Nerve-Winged Insects, Order Neuroptera

Nerve-Winged Insects, Order Neuroptera The order Neuroptera includes an interesting cast of six-legged characters: alderflies, dobsonflies, fishflies, snakeflies, lacewings, antlions, and owlflies. The order name derives from the Greek neuron, meaning sinew or cord, and ptera, meaning wings. Though we refer to this group as the nerve-winged insects, their wings arent laced with sinews or nerves at all, but instead with branching veins and crossveins. Description: The nerve-winged insects vary enough that some entomologists divide them into three distinct orders (Neuroptera, Megaloptera, and Raphidioptera). Ive elected to use the classification system outlined in Borror and DeLongs Introduction to the Study of Insects, and consider them as a single order with three suborders: Suborder Megaloptera - alderflies, dobsonflies, and fishflies Suborder Raphidioptera - snakeflies Suborder Planipennia - dusty-wings, lacewings, mantidflies, spongillaflies, antlions, and owlflies Adult nerve-winged insects typically have two pairs of membranous wings, all nearly equal in size, and with many veins. Specifically, most Neuropteran wings have abundant crossveins near the leading edge of the wings, between the costa and subcosta, and parallel branches off the radial sector (see this diagram of wing venation if youre unfamiliar with these terms). Insects in this order have chewing mouthparts and filiform antennae with many segments. In general, nerve-winged insects are weak fliers. The larvae are elongate, with squared heads and long thoracic legs. Most larvae of nerve-winged insects are predaceous, with chewing mouthparts to consume their prey. Nerve-winged insects undergo complete metamorphosis, with four life stages: egg, larva, pupa, and adult. In the Planipennia, they produce silk from their Malpighian tubules. The silk is extruded from the anus and used to spin a cocoon. All other nerve-winged insects have naked pupae. Habitat and Distribution: Nerve-winged insects live worldwide, with roughly 5,500 species known from 21 families. Most insects in this order are terrestrial. The larvae of alderflies, dobsonflies, fishflies, and spongillaflies are aquatic, and inhabit rivers and streams. Adults in these families tend to reside near water. Major Families in the Order: Sialidae - alderfliesCorydalidae – dobsonflies and fishfliesMantispidae - mantidfliesHemerobiidae – brown lacewings Chrysopidae – common lacewingsMyrmeleontidae - antlionsAscalaphidae – owlflies Families and Genera of Interest: Antlion larvae often go by the nickname doodlebugs. They build pitfall traps in the soil to ensnare ants and other prey.Spongillafly larvae prey on freshwater sponges.Larvae of mantidflies are parasites of spider egg sacs.Some lacewings camouflage themselves by attaching woolly aphid carcasses to their backs. This enables them to live among the aphids without being detected.Green lacewing females place each of their eggs on a long, think stalk which is itself attached to a leaf. This is thought to help keep the eggs out of reach of predators. Sources: Insects - Their Natural History and Diversity, by Stephen A. MarshallBorror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. JohnsonNeuroptera, by Dr. Jon Meyer, North Carolina State University, accessed December 6, 2012Order Neuroptera - Antlions, Lacewings and Allies, BugGuide.Net , accessed December 6, 2012

ACT Complete Guide

International Students and the SAT/ACT Complete Guide SAT / ACT Prep Online Guides and Tips Are you an international student aiming to attend college in the United States? Colleges are looking for students with language skills and global competencies more than ever, so you already have several strong assets to draw on in your college applications. One requirement for your applications to most universities is the SAT or ACT. Let's go over the information you need to know about deciding between the SAT and ACT, registering for the tests, and preparing to achieve a high score. First, why are the SAT and ACT important to go to college in the U.S.? Why Are the SAT and ACT Important for College Applications? Almost all four-year colleges and universities require you to take the SAT or ACT, with just a few exceptions. These exams are meant to test all students' knowledge and reasoning skills on an equal playing field, as everyone'scurriculum and learning experiences might differ from school to school. These tests have been used to ensure that you have the critical thinking and reasoning skills you need to do well in college. Putting in the effort to prep and achieve strong scorescan also demonstrate your commitment to studying at university. If your native language is not English, you probably also have to take the TOEFL or IELTS to demonstrate language proficiency. Like the SAT and ACT, these are two equal options as mostcolleges will accept either. While bothoptions are equal, you want to choose the one on which you can perform better. So far, the SAT and TOEFL have been the most popular choices for international students, so you may have heard more about them. In past years, some collegeswaived the TOEFL/IELTS requirement if you got a certain score on the Evidence Based Reading and Writingsection of the SAT or English and Reading section of the ACT. These schools, for example, usedthe following cutoff scores: College VerbalMinimum Score Columbia 700+ on SAT Evidence Based Reading and Writing or 29+ on ACT English or Reading Johns Hopkins 690+ on SAT Evidence Based Reading and Writing or 30+ on both ACT English and Reading University of Michigan 650+ on SAT Evidence Based Reading and Writingor 27+ on both ACT English and Reading Cornell University 35+ on SAT Reading scaled score You can learn more about each college's policy on its website or by calling its admissions office directly. Since most colleges accept either the SAT or ACT, which option is better for international students? How Are the SAT and ACT Different? Just like with students who are U.S. citizens, the "better" test all depends on your educational background, academic strengths, and personal interests.The SAT and the ACT are viewed equally by colleges, so you should choose based on where you can get the higher score. Typically, international students are able to score higher on math sections of standardized exams than on verbal sections, both because of the quality of math education in various countries and the extra language challenges many international students must overcome in reading and writing sections.While the SAT has generally been more popular than the ACT for international students, it might not be the better option for you if you're strong inmath and science. The ACT, unlike the SAT, has a science section, plus it tests more advanced math concepts. Let's break down some of the important information you should know about each test. Ultimately, the best way to choose is to try some sample questions and practice tests and see which one works better for you. What to Know About theSAT The SAT is much more popular internationally, so you might already have more knowledge about the test or resources to study for it. The SAT hasfour sections: one Reading, one Writing, one Math (no calculator), and one Math (with calculator). It also features an optional fifth section, a 50-minute essay. Some colleges will want you to take the SAT with essay; others will leave the choice up to you. Let's consider some features about the SAT that would appeal to international students, followed by some cons of this college admissions test. Pros of the SAT for International Students The SAT might be more appealing to international students than the ACT for a couple of reasons. One is that the verbal sections now count for half the exam score, rather than 2/3 of the total score. For students whose first language is not English, this decrease in emphasis on the Reading and Writing could be a welcome feature. Second, the SAT no longer features obscure vocabulary words. These tough words were challenging for native and non-native English speakers alike, so the elimination of "sentence completion" questions may make the SAT easier for international students. Now, one challenge of the SAT is to glean the meaning of more common words that are being used in unusual ways. Along similar lines, SAT questions now feature straightforward wording, making them easier to understand. All three sections, Reading, Writing, and Math, also feature graphs, charts, and tables. If you're strong at interpreting data, then this feature may appeal to you. Cons of the SATfor International Students There may be a few cons to the SAT for international students. One con is that some selective schools require that you take both the SAT and one or twoSAT Subject Tests. Most of these same schools waive the Subject Test requirement if you take the ACT. So if you chose the ACT, you'd only have to take that one test, whereas if you chose the SAT, you might have to take three separate tests to apply. Another con is the SAT's emphasis onreading comprehension in all its sections. The Reading passages feature evidence-based questions, meaning you'll have to back up your answers with evidence from the text. All of the questions in the Writing and Language section feature longer passages, so you'll need a strong grasp on structure and syntax.Even the math questions feature word problems with what College Board refers to as "real world scenarios." These scenarios may not be a part of everyone's real world experience, and they might pose a challenge for students more accustomed to figures and equations, rather than wordiness, in their math problems. The best way to get a sense of how SAT questions work is to take sample practice tests, as I'll discuss below. First though, let's consider the structure of the ACT, along with its pros and cons for international students applying to college in the U.S. There's no bad or good test for your college applications. Rather, you should choose the one that helps youget the higher score! What to Know About theACT While the ACT was more of a domestic U.S.-based test for a long time, it isactually becoming more popular with international students. As mentioned above, it's not all that different from the SAT, except for the fact thatit features a Science section along with its English, Reading, Math, and optional essay sections. So what are some of the pros and cons of the ACT for international students? Pros of the ACT for International Students While the SAT is only featuring more accessiblequestion types this year, the ACT has always been known for its straightforward wording. Its questions don't seem set out to trick you; instead, they're relatively clear. This characteristic is useful for international students, who won'thave to do double the work to figure out what a question is even asking for in the first place. Another potentially attractive feature of the ACT is its Science section. ACT Science doesn't require you to have a ton of specific scientific knowledge; instead, it's more concerned with testing your scientific skills, like analyzing data and evaluating a hypothesis. Some international studentsfind they do better on this section than Reading and English, so its inclusion makes it a compelling reason to choose the ACT over the SAT. Another feature of the ACT, which may be a pro or a con depending on your math level, is its incorporation of higher level math concepts. Its math questions feature more geometry and trigonometry than the SAT, and you can use a calculator on all of them.If you're strong in math and science and/or considering going into a STEM field, you might demonstrate your skills and interests best by taking the ACT. Finally, some students have said that the ACT is more in line with IB curriculum. So if you're in an IB school, you might look over the test to see if it aligns well with what you've learned in school. Cons of the ACTfor International Students As mentioned above, the ACT features more advanced math, as well as a science section. If you're less strong in these areas, then they may be a reason not to take the ACT. Depending on your academic preparation and skills, these sections may be a major determining factor in whether you can do better on the SAT or the ACT. Another potential con is simply its lack of popularity internationally. You may have grown up learning a lot more about the SAT, and you might be able to form study groups with friends who are taking the SAT. If few people around you are taking the ACT, then you might not have the same study and support network that you would for the SAT. Like the SAT, the ACT has a large emphasis on reading comprehension and evaluating structure and syntax of passages. The verbal section is worth half your score, so you'll want to try both SAT and ACT verbal sections (Reading and Writing for the SAT, Reading and English for the ACT)to see which one is more appealing to you. Trying out practice questions will be very useful in helping you decide between the SAT and ACT. Read on to learn where you can find these practice questions andhow to register for an examonce you make your choice. How Can You Decide Between the SAT and ACT? As I mentioned above, the best way to decide whether you should take the SAT or the ACT (or the TOEFL or IELTS, for that matter) is to learn all about the content and format of the tests and then take a practice test to see which one you can do better on. You want your test score to strengthen your overall application, so get familiar with the content, format, and question types of the tests and then make your best choice. Once you've decided, commit yourself to prepping for that test, and don't worry about the other one! To fully commit, you need to register for the test. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How Do You Register for the SAT or ACT? Both tests have an online registration process and charge a fee. You'll have to find your testing center, choose your test date, and then enter your personal and payment information. You can check out the exam websites to find testing dates and more information. Register for the SAT You'll register to take the SAT at the College Board website. You want to start early, like in sophomore or junior year, to give yourself time to take it again if you want to improve your score.Youalso should register at least a month before your desired exam date so you don't have to pay any additional late registration fees. There might be some additional requirements if you're from Cameroon, Egypt, Ghana, Hong Kong, India, Korea, Macau, Nepal, Nigeria, Pakistan, Saudi Arabia, Singapore, Thailand, and Vietnam. For more information, check out our complete step-by-step guide to SAT registration. Register for the ACT If you choose to take the ACT, then you'll register through ACT, Inc.You can register and learn about your country's ACT test dates on the ACT website. Test dates are generally in September, October, December, April, and June. If there's no testing center nearby, you might be able to arrange special testing for yourself. Finally, make sure you're familiar what to bring and what to leave home on test day and have a sense of how many times you plan to take the ACT. For more information, check out our step-by-step guide to ACT registration. As you can imagine, all of this prepping and planning requires a significant amount of time. Since the college process starts at least a year before you actually send your applications, what should your timeline for test prep be? When Should You Begin Preparing for the SAT or ACT? When do you need to register for the SAT/ACT, and when should you start studying for the exam? In this section, we go over all the important steps to take when you prepare for the SAT or ACT, as well as when you need to take them. Many studentsstart preppinga year or more in advance, and some take the SAT or ACT early in high school to get testing experience. You want to give yourselfat least six months to prep intensively, but more is ideal, especially if you're a non-native English speaker and have to put in extra study time to improve your language skills. You need to sign up for the SAT or ACT at least a month before your actual testing date. You also need about three to four weeks for your test to be scored and the score reports sent to colleges, so you want to take it ahead of your deadlines.That means you should know exactly what colleges you're applying to by that time, so you can list them as score recipients when you register for the tests. This means that the colleges you indicate will receive your SAT or ACT score reports. Your entire high school experience is part of your college application - the classes you take, the clubs and sports you join, and the work and volunteer experience you have. You also will likely include teacher recommendations. So apart from the SAT and ACT, your college preparation is something that you can work on throughout all four years of high school. How Can You Study for the SAT or ACT? Test prep is very important to do well on these tests, as they probably don't resemble tests you normally take in school. Prep will both reinforce the material and get you familiar with how the questions are worded and how to manage your time. Strategy plays a big role in how well you do, so learning strategies and applying them as your practice is also key for the SAT and ACT. You can prep online with practice questions at College Board, the ACT, Khan Academy, or other sites, or through PrepScholar's customizable online prep programs. You can also purchase SAT and ACT prepbooks and get full-length practice tests, along with detailed explanations, content review, and key strategies. Coming up with a study schedule and setting target scores is the best way to stay on track, overcome your weaknesses, and get ready for the SAT/ACT. How Can Online Prep Help International Students? PrepScholar's online prep is a great tool for international students who want to succeed on the SAT/ACT and get into their top choice universities. Because it's online and can be accessed anywhere with internet, it's extremely convenient for students all over the world. PrepScholar has high-quality practice questions and tracks your progress, letting you know what content you've mastered and what concepts you still need to work on. You can also choose to get tutoring as part of your online program. While some prep books might cater to American students and assume you're more familiar with the tests than you are, yourtutor will answer any questions you have, as well as motivate you and help keep you accountable to your goals. There are lots of resources to help you master the SAT/ACT and achieve your post-high school goals. As long as you do your research, set aside time to prepare, andask for help when you can, you'll get into a school that's the best fit for you. What's Next? Taking the TOEFL?Get all the info you need to succeed on the test, including sample questions and strategy guides, at our TOEFL blog. Besides the SAT/ACT, what other key components are part of your college application? Read all about how to build a versatile college application. Are you worriedabout the Reading section? This article tells you exactly how to read the passages to maximize your understanding and not waste time. How is the SAT scored? What about the ACT? Understanding the scoring process will help you determine exactly how well you need to do in each section to achieve your target scores. Want to improve your SAT score by 160points 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:

Writer's choice Essay Example | Topics and Well Written Essays - 500 words - 19

Writer's choice - Essay Example Dogs are also very loyal animals. They are always around you and never stray away unless absolutely compelled to do so. In some instances, dogs stay with their â€Å"masters† even in the face of mistreatment and poor conditions. A dog can go hunting outside and eat there but will still come back to its owner’s home; the only home it knows. Compared to other animals, dogs stay with you in the best and worst times. A dog will growl at a person who appears threatening to its owner, and attack an animal that wanders into its owner’s territory, even without prompt. A dog will share a bed with its owner and, in worse times, share the floor with its owner. I believe that this is not just a display of loyalty; it is also a major display of love. Any animal that loves someone that much deserves all my love. Dogs play many roles within the home. In fact, I think they are the greatest, multitasking, domesticated animals. Dogs play the role of security guards, alarm systems, friend, herders, hunters and even babysitters. People leave their children with dogs all the time and find them sleeping together peacefully (Erwitt 26). A dog will attack a cat for coming close to a baby; it seems to understand that whatever is its owner’s must be protected. Even in a million years, regardless of advancements in science, man would not be able to replace the package that comes with a dog. For me, that makes them worth loving and adoring. Dogs are also very emotional animals. I would go as far as saying that dogs are the only animals that seem to connect with man emotionally, better than other animals. For example, if I am angry and act in a way that displays my anger, my dog avoids me. On the other hand, when I act in a friendly and cordial way, my dog stays around me and reciprocates by producing sounds to show that it is comfortable. To be clear, cats rarely

Case study about print culture Essay Example | Topics and Well Written Essays - 2000 words

Case study about print culture - Essay Example Among the things connected to the print media are; history of the book, its production, circulation and consumption, and the role of the publishers, editors and the authors in coming up with the complete and finished end product. The medium theory is a contemporary means of classifying the role of the media in an examinable mode to come up with how it impacts on the human communication and also how the human expression is captured in a bid to emphasize on the role of the media in our life and its significance (David 2005, p.12). In the recent past, it has been found that most emphasis has been laid on the content and not the medium of the communication itself. It is of importance to look at the role of the medium through which communication will reach the people and also come up with the way in which it is going to change the world’s social and cultural values. In our case, the book â€Å"Stone’s Fall† by Lain Pears is a good one in which we can observe the main theme and aim of the publisher and the author and the intention of the entire work. Darnton entails clearly the use of print as a means of communication to reach to the population and also come up with the best way in which they can understand the media best. It entails the origin of the print media since the 15th century and brings on board the concept of research in a bid to come up with a general and common way of viewing the print industry. According to the founders of the medium theory, the suggestions are that the media is the message and the channel in which communication was transmitted. The medium theory however, does not comprehensively allow people to acknowledge what the message conveys or how the information is received. It tackles mostly the concept of the media richness and also the characteristics of the medium itself. Mcluhan (1967) stressed on how channels differ and how they awaken and alter the thoughts and the

This Book is Not a Tree Essay Example for Free

This Book is Not a Tree Essay The introduction of this book talks about how the things in our home are harmful to the environment. The author gives examples on these things and these things range from a rubber shoes to a chair up to a computer. The author points out that there is no such thing as recycling, but we ‘downcycle’ these things. We use harmful chemicals to ‘recycle’ things. However, the author mentions that consumers should not be guilty of buying these things. The manufacturers should bear the burden of making their products environment friendly. They should be the one to change their processes to make their products less harmful. The author also comments that these manufacturers should not focus on mere changing the raw materials that they use but to focus on creating something good in their industries. A Question of Design Here, the negative side of the Industrial Revolution is presented by the author. There are many chemicals that the industrials have been using in manufacturing goods. They are always promising that they are looking for a more environment friendly substances but they are not doing anything about it. As a result, many people are getting sick because of these industrials. Pollution has become rampant, too. That is why these industrials should be banned in using harmful chemicals. Why Being Less Bad is No Good This article talks about how the industrial companies are doing anything to be environment friendly. They are trying to promote recycling of waste materials or to ‘downplay’ the use of chemicals in their production. However, these methods do not prove to be successful. In recycling materials, there are still chemicals that are used to transform the waste products. This proves that there is no such thing as efficiency in the industrial companies. They will just continue to use harmful chemicals in recycling wastes and other resources. That is ‘why being less bad is no good’. It is not possible that the industrial companies are using less raw materials in their production and that they can still maximize their profits. What they could do is to think of other ways in which their waste products have other uses. Eco-Effectiveness This part talks about how the industrials should make â€Å"healthy goods and healthy byproducts. † The author gives an example of how a simple building design could enrich the environment. Natural lighting, good views, and fresh air are just some of the things that the designer should put into consideration when designing buildings. This will help in getting the building to be environment friendly because the use of electricity will be minimized and the employees will be inspired with the good views. The industrial companies should be like this, too. They should put into consideration the renewable resources that they could use in replacement of the nonrenewable resources that they are using.

The Narrator of One Hundred Years of Solitude Essay -- One Hundred Yea

The Narrator of One Hundred Years of Solitude Who is this narrator of One Hundred Years of Solitude? He or she knows the whole history of the Buendias better than any of them know it. But the narrator is not quite omniscient. For example, the opening sentence (quoted earlier) and Pilar's insight into the "axle" of time are two of the very few places where the narrator claims to be able to read a character's thoughts. Generally, we get to know characters from close observation of what they say and do, and we have to infer what they may be thinking. The narrator's knowledge also fails us in the one great unresolved mystery: Jose Arcadio, elder son of the founder, is murdered in his bed, but no one ever knows by whom. The narrator is also ignorant of who guns down all of the colonel's illegitimate sons and, in fact, seems as surprised as we are when the last survivor from among these sons appears in Macondo and is also shot down. There are two likely candidates for narrator. One is Melquiades, the gypsy magician and wise man...

Succubus Revealed Chapter 18

The blackness began to lighten into swirls of color, colors that eventually resolved into lines and shapes around me. I gazed around as the world formed and soon felt solidity beneath my feet. My own body was taking on substance again, the light and hollow sensation disappearing. Feeling and movement returned to me, and for half a second, I thought I had imagined everything that happened in the parking lot. Then I was struck by a sudden and overwhelming sense of wrongness. First off, as I blinked the world into focus, it became obvious that I was no longer at the bowling alley. I was inside a room with vaulted ceilings and no windows. It appeared to be a courtroom, complete with a jury box and judge's stand. All the decor was black: red-veined black marble on the walls and floor, black wood trim, black leather chairs. Everything was very sleek and modern, clean and sterile. The next thing I noticed was that I wasn't in the body I'd just been in. My perspective on the world was from a greater height. The weight of my limbs and muscles felt different too, and I wore a simple linen dress instead of my Unholy Rollers shirt. Although I couldn't see myself straight-on, I had a good idea which body I was wearing: the first one. My mortal one. The one I'd been born to. Yet it was neither the body nor unfamiliar room that felt so wrong. They were surprises, yes, but nothing I couldn't adapt to. The wrongness came from nothing tangible. It was more a feeling in the air, a sensation that permeated my every pore. Even with the vaulted ceilings, the room felt stuffy and tight, like there was no air circulation whatsoever. And even though there wasn't any actual odor, I just kept imagining stagnation and decay. My skin crawled. I felt smothered by hot, humid air – yet was also chilled to the bone. I was in Hell. I had never been there, but you didn't really need to have been to know it. I was sitting at a table on the left side of the room, facing the judge's bench. Behind me, separated by a railing, was the audience seating. I squirmed around to peer at it. Right before my eyes, people began to materialize in the seats. They were wildly different in appearance: male and female, all races, various states of dress. Some were as prim and neat as the courtroom around us. Some looked like it had been quite an ordeal for them to get out of bed. There was no uniformity to their appearances. There weren't even immortal auras to tip me off, but I was willing to wager anything that they were all demons. A murmur of conversation began to fill the room as the demons spoke to each other, a droning almost more frightening than the silence that had originally met me. No one talked to me, though plenty of sets of eyes studied me disapprovingly. I didn't recognize anyone here yet and felt vulnerable and afraid. There was an empty seat next to me, and I wondered if someone would be joining me. Was I entitled to a lawyer for this . . . whatever it was? It had all the trappings of a regular courtroom, but I could hardly expect Hell to be reasonable or predictable. I honestly had no clue what was about to happen. I knew it had to be about my contract, but Hugh hadn't gone into a lot of specifics when he'd said that my case would eventually â€Å"be reviewed.† There was a table on the right side of the courtroom, one that mirrored mine in size and placement. A man with irongray hair and a handlebar mustache sat down at it, placing a briefcase on the table's surface. He wore an all-black suit – including the shirt – and looked more like a funeral director than a prosecutor, which is what I assumed he was. As though sensing my scrutiny, he glanced over at me with eyes so dark, I couldn't tell where pupil ended and iris began. They sent a new chill through me, and I changed my assessment of him. Funeral director? More like an executioner. Once the gallery was nearly full of spectators, a side door near the front opened. Twelve people filed out toward the jurors' box, and I caught my breath. I still couldn't sense any immortal auras in this room. Maybe it wasn't necessary in Hell or maybe there were just too many immortals in here for it to be comfortable. Regardless, just as I'd been certain all the spectators were demons, I could tell that half of the jurors were angels. It was in their eyes and their disposition. There was a way they carried themselves that differed from everyone else, even though the angels were dressed no differently. Also, the angels seemed to be conscious of the wrongness I'd felt in here. They kept glancing around, small looks of disgust on their faces. At first, it seemed kind of crazy that angels would be in Hell, but then I realized that, unlike Heaven, there were no gates or barriers to keep anyone out. And unlike mortals, angels had the ability to leave here when they chose. I suppose it m ade it easy to do business visits like this. Still, I found myself heartened by the sight of the angels. If they were going to be involved in deciding my case, then surely they would be sympathetic. â€Å"Don't count on any help from them.† It was the prosecuting demon with the dark eyes, leaning across his table and addressing me in a low voice. â€Å"I beg your pardon?† I asked. He inclined his head toward the jurors. â€Å"The angels. They've got a nagging sense of justice, but they also don't have a lot of sympathy to those who sold their souls. They figure you made your bed, you have to sleep in it. Pretentious bastards, the lot of them.† I turned back toward the jury and felt a sinking in my stomach. Some of the angels were watching me, and although there wasn't open disdain on their faces, like the demons, I could still see condescension and scorn here and there. I saw no sympathy anywhere. With so much chatter in the now-crowded room, it was hard to imagine being able to single out any one voice – but I did. Maybe it was because it was one I'd grown so familiar with in the last ten years, one that I had fallen into the habit of jumping to whenever it spoke. Tearing my gaze from the jury, I peered around until I found the voice's owner. Sure enough. Jerome had just entered the courtroom. Even in Hell, he still wore the John Cusack guise. Mei was with him, and it was the sound of their conversation that had caught my attention. They made their way to some seats near the front, on the opposite side of the room from me, that I presumed had been left open for them. A pang of relief shot through my chest. Finally, familiar faces. I opened my mouth to speak, to call out to Jerome . . . just as his eyes fell on me. He paused in his walk, fixing me with a look that pierced straight to my heart. Then, without any other sort of acknowledgment, he looked away and continued his conversation with Mei as they went to their seats. The words died on my lips. The coldness in his gaze left no question that all the laid-back ease at the bowling alley had been a scam. Jerome was not on my side. And, if my empty table was any indication, no one was on my side. A guy in a much more cheerful suit than the prosecutor walked to the front of the room and called the court to order. He announced the entrance of Judge Hannibal, which would have been a hilarious and absurd name in other circumstances. Everyone stood, and I followed suit. The show of respect kind of surprised me. The adherence to procedure did not. Judge Hannibal entered through a door opposite the jury's. For a moment, I simply thought, He's so young. Then, I remembered I was thinking like a human. No one in this room – except me – wore their actual form. All of them were beings of incalculable age, and the twenty-something, blond surfer appearance of Judge Hannibal was just window dressing. He flashed everyone a big grin, perfect white teeth standing out against his tanned skin. He riffled through some papers in front of him. â€Å"All right,† he said. â€Å"So, what . . . we have a contract dispute with a succubus? Letha?† He glanced around, like there was some big mystery about who I was. His gaze landed on me, and he nodded to himself. â€Å"Who's prosecuting? You? Marcel?† â€Å"Yes, your honor,† said the dark-suited demon. Judge Hannibal chuckled. â€Å"This is even less fair than it already was.† He glanced back at me. â€Å"You got a lawyer, honey?† I swallowed. â€Å"Er, no. I don't think so. Should I? Do . . . do I get assigned one?† He shrugged. â€Å"We could dredge some imp up if you don't want to defend yourself. Or we can summon someone, if you've got anyone in mind.† At the mention of an imp, Hugh's name immediately popped up in my head. I wouldn't have even cared about the defense aspect. I just wanted to see a friendly face here. Was it that easy? I could just ask, and they'd bring Hugh here . . . to Hell? As soon as I had the thought, I dismissed it. Hugh had already risked so much for me. How could I ask him to stand against our superiors, to defend me against all those cold, glaring eyes? And what good could come of it? He'd probably get in more trouble if I actually won – which didn't seem likely, judging from Hannibal's earlier comments. I was on the verge of telling them I'd just defend myself when there was an explosion of light in the aisle beside me. I leaped to my feet in fear and wasn't alone in doing so. A cyclone of silver and white light slowly coalesced into a familiar and very welcome form: Carter. Like everyone else, a day in court appeared to make no difference for how he dressed – save that he was wearing the cashmere hat I'd gotten him last Christmas. Glancing up at the judge, Carter took off the hat and held it before him in an attempt at respect. I wanted to throw myself sobbing into his arms. â€Å"What is this?† demanded Judge Hannibal. Those who had been startled slinked back to their seats. â€Å"Sorry,† said Carter amiably. â€Å"I would've come in the normal way but didn't know how else to get her lawyer in.† Was Carter going to be my lawyer? Hope sprang anew within me until another burst of light erupted beside him . . . and Roman appeared. Chaos of a different sort broke out, and suddenly, I was a sideshow. Outrage shone on angel and demon faces alike. Half the room was on its feet. I hadn't been able to sense any immortal auras, but I could feel the swell of power bursting from nearly every individual as they advanced on Roman. â€Å"Nephilim!† â€Å"Destroy him!† We were on the verge of a full-fledged mob attack when Hannibal banged his gavel on the desk. It made a sound like thunder, hitting hard. A palpable wave of power radiated out from him, nearly knocking a few people off their feet. The growing magic in the room dissipated. â€Å"Sit down,† he snapped. â€Å"This is hardly the time or place for everyone to start playing hero.† â€Å"There's a nephilim in the room!† protested someone in the back. â€Å"Yes, yes. Thank you, Captain Obvious,† said Judge Hannibal. â€Å"And I daresay the hundred or so of us can take him if he gets out of line. That's not in question. What is, however, is why he's here and shouldn't be immediately smote.† That was directed to Carter. â€Å"He's her lawyer,† said Carter. Hannibal's eyebrows rose in true surprise, with no sign of his earlier smugness. â€Å"A nephilim?† â€Å"There are no rules against it,† said Carter mildly. â€Å"Any immortal can serve, right?† Hannibal glanced uneasily at a woman seated at a corner desk who had been typing away steadily on a laptop. I'd taken her for the court reporter, but she was apparently some sort of consultant too. She made a face. â€Å"Technically, he can serve,† she said. â€Å"Our laws don't specify.† â€Å"But they do specify that anyone the defendant chooses is exempt from punishment,† said Carter, as cagey as any lawyer. A cruel smile played at her lips. â€Å"Whoever is summoned to serve as lawyer is exempt from punishment during court and afterward when they return to their normal jobs. I'm guessing this . . . creature is not in our personnel files.† With Hell, the devil really was in the details. Hugh had always warned me to be careful with even the smallest wordings because Hell would use them to its advantage. It took me a moment to fully get why she was so pleased. Any immortal could serve as a lawyer in a case like this, it seemed. And, going on the first part of what she'd said, no one could do anything to Roman while he was my lawyer, despite the normal immortal reaction to promptly destroy all nephilim. There would be no mass smiting in the courtroom. It was the second part of her words that was tricky. Those drafted as lawyers allegedly couldn't be punished for their legal performances when they returned to their regular duties, which would've been good to know when I was considering summoning Hugh (though I knew there were a million subtle ways a disgruntled demon could still get back at someone on the sly). But Roman didn't have any regular duties for Hell, aside from an unofficial deal with Jerome that I had no doubt my archdemon would disavow all knowledge of. Roman couldn't be protected when he â€Å"went back to work† because he didn't work for Hell. The instant this trial ended and he was out of the role of lawyer, he was subject to the whims of Hell. â€Å"Well,† said Hannibal. He looked down at me. â€Å"At least it'll make this case more interesting. Sure, whatever. You want the nephilim as your lawyer?† I wanted to say no. Some part of me half hoped that if I refused and Roman never became my lawyer, he would be free of the retribution that awaited him afterward, that he could simply escape now. Except, as I glanced between him and Carter, a terrible certainty settled over me. It didn't matter if Roman became my lawyer or not. He wasn't getting out of here. It was reflected in Roman's eyes as they met mine. When Carter had brought him here, it was a one-way trip. If I didn't accept him as my lawyer, I was simply speeding Roman to his death. I nodded and felt my heart lurch as I sealed his fate. â€Å"Er, yes. Yes, your honor. I'd like him as my lawyer.† There was a murmur of disapproval throughout the courtroom. Carter slapped Roman encouragingly on the back and then went to find a seat in the gallery. Roman took the empty chair beside me. He was a sharp contrast to Marcel. Roman had no briefcase, not even a single piece of paper, and was still wearing the clothes he'd had on earlier: jeans and a sweater. â€Å"What are you doing?† I hissed to him, grateful for the cover of the other voices. â€Å"This is suicide!† â€Å"You didn't really think I'd abandon you to them, did you?† he asked. â€Å"And who knows your case better than me?† â€Å"They'll kill you when it's over, whether I win or lose.† Roman gave me a lopsided smile. † ‘It is a far, far better thing that I do – ‘ â€Å" â€Å"Oh, shut the fuck up,† I said, afraid I was going to start crying. â€Å"You're an idiot. You shouldn't have come here.† â€Å"You remember our talk about purpose and meaning?† he asked me, the smile disappearing. â€Å"Well, I think this might be mine. I think this is what I was meant to do, Georgina.† â€Å"Roman – â€Å" But there was no time for any more conversation. Judge Hannibal was banging the gavel – this time, sans thunder – trying to calm everyone down. They were still worked up about the idea of a nephilim walking freely in their midst. â€Å"Enough, enough,† Hannibal said. â€Å"I know we're all shocked and awed, but get over it. We'll deal with him later. If there's no more drama in store, do you mind if we get started?† He glanced between the lawyers. â€Å"I'm ready when you are, your honor,† said Marcel. Roman nodded. â€Å"Let's do this.†

Modern Marriage: The Ultimate Test

Have the roles of men and women in marriage changed in modern society? There are many theories hoping to answer this controversial question. One theory comes from David Popenoe, a Professor of Sociology at Rutgers University. Popenoe's theory of roles in marriage is that a modern marriage needs to be reestablished to a more traditional way of living, or to â€Å"restore the traditional nuclear family of bread-winning husband and full-time housewife that flourished in the 1950's† (Page 186). Another theory comes from Karen Zittleman (Ph. D), an education author and teacher; who takes her theory of modern marriage and brings it to a younger generation. Zittleman's theory of marriage roles is â€Å"in more ways than one, especially biologically, boys and girls are more similar than different and that gendered stereotypes and expectations have a developmental history that starts with learned notions of femininity and masculinity† (Page 236). Both Popenoe's and Zittleman's t heories are factually effective. Popenoe opens his reading with a firm questioning on the role shift in modern marriage, and he manages to effectively back his claims throughout the essay.Zittleman also opens her reading strongly, jumping right to the point of her thesis and study. Zittleman uses studies conducted by other psychologists, statistics, and many factual statements. Popenoe uses studies conducted by other psychologists and many facts to support his thesis. However, Popenoe's theory on such a controversial topic leaves very little or no room for ambiguity or interpretation while Zittleman leaves her theory open to her readers. Popenoe justifies his theory by first establishing the so-called confusion in today's marital roles.He explains how the right family life of having â€Å" a legally and culturally dominant bread-winning husband and an economically dependent full-time housewife† (Page 186) has drastically changed to â€Å"much confusion over family expectatio ns and marital gender roles† (Page 187). Throughout his study, he explained how there were three major downfalls for the shift in martial roles: broken families, women failing to juggle family and work life, and negative repercussions for men. After noting studies and works done by Bronfenbrenner and Bowlby, Popenoe discusses the biological attributions with the shift of family martial roles.Popenoe explains that â€Å"a stronger case should be presented at this time, one of declining family stability and personal well-being† (Page 193). With this, Popenoe reveals his â€Å"Seven Tenents for Establishing New Marital Norms,† which is a remedy for society's confusion over marital gender-role expectations. Step one in his â€Å"Seven Tenents† explains how both girls and boys should be trained according to their abilities. Step two explains that young people should grow up with the expectation that they will marry once, and they will wait for marriage until th ey are in their late 20's.Step three includes specific ages that are proper for men and women to marry. Step four explains that single men and women should start saving for their married lives. Step five infers that women are encouraged to leave the labor market once children are born. Step six explains that the father should take primary responsibility for the children after time with their mothers. Step seven infers the balancing of domestic and paid work. However, Zittleman would mostly disagree with Popenoe's theory. In Zittleman's study, she first justifies her theory by presenting two studies done by other psychologist on middle school children: â€Å"†¦ iddle school is a critical time for gender identity development† (Page 238). The first set of charts displays the sex and race of the students in 5 public middle schools. Zittleman reveals that â€Å"gender plays a significant role in the lives of middle school students, expanding some options, but more often limi ting the academic and social development of females and males† (Page 241). Zittleman then reveals charts that convey answers that display â€Å"The best thing about being a boy and the best thing about being a girl. † â€Å"Both sexes had more positive things to say about being a boy than being a girl† (Page 241).Zittleman then proceeds to pose the questions, â€Å"What is the worst thing about being a boy and what is the worst thing about being a girl? † For boys, â€Å"they listed fighting, discipline, poor grades, fear of homophobia, and difficulty with friendships and emotions† (Page 241). For girls, â€Å"relational aggression† was the top answer for most, and that included gossip, spreading rumors and the trust in friends. Zittleman jumps to her main point of importance in educating schools about gender equity. Like many theories, there is always room for critique, especially a theory about such a controversial topic.One of the main dow nfalls of Popenoe's essay was the overall structure and organization. For example, Popenoe opens his essay with an introduction that was not well fitted for a reader. Another organizational flaw in Popenoe's essay is the lack of charts. Popenoe brings a lot of studies and facts to his piece, but there were too many studies placed together which could confuse some of his readers. Popenoe says that although decline in population is not an imminent problem, this trend displays the sentiment among many adults that they do not value having a family as a lifestyle that will â€Å"fulfill their major values. In addition to this trend, he correlates the increase in divorces as an indication of a decline in the value of family. He points to the fact that women are increasingly economically independent and therefore able to divorce. He points out that regardless of the fact that this decline is seen in the eyes of feminists as a gain in equality for women, it does not change the fact that it could be seen as the main cause of the breaking up of the nuclear family unit. Popenoe's thesis and argument on the whole appear to be extremely obtuse.It seemed that he came at the issue through a very narrow track of research that did not take into account other societal problems that contribute to divorce and other reasons he cites for the shift in martial roles. Popenoe did a wonderful job when it came to finding facts and studies that proved his theory. Nevertheless, there were too many facts to register which depleted the essay’s effectiveness. Zittleman however faced a few challenges herself in her study of â€Å"Being a Girl and Being a Boy. † Like Popenoe, one of Zittleman's main downfalls in her essay was the organization.Unlike Popenoe, Zittleman opened her essay with a personal study. Zittleman, also took advantage of using charts, but there were an overwhelming amount. Some studies in Zittleman's essay really didn't need to be represented in chart form; a simple written explanation would have been better for the readers. There were a few charts that were sometimes unclear to the readers. At times throughout their essays, both Popenoe and Zittleman became unaware of their audience, which could have explained the distorted views in Popenoe's essay.It can be argued that Zittleman's target audience could be students, but it mostly pertains to the professors and teachers. When it came to Popenoe, his target audience was rather confusing at times; I really couldn't place a proper target audience for his essay. Both Popenoe's and Zittleman's essays try to answer the question of the shift of roles in modern marriage. Though Zittleman uses charts and Popenoe doesn't, the styles in both works are best understood by an audience of pre-educated readers in this topic. After re-reading both studies done by both authors, heir area of study is similar, but the way they approached it was completely different. All in all, both Zittleman and Popenoe d o a great job when it came to supporting their thesis. Zittleman achieved her goal as a writer when it came to appeasing for a wide range of audiences. Popenoe, however, focuses so much on proving his theory with facts that he fails to remember he has a wide variety of readers. Although I personally disagree with Popenoe's theory, he still did a great job in supporting his work factually.

Hastings College Admissions (ACT Scores, Financial Aid, Costs More)

Hastings College Admissions (ACT Scores, Financial Aid, Costs More) Hastings College Admissions Overview: Hastings has an acceptance rate of 64%, making it a largely accessible school. Applicants will need to submit scores from either the SAT or ACT as part of their application. For more information, including important deadlines, be sure to check out Hastings Colleges website. And, feel free to contact the admissions office with any questions, or to set up a visit to the school. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016): Hastings College Acceptance Rate: 64%Test Scores 25th / 75th PercentileSAT Critical Reading: 460 / 500SAT Math: 430 / 510SAT Writing: - / -What these SAT numbers meanACT Composite: 20 / 26ACT English: 19  / 25ACT Math: 18  / 26What these ACT numbers mean Hastings College Description: Founded in 1882 in Hastings, Nebraska, Hastings College is affiliated with the Presbyterian Church. Hastings, in the southern part of the state, is about an hour and a half west of Lincoln, with a population of 25,000. At Hastings College, students can choose from over 60 majors, with choices in business, education, and the arts among the most popular. Academics are supported by a 14 to 1 student / faculty ratio. Outside of the classroom, Hastings offers a variety of student-run clubs and organizations, including recreational sports (frisbee, rodeo, bowling); academic clubs (political science club, artists guild); fraternities and sororities; and performing arts groups (bell choir, jazz ensembles, musical theatre). Students have the opportunity to attend chapel services on campus, and can participate in a number of faith-based activities, such as Habitat for Humanity, Chapel Band, and the Fellowship of Christian Athletes. In athletics, the Hastings College Broncos compete in the NAIA (National Association of Intercollegiate Athletics), within the Great Plains Athletic Conference. Popular sports include Football, Track and Field, Softball, and Soccer.   Enrollment (2016): Total Enrollment: 1,246  (1,186 undergraduates)Gender Breakdown: 50% Male / 50% Female93% Full-time Costs (2016- 17): Tuition and Fees: $28,250Books: $1,100 (why so much?)Room and Board: $8,880Other Expenses: $3,681Total Cost: $41,911 Hastings College Financial Aid (2015- 16): Percentage of New Students Receiving Aid: 100%Percentage of New Students Receiving Types of AidGrants: 100%Loans: 74%Average Amount of AidGrants: $19,571Loans: $6,486 Academic Programs: Most Popular Majors:  Elementary Education, Music Education, Business Administration, Biology, Sociology, Fine ArtsWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates: First Year Student Retention (full-time students): 65%Transfer-out Rate: 1%4-Year Graduation Rate: 46%6-Year Graduation Rate: 58% Intercollegiate Athletic Programs: Mens Sports:  Football, Golf, Track and Field, Baseball, Basketball, Soccer, Tennis, WrestlingWomens Sports:  Track and Field, Soccer, Tennis, Softball, Volleyball, Basketball, Golf Data Source: National Center for Educational Statistics If You Like Hastings College, You May Also Like These Colleges: Regis College: ProfileBellevue University: ProfileDrake University: Profile | GPA-SAT-ACT GraphUniversity of Kansas: Profile | GPA-SAT-ACT GraphWayne State College: ProfileUniversity of Wyoming: Profile  | GPA-SAT-ACT GraphColorado State University: Profile  | GPA-SAT-ACT GraphConcordia University Nebraska: ProfileBriar Cliff University: ProfileChadron State College: ProfileCreighton University: Profile  | GPA-SAT-ACT GraphUniversity of Iowa: Profile  | GPA-SAT-ACT Graph

The Experts Guide to the AP Calculus AB Exam

The Expert's Guide to the AP Calculus AB Exam SAT / ACT Prep Online Guides and Tips Are you taking the AP Calculus AB exam this spring and want to be well prepared on test day?The AP Calculus AB exam in 2020 will be held on Tuesday, May 5, at 8 am. Before you sit down to take the exam, though, it’s critical that you know how the Calculus AB test is formatted, what topics it covers, and how you’ll be scored on it. This guide will go over all of that information while also showing you official sample problems and giving you tips on the best way to prepare for AP Calculus AB. The exam was updated in May 2017, sothis guide will explain what changes have been made and how they might affect your review.The AP Calculus AB exam can sometimes seem overwhelming, but we're here to break it down into clear and manageable information for you. Let’s get started! What’s the Format of the AP Calculus AB Exam? The AP Calculus AB exam is three hours and 15 minutes long and has two sections. Both of these sections are divided into two parts (based on whether or not a calculator is allowed). Multiple-Choice Section Here is an overview of the format of the AP Calculus AB multiple-choice section: 45 questions total One hour 45 minutes total Worth 50% of your total score Part A 30 questions 60 minutes No calculator allowed Part B 15 questions 45 minutes Calculator required Note that the AP Calculus AB exam has had small changes made to its format. Previously, Part A of the multiple-choice section had 28 questions, and Part B had 17 questions. Free-Response Section Here is a rundown of the format of the AP Calculus AB free-response section: Six questions total One hour 30 minutes total Worth 50% of your total score Part A Two questions 30 minutes Calculator required Part B Four questions 60 minutes No calculator allowed This can all look a little complicated, but basically, the AP Calculus AB exam consists of four parts. The first two are multiple choice, and the last two are free response. You are required to use a calculator for the middle two parts (one each for multiple choice and free response), but you may not use a calculator for the first and last parts of the exam. What Topics Does the AP Calculus AB Exam Cover? Content on the Calculus AB exam can be divided into three main topic areas, referred to by the College Board as Big Ideas.Within these three Big Ideas are more specific topics called Enduring Understandings (often abbreviated as â€Å"EU†). Each Enduring Understanding contains both Learning Objectives and Essential Knowledge that the student should have learned by the time of the exam. As I mentioned, there have been some updates to the AP Calculus AB exam. Fortunately, they’re relatively minor changes that mostly have to do with how the course framework is structured, and this will affect instructors of the course more than it will you.The only significant change to the content of the AP Calculus AB exam is that L’Hospital’s Rule will now be included on it- and students will be expected to understand and apply it. I’ve listed each of the Big Ideas and their Learning Objectives below,since these are the most relevant for students looking for what the exam covers. For the sake of length and clarity, I left out the Enduring Understandings and Essential Knowledge. If you’d like to see these, as well as more detailed information on the content covered by the exam, check out the officialAP Calculus AB Course Description. Still, know that the information below will give you a solid look at what you’re expected to know for the exam. Learning Objectives are listed below Big Ideas. These Learning Objectives are skills that students are expected to know how to do for the exam. Big Idea 1: Limits Express limits symbolically using correct notation Interpret limits expressed symbolically Estimate limits of functions Determine limits of functions Analyze functions for intervals of continuity or points of discontinuity Determine the applicability of important calculus theorems using continuity Big Idea 2: Derivatives Identify the derivative of a function as the limit of a difference quotient Estimate derivative Calculate derivatives Determine higher order derivatives Use derivatives to analyze properties of a function Recognize the connection between differentiability and continuity Interpret the meaning of a derivative within a problem Solve problems involving the slope of a tangent line Solve problems involving related rates, optimization, and rectilinear motion Solve problems involving rates of change in applied contexts Verify solutions to differential equations Estimate solutions to differential equations Apply the Mean Value Theorem to describe the behavior of a function over an interval Big Idea 3: Integrals and the Fundamental Theorem of Calculus Recognize antiderivatives of basic functions Interpret the definite integral as the limit of a Riemann sum Express the limit of a Riemann sum in integral notation Approximate a definite integral Calculate a definite integral using areas and properties of definite integrals Analyze functions defined by an integral Calculate antiderivatives Evaluate definite integrals Interpret the meaning of a definite integral within a problem Apply definite integrals to problems involving the average value of a function Apply definite integrals to problems involving motion Apply definite integrals to problems involving area and volume Use the definite integral to solve problems in various contexts Analyze differential equations to obtain general and specific solutions Interpret, create, and solve differential equations from problems in context AP Calculus AB Sample Questions Looking at sample questions is one of the best ways to get a feel for what the AP Calculus AB exam will be like. Here arefour sample questions, one from each part of the AP exam.Each of these questions was taken from the official AP Calculus AB Course Description, which you can look at for more complete answer explanations and additional sample problems. Multiple Choice (No Calculator) This question tests your ability to calculate derivatives. You'll need to use the chain rule to differentiate composite functions. The correct answer to this problem is B. Multiple Choice (Calculator Allowed) This question tests your ability to solve problems with rapid rates of change. You'll have to find the derivative in order to findthe rate of change of the temperature of the water. The correct answer is B. Free Response (Calculator Allowed) This question tests your knowledge of integrals. Parts A, B, and C are each worth 3 points. Free Response (No Calculator) This question tests your knowledge of multiple topics, including derivatives and integrals. You can receive up to 1 point for part A, 2 points for part B, and 3 points each for parts C and D. How Is the AP Calculus AB Exam Scored? As mentioned, the multiple-choice section and the free-response section are each worth 50% of your total exam score. For the multiple-choice section, you earn 1 point for each question you answer correctly. No points are deducted for incorrect answers, so you should answer every question! You can earn up to 45 points for this section. For the free-response section, each of the six questions is worth 9 points, so you can earn up to 54 points. Different parts of each question can beworth a different amount of points (for example, on one question you may be able to earn up to 1 point for part A, 3 points for part B, 3 points for part C, and 2 points for part D). After your points are added up for each of your sections, your AP Calculus AB score is converted to the standard AP scoring scale of 1-5.The exact formula for doing this can change slightly from year to year. However, in 2008, the process for converting raw AP scores to scaled scores involved multiplying the number of multiple-choice questions you answered correctly by 1.2272,and then adding that number to the points you received on the free-response section. This valueis rounded to the nearest whole number and becomes your composite score. Each AP score (from 1-5) corresponds to a range of composite scores. Below,you can see the conversion chart and score distributions for test takers from the 2018 Calculus AB exam: Composite Score Range AP Score % of Students Who Got Score 0-26 1 20.0% 27-38 2 22.4% 39-51 3 21.0% 52-67 4 17.3% 68-108 5 19.4% Source: The College Board 3 Tips for Preparing for the AP Calculus AB Exam Studying for the AP Calculus AB exam can be tough. Use these three tips to make your studying more effective and increase your chances of getting a great score. Tip 1: Memorize Important Formulas There are certain formulas for AP Calculus AB that you should have down pat.There's no formula sheet given on the AP exam, so you’ll have to memorize the formulas you'll need. Many teachers give out formula sheets for students to memorize. There are also various formula cheat sheets you can use to review before the exam. To find these, simply Google â€Å"AP Calculus AB formula sheet† and look at your options. In general, any formula you use regularly in class is a good one to memorize.Major formulas you should have memorized include those for limits, differentiation, and integration, as well as the fundamental theorems. Tip 2: Know How to Use Your Calculator You’re allowed to use your calculator for two of the four exam parts, and most of the questions in these two sections will be difficult, if not impossible, to solve without a graphing calculator. While it might seem obvious that you should know how to work your calculator, knowing exactly how and when to use its different functions can save you a lot of time on the exam and increase your chances of getting the correct answer. According to the College Board, the four calculator capabilities you’ll use the most during the AP Calculus AB exam and should easily be able to do with your calculator are as follows: Plot the graph of a function within an arbitrary viewing window Find the zeros of functions (solve equations numerically) Numerically calculate the derivative of a function Numerically calculate the value of a definite integral When you’re preparing for the exam, be sure that you know how to do each of these (completing practice problems can help!). Tip 3: Get Used to Showing All Your Work For most free-response questions on the AP Calculus AB test, the final answer to a problem is only worth 1-2 points out of a possible 9.This means that the majority of points are earned through intermediate steps of the problem- and if you don’t show how you reached those intermediate steps, you won’t get a high score on this section. Even if you get a correct answer by using your calculator, you have to write the setup (such as the equation being solved or the derivative being evaluated) as well as the answer in order to get credit for your work. You might be used to not writing down certain work that seems particularly obvious on homework and class tests. However, even if your teacher doesn’t mind, AP graders will. Remember that APgraders are more interested in how you reached your final answer than they are in what that final answer is, so get yourself in the habit of showing each step of your work well before exam time. Conclusion: What to Know About the AP Calculus AB Exam The AP Calculus AB exam can be intimidating if you don’t know what to expect.Knowing how the exam will be formatted and what types of questions it will ask can go a long way toward helping you feel more prepared and confident on test day. The exam has two sections, multiple-choice and free-response, which are each divided into two parts, based on whether or not you may use a calculator.Each of these sections is worth 50% of your total AP score. The exam itself covers three main topics: Limits Derivatives Integrals and the Fundamental Theorem of Calculus In order to prepare for the AP Calculus AB exam in the best way, keep these three tips in mind during your review: Memorize important formulas Know how to use your calculator Get used to showing all your work What's Next? Now that you know what the AP Calculus AB exam covers, the next step is to practice!Read our guide to getlinks toevery Calculus AB practice test available online. Wondering how challenging other AP classes are? Learn what the easiest AP classesareand what the hardest AP classes are so that you know exactly what to expect! Not surewhich other math classes you should take? Math is often the trickiest school subject to choose classes for, but our guide will help you figure out exactly which math classes to take for each year of high school. 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:

Contract Scenario Article Example | Topics and Well Written Essays - 2500 words

Contract Scenario - Article Example One of the first requirements in order to a valid contract to exists is that there must be an offer and an acceptance of that offer.1 A contract will be deemed to exist when an offer has been made by one party which has been accepted by the other party for a mutually agreed consideration, and the acceptance has been communicated to the offerer. In this scenario, at the outset, a distinction needs to be made between an offer and an invitation to treat. An offer is an indication of the willingness to contract, with the intent to be bound by it as soon as the offer is accepted, whereas an invitation to treat is when offers are being solicitor which the offeree is then free to accept or receive. The consideration in this case is the amount of 4000 plus pounds which is the sum payable for receiving the contract in exchange. In the case of Currie v Lisa2 consideration has been defined as "' some right, interest, profit or benefit accruing to one party, or some forebearance, detriment, loss or responsibility given, suffered or undertaken by the other." In this case, the question of consideration can be fairly easily established since Andrea is receiving a sum of cash to compensate her for the detriment she is suffering through the loss of her caravan. Therefore there is scope for formation of contract on the basis of consideration, to show that contracts can be formed, if other terms apply, such as offer and acceptance and the communication of that acceptance. Andrea has placed the notice about her caravan which states her terms of sale clearly, i.e, the price of 4750 pounds and her telephone number. The first question that arises is whether this in effect, constitutes an offer or whether it is more likely to be considered to be an invitation to treat. Andrea's note on her caravan will not strictly constitute an offer. Merely displaying the goods with a price ticket on them is not an offer; it is only an invitation being extended to potential buyers to make an offer to buy. An invitation to treat, as in an advertisement, is different from an offer in the sense that it does not bind the one making the offer. In the case of Fisher v Bell 3 the display of a flick knife with a price tag in a window was held to be an invitation to treat and not an offer. In PSGB v Boots4 the Court clarified that it is only after the offer is accepted and communicated that a contract will come into being. Hence, Andrea's display of the note on her caravan does n ot mean that she has is bound to it as soon as her offer is accepted, she is merely inviting potential buyers to make an offer so that she can consider whether or not she wants to accept it. For a contract to be valid, "there must be a definite offer mirrored by a definite acceptance."5 An acceptance will be said to occur when the offeree's words or conduct can give rise to an objective reference that he/she has assented to the terms offered.6 If the offeree has some queries or tries to change the terms in any way, the original offer, therefore it will be rejected and a counter offer will take its place, based upon the new terms that constitute the counter offer. For example, in the case of Hyde v Wrench7 the plaintiffs sent a telegram to the defendant on the price of the product but the defendants responded with their own offer, which was held to be a counter offer and therefore did not constitute acceptance. Bernice has contacted Andrea but instead of accepting Andrea's offer,

The Right of Due Process Guaranteed by the Fifth and Fourteenth Research Paper

The Right of Due Process Guaranteed by the Fifth and Fourteenth Amendment to the US Constitution - Research Paper Example One of the principles that is represented in the Constitution is the right to due process which is given in the Fifth and the Fourteenth Amendments. The Fourteenth Amendment expands on the Fifth applying it to a broader audience. Due process is related to how laws are applied and how they are enforced. For example, if an individual has committed a criminal act for which they need to be penalized, they cannot just be thrown in jail, there has to be the process that is under law. In this case the process involves using a warrant, a trial, and sentencing among other steps. Operating without this process is not only illegal in the example, but it is also unconstitutional. While due process is guaranteed by the Fourth and Fourteenth Amendments to the Constitution, the exact meaning of due process is not clearly established. The ambiguity has meant decisions within the Supreme Court as to the meaning of the phrase and whether it applied to the cases that were being heard at the time. These decisions have helped to shape the current interpretation of the law such as the right of defendants to have representation and for accused to be made aware of their rights before questioning. However, some recent Supreme Court decisions appear to go against the right of due process set forth in the constitution. Background The United States was founded by Europe, and as a consequence was governed by them. Because of the great distance and the disinterest of the British government in its colonists the rule that England exercised over the colonies was mild, at least initially. The desire for change came at the end of the war between the French settlers and the British colonists when the British government demanded taxes from the colonists as payment for the men that it had supplied. The desire to tax the colonists, without allowing them representation in the British courts was one of the reasons for the American Revolution. The revolution began in 1776 and the colonists declared the ir independence from their founding country, choosing instead to be ruled by law from within. The Constitution promised rights to all Americans regardless of class and rates and detailed the system of government for America, one that served the people rather than serving itself . The Constitution forbids any individual being deprived of â€Å"†¦life, liberty, or property, without due process of the law...† This right is cited both within the Fifth and the Fourteenth Amendment to the Constitution. The Fifth Amendment applied these rights only to federal courts, while this was expanded for the Fourteenth Amendment to include all states. Due process is not specifically defined within the Constitution, but is generally perceived to mean a judicial procedure that is just and fair, most commonly a trial before peers . It is an important concept and it applies in a wide number of legal cases. What is Due Process? While the Amendments guarantee due process the intention and the legal application of the term is not simple to determine. In particular, the word ‘due’ within the phrase raises significant contention. Is a process ‘due’ if it is within current laws, such as the requirements under law for a trial before