Standardized Testing

Standardized Testing Free Online Research Papers Standardized testing is a highly debatable topic in which one may choose to or not to limit the usage of standardized testing. These tests should be removed from all high schools nation wide. High stakes testing groups students together, limits educational possibilities, and sets up students for failure. Standardized tests are tests that, house concealed biases. In fact on the 2006 English ten High School Assessments most of the reading selections were about or related to colored people and their hardships. Standardized test makers are supposed to remove biases from the tests however the test makers failed to accomplish this task as the passed the English 10 HSA. As I sat at my desk with my test laid out in front of me I soon realized as I read through the selections that I would have a slight difficulty retraining the answers the text in order to answer the brief constructed responses. Personally I had problems understanding the plot nevertheless what was going on to tie the sections of the story together. Thus hindering my ability to answer the BCR’s which were related to the selections. Many American high school students and their families believe that standardized tests are unfair for many reasons. For example parents believe that the tests set students up for failure later on in their life. Another example of this is the fact that as of the of 2005 the graduating class of 2009 all proceeding classes must pass four out of four high school assessments . As well as this , many students find it difficult to pass tests with questions that are worded in an awkward manner. Students are given time in class to prepare students for the test , if students use this time then the students stand a greater chance of passing the test. It is also unfair to pass students onto the next grade even though the student may not have acquired an equitable education. The cause of many students being failures is the simple fact that good teachers are fired because they teach the old tests and when it comes time for the students to apply what they have learned, they fail the tests. Standardized tests also misinform the public. For example, as teachers begin to review the old tests, they soon realize that the information may very well be placed on the new years exams. As teachers hit on specific key points that were covered on the old tests, they unknowingly lower their schools average testing scores because they are only covering the old information covered and not the new topics which have replaced some of the other old topics on the tests. Most standardized tests are not released to the public until it is almost time for the tests to be distributed. High stakes testing is also only a narrow slice of a child’s knowledge. Tests such as the HSA, the SAT, and the PSAT do not measure the non school related topics, standardized testing only measures academic knowledge. These tests do not take it account the environment in which every student enters when he/she leaves the school at the end of every day. Some environments include such factors as poverty, hunge r, and even student mobility. All of which can limit how well a student can focus. There are other and better ways to evaluate the ability of a student . For example if a teacher keeps track of a students behavior then the teacher can tell exactly how well a student behaves during certain activities. As well as this each teacher could document a students work. If a teacher tracks a students work, then the teacher, student and the student’s family may be able to tell which topics the student is doing , both, well and poorly in. Performance assessments are a direct evaluation of effort on the students behalf. Recall learning task reports provide useful materials for teachers and the government information on how much funding to give to schools. A schools major funding/educational decisions should not be made solely on an average test score. High stakes testing punishes not only students but the teachers also. Teachers are punished for things of which they cannot control. Tests such as these distort and weaken the curriculum as it houses forms of instruction which fail to engage the students in education. Tests which dictate the testing environment , also limit education improvement. Thus , high stakes (standardized) testing actively hurt s genuine education improvement. Research Papers on Standardized TestingMoral and Ethical Issues in Hiring New EmployeesResearch Process Part OneEffects of Television Violence on ChildrenGenetic EngineeringPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesHip-Hop is ArtThe Relationship Between Delinquency and Drug UseTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm X

Importance of Cca Essay Essays

Importance of Cca Essay Essays Importance of Cca Essay Essay Importance of Cca Essay Essay From my research. the MOE says. CCAs has been of import in the yesteryear and it will be more of import in the hereafter. This is because some of the cardinal traits that our immature need to win in the hereafter. a more complex and often altering hereafter. will be cultivated most efficaciously by prosecuting them in CCA. in squads every bit good as in single chases. It is basically a more unsure universe. wherever they go. A universe non merely of alteration but of unpredictable alterations. Global competition is intense. and filtrating into every section of economic activity. Leadership in any industry is besides more unstable. with late starting motors catching up with and catching established leaders. The old totem pole. with the developed states on top followed by the freshly industrializing economic systems of NIEs and following the emerging economic systems like those in Southeast Asia and so ex-socialist states like China. is gone. No lead is given for really long. And besides whole industries such as telecommunications. chemicals. finance and conveyance being reshaped under the impact of new international competition. and new technological chances. The restructuring is uninterrupted. over and over once more. non once-off. A hereafter of frequent and frequently unsettling alteration will name on more than academic abilities. It will necessitate certain doggedness among the people. They will necessitate a robust attitude to life and the surprises that it brings. They must hold more of a spirit of ‘can-do’ . the willingness to seek your manus at something new and even unseasoned. when something else fails. This doggedness will keep our immature good. and keep Singapore good. We must besides redouble our attempts to continue and beef up racial harmoniousness. in an environment that will frequently dispute what we have achieved. Schools have reinforced this with a scope of programmes and informal patterns aimed at increasing apprehension and commixture between the races.

Design project Research Proposal Example | Topics and Well Written Essays - 750 words

Design project - Research Proposal Example Particles of liquids push strengths of fascination on one another. In fluids this is solid enough to keep the mass together yet not solid enough to keep it inflexible. In gasses these strengths are exceptionally feeble and cant hold the mass together. At the point when any material is distorted sideways by a (shear) energy acting in the same bearing, a shear stress Ï„ is created between the layers and a relating shear strain is delivered. Shear strain is characterized as takes after. The rate of shear strain is characterized as takes after. It is observed that liquids, for example, water, oil area air, act in such a way, to the point that the shear push between layers is specifically corresponding to the rate of shear strain It is the consistent in this equation that we know as the element consistency of the liquid. Before running a project, verify that the BioTek Washer show does not read "UNDER EXTERNAL CONTROL." If it does, VWorks will solidify when you run the system and you will need to end the application from the Microsoft Windows

Securing America and Protecting Civil Liberties Essay

Securing America and Protecting Civil Liberties - Essay Example The paper will shed light on the dynamics of civil liberties and the increasing security level that America needs to fulfill their duty to the nation. In a state of frenzy and panic the Congress passed the USA Patriot Act, six weeks after the 9/11 attack. This was a revision of the nation’s surveillance laws that allowed government further authority to spy on its own citizens. This was also an opportunity for the Congress to install the previously declined laws. The Act nevertheless violates the Constitution in many ways such as the First and Fourth Amendment. The First amendment promises free speech whereas the Fourth says that the government has no right to conduct a search neither without warranty nor without proving that a particular person is accused or responsible for committing a crime. The Act infringed upon the first amendment by allowing the FBI to investigate the American citizens and the fourth amendment, by failing to notify the person whose privacy is being invad ed without a pledge. Agencies and organizations that are responsible for security in America include â€Å"Central Intelligence Agency (CIA), the National Security Agency (NSA), the National Reconnaissance Office (NRO), the National Geospatial-Imagery Agency (NGA), the Defense Intelligence Agency (DIA), the Bureau of Intelligence and Research of the State Department (INR), the intelligence elements of the Federal Bureau of Investigation (FBI), the Drug Enforcement Administration (DEA), the military services and the Energy Department, and the Office of Intelligence and Analysis of the Treasury Department, the Office of Intelligence and Analysis and the Coast Guard in DHS† (Best, 2010). In addition to these, which already hold sophisticate and high protocol, The National Counterterrorism Center (NCTC) was created â€Å"to analyze and integrate all intelligence possessed or acquired by any Federal agency† that were related to international terror acts. This appears to be USA in a state of paranoia but it took all measures possible to provide high security to its citizens who did not hesitate immediately after the September attack (Best, 2010). Civil liberties bear an ordinary and remote existence in everyday experiences. But in certain contexts the issue of civil liberties might have a direct impact on peoples’ freedom and sanctuary. Davis believed that â€Å"The competing issues in the civil liberties vs. security trade-off are thus fundamental to the very idea of democracy as reflected in the Bill of Rights: that citizens should be protected from the government. Because it is the government’s actions that may clash with individual rights, we expect popular perceptions of government— trust in government, as well as patriotism—to play an important role in determining people’s willingness to trade off civil liberties for security.† (Davis, 2004) The government still struggles with the idea of civil liberty an d security because there is a chance of impeachment of one over the other. Clokie argues that the bill of rights needs to be closely analyzed before being misconceived. According to him it is an old remedy brought into practice because it takes a slink into the â€Å"past disappointments† (Clokie, 1947). America would go as far as torturing the truth out of the victim even if it takes his life. The violation of the amendments

Killing Without Emotions Essay Example for Free

Killing Without Emotions Essay This human nature of ours makes us think or stops us in order to kill without emotions. When humans are hardwired to be empathetic and compassionate not to kill, it is hard to understand why there is so much killing in the world? How, with empathy and compassion, can people kill? They must override their emotions with stronger emotions of hate and notions of purpose based on their beliefs. In the following paragraphs will present few examples that will indicate why and how some people override their emotions with stronger emotions based on their purpose. A common example of this is of a suicide bomber. So how these suicide bombers are formed or what is the psychology involved behind suicide bombing. . Often the suicide bombers arrested in Pakistan are usually teenagers and are from a poor background. They are usually kidnapped on their way to school or madraassa (religious school) and then brainwashed. Research and Today’s media reveals that suicide bombers using their religion as a shield justifies what they are doing are right. During brainwashing they are kept isolated and given misleading information on the name of the religion. They are told by the corrupt religious leaders that killing of the non Muslims are justified according to their religion. In addition to this they are also told that dying in the name of their religion will earn them the rank of a martyred. They are also brainwashed that they will earn a high rank in the heavens and rivers of milk and honey and beautiful virgins await. (Yusufzai and Jamal). They are offered high price to get the job done. They are assured that their family will live wealthy life after their job is done. Almost 90% of the suicide bombers are normal humans but, after knowing the position they can earn by dying in the name of their religion, change their emotions to kill hundreds of innocent humans. From this above example it can be concluded that they simple overcome their emotions with stronger emotions of earning high rank in Heavens by dying in the name of the religion, securing the lives of their family and obeying the orders of God. Another type of the people who override their emotions to kill are the soldiers. Soldiers override their emotions for certain reasons that they learn during the training. During the training there are told that they are the protectors of the land. The lives of their families and their countrymen depend on them. Moreover, they are trained with the fact that what they are doing is right and justified and God is with them. The training for the soldiers keeps on the changing with time to time. The soldiers are given complete training/ practicing area. The soldiers are desensitized by making them shoot at human shaped paper targets, drill and then to moving targets and pop up targets look kind of human shape making their response automatic and focused†. (Dwyer). The training areas includes all kinds of difficult pathways, underground tunnels and sudden appearance of the human shaped targets which they have shoot at and take them down. They are also congratulated on their first kill which increases their confidence to override their emotions more easily â€Å"In addition to this there are addressed directly making them believe that they actually have to kill. (Robinson). â€Å"Often a times the present the enemies in way that does not even feel like a human; for instance they will call their enemies by those names that even don’t look familiar. Names like â€Å"gook† who knows what is gook? It does not sound like a human or a person. Half of the desensitizing and dehumanizing is made easier in presenting a person that does not even to our class or kind. In addition, saying that God is with us, we are fighting for the sake of our country and the people and God is proud of us. A lot of killing is made easier in this for the soldiers presenting these as a reason. † (Pomerantz) So, with this kind of training and lessons of patriotism being given to the soldiers makes it easier to override to their emotions. In the conclusion I would restate again that killing without emotions is really hard unless you have you don’t overcome your emotions. It takes a lot of nerve and heart to kill without emotions. Works cited Dwyer, Gwynne. Soldiers trained to kill and post-traumatic psycho-babble. Thuppahis blog, 29 April 2011. Web. Web. 18 Feb. 2013. Yusufzai, Asfaq, and Amna Nasir Jamal. Teenagers recruited, trained as suicide bombers.   Central online Asia. N. p. , 11 04 2011. Web. 18 Feb 2013. Robinson, Steve. The impact of killing and how to prepare the soldiers .   Frontline. Frontline, 01 Mar 2001. Web. 18 Feb 2013. Pomerantz, Andrew. The impact of killing and how to prepare the soldiers .   Frontline. Frontline, 01 Mar 2001. Web. 18 Feb 2013.

The Sustainability Revolution of the Twenty-First Century :: Politics Political Essays

The Sustainability Revolution of the Twenty-First Century The direction the world is heading now is unsustainable. We have explored the many facets of this unsustainability throughout our seminar. It is real. And the essence of unsustainability, of course, is that we can not keep it up. There will be change, and as a society, we cannot live in denial of this fact. We must hurry up and figure out how to take control of this change before the change happens to us. What would happen if we let our society continue on its current path without rethinking our values? It is very hard to conceive of our "powerful" nation and fast-paced, glittery way of life ending. I am sure that few Americans really can picture what would happen. It is easiest to assume that we could remain indefinitely in this state of more or less comfortable obliviousness. As long as we have a fresh supply of new products around us, the instantaneous, superficial pleasures can keep us distracted. To try to break through this lazy mindset, I considered looking at similar situations over a larger time scale. There have been many boom civilizations throughout human history that thought they were the pinnacle of existence and could never be defeated. But they all ended, sooner or later. The Greeks, the Romans, the Spanish, the British, etc. etc. etc. (there are plenty from pre-history as well - the more we learn, the more fallen civilizations we find). They are either taken over by another group, are ruined by disease, or because of their inability to change they use up or degrade the resource base that sustained them. To look from a larger scale than just humans, the archaeological record shows the rise and fall of many groups or species in a similar way. Earth was once "ruled" by microscopic organisms, later by dinosaurs, then by megafaunal mammals, and now by us (forgive the major jumps in evolution- I'm just trying to make a point). Current trends towards globalization and thus worldwide spread of materialism and consumption mean that we no longer can consider our fate as an individual "civilization." We now must realize that whatever fate befalls us, befalls humans worldwide. Luckily, more and more people are figuring this out and getting worried. I propose that there will be a cultural backlash against the modern consumptive society, and that the trends will begin to reverse. Just as each generation rebels to some extent against the previous one (and each decade is appalled by the fashion sense of the one before), the next generation or so will be disgusted with the overconsumption and excess of The Sustainability Revolution of the Twenty-First Century :: Politics Political Essays The Sustainability Revolution of the Twenty-First Century The direction the world is heading now is unsustainable. We have explored the many facets of this unsustainability throughout our seminar. It is real. And the essence of unsustainability, of course, is that we can not keep it up. There will be change, and as a society, we cannot live in denial of this fact. We must hurry up and figure out how to take control of this change before the change happens to us. What would happen if we let our society continue on its current path without rethinking our values? It is very hard to conceive of our "powerful" nation and fast-paced, glittery way of life ending. I am sure that few Americans really can picture what would happen. It is easiest to assume that we could remain indefinitely in this state of more or less comfortable obliviousness. As long as we have a fresh supply of new products around us, the instantaneous, superficial pleasures can keep us distracted. To try to break through this lazy mindset, I considered looking at similar situations over a larger time scale. There have been many boom civilizations throughout human history that thought they were the pinnacle of existence and could never be defeated. But they all ended, sooner or later. The Greeks, the Romans, the Spanish, the British, etc. etc. etc. (there are plenty from pre-history as well - the more we learn, the more fallen civilizations we find). They are either taken over by another group, are ruined by disease, or because of their inability to change they use up or degrade the resource base that sustained them. To look from a larger scale than just humans, the archaeological record shows the rise and fall of many groups or species in a similar way. Earth was once "ruled" by microscopic organisms, later by dinosaurs, then by megafaunal mammals, and now by us (forgive the major jumps in evolution- I'm just trying to make a point). Current trends towards globalization and thus worldwide spread of materialism and consumption mean that we no longer can consider our fate as an individual "civilization." We now must realize that whatever fate befalls us, befalls humans worldwide. Luckily, more and more people are figuring this out and getting worried. I propose that there will be a cultural backlash against the modern consumptive society, and that the trends will begin to reverse. Just as each generation rebels to some extent against the previous one (and each decade is appalled by the fashion sense of the one before), the next generation or so will be disgusted with the overconsumption and excess of

How culture influences human development Essay

This essay is an attempt to show how culture influences human development and interpretation of the world. Therefore, to start with this essay will define culture by different scholars. It will then show the types of culture and give a brief account on what culture constitutes (characteristics of culture). Furthermore, the concept of human development will be discussed briefly to give the reader a more clear understanding of the topic at hand. With clear examples, the essay will then show how culture influences human development and their interpretation of the world. Finally, a conclusion summarizing what the essay will discuss will be drawn. The attempt to define culture is elusive as many may suggest. Nevertheless, there are certain paradigms that constitute the sum total of culture and underlie cultural images and identity construction. It is the close affinity between cultural image and human identity that makes the definition of culture complex. The most complex and yet comprehensive definition of culture is that arrived during the ‘Mondiacult’ in Mexico city which has continued to be the most operationalised definition of culture: ‘Culture is the whole complex of distinctive spiritual, material and intellectual features that charactorise a society or social group. It includes not only the arts and letters, but also modes of life, the fundamental rights of human beings, value systems, traditions and beliefs.’ Young Kate (1993) in a report said, culture is seen in the African social context as transcending the arts or artifacts, folklores, literatures, music, dance and other artistic paraphelia. According to Taylor (1996) culture refers to the patterns of behavior and thinking that people living in social groups learn, create, and share. Culture distinguishes one human group from others. It also distinguishes humans from other animals. A people’s culture includes their beliefs, rules of behavior, language, rituals, art, technology, styles of dress, ways of producing and cooking food, religion, and political and economic systems. Culture can also be defined as a set of values, attitudes, beliefs and behaviors shared by a group of people, communicated from one generation to the next via language or some other means of communication (Barnouw, 1985). An American sociologist Ogburn has divided culture into two parts: Material culture which consists of tangible things and tools used to express the way of life such as machines, dwellings, manufacture of goods and transportation; and Non material culture which consists of non tangible aspects such as norms, values, customs and practices that are exhibited in social institutions such as the family, religion, economy and education. Some of the characteristics of culture is that it is symbolic, meaning it is based on symbols or abstract ways of referring to and understanding ideas, objects, feelings, or behaviors-and the ability to communicate with symbols using language; it is shared meaning people in the same society share common behaviors and ways of thinking through culture(Bodley ,1997); it is learned socially (Archer, 1996); it is adaptive, that is to say people use culture to flexibly and quickly adjust to changes in the world around them (Findely, and Rothney, 2006); it is social meaning culture does not exist in isolation; it is transitive as it is transmitted from one generation to another; and it is continuous and cumulative because it exists as a continuous process. Various people understand human development on a wide variety of aspects. Human development can be intellectual, biological, social, economical, and many others. Human development involves all the individual’s activities starting from birth, infancy, childhood, adolescence, through to adulthood. Therefore, human development and people’s view of the world during all these stages of a person’s life is influenced by people’s exposure to various cultures in so many ways. Usually when a child is born, it is born into a particular family that has a certain way of life. Members of this family will have a language they usually use, type of food they usually eat, religion or church they are part of, a way they dress, a type of people they interact with, types of social  activities they engage in, and so on. All this is part of their culture as a family. That child will grow up and adapt to that culture because the family is its first agent of socialization. As the child grows and develops into an adolescent, then into an adult, his or her view of the world will greatly be influenced by this socialization of the family. The way in which he or she will interact with others will depend on how he or she has been brought up to do. Some individuals are shy and reserved while others are talkative. In the past, the African culture socialized girls and women to maintain their place which was in the kitchen and to be respectful towards men. In as much as this was a form of gender inequality, this culture also brought some form of human development as the men went out to provide for their families as well as develop their communities, while the women stayed at home cooking, taking care of the children and doing household chores which is a form of human development (social) were socializing of the children is involved. So, in this type of way of life the women interpreted or viewed men as being superior over them and the men viewed the women as being their helpers. However, over the years this sort of view has changed (though not everywhere) due to the fact that culture is not static, it is an adaptive mechanism that constantly adjusts to satisfy human biological and social needs. Because of this dynamic tendency of culture, cultural communities continue to change as do individuals. A community’s history and relations are part of cultural process which intern lead to various human developments. A good example that can be cited is that of the Khoi Khoi and san people of the past who hunted and gathered food for their survival. It is very rare to find any kind of people in this day and age who still follow that kind of lifestyle. Culture is not the same everywhere, it varies greatly and this great diversity can sometimes be confusing to others. For instance, the thought of children handling knives makes many American parents very nervous, yet toddlers in some parts of Africa safely use machetes. Similarly, infants in middle-class communities in the United States are often expected to sleep  alone by the time they are only a few months old while many low and middle-class Zambian children typically share their mother’s bed through their toddler years. These striking differences in child rearing practices reflect the diverse range of what is considered developmentally appropriate for children around the world, depending on their cultural circumstances (Roggof, 2003). Therefore, people from, say, these two types of societies will interpret child rearing practices differently from one another. Another example by Barbara Roggof (2003) which results in a great difference in interpretation due to the diversity of culture is the comparison between the United States and Mayan community in Gautemala. The United States is a highly age-segregated society, with children spending much of their time away from activities of adults. That segregation removes children from important opportunities to observe and learn from elders by participating in valued community activities, said Roggof. In contrast, in the Mayan community in Gautemala, children often learn through the process of observation and supportive guidance as they engage in community activities. Young Mayan girls, for instance, regularly observe women weaving complicated patterns because weaving is a daily household activity. Experienced weavers watched for their daughters to express interest and then set up a simple project beside their own which allows them to offer, what Roggof calls ‘guidance embedded in activity’. So unlike in the United States community were learning is often pegged to age and managed in specialized child settings, instruction in this Mayan community is generally triggered by the child’s interest in becoming involved in valued family community activities. This shows that human development in some cultures is influenced by age, while in others by interest. Cultural diversity shows that there are different viewpoints and ways of interacting with the world as there are cultures (Young, 1993). However, cultural difference may sometimes become problematic. Because different people are part of different cultures and backgrounds, people tend to see or interpret things through their background. ‘That is, culture acts as a filter, not only when perceiving things, but also when thinking about  interpreting events.’ For example, Mary Banda may interpret Aisha Yusuf’s habit of over spicing her food whenever she is cooking as a sign that Aisha is not a very good cook as she uses these spices as a disguise of her lack of talent. Mary might even conclude that people from her own culture are better cooks than that of Aisha’s because she does not need spices to make her food taste good. Mary Banda, in this example, is interpreting someone else’s behavior from her own cultural background and based on her own beliefs of culture and behavior. This is an act of ethnocentrism, which is the viewing and interpretation of the behavior of others through one’s own cultural glasses (Giddens, 1989). This is a form of biasness which is also closely linked to stereotypes. For example, suppose someone is having a conversation with another person from a culture different from their own. While he is talking to this person, he notices that she does not really make eye contact with him when he speaks. Also, she does not really look at him when he speaks. On the few occasions when her eyes look his way, she quickly averts her gaze if their eyes meet. From his cultural background he may interpret that she does not feel very positive about his interaction. He may even put off and reject any attempts at future interactions. He may not feel trusting or close to her. But she may come from a culture were direct gazing is discouraged or even a sign of arrogance. She may actually be avoiding eye contact not because of any negative feelings, but because of difference and politeness to him. Of course these potential problems have real and practical implications in everyday life. Such scenarios may occur in a job interview, in a teaching or learning situation at an elementary school, at a business negotiation, or even in a visit with a doctor. It is always hard for people to separate themselves from their own cultural backgrounds and biases to understand the behaviors of others. However, this is not to say that all cultures are different or diverse. There are always cross-cultural tendencies or behaviors that are shared in most cultures. For instance, in most cultures people burry their dead, celebrate at weddings, mourn at funerals, name their children, wear clothes (do not  move naked), and many others. CONCLUSION In conclusion, culture is basically people’s way of life or way of doing things or even way of thinking. Be it how they comb their hair, dress, worship, eat, time they sleep at night, and so on. Culture is material and non material, and therefore, influences a great deal of people’s lives. This influence of culture can be on their human development from birth, infancy, childhood, adolescence, through to adulthood. Jean Piaget talked about four stages human beings pass through as they develop. These include the sensory motor stage (0-23 months old), pre-operational stage (2-7 years old), concrete operational stage (7-11 years old) and formal operational stage (11 years and above). Through all these stages, human development occurs in various ways. And this can be intellectually, socially, economically, and biologically. It can also influence how people interpret the world or other people around them as illustrated in the few examples in mentioned in the text. REFERENCES Archer, M. S. (1996). _The place of culture in social theory_. New York: Cambridge University Press. Barnouw, V. (1985). _Culture and personality (_4th edition_)._ Wales: Dorsey Press. Bodley, J. H. (1997). _Ethnology_ (4th edition). Mountain View cliff: Mayfield Publishers. Co. Dressler, D. et al (1976). _Sociology: The study of Human interactions_ (3rd edition). New York: Alfred A. Knopt. Findely, & Rothney, (1996). _Twentieth century world_ (6th edition). London: McMillan Press Ltd. Furedidi, F. (1997). _Population and development: A critical introduction_ (3rd edition). Britain: Polity Press. Giddens, A. (1989). _Sociology_ (6th edition). Britain: Polity Press. Rogoff, B. (2003). _The cultural nature of human development._ New York: Oxford Press. Taylor, (2006). _Principles and practice of stress management_ (3rd edition). New York: Guilford Press. UNESCO, (1982). _Cultural industries: A challenge for the future._ Paris: UNESCO. Valsiner, J. (2000). _Culture and human development: An introduction._ Britain: Polity Press. Young, K. (1993). _Planning development with women: Making a world of difference._ London & Basinstokei: McMillan Press Ltd.

Biomedical Technology In Ethics and Religion

here are many misconceptions in biomedical genealogy, mostly caused by the many viewpoints and opinions concerning it. When formulating opinions and viewpoints, it Is crucial to be properly educated about that particular topic. The lack of knowledge and moral dispute may hinder clientele research. Although critics argue that it is unethical to manipulate DNA, with genetic manipulation, certain diseases can be eliminated, and cloning holds the ability to produce human organs viable for transplant.Critics argue that it Is unethical to manipulate DNA Some say it Is dangerous because there Is not much knowledge about it. However, genetic manipulation is not a new concept. Some may say that Hitler had this idea before most scientists. An Aryan race is what Hitler striver for. If only he knew that his idea of deciding what genes people receive would carry on even to this day. Scientists are discovering new ways to control what traits are passed through heredity. In the future parents may g et to decide what traits their children receive.This breakthrough in technology is very controversial. â€Å"Some critics continue to argue that it's unethical to manipulate the genetic makeup of human eggs even if here Specter of Human Cloning†). Many religious and moral leaders believe that manipulating DNA crosses a boundary that only God has the right to cross. Many also believe that scientists should not use human embryo in testing because it is wasting human life. Scientists are developing new tests that can determine whether or not a child has a birth defect or disability very early on In pregnancy.In this, parents can decide if they would like to keep their child or not. Religious and ethical people are outraged at such tests because they believe that human life should not be a choice. The problem is that researchers aren't allowed to use human embryo in such tests, Knish said, so Instead, they use animal embryo†(Peeler 6). The conflict with using animal embryo, Is that scientists do not get the same results as they would if they were to use human embryo. People expect exact results and breakthrough discoveries but they are not willing to pay the price.Genetic manipulation holds the chance that certain diseases can be eliminated. This Is one of the many benefits that come with genetic manipulation. Some say that scientists are finding new ways to control what traits get passed through heredity. If that is so, scientists can make the traits that carry heritable diseases vanish. If scientists can manipulate DNA to relinquish the formation of certain diseases, they will know what causes that disease. This advancement will not only prevent people from obtaining disease but will also eliminate It In people who already have It. We will see disease eliminated in the future, or we will witness the creation of new and 1 OFF unleashed†(Decolletage 75). Some believe that once technology goes so far it will be an unstoppable, dangerous force. Ma ny think that scientists manipulating DNA is imply too far. â€Å"Can we, however, ignore opportunities to improve human health†(Decolletage 51). What if no one in the world had cancer, down syndrome, or other disabilities and diseases? People would not oppose research so much if they knew what the outcome would be. People are afraid to take risks; they do not want to put their fate in someone else's hands.What if those hands cured illness and disease? In addition, new biomedical technology such as cloning holds the possibility of cloning human organs that are viable for transplant. Thousands of people each year die because of organ shortages. Cloning human organs can eliminate this epidemic. If organs can be specially made for each individual who needs one, organ transplant waiting lists can be eliminated. â€Å"†¦ An average of 18 people die each day waiting for transplants that can't take place because of the shortage of donated organs†(â€Å"The Need Is Real: Data†).These deaths can be prevented by cloning. However, many people believe that cloning is very unethical and goes against religion. This hinders the formation of cloning and holds back scientists from imperative research. The lack of support given by the people for cloning research impedes government and local ending and aid. The delay in funding and aid creates a rift in research. Many people support biomedical technology and cloning, but only to a certain extent. Most religious people are concerned about cloning because they believe that only God has the right to give and take life in any form.In reality, fear and the lack of knowledge inhibit many religious and ethical people from supporting the idea of cloning. â€Å"If we hope to direct the course of this powerful technology, we should strive to learn as much as we can about these molecular tools and then let scientists and corporations know our wishes. Only then can we truly expect to avoid the risks and enjoy the progress and the promises of our genetic future†(Decolletage 112). Advocates and antagonists both need to strive for further knowledge about this subject in order to tell scientists exactly what they want.How can scientists know how far to take their new technology, if no one has the correct knowledge to tell them where is too far? In conclusion, there are many opinions and viewpoints on the topic of biomedical technology. These can help but they can also hinder scientific research in many ways. One of which is the opinion of religious and ethical people. These people can bring up valid points and bring forth new thoughts and useful ideas about biomedical technology, but they can also let their personal views get in the way.Often times the opinions of religious and ethical people are blurred or disrupted by their personal views. This can lead to extremist views that believe all biomedical technology goes against religion and is unethical. Many people will align themselves with one ideal or theology without educating themselves and considering other viewpoints. In order for both sides of this debate to reach a compromise there must be an open forum of to only communication but also education between both parties.

Puberty Blues is a non-fictional story based on the lives of the authors, Kathy Lette and Gabrielle Carey as they were teenage Essays

Puberty Blues is a non-fictional story based on the lives of the authors, Kathy Lette and Gabrielle Carey as they were teenage Essays Puberty Blues is a non-fictional story based on the lives of the authors, Kathy Lette and Gabrielle Carey as they were teenage Essay Puberty Blues is a non-fictional story based on the lives of the authors, Kathy Lette and Gabrielle Carey as they were teenage Essay Essay Topic: We Real Cool Puberty Blues was written by Kathy Lette and Gabrielle Carey. It was first published in 1979. This edition was published in 2002 by Pan Macmillan in Sydney; and reprinted in 2003. It is a non-fictional story aimed at 13-14 year old girls based on the lives of the authors, Kathy Lette and Gabrielle Carey when they were teenagers growing up in the Southern suburbs of Sydney. Throughout the novel, the main characters, Debbie and Sue, explore the treacherous expectations that peer pressure can place upon adolescents lives. It represents the importance of coming to the realization that creating morals and values of your own, whether male or female, is the most important thing that you will ever have to do. At just thirteen years of age Debbie would have done anything to become part of the popular group. If you werent in that crowd you were no one. After dealing with the mean and harsh treatments the popular group had displayed towards Debbie and her best friend Sue, they continued endeavoring to be accepted by the group. The reader can slowly see Debbie change her morals and values as the story progresses. Her family was no longer important to her, she continually disrespected their rules and appeared ignorant to any past ethical behaviors they had taught her. She became obsessive about status and risked everything to fit in. She began to ditch her old friends and began drinking, smoking and cheating in schoolwork. She knew that it was wrong but popularity was her main priority. She lost dignity in herself and respect from her family and began to believe it was acceptable to eat, sleep and breathe the boys expectations of her. Debbie began to feel nothing was worthwhile, life was boring and there was nothing to do. She kept on commenting on how great it would be to surf but everyone laughed it off as a joke and replied with a quick answer that girls dont surf. To cure her boredom, she began to take drugs with the boys and soon fell pregnant to her boyfriend, Danny. After looking everywhere to find hi m and tell him the news she finally found him in his room nearly passed out from taking so many drugs. This was when Debbie became more aware of the outside world again and how shed changed. She began to realize that all her peer group ever did was do things for the boys and that their only source of entertainment was sex, drugs, and surfing (the girls were their accessories who sat on the beach and minded their towels). She was sick of delivering food to the guys when they were ready for it and she was sick of never doing anything for herself. After spending a lot of time thinking about it, she finally told Sue how she felt. She wanted to do something about it and she knew what that was. After that day Debbie and Sue bought their very own surfboard. They surfed all day long and had never felt better, and although their group had disowned them straight away she didnt care anymore. She saw them as a minority group she once strived to be part of. Puberty Blues is written in first person. This displays a more personal connection between the character and the reader. The authors also project a sense of confidence within the characters about what was cool and what wasnt. For example, in the first few paragraphs the characters tell you what was cool, they told you the things you must do to become accepted and as they were speaking showed a sense of excitement at the thought of this. They spoke of the boys in a manner which suggested they were god like creatures who were so superior to them that it was wrong not to do anything that they said. The novel is written in simple language yet relates to mature themes such as sex, drugs, and popularity amongst school life which affect the targeted audience who are becoming interested in such ideas and concepts. The language gives the reader a feeling of connection between the text and the ideas, which they can relate to themselves. In the beginning of the novel Debbie spoke in an incoherent manner but as she began to realize her inanity, she became more articulate and competent at expressing a cogent outlook on teenage false perceptions of priorities in life which seem miniscule to the outside world, e.g. popularity. Because the author includes the main characters throughout the novel, and shows their changes and how they grow as people, the use of an epilogue is one of the most important parts of this novel. It shows some who die from drug overdose and others ending up in jail for crimes they have committed. It shows how important it is to make the right decisions without sounding lame to the intended audience. The paragraph which reflects the most change in Debbie is the last paragraph in the book (p.113). We climbed the sand hill at Wanda and looked back. There they were, a mass of black specks way out to sea. The surf had dropped. They sat astride their boards in the grey, flat water; waiting. I knew theyd be talking about their chicks. They always did, way out there when the waves werent working. Hey Deb, lets go get a milkshake Sue and I walked off. It shows that Debbie at last sees the boys as an overrated obsession. How theyre better off claiming independence rather then living up to other peoples expectations and it also shows that your true friends are the ones who will always be there.

The Best AP Chemistry Review Guide 2017

The Best AP Chemistry Review Guide 2017 SAT / ACT Prep Online Guides and Tips Not sure how to begin studying for the AP Chemistry exam? This review guide will help you figure out what's on the test and how you can ace it. I'll go over the exam structure, provide sample questions in each format, list the concepts you can expect to see on the test, and give you some tips on how to get the most out of your studying. I just looked into my PrepScholar Crystal Ballâ„ ¢ and saw a 5 in your future, so get ready to kick this test's butt. What’s the Format of the AP Chemistry Exam? The AP Chemistry exam is 3 hours and 15 minutes long and has two sections:multiple-choice (90 minutes long) and free-response (105 minutes long).There are 60 multiple-choice questions andseven free-response questions. The free-response section contains three long response (worth 10 points each) and four short response (worth four points each) questions.You're allowed to use a calculator on the free response section, but you can't use one for multiple-choice. Time management is important on the AP Chemistry exam because you can easily get caught up in difficult problems.Try not to spend more than a minute on each multiple-choice question during your first pass through the section so that you don’t miss any questions at the end that you could have answered.You’ll have time to go back and revisit the ones you skipped if you pace yourself.For the free-response questions, you should limit your time to around 5-10 minutes for short response questions and 15-20 minutes for long response questions. What Do AP Chemistry Questions Look Like? The following are examples of official AP Chemistry questions in multiple-choice, short response, and long response format.I’ll go over the answers in detail to give you a sense of the types of problems you’ll face on the test and how you might solve them. Multiple-Choice Sample Question Multiple-choice AP Chemistry questions are often chunked together. In other words, several questions will pertain to a single experiment or dataset.Here’s an example: In this case, you’re asked why a certain outcome resulted from an experiment.You need to know why the pressure in the container would increase based on the changes that occurred.A and B suggest that the increase in pressure has to do with intermolecular attractions either decreasing or increasing in the flask.These choices are incorrect because the intermolecular attractions between these molecules wouldn’t be significant enough to make a difference in the pressure of the container. For Choice C, the first part is correct: the number of molecules has increased with the decomposition of PCl5.It also makes sense that this would result in a higher frequency of collisions with the walls of the container.This answer is looking pretty good. Choice D is wrong because there’s no reason to expect that the molecules have increased in speed inside the container during the reaction. Since we ruled out all the other options, Choice C is the correct answer! Short Response Sample Question For part A, you needed to draw out the interactions between the ions and water molecules in the solution.Three points were awarded for: A representation of at least one Li+ ion and one Cl- ion clearly separated and labeled correctly Each ion surrounded by at least two water molecules Water molecules must be oriented correctly (oxygen end is closer to the lithium ion, and hydrogen end is closer to the chloride ion) Part b was worth one point for identifying the chemical species and providing justification.The species produced at the cathode would be H2(g) and OH-(aq) (you could say either one of these for the point).The hydrogen atoms in water are reduced to H2 at the cathode because this reaction has a lower magnitude reduction potential than that of the reduction of lithium ions to Li (-0.83 vs. -3.05). Long Response Sample Question Here’s an example of a long free-response question from the 2015 exam: This question expects a lot from you. There’s stoichiometry, chemical bonds, intermolecular forces, Lewis diagrams, and thermodynamics!It’s testing whether you can apply a bunch of disparate skills that you’ve learned throughout the year to the scenario presented on the test. Let’s look at part a: For part i of part a, we need to calculate the number of moles of ethene that are produced in the experiment and measured in the gas collection tube. The first step is to calculate the pressure of the ethene so that we can use the ideal gas law to figure out the number of moles of gas produced.We can find the pressure of the water by using the given figure for water’s vapor pressure at 305 K: 35.7 torr.Since 1 atm = 760 torr, we can convert the vapor pressure to atm like so: 35.7 torr x (1 atm/760 torr) = 0.047 atm Then, we can find the vapor pressure of the ethene by subtracting that number from the total vapor pressure of the gas produced: 0.822 atm (total vapor pressure) - 0.047 atm (water’s vapor pressure) = 0.775 atm (ethene’s vapor pressure) Finally, we can use the ideal gas law to figure out how many moles of ethene were produced: PV = nRTn = PV/RTn = (0.775 atm)(0.0854 L)/(0.08206 L atm mol-1 K-1)(305 K)n = 0.00264 moles of ethene produced Ok, now let’s move onto part ii of part a. How many moles of ethene would be produced if the dehydration reaction went to completion?To solve this problem, we need to reference the total amount of ethanol originally put into the tube, 0.2 grams, as well as the molar mass of ethanol.Using these numbers, we can see how many moles of ethanol were put into the tube: 0.2 grams ethanol x (1 mole ethanol / 46.1 grams) = 0.00434 moles of ethanol Ok, that’s the number of moles of ethanol that were put in, but we’re trying to find the number of moles of ethene that would result if the reaction went to completion.Since both molecules have coefficients of 1 in the equation, they exist in a one to one mole ratio.This means that the answer is 0.00434 moles of ethene. Now for part b! The percent yield of ethene in the experiment is pretty easy to find based on our answers to part a.We know that the amount of ethene that was actually produced was 0.00264 moles.The amount that would have been produced if the reaction went to completion was 0.00434 moles. To find the percent yield, we can just divide 0.00264 by 0.00434 and multiply the answer by 100: 0.00264 mol / 0.00434 mol x 100 = 60.8 percent yield In part c, you are asked to agree or disagree with the student's claim that the reaction at 298 K has an equilibrium constant of less than 1 and provide justification in the form of calculations forââ€" ³G °298.According to the formula sheet: ââ€" ³G ° = ââ€" ³H ° - Tââ€" ³S °Ã¢â€" ³G ° = 45.5 kJ/mol - (298 K)(0.126 kJ/ K*mol)ââ€" ³G ° = 8.0 kJ/mol Referencing our formulas again, the equilibrium constant, Kp, is equal to e(-ââ€" ³G °/RT).Since we found that ââ€" ³G ° was greater than 0, Kp has to be e raised to some negative number, resulting in a solution equal to a number less than 1.The student is correct that Kp must be less than 1 at 298 K. Part d asks you to complete a Lewis electron-dot diagram.Your answer would look like this: The diagram should include all the bonding pairs, plus two non-bonding pairs on the O atom. In part e, you're asked to determine the C-O-H bond angle.This molecule is tetrahedral around the oxygen atom.That means that the bond angle is approximately 109.5 degrees.On this question, you got a point for any answer between 100 and 115 degrees.Technically, the bond angle would be a little smaller because of the two unbonded electron pairs on the oxygen atom.For visual reference: In part f, you have to explain why ethene was collected as a gas after the experiment and ethanol was not.This happened because ethene isn’t as soluble as ethanol in water.Ethene is only slightly water-soluble because the weak dipole intermolecular attractions between nonpolar ethene molecules and polar water molecules are weaker than the hydrogen bonds between water molecules.Ethanol molecules are water soluble because they're polar, so they form hydrogen bonds with water molecules as they dissolve. These bears are like ethanol and ethene. The one on the left is ethanol because it's CLEARLY more polar. Again, notice how many different skills we used in this one question. We had to know how to: Calculate the number of moles of a gas that were produced by a reaction given the temperature, vapor pressure and volume (with vapor pressure calculated indirectly) Calculate the number of moles of a gas produced by a reaction taken to completion given the mass of the reactant Calculate percent yield of a reaction Calculate the equilibrium constant of a reaction at a given temperature Draw Lewis electron dot diagrams Determine bond angles Explain how polarity and intermolecular attraction would impact the outcome of a reaction and the states of its products You only have a short amount of time for each free-response question (around 20 minutes for the long ones and 10 for the short ones), so you need to have all the information you learned in the course pretty well-mastered if you want to earn the majority of these points! What Topics Does AP Chemistry Cover? The AP Chemistry course is structured around six main themes or â€Å"Big Ideas.† These Big Ideas encompass smaller, more specific themes that the College Board calls â€Å"Enduring Understandings.†I’ll list the Big Ideas and their corresponding Enduring Understandings in this section.I’ll also provide a more straightforward lists of relevant topics under each Big Idea with links to some notes. 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. Enduring Understanding 1.A: All matter is made of atoms. There are a limited number of types of atoms; these are the elements. EU 1.B: The atoms of each element have unique structures arising from interactions between electrons and nuclei. EU 1.C: Elements display periodicity in their properties when the elements are organized according to increasing atomic number. Periodicity is a useful principle for understanding properties and predicting trends in properties. EU 1.D: Atoms are so small that they are difficult to study directly; atomic models are constructed to explain experimental data on collections of atoms. EU 1.E: Atoms are conserved in physical and chemical processes. Content Areas: Chemical Foundations Units Scientific method Significant figures Basics of systematic problem-solving Organization/classification of matter Atomic structure and periodicity Electromagnetic radiation Max Planck and quantum theory Atomic spectrum Mass spectrometry Spectroscopy Bohr model Quantum mechanical model Quantum numbers and electron orbitals Coulomb’s Law Periodic trends Atoms, Molecules, and Ions Dalton’s atomic theory Millikan’s oil experiment Rutherford’s metal foil experiment Timeline of milestones in the history of chemistry Atomic structure Types of bonds Chemical formulas for molecules Organization of the periodic table Naming compounds 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. EU 2.A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them. EU 2.B: Forces of attraction between particles (including the noble gases and also different parts of some large molecules) are important in determining many macroscopic properties of a substance, including how the observable physical state changes with temperature. EU 2.C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. EU 2.D: The type of bonding in the solid state can be deduced from the properties of the solid state. Content Areas: Bonding Types of chemical bonds Electronegativity Bond polarity and dipole moments Ions: size and electron configuration London dispersion forces Lewis structures VSEPR Model Covalent Bonding: Orbitals Liquids and Solids Intermolecular forces The liquid state Structures and types of solids Structure and bonding in metals Vapor pressure and state changes Phase diagrams Gases Pressure Gas laws of Boyle, Charles, and Avogadro Ideal gas law Gas stoichiometry Dalton’s law Kinetic Molecular Theory Effusion/diffusion van der Waal’s equation Atmospheric chemistry Gas law practice problems Big Idea 3: Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. EU 3.A: Chemical changes are represented by a balanced chemical equation that identifies the ratios with which reactants react and products form. EU 3.B: Chemical reactions can be classified by considering what the reactants are, what the products are, or how they change from one into the other. Classes of chemical reactions include synthesis, decomposition, acid-base, and oxidation-reduction reactions. EU 3.C: Chemical and physical transformations may be observed in several ways and typically involve a change in energy. Content Areas: Stoichiometry Atomic and molar mass Percent composition of compounds and determining formulas for compounds Structure of chemical equations Balancing chemical equations Limiting reactant problems Percent yield Types of Chemical Reactions and Solution Chemistry All about water Aqueous solutions and electrolytes Types of reactions (precipitation, acid-base, oxidation-reduction) Half-cell reactions Salts in solution Redox reactions tips and practice problems Big Idea 4: Rates of chemical reactions are determined by details of the molecular collisions. EU 4.A: Reaction rates that depend on temperature and other environmental factors are determined by measuring changes in concentrations of reactants or products over time. EU 4.B: Elementary reactions are mediated by collisions between molecules. Only collisions having sufficient energy and proper relative orientation of reactants lead to products. EU 4.C: Many reactions proceed via a series of elementary reactions. EU 4.D: Reaction rates may be increased by the presence of a catalyst. Content Areas: Chemical Kinetics Reaction rates Rate laws Reaction mechanisms Catalysis Big Idea 5: The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. EU 5.A: Two systems with different temperatures that are in thermal contact will exchange energy. The quantity of thermal energy transferred from one system to another. EU 5.B: Energy is neither created nor destroyed, but only transformed from one form to another. EU 5.C: Breaking bonds requires energy, and making bonds releases energy. EU 5.D: Electrostatic forces exist between molecules as well as between atoms or ions, and breaking the resultant intermolecular attractions requires energy. EU 5.E: Chemical or physical processes are driven by a decrease in enthalpy or an increase in entropy, or both. Content Areas: Chemical Equilibrium Equilibrium conditions Equilibrium constants Solving equilibrium problems Le Chatelier’s principle Thermochemistry All about energy Enthalpy and calorimetry Hess’s Law Spontaneity, Entropy, and Free Energy Gibbs Free energy (G) Entropy changes in chemical reactions Free energy and chemical reactions Free energy ...and pressure ...and equilibrium ...and work The Nucleus Nuclear stability and radioactive decay Kinetics of radioactive decay Nuclear transformations Thermodynamic stability of the nucleus Nuclear fission and fusion 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. EU 6.A: Chemical equilibrium is a dynamic, reversible state in which rates of opposing processes are equal. EU 6.B: Systems at equilibrium are responsive to external perturbations, with the response leading to a change in the composition of the system. EU 6.C: Chemical equilibrium plays an important role in acid-base chemistry and in solubility. EU 6.D: The equilibrium constant is related to temperature and the difference in Gibbs free energy between reactants and products. Content Areas: Properties of Solutions Solution composition Factors affecting solubility Vapor pressure of solutions Boiling point and freezing point variation Osmotic pressure Colloids Solubility and complex ion equilibria Solubility and solubility products Common Ion effects Precipitation Acids and Bases The pH scale Calculating pH Acid-base properties of salts and oxides Calculating acid strength Lewis Acid-Base Model Solving acid-base problems Acid-Base equilibria Buffered solutions Titration Acid-base indicators Tips for AP Chemistry Review Tip #1: Start From the Beginning Get your fundamentals straight before you try to do more complicated problems.On many AP Chemistry questions, you have to integrate a few pieces of essential knowledge and apply them to a given scenario.If you’re shaky on the foundational concept, you won’t be able to get to the correct answer.When you start studying, fill the gaps in your knowledge from earlier in the course first. Tip #2: Redo Problems You Didn’t Get the First Time If you can’t figure out a problem and have to look up the solution, don’t just read over what you were supposed to do and leave it at that.Review the steps you should have taken to get the correct answer, and then, without looking at them, try to resolve the problem. Learning by doing is very important in chemistry.Make sure you know why you’re solving the problem a certain way.You should also reinforce your knowledge by going through other similar problems. Tip #3: Do Lots of Free-Response Questions You might be tempted to stick with practicing multiple-choice questions because you can do a lot of them quickly and feel like you’ve made significant progress.However, it’s extremely important not to ignore the free-response section of the test in your studying if you want to do well.Free-response questions are a bigger challenge to your chemistry knowledge because you have to come up with the answers independently.Practicing themwill help you do better on the test as a whole.If you can answer free-response questions correctly on a consistent basis, that means you really know your stuff! This is what's gonna happen if you don't practice free-response questions! How to Review for AP Chemistry Your AP Chemistry review should revolve around detecting your areas of weakness and practicing relevant problems.Here are the steps you might go through: Step 1: Take and Score a Practice Test The first thing you should do is take a full practice test to assess how well you know the material.It’s more efficient just to study the concepts that you’re still shaky on rather than going back through all your notes for the course.Make sure you take the test with the same time constraints as the real exam, and don’t use a calculator on the multiple-choice questions. You should also circle any questions where you feel even a little unsure of the correct answer.You need to go over those concepts even if you end up getting the question right so you can be as comfortable as possible with all the content. When you’re done with the test, you can score it and set a goal for how much you want to improve. Step 2: Categorize Your Mistakes (and Any Other Questions That You Were Unsure About) Now that you’ve scored your test, go through your mistakes and lucky guesses, and sort them by topic area.This is the best way to get a clear picture of where you have the most significant issues with the content.Your list of mistakes will inform the rest of your review.I’d also recommend redoing problems that you missed to see if you can get to the correct answer. Step 3: Review Relevant Content If there was any essential background information on the test that you forgot, start by reviewing that content.The information that you learned in the first couple months of the course serves as a foundation for the rest of the class.After you feel confident with the basics, you can move onto studying higher-level topics. You might review your notes on how to solve certain types of problems or look back at the information in your textbook.You can also use an AP review book to study.Sometimes this is a better option because review books are specifically tailored to the test. Step 4: Do Practice Problems Reviewing content isn’t enough in chemistry. You need to know how to apply your knowledge to unfamiliar experimental scenarios on the test.Spend some time doing practice problems that pertain to each of your areas of weakness until you feel more comfortable with the subject matter. Step 5: Take Another Practice Test to See If You’ve Improved After you finish doing practice problems, try out your new skills on another practice test. You can score the new test and see whether you’re satisfied with your new (and hopefully improved) scores.You always have the option of repeating this process if there’s still room for growth.If you don’t see much improvement, you may have to go back and reevaluate your study methods. If there are some concepts that you’re having a really hard time wrapping your head around, I’d encourage you to ask your teacher or one of your classmates to help you understand the material better.Sometimes, if you can’t figure something out yourself, an alternative explanation is what you need for it to click. Here’s an approximate time breakdown for all of these steps: Take and score a practice test: 4 hours Categorize your mistakes: 1 hour Review content: 2 hours Do practice problems: 2 hours Take a second practice test: 4 hours Total time for one cycle: 13 hours Now it's time to set off on your own personal review journey. Good luck out there. No, I don't know why someone sculpted a ceramic frog with a rolling suitcase, but I have to assume that their life is much more interesting than mine. Conclusion The AP Chemistry exam covers a challenging set of concepts that require skills in math, factual recall, and analytical thinking. It's also one of the longest AP tests, lasting three hours and 15 minutes total. To recap, the types of questions on the test include: 60 multiple-choice questions (90 minutes) Seven free-response questions (105 minutes) made up of Three long response (10 points each) Four short response(four points each) AP Chemistry covers six main themes that encompass many more specific topics. These themes or "Big Ideas" are: 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. Chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules, and the forces between them. Changes in matter involve the rearrangement and/or reorganization of atoms and/or the transfer of electrons. Rates of chemical reactions are determined by details of the molecular collisions. The laws of thermodynamics describe the essential role of energy and explain and predict the direction of changes in matter. 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. Some study tips that I would recommend implementing as you prepare for the exam include: Start with the basics Redo problems that you miss Practice free-response questions regularly When you study, you follow these steps for the best results: Take and score a practice test Categorize your mistakes Review content Do practice problems Take a second practice test If you keep up with your classwork throughout the year and adhere to the advice in this article, you'll have no problem doing well on the AP test! What's Next? If you're thinking about buying a review book to supplement your in-class notes, check out my list of the best AP Chemistry review books. Still planning out your schedule for the rest of high school? Read this guide for advice on which AP classes you should take based on your academic interests. Are you considering taking an online AP class that your high school doesn't offer? Learn more about online AP classes and whether they're worth it for you. 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:

Logic Research Paper Example | Topics and Well Written Essays - 1750 words

Logic - Research Paper Example If we do not act at the right time, the anthropogenic climate could lead to the devastation of earth and our very own existence(Thesis) According to (TOC,2007) â€Å"Almost 100% of the observed temperature increase over the last 50 years has been due to the increase in the atmosphere of greenhouse gas concentrations like water vapor, carbon dioxide (CO2), methane and ozone†. The greenhouse gas enact for the greenhouse effect and heat up the earth on a gradual process. The burning of fossils is the largest contributing factor of green house effect as it releases large quantity of carbon – di -oxide into the atmosphere. The major concern of greenhouse effect is that it gives way to the heating of the earth and increase the temperature around the globe. The anthropogenic climate change can be explained as the gradual increase in the climatic temperature of earth due to the greenhouse gas emitting. Green house gas emitting leads to the increase in the heat of the planet and leads to the melting of ice in the polar region which can increase the overall seal level on the earth. Even though not very obvious, green house effect is affecting many parts of the earth. The green house gas mostly contains, carbon – di- oxide, water vapor, nitrous oxide and methane which traps the heat and sunlight and elevates the temperature of the planet. Global warming risks the existence of plants, animals and human beings. This entrapping of heat and sunlight in the atmosphere is called the anthropogenic climate change and can evolve the current status of the planet. In this process, the heat get entrapped in the atmosphere but cannot get out of the atmosphere. Because of this process the temperature of atmosphere rises and climatic condition of earth changes with seal level. If the temperature of the planet goes on increasing the productivity pattern of the earth can changes at a rapid level. This can

Do the courts (judges) make policy Should they Essay

Do the courts (judges) make policy Should they - Essay Example This has made it possible to make rulings that are up to the time, and work in favor of the situation at hand. Judicial activism should exist in order to allow courts make decisions without fear of reprisal or reprimand from policy makers, who tend to pass the buck whenever things are tough. It is sometimes difficult to put the blame on judges once they make a ruling on certain cases, especially after being thrown some of the hardest choices in legislations they sometimes have to contend with. Policy makers are always quick to spinelessly punt the courts with the toughest legislations hoping that they might make decisions to the best of their ability. Unfortunately, they are the first individuals to criticize and chastise the courts for their efforts whenever things go awry. The formulation of ambiguous legislation in most areas of the United States is what leads individuals to believe that judicial activism should exist in order to bring some sanity to the justice system. It is my belief that the courts (judges) make policy in a bid to shed some light on some of the ambiguous statutes that exist (Taylor, 2009). This paper will examine how judicial activism is exhibited in most courts, and how this aids the judicial system in its everyday functions. Every time a judge makes decisions based on the ambiguous statutes passed by the legislature, or gives contradicting facts about certain issues, the court (judge) is said to be engaging in judicial activism. For every defendant that is sent to trial, judicial activism comes into play. The truth of the matter is courts, especially courts of appeal, deal with numerous and countless ambiguous legislations. This means that in the passing of judgment, it may be next to impossible to pinpoint which area exactly the law should be implemented, and how it should be applied (Stone, 2012). In most cases, there is a lot to interpret, which means that judges have to make the call on what