FTCE General Knowledge Essay Topics - How You Can Pass

FTCE General Knowledge Essay Topics - How You Can PassThe FTCE General Knowledge Essay Topic is an opportunity for you to do your final, greatest ever job interview. It is a test that puts the ultimate in final, ultimate ability. The quiz lets you decide the kind of career you would like to get into and it gives you an instant shot in the arm.This FTCE general knowledge essay topics 2020 test is designed to gauge your ability to think on your feet and think about something. It is important for you to come up with a real idea for an essay and really express yourself in the essay. The test really doesn't care what you have written about, but how you have used your ideas. If you aren't thinking and writing like a natural, then you don't belong in the corporate world.This is not a job interview, it is more of a talent search. Do you belong in the corporation, or do you want to go to college? If you're smart enough to say, 'I want to go to college,' then you better be smart enough to keep from saying, 'I want to go to the corporation.'It's tough to sit down and write a written piece. As long as you can have some style and a few ideas, you're good to go. How you can make that appear on paper is up to you.With these general knowledge essay topics, you have an incredible opportunity to really show them exactly what you're made of. Just make sure you write it well. You can't write like an amateur. Write like an engineer, or a biochemist, or something even more advanced, just make sure you use the perfect words.You are probably a little bit nervous about the whole lot. It is like coming out of high school in a huge hurry. Don't panic. There are lots of people out there with the same goal as you.That's where the FTCE general knowledge essay topics are going to come in handy. When you get the chance to take the test, take it with a great attitude. It won't hurt if you get to write a few essay topics of your own.

The Handmaid s Tale By Margaret Atwood - 1330 Words

Sarah Tyrrell AP Literature Summer Reading September 11, 2015 The Handmaid’s Tale In her book, â€Å"The Handmaid’s Tale†, Margaret Atwood describes a dystopian society in which all of the progress in the feminist movement that was made during the twentieth century is reversed and the nation is reverted back to its traditional patriarchal ways. The story is told from the point of view of Offred, a woman who was separated from her husband and child and forced into the life of a handmaid. In this book, Atwood explores the oppression of women through her use of literary tools such as figurative language, symbols, and literary allusions. Throughout the book, the author uses figurative language, specifically similes, to explain the maltreatment and abuse of women in the Republic of Gilead. In describing the conditions at the red center, the narrator explains that Aunt Lydia said to â€Å"think of it as being in the army† (7). By this she meant that every woman in the center would wear the same clothes, use the same blan kets and pillows, adhere to strict regulations, and have no personal items. The center was tough to get through but even harder to get out of. The women were not allowed to be exposed to anything that could potentially harm them because the â€Å"Aunts† and the â€Å"Eyes† know that they would take the chance. If the women are being sent to a place where they would rather kill themselves than continue on or try to escape, then it leads one to believe that they are being horriblyShow MoreRelatedThe Handmaid s Tale By Margaret Atwood1357 Words   |  6 PagesOxford definition: â€Å"the advocacy of women s rights on the ground of the equality of the sexes† (Oxford dictionary). In the novel The Handmaid’s Tale, Margaret Atwood explores feminism through the themes of women’s bodies as political tools, the dynamics of rape culture and the society of complacency. Margaret Atwood was born in 1939, at the beginning of WWII, growing up in a time of fear. In the autumn of 1984, when she began writing The Handmaid’s Tale, she was living in West Berlin. The BerlinRead MoreThe Handmaid s Tale By Margaret Atwood1249 Words   |  5 PagesDystopian Research Essay: The Handmaid’s Tale by Margaret Atwood In the words of Erika Gottlieb With control of the past comes domination of the future. A dystopia reflects and discusses major tendencies in contemporary society. The Handmaid s Tale is a dystopian novel written by Margaret Atwood in 1985. The novel follows its protagonist Offred as she lives in a society focused on physical and spiritual oppression of the female identity. Within The Handmaid s Tale it is evident that through the explorationRead MoreThe Handmaid s Tale By Margaret Atwood1060 Words   |  5 Pagesideologies that select groups of people are to be subjugated. The Handmaid’s Tale by Margaret Atwood plays on this idea dramatically: the novel describes the oppression of women in a totalitarian theocracy. Stripped of rights, fertile women become sex objects for the politically elite. These women, called the Handmaids, are forced to cover themselves and exist for the sole purpose of providing children. The Handmaid’s Tale highlights the issue of sexism while also providing a cruel insight into theRead MoreThe Handmaid s Tale By Margaret Atwood1659 Words   |  7 Pagesbook The Handmaid s Tale by Margaret Atwood, the foremost theme is identity, due to the fact that the city where the entire novel takes place in, the city known as the Republic of Gilead, often shortened to Gilead, strips fertile women of their identities. Gilead is a society that demands the women who are able to have offspring be stripped of all the identity and rights. By demeaning these women, they no longer view themselves as an individual, but rather as a group- the group of Handmaids. It isRead MoreThe Handmaid s Tale By Margaret Atwood1237 Words   |  5 Pages The display of a dystopian society is distinctively shown in The Handmaid’s Tale, by Margaret Atwood. Featuring the Republic of Gilead, women are categorized by their differing statuses and readers get an insight into this twisted society through the lenses of the narrator; Offred. Categorized as a handmaid, Offred’s sole purpose in living is to simply and continuously play the role of a child-bearing vessel. That being the case, there is a persistent notion that is relatively brought up by thoseRead MoreThe Handmaid s Tale By Margaret Atwood1548 Words   |  7 PagesIn Margaret Atwood’s The Handmaid’s Tale, The theme of gender, sexuality, and desire reigns throughout the novel as it follows the life of Offred and other characters. Attwood begins the novel with Offred, a first person narrator who feels as if she is misplaced when she is describing her sleeping scenery at the decaying school gymnasium. The narrator, Offred, explains how for her job she is assigned to a married Commander’s house where she is obligated to have sex with him on a daily basis, so thatRead MoreThe Handmaid s Tale, By Margaret Atwood1629 Words   |  7 Pages Atwood s novel, The Handmaid s Tale depicts a not too futuristic society of Gilead, a society that overthrows the U.S. Government and institutes a totalitarian regime that seems to persecute women specifically. Told from the main character s point of view, Offred, explains the Gilead regime and its patriarchal views on some women, known as the handmaids, to a purely procreational function. The story is set the present tense in Gilead but frequently shifts to flashbacks in her time at the RedRead MoreThe Handmaid s Tale By Margaret Atwood1256 Words   |  6 Pageshappened to Jews in Germany, slaves during Christopher Columbus’s days, slaves in the early 1900s in America, etc. When people systematically oppress one another, it leads to internal oppression of the oppressed. This is evident in Margaret Atwood’s book, The Handmaid’s Tale. This dystopian fiction book is about a young girl, Offred, who lives in Gilead, a dystopian society. Radical feminists complained about their old lifestyles, so in Gilead laws and rules are much different. For example, men cannotRead MoreThe Handmaid s Tale By Margaret Atwood1540 Words   |  7 Pages Name: Nicole. Zeng Assignment: Summative written essay Date:11 May, 2015. Teacher: Dr. Strong. Handmaid’s Tale The literary masterpiece The Handmaid’s Tale by Margaret Atwood, is a story not unlike a cold fire; hope peeking through the miserable and meaningless world in which the protagonist gets trapped. The society depicts the discrimination towards femininity, blaming women for their low birth rate and taking away the right from the females to be educated ,forbidding them from readingRead MoreThe Handmaid s Tale By Margaret Atwood1667 Words   |  7 Pagesrhetorical devices and figurative language, that he or she is using. The Handmaid’s Tale, which is written by Margaret Atwood, is the novel that the author uses several different devices and techniques to convey her attitude and her points of view by running the story with a narrator Offred, whose social status in the Republic of Gilead is Handmaid and who is belongings of the Commander. Atwood creates her novel The Handmaid’s Tale to be more powerful tones by using imagery to make a visibleness, hyperbole

hamlet and ophelia Essay Example For Students

hamlet and ophelia Essay Hamlet and OpheliaMelancholy, grief, and madness have pervaded the works of a great manyplaywrights, and Shakespeare is not an exception. The mechanicalregularities of such emotional maladies as they are presented withinHamlet, not only allow his audience to sympathize with the tragicprince Hamlet, but to provide the very complexities necessary inunderstanding the tragedy of his lady Ophelia as well. It is the poorOphelia who suffers at her lovers discretion because of decisions shewas obligated to make on behalf of her weak societal position. Hamletprovides his own self-torture and does fall victim to melancholia andgrief, however, his madness is feigned. They each share a commonconnection: the loss of a parental figure. Hamlet loses his father asa result of a horrible murder, as does Ophelia. In her situation ismore severe because it is her lover who murders her father and all ofher hopes for her future as well. Ultimately, it is also moredetrimental to her c! haracter and causes h er melancholy and grief toquickly turn to irretrievable madness. Critics argue that Hamlet hasthe first reason to be hurt by Ophelia because she follows her fathersadmonitions regarding Hamlets true intentions for their beginninglove. In Act 3, scene 1, line 91 Hamlet begins with his malicioussarcasm toward her. I humbly thank you, well, well, well, he saysto her regarding her initial pleasantries (Johnson 1208). Before thisscene, he has heard the King and Polonius establishing a plan to deducehis unusual and grief-stricken behavior. Hamlet is well aware thatthis plan merely uses Ophelia as a tool, and as such, she does not havemuch option of refusing without angering not only her busybody fatherbut the conniving King as well. Hamlet readily refuses that he caredfor her. He tells her and all of his uninvited listeners, No, not I, Inever gave you aught (lines 94-95). Some critics stress, as does J. Dover Wilson, that Hamlet has a right to direct his anger to Opheliabecause even though many critics in their sy! mpathy with Opheliathey have forgotten that it is not Hamlet who has repelled her, butshe him (Wilson 159). It is possible that Wilson does not see thepotential harm to Ophelia should she disobey her authority figures(i.e. her father and her king). Furthermore, Ophelia cannot know thatHamlets attitude toward her reflects his disillusionment in his mother. . . to her, Hamlets inconstancy can only mean deceitfulness ormadness (Lidz 158). She is undeniably caught in a trap that has beenlayed, in part, but her lover whom she does love and idealize. Hershock is genuine when Hamlet demands get thee to a nunnery (line120). The connotations of the dual meaning of nunnery is enough inand of itself to make her run estranged from her once sweet prince, andit is the beginning or her sanitys unraveling as well. Hamletsmelancholy permits him the flexibility of character to conveymanic- depressive actions while Ophelias is much more overwhelming andpainful. Shakespeare is ambiguous about the reality of Hamletsinsanity and depicts him as on the border, fluctuating between sanityand madness (Lidz 156). Hamlet mourns for his father, but it is thebitterness and ill-will that he harbors towards his mother for herhasty marriage to his uncle that is his most reoccurring occupation. His thoughts of Ophelia are secondary at best. When it happens thatHamlet accidentally slays Polonius, he does not appear to be thinkingof the potential effect of his actions on Ophelia. Hamlet has sealedher fate, and along with the vacillations in his attitude andbehavior toward her could not but be extremely unsettling to the veryyoung woman who idolized him she does not have much in the way thatis positive for her (Lidz 157). Throughout the entire murder scene inAct 3, Scene! 4, Hamlet does not remark about the damage he has doneto Ophelia. His emotional upswing is devoted entirely to his mother,and while his emotions are not an imitation, he does admit that heessentially is not in madness,/ But mad in craft (lines 187-188). .u12d4689e7d9e362d09a2dc7b58752da6 , .u12d4689e7d9e362d09a2dc7b58752da6 .postImageUrl , .u12d4689e7d9e362d09a2dc7b58752da6 .centered-text-area { min-height: 80px; position: relative; } .u12d4689e7d9e362d09a2dc7b58752da6 , .u12d4689e7d9e362d09a2dc7b58752da6:hover , .u12d4689e7d9e362d09a2dc7b58752da6:visited , .u12d4689e7d9e362d09a2dc7b58752da6:active { border:0!important; } .u12d4689e7d9e362d09a2dc7b58752da6 .clearfix:after { content: ""; display: table; clear: both; } .u12d4689e7d9e362d09a2dc7b58752da6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u12d4689e7d9e362d09a2dc7b58752da6:active , .u12d4689e7d9e362d09a2dc7b58752da6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u12d4689e7d9e362d09a2dc7b58752da6 .centered-text-area { width: 100%; position: relative ; } .u12d4689e7d9e362d09a2dc7b58752da6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u12d4689e7d9e362d09a2dc7b58752da6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u12d4689e7d9e362d09a2dc7b58752da6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u12d4689e7d9e362d09a2dc7b58752da6:hover .ctaButton { background-color: #34495E!important; } .u12d4689e7d9e362d09a2dc7b58752da6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u12d4689e7d9e362d09a2dc7b58752da6 .u12d4689e7d9e362d09a2dc7b58752da6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u12d4689e7d9e362d09a2dc7b58752da6:after { content: ""; display: block; clear: both; } READ: Time Traveling EssayOphelia is then left to mourn her father, but it is not his death alonethat spurns her insanity. Her predicament is such that she is forcedto fear and hate her fathers murder who is also her lover and the oneperson to whom all of her future hopes were pinned -Prince Hamlet. Her entire orientation to the

The Question As To Whether Or Not Creationism Should Be Taught Essays

The question as to whether or not creationism should be taught in public schools is a very emotional and complex question. It can be looked at from several different angles, its validity being one of them. Despite the lack of evidence to support the fundamentalist idea of creationism, that in itself is not enough to warrant its exclusion from the curriculum of public schools in the United States. The question is far more involved and complex. One way to address the question is whether or not creationism, in itself, is a valid idea to be taught in public schools. The answer to this can be yes. Not only should a student in American public schools learn and acquire knowledge in empirical sciences, and other tangible facts both in history and other courses, but he should also learn how to think and make decisions for himself. Unfortunately, as it turns out, creationism is in direct conflict with the biological theory of evolution. Many fundamentalist propose that creationism should replace, or at least be offered as an alternative to Darwin's theory of evolution. This is not the right approach. Creationism, as exemplified in the book of Genesis, should not be taught in a science course. Science runs on a certain set of rules and principles being: (1) it is guided by natural law, (2) it has to be explanatory by reference to natural law, (3) it?s conclusions lack finality and therefore may be altered or changed, (4) it is also testable against the empirical world, and finally (5) it is falsefiable. These characteristics define the laws, boundaries, and guidelines that science follows. In a science course, all knowledge conveyed is shown, or has been shown in the past, to exemplify a strict adherence to these qualities. Creationism, unfortunately in the eyes of Christian fundamentalist, does not exemplify any adherence whatsoever to these rules and guidelines of science. Therefore, it should not be included in the science curriculum in public schools, even as an alternative to evolution. Another idea is that which is held by those who subscribe to the idea of scientific creationism. Scientific creationism, as it relates to this topic, states that God was the creator, and that evolution is simply a means, developed by Him, of conservation. Due to this definition of how scientific creationism relates to evolution, it may be easier to accept by scientific criteria, despite the fact that the origins are scientifically debatable. The problem in scientific creationism, and what I see as a reason for its exclusion from the science classroom in public schools, is the fact that it looks as if, from the outside, the whole theory that it rest on is simply a contortion of the traditional version of creation described in Genesis, custom-made to fit in with Darwin's theory of evolution. R. M. Hare would probably say that scientific creationism is simply a modification of the story of creation in Genesis, to fit into the ?blik? of the religious fundamentalist. A blik, as Hare describes it, is a pre-set world view held by all people, in which they draw from when forming certain opinions on any particular subject. In the case of religious fundamentalist, who?s faith in the validity of the Book of Genesis is an essential part of their blik, it becomes necessary for them to contort their literal view of the Book of Genesis into a form that is scientifically acceptable. For this reason, creation science still does not have a place in the science classroom of public schools. Another problem with scientific creationism is that it would exclude the idea of a random beginning. No theory could ever be tested to find origins because it would conflict with scientific creationism. Scientific creationism would be, in essence, a lesson on science halting efforts to find creation, if it is possible at all. It may, however, be acceptable as a theory and not a solid law. Now that it is clear that creationism, as well as scientific creationism, does not fit into the guidelines on which science operates, therefore making them unsuitable for teaching in science classrooms in public schools, in what part of the public school curriculum in the United States should they be taught? The story provided in the Book of Genesis could conceivably fit into the literary genre of mythology. It could not be considered as nonfiction, due to the many contradictions it makes within itself, as well as in the world of empirical knowledge. These contradictions are numerous and would create a paper within themselves, therefore it should be addressed elsewhere. The controversy here, despite the factual and logical inadequacies

Overview of Population Growth Rates

Overview of Population Growth Rates The rate of national population growth is expressed as a percentage for each country, commonly between about 0.1% and 3% annually. Natural Growth vs. Overall Growth Youll find two percentages associated with population - natural growth and overall growth. Natural growth represents the births and deaths in a countrys population and does not take into account migration. The overall growth rate takes migration into account. For example, Canadas natural growth rate is 0.3% while its overall growth rate is 0.9%, due to Canadas open immigration policies. In the U.S., the natural growth rate is 0.6% and overall growth is 0.9%. The growth rate of a country provides demographers and geographers with a good contemporary variable for current growth and for comparison between countries or regions. For most purposes, the overall growth rate is more frequently utilized. Doubling Time The growth rate can be used to determine a country or regions or even the planets doubling time, which tells us how long it will take for that areas current population to double. This length of time is determined by dividing the growth rate into 70. The number 70 comes from the natural log of 2, which is .70. Given Canadas overall growth of 0.9% in the year 2006, we divide 70 by .9 (from the 0.9%) and yield a value of 77.7 years. Thus, in 2083, if the current rate of growth remains constant, Canadas population will double from its current 33 million to 66 million. However, if we look at the U.S. Census Bureaus International Data Base Summary Demographic Data for Canada, we see that Canadas overall growth rate is expected to decline to 0.6% by 2025. With a growth rate of 0.6% in 2025, Canadas population would take about 117 years to double (70 / 0.6 116.666). The Worlds Growth Rate The worlds current (overall as well as natural) growth rate is about 1.14%, representing a doubling time of 61 years. We can expect the worlds population of 6.5 billion to become 13 billion by 2067 if current growth continues. The worlds growth rate peaked in the 1960s at 2% and a doubling time of 35 years. Negative Growth Rates Most European countries have low growth rates. In the United Kingdom, the rate is 0.2%, in Germany, its 0.0%, and in France, 0.4%. Germanys zero rate of growth includes a natural increase of -0.2%. Without immigration, Germany would be shrinking, like the Czech Republic. The Czech Republic and some other European countries growth rate is actually negative (on average, women in the Czech Republic give birth to 1.2 children, which is below the 2.1 needed to yield zero population growth). The Czech Republics natural growth rate of -0.1 cannot be used to determine doubling time because the population is actually shrinking in size. High Growth Rates Many Asian and African countries have high growth rates. Afghanistan has a current growth rate of 4.8%, representing a doubling time of 14.5 years. If Afghanistans growth rate remains the same (which is very unlikely and the countrys projected growth rate for 2025 is a mere 2.3%), then the population of 30 million would become 60 million in 2020, 120 million in 2035, 280 million in 2049, 560 million in 2064, and 1.12 billion in 2078! This is a ridiculous expectation. As you can see, population growth percentages is better utilized for short term projections. Increased population growth generally represents problems for a country - it means increased need for food, infrastructure, and services. These are expenses that most high-growth countries have little ability to provide today, let alone if the population rises dramatically.

Retail manaement Essay Example | Topics and Well Written Essays - 1000 words

Retail manaement - Essay Example The proposed complex will have one department store and 40 other spaces of which many will be for office buildings. The boutique will encounter low competition which is a very positive factor. The Downtown Arcade also has its downside. The developers are placing an 8% corporate tax levy on all sales after $225,000. These types of taxes are common occurrences at malls, but it is a bit high and the $225,000 application tax point is too low. This area has been a business ghost town for over 50 years. There is a lot of uncertainly if the area can be transformed into a high level business activity area. The second potential location is called Tenderloin village. The place is an urban area in which there is business activity. The location has a lot benefits. The space is available for $1250 a month for a 900 square area lot. The contract is a short two year contract which gives the business owner flexibility. There are not extra charges related to large complex buildings. The landlord is a person Stephanie knows and trusts. The location has its disadvantages as well. There are three other small clothing stores in the area, so there is competition. The store is located in the basement of a home, thus the location has visibility issues and limited parking. The levels of walking traffic for this location are possibly low. The third location is called Appletree Mall which is an established mall with 8 years of existence. This location provides benefits for Stephanie’s boutique. The mall has lots of clientele and plenty of visitors. The sales of the mall went up by 12% last year. The space available is larger than the other lots with an overall space of 1200 square feet. The boutique would receive a large amount of walk-by traffic to the store which generates lots of sales. The mall is located just off an interstate highway which brings additional customers which are not necessarily residents of the region. The Appletree Mall also has its

The requirements of IAS 38 in respect of Research and Development Essay

The requirements of IAS 38 in respect of Research and Development expenditure are theoretically dubious and practically unnec - Essay Example The entity intends to complete the intangible asset and thereafter, use and sell it. The entity has the ability to use or sell the asset. The entity can explain the ways of generating future economic benefits by means of these intangible assets. The entity has adequate financial, technical and other utilities and resources in order to use and sell the intangible asset. The entity can demonstrate its ability to determine and measure the expenditure that can be attributed to the intangible asset during its development (IFRS, 2012). However, in the recent past, the implementation of IAS 38 in respect of research and development expenditure has been under some sort of controversy. Leaders and researchers all around the world have regarded the implementation of IAS 38 in this field as being dubious and practically unnecessary. They believe that research and development expenditures should be treated as an expense and should be recorded in the income statement and its amounts should be dis closed in accordance with the accounts. This idea has formed the basis of research for this study and the following section will involve a critical evaluation of the idea explained above and its feasibility. Evaluation Over the last few years, the fact explains that, the relation between accounting and the extent of investment in activities giving rise to intangible assets has been an area of constant debates. One example of such activity includes the expenditures that arise from a research and development. The general concern that people have shown regarding this particular activity and its link with accounting is the fact that some of the expenditures create economic assets and that the extent of mandated disclosure of these expenditures within the financial statement is limited. IAS 38 requires entities to recognize expenditures on intangible assets, only if they fulfil the abovementioned criteria. The compulsory disclosure of these expenditures within the financial statements is limited. However, authors and leaders have severely discouraged this aspect of IAS 38, as they believe that these expenditures should be treated as proper expenses and should be fully disclosed in the accounting reports. This is primarily because, inappropriate accounting measurement practices characterized by the inadequate disclosure of expenditures arising from research and development activities, may lead to the failure of stock markets in fully reflecting the benefits of the R&D activities in the market value of firm (Dedman et al., 2009). The author also stated that stock markets have sometimes underestimated the value of R&D activities and thus, a proper disclosure of information related to R&D expenditures is of utmost importance. On the contrary, Lev (2008) cites Skinner’s summary which contradicts various theories suggesting the negativities associated with accounting for intangibles. The author quotes that, â€Å"there is no evidence that the accounting or disclo sure treatment of intangibles in and of itself results in systematically lower valuations for these firms† (Lev, 2008, p. 209). However, the author simultaneously highlights the importance of proper disclosure of R&D expenditures in the firm’s income statement. The author explains that, firms that specialize in R&D