AP English Literature - Writing Essays For This Contest

AP English Literature - Writing Essays For This ContestAP English Literature 2020 has a lot of essays to choose from to satisfy students, teachers and parents. This essay contest is open to all who wish to earn high honors.An essay should be well-written, to hold all the attention of readers throughout the entire paper. The students should know what to write about and how to write about it, before submitting their essay. In AP English Literature 2020 you will find a variety of topics to choose from.It will take some time before the students can focus on an area, and the topics of AP English Literature will include literature history. One of the topics that will come up time and again in the questions will be the author's and readers' interest. It is very important to make the reader interested in the author's work, and to stimulate them to learn more.They should write essays that are sure to keep the reader interested. The questions asked by the judges will provide the writers with a great deal of research and practice. As a part of the research, the essay should have enough topics.This AP English Literature essay samples will include several essays that the students may use for both the good and bad. The good ones will show excellent writing skills, and the bad ones will provide a few guidelines for writing.In this year's AP English Literature contest the topics are based on literature. The first rule that the editors have is that the topic must be related to the particular literary field of study. Each of the essays will be judged based on quality, which is the biggest advantage to this AP English Literature contest.AP English Literature gives students plenty of opportunity to explore different aspects of literature. It also gives a wide array of topics to choose from, and this can be a great resource for those students who are not sure what to write about.

Use These Free Restaurant Printables to Teach Kids Functional Skills

Impact Of The World War On Australians - 1464 Words

Although both the World Wars had significant impacts on Australians, the statement that wartime controls in World War One had a greater impact on Australians than they did in World War Two is fairly inaccurate. There are a number of reasons as to why this was the case, as demonstrated through the government s wartime controls. One of the wartime controls that was utilised by the government in both World Wars but had greater impact on Australians in World War Two was conscription. Another wartime control that had a higher degree of impact on Australians in World War Two than in World War One was the detainment and isolation of ‘enemy aliens’ when the government again took steps to protect their national security. With such a large number of servicemen deployed overseas, the role of women in Australia also changed drastically to meet the needs of the armed forces, the government and the economy and this influenced Australian life more in World War Two. Therefore, although both wars affected the lives of many Australians in mental, physical, social and economic aspects, the wartime controls of World War Two had a much greater impact on Australians than in World War One. In Australia, during World War One, conscription was one of the most divisive and bitter arguments of the time, however, it can be argued that conscription had a huger impact on Australia in World War Two than in World War One due to its implementation. By 1916, two years after World War One had begun, most ofShow MoreRelatedThe Impact On The Australian Home Front1244 Words   |  5 Pagesafter the outbreak of World War I, an immense wave of support flooded Britain from her ally, Australia. All Australian political parties, community leaders, newspapers and churches were on-board with this major movement to help the mother country. All believed it was a morally right and necessary commitment . World War I, 1914 – 1918 had a significant and long lasting impact on the Australian home front. ‘The civilian population ’ had to undergo many changes to cater for the war. At this time women’sRead MoreWorld War One On The Changing Role Of Women933 Words   |  4 Pageswas the impact of World War One on the changing role of women, effects of weaponry and trench warfare and discrimination against German and Turk Australians? World War One was a significant event in Australian society, from 1914-1918.The impact of World War One on the changing role of women, effects of weaponry and trench warfare and discrimination against German and Turk Australians.These different topics all changed Australian society in varied ways. The changing role of women in World War One hasRead MoreImpact Of World War I On Women s Roles1517 Words   |  7 PagesAsmeeta Singh Assess the impact of World War I on the role of women in Australian society. In assessing the impact of World War 1 on women’s roles in Australian society, it is clearly obvious that there was no great effect. Women took on a great deal of responsibility when men were at war and many aspects were discovered about women’s abilities and many injustices were also created, which revolved around women, their jobs and the rest of their daily lives. According to https://womenshistory.netRead MoreHow did the perception of women change in WW2 Essay1670 Words   |  7 Pagesï » ¿How was the perception of women changed throughout the Second World War? World War Two (WW2) broke out in 1939 and would have great effect on the Australian Home Front. The impact was particularly felt by women and their role in society changed to a significant extent. These changes are clearly evident from many factors that took place during the course of the war although, the most significant changes were due to the introduction of women to the predominantly male orientated workforce, fashionRead MoreThe World War I, The Australian Home Front1702 Words   |  7 PagesDuring World War I, the Australian home front was impacted by a long and varying list of occurrences during the period of time between the years of 1914 to 1918. The home front was influenced politically through the arguments over the conscription vote and as Australia became divided between the different war beliefs. It was also influenced by social change, as the use of censorship drastically altered the Australians’ views of war and women began to pick up odd jobs in order to ass ist the soldiersRead MoreSignificance Of The Manhattan Project And Nuclear Threat On Australia And The War1636 Words   |  7 PagesNuclear Threat having Impact on Australia and the War Sub-questions – - What was the Cold War? - Who were the inventers of the bomb? And what did they do after? - What was the significance of the bomb to the war and Australia? - The Expectation of the first Nuclear War - Nuclear Threat having impact on Australia? Word Count = 1191 What was the Cold War? The Cold War was the name of the relationship between the United States of America, and Post-1977 Russia after the end of World War II. The Cuban MissileRead MoreChanging Role Of Women During World War II1434 Words   |  6 PagesRole of Women in World War II When Britain declared war against Germany in 1939, the Australian Prime Minister, Robert Menzies, proclaimed that Australia was also at war. The declaration of war saw Australians respond to another world conflict. On this occasion, Australia itself would be under the threat of attack. World War II would not only require young men to travel overseas and fight but it also significantly impacted the lives of Australian women. The contribution Australian women made towardsRead MoreAustralia is at War839 Words   |  4 Pages‘Australia is at War’ is a primary source from the year 1939 and is a speech by renowned Prime Minister Robert Gordon Menzies (1894 – 1978). This speech was delivered at the beginning of World War II declaring Australia’s participation and assistance to its â€Å"Mother Land†, Great Britain. World War II was developed and initiated by the infamous Adolf Hitler, a notorious German leader and the head of the Nazis. German’s inv asion of Poland initiated Great Britain’s move towards force rather than theirRead MoreEssay on The Effect of the Vietnam War on the Australian Society912 Words   |  4 PagesThe Effect of the Vietnam War on the Australian Society The Vietnam War had great political impact and led to deep division within Australian society. The Australian people were forced to take the issues about the Cold War, Vietnam and the arms race seriously because of Australia’s military involvement in Vietnam from 1962 to 1972. As a result, our fear of communism and of Asia increased dramatically. Australia, occupying a large mass of land, yet having a small Read MorePeter Weir’s film Gallipoli1722 Words   |  7 Pagescalled an ‘Australian classic’. The impact and effect this film has had upon the psyche and perspective of several generations of Australians has been significant. Whilst it can be argued that every Australian is aware of the ANZAC legend, and the events that occurred on the Turkish beaches in 1915, Weir’s film encapsulates and embodies a cultural myth which is now propagated as fact and embraced as part of the contemporary Australian identity. The film projects a sense of Australian nationalism

Darla Mariduena Group C Critical Writing - 1300 Words

Darla Mariduena Group C Critical Writing Rabiyya School Lunch Reforms- Draft 2 Five million child deaths occur every year because of lack of nutrients, also known as malnutrition. Many studies have been done in order to figure out how school meals affect the student’s behavior in, and out of the classroom. Low test grades, low attendance rates, and misbehavior has been mostly noted in students who are at â€Å"nutritional risk.† Also, students who come from low-income families, depend on school meals, and if the meals are not fresh and healthy, the malnutrition percent will increase. Academic achievement depends on how well your mind and body is; if a student is at†¦show more content†¦After six months, students who decreased their nutritional risk showed improvements in all these areas† (Jane L. David). When students have a good balanced meal, they are able to cope with daily tasks, and are able to maintain focused. By supplying students with fresh, healthy, and appealing school meals, the malnutrition rates will decrease, and stud ents’ brains will develop faster and better. â€Å"For the school year 2013-14, the Department of Education’s total budget is $24.8 billion, including $4.9 billion to pay pensions and interest on Capital Plan debt† (NYC Department of Education). This means very little money is actually spent on reforming schools and the way they look. This budget pays for not only teachers, and school staff (DOE costs), but also for non-DOE costs, such as special education services, and non-DOE contact schools (yeshivas, parochial, and charter schools). Clearly, not a lot of money is spent on better lunches, due to the fact that $24.8 billion need to be spent on 1,700 public schools. â€Å"It [the department’s budget] pays for central administration and field support offices, which work with schools to provide support and help improve student achievement† (NYC Department of Education). If the DOE desires to improve the academic achievement of students, then more money should be provided for school meals, which is on e

Comparing Salem Possessed by Paul Boyer, The Story of the...

Comparing Salem Possessed by Paul Boyer and Stephen Nissenbaum, The Story of the Salem Witch Trials by Bryan Le Beau, and The Devil in the Shape of a Woman by Carol Karlsen The Salem Witch Trials of 1692 spread just about as fast as the Black Plague. This epidemic caused chaos among neighbors in a community. The chronology of events describes an awful time for colonists from June 10th to September 22nd of that year. The books Salem Possessed by Paul Boyer and Stephen Nissenbaum, The Story of the Salem Witch Trials by Bryan Le Beau, and The Devil in the Shape of a Woman by Carol Karlsen all describe these events and provide varying explanations for the epidemic that plagued Salem Village. This review will look at the†¦show more content†¦Common sense should tell any human that such an isolated event was not capable of causing such hysteria among villagers. For hundreds of years scholars, among them the previously mentioned authors, have researched the various factors that influenced the witch hunting to spread. The first factor that helps put the whole story in motion is the arrival of the arrival of Reverend Samuel Parris as the new minis ter for the church in Salem Village. On November 19, 1689 the Reverend Parris, with his family at his side, was ordained the new minister for the Salem Village Church. (Boyer Nissenbaum, 153) Reverend Parris came to Salem at a very tumultuous time. The church had just gained its independence from the church in Salem Town, thus causing many rifts among residents of both the village and the town. From the start, Parris was a poor leader for the town. He was continually concerned more with increasing his salary and living allowances than he was with the happenings of the village. Parris himself also became a centerpiece of the factionalism that was plaguing the town. He continued to push his parishioners toward a more conservative and moralistic way of life that he felt would cleanse the town of all of its problems. It was Parriss daughter and niece in fact that began the Salem witch hysteria. The Reverend Parris agreed fully with the findings of the authorities

Human Rights and Children free essay sample

The UN Convention on the Rights of a Child 1989 – in 1989 the world leaders decided children needed a special convention just for them to give them special care and protection that adults do not need. All children up to the age of 18 have the rights in the convention. Some groups of children eg those living away from home or disabled children have additional rights to make sure they are treated fairly and their needs are met. Every child in the UK is entitled to 40 specific rights, included in these are: the right to life, survival and development; to have their views respected; to have a name and nationality; freedom of expression, to live in a family environment or alternative care and have contact with parents wherever possible; to have health care and social security; to have an education, be able to take part in leisure, culture and arts; Special protection for refugee children, children in the juvenile justice system, deprived children and children suffering sexual, economic or other forms of exploitation. These rights apply to all children with no exceptions. The Education Act 2002 – is an act to make provision about education, training and childcare. The act implements the legal requirements and commitments set out in the white paper Schools: Achieving success. It is intended to raise standards, promote innovation in schools and reform education law. It covers everything from schools being able to innovate and raise standards, schools joining together and forming companies, setting a flexible governance framework that allows greater discretion at local levels, allowing schools to be used as a resource within the community, separating out the budget making it clearer how funding is divided up and setting a minimum schools budget and also additional methods of funding available, providing frameworks for admission, exclusion and attendance, sets the school curriculum distinguishing between the key stages, enables schools to be more flexible with their staffing, develop partnerships with other agencies and give effective support within the classroom and it also sets out the statutory duty schools have with regards to the protection and involvement of children. Further measures are introduced to ensure weak and failing schools are turned around as quickly as possible. Children Act 2004 and 2006 – reforms the law relating to chi ldren making provisions about the services provided to and for children in need by local authorities and other persons providing a wider strategy for improving children’s lives, targeting those with additional needs. It makes provision about advisory and support services relating to family proceedings, to make provision about fostering, child minding and day care, adoption review panels, the defence of reasonable punishment, the making of grants as respects children and families, child safety orders, the publication of material relating to children involved in certain legal proceedings and disclosure of information relating to children. The Freedom of Information Act 2000 – if the establishment you work in is part of the public sector, the Freedom of Information Act means you must produce a publication scheme outlining the information that is routinely made available to the public eg minutes of meetings, annual reports or financial information. It also means official information must be disclosed when people ask for it (unless there is a good legal reason not to). Schools must produce a school profile and school prospectus containing the latest Ofsted report and current performance levels. The Human Rights Act 1998 – its aim is to give further effect in the UK to the rights contained in the European Convention of Human Rights. The act applies to all public bodies within the UK, including the central government, local authorities and bodies exercising public functions. The act provides that it is unlawful for a public authority to act in a way that contravenes the Convention Rights. The Human Rights Act affects all other laws – it says that every UK law must respect your convention Rights, public authorities cannot ignore your rights and that they can be taken to a UK court or tribunal if they do. All UK courts and tribunals must take convention rights into account in all their rulings and not just in cases brought under the Human Rights Act. Special Educational Needs, codes of practise (SEN) 2001- it includes the rights and duties introduced by the SEN and Disability Act 2001. Local Education Authorities, schools, early education settings, health and social services must all have regard to the Code of Practice. It sets out a model of intervention, early education settings action and early years action plus and in school settings a school action and school action plus. The code puts emphasis on working with parents, pupil participation and working in partnerships with other agencies. It includes a stronger right for children with Special Education Needs to be educated in a mainstream school, a requirement that Local Educational Authorities provide services offering advice and information and means of resolving disputes, a new duty on schools and relevant Early Years providers to keep parents informed when they are making special educational provisions for their child, and the right for schools and relevant educational providers to request a statutory assessment of a child. The Disability Discrimination Act 1995/2005 – under the act it is unlawful for a school or other education provider to treat a disabled pupil unfavourably. They should not either directly or indirectly discriminate against the child arising from a disability. For example a pupil cannot be refused admission simply because they are disabled, a pupil can’t not be stopped from doing something because it takes them to long to do it. Pupils should not be harassed because of their disability, a teacher cannot shout a disabled pupil if the disability means they are unable to concentrate. The school must provide reasonable adjustments to ensure the pupil is not discriminated against. Data Protection Act 1998 protects personal data in the UK. It gives people the fundamental rights and freedoms to their right to privacy with respect to the processing of personal data. Personal data must be obtained fairly and lawfully, data should only be used for the specific purpose it was collected. The data subject should be informed of the who the data controller (institution), the purpose for which the data is intended. The data must be kept accurate and up to date and shall not be kept for longer then necessary. Schools must keep formal pupil records that are updated once a year, under the data protection act all pupils are entitled to have their educational records disclosed to them. There is certain information that is exempt from disclosure, information that could cause serious harm to the pupil or someone else or that would put them at risk, but this information may be passed to another educational establishment. Disclosure is permissible if the record does not allow identification of the third party. Every Child Matters Agenda 2004 its main aims are for every child, whatever their background or circumstances, to have the support they need to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve an economic well-being. It requires multi-agency partnerships working together to achieve to be aware of the contribution by each others’ service and to deliver their work with children accordingly. In my role I support the child to help them achieve to the best of their ability. I have to respect the rights of every child with whom I work and not discriminate against any child because of their nationality, disability etc. I must ensure they are as inclusive as possible and respect their privacy, but also work closely with teachers, support staff within the school and sometimes if required any outside agencies involved to ensure the child has as much support as possible where needed. 4. 3 (a) (b) Explain the roles of regulatory bodies relevant to the education sector including general bodies and school specific regulatory bodies. The regulatory bodies relevant to the education sector are there to monitor and enforce legislative framework, they include: Criminal Records Bureau – provides access to check the criminal records of all staff and volunteers working within organisations in the public, private and voluntary sectors, making it easier to identify people who may be unsuitable for work involving children or vulnerable adults. Health and Safety Executive (HSE) – continually work with other government departments and agencies to ensure that pupil safety and employee safety are properly considered and duly protected. They ensure that education duty holders manage any significant risks within school premises eg requirements are met for managing asbestos; slips and trips. It also encourages a common sense approach to risk management; all risks should be managed responsibly and sensibly whilst still providing children with a range of valuable learning experiences. Any major accidents or injuries must be notified to the HSE. Ofsted is the Office for Standards in Education, Children’s Services and Skills. They regulate and inspect to ensure children’s services in local areas are achieving excellence in the care of children and young people including services for looked after children, safeguarding and child protection. They are independent from the government ministers and report directly to Parliament so they can give impartial information. They carry out large numbers of inspections and regulatory visits in England seeking to promote areas of improvement and encourage services to provide value for money. All their findings are published on their website. Local Education Authority (LEA) – have the responsibility for education and children’s services. For state schools in their area they organise funding, allocate the number of places available at each school and employ all teachers (except voluntary aided and foundation schools).

19846 Essay Example For Students

19846 Essay War is peace. Freedom is slavery. Ignorance is strength. This is the slogan of the Ministry of Truth, a branch of the totalitarian government in post-war London. The figurehead of this government is Big Brother, who employs a vast army of informers called the Thought Police who watch and listen to every citizen at all times through a device called a telescreen for the least signs of criminal deviation or unorthodox thoughts. This novel, like Orwells earlier work Animal Farm and Aldous Huxleys Brave New World, is an example of anti-utopian fiction, that kind of fiction which shows man at the mercy of some force over which he has no control. Anti-utopian novels are usually intended as a criticism of the time in which the author lives. Nineteen Eighty Four, a satire of totalitarian barbarism told through the eyes of Winston Smith, is no exception. Orwell deliberately keeps the plot in 1984 simple, without any narrative twists or shocking surprises until the very end. He is very careful to present the idea that it is our society and government, not people, that are mixed up. The plot is not merely a boy meets girl story, but helps to pull the characters through the story. For Orwells purposes, the plot need not be too complex, for it might detract from his message. By keeping the time frame of 1984 to a short period and involving relatively few main characters, Orwell focuses on the important issues of totalitarianism and total government control through brainwashing. In connection with the plot of this novel, Orwells setting is of supreme importance, for it creates the ambience of the story. Orwells setting is well done, and helps formulate the readers opinions about what he is reading. Nineteen Eighty Four begins in spring, the traditional time of rebirth and romance. But the reader soon learns this is not an accurate description of the times. The air is cold and the city is a ruin. With just a few indications of setting, the reader begins to understand what this novel stands for. London, a city central to the Western tradition and one of the most beautiful cities in the world, has been destroyed through the revolution from capitalism to totalitarianism. It is virtually an open sewer. Everything, from the language and culture to its history and people, is being demolished. Orwell also uses setting to communicate mood and situations, arousing hate in the reader towards Ingsoc and Big Brother. The best examples of this are the Two Minutes Hate and Winstons electroshock treatment. By using normal surroundings and twisting them, Orwell communicates the idea that our own world is vulnerable to the tyranny portrayed in Oceania. In 1984, Orwell manipulates his setting so that once the reader has finished the book, he carries Orwells ideas and feelings about totalitarianism into life. Orwells diction and style are powerful and overwhelming. He describes pain and suffering in graphic detail, and his presentation keeps the reader alert by shifting su ddenly in unexpected directions. In this novel, Orwell wonderfully implements a dichotomy between the reality of our world and the unreality of fiction. The barrier between what is real and what is depicted in the novel is obliterated as Orwell satirizes and mimics contemporary society. Orwells style captivates the reader into the reality of the world in 1984. In a complex work such as 1984, there are numerous structural relationships upon which the author bases his central themes and ideas. Orwell comments on politics, economics, war, love, and truth among other things. In the microcosm of 1984, the love which develops between Winston and Julia is exemplary of the struggle of those who have to exist in a society which scorns love and sexual desire. The Partys altering of the past in order to deceive its citizens and create in them a sense of utopia is designed to reveal the conflict between truth and the mutability of truth. Obviously the most important theme of the novel centers a round the evils of totalitarianism. Orwell portrays not just what the world is becoming, but what it is. The bewildering and anti-human experience of a person living in a totalitarian state is likely to bring about the kind of alienation apparent in 1984. Winston, the most obvious example, is severely cut off from the outside world. Alone and lonely, he feels alienated from his family, his neighbors, and the rest of society. Even with Julia, Winston does not find someone who shares the same thoughts and opinions that he does. He hates women and children. The Partys war against love and sex for purposes other than reproduction has succeeded in cutting off Winston from half of the human race. As a result of the Partys oppression, Winstons psychological and sexual life has been crippled. Winston is able to perform his duties for the Party without thought or question, but inwardly he represses every contrary or unorthodox thought in the vain hope that he will not be discovered by the Th ought Police. Secretly he despises the mindless Party members who are so intellectually and spiritually brainwashed that they can be easily led and made to do anything. Winstons diary is his attempt to leave behind some record of the evils of Ingsoc, yet he is unable to write anything more than rambling incoherences, as he has alienated himself from his own feelings. Winston does not actively or consciously estrange himself from the rest of society. Rather, his alienation is a passive response to a world he cannot endure, and he effectively shuts the door on the outside world. Nineteen Eighty Four suggests that the government alienates each member of society from one another, and warns the reader what life can be like without the privileges of fundamental civil and human rights. Through the character of Winston Smith, Orwell shows the destruction of the sane individual who can not adapt to an insane society. Bibliography:Mine .ua1a011814a1061b7da63ada9370fa882 , .ua1a011814a1061b7da63ada9370fa882 .postImageUrl , .ua1a011814a1061b7da63ada9370fa882 .centered-text-area { min-height: 80px; position: relative; } .ua1a011814a1061b7da63ada9370fa882 , .ua1a011814a1061b7da63ada9370fa882:hover , .ua1a011814a1061b7da63ada9370fa882:visited , .ua1a011814a1061b7da63ada9370fa882:active { border:0!important; } .ua1a011814a1061b7da63ada9370fa882 .clearfix:after { content: ""; display: table; clear: both; } .ua1a011814a1061b7da63ada9370fa882 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua1a011814a1061b7da63ada9370fa882:active , .ua1a011814a1061b7da63ada9370fa882:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua1a011814a1061b7da63ada9370fa882 .centered-text-area { width: 100%; position: relative ; } .ua1a011814a1061b7da63ada9370fa882 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua1a011814a1061b7da63ada9370fa882 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua1a011814a1061b7da63ada9370fa882 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua1a011814a1061b7da63ada9370fa882:hover .ctaButton { background-color: #34495E!important; } .ua1a011814a1061b7da63ada9370fa882 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua1a011814a1061b7da63ada9370fa882 .ua1a011814a1061b7da63ada9370fa882-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua1a011814a1061b7da63ada9370fa882:after { content: ""; display: block; clear: both; } READ: Essay on The Impacts of the Columbian Exchange Essay