Final Exam Essay Questions - 1808 Words

Sergio Leal Political Science 2301 26 June 2016 Final Exam Essay (Topic 1) Within this class’s short amount of time, I have learned a great amount in what our government is as whole and what specific roles it has on our society. One of my favorite things that we were assigned was to go over the constitution and the amendments within the document, and although I had a fair share of knowledge of what it was about, there were a few new things that I had learned from sitting down and reading it. I was able to put things that have happened in history that was a result in the constitutions role in our laws and regulations, and I was also able to sort out what things went against the most important document in U.S. history. For this paper I will answer question by question from information I have attained from this class, and also from people’s point of views from the internet. The first question of this topic reads â€Å"Do you believe the constitution is a living document?† and before I state my opinion on this sub ject I would like to inform this reader on information I have come across as to why I have come to my opinion on whether the base of our rights and laws are either dead or alive in today’s world. As a living document there are many great arguments as to why it is. One of the best examples I found online is â€Å"Freedom of speech has evolved and changed and, as the Cincinnati Enquirer points out, there is a lot of evidence that initially freedom of speech was meant as a rightShow MoreRelatedEssay Final Exam Questions740 Words   |  3 PagesHistory 1302 Final Exam Spring 2013 On the day of the final, the students will be told which two prompts they will be required to respond to in blue books that the students have provided to the instructor. Essays should show a great deal of thought and range between â€Å"short answers† and formal essays, leaning closer to the idea of an essay. The student may have one page of handwritten notes on a standard size sheet of paper (8  ½ X 11). Bring this sheet with you to the final. 1) The events at the 1968Read MoreEssay on IS 3340 FINAL EXAM QUESTIONS1653 Words   |  7 Pagesï » ¿FINAL EXAM: QUESTIONS 1. Which core part of an operating system provides essential services? a. Service b. Driver c. Kernel $ d. Module 2. Which among the following is the process of proving that provided identity credentials are valid and correct? a. Identification b. Authentication $ c. Authorization d. Nonrepudiation 3. The ability to run a backup is an example of which Windows feature? a. Permission b. ACL c. Capability d. Right $ 4. Which among the following is the best reason toRead MoreAccountancy Final Exam Questions Essay997 Words   |  4 Pages1) Hahn Company uses the percentage of sales method for recording bad debts expense. For the year, cash sales are $300,000 and credit sales are $1,200,000. Management estimates that 1% is the sales percentage to use. What adjusting entry will Hahn Company make to record the bad debts expense? Debit Bad Debt Expense $12,000, Credit – Allowance for Doubtful Accounts $12,000 2) Using the percentage of receivables method for recording bad debts expense, estimated uncollectible accounts are $15,000Read MoreGOVT 2107 exam and final exam questions Essay examples1345 Words   |  6 PagesGOVT 2107 EXAM 1 TEST answers solutions from actual Exam #1 Did the framers of the Constitution believe that all policy decisions should be made by majority vote of the people? Select one: a. Yes, because they thought that the citizens would not support policy decisions unless they were made by majority choice. b. Yes, because they believed that most policy decisions should be made by wealthier, better educated people. c. No, because they believed the minority was in a better positionRead MoreMgmt 591 Final Exam Questions Essay6646 Words   |  27 PagesMGMT591 Final Exam * TCOs A, B * Individual Differences/Diversity * Management * Perception amp; Attribution * Culture * TCO C * Motivation Theories * Content/Process * Needs * Equity * Expectancy * Rewards * TCO D * Teams * Development/Effectiveness * Communication * Decision Making * TCO E * Communication * Process * OrganizationalRead MoreGen 205 Fall 2015 Final Exam Essay Questions1422 Words   |  6 PagesKalniesha Joseph Professor Gentile Gen 205 December 18, 2015 Fall 2015 GEN 205 Fall 2015 Final Exam Essay Questions Please answer each question. The extra credit is optional. Your essays are due by December 18th at 11:59PM. You must email it to me by this time. I will be calculating grades on Dec. 19th. If you have not submitted your final by this time, you will receive an F for this exam. I will NOT accept any excuses that your email is not working, that you sent it etc. If you do NOT receiveRead MoreFinal Exam Sample Questions Chp 1-7 Essay2232 Words   |  9 PagesFinal Exam -- Chapters 1-7 I have placed the Final Exam and the Final Exam Answer Sheet on the Home Page of the course. Download the Final Exam and Final Exam Answer Sheet to your computer. Please submit your completed Final Exam Answer Sheet in the Assignment Drop Box located in the Assignments section of the using the following file name format: lastname _final_exam.doc (for example, smith _final_exam.doc). The Final Exam Answer Sheet is due by Friday, 1/21/11 at midnight--no exceptionsRead MoreEssay Fin 601 Final Exam - Multiple Choice Questions Answers2436 Words   |  10 Pagesï » ¿ User Ms Julie Ciarlante Course FIN-601-001 - FA 13-14 Test FIN 601 Final Exam Started 12/12/13 7:19 PM Submitted 12/12/13 9:25 PM Status Completed Attempt Score 126 out of 135 points    Time Elapsed 2 hours, 5 minutes out of 5 hours. Question 1 3 out of 3 points A bond with an annual coupon of $70 and originally sold at par for $1,000. The current market interest rate (yield to maturity) is 8%. This bond will sell at _______. Assuming no change in market interest ratesRead MoreDesign and Enterprise Business Organization1160 Words   |  5 Pagesï » ¿NETW410 Final Exam Study Guide YOU MAY WANT TO PRINT THIS GUIDE. 1. The Final Exam is open book, open notes. The maximum time you can spend in the exam is 3 hours, 30 minutes. If you have not clicked the Submit for Grading button by then, you will be automatically exited from the exam. In the Final Exam environment, the Windows clipboard is disabled so you will not be able to copy exam questions or answers to or from other applications. 2. You should click the â€Å"Save Answers† button in the examRead MorePm586 Final Study Guide1407 Words   |  6 Pages------------------------------------------------- PM586 Final Exam Study Guide YOU MAY WANT TO PRINT THIS GUIDE, FIND THE LOCATION AND AREA OF THE CONCEPTS TO STUDY AND USE THIS GUIDE TO INSURE YOUR SUCCESS FOR THE FINAL EXAM. 1. The final exam is open book, open notes. The maximum time you can spend in the exam is 3 hours, 30 minutes. If you have not clicked the Submit For Grade button by then, you will be automatically exited from the exam. In the final exam environment, the Windows clipboard is disabled

Essay on John Updikes AP - 865 Words

John Updikes AP Many of the events that take place in John Updikes AP would not have happened had the town lived under a Marxist society. Marxism is a socio-economic ideal where all people work for the good of the community and is characterized by not having any social class distinctions. The division of Classes in AP is very apparent, especially between Sammy, the protagonist and first person narrator, and the three girls, one of the three antagonists, who walk into the store during the exposition. There is also a cast disparity between Sammy and Lengel, the store manager and another antagonist (along with society, who complete the three). A distinction is also noticeable between the three girls and the rest of the†¦show more content†¦Another class disparity is noticed between Sammy and Lengel. Not only is Lengel the store manager, and by definition in a class above Sammy, but he is also part of the group that makes the policy for the store. Sammy goes as far as grouping him with the kingpins. Again, in a Marxist government, where everyone works for the good of the community, there is no need for these rules; or policies as Lengel calls them. Sammy is then left with a choice between trying to be above the kingpins-by being accepted into a group who he describes as being in a place from which the crowd that runs the AP must look pretty crummy-or working for the policy makers. Sammys decision to quit, the climax in the story, also symbolizes his coming of age leaving his childhood behind-symbolized by the apron-knowing he can never return to it. The last line in the resolution when Sammy realizes how hard the world was going to be from then on is his loss of innocence and entry into adulthood, thus making him the only dynamic, although flat, character in a story where every other character is flat and static. The last line also conveys the theme of the story: hasty decisions often lead to disappointment. There is also a class difference between the three girls and the other patrons in the store. Simply by usingShow MoreRelatedJohn Updike’s AP1429 Words   |  6 Pageseven in usage of language. The new generations try to express themselves as something different from the old, embracing new slang, trying to form a separation between themselves and the previous generation. In John Updike’s â€Å"A P†, a teenage boy named Sammy works at a local store called AP. Sammy is a young casher, that stands up to his boss and he stands up for three girls who are dressed in bathing suits. Sammy lives in a small town, where nothing really happens. There is a struggle within everyRead MoreSymbolism in John Updikes A P1440 Words   |  6 PagesJohn Updikes short story A P recounts how an adolescent supermarket cashier named Sammy has his life changed forever when three girls in bathing suits shop in the store where he works. He is the first person narrator who shapes the tale with his descriptions, attitudes and opinions. He is the protagonist who grows up quickly in a single day and the only round, fully developed character in the tale. As you proceed through the story and become acquainted with Sammys opinions and ideas, it becomesRead MoreJohn Updikes AP Essay767 Words   |  4 PagesIn John Updike’s short story, AP the writer takes you o n a youths memory that involves the choices and consequences that life can deal to anyone who has not had time to test a rash decision. The narrator is an immature nineteen-year-old cashier who is about to make a giant leap from adolescence to manhood. Sammy narrates with opinions of not only his life, but also the people in the town. Sammy opposes with the way these people live their lives, and is determined to set a different course for hisRead More John Updikes A P Essay1471 Words   |  6 PagesJohn Updikes A P At first read, John Updikes A P contrasts old and new; the old manager in his settled life conflicting with the new age of girls wearing bathing suits in buildings. All the while, the narrator stuck in the middle, finally deciding to join the side of new, or youth. Instead of old vs. new, an observation closer to the heart of the story is conflict between the worlds of the rich and the middle class. ?A P? is the setting for one man to decide in which way he will seekRead MoreJohn Updikes AP Essay1355 Words   |  6 Pages Winners Sometimes Quit Try and remember what it was like to be a teenager. The short story â€Å"Aamp;P† tells the coming of age story of a nineteen year old boy named Sammy. Sammy has unknowingly placed himself into a situation that many small town adolescents often fall victim to. Sammy has a dead end job, and he feels as though he will be stuck working at the local â€Å"Aamp;P† while life passes him by. This is until a chance encounter with three young female customers changes his course from miniRead MoreEssay on Personality in John Updikes AP1275 Words   |  6 Pagescharacter to make them stand out in a story.nbsp; In A amp; P by John Updike, Sammy starts off as a young man discontent with his ordinary adult surroundings and moves to his need to change it. Throughout the story, Sammy describes and interprets the scenes around him, consequently revealing his own character, by which can be related through the use of Thomas Chous Ennegram, to distinguish his personality type. nbsp; John Updike gives the reader an inside look into the adolescent mindRead MoreAnalysis Of John Updikes AP Essay1544 Words   |  7 PagesJohn Updikes story AP talks about a 19-year old lad, Sammy, who has a job at the local grocery store, the AP. Sammy works at the register in the store and is always observing the people who walk in and out each day. On this particular day that the story takes place, Sammy is caught off guard when a cluster of girls walk into the store wearing just their bathing suits. This caught Sammys attention because the nearest beach is five miles away and he could not figure out why they would still beRead MoreChanges (John Updikes AP) Essay914 Words   |  4 PagesEnglish 1302.2E1 Changes Breaking away from the traditional is a struggle that contains several sacrifices and consequences. In John Updike’s â€Å"AP,† Sammy is a young teenager who transforms his wishes into reality. At first glance, he seems like a normal teenage boy, but instead he is an observational character who is trying to find a way to stand up for himself. Throughout the story, he undergoes changes toRead MoreJohn Updikes aP : Sammys Growth1545 Words   |  7 PagesJohn Updikes AP : Sammys Growth John Updikes story AP is about a nineteen year old boy, Sammy, who has a job at the local grocery store, the AP. Sammy works at the register in the store and is always observing the people who walk in and out each day. On this particular day that the story takes place, Sammy is caught off guard when a cluster of girls walk into the store wearing just their bathing suits. This caught Sammys attention because the nearest beach is five miles away and he couldRead MoreRebellion And Symbolism In John Updikes A P1842 Words   |  8 PagesThe short story â€Å"A P,† tells the story of a nineteen-year-old boy named Sammy who works in the local town grocery store. Sammy is the narrator of the story; one day while he was working at the cash register, three girls wearing nothing but bathing suits walk in. He instantaneously notices the girls, one in particular. He named her Queenie and she is seen as the leader or ‘queen bee’ of the three girls. As these girls walk th rough the grocery store they start to create a scene and get the attention

Marriage in Ancient Babylonia Essay Sample free essay sample

Both common and royal matrimonies were indispensable to Babylonian society. though they differed in their intent and design. The cardinal intent of matrimony between common mans was to keep the population together. functioning as a mechanism to keep work forces accountable for their actions and guaranting that all households were provided for financially. On the other manus. the chief intent of royal matrimonies established an mutuality between Babylonia and Egypt. a strategic confederation shaped by political motives and dynastic concerns. Royal matrimonies normally consisted of a Pharaoh get marrieding one of a Babylonian prince’s close relations. As evidenced by the Amarna letters. this connexion allowed Babylonian male monarchs to hold contact with Egyptian Pharaoh so as to larn from their cultural thoughts and more closely bind the two states together. Marriage within Babylonian society had a few intents. all of which strengthened and grew the community. One intent was to propagate. In a society that relied on manual labour. matrimony promoted population growing and therefore supported economic activity. Culturally. households prided themselves on the figure of kids produced. carry throughing their societal and civic duties. Because polygamy led to more offspring. the pattern found widespread support. A figure of Torahs in the Code of Hammurabi facilitated matrimony. Paragraph 138 of the codification. for illustration. advocated adult females to happen a 2nd hubby if the first one died or if he was captured. If the hubby returned. nevertheless. the adult female must return to him. When the man’s married woman died. he normally remarried instantly. which indicates the value of remaining married. In a manner. all the Torahs sing matrimony in the Code of Hammurabi led to work forces holding many kids with multiple married womans. which was critical in increasing the population. Marriage resulted in an heritage. as stated in the codification. which assured that all twosome had the resources to construct a household. The married woman brought in her dowery provided by her male parent. and the boy had his ain heritage from his male parent. After the male parent died. he divided his wealth every bit among all of his boies so that they could get down their ain households. Marriage held both work forces and adult females accountable for their actions. Several Torahs prohibited adultery. It would be damaging to hold illicit kids in society because they would be difficult to care for and most likely deficient subscribers to society. Men received terrible penalties for their misbehaviors. Marriage besides held work forces accountable because they had to care for their households. Not merely was a adult male tied to his married woman. but besides to her offspring. Although there is no direct grounds towards this. it is implied that work forces needed to be function theoretical accounts for their kids. which in bend prevented misbehavior. Marriage held the community together. and as a consequence. people were more responsible. By contrast. royal matrimonies served a wholly different intent than matrimony within Babylonian society. As the Amarna letters indicate. royal matrimonies established political and cultural ties to Egypt. The 2nd Amarna missive. by the Babylonian King. Kadasman-Enlil II. informs Amenhotep III. an Egyptian Pharaoh. that his girls are readily available. but their Egyptian hubbies must be of royal blood. and that given the quality of his lineage. he himself deserves a few Egyptian princesses without payment. It’s a dialogue: Kadasman-Enil hopes to restrict the sum of gold he is holding to pay for the royal girls of Egypt. Though the male monarch referred to the Pharaoh as â€Å"brother† in his letters. the Pharaoh neer considered the male monarch to be his equal. which was the cardinal ground for many of their differences. This was a repeating subject in about all of the Amarna letters between different coevalss of male monarchs. merely a few coevalss of which letters sur vive. Both the Pharaoh and the male monarchs were unsated with the gifts that they received. invariably positioning themselves for a better deal. Kadasman-Enlil II tells the Pharaoh that he is unhappy with merely having 30 mynas of gold as a salutation gift because he besides requested a royal bride. The pharaoh responds: â€Å" [ S ] hould I. possibly. since you did non direct me a adult female. decline you a woman†¦ ? But my girls being available I will non decline [ one ] to you† ( EA 4. ) The tone in which they argue as two household members in a minor bicker. helped guarantee peaceable dealingss between the states and protected Babylonia from the unsafe aspirations of a possible enemy province. Royal brides had no voice in these affairs and faced great hazard if they departed from their function as valuable trade goods for exchange. The Middle Assyrian Palace Decrees were addressed to a little group of people that worked in the women’s quarters of the castle. If royal adult females even challenged these edicts. the punishment was normally decease. â€Å"If a castle adult female is standing with a adult male by herself. with no 3rd individuals with them. if they are acting in even a coquettish mode. they shall kill them† ( MAPD 19. ) A tribunal atten der could non come within seven gaits of a castle adult female. These Draconian edicts. no more severe than the Mosaic jurisprudence of Deuteronomy. jealously guard royal matrimony and the evident value of a â€Å"clean† Babylonian princess to the Pharaoh. who doubtless would experience humiliation if his new bride had contaminated herself by lying with a common man. That embarrassment would greatly damage the strategic usage of royal matrimony Babylonian male monarchs employed to win over Egyptian favour. Marriages within Babylonian society promoted population growing and restrained behaviour that strayed from accepted relationships. strengthened households and supplied the economic system with workers to carry through societal demands. Royal marriages served a different intent. There were tactical and strategic concerns back uping royal brotherhoods that tied Egypt closer to Babylonia. strengthening Babylonia against a possible enemy province. In other respects. nevertheless. royal matrimonies served an of import societal involvement by heightening the nation’s security. and therefore served a similar intent to matrimonies between ordinary citizens: protecting and beef uping the province as a whole.