The Brain Based Learning Fundamentals

Introduction Brain-based learning is becoming popular since it provides a good framework that helps to raise students’ performance. Brain–based learning provides an opportunity for the students to link their prior knowledge with the current content area learning; hence, it facilitates learning process for every student (Jensen Jensen, 2008).Advertising We will write a custom essay sample on The Brain Based Learning Fundamentals specifically for you for only $16.05 $11/page Learn More The purpose of this paper is to discuss the fundamentals of the brain based learning, and the brain dominance. It will shed light on how a classroom teacher can optimize students’ learning. Fundamentals of Brain-Based Learning The Concept of How a Student’s Brain Learns Jensen Jensen (2008) affirms that learning process of the brains depends on the emotions of the child since the power of cognition has a correlation with emotions. Emotions affec ts the learning process since the student under threats releases some chemicals in the brain that inhibits understanding of content. A teacher should therefore pay close attention to students with physical disabilities since these students have high chances of developing negative emotions that may result from peer rejection. This can be achieved by teaching social behavior publicly as it enhances social acceptance through emphasizing on the importance of diversity in classrooms. Through this acceptance, children with physical disabilities will demonstrate positive emotions that facilitate content area learning. The teacher should also note that there are students who have learning disabilities that are neurological in origin, hence affected in understanding the content of new concepts (Jensen Jensen, 2008). These students demonstrate a problem in processing new information. It is therefore paramount to be flexible during teaching since the neural connection is responsible for stimu lating the appropriate learning style, which is experienced when current passes along the nerve cells in the brain.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Jensen Jensen (2008) affirms that introducing of new concepts can be enhanced by accommodating prior knowledge of these students. For example, teaching students that the world is round can be introduced by accommodation the notion of students who believes that the world is flat, and then coming up with information that will help them to analyze and criticize their prior concepts. The teacher can also ask the students to compare the previous leadership with the current leadership style. Creating this link helps the students to understand the concepts of new content. Another example involves the use of body movement in order to enhance understanding of language such as standing up and sitting down to demonstrate the difference between conso nants and vowels (Willingham, 2004). Brain Dominance The Paradox of the Left Side Processes and the Right Side Processes of the Brain There are diverse ways of enhancing brain dominance during the learning process. One of these ways is enhancing memory. This results from the fact that brain comprises of several parts, which are used to store different types of memories. For example, while listening to the music the brain can store the composition of the music separately. In this case, the melody of the song can be stored in a different part of the brain from the lyrics of the song (Jensen Jensen, 2008). Retrieval of the stored information is however affected by individual’s learning style. It is paramount to note that children with disability exhibit different learning styles from the normal children. For case in point, students with reading disabilities depict characteristics of visual processing since they are unable to shift the brain from the right to the left side (Jens en Jensen, 2008). This shows that there is a relationship between poor visual processing and reading disability. However, critics claim that the different parts of the brain are independent rather than correlated; hence, there is presence of limitation while activating different parts of the brain (Willingham, 2004). This separation puts across the point that the mathematical skills do not have any relationship with the verbal skills as a student can demonstrate proficiency in mathematics and poor verbal skills at the same time.Advertising We will write a custom essay sample on The Brain Based Learning Fundamentals specifically for you for only $16.05 $11/page Learn More Willingham (2004) affirms that different parts of the brain are characterized by different developmental history; hence provide no room for substitution. For example, a student who possesses high musical skills cannot substitute his music intelligence for understanding mathematics. Hen ce, the student must adopt the appropriate learning style that enhances understanding of mathematical formula. How a Classroom Teacher Can Optimize Student Learning Despite the fact that the left side and the right side process of the brain is faced with a contradiction, it vital for a teacher to note that a student can exhibit multiple intellectual abilities since to some extend, these abilities have a correlation. He/she can use various ways to enhance student’s learning which include involving the students in repetition of the content area as this facilitates build up of their memory, enhancing learning of difficult content by using supportive words such as â€Å"for example,† activating the right side of the brain by stimulating visual material such as the balance scale as this enhances visualization of the mathematical algebra equation, and the left side of the brain by using graphs as this helps to demonstrate the relevance of text, using music in order to enhan ce spelling capability for students suffering from dyslexia, and activating the mind of the students suffering from ADHD by using art therapy as it helps to stabilize erratic moods and builds their self-esteem (Jensen Jensen, 2008). References Jensen, E., Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin Press. Willingham, D. (2004). Reframing the mind. Education next, 4, 1-15. Retrieved from https://www.educationnext.org/reframing-the-mind/ This essay on The Brain Based Learning Fundamentals was written and submitted by user MarcusVanSciver to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Running Speed in Dinosaurs

Running Speed in Dinosaurs Introduction Dinosaurs refer to a wide set of animals that dominated vertebrates living on land for more than one hundred and sixty years since the end of Triassic era to the late Cretaceous era. The species of dinosaur began disappearing in the third incident of crustacean extinction event. According to reports from the fossils, avian developed from a group of dinosaurs called theropod in the Jurassic era (Paul 14). A few of the birds evaded this period including their descendants. Never the less, birds in some instances have been classified as dinosaurs.Advertising We will write a custom term paper sample on Running Speed in Dinosaurs specifically for you for only $16.05 $11/page Learn More These are a set of animals consisting of more than nine thousand avian and perciform fish. Several kinds of avian dinosaurs have been identified, ranging from those that fly to those that do not fly. Fossil remains belonging to dinosaurs have been excavated in all parts of the world. A few of the dinosaurs were carnivorous whilst others were herbivorous. Furthermore, some dinosaurs have been having two pedals, others with four pedals. Dinosaurs having two pedals assume the highest ultimate speed in running as opposed to those with four limbs. Never the less, some dinosaurs walking on fours sprint at a fast rate as opposed to their bipedal counterpartss. A case in point is the avian descendants which possess fast moving muscles of the upper arm which have evolved by time to form wings and can propel the dinosaur at very electrifying speeds especially under tension or when running after a prey. Most of the present day animals have their ancestral roots among the dinosaurs’ .The world’s main vertebrates that fly are the birds. In addition to this, most of the dinosaurs have been reduced in sizes and are said to make nests including laying eggs in the nests as well as flying at very high speeds. The first fossils were discovered in the n ineteenth century. Since the discovery, the remains have been preserved in various historic sites such as the museums. Every excavated remain has followed the same suite making museums rich of dinosaur remains. Dinosaurs have appeared in best-selling editorials as well as films expending their fast moving characteristics. New discoveries of the same have been aired by media on regular basis. More so, the eroding dinosaur image as ancient monster has attracted the use of ‘dinosaur’ into gaining entry into vernacular by describing anything that is obsolete, huge, tending towards extinction and slows in motion. Modern definition According to Phylogenic classification, dinosaurs refer to modern birds (Neortnithes), their recent ancestors’. Avian species have been characterized by presence of ostriches; these definitions encompass theropods, sauropodomorphs, ankylosaurians, stegosaurians, ceratopsians, and ornithopods (Paul 67). General description Dinosaurs can be de fined as land based archosaurian reptiles constituting of limbs erected below the body that existed during the end ofs Triassic and the end of Cretaceous periods. Most of antediluvian animals are purported to be dinosaurs (Paul 76). Dinosaurs constituted a large portion of animals living on land and which resembled mammals very closely.Advertising Looking for term paper on biology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Other sets of animals were very small and limited to the size of a rodent or cat. However, Repenomamus giganticus fed on infant dinosaurs. Since 2008, various dinosaur species have been identified. One of the Dinosaurs was found to be living in aerial or marine environments despite the fact that some theropods with feathers could fly. This simply means that some of the spinosaurids constituted of temporal aquatic characteristics. Physiology Most people studying the origin and evolution processes among dinosa urs have given different opinions regarding thermal regulation which closely intertwines with speed in a given animal. Initially a hot discussion ensured with respect to the beasts ability to regulate the body temperatures. Currently studies have supported the fact that these eroding species existed in regions of low temperatures hence most of them had thermal regulatory mechanisms to counter the cooler climatic conditions. Hence, the argument concurs with those who asserted that the dinosaur’s ultimate speed during sprinting was very low; hence they were slow moving creatures. An example of this fossil is that of the polar bears found in Antarctica region. Discovery of avian fossils have also supported the thermal regulation concept among Neortnithes. The study of blood circulation among a set of avian dinosaurs is a true representation of all endothermic creatures. Theropods displayed an active lifestyle blood circulatory system that is characteristic of endothermic animals . Warm-bloodedness among many animals can result from various mechanisms. For example, Mammals and avian whose body sizes are average have been compared with endothermic dinosaurs. These birds make use of their energies to increase their body temperatures above that of the surrounding. Small sized avian have insulators in terms of presence of feathers and fat which aids in thermal regulation. Huge mammals like elephants, however, have a minute surface area compared to its volume which is in agreement with Halden’s principle. This feature enhances thermal regulation which resulting from the cooling of the body temperatures during hot seasons via flapping of the ears. This characteristic is important especially during running after a hunt. Dinosaurs speed The legs of human beings are up right with knees that are straight due to their vertical bodies that put the C.O .G (centre of gravity) in alignment with the socket of the hip. Since both the body and the head of the bipedal d inosaurs were kept level as well as ahead of the hips despite the long tail which countered the balance, the femur sloped in front in order to maintain the feet below COG.Advertising We will write a custom term paper sample on Running Speed in Dinosaurs specifically for you for only $16.05 $11/page Learn More This organization is however extremely represented in birds with short tails whose femoral bones are close to the horizontal line on walking so as to maintain the feet and knees a distant enough in front, hence during running, birds femur tends to strongly swing towards the back as opposed to the front (Martin 57). Two sets of dinosaurs namely the sauropods and the stegosaurs developed elephantine biased towards straighter-jointed columnar limbs. The knee structure was reorganized in that it maintained wholly articulated upright. More so, the mobility of the ankle was reduced whilst the hind limbs were kept short. This adaptation restrained the body fr om being pushed in to actual running irrespective of the size. For instance, young elephants always run at a slower pace as opposed to their parents in that at least one foot is always stack to the ground during high speed running. Dinosaurs with straight limbs should have been much slower in running than elephants whose speed is equal to or less than 15 meters per minute or 25kilometres per hour (Paul 245). Neither, is it an issue to ascertain that medium and small dinosaurs bearing lengthy, slender flexed hind limbs would run at similar speed to galloping mammals and terrestrial birds whose speed is between forty to sixty kilometers per hour. Challenges have been experienced in attempts to find out the highest speed in which heavy weight dinosaurs can attain. Some electronic technologies have claimed that tyrannosauras dinosaurs could attain a highest speed of approximately forty kilometers per hour equal to elephants of the same size which is the human beings sprinting speed. Sin ce large tyrannosaurus had better running adaptations as opposed to elephants, there lacks a likelihood of this kind of creatures having been slow, furthermore, some individuals indicates that enormous theropods capability to run was twice that of similar sized elephants and that this speed was equivalent to that of the non-thorough bred horses and rhinos. Till date, the electronic analysis of dinosaurs locomotion processes in addition to storage of energy in the already stretched tendons of the limbs and springing resonance effect of the tail and torso. Neither, has it occurred that the capability of the programs used in finding out the speed could successfully ascertain extreme animals’ performance as well as estimate the modalities on which extreme dinosaurs which include the supersaurapods were able to maintain an upright posture with minimal movements irrespective of their huge bodies.Advertising Looking for term paper on biology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is very important to note, however, this query has lacked answers for many decades (Lockley 12). It is even more depressing to think about all this mystery since track-ways indicate that the vast surapods were terrestrial never the less, their appearance looks irregular and their weight cannot give support to elephants whose speed is low and which bears a small body size. The supersaurapods needed super muscles and power to run across Mesozoic lands. They also needed pretty adaptations like well built fiber muscles as well as tendons that have already been tensed to undergo evolution so as to enhance movement. If their muscles were pre-tensed then it is obvious that the huge dinosaurs might have very high running speed as opposed to computer analysis results. General Anatomy and Speed The heads of the dinosaurs ranged from delicate structures to well formed structures. The sinuses or nasal passages were well constructed something that was very popular with the archosaurs. Most dinosaurs maintained prominent orbital openings, where as in others the opening was nearly closed off. As opposed to other mammals that consist of prominent face muscles, and just like avian and reptiles, dinosaurs did not have muscles of the head thus the skin was in direct contact with the skull. This adaptation makes it easier for head restoration in dinosaurs as opposed to other mammals. The outside nares are located in distant place from their nose despite the extent of the nasal cavity which extends in the exterior. Among some set of sauropods, the nasal cavity have been found extended in the anterior part of the skull, over the sockets of the eyes. Previously, it was said that this adaptation enhanced snorkeling of the dinosaurs during submerging. Recently it has been purported that retracted nasal cavities evolved so that it can protect them from irritation as they fed on cactus. Most of the vegetation constituted of soft vegetation and this adaptation really helped the dino saurs. The flabby nasal cavity extended interiorly such that nares on the exterior were positioned in normally close to the snouts tip. Nothing can proof that dinosaurs had proboscis. The skin that covers huge cavities in the orbits anterior of most of the dinosaurs smoothly extended to the exterior. The muscles of the jaw also protruded outside the cavities of the skull of the orbital sockets. Snakes constituted fangs that were trimmed sharply. Amphibians on the other hand had teeth that could be seen upon closure of the lips. The amphibians also did not have muscles that covered the mouth cavity. This adaptation seems to be satisfactory to many of the sauropods and theropods (Lockley 78). One distinct species is the spinosaurs whose arrangement resembles that of a crocodile with the front teeth spaced widely in different sockets. Hence this set of dinosaurs might have lacked lips and their ugly lips left uncovered on closure of the jaws. Ornithischians came up with embryonic teeth . In therizinosaurs and Ornithischians the beak was based on the anterior of the mouth where as in theropods including most of the avian the teeth were replaced by the beak. Most of the birds with beaks do not have lips and cheeks .Never the less; condors have diminished mouths due to the fact that their side jaws are protected by elastic tissues of the cheek which vary from muscles of the cheek covering side teeth. For sauropods and Ornithischians the side teeth were always inset, the surrounding cavities constituted smooth surfaces including the foramen which extending the soft tissues. This implies that the well structured elastic cheeks enveloped the side teeth. This adaptation is clearly spelt out in Ornithischians and the tissues of the cheeks some which underwent ossification especially among the ankysaurs where cheeks protruded towards the beak. The dinosaurs trunk vertebrae moved in various directions such as the dorsal convex or the straight line that varied from feeble to strong (Strickberger 57). The nature in which dinosaurs articulated more so during ossification of the tendons of the spinal meant that their backs were more stiff as opposed to those of lizards as well as other mammals though dinosaurs trunk vertebrae were not jointed. Dinosaur ribs seemed to be more perpendicular yet this varied from one dinosaur to another. The hips and the stomachs of the carnivorous theropods were tiny indicating the diminished digestive system and also their running abilities. Large carnivorous dinosaurs could fast during hunger and porch for prey afterwards hence their stomachs remained hollow during the time of hunting. On the other hand, herbivorous dinosaurs had enlarged hips and bellies which extended to the very extreme in that it adversely affected the fattest dinosaurs. The ankylosaurs shoulder blades were more warped along the extended axis so that it fits on the abrupt change from shoulders which were narrow to the bulged abdomen. The muscles of the trunk were made light and this adaptation enhanced their movement. The gastrointestinal system was made flexible to aid in swallowing of food. The tail and the hip inclined con the same line as they appeared in vertebral of the trunk. Amongst the sauropods and therizinosaurs, the tail and hip were upwardly flexed with respect to the vertebrae of the trunk. This enabled the trunk to be clutched strongly anchored upwards whilst the tail and hips maintained a horizontal plane thus an upright posture of the head was increased where as the dinosaurs ability to run on the hind limbs was maintained. Since most of this animal’s weight concentrated on their hind limbs apart from the tail which acted to counter the weight of the body, most the dinosaurs reared upwards including those whose forelimbs were longer than hind limbs. Assessing the speed of Dinosaur A critical aspect to note in finding out the power and speed of dinosaurs is limb muscles mass, which constitutes a bigger perc entage of the sum of mass in the high speed mammals as opposed to slow speed mammals (Paul 45). Lack of muscles on dinosaur fossils has made it difficult to accurately ascertain the exact speed of dinosaur, the best that can be done is just but finding an approximate figure which has had discrepancies from one researcher to another. The complicated muscles of the limbs of the existing mammals find their roots in the history of dinosaurs. Dinosaurs preserved the plain structure reptile muscles which are prominent till date. For instance, the main muscle which are still visible in most dinosaurs and reptiles but lacking in mammals and avian are caudofemoralis tail based muscles that aided in pulling the legs backwards at the time of propulsive stroke. Despite the fact the exact muscle dinosaur sizes cannot be identified, their comparative sizes amid various sets can be estimated. A case in point is the hips of the reptiles which consists of an undersized ilium in that the muscles of t highs are forced to be narrow restricting their size. The extended iliac of the mammals and avian hold a powerful and broad group of muscles of the thigh (Paul 56). The ancient prosauropods and herreraurs ilium was undersized hence must have consisted of very tiny muscles of the thigh. Some of the dinosaurs had deep and extended ilium holding a very large group of muscles of the thigh promoting sustaining power. To some of the dinosaurs the trend was very extreme. On the other hand, tyrannosaurids and ornithomimids which belong to the family of ostriches consisted of large pelvis demonstrating the presence of distinctively enormous muscles of the legs with the ability to produce enough power during high speed propelling. Longer hips were observed in ceratopsid dinosaurs which enhanced large hind limb muscles which promoted the fast fending off of the muscles. Surprising the large ilium lacked in saurapod dinosaur. This is due to the fact that this kind of dinosaurs did not have to m ove fast. This is the same issue with the elephants which lacked huge muscles beneath the knees due the fact that the limbs in which the shank muscles support immobile and short. This was true of stegosauras and sauropods. Fast moving animals constitute a huge stack of shank muscles that manipulate the extended long, movable limbs through the tendons. For bipedal dinosaur such as avian, huge collection of limbs that resemble the drumstick muscles beneath the knee anchoring on enemial like projections in front of the joints of the knees. Bringing back dinosaurs entirely makes their surface contours to be so simple in that their tails, limbs, and legs into to tubes that are simplified tubes and smoothing above the body topography. Among the saurapods, the neck vertebra protuberance, were prominent on the necks as they appear in giraffes. Since the oesophagus and the trachea of sauropods well held up amidst the necks and their cervical ribs, the lower part of their necks should have be en flattened. As opposed to two legged dinosaurs, four legged dinosaurs are huge with enormous body weights. The dinosaur’s skeletons were adapted to bearing heavy loads as opposed to running. The 3-toed two legged dinosaurs used to walk on twos. This is what the cursorial dinosaurs adaptation to running. This feature is important and it has been well brought gout gin the modern avian which are ancestors of coelurosaurian. Digitigrades features enhance the length of the limbs since the metatarsal bones contribute to the length of the leg increasing the animals COG. An example is the limbs of human being which are used for jumping or running, during running, the runners sprint on their toes. Estimating the Maximum Running Speed of Dinosaurs William Sellers and Phillip Manning attempted to find out the maximum running speed of dinosaurs using robot. In their finding they noted that multiple body simulations by use of approaches such as evolutionary robots seem to give steadfast estimates of the highest speeds attained by dinosaurs (Strickberger 87). For instance, multibody simulations, with minor variations in patterns of muscle activation as well as starting conditions resulted to constant estimates. The ultimate running speed in animals is very technical and poses a lot of challenges in estimating this parameter. This is because as far one might try to estimate using an animal on pace, the animal might not run as fast as it could run. Furthermore most of the estimated values of the running speed of animals are given with regard to the observation findings which were conducted under compromising situations. The ultimate speed of running among dinosaurs differs from one species to another. Whereas the situation may deem to be straight forward in humans in that the two hundred meter sprint may be above or below 0.1 of a second the maximum speed attained can exceed the normal speed by 12m/s. The situation in humans is apt for well known athletes with well b uilt muscles as opposed to the estimations (Paul 67). The above estimates concur with the biochemical techniques which estimate eighteen meters per second among ostriches and thirteen meters per second for emu. The differences in the mass of muscles affects the maximum speed and these changes have a great influence on the average speed of the dinosaurs. Another method of measuring the highest speed attained by the dinosaurs is by estimation the loading capacity of the bones and the value compared to the speed of the animals whose speed is known. Conclusion All in all, dinosaurs were ancient reptiles that existed during the reptile’s period. These creatures dominated the planet hundreds and hundreds of years ago and faded way as time went by and until now we can only see the fossils. Dinosaurs were terrestrial reptiles whose locomotion was on an erect posture. The most unique thing about the dinosaurs was the structure of their distinct hips that caused their hind limbs to pro trude beneath their bodies and not spread out from the sides (Martin 56). When these animals evolved from ancient archosaurs, they were pedaling on twos but evolved to quadric-pedals. The evolution of muscles and the hip structure an adaptation that has enhanced its locomotion and other characteristics. Dinosaurs have been purported to have been the ancient reptiles that ran at a lightning speed (Lockley 78). However, there lacks a clear evidence to ascertain this claim. Some of scientists have tried to estimate the maximum running speed of these animals using conventional robotic instrument with no success. Dinosaurs have evolved from time and time and from the distinct creatures birds, crocodiles have emerged. In evaluating the speed and power is the mass of the muscles of the limb (Martin 67). Despite the fact that the exact mass of the muscles of limb cannot be determined due to the absence of the muscles on the fossils, their comparative size amid various groups can be produced . Scientist has tried estimating the maximum speed of dinosaurs. Approximating the speeds of dinosaurs differ from one method of estimation to another. For instance, some scientists have argued that young children might out do their counterpart in running. The various methods of evaluating the ultimate speed that can be achieved by dinosaurs are the same techniques which can be put to task in evaluating the speed of the animals in today’s world. For instance, the dinosaurs walking speed range between four to six kilometers per hour to six kilometers the ultimate running speed has been purported to range between thirty seven to eighty seven kilometers per hour. The ultimate speed which has been said to be the maximum speed of the dinosaurs is the current speed of the fastest terrestrial Animals. This speed differs from one species to another and it is also dependant on the approach used. Each approach used has its own confounding factors that yield different results. Lockley, Martin. Tracking Dinosaurs: a New Look at an Ancient World. Denver: CUP achive, 1991.Print Martin, Anthony. Introduction to the Study of Dinosaurs. London: Wiley-Blackwell, 2006. Print Paul, Gregory. The Field Guides. New York: Princeton University Press, 2010.Print Strickberger, Monroe. Evolution. New York: Jones Bartlett Learning, 2005.Print

Ultimate Study Guide SAT World History Subject Test

Ultimate Study Guide SAT World History Subject Test SAT / ACT Prep Online Guides and Tips Subject Tests are required or recommended at the most competitive colleges because they provide a standardized measurement of your expertise in academic areas that interest you. If you're a history buff applying to very selective colleges, you might be considering the SAT Subject Test World History (aka the SAT 2 World History) as one of your options. This guide will help you figure out when to take the test, how the questions are formatted, and how you can study effectively. Should You Take the World History SAT Subject Test? When? Before you start studying, it’s important to know: Should you be taking this test right now? Or ever? Is the test even offered at the time when you plan to take it? You only need to take SAT subject tests if you’re applying to colleges that require or strongly recommend that you submit SAT II scores. In these cases, it's best totake one science or math subject test and one humanities subject test.Make sure World History is your best option for a humanities subject test before you commit to it.If there’s another humanities subject test that interests you more (or that you think you’d do better on), you should take that one instead! Also, be warned that the World History SAT Subject Test is only offered in August, December, and June, not on every regular SAT test date like some more popular subject tests. If you already knew all that and are definitely set on taking the test, you also have to think about which year you should take it.It’s best to take subject tests when you’ve just finished a year-long course in the corresponding subject.You may not need to study much at all if you’ve already spent time preparing for the final in your class. The College Board’s recommended preparation for the World History Subject Test includes: One-year comprehensive course in world history at the college-preparatory level Independent reading or study of historical topics covered on the test Review of world history textbooks Make sure you take this exam when you’re in the best position to score well! In the next few sections, I'lltalk more about the specifics of what you can expect to see on the test. This test is gonna be a SLAM DUNK if you take it right after a year-long world history class. What’s the Format of the SAT World History Subject Test? The World History Subject Test contains 95 multiple-choice questions which you will answer over the course of an hour. Like other subject tests, it is scored on a scale from 200-800.Unfortunately, there is still a quarter-point penalty for incorrect answers on the World History Subject Test, but you won’t get any points taken off for leaving questions blank. Each correct answer earns you one point. The College Board’s â€Å"Anticipated Skills† for SAT World History include: Familiarity with terminology, cause-and-effect relationships, geography, and other data necessary for understanding major historical developments A grasp of concepts essential to historical analysis An ability to use historical knowledge in interpreting data in maps, graphs, charts, or cartoons Individual questions are presented in several different formats, which I'll detail for you in the next section. What Types of Questions Are on the Test? I’ve divided the questions on this subject test into three main types.I’ll tell you what each entails and go through sample answer explanations. Type 1: Identification These are the standard questions you’ll see on the World History Subject Test.Basically, you must identify a statement that most accurately describes a certain ideology or event in history.In this case, you just need to know the main tenets of Social Darwinism. Social Darwinism was an ideology that modeled itself after the idea of natural selection, taking a favorable view of competition in society.Since we know Social Darwinism emphasizes competition, we can eliminate Choice B and Choice D.Choice E can also be eliminated because Social Darwinism was a highly secular ideology. Now we’re left with just A and C.A should be eliminated.Although it’s close to being correct, it’s not as harsh as Social Darwinism and doesn’t mention the concepts involved in natural selection.It’s too nice, to put it bluntly. Choice C is the correct answer here! Type 2: Image-Based These types of questions can refer to maps, symbols, or cultural markers and will ask you to interpret them based on your knowledge of world history (and, in this case, geography). From the question, we know we are looking for the dots that represent the easternmost and westernmost borders of the Islamic world in the 8th century. Muhammad died in the 7th century, after which the Islamic state continued to expand under the early Caliphs and the Umayyad Caliphate.At this point, the empire stretched all the way from western Asia to present-day Morocco in NorthAfrica.This means that the easternmost limit would be dot 1, and the westernmost limit would be dot 9. In this case, it's critical to know that the eastern boundary of the empire was in present-day Russia. If you could determine that dot 1 was the correct choice for the easternmost point, you were able to eliminate choices C through E right away. Then, you were left to decide whether 7 or 9 was the correct answer for the western border of the empire. Knowing that this was a time when the Islamic empire was expanding dramatically, dot 9 appears to be the most logical choice. You can see that even without EXACT knowledge of where the empire began and ended at this time, it's possible to make guided inferences to get to the correct answer.Choice B is the answer we want! Type 3: Cause and Effect These questions will ask why or how developments in history came about, so you'll need to possess a strong understanding of the progression of events in different geographical regions.This question asks why a certain ideology was developed. What were Christians pushing back against with the â€Å"monastic ideal†? To choose the correct answer, you have to understand the situation of Christians at the time.Most lived in the eastern Mediterranean region around Egypt in the late 3rd and early 4th century. You might remember that some of the first Christians were persecuted, so you’d be tempted to choose A or E.However, at the time when the â€Å"monastic ideal† became popular, Christianity had already been legalized under Emperor Constantine in the early 4th century. The monastic idealwas a direct rejection of riches and earthly pleasures for a Christian life of solitude and prayer. Of the remaining choices, Choice D fits the cause and effect relationship best.It’s the answer that’s most strongly connected to the main tenets of the monastic ideal and what it attempted to counteract. What Does the SAT World History Subject Test Cover? Here’s a breakdown of the topics you’ll see on the test by era and geographical region: Chronological Material Approximate Percentage of Test Prehistory and civilizations before 500 CE 25% 500 to 1500 CE 20% 1500 to 1900 CE 25% Post-1900 CE 20% Cross-chronological 10% Geographical Material Approximate Percentage of Test Global or comparative 25% Europe 25% Africa 10% Southwest Asia 10% South and Southeast Asia 10% East Asia 10% The Americas (excluding the US) 10% As you can see, questions are pretty evenly distributed amongthe different eras of world history.Europe is the most prevalent geographical region on the test, but global or comparative questions that span different regions are also common. SAT World History Subject Test Prep Materials There are a variety of tools you can use to prepare for the test.These include review books, online quizzes, and printable full practice tests.Here are a few examples of different prep materials that may be helpful to you: Review Books If you're looking for a resource that will walk you through the entire study process from planning to studying to practice testing, a review book might be the best option for you. These books provide sample practice questions and content summaries that cover only the most relevant information. Referring to a review book is easier than studying a whole year's worth of notes. Review books are particularly helpful if you're not coming to the test fresh out of a world history class. They're a great way of refreshing your memory without overwhelming you with information. Here are some options: Official Study Guide for All SAT Subject Tests (if you’re taking other subject tests as well this might be nice to have) Official Study Guide for US History and World History Barron’s SAT Subject Test World History Cracking the World History Subject Test Kaplan SAT Subject Test World History College Board There are also free resources for practice questions on the College Board site. You'll find a few sample questions in the overall guide to every subject test as well as a setof automatically scored online practice questions: A few sample questions for World History (go to page 11) and answer explanations Online practice questions (automatic scoring) Other Unofficial Practice Tests Here are some additional unofficial online resources you might use to study individual topics in world history or take extra practice tests. Just keep in mind that these questions aren't always accurate reflections of what you'll see on the real exam. Maintain a balance between official and unofficial practice questions in your studying so that you don't run into any surprises on the test. Varsity Tutors Practice Tests These short quizzes cover all topics in SAT World History.They also show the difficulty level next to each quiz so you can tell whether you’re up to speed with the toughest questions. CrackSAT Practice Tests This site has two full-length practice tests with questions that accurately reflect the real test content.It also has a bunch of shorter quizzes on each historical era. Albert IO Quizzes Albert IOhas mini-quizzes for all the time periods and global regions up to 1945. Individual questions are categorized by difficulty level, although you do need to pay for a subscription to access most practice questions. 4Tests Practice Exam This is a quick 34-question diagnostic test that you can use to get a better sense of your overall readiness for the exam. Study Tips for the SAT Subject TestWorld History Here are a few tips that you should keep in mind as your review the material. Studying strategically will have a strong positive impact on your scores. Tip 1: Think on a Large Thematic Scale You don’t have to memorize everything that’s happened in human history to do well on this test.It’s about ideologies, empires, and major conflicts throughout history.If you understand the overall chronology, the major political players, and the different cultural viewpoints, you’ll get most of the questions right. During any given century, you should have a basic idea of what was going on in each geographical region.Ask yourself these questions: Who was in control? What was the ruling political ideology or religious philosophy? Which other important ideologies or political factions existed on the fringes? What major developments in the arts and sciences were facilitated? Then, you should be able to say why and how control shifted to other world powers in the next century or eraand ask yourself the same questions! Tip 2: Time Yourself on Practice Questions As I mentioned, this is a fast-paced test.You should prepare yourself to move quickly (no more than 30 seconds per question).The best way to do this is to take timed practice tests, or at least do sets of questions where you time yourself as you go through them.Get used to what 30 seconds per question feels like so you don’t run out of time when you have to take the real test! Tip 3: Map It Out If you find that diagrams and other visual aids help your studying, it might be helpful to bring a world map into the mix.If you can see the territory governed by various empires at certain times and how it was transformed, you might have an easier time remembering the information on the test.A global map is a good way to view change and cause-and-effect in history concretely on a large scale.If you’re feeling ambitious, you could label world maps for each historical era with the major states and empires that were active and how much territory they covered.This way you can see how things have evolved from the beginning of human history to the present day. Or, you can take things one step further and carve a realistic silhouette of the continents out of a slice of an old stump. Worth it. Test Taking Tips for the World History Subject Test Finally, here are some tips that will come in handy on test day! Even if you feel confident about your knowledge of the material, you can always improve your overall approach. Tip 1: Don’t Get Distracted by Extra Info Sometimes the questions on the test will give you the name of a historical figure or specific place that’s not necessary to know to answer the question correctly.For instance, in the multiple-choice example dealing with Social Darwinism, the question mentions Herbert Spencer. It’s great if you knew who Herbert Spencer was, but if you didn’t, it really wouldn’t matter as long as you were familiar with Social Darwinism overall.These extra details can be distracting because they make it seem like the question is asking for something more specific than it is.Most of these questions are pretty broad when you get down to what they’re asking at their core, so don’t panic if you see an unfamiliar name. Tip 2: Avoid Guessing Guessing on Subject Tests is (mostly) a no-no because the incorrect answer penalty still exists.Don’t take a guess unless you can narrow down your choices to four or fewer possible answers.The risks outweigh the benefits otherwise.If you don’t get to a question or are just completely stumped, leave it blank. Tip 3: Skip Hard Questions This is a fast paced test. Ninety-five questions in 60 minutes means a little more than 30 seconds per question.You absolutely cannot afford to waste any time.If you find yourself lingering on a question for more than 30 seconds without coming up with any answers, skip it and move onto the next one.Don’t risk missing out on points you might earn later in the section by dwelling on tough questions that you’re unlikely to answer correctly.If you do end up getting through the whole test before time is called, you can always go back and work on these questions. Don't commit self-sabotage by obsessing over the most difficult questions! Conclusion The World History SAT Subject Test will ask you to demonstrate a general knowledge of the progression of events throughout human history. It's best to take the test right after you finish a year-long class in world history so that you're already familiar with most of the information. The study tips I recommend employing for this test include: #1: Think on a Thematic Scale #2: Take Timed Practice Tests #3: Map Out History Some test-taking tips you should remember on exam day are: #1: Don't Get Distracted By Extra Information #2: Avoid Guessing #3: Skip Hard Questions (at First) You can use the review books and online resources listed in this guide to hone your skills and refresh your memory on content. If you've been primed by a course in world history, you shouldn't have a problem mastering this information and earning a high score. What's Next? Will you be taking both AP tests and SAT Subject Tests? Read this article to find out which type of test is more important and how they differ from one another. Are you applying to Ivy League or other highly competitive colleges? This article details the average subject tests scores for admitted students at these schools so you can set smart goals! If you think you'd be more interested in a Subject Test that covers a shorter period of history, head over to my ultimate study guide for the US History Subject Test. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Choose an environmental topic, analyse the message about the issue Essay

Choose an environmental topic, analyse the message about the issue that is being constructed in the media source you have selected - Essay Example Such a broadened understanding in turn helps in effective policy formulation and resolve issues in an amicable manner. The depiction of environmental issues by the media has increased significantly, over the last couple of decades. Various environmental groups as well as government departments have been relying on the media heavily, for promotion of their self-interests as well as for raising awareness regarding the depletion of sources and encouraging the public to support their cause. Such an alliance of the media and the environmental groups / and or other groups endorsing environmental issues; often raises significant issues related to government policy formulation, risk to public life, etc. among others. This paper aims to study and analyze the issue of â€Å"oil sands pollution† in Canadian waterways as represented by the Canadian print media – especially the newspapers. For this purpose articles from some select newspapers such as The Globe and Mail, Edmonton Journal, The Gazette, and The Vancouver Sun are chosen for analysis. Dryzek has identified several discourses associated with environmental problems such as - Survivalism, Environmental problem solving, Sustainability, Green radicalism, Administrative rationalism, Democratic pragmatism, Economic rationalism and Sustainable development. The articles discussed below, will seek to identify and analyze some such discourses and assess their relevance and impact, generated by the print media. In this article the writer has discussed about the rising level of pollution around the Athabasca River and its tributaries on account of emissions from oil sands. In order to lend credibility to the arguments presented in the article the writer has included a research paper presenting contradictory views of the energy industry and the Alberta government regarding the underlying causes of this issue. The writer has directed

Review article Essay Example | Topics and Well Written Essays - 1000 words

Review article - Essay Example Studies b and c specifically aimed to examine the potential of CBPR programs whilst study a did not. Study a aimed to assess participants ability to work, this was not a concern in studies b and c. Study c aimed to use existing community-based programs designed for its subject group where as a and b designed research specific programs. poor general health. The target group previously held physically demanding jobs that put strain upon the musculoskeletal system. At the time of the study inactivity due to unemployment was presumed to have decreased the subjects’ functional capacity and musculoskeletal system. a) In the early 1990’s in Finland a recession caused major unemployment and rendered 36.7% of the construction workforce long-term unemployed. The general health of construction workers is described as poor and excessive manual labor puts heavy strain on the musculoskeletal system, decreasing functional capacity with age. Long-term unemployment was believed to have decreased functional capacity and general health even further. b) Cardiovascular disease [CVD] and Coronary Heart Disease are the number one cause of death amongst women in the developed world. Most fatalities have no previous symptoms. Public awareness of CVD in women is insufficient. Lack of physical activity impacts a 1.9 fold increase in CVD risk amongst women. shown that moderate exercise of 30+ minutes, 3-5 times a week improves health and functional ability of older adults. Additional studies had awarded 10 centres across the U.S. for best-practice in older adult activity programs. No study had yet assessed the impact of these existing programs on previously sedentary subjects. Sendentary lifestyles and related health issues are common across all three study groups but due to different reasons. The background to study b is one of major CVD fatalities in all female age groups where as studies a and

The Covenant, the Sword and the Arm of the Lord Essay -- CSA Identity

The Covenant, the Sword and the Arm of the Lord What does the word "terrorist" bring to mind? Without even seeing the accused, most people in this country automatically assume this person is Middle-Eastern and Muslim. Although Stern's Terror in the Name of God focuses mainly on Islamic terrorists, it begins by addressing terrorist acts of a more homegrown variety. Stern interviews American terrorists here in the United States. The Covenant, the Sword and the Arm of the Lord or CSA, a group of radical Christians, became one of the "most violent white supremacist centers of the 1980s" (Phelps). Members lived communally on a 250-acre compound near the Arkansas-Missouri border (Barkun 428). The group "came to accept the teachings of Identity Christianity," which, according to Stern, means seeing "Anglo-Saxons as the 'true Israel,' America as a sacred land, and the Declaration of Independence and the Constitution as a God-inspired, Christian inheritance" (17). Followers of Identity Christianity also expect to be present for doomsday (Stern 17). In fact, the members of the CSA believed the Apocalypse was imminent (The Covenant, the Sword and the Arm of the Lord). As Kerry Noble (minister and second in command of the CSA explains, "we are Christian survivalists who believe in preparing for the ultimate holocaust" (Paranoia as Patriotism). And that is exactly what they did. The organization set up an "Endtime Overcomer Survival Training School," which offered a course in military tactics, "Christian martial arts" and urban warfare (Paranoia as Patriotism). All male members of the group trained in every aspect of military action (The Covenant, the Sword and the Arm of the Lord) and each was issued full military gear,... ...right." The Village Voice [New York] 25 Mar. 1997,36-38. Alt-Press Watch (APW). ProQuest. W.E.B. DuBois Library, Amherst, MA. 11 Oct. 2007 . Stern, Jessica. Terror in the Name of God. New York: HarperCollins, 2003. Van Boven, Sarah, and Seibert, Sam. "Prep work." Newsweek 126.7 (14 Aug. 1995): 4. Academic Search Premier. EBSCO. W.E.B. Du Bois Library, Amherst, MA. 10 October 2007. silk.library.umass.edu:2048/login.aspx?direct=true&db=aph&AN=9508147623&site=eh ost-live&scope=site>. Wheeler, Tim. "McVeigh could tell some tales." People's Weekly World [New York] 26 May 2001, National Edition: 13. Alt-Press Watch (APW). ProQuest. W.E.B. DuBois Library, Amherst, MA. 11 Oct. 2007 . The Covenant, the Sword and the Arm of the Lord Essay -- CSA Identity The Covenant, the Sword and the Arm of the Lord What does the word "terrorist" bring to mind? Without even seeing the accused, most people in this country automatically assume this person is Middle-Eastern and Muslim. Although Stern's Terror in the Name of God focuses mainly on Islamic terrorists, it begins by addressing terrorist acts of a more homegrown variety. Stern interviews American terrorists here in the United States. The Covenant, the Sword and the Arm of the Lord or CSA, a group of radical Christians, became one of the "most violent white supremacist centers of the 1980s" (Phelps). Members lived communally on a 250-acre compound near the Arkansas-Missouri border (Barkun 428). The group "came to accept the teachings of Identity Christianity," which, according to Stern, means seeing "Anglo-Saxons as the 'true Israel,' America as a sacred land, and the Declaration of Independence and the Constitution as a God-inspired, Christian inheritance" (17). Followers of Identity Christianity also expect to be present for doomsday (Stern 17). In fact, the members of the CSA believed the Apocalypse was imminent (The Covenant, the Sword and the Arm of the Lord). As Kerry Noble (minister and second in command of the CSA explains, "we are Christian survivalists who believe in preparing for the ultimate holocaust" (Paranoia as Patriotism). And that is exactly what they did. The organization set up an "Endtime Overcomer Survival Training School," which offered a course in military tactics, "Christian martial arts" and urban warfare (Paranoia as Patriotism). All male members of the group trained in every aspect of military action (The Covenant, the Sword and the Arm of the Lord) and each was issued full military gear,... ...right." The Village Voice [New York] 25 Mar. 1997,36-38. Alt-Press Watch (APW). ProQuest. W.E.B. DuBois Library, Amherst, MA. 11 Oct. 2007 . Stern, Jessica. Terror in the Name of God. New York: HarperCollins, 2003. Van Boven, Sarah, and Seibert, Sam. "Prep work." Newsweek 126.7 (14 Aug. 1995): 4. Academic Search Premier. EBSCO. W.E.B. Du Bois Library, Amherst, MA. 10 October 2007. silk.library.umass.edu:2048/login.aspx?direct=true&db=aph&AN=9508147623&site=eh ost-live&scope=site>. Wheeler, Tim. "McVeigh could tell some tales." People's Weekly World [New York] 26 May 2001, National Edition: 13. Alt-Press Watch (APW). ProQuest. W.E.B. DuBois Library, Amherst, MA. 11 Oct. 2007 .

Crime and corruption among the police officers how safe are we Essay

How Are Safe We? When killers are finally put to â€Å"justice†, for most, there is an immense sigh of relief knowing that they will be able to sleep well at night. However, with hundreds of police officers roaming around in the streets, are people ever really safe? According to the judicial system, yes, that’s what they’re here for.   To make us feel safe. So why is it then, that as time goes by, people seem to not just fear the cops, but even view them as killers themselves? That is because the only real difference between a killer and a cop is a uniform. When someone commits a crime, specifically murder, the ideal is that they receive a punishment that is best suited for them. John Wayne Gacy, also known as the killer clown who raped and murdered at least 33 males, was sentenced to death and executed in 1994 by lethal injection. Bowling Green State University conducted a study on Police Sexual Misconduct (2014). They found that many cases of sex-related crimes were often during work hours, and even had victims younger than 18. They also found that most of these cases went unreported, and why wouldn’t they? Who can one go for help when those who are supposed to make society feel â€Å"safe† are the same people causing fear? Michael Medved from U.S. Today tells us to â€Å"slow down† because he believes that the cops are the good guys. In an article written and published in U.S. Today, Medved states that statistics from the Bureau of Justice show that crime has reached an all-time low in 1991, and apparently it onl y continues to decrease. Again, that is most likely due to the fact that not many crimes are reported, especially not those committed by cops themselves. The only difference between Gacy and the cops on the street is that people have an idea about how many victims he had. Society is clueless as to how many rape victims a cop has, let alone how many the entire cops have all together. Criminal law has a way of separating those who are in danger from those who cause the danger. Of course, there are those who believe the justice system to be corrupt, and they wouldn’t be wrong. Messerschmidt, author of Criminology: A Sociological approach, states that â€Å"if a police officer kills someone, the killing is not murder, according to criminal law, if it is reasonable under the circumstances and if it occurs in the lawful execution of police duties.† The loophole here, a cop could simply claim self-defense, it was justifiable since often times officers feel â€Å"isolated and vulnerable,† (Medved). Then again, Alton Sterling was on the ground when he was shot by Officer Blane Salamoni, as well as Vernell Bing, shot to death simply because he got outside his car. There has been an increase in the use of deadly force by the police recently. All over social media, news, and radio, we are constantly watching police kill people, specifical minorities. It is hard to ignore history and view this as a sudden problem that is new to society, it is a song we’ve heard more than once. Yet, we still manage to make the serial killers like Dean Corl, Larry Eyler, Ted Bundy, and Ed Gein seem like the only ones capable of cold-blooded murder. When looking at Jenkin’s analysis (Messerschmidt, 39), serial killers had no more than â€Å"350 to 400 murders each year during the 1980s†. According to a site on facebook labeled â€Å"Killed by Police†, 1,207 people killed by the police in the year 2015, and according to an article by Dr. Q, called How Many People Have Been Killed by the Police? they had 457 arrest-related deaths. However, the number could most certainly be higher, since Dr. Q expressed his concerns with just how inaccurate the number could be due to the fact that the estimates included in the report â€Å"only count homicides committed by police that were determined to be legally justified by a government agency.† I believe that often, we as a society don’t want to come to the realization that the people who most likely deserve to be inside bars are the ones who are making the arrests. We should watch out for police as much as we do for strangers who are acting funny because the reason cops are more dangerous than any other hate-filled organization out there is that in the end, it doesn’t matter if the cop is black or white. Corruption sees no color, therefore, we are all in danger. Both subjects, killers, and cops, have committed crimes that unspeakable and questionable. The sooner we are able to see the two as similar, the sooner we can come up with ways to put a stop to such corruption.    Works Cited Mejia, Paula. â€Å"Why Cops Get Away With Rape.† Newsweek. N.p., 22 Feb. 2016. Web. 16 Sept. 2016. . Stinson, Philip M., John Liederbach, Steven Brewer L., and Brooke Mathna E. Police Sexual Misconduct. N.p., 2014. Web. 16 Sept. 2016. . Medved, Michael. â€Å"Slow Down, Police Are the Good Guys: Column.† USA Today. Gannett, 21 Aug. 2014. Web. 16 Sept. 2016. . Kindy, Kimberly, Wesley Lowery, Steven Rich, Julie Tate, and Jennifer Jenkins. â€Å"Fatal Shootings by Police Are up in the First Six Months of 2016, Post Analysis Finds.† Washington Post. The Washington Post, 7 July 2016. Web. 16 Sept. 2016. . Q, Dr. â€Å"How Many People Have Been Killed by the Police?† Massachusetts CopBlock. N.p., 15 Sept. 2013. Web. 16 Sept. 2016. .