What to Do if You Missed the SAT

What to Do if You Missed the SAT So, you are one of those people who registered for the Redesigned  SAT and, for whatever reason didnt take it. Maybe you had the flu on test day (which would be decidedly awful) or perhaps you pulled an all-nighter on Friday and didnt feel up to par when you woke up on Saturday morning. Maybe, you thought better about taking the SAT when you hadnt prepared for it and instead of taking the test, you opted to sign for an SAT prep class instead. No matter the reason, you decided not to take the SAT on the day you had initially chosen. The question is, what in the world do you do now? There is an answer to your question, and it is not going to cost you your SAT score, your college admissions, or a ton of money, either. What Will Happen After Missing the SAT   If you have registered for an SAT test but decided not to show up to take the exam, two things are going to happen to you moving forward: You will get a credit. The registration fee you paid for the SAT test will sit in your College Board account just waiting to be used again. Thats good news, right? You thought you or your parents would be out of luck when it came to the cash, but thats not how it works. Sure, you will not get a refund (life isnt always that easy), but the money is not completely lost unless you choose to never take the SAT because you think you dont need it or because the ACT suits you better.  Your registration for that date will go away. Go ahead and breathe a quick sigh of relief. You will not get a zero on the test for not showing up to take it. Dont sweat it. Bonus? Colleges and universities will never know that you registered to take the SAT and did not make it to the testing center. Moving Forward Now what? Should you go ahead and register to take the exam another time? Are you able to do so? Is there a compelling reason to take the SAT at all? Actually, there are four good reasons to take the SAT, so wed strongly recommend it unless youre going to take the ACT.   The good news is that you can take it again. The College Board wont hold it against you that you did not show up the first time. If you decide to register again, you can transfer your SAT registration to another test date coming up by paying a transfer fee. It isnt free, but its better than having to pay for the whole SAT again. This time, however, be sure to pay attention to your preparation. Preparing for the SAT There are dozens of test prep companies out there hoping that you will choose them when it comes time to get ready for the SAT exam. This time, you are going to make sure you do that, right? Right. Before you do, take a peek at the following informational articles to help set you on the right path.

Create a Website Link From a MySQL Database With PHP

Create a Website Link From a MySQL Database With PHP Often people new to working with databases  are able to fetch the information they need and echo it onto a page, but then they struggle with figuring out how to link the results for use on a website. This is a simple process in which you echo the appropriate HTML and call the URL in the middle of it.  You can use PHP to connect to and manipulate databases. The most popular database system used with PHP is MySQL. Together, PHP and MySQL are cross-platform. Create a Link From a MySQL Database With PHP In this example, you fetch an array and assign it to $info, and one of the fields holds email addresses. while($info mysql_fetch_array( $data )) { Print $info[name] . ; Print Note that this code called .$info[email] twice- once to display the email and once to be used in the link. The actual href linking code is placed around the information using print or echo and separated with dots. Here is another example using a web address and website name. while($info mysql_fetch_array( $data )) { Print .$info[sitetitle] . ; } Again you first print the. The URL generated with this code can be used on your website to provide a link to the information contained in the MySQL database.

Accounting Regulation of Extractive Industries Essay

Accounting Regulation of Extractive Industries - Essay Example ay a critical role in global economic and political relations and include companies in oil, gas and mining industries such as Exxon Mobil, Anglo American and Royal Dutch/Shell Group. The economic power of extractive industries is evidenced by the US $ 211 trillion in profits that was recorded by 20 extractive industries in 2005 compared with United States GDP of US $ 11 trillion in 2005. Efforts to regulate the extractive industry were initiated by the International Accounting Standards Committee (IASC), now the International Accounting Standards Board (IASB) in 1998 in order to address the problem associated with differing accounting practices used by the companies in the sector (Cortese, Irvine and Kaidonis, 2010). The previous accounting standards such as IAS 16 on property, plant, and equipment and IAS 38 on intangible assets did not address the thorny issue of accounting for extractive operations in oil, gas and mining operations. In this case, IFRS 6, exploration for and evaluation of Mineral Resources was released in 2004, but experts in the field claims that the standard codified the existing industry practice and provided the companies with flexibility to continue reporting in their preferred mode (Nobes & Parker 2008). The impact of the reported profits can be substantial and thus IASC sought to address the discrepancies at the international level. Proponents of full cost method stressed the need to retain the two methods and an Ad Hoc Committee on full costing consisting of various industry bodies and players was constituted (Nobes & Parker 2008). Companies in extractive industries have global operations and diversity in their accounting and reporting has evolved in leading mining regions such as South Africa, Canada, the United Kingdom, Australia and the United States (US). Wiecek & Young (2010) explains that the economic importance of extractive industries led IASC to recognise the need for an international accounting standard that would provide

Is it possible to overcome Euthyphro's Dilemma Explain Research Paper

Is it possible to overcome Euthyphro's Dilemma Explain - Research Paper Example From then onwards, the segregation of right and wrong started in this world. Socrates has once asked a difficult question to Euthyphro about morality or ethics. â€Å"Almost all the objections to theistic ethics can be thought to derive from the famous Euthyphro dilemma†(Bagget and Walls, p.4). In a conversation between Euthyphro and Socrates Euthyphro asserts that â€Å"holiness is what all the gods love, and unholiness is what they hate (Joyce, p.50). Socrates asked him a confusing question; "Is the pious being loved by the gods because it is pious, or is it pious because it is being loved by the gods?"  (Bagget and Walls, p.32). In other words, Euthyphro faced the dilemma of whether to define morality in terms of will of God, or it should be perceived as the actions of God. Plenty of theologian and philosophers struggled to explain or answer Euthyphro’s dilemma. This paper analyses the above question in a philosophical manner and explores the possibilities of over coming this dilemma. Before answering the question of morality, it is necessary to discuss something about God. No science or technology has yet succeeded in unveiling the mysteries surrounding life before birth and life after death. If the soul is the driving force behind human body, what happens to our soul after our death is often a confusing question. ... For example, a computer or robot cannot work properly without instructions from humans even though it may have superior abilities. In other words, computers or robots may never become superior to humans. Same way God is always superior to us because of his superior power and abilities which are beyond the grasping power of humans. Now come to the question; Is the pious being loved by the gods because it is pious, or is it pious because it is being loved by the gods?. The answer should be the first one. Even though God knows everything happening in this world, he is not interfering in all things happening on earth. Bible and Quran have references about the existences of evil forces in this world. Many people have the doubt that if God is a holy entity, then why he permitted the interactions of evil forces in this world which is created by God. The evil forces always try to increase their strength by forcing people to commit sins in order to question the authorities of God. On the othe r hand, God has no necessities to strengthen his kingdom with the help of external forces since no external forces can challenge his supremacy ever. The evil forces are making a desperate effort to challenge God’s supremacy. God sent the human to this world with a mission. He wanted only the right people in his eternal kingdom. Earth is a laboratory for God in which the reactants like humans and evil forces interact each other. These interactions will create certain products, which may be analyzed by the God later. Those who succeeded in defeating the efforts of evil forces may join God in his kingdom, whereas others will be destroyed in this world itself. In order to conduct his testing process successfully, God allows evil forces to make their own efforts to

The Third of May 1808 Essay Example for Free

The Third of May 1808 Essay The museum I chose to look at was the Museo del Prado in Madrid, Spain. I did not physically go to this museum because it was across the world. I went on a virtual online tour of the museums website. This museum was very interesting to me because it had a lot of old paintings from the 16th, 17th, 18th centuries. The paintings and sculptures in this museum were mostly of human beings and their culture life-styles. I have never been to that museum or any art museum before in my life, so it was also very interesting to see the different types of art there was at the Museo del Prado. If I physically went to the museum, I would have been blown out of my mind with all of the unique styles of art on display. The online pictures of the paintings do not look the same if you went to see it in person. The artwork I analyzed was created by Francisco De Goya in 1814. The Third of May 1808, was the name of his masterpiece and he painted it on an oil canvas. I chose this painting because it is a painting that explains an event that happened during a war between two countries. On my analysis of this painting, I discovered that this painting shows a variety of cultural representations of that time period. Museums have numerous items on display that represent many cultures and countries. Many art pieces have a story behind it that explains the past history of one’s culture. I would not risk my life to save the artwork that was created from my culture, unless the piece had a very valuable meaning to me personally. Our culture and society today is changing and there are millions of paintings being created. I also do not feel the need to risk my life for art. Goya created The Third of May 1808, because the painting shows the battle Spain had to go through to gain its freedom from Napoleon and his French Army (Totally History 1). Goya, being a Spanish man during this war, had witnessed and heard about the brutality of Napoleon decided to paint the harsh images of what was happening in his country. In the artwork, there are a handful of French soldiers poi nting their weapons at unarmed citizens. Three men are dead and bleeding on the ground. The people behind the dead  men seem to be very afraid and appear to be of a different ethnicity then the armed men, based on their clothing, hair, and skin. Goya also showed how these Spanish men stood up for their country. In The painting, there seems to be a woman hold a child behind a group of men being shot at. The man standing up with his hands above his head, showing signs of surrender, appears to be trying to protect the woman and the other people by saying taking him instead of them. Goya describes the basic human characteristics one would do in this kind of situation. People are crying and sobbing because people are dying, men are surrendering to the army men because they do not want to die. He also painted the men that are dead because he wanted to show what the men with weapons were doing to the helpless men on the hill. This piece makes me feel sad and hurt for the people that are being executed. These people are unarmed and cannot defend for themselves against the arm y men. These rebels were only trying to protect their country from being overthrown by a foreign power and had every right to protect it. Woman and children were even being killed during this horrific battle for Spanish freedom. Goya sends a very strong message to the world in this piece because it shows what the Spanish people went through to overcome Napoleon. They lost many lives and were treated inhumanly. When something, like art, is consider to be real, then that means it is the original piece of work created by the artist themselves. A copy of something, like art, means that the original piece was taken and re-created by another person besides the original creator. I would rather see the original piece of something because that piece itself shows what is really there or not. For example, when an art is copied, the two pieces will never be identical. I would not know if the copied piece was altered with and extra designed or material was added. In this painting I feel like Goya wanted to show the world that a person or political power should not treat another person inhumanly based on personal wants. I feel like he sent this message out because the people were all bunched together and traumatized by the French army soldiers pointing their guns at them. This painting shows the integrity and community core values of Saint Leo. The Spanish rebels showed their honesty and loyalty to their county and people around them. As a community they stood together, protected each other and fought for freedom in their country. When the men in the painting were about to be shot they stood up proudly for their country and  accepted what was about to happen. They did not back down to Napoleon or the soldiers and instead died for their country. I personally feel like I will not judge a person based on their ethnicity because of this painting. I think of the wars happening around the world and all the people being stereotyped in our country because of incidents happening. This makes me think deeper into my respect, personal development and integrity core values as well. This artwork was selected to be displayed in the Prado Museum because it symbolizes a big part of the freedom Spain established in its earlier years as a country. When people see this piece they will think of the people who sacrificed their lives for the people to live in Spain today. Goya used oil canvas to paint and this created a great source of the difference between light and dark. He used the light colors to grab the viewer’s eyes on faces of people in his painting, this is called a Rembrantian style of painting design that contrast light and shadow (Janaro and Altshuler 124). In The Third of May 1808, the army men seem to be using a light to better their view of their victims in the dark. Goya puts a spot light on the Spanish rebels to tell what this piece is mainly about. He uses white on the male surrendering his life’s shirt to symbolize his acceptance to Christ and he is ready to go to heaven. Goya wanted his pieces to be realistic and to show how he felt about his pieces(Janaro and Altshuler 125). His piece is of value to Spain because it resembles their cultural past events that took place in their country. The message he portrays in his artwork is very relevant in our generation. Our country has and is still overcoming liberation. Our country is attempting to help other countries overcome it as well and this painting symbolizes liberation. If the Spanish can stand up for their freedom then other countries and cultures can do the same. Somebody should have to feel trapped because somebody else wants to control them. Humans are meant to be free.

Directing Romeo and Juliet: Act 2 Scene 2 Essay -- Drama

Directing Romeo and Juliet: Act 2 Scene 2 I am going to direct act 2 scene 2 from the play Romeo and Juliet written by William Shakespeare. The scene is also known as the balcony scene. During this scene Romeo is looking up at Juliet on the balcony talking about love. The scene is going to be set in as historical environment the 16th century in Verona. Therefore the costumes shall also reflect this era. Juliet will be in her in nightdress (1) and Romeo will be in a party costume (2). This is because he has just been at the Caplet's party. From the previous scene we know that there is a conflict between the Capulets and the Montagues. Romeo is a member of the Montague's and Juliet is a member of the capulet's. Romeo had been convinced to go to the party by his cousin Benvolio and his friend Mercutio. During the party Tybalt wants to hit Romeo but Lord Capulet doesn't let him. This shows the conflict. I will be using a thrust stage. The balcony will be placed on the left corner of the stage. There will be trees and colourful flowers surrounding the balcony. As this scene is set in the 16th century Juliet will be unaware of her rights as a women. The theme of the scene is love. Both Romeo and Juliet are expressing their feelings for each other. The relationship between Romeo and Juliet is very passionate, which will be conveyed though the use of language, their facial expression and body language. They will speak direct from Shakespheres text. In t...

Asi Questions Essay

The Interview Format – Does It Have to be an Interview? This is perhaps the most often asked question regarding the ASI. In the search for faster and easier methods of collecting data many clinicians and researchers have asked for a self-administered (either by computer or paper and pencil) version of the instrument. We have not sanctioned the use of a self-administered version for several reasons. First, we have tested the reliability and validity of the severity ratings by having raters use just the information that has been collected on the form – without the interview. This has resulted in very poor estimates of problem severity and essentially no concurrent reliability. Second, we have been sensitive to problems of illiteracy among segments of the substance abusing population. Even among the literate there are problems of attention, interest and comprehension that are especially relevant to this population. Finally, since the instrument is often used as part of the initial clinical evaluation, it has been our philosophy that it is important to have interpersonal contact for at least one part of that initial evaluation. We see this as simply being polite and supportive to a patient with problems. We have seen no convincing demonstration that the interview format produces worse (less reliable or valid) information than other methods of administration and we have found that particularly among some segments of the substance abusing population (eg. the psychiatrically ill, elderly, confused and physically sick) the interview format may be the only viable method for insuring understanding of the questions asked. Particularly in the clinical situation, the general demeanor or â€Å"feel† of a patient is poorly captured without person-to-person contact and this can be an important additional source of information for clinical staff. There are of course many useful, valid and reliable self-administered instruments appropriate for the substance abuse population. For example, we have routinely used selfadministered questionnaires and other instruments with very satisfactory results (eg. Beck Depression Inventory, MAST, SCL-90, etc.) but these are usually very focussed instruments that have achieved validity and consistency by asking numerous questions related to a single theme (eg. depression, alcohol abuse, etc.). The ASI is purposely broadly focussed for the purposes outlined above, and we have not been successful in creating a viable self-administered instrument that can efficiently collect the range of information sought by the ASI. Thus, it should be clear that at this writing there is no reliable or valid version of the ASI that is self-administered and there is currently no plan for developing this format for the instrument. We would of course be persuaded by comparative data from a reliable, valid and useful self-administered version of the ASI and this is an open invitation to interested parties. Role of the Interviewer – What are the qualifications needed for an ASI interviewer? Having indicated the importance of the interview process it follows that the most important part of the ASI is the interviewer who collects the information. The interviewer is not simply the recorder of a series of subjective statements. The interviewer is responsible for the integrity of the information collected and must be willing to repeat, paraphrase and probe until he/she is satisfied that the patient understands the question and that the answer reflects the best judgment of the patient, consistent with the intent of the question. It must be emphasized that the interviewer must understand the intent of each question. This is very important since despite the range of situations and unusual answers that we have described in the manual, a new exception or previously unheard of situation occurs virtually each week. Thus, ASI interviewers should not expect to find answers in the workbook to all of the unusual situations that they will encounter in using the ASI. Instead it will be critical for the interviewer to understand the intent of the question, to probe for the most complete information available from the patient and then to record the most appropriate answer, including a comment. There is a very basic set of personal qualities necessary for becoming a proficient interviewer. First, the prospective interviewer must be personable and supportive – capable of forming good rapport with a range of patients who may be difficult. It is no secret that many individuals have negative feelings about substance abusers and these feelings are revealed to the patients very quickly, thereby compromising any form of rapport. Second, the interviewer must be able to help the patient separate the problem areas and to examine them individually using the questions provided. Equally important qualities in the prospective interviewer are the basic intelligence to understand the intent of the questions in the interview and the commitment to collecting the information in a responsible manner. There are no clear-cut educational or background characteristics that have been reliably associated with the ability to perform a proficient ASI interview. We have trained a wide range of people to administer the ASI, including receptionists, college students, police/probation officers, physicians, professional interviewers and even a research psychologist!! There have been people from each of these groups who were simply unsuited to performing interviews and were excluded during training (perhaps 10% of all those trained) or on subsequent reliability checks. Reasons for exclusion were usually because they simply couldn’t form reasonable rapport with the patients, they were not sensitive to lack of understanding or distrust in the patient, they were not able to effectively probe initially confused answers with supplemental clarifying questions or they simply didn’t agree with the approach of the ASI (examining problems individually rather than as a function of substance abuse). With regard to assisting the interviewer in checking for understanding and consistency during the interview, there are many reliability checks buil t into the ASI. They are discussed in some detail in the workbook and they have been used effectively to insure the quality and consistency of the collected data. Severity Ratings – How important and useful are they? It is noteworthy that the severity ratings were historically the last items to be included on the ASI. They were considered to be interesting but non-essential items that were a summary convenience for people who wished a quick general profile of a patient’s problem status. They were only provided for clinical convenience and never intended for research use. It was surprising and interesting for us to find that when interviewers were trained comparably and appropriately, these severity estimates were reliable and valid across a range of patient types and interviewer types. Further, they remain a useful clinical summary that we continue to use regularly – but only for initial treatment planning and referral. A Note on â€Å"Severity† – It should be noted that much of the reason for the reliability and validity of these severity ratings is the structured interview format and the strict (some would say arbitrary) definition of severity that we have adopted: ie.†need for additional treatment.† Many users of the ASI have selected the instrument exclusively for research purposes and these ratings have never been used for this purpose – especially as outcome measures. Other users do not agree with our definition of severity. Still others do not have the time or inclination to check and recheck severity estimates among their various interviewers. For all of these potential users the severity ratings would not be useful or worth the investment of man-hours required to train reliability. Even for those with primary clinical uses, these ratings are not essential and are perhaps the most vulnerable of all the ASI items to the influences of poor interviewing skills, patient misrepresentation or lack of comprehension and even the surroundings under which the interview is conducted. Therefore, it is entirely acceptable to train ASI interviewers and to use the ASI without referral to the severity ratings. Composite Scores – What are they for, why were they constructed this way and what are the norms? Users familiar with earlier editions of the ASI know there is a separate manual designed to describe their use and to show how to calculate them (See Composite Scores from the Addiction Severity Index – McGahan et al. 1986). The composite scores have been developed from combinations of items in each problem area that are capable of showing change (ie. based on the prior thirty day period, not lifetime) and that offer the most internally consistent estimate of problem status. The complicated formulas used in the calculation of these composites are necessary to insure equal weighting of all items in the composite. These composites have been very useful to researchers as mathematically sound measures of change in problem status but have had almost no value to clinicians as indications of current status in a problem area. This is due to the failure on our part to develop and publish normative values for representative groups of substance abuse patients (eg. methadone maintained males, cocaine dependent females in drug free treatment, etc.). At the risk of being defensive, our primary interest was measuring change among our local patients and not comparing the current problem status of various patient groups across the country. Further, we simply did not foresee the range of interest that has been shown in the instrument. A Note on â€Å"Norms† for the Composite Scores – At this writing, we are collecting ASI data from a variety of patient sampl es across the country. These samples will be used to convert the composite raw scores into T-scores with a mean of 50 and a standard deviation of 10 (as MMPI and SCL-90 scores are presented). Our intention is to publish these â€Å"normative data† and to circulate copies of the tables to all individuals who have sent to us for ASI packets. We will also provide programs written in Basic, Lotus 123 ® or Excel ®to calculate these composite scores and to convert existing composite scores into Tscores. In this way we hope to make up for the lack of standardization that has been a problem with the composite scores to this time. Appropriate Populations – Can I use the ASI with samples of Substance Abusing Prisoners or Psychiatrically Ill Substance Abusers? Because the ASI has been shown to be reliable and valid among substance abusers applying for treatment, many workers in related fields have used the ASI with substance abusing samples from their populations. For example, the ASI has been used at the time of incarceration and/or parole/probation to evaluate substance abuse and other problems in criminal populations. In addition, because of the widespread substance abuse among mentally ill and homeless populations, the ASI has also been used among these groups. While we have collaborated with many workers on the use of the instrument with these populations; it should be clear that there are no reliability or validity studies of the instrument in these populations. This of course does not mean that the ASI is necessarily invalid with these groups, only that its test parameters have not been established. In fact, workers from these fields have turned to the ASI because they felt that no other suitable instrument was available. In cases where this is true, it is likely that the ASI would be a better choice than creating a totally new instrument. However, it is important to note circumstances that are likely to reduce the value of data from the ASI among these groups. For example, when used with a treatment seeking sample and an independent, trained interviewer, there is less reason for a potential substance abuser to misrepresent (even under these circumstances it still happens). In circumstances where individuals are being â€Å"evaluated for probation/parole or jail† there is obviously much more likelihood of misrepresentation. Similarly, when the ASI is used with psychiatrically ill substance abusers who are not necessarily seeking (and possibly avoiding) treatment, there is often reason to suspect denial, confusion and misrepresentation. Again, there is currently no suitabl e alternative instrument or procedure available that will insure valid, accurate responses under these conditions. The consistency checks built into the ASI may even be of some benefit in these circumstances. However, it is important to realize the limits of the instrument. Regardless, systematic tests of the reliability and validity of the ASI in populations of substance abusers within the criminal justice system and within the mental health system are necessary but have not been done and this is an open invitation to interested parties. A Special Note on Adolescent Populations – Despite the fact that we have repeatedly published warnings for potential users of the ASI regarding the lack of reliability, validity and utility of the instrument with adolescent populations there remain instances where the ASI has been used in this inappropriate manner. Again, the ASI is not appropriate for adolescents due to its underlying assumptions regarding self-sufficiency and because it simply does not address issues (eg. school, peer relations, family problems from the perspective of the adolescent, etc.) that are critical to an evaluation of adolescent problems. At this writing, there are two versions of the ASI that have been developed for adolescent populations and have shown at least initial evidence of reliability and validity in this population. A third instrument is not in the same format as the ASI but has shown excellent reliability and validity. Interested readers may contact these individuals directly for more information about these instruments. Kathy Meyers, Research Department, Carrier Foundation, Belle Meade, New Jersey â€Å"Carrier – Addiction Severity Index† or Yifrah Kaminer, Adolescent Chemical Dependency Program, Department of Psychiatry, University of Pittsburgh, Pittsburgh, Pa. â€Å"Teen – Addiction Severity Index† or Al Friedman, Adolescent Substance Abuse Program, Department of Psychiatry, Philadelphia Psychiatric Center, Phila., Pa. â€Å"Adolescent Drug and Alcohol Diagnostic Assessment† ADDITIONAL QUESTIONS FOR THE ASI Can I ask additional questions and/or delete some of the curr ent items? As indicated above, the ASI was designed to capture the minimum information necessary to evaluate the nature and severity of patients’ treatment problems at treatment admission and at follow-up. For this reason, we have always encouraged the addition of particular questions and/or additional instruments in the course of evaluating patients. In our own work we have routinely used the MAST, an AIDS questionnaire, additional family background questions and some self-administered psychological tests. We do not endorse the elimination or substitution of items currently on the ASI. Again, the ASI items (regardless of whether they are good or bad for particular individual needs) have been tested for reliability and validity as individual items and as part of the composite and/or severity scores. The elimination or substitution of existing items could significantly reduce the reliability and comparability of these ASI scores. It is possible to eliminate whole sections (problem areas) of the ASI if particular problems are not applicable for specific populations or the focus of specific treatment interventions. In the current version of the ASI and in this workbook, we have included a set of additional items and instruments that have been developed by us and others over the past ten years, to add information in areas that are now inadequately covered by the existing ASI questions. The items themselves are presented on the latest version of the form (See Appendix 1) and the specific instructions for asking these questions and for interpreting the answers are discussed in each of the problem areas in the Specific Instructions part of the workbook. It should be clear that we have not used these items in the calculation of the composite scores or in the determination of severity estimates. Obviously, the use of additional information for these purposes would alter the reliability and validity of the ASI and reduce the comparability of the resulting scores across sites and time points. Thus it is important to stress that the use of earlier ASI versions will still provide comparable data on the composite scores and on the majority of items, since they have not been changed or eliminated, only supplemented in the current version. In addition to these items, there has also been significant work over the past ten years in the development of general and specialized information collection interviews and questionnaires for substance abusers. Some of these instruments bear special note in that they can be used instead of or in addition to the ASI to provide enhanced or specialized information. Some of the more widely used and better validated instruments are presented below but the interested reader is advised to consult the tests and measurements literature for additional information.

Change and Continutie

Between 500 CE and 1500CE changes and continuities in interregional commerce in the Eurasian World occurred. The Silk Road connected South Asia, Western Asia, and South Asia with Europe. The â€Å"road† was used for trading good such as silk, porcelain, and other luxuries. Not only was it used for trading material goods, but it was also used for trading religions, skills, and knowledge. It also passed along diseases. Some changes that occurred were that classical empires collapsing and new empires began to rise, and trade in the Indian Ocean became more regulated in 1500CE than before in 1400CE.A continuity that occurred was the Indian Ocean trade remained unregulated from 700CE through 1400CE. Due to the collapse of the classical empires in 500CE and the rise of the Byzantine, Abbasid, and Tang Empires in 700CE, trade declined then grew. When the classical empires collapsed, trade declined because due to the lack of government following the decline of the classical empires, p rotection could not be granted for trade and trade routes could not be repaired. Due to these reasons, trade and travel became dangerous.When the Byzantine, Abbasid, and Tang empires began to rise, trade grew again because Tang rulers set up military garrisons to protect the trade done through the Silk Road, the Byzantine empire’s central location on the Mediterranean Sea allowed trade to flourish, especially in the capital of Constantinople, and in the Abbasid empire Muslim merchants spread improved irrigation in the region, which led to increases in food production and population. Because of the three empires rising, trade was able to be successful again after the fall of the classical empires.During the years of 700CE through 1400CE a continuity of unregulated Indian Ocean trade continued in Eurasian trade. The Indian Ocean represented the world’s largest sea-based system of communication and exchange. The alternating wind currents that blew predictably eastward dur ing the summer months and westward during the winter months (monsoons) was what made the Indian Ocean commerce possible. Because the Indian trade route was so successful and many people depending on it, it continued to remain unregulated from 700CE through 1400CE.Another reason for it continuing to remain unregulated was because cities located strategically grew and it was a safe environment for markets, it welcomed all merchants, and charged reasonable fees. Although it remained unregulated from 700CE through 1400CE, that all changed by 1500CE. From the unregulated Indian Ocean trade in the 1400’s, trade became more controlled by the Chinese and the Europeans by the 1500’s. To gain control over the Indian Ocean trade Europeans captured the port cities, wrecked them, stole from them, and burned them to the ground, killing the residents of the cities.Because people from other countries traded as well and they brought their culture, religions, and other values and belief s that fascinated the people who lived along the Indian Ocean regions, a lot of people were affected. The Indian Ocean became controlled by the Chinese and the Europeans. In the same way as the Silk Road was used for trade and commerce and was successful the Indian Ocean was also used for trade and commerce. However, the silk route is widely interconnected trade route across Asian continent connecting East, South, and Western Asia with the Mediterranean world, as well as North and Northeast Africa and Europe.In Indian Ocean routes majorly connecting Middle East, Africa, and East Asia with Europe and the Americas. In conclusion, during the time period of 500CE through 1500CE Some changes that occurred were that classical empires collapsing and new empires began to rise, and trade in the Indian Ocean became more regulated in 1500CE than before in 1400CE. A continuity that occurred was the Indian Ocean trade remained unregulated from 700CE through 1400CE. Both the silk road and the Ind ian ocean were used for commerce and trade.

Descripitve Essay Winter Essays

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Annotated Bibliography Writing Annotated Bibliography Writing Annotated bibliography writing may look like a foreign language, but it is a great way to begin your work for any writing project, particularly projects over five pages in length. The annotated bibliography is a great way to gather information for large writing projects or simply to learn how to evaluate sources for use in papers. You will create an annotated bibliography from sources you gather from online, your school’s library, or even other course materials from your class. The annotated bibliography is designed to assist you in practicing formatting based on your school’s required formatting styles – such as APA and MLA; however, many schools will not strictly adhere to the styles as found online. Your best resources for developing the correct formatting for your annotated bibliography is to use the resources provided by your school to determine how the style has been assigned for use by your school – such as listing your sources as references, works cited, or the bibliography. Most schools will make at least minor changes to the style requirements, or be more lenient on some aspects while being very strict on others. In addition, when developing your annotated bibliography it is ok to summarize the works using the summary section of the source; however, the summary should not be a direct quote, and should include the key information in the source that will be most applicable to your particular project. This is to assist in assigning value to the source you have chosen. Finally, while writing the annotated bibliography consider how this source will play a role in meeting the needs of the paper later – such as where the source applies for the layout of the paper and how the source will fit with the topic sentence. You can also contact our professional annotated bibliography writing service which provides high-quality custom papers with annotated bibliography at an affordable cost.

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