The History of the US Trade Deficit

The History of the US Trade Deficit One measure of a countrys economic health and stability is its balance of trade, which is the difference between the value of imports and the value of exports over a defined period. A positive balance is known as a trade surplus, which is characterized by exporting more (in terms of value) than is imported into the country. A negative balance, which is defined by importing more than is exported, is called a trade deficit or a trade gap. A positive balance of trade or trade surplus is favorable, as it indicates a net inflow of capital from foreign markets into the domestic economy. When a country has a surplus, it also has control over the majority of its currency in the global economy, which reduces the risk of falling currency value.  Although the United States has always been a major player in the international economy, it has suffered a trade deficit for the last several decades. History of the Trade Deficit In 1975, U.S. exports  exceeded imports by $12,400 million, but that would be the last trade surplus the United States would see in the 20th century. By 1987, the American trade deficit had swelled to $153,300 million. The trade gap began sinking in subsequent years as the dollar depreciated and economic growth in other countries led to increased demand for U.S. exports. But the American trade deficit swelled again in the late 1990s. During this period, the U.S. economy  was once again growing faster than the economies of Americas major trading partners, and Americans consequently were buying foreign goods at a faster pace than people in other countries were buying American goods. The financial crisis in Asia sent currencies in that part of the world plummeting, making their goods much cheaper in relative terms than American goods. By 1997, the American trade deficit  hit $110,000 million and heading higher. Trade Deficit Interpreted American officials have viewed the U.S. trade balance with mixed feelings. Over the last several decades, inexpensive imports  have aided in the prevention of inflation, which some policymakers once viewed as a possible threat to the U.S. economy in the late 1990s. At the same time, many Americans worried that this new surge of imports would damage domestic industries. The American steel industry, for instance, was worried about a rise in imports of low-priced steel as foreign producers turned to the United States after Asian demand shriveled. Although foreign lenders were generally more than happy to provide the funds Americans needed to finance their trade deficit, U.S. officials worried (and continue to worry) that at some point those same investors might grow wary. If investors in American debt change their investing behavior, the impact would be detrimental to the American economy as the value of the dollar is driven down, U.S. interest rates  are forced higher, and economic activity is stifled.

Milton Obote

Milton Obote Apollo Milton Obote (some say Milton Apollo Obote) was the 2nd and 4th President of Uganda. He first came to power in 1962 but was ousted by Idi Amin in 1971. Nine years later, Amin was overthrown, and Obote came back to power for five more years before he was ousted again. Obote has largely been overshadowed by â€Å"The Butcher† Idi Amin in the Western media, but Obote was also accused of widespread human rights abuses and the deaths attributed to his governments are greater than those of Amin. Who was he, how was he able to come back into power, and why is he forgotten in favor of Amin? Rise to Power Who he was and how he came to power twice are the easier questions to answer. Obote was the son of a minor tribal chief and received some university education at the prestigious Makerere University in Kampala. He then moved to Kenya where he joined the independence movement in the late 1950s. He returned to Uganda and entered the political fray and by 1959 was the leader of a new political party, the Uganda People’s Congress. After independence, Obote aligned with the royalist Bugandan party. (Buganda had been a large kingdom in pre-colonial Uganda that remained in existence under Britain’s policy of indirect rule.)   As a coalition, Obote’s UPC and the royalist Bugandans held a majority of seats in the new parliament, and Obote became the first elected Prime Minister of Uganda after independence. Prime Minister, President When Obote was elected Prime Minister, Uganda was a federalized state. There was also a President of Uganda, but that was a largely ceremonial position, and from 1963 to 1966, it was the Kabaka (or king) of Baganda that held it. In 1966, however, Obote began purging his government and orchestrated a new constitution, passed by the parliament, that did away with both the federalization of Uganda and the Kabaka. Backed by the army, Obote became President and gave himself wide-sweeping powers. When the Kabaka objected, he was forced into exile. The Cold War and the Arab-Israeli War Obote’s Achilles heel was his reliance on the military and his self-proclaimed socialism. Soon after he became President, the West looked askance at Obote who, in the politics of  Cold War  Africa, was seen as a potential ally of the USSR. Meanwhile, many in the West thought that Obote’s military commander, Idi Amin, would be a wonderful ally (or pawn) in Africa. There was also a further complication in the form of Israel, who feared that Obote would upset their support of Sudanese rebels; they too thought Amin would be more amenable to their plans. Obote’s strong-arm tactics within Uganda had also lost him support within the country, and when Amin, aided by foreign backers, launched a coup in January 1971, the West, Israel, and Uganda rejoiced. Tanzanian Exile and Return The rejoicing was short-lived. Within a few years, Idi Amin had become notorious for his human rights abuses and repression. Obote, who was living in exile in Tanzania where he had been welcomed by fellow socialist Julius Nyerere, was a frequent critic of Amin’s regime. In 1979, when Amin invaded the Kagera strip in Tanzania, Nyerere said enough was enough and launched the Kagera War, during which Tanzanian troops pushed Uganda troops out of Kagera, then followed them into Uganda and helped force the overthrow of Amin. Many believed that the subsequent presidential elections were rigged, and as soon as Obote was inaugurated President of Uganda again, he was facing resistance. The most serious resistance came from National Resistance Army led by Yoweri Museveni. The army responded by brutally suppressed the civilian population in the NLA’s stronghold. Human rights groups put the count at between 100,000 and 500,000. In 1986, Museveni seized power, and Obote fled into exile again. He died in Zambia in 2005. Sources: Dowden, Richard. Africa: Altered States, Ordinary Miracles. New York: Public Affairs, 2009. Marshal, Julian. â€Å"Milton Obote,† obituary,  Guardian, 11 October 2005.

Week One Discussion Questions (Mgt-437) Project Management Essay

Week One Discussion Questions (Mgt-437) Project Management - Essay Example A project’s focus looks at the strategic tilt of the business as the project gives the indication whether or not the success will be achieved for the different business entities and how the same will shape up the future realms of the business in the long run. 2. What is a project life cycle? How do project life cycles differ among organizations? To what degree does the structure of the project life cycle used by the organization affect the project manager’s job? Explain your answer. A project life cycle is a series of steps that are taken in order to reach the end goal within a project itself. It is important that a project life cycle is apparently drawn in order to assist the project team members in understanding the work domains. Project life cycles differ amongst organizations because they depend upon the nature of the project work, their deadline requirements that need to be taken care of and the stakeholders who will be directly or indirectly affected by the project in essence. The project manager’s job is seriously affected by the project life cycle because it makes him wait for certain activities to end before he could align the other project deliverables. The need for understanding the time glitches and work requirements is essential for a project manager in order to deliver value. A project stakeholder is a person who is directly or indirectly affected by the project’s results. Some examples of project stakeholders include the people who have invested heavily within the project’s domains as well as those who remain within the background but are linked with the project on a very constant basis. The stakeholders of a project are also comprised of the people who will be affected by the outcome of a project in the long run. When stakeholders are not identified and addressed early on in the project, the projects get affected by such incidents in a very

Diary Entry of a Diverse Student Essay Example | Topics and Well Written Essays - 500 words - 1

Diary Entry of a Diverse Student - Essay Example Hispanic parents make tremendous sacrifices for their children’s future. The student will also view me as approachable. This is because I will greet the students as they come to class. I will also be on time. This will give the student an impression of orderliness. In addition, I will require the class chairs be arranged in an informal way, for example, in circles. This will indicate an atmosphere that is informal (Goodman, 2001). The impression will be that the students will be required to participate frequently and actively. I represent a dominant group in the community. This will impact on my relationship with the student. The group I represent emphasizes and sets expectations that are high to each and every member. This will be translated to the students I teach. This will in turn affect the relationship between the students and I (Goodman, 2001). The self esteem and academic performance of the student will be highly enhanced. This is when I set high expectations for the whole class and hold the students to the set expectations. The expectations will be high but realistic. This means that the expectations will motivate the student to work hard and promote cooperation between the student and I. The student will also believe that he will succeed due to the high expectations associated with my group. This will also make the student relate to me in whatever he does. Moreover, I will communicate my attitudes and expectation to the student through speech and action. The student’s perceptions of my attitudes and expectations will affect his self concept and motivation (Goodman, 2001). The student is a kinesthetic learner. He learns efficiently through movement. I address and interact with him through hands on activities. I move around to ensure that he remains engaged. In addition, I have also posted academic materials in every area of the class. This will permit the student to move around, view, and respond to

Demand and Supply in Microeconomics

Demand and Supply in Microeconomics Introduction Economics is a study of how to use limited resource to satisfy unlimited people wants. Demand and supply is the two main concept of the modern economic. Demand is what people want and supply is how many goods available for people want. In free market the price of good is determined by the numbers of consumers and how many products available for them. As the result of that, when consumers understand the law of demand and supply they will have ability to decide when they can buy a product with low price and the suppliers can set the right price of this product and decide how many product they will make. In this case study we will evaluate the theory of demand and supply. We also give an example of demand and supply in food market in Hanoi in storm season. Theory Demand and supply might be one of the basic concepts of economics. It is the core of market economy. Demand is the price or quantity of a product or service desired by consumers. The demand relationship refers to the relationship between the price and quantity demanded, which are the price and quantity people willing to pay for. Supply is the amount of products a market produces. The supply relationship represents the relation between the price and quantity supplied, which are the price and quantity suppliers willing to produce. Therefore, price is the main concern for demand and supply to consider increased or deducted, and so demand and supply vary according to the price. According to the law of demand and supply, the higher of a products price the more suppliers will produce and the less people will buy. Because of that, the market price is changes. ( Investopedia news and articles, copyright 2010 ) In such a case, the quantity supplied is greater than the quantity demanded and there is a surplus of the good on the market. From the graph we see that if the unit price is $3 (assuming relative pricing in dollars), the quantities supplied and demanded would be: Quantity Supplied = 42 units Quantity Demanded = 26 units Therefore there would be a surplus of 42 26 = 16 units. The sellers then would lower their price in order to sell the surplus. Suppose the sellers lowered their prices below the equilibrium point. In this case, the quantity demanded would increase beyond what was supplied, and there would be a shortage. If the price is held at $2, the quantity supplied then would be: Quantity Supplied = 28 units Quantity Demanded = 38 units Therefore, there would be a shortage of 38 28 = 10 units. The sellers then would increase their prices to make more profit. The equilibrium point must be the point at which quantity supplied and quantity demanded are in balance, which is where the supply and demand curves cross. From the graph above, one sees that this is at a price of approximately $2.40 and a quantity of 34 units. (NetMBA.com) In general, if the price of a product is at low level, more people want to buy it and the demand will increase. As the result, there will be a shortage. The supplier now will be willing to produce more because people still want to use that product. So the supply increases. It will keep increasing to a point where customers demand and the quantity of that product is equal. Thus, there is a tendency toward an equilibrium point where quantity demanded equals quantity supplied. On the other hand, if the price of a product is at high level, less and less people want to buy it and so the demand decreases. In the end, there will be a surplus. The supplier now will drop down the price in order to attract more customers. This price keeps going down until they sell all out of the surplus. So, the price is moving backward to an equilibrium point where price demanded equals price supplied. So, how a firm know when to produce more or less? As in THE TIMES 100 article states that An important aspect of marketing is knowing what the demand is for your products. All companies engage in marketing activities to find out what the demand for their different products will be. For example, Coca-Cola will want to investigate market trends in the carbonated drinks sector, while a bank will want to find out about the demand for financial services. Armed with this information they are able to make appropriate pricing decisions based on what other suppliers are doing, as well as on the demand from consumers in the market. Some main factors causing the change in demand: Economic factors: When a country economy is good and people have more money in their pockets. They likely want to consume more and thus the demand will increase Social factors: As the social trend changes, people might have less time for taking care of their houses. Therefore, they will need to buy more washing machines and hire employees to do all the cleaning and cooking services. So, there will be more opportunity for firms making washing machine and higher demand for cleaning service. The quantity and the price of competitive goods: the higher the price of a competitive good, the higher will be the demand for this good as customers change from competitive goods. An example for this is that, if the price of i-phone mobile phone goes up, the demand of other smart phones will increase. Some main factors causing the change in supply: Wants: it is simply the demand for a particular product. As the demand rises, the supplies will rise also. The number of suppliers: If new companies join the market, usually the supply increases Natural and unpredictable events: If earthquakes, floods and fire occur, the output likely to drop. Wars, which affect the supply of imported raw materials, the breakdown of machinery, may happen anytime. (John Sloman (1998), and The Times 100, Copyright  © the Times Newspapers) Demand and Supply in Macroeconomics and Microeconomics: Macroeconomics is the study of the whole economic activities which include inflation, recession and unemploymentà ¢Ã¢â€š ¬Ã‚ ¦ Therefore, it concerns with the total demand and total supply. If the total demand is high compared to the total supply, inflation and balance of trade deficits will occur Inflation: is the increase of the price level in the whole economy. If there is a rise in demand, suppliers likely react by setting up high prices. After all, if the demand is still high, they can sell as good as before and make a lot of profits. Inflation will happen when all suppliers just keep their prices at high level. The balance of trade deficits happens when import is greater than export. When the aggregate demand rises, people will have a tendency to buy more foreign goods, more imported cars, wines, electronic equipments will be consumed. If the inflation is also high, the domestic goods are even harder to compare with foreign goods. As the result, our goods cannot be consumed not only by our country but also foreign countries. If the total demand is low compared to the total supply, unemployment and recession will occur Recession: is the economic situation when business activities are declined. As the result, fewer and fewer people are willing to spend money. Thus, firms will have a lot of surplus goods. They likely to buy less from the manufacturers, which will decrease the production in return. Unemployment will happen if manufacturers do not need to produce anymore. Microeconomics is the study about the individual parts of economy, individual firms. It studies about the demand and supply of specific products and services such as cars, clothes, food, electricians. We cannot make as many goods as want because the lack of resources. There are some choices must be made in our society: What should be produced? We dont have enough resources to produce as many goods as we want. Therefore, we have to decide how many cars, how many buildings, how many hospitalsà ¢Ã¢â€š ¬Ã‚ ¦ should be produced? How should things be produced? If there is more than one way to produce thing, we have to decide which is the best. Who will use our products? This is the problem of income. We have to decide what the wage of particular job such as: doctor, engineer, farmerà ¢Ã¢â€š ¬Ã‚ ¦ Because if they have more money, they likely to consume more (John Sloman, 1998) Case study In October of 2008, Ha Noi was flooded by heavy rains. Because the drains did not work effectively as it was supposed to be. People in Ha Noi had a terrible experience because of the scarcity of the food. Learning from that experience, people in Ha Noi today usually store food when a storm is announced coming. As the matter of fact, in the evening of July 17th in 2010, the news forecasted that a storm might be coming. However, in the next day, the weather turned normally again. Because of the worry about the scarcity of food, people in Ha Noi already rushed to the super market and bought as many foods as they can. The change of demand and supply made a lot of supermarket out of stock, also the price of the food was doubled the supposed price. At some supermarket, people had to struggle, pushed each other just to fill up their fridge. As a result, they had to eat frozen food for months while low price fresh food is selling everywhere. At this point, the market had to suffer the decrease of food demand because people already had food in their fridge. In this case, when a demand surprisingly increase the quantity supply cannot afford to satisfy all the needs instead of that is the increasing of the price. When the demand drops down, the quantity supply stays the same but the price has to fall to attract more customers. Conclusion Nowadays, the real world economy is too complex that even in some cases the law of demand and supply cannot be applied. The market today is changing ceaselessly; many individual speculations are getting even more and more uncertainly. Therefore, people shouldnt rush in deciding to buy anything. In my opinion, stock and real estate markets are really risky for those who only follow the market tendency meaning to say the majority of people and dont have enough knowledge of how the economy works. Furthermore, the government should be flexible with the policy to keep the market price at a suitable level so that both customers and suppliers can adapt with, and also avoid inflation and unemployment.

Promote equality and diversity in work with children and young people Essay

These were put into place to ensure that all organisations and agencies involved with children between birth and 19 years should work together ensure that children have the support needed to be healthy, stay safe, enjoy and achieve, make a positive contribution and ahieve economic well-being. The key aspect of the Act was to overhaul child protection and chilren’s services in the UK. Every Child Matters has been futher developed through the publication of the Children’s Plan 2007 which sets out to improve educational outcomes for all children. Race Relations Act 1976 and 2000 This places a statutory duty on schools to promote race equality. It makes it against the law for a person to be discriminated against, whether directly or indirectly. Schools are expected to improve the educational achievements of all children and to promote equal opportunities and good relations between different racial groups. Schools are also required to have a race equality policy which is linked to an action plan. Disability Discrimintaion Act 1995 and 2005 This made it illegal for services (shops and employers) to discriminate against disabled people. According to this Act, a person has a disability if ‘he /or she/ has a physical or mental impairment which has a substantial and long-term adverse effect on his /or her/ ability to carry out normal day-to-day activities’. Now it is a statutory requirement to encourage the inclusion of children with disabilities into mainstream schools. The Disability and Discrimination Act 2005 builds on the 1995 Act by requiring all schools to produce a Disability Equality Scheme. This must set out ways that schools promote equality of opportunity and promote positive attitudes towards pupils, staff and others who are disabled. Also, there must be an Accessibility Plan in place which identifies how th school will increase access to the curriculum improve the physical environment and provide information in a range of ways to meet the needs of individuals with diability. SEN Code of Practice 2001 The Special Educational Needs and Disability Act 2001 strengthened the rights of parents and SEN children to mainstream education. It made significant changes to the educational opportunities that are available to children with disabilities and special educational needs. Human Rights Act 1998 The United Nations first set a standard on human rights in 1948 with the Universal Declaration of Human Rights. In 1998 the Human Rights Act gave a further legal status to this. The basic human rights are: the right to life freedom from torture and degrading treatment freedom from slavery and forced labour the right to liberty the right to fair trial the right not to be punished for something that wasn’t a crime when you did it the right to respect for private and family life freedom of thought, conscience and religion, and freedom to express your beliefs freedom of expression freedom of assembly and association the right to marry and to start a family the right not to be discriminated against in respect t of these rights and freedoms the right to peaceful enjoyment of your property the right to an education the right to participate in free elections the right not to be subjected to the death penalty. UN Convention on the Rights of the Child 1989 The UK signed this legally binding agreement in 1990. It leads on from the Human Rights Act and sets out the rights of all children to be treated equally and fairly and without discrimination. 1.2 The imprtance of promotiong the rights to participation and equality of access All pupils should be able to fully access all areas of the curriculum. The advent of the Every Child Matters framework and the focus on personalised learning in all sectors of education has also made this high on the agenda. The reasons for this are: Human rights: – all children have a right to learn and play together – children should not be discriminated against for any reason – inclusion is concerned with improving schools for staff as well as pupils Equal opportunities in education: – children and young people do better in inclusive settings, both academically and socially – children and young people should not need to be separated to achieve adequate educational provision – inclusive education is a more efficient use of educational resources Social opportunities: – inclusion in education is one aspect of inclusion in society – children need to be involved and integrated with all of their peers. We always have to be aware of the needs of different pupils, whatever these may be. These may become more apparent as we get to know individual pupils. These who may be vulnerable could include pupils: – pupils with special educational needs – those who speak English as an additional language – who are new to the school – pupils are gifted and talented – whose culture or ethnicity is different from the predominant cultture of the school – who are in foster care – whose parents’ views are not consistent with those of the school. 1.3The importance and benefits of valuing and promoting cultural diversity All schools must be aware of the importance of valuing and promoting cultural diversity. Most schools are actively include a number of strategies to ensure that children from all cultures feel welcome in school. These may be: – words are displayed in a variety of languages in classrooms and in different areas of the school – other languages spoken in different lessons or during registration – themed days, festivals and celebrations from other cultures discussed and explored – representations from other cultures found in books and learning resources, and displayes around the school – parents involved in ‘finding out’ sessions with children. These will have a number of benefits for children and young people – mainly that they will grow up in an environment which values cultural diversity and enables us to learn from one another. If children and young adults are finding out about other cultures and belief systems from an early age, they become more open and accepting towards each other. Children from all backgrounds need to know that the culture and status is valued as this helps them to feel settled and secure. This in turn contributes to the being able to learn. If they feel isolated or anxious, it is more likely that learning will be difficult for them. Outcome 2Pudersant the importance of prejudice and discrimination on children and young people 2.1Ways in which children and young people can experience prejudice and discrimination There are many ways in which children can experience prejudice and discrimination in school. There is a big pressure on children to fit in and to conform with expected appearances and behaviour that they may be discriminated against and bullied that they may be discriminated against and bullied if they do not. In school, all staff needs to be vigilant to ensure that children respect and embrace diversity. Children can experience prejudice and discrimination in the sam way as adults due to race, religion, age, sex, culture or ethnicity. We can focus on: – comments about a child’s appearance or clothes – children not interacting with others who may be ‘different’ – children being excluded because they are boys or girls – children only socialising with otrs of the same race or ethnicity. 2.5How to challange discrimination Whenever we witness discriminatory behaviour and comments, we have to challenge, record and report the incident. Children sometimes say things without understanding the impact on others, also the consequences. It should be made clear to them that their comments are not acceptable and that everyone in school should be treated fairly and with respect. Outcome 3Support inclusion and inclusive practices in work with children and young people 3.1What is meant by inclusion and inclusive practices Pupils are all have an equal right to education and learning. Equal opportunities and inclusion should take account not only of access to provision on school premises, but also to facilities outside the school setting. All organisations that offer educational provision must by law ensure that all pupils have access to a broad and balanced curriculum. The school should ensure that inclusive practices are a matter of coures within day-to-day provision and that any barriers to inclusion are identified and removed.

Essay about Jane Eyre Ap Question - 861 Words

Tim Kwist AP English Literature and Composition Quinn April 1, 2013 Jane Eyre: AP Question Essay â€Å"Writers often highlight the values of a culture or a society by using characters who are alienated from that culture or society because of gender, race, or creed. Choose a play or novel in which such a character plays a significant role and show how that characters alienation reveals the surrounding societys assumptions and moral values.† Women who had no claim to wealth or beauty received the harshest of realities in America’s Victorian era. Author Charlotte Bronte – from America’s Victorian era – examines and follows the life of a girl born into these conditions in her gothic novel Jane Eyre (of which the main character’s name†¦show more content†¦Jane has gotten used to cruelty and biased behavior towards her average looks, and develops a miserable self-esteem that believes the only possible way to describe her exterior is â€Å"plain†. This self-esteem prevents her from even beginning to recognize that anyone could appreciate her or find her beautiful in any manner. The society’s typical reactions and judgments shaped Jane’s self-esteem, and prevented her from receiving equal treatment as that of a beautiful woman. Beyond the social values associated with appearance, Charlotte Bronte also points out the social ideals related to the importance of wea lth. Jane seeks advice and comfort from Bessie in chapter 2, only for Bessie to tell Jane, â€Å"You ought to be aware, Miss, that you are under obligations to Mrs. Reed: she keeps you: if she were to turn you off, you would have to go to the poor-house† (Mrs. Reed, Jane’s aunt, constantly treats Jane crudely and unfairly). Bessie, in other words, tells Jane that she must put up with Mrs. Reed’s punishments and cruelties because her fiscal situation provides no alternative. Bessie shows no sympathy or remorse in her advice, as her worlds bluntly put the situation of context of how it â€Å"just is†. If one has no wealth, they become subject to whatever treatment comes to them and should expect nothing –Show MoreRelatedMarxist Criticism On Charlotte Bronte s Jane Eyre1467 Words   |  6 PagesYair Guerrero Mrs. Jones AP Literature and Composition March 18, 2016 Marxist Criticism on Charlotte Brontà « s Jane Eyre Some novels will not let the reader escape the social setting, and Charlotte Brontà « s Jane Eyre is no acceptation. The author implements a symphony of details that strikes the reader as a full blown portrait of society. The novel s surroundings profoundly influence the thoughts, emotions, and actions of every character, which makes out the setting to be as important to theRead MoreAnalysis Of The Book Romeo And Juliet And Great Expectations 1662 Words   |  7 PagesWhy Diversify? Everyone knows the classics. Romeo and Juliet, Jane Eyre, Great Expectations, the novels of white characters in Western settings commonly read in high school English classes. Lost in the backrooms of school libraries, The House on Mango Street and Uncle Tom’s Cabin are hidden away, stories of minorities boxed in by cardboard and majority rule. While America’s student body becomes increasingly diverse (and schools rush to adapt), some say curriculum has stayed monochromatic by regularlyRead MoreHypocrisy At Its Finest : How Judaeo Churches Thrive On Corruption1337 Words   |  6 PagesAlaysia Rising Ms.Borek AP English Literature 29th March 2016 Hypocrisy at its Finest: How Judaeo Churches thrive on Corruption In the excerpt from the novel â€Å"Jane Eyre,† Charlotte Brontà « underscores the ideas of corruption and judgment in Judaeo Churches. In the era of Instagram, Snapchat, Twitter and Facebook--although it is a bit outdated-- people are able to both publicize and hide the most significant events in their everyday lives. This gives the world the ability to passRead MoreSummer Reading2774 Words   |  12 Pagesgrade OSNAS students are required to read two novels if placed in an English Regular’s or Honor’s class and three novels if placed in an AP English class: Several grades will be given for the summer reading. ïÆ'Ëœ Dialectical response journals for each book (rubric attached). ïÆ'Ëœ Exams on the assigned novels within the first days of school. ïÆ'Ëœ In class essay questions on each of the novels. 9th Grade Regulars and Honors - Reading Assignment: 1. Fiction novel: The Hobbit by J.R.R. Tolkein *12 DialecticalRead MoreEssay Prompts4057 Words   |  17 PagesAP ENGLISH LIT AND COMP FREE RESPONSE QUESTIONS 2004 (Form A): Critic Roland Barthes has said, â€Å"Literature is the question minus the answer.† Choose a novel or play and, considering Barthes’ Observation, write an essay in which you analyze a central question the work raises and the extent to which it offers any answers. Explain how the author’s treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary. You may select a work from the list below or another