The 17th Amendment to the US Constitution

On March 4, 1789, the first group of United States senators reported for duty in the brand new U.S. Congress. For the next 124 years, while many new senators would come and go, not a single one of them would have been elected by the American people. From 1789 to 1913, when the Seventeenth Amendment to the U.S. Constitution was ratified, all U.S. senators were chosen by the state legislatures. Key Takeaways: The 17th Amendment The 17th Amendment to the United States Constitution provides for the election of senators by voters in the states they are to represent, rather than by the state legislatures and establishes the method for filling vacancies in the Senate.The 17th Amendment was proposed in 1912 and ratified on April 8, 1913. Senators were first elected by the people in Maryland in 1913, and nationwide in the general election of November 3,1914. The 17th Amendment provides that senators should be directly elected by voters in the states they are to represent, rather than by the state legislatures. It also provides a method for filling vacancies in the Senate. The amendment was proposed by the 62nd Congress in 1912 and adopted in 1913 after being ratified by the legislatures of three-fourths of the then 48 states. Senators were first elected by voters in special elections in Maryland in 1913 and Alabama in 1914, then nationwide in the general election of 1914. With the right of the people to choose some of the most powerful officials of the U.S. federal government seemingly such an integral part of American democracy, why did it take so for that right to be granted? Background The framers of the Constitution, convinced that senators should not be popularly elected, crafted Article I, section 3 of the Constitution to state, â€Å"The Senate of the United States shall be composed of two Senators from each state, chosen by the legislature thereof for six Years; and each Senator shall have one Vote.† The framers felt that allowing the state legislatures to choose senators would secure their loyalty to the federal government, thus increasing the Constitution’s chances of ratification. In addition, the framers felt that senators chosen by their state legislatures would be better able to concentrate on the legislative process without having to deal with public pressure. While the first measure to amend the Constitution to provide for the election of senators by popular vote was introduced in the House of Representatives in 1826, the idea failed to gain traction until the late 1850s when several state legislatures began to deadlock over the election of senators resulting in lengthy un-filled vacancies in the Senate. As Congress struggled to pass legislation dealing with momentous issues like slavery, states’ rights, and threats of state secession , the Senate vacancies became a critical issue. However, the outbreak of the Civil War in 1861, along with the long post-war period of reconstruction, would further delay action on the popular election of senators. During reconstruction, the difficulties of passing legislation needed to reunite the still-ideologically divided nation were further complicated by Senate vacancies. A law passed by Congress in 1866 regulating how and when senators were chosen in each state helped, but deadlocks and delays in several state legislatures continued. In one extreme example, Delaware failed to send a senator to Congress for four years from 1899 to 1903. Constitutional amendments to elect senators by popular vote were introduced in House of Representatives during every session from 1893 to 1902. The Senate, however, fearing the change would diminish its political influence, rejected them all. Widespread public support for change came in 1892 when the newly-formed Populist Party made the direct election of senators a key part of its platform. With that, some states took the matter into their own hands. In 1907, Oregon became the first state to select its senators by direct election. Nebraska soon followed suit, and by 1911, more than 25 states were selecting their senators through direct popular elections. The States Force Congress to Act When the Senate continued to resist the growing public demand for the direct election of senators, several states invoked a rarely-used constitutional strategy. Under Article V of the Constitution, Congress is required to call a constitutional convention for the purpose of amending the Constitution whenever two-thirds of the states demand it to do so. As the number of states applying to invoke Article V neared the two-thirds mark, Congress decided to act. Debate and Ratification In 1911, one of the senators who had been popularly elected, Senator Joseph Bristow from Kansas, offered a resolution proposing the 17th Amendment. Despite significant opposition, the Senate narrowly approved Senator Bristow’s resolution, largely on the votes of senators who recently had been popularly elected. After long, often heated debate, the House finally passed the amendment and sent it to the states for ratification in the spring of 1912. On May 22, 1912, Massachusetts became the first state to ratify the 17th Amendment. Connecticuts approval on April 8, 1913, gave the 17th Amendment the required three-fourths majority. With 36 of 48 states having ratified the 17th Amendment, it was certified by Secretary of State William Jennings Bryan on May 31, 1913, as part of the Constitution. In total, 41 states eventually ratified the 17th Amendment. The state of Utah rejected the amendment, while the states of Florida, Georgia, Kentucky, Mississippi, South Carolina, and Virginia took no action on it. Effect of the 17th Amendment: Section 1 Section 1 of the 17th Amendment restates and amends the first paragraph of Article I, section 3 of the Constitution to provide for the direct popular election of U.S. senators by replacing the phrase â€Å"chosen by the Legislature thereof† with â€Å"elected by the people thereof.† Effect of the 17th Amendment: Section 2 Section 2 altered the way in which vacant Senate seats are to be filled. Under Article I, section 3, the seats of senators who left office before the end of their terms were to be replaced by the state legislatures. The 17th Amendment gives the state legislatures the right to allow the state’s governor to appoint a temporary replacement to serve until a special public election can be held. In practice, when a Senate seat becomes vacant near the national general election, the governors typically choose not to call a special election. Effect of the 17th Amendment: Section 3 Section 3 of the 17th Amendment simply clarified that the amendment did not apply to Senators chosen before it became a valid part of the Constitution. Text of the 17th Amendment Section 1.The Senate of the United States shall be composed of two Senators from each State, elected by the people thereof, for six years; and each Senator shall have one vote. The electors in each State shall have the qualifications requisite for electors of the most numerous branch of the State legislatures. Section 2.When vacancies happen in the representation of any State in the Senate, the executive authority of each State shall issue writs of election to fill such vacancies: Provided That the legislature of any State may empower the executive thereof to make temporary appointments until the people fill the vacancies by election as the legislature may direct. Section 3.This amendment shall not be so construed as to affect the election or term of any Senator chosen before it becomes valid as part of the Constitution.

Essay - 641 Words

Maria F Ortiz May 01, 2016 Essay #3 – Everyday Use â€Å"The Character of Dee in Everyday Use† While reading the story Everyday Use by Alice Walker, I found that I had a surprising amount of anger towards the character named Dee, or as she prefers Wangero. The anger that was instilled in me was caused by numerous comments and actions that occurred throughout reading the short story. I feel she was selfish, uneducated and unappreciative of her past and that the way she carried herself was ridiculous. Right from the beginning of my readings you are introduced to a character named Dee, before you ever get the opportunity to warm up to her character, she shows a very selfish characteristic and that trait is repeatedly brought out in the†¦show more content†¦When her mother asks what she doesnt understand, Dee replied, your heritage, when the mother knows exactly where she came from and is still living that life, Dee feels she can tell her mother where she came from?. What crossed the line in my opinion of Dee was that she was completely unappreciative. I had gotten the f eeling that the mother in the story had worked long and hard raising her daughters, supplied food and clothes, and even got Dee into college somehow, and Dee returns with her college education and new personality trying to preach to her mother and sister about what they are doing wrong. Numerous times she spoke down, not only to the mother, but little sister also. Then Dee begins to take their personal property, property she didnt want earlier when she had been asked. The reason for my writing on this story and this topic is clear. While reading this piece, I had actually gotten emotionally worked up and angered by the actions of the character Dee. I call her Dee and not Wangero throughout my writings because I felt the change she made was for all the wrong reasons. You see this everyday, people claiming alliances or changing themselves into something that they are not and know nothing about. Dee came off as selfish, uneducated and unappreciative to say the least. In reality her sister and mother are aware of their heritage and knowShow MoreRelatedWhat Is an Essay?1440 Words   |  6 PagesBuscemi Essay #3 Rough Draft An essay is a creative written piece in which the author uses different styles such as diction, tone, pathos, ethos or logos to communicate a message to the reader using either a personal experience, filled with morals and parables, or a informative text filled with educational terms. Educational terms could mean the usage of complicated and elevated words or simply information you would get in schools. Some authors, such as Cynthia Ozick, claim that an essay has noRead Morenarrative essay1321 Words   |  6 PagesNarrative Essay A Brief Guide to Writing Narrative Essays Narrative writing tells a story. 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Ex. 9 Analyzing students’ essays. Use the assignment and the Student Essays to answer the following questions. Assignment: Computers have become an important part of educational process. Write convincing illustration to this statement. Use specific and convincing examples and details. Student Essay 1 Computer as a multipurpose universal instrument of education. In our days computers have become an importantRead More Community Essay843 Words   |  4 Pagesan important effect on the shaping of a person’s character is key in both Pythia Peay’s essay, â€Å"Soul Searching† and Winona LaDuke’s interview transcribed in essay form entitled, â€Å"Reclaiming Culture and the Land: Motherhood and the Politics of Sustaining Community†. The two authors present ideas, similar and different, of what it means to live in and be a part of community. Through examining these two essays, summarizing and synthesizing, we can gain a better understanding of what community is and

Robert M Lafollette Free Essays

Vocation: Politician- was youngest member of United States House of Representatives at age 29 in 1884, Senator of Wisconsin, Progressive party representative candidate (1912), one-time presidential candidate (1924). Lawyer- district attorney in Wisconsin; ran a successful legal firm in Wisconsin. Background: †¢Family: Born into a poor but respectable family in Dane County, Wisconsin. We will write a custom essay sample on Robert M Lafollette or any similar topic only for you Order Now Father died eight months after Robert’s birth. Mother worked extremely hard to support her four children. Married Belle Case LaFollette and had 4 children including Robert M. LaFollette Jr. , and Philip Fox La Follette, both of whom followed Robert Sr. into politics. A gifted speaker, he considered pursuing a career in acting, but was instead driven to law by need to support family. †¢Education: Attended University of Wisconsin-Madison and University of Wisconsin Law School. He supported himself by teaching school and editing the school periodical at university. †¢Legal Life: Admitted as an attorney into the Wisconsin bar in 1880. Within a year he had been elected district attorney of Dane County, Wisconsin. Was in United States House of Representatives for three terms, from 1884-1890. After tenure there, he returned to work at his prosperous legal firm. Become governor of Wisconsin in 1900. Moved from governor to United States Senate in 1906, where he served as an active member of the progressive division of the Republican Party until death in 1925. Disliked by many members of the Senate due to his non-conforming ways and fiercely honest manner. Defining Moment: A few months after his failure to earn re-election into Congress, LaFollette was approached by another state Republican leader who offered him a bribe to fix a court case against several former state officials (LaFollette did not accept). Contributions: As governor, he created corporate tax and implemented â€Å"The Wisconsin Idea†, a plan to use government as an agent of social and political reform. LaFollette worked on reforming taxes, railroads, banking, conservation, insurance, public service, and industrial problems. When Woodrow Wilson won the election in 1912, he adopted many of LaFollette’s political ideas. They worked together to create the Department of Labor and the Federal Trade Commission. LaFollette fought for higher work wages and better working conditions. He also advocated women’s suffrage and civil rights for ethnic minorities. His ideas impacted entire 20th century. They led to laws benefiting the working class and even larger changes during presidential tenures of Franklin Roosevelt, Harry Truman, and Lyndon B. Johnson. How to cite Robert M Lafollette, Essay examples

Advertising and Promotion Integrated Marketing

Question: Discuss about the Advertising and Promotion for Integrated Marketing. Answer: Introduction: The National Sports Campus between the areas of Abbotstown and Blanchardstown formally came into existence on the 1st of January 2007. It was an initiative taken by The National Sports Campus Development Authority that is responsible for the development of sports infrastructure in the country. So far the company has been able to promote and encourage the usage of the campus and have also come up with significant expansion plans that led to the development of the National Indoor Arena which consists of three different facilities like the national indoor training center, national indoor athletics training center, national gymnastics training center. Since this section of the National Sports Campus has opened recently it is extremely important to have an excellent marketing plan for which it is important to understand the situation of the organisation and hence present section will take into account a situational analysis of the organisation (Strauss, 2016). PESTEL Analysis of the e-business environment Political: In the recent past the UK government has become very particular about the development of the e-business in the country which is definitely going to help the sport industry as more and more people are likely to get information about sports and training which is definitely going to boost the awareness of the organisation. The Governmental policies about E-Commerce business have been very positive as well as the government has taken initiative to develop the security of online transaction which also lays significant platform for the NIA to explore the online market. Economic: The e-commerce industry supported by the government as it slowly and steadily growing in strength. The total revenue from non financial e-commerce business went up to 403.8 billion in 2010 that is a steep rise by 24.9% as compared to 2008. In the recent past the e-commerce market of UK has seen rise in the B2C market which is an extremely important aspect for the development of this sector. UK as a country has been able to recuperate from the aftereffects of recession which has helped the consumers to spend their money in shopping which is a positive sign for the growth of this sector in the country as well as it could be said that there is an increasing trend of people getting interested in online stuffs which will help to create awareness for the launch of NIA (Kian Chong et al., 2010). Social: The emergence of internet has made life easier for the consumers and this is the biggest reason for the growth and development of the E-commerce business. The awareness of e-commerce is also an important aspect. The usage of applications has increased rapidly in the last couple of years improving the sales of the different e-commerce businesses. Seeing this rapid growth NIA should be happy as it is easier for the consumers to get in touch with the company through launch of the sports application. The changing social trends mainly show that consumers are largely inclined towards doing everything online and hence this gives significant advantage to the organisation. Technological: the improvement is technology is another key aspect of the growth of e-business companies may rejoice seeing the rapid technological influence on the business. Development of new smart devices and launching of applications is definitely going to improve the awareness of NIA. The NIA will be largely facilitated with the improvement in technological environment (West et al., 2015). Environmental: E-marketing is preferred nowadays as it is highly eco-friendly. This hardly creates any kind of pollution which is conducive for its use in the market. Hence the organisation wouldnt have to be worried about environmental issues. Legal: The EC Directive Regulations 2002 implement the law which all the companies doing e-commerce business will have to follow. By conforming to this law the organisation will be able to handle its electronic operations effectively (Dann Dann, 2011). Competitor analysis of NSC National Sports Campus in Ireland is one of the newest sports campuses in the country. Especially in Ireland the organisation enjoys monopoly. It could be said that there are hardly any competitors around in the country but all over UK there are number of Universities that provide sports education. But this campus is kind of a training ground for the athletes from different fields. The main difference between NSC and the other universities is that it has a strong infrastructure as well as it has all the possible facilities for athletics training. Out of these universities like Edinburgh, Leeds and Birmingham University have better online presence but they do not emphasise on being very active online. This is where the NIA could have significant advantage while promoting the launch of this section (Chaffey et al., 2009). SWOT Analysis of NSC Strengths The website of NSC is informative. Strong organisational philosophy hence better support for consumers. Easy clutter free website compatible to all devices providing ease of access. Key focuses on different athletics and sign ups are easy. Weaknesses The appearance of the fonts tends to be late showing technical weakness. Lack of visionary thinking in the website. Framework of the sight is not that attractive hence the consumers might lose interest (Barker et al., 2012). Opportunities Emerging online market Euro zone expansion Popularity of mobile applications. Threats Emerging sports market. Gradual development of new sports training centers. Pricing system of the organisation (Fill et al., 2012). Porters five forces Threat of new entry: Theres a moderate possibility of new entry. Market is basically in monopoly. Huge capital investment can hinder the plans of new entry. Supplier power: Supplier power is huge as the sports equipment and sports gear companies and hence supplier power is huge. Buyer power: Buyer power is low as the concept of NIA is new to the area and hence it could be said that the company might capitalise on the market. Competitive rivalry: It is moderate as NSC is nationally accredited and hence it competes with some of the other sports training setup in UK. Threats of substitution: Threat of substitution is low in this case as it provides huge facility regarding training and development of athletes (Belch Belchm 2012). Objectives of NSC To create awareness of the National Indoor Arena To provide excellent services to the consumers. To generate revenue for the growth and development of the organisation. To promote National Indoor Arena for the help of emerging athletes. E-Strategy The electronic strategy of the company mainly involves creation of awareness for the promotion of NIA through rigorous electronic marketing which will involve optimisation of the website through organic search engine optimisation, effective inbound marketing, development of marketing videos and social media awareness campaigns (Barker et al., 2012). Tactics The company will utilise a significant tactics to implement the strategy which is application development. This will be an application which would give all the possible information available on the NIA as well as NSC and will direct the viewer to the concerned place to watch some of the achievements of the organisation. This will be targeted to all the aspiring young athletes who will be enthusiastic about opening of the Training center (Dann Dann, 2011). Actions The company will implement all kinds of online strategies for instance mass mailing concept and newsletter messages. It will tie up with the national sports authority website and its social media sites to communicate with people online. It will also create videos for Facebook, Twitter, Instagram, Snapchat, and in Youtube to engage people (Chaffey et al., 2009). Control Controls of the e-marketing plan will be analysed through key performance indicators. For instance the increase in enrollment of the athletes in the first six months should be 500 including all the fields. If the company is able to achieve this then it is growing. The website will be continuously improved and with the help of online analytical tools like Google Analytics the traffic of the website would be measured which will clearly show the performance of the company. Online user surveys will also be implemented especially to those who enroll with the organisation as well as to those who show interest on the application as well as the website which will help to understand what needs to changed and what not (Strauss, 2016). References Barker, M., Barker, D.I., Bormann, N.F. and Neher, K.E., 2012.Social media marketing: A strategic approach. Nelson Education. Belch, G.E. Belch, M.A. 2012 Advertising and Promotion, an Integrated Marketing Communications Perspective. 9th Ed. McGraw-Hill Higher Education. Chaffey, D., Ellis-Chadwick, F., Mayer, R. and Johnston, K., 2009.Internet marketing: strategy, implementation and practice. Pearson Education. Dann, S. and Dann, S., 2011.E-marketing: theory and application. Palgrave macmillan. Fill, C., Hughes, G. De Francesco, S. 2012 Advertising; Strategy, Creativity and Media. Pearson Higher Education. Kian Chong, W., Shafaghi, M., Woollaston, C. and Lui, V., 2010. B2B e-marketplace: an e-marketing framework for B2B commerce.Marketing Intelligence Planning,28(3), pp.310-329. Strauss, J., 2016.E-marketing. Routledge. West, D., Ford, J. and Ibrahim, E., 2015.Strategic marketing: creating competitive advantage. Oxford University Press.

Consumer Behaviour for Great Eastern Singapore Run- myassignmenthelp

Question: Discuss about theConsumer Behaviour for Great Eastern Singapore Women Run. Answer: Consumer communities arise through market socialization that allows people to meet and discuss issues that revolve around them or affect the society that they live in. These communities create a consumer cultural landscape that allows people to share and shape their lives within the domains that are defined by the community (Giesler Pohlmann 2003, p. 97). Such domains may include, diet, exercise and other activities that the individual lives with to meet the demands of the community. The Great Eastern Womens Run Singapore is one of these communities that brings together different people for a charitable course. This essay analyses this consumer community to understand sociological patterns that revolve around the group. Muniz O'Guinn (2001, 421) suggests that developments witnessed in the society have pushed people to not only look at neighborhoods for association but rather to communality of consumption behavior. Most of These communities are created through advertisements that lure people to join and become part of them. The Great Eastern Womens Run Singapore has different activities that allow people to come together and connect. Once people have come together they get to know each other get social on media platforms where they discuss issues that are beyond the consumption that brought them together. Stokburger?Sauer Wiertz (2015, p. 240) suggest that these communities develop through a feeling wellbeing, common interests or common concerns that come from the common consumer product that they share. Coming together for the run and participating in different activities plays a social function to participants through creating a commercial identity that people wish to associate (Giesler Pohlmann 2003, p. 91). The communities defy the basis of features like geographical or social demographic boundaries that bring together but use an activity or event to define their identities. Like the Great Eastern Womens Run Singapore social media groups on Twitter and Facebook contain people who participated in such activities or are interested in future participation. Consumer identity develops through a pattern that consumers use to describe themselves. People no longer consume things in the society for functional satisfaction but use them as symbolic resources for construction and maintenance of identity (Zaglia 2013, p. 219). Therefore, brands and products are used to express their identities through use and identification with certain products in the society. When people use of certain products like the Great Run consumers derive social exchanges to form networks that satisfy their needs. Participants identify themselves based on categories that exist in the product then set social norms that define their group. Through these norms, a consumer identity is formed that shapes the way members engage and participate within the domain of the group. Such groups start with identity based on a common product like the charity run and extend the activities within the group beyond the identity that initially defined the group. The social relations that define the group shape the interpersonal behavior of members. As the group grows, the number such networks keeps expanding while the amount of time that people spent increases too. The western world is currently defined through these social networks that are continuously shaping the identities that people have. Symbolic consumption exists on the notion that products carry functional meanings that make them to be utilized as symbols. This implies that consumers only take products that hold particular meanings to them (Arnould Thompson 2008, p. 380). The Great Eastern Womens Run Singapore is run for 2017 was run for two charitable courses of the Breast Cancer Foundation and the Womens Health Research and Education Fund which raised S$57,000 (The Great Eastern Women Run Singapore, 2017). The theme color of the run is always red where participants. In Singapore red is a symbolic color that represents courage and strength. The color is said to stimulate energy and shows the zeal for the course that the event seeks to achieve(Prime, 2018). This color symbolically appears in the national flag and in the countries passport to show the history of the country. Further, the run is designed and promoted to champion issues affecting women. Since women are vulnerable in the society and require support. The run is a symbolic activity that seeks to promote the rights of women. On the other, since participants prepare in groups for the event, it is used as a socialization and networking activity that brings people together thus playing symbolic role that the event seeks to achieve. The Great Eastern Women Run Singapore consumer community can be defined as a symbolic community that seeks to achieve a common course of bringing together women for a small charitable activity to address issues that affect them. The fact that it contains entirely women, then it carries the symbolic meaning of addressing women related issues. The community is defined by consumers who come together to accomplish the mission of addressing issues that affect other women. This forms a brand community defined by passion that the group seeks to achieve (Woolf, et al. 2013, p. 99). The women connect on other platforms like Facebook based on the identities that they have formed to share broader issues that affect them. From the case of The Great Eastern Women Run Singapore, consumer communities develop based on functional functions that they seek to achieve in a brand or product. Brands and products are used as common symbols that bring people together but in real sense, consumers come together and develop their own consumer identities that define the social function that the group lives to accomplish. Through the charity run, Easter Singapore women have created a consumer identity that they explore beyond the charity event to other platforms like Facebook and twiter to address issues that affect women and the girl child. Therefore, the community plays a larger consumer role in the society that is beyond the product that connects them together. Consumption exists in such communities based on the symbolic meanings that people attach to such products, the identity that they form with and how they satisfy their socio-psychological needs based on the product. References Arnould, E. J. Thompson, C. J., 2008. Consumer Culture Theory (CCT): Twenty Years of Research. Journal of Consumer Research, 35(2). Giesler, M. Pohlmann, M., 2003. The social form of napster: cultivating the paradox of consumer emancipation. Advances in Consumer Research, Volume 30, pp. 84-100. Muniz, A. J. O'Guinn, T., 2001. Brand community Research. Journal of Consumer, 27(4), pp. 412-32. Prime, 2018. Colors and What they Mean. [Online] Available at: https://www.prime.sg/2016/08/17/colors-and-what-they-mean/ [Accessed 18 March 2018]. Stokburger?Sauer, N. E. Wiertz, C., 2015. Online Consumption Communities: An Introduction. Journal of Psychology and Marketing, 32(3), pp. 235-239. The Great Eastern Womens Run Singapore 2017. Thank You For Making #GEWR2017 A Great Success!. [Online] Available at: https://www.greateasternlife.com/greateasternwomensrun/index.html [Accessed 18 March 2018]. Woolf, J., Heere, B. Walker, M., 2013. Do Charity Sport Events Function as Brandfests in the Development of Brand Community?. Journal of Sport Management,, Volume 27, pp. 95-107. Zaglia, M., 2013. Brand communities embedded in social networks. Journal of Business Research, 66(2), pp. 216-223.

Vocabulaire Du Métro - French Subway Vocabulary

Vocabulaire Du Mà ©tro - French Subway Vocabulary Le meÃŒ tro parisien est la facÃŒ §on la plus simple et la plus rapide de voyager aÌ€ Paris et dans sa treÌ€s proche banlieue. Le meÃŒ tro marche tous les jours, de 5h30 du matin aÌ€ minuit et demi environ, c’est un train souterrain qui s’arreÌ‚te automatiquement aÌ€ chaque station. Il faut parfois que vous appuyez sur le bouton de la porte pour l’ouvrir. The Parisian subway is the fastest and easiest way to travel around Paris and in the nearby suburbs. The metro runs every day from 5:30 a.m. until around 12:30 a.m. It is an underground train that stops automatically at each station. It is sometimes necessary that you press the button on the door to open it. Le Tram Le tram est aÌ€ peu preÌ€s la meÌ‚me chose que le meÃŒ tro, sauf qu’il est aÌ€ l’exteÃŒ rieur, sur des rails dans la rue. The tram is almost the same thing as the subway except that it is above-ground and runs on rails in the street. Le RER Le RER est un train plus rapide, qui couvre de plus grandes distances et va dans les banlieues proches de Paris. Attention qu’il existe des trains express qui ne s’arreÌ‚tent pas aÌ€ toutes les stations. The RER is a faster train that travels greater distances and goes to the nearby Paris suburbs. Be careful, as there are express trains that do not stop at all the stations. And now, lets study the related vocabulary. Un ticket de meÃŒ tro : a ticketUn carnet de ticket : a book of tickets (usually ten)Un titre de transport : a ticket (more official)Un abonnement : a subscription, a pass  PoincÃŒ §onner / composter : to validateUn controÌ‚le : a check pointUn controÌ‚leur : a subway agentUne amende : a fineUn guichet : a boothUn bureau de tabac : a store where you buy tobaccoUn kiosque à  journaux : a newspaper standUne ligne de meÃŒ tro : a subway lineUn terminus : the last stopSouterrain : undergroundUn quai : a platformUne rame : a subway trainUne voiture : a train carUne correspondance : a connectionUn couloir : a corridorDes escaliers : stairsDes escaliers roulants : escalatorsUn plan de meÃŒ tro : a subway mapUn sieÌ€ge : a seatUn strapontin : a folding seatLes rails : rails To be informed of new articles, make sure you subscribe to my newsletter (its easy, you just enter your email address - look for it its somewhere on the French language homepage) or follow me on my social network pages below. As usual, Ill be posting daily mini lessons and tips on my  Facebook, Twitter  and  Pinterest  pages - so join me there!

Is AP World History Hard Expert Discussion

Is AP World History Hard Expert Discussion SAT / ACT Prep Online Guides and Tips AP World History seems like it would be a pretty hard class. There's so much to cover - I mean, it's everything that's ever happened to humans! But how much do you reallyneed to know? And how do people usually do on the AP test? In this article, I will examine five different factors to make a conclusion about the difficulty level of AP World History. What Factors Determine the Difficulty of an AP Class? Before we try to answer the question at hand ("Is AP World History hard?"), let's go over the factors that determine how challenging a particular AP class is. There are five factors, grouped into three categories: Testing Statistics This section deals with hard data about students' performance on the AP exam. Passing Rate The passing rate is the percentage of students who earn 3s or above on the AP exam.A low passing rate taken at face value indicates a harder test.However, sometimes classes that are more popular have artificially low passing rates because there’s a higher proportion of underpreparedstudents in the testing pool. It’s important to consider the passing rate in context. Five Rate The five rate is the percentage of students earning 5s on the AP exam.This can be a slightly more accurate indicator of difficulty than the passing rate because it shows how hard it is to master the material.Still, the five rate can also be affected by the popularity of the class, so it’s important to keep that information in mind. Objective and Subjective Assessments of the Content These factors relate to the actual difficulty of the course content according to students and educators. Objective Content Difficulty This is determined by the scope of the content and the types of skills required in the class to be successful. Courses with a large volume of complex content are going to be more challenging.Sometimes, these objectively difficult courses have strangely high passing rates and five rates because only the most dedicated students are willing to take them. Student Testimonials Student opinions of the class are important to consider apart from an objective assessment of the content.Is there a ton of homework? Do you have to do projects all the time?Even if the content isn’t the most complex, these factors can make a big difference in the time commitment required for the class. Timing When do students take the class? If it’s freshman or sophomore year, this can cause students to perceive the content as more difficult, since they may not be used to AP classes yet.If students are encouraged to wait until junior or senior year to take the class, they might compare their experience to other AP classes and come up with a more reliable assessment of how hard the class is. There's a big difference between sophomore year and senior year. For example, this girl gained the confidence to express her true self with a unique fashion statement. Seriously, though, graduation robes are hideous. We need to kill that tradition. What Do Statistics Say About the AP World History Exam? First, I’d like to note that AP World Historyis one of the more popular AP exams;265,308 students took it in 2015!The only AP exams to surpass that number of participants were US History, Psychology, US Government, English Literature Composition, English Language Composition, and Calculus AB. The popularity of this exam means that five rates and passing rates may be skewed lower.The greater the number of students taking an exam, the more likely it is that a large proportion of them will come into it underprepared. This often happens whenan AP is closely related to a class many students need to take to graduate (like world history). Sometimes students are pushed into the AP version of the class when they aren't ready or when they have little interest in the material but have to take the class to fulfill graduation requirements. On the other hand, if an exam is less popular, the students who take it are usually interested inthe subject and, therefore, more likely to be well-prepared for the test. In these cases, they've typically chosen to take a class outside of core requirements because they want to learn more about the subject. The 2016 passing rate for the AP World History exam was 51.2 percent.The only exams with lower passing rates were Physics 1, Environmental Science, and US Government.We can say definitively that this is a low passing rate compared to most other AP exams. The popularity of the test can partially account for the lower passing rate, but it’s so close to the bottom of the stack that it does seem to indicate a difficult test.More shockingly, the average document-based question score in 2016 was only 2.96 out of 9 points! This emphasizes the difficulty of the document-based question in particular for most students. Now, let’s take a look at the five rate.The 2016 five rate was a 6.5 percent, which isvery low by anyone’s standards.Only Physics 1 and Biology had lower five rates in 2016.Like the passing rate, this also seems to indicate that AP World History is a difficult test.Although test popularity can partially account for such a low five rate, the rate is so low that it points to a high inherent difficulty level. Just like five-star reviews, fives on the AP World History exam are hard to come by. Is the AP World History Content Difficult? For this class, you’re dealing with the entirety of human history. It would seem that the content is difficult just based on its scope! That's a little deceptive, though.The class is mainly about being able to understand long-term trends in history and identify how the five themes of the course relate to events throughout the six designated historical eras.It’s slightly different from classes like US History and European History, which focus more on specifics. AP World History requires critical thinking about the relevance of particular themes at certain historical moments (and knowledge of some specific examples to back up your conclusions).It’s not necessary to memorize everything that’s ever happened to do well, so the content isn’t as hard as it appears at first glance. Whether you find the class difficult depends partially on your skills in writing and analysis.If you’re good at those things, you’ll probably find AP World History manageable.If you have trouble answering vague thematic questions and are more memorization-oriented, the class will likely be more of a struggle. You don't have to possess Godlike powers of recall to do well in AP World History, but you DO have to know how religious beliefs shaped the formation of early civilizations. Do Students Think AP World History Is Hard? Students typically find AP World History to be a medium-difficulty class with relatively simple concepts but a significant workload. As I mentioned in the previous section, it’s more of a general overview of history compared toclasses like AP US History and AP European History. AP World Historyoffers greater flexibility in answering essay questions, and it doesn’t ask for specific facts as often.Once you have a handle on the main themes and how they connect key developments in history, you should be able to answer most questions that are thrown your way. However, there’s no denying that there’s a lot of material to cover, so you’ll have to do frequent readings and prepare for quizzes regularly.Even if you’re not struggling to master the content, you still will have to put in a significant amount of time. Most students take AP World History in 10th grade, so they’re still underclassmen who have less experience with AP classes.The fact that students are encouraged to take this class before classes like AP US History (typically taken junior year) indicates that it’s more of a basic foundational course.Also, these younger students don’t seem to think it’s an extraordinarily hard class, which supports our conclusions about the difficulty level being somewhere in the middle range. This brings up an interesting discrepancy. Why do students think the class isn't that hard when so few of them end up earning a high score on the exam?Since this is one of the first AP classes most students take, history teachers might present them with in-class assignments that are less challenging than the material on the exam. The class is likely to be less thematically-focused and more fact-based than the exam because the information is taught in smaller chunks. Students also don't necessarily know the best way to prepare for the AP exam if it's one of the first ones they've seen.Even if they do practice with real AP materials, it's common to write practice essays without adhering to realistic time constraints or do practice questions that test factual recall and not real analysis. Most students take AP World History when they are still lil' academic saplings that have yet to grow to their full potential. Will AP World History Be Hard for You? After considering the general factors in the previous sections, you should also think about your specific situation. Every student has different strengths and weaknesses, and every school is different in its treatment of the course. Here are a few steps you can take to find out exactly how hard AP World History will be for you. Ask Knowledgeable People about the Class The most reliable way to figure out if the class will be hard is to ask other students who have already taken it for their opinions.You can also ask your current history teacher what he or she thinks about the AP World History class at your school and whether it will be manageable for you.You might even talk to your guidance counselor about your options. He or she should have a good sense of how you might fare in the course based on experiences with other students. Every AP teacher does things slightly differently, so you shouldn’t make broad assumptions about the difficulty level without taking your specific situation into account.Some teachers assign tons of projects and quizzes all the time while others adopt a less intense style that’s focused on larger long-term assignments. Think About Your Academic Strengths and Weaknesses If you have strong skills in critical reading and writing, you’ll find this class easier than someone who struggles with writing and prefers questions with clearly defined answers. Strong English studentsshouldn’t have much trouble getting through this class.As I’ve mentioned, memorization isn’t as important as the ability to connect the themes of the course to events throughout history. Consider the Rest of Your Schedule It might be harder for you to manage this class if you’re also taking other classes that involve oodles of writing and memorization.It would be a big challenge to take AP World History alongside another AP history class (US or European) or one of the AP English classes, just based on the sheer amount of work.But this also depends on the way the teacher at your school structures the class and how much work you can expect on a weekly basis. Be mindful of your limits, and try not to overload yourself! Even a class that wouldn’t be that hard for you normally can become overwhelming if you have to do the work on top of a million other assignments. If you have to drag yourself through metaphorical barbed wire to overcome your limits, it's usually not worth it. Conclusion: Is AP World History Hard? Based on the factors examined in this article, AP World History is a medium-difficulty AP class, verging on slightly more difficult.The statistics indicate that the test is challenging, but it’s also taken by a large number of students, many of whom are still underclassmen whoaren’t used to APs.The content of the class is also not as hard as you might think. It’s more about making sense of broad themes than actually remembering everything that's ever happened. You’ll probably do fine if you practice honing your writing skills and keep up with the homework assignments! What's Next? Looking for ways to practice your skills in AP World History? Check out this article that lists all the practice tests that are available online. The document-based question is the scariest part of the AP World History exam for most students. Read our article on what the DBQ is and how you can prepare for it effectively. Still not sure which AP classes you want to take in high school? This article will help you decide which APs fit best with your goals and academic strengths.