with dementia, particularly those who are sixty-five or older, have brain impairments. All through the numerous periods of Alzheimer s disease, people appear to show any indication, yet harmful changes are occurring in the cerebrum. An unnatural deposit of proteins structure amyloid plaques and tau tangles all through the brain, and once the active neurons quit working, theyRead MoreAlzheimer s Disease ( Ad )1112 Words   |  5 PagesAlzheimer’s disease (AD) is a complex, multifactorial neurodegenerative disease that is currently being managed by symptomatic treatment. The affected areas include the central nervous system (CNS) which is made up of the brain and spinal cord. The brain is essential in managing our thoughts, cognitive abilities, and our ability to interact with the environment. AD patients are known to experience symptoms such as memory loss in the early stages which develop into speaking difficulties to eventuallyRead MoreAlzheimer s Di sease ( Ad )2192 Words   |  9 PagesAlzheimer’s disease (AD) is a cognitive neurodegerative disorder and one of the major forms of dementia; it represents 60-80% of the dementia patients (Barker et at., 2002). It is estimated by the end of 2015, 53 million people of America would be affected and this would almost double by 2025 and triple by 2050, hence making research momentous for the cure (Hebert et al., 2013). It takes almost 8.5 years between the onset of symptoms of the disease and death (Francis, Palmer, Snape et al., 1998). AD affectsRead MoreAlzheimer s Disease ( Ad )1068 Words   |  5 PagesAlzheimer’s disease (AD) is a neurodegenerative disorder characterized by ÃŽ ²-amyloid plaque formation caused by aggregation of ÃŽ ²-amyloid42 within the brain leading to a progressive decline in cognitive function and memory loss (2). Hyperphosphorylated tau protein is occasionally found in brains of AD patients with advanced pathology however, it is not necessarily an indicator of AD but considered a sign of disease severity (2, 4, Kosik et al, 1986). AD is separated into two subcategories followingRead MoreAlzheimer s Disease ( Ad )1172 Words   |  5 PagesAlzheimer’s disease (AD) is a disorder that is characterized by degeneration of the hippocampal and cortical neurons of the brain – causing memory impairment and a decline in cognitive abilities. The current study by Ghoneim et al.1 focuses on the role of three proteins in the pathogenesis of Alzheimer’s. Brain derived neurotrophic factor (BDNF) signaling is important for development and maintenance of normal neuronal circuits in the brain. Glial fibrillary acidic protein (GFAP) is expressed by astrocytesRead MoreAlzheimer s Disease ( Ad )1361 Words   |  6 PagesAlzheimer’s disease (AD), according to Shan (2013), â€Å"is the most common form of dementia. It is a degenerative, incurable, and terminal disease.† (p. 32). AD is a disease in which the brain essentially deteriorates, is vastly progressive, and complex. Because there is no cure for this disease, scientists and researchers should continue seeking effective prevention measures. Alzheimer’s disease accounts for hundreds of thousands of geriatric deaths each year, and affects not only the patient, butRead MoreAlzheimer s Disease ( Ad ) Essay1588 Words   |  7 Pages This paper explores various elements and issues related to Alzheimer’s disease (AD). Topics briefly detailed include etiology, symptomology, diagnosis, neuroanatomy, neurotransmitter systems involved and treatments that focus on neurotransmitters. Emphasis is placed on such topics as cognitive decline and dementia; neurological change; and changes to neurotransmitters and synapses. Details concerning diagnosis and treatment are brief, but do elaborate somewhat on present studies into addressingRead MoreAlzheimer s Disease ( Ad )1067 Words   |  5 Pageswith Alzheimer’s disease (AD). Alzheimer’s disease (AD) is a brain disease that slowly eradicates recollection, thinking skills and slowly the ability to perform menial tasks. Alzheimer’s disease is classified as the loss of cognitive functioning-thinking, remembering, and reasoning- and behavioral abilities to such an extent that it interferes with a person’s daily life and activities. (****1*) Dementia can vary depending on the types of brain changes such as Lewy body disease, (which are abnormalities

World War Ii and Candidates Free Essays

string(148) " ruler in his domestic policies from 1799 to 1815\? Discuss the claim that the middle classes gained most from the Industrial Revolution in Europe\." 12 eP e ap . c rs om FOREWORD This booklet contains reports written by Examiners on the work of candidates in certain papers. Its contents are primarily for the information of the subject teachers concerned. We will write a custom essay sample on World War Ii and Candidates or any similar topic only for you Order Now 9697 History June 2005 HISTORY GCE Advanced Level and GCE Advanced Subsidiary Level Paper 9697/01 Paper 1 – Modern European History, 1789 – 1939 General comments The general standard of the scripts was satisfactory and all of the Examiners read some excellent work that was relevant, clearly argued and well supported by appropriate knowledge. Most candidates answered four questions as required and used their time effectively. The standard of the answers to Question 1, the Source-based question, was better and Examiners welcomed the improvement. Fewer candidates only summarised the sources and more gained credit by comparing and contrasting them and by assessing their relative value. They considered how reliable and useful the passages were. This could be done in several ways, including testing the reliability of what a source said against one’s own knowledge, testing the reliability of what a source said against what other sources indicated, examining the language and argument in a source to indicate its bias, and analysing a source’s language and argument in relation to the author’s purpose or audience. Sometimes candidates dismissed sources because they were biased. However, all sources might be biased in one way or another and the task of historians is to see through the bias and extract useful judgements or knowledge. When answering the essay questions (Questions 2 – 8), weaker candidates were usually unable to provide enough knowledge to support their explanations so that their answers tended to be assertions. On the other hand, good answers were able to balance arguments or explanations with accurate knowledge. This knowledge does not have to be detailed but candidates must provide support for their claims. This was particularly apparent in Questions 3 and 5. In Question 3, there were some acceptable arguments about the general social effects of the Industrial Revolution but the answers could not be given high credit when the claims were not supported by examples. This was the reason why candidates were required to refer to developments in two of Britain, France and Germany. In Question 5, many candidates were able to record accurately a variety of reasons for European imperial expansion but the better answers emerged when they illustrated policies by the use of examples. Less satisfactory answers tended to be vague about specific developments. A discriminating factor between good and less creditable answers was that the former paid attention to key words or phrases in the questions whereas the more moderate responses sometimes comprised general accounts of topics. The essay questions are given below with the key words or phrases in bold. Teachers might decide that it would be a useful exercise to provide their candidates with exemplar essay questions and discuss which are the key words or phrases that need particular attention in answers. Question 2 Question 3 Question 4 Question 5 How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815? Discuss the claim that the middle classes gained most from the Industrial Revolution in Europe. Explain the growing support for nationalism in Germany and Italy from 1848 to 1871. Why were European governments more willing to support imperialist policies in the later years of the nineteenth century? (You should refer to developments in at least two of Britain, France and Germany in your answer. ) How far had Lenin achieved his aims by the time of his death in 1924? How accurate is the claim that the effects of World War I were the most important reason for the rise of totalitarian governments in Europe during the period to 1939? You should refer to at least two of Germany, Italy and Russia in your answer. ) Examine the claim that Marxism developed to 1914 as the result of industrialisation. Question 6 Question 7 Question 8 2 9697 History June 2005 Comments on specific questions Section A: The Origins of World War I, 1870 – 1914 Question 1 ‘Russia’s policies caused the outbreak of war in 1914’. Use Sources A-D to show how far the evidence confirms this statement. This Source-based question on The Origins of World War I asked candidates to use four Sources to consider whether Russia’s policies caused the outbreak of war in 1914. Candidates were given credit when they sorted the Sources into groups. Sources C and D confirmed the claim whilst Source B contradicted it. Source A was interpreted by most candidates as contradicting the claim but some candidates noted the strong hint in the last sentence that Russia would stand by Serbia, often interpreting this as a ‘blank cheque’ from Russia that equated with Germany’s ‘blank cheque’ to Austria-Hungary. Many candidates attempted to evaluate the extracts but some answers applied simplistic tests of reliability. For example, they stated that Source A was reliable because it was a personal telegram from the Tsar to the Kaiser, whilst Sources B, C and D were reliable because they were, in different forms, official documents. The most successful candidates used the internal evidence of what the sources contained to assess their reliability and value. For example, was Source A correct to claim that ‘Germany had used all her influence on Austria-Hungary in order to bring about an understanding with Russia’? Some candidates were given credit when they referred to Germany’s ‘blank cheque’ to deny this claim. There were creditable contrasts between the effects of German long-term planning and Russian mobilisation. The least successful answers sometimes spent too much time in summarising, or paraphrasing, the extracts. They lacked a conclusion whereas the best answers included a conclusion that provided an overall judgement. Section B Question 2 How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815? The question asked candidates to examine how far Napoleon Bonaparte was an oppressive ruler in his domestic policies from 1799 to 1815. The overall standard of the answers was sound. The most successful candidates examined a range of issues but focused on domestic issues because these were specified in the question. Answers could not be given credit for discussions of foreign policy. Some answers devoted too much time to the rise of Napoleon to 1799. This could be used as a brief introduction but not as a major point in the argument. Credit was given when candidates considered some of the major policies and reforms introduced by Napoleon, such as the Code Napoleon and the Concordat. They also referred to the police system and censorship. Good answers examined the political structure of Napoleon’s rule; it was highly centralised and authoritarian. Some moderate and weak answers omitted this very important aspect of the question. Question 3 Discuss the claim that the middle classes gained most from the Industrial Revolution in Europe. The question was based on the claim that the middle classes gained most from the Industrial Revolution in Europe. The standard of the answers was variable. The most frequent reason why answers did not gain a high mark was that they devoted too much time to eneral descriptions of the processes of the Industrial Revolution and did not examine sufficiently the effects on social classes. There were some sound answers that explained the profits that were gained by the middle classes from investment in industries. Increasing wealth allowed them to play a more important political role. The same reason gave them advantages in society. The question allowed candidates to compare the middle c lasses with other social groups. Some weak answers only described the hardships of the lower orders and referred to the middle classes by implication but the better responses included a fuller comparison. 9697 History June 2005 Question 4 Explain the growing support for nationalism in Germany and Italy from 1848 to 1871. The key issue was the growing support for nationalism in Germany and Italy and the specified period was 1848 to 1871. Examiners read some very effective answers that were analytical and considered a variety of relevant points. Some referred to the legacies of the French Revolution and the Vienna Settlement. This was relevant as long as it was not given too much space. The most successful answers were balanced between Germany and Italy whereas some did not merit the highest credit because they were imbalanced. Some moderate answers wrote narrative accounts of political leaders such as Bismarck and Cavour. This approach was relevant but it sometimes omitted to link these leaders to nationalism. On the other hand, Examiners read some perceptive answers that argued that, whilst Bismarck and Cavour promoted unification, they were not essentially German or Italian nationalists. There were interesting assessments of the effects of the 1848-1849 revolutions and of the Zollverein in Germany. Question 5 Why were European governments more willing to support imperialist policies in the later years of the nineteenth century? You should refer to developments in at least two of Britain, France and Germany in your answer. ) A recurring quality of the best answers was their combination of argument and examples. Many candidates could explain a number of relevant factors that encouraged governments to support imperialist policies but their essays sometimes lacked examples so that the answers were too genera l for a high mark. The most successful answers combined explanations of factors such as political and economic interests with references to regions where these were implemented. Question 6 How far had Lenin achieved his aims by the time of his death in 1924? Examiners were pleased with the quality of most of the answers. Credit was given when candidates explained Lenin’s aims explicitly; these were assumed by some of the more moderate responses. The most successful answers considered both his successes and his failures and came to a considered balance of judgement. Answers in the middle and lower bands sometimes focused exclusively on successes. A few candidates devoted too much time to the rise of Lenin and Bolshevism to 1917; this was relevant but needed to be linked to the key issue of Lenin’s achievements by 1924. Among the successes that were explained was that Lenin took the Bolsheviks to power in 1917. He then led the new government to victory against the Whites in the civil war. The war with Germany was ended. He established a one-party state, defeating opponents, and he was unchallenged personally. On the other hand, possible failures might have included the fact that Lenin’s economic measures, especially War Communism, almost led to collapse and had to be revised in the New Economic Policy. Survival was achieved at the cost of abandoning Marxist-communist principles. Terror became widely used. Question 7 How accurate is the claim that the effects of World War I were the most important reason for the rise of totalitarian governments in Europe during the period to 1939? (You should refer to at least two of Germany, Italy and Russia in your answer. ) The question asked candidates to consider whether the effects of World War I were the most important reason for the rise of totalitarian governments in Europe. They were required to refer to at least two countries out of Germany, Italy and Russia in their answers. The general quality of the essays was satisfactory and Examiners read some excellent answers. These assessed the impact of the war and compared it with other factors; their arguments were supported by appropriate knowledge. Good candidates explained that the war had serious political and economic effects. For example, it destabilised an authoritarian regime in Russia and the post-war democratic governments in Germany and Italy because neither state was content with the outcome of the conflict (including Germany and the imposition of the Versailles settlement and Italy’s disillusionment with erritorial issues). Economic consequences were examined. In Germany and Italy, the war led to the growing appeal of ultra-nationalist groups whilst it confirmed communist leaders, Lenin and then Stalin, in power in Russia because the 1917 Revolution was a direct outcome of World War I, although it was not its only cause. With this basis, sound answers explored other factors in the rise of t otalitarian governments, such as the personal appeal of leaders and their use both of propaganda and terror to enforce obedience. Democratic governments were weak. 4 9697 History June 2005 Question 8 Examine the claim that Marxism developed to 1914 as the result of industrialisation. The key issue was the connection between Marxism and industrialisation. Candidates gained credit when they explained that Marx believed that there was such a link; he held that capitalist industrial states suppressed the wage earners or proletariat. The middle class or bourgeoisie were said to use industrialisation to exploit the lower classes. Sound answers explained that Marxism appealed most to those in industrial societies, especially in France and Germany. However, it did have less appeal in highly industrialised Britain. Some noted that Russia, the centre of the first Marxist revolution, was not an industrially-based country. Some weak answers were vague about Marxism and provided only general accounts of industrialisation. These did not deserve a high mark because they did not address the key issue in the question. Paper 9697/03 Paper 3 – International History, 1945 – 1991 General Comments The number of candidates taking this paper was slightly up on last year. The overall standard of the candidates was satisfactory. Most scripts demonstrated a reasonable level of knowledge and understanding. The paper produced answers which covered the entire range of marks with a pleasing number of candidates producing some high quality answers. An example of a high quality answer has been included below under Question 1. The most successful candidates used their knowledge and understanding of the topic to answer specifically the question on the examination paper. Knowledge was used to support and sustain an analytical argument which came to a specific conclusion. Many candidates underachieved because they tended to use their knowledge to write narrative and descriptive answers which contained only a limited amount of analysis. Each question on the examination paper focused on one of the topic areas contained within the syllabus. In Question 1, candidates were asked to assess the hypothesis that the UN Secretary-General was the most important factor in ending the Suez Conflict of 1956. The command instruction of ‘how far’ required candidates to offer an analytical answer ‘for’ and ‘against’ the proposition in the question, using source information and contextual knowledge to support their answers. The essay questions (Questions 2-8) were all framed in a similar way to enable candidates to engage in analysis. Command instructions such as ‘how important’, ‘assess’ and ‘discuss’ require candidates to produce a balanced analysis in direct response to the question. Given the limited time available in the examination, lengthy contextual sections which ‘set the scene’, unfortunately limit the time available for direct coverage of the issue in the question. Although it is useful to plan an answer, candidates should be aware that this exercise should take only a few minutes for each answer. Very few candidates failed to attempt four questions. However, although a number of candidates failed to finish their final answer, this was presumably due to pressure of time. Comments on specific questions Section A: The Development of the United Nations, 1945 – 1991 Question 1 How far do Sources A-E support the view that the work of Hammarskjold was the most important reason why the Suez conflict was brought to an end in November 1956? The question required candidates to study five sources on the UN and the Suez Crisis of 1956. They had to consider the view that the UN Secretary-General, Dag Hammarskjold was the most important reason why the Suez Crisis was brought to an end in November 1956. In doing so, candidates should have considered information within each source, cross referenced information between sources and have analysed the attribution of the sources to decide whether or not the hypothesis in the question was correct. 5 9697 History June 2005 The vast majority of candidates were able to use source information to construct an answer which both supported and challenged the hypothesis in the question. However, although most candidates used information within the sources, fewer were able to cross reference information between sources or evaluate the sources as examples of historical evidence on the issue. In providing source devaluation, many candidates did not go beyond referring to specific sources as ‘biased’ or ‘fairly reliable’, without explaining precisely why this assessment was made. For candidates to receive adequate reward for source evaluation, an explanation of why sources might be ‘biased’ or ‘unreliable’ is required. Some candidates wrote extensive answers to this question which created time problems in answering the essay questions later in the examination. The following is an answer to this question; although it did not receive full marks, it does illustrate a very high standard of answer. The claim that Hammarskjold was the most important reason why the Suez Conflict came to an end is debateable. Source A supports the hypothesis by almost making it seem that UNEF would not have been possible without him. ‘Hammarskjold found himself acting as much in the diplomatic as in the administrative field. This was because he had to persuade Egypt to be the host country for the UNEF. This source gives one the sense that the Secretary-General was an effective leader in a time of pressure and was willing to take up the challenging role. For instance ‘The Assembly asked the Secretary-General†¦ to produce a plan for a UN force within 48 hours’. Hammarskjold took up the challenge and o rganised the force. This gives the impression that the UN General Assembly would have been helpless without Hammarskjold’s involvement. This source has been written by a British journalist six years after the end of the conflict. Although not a key player in the conflict the journalist provides credible evidence as to the role of the Secretary-General. Source B also supports the hypothesis. It looks more at the diplomatic side of the conflict by stating that ‘Hammarskjold†¦succeeded in establishing a basis for co-operation between the UN and Egypt upon which the UNEF operated smoothly’. The source only focuses on this fact of how Hammarskjold was able to persuade Nasser. This point is also mentioned in Source A. One has also to note the author of the source. Brian Urquhart was a key player concerning the UN presence in the conflict. As it is explained in source C Urquhart was part of Hammarskjold’s ‘admirable staff’. Therefore, this source provides more effective information because Urquhart was involved in the UN at the time and therefore knew precisely what was happening. The source, in that sense, can be said to be reliable. However, as a member of Hammarskjold’s team it may be likely to support the role of the Secretary-General. This source comes from a biography of Hammarskjold and does not offer any critical comments on the Secretary-General’s role in the Suez Conflict. Therefore, source B may not be wholly reliable as evidence. Source C partially challenges the hypothesis, unlike the first two sources. It points out that ‘the idea (for the UNEF) came from Lester Pearson’. Therefore, Hammarskjold cannot be said to be the most important reason for the ending of the Suez Conflict. The author of this source concentrates more on the role of the General Assembly. It states, ‘the Suez crisis was†¦ the finest hour of the General Assembly’. The author gives credit to Hammarskjold ‘and his admirable staff’. One can see that Hammarskjold is not praised as he is in Source A and furthermore, this view can be seen in Source D which also partially challenges the hypothesis. The General Assembly gets more attention when the Security Council would not do anything following the veto by Britain and France. Hammarskjold is shown in a different light compared to sources A and B. Hammarskjold is said to have ‘had serious doubts at first about’ Pearson’s idea. In sources A and B Hammarskjold seems to have jumped at the challenge without having second thoughts. On the other hand, one should take note that the source was written in 1995 and would have had a better overview of what happened. This would explain the playing down of Hammarskjold’s role. Source C is written by a diplomat and source D is written by a journalist neither of which were key players in the conflict. The sources are both from books which attempt to place the Suez Conflict in wider international context. The sources cannot be said to be wholly reliable but they do offer an objective view. Source E partially supports the hypothesis. Yet, like sources C and D states that there were different key people. The source states ‘the key person, in addition to Hammarskjold himself, was Lester Pearson’. Lester Person is actually labelled as a key erson rather than just being mentioned as the person who came up with the idea of the UNEF. But this source does not play down Hammarskjold’s role and also mentions that he ‘quickly provided a preliminary plan’ about the crisis. This is similar to source A. 6 9697 History June 2005 In conclusion, source A and B fully support the hypothesis while source partially supports it. Sources C and D par tially challenge the hypothesis. Sources C, D and E all have the advantage of having a better overview of the Suez Crisis, being written some time after the event. However, these sources are not written by key players and they cannot be considered wholly reliable. Source A is not written by a key player but was written soon after the event. Source B, on the other hand, is written by a key player but cannot be said to be wholly reliable because one would not expect a person to openly criticise his own organisation. The hypothesis claims that the Suez conflict was brought to an end because of Hammarskjold’s work. Yet, most of the sources have pointed out that other key players, the General Assembly, Pearson and Nasser, also helped to end the conflict. I would suggest that the hypothesis should be modified to ‘How far do sources A-E support the view that the work of Hammarskjold, in carrying out the idea of Lester Pearson, was an important reason why the Suez conflict was brought to an end in November 1956? ’ Section B Question 2 Which of the following has the best claim to mark the start of the Cold War: Churchill’s Iron Curtain speech, 1946; the Truman Doctrine, 1947; the Berlin Blockade, 1948-1949? Explain your answer. This was by far the most popular of the optional essay questions. However, some candidates did not differentiate effectively between the ‘cause(s)’ and ‘start’ of the Cold War. In many of these answers a significant amount of time was used to provide detailed contextual material going back to the Bolshevik Revolution of 1917. The vast majority of candidates displayed a detailed knowledge of the1945 to 1949 period of the Cold War in Europe. The best answers were able to use this information to answer the question directly. Those candidates who achieved high marks were able to explain directly which of the three developments had the best claim to starting the Cold War. Knowledge was then deployed to support and sustain the case made. A number of candidates took the view that none of the three incidents constituted the start of the Cold War. The best of these answers were able to explain which of the three developments did not constitute the start of the Cold War as well as pointing out why another incident deserved the title. The Soviet takeover of Eastern Europe, 1945-48 and the Marshall Plan were offered as alternatives to the three developments offered in the question. Question 3 Who or what was responsible for the globalisation of the Cold War? This was also a very popular question. Many of the better answers were able to give a definition of the term ‘globalisation’. They also made specific reference to the two command instructions in the question, ‘why’ and ‘what’. Most of the candidates were able to mention the Korean War as a possible starting point in the globalisation of the Cold War. Other events such as the Vietnam War, Cuba and the Arab-Israeli conflict were mentioned. Some candidates mentioned the collapse of the European overseas empires in the 1950s and 1960s which resulted in the involvement of the two superpowers. In determining responsibility, the vast majority of candidates chose either the USA or the USSR or both as the prime culprits in globalising the Cold War. However, a small number of candidates also laid blame on the ambitions of the People’s Republic of China. Question 4 Assess the relative contribution of America and the Soviet Union to the outcome of the war in Vietnam? This was not a popular question. A clear majority of candidates chose Question 3 over Question 4. Many answers adopted a narrative-chronological or narrative description of the Vietnam War. Very few candidates were able to assess the ‘relative’ contribution of either the USA or the USSR. In many cases, the US contribution was seen in providing troops and leading the conduct of the war from 1965 to 1972. The Soviet contribution was seen in terms of providing military equipment to North Vietnam. Very few candidates were able to link the term ‘relative contribution’ to the ‘outcome’ of the Vietnam War. As a result, diplomatic aspects of the contribution of both the USA and USSR were ignored. 7 9697 History June 2005 Question 5 How important was the West in the collapse of the USSR in 1991? This proved to be a very popular question. It was clear that the majority of the candidates had a clear understanding of why the USSR collapsed in 1991. Those candidates who underachieved tended to ignore the role of the West and instead, concentrated on the internal factors which resulted in the collapse of the Soviet Union. Most of this type of response mentioned Gorbachev’s attempted reforms (Glasnost and Perestroika) and their subsequent failure. Fewer candidates referred to the impact of nationalism (The Baltic States and the Caucasus region) on the weakening of the USSR. Only a small number of candidates referred to the events of August 1991 which led directly to the USSR’s collapse. Unfortunately, those candidates who displayed detailed knowledge of internal factors without mentioning the importance of the West, did not score highly. Of those candidates who referred directly to the role of the West, the vast majority referred to the role of the USA. The Second Cold War was regarded as a major destabilising factor for the USSR. The cost of matching the USA in both conventional and nuclear armaments was cited as an important cause of the Soviet Union’s collapse. A small number of candidates mentioned the broader role of the West. The disparity of lifestyles and wealth which were picked up via TV and radio in East Germany or by radio across the Soviet Bloc were given as examples of this phenomenon. Question 6 How successful were attempts to control the nuclear arms race between the superpowers in the period 1960 to 1980? Examiners noted that the majority of answers to this question adopted a narrative and narrative-chronological approach, with only very limited analysis of the issue of ‘success’, which was mentioned in the question. The vast majority of answers referred to the Test Ban Treaty of 1963, the Non-Proliferation Treaty of 1968 and the two SALT treaties of the 1970s. Unfortunately, a significant minority of candidates did not limit their coverage to the period ending in 1980. As a result, considerable time was spent describing and explaining the role of START, SDI (The Strategic Defence Initiative or Star Wars) and the INF (Intermediate Nuclear Forces) treaty. Considerable detailed knowledge was displayed on the treaties of the 1960s and 1970s mentioned above. However, this knowledge was not always used to its full effect. In many cases knowledge was deployed to describe events and the terms of treaties, rather than used to explain the degree to which attempts were successful. Question 7 ‘By the 1980s, the American dominance of the international economy had almost disappeared’. Discuss. Examiners noted that this was not a popular question. Many responses showed only a limited knowledge of the international economy between 1945 and the 1980s. Many candidates accepted the assertion in the question at face value. They mentioned the rise of West Germany and Japan as potential economic rivals to the USA in the international economy by the 1970s. They also mentioned the rise of the Asian Tiger economies in a similar vein. Some candidates mentioned the collapse of the Bretton Woods system by 1972, with the abandonment of the Fixed Exchange Rate system. However, only a few candidates offered a balanced approach which mentioned that although the USA’s overwhelmingly dominant position in the international economy after the Second World War had been eroded, it had not disappeared. US dominance in I. T. related industries as shown by the NASDAQ index of companies (e. g. Microsoft, Hewlett Packard, Apple etc. ), and its dominant role at the WTO and with the World Bank, were cited as examples of continued dominance. 8 9697 History June 2005 Question 8 Why did Africa experience serious problems of famine in the 1980s? Although not a popular question it, nevertheless, produced some very good quality answers. It was clear that some Centres had taught this topic extremely well. Candidates were able to mention social, climatic, political and economic factors which resulted in large areas of Africa experiencing famine in the 1980s. The best answers gave specific examples of the areas of famine. The most regularly mentioned were Ethiopia and Somalia. However, in several cases candidates interpreted the question somewhat differently. Many candidates displayed sound knowledge of Africa in the 1980s but used this knowledge to explain why Africa was relatively poor compared to the rest of the world, rather than the specific issue of famine. Paper 9697/05 Paper 5 – History of USA c. 1840 – 1968 General comments There was a considerable increase in the number of candidates compared with June 2004. The overall standard was sound, but certain common weaknesses were evident, resulting in lower outcomes. The most common was failing to answer four questions, or alternatively only offering a few lines as answers. There were also a number of completely irrelevant answers which scored Band 7 (0-7 marks). However, the best scripts were a pleasure to read, being consistently relevant, well structured, analytical or explanatory, with good supporting evidence appropriately used. These scored Bands 1 and 2 (18-25 marks). One script even attained the exceptionally high mark of 96. The compulsory source based question, Question 1, was answered indifferently. To simply repeat and recycle the words of the sources with a few general remarks at the beginning and/or end of the response could at best only result in Level 3 (10-14 marks), and this is what most candidates did. To achieve the higher bands it was essential to use the sources as evidence, i. e. to interpret and evaluate them in their historical context. The most common failings in the essay questions (2-8) were over reliance on narrative and descriptive responses and a reluctance to engage in relevant analysis of the problems posed in the questions, backed up by good evidence in a coherent structure. Comments on specific questions Section A: The Road to Secession and Civil War, 1846-61 Question 1 ‘It was the complete breakdown in trust between North and South that made compromise impossible. Using Sources A – E, discuss how far the evidence supports this assertion. Only a minority of candidates evaluated the sources as evidence in their historical context, but those who did scored higher marks in Levels 5-6 (19-25 marks). A common failing was to put the case for or against the contention, whereas it is important to show the evidence for and against it and then to come to a conclu sion as to which, in the candidate’s view, is better or more reliable. Few candidates noted that the sources came into three groups, A being two years before Lincoln’s election in November 1860, B and C being an immediate reaction to his victory and D and E, after the secession of the lower south had occurred. Few candidates pointed out that Douglas was a Presidential candidate in 1860 and only some explained what his doctrine of Popular Sovereignty involved and how it had proved unworkable in Kansas. Most candidates saw the significance of Stephens being later Vice President of the Confederacy, but few gave evidence of his strong pro-Union views until his home state of Georgia seceded. The best approach was for candidates to give the evidence for the contention; this would be Sources B, D and E in their historical context and then to give the evidence against the contention; this would be Sources A and C in their historical context. Finally, the candidate should state his or her conclusion, or at the highest level, why sources point to a different hypothesis to that stated in the question, or alternatively, why the hypothesis should be modified in the light of the evidence. 9 9697 History June 2005 Section B Question 2 ‘Mexico will poison us. United States? How accurate was this prediction of the effects of the Mexican War on the This was a very popular question with the great majority of candidates answering it. A significant number simply ignored Whitman’s quotation and gave a descriptive account of the origins and course of the war. The majority of candidates went beyond this to point out that as a consequence of the huge annexation of territory the slavery question flared up violently with sectional tensions getting steadily worse and leading to secession and civil war. The best responses went beyond this to point out that the ultimate result was not only a transcontinental nation from Pacific to Atlantic but that the Union victory led to the elimination of the Southern veto in the Senate and that America became the most aggressively capitalist and individualist nation in the world. It could be argued that the modern American nation took shape as a result of the territorial annexations from Mexico. Question 3 ‘I claim not to have controlled events but confess plainly that events have controlled me. ’ (Abraham Lincoln, speech in 1864). Do you agree with Lincoln’s assessment of his Presidency? A very popular question but few really good responses; most candidates played it safe by giving a descriptive account of Lincoln’s Presidency, in some cases going back long before he became President. The point of the question was not that Lincoln simply reacted to events but that many of the key events facing him were beyond his control. Obvious examples would be the acute sectional crisis of the 1850s, the whole slavery issue and the decision of the Lower South to secede and form the C. S. A. Relatively few pointed out that Lincoln was decisive and active when needed. Good examples would be his skill in keeping Kentucky and Maryland from seceding, the Emancipation Proclamation, his flat refusal to negotiate terms with the Confederacy when this appeared to be the only way to end the war, as in the early half of 1864. He also assumed to himself almost dictatorial powers in suspending, in effect, the Bill of Rights, introducing censorship and suspending Habeas Corpus. He also appointed and retained Grant amid much criticism and towards the end of his Presidency had a Reconstruction programme which, if implemented, might have reconciled the defeated South. Question 4 Explain why the United States became the world’s leading industrial nation in the period 1865-1900. A minority choice but reasonably well answered. The role of technological inventions was well handled and nearly all candidates discussed the endless supply of cheap and motivated labour by immigration. Relatively few mentioned cheap land or the fact that the US had a political and legal framework in this period which was extremely favourable to business and hostile to any degree of government in economic matters, with the partial exception of the railroads. There was an almost total lack of data – for example, that by 1900 the US produced 30% of the world’s industrial goods. 10 9697 History June 2005 Question 5 How was it possible, in spite of constitutional protection, for the Southern States to deny basic civil rights to African-Americans from 1895 to 1964? A very popular question, though not very well handled, with little discussion of the roles of Presidents Kennedy and Johnson in granting full civil rights. In theory the thirteenth, fourteenth and fifteenth Amendments had granted full legal and civic equality to the Freedmen. The basic problem, which few candidates mentioned, was that the whites had lost interest in the fate of the African-Americans; the latter were a small minority in the nation and even in the former slave states they were a majority in only two states in 1900. As a result, the southern states were able by a variety of means, which were quite well described, to circumvent the plain intention of the Amendments by reducing blacks to the status of permanently second class citizens, denied the right to vote and access to the same level of education as the white majority. Most candidates mentioned the effect of the Supreme Court decision in Plessy v Ferguson. The role of the Ku Klux Klan in the 1920s was probably overstated and few mentioned FDR’s juggling act in keeping the Solid South as part of his victorious coalition, while successfully wooing Northern blacks into voting for him. Most Presidents in this period were indifferent to black aspirations. Candidates correctly dwelt on Martin Luther King’s inspiring and intelligent leadership in the civil disobedience campaign from the 1950s onwards. Few mentioned his building up of alliances with Democratic politicians in the North, in particular Kennedy. The effect of the Brown case was dealt with well and better responses highlighted the effect of the Cold War on putting pressure on the American political establishment to grant civil rights. None pointed to the irony of the Texan career politician Lyndon Johnson pushing through the major civil rights legislation when his more high minded predecessors had been unable, or unwilling, to do so. Question 6 How different were the policies adopted by Hoover and Roosevelt to deal with the Great Depression? A popular question but candidates paid little attention to Hoover. Unlike Roosevelt, Hoover believed firmly that it was quite wrong for the Federal Government to engage in the regulation of, and interference in, the economy. No one mentioned that Hoover tried very hard to commit FDR to a continuation of his own policies even up to the day before FDR’s Inauguration in March 1933. Hoover was, of course, regarded as one of the great humanitarians of the twentieth century for his outstanding work in famine relief in Russia in 1919 and 1920 and it is quite wrong to portray him as indifferent to suffering. His policies were, however, ineffective and from 1929 to 1933 unemployment, business failures and falling stock market prices grew steadily worse until it seemed that the whole financial system of the US was on the very edge of total collapse. While candidates were correct to portray FDR as both different from and more effective than Hoover, few made much sense of the famous New Deal. It was not a coherent, logical programme and at times it was not easy to see precisely what FDR was trying to do; this was not helped by his persistent deviousness. However, he managed to infuse all around him with his unfailing cheerfulness and optimism (in contrast to Hoover) and he was clearly an activist ready to try any policy, however unorthodox, to beat the slump. As a result the popular mood shifted and disaster was averted. Some candidates correctly pointed out that unemployment figures were still very high up to 1939. Question 7 ‘Gradually and rather reluctantly, the United States became an imperial power and a military presence on a global scale. ’ Is this a fair assessment of American foreign policy, 1890-1919? This question required skill in organisation as it covered two wars, but most candidates relied on a descriptive, rather than an analytical answer, and as a result the treatment of the 1914 to 1919 period was frequently hurried with, too often, the Versailles Peace Conference being ignored. Few were prepared to tackle the assertion contained in the question. The war with Spain was brutal and pitiless, resulting in de facto control of Puerto Rico, the Philippines, and in effect Cuba. There was certainly nothing accidental or hesitant about it. It did make the US a global, and in effect, imperial power. No candidate mentioned Theodore Roosevelt’s successful mediation in the Russo-Japanese war which resulted ironically in the Nobel Peace prize being awarded to one of the most aggressive and warlike US Presidents. Many candidates discussed Roosevelt’s acquisition of the Panama Canal and the creation of both the US Canal Zone, with sovereign powers, and the creation of the state of Panama being hived off from Columbia. The first World War was handled better, with most candidates being correct in describing President Wilson’s determination to stay out of conflict. It is arguable that the US was slowly dragged into conflict once Russia had withdrawn in 1917, leading to the strong likelihood of German victory which financial considerations, among other factors, made unacceptable to the US. No candidate mentioned the famous Zimmerman telegram and its effect on US public opinion. In 1918 and 1919 Wilson seemed to develop illusions of grandeur in attempting to force his own internationalist ideals on reluctant Allies. 11 9697 History June 2005 Question 8 How far was increasing national prosperity from 1945 to 1968 shared by all Americans? Very few candidates answered this question and none did particularly well. The main focus of responses was on the exceptions to the national prosperity, usually African-Americans, but the other pockets of poverty such as the rural poor, declining mining areas and Hispanic migrant workers, were usually ignored. One would have preferred to have seen much more discussion on why and how Americans became so prosperous in the post war period. Alone among major powers, it gained enormously in wealth from the war and dominated the world economic scene during the whole period. The US was a major beneficiary of the long economic boom from post war reconstruction and the huge armaments industry benefited greatly from the Korean War and the Cold War with the Soviet Union. These factors were ignored. Paper 9697/06 Paper 6 – Caribbean History, 1794 – 1900 General comments In the main candidates attempted the required four questions, although there were a few who obviously spent too much time on Question 1 and either could not finish a fourth question or, in some cases, had failed to tackle a fourth question. As far as possible, candidates should give equal shares of the time available to each question as a truncated or missing final answer will affect the examination result. Among the ways of avoiding the most serious consequences of failing to complete four full answers would be to plan responses to the questions so that, if need be, a firm outline of an answer could be given when time is running out, rather than writing two or three paragraphs which only represent a fraction of the material a candidate may have available. Question 1 was always answered. Many candidates were able to consider critically the material in the sources and the reasons why they were written. Some answers only made use of the sources for their content and at face value. A number of candidates did not write a conclusion to their response and so failed to link what they had written to the statement in the hypothesis. Of the other questions, Question 4 was the most commonly answered followed by Questions 3, 2, 6 and 5 in the order of frequency. Though many candidates did use examples for their answers from across the whole Caribbean area, some answers were written in very general terms and, often, with the experience of the British Caribbean (or Jamaica only) in mind. Question 4 was an example of this, but answers to other questions sometimes had a similar appearance. In Question 2, abolition in the British colonies often took up more than half of an answer which should have given prominence to French and Spanish experiences too. Detailed comments on the answers to all the questions follow later in the report. There were some examples of candidates embarking upon answering questions without sufficient thought or planning. Examples included Question 2, in which there were long accounts of how the slave trade in the British Empire was ended, which might have provided a single point about abolition but where a page and a half of detail represented a wasted opportunity to deal with the question more directly. Candidates probably needed to take some time to collect their ideas about Question 5 and to plan to cover both societies and economies. In general, scripts were well presented, though some candidates’ handwriting was difficult to read. A few candidates failed to arrange their scripts in proper page order and some did not number their questions. 12 9697 History June 2005 Comments on specific questions Section A: Emancipation and its Consequences Question 1 ‘As the nineteenth century progressed, it became clear that there was no future for the Caribbean sugar industry’. How far does the evidence of Sources A-E support this statement? The Level description for candidates to receive at least two-thirds of marks is that a candidate ‘by interpreting/evaluating sources in context finds evidence to challenge and support the hypothesis’. Evidence is a key word. Candidates should use all the sources, use them as more than a source of information and relate them to the hypothesis in order to gain a high mark. Responses to this question varied widely. Many considered at least some of the sources critically. Some answers were unnecessarily long. Sources A and B described the introduction of machinery to the processing of the cane and gave a hopeful impression of the future of parts of the sugar industry in the early 1850s. Candidates raised questions about the possible attitude of the Governor of British Guiana in Source A and possible journalistic and pro-planter bias in Source B. Other points about the wide time scale of the sources and their limited geographical scope were made in order to assess the sources. Many missed the chance to use Source D (about the problems of the sugar industry in the British Caribbean, 1876-77) and Source E (on Cuban sugar production in the 1890s) to compare the seemingly dire situation in one part of the area at one time (Source D), with a more buoyant one a little later (Source E). In Cuba, sugar production recovered rapidly after the disasters of war, presumably because of the underlying strengths of the industry there. In addition, both could be related to the hypothesis and used to suggest that the situation of sugar production was not hopeless in every area and also to question whether Source D really indicated that there was no future for British West Indian sugar. Both Sources C and E were occasionally misunderstood when candidates did not read the extracts through to the end. Many candidates seemed to assume that each of the sources would be directly for or against the hypothesis where, in fact, it could be suggested that none is as clear cut as that. Section B Question 2 Discuss the factors which account for the abolition of slavery in British, French and Spanish colonies in the Caribbean. A strong point about many answers was that a number of factors, humanitarian activity, resistance of the enslaved, political and economic circumstances, were outlined in the introduction. These themes were then continued through the essays with comparisons of all three sets of experiences together or sometimes with British and French situations compared, followed by a section on Spain. The dominant element was often material about British colonies. Individual factors sometimes were sketched in and there were examples where description replaced the discussion and weighting of the various factors. Treatment of economic and political factors was often slight in comparison with humanitarian activities and slave resistance. Dealing with France, only Victor Schoelcher’s influence tended to attract much attention and some candidates wrote little about Spain. Less successful answers took each country’s experiences separately and sometimes went back into the eighteenth century anti-slave trade movement in Britain in great detail. This led to over long essays which failed to deal adequately with the question. Question 3 Compare apprenticeship in the British Caribbean with the patronato in Cuba and assess their respective results. The comparison element in this question was usually well done and many candidates were well informed on the Spanish experience. Normally there was a reasonable attempt to compare the two schemes in terms of planter control, punishments, wages, manumission and judicial supervision. The premature ending of each was explained and many candidates judged the Spanish experience to be more humane and more successful than the British. There was a minority of candidates who gave great detail on the emancipation legislation but did not look at the working of the systems in much detail. 13 9697 History June 2005 Question 4 Assess the reasons why freed people left the estates where they had been slaves. This was the most widely attempted question in Section B. There was a tendency for candidates to present a series of possible explanations without any assessment or illustration to show the complexity of the situation or the time scale involved. In general, answers were restricted to the British Caribbean and mostly attempted to cover the push and pull factors. The most successful answers reflected an awareness of the debate among historians about the reasons why freed people left the estates, emphasising opportunities which freed people saw and exploited. Only a few answers dealt only with the rejection of plantation life and the consequent ‘flight from the plantations’. Some candidates used the development of the peasantry to 1860 as an illustration. Others made good use of the theme that emancipation widened the expectations of freed people. Question 5 To what extent were societies and economies of Caribbean colonies affected by emancipation up to 1900? Explain your answer. Many answers concentrated on economic change and did not reach the date 1900. Some largely reproduced material which was appropriate to Question 4. More effectively, a large number of answers concentrated on the creation of the peasantry and its social and economic results, including the impact on plantation labour and the knock on effect of immigration schemes. Some candidates wrote about the diversification of crops and the export trade, using Jamaica as an example. Also mentioned were issues about the quality of life (family and education) and social development (village communities and financial cooperatives). Developments in education and health care were mentioned in some essays. There were some sound and well organised answers. Question 6 How far was there a labour crisis in the Caribbean sugar industry in the second half of the nineteenth century? This was a good question for those who were prepared to plan the answer on the extent of the crisis. Very few candidates did this. Most candidates discussed labour problems in general and the introduction of immigrant labour. Reference to a labour crisis was either non-existent or very brief, possibly a statement that from the landowners’ point of view, there was no longer an adequate or dependable labour force or, with reference to Trinidad and British Guiana, that even in the slave period there was an insufficient supply of labour. Because of the tendency to deal with the ‘labour issue’ rather than the ‘labour crisis’, most answers lacked emphasis in relation to the question. One plan could have been to deal with: †¢ †¢ †¢ the idea of a crisis, ‘a crisis for whom’ areas of ‘crisis’ where there was no crisis (Cuba, Barbados). Question 7 How significant was discrimination based on gender in Caribbean societies after emancipation? Explain your answer. Answers tended to centre on examples of male dominance, though in any one answer few were mentioned. The main point made in relation to the ‘How significant’ element in the question was that gender discrimination was one among a number of forms of discrimination in Caribbean societies. Most answers were short and limited in scope. Question 8 Explain how Haiti achieved and consolidated its independence. This question was based on the final section (VII) of the syllabus. Unfortunately, most candidates who attempted to answer it used material which was appropriate to the first two content sections. In consequence, few of the answers covered independence or the period which followed. Many answers dealt only with Toussaint, or even with earlier How to cite World War Ii and Candidates, Essays

Strickness Essay Example

Strickness Essay Strickness Strictness Can?t be out past eleven, can?t wear what you want to wear, can?t do your hair how you want, and can?t spend your money how you want. Welcome too only some of the rules that my overly strict parents have placed on me. What have I done to deserve this Nothing. This is a problem that most teens and children face: overly strict parents. Even though my parents are overly strict, I know they are doing this for my own good. My parents have always been strict on my other siblings and me. As we got older it only got worse. When I was about 8-14 the war between my parents and me was not as bad. My brother and I had no problem being in by nine-o-clock (that was our curfew until we were in high school), mainly because our transportation was our parents, and they would pick us up from wherever we were. Our curfew wasn?t really ever a big deal with my brother and me. What caused the biggest fights was that we wanted to go to different places with our friends that our parents did not approve of. Our mom and dad would not let us go We will write a custom essay sample on Strickness specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Strickness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Strickness specifically for you FOR ONLY $16.38 $13.9/page Hire Writer parents, home, mom, go, wanted, out, until, strict, raised, house, friends, brother, started, much, friend, didn?t, day, very, school, said, rules, party, one, older, new, everyone, ever, else, dad, bus, because, back, wear, way, walked, trouble

The best ways on how to influence people over the phone

The best ways on how to influence people over the phone Being an employee in sales takes a lot of convincing to the person you are trying to sell to. The person on the other line will most likely listen to you more if you are confident and prepared. Usually, within 30 seconds of the  call, the client will decide if he or she is  interested and whether or not they want to hear more or end the conversation. As a sales  person, how do you influence your potential  client over the phone? With these simple tips, you can make the most out of any sales call and land the sale!  Source [The Gap Partnership]

Declare Your Independence From Toxic Fireworks Pollution

Declare Your Independence From Toxic Fireworks Pollution It may come as no surprise that the fireworks displays that occur around the U.S. every Fourth of July are still typically propelled by the ignition of gunpowder- a technological innovation that pre-dates the American Revolution. Unfortunately, the fallout from these exhibitions includes a variety of toxic pollutants that rain down on neighborhoods from coast to coast, often in violation of federal Clean Air Act standards. Fireworks Can Be Toxic to Humans Depending on the effect sought, fireworks produce smoke and dust that contain various heavy metals, sulfur-coal compounds, and other noxious chemicals. Barium, for instance, is used to produce brilliant green colors in fireworks displays, despite being poisonous and radioactive. Copper compounds are used to produce blue colors, even though they contain dioxin, which has been linked to cancer. Cadmium, lithium, antimony, rubidium, strontium, lead, and potassium nitrate are also commonly used to produce different effects, even though they can cause a host of respiratory and other health problems. Just the soot and dust from fireworks alone is enough to lead to respiratory problems like asthma. A study examined air quality at 300 monitoring stations across the United States and found that fine particulate matter spiked by 42% on the Fourth of July, compared to the days before and after. Fireworks Contribute to Environmental Pollution The chemicals and heavy metals used in fireworks also take their toll on the environment, sometimes contributing to water supply contamination and even acid rain. Their use also deposits physical litter on the ground and into water bodies for miles around. As such, some U.S. states and local governments restrict the use of fireworks in accordance with guidelines set by the Clean Air Act. The American Pyrotechnics Association provides a free online directory of state laws across the U.S. regulating the use of fireworks. Fireworks Add to Worldwide Pollution Of course, fireworks displays are not limited to U.S. Independence Day celebrations. Fireworks use is increasing in popularity around the world, including in countries without strict air pollution standards. According to The Ecologist, millennium celebrations in 2000 caused environmental pollution worldwide, filling skies over populated areas with â€Å"carcinogenic sulfur compounds and airborne arsenic.† Disney Pioneers Innovative Fireworks Technology Not usually known for championing environmental causes, the Walt Disney Company has pioneered new technology using environmentally benign compressed air instead of gunpowder to launch fireworks. Disney puts on hundreds of dazzling fireworks displays every year at its various resort properties in the United States and Europe, and but hopes its new technology will have a beneficial impact on the pyrotechnics industry worldwide. Disney made the details of its new patents for the technology available to the pyrotechnics industry at large with the hope that other companies will also green up their offerings. Do We Really Need Fireworks? While Disney’s technological breakthrough is no doubt a step in the right direction, many environmental and public safety advocates would rather see the Fourth of July and other holidays and events celebrated without the use of pyrotechnics. Parades and block parties are some obvious alternatives.  Additionally, laser light shows can wow a crowd without the negative environmental side effects associated with fireworks. Edited by Frederic Beaudry.

COMPETITORS ANALYSIS AIRLINES INDUSTRY Research Paper

COMPETITORS ANALYSIS AIRLINES INDUSTRY - Research Paper Example It will start a new delta.com platform in 2012, which it expects to produce additional purchases of tickets (Delta, 2011, p.7). It will also change its â€Å"distribution from a commodity approach to a differentiated and merchandised approach† (Delta, 2011, p.7). It believes that new merchandising initiatives that it is implementing, chiefly through delta.com, will produce additional revenue opportunities and enhance the purchasing experience of customers (Delta, 2011, p.7). Its main goal is to provide customers with opportunities to buy what they value, like â€Å"first class upgrades, economy comfort seating, WiFi access and SkyClub passes† (Delta, 2011, p.7). Delta also aims to reach amplified traffic on delta.com through a mixture of advertising revenue and transactions of third party products and services such as car rentals, hotels, and trip insurance (Delta, 2011, p.7). Its net income for 2011 was $854 million, which is $261 million higher than 2010 (Delta, 2011, p.27). US Airways Group is a holding company whose main business activity is operating a major network air carrier through its 100%- owned subsidiaries â€Å"US Airways, Piedmont Airlines, Inc. ("Piedmont"), PSA Airlines, Inc. ("PSA"), Material Services Company, Inc. ("MSC") and Airways Assurance Limited ("AAL")† (US Airways, 2011, p.5). It operates the fifth largest airline in the United States, which is measured by domestic revenue passenger miles ("RPMs") and available seat miles ("ASMs") (US Airways, 2011, p.6). It had around 53 million passengers for its mainline flights in 2011 (US Airways, 2011, p.6). For the same year, its mainline operation provided frequently scheduled service or seasonal service at 133 airports while the US Airways Express network served 156 airports in the United States, Canada and Mexico, including 78 airports also served by our mainline operation (US Airways, 2011, p.6). In 2011, it earned net income of $71 million, which

Is online education a valuable innovation that improves opportunities Essay

Is online education a valuable innovation that improves opportunities for student or is it a poor subsititude for traditional, - Essay Example Technology is here to stay and everyone in an industrialized society needs to learn how to make the best use of it. This paper argues that online classes have numerous advantages over traditional classroom learning such as the following: the internet offers faster feedback, flexibility, and the opportunity to learn at one’s own pase. The case for online learning Online learning can be defined as â€Å"a form of distributive learning enabled by the Internet.† (Volery and Lord: 2000, p. 217). The term distributive learning in turn implies two essential ingredients: â€Å"first, a heavy reliance on technology, and second, self-learning.† (Volery and Lord: 2000, p. 217). It is important to remember that both sides of this equation are equally important: the technology must be there, and able to provide the learning opportunities, and the student must also be actively engaged and able to adopt a high level of self-management and motivation in order to engage in self-l earning. A very strong advantage of the internet over other delivery messages is that it is extremely fast. A student can access almost limitless amounts of information through a few clicks of the mouse or taps on the keyboard. Questions can be entered, and responses appear instantly. There is even the potential to access quizzes and tests, complete them, and submit them for analysis. Feedback, often with grading and tips for improvement is built in and can be received also in an extremely fast turnaround. Human teachers just simply cannot deliver this high speed response because they have to deal with every student’s work consequentially and they are subject to the limitations of needing to eat, sleep and have a private life as well as being professional teachers. The internet is always available, and except in rare cases of technical failure, always reliably fast in its response. From a teacher perspective, online learning also provides economies of time usage. Instead of d elivering information every year to each new cohort of students, the teacher supervising online learning only has to provide the main material once. Thereafter the job of the teacher is to keep the material up to date, and to monitor and support students as they learn. This is a far more effective use of time, and allows the teacher to achieve a much greater effectiveness with less repetition of tasks. Student participation and performance can be logged by the computer system, and this also removes the need for time-consuming administration. Teaching in a classroom usually operates to a defined curriculum with fixed content and clear goals. Online learning does this too, if it is well designed and focused on clear educational goals, but it offers so much more in addition to this core curriculum. The potential for hyperlinks to a vast global library of resources provides extension possibilities at every turn. A student who is not a native speaker of English, for example, can access d ictionary and grammar support alongside the learning materials if required. A a student who struggles with mathematical or statistical concepts can immediately find advice on how to approach these matters. A student who is brighter than average, or one who has a special interest in particular points can undertake further research by using search engines like â€Å"Google† or encyclopedia and reference sites. There is even potential for students to contact other internet

Academic Discourse: An Overview

Academic Discourse: An Overview Academic Discourse In order to understand the concept of academic discourse one, must know what the meaning academic discourse is. Discourse is a common word. The word of discourse can be interchanged with discussion or conversation in everyday speech or writing (Washington State Libraries). Discourse is a formal discussion of a subject with using speech or writing using the communication of words. Discourse is a written or spoken method of a subject which is handled or discussed at length (Washington State Libraries). The discourse between individuals needs to have some of the same characteristics. For example they need to speak the same language (Elbow). However more goes into the discourse between these individuals than just the same language. The discourse has shared assumptions and the same cultural values, even shared slang. Groups of people that share these qualities are called discourse communities (Washington State Libraries). Doctors, scientists, law officials and mechanics make up their own different discourse community. Usually to be accepted in the discourse community one will have to be able to communicate in the certain professions lingo (Elbow, 137). Discourse communities have certain lingo, norms and common understanding when communicating with in the community. This especially goes for writing. If two articles are compared, one from the Journal of Soil and Water Conservation and an article from the International Journal of Police Science and Management, the differences can be easily depicted. The discourse of a journal also means how it is set up. In the Journal of Soil and Water Conservation the articles are set up in a certain way. In the top left hand corner of the article is where the type of article is shown. In the case of the Article â€Å"Scaling from field to region for wind erosion prediction using Wind Erosion Prediction System and geographical information systems† the type of article is called â€Å"Applied Research†. Right under that is the Title of the article in bold black print that is a larger font than the rest of the article. Under the title is the list of the authors, which is usually double, spaced from the title of the article. Another two spaces is the â€Å"abstract†. The â€Å"abstract† is a short summary paragraph of the article; after the â€Å"abstract† are the â€Å"key terms† of the article. Double spaced from the â€Å"key terms† is the â€Å"introduction†. The introduction’s fir st sentence of the article is bolded in black. The rest of the article is then broke up into â€Å"materials and method†, â€Å"results and discussions† and â€Å"summary and conclusions†. In the â€Å"methods and materials† part of the article is just the tests and materials used in the experiments. There are usually graphs and tables in the â€Å"methods and materials† too. Each of the graphs and maps are labeled, figure 1 or figure 2, it matters the orders in which they appear. Each one also has a short description of what the figure represents. The â€Å"result and discussion† part of the article just explains the results from the experiments done and discusses how the results came about. The â€Å"results and discussions† also has figures that show the results of the experiments and test. The â€Å"summary and conclusions† is the how and why bit of the paper. In this part of the article they explain why some of the results came out the way they did and then it makes conclusions from all the information of the â€Å"results† part of the article. The article always has figures that show and back up the conclusion presented. Once the â€Å"summary and conclusions† is finished the article has â€Å"acknowledgements†. The â€Å"acknowledgements† give praise to the companies and people who funded the research presented in the article. After the â€Å"acknowledgements† is the â€Å"references† in which the authors give other authors and people recognition for the ideas and information they used for the article. In the Journal of Police Science and management set their article up a little different than that of the natural resources journal. In the top left corner of the first page the article gives the journals name and the volume of it. They center the â€Å"title† which is bolded in black and the font is larger too. Right under the â€Å"title† is the author’s names addresses and email addresses. Also there is the date in which the article was received, edited and accepted in the journal. Under this information are the â€Å"key words† of the article. After the â€Å"key words† is information on each of the authors. This information includes the author’s education, career, position and achievements. They have this information for each author. After all the information about the authors is the â€Å"abstract† which is a one paragraph quick summary of the article. In this journal the â€Å"abstract is italicized. After the â€Å"abstract is the â€Å"introduction† to the article. The rest of the paper is broken up into subtopics that is bolded in black and is in larger font so it is easy to follow. The article does have information that is presented in graphs and tables and each one is labeled in figures. Under the labels is the description of what each graph is presenting. At the end of the article is the â€Å"conclusion† in which the authors make conclusions from the information they presented in the article. The â€Å"references† is after the â€Å"conclusion†. The â€Å"references† part of the article is where the authors give recognition to the people in whom they took ideas and information from. The information given about the two different journal articles shows that each of these discourse communities have different ways in which they convey information to their community. Each of these discourses even cite their references different. Not everyone can read an article out of the Journal of Soil and Water Conservation and understand all that is said. This is because the journal in the natural resource uses vocabulary and lingo that is not commonly used or seen. Some one that would understand these articles of the natural resources will either be in this field or have some knowledge of this discourse. Even if one knows definition to certain words in the article, the words could have a different meaning in which they are commonly defined by. The article in the Journal of Police science and Management is much easier to read and follow. The article flows well, kind of like a story or explanation. This article does not split up into parts that have tests and materials. These arti cles in this journal usually use common vocabulary that anyone can read and won’t have to have much knowledge of the profession. This journal uses APA style to cite sources while the Journal of Soil and Water Conservation uses the style of CBE. In conclusion discourse in the two professions use different lingo and jargon in their discussions of a subject. This is the same for any two different discourse communities. Discourse is a style of writing and conversation of a formal subject (Washington State Libraries). References: Washington State University Libraries. (2006). What is Discourse? Retrieved March 8, 2008, from http://www.wsulibs.wsu.edu/electric/trainingmods/gened300/Academic_Disciplines/discourse.htm Feng G. Sharratt B. (2007). Scaling from field to region for wind erosion prediction using the Wind Erosion Prediction System and geographical information systems. Journal of Soil and Water Conservation, 62, 321-328. Elbow P. (1991). Reflection on Academic Discourse: How It Relates to Freshman and Colleagues. ProQuest Education Journals, 53, 135-155. Holgersson S. Gottschalk P. Dean G. (2007). Knowledge management in law enforcement: knowledge views for patrolling police officers. International Journal of Police Science Management, 10, 1, 76-88.