A Research Study On School Psychology - 1258 Words

A school psychologist is a position, that many students are familiar with, that helps to keep a supportive environment for both students and faculty. School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science and practice of psychology with children, youth, families; learners of all ages, (School Psychology, n.d.). The school psychologist would meet with students to make sure that they are succeeding academically, socially, and emotionally; this includes both in school and out of school. They would conduct different types of research with children to help push them in the right direction. With children always growing, a school psychologist helps to push them to eventually become productive members of society. Having a school psychologist present in education leads to the creation of an effective school. School psychologists are a key position to have in a powerful school. They are found in most K-12 public schools and work with students, teachers, families, and other professionals to help improve the wellbeing of the school. Improving the school does not mean just getting better test scores, but helping with mental and behavioral health as well as building on school and family relationships. All students, at some point will hit a sang and a child s experience while in school will stick with them for the entirety of their lives. That s where the school psychologist comes in, SchoolShow MoreRelatedA Research Study On School Psychology865 Words   |  4 Pageslife to child development and pursue a career as a school psychologist, once I graduate. School psychology is a wide-ranging practice and health service provider concerned with offering an assortment of psychological diagnosis, assessments, and interventions, et cetera to all learners (i.e. children, youth and families) (America n Psychological Association (APA), (2015). The educational requirements, as described by the National Association of School Psychologists (NASP), consists of the completionRead MoreAdolescent Psychology Essay 31067 Words   |  5 PagesQuestion: What Is Psychology? One of the most common questions asked by students new to the study of psychology is What is psychology? Misperceptions created by popular media as well as the diverse careers paths of those holding psychology degrees have contributed this confusion. Psychology is both an applied and academic field that studies the human mind and behavior. Research in psychology seeks to understand and explain thought, emotion, and behavior. Applications of psychology include mentalRead MoreThe Different Career Options for Psychologists Essay1116 Words   |  5 PagesPsychology is the scientific study of actions and behaviors. Psychologists often form hypotheses and test these through studies and research. They carefully follow the scientific method to gather data. The research methods used by psychologists vary by branches of study. These methods include controlled laboratory experiments, and personality, intelligence, aptitude, or performance tests. Other methods of research are interviews, observations, questionnaires, surveys, and clinical studies.Read MorePsychology : Psychology And Psychology1630 Words   |  7 PagesPsychology is a very broad field of study and requires a lot of research when choosing a career. The education that i s required for pursuing a career in the field of psychology depends on the type of psychologist you want to be. Most psychology programs require at least a master s degree to pursue a psychologist career, but some may require a doctoral degree. It is important to know the educational requirements as well as state requirements when entering the field of psychology. Southwestern hasRead More Psychology Religion: The Spirtual Side to Counseling Essay1104 Words   |  5 Pages Abstract: In today’s society the field of psychology and the study of religion have hardly ever set will with one another. New information is being composed about the two fields working together, this paper is a brief description of those ideas and thoughts. nbsp;nbsp;nbsp;nbsp;nbsp;The psychological study of religion in the United States illustrates tensions and opportunities that exist between psychology and religion. It also demonstrates the multifaceted viewsRead More Clinical Psychology Essay1452 Words   |  6 PagesClinical Psychology Psychology is an extraordinarily diverse field with hundreds of career paths. Some specialties, like treating the mentally ill, are familiar to most. Others, like helping with the design of advanced computer systems or studying memory, are less well-known. What psychologists have in common is a shared interest in mind and behavior. In their work they draw on an ever-expanding body of scientific knowledge about how humans think, act, and feel, and apply the information to theirRead MoreSimilarities And Differences Between Counselling, Clinical, And School Psychology1502 Words   |  7 PagesAREAS OF SPECIALIZATIONS IN PSYCHOLOGY: SIMILARITIES AND DIFFERENCES IN COUNSELLING, CLINICAL, AND SCHOOL PSYCHOLOGY Psychology, a social science that deals with the study of behaviour and mental processes is an evolving field that has over nineteen (19) major areas of specializations. New areas are being developed and existing areas are evolving to address the needs that arise to understand human behaviour and also how adjustments can be made. Every field in psychology is designed to solve conflictsRead MoreGestalt Psychology1707 Words   |  7 PagesIS PSYCHOLOGY? Multiple Choice Questions 1. The term â€Å"psyche† when translated from the Greek is most closely associated with the term A) habit. B) life. C) study. D) mind. 2.The essential difference between behavior and mental processes is A) complexity. B) observability. C) controllability. D) ease of description. 3. Why is psychology a science? A) It attempts to separate the elements of the mind. B) It uses rigorous methods of observation. C) It has more than one research methodRead MorePsychology Is The Scientific Study Of The Mind And Behavior986 Words   |  4 Pagesinto Psychology Psychology is known to be the scientific study of the human’s mind and behavior. Psychology is not the study of extraordinary mind activity like paranormal, extrasensory perception (ESP), astrology, nor phrenology. Psychology is theoretically constructed and uses a standard scientific process to discover evidences of that human’s behavior. Psychology also allows an individual to give special assistance to a specific group of children who could have a difficult time in school by determiningRead MoreEssay on Psychologists1017 Words   |  5 Pages Psychology is the study of human behavior, how we think, feel and act. Psychologists study both normal and abnormal behavior to understand it. Psychologists also try to use what we learn from that study to help people change aspects of their behavior that they want to change. Areas of psychology are clinical, industrial, and developmental. Careers in Psychology offer varied opportunities. Employment opportunities for capable psychologists are expected to be slightly better than average over the

Essay on Biography of Astronomer, Vera Cooper Rubin

Vera Rubin Biography - Vera Cooper Rubin was born July 23, 1928 in Philadelphia, PA. Her father was Philip Cooper, an electrical engineer, and her mother Rose. She first developed an interest in astronomy at the age of 10 while stargazing from her home in Washington D.C. Her father encouraged her to follow her dreams and took her to amateur astronomer meetings. She earned her Bachelor’s degree from Vassar University in 1948 of which she was the only astronomy major that year. Later she earned her master’s from Cornell in 1950 with her masters’ thesis was controversial and centered around the possibility of bulk rotation by looking for â€Å"sideways† motion of galaxies. She finally got her Ph.D. from Georgetown University in 1954. Her doctoral†¦show more content†¦She has been a part of many scientific organizations such as the American Association for the Advancement of Science, The American Philosophical Society, International Astronomical Union, National Academy of S ciences, the Phi Beta Kappa Society, and the Pontifical Academy of Sciences. She is the author to several books and over 200 articles about galaxies and their motions.3 Famous For- She is most notable for providing a great deal of compelling evidence, alongside Dr. Kent Ford, that proved Fritz Zwicky’s Theory of the existence of Dark Matter.2 Zwicky stated that individual galaxies within the Coma Cluster were moving so fast that if they were only held by the gravity of its visible mass that it would escape. Since he found no evidence of the cluster falling apart he concluded that there must be something else holding it together that was nearly 10 times that of visible matter, he called this Dark matter.2 While working with Dr. Ford, they began analyzing the light coming from stars in spiral galaxies. They used what is called the â€Å"Doppler effect† which states the wavelength shift is proportional to the speed of the light source relative to the observer. This uses the wavelength of light in how it is approaching or moving away from the observer. When a light source moves away from you it presents a red color and when it comes toward you it presents a blue light. After measuring several stars in different parts

Online grade submission free essay sample

Online Grade Submission and Inquiry System has now become a part of our institution. Time to time Grade submission and inquiry online will contribute considerable aspects. Online users should be registered first to create their individual accounts for submission and inquiry. The registrar, teachers and students will have their user name and password. They will use their own password for privacy as well as to recognize individuals and at the same time they can be able to submit, for teachers, inquire grades, for registrar and students. This system holds multiple accounts that can be use at the same time, anytime, anywhere online. All users of the system will be able to change their own user names as well as their passwords any time without losing any records. This system is an instrument that allows teachers to list students, who enrolled to his/her subject, add, delete and submit their grades. By the use of our grades evaluator made from MS Excel, solving grades will be more easy and fast. KEY WORDS: Online, Inquiry, 1. 1 BACKGROUND OF THE STUDY A lot of parents are neither aware nor updated on their child’s performance in school; they did not know the grades that their child had received. Usually, students do not want to show their grades to their parents or their parents live in a distance place that is why they do not have the chance to show their grades even if they like to do so. These are the main reason why we had created this project. Base on our research, nowadays, universities like FEU, DLSU, AdU, UST, UPHS and ADMU use Online Grade inquiry , they had a common objective and those are: For the parents to be updated on their child’s performance and to avoid children bluffs about their grades. It is not good to hear, but that is the reality. The ONLINE GRADE SUBMISSION AND INQUIRY SYSTEM that we had designed is easy to use that is why there is no reason for the parents to worry not to be able to use this just because they do not usually use computer and internet. The ONLINE GRADE SUBMISSION AND INQUIRY SYSTEM is an absolute system consists of a series of fields like The Registrar’s Account for Students registration, creating account and Changing Registrar’s account like password and inquiring how many students are registered. Teacher’s Account for creating their account, registering their students and submission of students grades. Lastly, it has Students fields in which the students will create their account to be able to inquire their grades. This system provides quality security assurance and fast processing way of inquiring grades most especially for the benefits in the part of the students. This system has its security measures to ensure the liability and legality of all data’s being put to the system. TECHNOLOGY APPLICATION CONTEXT Online Grade Submission and Inquiry System is the software application that some schools, colleges and universities like FEU, DLSU, ADU, UST, UPHS and ADMU use STATEMENT OF THE PROBLEM 1. No online submission of grades. What is the advantage of having online grades submission? 2. No online grades inquiry. What is the advantage of having an online grades inquiry? 3. Lose of grade sheets. Consume a lot of paper works. 4. Manual grades computations. 5. HYPHOTHESIS OF THE PROBLEM a. Through Developing online for grades submission will became one of great tool appropriate for teachers- for them to submit grades online. One of the advantage of this system is for incase teachers are tired of going to the registrar’s office to submit grades or he/she want to submit it from his/her office, home or met emergencies which will not able him to go to (RO) , through the use of online/internet he/she can now submit those grades. b. By having online for grades inquiry, it will serves as additional asset in this institution that will allows both students as well as their parents to access or look for the grades which will not take much time searching grade sheets. The advantage is. It will help the parents to be updated on their child’s performance and to avoid children bluffs about their grades. It is not good to hear, but that is the reality. The ONLINE GRADE INQUIRY that we had designed is very user friendly that is why there is no reason for the parents to worry not to be able to use this just because they do not usually use computer and internet. c. No more worry of losing grade sheets, carrying heavy folders of grade sheets because by this project, all data’s being put by users will be stored in data base. This project will serves as your grade sheets. d. We developed programmed Microsoft Excel sheets that will automatically generate average, for your easy and convenient grades computations without using your papers, pens and calculators. No manual computations anymore. OBJECTIVES OF THE STUDY General Objectives: This study aimed to develop an Online Grades Submission and Inquiry System. Specific Objectives: Specifically, this study aimed to: 1. To make, Provide another helpful way in submitting and inquiring grades through the use of online/internet. Help teachers submit grades for in case the teacher is far away from his/her school, still he/she can submit his or her students’ grade through internet. 3. Help Students inquire their grades easily without appearing to the registrar’s office. 4. Help you inquire, submit grades and visit your account any time you want. 5. This system will also help parents who want to monitor, check the status of their sons/daughter’s school subject grades and to insure whether their sons/daughter’s has a pass or a failed grades. 6. Make automatic computations of grades. Our system includes programmed Microsoft Excel for fast and easy computations without using papers, pens and calculators manually. 7. Make easy and reliable the period of inquiry. 8. Design a system that is secured which cannot be modified or retrieved by unauthorized person. SIGNIFICANCE OF THE STUDY The purpose and goal of this system is to fulfill a better system in case of far situation and will serve as reliable and easy in submitting and inquiring grades of the students in this institution. The user interface of our system provides ease through its organization interface and functionality. The role of our system provides efficiency in keeping, gathering, submitting and inquiring of student’s grades. The system will have three parts, the REGISTRAR’S account, TEACHER’S account and STUDENT’S account. The registrar’s in charged will login in a REGISTRAR’S account using username and password, while the teachers will login in a TEACHER’S account using username and password and the students also will login in a STUDENT’S account to provide security of the system. This study is very accurate for those parents who are in abroad or provinces, very Accurate for teachers and students. We have thought of Online Grade submission and Inquiry, because we want the parents to be updated on their children’s school grades as well as their performance. Some working students are not able to see their class cards, because of lack of time. Through its Online Grade Inquiry will help them see their grades any time. The system will give this institution better processing way in submitting and inquiring grades student’s data when they are far away or in other places. Its scope is the following: 1. First this online system can be access by our first authorized user, the registrar. Because this system has security parameters for the safety of all data being put to this system. 2. Teachers for submission. 3. Students for inquiry. Here are the systems limitations. 1. Registrar/ Admin of this institution can access this system, but he/she will not be able to change student’s grade. 2. Teachers can only list and submit grades for his/her student. 3. This system is design only for student registration, creating accounts, changing accounts, student listing, submission and inquiry. 4. For inquiring of grades, students and registrars are able to access or look for it. 5. Only enrolled students in this school are able to create and inquire grades. If you are student with account, you can only look for your own grades or records. You will not be able to see your classmate’s records. 6. This system is not for social purposes.

The Impact of Globalization in Malaysia

Many regions of the world have felt the impact of globalization in one way or another especially in the twenty first century. Advertising We will write a custom essay sample on The Impact of Globalization in Malaysia specifically for you for only $16.05 $11/page Learn More Globalization can be defined as the process of or a set of global forces which encompasses a significant organization and reorganization of the various social relationships and engagements, and can be assessed in terms of their intensity, extents, rate of spread, and the resultant impact, which in turn lead to intercontinental or interregional connectivity, interrelationships, and the general power dispensation (Held 16). Globalization has been associated to a greater extent with western culture, especially that of the United States of America. It is one of the most significant forces that have played a central role in modeling the socio-economic orientation of several countries durin g the late 1970s and the past earlier years of the 21st century. It is acknowledged that despite the fact that the globalization process has hastened the rate of economic growth in third world countries, its forces have also contributed to a number of challenges. These include; non-uniform rate of economic growth, lack of taking into consideration the aspect of equality, as well as the likelihood of creating socio-political turmoil in these countries. Most states in the larger Asian continent like Malaysia, Singapore, Indonesia, China, Japan, and Thailand have not been an exception when it comes to the influence of globalization. This essay, therefore, seeks to discuss the effects of globalization in Malaysia. It will focus on the impact of globalization on its economy, education, culture, and politics. Malaysia, a Muslim country, is one of the fastest growing economies in Asia and the world at large. It is an island country found in the South-East Asia and is composed of thirteen different states, including three Federal Territories. The country occupies a surface area of about 329,845 square kilometers making it the 66th largest country and the 43rd world’s most populated country with the population standing at 28 million according to the 2008 National Population and Housing Census (Held 18). Malaysia got independence from the British in 1957 through negotiation rather than bloodshed like is common for most states which were under different colonials like the French, British, Germany, and Portuguese. However, during the earlier years of post-colonialism era, Malaysia witnessed armed conflicts with the neighboring Indonesia in 1964-65. Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More It was after this period that Malaysia, with Singapore having been expelled from the then Malaysian Union, started to redefine its course. Towards the end of the twentieth cent ury, Malaysia witnessed a significant economic boom and soon it recorded a rapid rate of development during the last two decades of the 20th century. There is the Strait of Malacca which forms a very significant international shipping bay and hence facilitating international trade which is central to Malaysia’s economic growth. Moreover, manufacturing and industry sector constitute major pillars for the national economy (Rasiah 13). The country has diverse plant and animal distribution over its vast geographical orientation making it one of the world’s greatest tourist destinations. The effects of globalization, just like in other parts of the world, have been felt significantly in Malaysia. As mentioned earlier, the late 1990s saw Malaysia’s economy shift from over-reliance on agricultural production to a more industry and manufacturing-based economy especially in fields such as the use of computer technology and other consumer electronics all through the wake of the twenty first century (Hoogvelt 3). The concept of globalization has received different interpretations in Malaysia ranging from scholars, contemporary writers, to political leaders (Hoogvelt 5). Most writers have resorted to offering critical analyses of the seemingly unstoppable forces of globalization, especially the authors engaged in post-structuralism period. These accounts try to offer alternative ways of looking at globalization in general and how the states of the world can benefit from this phenomenon. Malaysia, like other countries of the world, has not resisted the globalization process in its totality (Stiglitz 3). Instead, it has derived a way of engaging the looming forces of globalization from the west. In most instances, this country has been very selective when it comes to embracing the ideas brought about by the globalization process (Nesadurai 71). The emerging concept of modernity has been assimilated into the Malaysian state in a highly sophisticated wa y. This approach has helped in significantly redefining Malaysia’s autonomy in relation to the globalization process. Malaysia has positioned itself as a fierce critic of some western ideologies, specifically those of the United States of America. It has not been hesitant in making outright proclamations as well as political opinions and these characteristics have helped position Malaysia as a formidable force in the Asian continent (Nesadurai 73). Malaysia has modeled itself as a good case of how states can withstand the otherwise unstoppable impact of the globalization process. It is a role model of how countries can selectively maneuver the concept of global capitalism in the name of globalization.Advertising We will write a custom essay sample on The Impact of Globalization in Malaysia specifically for you for only $16.05 $11/page Learn More With an attempt to understand the effect of globalization on Malaysian economy, many Malay scholars h ave tried to explore the opportunities as well as the challenges that this global process can bring about. The perception of these scholars concerning globalization is significantly optimistic. They believe that there are practices that are being propagated by the western countries, especially the United States, which are worth emulating rather than looking down upon them (Stiglitz 4). The spirit of equality in America has inculcated the same sense in the Malaysians and they champion the need for mutual respect, specifically between the Malays and the non-Malays. They argue that people should feel for one another in the sense that if something is good, then it should be good for everyone else just the same way as something bad will affect everyone. The negative attitude that the Malaysians have towards the colonialists is strongly reprimanded by the scholars. They say that nursing the colonialism memories will only serve to worsen the relationship with the outside world instead of promoting mutual cooperation (Stiglitz 7). The scholars urge the people of Malaysia to look at the western communities as development partners instead of perceiving them as potential enemies. One scholar emphasizes the fact that globalization is a force that is shaping the entire world in modern times (Stiglitz 17). As a rapidly developing country, Malaysians are encouraged to play a central role in the global arena if they are to attain sustainable development status. The globalization process, the scholar notes, received a major blow in 2001 during the September 11 terrorists’ attacks on America coupled with the global financial crisis of 2007. But the most defining moment in Malaysian international relationship came during the wake of the 1997 Asian financial crisis (Stiglitz 26). It took stringent measures in reaction to this unprecedented economic downward trend. Dr. Mahathir Mohamad, the longest serving Prime Minister, was in charge during the crisis and he played a m ajor role in criticizing the west for what was perceived as negative impacts of the globalization process (Mahathir, 2000, 4). The precautionary measures recommended by Muhathir won him a number of admirers as well as opponents. The opponents argued that the proposed market approaches were crude and also, they criticized Malaysia’s ‘lack of concern’ for human rights (Mauzy 210). Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More His admirers, on the other hand, singled out Mahathir’s independent-mindedness, anti-colonialist pronouncements, and the proposal of alternative approaches of dealing with economic upheavals as a sure way of dealing with such global economic and political realities (Rahman 23). It was the successful management of the crisis by Mahathir using the autonomy of national policy that was seen as the greatest challenge to the conventional economic dictatorship of liberalization brought about by the perceived forces of globalization (Nesadurai 87). Mahathir’s approaches did not only win him national support but also regional backing. As opposed to popular beliefs that Malaysia under the reign of Mahathir condemned globalization in its totality, it is crucial to note that over the last two decades of the 20th century, Malaysia welcomed, developed and promoted what it perceived as good aspects globalization (Rahman 28). The negative impact of the globalization process in 1997 was vocally criticized by Malaysia and marked it as a ‘betrayal’ by the western economies through the forces of the global market. The analysts of the global economic phenomena regard globalization as a new force to be reckoned as far as world market relationship is concerned. This process has a historical account and the analysts have concluded that there is a notable qualitative improvement in the successive instances (Held 23). With time, there has been increased influence by the American hegemony, division of labor on the international scale, and the introduction of stringent systems of economic policies. Initially, these regulatory influences were through the Bretton Woods system and in modern times via the World Trade Organization (WTO), coupled with the upcoming neo-liberal world market (Hoogvelt 37). Neo-liberal system is characterized by the continued growth and critical import of financial capital facilitated by technological forces as well as political infl uence (Helleiner 12). The ever increasing transfer of financial capital, especially the speed of its mobility and the volume transacted, has resulted in grave consequences to the various national economies including that of Malaysia. In particular, most national economies have been rendered redundant and taken hostage to this new capital mobility and general world order marked by the dramatic globalization process. From a comparative perspective, the neo-liberal experience has been felt in smaller economies like Singapore and Malaysia as well as for developed economies, United States of America and France alike (Helleiner 17). This is due to the fact that the stock trading determines the recovery rate after a drastic fall in financial markets. It can be universally accepted that globalization is not a universal concept; instead, it is multi-dimensional especially in the Malaysian context. Different people in Malaysia have varying perceptions of this concept. Some Malaysians associa te it with the infiltration of foreign multinationals, new brands and ways of life, while others belief that it is development of technological applications like the internet, the ever increasing number of non-governmental organizations and the great influence of global market trends on Malaysia (Held 29). These forces are believed to have shaped the capital and labor order in the country and hence influencing the daily lives of the people. The initial engagement of Malaysia with global economy can be traced to the time when it ventured in the export-led strategy of growth in 1969. It was followed by heated debates concerning the stand of the Malays in the midst of the looming ‘socio-cultural mindset revolution’ (Rahman 34). This era witnessed the introduction of the Association of Southeast Asian Nations, the Asia-Pacific Economic Cooperation Group and the increasing Malaysian involvement with the United Nations. In 1981, the year when Dr. Mahathir took over as the P rime Minister, Malaysia’s internationalization became more pronounced through the introduction of new policies. Mahathir brought with him new policies and other reform measures which were geared towards the adoption of neo-liberalized market trend (Mahathir, 1991, 2. Most state-owned utilities were privatized; drastic cuts in both the direct and corporate taxes were witnessed, as well as reduced expenditure by the Malaysian government (Mahathir, 1991, 7). This enthusiastic process was seen as a new dawn for Malaysian development. The need for economic stability was reinforced by the declaration of clear economic development objectives which were aimed at revolutionizing the industrial, agriculture, and services sectors. The challenge was to ensure that Malaysia’s economy became competitive as to be able to take on the forces of the world market. As a result of these efforts, a rapidly growing economy was witnessed, with annual growth rates ranging between 8% and 9%. Furthermore, Malaysia experienced a growing foreign investment over a period of five years from 1985. During the early years of 1990s, the economy continued to expand significantly, resulting in increased rate of globalization and the regulations controlling capital and labor were subsequently liberalized (Mahathir, 1991, 13). Within five years, the major factor that engineered Malaysian economic growth was the foreign capital from investors (Mahathir, 1996, 4). This upward economic trend, as mentioned earlier, was to receive a major blow in the 1997 Asian financial crisis. The unique leadership style adopted by Dr. Mahathir was not without disapproval from western allies. This was due to Malaysia’s government decision to ‘Look East’ in its effort to keep control of the country’s economic stability. However, the Malaysian persistent search for economic autonomy did not diminish the strong ties with the west especially the United States of America whose in vestments in the county’s semiconductor industry remained strong (Helleiner 32). Despite the globalization process influencing the Malaysian economic sector significantly, it also affected the socio-cultural dimension as well. There was a social and cultural shake up when globalization was taking root as Malaysia sought alternative approaches of attaining sustainable development (Rosenberger 222). A number of writers in the larger Asia identified this period as the ‘Asian renaissance’ (Ibrahim 2). Another important area which has been influenced by the globalization process is education. With Malaysia expecting to be an industrialized state by 2020, vocational education and training has received increased attention especially from the government and private sector (Mahathir, 1996, 8). This is driven by the motive of having a well educated, skilled and efficient human resource especially in this highly technological economy which is based on a country’s kno w-how. The broadband interconnectivity has enable Malaysia to connect with the developed countries, thanks to the Multimedia Super Corridor. This urgent need for education reform in technical-vocational systems has been triggered by the globalization process (Held 31). On the political dimension, globalization was not without some degree of influence on the politics of Malaysia and other Asian states. In 1987, there was a serious global attack of Malaysian and Singaporean treatment of social and political agitators. The outside world questioned their way of regarding human rights (Mauzy 223). These criticisms, however, received criticism of equal magnitude from the Malaysian Prime Minister who referred to them as interfering with sovereign states’ affairs in the name of human rights. He termed this approach as neo-colonialism (Mahathir, 1991, 15). Dr. Mahathir was especially angered by the double standards approach employed by the Americans as far as human rights was concer ned (Mahathir, 1991, 18). The heated criticisms and counter-criticisms, however, seemed not to affect the ever increasing Malaysian relationship with the west, especially on foreign policy development. This can be attributed to the mutual benefit that each party enjoyed from the engagement (Rasiah 16). Moreover, the Malaysian political dimension was seriously shaken by the 1997 Asian financial crisis which, according to Mahathir, was a product of the globalization process (Mahathir, 2000, 2). It was unfortunate that during this year, there ensued a political crisis which resultant in the sacking of the then deputy prime minister, Anwar Ibrahim, who was arrested and later imprisoned. Besides some Malays’ need for a generational change, the crisis was triggered by ideological clash concerning the globalization process and how to effectively respond to it. The Prime Minister saw his deputy as an agent of the western economies who were determined to force their misleading polic ies and regulations in the name of globalization (Mahathir, 2000, 5). He noted that Anwar’s and his supporters’ call for eradication of corruption in the country were very similar to the neo-liberal objectives of International Monetary Fund (IMF) and those of the World Bank in the name of advocating for good governance. These experiences positioned Mahathir as an architect of the globalization process in Malaysia who new what was good or bad for the country. The Prime Minister warned his fellow countrymen of the dangers of blindly embracing globalization. He said that the ‘new’ process was a scheme by the west to rule and dominate the developing and poor countries through their neo-liberal policies. Mahathir noted that the objective this time round would not be to exploit local labor; instead, it is to continually exploit the resources in the poor countries and render them stagnant in the underdeveloped state. The end result of such exploitation, accordi ng to him, would be the presence of multi-billion banks and corporations which would curtail the growth of local ones. Dr. Mahathir defined globalization as the process of westernization and the unchecked, unmonitored absorption of western business ideologies and standards, as well as political arrangements all over the world (Mahathir, 2000, 4) The essay has attempted to provide a comprehensive analysis of the impact of globalization on Malaysia. It has offered a working definition for the controversial concept of globalization within the Malaysian context. Furthermore, the essay has elaborated the impact of the process on Malaysian economy, education system, culture, and the political dimension. We can conclude that, besides the scholars and writers, the longest serving Prime Minister of Malaysia, Dr, Mahathir played a great role in shaping and determining the magnitude of the impact of globalization on Malaysia. This was through his seemingly unconventional approaches of handli ng economic crises which in most cases were criticized by the western economies. In fact, his alternative approaches of engaging globalization received approval from most states of the Asian continent (Machado 638). The forces of globalization, especially through technological advancement, are still being felt worldwide even as we start the second decade of the twenty first century. Works Cited Ibrahim, A. The Dawn of Asian Renaissance. Times Book International. 1996, 2-23. Held, D. Globalization and Transformations (4th ed.). Stanford: Stanford University Press. 2008, 12-32. Helleiner, E. Countries and the Reintroduction of Global Finance. Ithaca: Cornell University Press. 1994, 4-37. Hoogvelt, A. Globalization: A Post-colonial Perspective. Basingstoke: Macmillan. 1997, 3-67. Machado, K. ‘Malaysia and its Cultural Relationships in the 1980s: Look East’. Asian Survey. 1992, 27(6): 637-62. Mahathir, M. The Hidden Agenda. Kuala Lumpur: Lim Kokwing Integrated. 2000, 1-27. Mahathir, M. The Meaning of Globalization. Kuala Lumpur: Malaysian Business Council. 1996, 1-14. Mahathir, M. Defining Malaysia’s Destiny. Kuala Lumpur: Malaysian Business Council. 1991, 1-19. Mauzy, D. ‘The Human Rights: Malaysian Perspective’. Pacific Review. 1997, 10(3): 209-35. Nesadurai, H. ‘Understanding National Economic Autonomy? Malaysia’s Adjustment During the Financial Crisis’, The Pacific Review. 2000, 14(2): 71-110. Rahman, S. A. The Malaysian Mental Revolution. Kuala Lumpur: Penerbitan Utusan Melayu. 1971, 23-45. Rasiah, R. Industrialization in Malaysia: A Focus on Foreign Capital. London: Macmillan Plc. 1995, 13-48. Rosenberger, L. R. ‘Malaysia’s Currency Crisis: An Analysis’, Contemporary Southeast Asia. 1997, 19(2): 221-52. Stiglitz, J. The Globalization Process and Its Disgruntlements. London: Allen Lane. 2002, 3-34. This essay on The Impact of Globalization in Malaysia was written and submitted by user DonaldBlake to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

In the Long Tail

In the Long Tail In the Long Tail In the Long Tail By Maeve Maddox You experts in SEO out there will laugh, but I had never heard the expression in the long tail until I came across this sentence on a site devoted to that subject: Fresh and relevant content is becoming more and more important to SEO and establishing rankings, both for money terms and in the long tail. My immediate reaction was to ask myself if the writer had been reaching for the expression in the long run. But that sentence is followed by this: It may be easy to tell people [to generate fresh content on a daily basis], but in the long run, writing an article or blog post everyday [sic] can be tiring Clearly the writer is familiar with the expression in the long run, so what am I missing? According to PCMag.com, long tail is [t]he potential for online retailers to make more money than their bricks and mortar counterparts Theres even a book by Chris Anderson, editor-in-chief of Wired Magazine, called The Long Tail: Why the Future of Business is Selling Less of More (2006). Those of you who understand such things can go to the Wikipedia article for a more detailed explanation. Wikipedia Long Tail Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:25 Subordinating Conjunctions25 Russian Words Used in English (and 25 More That Should Be)Charles's Pen and Jesus' Name

Ice Storm of 1998 in Ontario, Quebec, and New Brunswick

Ice Storm of 1998 in Ontario, Quebec, and New Brunswick For six days in January 1998, freezing rain coated Ontario, Quebec and New Brunswick with 7-11 cm (3-4 in) of ice. Trees and hydro wires fell and utility poles and transmission towers came down causing massive power outages, some for as long as a month. It was the most expensive natural disaster in Canada. According to Environment Canada, the ice storm of 1998 directly affected more people than any other previous weather event in Canadian history. Date January 5-10, 1998 Location Ontario, Quebec and New Brunswick, Canada Size of the Ice Storm of 1998 The water equivalent of freezing rain, ice pellets, and a little snow was double previous major ice storms.The area covered was massive, extending from Kitchener, Ontario through Quebec to New Brunswick and Nova Scotia, and also covering parts of New York and New England.Most freezing rain lasts for a few hours. In the ice storm of 1998, there were more than 80 hours of freezing rain, nearly double the annual average. Casualties and Damage from the Ice Storm of 1998 28 people died, many from hypothermia.945 people were injured.Over 4 million people in Ontario, Quebec and New Brunswick lost power.About 600,000 people had to leave their homes.130 power transmission towers were destroyed and more than 30,000 utility poles fell.Millions of trees fell, and more continued to break and fall for the rest of the winter.The estimated cost of the ice storm was $5,410,184,000.By June 1998, about 600,000 insurance claims totaling more than $1 billion were filed. Summary of Ice Storm of 1998 Freezing rain started on Monday, January 5, 1998, as Canadians were starting back to work after the Christmas holidays.The storm coated everything in glassy ice, making all forms of transportation treacherous.As the storm continued, layers of ice built up, weighing down power lines and poles, and causing massive power outages.At the height of the ice storm, 57 communities in Ontario and 200 in Quebec declared a disaster. More than 3 million people were without power in Quebec and 1.5 million in Eastern Ontario. About 100,000 people went into shelters.By Thursday, January 8, the military was brought in to help clear debris, provide medical assistance, evacuate residents, and canvass door-to-door to make sure people were safe. They also worked to restore power.Power was restored in most urban areas in a matter of days, but many rural communities suffered for much longer. Three weeks after the beginning of the storm, there were still 700,000 people without power.Farmers were especially hard hit. Nearly a quarter of Canadas dairy cows, a third of the cropland in Quebec and a quarter in Ontario were in the affected areas. Milk processing plants were shut, and about 10 million liters of milk had to be dumped.Much of the sugar bush used by Quebec maple syrup producers were permanently destroyed. It was estimated that it would take 30 to 40 years before syrup production could return to normal.

How dose graduates feel about working in an unethical organization Research Proposal

How dose graduates feel about working in an unethical organization - Research Proposal Example Against this backdrop, the proposed research purposes to explore the attitudes of graduates towards working in unethical organization. The unprecedented growth of business ethics has necessitated the need to study the attitudes and perceptions of graduates towards work ethics, in their capacity as future employees and future leaders (Balmer, 2007). The proposed study will explore whether education in the subject areas of corporate social responsibility, sustainability and ethicality has imparted graduates with the right mindsets to face ethical dilemmas within work environments. As prospective leaders and employees, graduates are required to maintain morality and ethical awareness in their decisions (Hansen & Dunford, 2011). The main objective of this research will focus on identifying graduates’ attitudes and perceptions towards ethics and the factors that influence their decisions when assessing prospective organizations in an employment-offering situation. The research will explore the attitudes and perceptions of graduates from different study levels (bachelor and masters) and cultural viewpoints. Exploring attitudes and perceptions from different viewpoints will be necessary in assessing the role of culture and education on ethics. Moreover, the study will explore the role of education (teaching ethical issues in higher education) and gender in the formation of morals and ethics. In order to achieve robust, academic outcomes, the following research questions will be explored and answered: Concerns over corporate ethics informed the introduction of business ethics as a core subject in business schools. Educators held the view that business students were better placed to learn business ethics during their higher education to shape their attitudes towards ethics. Furthermore, researchers began investigating the attitudes of future leaders who had been exposed to business ethics

Different type of (Rape)(Date rape)(statutory rape) (Acquaintance Research Paper

Different type of (Rape)(Date rape)(statutory rape) (Acquaintance rape)(Dometic rape - Research Paper Example In order to have sex with the partner, a male uses many tactics. When his attempt for sex fails, he may try to rape his partner. â€Å"Estimates from national prevalence studies suggest that 13%–16% of adult women have experienced forcible rape in their lifetimes† (Testa & Livingston, 2009, p.1350). Based on the nature, rape can be classified into different categories such as date rape, statutory rape, acquaintance rape, domestic rape etc. This paper briefly analyses different types of rape and the role of a social worker in preventing it. Dating is a common life style, especially in western countries. It is a process in which a male and female engage in close relationships for enjoyment purpose. It is not necessary that all the females who establish dating relationships with the males may have the intentions of sexual intercourse. At the same time, majority of the males in dating relationships like to have sexual relationships with their partners. When a female resists the attempt of her dating partner for sexual activities, rape can takes place which can be referred as dating rape. Statutory rape occurs when one person in a sexual relationship does not crosses the legal age required to provide consent to sexual activities. It is illegal to engage in sexual relationships with people below 18 years of age in many countries. Even if the person below the age of 18 gives consent to the sexual activities, it cannot be considered as normal sexual activities because of the immaturity of the underage person to take sound decisions with respect to sexual activities. â€Å"Acquaintance rape is a sexual assault crime committed by someone who knows the victim. As a sexual assault crime, acquaintance rape includes forced, manipulated or coerced sexual contact† (Acquaintance Rape Brochure, 2002, p.1). Most of the rape incidents happen among people who are familiar to each other. Rape cases which involve strangers happen very rarely. In acquaintance

Mike and Marty Scanlon Essay Example for Free

Mike and Marty Scanlon Essay People often have difficulty believing that Mike and Marty Scanlon are brothers, let alone twins. The two men bear a resemblance, but the similarity ends there. Marty Scanlon was always a quiet, well-behaved child. He excelled in all his academic subjects throughout his school years, although he was shy and had few friends. Marty would always be polite to people, but he generally preferred to keep to himself. After college, Marty became a successful network administrator for a large financial company and married his longtime girlfriend. A dedicated family man, Marty spends most of his free time doing home improvement projects and looking after his two children. Mike Scanlon, on the other hand, could never be described as shy. He was the student that teachers dreaded having in their classroom: boisterous, unruly, and indifferent to authority. Mike had many brushes with the law throughout his high school years, for crimes ranging from vandalism to public drunkenness. Mike dropped out of high school to take a job as an oil-change technician at a local garage; he spends most of free time and money at local bars- at least the ones that havent banned him for starting fights. Mikes current legal trouble surrounds two of his ex-girlfriends, who are independently taking him to court for child support. Mike is unfazed, however; he laughs with his friends that theyll never get a dime from him. 1. How would Freud explain the personality differences between Mike and Marty? 2. How would you rate Mike and Marty on the Big Five personality traits? 3. Given that Mike and Marty are twins and share some of their genetic makeup, how would you explain the pronounced differences in their personalities? What role, if any, does temperament seem to be playing? 4. Which of the two brothers seems more likely to be achieving self-actualization, and why do you think so? 5. Do Mike and Marty appear to have different levels of intelligence, or do they show intelligence in different ways? Why do you think so?

Holdens Cry for Help in The Catcher in the Rye :: Essays Papers

Holden's Cry for Help in The Catcher in the Rye Catcher in the Rye is a complicated book about a young man going through, what appears to be a nervous break down. This is a book about the boy’s negative self-talk, horrible outlook on life, and a life itself that seems to keep swirling down the toilet. He keeps trying to fill his life with something, but the reality of it is he doesn’t exactly now what he needs. It’s complicated to understand at parts, because all he does is think of things in the worst possible conditions. Holden is the main character of the book. He is a complicated boy how seems to get thrown out of boarding schools left and right. He is constantly thinking about depressive thoughts of his past, like times he was with his brother, who is dead. His thoughts of his brother bring serious rage for some reason. In one instance he tells about the day after his brothers death, and Holden was filled with such anger and loneliness, he punched through all the glass doors in his garage. This required him to go to the hospital, and unfortunately his stay at the hospital forced him to miss his brothers funeral. He also keeps thinking about his old girl friend Jane. Holden is reminded of past times with her, where her father upset her, and Holden was the only one there to console her. So with that in mind, he thinks he still may have a place with her, and Holden believes that all his happiness will rest with her. Holden is just a guy who is searching for something to get him out of his depression , but he has no idea what it is, and above all how to get it. The one thing that stands in the way of what Holden needs is himself. He continues to cut himself off from everything he had once loved. His negative self will not let him get close to anyone else, while trying to get distant from those he once was close with. Holden never looks to the positive side of anything. He is just stuck in a deep hole and he can’t find a way out. Whenever Holden believes that he has found something that could help him, he himself some how shuts the door to his own happiness. Pond of which Holden keeps referring to is a very important.

Between A City Life and a Country Life Essay

There are benefits of living a city life and a country life. The country life has better life style because there is less people to deal with. Crime rate is reduce in the country life. You got more things you can do without having people complain. It is peaceful and quiet. The city life advantages is easy way to get to a job. A faster way to get to the supermarket, Restaurant, Movie theater. The disadvantages of city life is that is way to crowded and crime rate is high and too much noise. see more:country living vs city living One of the advantages of the city life it is a moderate city. It has a lot of opportunity for jobs and other places. A good education because it has a lot of schools in the city and you can always know where to find your kid to pick him up. There are more places to shop for groceries in the city. There are more things to do with friends. Another advantages of the city life is lot of places to live in the city. They are more houses for sale and apartments to rent in the city so it will be easy to find a place and more people to help you pay for the rent. More easy access to get money out from ATM machine all over the city. A third advantage is that a lot of places are hiring so it is easy to get a job and when you live in a city you can get to job your faster and you will save gas. The disadvantages of the city life is they are more violence and murder. They are more cops because of the crimes that are committed in the city. Another thing is the pollution in the city because lot of people drive and take the bus and all of the factory and business that release chemicals in the air harming the city. Another disadvantages is the you have to follow house rules and community rules. You have to keep your house and lawn neat all the time. Another disadvantages is that you cant do certain things that you want to do without breaking the rule of the community. The advantages of the country life are that you got a whole land to yourself and you can do anything you want on your property. The crime rate is down and there is less murder. Another advantages for a country life is that you can have bon fire and party without noise complain. You also can do mudding in your house in the country life. Another advantage is for country life that you can have a farm and sell livestock and raise animals without too much people complain. A third advantages is that you can go fishing on your own property and not get into trouble, also you can skin a deer in your own property. The disadvantages of the country life is that you live to far away from the city so you will be wasting more gas to go to stores and other places to get stuff that you need to live. Second you have to deal with the smell of other people animals. Also you may not get cable or internet because some cable company don’t go out to the country side. A third disadvantages is that you have to deal with the hard work that you have to do if you buy any farm. Both life styles have good qualities and bad qualities. I believe that country life is better because the peace and quiet. The country life is a place for people that love to work and love to just have they own land that they can take care. I prefer country life over city life because I like the peace and quiet of the country and not the noisy life style of the city life. The country life style is the better choice for people who like the peace and quiet life style.

Developmental psychology Essay

Within the characteristics of effective learning there are seven areas of learning and development made up of three prime areas and four specific areas. The areas describe what children learn through play and exploration, active learning and creating and by thinking critically. Prime areas – If a child is not secure in the prime areas between the ages of 3 and 5 years, the absence of these may make other areas of their learning more difficult to achieve. This makes the prime and specific areas so interdependent. The prime areas occur in all cultures and communities and are not dependent on the specific areas. Personal, Social and Emotional Development Making relationships Self-confidence and self-awareness Managing feelings and behaviour Communication and Language Listening and attention Understanding Speaking Physical Development Moving and handling Health and self-care Specific areas – These are less time-sensitive. The specific areas reflect what children have understood and their cultural knowledges which can develop during various stages through life. The specific areas of learning will not take place easily without the prime areas. Literacy Reading Writing Mathematics Numbers Shape, space and measure Understanding the World People and communities The world Technology Expressive Arts and Design Exploring using media and materials Being imaginative The documented expected outcomes are the early learning goals within the EYFS. The early learning goals are the 17 learning and development requirements covered in the characteristics of effective learning – the three prime and the four specific areas. The early learning goals summarise the knowledge, skills and understanding that all young child should have gained by the end of their reception year. However, not all children will reach the early learning goals by this stage and as all children are unique, their learning will be supported by practitioners to help them progress at their pace. The ‘Development Matters in the Early Years Foundation Stage’ document provides, in detail, guidance for observing what children are learning. It also provides examples of what early years practitioners can do to enable environments and support positive relationships across all of each area. The documented outcomes are assessed and recorded in a variety of ways and come together to help finalise the Early Years Foundation Stage Profile which is completed at the end of a childs reception year. Leading up to this point, the development of children will have been observed and their progress tracked. Some of the methods used to record progression towards the early learning goals are: Daily observations when children are in session – At nursery all staff observe all children, not just their keychildren. The  observations are linked to the EYFS and recorded in the children’s folders 2 year check – this consists of a short written summary of a child’s development when they are between 24 and 36 months Learning and Development Summary – observations are used to complete this document on a termly basis for each child. These are shared at parent consultation appointments. Contributions from parents – very useful as parents information is essential and helps support early learning in the home environment.

Free Essays on Performing Music

Performing Music â€Å"The etymological affiliations of ‘perform’ lie with the old French perfournir, ‘to furnish or supply.’ And performers, indeed, furnish music, bring it to consciousness, in a profound sense bring it into being,† (Plantinga 279). As an aural art, music only ‘lives’ when it is heard. It has as many incarnations as performers and performances, each one distinctly different. A responsible performer must intimately understand each piece he will perform, not only the notes on the page, but its historical background. Several things must be understood before one can perform a piece successfully. First, a performer must analyze the piece, determine its form and harmonic structure. Second, the performer must understand the historical context of the piece. While performers debate the necessity of recreating an historically accurate performance, most agree that understanding a composers intentions for a piece aids in its performance. When these elements are combined with the performers own musical voice, a truly inspiring performance can result. A performer must analyze a piece before performing it. Besides aiding in memorization, the analysis will give the performer direction. By identifying the form and harmonic structure of a piece, a performer can find those moments of tension and release. For instance, at the end of the cadenza in Beethoven’s Piano Concerto in c minor, Op. 37 on finds an interesting moment of tension. Cadenzas from the period generally ended on a dominant seventh chord before returning to the home key in the coda. This cadenza, however, uses the customary trill at the end of the cadenza to modulate to f minor, the sub-dominant chord of c minor; then it moves to the final cadence in c minor. By delaying the return to the home key, Beethoven increased the tension already created by the exceptionally long cadenza. Pieces are full of such moment and a performer must find al... Free Essays on Performing Music Free Essays on Performing Music Performing Music â€Å"The etymological affiliations of ‘perform’ lie with the old French perfournir, ‘to furnish or supply.’ And performers, indeed, furnish music, bring it to consciousness, in a profound sense bring it into being,† (Plantinga 279). As an aural art, music only ‘lives’ when it is heard. It has as many incarnations as performers and performances, each one distinctly different. A responsible performer must intimately understand each piece he will perform, not only the notes on the page, but its historical background. Several things must be understood before one can perform a piece successfully. First, a performer must analyze the piece, determine its form and harmonic structure. Second, the performer must understand the historical context of the piece. While performers debate the necessity of recreating an historically accurate performance, most agree that understanding a composers intentions for a piece aids in its performance. When these elements are combined with the performers own musical voice, a truly inspiring performance can result. A performer must analyze a piece before performing it. Besides aiding in memorization, the analysis will give the performer direction. By identifying the form and harmonic structure of a piece, a performer can find those moments of tension and release. For instance, at the end of the cadenza in Beethoven’s Piano Concerto in c minor, Op. 37 on finds an interesting moment of tension. Cadenzas from the period generally ended on a dominant seventh chord before returning to the home key in the coda. This cadenza, however, uses the customary trill at the end of the cadenza to modulate to f minor, the sub-dominant chord of c minor; then it moves to the final cadence in c minor. By delaying the return to the home key, Beethoven increased the tension already created by the exceptionally long cadenza. Pieces are full of such moment and a performer must find al...

How to Write a DBQ Essay Key Strategies and Tips

How to Write a DBQ Essay Key Strategies and Tips SAT / ACT Prep Online Guides and Tips The DBQ, or document-based-question, is a somewhat unusually-formatted timed essay on the AP History Exams: AP US History, AP European History, and AP World History.Because of its unfamiliarity, many students are at a loss as to how to even prepare, let alone how to write a successful DBQ essay on test day. Never fear! I, the DBQ wizard and master, have a wealth of preparation strategies for you, as well as advice on how to cram everything you need to cover into your limited DBQ writing time on exam day. When you're done reading this guide, you'll know exactly how to write a DBQ. For a general overview of the DBQ- what it is, its purpose, itsformat, etc.- see my article â€Å"What is a DBQ?† Table of Contents What Should My Study Timeline Be? Preparing for the DBQ Establish a Baseline Foundational Skills Rubric Breakdown Take Another Practice DBQ How Can I Succeed on Test Day? Reading the Question and Documents Planning Your Essay Writing Your Essay Key Takeaways What Should My DBQ Study Timeline Be? Your AP exam study timeline depends on a few things. First, how much time you have to study per week, and how many hours you want to study in total? If you don’t have much time per week, start a little earlier; if you will be able to devote a substantial amount of time per week (10-15 hours) to prep, you can wait until later in the year. One thing to keep in mind, though, is that the earlier you start studying for yourAP test, the less material you will have covered in class.Make sure you continually review older material as the school year goes on to keep things fresh in your mind, but in terms of DBQ prep it probably doesn’t make sense to start before February or January at the absolute earliest. Another factor is how much you need to work on. I recommend youcomplete a baseline DBQ around early February to see where you need to focus your efforts. If, for example, you got a six out of seven and missed one point for doing further document analysis, you won’t need to spend too much time studying how to write aDBQ. Maybe just do a document analysis exercise every few weeksand check in a couple months later with another timed practice DBQ to make sure you’ve got it. However, if you got a two or three out of seven, you’ll know you have more work to do, and you’ll probably want to devote at least an hour or two every week to honing your skills. The general flow of your preparation should be: take a practice DBQ, do focused skills practice, take another practice DBQ, do focused skills practice, take another practice DBQ, and so on. How often you take the practice DBQs and how many times you repeat the cycle really depends on how much preparation you need, and how often you want to check your progress. Take practice DBQs often enough that the format stays familiar, but not so much that you’ve done barely any skills practice in between. He's ready to start studying! Preparing for the DBQ The general preparation process is to diagnose, practice, test, and repeat. First, you’ll figure out what you need to work on by establishing a baseline level for your DBQ skills. Then, you’ll practice building skills. Finally, you’ll take another DBQ to see how you've improved and what you still need to work on. In this next section, I’ll go over the whole process. First, I’ll give guidance on how to establish a baseline. Then I’ll go over some basic, foundational essay-writing skills and how to build them. After that I’ll break down the DBQ rubric.You’ll be acing practice DBQs before you know it! Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. #1: Establish a Baseline The first thing you need to do is to establish a baseline- figure out where you are at with respect to your DBQ skills. This will let you know where you need to focus your preparation efforts. To do this, you will take a timed, practice DBQ and have a trusted teacher or advisor grade it according to the appropriate rubric. AP US History For the AP US History DBQ, you’ll be given a 15-minute reading period and 45 minutes of writing time. A selection of practice questions from the exam can be found online at the College Board, including a DBQ. (Go to page 136 in the linked document for the practice prompt.) If you’ve already seen this practice question, perhaps in class, you might use the 2015 DBQ question. Other available College Board DBQs are going to be in the old format (find them in the â€Å"Free-Response Questions† documents). This is fine if you need to use them, but be sure to use the new rubric(which is out of seven points, rather thannine)to grade. I advise you to save all these links, or even download all the Free Response Questions and the Scoring Guides, for reference because you will be using them again and again for practice. AP European History For this exam, you’ll be given a 15-minute reading period and 45 minutes of writing time. The College Board has provided practice questions for the exam, including a DBQ (see page 200 in the linked document). If you’ve already seen this question, the only other questions available through the College Board are in the old format, because the 2016 DBQ is in a new, seven-point format identical to the AP US History exam. Just be sure to use the new DBQ rubric if you want to use any of the old prompts provided by the College Board. (DBQs are in the documents titled â€Å"Free-Response Questions.†) I advise you to save all these links (or even download all the Free Response Questions and the Scoring Guides) for reference, because you will be using them again and again for practice. Who knows- maybe this will be one of your documents! AP World History For this exam, you’ll be given a 15-minute reading period and 45 minutes of writing time.As for the other two history exams, the College Board has provided practice questions. See page 166 for the DBQ. If you’ve already seen this question, the only other questions available through the College Board are in the old format, because the 2017 World History DBQ is in a new, seven-point format identical to the AP US History and AP European History exams. So be sure to use the new DBQ rubric if you want to use any of the old prompts provided by the College Board. (DBQs are in the documents titled â€Å"Free-Response Questions.†) I advise you to save all these links (or even download all the Free Response Questions and the Scoring Guides) for reference, because you will be using them again and again for practice. Finding a Trusted Advisor to Look at Your Papers A history teacher would be a great resource, but if they are not available to you in this capacity, here are some other ideas: An English teacher. Ask a librarian at your school or public library! If they can’t help you, they may be able to direct you to resources who can. You could also ask a school guidance counselor to direct you to in-school resources you could use. A tutor. This is especially helpful if they are familiar with the test, although even if they aren’t, they can still advise- the DBQ is mostly testing academic writing skills under pressure. Your parent(s)! Again, ideally your trusted advisor will be familiar with the AP, but if you have used your parents for writing help in the past they can also assist here. You might try an older friend who has already taken the exam and did well...although bear in mind that some people are better at doing than scoring and/or explaining! Can I Prepare For My Baseline? If you know nothing about the DBQ and you’d like to do a little basic familiarization before you establish your baseline, that’s completely fine. There’s no point in taking a practice exam if you are going to panic and muddle your way through it; it won’t give a useful picture of your skills. For a basic orientation, check out my article for a basic introduction to the DBQ including DBQ format. If you want to look at one or two sample essays, see my article for a list of DBQ example essay resources. Keepin mind that you should use a fresh prompt you haven’t seen to establish your baseline, though, so if you do look at samples don’t use those prompts to set your baseline. I would also check out this page aboutthe various â€Å"task† words associated with AP essay questions. This page was created primarily for the AP European History Long Essay question, but the definitions are still useful for the DBQ on all the history exams, particularly since these are the definitions provided by the College Board. Once you feel oriented, take your practice exam! Don’t worry if you don’t do well on your first practice! That’s what studying is for. The point of establishing a baseline is not to make you feel bad, but to empower you to focus your efforts on the areas you need to work on.Even if you need to work on all the areas, that is completely fine and doable! Every skill you need for the DBQ can be built. In the following section, we’ll go over these skills and how to build them for each exam. You need a stronger foundation than this sand castle. #2: Develop Foundational Skills In this section, I’ll discuss the foundational writing skills you need to write a DBQ. I’ll start with some general information on crafting an effective thesis, since this is a skill you will need for any DBQ exam (and for your entire academic life). Then, I’ll go over outlining essays, with some sample outline ideas for the DBQ. After I’ll touch on time management. Finally, I’ll briefly discuss how to non-awkwardly integrate information from your documents into your writing. It sounds like a lot, but not only are these skills vital to your academic career in general, you probably already have the basic building blocks to master them in your arsenal! Writing An Effective Thesis Writing a good thesis is a skill you will need to developfor all your DBQs, and for any essay you write, on the AP or otherwise. Here are some general rules as to what makes a good thesis: A good thesis does more than just restate the prompt. Let’s say our class prompt is: â€Å"Analyze the primary factors that led to the French Revolution.† Gregory writes, â€Å"There were many factors that caused the French Revolution† as his thesis. This is not an effective thesis. All it does is vaguely restate the prompt. A good thesis makes a plausible claim that you can defend in an essay-length piece of writing. Maybe Karen writes, â€Å"Marie Antoinette caused the French Revolution when she said ‘Let them eat cake’ because it made people mad.† This is not an effective thesis, either. For one thing, Marie Antoinette never said that. More importantly, how are you going to write an entire essay on how one offhand comment by Marie Antoinette caused the entire Revolution? This is both implausible and overly simplistic. A good thesisanswers the question. If LaToya writes, â€Å"The Reign of Terror led to the ultimate demise of the French Revolution and ultimately paved the way for NapoleonBonaparteto seize control of France,† she may be making a reasonable, defensible claim, but it doesn’t answer the question, which is not about what happened after the Revolution, but what caused it! A good thesis makes it clear where you are going in your essay. Let’s say Juan writes, â€Å"The French Revolution, while caused by a variety of political, social, and economic factors, was primarily incited by the emergence of the highly educated Bourgeois class.†This thesis provides a mini-roadmap for the entire essay, laying out that Juan is going to discuss the political, social, and economic factors that led to the Revolution, in that order, and that he will argue that the members of the Bourgeois class were the ultimate inciters of the Revolution. This is a great thesis! It answers the question, makes an overarching point, and provides a clear idea of what the writer isgoing to discuss in the essay. To review: a good thesis makes a claim, responds to the prompt, and lays out what you will discuss in your essay. If you feel like you have trouble telling the difference between a good thesis and a not-so-good one, here are a few resources you can consult: This site from SUNY Empire has an exercise in choosing the best thesis from several options. It’s meant for research papers, but the general rules as to what makes a good thesis apply. About.com has another exercise in choosing thesis statements specifically for short essays. Note, however, that most of the correct answers here would be â€Å"good† thesis statements as opposed to â€Å"super† thesis statements. This guide from the University of Iowa provides some really helpful tips on writing a thesis for a history paper. So how do you practice your thesis statement skills for the DBQ? While you should definitely practice looking at DBQ questions and documents and writing a thesis in response to those, you may also find it useful to write some practice thesis statements in response to the Free-Response Questions. While you won’t be taking any documents into account in your argument for the Free-Response Questions, it’s good practice on how to construct an effective thesis in general. You could even try writing multiple thesis statements in response to the same prompt! It is a great exercise to see how you could approach the prompt from different angles. Time yourself for 5-10 minutes to mimic the time pressure of the AP exam. If possible, havea trusted advisor or friend look over your practice statements and give you feedback. Barring that, looking over the scoring guidelines for old prompts (accessible from the same page on the College Board where past free-response questions can be found) will provide you with useful tips on what might make a good thesis in response to a given prompt. Once you can write a thesis, you need to be able to support it- that's where outlining comes in! This is not a good outline. Outlining and Formatting Your Essay You may be the greatest document analyst and thesis-writer in the world, but if you don’t know how to put it all together in a DBQ essay outline, you won’t be able to write a cohesive, high-scoring essay on test day. A good outline will clearly lay out your thesis and how you are going to support that thesis in your body paragraphs. It will keep your writing organized and prevent you from forgetting anything you want to mention! For some general tips on writing outlines, this page from Roane State has some useful information.While the general principles of outlining an essay hold, the DBQ format is going to have its own unique outlining considerations.To that end, I’ve provided some brief sample outlines that will help you hit all the important points. Sample DBQ Outline Introduction Thesis. The most important part of your intro! Body 1 - contextual information Any outside historical/contextual information Body 2 - First point Documents analysis that support the first point If three body paragraphs: use about three documents, do deeper analysis on two Body 3 - Second point Documents analysis that support the second point Use about three documents, do deeper analysis on two Be sure to mention your outside example if you have not done so yet! Body 4 (optional) - Third point Documents and analysis that support third point Conclusion Re-state thesis Draw a comparison to another time period or situation (synthesis) Depending on your number of body paragraphs and your main points, you may include different numbers of documents in each paragraph, or switch around where you place your contextual information, your outside example, or your synthesis. There’s no one right way to outline, just so long as each of your body paragraphs has a clear point that you support with documents, and you remember to do a deeper analysis on four documents, bring in outside historical information, and make a comparison to another historical situation or time (you will see these last points further explained in the rubric breakdown). Of course, all the organizational skills in the world won't help you if you can't write your entire essay in the time allotted. The next section will cover time management skills. You can be as organized as this library! Time Management Skills for Essay Writing Do you know all of your essay-writing skills, but just can’t get a DBQ essay together in a 15-minute planning period and 40 minutes of writing? There could be a few things at play here: Do you find yourself spending a lot of time staring at a blank paper? If you feel like you don’t know where to start, spend one-two minutes brainstorming as soon as you read the question and the documents. Write anything here- don’t censor yourself. No one will look at those notes but you! After you’ve brainstormed for a bit, try to organize those thoughts into a thesis, and then into body paragraphs. It’s better to start working and change things around than to waste time agonizing that you don’t know the perfect thing to say. Are you too anxious to start writing, or does anxiety distract you in the middle of your writing time? Do you just feel overwhelmed? Sounds like test anxiety. Lots of people have this. (Including me! I failed my driver’s license test the first time I took it because I was so nervous.) You might talk to a guidance counselor about your anxiety. They will be able to provide advice and direct you to resources you can use. There are also some valuable test anxiety resources online: try our guide to mindfulness (it's focused on the SAT, but the same concepts apply on any high-pressure test) and check outtips from Minnesota State University, these strategies from TeensHealth, or this plan for reducing anxiety from West Virginia University. Are you only two thirds of the way through your essay when 40 minutes have passed? You are probably spending too long on your outline, biting off more than you can chew, or both. If you find yourself spending 20+ minutes outlining, you need to practice bringing down your outline time. Remember, an outline is just a guide for your essay- it is fine to switch things around as you are writing. It doesn’t need to be perfect. To cut down on your outline time, practice just outlining for shorter and shorter time intervals. When you can write one in 20 minutes, bring it down to 18, then down to 16. You may also be trying to cover too much in your paper. If you have five body paragraphs, you need to scale things back to three. If you are spending twenty minutes writing two paragraphs of contextual information, you need to trim it down to a few relevant sentences. Be mindful of where you are spending a lot of time, and target those areas. You don’t know the problem- you just can’t get it done! If you can’t exactly pinpoint what’s taking you so long, I advise you to simply practice writing DBQs in less and less time. Start with 20 minutes for your outline and 50 for your essay, (or longer, if you need). Then when you can do it in 20 and 50, move back to 18 minutes and 45 for writing, then to 15 and 40. You absolutely can learn to manage your time effectively so that you can write a great DBQ in the time allotted. On to the next skill! Integrating Citations The final skill that isn’t explicitly covered in the rubric, but will make a big difference in your essay quality, is integrating document citations into your essay. In other words, how do you reference the information in the documents in a clear, non-awkward way? It is usually better to use the author or title of the document to identify a document instead of writing â€Å"Document A.† So instead of writing â€Å"Document A describes the riot as...,† you might say, â€Å"In Sven Svenson’s description of the riot†¦Ã¢â‚¬  When you quote a document directly without otherwise identifying it, you may want to include a parenthetical citation. For example, you might write, â€Å"The strikers were described as ‘valiant and true’ by the working class citizens of the city (Document E).† Now that we’ve reviewed the essential, foundational skills of the DBQ, I’ll move into the rubric breakdowns. We’ll discuss each skill the AP graders will be looking for when they score your exam. All of the history exams share a DBQ rubric, so the guidelines are identical. Don't worry, you won't need a magnifying glass to examine the rubric. #3: Learn the DBQ Rubric The DBQ rubrichas four sections for a total of seven points. Part A: Thesis - 2 Points One point is for having a thesis that works and is historically defensible. This just means that your thesis can be reasonably supported by the documents and historical fact. So please don’t make the main point of your essay that JFK was a member of the Illuminati or that Pope Urban II was an alien. Per the College Board, your thesis needs to be located in your introduction or your conclusion. You’ve probably been taught to place your thesis in your intro, so stick with what you’re used to. Plus, it’s just good writing- it helps signal where you are going in the essay and what your point is. You can receive another point for having a super thesis. The College Board describes this as having a thesis that takes into account â€Å"historical complexity.† Historical complexity is really just the idea that historical evidence does not always agree about everything, and that there are reasons for agreement, disagreement, etc. How will you know whether the historical evidence agrees or disagrees? The documents! Suppose you are responding to a prompt about women’s suffrage (suffrage is the right to vote, for those of you who haven’t gotten to that unit in class yet): â€Å"Analyze the responses to the women’s suffrage movement in the United States.† Included among your documents, you have a letter from a suffragette passionately explaining why she feels women should have the vote, a copy of a suffragette’s speech at a women’s meeting, a letter from one congressman to another debating the pros and cons of suffrage, and a political cartoon displaying the death of society and the end of the ‘natural’ order at the hands of female voters. A simple but effective thesis might be something like, â€Å"Though ultimately successful, the women’s suffrage movement sharply divided the country between those who believed women’s suffrage was unnatural and those who believed it was an inherent right of women.† This is good: it answers the question and clearly states the two responses to suffrage that are going to be analyzed in the essay. A super thesis, however, would take the relationships between the documents (and the people behind the documents!) into account. It might be something like, â€Å"The dramatic contrast between those who responded in favor of women’s suffrage and those who fought against it revealed a fundamental rift in American society centered on the role of women- whether women were ‘naturally’ meant to be socially and civilly subordinate to men, or whether they were in fact equals.† This is a â€Å"super† thesis because it gets into the specifics of the relationship between historical factors and shows the broader picture- that is, what responses to women’s suffrage revealed about the role of women in the United States overall. It goes beyond just analyzing the specific issues to a â€Å"so what†? It doesn’t just take a position about history, it tells the reader why they should care. In this case, our super thesis tells us that the reader should care about women’s suffrage because the issue reveals a fundamental conflict in America over the position of women in society. Part B: Document Analysis - 2 Points One point for using six or seven of the documents in your essay to support your argument. Easy-peasy!However, make sure you aren’t just summarizing documents in a list, but are tying them back to the main points of your paragraphs. It's best to avoid writing things like,â€Å"Document A says X, and Document B says Y, and Document C says Z.† Instead, you mightwrite something like,â€Å"The anonymous author of Document C expresses his support and admiration for the suffragettes but also expresses fear that giving women the right to vote will lead to conflict in the home, highlighting the common fear that women’s suffrage would lead to upheaval in women’s traditional role in society.† Any summarizing should be connected a point. Essentially, any explanation of what a document says needs to be tied to a â€Å"so what?† If it’s not clear to you why what you are writing about a document is related to your main point, it’s not going to be clear to the AP grader. You can get an additional point here for doing further analysis on 4 of the documents. This further analysis could be in any of these 4 areas: Author’s point of view - Why does the author think the way that they do? What is their position in society and how does this influence what they are saying? Author’s purpose - Why is the author writing what they are writing? What are they trying to convince their audience of? Historical context - What broader historical facts are relevant to this document? Audience - Who is the intended audience for this document? Who is the author addressing or trying to convince? Be sure to tie any further analysis back to your main argument! And remember, you only have to do this for four documents for full credit, but it’s fine to do it for more if you can. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Practicing Document Analysis So how do you practice document analysis?By analyzing documents! Luckily for AP test takers everywhere, New York State has an exam called the Regents Exam that has its own DBQ section. Before they write the essay, however, New York students have to answer short answer questions about the documents. Answering Regents exam DBQ short-answer questions is good practice for basic document analysis. While most of the questions are pretty basic, it’s a good warm-up in terms of thinking more deeply about the documents and how to use them.This set of Regent-style DBQsfrom the Teacher’s Project are mostly about US History, but the practice could be good for other tests too. This prompt from the Morningside center also has some good document comprehensions questions about a US-History based prompt. Note: While the document short-answer questions are useful for thinking about basic document analysis, I wouldn’t advise completing entire Regents exam DBQ essay prompts for practice, because the format and rubric are both somewhat different from the AP. Your AP history textbook may also have documents with questions that you can use to practice. Flip around in there! This otter is ready to swim in the waters of the DBQ. When you want to do a deeper dive on the documents, you can also pull out those old College Board DBQ prompts. Read the documents carefully. Write down everything that comes to your attention. Do further analysis- author’s point of view, purpose, audience, and historical context- on all the documents for practice, even though you will only need to do additional analysis on four on test day.Of course, you might not be able to do all kinds of further analysis on things like maps and graphs, which is fine. You might also try thinking about how you would arrange those observations in an argument, or even try writing a practice outline! This exercise would combine your thesis and document-analysis skills practice. When you’ve analyzed everything you can possibly think of for all the documents, pull up the Scoring Guide for that prompt. It helpfully has an entire list of analysis points for each document. Consider what they identified that you missed. Do you seem way off-base in your interpretation? If so, how did it happen? Part C: Using Evidence Beyond the Documents - 2 Points Don’t be freaked out by the fact that this is two points! One point is just for context - if you can locate the issue within its broader historical situation.You do need to write several sentences to a paragraph about it, but don’t stress; all you really need to know to be able to get this point is information about major historical trends over time, and you will need to know this anyways for the multiple choice section.If the question is about the Dust Bowl during the Great Depression, for example, be sure to include some of the general information you know about the Great Depression! Boom. Contextualized. The otherpoint is for naming a specific, relevant example in your essay that does not appear in the documents. To practice your outside information skills, pull up your College Board prompts! Read through the prompt and documents and then write down all of the contextualizing facts and as many specific examples as you can think of. I advise timing yourself- maybe 5-10 minutes to read the documents and prompt and list your outside knowledge- to imitate the time pressure of the DBQ. When you’ve exhausted your knowledge, make sure to fact-check your examples and your contextual information! You don’t want to use incorrect information on test day. If you can’t remember any examples or contextual information about that topic, look some up! This will help fill in holes in your knowledge. Part D: Synthesis - 1 Point All you need to do for synthesis is relate your argument about this specific time period to a different time period, geographical area, historical movement, etc. It is probably easiest to do this in the conclusion of the essay. If your essay is about the Great Depression, you might relate it to the Great Recession of 2007-2009. You do need to do more than just mention your synthesis connection. You need to make it meaningful. How are the two things you are comparing similar? What does one reveal about the other? Is there a key difference that highlights something important? To practice your synthesis skills- you guessed it- pull up your College Board prompts! Read through the prompt and documents and then identify what historical connections you could make for your synthesis point. Be sure to write a few words on why the connection is significant! A great way to make sure that your synthesis connection makes sense is to explain it to someone else. If you explain what you think the connection is and they get it, you’re probably on the right track. You can also look at sample responses and the scoring guide for the old prompts to see what other connections students and AP graders made. That's a wrap on the rubric! Let's move on toskill-building strategy. Don't let the DBQ turn you into a dissolving ghost-person, though. #4: Focus on Your Skill-Building Strategy You’ve probably noticed that my advice on how to practice individual rubric skills is pretty similar: pull out a prompt and do a timed exercise focusing on just that skill. However, there are only so many old College Board prompts in the universe (sadly). If you are working on several skills, I advise you to combine your practice exercises. What do I mean? Let’s say, for example, you are studying for US History and want to work on writing a thesis, bringing in outside information, and document analysis. Set your timer for 15-20 minutes, pull up a prompt, and: Write 2-3 potential thesis statements in response to the prompt Write all the contextual historical information you can think of, and a few specific examples Write down analysis notes on all the documents. Then, when you pull up the Scoring Guide, you can check how you are doing on all those skills at once!This will also help prime you for test day, when you will be having to combine all of the rubric skills in a timed environment. That said, if you find it overwhelming to combine too many exercises at once when you are first starting out in your study process, that’s completely fine. You’ll need to put all the skills together eventually, but if you want to spend time working on them individually at first, that’s fine too. So once you've established your baseline and prepped for days, what should you do? It's time to take another practice DBQ to see how you've improved! I know you're tired, but you can do it! #5: Take Another Practice DBQ So, you established a baseline, identified the skills you need to work on, and practiced writing a thesis statement and analyzing documents for hours. What now? Take another timed, practice DBQ from a prompt you haven’t seen before to check how you’ve improved. Recruit your same trusted advisor to grade your exam and give feedback. After, work on any skills that still need to be honed. Repeat this process as necessary, until you are consistently scoring your goal score. Then you just need to make sure you maintain your skills until test day by doing an occasional practice DBQ. Eventually, test day will come- read on for my DBQ-test-taking tips. How Can I Succeed On DBQ Test Day? Once you’ve prepped your brains out, you still have to take the test! I know, I know. But I’ve got some advice on how to make sure all of your hard work pays off on test day- both some general tips and some specific advice on how to write a DBQ. #1: General Test-Taking Tips Most of these are probably tips you’ve heard before, but they bear repeating: Get a good night’s sleep for the two nights preceding the exam. This will keep your memory sharp! Eat a good breakfast (and lunch, if the exam is in the afternoon) before the exam with protein and whole grains. This will keep your blood sugar from crashing and making you tired during the exam. Don’t study the night before the exam if you can help it. Instead, do something relaxing. You’ve been preparing, and you will have an easier time on exam day if you aren’t stressed from trying to cram the night before. This dude knows he needs to get a good night's rest! #2: DBQ Plan and Strategies Below I’ve laid out how to use your time during the DBQ exam. I’ll provide tips on reading the question and docs, planning your essay, and writing! Be sure to keep an eye on the clock throughout so you can track your general progress. Reading the Question and the Documents: 5-6 min First thing’s first: read the question carefully, two or even three times. You may want to circle the task words (â€Å"analyze,† â€Å"describe,† â€Å"evaluate,† â€Å"compare†) to make sure they stand out. You could also quickly jot down some contextual information you already know before moving on to the documents, but if you can’t remember any right then, move on to the docs and let them jog your memory. It’s fine to have a general idea of a thesis after you read the question, but if you don’t, move on to the docs and let them guide you in the right direction. Next,move on to the documents. Mark them as you read- circle things that seem important, jot thoughts and notes in the margins. After you’ve passed over the documents once, you should choose the four documents you are going to analyze more deeply and read them again. You probably won’t be analyzing the author’s purpose for sources like maps and charts. Good choices are documents in which the author’s social or political position and stake in the issue at hand are clear. Get ready to go down the document rabbit hole. Planning Your Essay: 9-11 min Once you’ve read the question and you have preliminary notes on the documents, it’s time to start working on a thesis.If you still aren’t sure what to talk about, spend a minute or so brainstorming. Write down themes and concepts that seem important and create a thesis from those.Remember, your thesis needs to answer the question and make a claim! When you’ve got a thesis, it’s time to work on an outline. Once you’ve got some appropriate topics for your body paragraphs, use your notes on the documents to populate your outline. Which documents support which ideas? You don’t need to use every little thought you had about the document when you read it, but you should be sure to use every document. Here's three things to make sure of: Make sure your outline notes where you are going to include your contextual information (often placed in the first body paragraph, but this is up to you), your specific example (likely in one of the body paragraphs), and your synthesis (the conclusion is a good place for this). Make sure you’ve also integrated the four documents you are going to further analyze and how to analyze them. Make sure you use all the documents! I can’t stress this enough. Take a quick pass over your outline and the docs and make sure all of the docs appear in your outline. If you go over the planning time a couple of minutes, it’s not the end of the world. This probably just means you have a really thorough outline! But be ready to write pretty fast. Writing the Essay - 45 min If you have a good outline, the hard part is out of the way! You just need to make sure you get all of your great ideas down in the test booklet. Don’t get too bogged down in writing a super-exciting introduction. You won’t get points for it, so trying to be fancy will just waste time. Spend maybe one or two sentences introducing the issue, then get right to your thesis. For your body paragraphs, make sure your topic sentences clearly state the point of the paragraph. Then you can get right into your evidence and your document analysis. As you write, make sure to keep an eye on the time. You want to be a little more than halfway through at the 20-minute mark of the writing period, so you have a couple minutes to go back and edit your essay at the end. Keep in mind that it’s more important to clearly lay out your argument than to use flowery language. Sentences that are shorter and to the point are completely fine. If you are short on time, the conclusion is the least important part of your essay. Even just one sentence to wrap things up is fine just so long as you’ve hit all the points you need to (i.e. don’t skip your conclusion if you still need to put in your synthesis example). When you are done, make one last past through your essay. Make sure you included everything that was in your outline and hit all the rubric skills! Then take a deep breath and pat yourself on the back. You did it!! Have a cupcake to celebrate. KeyTips for How to Write a DBQ I realize I've bombarded you with information, so here are the key points to take away: Remember the drill for prep: establish a baseline, build skills, take another practice DBQ, repeat skill-building as necessary. Make sure that you know the rubric inside and out so you will remember to hit all the necessary points on test day! It’s easy to lose points just for forgetting something like your synthesis point. On test day, keep yourself on track time-wise! This may seem like a lot, but you can learn how to ace your DBQ! With a combination of preparation and good test-taking strategy, you will get the score you’re aiming for. The more you practice, the more natural it will seem, until every DBQ is a breeze. What's Next? If you want more information about the DBQ, see my introductory guide to the DBQ.Haven't registered for the test yet? See our article for help registering for AP exams. For more on studying for the AP US History exam, check out the best AP US History notes to study with. Studying for World History? See these AP World History study tips from one of our experts. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: