...AP US History, often referred to as 'APUSH' (A as in letter A and push as in push--literally), is the CollegeBoard's second most frequently taken AP class (first is AP English Language and Composition). I took this class during my sophomore year, and I got an A in the class and a 4 on the exam, if you were curious. I was very interested in succeeding in that class and I wanted to share some advice on what helped me, and what I wish I did. The AP US History course is divided up into nine units, and there are seven themes (identity, work exchange, and technology, peopling, politics and power, America in the World, environment and geography, and ideas, beliefs, cultures) that can be, and are applied to each unit. The class is to be identical...
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...The Commercial Revolution “The Moneylender and His Wife,” Quentin Metsys (1514) AP European History J.F. Walters (2010) 1 Commercial Revolution: Essential Questions 1. How did developments in the late Middle Ages impact the Commercial Revolution? 2. What contribution did Luca Pacioli make to the Commercial Revolution? 3. What was the nature of banking in the Commercial Revolution? 4. What was a joint-stock company? 5. What was the Domestic System” in England? 6. What was the Price Revolution and what were its results? 7. What were the principles of mercantilism and what impact did it have on economics and politics? 8. In what ways did the Commercial Revolution sow the seeds of capitalism? 9. What was “Tulip Mania” in the Netherlands? AP European History • The Commercial Revolution • J.F. Walters & G.W.Whitton 2 The Commercial Revolution Journal 12/A: What important economic changes in the early modern centuries does the term “Commercial Revolution” signify? ––Palmer Chapter 12 • pp. 106-114–– Directions; Using sentences or detailed bulleted notes, identify & explain the evidence Palmer uses to support the thesis listed above. AP European History • The Commercial Revolution • J.F. Walters & G.W.Whitton 3 Background to the Commercial Revolution • Commercial Revolution basics ✓ ✓ ✓ ✓ • change from a town-centered (medieval manorial) to a nation-centered (early modern European) economic system in spite of name, the...
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...AP World History Summer Assignment Dear Students – Welcome to your 2014-2015 sophomore AP World History course! In preparation for our busy year, you are expected to complete the following FOUR assignments over the summer! Please review the descriptions of the activities listed below and the anticipated due dates and assessments for each assignment. We will begin our course of study in the year 8,000 B.C.E. and finish the school year looking at modern day issues. The majority of your summer assignments will require you to read, reflect and analyze the one book selected from the list provided. You will also have to complete three basic world religions charts, answer questions about the Neolithic Revolution and complete a geography assignment. You may find links to the documents required for these assignments on my teacher Website http://teacherweb.com/WA/LakesHighSchool/Dunnavant/h0.aspx Please feel free to email me over the summer if you have questions. Sincerely, Ms. Dunnavant adunnava@cloverpark.k12.wa.us Assignment One – WORLD RELIGIONS The influence of major religions and semi-religious philosophies on societies will provide a reoccurring theme throughout the course. It is important for you to be familiar with each religion as we proceed. Please follow the directions below: 1. Visit the following sources: • BBC Religion & Ethics Website http://www.bbc.co.uk/religion/religions/ • Infoplease.com http://www.infoplease.com/ipa/A0113529.html ...
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...AP World History For many of you AP world History will be your first experience with an AP class, this class will be both rewarding and very demanding. We must cover close to 10,000 years of World History is just under eight months, in order to prepare you for the AP exam in May, so to get a jump start on the information you will be required to complete a summer assignment. This assignment will be due August 26, 2011, however when school begins we will hit the ground running so waiting until school starts to complete this assignment is not advisable. This assignment carries two purposes: giving the teacher insight into your thinking and reasoning abilities and giving you, the student, insight into the type of assignments and level of thinking required in an AP class. Successful completion of this assignment will help secure a solid foundation for AP World History. You will find that AP courses typically have fewer daily grades and more emphasis is placed upon major test grades. Successful completion of this assignment will have a positive effect on your first six weeks average. If you do not successfully complete this assignment, it will have a negative impact on your first six weeks average. Summer Assignment for AP World History Part I: Send Me an Email To be completed before the end of June Please give me your name, your email address and a parent/guardian name and email address as well as your cell phone number and a parent/guardian contact number. Please...
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...AP Economics Mrs. Falk Summer Reading Assignment, 2014 Welcome to AP Economics! I hope you’re ready for a challenging, but eye-opening experience, because you are about to discover that economics is unlike any course you’ve ever taken. Economics will change the way you view the world. In preparation for this September, I would like you to read selections from New Ideas from Dead Economists, by Todd Buchholz. If you haven’t already bought it at the PTSA book sale, you’ll probably be able to find it with no difficulty in the local bookstore or library, and it’s available on Amazon.com. New Ideas traces the development of the study of economics, focusing one by one on many of the most influential economic thinkers of the Modern Era. Buchholz’s historical approach makes this a useful bridge between your study of history over the last few years and the study of economics. Please read Chapters 1, 2, 4, 9 and 10. I’ve selected these chapters as the ones that are most in sync with the early part of the AP Econ curriculum. Feel free to read the other chapters if you’re feeling ambitious; you might especially enjoy Chapter 3 on Malthus, Chapter 6 on Marx and/or Chapter 11 on Public Choice Theory. The questions that follow below will guide your reading and help you to process the ideas of some notable economists. Answer the questions that follow and hand them in on the first day of class. You will also take a test during the first week of school on the reading. Please note that a poor grade...
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...AP European History Objectives: Students will be able to 1. explain why the basic structure of society in eastern Europe became different from that of western Europe in the early modern period 2. describe how eastern absolutism worked and why it came about 3. examine who ruled the absolutist states in Austria and Prussia and how they maintained that power 4. discuss the significance of the Turkish invasion and the world of peasants Opener: Pass up your review questions you completed for homework Active Learning: • Student lead discussions on status of peasants and absolutism in Austria and Prussia Direct Instruction: o Powerpoint “Absolutism in Central Europe” Assessment: • Based on class discussion and your note packet answer the questions on Chapter 17 Homework: • Finish answering the review questions Name:______________________ Block:_____________ Chapter 17: Absolutism in Eastern Europe 1. What were the reasons for the re-emergence of serfdom in eastern Europe in the early modern period? 2. Why would the reign of the Great Elector be regarded as “the most crucial constitutional struggle in Prussian history for hundreds of years?” What did he do to increase royal authority? Who were the losers? 3. Prussia has traditionally been considered one of the most militaristic states in Europe. How do you explain this development? Who or...
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...Sasha Cosenco HST 1150: World Civilization Since 1500 Annika A. Culver, Ph.D. May 15, 2011 History of White Potato The po·ta·to /pəˈtātō/ (1) an erect herb (solanum tuberosum) that has compound pinnate leaves, white, yellow, blue, or purple flowers, and green, yellowish, or purplish berries, is native to the highlands of Southern and Central America, and is widely cultivated especially in the temperature regions as a garden vegetable. (2) The edible starchy tuber that is an enlargement of an underground stem of this plant is called the Irish potato or white potato.1 The potato originated in the South American Andes, but its heartland of wild genetic diversity reaches from Venezuela, Columbia, Ecuador, Peru, Bolivia, Argentina, and Chile across the Pampa and Chaco regions of Argentina, Uruguay, Paraguay, and southern Brazil and northward into Central America, Mexico, and the southwestern United States.2 The greatest diversity in wild potato spices occurs in the Lake Titicaca region of Peru and Bolivia, where the potato probably was domesticated between 10,000 and 7,000 years ago.3 Exactly when such plants were first cultivated is uncertain: perhaps as early as 3000 B.C.E. and almost certainly before 2000 B.C.E.4 Sixteen-century Spanish explorers, who first observed the potato in Peru, Bolivia, Columbia, and Ecuador, compared the unfamiliar tuber food to truffles and adopted the Quechua name, papa.5 It first reached Spain probably around 1570.6 From there, the potato spread...
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...School of Administrative Studies Faculty of Liberal & Professional Studies York University Winter 2015 Course Outline AP/ADMS 3585 3.0 Intermediate Accounting I Course Director : | Alla Volodina | | Section : | M | | Course website: | | | Date/Time: | Wednesday 7:00 pm to 10 pm | | Location : | ACE 009 | | Instructor Office Hours: | By appointment | E-Mail Address : | adms3585@yorku.ca | Calendar Description This course, in conjunction with AP/ADMS 3595 3.00, develops thorough knowledge and understanding of generally accepted accounting principles and financial statement analytical skills by examining various technical areas of financial accounting. Prerequisite: AP/ADMS 2500 3.00. Prior to Fall 2009 Prerequisite: AK/ADMS 2500 3.0. Course credit exclusion: AK/ADMS 3585 3.00. Learning Outcomes After completion of the course, apart from mastering the technical knowledge of the revenue and asset side of the financial statements, students should also 1. Understand the importance of ethics in the accounting profession and realize potential conflicts of interest that one may encounter in the profession. 2. Begin to learn how to see the inter-relationship between accounting issues, analyse them, and integrate the findings to draw reasonable conclusions. 3. Begin to learn the basics of case writing and communicate effectively. 4. Understand the importance of teamwork and learn how to develop work plans and resolve conflicts. The...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...COMPARATIVE LITERATURE: SHARING KNOWLEDGES FOR PRESERVING CULTURAL DIVERSITY – Vol. II - The Impact Of Media On Literature - William Egginton and Bernadette Wegenstein THE IMPACT OF MEDIA ON LITERATURE William Egginton and Bernadette Wegenstein The Johns Hopkins University Keywords: media, media studies, media theory, history of media, new media, comparative literature Contents U SA NE M SC PL O E – C EO H AP LS TE S R S 1. Introduction 2. Current Media Theory and Media Studies 2.1. Origins of Discipline 2.2. New Media Theory 3. Historical Examples 3.1. Oral Transmission 3.2. Pictography 3.3. The Andean Khipu 3.4. Manuscript 3.5. Print 3.6. Theater 3.7. Photography 3.8. Moving Image 3.9. Radio and Television 3.10. The Digital 4. Conclusion Acknowledgements Glossary Bibliography Biographical Sketches Summary The growing consensus among literary scholars is that the meaning of literature cannot be properly studied or understood outside of the specific medium of its transmission and archival. This realization can be considered a revolution in literary studies, and its fundamental ramification is the confluence of literary studies and theory with media studies and theory. The fields of media studies and media theory are dedicated to the analysis and understanding of the myriad media through which information is communicated. Under the influence of these fields, the media through which literature is communicated is no longer considered...
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...people. Tadashi Yanai, the founder and chairman of Fast Retailing—the parent company of UNIQLO— set out to change all that, aiming to provide consumers with casual clothes that were affordable and yet of good quality, and to expand the market for casual clothes to the entire population. In 1998, UNIQLO began a revolution in the Japanese fashion industry with a now-legendary line of fleece garments that came in a gradient of colors and were sold at an affordable price of ¥1,900 each. It proved to be UNIQLO’s best selling item and is still one of its most popular products today. Suddenly, fleece garments—and UNIQLO— were “cool” and hip, and the demand for UNIQLO’s affordable, casual wear exploded. LearNING OBJectIVeS After reading this chapter you should be able to: Define marketing and identify the requirements for marketing to occur. Explain how marketing discovers and satisfies consumer needs. Distinguish between marketing mix elements and environmental forces. Explain how organizations build strong customer relationships and customer value through marketing. Describe how today’s customer relationship era differs from prior eras oriented to production and selling. Explain how marketing creates utilities for consumers. LO6 3 UNIQLO has continued to innovate...
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...Nick Shepard 2/10/2014 Individual Assignment #1 Summary The United States of America’s economy has found itself on the tail end of a recession that supposedly ended four years ago according to some economists (MSN). Though America may be out of the recent recession, there are many factors in the United States economy that powers its members into believing that the recession is still clouding the air. A significant example of such an influential aspect of the economy is the manufacturing sector of America. Living through the unpleasant time of the recession, America saw a nearly doubled unemployment rate from 2008 to 2010. Figure 1 (Floating Path) shows a timeline of the most recent recession in U.S. history with unemployment moving from 8% to about 16% in a one and a half year timespan. As of a few years ago, the jobs lost in the recession had not come back until recently where the current unemployment rate is about 14%. Figure 1 Companies have increasingly continued to outsource most of their work to countries all over the world. China is a large provider of goods that have been outsourced from the United States because of lower wages paid to their workers resulting in a much cheaper production. The production companies have not been able to keep up with the efficiency of production companies overseas in China for many years which has resulted in the struggling manufacturing sector of the United States. Not only is China taking jobs away from Americans in the...
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...1. The whole of government challenge Chapter findings The report has defined 'whole of government' in the Australian Public Service (APS) as: Whole of government denotes public service agencies working across portfolio boundaries to achieve a shared goal and an integrated government response to particular issues. Approaches can be formal and informal. They can focus on policy development, program management and service delivery. APS agencies should review their work in light of this definition to assess the potential impact of this report on their work. There are many imperatives which make being successful at whole of government work increasingly important. These include pressures on the APS to offer sophisticated whole of government policy advice which comprehends a range of stakeholders' views, and to respond to complex policy challenges such as environmental or rural issues. There are pressures to join up program management, including security threats and intractable social issues such as drug dependence. There are rising community expectations for easier access to government by integrating service delivery. Agencies should review the impact of these imperatives on their work, including taking a long-term view of possible scenarios. Whole of government approaches to Australian government work are a relative strength for Australia and are not new. The increasing pressures on the APS demands that its history in whole of government work is understood to ensure it...
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...Chapter Three Logistics Information Systems I. Learning objectives and requirements 1. to know why timely and accurate information is critical for effective logistics systems design and operations 2. to know four levels of SCIS’s functionality including transaction systems, management control, decision analysis, and strategic planning 3. to understand the comprehensive information system integration 4. to know how firms obtain access to supply chain applications 5. to understand the comprehensive information system integration 6. to know the remarkable advances in logistics communication systems capability II. Learning contents Section I. Information System Functionality 1. Main contents 1) Why Timely and Accurate Information is Critical for Effective Logistics Systems Design and Operations. (“Without accurate information the effort involved in the logistical system can be wasted.” in Chapter Two) There are four reasons why timely and accurate information has become more critical for effective logistics systems design and operations:a) Customer perceive information about order status, product availability, delivery schedule, shipment tracking, and invoices as necessary elements of total customer service. Customers demand access to real time information. b) With the goal of reducing total supply chain assets, managers realize that information can be used to reduce inventory and human resource requirements. In particular, requirements planning using the most current information...
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...York University College of Liberal Arts and Professional Studies Department of Humanities AP/HUMA 1860 6.00 The Nature of Religion: An Introduction Term Y Section A Course Director: Dr. Jason C. Robinson Y: Fall/Winter 2014-2015 Office: 126 Founders CollegeOffice Hours: Tuesdays and Thursdays by appointment | Email: jasonro@yorku.ca Class Time: Tuesday 4:30-6:30 | Classroom: Curtis Lecture Halls (CLH) C | Tutorial Leaders and Times | Type | Day | | Start Time | Duration | | | Location | Instructor | | LECT 01 | T | | 4:30pm | 120 | | | CLH C | Jason Robinson | jasonro@yorku.ca | TUTR 01 | T | | 7:00pm | 60 | | | ACE 012 | Jason Robinson | jasonro@yorku.ca | TUTR 02 | T | | 7:00pm | 60 | | | SC 220 | Cristiana Conti | menrua19@yorku.ca | TUTR 03 | T | | 7:00pm | 60 | | | SC 223 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 04 | T | 8 | :00pm | 60 | | | ACE 012 | Cristiana Conti | menrua19@yorku.ca | TUTR 05 | T | | 8:00pm | 60 | | | BC 325 | Irfaan Jaffer | irfaanjaffer@gmail.com | TUTR 06 | T | | 8:00pm | 60 | | | MC 215 | Janet Melo-Thaiss | janetmt@yorku.ca | | | Note: This is an approved LA&PS General Education course Course credit exclusions: AP/HUMA 1865 6.00, AP/HUMA 2800 9.00 (prior to Fall 2014), AP/SOSC 2600 9.00 (prior to Fall 2014). PRIOR TO FALL 2009: Course credit exclusions: AK/HUMA 1860 6.00, AS/HUMA 2800 9.00, AS/SOSC 2600 9.00. Camtasia Recording This...
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