Free Essays on Franchising

I was recently a victim of what the business industry is calling â€Å"downsizing† or â€Å"right sizing†. After eleven years of service, I stood outside the doors of a large corporation with extensive financial training, a vast knowledge of management techniques, a pension and one burning question. Do I find another job with another large corporation or do I start my own business? Several options were quickly presented. I was told to blow the dust off my resume and that with my experience; a comparable position could be easily obtained. I was told to start my own business, since I had some money. The latter offered greater appeal, which resulted in two more questions. What kind of business to start and how do I get started? Like others in my predicament, I sought the counsel of friends and business associates. I got two different answers. I was told to buy a franchise from some and become a network marketer from others. These avenues for revenue, while presenting the potential for riches, are greatly different after you get pass their respective histories and specific product offering. So, I researched them. Because of the hybrid systems within each industries and vast number of success and failures within each, I choose to concentrate of the fundamentals of accounting, income and expense. Naturally, this resulted in more questions: what will it cost me to get started and maintain to reach a profit; what are the pros and cons of each? and what is the future of the system? My research revealed two things. The selection of either system depended on how much I initially wanted to invest and which was more compatible with my personal profile. While I am financially and personally suited, the one trait of my personal profile, the desire to be independent, steers me away from both. However, an education and application of both systems results in the technical assistance to start my own business and t he knowledge to assure a hig... Free Essays on Franchising Free Essays on Franchising I was recently a victim of what the business industry is calling â€Å"downsizing† or â€Å"right sizing†. After eleven years of service, I stood outside the doors of a large corporation with extensive financial training, a vast knowledge of management techniques, a pension and one burning question. Do I find another job with another large corporation or do I start my own business? Several options were quickly presented. I was told to blow the dust off my resume and that with my experience; a comparable position could be easily obtained. I was told to start my own business, since I had some money. The latter offered greater appeal, which resulted in two more questions. What kind of business to start and how do I get started? Like others in my predicament, I sought the counsel of friends and business associates. I got two different answers. I was told to buy a franchise from some and become a network marketer from others. These avenues for revenue, while presenting the potential for riches, are greatly different after you get pass their respective histories and specific product offering. So, I researched them. Because of the hybrid systems within each industries and vast number of success and failures within each, I choose to concentrate of the fundamentals of accounting, income and expense. Naturally, this resulted in more questions: what will it cost me to get started and maintain to reach a profit; what are the pros and cons of each? and what is the future of the system? My research revealed two things. The selection of either system depended on how much I initially wanted to invest and which was more compatible with my personal profile. While I am financially and personally suited, the one trait of my personal profile, the desire to be independent, steers me away from both. However, an education and application of both systems results in the technical assistance to start my own business and t he knowledge to assure a hig...

Expert Guide to the AP Language and Composition Exam

Expert Guide to the AP Language and Composition Exam SAT / ACT Prep Online Guides and Tips With the 2016 AP English Language and Composition exam approaching on Wednesday, May , it’s time to make sure that you’re familiar with all aspects of the exam.In this article, I’ll give a brief overview of the test, do a deeper dive on each of the sections, discuss how the exam is scored, offer some strategies for studying, and finally wrap up with some essential exam day tips. Exam Overview The AP Language and Composition exam tests your rhetorical skills. Essentially, how do authors construct effective arguments in their writing? What tools do they use? How can you use those tools to craft effective writing yourself? That is the essence of rhetorical analysis. The exam has two parts: the first section is an hour-long, 52-55 question multiple-choice sectionthat asks you questions on the rhetorical construction and techniques of a series of nonfiction passages. The second section is free response. It starts with a 15-minute reading period, and then you’ll have 120 minutes to write three analytical essays: one synthesizing several provided texts to create an argument, one analyzing a nonfiction passage for its rhetorical construction, and one creating an original argument in response to a prompt. You will have about 40 minutes to write each essay, but no one will prompt you to move from essay to essay- you can structure the 120 minutes as you wish. In the next sections I’ll go over each section of the exam more closely- first multiple choice, and then free response. The AP English Language and Composition Multiple-Choice The multiple-choice section is primarily focused on how well you can read and understand nonfiction passages for their use of rhetorical devices and tools. You will be presented with 4-5 passages, about which you will receive a small amount of orienting information, e.g. â€Å"This passage is excerpted from a collection of essays on boating† or â€Å"This passage is excerpted from an essay written in 19th-century Haiti.† You will be asked somewhere from 10-15 questions per passage. There are, in general, eight question types you can expect to encounter on the multiple-choice section of the exam. I’ve taken my examples from the sample questions in the â€Å"Course and Exam Description.† Magic eight-ball says there are eight types of multiple-choice questions! Type 1: Reading Comprehension These questions are focused on verifying that you understood what a certain part of the passage was saying on a concrete, literal level. You can identify these questions from phrases like â€Å"according to† â€Å"refers,† etc. The best way to succeed on these questions is to go back and re-read the part of the passage referred to very carefully. Example: Type 2: Implication These questions take reading comprehension one step further- they are primarily focused on what the author is implying without directly coming out and saying it. These questions will have a correct answer, though, based on evidence from the passage. Which interpretation offered in the answers does the passage most support? You can identify questions like these from words like â€Å"best supported,† ‘â€Å"implies,† â€Å"suggests,† â€Å"inferred,† and so on. Example: Type 3: Overall Passage and Author Questions These questions ask about overall elements of the passage or the author, such as the author’s attitude on the issue discussed, the purpose of the passage, the passage’s overarching style, the audience for the passage, and so on. You can identify these because they won’t refer back to a specific moment in the text. For these questions, you’ll need to think of the passage from a â€Å"bird’s-eye view† and consider what all of the small details together are combining to say. Example: Type 4: Relationships Between Parts of the Text Some questions will ask you to describe the relationship between two parts of the text, whether they are paragraphs or specific lines. You can identify these because they will usually explicitly ask about the relationship between two identified parts of the text, although sometimes they will instead ask about a relationship implicitly, by saying something like â€Å"compared to the rest of the passage.† Example: Type 5: Interpretation of Imagery/Figurative Language These questions will ask you about the deeper meaning or implication of figurative language or imagery that is used in the text. Essentially, why did the author choose to use this simile or this metaphor? What is s/he trying to accomplish? You can generally identify questions like this because the question will specifically reference a moment of figurative language in the text. However, it might not be immediately apparent that the phrase being referenced is figurative, so you may need to go back and look at it in the passage to be sure of what kind of question you are facing. Example: Type 6: Purpose of Part of the Text Still other questions will ask you to identify what purpose a particular part of the text serves in the author’s larger argument. What is the author trying to accomplish with the particular moment in the text identified in the question? You can identify these questions because they will generally explicitly ask what purpose a certain part of the text serves. You may also see words or phrases like â€Å"serves to† or â€Å"function.† Example: Type 7: Rhetorical Strategy These questions will ask you to identify a rhetorical strategy used by the author. They will often specifically use the phrase â€Å"rhetorical strategy,† although sometimes you will be able to identify them instead through the answer choices, which offer different rhetorical strategies as possibilities. Example: Type 8: Style and Effect Some questions will ask you about stylistic moments in the text and the effect created by the those stylistic choices. What is the author evoking through their stylistic choices? You can identify these questions because they will generally mention â€Å"effect.† Example: Some very important stylish effects going on here. TheAP English Language and CompositionFree Response The free response sectionhas a 15-minute reading period. After that time, you will have 120 minutes to write three essays that address three distinct tasks. Because the first essay involves reading sources, it is suggested that you use the entire 15-minute reading period to read the sources and plan the first essay. However, you may want to glance at the other questions during the reading period so that ideas can percolate in the back of your mind as you work on the first essay. Essay One: Synthesis For this essay, you will be briefly oriented on an issue and then given anywhere from six-eight sources that provide various perspectives and information on the issue. You will then need to write an argumentative essay with support from the documents. If this sounds a lot like a DBQ, as on the history AP exams, that’s because it is! However, this essay is much more argumentative in nature- your goal is to persuade, not merely interpret the documents. Example(documents not included, see 2015 free response questions): Essay Two: Rhetorical Analysis In the second essay, you’ll be presented with an excerpt from a nonfiction piece that advances an argument and asked to write an essay analyzing the rhetorical strategies used to construct the passage’s argument. You will also be given some orienting information- where the passage was excerpted from, who wrote it, its approximate date, where it was published (if at all), and to whom it was directed. Example(excerpt not included, see 2015 free response questions): Essay Three: Argument In the third essay, you will be presented with an issue and asked to write a persuasive essay taking a position on the issue. You will need to support your position with evidence from your â€Å"reading, experience, and observations.† Example(from 2015 free response questions): This doesn't look like a very well-constructed argument. How The AP Language and Composition Exam Is Scored The multiple-choice section of the exam is worth 45% of your score, and the free-response section is worth the other 55%. So each of the three free-response essays is worth about 18% of your score. As on other APs, your raw score will be converted to a scaled score of 1-5. This exam has a relatively low 5 rate. Only 9.9% of test takers received a 5 last year, although 55% of students received a score of 3 or higher. In terms of how the raw score is obtained, the multiple-choice section is similar to other AP multiple-choice sections: you receive a point for every question you answer correctly, and there is no penalty for guessing. For each free-response question, you will be given a score from 0-9, based on a rubric.The rubrics all assess, in general, 3 major things: How well you responded to the prompt:Did you completely and fully address all of the tasks presented in the prompt, without misunderstanding any of them? How convincing and well-supported your argument was: Do you take a clear position that is not overly basic, simplistic, or obvious? Can you comprehensively support your position with evidence? Is your evidence well-chosen and well-explained? Do you tie everything back to your main argument? Have you thought through the implications of your stated position? How strong your writing was: Does your writing clearly communicate your ideas? Are your sentences not just grammatically correct, but sophisticated? Do you have a consistent style and a strong vocabulary? Is your paper well-organized and logically arranged? Each rubric broadly assesses these three factors. However, each task is also different in nature, so the rubrics do have some differences. I’ll go over each rubric- and what it really means- for you here. Synthesis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in development, or impressive in their control of language. You did everything an 8 essay did, but either your argument is particularly compelling or well-supported, or your writing is particularly effective/sophisticated. 8 Essays earning a score of 8 effectively address the task in the prompt. They develop their argument by effectively synthesizing at least three of the sources. The evidence and explanations used are appropriate and convincing. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You thoroughly responded to the prompt, successfully using (and citing) at least three of the sources to support your argument. You supported your argument in a persuasive way. Your writing is competent, although there may be some minor errors. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. Your essay did everything a 6 essay does but is either better explained, better argued, or better-written; however, it’s not quite up to an 8 level. 6 Essays earning a score of 6 adequately address the task in the prompt. They develop their argument by adequately synthesizing at least three of the sources. The evidence and explanations used are appropriate and sufficient. The language may contain lapses in diction or syntax, but generally the prose is clear. You responded to the prompt in a reasonable way. You used and cited at least 3 of the sources in creating your argument. You supported your argument in a reasonably persuasive way, although not as compellingly as an 8 essay. Your writing is generally understandable. 5 Essays earning a score of 5 address the task in the prompt. They develop their argument by synthesizing at least three sources, but how they use and explain sources is somewhat uneven, inconsistent, or limited. The writer’s argument is generally clear, and the sources generally develop the writer’s position, but the links between the sources and the argument may be strained. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You did respond to the prompt. You used and cited at least 3 of the sources in creating your argument, but you did not use all of them particularly effectively. The connection between the documents and your argument is underdeveloped. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately address the task in the prompt. They develop their argument by synthesizing at least two sources, but the evidence or explanations used may be inappropriate, insufficient, or unconvincing. The sources may dominate the essay’s attempts at development, the link between the argument and the sources may be weak, or the student may misunderstand, misrepresent, or oversimplify the sources. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not adequately respond to the prompt. You used and cited at least two sources, but you did not effectively link them to your argument. Your essay may summarize sources instead of truly taking a position, or you may have misread the sources. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in addressing the task. They are less perceptive in their understanding of the sources, or their explanation or examples may be particularly limited or simplistic. The essays may show less maturity in their control of writing. Your essay did not adequately respond to the prompt. Your interpretation of the sources is incorrect or your argument is overly simplistic. Your writing is overly basic or unclear. 2 Essays earning a score of demonstrate little success in addressing the task in the prompt. They may merely allude to knowledge gained from reading the sources rather than cite the sources themselves. These essays may misread the sources, fail to develop a position, or substitute a simpler task by merely summarizing or categorizing the sources or by merely responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. Essays that score 2 often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely addressed the prompt. You may not cite any sources directly, misunderstand the sources, never take a position, or write things that are not relevant to the prompt. Writing is very weak, including grammatical issues. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, weak in their control of writing, or do not allude to or cite even one source Your writing barely addressed the prompt. Explanations are extremely simple, writing is incredibly weak, or sources are not used or cited at all. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response You didn’t write anything! Time to synthesize this dough into some cookies. Rhetorical Analysis Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or impressive in their control of language. You achieved everything an 8 essay did, but the quality of either your argument or your writing is exceptional. 8 Essays earning a score of 8 effectively analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and convincing, referring to the passage explicitly or implicitly. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You successfully and persuasively analyzed the rhetoric of the excerpt in a way that is strongly supported by specific examples in the text. Your writing is versatile and strong. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide more complete explanation, more thorough development, or a more mature prose style. You achieved everything a 6 essay did, but your argument was either better explained or supported or your writing was of a higher caliber. 6 Essays earning a score of 6 adequately analyze the rhetorical strategies used by the author to develop his/her argument. They develop their analysis with evidence and explanations that are appropriate and sufficient, referring to the passage explicitly or implicitly. The essay may contain lapses in diction or syntax, but generally the prose is clear. You successfully analyzed the rhetoric of the excerpt, using appropriate references to the text. Your writing was generally understandable. 5 Essays earning a score of 5 analyze the rhetorical strategies used to develop the author’s argument. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You analyzed the rhetoric of the excerpt, although evidence from the passage may have been poorly used or deployed. Your writing is mostly understandable but may have errors. 4 Essays earning a score of 4 inadequately analyze the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the passage, misrepresent the strategies the author uses, or may analyze these strategies insufficiently. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You did not analyze the rhetoric in the passage in a reasonable way. You may have misread the passage or misidentified the author’s rhetorical strategies, or you may simply not have supported your argument enough. Textual evidence may not be appropriate to the task at hand. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in analyzing the rhetorical strategies the author uses to develop his/her argument. They are less perceptive in their understanding of the passage or the author’s strategies, or the explanations or examples may be particularly limited or simplistic. The essays may show less maturity in control of writing. A 3 essay has similar weaknesses to a 4 essay, but displays less understanding of the passage or the author’s intent. The writing may also be even more inconsistent or basic. 2 Essays earning a score of 2 demonstrate little success in analyzing the rhetorical strategies used by the author to develop his/her argument. These essays may misunderstand the prompt, misread the passage, fail to analyze the strategies used, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The essays often demonstrate consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of control. You barely analyzed the passage. You may have misunderstood the assigned task, seriously misread the passage or the author’s intent, or responded to something other than the prompt. Writing is consistently weak. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation, or weak in their control of language. A 1 essay is has similar weaknesses to a 2 essay, but is even more poorly supported or poorly written. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! Examine your texts closely! Argumentative Essay Rubric Score What the Rubric Says What This Means 9 Essays earning a score of 9 meet the criteria for the score of 8 and, in addition, are especially sophisticated in their argument, thorough in their development, or particularly impressive in their control of language. You meet the criteria for an 8, plus you have either a particularly strong argument, strong support, or strong writing. 8 Essays earning a score of 8 effectively develop a position on the issue presented. The evidence and explanations used are appropriate and convincing, and the argument is especially coherent and well developed. The prose demonstrates a consistent ability to control a wide range of the elements of effective writing but is not necessarily flawless. You persuasively address the prompt, using strong evidence to support your argument. Your writing is strong but not necessarily perfect. 7 Essays earning a score of 7 meet the criteria for the score of 6 but provide a more complete explanation, more thorough development, or a more mature prose style. A 7 essay meets the criteria for a 6 essay but is either better-argued, better-supported, or more well-written. 6 Essays earning a score of 6 adequately develop a position on the issue presented. The evidence and explanations used are appropriate and sufficient, and the argument is coherent and adequately developed. The writing may contain lapses in diction or syntax, but generally the prose is clear. You reasonably address the prompt, using reasonable evidence to support your argument. Your writing is generally good but may have some mistakes. 5 Essays earning a score of 5 develop a position on the issue presented. The evidence or explanations used may be uneven, inconsistent, or limited. The writing may contain lapses in diction or syntax, but it usually conveys the student’s ideas. You do address the prompt, although the support for your argument may be sparse or not wholly convincing. Your writing is usually clear, but not always. 4 Essays earning a score of 4 inadequately develop a position on the issue presented. The evidence or explanations used may be inappropriate, insufficient, or unconvincing. The argument may have lapses in coherence or be inadequately developed. The prose generally conveys the student’s ideas but may be inconsistent in controlling the elements of effective writing. You do not adequately address the prompt or form a strong argument. Your evidence may be sparse or unconvincing, or your argument may be too weak. Your writing is not consistently clear. 3 Essays earning a score of 3 meet the criteria for the score of 4 but demonstrate less success in developing a position on the issue. The essays may show less maturity in control of writing. 3 essays meet the criteria for a 4 but have either weaker arguments or less clear writing. 2 Essays earning a score of 2 demonstrate little success in developing a position on the issue. These essays may misunderstand the prompt, or substitute a simpler task by responding to the prompt tangentially with unrelated, inaccurate, or inappropriate explanation. The prose often demonstrates consistent weaknesses in writing, such as grammatical problems, a lack of development or organization, or a lack of coherence and control. You barely addressed the assigned task. Your essay may misunderstand the prompt. Your evidence may be irrelevant or inaccurate. Your writing is weak on multiple levels. 1 Essays earning a score of 1 meet the criteria for the score of 2 but are undeveloped, especially simplistic in their explanation and argument, weak in their control of language, or especially lacking in coherence. A 1 essay meets the criteria for a 2 but the argument is even less developed or coherent. 0 Indicates an off-topic response, one that merely repeats the prompt, an entirely crossed-out response, a drawing, or a response in a language other than English. You made no attempt to respond to the prompt. - Indicates an entirely blank response. You didn’t write anything! As you can see, the synthesis rubric is focused on how you used sources, the analysis rubric is focused on how well you analyzed the text, and the argument rubric is focused on the strength of your argumentative writing without outside sources. Achieving a high score on an AP Lang and Comp essay is no easy feat. The average scores on essays last year were all under 5, with the Synthesis essay at about a 4.7 and the other two at just over 4. So even getting a 7 out of 9 is very impressive! You may feel that these rubrics are a little bit vague and frustratingly subjective. And, indeed, what separates a 6 from a 7, a 7 from an 8, an 8 from a 9 may not be entirely clear in every case, no matter the pains taken by the College Board to standardize AP essay grading. That said, the general principles behind the rubrics- respond to the prompt, build a strong argument, and write well- hold up. If you can write strong essays in the time allotted, you’ll be well on your way to a score of 5 even if your essays got 7s instead of 8s. So what can you do to prepare yourself for the frenzy of AP English Lit activity? The best kind of frenzy is a puppy frenzy! AP English Language Prep Tips Unlike its cousin, the AP English Literature and Composition exam, the AP Language and Composition exam (and course) have very little to do with fiction or poetry. So some students used to more traditional English classes may be somewhat at a loss as to what to do to prepare. Luckily for you, I have a whole slate of preparation tips for you! Read Nonfiction - In a Smart Way A major thing you can do to prepare for the AP Lang and Comp exam is to read nonfiction- particularly nonfiction that argues a position, whether explicitly (like an op-ed) or implicitly (like many memoirs and personal essays). Read a variety of non-fiction genres and topics, and pay attention to the following: What is the author’s argument? What evidence do they use to support their position? What rhetorical techniques and strategies do they use to build their argument? Are they persuasive? What counterarguments can you identify? Do they address them? Thinking about these questions with all the reading you do will help you hone your rhetorical analysis skills. Learn Rhetorical Terms and Strategies Of course, if you’re going to be analyzing the nonfiction works you read for their rhetorical techniques and strategies, you need to know what those are! You should learn a robust stable of rhetorical terms from your teacher, but here’s my guide to the most important AP Language and Composition terms. If you want to review, there are many resources you could consult: Wikibooks offers a list of â€Å"Basic Rhetorical Strategies,† which explains some of the most fundamental rhetoric-related terms. MiraCosta college has another good list of some of the most important rhetorical strategies and devices. A heroic individual from Riverside schools in Ohio uploaded this aggressively comprehensive list of rhetorical terms with examples. It’s 27 pages long, and you definitely shouldn’t expect to know all of these for the exam, but it’s a useful resource for learning some new terms. Another great resource for learning about rhetorical analysis and how rhetorical devices are actually used is the YouTube Channel Teach Argument, which has videos rhetorically analyzing everything from Taylor Swift music videos to Super Bowl commercials. It’s a fun way to think about rhetorical devices and get familiar with argumentative structures. Finally, a great book- which you might already use in your class- is â€Å"They Say, I Say.† This book provides an overview of rhetoric specifically for academic purposes, which will serve you well for AP preparation and beyond. Write You also need to practice argumentative and persuasive writing. In particular, you should practice the writing styles that will be tested on the exam: synthesizing your own argument based on multiple outside sources, rhetorically analyzing another piece of writing in-depth, and creating a completely original argument based on your own evidence and experience. You should be doing lots of writing assignments in your AP class to prepare, but thoughtful, additional writing will help. You don’t necessarily need to turn all of the practice writing you do into polished pieces, either- just writing for yourself, while trying to address some of these tasks, will give you a low-pressure way to try out different rhetorical structures and argumentative moves, as well as practicing things like organization and developing your own writing style. Not the most auspicious start to an argumentative essay. Practice for the Exam Finally, you’ll need to practice specifically for the exam format. There are sample multiple-choice questions in the â€Å"AP Course and Exam Description,† and old free-response questions on the College Board website. Unfortunately, the College Board hasn’t officially released any complete exams from previous years for the AP English Language and Composition exam, but you might be able to find some that teachers have uploaded to school websites and so on by Googling â€Å"AP Language complete released exams.† I also have a guide to AP Language and Composition practice tests. Once you’re prepped and ready to go, how can you do your best on the test? AP Language and Composition Test Day Tips Here are four key tips for test-day success. You are one hundred percent success! Interact With the Text When you are reading passages, both on the multiple-choice section and for the first two free-response questions, interact with the text! Mark it up for things that seem important, devices you notice, the author’s argument, and anything else that seems important to the rhetorical construction of the text. This will help you engage with the text and make it easier to answer questions or write an essay about the passage. Think About Every Text’s Overarching Purpose and Argument Similarly, with every passage you read, consider the author’s overarching purpose and argument. If you can confidently figure out what the author’s primary assertion is, it will be easier to trace how all of the other aspects of the text play into the author’s main point. Plan Your Essays The single most important thing you can do for yourself on the free-response section of the AP English Language exam is to spend a few minutes planning and outlining your essays before you start to write them. Unlike on some other exams, where the content is the most important aspect of the essay, on the AP Language Exam, organization, a well-developed argument, and strong evidence are all critical to strong essay scores. An outline will help you with all of these things. You’ll be able to make sure each part of your argument is logical, has sufficient evidence, and that your paragraphs are arranged in a way that is clear and flows well. Anticipate and Address Counterarguments Another thing you can do to give your free responses an extra boost is to identify counterarguments to your position and address them within your essay. This not only helps shore up your own position, but it's alsoa fairly sophisticated move in a timed essay that will win you kudos with AP graders. Address counterarguments properly or they might get returned to sender! Key Takeaways The AP Language and Composition exam tests your rhetorical skills. The exam has two sections. The first section is an hour-long, 52-55 question multiple-choice test based on the rhetorical techniques and strategies deployed in nonfiction passages. The second section is a two-hour free-response section (with a 15-minute initial reading period) with three essay questions: one where you must synthesize given sources to make an original argument, one where you must rhetorically analyze a given passage, and one where you must create a wholly original argument about an issue with no outside sources given. You’ll receive one point for every correct answer on the multiple-choice section of the exam, which is worth 45% of your score. The free-response section is worth 55% of your score. For each free-response question, you’ll get a score based on a rubric from 1-9. Your total raw score will be converted to a scaled score from 1-5. Here are some test prep strategies for AP Lang: Read nonfiction with an eye for rhetoric Learn rhetorical strategies and techniques Practice writing to deploy rhetorical skills Practice for the exam! Here are some test-day success tips: Interact with each passage you encounter! Consider every text’s overarching purpose and argument. Keep track of time Plan your essays Identify and address counterarguments in your essays. With all of this knowledge, you’re ready to slay the AP English Language and Composition beast! Noble knight, prepare to slay the AP dragon! What's Next? Taking the AP Literature exam? Check out our ultimate guide to the AP English Literature testandour list of AP Literature practice tests. Taking other AP exams? See our Ultimate Guides to AP World History, AP US History, AP Chemistry, AP Biology, AP World History, and AP Human Geography. Need more AP prep guidance? Check out how to study for AP exams and how to find AP practice tests. Have friends who also need help with test prep? Share this article! Tweet Ellen McCammon About the Author Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Interactive Whiteboards Research Paper Example | Topics and Well Written Essays - 5000 words

Interactive Whiteboards - Research Paper Example As the report declares  the 21st century belongs to an information technology era, how to apply information technology into teaching and learning has become a key concern all over the world. In the year 1990, Australia national education revolution; in 1998, Hong Kong announces the first technology education strategy; in the year 2001, Europe Association clearly point out the ability of application technology and digit learning into future education has become the key ability.According to the essay findings the dynamics of the use of IWBs necessitated the integration of IT concepts into children’s instruction. Countries are adapting transformative IT concepts in the education sector. The use of IWBs is a manifstation of inclusion of the advancing technology into the education sector. Countries are adapting the use of IWBs with regard to the benefits that are accruable form such changes. Motivation and improvement of the learning environment are some of the integral factors t hat necessitate the replacement of traditional teaching methods with strategies that make education more exciting.  IWBs are used in teaching a variety of subjects with special reference to the sciences inclusive of mathematics. Britain, Asian nations and USA among others are some of the countries that have been advancing efforts that are aimed at integrating IWBs into classrooms.  The background of the initiation of IWB application in the process of teaching children owes its existence to the variant benefits that come with the replacement of traditional methods.

Hinduism Assignment Example | Topics and Well Written Essays - 500 words

Hinduism - Assignment Example There is no escape from gravity; likewise, no getting away from Buddhist and Hindu Karma. Karma can provide solace, more so to the poor as cosmic justice in due time, will ensure the oppressors are punished for exploiting them. However, the Karma idea in practice has more than often been destructive to national economies, society and individuals since its pronouncements are undisclosed. Only the results are evident. The west believes that Karma steps in avenging evil for evil and awarding good for good. An avatar in Hinduism denotes a bodily deity incarnation on earth. The god is able to incarnate at a specific place, and time appearing as a complete avatar or in multiple places simultaneously in which case, the god is represented by ‘amsha,’ partial avatars in a way that the main form god is in contact with partial gods. An avatar can be seen as accommodating the polytheism (many gods) and pantheism (god is all) concepts. The avatars can be taken to be intermediaries between God and man. Their purpose is passing message to people. As God in the past has appeared to pass a message, these avatars are used by God to pass a message. They also represent life and society evolution with metamorphosing epoch Kali Yuga from Krita Yuga. Hindu has several sects that at times differ in their belief especially on avatars. Therefore, an avatar may be taken with many gravities in one sect than the other. Some believe that all avatars are a representation of the immutable and indestructible god, Vishnu. Others differ and have more avatars, which may not be very significant in other Hindu sects. Hindu religion originated from Indians many years ago in thousands. Raised from other faiths, Hinduism may appear very complex, but key doctrinal principals of Hinduism are somewhat easy to comprehend. For a starter, Hindu believes in one supreme God, Brahma. They strive for knowledge of reality and truth, right actions and moral order while promoting tolerance. Many westerners

Case Attrition Essay Example for Free

Case Attrition Essay Case attrition is the failure of arrests to come to trial; less than half of all felony arrests result in conviction (Meyer, J Grant, D. 2003). Basically, case attrition is when an arrest does not end in a trial conviction, which happens quite often in the court justice system. The effect case attrition has on the criminal justice system effects all levels of the criminal justice process, because an arrest or no arrest affects all aspects of the criminal justice process. Law enforcement officers can develop negative feelings about the justice system and feel that their work is not getting noticed. The high levels of case attrition in modern systems shows that the criminal law has very substantial limitations as a direct crime control such as, deterrence, incapacitation, and rehabilitation. Criminal convictions and penalties deserved punishment and reinforce important societal denunciation, but if these penal consequences are imposed according to procedure that are widely perceived as fair and just. Attrition can get rid of individuals in the over-worked justice system that were arrested that either had a problem with the legality of the arrest or it was the result of an overworked, or bad officer in a situation where an arrest was not necessary (Meyer, J Grant, D. 2003). When these cases are removed from the justice system, it is possible for attorneys and judges to be able to focus on more serious crimes. Reference Meyer, J Grant, D. (2003) The Courts in Our Criminal Justice System

Characterization of Invasive Group A Streptococcal Diseases, Necrotizin

Characterization of Invasive Group A Streptococcal Diseases, Necrotizing Faciitis Abstract Invasive Group A Streptococcus has been around the human civilization since the beginning of our existence, and it continues to be a threat today. Invasive Group A Streptococcus, known as invasive GAS, occurs around 9400 times a year in the United States alone, while it is unknown about the rest of the world due to recording inconsistencies. This bacterium exists as one of the most common flora in humans, and can only start infection when there is a region which has been opened. For example, these regions could include the blood, muscles, and other various locations. Necrotizing fasciitis, dubbed as the "flesh-eating bacteria" by the media, is one of the known bacteria within the invasive group A Streptococcus. Although the mortality and morbidity rate of necrotizing fasciitis is at 70-80%, treatment may reduce it to 30-50%. Invasive Group A Streptococcus disease, known as invasive GAS, is a disease that stems from the Group A bacterium found on the throat and skin. This bacterium is known as Streptococcus pygoenes. A bacterium of this strain is a gram-positive, nonmotile, nonsporeforming coccus that occurs in chains or in pairs in cells. The individual cells of this bacterium are round cocci, about .6-1.0 micrometer in diameter. The bacteria divides in 1 plane, therefore, cells occur in pairs or in chains of various lengths. Streptococcus pygoenes is also a catalase-negative nervetolerant microbe anaerobe. It requires certain encriched mediums that contain blood in order to divide and grow. GAS contains a capsule of hyaluronic acid, which makes it exhibit hemolysis, which are white colonies on blood agar. S. pyogenes is always foun... ...hould take care to protect themselves from this bacteria. Although it is not always possible, since this bacterium is found in 5-15% of humans as normal flora, there are always ways to help Characterization of Invasive Group? 5 prevent it. While this invasive Group A Streptococcus is not as rampant as before antibiotics were introduced, it is still a major problem in certain areas in the world, so research on better ways to eliminate this disease should continue. References: Infectious Diseases and Immunization Committee. (1999, April 4). Invasive Group A Streptococcal Diseases. Streptococcal Diseases. July 26, 2005: http://www.cps.ca/english/statements/ID/id98-05.htm Maynor, M. (2005, January). Necrotizing Fasciits. Infectious Diseases. July 26, 2005: http://www.emedicine.com/EMERG/topic332.htm Skinner, F. (1987). Streptococci. New York: Academic Press Inc.

Econ 561 Profit Analysis Question 2 LO3 Essay

2-8(Key Question) With current technology, suppose a firm is producing 400 loaves of banana bread daily. Also, assume that the least-cost combination of resources in producing those loaves is 5 units of labor, 7 units of land, 2 units of capital, and 1 unit of entrepreneurial ability, selling at prices of $40, $60, $60, and $20, respectively. If the firm can sell these 400 units at $2 per unit, will it continue to produce banana bread? If this firm’s situation is typical for the other makers of banana bread, will resources flow to or away from this bakery good? Total Profits = Total Cost – Total Revenue Total Cost = Presource * Qresource and Total Revenue = Price * Qsold Total Cost = ($40 * 5 units of labor) + ($60 * 7 units of land) + ($60 * 2 units of capital) + ($20 * 1 unit of entrepreneurial ability) = $200 + $420 + $120 + $20 = $760. Total Revenue = $2 * 400 loaves of banana bread = $800. Total Profits = $800 – $760 = $40. The firm will continue to produce as it is earning economic profits. If this firm is typical of the banana bread industry, more resources will flow toward banana bread as other potential firms are attracted to the economic profits in the industry. 2-9 (Key Question) Assume that a business firm finds that its profit it greatest when it produces $40 worth of product A. Suppose also that each of the three techniques shown in the table on page 43 will produce the desired output. Resource Units Required Resource Price per unit of resource Technique 1 Technique 2 Technique 3 Labor Land Capital Entrepreneurial ability 4 a.With the resource prices shown, which technique will the firm choose? Why? Will production entail profit or losses? What will be the amount of profit or loss? Will the industry expand or contract? When will that expansion end? b.Assume now that a new technique, technique 4, is developed. It combines 2 units of labor, 2 of land, 6 of capital, and 3 of entrepreneurial ability. In view of the resource prices in the table, will the firm adopt the new technique? Explain your answer. c.Suppose that an increase in labor supply causes the price of labor to fall to $1.50 per unit, all other resource prices being unchanged. Which technique will the producer now choose? Explain. d.â€Å"The market system causes the economy to conserve most in the use of those resources that are particularly scarce in supply. Resources that are scarcest relative to the demand for them have  the highest prices. As a result, producers use these resources as sparingly as is possible.† Evaluate this state ment. Does your answer to part c, above, bear out this contention? Explain. (a)The firm will choose technique 2 because it produces the output at the least cost ($34 compared to $35 for techniques 1 and 3). Economic profit will be $6 (= $40 – $34), causing the industry to expand. Expansion in this industry will continue until prices decline to where total revenue equals total cost of $34 and no additional firms will want to enter the industry. (b)The firm will adopt technique 4 because its cost is now lowest at $32. (c)The firm will choose technique 1 because its cost is now lowest at $27.50. (d)The statement is logical. Increasing scarcity of a resource causes its price to rise. Firms ignoring higher resource prices will become high-cost producers. Firms switching to the less expensive inputs become lower-cost producers and earn higher profits than high-cost producers. The market system, therefore, forces producers to conserve on the use of highly scarce resources. Question 9c confirms this: Technique 1 was adopted because labor had become less expensive. 2‑10(Key Question) Some large hardware stores such as Home Depot boast of carrying as many as 20,000 different products in each store. What motivated the producers of those individuals to make them and offer them for sale? How did producers decide on the best combinations of resources to use? Who made these resources available, and why? Who decides whether these particular hardware products should continue to be produced and offered for sale? The quest for profit led firms to produce these goods. Producers looked for and found the least-cost combination of resources in producing their output. Resource suppliers, seeking income, made these resources available. Consumers, through their dollar votes, ultimately decide on what will continue to be produced.

A Poison Apple Essay

In the poem ‘ A Poison Apple ‘, poet William Blake illustrates that how a person, angry with another. Through a variety of tropological element, Blake paints a picture of the angst of one individual directed toward his friend. First he uses hyperbole to emphasis the effect he has created. This is evident when he writes that his tears are causing the anger to grow between him and his friend. As written on line five and line six of stanza two, ‘And I watered it in fears Night and morning with my tears, ’. In reality, tears do not make things grow. In the poem though, Blake’s despair is growing more and more with each and very tear he sheds. The hyperbole continue with ‘ I told my wrath, my wrath did end. ’ and ‘ I told it not, my wrath did grow. ’ Wrath is something inside a person that cannot be grow like a tree. It is an emotion that people cannot always control. In the poem, Blake is showing that he can control it but in reality he cannot. That was the start of the anger to his friend. Last but not least, the way he grows the tree is a strong hyperbole to the way people do normally. ‘ And I sunned it with smiles ‘ and ‘ And with soft deceitful wiles. in line seven and line eight of stanza two, it described the way the author grow his anger and wrath. Trees should be grown in mud but Blake’s ‘ tree ’ was bombastically grown in soft deceitful wiles which is impossible to happen in real life. The anger of him was becoming more and more. William Blake does a masterful job of comparing the growth of a tree in garden to the growth in life. Unfortunately the tree that Blake is growing is a â€Å" poison tree †. If thrives on the anger and wrath of a friend, rather than on the love that should be considered. Most things grow better with love.

Lord of the Flies Leadership essays

Lord of the Flies Leadership essays It is clear that in Lord of the Flies that, despite the efforts of the characters Ralph and Jack, no easy conclusion can be reached as to which of them should be the "chief" of the group. It is through careful observation, however, that one may name Piggy as the most fit to become leader. Though he is in many ways the most physically inferior of all the other boys, he possesses the abilty to think progressively, and in a civilized manner that would be most advantageous to the group. Ralph is the most physically inclined to survive under such harsh living conditions, and is the most prominant possibilty for a leader during the beginning chapters of the book. He is in many ways a pure minded and fatherly character, but lacks the mental capacity and on-the-spot decision making required to be a leader. He concerns himself mostly with the responsibilty of maintaining the signal fire, and gaining rescue for himself and the others. This responsibility also causes Ralp to neglect his role as leader and causes his iminent downfall. Jack is the most obvious leader, as the head of the choir boys. He is a devilish figure: tall and skinny with red hair and a freckley and almost ugly complexion. Jack is given the responsibility of maintaining the signal fire and hunting, but neglects the fire in order to hunt causing a possible rescue ship to pass by. Jack's blood-lust inables him to possess the proper qualities of a leader, and turns him into the malefactor of the community. Piggy would seem to be the most logical example of a leader on the island, and with Ralph and Jack willing to step down and put aside thier physical superiorities to him, could form a strong and unified "council" to lead the boys. ...

50 Common Chinese Proverbs

50 Common Chinese Proverbs Chinese proverbs (è « ºÃ¨ ªÅ¾, ynyÃ… ­) are popular sayings taken from literature, history, and famous people such as philosophers. The expressions are often used colloquially as statements of wisdom or advice. There are hundreds of Chinese proverbs addressing all aspects of life, from education and work to personal goals and relationships. Key Takeaways: Chinese Proverbs Chinese proverbs are common sayings that express popular wisdom or advice.Some Chinese proverbs are taken from works of literature or philosophy. Books and Reading After three days without reading, talk becomes flavorless. - Reading helps people to stay in touch with interesting ideas. A book is like a garden carried in the pocket. - Reading helps people to grow intellectually. A closed mind is like a closed book; just a block of wood. - You cannot learn if you have a closed mind. Its better to be without a book than to believe a book entirely. - It is important to think critically rather than believe everything you read. A single conversation with a wise man is worth a month’s study of books. - Wisdom is sometimes more important than knowledge. Education and Wisdom If a son is uneducated, his dad is to blame. - Fathers are responsible for their childrens education. A jade stone is useless before it is processed; a man is good for nothing until he is educated. - Education is what turns people into productive human beings. Learning  is a weightless treasure you can always carry easily. - Unlike material goods, your education is something you always take with you. Teachers  open the door. You enter by yourself. - Education is not a passive process; to learn, you must desire to learn. True knowledge is when one knows the limitations of one’s knowledge. - It is important to recognize the limits of your education. Children and Family Vicious as a  tigress  can be, she never eats her own cubs. - A mother never hurts her children, even if she is strict. Govern a  family  as you would cook a small fish- very gently. - Do not be harsh in how you treat your family. To understand your parents love you must raise children yourself. - Only parents know what it is like to raise children. A child’s life is like a piece of paper on which every person leaves a mark. - Children are very impressionable. Giving your son a skill is better than giving him 1,000 pieces of gold. - It is better to support your child with education than money. Fear One cannot refuse to eat just because there is a chance of being choked. - You cannot let fear stop you from living your life. Clear conscience never fears midnight knocking. - If you live according to your conscience, you wont be troubled by guilt. Once bitten by a snake, he/she is scared all his/her life at the mere sight of a rope. - Trauma causes people to fear things that they have no reason to fear. Friendship With true friends, even water drunk together is sweet enough. - True friends only need each others company to enjoy themselves. Do not use a hatchet to remove a fly from your friends forehead. - Be gentle when criticizing your friends. Happiness If you want happiness for a lifetime; help someone else. - Happiness comes through helping others. A smile will gain you 10 more years of life. - Staying positive will improve your health. One joy scatters a hundred griefs. - It only takes a small amount of happiness to bring great relief. Better the cottage where one is merry than the palace where one weeps. - It is better to be poor and happy than rich and miserable. We count our miseries carefully, and accept our blessings without much thought. - We often take our blessings for granted. Patience You wont help shoots grow by pulling them up higher. - Some things happen slowly and there is nothing you can do to speed them up. A dish of carrot hastily cooked may still have soil uncleaned off the vegetable. - Take your time and do things properly rather than rushing and making mistakes. A journey of a thousand miles begins with a single step. - Big goals are achieved through many small actions. Patience  is a bitter plant, but its fruit is sweet. - It is not easy to be patient, but patience will reward you. If you are patient in one moment of  anger, you will escape a hundred days of sorrow. - Keeping a cool head will help you avoid trouble. Personal Development A fall into a ditch makes you wiser. - Mistakes are opportunities to learn. Be not afraid of growing slowly, be afraid only of standing still. - Slow growth is better than stagnation. Before preparing to improve the world, first look around your own  home  three times. - Work on improving yourself before trying to improve others. A man grows most tired while standing still. - It is better to remain active than do nothing. When the winds of change blow, some people build walls and others build windmills. - Personal challenges can be opportunities for growth. The more you sweat in practice, the less you bleed in battle. - Preparing for challenges in advance will make it easier for you to meet them. All things are difficult before they are easy. - Nothing is easy the first time you do it. Better a diamond with a flaw than a pebble without one. - It is better to be ambitious and sometimes fail than to never try to do anything at all. Precautions Bad things never walk alone. - Troubles always come with other troubles. There are always ears on the other side of the wall. - Be careful about what you say; other people are always listening. When you are poor, neighbors close by will not come; once you become rich, youll be surprised by visits from (alleged) relatives afar. - When you have something people want, everyone will try to be your friend. Teamwork   Behind an able man, there are always other able men. - No one accomplishes anything alone. Three humble shoemakers brainstorming will make a great statesman. - Teamwork allows people to do much more than any one person could do on their own. Only when all contribute their firewood can they build up a strong fire. - It takes a group of people to build something that will last. Time An inch of time is an inch of gold but you cant buy that inch of time with an inch of gold. - Time equals money but money does not equal time. Age and time do not wait for people. - If you wait to get started, life will go on without you. The best time to plant a tree was 20 years ago. The second best time is today. - It is best to start a project as soon as you can. Do everything at the right time, and one day will seem like three. - Keeping an organized schedule will make you more productive. Persistence An ant may well destroy a whole dam. - What seems like a small amount of work adds up over time. A man who cannot  tolerate  small misfortunes can never accomplish great things. - You must learn to deal with setbacks if you want to achieve big goals.

Organization and Behavior Paper Term Example | Topics and Well Written Essays - 1250 words

Organization and Behavior - Term Paper Example Functional denotes the hierarchy of functions while project denotes the incorporation of complexity unto such. Companies working on areas like project management or specialised areas work based on such organisational structures (Johnson, Scholes, and Whittington 402-403). (NordNet 349) Functional organisation structure helps in the development of different functional teams within the organisation. Knowledge and skill of the different functional groups is enhanced owing to such specialised organisation structure. This type of an organisation structure best works in case of knowledge based organisations or for concerns conducting specialised services (NordNet 349). (NordNet 353) The divisional organisation structure works based on the decentralisation functions where the entire organisational task is allocated among people pertaining to different departments. Consumer relationship activities are enhanced through such organisational structure and it also helps in enhancing the coordinat ion of people belonging to different teams. Divisional organisation structure works best for large organisations. These organisations conduct their activities operating through a large number of people spread along different geographical boundaries. Further the organisations also work to help produce a plethora of products and thus needs both specialisation and coordination (NordNet 353). Answer 2 Wal-Mart operates based on the functional organisation structure such that it works to render specialised services and products to its consumer groups. The company operates based on specialised sets of people working in different formats that focus on rendering products at affordably low prices to the consumers. Procter and Gamble is a leading consumer products concern that works based on a divisional organisation structure. This concern has several global units based in different geographical territories constituted by people belonging to divisions focusing on production and marketing. Th e product division is further subdivided into other subdivisions and also the marketing team is also divided into other marketing development divisions or groups. The organisation culture also promotes large scale interaction between the different divisions (NordNet 349, 350-351). Answer 3 Procter and Gamble through the operation based on separate divisions tends to create a competitive advantage for it to compete effectively against other competitors. The company works on separate product units focusing on sectors like infants, women and family care, fabrics, health and beauty commodities and on other food and beverage items. People working in the product units work together for the enhancement of the brand image pertaining to the different products. Brand enhancement activity of the different product divisions is conducted by linking such with the activities of the marketing development team to gain significant competitive advantage (NordNet 350-351). Organisation and Behaviour-As signment No.1, Part 2 Answer 1 To, Mr. Siddall, John Siddall (Printers) Ltd. As per the observation made a change culture can be

Syriana Film assignment Example | Topics and Well Written Essays - 500 words

Syriana Film - Assignment Example differing viewpoints to underline the main themes of the film, namely; international corruption, cartels and the issue of corporate social responsibility. Gaghan described his inspiration for the film beginning with his work on Traffic3, where he felt that America’s dependency on foreign oil had distinct similarities with drug addiction. Indeed, a fundamental issue reiterated in Syriana is how the role of oil is central to US policy towards the Middle East and the US position within the contemporary framework of international relations. In turn, the relationship between Matt Damon’s character Bryan Woodman and Prince Nasir also presents a different insight into Middle Eastern politics through Prince Nasir’s frustration at American control in the area and his desire to undertake national reform and develop the economy for sustainability in the long term. Additionally, the increasing work of Bryan Woodman’s character with the Prince comes at the sacrifice of his marriage due to the death of Bryan’s son. Bryan’s payment of $175 million from the Prince and role as economic advisor causes his wife to accuse him of exploiting his son’s death for commercial gain. To this end, the death of Bryan’s son and sacrifice of his marriage is arguably symbolic of the central theme of Syriana regarding the interrelationship between oil, globalisation and the balance of power in international relations. For example, it is submitted that the oil industry symbolises the sacrifice of ethical concepts of morality as the control of oil in the Middle East is seen as fundamental to the balance of power within the international framework. This is highlighted by the American unease with Prince Nasir giving a natural gas drilling rights contract to China. The three central stories that interweave throughout the film purposively depict three very different men operating over various continents to highlight the long term and immediate consequences of pursuing wealth and