BCS vs. Playoff

BCS vs. Playoff Free Online Research Papers BCS vs. Playoff? When you take a look at the NCAA division one college sports across the country you notice they all have a similarity. Sports such as basketball, baseball, lacrosse, soccer, field hockey, ice hockey, boxing, and even swimming all obtain this similarity. That would be that no matter how long the regular season is or how each sport is played their playoff format is the same. Now not all the playoffs are exactly the same nor does the same amount of teams make the playoffs for each sport, but the champion will all be crowned in the same way. The playoffs are started off with each team gets seated from best to worst. Some sports put the teams into brackets; this is usually common in the larger tournaments such as basketball and baseball. The best team gets matched up versus the worst team in the tournament and the remaining teams are matched up accordingly based on the teams left. Then from there it is single elimination where the winner moves on and the losers’ season is over. Th is continues until there are only two teams left that will compete in the championship. Winner of this game is crowned national champion of their respected sport as they were the last team remaining in their playoff. All these sports never have any controvery about how their postseason is run. Now you may have noticed that I left one major sport out of this group. It was no mistake because football is not run this way, thus the major controversy of the college football postseason. The word playoff does not exist in division one NCAA college football. They run what is called the BCS system. BCS stands for bowl championship series where the best teams in college football are ranked from best to worst based on computer systems calculations of many combinations such as national ranking, strength of schedule, and quality wins. It ranks the top 20 teams in college football so the best of the best can be separated from the rest and the common fan can see who is in contention for the BCS. Now the top ten teams make the BCS but it is not always the top ten teams in the BCS. Some conferences have automatic bids into the BCS meaning the champion of this conference will make the BCS now matter what their BCS ranking is. The only catch is you have to have more wins than loses to be in the BCS. The conferences that have these automatic bids are: ACC, Big East, Big 10, Big 12, PAC 10, and the SEC. That alone is six out of the ten team’s right there. That only leaves four at large bids for teams that did not win their conferences. Now don’t forget there are mid major conferences that don’t get automatic bids that still can make the BCS, but it is very hard for that to happen. Out of these ten teams that get selected to the BCS by the committee they compete in one of five games. Of those five games, four of them are bowl games such as: the Fiesta Bowl in Phoenix, the Orange Bowl in Miami, the Rose Bowl in Las Angeles, and the Sugar Bowl in New Orleans. The top two teams in the nation compete in what is called the BCS National Championship. It is played in one of the four cities mentioned above (it alternates every four years between each host). Now the winners of those BCS bowl games don’t get anything special or move on to another round of games to be played. They just get that win and crowned champion of that specific bowl. The winner of the National Championship is crowned the champ for the football season. That’s it, just win one game and you’re the champion. No playoff or nothing, just on postseason game. Now to me that doesn’t make much sense. Since only ten teams make the BCS, the rest of the college football teams that advance into the postseason compete in bowl games. Now their importance is not as significant as the BCS, but pride for their respected school is always at battle here. There are currently 34 bowl games that are not included in the BCS, but this could always increase in the future because the committee is always in favor of increasing the amount of teams that advance to the postseason. To qualify for a bowl game you only have to win six games. Once you win six games in your regular season you are eligible for the postseason. Now more teams qualify for the bowl games than the sixty eight teams are best. So the best teams are picked based on matchups, locations, and which respected conference the team resides in. You cannot play a team you played in the regular season in a bowl game and you cannot play a team within your conference in a bowl game. Bowl games are just like the BCS in the way that there is no t another round after you win that, your season ends on that win. You are playing to be crowned the champion of a specific bowl game, rather than for the right to the National Champion. It has been like this in college football since the 1800’s and since 1960 when the BCS was added. Their seems to be no signs of change anytime soon, but the arguments are at a true peak and maybe in the future this system of postseason will be abolished and a playoff will actually exist in the world of college football. I think that everyone realizes that college football is rich in tradition and everyone respects that. However, this is modern America where most people want it their way and want things to change in what they believe is right. If you ask around most people will agree that a playoff is more than necessary for college football Why would a change to a playoff make sense? I know it would make it similar to every other college sport postseason that are run successfully. Other than that what are the advantages to making this drastic change? Well not only would the playoff be good for the fans it would be good for the teams as well. Instead of one game to win for basically pride, teams would be competing at the chance to be a National Champion. Due to this the competitiveness in these games increase because the players will actually see there is something worth playing and winning for. Currently the playoffs and the Bowl games are played almost a month after the regular season is over. Now that is about four weeks of extra practice for these teams to play one meaningless game. If a playoff were added to college football you could start the tournament the following week preceding the end of the season and get right to business. So once teams lose they are done and they don’t have to waste a month of prac tice for nothing. Though the playoff will create more games for the players and some people think it will be too much for their young bodies to handle, but if you think about it they will be playing these games over the weeks where they would be practicing so the amount of time actually playing football will be the same. Instead there will be a game at the end of those weeks, and fewer teams will be competing this late in the year. In fact the champion will be crowned around the same time it is now so the amount of work on the kids will not be too much. Players today are nothing what they were like backing in the 1800’s and even the 1960’s for that matter. Due to technology and the modern day weight room’s athletes have been able to become bigger, stronger, and faster than ever before. They love to compete and will do whatever it takes to win, players never want the season to end, the competiveness runs throughout their blood and is left on the field of game day . When deciding on whether or not the playoff should be added to college football, you can use other college sports as a reference to compare with. Take college basketball for instance, some would say that the NCAA March Madness is the most successful and entertaining playoff in all of sports (including professional sports). The reason it is so exciting is because every team in the tournament has an equal chance to win the championship. No matter where you start in the tournament the champion has to win six games in a row to win the big dance. As well as this, there are so many upsets in the March Madness. An upset is when the team that was not expected to win or supposed to win actually beats the team that is far superior to them. Teams of lower ranks that make big runs in the tournament are called Cinderella teams. Everyone roots for the Cinderella teams and when their playing everyone is watching them. A good example of a Cinderella team is the 1985 Villanova Wildcats. In 1985 the Villanova Wildcats were an eight seed in the March Madness tournament out of a possible sixteen. So this team was average at best and no one expected to do anything, win one game at most. They won their first game 51-49 over the nine seed Dayton. A two point victory over a team very similar to their abilities. Nothing to get excited about and in the second round game they had to play the number one seed Michigan Wolverines. Michigan was heavily favored to beat Villanova and some would say they were favored to win the entire tournament. Villanova shocked the world when they beat Michigan 59-55 and advanced to the sweet sixteen. Their next game was no easy task as Villanova played the five seed Maryland Terrapins. Villanova came out on top with another close victory of 46-43. Then in the regional finals Villanova was set to face the very talented two seed, the North Carolina Tar Heels. Villanova shocked the world with a stunning performance on their way to a 56-44 victory. Never in do ubt this Cinderella story continued to ride their hot streak. By the final four everyone wanted Villanova to win the whole thing, but still not one actually thought it would happen. After beating another two seed in Memphis State 52-45 in the final four, Villanova was going to the finals. Waiting for them there was the number one team in the nation, a team nobody could beat, the Georgetown Hoyas. With Patrick Ewing leading the way for the Hoyas no one was giving Villanova a chance. It was time for this Cinderella team’s fairy tale to end. The championship was a brutal and physical game. A fight to the finish, basically a blood war out on the court. Then Georgetown made possibly the biggest mistake in the history of college basketball. Their starting point guard was looking for someone to pass to and and turned and literally passed it to a wide open Villanova player who took it for a layup and Villanova won the championship 66-64. It was the perfect fairy tale ending for the C inderella story team of a lifetime. Possibly the most magical NCAA March Madness tournament ever, and college football would never know what it’s like to have this feeling. Without the playoff football will never expierence this type of magic that is still being talked about 25 years after the event happened. Nothing can compare to this. Football can never have Cinderella’s such as Villanova because the playoff system doesn’t exist. The smaller and not as skilled schools never get the chance to compete for a championship because the rankings never think they’re as good as the powerhouses because they don’t play the competition the bigger schools play. An example of when the BCS was wrong was in 2007 when the heavily favored Oklahoma Sooners faced the Boise State Broncos in the Fiesta Bowl. Before the season started Oklahoma was ranked in the top five of the country and was a National Champion contender. They lost a couple games early due to injury, but finished the season real strong and won the Big 12 outright to earn the automatic bid into Fiesta Bowl. Now Boise State was not expected to compete for a National Championship at the beginning of the season but they pulled off an undefeated regular season and went 12-0. Many people thought this was due to an easy schedule and no real compet ition was ever played. Boise earned one of the four at large bids and was matched up with Oklahoma in the Fiesta Bowl. Almost everyone thought this was a mistake and that Boise State did not belong in the BCS. Boise State was out to prove everyone wrong and boy did they ever do that. Boise State got out to a fast start and was up 14-0 fast and before you knew it they were winning 21-10 at halftime. Boise State continued to roll after the break and scored another touchdown to be up 28-10. Oklahoma finally showed up and started to look like a team with something to prove. Maybe they took Boise State to light at first, but they’re not about to let this game slip away. Oklahoma scored two strait touchdowns and a field goal to tie the game up at 28-28 with one minute and 30 seconds left. Then Boise State did the unthinkable and threw an interception to Oklahoma which they returned for a touchdown, and now with basically one minute left in the game Boise State was winning 35-28. Ev eryone thought it was just Boise State crumbling like they were supposed to and Oklahoma was going to win. Then probably the best play in the history of college football happened. Boise State completed a 15 yard pass and looked like all was over, then all of a sudden the receiver laterals the ball to another Boise State player bolting down the sideline for a touchdown. The old hook and ladder play and just like that this game was going into overtime. Oklahoma scored a touchdown first in overtime and then Boise State matched that with one of their own, but instead of going for the tie Boise State goes for the win and the two point conversion. With more tricks up their sleeve Boise State successfully runs the Statue of Liberty play for the two points and wins the game 45-44. The best game ever played in the history of the BCS. Boise State shocked the world just as Villanova did 22 years before this. However, it was too bad that this team never had the chance to compete for a champions hip. In the BCS teams do get to prove themselves and make a name for them, but they never get to compete for any type of championship. Sure they win the specific bowl game, but what does that matter. If you’re not from a BCS major conference and you don’t compete in a conference championship you’re never going to compete in the BCS National Championship game. In a tournament teams get to prove themselves time and time again and the potential two best teams won’t just always play each other in the title game. That’s another point to bring across right there. Who is to say that the two teams picked for the National Championship are in fact the two best teams? It is not for certain because it is just a bunch of sports writers with their own opinon and the computer system. Are we really going to leave the decision to decide who battles it out at the end for a national championship with a computer? The only thing they truly know about the teams is the number s that were put into their program. They can’t actually watch the games or physically know how the teams play. They are solely based on numbers and who should mathematically play for the championship. Last time I checked this was not mathematics class, this was college football, I know the athletes are students first but this is taking that a little too extreme. These weaker and smaller teams will never be able to prove themselves until a playoff is added in to the college football postseason. Aside from the weaker teams that are actually good, the smaller schools that are bad have zero percent chance to actually compete for a national championship. In basketball due to the fact the winner of each conference tournament championship goes to the tournament, no matter how bad your season is you still have the possibility to make the playoffs. In football if you lose one game you’re almost automatically eliminated from the National Champion contention, and if you lose more games then you win then your season is over. Though it is true that those teams do not deserve to make the postseason, but at least in basketball there is still the possibility of this actually happening. As stated early in football there is zero percent chance of any small school that is off an average or subpar record to compete for a national championship or yet alone even get invited to participate in a bowl game. The major controversy of the college football season is the postseason or better known as the BCS. The format of just a one game postseason is absurd and not a true champion is crowned. Without a playoff with tournament style elimination no real team can truly call themselves the champion. Problems of you don’t know if the two best teams were picked, the smaller schools don’t get the chance to compete in the championship game, no Cinderella magic will ever occur, and over half of the teams don’t’ even have a chance to make the championship game before the season even starts. Now this doesn’t fair to me and something must be done. The playoff will resolve all of these conflicts and a fairer, exciting, and enjoyable college football postseason would be created. NCCA Davison one athletics all have a playoff to crown a champion, except for football. Let’s get football the join with the rest of the country and experience the magic that everyone i s talking about. Research Papers on BCS vs. PlayoffTrailblazing by Eric AndersonThe Hockey GameThe Effects of Illegal ImmigrationResearch Process Part OneHip-Hop is ArtRiordan Manufacturing Production PlanThe Project Managment Office SystemMarketing of Lifeboy Soap A Unilever ProductLifes What IfsIncorporating Risk and Uncertainty Factor in Capital

Assess the reasons that contributed to the downfall of the French Monarchy in August 1792 Essay Example

Assess the reasons that contributed to the downfall of the French Monarchy in August 1792 Essay Example Assess the reasons that contributed to the downfall of the French Monarchy in August 1792 Paper Assess the reasons that contributed to the downfall of the French Monarchy in August 1792 Paper Essay Topic: History Light in August August 1792 saw the demolition of the French armies at war with Austria, which precipitated the eventual downfall of Louis XVI. This essay will assess the major factors that contributed to this downfall, both in the short term and the long run. I am including what I consider to be the three main causes of the downfall of the French Monarchy. These are; firstly, the long run effects of how spiralling debt damaged the French economy and caused extreme social division. Also I will assess the decision made by the Monarchy as to why to go to war (both in Austria and USA), and how this heightened social tension and debt problems. Finally, I will also explain how the actions of the Monarchy himself can be assessed, and to what extent they contributed to his downfall. It would be wrong to place the downfall of the Monarchy on one single factor, and inevitably all the factors I have mentioned contributed significantly in some way. However, I will attempt to make a judgement as to which of the issues contributed the most in the downfall of King Louis XVI. Debt was a serious problem existing in France during Louis reign. A number of ill advised financial manoeuvres further desiccated the already financially damaged government. The countrys prolonged involvement in the Seven Years War (1756-63) drained the treasury, as did their perhaps avoidable involvement in the American War of Independence 1775-83, which they involved themselves in primarily as a means of getting back at the British. France was successful in both wars and had little to show for it apart from a dangerously damaged economy. But at this stage it could perhaps be considered that if money was spent wisely, then France could achieve a slow recovery. However, It was not only expenses on avoidable wars that was to blame for Frances growing situation of extreme debt. The upper social classes of French Ancien Regime society joined the King in living excessively extravagant lifestyles. Mammoth costs were associated just with the upkeep of Louis Palace in Versailles, and the Queen, Marie Antionette was renowned for spending huge some of money on sustaining her lavish lifestyle. The extravagant lifestyles that were lived by the rich in France, outlined the absolute social division that was the Ancien Regime. This flamboyant, excessive spending by the nobility, not only further damaged debt problems in France, but it also brought along a hatred to the tax exempt rich from those who were struggling to get by. I think that social division is very closely linked with the monetary and fiscal problems that France were witnessing at the time, eventually leading to the French being forced to declare bankruptcy. I think this because it was the absolute contrasts of lifestyle between classes in society that led to extreme inequality in France, perhaps angering those who were less well off, and those who were not exempt from taxation, a burden that only the lower estates had to pay. Louis decisions to go to war in America and to spend needed money on living an over-the-top lifestyle were just two of the aspects that contributed to the downfall of the Monarchy. Altogether, Louis decisions that he made as a monarch were not necessarily wise ones, and although the French revolution can be seen by some as rather an unavoidable situation, inevitably, in my opinion the monarch did little to help with matters. As a person, it has been said that Louis suffered from clinical depression. The effects of this syndrome are known to include a lack of motivation, as well as apathetic behaviour. Louis certainly showed some of these aspects with the decisions that he made during his reign and it would explain his indecisiveness over making critical decisions, usually turning to his Austrian Wife, Marie Antionette. For instance we get an insight of Louis indecisiveness as a monarch in such instances as The Constitution of the Clergy in July 1790. Here we saw Louis accept to the oath that the Clergy were told to take, and then go back on his decision upon the Popes rejection of the idea. I dont think that Louis was quite capable of making decisions for himself, and rather relied on other to help him. When he did make decisions for himself, they were usually of a foolish, childish nature. For instance, Louis tried to escape the country with his family during his flight to Varenne on June 20th 1791, disguised as Russian aristocrats, naturally he was stopped after being recognised from his face on a coin. This escape attempt not only outlined the King as being foolish but it also considerably weakened the kings position and lowered his regard in the eyes of the French people. Beforehand, although he had little real power remaining (largely due to the August Decrees (4th August 1789)), he at least still had the faith of his country. The kings attempt to run away, however, made it clear to sceptics that he was willing to turn his back on the constitution and his position as a constitutional monarchy at any moment. The more radical revolutionaries, who had never wanted a constitutional monarchy, trusted the king even less after his attempted escape. The more moderate revolutionaries, who once were loyal supporters of the constitutional monarchy, found themselves in a difficult situation to defend the monarch, when he was abandoning his responsibilities. Therefore, although Louis legally still retained some power after being returned to Paris, it was clear that his days were numbered. This brings me to my next point that Louis himself was perhaps not suited to the role of the monarch. In my opinion, it is a weak perception that absolutism can possibly work to run a country with the prestige and size of France effectively. Louis was not elected for his talents as a leader, but rather that he was seen as more of a chosen one by god. He inherited the throne, and with that he also inherited absolute power. In a country such as France at the time, with the Ancien Regime society that was adopted, it would be near impossible in my opinion to satisfy the needs of the majority of society. Louis was set a difficult task, but I also think that his inability to make decisions for himself, and thus managing to anger almost every social group in society, he did not make matters easy for himself by any means. After all it was not just the poor that decided to revolt against the system, in fact I would say that they played a limited role. Of course there were aspects that helped heighten anger in the lower sections of the third estate, such as rising food prices, disadvantageous feudal contracts, and general mistreatment at the hands of the aristocracy. But for all of the hardships that they endured, it wasnt the peasants who jump-started the Revolution. Rather, it was the wealthy commoners the bourgeoisie who objected most vocally to the sub par treatment they were receiving. The bourgeoisie were generally hardworking, educated men who were well versed in the enlightened thought of the time. Although many of the wealthier members of the bourgeoisie had more money than some of the French nobles, they lacked elite titles and thus were subjected to the same treatment and taxation as even the poorest peasants. It was the bourgeoisie that would really act as a driving force for the Revolution, and once they started to act, the peasants were soon to follow. The final factor that I consider to have contributed predominantly to the downfall of the monarchy in 1792 was the war with Austria on 20th April 1792. The decision to go to war with Austria was again, a foolish decision made by the King, and would inevitably result in his downfall. The fact that the king decided to go to war with the knowledge that the French would lose was careless, Louis wanted to do this as he thought that it would kill off the revolutionaries (who would be fighting in the war). The war with Austria essentially outlines all of the problems that the constitutional monarchy faced up to this point. France could not possibly afford, to lose another war surely they already were in a state of economic wreck. Even if they won the war, the amount of funding that would have had to be spent on providing a military strong enough to defeat the Austro-Prussian army that they faced would be too much for France to handle. Louis knew this and knew the outcome of the war before it had even started. This I feel shows Louis cowardice and inability to make effective decisions for himself, the fact that he was willing to send all these soldiers (whilst revolutionaries) to their deathbeds, illustrates another example of where Louis tries to take an easy way out of a difficult situation, as we saw in the flight to Varennes. Furthermore, although he knew what the outcome of the war was going to be in the first place, he made sure of it by allowing Marie Antionette to send the Austrians the French battle plans. The French, naturally, were demolished in the battle, and the only reason that they were not completely defeated was that the Austrian soldiers were ill prepared. The radical revolutionaries were so influential amongst the public in France that they would have been easily able to provide Louis and Marie Antionette as scapegoats for the loss. After all, Louis was not a particularly popular person amongst the public at the time. Effectively I think that the war, whilst perhaps not being the dominant factor as to why the monarchy was to fall in 1792, certainly acted as a final straw. It was to be the last mistake of France under the constitutional monarchy, and Louis was to pay for it. It could be argued that possibly the war was unavoidable, as the declaration of Pillnitz August 27th 1791, surely sparked revolutionary extremists such as Jacques Brissot to go to war (although Brissot wanted the King to remain in power). But Louis rash decisions throughout his reign, his reluctance to reform, as well as the economic ruin that he had left France in throughout, made him an easy target to blame for French loss. I dont think that Louis as a person was suited to the role of the King of France, and I will again make the point that I do not feel that Absolute Monarchy can work under any circumstances, and if it was to be effective it would require a Monarch with great leadership qualities, immense charisma, and good knowledge of what to do in difficult situations. In my opinion, Louis was not charismatic (certainly towards the end of his reign), he did not have great leadership qualities, we see this as he sends his men to their deathbeds, and by no means in my opinion is he effective in difficult situations. Therefore, critics may argue that he was placed an impossible task, I feel that even if the task were possible, as a person Louis was not the man needed to fulfil it by any means. Therefore, I will finally conclude by saying that I feel that Louis decisions, his personality and character, are the main issues that should be raised when discussing why exactly the monarchy witnessed a downfall in August 1792. The other reasons I have mentioned are also very significant, but perhaps could have been more successfully avoided, had the King been more able to make good decisions for the good of the whole nation, and been more wise with his money.

Where to Find the Best DBQ Examples

Where to Find the Best DBQ Examples SAT / ACT Prep Online Guides and Tips One of the best ways to prepare for the DBQ (the "document-based question" on the AP European History, AP US History, and AP World History exams) is to look over sample questions and example essays.Doing this will help you to get a sense of what makes a good (and what makes a bad) DBQ response. That said, not all DBQ essay examples are created equal. I’ll briefly cover what makes a good DBQ example and then provide a list of example essays by course. Lastly, I’ll give you some helpful tips on how to best use sample essays in your own preparation process. What's a Good DBQ Example? Without a doubt, the best sample resources come from the College Board.This is because they are the ones who design and administer the AP exams. This means the following: Any DBQ essay example that the College Board provides will include a real DBQ prompt All samples are real student responses from previous years, so you know they were written under the same conditions you'll have when you write your DBQ- in other words, they're authentic! They not only have scores but also explanations of each essay's score,in accordance with the rubric Each prompt includes several sample essays with a variety of scores Some DBQ examples outside those available from the College Board might be worth looking at, particularly if they highlight how a particular essay could be improved. In general, though, a superior example will do the following: Include the prompt and documents:It will be much easier for you to see how the information from the documents is integrated into the essay if you can actually look at the documents themselves! Have a score:Seems simple, but you'd be surprised how many DBQ examples out there in the uncharted internet don't have one. Without a real, official score, it's hard to gauge how trustworthy a sample actually is. With that in mind, I have compiled lists, organized by exam, of high-quality example DBQs below. Don't spend all your study time sharpening your pencil. Every DBQ Example Essay You Could Ever Need, by Exam Here are your example essays! We'll start with AP US History, then move to AP European History, and finally wrap up with AP World History. AP US History: Official College Board Examples Because of the test redesign in 2015, there are right now only four official College Board sets of sample essays that use the current rubric: 2018 Free-Response Questions| Sample DBQ Responses 2018 2017 Free-Response Questions| Sample DBQ Responses 2017 2016 Free-Response Questions| Sample DBQ Responses 2016 2015 Free-Response Questions| Sample DBQ Responses 2015 If you want additional sample question sets, you canlook at older College Board US History DBQ example response sets.To look at these, click "Free-Response Questions" for a given year. For the corresponding DBQ examples and scoring guidelines, click "Sample Responses Q1." Note that these examples use the old rubric (which is integrated into the Scoring Guidelines for a given free-response section). General comments on the quality of the essay, outside information, and document analysis still apply, but the score is on a 9-point scale instead of the current 7-point scale, and some of the particulars will be different. Older DBQs had up to 12 documents, while the current format has six to seven documents. If you do look at older DBQ examples, I recommend using the current rubric (as of 2017)to re-grade the essays in the sample according to the 7-point scale. I'll also give more advice on how to use all these samples in your prep later on. Mr. Bald Eagle is an AP US History DBQ grader in his spare time. AP European History: Official College Board Examples Unfortunately, there aren't as many sample resources for the AP Euro DBQ compared to the other AP history tests because 2016 was the first year the AP Euro test was administered in the new format. This means there are only three sets of official samples graded with the current 7-point rubric: 2018 Free-Response Questions|Sample DBQ Responses 2018 2017 Free-Response Questions|Sample DBQ Responses 2017 2016 Free-Response Questions|Sample DBQ Responses 2016 The rest of the existing available samples were graded in the old 9-point format instead of the 7-point format implemented in 2016. In the old format there were6 "core" points and 3 additional points possible. The old rubric is integrated with the sample responses for each question, but I'll highlight some key differences between the old and current formats: With the old format, you were given a brief "historical background" section before the documents There were more documents- up to 12- but the current format has six to seven There was an emphasis on "grouping" the documents that is not present in the current rubric There was also explicit emphasis on correctly interpreting the documents that is not found in the current rubric While the essential components of the DBQ are still the same between the two test formats,you should definitely refer to the current rubricif you decide to look at any old AP European History samples. You might find ituseful to look at old essays and score them in accordance with the current rubric. Here are the old sample DBQ questions and essays, organized by year: 2015 Free-Response Questions|Sample DBQ Responses 2015 2014 Free-Response Questions|Sample DBQ Responses 2014 2013 Free-Response Questions|Sample DBQ Responses 2013 2012 Free-Response Questions|Sample DBQ Responses 2012 2011 Free-Response Questions|Sample DBQ Responses 2011 You can get samples in the old format all the way back to 2000 from the College Board. (Click "Free -Response Questions" for the questions and "Sample Response Q1" for the samples.) Consider how you might integrate this castle into the DBQ that is your life. AP World History: Official College Board Examples The World History AP exam transitioned to a new format to more resemble AP US History and AP European History for the 2017 test. This means that there are only two past exams available that use the current DBQ format: 2018 Free-Response Questions|Sample DBQ Responses 2018 2017 Free-Response Questions|Sample DBQ Responses 2017 In the old format there were7 "core" points and 2 additional points possible. The old rubric is integrated with the sample responses for each question, but I’ll highlight some key differences between the old and current formats: There were more documents- up to 10- but the current format has six to seven There was an emphasis on "grouping" the documents on the old rubric that is not present in the current rubric There was also explicit emphasis on correctly interpreting the documents that is not found in the current rubric In the old rubric, you needed to identify one additional document that would aid in your analysis; the new rubric does not have this requirement The essential components of the DBQ are still the same between the two formats, although you should definitely look at the current rubricif you study with any old AP World History questions and samples.You might find ituseful to look at the old essays and score them according to the current rubric. Here are old AP World History questions and DBQ sample responses, organized by year: 2016 Free-Response Questions|Sample DBQ Responses 2016 2015 Free-Response Questions|Sample DBQ Responses 2015 2014 Free-Response Questions|Sample DBQ Responses 2014 2013 Free-Response Questions|Sample DBQ Responses 2013 2012 Free-Response Questions|Sample DBQ Responses 2012 Don't worry, the old format isn't as old as this guy right here. How Should I Use DBQ Examples to Prepare? Now that you have all these examples, what should you do with them?In this section, I'll give you some tips on how to use example DBQs in your own prep, including when to start using them and how many you should plan to review. What Should I Do With These DBQs? Officialsample essay sets are a great way to testhow well you understand the rubric. This is why I recommendthat you grade a sample setearly on in your study process- maybe even before you've written a practice DBQ. Then, when you compare the scores you gave to the official scores and scoring notes given to the samples, you'll have a better idea of what parts of the rubric you don't really understand.If there are points you are consistently awarding differently than the graders, you’ll know those are skills you'll need to work on. Keep giving points for the thesis and then finding out the sample didn't get those points? This tells you to work more on your thesis skills. Not giving points for historical context and then finding out the AP grader gave full credit? You need to work on recognizing what constitutes historical context according to the AP. Check out mytips on building specific rubric-based skills in my guide on how to write a DBQ. Once you've worked on some of those rubric skills you're weaker in, such as evaluating a good thesis or identifying document groups, grade another sample set.This way, you can see how your ability to grade the essays like an AP grader improves over time! Obviously, grading sample exams is a much more difficult processif you're looking at examples in an old format (e.g., AP European History or AP World History samples). The old scores as awarded by the College Board will be helpful in establishing a ballpark- obviously a 9is still going to be a good essay using the current 7-point scale- but there may be some modest differences in grades between the two scales. (Maybe that perfect 9is now a 6out of 7due to rubric changes.) For practice grading with old samples, you might want to pull out two copies of the current rubric, recruit a trusted study buddy or academic advisor (or even two study buddies!), and have each of you re-grade the samples. You can then discuss any major differences in the grades each of you awarded. Having multiple sets of eyes will help you see if the scores you're giving are reasonable, since you won’t have an official 7-point College Board score for comparison. How Many Example DBQs Should I Be Using? The answer to this question depends on your study plans. If it's six months before the exam and you plan on transforming yourself into a hard diamond of DBQ excellence, you might do practice grading on a sample set every few weeks to a month to check your progress to being able to think like an AP grader. In this case, you would probably use six to nine official sample sets. If, on the other hand, the exam is in a month and you are just trying to get in some skill-polishing, you might do a sample set every week to 10 days. It makes sense to check your skills more often when you have less time to study because you want to be sure that you are focusing your time on the skills that need the most work. For a short time frame, expect to use somewhere in the range of three to four range official sample sets. Either way, you should be integrating your sample essay grading with skills practice and doing some practice DBQ writing of your own. Toward the end of your study time, you could even integrate DBQ writing practice with sample grading. Read and complete a timed prompt and then grade the sample set for that prompt, including yours! The other essays will help give you a sense of what score your essay might have received that year and any areas you might have overlooked. There's no one-size-fits-all approach to using sample sets, but in general they are a useful tool formaking sure you have a good idea what the DBQ graders will be looking for when you write your own DBQ. Hey, where can we find a good DBQ around here? Closing Thoughts: Example DBQs for AP History Tests Example DBQ essays are a valuable resource in your arsenal of study strategies for the AP history exams. Grading samples carefullywill help you get a sense of your own blind spots so you'll know what skills to focus on in your prep. That said, sample essays will be most useful when integrated with your own targeted skills prep. Grading 100 sample essays won't help you if you aren't practicing your skills; rather, you'll just keep making the same mistakes over and over again. Make sure you aren't using sample essays toavoid writing practice DBQs either- you'll want to do at least a couple, even if you only have a month to practice. And there you have it, folks. With this list of DBQ examples and tips on how to use them, you are all prepared to integrate samples into your study strategy! What's Next? Still not sure what a DBQ is? Check out my explanation of the DBQto learn the basics. Want tips on how to really dig in and study for AP history tests?We've got a complete how-to guide on preparing and writing the DBQ. If you're still studying for AP World History, check out ourtop AP World History study guide,or get more practice tests from our complete list. Want more study material for AP US History? Look into this article on the best notes to use for studying from one of our experts. Also, read our review of the best AP US History textbooks! Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Top 10 Grammar and Spelling Errors from 2010!

Top 10 Grammar and Spelling Errors from 2010! In the past year as The Essay Expert, I’ve seen a lot of grammar and spelling errors. Here are some of the most common. Lets toast to learning something new in 2011! 10.   Lose vs. Loose. You lose your keys or your mind. Your belt might be loose, or you might let loose on the weekends. Click here for more: Common Spelling Mistakes:   Lose vs. Loose 9.   Lead vs. Led. A common resume mistake is to write â€Å"Lead† as a past tense verb. â€Å"Led† is the past tense of â€Å"lead.† If your position was in the past, start your bullet with â€Å"Led† (a great past tense power verb!) 8. Who vs. that. People are â€Å"who†; things are â€Å"that.† Don’t say, â€Å"I know a guy that can fix your car.† Say, â€Å"I know a guy who can fix your car.† 7.   I vs. Me. Don’t say â€Å"My dad really loves my sister and I.† You wouldn’t say â€Å"My dad loves I†; you would say â€Å"My dad loves me.† So why would you change â€Å"me† to â€Å"I† just because he loves your sister too? The correct sentence would be â€Å"My dad really loves my sister and me.† For more examples, see Common Grammatical Errors:   Between You and Me. 6.   Then vs. Than. â€Å"Then† relates to time. When? Then (it rhymes)! â€Å"I got up, then made my coffee.† â€Å"Than† is a comparison word. â€Å"This paper is longer than it’s supposed to be.† 5.   Affect vs. Effect. â€Å"Affect† is most often used as a verb:   â€Å"How did his words affect you?† â€Å"Effect† is most often used as a noun: â€Å"What effect did his words have on you?† There are limited exceptions to each of these generalities. â€Å"Affect† can mean someone’s countenance or attitude: â€Å"His pompous affect repelled us.† And â€Å"effect† can be a verb if used to mean â€Å"implement†: â€Å"His goal was to effect change in the legal system.† If you go with â€Å"affect = verb, effect = noun,† you’ll be right 99% of the time. 4. Periods and commas placed outside quotation marks. In the U.S., commas and periods always go INSIDE the quotation marks. In many other countries, they only go inside when they are part of the quotation. I even see people putting periods and commas outside the quotation marks when they are part of the quotation! That last one I don’t understand. Here’s my article on the topic, The Quandary of Quotation Marks. 3.   Comma splices. An example of a comma splice is â€Å"Last year I got great grades, I even won an award.† In this sentence, you need to replace the comma with a period or semicolon to correct it, or add an â€Å"and† after the comma. For my article on this aspect of using commas and semicolons, click here:   How to Use Commas and Semicolons. 2.   Apostrophes used to make plurals. The plural of brother is brothers. The plural of Smith is Smiths. When making a plural out of a noun or proper noun, there is no need for an apostrophe! Brother’s is the possessive of brother, e.g. â€Å"I covet my brother’s car.† Smith’s is the possessive of Smith, e.g., â€Å"Mr. Smith’s house is painted purple.† I talk about this issue a bit more in Why It’s Important to Write Right in the Legal Profession. 1. Its vs. It’s.   This one is the hands-down winner! Today I even saw, on a blog, â€Å"Would apple sell its’ products for $10?† The rule: It’s means it is and the apostrophe creates a contraction, just as in can’t or don’t. Its is the possessive of it and does NOT take an apostrophe. And its is not a word. It’s simple! My article on this topic is located here: Common Spelling and Grammar Errors: It’s vs. Its My great hope is that this list will be different for 2011. Can you help make it happen? Category:UncategorizedBy Brenda BernsteinDecember 27, 2010 18 Comments Roy Daniel DSilva says: December 28, 2010 at 9:18 am I am the guy who runs the site that says Its product for $10. Believe me I had to retype twice to get the wrong spelling now that you pointed it out! Goes to show that being lazy is as much as a crime as being uneducated! Log in to Reply The Essay Expert says: December 28, 2010 at 9:31 am Roy, Im thrilled that you commented here. Thank you for reading and for learning! Log in to Reply Rosanne Dingli says: December 28, 2010 at 9:23 am These, Brenda, are my all-time bug-bears. My clients make them all the time. When I was teaching primary school, I would slip in information like this to the students, who loved Little details, at the end of some lessons. And I didnt even teach English. I like how you say led is a strong verb. I might use it in next weeks blog look out for it. Log in to Reply The Essay Expert says: December 28, 2010 at 9:32 am Rosanne, perhaps the two of us can work together to change next years list 🙂 Log in to Reply Diane Kern says: December 28, 2010 at 8:22 pm Now I know why am so confused about (). I am American and my Mom was Welsh. My spelling and grammar are half and half. Ha,ha,ha Diane Log in to Reply Hajra says: December 29, 2010 at 2:26 am Hey, Loved the compilation. My personal experience has been to do with whose and whos! I dont know why many end up making these mistakes, there is a spell check and grammar option available in almost all writing applications Isnt it so? Looking forward to reading more of your stuff! Log in to Reply The Essay Expert says: December 29, 2010 at 8:36 am Thank you Hajra! Unfortunately spelling and grammar checks often highlight things that are actually correct. Some people might just not pay that much attention. For our readers, whose is an interrogative pronoun or relative pronoun: Whose life is it anyway? or I know a guy whose toes cant wiggle (dont ask where I came up with that one). Whos is the contraction of who is: Whos that guy with the weird toes? or I know a guy whos a lion tamer. If you cant insert who is and have the sentence make sense, use whose. Log in to Reply madhur says: December 29, 2010 at 9:29 am Nice one..these are pretty common mistakes.good to see it compiled in one place Log in to Reply The Essay Expert says: January 3, 2011 at 10:37 am Diana you are absolutely correct about the proper way to write dates. We say July 4th, 2011, but we write July 4, 2011. More and more errors are being made in many areas, not just this one! Log in to Reply Andy says: January 8, 2011 at 1:33 am Ummm, why are the words say and write in quotation marks? Arent you emphasizing them, and not quoting someone? You are confusing me. Log in to Reply The Essay Expert says: January 8, 2011 at 1:36 am Hi Andy, I think youre responding to one of my replies to a comment? I actually put stars around those words for emphasis, but maybe they are showing up on your computer as quotation marks? My apologies! Now that I am aware of the issue I will use italics instead for emphasis! Log in to Reply The Essay Expert says: January 4, 2011 at 9:28 pm Thanks Cameron. What a great trick! And Im so thrilled to have a 10th grader reading my blog! Log in to Reply The Essay Expert says: January 10, 2011 at 10:26 pm Staff can actually be singular or plural. See Rule #15 in the following article from Grammarbook.com There are other words that can also be treated as singular or plural, such as committee, family, and team. Log in to Reply The Essay Expert says: January 11, 2011 at 10:49 pm Thanks again for your comment Kplan. I like this explanation from Wiki Answers which encourages avoidance of the issue: Staff, for all intents and purposes, is singular. There is one staff. Definition 5.e. in Merriam-Websters entry allows for use as plural, however, the preferred use is singular. Think of staff as the sum total of the parts. (As the pie is made up of the slices.) PREFERRED: Fifteen members of the staff attended the meeting. AVOID: Fifteen staff attended the meeting. In addition, most publications that follow Associated Press guidelines will use only the singular. When in doubt, avoid the word. Recraft the sentence using a different word, like employees, or workers. Read more: https://wiki.answers.com/Q/Is_the_word_staff_singular_or_plural#ixzz1An0WXWmb Log in to Reply Rose-Anne Raies says: February 5, 2011 at 10:50 am An excellent and much needed article in todays world. Unfortunately, there is not enough attention paid to proper grammar and punctuation and spelling too. My parents were sticklers for this and the skills they taught, along with my teachers, have served me well in the legal community and in writing for clients. Thanks for handy Top 10. It is a pet peeve of mine when people use words like its vs. its and whos vs. whose incorrectly. Every once in a while I still have to go back to the basics on words that cause trouble like affect and effect too. Well done! Log in to Reply The Essay Expert says: February 5, 2011 at 11:50 am Thank you Rose-Anne. I do what I can! Its amazing how much people love to learn about these things, yet make so many errors. Log in to Reply The Essay Expert says: July 18, 2011 at 11:36 am LOL I know what you mean! I cant seem to resist correcting even the people closest to me. Log in to Reply The Essay Expert says: October 20, 2011 at 5:03 am Thanks Leal I will definitely consider these for 2011 along with definitely vs. definately! Log in to Reply

Activity Analysis #6 - Newspaper Article Review Essay

Activity Analysis #6 - Newspaper Article Review - Essay Example Even as a strong set up it was, the sudden loss of seven of its employees jolted the management structure and the company was forced to freeze its operation for a week. The reports of officials said Mr. McDermott; the accused apparently had no permits for possessing the weapons. However, the man had never been arrested for any criminal breach. The victims were of different regions of residence and were no way in possession of professional dealings with the accused. Sources also revealed that the man had lived a secluded life away from relationships. However, there are no factors predictive of workplace violence present in Edgewater case. The report of the shoot-to-death case was subsequently attached to case registers of various other issues of homicides occurred in different locations across the United States of America. Texas, Tampa, Honolulu, Alaska, Atlanta, Newington, California and Los Angeles had marked records of such happenings of industrial dispute resulting in manslaughter at famous companies. Although the reason behind the impulsive killing instinct is inexplicable, investigating authorities depend on the behavioral patterns of the accused to find out the reasons for such heinous acts in various cases to record and store for further references of repetitions of such incidents. Work place violence (WPV) refers to violence that originates from employees or employers. Work place violence is identified as the second-leading cause of homicide in the United States of America; for instance, almost 1000 workers are killed each year at workplace (Fisher & Lab, 2010, p. 1072). Violence in the work place is a serious safety and health issue. A clear definition of WPV can be read out as incidents where people are abused, threatened or assaulted in circumstances relating to their work, involving an explicit or implicit challenge to

A business report about the company called friend Essay

A business report about the company called friend - Essay Example I (David) took the responsibility of finding out solutions to their problems. Therefore a business report is compiled, which itemises each department and issue so that every problem can be studied. After discussion with the owners and then studying their marketing approach, it appears that they have no such plan at all. They believe in advertising through their customers; however it is evident that the customer base is not at all increasing. Their customers might be loyal, but are not good at advertising them. Similarly there is no customer base in the two cafà ©-bars too. Most people only come there by chance. The cafà ©-bars again are not advertised. The saloons and bar both sell different products. It can be established that the products need to be suited for the targeted audience. The saloons can sell Aveda products directly to their customers, to get extra income. The bars too can cut their menu to more focused foods. No advertising is used at all. Publicity to increase sales is missing as well. The fact that local music events are organized at the bars makes it easier to introduce new products. This opportunity needs to be utilized in order to publicise the saloons without any additional cost. Understanding the customer better allows designing appropriate products. The Friends have to understand that they can no longer survive with their current customer base. For example, in the cafà ©-bars the food sure has variety, but no focus. This makes customer less likely to come to the bars. After inquiring for some customers it was noticed that the environment at the saloons was not customer friendly. The services given by the staff aren’t satisfactory, thought the haircuts were good. The overall processes of the business are run on ad-hoc basis, with no planning at all. Processes need to be streamlined and a clear guideline has to be established. Friends can utilise their personal relationship to promote themselves, they can easily make promotional

TECHNOLOGY Annotated Bibliography Example | Topics and Well Written Essays - 750 words

TECHNOLOGY - Annotated Bibliography Example This article is highly credible even though it is a main magazine article because the author of this article has used various researches to make their point. The article will be very helpful in performing my research on technology. The content of the article will be helpful in supporting claims including the negative effects of technology on the health of the users. This article was authored by Winterman and in this magazine article the author focuses on how people are using the technological advancement of internet in order to harm themselves (Winterman 1). The author states that the technology of internet is not only used by strangers to harm others, it is used by people to themselves. The author cites a research that was conducted by the Massachusetts Aggression Reduction Center and in this research it was identified that 9% children who are internet users are cyber bullying oneself. The author states that due to this children experience different health and psychological issues and one of the most common psychological issues is depression. The article is a magazine article and has been authored by an individual who may lack knowledge about technology and its impact. But the author has used various studies to support their claim. The article will be used under the section of the report where psychological harm caused due to technology will be discussed. This is a news article that was published in the online version of ABC News and was authored by Scott Steinberg and this article focuses on the benefits that video game technology has to offer to various stakeholders including adults as well as children (Steinberg 1). The author claims that video game technology is helping children and adults in various walks of life including education and profession. The author even claims that the video game technology even helps an individual in their social life. In order to support the

How to be an effective manager Research Paper Example | Topics and Well Written Essays - 2250 words

How to be an effective manager - Research Paper Example Research objective: How to be a manager that leads in business? Introduction Manager as the name implies is the one who manages or directs a company, industry, organization etc. Manager is the person responsible for achieving goals by getting the work done through other people. The task of manager includes planning, directing and monitoring the work done by subordinates and take corrective measures when and where required. The main quality a manager must have to lead in business is the basic knowledge and familiarity of all areas and divisions so that he/she can guide the workers and can check if the work is being done properly or not. Manager apart from performing the discussed roles and responsibilities, need to primarily look after achieving the goals and objectives of the organization while increasing the profits. The role of manager in an organization is to reach and exceed the set expectations while ensuring that every team member achieves respective objectives (Koontz, H. & We ihrich, 2006). Important functions of manager Managers are important for business so that they can coordinate and direct the activities required to achieve its goals and targets. They play a vital role in determining the future of a firm or society at large. Their function is to focus on people and their performance so that desired outcome can be achieved. And to achieve success in their strides Manager needs to design a course of action from the available alternatives and verifying if everything occurs in accordance to the plan adopted in order to make orderly arrangement of individuals and group to secure unity of action. For this Managers at all the levels in an organization perform these functions but the amount of time spend on these activities depends on specific organization. Some of these functions are Planning, Organizing, Staffing, Directing and Controlling (Marquis& Huston, 2008). Planning may be defined as the process of setting goals and strategies to accomplish a goal. It is a systematic step and preparatory activity done by manager which determines the future course of action. Manager while planning forecasts and decides in advance about the action to be pursued in future. In this process relevant facts are collected, analyzed, and action plan is then decided for future. While planning, the manager takes into consideration the available resources of the organization so that optimum utilization can be done. Manager decides the best available alternative and evaluates future contingencies in order to achieve predetermined goals of organization or business. Through planning Manager lays down objectives, policies, procedures, rules, programs, budget and strategies for proper and efficient functioning of business or organization. Planning is thus an intellectual process where in manager chooses the course of action from the available alternatives. It is the most basic but continuous function of manager. After planning is done, manager needs to organi ze the workforce and material as per the plan. Organizing is done in order to get result. Manager must synchronize human, physical and financial resources with skilled and efficient workforce in order to get results. By organizing manager divides the work amongst the employees and coordinate their efforts to achieve goals or objectives of the business (Marquis & Huston, 2008). Once planning and organizing is done, manag

An essay about one of the subject listed, please read

An about one of the subject listed, please read - Essay Example The growing clamor for U. S. intervention cites the massacre of unarmed civilians, including women and children. The Assad regime is sinking to new levels of authoritarian brutality, with its use of helicopter gunships and arbitrary arrests. But it is to be kept in mind that when aerial bombing is ruled out, because of the risk of high civilian casualties, what remains is the prospect of American boots on the ground. With the unresolved quagmire of Iraq and Afghanistan looming in the background, the call for U.S. action is premature to say the least. Using a practical frame of reference, we must admit that, unlike Libya, Syria is not rich in natural resources. The only justification for America to send its troops into the midst of an escalating civil war is the humanitarian obligation. From the World Wars to the Balkans, Americans have done their share in sacrificing their lives for the cause of world democracy and justice. America consistently shoulders the major burden of all NATO commitments. It is time that other countries accept responsibility in ensuring peace. President Obama is correct in his stand to let the U.N. explore various other options in

Emperor Constantine Essay Example for Free

Emperor Constantine Essay The relationship between the man and religion is centuries old and so is relationship between the man and the God. God in many forms have profoundly been capturing the hearts and souls of humans. In whatever phase of life this world has taken the man into, religion has always predominated the man’s life and so along with it several questions? Since, the Western world’s explorations started way back in14th Century, Christianity also spread, dug its roots in many parts of the world and spread its own interpretations about the Jesus, and his teachings. see more:to be human is to err It is evidently true that now people have ardent belief that Jesus was both human as well as divine and the life of Jesus on this Earth was both of ordinary man as well as supreme but this belief was not always there. It was the period between first and third century; people never tried to ponder on this theological aspect of their so ardent belief. Even Church did not have time to delve and search about this aspect as they were occupied in missionary activities and striving to protect themselves from persecutions. But the time suddenly changed when Emperor Constantine put an ultimate end to persecutions and also gave his moral and financial support to the Church. His support bore fruit and Christians organized themselves. In the year 325 AD at the Council of Nicaea, there was a debate among the Scholars and religious preachers. The debate was on the topic, Was Jesus a human or divine? Arius, both a priest and a preacher from Alexander said that Jesus was a human but was the first to be created by God but his opponents gave a strong argument by saying that if Jesus had been only a common human being like you and me then his death and finally resurrection would never have been so powerful to redeem our sins. If it was Jesus who had to provide salvation to humans then he ought to be divine. The opponents won and their views and ideologues appeared in Nicaean creed, where it is written, Jesus is true God of true God, begotten, not made. (Flesher, 2003) Another debate took place at Ephesus in 431 A. D. and the topic was if Jesus was human as well as divine then how can these both natures be culminated in one? Many Christians from Abtioch in Syria said that Jesus had traits of both divine and human nature but he used it differently. For e. g. If Jesus is God, he performs miracles but when Jesus plays the role of human then he suffers like a human and died. The Christians from Alexandria argued that though these two natures were blended together but these characteristics were not of equal measure. His divine power was more powerful as with his divinity, he had led human kind towards salvation and redemption of sins. His physical and normal human beings traits are not of much importance. These debates did not come into any conclusion. Again the Fourth Council was held at Chalcedon 20 years later, when Bishops thought to resolve the problem by taking middle position and got into belief that Jesus was both human as well as divine and with both these natures blended, gave human beings the path of righteousness. As a human being, he got himself prone to temptation, sins but his divine power overcame his human instinct, and this divinity in him takes the humans on the path of salvation. This formulation became the basis for the Catholicism, Protestantism, and Eastern Orthodoxy, but this belief was not adopted by every one especially Churches of Egypt, Syria, Ethiopia and Armenia. (Flesher, 2003). â€Å"And the Word became flesh and dwelt among us† (ESV. Bible John 1:14). When Jesus was born, he was human being which his closest disciple also said, â€Å"That which was from the beginning, which we have heard, which we have seen with our eyes, which we have looked upon, and our hands have handled, concerning the Word of life—the life was manifested, and we have seen, and bear witness † (1 John 1:1). John established him as a human being when he conveyed that Jesus disciples saw, touched and heard Him. (The Good News Magazine, Online Edition) He also felt hunger, thirst when he went on fast and fatigue too. Geza Vermes in his The Changing Faces of Jesus delve into the different facets of Jesus, taking into consideration the letters of Paul and the Gospel of John. The author said that as soon as the first century came to an end, Christianity forgot about the real Jesus and his messages. â€Å"Jesus, the religious man with an irresistible charismatic charm, was metamorphosed into Jesus the Christ, the transcendent object of the Christian religion. † (Vermes, 2000) In the most polemic tone, Geza Vermes (2000) said that: â€Å"As a historian I consider Jesus, the primitive church and the New Testament as part and parcel of first-century Judaism and seek to read them as such rather than through the eyes of a theologian who may often be conditioned, and subconsciously influenced, by two millennia of Christian belief and church directives. † Vermes consulted Gospel of John, which had endorsed the divine status to Jesus and then moved on to the Pauline letters, the book of acts and the Synoptic Gospels and said that if one goes by Synoptic Gospels, historical and Jewish religious tenor, Jesus is shown as a prophet – a holy man, a charismatic healer and exorcist. He also said that Jesus was a teacher to preach the words of God to the people on this Earth, as the other holy men of Jewish did. He went further to say that Jesus was a Hasid, a holy man from Galilean equivalent to other holy men as Hanina ben Dosa. Jesus always said that he was the son of man and just like other Galileans. Jesus did not indulge in halakhic matters. He even said that Jesus never wanted to form a new religion, as advocated by the Early Christian churches. Even Paul also never considered Jesus as a divine being or as a historical person. For Paul, Jesus is a redeemer of sins. He too said that Jesus was unmarried and no one else except Jesus has left a legacy of his magical words to take the human beings out of their sins towards the path of God and true living.

Mutant and Wild-type Yeast Strains via Mitochondria Proteins

Mutant and Wild-type Yeast Strains via Mitochondria Proteins Differentiating between mutant and wild-type yeast strains via mitochondria proteins    By: Jason Hoang Lab Partner: Daryan Chan Introduction Yeasts are important organisms due to their uses in everyday such as baking, making fermented foods and alcohol production (Steensels et al, 2014). Yeasts have been so widely studied that it was one of the first organisms to have its genome sequenced (Goffeau et al, 1996). Thus, Yeasts are more than capable of acting as a model organism for eukaryotes (Botstein et al, 2011). For this experiment we are working with Saccharomyces cerevisiae. The mitochondria is the powerhouse for cell, as it is the major production site of ATP for the cell. The inner mitochondrial space has an electrochemical gradient, from which ATP is generated by using 5 protein complexes create an electrochemical gradient to assist in ATP production (Alberts et al., 2015). The COX6 assembly accepts electrons from cytochrome c and uses oxygen as the terminal electron acceptor to make water (Alberts et al., 2015). ATP synthase then uses the resulting proton gradient made by those complexes to pump protons back into the mitochondria matrix and make ATP (Alberts et al., 2015). The objective of this experiment was to determine if a given yeast sample was a wild type or a mutant with no COX6 activity. One of the major techniques to be used in this lab is subcellular fractionation. This technique first lyses the cells and then uses centrifugal forces to separate particles by size (Alberts et al., 2015). The centrifugal forces results in the denser particles moving away from axis of rotation creating a pellet which contains the heavier particles and a supernatant which contains lighter particles (Alberts et al., 2015). Another major technique used was Gel electrophoresis. Gel electrophoresis is used so that a fraction with multiple proteins can be separated based on size and shape (Alberts et al., 2015). Protein fractions are loaded on to wells in the gel and an electrode is attached (Alberts et al., 2015). SDS page is popularly used because it can confer a negative charge and linearize proteins being run through the gel (Alberts et al., 2015). The proteins will run through the gel due to their negative charge (Alberts et al., 2015). A standard is used to provide a reference to determine the sizes of the sampl proteins (Alberts et al., 2015). One of the other major techniques used in this lab was western blotting. After proteins are run on electrophoresis a labelled antibody is exposed to the electrophoresed fractions in a process called immunoblotting in order to detect presence of a specific protein (Alberts et al., 2015). The gel is exposed to a membrane where a current is run to dive the proteins onto the membrane (Alberts et al., 2015). The membrane is then drenched in labelled antibodies to detect for a specific protein (Alberts et al., 2015). This process can detect very small amount of specific protein and is useful for detecting changes of concentration of a specific protein in a cell under various conditions (Alberts et al., 2015). To measure cytochrome oxidase activity in this lab, we looked towards Beers Law which states that the ability of a solution to absorb light at a single wavelength is proportional to the concentration of solute in solution (Lukofsky et al, 2009). This show that absorbance and concentration are linearly related. Therefore, this would allow us to determine the rate of cytochrome oxidase activity in a sample. Materials and Methods Experiment was performed according to protocols set by Department if Biology, Winter 2016, Biology 331 for Experiment 1: Subcellular fractionation of yeast cells, pg 2-8, Experiment 2: Yeast growth curve; light microscopy; protein determination, pg 1-4, Experiment 3: Polyacrylamide gel electrophoresis, pg 1-8, Experiment 4: Development of Western Blot; COX Activity Assay, pg 3-10, written by Dr. Dragana Miskovic where the experiment was performed with no deviations unless specifically noted (Miskovic, 2017) The only deviation occurred in experiment 2 where we had ran out of BSA STD and had to borrow from another group. The borrowed BSA STD was not tested to have exact concentration as specific in lab protocol and may have had different concentration. Results Experiment 1 Yeast Strain Sample: A2 Table 1. Masses recorded for Lysing Yeast Cells Section Items Mass (g) Mass of Centrifuge Bottle containing Yeast 159.2 Mass of Empty Centrifuge with Pellet 49.89 Mass of Pellet 3.23 Amount of STE solution needed to resuspend yeast pellet: 3.23g x 2= 6.46mL Table 2. Volumes recorded for the Aliquoting Yeast Subcellular Fractions Section Solutions Total Volume LPS 3mL + 3.7mL= 6.7mL HSS 3mL + 2.8mL= 5.8mL MITO 300ÃŽÂ ¼L + 300ÃŽÂ ¼L= 600ÃŽÂ ¼L It was also noted that after the MITO fraction was made the pellet was intact and not messy Figure 1: Drawings of 50/100/200 ÃŽÂ ¼L dye drops from pipetman and expected 1 mL dye drop Experiment 2 Part A Table 3. Concentration of Yeast Cell at Two Different Times Time OD600 Reading Concentration (cells/ mL) 2:47pm 0.021A 210,000 4:59pm 0.043 A 430,000 It has been determined that an OD600 value of 1.0 is thought to contain roughly 1 x 107 cells/ mL. An OD600 value of 0.021 A will contain a concentration of 210 000 cells/ mL. An OD600 value of 0.043 A will contain a concentration of 430 000 cells/ mL. Figure 2. This graph shows the change in absorbance of yeast culture at 0 and 120 minutes. Equation to represent growth is calculated and shown above. Calculating Doubling time Formula for growth of yeast is y=0.0002x + 0.021. given initial absorbance reading of 0.021, doubled concentration should give reading of 0.042. Therefore use y= 0.042, where x means time in minutes 0.042=0.0002x + 0.021 where x = 105. Therefore it was found that doubling time is 105 minutes. Part B Yeast cells dyed with methylene blue stain Figure 3. These are some of the cell types that were observed when the overnight culture was stained with methylene blue under 40x magnification. It was found that roughly a third had a stained positive for a nucleus. None of the cells appear to be multi-nucleate. No vacuoles were observe either Yeast cells dyed with neutral red Figure 4. These are some of the cell types that were observed when the overnight culture was stained with neutral red under 40x magnification It was found that over 90% of the cells stained positive for a nucleus. Many of the cells appeared to be multi-nucleate and budding as well. It appeared that 1 or 2 vacuoles appeared to be detected per cell. Part C Table 3. Absorbance Results for the BioRad Protein Determination Assay 1 2 3 4 5 6 7 8 9 10 A 0.27 0.191 0.21 0.201 0.196 0.37 0.397 0.404 0.369 0.036 B 0.246 0.24 0.303 0.192 0.226 0.245 0.272 0.372 0.252 0.035 C 0.23 0.263 0.248 0.294 0.037 0.036 0.036 0.036 0.036 0.036 D 0.256 0.227 0.25 0.277 0.035 0.035 0.035 0.035 0.035 0.034 E 0.246 0.182 0.242 0.215 0.474 0.362 0.306 0.389 0.482 0.035 F 0.289 0.349 0.285 0.246 0.299 0.264 0.347 0.738 0.203 0.036 G 0.203 0.254 0.321 0.249 0.035 0.035 0.035 0.037 0.035 0.036 H 0.2 0.261 0.263 0.274 0.034 0.034 0.035 0.035 0.035 0.034 11 12 A 0.036 0.037 B 0.035 0.035 C 0.037 0.038 D 0.035 0.044 E 0.036 0.035 F 0.035 0.035 G 0.035 0.035 H 0.035 0.034 Figure 4. This graph shows absorbance readings of standard solution using BSA at different concentrations. Calculating concentrations of LSP, HSS, and Mito. Equation for concentration of solution based on absorbance reading was determined based on above graph. Equation yielded was y=0.1264x + 0.2159 Average absorbance readings: LSP was 0.245, HSS was 0.249, and MITO 0.289. Using found readings as y for above equation we calculated concentration of proteins in each sample. LSP: 0.245 = 0.1264x + 0.2159Therefore x = 0.230 mg/mL HSS: 0.249 = 0.1264x + 0.2159Therefore x = 0.262 mg/mL MITO: 0.289 = 0.1264x + 0.2159Therefore x = 0.551 mg/mL Dilution factor needed to get fraction to 2ÃŽÂ ¼g/mL LSP: (0.230 mg/mL)(0.1mL)=> (0.0230 mL)(1/x mL)(10 dilution factor) = 2mg/mLTherefore x= 0.115 mL HSS: (0.262 mg/mL)(0.1mL)=> (0.0262ÃŽÂ ¼g)(1/x mL) (10 dilution factor) = 2mg/ mL Therefore x= 0.131 mL MITO: (0.551 mg/mL)(0.1mL)=> (0.0551ÃŽÂ ¼g)(1/x mL) (10 dilution factor) = 2mg/ mLTherefore x = 0.2755 mL Experiment 3 Figure 5. PVDF Membrane after proteins are transferred over from gel after electrophoresis. Our group is left side (D.C, J.H) Experiment 4 Figure 6. Membrane after detecting solution had been added over 10 minutes ago. Bands on right hand side are the standard Figure 7. This graph shows the distance travelled by each protein in the standard mix against the Log(Mw) on semi log paper Table 4. Cytochrome c Oxidase (COX) Activity Assay Sample Absorbance At 0 sec (OD) Absorbance after 20 sec (OD) Change in absorbance Change in Concentration (ÃŽÂ ¼mol/mL) COX activity (ÃŽÂ ¼mol/ L/min) Blank 0.525 0.525 0 0 0 LSP (1) 1.259 1.253 0.006 0.2143 0.6429 LSP (2) 1.272 1.264 0.008 0.2857 0.8571 HSS (1) 0.493 0.491 0.002 0.0714 0.2143 HSS (2) 0.496 0.491 0.005 0.1786 0.5257 MITO (1) 0.553 0.557 -0.004 -0.1429 -0.4286 MITO (2) 0.537 0.535 0.002 0.0714 0.2143 Table 4. This shows the Sample calculation for COX activity Change in absorbance = Absorbance at 0 sec Absorbance after 20 sec 1.259-1.253 = 0.006 Change in concentration ΆA = ÃŽÂ µ x b x Άc 0.006 = 28mM-1-cm-1 x 1 cm x ΆcTherefore Άc = 0.0002143 mM => 0.2143 ÃŽÂ ¼molAssuming volume of assay is 1.0 mL, change in concentration is 0.2143 ÃŽÂ ¼mol/mL COX activity COX activity = change in concentration / time 0.2143 ÃŽÂ ¼mol/mL / (1/3 min) = 0.6429 ÃŽÂ ¼mol/mL/min Figure 8. Graphical representation of COX activity in LSP fractions Figure 9. Graphical representation of COX activity in HSS fractions Figure 10. Graphical representation of COX activity in MITO fractions Discussion Galactose was used over glucose as a carbon source for our yeast cells. This is because we wanted to determine if the mitochondria was functional in our yeast cells. Different yeast strains will use different metabolic pathways in presences of each. When glucose is used as a carbon source the yeast cells will generate ATP via fermentation, whereas when Galactose is used the cell will perform oxidation. This is important to observe as different yeast strains will have varying levels of cytochrome c usage based on that. To visually determine if cytochrome c will be utilized by the cell we can look at the fractionation experiment earlier. When separating for the MITO fraction if one had found a messy pellet it would have indicated that the mitochondria was not intact while solid pellets would indicate the mitochondria was intact. If one did find a messy pellet it could have been the result of differences in fractionation techniques, cells being lysed prior, or something had disturbed the cell in transport. For our experiment we had found the mitochondria to be intact, which is a strong indicator that the mitochondria for our sample was present. To reach cytochrome c oxidase (COX) we used diferential centrifugation which seperates objects based on size and density, where larger molecules such as the intact cells will settle at the bottom of a tube while mitochondria which is smaller would remain in supernatant. This is also why we had separate centrifugations, to get samples with intact cells and samples with intact mitochondria. Density gradient centrifugation is also a widley used technique that seperates based on density. In that case we would see multiple bands form in tubes with densest molecules gathering at the bottom and bands above it with less dense molecules. Experimentally we found yeast doubling time to be 105 minutes (1.75 hours) when inoculated in YPD (1% yeast extract, 1% peptone, 2% glucose). It has been determined in many other experiments that Saccharomyces cerivisiae has a doubling time of 1.69 hours (Deak, 2008). The difference could be attributed to many factors such as environment (amount of light, heat, and etc) and growth substrates used. But the difference is not very large and would still be considered to conform to literature results. During the methylene blue staining of yeast cells it was noted that roughly a third of yeast cells contained a nucleus but it did not seem to be multi nucleate. While the neutral red stains showed that many cells appeared to be budding with one or 2 vacuoles present per yeast cell. These findings fall in line with what is normally expected from yeast cells as they do have vacuoles in their cells (Armstrong, 2010). Furthermore results also fall in line with yeasts having nucleuses but not being multi nucleated (Roberts and Ganesan 1959) One thing that may have affected a major portion of the experiment was determining the concentration of each respective LSP, HSS, and MITO fraction and diluting it to 2mg/mL. it is important to note that during pipetting steps to get each sample that the suspensions be homogenous beforehand otherwise you may be taking up different components of the fraction and missing others depending on how deep the pipet was inserted. During the remainder of the experiment it was found that after gel transfer to PVDF membrane and during western blotting that very few to no proteins were showing up. If low concentration of protein was a factor then it would most likely be traced back to this step. Many reasons can be attributed to this for instance, poor pipetting technique, the fractions were not homogenized properly before pipetting or even the dilution factor could have been incorrect. As noted during the material and methods during the preparation of experimental samples which would to create o ur protein concentration standard curve we had run out of BSA STD and required taking some from another group. When we created our protein concentration standard curve it came out completely odd, having unexpected drops in absorbance readings. The expected result was a linear curve where a higher BSA STD concentration would have led to a higher absorbance readings. Due to the change in BSA STD this may have had a different concentration due to being taken from a different location in its container it could have had a different concentration. Thus causing inconsistencies for our standard curve. As the standard curve was deemed incorrect afterwards any protein concentration calculations based on it would have been flawed, leading to incorrect dilutions. If the dilutions been calculated incorrectly, as they most likely were, there is the chance that the protein fractions would have been over diluted leading to not enough protein to be present for visible bands for the gel electrophores is and western blotting. For the gel electrophoresis SDS was included in solubilisation buffer to give proteins inserted into the wells a negative charge so that when a charge was applied they would run to the other end of the gel and to help unfold the protein so that it would be able to go through the gel. For this experiment a 12% gel was used in the interest of saving time because a 15% gel would have caused the proteins to go through it slower leading to a lower resolution of identifiable protein bands. The purpose of transferring proteins from gel to PVDF membrane was to be able to visualize the movement of proteins on the gel after electrophoresis. To accomplish this we applied Ponceau stain to the membrane to increase the resolution of the bands and to ensure equal amounts of proteins are loaded onto the gel (Al-Amoudi et al., 2013). It was found that after proteins had been transferred to PVDF membrane that we had very few bands show up for the solubilizing buffer lane, both LSP sample lanes, and both HSS sample lanes. Bands did appear for both MITO samples, however, it appears that got smeared across the gel, bleeding over to other wells. This could have been the result of diluting samples in the wells for reasons noted above, the SDS gel would have been poorly constructed and contributed to the smearing, and poor electrode contact on the gel might have blocked the gel from having proper electrical charge. Issues could have also arisen during transfer of proteins from gel to me mbrane. Air bubbles could have been present during transfer which would have prevented any protein from being transferred as proteins cannot move through air. Additionally, poor folding between membrane and the gel could have attributed to smearing of MITO samples. The purpose of the western blotting was to be able specifically detect for the presence of biotinylated COX proteins. In order for a cell to express a biotinylated protein it needs to be able to take up foreign DNA, be able to properly fold COX-biotin fusion protein, the cell needs to be able to recognize the BSS signal fused to C terminus, and be able to translate COX and biotin together (moving stop codon so that it doesnt not stop halfway across the other.) It was found that after western blotting our membrane with protein fractions that no bands had appeared even after 10 minutes of membrane being in contact with detecting solution. This led to Figure 7. The chart showcasing the relative distances that proteins have travelled is blank as a result. This would imply that when the blocking solution was added that it managed to block the entire membrane (and any present proteins included) from interacting with the probe. However Tween-20 was used to wash excess reagent. So the milk most likely would not have been able to bind to any protein after introduction of Tween-20. Therefore the lack of data could be attributed to low concentrations of protein on membrane for reasons as noted above. Referring to Figure 5 the only proteins that were found on the membrane after were MITO which shows that there would have been no LSP or HSS for probe to bind to, whereas for present MITO sample the concentration may not have been high enough and as a re sult some of it could have been washed out by the methanol step causing concentration of MITO to be so low that it could have been blocked by the blocking solution. There is also a possibility that our yeast samples were not able to biotinylate the COX protein at all which could explain why there were no bands occurring Looking at COX activity graphs for LSP, HSS, and MITO they seem to follow what is expected except for HSS. COX was used as an identifying marker for identifying subcellular fractions containing COX because it is an integral membrane protein for the inner membrane space. If COX activity is present then that would indicate that the mitochondria is intact and functioning. These samples should have seen increased COX activity as cytochrome c was introduced into the fractions which provide electrons to the COX protein allowing it to pump proteins and reduce oxygen to water. Both MITO and LSP experienced increased COX activity as shown by figure 8 and 10 respectively. This falls in line with what was expected with the MITO fractions experiencing higher levels of COX activity then the rest as the cytochrome c had less of a distance to travel to reach inner mitochondrial membrane space than LSP. LSP should have a signal because it would contain intact yeast cells which have mitochondria Albe rts et al., 2015). Therefore LSPs rate of COX activity should be lower because the cytochrome c would have harder time reaching mitochondria. This is shown by Figure 10 having steeper reaction times than Figure 8 and 9. This reaction utilized Deoxycholate (DOC) to speed up the reaction which is why it was only done in 20 second intervals as DOC solubilizes with cytochrome c so that it can enter the mitochondria to interact with COX. If reactions were tested too long after DOC was added then the reaction would have finished before being able to measure absorbance. The one that did stand out was the HSS fraction which appeared to experience negative COX activity or none at all. This was expected as it should have all the remaining parts of the cell that werent the mitochondria, lysosomes and peroxisomes Alberts et al., 2015). This would indicate that these samples did not have an intact mitochondria with a COX protein to interact with cytochrome c. this could be explained by the In conclusion it was found that our yeast strain A2 is the wild type strain. This is because during initial centrifugation the resulting pellet was solid indicating intact mitochondria. Furthermore during COX assay the MITO strain indicated an active COX as shown by its increase in activity, proving that A2 was in fact a wild type strain with functioning mitochondria. References Al-Amoudi, M.S., Salman, M., Al-Majthoub, M.M., Adam,Abdel Majid A., Alshanbari, Naif A., Refat, Moamen S., (2013) Res Chem Intermed 41: 3089. doi:10.1007/s11164-013-1417-4 Alberts, B. et al. (2015). Molecular Biology of the Cell Sixth Edition. New York, NY: Garland  Science, Taylor Francis Group. Armstrong, John. Yeast vacuoles: more than a model lysosome. Trends in Cell Biology 20.10 (2010): 580-85. Web. 13 Mar. 2017. Botstein, D., Chervitz, S. A., Cherry, J. M. (1997, August 29). Yeast as a Model Organism. Retrieved March 12, 2017, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3039837/ Deak, Tibor. Handbook of Food Spoilage Yeasts, Second Edition. Contemporary Food Science (2007): 50-51. Web. 13 Mar. 2017. Glerum, Moira Miskovic, Dragana (2017). Biology 331 Advanced Cell Biology Laboratory Manual Winter 2016. Biology Department, University of Waterloo, Waterloo. Goffeau A, Barrell BG, Bussey H, Davis RW, Dujon B, Feldmann H, Galibert F, Hoheisel JD,  Jacq C, Johnston M, Louis EJ, Mewes HW, Murakami Y, Philippsen P, Tettelin H, Oliver SG  (1996) Life with 6000 genes. Science 274, 546 Lukofsky, David, Jonathan Bessette, Heejeong Jeong, Elsa Garmire, and Ulf ÃÆ'-sterberg. Can precursors improve the transmission of energy at optical frequencies? Journal of Modern Optics 56.9 (2009): 1083-090. Web. 13 Mar. 2017. Roberts, C., and A. T. Ganesan. The occurrence of multinucleate giant cells in yeasts. Antonie van Leeuwenhoek 25.1 (1959): 97-107. Web. 13 Mar. 2017. Steensels, Jan, Tim Snoek, Esther Meersman, Martina Picca Nicolino, Karin Voordeckers, and Kevin J. Verstrepen. Improving industrial yeast strains: exploiting natural and artificial diversity. FEMS Microbiology Reviews 38.5 (2014): 947-95. Web. 13 Mar. 2017.

Alzheimers Disease and Downs Syndrome Essay -- Downs Syndrome Triso

Alzheimer and Down's Syndrome Down?s Syndrome, Trisomy 21, or Mongolism is one of the most common causes of mental retardation. The majority of Down?s Syndrome patients have a moderate retardation although it can range from mild to severe. Trisomy 21 occurs in about 1 in 800 live births. This incidence increases markedly as the age of the mother increases over 35. The prevalence in children born to young mothers is 1 in 1000, while it increases to almost 1 in 40 in children born to mothers over 40. Most individuals with Down?s Syndrome have characteristic features such as upward slanted eyes, broad flattened face, short neck, and a prominent tongue. Muscle coordination is often impaired in these individuals, resulting in uncoordinated posture and balance. Congenital heart disease is found in forty percent of these individuals, along with a near twenty fold increase in the risk of kidney malformation, thyroid abnormalities, diabetes, leukemia. Neurological retardation and impaired immune systems render these indiv iduals more susceptible to infection and disease. In the early l900s, Downs Syndrome patients rarely lived to reach the age of twenty, as they only had a life expectancy of about 10 years. With the advances of modern health care, most individuals, excluding those with irreparable heart damage, live to reach adulthood. Although it is still shorter than normal adults, their life expectancy has increased to about fifty-five. The disorder was initially described as Mongolism by British physician John Langdon Down. Many theories for the etiology of this condition surfaced, including racial regression, endocrine gland dysfunction, and uterine exhaustion. It was not until the 1930s that Adrian Bleyer hypothesized tha... ...e of ALZ-50 reactive neurons and the formation of senile plaques. Journal of the Neurological Sciences, 1992, 109: 593-598. Raghavan, R. Detection of Lewy Bodies in Trisomy 21. Can. J. Neurol. Sci., 1993, 20:48-51. Goodison. Neuronal and Glial Gene Expression in Neocortex of Down?s Syndrome and Alzheimer Disease. Journal of Neurol. and Exp. Neurol., 1993, 52 (3) 192-198. Hyman, B. T. Down Syndrome and Alzheimer disease. Prog. Clin. Biol. Res., 1992, 379: 123-42. Silverman W. Alzheimer neuropathology in mentally retarded. Acta Neuropathol. Berl., 1993, 85(3):260-6. Beyreuther, K. Regulation and expression of the Alzheimer?s Beta amyloid protein in Down?s Syndrome. Ann. N.Y. Acad. Sci., 1993, 695: 91-102. Murata, T. In vivo proton magnetic resonance spectroscopy study on premature aging in Down?s Syndrome. Biol. Psychiatry, 1993, 34(5): 290-7.

Helping to Save the Rainforest :: Environment Environmental Pollution Preservation

Helping to Save the Rainforest   Ã¢â‚¬Å"Save the Rainforest.†Ã‚   â€Å"Don’t bungle the jungle.†Ã‚   We’ve all heard these sayings time and time again, but when we are at the store, about to purchase a nice entertainment center for our TVs and stereos, â€Å"How can we be sure that our money is supporting our social and political concerns?†Ã‚   (Stark 1)   Our efforts to save the rainforest aren’t as clear as they may seem.   It is difficult to tell where wood comes from and where it is produced.   Ã¢â‚¬Å"There isn’t a way for the individual to identify a good wood from the bad, well-managed forests from ill managed, both domestically and tropically,† said Scott Landis, President of the Woodworkers Alliance for Rainforest Products (WARP), a non-profit organization of woodworkers, instrument makers and architects and designers.   Landis suggests that as consumers, we should educate ourselves about the sources of products they sell.   By looking around for signs and labels to see if they indicate responsible use of the rainforest and its products.   Without a better understanding of how the forest works, what influences it creates, dynamics and how resistant it is, there is little probability of any future for the few forests that still remain.   It will be very difficult to change public opinions or remove some of the pressures forests face without attending a program of education.   Some of the pressures on the rainforest, such as the rise of changing cultivation and population, come from hunger promoted by unequal ownership.   (Park 31)   I propose that the government in Brazil take nationalistic siege on all lumber exportation to foreign nations. Governments spend a lot of money trying to help the ecology if rainforests, but apparently there has been little luck.   According to Chris Park in Tropical Rainforests, â€Å"There have been numerous calls for major investment of time, money and trained personnel into research of rainforest ecosystems.   While scientific research in recent decades has revealed a great deal about this unique and highly complicated ecosystem, important questions are still unanswered.   There are still many gaps we need to know how to better understand the structure and ecology of rainforests.   About 93 percent of the land are owned by only seven percent of the landowners. (Park 130)   In Brazil, only one percent of the farms occupies over forty three percent of the total farmland, forcing half of the farms to be squeezed onto less than three percent of the land and leaving about seven million families without land.