What Is AP Research Should You Take It

What Is AP Research Should You Take It SAT / ACT Prep Online Guides and Tips AP Research is a class introduced by the College Board as a part of its new AP Capstone program. But what does it really involve? How can you do well? In this article, I'll provide an overview of AP Research and give you some more information about whether you should take it and how you can be successful in the class. What Is AP Research? AP Research is the second course that students take in the AP Capstone program. It comes after AP Seminar.If you take AP Seminar and AP Research, you will earn an AP Research and Seminar Certificate, and if you take both classes in addition to four other AP courses and exams, you will earn an AP Capstone Diploma. This program is very new (the College Board rolled out the full version in the fall of 2014), but you will most likely benefit from it in the college application process when schools see the types of advanced assignments you've completed in these research-focusedclasses. In AP Research, students are encouraged to explore a topic or problem that interests them and design, plan, and conduct a year-long research project centered around it.The classrepresents the culmination of skills that students learn in AP Seminar, which include effectively analyzing sources, formulating coherent arguments backed up by evidence, and examining issues from differing points of view.Smaller research projects in AP Seminar will prepare you for the large-scale research project you will undertake in AP Research. Doing a long-term research project is a lot like scaling the craggy peak of a snowy mountain if you substitute physical discomfort for mental discomfort, but it's also just as rewarding in the end! What Exactly Will You Do in AP Research? AP Research consists entirely of a year-long research project.The end product is a 4000-5000 word academic paper and a 15-20 minute presentation with an oral defense.You will also be expected to compile the materials you used in your research into a portfolio.This piece of workis similar to a thesis project, so it’s good preparation for college academics. Topics for the research project are usually relatively open, but arguments for and against solutions to major problems in society tend to be the main focus. For example, you might investigate whether the government should invest more resources in finding and supporting sustainable energy sources. In your academic paper, you will be expected to: Introduce and contextualize your research question and your initial thoughts and hypotheses about it.In the case of my example, the research question might be "Should the government devote more resources to sustainable energy projects?" You would reflect on the question briefly here and share your initial uninformed opinions before diving into any research. Review previous ideas and works on the subject and their arguments and perspectives.This is where you would address arguments for and against the adoption of policies to promote the use of sustainable energy. This section lays the groundwork for your arguments in later sections of the paper. Explain your research method and why you approached the question this way.Here, you would discuss how you went about compiling sources for your research and how you collected the information. This lends credibility to your argument in the next section. Present your findings and interpret their significance in connection to your research question.In this section, you would lay out your argument based on the evidence you discovered through your research. In the example, your argument might be that we should devote more resources to sustainable energy projects because the long term consequences of continuing to use non-renewable energy sources will be extremely dire. You could support this argument with research that you touched on in previous sections. Discuss the implications and limitations of your findings and reflect on the process. This is where you would talk about any qualifiers related to your argument in the previous section. If you can't be absolutely sure of a conclusion that you drew or there is some speculation involved, you would go over those potential limitations. You would also talk about what your findings mean in a larger context. Talk about potential next steps on the issue in view of these findings.Basically, this is the "so what?" section. This is where you would present your ideas for what practical steps the world might take based on your research. In the example, this could be something like providing better tax incentives for businesses that use renewable energy sources or rearranging money in the government's budget in a specific way so that more of it goes towards clean energy projects. Provide a complete bibliography.This is pretty self-explanatory. You'll need to cite all your sources correctly and make sure that they're trustworthy. After you turn in your paper, you will also deliver a 15-20 minute presentation to a panel of teachers in whatever format works best for your research. You'll be asked to give a defense of your findings after your presentation. Your AP Research teacher and two panel members chosen by your teacher will ask you three or four questions about your work, and you'll have to answer them based on your research. You'll be judged on the quality of your defense. If you make a weak argument, your teacher will bang a gavel on her desk and scream "OVER-RULED!" again and again until you come up with something better. Should You Take AP Research? First of all, you can only take AP Research if you take AP Seminar beforehand.Make sure you plan out your classes carefullyif you want to end up in this class! If you are looking to earn the AP Research and Seminar Certificate or the AP Capstone Diploma, you will need to take this class.Keep in mind that for the Capstone Diploma you’ll also need to take four more AP classes and exams. Some colleges will offer you credit for taking these classesor will allow you to place out of introductory courses that are required for other students.This can make things a little easier on you during your freshman year. You’ll also be better prepared for college academics if you take AP Research.You will already be familiar with the process of collecting research and using it to formulate an opinion on a topic. When you're assigned your first research paper, you’ll know exactly where to start. Aside from those benefits, AP Research can be a fun way to explore a topic that genuinely interests you. You'll have a ton of freedom when it comes to choosing your topic, so you can explore almost any idea that you find compelling. AP Research is a good choice for students who are looking for a way to enrich their high school experience with independent research and enroll in competitive college programs. Go, be free. Soar through the wide open sky of source material on your wings of intellectual inquiry. How Can You Do Well in AP Research? In AP Research, the most important rule for doing well is to avoid falling behind!Since your entire grade rests on one long-term project, you will need to make sure that you are diligent about staying on task throughout the year.It’s tempting to procrastinate when it seems like you have such a long time to complete the project, but you won’t get the most out of your research if you don’t spread out your work.You want to avoid turning in a sub-par project that you don’t believe in because you ran out of time. I would also suggest that you finish doing all of your research before you start writing any part of your paper. It's hard to write a cohesive argument when you're adding to it piece by piece as you go along. It's best to compile all the information you need first, figure out your argument based on the evidence, and then start structuring your paper around it. This might seem obvious, but sometimes with these types of projects it's tempting to start working on the part that you actually have to turn in before you've fully explored all the background information. In a related point, you should be flexible and accept that you may need to reframe your research question.You never know what dead ends you might hit or how you might need to change your project as you learn more about your topic.The best way to plan for these scenarios is to start your research early.The highest-quality projects will be those that adapt to new findings over time. You will have to defend your work, so you should be sure that you believe in the point of view that you’re selling and that it's backed up by solid evidence. Finally, you shouldchoose a research question that fascinates you. Working on a research project for a whole year can get tedious, and you don't want to be completely sick of your topic after a couple of months. Talk to your teacher about your interests so that you can work together to find a viable research question that will hold your focus. Choose a topic with a lot of depth, just like this insanely creepy stairwell. Conclusion AP Research is the second class in the AP Capstone program after AP Seminar. It's similar to an independent study class andconsists entirely of one year-long research project on a topic of your choice. You will write a research paper summarizing your findings and then give an oral presentation followed by a defense of your argument. AP Research can be a useful class for students who want to be well-prepared for college-level assignments. It's a great way to hone your skills in effectively conducting research and formulating arguments based on evidence. It also might be a nice break from your other classes because of the level of freedom it provides to students. It's an opportunity to learn more about nearly any topic or question that intrigues you! What's Next? Not sure if you can take AP Research at your school? Consult this article for a list of all the high schools that offer the AP Capstone program. You should also take at this article for a detailed guide to which AP classes you should take in general. If you're on the fence about AP classes in general, check out this article for more information on how AP classes and exams might benefit 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:

Use Archetypes to Create Literary Characters

Use Archetypes to Create Literary Characters Use Archetypes to Create Literary Characters Use Archetypes to Create Literary Characters By Mark Nichol In essence, any literary character is drawn from one or more archetypes. An archetype is basically the pattern for a character, associated with a trait or a concept. Archetypes are most easily recognized in genre fiction science fiction, fantasy, horror, thriller but they are applicable to any fiction, whether of high or low literary aspiration. The key is to select one or more archetypes as just the first step in character building. But there are many types of archetypes from various belief systems and other sources. Try, for example, associating a character with one of the figures from the Chinese zodiac boar, dog, dragon, horse, goat, monkey, ox, rabbit, rat, rooster, snake, and tiger each of which is endowed with a complex array of both positive and negative traits (which I’ll let you research for yourself). For that matter, what’s your character’s (Western) astrological sign? (You don’t have to believe in astrology or any other belief system to derive characters from it.) Alternatively, draw on mythology, legends, fairy tales, or folklore, or existing literature, including Shakespearean characters, or on Tarot cards, for that matter. (The noncharacter cards can inspire you to develop the plot, too.) Here are some classic archetypes, including some based on Jungian psychology, to get you started: Child Guardian Herald Hermit Hero Hunter Judge Mentor Sage Shadow Shaman Sidekick Trickster Wanderer Note that there are often multiple subtypes. Heroes are especially variable: They can be loners, or collaborators, they can be willing, or unwilling, they can be comic, serious, or tragic, they can be cheerful, or cynical. Combinations of archetypes are easily achieved, too; a mentor can be a guardian, a hermit, a judge, a sage, a shaman, a trickster, or a wanderer as well, or two or more of the above. The personality enneagram, a nine-pointed array of personality types, might also be a useful reference for character building. The nine types follow: Achiever Enthusiast Helper Leader Loyalist Mediator Observer Reformer Romantic You can research enneagrammatic types further to identify their typical desires and fears, virtues and vices, and the like. Consider these psychological types based on the Meyers-Briggs Type Indicator psychometric assessment: introversion/extroversion, sensing/intuition, thinking/feeling, and judgment/perception. (Everyone is a combination of both types in each pair, but in different ratios.) Also, evaluate your character on their relative affinity for other people, for things, and for information. Again, everyone has an aptitude for interpersonal relationships, for working with objects or devices, and for receiving, processing, and sending data, but they possess these talents to differing extents. What does your character’s people/things/information pie chart look like? Marketers, mechanics, and mathematicians are primarily people, things, and information oriented respectively, but their personalities include amounts of the other two elements as well. Have you employed any of these strategies to create characters? What are some others you can think of? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:50 Handy Expressions About Handsâ€Å"As Well As† Does Not Mean â€Å"And†Writing Styles (with Examples)

Charlotte Beers at Ogilvy & Mather Worldwide Research Paper

Charlotte Beers at Ogilvy & Mather Worldwide - Research Paper Example Moreover, the analysis will seek to analyze the means by which Beers and her team members engaged in a creative process for developing division which will be elaborated upon. Finally, the analysis will consider whether or not Beers and her team effectively communicated the buy-in for all respective compliments of the question. Through such analysis, it is the hope of this author that the reader will gain a higher level of inference with respect to some of the best practices for business leadership and management as well as some of the key pitfalls that might exist with regards to a new CEO/leader seeking to affect key changes within an existing firm/organization. With respect to what Beers was attending to accomplish as CEO of the firm in question, it can definitively be stated that she sought to reengage a level of success and profitability that had been experienced in years past. As the case study defined, Ogilvy & Mather was once a market leader and exhibited best practices that s erved to promote its vision and name throughout the market (Starr, 2011). However, in the recent past, this level of profitability had diminished and the firm was no longer a market leader with respect to the specialty upon which it was founded. Crafting a new vision for an existing firm is oftentimes dangerous process. This is due to the fact that even though the current vision might not be effective, it is oftentimes not the fault of the vision itself; rather, it is the fault of the level of implementation that patient is experiencing. This was very much the case with regards to Beers and the way in which her team sought to extrapolate and redefine the existing vision of Olgilvy and Mather Worldwide. Similarly, as a function of crafting this particular approach, she and her team went through a series of steps through which they assess the current vision and sought to approach whether or not it could continue to be relevant within the current environment. This was a highly effectiv e approach due to the fact that it helped the team to realize some of the existing strengths that the firm still could leverage without fundamentally shifting the focus that had previously defined such a level of success within the past. Moreover, with regards to analysis of the actual process through which Beers and her team came to analyze and craft the redefined vision, it is the understanding of this author that this particular approach was both enlightened and highly effective (Mink, 2011). Rather than merely coming into the scene and demanding a rapid level of change to increase profitability, the CEO instead sought to engage stakeholders within the firm and encourage their input into improving the process as a whole. Realizing that she had a certain disadvantage in understanding the situation, Beers leveraged the expertise of her team in helping to craft the vision that would seek to promote the future profitability and survival of the brand in the future. Lastly, the questio n of whether or not Beers and 13 were able to effectively communicate the buy-in for this project to the respective stakeholders in middle and lower management within the firm comes into a degree of question. Whereas the process through which stakeholder buy-in within upper management was leveraged as a means of furthering the best interests of the business entity highly was highly effective, the communication necessarily broke down after this

The relationship between reason and democracy Essay

The relationship between reason and democracy - Essay Example In this time period, the Enlightenment, people began to believe that rationality was the most important thing, indeed, Immanuel Kant said at the beginning of his work â€Å"What is the Enlightenment?† that having â€Å"courage to use your own reason† was the â€Å"motto of the Enlightenment† (Kant 1). In this kind of classical liberal thinking about democracy, there is no way to separate the idea of democracy from the idea of idea of reason – democracy could only be successful as a form of government because the people who are choosing the leaders are acting in a rational way – either for their own self interest or because of morality or for some other, rational reason. Yet there might be other reasons why democracy is successful that these thinkers do not cover. So essentially, whether or not democracy relies on reason depends on whether or not one believes in the classical idea of the reasons for democracy. Under classical conceptions of democracy , where it exists as a kind of contract between the leaders and the people they lead, democracy cannot exist without reason; I would argue, however, that classical ideas do not actually describe why democracy is successful, and that alternative explanations could allow for democracy to exist and succeed without reason or rationality being involved in any way shape or form. Classical understandings of democracy come from the Enlightenment, and this classical understanding must be understood in its hirtorical context. This was a time when many rulers ruled by divine right – the monarchy was still the most powerful thing in Europe, and these monarchs used considerable power to shape and even abuse the people who they were in control of, for their own gain. As Locke notes the ability to â€Å"compel by the sword† was the power of the civil magistrate alone, which essentially means that the ruler is the only person who is able to force his people to do something based on fo rce and violence (Locke 2). Through this understanding, it was important to provide a basis for a new system of government that made a lot of sense in theory as well as working in practice, and the theory behind democracy relied on the idea that every person was reasonable. When trying to convince people that they should not be led by their current leaders (the kind of leaders who had been in control of the world for essentially the entire history of the world), one had to convince everyone that there was a better system, not just an alternate system. And the â€Å"betterness† of democracy relies on the idea that each person is rational and can act rationally when choosing a leader or deciding what is best for them – and will do so. So the basic idea of democracy, from a classical perspective, relies on reason in a very strong way, and so cannot be separated from reason – the classical defenses of democracy would fall apart if people were not reasonable. But thi s does not mean that the classical justification for democracy was the reason that democracy is a good system of government. I would argue that one of the main reasons democracy is a good system of government is that it does not give any one group or person the ability to form a tyranny, to get into complete control and begin making everything better for them

Nursing Education and Competency Essay Example for Free

Nursing Education and Competency Essay Nursing Education and Competency The purpose of this paper is to explore the different paths of education to become a registered nurse. Specially, to examine the educational tracks of the Associate Degree nurse and the Baccalaureate Degree nurse. The question at hand is how do these educational paths differ in the level of competency? First, I will show the difference in educational structure and then examine how these relate to the competency of the nurse following completion of each program. The Associate Degree in nursing came about during the 1950s in an effort to combat a nursing shortage in the Unites States following World War II. An Associate Degree nursing program is a two-year program that is typically affordable and offered at a junior or community college. The focus of this program is â€Å"on the basic sciences and theoretical and clinical courses related to the practice of nursing† (Potter Perry, 2005, p. 16). It prepares the student for â€Å"competent technical bedside† nursing in â€Å"secondary care settings† (Cresia Friberg, 2011, p. 33). Following completion of the two-year program, the student is eligible to take the NCLEX-RN (National Council Licensure Examination) and can achieve a license as a registered nurse. The first Baccalaureate Degree in nursing was â€Å"established in the United States at the University of Minnesota in 1909† (Cresia Friberg, 2011, p. 25). It consists of a four-year program on a university or college campus with a larger financial attachment. There are typically two years of general education requirements followed by two years of upper-level nursing education courses. In addition to the basic science, theory and clinical education the program â€Å"include courses in community and public health, beginning research, management and leadership (Cherry Jacob, 2005, p. 81). It prepares the student to become a â€Å"professional nurse generalists for acute care settings, community-based practice, and beginning leadership/management positions† (Cresia Friberg, 2011, p. 33). Following the completion of the program, the student is also eligible to take the NCLEX-RN to receive licensure. Do these two years of additional education make a more competent nurse? â€Å"Over the past several years, policy makers, researchers, and practice leaders have identified that education does make a difference in how nurses practice† (Johnston, 2009). The University of Pennsylvania in an issue of Medical Care released one such  study that supports this in October, 2012 (American Association of Colleges of Nursing, 2012). It states that: surgical patients in Magnet hospitals had 14% lower odds of inpatient death within 30 days and 12% lower odds of failure-to-rescue compared with patients cared for in non-Magnet hospitals. The study authors conclude that these better outcomes were attributed in large part to investments in highly qualified and educated nurses, including a higher proportion of baccalaureate prepared nurses. (American Association of Colleges of Nursing, 2012) The current healthcare environment is changing through federal policy, technological advancements, and a growing global multicultural population. These additional years of education are believed to â€Å"enhance the students professional development, prepares the new nurse for a broader scope of practice, and provides the nurse with a better understanding of the cultural, political, economic, and social issues that affect patients and influence† (American Association of Colleges of Nursing, 2012). The four-year baccalaureate program offers more education to develop these skills giving the nurse the ability to adapt and contribute to these continual changes. Let us now use the following patient care situation of a newly diagnosed patient with Diabetes Mellitus Type II to explore the differences of an Associate Degree nurse (ADN) and Baccalaureate Degree nurse (BNS). A newly diagnosed diabetic needs teaching, the focus of this example will be on how the AND verses a BSN would approach teaching. As stated previously the ADN is prepared at a more technical level, although they share the same basic science and theory as a BSN. After explaining the basics of disease process to the patient, the ADN primary focus may be on the methods of testing blood glucose levels, the correct techniques for drawing up insulin and administration. This is due to the fact that the bulk of their educational training encompassed technical nursing. They would consider proper aseptic techniques for finger stick testing while teaching. Interrupting the results and applying it to a sliding scale of insulin related to food intake and activity. Then teaching the method of drawing up insulin, administration, and sharps disposal. A BSN nurse would teach the basics of the disease process taking the patient’s learning modality into consideration before starting. What is the patient’s ability to learn? Is the patient ready to learn? What is the best method for teaching (audio, visual, written material, or discussion)? What is the  family dynamic and should the family be involved in the teaching? Are there any cultural considerations? The BSN nurse might be inclined to research the topic of teaching new diabetics and find some current evidence based literature to assist in providing the best possible care for this patient. All of these items would have to be taken into consideration before moving onto the task of blood glucose testing, interpreting results and administering insulin. The example above is just a brief look into the thought process that comes with the different tracks of nursing education. A BNS nurse has a larger knowledge base to work from applying critical thinking, evidence based research and cultural consideration into their daily practice. They also possess some of the qualifications to move toward nursing positions in leadership and management. Research is leaning toward the idea that a nurse that has received a Baccalaureate Degree makes for a more competent nurse. National nursing associations support this thought. Policy makers are privy to this information as well. What seems to be a topic of debate now could soon become a reality and change how we educate future nurses. References American Association of Colleges of Nursing (2012, October 24). The impact of education on nursing practice. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/impact-of-education. Cherry, B., Jacob, S. R. (2005). Contemporary Nursing: Issues, Trends, and Management (3 rd ed.). St. Louis, Missouri: Elsevier, Inc. Cresia, J. L., Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice, (5 th ed.). http://dx.doi.org/. Johnston, K. A. (2009). The Importance of Baccalaureate Degree in Nursing Education. Retrieved October 2, 2013, from http://www.peoriamagazines.com/ibi/2009/apr/importance-baccalaureate-degree-nursing-education Potter, P. A., Perry, A. G. (2005). Fundementals of Nursing (6 th ed.). St. Louis, Missouri: Mosby, Inc.

The Futility of War Essay -- Literary Analysis

Stories of wars and the resulting victories are usually told in highly elaborated narratives that seek to cover the grim realities of war as much as they aim to arouse emotion in order to ensure support for any future wars among the masses. However, war, by its very nature, is neither desirable nor its outcome praiseworthy. Erich Maria Remarque’s All Quiet on the Western Front lays bare the gritty, gruesome and ultimately self-defeating nature of wars. As Paul Baumer and his soldier comrades enlist and join the German Army in order to defeat the enemy, they themselves are slowly vanquished, first psychologically and finally physically through death. As the soldier members of Paul Baumer’s company are slowly killed in battle, he becomes more and more disillusioned with the war, especially since he and his friends had enlisted with idealistic aims fed to them by their teacher Kantorek. Instead of patriotic glory and poetic war victories, Paul and his friends found defeat and ephemeral triumphs; instead of honor, they encountered dishonor; instead of personal growth and advancement, they found stagnation and watched their youthful dreams die. Through the war experiences of Paul Baumer as depicted in the novel All Quiet on the Western Front, the ultimate tragedy of war is revealed; it destroys the lives of its very agents – the soldiers – by crashing their dreams and claiming their lives for little discernible overall gain. Going To War Ultimately, Paul Baumer and his high school mates enthusiastically enlisted and went to war first out of a sense of youthful adventure. Barely out of their teens, Paul and his high school mates are not old enough to understand the socio-economic and political factors that characterized the outbr... ... war as captured by the leaders of the war hardly depicts the futility of war, and only the through the accounts of soldiers on the front does the truth emerge, as it does in the novel – that war is counter-productive. Works Cited Hunt, Nigel. "The contribution of All Quiet on the Western Front to our understanding of psychological trauma." European Psychiatry 19, no. 8 (2004): 489-493. Remarque, Erich Maria. All Quiet on the Western Front. Trans. A. W. Wheen. New York: Fawcett Books, 1982. Robinett, Jane. "The Narrative Shape of Traumatic Experience." Literature & Medicine 26, no. 2 (Fall2007 2007): 290-311. Tighe, Joseph A. 2004. "All Quiet on the Western Front: A Phenomenological Investigation of War." Critical Survey 16, no. 3(Fall 2004): 48-61. Ware, Thomas C. "Remarque's ALL QUIET ON THE WESTERN FRONT." Explicator 63, no. 2 (Fall 2005): 99-100.

Syllabus Psy310

Copyright  ©2012, 2010, 2006 by University of Phoenix. All rights reserved. Course Description The purpose of this course is to familiarize the student with the various methods of inquiry, terminologies, and theoretical systems that comprise the history of psychology. A broader view is used to introduce the modern era of psychology and its use. These include: structuralism, functionalism, Gestalt, behaviorism, psychoanalysis, and phenomenological/existential approaches.Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. I f you have recently changed modalities, read the policies governing your current class modality. Course Materials Goodwin, C. J. (2008). A history of modern psychology (3rd ed. ). Hoboken, NJ: Wiley.All electronic materials are available on the student website. |Week One: Psychology in Historical Perspective: Early Developments | |The Mind/Body Relationships of Psychology | | |Details |Due |Points | |Objectives |Examine the roots in early philosophy that lead to modern psychology. | | | |Identify major philosophers in the western tradition that were primary contributors to the | | | | |formation of psychology as a discipline. | | | | |Explore the development of the science of psychology during the 19th century. | | | | |Examine the historical elements of the study of the physical body and brain in antiquity. | | | |Describe major developments in medicine and biological studies that contributed to the early | | | | |field of psychology. | | | | |Identify major historical steps toward the mapping of brain structures that are associated | | | | |with behavioral processes. | | | |Reading |Read Ch. of A History of Modern Psychology. |Finish by Wed. |0 | |Reading |Read Ch. 2 of A History of Modern Psychology. |Finish by |0 | | | |Fri. | | |Reading |Read Ch. 3 of A History of Modern Psychology. |Finish by |0 | | | |Sun. | | |Reading |Read this week’s Electronic Reserve Readings. Finish by |0 | | | |Mon. | | |Participation |Participate in class discussion. |Submit 2 posts |2 | | | |on 4 of 7 days | | | |Remember to participate in the class discussions 4 out of 7 days during the week (for | | | | |clarification see Course and Instructor Policies).Please review the What I Expect materials | | | | |in the Course Materials Forum. You may also want to review the How You Will Be Evaluated | | | | |materials to see how your participation posts will be graded. Individual posts to the Main | | | | |Forum will count towards your class participation score. | | | |Discussi on Questions |Respond to weekly discussion questions. Wed. , Fri. , & |2 | | | |Sun. | | | |DQs will be posted in the Main Forum. Please review the What I Expect materials in the Course| | | | |Materials Forum. You may also want to review the How You Will Be Evaluated materials to see | | | | |how your discussion questions will be graded. | | |Individual |Check into the class. Prepare for the course by reading all of the posts in the Course |Tues. , 10/30/12|0 | |Check Into Class |Materials Forum, the Main Forum, and the Chat Forum. Download the syllabus, instructor | | | | |policies and course assignment calendar. Post a reply to the Check-in thread in the Main | | | | |Forum, under the thread Getting Organized.Please indicate that you have read the following:| | | | | | | | | |You have read the syllabus and instructor policies documents and understand what is required | | | | |in this course. | | | |You have read all the materials I posted in the Course Materials Forum, the Main F orum, and | | | | |the Chat Forum. | | | | |You understand and agree to the participation requirements. | | | |Individual |Post your personal bio to the Chat Forum. Please ensure you state what your expectations are |Wed. , 10/31/12 |0 | |Post Bio in Chat Forum |for this class.

Civilization in Paleolithic Era

Topic: To what extent does the hypothesis of bona fide, yet ‘missing’, civilization in the Palaeolithic era make sense to you? Palaeolithic meaning old stone, which is about (2. 6 million years – 300,000 years ago). Having a Lower, Middle and Upper stone age for Palaeolithic. In the Palaeolithic era climate was the pacemaker of change. As the world grew colder, the new climatic conditions restricted the habitat, certain species disappeared. Every time the climate changed the new conditions suited other animals. Each Ice Age last between fifty and a hundred thousand years as so mentioned in â€Å"The New Penguin History of the World† written by J.M Roberts. He mentions â€Å"Evidence of the glaciations and their effects is now available from all oceans and continents and they provide the backbone for prehistory chronology. † I did research and came across a website http://www. sciencedaily. com/releases/2004/04/040421234349. htm. It has evidence that supports the three major glaciation events that occurred in the past. Robert Tucker and Zhanxiong Peng of the Department of Earth and Planetary Sciences at Washington University of St. Louis implicated that â€Å"There would be no communication between the atmosphere and the ocean.The deep ocean would quickly become free of oxygen because light would not be able to penetrate the ice to fuel algae. Above the ice, there would be little rain or snow because there would be little evaporation. Many organisms that lived in milder conditions would become extinct. † Investigation shows that there are at least three levels of glacial deposits. Each ice age destroyed the habitats of creatures that had adapted to the arctic condition. But after each glaciation new species spread. As time went on, one branch lead to apes and the other lead to human beings, this line was named hominids.Indicated by J. M Roberts, â€Å"The first hominid fossil found in Kenya and Ethiopia are dated only 4. 5 million years ago. † But then a French fossil hunter discovered a fossil in Chadian desert year 2001; nearly complete cranium, pieces of jawbone and teeth. They pinned down the age of this fossil, which they say is between 6. 8 and 7. 2 million years old. (Information found in http://afp. google. com/article/ALeqM5gjCJ41Mm-Li6gU9Rd4n1DXPlm7Gg . ) So as to what is happening, fossil hunters, geologist, archeologist, scientist etc. keep discovering new fossils with different ages and keep pushing back our timelines. So saying the truth we are not sure exactly when the hominids where first taking place in our timeline. Who knows what there is yet to be discovered. Going to a description and comparison of a hominid and primate. Those with a small cranium were consider primates because the brain was not too intelligent. As time went on the brain developed little by little. More common sense, but as that happened the brain grew, therefore having a much bigger cranium, which were t hen classified as hominids.Hominids developed reasoning, a sense of communication and had a system of control, which is the beginning of the creation of human beings. Primates communicate with signals, went on natural instincts, and had no system of control. Their method was adaptation to life and the environment around them. Which if I’m not mistaken is what we now call wild animals. We are the top of the food chain. We are the fittest to survival. Why, because we have intelligence, logic and reasoning. We have common sense to avoid casual mistakes that can cause our lives. Professor Paul S.Burdett from Raritan Valley Community College, Branchburg NJ wrote a document named â€Å"What Is Human? †. It describes three main parts of what makes us human and has a comparison to what is not classified to be human. 1. Reasoning is the power to think, and understand. Mind solves problems and the body has a reaction to everything but think before react. As for primates, theyâ⠂¬â„¢re mind and reactions are not reasonable like ours. 2. Language is our form of communication. Without communication we have nothing. With language we have grammar and syntax an arrangement that focuses on a relationship between words. . System of control, which keeps things organized. Having a social life. Under that category come family, tribes, and clans. Which are all in relation and come with a natural connectivity as in a connection in blood or DNA. Examples; mother, son, grandfather, cousins, aunts, including mother-in-law and so on. Now beyond that comes communities, societies, culture and civilization. Which is an organization of non-related people. People working together to make a living. As for primates, they only go with their instincts and communicate with signals.And cannot go any much further than that. So my definition for being a human is one who exhibits a sense of humanity, compassion, civilization, and consideration towards mankind. An understanding, organiz ation, and sense of communication. So is it possible that such a civilization could have existed? There was a point in time where the hominids decided to just settle down. Having water, and food near them. So they did not have to travel far. In the process tools were created, fire, a sense a religion, a stable living style, a sense of emotion, farming.All of these things is what started civilization. And civilization was not established until the Upper Palaeolithic Era. Without everything being done, no civilization would have been created. Till this day discoveries are made. The only way to know if something really existed is by evidence. And by evidence I mean fossils, skeletons, art, grave goods, â€Å"ARTIFACTS! † Artifacts is all we have. The only problem is that from what I have understood is that we have more evidence going towards the Upper Palaeolithic Era. In J. M Roberts book (Book 1, Chapter 2, last paragraph on pg. 1) he stated, â€Å"To separate Upper and Lower Palaeolithic is easy; the division represents the physical facts†¦ †¦ the most recent and therefore fossils and artifacts found among them are later found then lower. † Meaning more evidence is found in the Upper. â€Å"Almost all the artifacts that survived in Palaeolithic are made from stone, none are made of metal†¦ †¦ which stone artifacts provide the largest significant body of evidence. † So from what is seems stones where most likely to be preserved then metal. Neolithic Revolution involved far more than the adoption of a limited set of food producing techniques.The making of small groups of hunter, gatherers that had hitherto dominated human history into sedentary societies based in built up villages and towns, which radically modified their natural environment by means of specialized food crop cultivation that allowed extensive surplus food production. These developments provided the basis for high population density settlements, specialize d and complex labor diversification, trading economies, the development of art, architecture, and culture. All these things are well described in a book called â€Å"The Breakout: The Origins Of Civilization† written by Martha Lamberg-Karlovsky.The Revolution developed independently in different parts of the world, not just in the Fertile Crescent. The Mediterranean climate has a long dry season with a short period of rain, which made it suitable for small plants with large seeds, like wheat and barley. The Oasis Theory, originally proposed by Raphael Pumpelly in 1908, maintains that as the climate got drier due to the Atlantic depressions shifting northward, communities contracted to oases where they were forced into close association with animals, which were then domesticated together with planting of seeds.Agriculture, known as farming. Which was turning point. No more long travel, everything at hand and the sense of trading. With trading came leader, which meant governmen t. With all that said societies. In this part of time, known art was a way of recording things in their time. There were caves that have been found with carved drawings. Showing life itself, and how everything was before. Art created by stones, mud as paint, and drawings on top of other drawings creating stories that have yet to be discovered.Every time we think we found the oldest society another older one pops up. Everyday life was not able to be recorded. Communication was not able to be recorded. Records in that era took a lot of time and dedication. So in our sense, was there civilization in the Palaeolithic Era? I think there was. Even though there isn’t much evidence, it actually makes sense. Like in the quote, â€Å"If a tree falls in the forest but no one is there to hear it, does it still make a sound? † Just because we did not witness it, it does not mean it did not exist.

9 Reasons You Might Be Failing at Your Careerâ€And How to Fix It

9 Reasons You Might Be Failing at Your Career- And How to Fix It The time has come to talk about the â€Å"F† word. (No, not that â€Å"F† word.) Failure. No matter who you are or what you do, that word usually has the power to strike fear. If you suspect you’re already failing in your life (for example, you’re not where you thought you would be at this point, or you’ve experienced setbacks), that can be incredibly intimidating. It may keep you from shaking off bad habits and picking up new ones that would get you in a better place. This is especially true in your career. It can be super easy to fall into an inertia bubble and then find yourself shrugging helplessly when you know it’s time to get out. Let’s look at some of the reasons you might think you’re failing at your professional life, and what you can do about them.1. You feel helpless to make changes.This is one I struggle with all. the. time. You may not think you’re helpless per se, but maybe you just feel overwhelmed by dail y minutiae, and you feel like staying afloat is all you can accomplish. If you’re managing only what comes your way, you’re troubleshooting rather than improving.What to do about it: Realize that you do have a say in your daily life, even at work where things might seem very regimented or non-negotiable. If you want to take more agency and control in your life, it starts with you. Learn to advocate for yourself, and negotiate what you want. You’d be surprised at what you can get if you learn to ask for it in the right way.2. You’re too busy blaming other people.I’d be much further along if Susan weren’t getting all the attention and good projects at work. I’d be making more money if Frank paid more attention to what I’m doing. I’d have a better job if it weren’t for my cat/my parents/my therapist.What to do about it: You do you. Your career is yours, and yours alone. This means that ultimately, your decisions are your responsibility- not your cat’s, your parents’, or your therapist’s. It’s time to stop blaming, and instead start thinking about what it would take for you to get what you want: that raise, the good projects, the job you want. Blaming others takes up a lot of mental energy, which you should instead be using to do an internal audit of why things aren’t working out the way you want- and what steps you can take to make progress.3. You’re settling for a mediocre status quo.This is an especially insidious kind of failure. You’re comfortable enough, have a job that pays your bills, but you’re not really going anywhere. It’s settling for the good-enough-right-now, at the expense of what is good for you in the future.What to do about it: Do things that scare you a little (within reason). You don’t have to go busting every piece of your status quo right now, but if you start by doing one thing every week that is outsid e your comfort zone, you’ll likely find that â€Å"status quo† expanding around you. Take on a project that is a bit of a stretch. Take a class in a new skill. Apply for that reach job. If you find yourself hesitating, ask yourself why, and what you have to lose if you go for it. And if the answer isn’t â€Å"it’s physically dangerous† or â€Å"this will cause a divorce,† then consider moving forward with it after all.4. You don’t have the resources or education.If you avoid applying for jobs because you don’t have the necessary skills, experience, or education, that feeling of failure may creep in while you’re browsing job openings. It’s hard not to feel like a failure if all you can see are closed doors.What to do about it: Take a class! Going for a new degree (or completing an old one) just may not be feasible for everyone, but there are often ways to get around the traditional â€Å"going back to school† model. For skill-building, sites like Lynda.com offer free or relatively inexpensive courses you can take on your own time. There are also many universities and colleges that offer part-time degree programs, or non-degree courses online. There are so many ways to stay academically active and keep learning, even when time or money is tight.5. You’re avoiding hard truths.Facing reality is hard. That’s why we have 8 million things to distract our attention at any given time. Cat videos, TV, social media- we all have ways of decompressing and avoiding reality for a while. Those are all temporary, though. Ultimately you’ll have to think about new and different ways of doing things, or facts that make you uncomfortable. If you’ve been avoiding thinking about your professional future because it might lead to uncomfortable realizations about the choices you’ve made and the ones you will need to make in the future, then you’re setting yourself up f or failure.What to do about it: Time for a little self-audit. Where are you in your career, what’s keeping you in it, and where do you want to be in five years? This is an exercise just for you- no one else will see or judge, so it’s important to be extremely honest about what you have, and what you want.6. You think you’re too old to make changes.We often pick our career paths pretty early in life, based on what we want to study in college, or what we think we’d be good at doing when we’re 18. And think about it: how well do many of the life decisions you made when you were 18 still hold up? How many of your hobbies and interests are the same? You’re not locked into a career that you chose because it seemed like a good idea at the time. As you change, you’re never too old to change your professional path.What to do about it: If you feel stuck in a path that doesn’t interest you anymore, think about making a change- no matter h ow significant. Think about what it is you want to be doing, and start doing real research into what it would take- like education, certification, or skills. These are all things you can work on in the meantime, before you make any big moves.7. Your fear of failure has you pinned down.Failing because you fear failure? Is that a thing? Yes, yes it is. It’s possible to back right into failure while you’re on guard against it, avoiding risky changes or proactive steps that could result in failing. This kind of failure is sneaky, because it comes right from the place you thought you were watching.What to do about it: Don’t be afraid to be bad at something, or to make a bad decision once in a while. Failure can actually be one of the great learning experiences, painful though it may feel in the meantime. By letting fear of failure paralyze you, it can kill your career progress. Your professional life thrives on both your successes and your failures.8. You’re o verestimating your abilities.Full disclosure: I’m failing at being a ballet dancer. This is because I am the biggest klutz ever, I don’t have the right body type, and†¦oh yeah†¦I have very few ballet skills. So Misty Copeland’s title is probably safe. But if I expected to be a ballet dancer at this point in my career, I’d be making a fatal assumption that I could be one in my current state. It’s one thing to be confident in the abilities you have, but another thing entirely to be confident that you’ll be good at something without the education or skills to back it up. This kind of mindset lets you get comfortable in the idea that you don’t need to learn or do new things, because you’re the best the way you are.What to do about it: Embrace your strengths, work on your weaknesses, and accept the need to be realistic about what you can do.9. You’re not setting realistic goals.If you’re not planning your car eer in a realistic way, of course you’re going to feel like a failure- you set it up that way yourself. Going from entry level to CEO in two years was never going to happen.What to do about it: Time to set up some SMART goals. That’s Specific, Measurable, Achievable, Relevant, and Time-Based. Setting these career goals both in the short-term (say, for the next year) and the long-term (five years or beyond) will help you make progress that you can quantify. There are lots of apps and tools you can use to help you, but don’t underestimate the power of a good old-fashioned checklist, and the smug, well-earned sense of satisfaction you get as you check something off the list.If you feel like you’re failing, it’s never too late to stop, figure out why, and start taking concrete steps out of the muck. Understanding why you’re failing is the most important first step you can take.

Spanish Cell Phone and Social Media Abbreviations

Spanish Cell Phone and Social Media Abbreviations Do you want to send cellphone text messages to your Spanish-speaking friends? Or communicate with them on Facebook or other social media (known as medios sociales in Spanish)? Youll find it easy with this texting and social media abbreviation glossary. Sending messages in Spanish can pose a challenge in typing accented letters and Spanish punctuation, as the method isnt always intuitive and varies with the software. But that hasnt prevented cellphone chat - technically known in both English and Spanish as SMS (for Short Message Service) - from becoming useful for Spanish speakers worldwide. The term is common in Spanish, where SMS is pronounced as would be esemese. Phone Texting Abbreviations Cellphone abbreviations are far from standardized, but here are some of them you may come across or want to try using yourself. 100pre - siempre - alwaysa10 - adià ³s - goodbyea2 - adià ³s - goodbyeac - hace - (form of hacer)aki - aquà ­ - hereamr - amor - loveaora - ahora - nowasdc - al salir de clase - after classasias - gracias - thanksb - bien - well, goodbb - bebà © - babybbr - bbr - to drinkbs, bss - besos - kissesbye - adià ³s - goodbyeb7s - besitos - kissesc - sà ©, se - I know; (reflexive pronoun)cam - cmara - cameracdo - cuando -   whenchao, chau - adià ³s - goodbyed - de - from, ofd2 - dedos - fingersdcr - decir - to saydew, dw - adià ³s - goodbyedfcl - difà ­cil - difficultdim - dime - tell mednd - dà ³nde - whereems - hemos - We haveers - eres tà º - you are, are youers2 - eres tà º - are youexo - hecho - acteys - ellos - they inde - fin de semana - weekendfsta - fiesta - partygrrr - enfadado - angryhl - hasta luego - see you laterhla - hola - helloiwal - igual - equalk - que, quà © - that, whatkbza - cabeza - headkls - clase - classkm - como - as, likekntm - cuà ©ntame - tell meKO - estoy muerto - Im in big trouble.kyat - cllate - Shut up.m1ml - mndame un mensaje luego - Send me a message later.mim - misià ³n imposible - mission impossiblemsj - msnsaje - messagemxo - mucho - a lotnph - no puedo hablar - I cant talk now.npn - no pasa nada - nothings happeningpa - para, padre - for, fatherpco - poco - a littlepdt - pià ©rdete - get lostpf - por favor - pleasepls - por favor - pleasepq - porque, porquà © - because, whyq - que  - that, whatq acs? -  ¿Quà © haces? - What are you doing?qand, qando - cuando, cundo - whenqdms - quedamos - were stayingq plomo! -  ¡Quà © plomo! - What a drag!q qrs? -  ¿Quà © quieres? - What do you want?q risa! -  ¡Quà © risa! - What a laugh!q sea - quà © sea - whateverq tal? - quà © tal - Whats happening? salu2 - saludos - hello, goodbyesbs? -  ¿sabes? - Do you know?sms - mensaje - messagespro - espero - I hopet - te - you (as object pronoun)tas OK? -  ¿Ests bien? - Are you OK?tb - tambià ©n - alsotq - te quiero - I love youtqi - tengo que irme - I have to leaveuni - universidad - university, collegevns? -  ¿Vienes? - Are you coming?vos - vosotros - you (plural)wpa -  ¡Guapa! - Sweet!xdon - perdà ³n - sorryxfa - por favor - pleasexo - pero - butxq - porque, porquà © - because, whyymam, ymm - llmame - call mezzz - dormir - sleeping - ms - more:) - feliz, alegre - happy:( - triste - sado- - ms o menos - more or less- - menos - less:p - sacar lengua - tongue sticking out;) - guià ±o - wink Many of the messages using a q for que or quà © can also be expressed with a k, such as tki for tengo que irme. A few popular abbreviations for vulgar words arent included in this list. Social Media Abbreviations and Vocabulary Many of the abbreviations above are also commonly used in social media such as Facebook and Twitter. Here are some others that are commonly used: AHRE, ahre - (origin uncertain) - A word, especially common in Argentina, used to indicate that what has just been said should be understood ironically or as a joke, something like the way the winking symbol can be used ALV - a la verga - A common insult, cam be considered vulgar etiqueta - The word for label, preferred by some for hashtag mensaje directo, mensaje privado - Private message Vocabulary Related to Text Messaging Although its frowned on by purists and isnt in most dictionaries, the verb textear is often used as the equivalent of to text. It is conjugated as a regular verb. The noun form is a cognate, texto. Another verb derived from English is chatear, to chat. A text message is a mensaje de texto. To send such as message is enviar un mensaje de texto. Words for cellphone include telà ©fono celular or celular, more common in Latin America; and telà ©fono mà ³vil or mà ³vil, more common in Spain. A smartphone is a telà ©fono inteligente, although use of the English word, sometimes spelled esmartfà ³n, is frequent. A messaging app is an aplicacià ³n de mensajes or app de mensajes.

Discussing incentives to conserve marine biodiversity conservation Assignment

Discussing incentives to conserve marine biodiversity conservation within the framework of impure public goods - Assignment Example Constructive externalities are often explained as brim end products to imply that their consequences are felt by consumers who were not in way wished for by their manufacturers. Negative externalities impose costs on the public that extends beyond the expenditure of manufacturing as initially planned by the manufacturer. Also, a manufacturer of a negative externality, who does not have to worry about its full expenditure is likely to bring into being too much damaging quantity of the item for consumption (Arriagada & Perrings 798). The way the supply of public goods is created by the individual efforts of various community members is known as aggregation technologies. It classifies scheme of public goods and gives an important point of view on contributors’ encouragement and so helps to put in plain words how individual contributions establish the overall supply of a public good. In aggregation technology of public good supply, the following categories are commonly put into consideration: undemanding summing up product, whereby the most common option, the donation of each agent settled on by simple accumulation of the aggregate levels of stipulation of the public good. For instance, the level of damage to the atmosphere caused by a contaminating gas. Such inert gases are calculated by adding each nation’s personal release. As the level of public good is indifferent to any change in income distribution among donators, when charitable involvement are constructive, the impartiality theorem applies à ¢â‚¬â€œ the amount delivered by one representative is an ideal replacement for the quantity provided by another person. In aggregation supply, we have weakest link, summation, subjective sum, and best shot. Is most cases, each component gives to the public good identically and cumulatively to the level of the good available to all for expenditure. As individual