The Best AP Chemistry Notes to Study With

The Best AP Chemistry Notes to Study With SAT / ACT Prep Online Guides and Tips It can be difficult to keep your notes organized throughout the school year, especially in a class that covers so much content. This article will give you links to notes on every topic included in the AP Chemistry curriculum. If you're missing some of your notes, or if you just want a more structured overview of what you need to know for the exam, you've come to the right place! I'll also give you some study tips so that you can use both these notes and the notes you took throughout the year to your best advantage. How to Use These AP Chemistry Notes The notes in this article can be used to study smaller portions of the curriculum or to review for the final AP Chemistry exam.There are six "Big Ideas" (main themes) that organize all the concepts in the course, so I’ve categorized these notes according to that framework.Topics should be listed in roughly the same order as you learned them in class. These notes will provide a ton of background information, but keep in mind that AP Chemistry is less about memorization of facts and more about the ability to apply your knowledge to a variety of experimental scenarios.Reading notes can only get you so far.Practice problems are essential(a point that I will emphasize again later in this article). Take a diagnostic test before you dive into these notes if you plan on using them to review for the full AP test. Based on your results,you can see which areas need the most improvement, and then you can focus on the notes that are most relevant. AP Chemistry Notes These notes come from two different sources, ScienceGeek (which is a site that has a lot of helpful practice exercises as well) and CourseNotes.I wanted to include both sets of notes in case you find one more helpful than the other. CourseNotes is primarily definition-basedwhileScienceGeek is better at actually explaining how to solve different types of problems related to each topic. I've also included a link to a document created by a high school AP Chemistry teacher that goes through all of the concepts in one place. Big Idea 1: The chemical elements are fundamental building materials of matter, and all matter can be understood in terms of arrangement of atoms. These atoms retain their identities in chemical reactions. ScienceGeek: Chemical Foundations Timeline of milestones in the history of chemistry Atomic structure and periodicity Mass spectrometry Spectroscopy Coulomb’s law Atoms, molecules, and ions Naming compounds CourseNotes: Units of measurement Classification of matter Significant figures Atomic theory Inside the atom Terminology for compounds and overall chemical nomenclature Electronic structure of atoms Wave nature of light Line spectra and the Bohr model Wave behavior of matter and quantum mechanics Orbitals and electron configuration Periodic properties of elements Effective nuclear charge and atomic size Ionization energy and electron affinities Metals, nonmetals, and metalloids Big Idea 2: Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. ScienceGeek: Chemical bonding Covalent bonding and its relationship to orbitals Liquids and solids Gases (and gas law practice problems) CourseNotes: Chemical bonding Ionic and covalent bonding Electronegativity and dipole moments Lewis structures and VSEPR Bond enthalpy Valence bond theory Molecular orbital theory Gases Gas laws Ideal gas law and partial pressures Kinetic molecular theory and gases Intermolecular forces/phase changes Types of intermolecular forces Phase changes and diagrams Liquids and solids Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. ScienceGeek: Stoichiometry Types of chemical reactions and solution chemistry Half-cell reactions Redox reactions and practice problems CourseNotes: Stoichiometry Chemical reactions and formula weights Moles and empirical formulas Balanced equations and limiting reactants Solution chemistry Aqueous solutions and precipitation reactions Redox reactions Solution concentration and stoichiometry Electrochemistry Oxidation-reduction Voltaic cells Batteries and corrosion Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. ScienceGeek: Chemical kinetics Rate laws CourseNotes: Chemical kinetics Rate law and reaction order Half-life and the collision model Catalysts and activation energy Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. ScienceGeek: Chemical equilibrium Equilibrium constants Thermochemistry Spontaneity, entropy, and free energy All about the nucleus CourseNotes: Thermochemistry Energy and thermodynamics Enthalpy Calorimetry Le Chautelier’s principle Chemical thermodynamics Spontaneous reactions and entropy Gibb’s Free Energy Nuclear chemistry Radioactivity and stability Nuclear transmutation and decay Nuclear fission Big Idea 6: Any bond or intermolecular attraction that can be formed can be broken. These two processes are in a dynamic competition, sensitive to initial conditions and external perturbations. Science Geek: Properties of solutions Solubility and complex ion equilibria Overall chemistry of acids and bases Acid-base equilibria CourseNotes: Properties of solutions Solution formation Concentration Colligative properties Properties of equilibrium Acid-base equilibria Acids (types, properties) Bases (types, properties) Acid-base relationships and salts Buffers and titrations Common ion effect Buffers Titrations Solubility equilibria Overall Review Document This document was created by an AP Chemistry teacher. It'ssort of like a (long) crib sheet with all the concepts and formulas you need to know in one place! If you want a quick holistic review without going through every individual notes page listed above, you can take a look at this document to remind yourself of the most important concepts for each unit. Ah, the bliss of knowledge. Also, this guy should probably get to the ER immediately. This is what happens when you cram, everyone. Study Strategies for AP Chemistry Notes If you want to use these notes to your full advantage, you shouldn’t just read them all and consider yourself prepared.For chemistry, you need to dig deeper to understand the material fully.Here are some tips to keep in mind: Tip #1: Start at the Beginning If you’re studying for chemistry, you should work your way through concepts in the order of when they show up in the curriculum.You need to master the basics first, or more advanced problems will look like complete gibberish to you.If there are any topics in Big Idea 1 that you don’t feel comfortable with, start your studying with those.Everything else in the course builds on the concepts you learned in the first couple of months! Tip #2: Always Follow Up With Practice Problems Every time you read a set of notes, do a few practice problems to make sure you’ve absorbed the information.Reading through these notes is a waste of time if they don’t provide you with the background information and skills you need to solve relevant problems.If you find that you’re having trouble with practice problems after you read through notes, this should be a red flag that you need to modify your study strategy. Tip #3: Supplement With Other Resources Don’t forget about the notes you took in class, handouts your teacher gave to you, and any other resources you’ve accumulated throughout the year.It’s worthwhile to shop around and see whether certain explanations of concepts resonate more than others.You might decide that videos explaining concepts are more useful to you than notes, or you may choose tobuy a review book that provides more guidance in planning out your studying. Tip #4: Don’t Cram! It’s unwise to cram for AP Chemistry.You need to do plenty of practice problems to feel comfortable with the material, and, if you cram, you won’t be able to spend enough time on this.Don’t pull out your notes the day before the exam and expect to learn everything in one marathon study session.You won’t retain the information, and you’ll be exhausted for the test. Cramming is a lot like trying to hold a huge volume of water back with a really flimsy dam. It's not gonna work out well. Conclusion The notes in this article should help you review all the essential concepts you need to know for the AP Chemistry exam. Make sure you supplement your review with practice tests so you can assess your progress and see where your main strengths and weaknesses lie. Also, keep in mind the tips I went through in the last section: Start at the beginning of the course Follow up your studying with practice problems Supplement these notes with other resources Avoid cramming Keep this article on hand so that you can refer to the notes whenever you want to review specific concepts and/or start your end-of-year cumulative review! What's Next? Do you need notes for additional AP classes besides Chemistry? Check out our articles with notes for AP Psychology, AP Biology, and AP US History. Notes are all well and good, but when do you actually need to start using them to review for the test? Find out how early you should start studying for AP exams if you're aiming for a great score. Have you planned out your schedule for the rest of your time in high school yet? If not, this guide will help you decide which AP classes to take in the future! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Intercultural Business Skills Essay Example | Topics and Well Written Essays - 1000 words

Intercultural Business Skills - Essay Example This report analyses the problems that Wheelabrator Allevard has faced in expanding its operations in three different countries; Japan, Saudi Arabia and United States of America. The three countries that have been selected belong from different continents and have different cultures. Therefore, the report aims to analyses the cultural issues, ethical issues and other managerial issues that the company would have faced in expanding its operations and strategies have been discussed to tackle these issues. Wheelabrator Allevard Company enjoys the high sales in Saudi Arabia and it is 10,000. In United States the sales of the company are 40,000. However in Japan the country enjoyed sales of 17,000 in the year 2010. The cultures of United States of America, Japan and Saudi Arabia are entirely different. For instance, the individualism in Untied States is very high according to Hofstede (Geert hofstede, 2012c). However, in Saudi Arabia individualism is very low and people like to work in teams rather than individually (Geert Hofstede, 2012b). Moreover, the individualism in Japan is moderate. Similarly another culture issue that the company would have to face is the dominancy of male. Japan scores 95 according to Hofstede in Masculinity and it can be termed as a highly male dominant society and it is one of the most masculine societies in the world. In Japan people would demand achievement and success a lot more than caring for others (Geert Hofstede, 2012a). On the other hand, the score of United States and Saudi Arabia is 62 and 60 respectively which shows that it is moderately or relatively masculine society (Geert Hofstede, 2012b; Geert Hofstede, 2012c). Another important dimension that differs is the power distance. The score of Power Distance according to Hofstede is 95 in Saudi Arabia (Geert Hofstede, 2012b) however Japan and Untied States score 54 and 40 respectively. This represents that individuals living in Saudi Arabia are not equal and

According to Ghaye (2001) there is a growing body of knowledge which Essay

According to Ghaye (2001) there is a growing body of knowledge which suggests that reflective practice has the potential to transform who we are and we do. Dis - Essay Example This model purports that the first phase of reflection is awareness. This may be triggered by either disturbing or positive thoughts or feelings about a situation or event – which in this case is the critical incident. During the second phase of reflection, the person undertakes a critical analysis of what transpired. He draws upon his significant knowledge and experiences, and on the application of novel knowledge. Such realizations, in the form of new knowledge, are the expected output of the analysis. This entails critical thinking and self-assessment – this comes with increasing awareness about the self (Scanlon & Chernomas, 1997). The last stage is the development of a novel approach in accordance with one’s critical analysis and the implementation of novel knowledge onto the context or situation for which one has undergone the reflection. The new approach that one intends to adopt may be characterized by cognitive, attitudinal and behavioural modifications. A logical expectation would be adaptive when one considers that the person increases in his effectiveness both as a person and as a team member. Apparently, learning has transpired. In effect, this perspective of reflective learning suits a handful of theoretical models. These include that of Schon (1987) which advocates the reflective practitioner and â€Å"knowing-in-action† framework. Reflective learning journals are significant tools in translating theory into viable action, that is, praxis. Reflective learning journals have been utilized for quite some time now, specifically in the nursing and teacher education disciplines, to improve individual learning effectiveness, encompassing critical and creative thinking (Kobert, 1995; McCrindle & Christensen, 1995; Meyers & Jones, 1993). In an early application, Hahnemann (1986) had nursing undergraduates spend 10-15 minutes in class time doing their journal entries over the semester. She reported

Slide animation Essay Example for Free

Slide animation Essay Successful presenting entails focusing on important points, controlling the flow of information, and holding the audience’s interest in the presentation. We can include two types of animation — within a slide and from slide to slide. Animation on a slide, often called builds, determines how and when objects on the slide appear. Animation from slide to slide, called transitions, specifies how a new slide appears after the previous slide disappears. The last version of the PowerPoint includes powerful animation effects and features. Animation can certainly enliven a presentation, but too much animation will distract the audience from the main message. All professionals make the same point about animation — pick one or two effects and stick to them. This principle applies to both animation on a slide and transitions between slides. Animating objects has an additional purpose — to focus the audience’s attention on what one is saying. To animate a slide, one needs to know what he is going to say while that slide is displayed — and in what order. He then uses that order to determine the order in which the objects appear on the slide. Object animation is sometimes called a build because the objects build up on the screen, one after another. One can control the following aspects of the animation: †¢ How the object appears. †¢ In what grouping the object appears. For example, text most often appears paragraph by paragraph but can appear by the word or even by the letter. †¢ Whether the animation occurs when one clicks the mouse or automatically after a preset number of seconds. †¢ Whether a sound plays during the animation. †¢ What happens, if anything, after the animation. For example, one can change the color of a previously displayed object when the next object appears or hide it completely. For a quick solution, PowerPoint offers animation schemes — a complete group of settings that one can quickly assign to a slide or presentation. Animation schemes apply only to slide titles and text placeholders. To animate other objects the custom animation is used. Several animation schemes also include slide transitions. When one animates placeholder text, all the text in the placeholder is considered one object. However, it is automatically animated paragraph by paragraph — that is, bullet by bullet, which is usually what is wanted. To animate by word or even letter, the custom animation is used too. For more control over animation, than the animation schemes proposed one need to create own settings. New features of custom animation include attaching more than one animation type to an object, animating an object along a path, and animating an object when another object is clicked. The number of the animation options that are included is vast. One can also animate objects such as AutoShapes and text boxes. Because these objects often serve to draw attention anyway, adding animation to them only increases the effect. One can animate WordArt text too. Another type of animation controls how each new slide appears. Because these effects control the transition from one slide to another, they are called transitions. While some of these effects have the same names as animations, they look quite different when applied to an entire slide. Transitions, like slide animation, has to be used with reserve. Many options are available, but that doesn’t mean that one should use them all in one presentation. One of the best solutions is to choose a simple transition and apply it to every slide in the presentation. If the presentation is divided into sections, one could use a second transition to introduce each new section.

Teacher Ethics Essay -- moral code ethics ethical educators

Teacher Ethics â€Å"Ethics are defined as a set of principles of right conducts; the rules or standards governing the conduct of a person or the members of a profession† ( Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with many daily problems that face educators, but there are ways to handle situations that are better then others. Teachers should follow and refer to a code of ethics to help teach in the most appropriate and ethical way; as well as a guide to help deal with dilemmas. It is important that teachers give children a fair chance to show their knowledge when assessing. â€Å"The purpose of assessment is to provide feedback that can be used to improve student performance† ( Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children especially tests should never be the only criteria of assessment. Instructors should always make sure that their assessment is fair. When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular it is important to look for more then simply right or wrong. An in depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to critiqued in more then one way to be sure that they really do ... ...o put a leash on teachers' pets. Retrieved November 2, 2002 from http://www.mbhs.edu/silverchips/articles/apr2001favoritism.html . Dictionary of the human language. (2000). Retrieved November 5, 2002 from www.dictionary.com. Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass Gushee, M. (1984). Student discipline policies, 12. 5. Retrieved November 4, 2002. ERIC Digest. Hanson K., & Shwartz W. (1992). Equal mathematics education for female students, 78. 4. Retrieved November 4, 2002. ERIC Digest. Isenberg, J. P., & Jalongo, M. R. (2000). Exploring your role: A practitioner’s introduction to early childhood education. Upper Saddle River, New Jersey: Prentice-Hall. Orange, C. (2000). 25 biggest mistakes teachers make and how to avoid them. Thousand Oaks, California: Corwin Press. Teacher Ethics Essay -- moral code ethics ethical educators Teacher Ethics â€Å"Ethics are defined as a set of principles of right conducts; the rules or standards governing the conduct of a person or the members of a profession† ( Dictionary of the Human Language, 2000). Teachers are often put in situations that require more than just knowing the basic school rules. It is within these situations, that the ethical dilemmas occur. There is not always a right way to deal with many daily problems that face educators, but there are ways to handle situations that are better then others. Teachers should follow and refer to a code of ethics to help teach in the most appropriate and ethical way; as well as a guide to help deal with dilemmas. It is important that teachers give children a fair chance to show their knowledge when assessing. â€Å"The purpose of assessment is to provide feedback that can be used to improve student performance† ( Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children especially tests should never be the only criteria of assessment. Instructors should always make sure that their assessment is fair. When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular it is important to look for more then simply right or wrong. An in depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to critiqued in more then one way to be sure that they really do ... ...o put a leash on teachers' pets. Retrieved November 2, 2002 from http://www.mbhs.edu/silverchips/articles/apr2001favoritism.html . Dictionary of the human language. (2000). Retrieved November 5, 2002 from www.dictionary.com. Goodlad, J. I., Sirotnik, K. A., & Soder, R. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass Gushee, M. (1984). Student discipline policies, 12. 5. Retrieved November 4, 2002. ERIC Digest. Hanson K., & Shwartz W. (1992). Equal mathematics education for female students, 78. 4. Retrieved November 4, 2002. ERIC Digest. Isenberg, J. P., & Jalongo, M. R. (2000). Exploring your role: A practitioner’s introduction to early childhood education. Upper Saddle River, New Jersey: Prentice-Hall. Orange, C. (2000). 25 biggest mistakes teachers make and how to avoid them. Thousand Oaks, California: Corwin Press.

Black Cat Discussion Questions

1. From what point of view is Poe’s story told and why is this view particularly effective for this story? The story is being told from a first person narrative point of view. Poe chooses the first person narration to give the reader a better level of understanding of the characters emotion, mental state and setting the plot for the story. With the narrator’s sick and twisted mind, the story becomes more interesting. The most important effect the narrator portrays is his mental state. Without his narration you cannot get the full effect of this murderous madman. The glee at my heart was too strong to be restrained. I burned to say if but one word, by way of triumph, and to render doubly sure their assurance of my guiltlessness† (7). The narrator has no remorse or guilt for killing his wife. For the narrator to say guiltlessness just goes to show how crazy he really became. A normal healthy person would never commit such an act nor have any remorse. 2. Explain how the reader knows the narrator is an unreliable narrator? The narrator’s opinions and actions are so far from normal that you are forced to wonder what is the real interpretation and reality of a madman.Insanity and unstableness are very unreliable sources. How do you know what to believe or if there is any truth behind what they say? â€Å"Mad indeed would I be to expect it, in a case where my very senses reject their own evidence† (1). Using the word expect, is like he is already setting up the reader not to believe what he is going to say. The narrator blames the alcohol for his erratic and violent behavior. How reliable can one be if he blames his actions on drinking? You are your own person and make your own choice regardless of alcohol.Yes, alcohol can be mined altering, but you still no the difference between right and wrong. 3. The murderer takes great precautions to commit the perfect crime. What trips him up? Explain. The narrator makes you believe he has comm itted the perfect murder. He assures the reader that no one can tell the difference in the wall. How the plaster matched perfectly and the bricks look as they had never been dissembled. He is so sure of his work that he believes the police will not even look at him as a suspect. â€Å"The second and the third day passed, and still my tormentor came not.Once again I breathed as a freeman† (6). When the police come back for the fourth time, the narrator speaks about how strong the wall are and making comments. Then he starts hearing the cat that he buried with his wife in the wall. The main cause for the narrator’s trip was his guilt and vein he carried. Nothing ever turns out perfect as planned. Works Cited Poe, Edgar Allan. The Black Cat. N. p. : n. p. , n. d. 7. Print. Poe, Edgar Allan. The Black Cat. N. p. : n. p. , n. d. 1. Print. Poe, Edgar Allan. The Black Cat. N. p. : n. p. , n. d. 6. Print.

Analysis Of The Poem Farewell Address - 943 Words

Farewell Address Dylan Thomas, a Welsh poet, watches his father’s existence wane as he writes â€Å"Do Not Go Gentle Into That Good Night.† Nevertheless, the poem isn’t about death, rather life and how it should be lived. Thomas seems to think it’s not honorable or befitting for a great man to die quietly in old age, and instead encourages the reader to view death worthy of opposition. Interestingly, this poem can be divided into three sections, the first of which acts as an introduction to the speaker’s message. This is followed by four stanzas that offer examples of his point, followed by the last stanza, the third part, in which the tone becomes far more personal as the speaker talks about his dying father. Thomas uses atypical diction, juxtaposition, parallelism, direct address and metaphors to illustrate the resistance one must put up against mortality to accomplish all potential success. Thomas uses peculiar grammatical structures, in the firs t stanza, to emphasize the in-complacency he expects all to have in the face of death. At first glance, the quintessential sentence of the poem, â€Å"do not go gentle into that good night† appears odd. Why would Thomas choose to say â€Å"gentle† instead of â€Å"gently?† Since diction is of primary importance in poetry, it must be assumed that Thomas chose one word over the other with careful deliberation and a specific reason. He wouldn’t have written â€Å"gentle† to preserve the line’s iambic pentameter because both are compatible with the meterShow MoreRelatedWashington s Farewell Address Analysis1375 Words   |  6 Pages Washington’s Farewell Address Analysis Jennifer Trammell GOVT 200 – C04 Instructor Barber Opening statement Washington’s Farewell Address The major document we will be analyzing in this paper is George Washington’s â€Å"Farewell Address†. 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She comments on the idea of community in her poem The Prologue saying, â€Å"Let Greeks be Greeks, and women what they are;/Men have precedency and still excel,/It is but vain unjustly to wage war†(189). She is very clearly admitting an understanding that a community exists. She is even outlining the idea that there are certain roles that become filled within a community, but at a closer look and analysis of her words, one can begin to see an apparent complication she offersRead MoreDub Poetry in and from Jamaica9895 Words   |  40 PagesPeculiarity of Dub 10 3.3 Artists and Scenes 12 3.3.1 The Jamaican Scene 12 3.3.2 The British Scene 13 3.3.3 The Canadian Scene 14 4. Structural Characteristics of Dub Poetry 15 4.1 Patois – the Language 15 4.2 Rhythm 15 4.3 Performance 17 5 Linguistic Analysis of Dub Poetry Lyrics and Performance 18 5.1 Linton Kwesi Johnson 18 5.2 Wat about di Workin Claas? 19 5.3 Tings an Times – Performance Aspects in Comparison 21 6 Reflection 23 7 Bibliography and Discography 24 8 Appendix 25 1 Introduction DubRead MoreWalts Whitmans Vision of America in Leaves of Grass17685 Words   |  71 PagesWalt†©Whitman’s†©vision†©of†©America†©in†©Leaves†©of†©Grass†© †© Contents†© I. †© Introduction†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†©4†© Starting†©point†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦.†¦.†©4†© Short†©biography†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†©5†© Historical†©context†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†©7†© Thematic†©analysis†©of†©poems†© a. Beauty†©of†©the†©country†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†©8†© b. Democracy†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†©17†© c. War†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†©25†© d. Future†©generations†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†©34†© †© II. †© III. †© IV. †© V. VI. †© Overview†©Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreThomas Hardy Poems16083 Words   |  65 Pagesabout my pilgrimage as pain. HAP ANALYSIS Firstly the word hap means that which happens by chance. The poem is a sonnet, although it is presented as three stanzas in that the traditional octave is split into two stanzas each of four lines and the sestet is a stanza on its own. The rhyme scheme is every other line rhymes. The poem reflects an atheist’s philosophy of life and is told from the point of view of a young man. The major themes in the poem are faith, and suffering. The speakerRead MoreBroken Family3761 Words   |  16 Pagesdistressed and Socrates asked that she be taken away. Socrates relates how, bidden by a recurring dream to make and cultivate music, he wrote a hymn and then began writing poetry based on Aesops Fables. Socrates tells Phaedo to bid him (his friend) farewell from me; say that I would have him come after me if he be a wise man Simmias expresses confusion as to why they ought hasten to follow Socrates to death. Socrates then states ...he, who has the spirit of philosophy, will be willing to die; butRead MoreWho Goes with Fergus11452 Words   |  46 PagesWho Goes With Fergus This poem is about the dichotomy of the thinker and the actor. Yeats, in love with Maud Gonne, was the thinker, the courtly lover -- the one who would brood upon loves bitter mystery. Yeats was Mr. Nice Guy. Yet Yeats wanted to be the actor - the alpha male - the Fergus. Note the sexualized subtext that permeates the poem, who will pierce the deep woods woven shade? Who will drive with Fergus. Finally, we get the reasons to be the alpha male - the man of action, in the