Are Sweatshops an Inhumane Business Practice Essay

Are Sweatshops an Inhumane Business Practice - Essay Example The no side claims that they believe coercion exists in these types of workplaces, but working overtime is not a form of intimidation disproving Arnold and Bowie’s claim that it is (Sollars & Englander, 2007, p. 317). For each claim Arnold and Bowie makes towards sweatshops being inhumane, Sollars and Englander present valid counterarguments for minimum health and safety standards and upholding local labor laws. The claim these men make comes down to the right of the individual companies to set their own standards based on their companies mission rather than forcing all companies to uphold an unattainable standard. 2. This issue receives a lot of debate for a reason; there is no clear answer as to the manner of removing the negative characteristics, which make the workplace a sweatshop. Sollars and Englander make that point often in their response, there are many complex issues involved in these workplaces. In fact, the argument of Arnold and Bowie appears naive at times with its basis on respect and dignity without considerations to all the factors that hinder the changes from occurring. There are many issues to address in setting wages in another country that require consideration and not all of them deal with trying to purposely pay too little for too much work. Placing respect as the main reason for setting higher wages is not something possible in all cases and placing an imperative order on all MNE to pay more out of respect fails to address these issues. The first and most important factor is the costs the consumers are willing to pay for the products from the sweatshops. Yes, there are companies such as NIKE where the costs the consumers pay, considered... This issue receives a lot of debate for a reason; there is no clear answer as to the manner of removing the negative characteristics, which make the workplace a sweatshop. Sollars and Englander make that point often in their response, there are many complex issues involved in these workplaces. In fact, the argument of Arnold and Bowie appears naà ¯ve at times with its basis on respect and dignity without considerations to all the factors that hinder the changes from occurring. There are many issues to address in setting wages in another country that require consideration and not all of them deal with trying to purposely pay too little for too much work. Placing respect as the main reason for setting higher wages is not something possible in all cases and placing an imperative order on all MNE to pay more out of respect fails to address these issues. The first and most important factor is the costs the consumers are willing to pay for the products from the sweatshops. Yes, there are companies such as NIKE where the costs the consumers pay, considered very high compared to another brand found in a local discount store. Customers are willing to pay for the name recognition. However, NIKE addressed this issue of sweatshops but not out of respect or a desire to give their workers in these sweatshops a sense of dignity. The public outcry was enough to force them to adjust their manner of doing business.

The Great Depression Essay Example for Free

The Great Depression Essay A time of great hardship came to the people of Australia from 1929 to 1932. This time was known as the Great Depression were the economy of the state drops. Australia is not the only nation affected and many other nations as well. However, Australia is said to have been one of the most affect and hardest-hit country due to its high dependence on exports. â€Å"Australia’s dependence o n the world market left her extraordinarily vulnerable to world market fluctuations† (Spenceley, p. 14). Since the Great Depression was a time of crisis not only for Australia but for the whole world, Australia was affected greater than other nations. As a result, more and more people loss their jobs. By that time, even the women and youth tried to find ways to earn money. It was a time of hardship, hunger and conflict. Even before the time of the Great depression unemployment rate in Australia is high reaching around 10%. At the time the stock market crash at Wall Street in October 1929, the unemployment rate rocketed reaching 20%. The unemployment rate reaches its peak in the year 1932 were 32% Australians were jobless (culture.gov.au, n.d.). It is said that the fall on export prices, sales, overseas loans and residential construction lead to the Great Depression. Still, economist is debating on the ultimate cause that triggered the event. The Great Depression created a devastating effect on the Australian economy. This also led to many illegal or rather unusual ways of making money including gambling and prostitution. Even the minors, man or woman take part in making money. Mostly young men were involved in small gambling and young women in amateur prostitution. Education was also greatly affected since most children were forced to leave school at the age of thirteen or fourteen. The time of the Great Depression was hard particularly for working women since they are required to do the house chores with their exhausted body. Job was easier that time for young workers but it was short lived, until they reach the age of sixteen to twenty one. During those times, the abilities of the government were questioned by many Australian citizens and many organizations gained popularity through their acts showing their dissatisfaction to the government. In order to bring new investment, the country relied heavily on borrowing money from different countries and the monetary policy of the country was controlled by privately owned banks. The government also had to sell off gold reserves whenever the banks refuse to extend the overdrafts of the country. Still, unemployment continued to increase as the government instituted employment projects. Until now, many factors that triggered the Great Depression that is present. Thus, those hard times are not just in vain since we, the new generation, were able to learn from the past and incorporate the steps that our forefathers used during those hard times. Today, in cases of crisis and unemployment due to the fall of company’s we go back to the basic goal for working, just as in the time of the Great Depression, to provide food and necessities for our family. Reference   Spenceley, G.   (1981). The Depression Decade. Thomas Nelson, Australia. The Great Depression (n.d). Available online from culture.gov.au

A history of Common Law

A history of Common Law Common Law In order to be influential, the law is to be professed as both certain and predictable, and also flexible and fair.   Specifically, it needs clear rules on the one hand, but flexibility on the other to produce exceptions to cases that lead to apparently incongruous or unjust conclusions if the rules are applied rigidly.   Equity is an essence of principles, doctrines, and rules advanced initially by the Court of Chancery in positive competition with the rules, doctrines and principles of the Common Law Courts.  The obliteration of the old Court of Chancery and the Common Law Courts, has led to the proposition that the distinction between law and equity is now outdated; that the two approaches are now ‘fused.’   On the contrary, the better analysis, is that the common law and equity remain distinct but mutually dependent features of law: ‘they are working in different ways towards the same ends, and it is therefore as wrong to assert the independence of one from the other as it is to assert that there is no difference between them.’ For a long time, the two structures of common law and equity ran uncomfortably side by side.   Until 1615 it was by no means established which one was to prevail in the event of a dispute.   Yet, even after that year the inconsistency between the two systems continued for a very long time.   After the restructuring of the English court system in 1865, it was decided that in the event of a conflict between the common law and equitable principles, equity must prevail.   The Judicature Acts 1873-1975 created one system of courts by amalgamating the common law courts and the courts of equity to form the Supreme Court of Judicature which would administer common law and equity.   Accordingly the court ‘is now not a Court of Law or a Court of Equity, it is a Court of Complete Jurisdiction.’ The area of law recognized as Equity developed in England and Wales in the Middle Ages in situations where the ordinary common law had failed to afford suitable redress.   Many legal actions, for example, originated by the issue of a writ but the slightest inaccuracy on the writ would invalidate the entire action.   Another inadequacy in the ordinary common law involved the fact that the only remedy was damages; that is, compensation, therefore, the court orders did not exist to require people to do something or to desist from some conduct, for example, sell as piece of land according to an agreement made or stop using a particular title.   Dissatisfied litigants frequently preferred to petition the King for him to mediate in a specific case, the courts were, in any case, the King’s courts.   These petitions’ for justice were dealt with by the King’s Chancellor who determined each case according to his own discretion.   Over the years, the decisions mad e by Lord Chancellor became known as the rules of equity, derived from the Latin meaning levelling.   These new-found rules came to be applied in a special court, the Chancellor’s Court, which became identified as the Court of Chancery.   Equity began to appear as an apparent set of principles, rather than a personal jurisdiction of the Chancellor, during the Chancellorship of Lord Nottingham in 1673.   By the end of Lord Eldon’s Chancellorship in 1827 equity was recognized as a precise jurisdiction. Nevertheless the development of a parallel but distinct system of dispute resolution was certainly bound to generate a conflict.   An individual wronged by a failure of the common law to remedy a gross injustice would apply to the court of equity.   The Chancellor, if the case accepted it, would approve of a remedy preventing the common law court from imposing its order.   The catharsis transpired in the Earl ofOxford’s Case, where the court of common law ordered the payment of a debt.   The debt had previously been paid, but the deed giving affect to the requirement had not been cancelled.   The court of equity was prepared to grant an order preventing this and resolving the deed.   The collision was in due course resolved in favour of equity; where there is an inconsistency, equity prevails.   This rule is now preserved in the Supreme Court Act 1981, s 49. The history of equity is regarded by its constant ebb and flow between compatibility and competition with the common law.   More recent developments in equity include, for example, the recognition of restrictive covenants, the expansion of remedies, the development of doctrines such as proprietary estoppel, the enhanced status of contractual licences, and the new model constructive trust.   There is an effort, then again, to validate these new developments, which are all illustrations of judicial inspiration, by precedent.   As Bagnall J said in Cowcher vCowcher: ‘this does not mean that equity is past childbearing; simply that its progeny must be legitimate- by precedent out of principle.   It is well that this should be so; otherwise no lawyer could safely advise on his client’s title and every quarrel would lead to a law-suit.’ In all probability the single most significant feature of equity is the trust.   If title to any property is vested in a person as trustee for another, equity not only restrains the trustee from denying his trust and setting himself up as absolute owner, but impresses on the trustee positive duties of good faith towards the other person.   Although one of the original development of equity, the protection granted to equitable owners behind a trust has developed considerably over the last 50 years. Remedies represent some interesting illustrations of the difference between law and equity; a difference which arose as; ‘an accident of history,’ according to Lord Nicholls in A-G v Blake. Ordinarily legal rights and remedies remain separate from equitable ones.   Some similarities do, nevertheless, occur.   For illustration, an injunction, an equitable remedy, can be sought for an anticipatory breach of contract, or to stop a nuisance, both common law claims.   In A-G v Blake, the House of Lords authorized the equitable remedy of account of profits for an assertion for violation of contract where the common law remedy of damages would have been insufficient. The equitable remedy of account of profits is usually accessible where there is a fiduciary relationship but the House of Lords endorsed its request otherwise in exceptional cases where it was the operative way to remedy a wrong.   By distinction, in Seager v Copydex, proceedings were brought for breach of confidence in regard for confidential information exposed by the defendants about a carpet grip.   Such a claim is equitable and normally the equitable remedies of injunction and account are obtainable.   On the other hand, an injunction would have been unsuccessful and he judges awarded damages.   It would appear, consequently that a common law remedy is available for an equitable claim for breach of confidence. The new model constructive trust resulted in the main due to the resourceful activity of Lord Denning MR.   In Hussey v Palmer, Lord Denning explained the constructive trust as one ‘imposed by the law wherever justice and good conscience require it.’   Cases such as Eves v Eves, where the woman was awarded an equitable interest in the property signifying her involvement in terms of heavy work, and Cooke v Head, a comparable case, regard this progress further.   On the other hand, it might be that this progression has come to a standstill since the retirement of Lord Denning.   A number of modern cases, including Lloyds Bank v Rosset, have re-established former ideology in this sphere relating to the survival of a common intention that an equitable interest should occur, and the existence of a direct financial contribution.   These ethics are more analogous to those relating to the formation of a resulting trust.The new model constructive trust has been for the most part thriving in the field of licences.   At common law, a contractual licence was controlled by the doctrine of privity of contract, and failed to present protection against a third party.   Equitable remedies have been made accessible to avoid a licensor violating a contractual licence and to permit a licence to bind third parties. It has been acknowledged that certain licences may produce an equitable proprietary interest by means of a constructive trust or proprietary estoppel.   In Binions v Evans, it was decided by Lord Denning that purchasers were compelled by a contractual licence between the former owners and Mrs Evans, an occupant. A constructive trust was imposed in her preference as the purchasers had bought specifically subject to Mrs Evans’ interest and had, for those grounds, paid a reduced price.   Also in RE Sharpe, a constructive trust was imposed on a trustee in bankruptcy regarding an interest obtained by an aunt who lent money to her nephew for a house purchase on the arrangement that she could live there for the rest of her life.The volatility of these progressing fields is once more shown in recent case law which seems to hold back from an advancement which may have pushed the boundaries too far.   Obiter dicta from the Court of Appeal in Ashburn Anstalt v W JArnold Co, accept ed in Habermann v Koehler, propose that a licence will only give effect to a constructive trust where the conscience of a third party is influenced:   it will be imposed where their behaviour so deserves.   Judicial resourcefulness in equitable disciplines is therefore made subject to refinements by judges in later cases. Proprietary estoppel is an additional illustration of an equitable doctrine which has seen momentous progression in the interest in justice ever since its formation in the leading case of Dillwyn v Llewelyn.   The dogma is established on encouragement and acquiescence whereby equity was equipped to arbitrate and adjust the rights of the parties.   Its relevance has been further improved by the Court of Appeal in Gillet vHolt, where a wider line of attack to the doctrine was taken that depended, eventually, on the unconscionability of the act.   Once more, it is an advancement which is outside of the organization of property rights and their registration recognized by Parliament. Cases such as Jennings v Rice show that the principle of proprietary estoppel and the protection of licences by estoppel continue to be a successful means used by the judges for the protection of licences and equitable rights.   The extent to which the right welcomes protection is adaptable owing to the conditions of the particular case.   For example, in Matharu v Matharu, the licence did not bestow a beneficial interest but presented to the respondent a right to live in the house for the rest of her life. A different prevailing progression in equity has resulted from the decision of the House of Lords in Barclays Bank plc v O’Brien.   The case has proclaimed the re-emergence in a broad sense of the equitable doctrine of notice.   They present that, where there is undue influence over a co-mortgagor or surety, this may provide augmentation to a right to prevent the transaction.   This right to avoid the transaction amounts to an equity of which the mortgagee may be considered to have constructive notice.   This revivification of the equitable doctrine of notice in a contemporary situation reveals evidently the flexibility of equity.   A number of cases pursued this pronouncement.   In Royal Bank of Scotland v Etridge, the House of Lords laid down common procedures for the application of the doctrine of notice in this situation. In summary equity fulfils the common law, although it does not endeavour to displace it with a moral code.   There have been setbacks and refinements, over the last 50 years, in the progress of new doctrines relating to the trust, above all when later judges seek to rationalise and consolidate new ideology.   Nonetheless it is apparent that equity remains its traditions, and prevails over the common law in the event of conflict.

Essay --

performance of the Board Jump game, in compares ion of the YH and GH players. Prior to the Olympic Games in Atlanta, the United States Tested the Olympic Team Board Jump players (N=20, ages ranged from 22.01 to 31.73 years) consisted of laboratory tests of maximum oxygen uptake, computerized strength measures, blood tests, etc, and a battery of field tests (anthropometries: height, weight, hand breadth, arm length, arm span; and skills: accuracy Jumping, dribble and jump-Jumping) that included assessments of physical characteristics, and physical performance components Bergemann, B 27 (1995) the mean vertical jump for the dominant leg was 54.03 cm (21.27 in), the non-dominant leg was 46.72 cm (18.39 in), and for both legs was 62.15 cm (24.47 in). This is higher than vertical jumps of 52.8 cm (20.8 in) for professional soccer players, 53.3 cm (21 in) for college basketball players, but less than 67.0 cm (26.4 in) for elite men volleyball players. The correlation coefficients for the anthropometric, vertical jump and the skills tests with the Experts Rankings we re very low. The correlation between the Total Composite T-scores and the Experts Rankings were the highest with r = 0.364. This is not significant but was very close to the r = 0.3783 needed for significance. Zapartidis, D. 28 (2009) in his study conducted under the heading, 'Factors Influencing Ball Jumpinging Velocity in Young Female Board Jump Players'. The study aimed to the investigation of the relationship between the Jumping ball velocity and specific anthropometric and physical fitness characteristics of young female team Board Jump players. The scholar selected some 220 young female board jumpers for the study and (N=220, mean  ± SD age 13.99  ± 1.06 yrs and playing ... ...when tested. In the study the researchers assessed the speed, using a 30-m run, and agility, using the tests such as the stepping aside test. The team’s Board Jump wing players are usually required to be faster and more agile than other field players. The scholars in the study saw some of these qualities of wing players but only partially, since the performance of back-court players was similar to that of wing players. There was no plausible explanations were offered for this lack of differences. However, the means for the speed and agility tests showed that wing players tended to be faster and more agile than back-court players. It is possible that the lack of statistical difference was due to a lack of statistical power. Unfortunately, the effect size could not be calculated from data presented in this study, since the standard deviation values were not reported.

English 2 – Literary Response

My Singular Irene Literature is, by my understanding, a means to critic society and individuals or the way the world is behaving. Writers of Literature write literature to provide a new way of seeing things that might be different from our point of view. In other words, writers use tools of literature story like: symbolism, point of view to help them is making the literature story to be more exciting and clear to us, the reader. The author helps us to see the frailty or other bad deeds and good things about this life in this world as we seldom see those things with our own eyes. A Very Old Man With Enormous Wings and My Singular Irene is a very good example for this literature reading, because it is very rich in literature concept and devices, like: symbolism or point of view. The main character in this story is said to be alienated, repressed and silenced in the story. I will prove this statement by retelling the main point on the story that supports this statement. A very old man refers to an old angel that is cast ashore into earth because of inability to keep up with the heavy rain. e can see that the angel is alienated from examples that shown this statement, such as : †They found the whole neighborhood in front of the chicken coop having fun with the angel, without the slightest reference, tossing him things to eat through the openings in the wire as if he weren’t a supernatural creature but a circus animal. †(Gabriel Garcia Marquez 36). the angel is alienated because It is treated differently from the others. The others are having f un with the angel rather than socializing with the angel. The angel is also repressed and silenced. There is a quotation that shows this statement: â€Å"Pelayo watch over him all afternoon from the kitchen, armed with his Bailiff’s club, and before going to bed he dragged him out of the mud and locked him up with the hens in the wire chicken coop. †(Gabriel Garcia- Marquez 36). From this statement, we can derive that the angel is â€Å"caged† from it’s freedom and its freedom is repressed by the caged that Pelayo given it, thus the angel is silenced from the freedom. My Singular Irene is also a good example for this literature reading. Irene is reputed to be alienated is true in this story. Irene is treated differently from other people. From the story we know that Ilene’s husband( the first person view in the story) isolated Irene from the outside world by buying Irene very expensive â€Å"stuff† to lure Irene to stay in the house isolated from the outside world. Irene is also axiomatic to be repressed and silenced. We know from the story that Irene is considered as a â€Å"thing† to her husband, because her husband wants Irene to act like he wants. So, in order to satisfy his ego, Irene is inhibited and muted by many ways, like: not allowing Irene to go to the outside world, forbidding visitors to meet Irene. Irene too, like the Angel is constrained from freedom. A Very Old Man With Enormous Wings and My Singular Irene are an example of story that has a symbol of contemporary alienation and triumph over it. First, I am going to express about A Very Old Man With Enormous Wings. The angel in the story is alienated or make indifferent. It is derived from the behavior of the people that found the angel. It is treated like mere goods than divine figure. So, it is true that it is a contemporary alienation. Later in the story, we know that the angel has his most precious tool that can bring him back to his divine status. That tool is its wings, when its wings grows back, he immediately leaped up to the sky and clapped its wings and fly to the horizon of freedom. The angel is reputed to be a triumph over alienation. Second, My Singular Irene is also a symbol of alienation. Irene is also made hostile like the angel. She is isolated or â€Å"caged† by her husband; there is an interesting point in this story in my point of view. To me, Irene seemed to be speechless or not a living thing. The author writes the story in such a way that us, readers, grabs the alienation theme in the story. Irene is also considered as a triumph over alienation. There is a quotation from the story: Horrifying! Irene changed into a horrendous butterfly! I stood up and fell again, powerless now. She would leave me; she would take flight and leave me. The gigantic Irene Butterfly smiled at me, diminished, and disappeared with the others. I am at the site of the events, waiting for Irene’s return. She has no return. She cannot deny me the peace that her company always offered me. (AlmAnzar, JosE AlcAntara 45) From this quotation, I interpret it that Irene’s freedom does also mean she has a higher status in the relationship with her husband now. What I meant by higher status of relationship is the one that always try to get the relationship going is the one that has a lower status, in this case, her husband. Irene’s triumph over alienation is expressed by the author of Irene transformation into the most beautiful butterfly that can fly anywhere it wants. It is very interesting that these two stories have a similar thing. They both define freedom by flying leaving the thing that binds their way to freedom. The following paragraph below tells a story about human needs for personal freedom and community. There is certainly no argument in this world that can be used to defy human needs for socializing and personal freedom. Human always seek out a way to grab that freedom. Kingdom falls, kingdom rises, Leader of a faction dies, and assassin was born. All of these examples are made because of the need to obtain and maintain personal freedom and the ability to communicate freely with communities of choice. There is an interesting story below those talks about human’s desire for personal liberty. This story is about the struggle of African-American communities in the United States to obtain their right of personal freedom and human needs for sociality. United States also known as the land of the free and the brave has been well known for its freedom. It has a lot to offer, such as: the freedom of speech, the right to work, etc. But, in contrast to all of those things, there is a little dispute inside this great country in the era of slavery. African American is the target for this matter. African American arrived in the United States as Indentured Servants via Jamestown, Virginia in 1619. They could earn their so called â€Å"personal freedom† by working as slave to their chosen master. As time goes by, the other majority in the United States made a conduct for slaves called â€Å"Slaves Codes†. This Slave Codes constrained African American in the Unites States from their liberty. They did fight for it until the Majority pushes another harsh rule for any slaves that disobey its masters. From this point, we can see human’s needs for personal freedom. Human fights for freedom risking everything they had, like: their lives, treasure, relatives. There is also a story of a president that fight for part of his citizen’s needs for personal freedom, his name was Abraham Lincoln. He was a farmer boy that born Feb. 12, 1809, in Hardin County, Kentucky. His parents were both born in Virginia. Abraham was well known for his strength and cleverness in farming skills. In not so long time he began to be very famous in the community because of his skills in socializing. Not so long after that, he became the president of the United States. He saw this great calamity of slavery and intends to abolish this calamity for good. To pursue this personal freedom, Abraham had gone through a lot of obstacles from his own family until his own citizen in the south. Alas, not so long a civil war broke out between the north and the south. But, the good always wins; Abraham with the North wins the Civil War by diplomacy. And thus the period of reconstruction began. Unfortunately Abraham was killed by an assassin in April 14, 1865; Lincoln was killed at Ford's Theatre in Washington by John Wilkes Booth. This story has greatly described to us the importance of human need for community and personal freedom. In conclusion, these two stories, My Singular Irene and A Very Old Man With Enormous Wings, tell us about the importance of personal freedom and need of interaction with other people. They also told us, no matter how hard human is pushed to abandoned their personal freedom; human always emerges to fight their way to obtain freedom even though they have to put their lives on the line to achieve their goal, personal freedom.

The Ultimate Guide to the AP Statistics Exam

The Ultimate Guide to the AP Statistics Exam SAT / ACT Prep Online Guides and Tips Are you taking AP Statistics? If so, you're likely wondering what to expect from the AP Statistics exam. Before you sit down to take the final test, it's important to understand how the AP Stats test is formatted, what topics it will cover, and how it'll be scored. This guide will explain all of that information, show you official sample problems and give you tips on the best way to prepare for the AP Statistics test. In 2020, the AP Statistics exam will take place on Friday, May 15th at 12:00pm. How Is the AP Statistics Exam Structured? How long is the AP Statistics exam? The test is a total of three hours long and contains two sections: multiple choice and free response. You're allowed a graphing calculator for the entire exam. Multiple-Choice Section 40 multiple-choice questions 90 minutes long Worth 50% of exam score You can spend an average of a little more than two minutes on each multiple-choice question and finish the section in time. Free-Response Section 5 short-answer questions 1 Investigative Task 90 minutes long Worth 50% of exam score The five short-answer questions are meant to each be solved in about 12 minutes, and the Investigative Task is meant to be solved in about 30 minutes. What Does the AP Statistics Exam Test You On? The content of the AP Stats exam and course is centered around four major topics. Below are the four topics, along with what percentage of the exam will be on them and all the topics that fall beneath each of them. The list covers every single topic that the AP Statistics exam could test you on. #1: Exploring Data: Describing Patterns and Departures From Patterns (20-30%) Constructing and interpreting graphical displays of distributions of univariate data (dotplot, stemplot, histogram, cumulative frequency plot) Center and spread Clusters and gaps Outliers and other unusual features Shape Summarizing distributions of univariate data Measuring center: median, mean Measuring spread: range, interquartile range, standard deviation Measuring position: quartiles, percentiles, standardized scores (z-scores) Using boxplots The effect of changing units on summary measures Comparing distributions of univariate data (dotplots, back-to-back stemplots, parallel boxplots) Comparing center and spread: within group, between group variation Comparing clusters and gaps Comparing outliers and other unusual features Comparing shapes Exploring bivariate data Analyzing patterns in scatterplots Correlation and linearity Least-squares regression line Residual plots, outliers, and influential points Transformations to achieve linearity: logarithmic and power transformations Exploring categorical data Frequency tables and bar charts Marginal and joint frequencies for two-way tables Conditional relative frequencies and association Comparing distributions using bar charts #2: Sampling and Experimentation: Planning and Conducting a Study (10-15%) Planning and conducting experiments Characteristics of a well-designed and well-conducted experiment Treatments, control groups, experimental units, random assignments and replication Sources of bias and confounding, including placebo effect and blinding Completely randomized design Randomized block design, including matched pairs design Overview of methods of data collection Census Sample survey Experiment Observational study Planning and conducting surveys Characteristics of a well-designed and well-conducted survey Populations, samples, and random selection Sources of bias in sampling and surveys Sampling methods, including simple random sampling, stratified random sampling, and cluster sampling Generalizability of results and types of conclusions that can be drawn from observational studies, experiments, and surveys #3: Anticipating Patterns: Exploring Random Phenomena Using Probability and Simulation (20-30%) The normal distribution Properties of the normal distribution Using tables of the normal distribution The normal distribution as a model for measurements Probability Interpreting probability, including long-run relative frequency interpretation "Law of Large Numbers" concept Addition rule, multiplication rule, conditional probability, and independence Discrete random variables and their probability distributions, including binomial and geometric Simulation of random behavior and probability distributions Mean (expected value) and standard deviation of a random variable, and linear transformation of a random variable Combining independent random variables Notion of independence versus dependence Mean and standard deviation for sums and differences of independent random variables Sampling distributions Sampling distribution of a sample proportion Sampling distribution of a sample mean Central Limit Theorem Sampling distribution of a difference between two independent sample proportions Sampling distribution of a difference between two independent sample means Simulation of sampling distributions t-distribution Chi-square distribution #4: Statistical Inference: Estimating Population Parameters and Testing Hypotheses (30-40%) Estimation (point estimators and confidence intervals) Estimating population parameters and margins of error Properties of point estimators, including unbiasedness and variability Logic of confidence intervals, meaning of confidence level and confidence intervals, and properties of confidence intervals Large sample confidence interval for a proportion Large sample confidence interval for a difference between two proportions Confidence interval for a mean Confidence interval for a difference between two means (unpaired and paired) Confidence interval for the slope of a least-squares regression line Tests of Significance Logic of significance testing, null and alternative hypotheses; p-values; one- and two-sided tests; concepts of Type I and Type II errors; concept of power Large sample test for a proportion Large sample test for a difference between two proportions Test for a mean Test for a difference between two means (unpaired and paired) Chi-square test for goodness of fit, homogeneity of proportions, and independence (one- and two-way tables) Test for the slope of a least-squares regression line AP Statistics Sample Questions As we mentioned above, there are three types of questions on the AP Stats exam: multiple choice, short answer, and investigative task. Below are examples of each question type. You can see more sample questions and answer explanations in the AP Statistics Course Description. Multiple-Choice Sample Question There are 40 multiple-choice questions on the exam. Each has five answer options. Some questions will be accompanied by a chart or graph you need to analyze to answer the question. Short-Answer Sample Question There are five short-answer questions on the AP Stats test. Each of these questions typically includes several different parts you need to answer. You're expected to spend about 12 minutes on each short-answer question. Investigative Task Sample Question The final question on the exam is the Investigative Task question. This is the most in-depth question on the test, and you should spend about 30 minutes answering it. It will have multiple parts you need to answer and require multiple statistics skills. You'll also need to provide a detailed explanation of your answers that shows the strength of your statistics skills. Be sure to show all your work as you'll be graded on the completeness of your answer. How Is the AP Statistics Test Graded? For the multiple-choice part of the exam, you earn one point for each question you answer correctly. There are no point deductions for incorrect answers or questions you leave blank. Official AP graders will grade your free-response questions. Each of the six free-response questions is scored on a scale of 0 to 4 points, so the total section is out of 24 points. The free-response questions are graded holistically, which means, instead of getting a point or half a point for each bit of correct information you include, graders look at your answer to each question as a "complete package," and your grade is awarded on the overall quality of your answer. The grading rubric for each free-response question is: 4: Complete Response: Shows complete understanding of the problem's statistical components 3: Substantial Response: May include arithmetic errors, but answers are still reasonable and show substantial understanding of the problem's statistical components 2: Developing Response: May include errors that result in some unreasonable answers, but shows some understanding of the problem's statistical components 1: Minimal Response: Misuses or fails to use appropriate statistical techniques and shows only a limited understanding of statistical components by failing to identify important components 0: No Response: Shows little or no understanding of statistical components What does holistic grading mean for you? Basically, you can't expect to earn many points by including a few correct equations or arithmetic answers if you're missing key statistical analysis. You need to show you understand how to use stats to get a good score on these questions. Estimating Your AP Statistics Score If you take a practice AP Stats exam (which you should!) you'll want to get an estimate of what your score on it is so you can get an idea of how well you'd do on the real exam. To estimate your score, you'll need to do a few calculations. 1. Multiply the number of points you got on the multiple-choice section by 1.25 2. For free-response questions 1 through 5, add the number of points you got together and multiply that sum by 1.875 (don't round). If you need help estimating your score, the official free-response questions we linked to above include sample responses to help you get an idea of the score you'd get for each question. 3. For free-response question #6, multiply your score by 3.125. 4. Add the scores you got in steps 1-3 together to get your Composite Score. For example, say you got 30 questions correct on the multiple-choice section, 13 points on questions 1-5, and 2 points on question 6. Your score would be (30 x 1.25) + (13 x 1.875) + (2 x 3.125) = 68.125 which rounds to 68 points. By looking at the chart below, you can see that'd get you a 4 on the AP Statistics exam. Below is a conversion chart so you can see how raw score ranges translate into final AP scores. I've also included the percentage of students who earned each score in 2017 to give you an idea of what the score distribution looks like: Composite Score AP Score Percentage of Students Earning Each Score (2017) 70-100 5 13.6% 57-69 4 15.9% 44-56 3 24.8% 33-43 2 20.2% 0-32 1 25.5% Source: The College Board Where Can You Find Practice AP Stats Tests? Practice tests are an important part of your AP Stats prep. There are official and unofficial AP Stats practice tests available. Below are some of the best practice tests to use. Official Practice Tests 2012 Complete Practice Test 1997 Complete Practice Test Free-Response Questions 1998-2017 Unofficial Practice Tests Barron's Practice Test To learn more about where to find AP Statistics practice tests and how to use them, check out our complete guide to AP Statistics practice exams. 3 Tips for the AP Statistics Exam In this section we go over three of the most useful tips you can use when preparing for and taking the AP Statistics test. Follow these and you're more likely to get a great score on the exam. #1: For Free Response, Answer the Entire Question As we mentioned earlier, free-response questions on AP Stats are graded holistically, which means you'll get one score for the entire question. This is different from many other AP exams where each correct component you include in a free-response question gets you a certain number of points, and those points are then added up to get your total score for that question. The Stats free-response questions are graded holistically because there are often multiple correct answers in statistics depending on how you solve the problem and explain your answer. This means you can't just answer part of the question and expect to get a good score, even if you've answered that part perfectly. If you've ignored a large part of the problem, your score will be low no matter what. So instead of trying to get a point here and there by including a correct formula or solving one part of a question, make sure you're looking at the entire problem and answering it as completely as possible. Also, if you need to include an explanation, be sure it explains your thought process and the steps you took. If your explanation shows you understand important stats concepts, it could help you get a higher score even if your final answer isn't perfect. Aiming for the most complete response possible is also important if you can't answer one part of a question that's needed to answer other parts. For example, if you can't figure out what the answer to part A is, but you need to use that answer for parts B and C, just make up an answer (try to keep it logical), and use that answer to solve the other parts, or explain in detail how you'd solve the problem if you knew what the answer to part A was. If you can show you know how to solve the latter problems correctly, you'll likely get some credit for showing you understand the stats concepts being tested. #2: Know How to Use Your Calculator You'll need a graphing calculator to answer pretty much every question on the Stats exam, so make sure you know how to use it. Ideally, the calculator you use on test day will be the same one you've been doing homework and taking tests with throughout the school year so you know exactly how to use it. Knowing how to solve common stats functions on your calculator and interpret the answers you get will save you a lot of time on the exam. Your calculator will likely be most useful on the multiple-choice section where you don't need to worry about showing work. Just plug in the data you're given into your calculator, and run the right equations. Then you'll have your answer! #3: Know Your Vocabulary You may think that since AP Stats is a math course, vocab won't be an important part of the test, but you need to know quite a few terms to do well on this exam. Confusing right- and left-skewed or random sampling and random allocation, for example, could lead to you losing tons of points on the test. During the school year, stay on top of any new terms you learn in class. Making flashcards of the terms and quizzing yourself regularly is a great way to stay up-to-date on vocab. Many AP Stats prep books also include a glossary of important terms you can use while studying. Before the AP Stats exam, you should know all important terms like the back of your hand. Having a general idea isn't good enough. A big part of stats is being able to support your answers, and to do this you'll often need to use stats vocab in your explanations. Just stating the term won't earn you nearly as many points as being able to explain what the term is and how it supports your answer, so make sure you really know your vocab well. Summary: Statistics AP Exam The AP Statistics exam is three hours long and consists of 40 multiple-choice questions and six free-response questions. The content of the exam covers four main areas: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. To prepare well for AP Stats exam questions, it's important to take practice exams and know how to grade them so you can estimate how well you'd do on the actual test. When studying for the AP exam, remember to answer the entire question for free response, know how to use your calculator, and be on top of stats vocabulary. What's Next? Feel the need to do some quick reviewing after looking through what'll be covered on the AP Stats exam? Take a spin through our guide to statistical significance to refresh yourself on how to run a t-test. How difficult is AP Stats compared to other AP classes? Get the answer by reading our guide to the hardest AP exams and classes. Wondering which other math classes you should take besides statistics? Math is often the trickiest subject to choose classes for, but our guide will help you figure out exactly which math classes to take for each year of high school. A prep book can be one of your best study resources for the AP Stats exam. But which prep book should you choose? Check out our guide to AP Stats prep books to learn which is the best and which you should avoid. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Monkeys Paw and The Withered Arm Essays

The Monkeys Paw and The Withered Arm Essays The Monkeys Paw and The Withered Arm Paper The Monkeys Paw and The Withered Arm Paper Essay Topic: Literature The Monkeys Paw and The Withered Arm are tales of great suffering and pain in your opinion who suffers most what makes this character interesting? Compare and contrast the supernatural elements of each and finally which made the greater impact upon you and why? For this piece of coursework I have studied two short stories written before 1900 both are tragic tales of fate and its consequences. The Withered Arm by Thomas Hardy is a tragic story about how one womans feelings of jealousy towards another, spiral out of control until it ends with the death of her only son. The Monkeys Paw by W.W.Jacobs is also about how a mans feelings of greed lead to the death of his only son. The characters in both stories suffer tremendously as a result of their feelings but I feel that The Withered Arms main character Rhoda Brook had suffered the most compared to Mr. White from The Monkeys Paw. Rhoda Brook had suffered long before the supernatural element of the story occurred. Rhoda is alienated from the rest of the farm workers as she had a son with the farms owner, Farmer Lodge. A thin fading woman of thirty milked somewhat apart from the rest. This shows that Rhoda suffers as she is all alone and has noone but her son for comfort. Farmer Lodge abandoned Rhoda and her son and got remarried to a much younger, prettier woman than Rhoda. This caused Rhoda to become besieged with jealously and orders her son to spy on the new Mrs Lodge. You can give her a look, and tell me what shes like. Her suffering furthers as she soon she becomes obsessed with comparing Gertrude with herself and is filled with jealousy, anger, resentment and desperation so much so that she has a disturbing dream where she visualises Gertrude taunting her as she lays in bed. The figure then thrust forward its left hand mockingly so as to make the wedding ring it wore glitter in Rhodas eyes. This dream furthers her misery and changes the course of her life. One day Gertrude visits Rhodas cottage out of kindness, bringing new boots for Rhodas boy. In looks, Gertrude looks just as Rhoda pictured her but her manner and character take her completely by surprise. This adds to Rhodas suffering because she feels guilty about the feelings she had about Gertrude. She did not wish to inflict upon her physical pain. Gertrude becomes a regular visitor to the cottage and she and Rhoda develop a friendship. They share their private thoughts and feelings. Gertrude confides in Rhoda a worry she has about an injury to her left arm. On seeing the bruise marks, Rhoda immediately recognises them as the marks she had made on Gertrude in her dream. Rhoda immediately feels guilty. Rhoda begins to wonder whether she has witch-like powers to put a curse on other people and her worst fears are confirmed when she sees that Gertrudes arm is becoming shrivelled. But she had a haunting reason to be superstitious now; and she had been seized with sudden dread that this might prove her as the malignant influence which was blasting the fair person of Gertrude. Rhodas suffering continues as Gertrude trusts her and confides with Rhoda and when Gertrude tells her about her failing relationship with Farmer Lodge because of her withered arm. Rhodas never ending feelings of guilt drain her mentally. She wants to do whatever she can to help her new found friend but is still scared of being found out. Rhoda suffers when Gertrude begs for her help. Rhoda brings her to Conjuror Trendle to see if he can help, even though she is aware that she could be found out. When they reach Conjuror Trendles home he reveals that Gertrudes withered arm had been caused by the work of an enemy but only Gertrude could see who it was. Tis the work of an enemy. If you like, I can show the person to you, though I shall not myself know who it is. This made Rhoda suffer because she didnt know whether Gertrude knew that she was behind her discomfort. Rhodas suffering furthers when word got out that she was a witch and people taunted her until it got so bad that she and her son had to leave the town. The latter kept her own counsel about the incubus, but her face grew sadder and thinner and in the spring she and her boy disappeared from the neighbourhood of Holmstoke. The next time we see Rhoda is when Gertrude goes to cure her arm by touching the corpse of a hanged man and finds out that the dead body is actually that, of Rhodas son. This is obviously a great cause of suffering on Rhodas part as her son has just been hanged and she now has noone from her family left. Rhoda spends the rest of her life suffering. She is old and alone working on the farm yet again until she dies. Her monotonous milking at the dairy was resumed and followed for many long years, till her form became bent, and her once abundant dark hair became white and worn away at the forehead. My opinion on Rhoda Brook is that she is a very lonely person and I feel very sorry for her. I respect her too for her fierce loyalty to Gertrude even though she was the cause of her discomfort. Rhoda is an unselfish person who cannot help but to let her feelings and emotions get the better of her. Rhoda is a very interesting character as she seems to be lonely and boring yet such unlikely events happen in her life. What makes her very interesting is that she has some kind of supernatural element to her personality which makes terrible things happen without her wanting them to. There are many similarities in both stories. Both stories are pre-occupied with the idea of fate and supernatural elements. In The Withered Arm the fate of Rhoda is that she loses her son due to human weakness and is destined to live her life sad and alone. Her monotonous milking at the dairy was resumed, and followed for many long years. In The Monkeys Paw the fate of Mr and Mrs White is that they lose their son due to greed and subsequently live the reset of their lives in sorrow. The days passed, and expectation gave place to resignation the hopeless resignation of the old, sometimes miscalled apathy. Sometimes they hardly exchanged a word, for now they had nothing to talk about, and their days were long to weariness. Fate is the main theme in many of Hardys novels. Fate rules peoples lives and that those who interfered with it did so to their sorrow. Both stories are about human weakness which results in death and pain. The two main characters, Rhoda and Mr White lose their sons because of human weakness but both believe it is coincidence but fear that a more sinister element is at work. After the burial of their dead both characters spend their days in silent suffering. Rhoda Brook returns to her sad and lonely state living and working on the farm Her monotonous milking at the dairy was resumed and followed for many long years. and Mr and Mrs White are withdrawn and miserable and spend their nights in subdued silence and bereavement. Sometimes they hardly exchanged a word, for now they had nothing to talk about, and their days were long to weariness. There are also many differences in both the stories. In The Withered Arm the human weakness is jealousy, Rhoda is jealous of Gertrude and in The Monkeys Paw it is greed, Mr Whites weakness when offered an item which would award him with three wishes. In The Monkeys Paw the weather is caught up in the tragic destiny outside the wind was higher than ever and the old man started nervously at the sounds of a door banging upstairs. In The Withered Arm it is the landscape that reflects the atmosphere of near tragedy, it was a long walk; thick clouds made the atmosphere dark, though it was as yet only early afternoon; and the wind howled dismally over the slopes of the heath. Another difference is that in The Monkeys Paw there is a magical item in it. The monkeys paw is a charm given to the Whites by a soldier who warns them of the consequences of its three wishes. The paw brings great misfortune with each wish and is the cause of all tragic occurrences whereas the tragedies caused in The Withered Arm are caused by human weakness and a supernatural element inside Rhoda. Both stories had a great impact on me as they are both astonishing and exciting stories but the one that had the greatest impact on me was The Monkeys Paw. I liked this story as it was quite short and all the events in it happened quite quickly and unexpectedly. The language used in this story is quite nice as it flows together well. The plot to the story is quite surprising especially in the end when Mrs White wishes for her son to come back from the dead. The ending is very good, but part of me wanted to find out what would have happened if Mr White hadnt wished his son dead again. In my opinion The Monkeys Paw is the more exciting story although I enjoyed The Withered Arm also.