19th-Century Military History

19th-Century Military History The documentation of military history begins with the battle near Basra, Iraq, circa 2700 B.C., between Sumer, now known as Iraq, and Elam, called Iran today. Learn about wars of invasion, revolutions, wars of independence, and others, and track the guideline below to learn more about military history. Military History February 9, 1801 - French Revolutionary Wars: The War of the Second Coalition ends when the Austrians and French sign the Treaty of Lunà ©ville April 2, 1801 - Vice Admiral Lord Horatio Nelson wins the Battle of Copenhagen May 1801 - First Barbary War: Tripoli, Tangier, Algiers, and Tunis declare war on the United States March 25, 1802 - French Revolutionary Wars: Fighting between Britain and France ends with the Treaty of Amiens May 18, 1803 - Napoleonic Wars: Fighting resumes between Britain and France January 1, 1804 - Haitian Revolution: The 13-year war ends with the declaration of Haitian independence February 16, 1804 - First Barbary War: American sailors sneak into Tripoli harbor and burn the captured frigate USS Philadelphia March 17, 1805 - Napoleonic Wars: Austria joins the Third Coalition and declares war on France, with Russia joining a month later June 10, 1805 - First Barbary War: The conflict ends when a treaty is signed between Tripoli and the United States October 16-19, 1805 - Napoleonic Wars: Napoleon is victorious at the Battle of Ulm October 21, 1805 - Napoleonic Wars: Vice Admiral Nelson crushes the combined Franco-Spanish fleet at the Battle of Trafalgar December 2, 1805 - Napoleonic Wars: The Austrians and Russians are crushed by Napoleon at the Battle of Austerlitz December 26, 1805 - Napoleonic Wars: The Austrians sign the Treaty of Pressburg, ending the War of the Third Coalition February 6, 1806 - Napoleonic Wars: The Royal Navy wins the Battle of San Domingo Summer 1806 - Napoleonic Wars: The Fourth Coalition of Prussia, Russia, Saxony, Sweden, and Britain is formed to fight France October 15, 1806 - Napoleonic Wars: Napoleon and French forces defeat the Prussians at the Battles of Jena and Auerstdt February 7-8, 1807 - Napoleonic Wars: Napoleon and Count von Bennigsen fight to a draw at the Battle of Eylau June 14, 1807 - Napoleonic Wars: Napoleon routs the Russians at the Battle of Friedland, forcing Tsar Alexander to sign the Treaty of Tilsit that effectively ended the War of the Fourth Coalition June 22, 1807 - Anglo-American Tensions: HMS Leopard fires on USS Chesapeake after the American ship refused to be allowed to be searched for British deserters May 2, 1808 - Napoleonic Wars: The Peninsular War begins in Spain when the citizens of Madrid rebel against French occupation August 21, 1808 - Napoleonic Wars: Lt. Gen. Sir Arthur Wellesley defeats the French at the Battle of Vimeiro January 18, 1809 - Napoleonic Wars: British forces evacuate northern Spain after the Battle of Corunna April 10, 1809 - Napoleonic Wars: Austria and Britain begin the War of the Fifth Coalition April 11-13, 1809 - Napoleonic Wars: The Royal Navy wins the Battle of the Basque Roads June 5-6, 1809 - Napoleonic Wars: The Austrians are defeated by Napoleon at the Battle of Wagram October 14, 1809 - Napoleonic Wars: The Treaty of Schà ¶nbrunn ends the War of the Fifth Coalition in a French victory May 3-5, 1811 - Napoleonic Wars: British and Portuguese forces hold at the Battle of Fuentes de Oà ±oro March 16-April 6, 1812 - Napoleonic Wars: The Earl of Wellington lays siege to the city of Badajoz June 18, 1812 - War of 1812: The United States declares  war on Britain, beginning the conflict June 24, 1812 - Napoleonic Wars: Napoleon and the Grande Armà ©e cross the Neman River, beginning the invasion of Russia August 16, 1812 - War of 1812: British forces win the Siege of Detroit August 19, 1812 - War of 1812: USS Constitution captures HMS Guerriere to give the United States the first naval victory of the war September 7, 1812 - Napoleonic Wars: The French defeat the Russians at the Battle of Borodino September 5-12, 1812 - War of 1812: American forces hold  out during the Siege of Fort Wayne December 14, 1812 - Napoleonic Wars: After a long retreat from Moscow, the French army leaves Russian soil January 18-23, 1812 - War of 1812: American forces are beaten at the Battle of Frenchtown Spring 1813 - Napoleonic Wars: Prussia, Sweden, Austria, Britain, and a number of the German states form the Sixth Coalition to take advantage of Frances defeat in Russia April 27, 1813 - War of 1812: American forces win the Battle of York April 28-May 9, 1813 - War of 1812: The British are repulsed at Siege of Fort Meigs May 2, 1813 - Napoleonic Wars: Napoleon defeats Prussian and Russian forces at the Battle of Là ¼tzen May 20-21, 1813 - Napoleonic Wars: Prussian and Russian forces are beaten at the Battle of Bautzen May 27, 1813 - War of 1812: American forces land and capture Fort George June 6, 1813 - War of 1812: American troops are beaten at the Battle of Stoney Creek June 21, 1813 - Napoleonic Wars: British, Portuguese, and Spanish forces under Sir Arthur Wellesley defeat the French at the Battle of Vitoria August 30, 1813 - Creek War: Red Stick warriors conduct the Fort Mims Massacre September 10, 1813 - War of 1812: U.S. naval forces under Commodore Oliver H. Perry defeat the British at the Battle of Lake Erie October 16-19, 1813 - Napoleonic Wars: Prussian, Russian, Austrian, Swedish, and German troops defeat Napoleon at the Battle of Leipzig October 26, 1813 - War of 1812:  American forces are held at the Battle of the Chateauguay November 11, 1813 - War of 1812: American troops are beaten at the Battle of Cryslers Farm August 30, 1813 - Napoleonic Wars: Coalition forces defeat the French at the Battle of Kulm March 27, 1814 - Creek War: Maj. Gen. Andrew Jackson wins the Battle of Horseshoe Bend March 30, 1814 - Napoleonic Wars: Paris falls to coalition forces April 6, 1814 - Napoleonic Wars: Napoleon abdicates and is exiled to Elba by the Treaty of Fontainebleau July 25, 1814 - War of 1812: American and British forces fight the Battle of Lundys Lane August 24, 1814 - War of 1812: After defeating American forces at the Battle of Bladensburg, British troops burn Washington, D.C. September 12-15, 1814 - War of 1812: British forces are defeated at the Battle of North Point and Fort McHenry December 24, 1814 - War of 1812: The Treaty of Ghent is signed, ending the war January 8, 1815 - War of 1812: Unaware that the war has ended, Gen. Andrew Jackson wins the Battle of New Orleans March 1, 1815 - Napoleonic Wars: Landing at Cannes, Napoleon returns to France beginning the Hundred Days after escaping from exile June 16, 1815 - Napoleonic Wars: Napoleon wins his final victory at the Battle of Ligny June 18, 1815 - Napoleonic Wars: Coalition forces led by the Duke of Wellington (Arthur Wellesley) defeat Napoleon at the Battle of Waterloo, ending the Napoleonic Wars August 7, 1819 - Wars of South American Independence: Gen. Simon Bolivar defeats Spanish forces in Colombia at the Battle of Boyaca March 17, 1821 - Greek War of Independence: The Maniots at Areopoli declare war on the Turks, beginning the Greek War of Independence 1825 - Java War: Fighting begins between the Javanese under Prince Diponegoro and Dutch colonial forces October 20, 1827 - Greek War of Independence: An allied fleet defeats the Ottomans at the Battle of Navarino 1830 - Java War: The conflict ends in a Dutch victory after Prince Diponegoro is captured April 5-August 27, 1832 - Blackhawk War: U.S. troops defeat an alliance of Native American forces in Illinois, Wisconsin, and Missouri October 2, 1835 - Texas Revolution: The war begins with a Texan victory at the Battle of Gonzales December 28, 1835 - Second Seminole War: Two companies of U.S. soldiers under Maj. Francis Dade are massacred by the Seminoles in the first action of the conflict March 6, 1836 - Texas Revolution: After 13 days of siege, the Alamo falls to Mexican forces March 27, 1839 - Texas Revolution: Texan prisoners of war are executed at the Goliad Massacre April 21, 1836 - Texas Revolution: The Texan army under Sam Houston defeats the Mexicans at the Battle of San Jacinto, winning independence for Texas December 28, 1836 - War of the Confederation: Chile declares war on the Peru-Bolivian Confederation, beginning the conflict December 1838 - First Afghan War: A British army unit under Gen. William Elphinstone marches into Afghanistan, starting the war August 23, 1839 - First Opium War: British forces capture Hong Kong in the opening days of the war August 25, 1839 - War of the Confederation: Following defeat at the Battle of Yungay, the Peru-Bolivian Confederation is dissolved, ending the war January 5, 1842 - First Afghan War: Elphinstones army is destroyed as it retreats from Kabul August 1842 - First Opium War: After winning a string of victories, the British force the Chinese to sign the Treaty of Nanjing January 28, 1846 - First Anglo-Sikh War: British forces defeat the Sikhs at the Battle of Aliwal April 24, 1846 - Mexican-American War: Mexican forces rout a small U.S. cavalry detachment in the Thornton Affair May 3-9, 1846 - Mexican-American War: American forces hold out during the Siege of Fort Texas May 8-9, 1846 - Mexican-American War: U.S. forces under Brig. Gen. Zachary Taylor defeat the Mexicans at the Battle of Palo Alto and the Battle of Resaca de la Palma February 22, 1847 - Mexican-American War: After capturing Monterrey, Taylor defeats Mexican Gen. Antonio Là ³pez de Santa Anna at the Battle of Buena Vista March 9-September 12, 1847 - Mexican-American War: Landing at Vera Cruz, U.S. forces led by Gen. Winfield Scott conduct a brilliant campaign and capture Mexico City, effectively ending the war April 18, 1847 - Mexican-American War: American troops win the Battle of Cerro Gordo August 19-20, 1847 - Mexican-American War: The Mexicans are routed at the Battle of Contreras August 20, 1847 - Mexican-American War: U.S. forces triumph at the Battle of Churubusco September 8, 1847 - Mexican American War: American forces win the Battle of Molino del Rey Septebmer 13, 1847 - Mexican-American War: U.S. troops capture Mexico City after the Battle of Chapultepec March 28, 1854 - Crimean War: Britain and France declare war on Russia in support of the Ottoman Empire September 20, 1854 - Crimean War: British and French forces win the Battle of Alma September 11, 1855 - Crimean War: After an 11-month siege, the Russian port of Sevastopol falls to British and French troops March 30, 1856 - Crimean War: The Treaty of Paris ends the conflict October 8, 1856 - Second Opium War: Chinese officials board the British ship Arrow, leading to the outbreak of hostilities October 6, 1860 - Second Opium War: Anglo-French forces capture Beijing, effectively ending the war April 12, 1861 - American Civil War: Confederate forces open fire on Fort Sumter, beginning the Civil War June 10, 1861 - American Civil War: Union troops are beaten at the Battle of Big Bethel July 21, 1861 - American Civil War: In the first major battle of the conflict, Union forces are defeated at Bull Run August 10, 1861 - American Civil War: Confederate forces win the Battle of Wilsons Creek August 28-29, 1861 - American Civil War: Union forces capture Hatteras Inlet during the Battle of Hatteras Inlet Batteries October 21, 1861 - American Civil War: Union troops are beaten at the Battle of Balls Bluff November 7, 1861 - American Civil War: Union and Confederate forces fight the inconclusive Battle of Belmont November 8, 1861 - American Civil War: Capt. Charles Wilkes removed two Confederate diplomats from RMS Trent, inciting the Trent Affair January 19, 1862 - American Civil War: Brig. Gen. George H. Thomas wins the Battle of Mill Springs February 6, 1862 - American Civil War: Union forces capture Fort Henry February 11-16, 1862 - American Civil War: Confederate forces are defeated at the Battle of Fort Donelson February 21, 1862 - American Civil War: Union forces are beaten at the Battle of Valverde March 7-8, 1862 - American Civil War: Union troops win the Battle of Pea Ridge March 9, 1862 - American Civil War: USS Monitor fights CSS Virginia in the first battle between ironclads March 23, 1862 - American Civil War: Confederate troops are defeated at the First Battle of Kernstown March 26-28, 1862 - American Civil War: Union forces successfully defend New Mexico at the Battle of Glorieta Pass April 6-7, 1862 - American Civil War: Maj. Gen. Ulysses S. Grant is surprised, but wins the Battle of Shiloh April 5-May 4, 1862 - American Civil War: Union troops conduct the Siege of Yorktown April 10-11, 1862 - American Civil War: Union forces capture Fort Pulaski April 12, 1862 - American Civil War: The Great Locomotive Chase takes place in northern Georgia April 25, 1862 - American Civil War: Flag Officer David G. Farragut captures New Orleans for the Union May 5, 1862 - American Civil War: The Battle of Williamsburg is fought during the Peninsula Campaign May 8, 1862 - American Civil War: Confederate and Union troops clash at the Battle of McDowell May 25, 1862 - American Civil War: Confederate troops win the First Battle of Winchester June 8, 1862 - American Civil War: Confederate forces win the Battle of Cross Keys in the  Shenandoah Valley June 9, 1862 - American Civil War: Union forces lose the Battle of Port Republic June 25, 1862-   American Civil War: Forces meet at the Battle of Oak Grove June 26, 1862 - American Civil War: Union troops win the Battle of Beaver Dam Creek (Mechanicsville) June 27, 1862 - American Civil War: Confederate forces overwhelm the Union V Corps at the Battle of Gaines Mill June 29, 1862 - American Civil War: Union troops fight the inconclusive Battle of Savages Station June 30, 1862 - American Civil War: Union forces hold at the Battle of Glendale (Fraysers Farm) July 1, 1862 - American Civil War: The Seven Days Battles ends  with a Union victory at the Battle of Malvern Hill August 9, 1862 - American Civil War: Maj. Gen. Nathaniel Banks is defeated at the Battle of Cedar Mountain August 28-30, 1862 - American Civil War: Gen. Robert E. Lee wins a stunning victory at the Second Battle of Manassas September 1, 1862 - American Civil War: Union and Confederate forces fight the Battle of Chantilly September 12-15, 1862 - American Civil War: Confederate troops win the Battle of Harpers Ferry September 15, 1862 - American Civil War: Union forces triumph at the Battle of South Mountain September 17, 1862 - American Civil War: Union forces win a strategic victory at the Battle of Antietam September 19, 1862 - American Civil War: Confederate forces are beaten at the Battle of Iuka October 3-4, 1862 - American Civil War: Union forces hold at the Second Battle of Corinth October 8, 1862 - American Civil War: Union and Confederate forces clash in Kentucky at the Battle of Perryville December 7, 1862 - American Civil War: Armies fight the Battle of Prairie Grove in Arkansas December 13, 1862 - American Civil War: The Confederates win the Battle of Fredericksburg December 26-29, 1862 - American Civil War: Union forces are held at the Battle of Chickasaw Bayou December 31, 1862-January 2, 1863 - American Civil War: Union and Confederate forces clash at the Battle of Stones River May 1-6, 1863 - American Civil War: Confederate forces win a stunning victory at the Battle of Chancellorsville May 12, 1863 - American Civil War: Confederate forces are beaten at the Battle of Raymond during the Vicksburg Campaign May 16, 1863 - American Civil War: Union forces win a key victory at the Battle of Champion Hill May 17, 1863 - American Civil War: Confederate forces are beaten at the Battle of Big Black River Bridge May 18-July 4, 1863 - American Civil War: Union troops conduct the Siege of Vicksburg May 21-July 9, 1863 - American Civil War: Union troops under Maj. Gen. Nathaniel Banks conduct the Siege of Port Hudson June 9, 1863 - American Civil War: Cavalry forces fight the Battle of Brandy Station July 1-3, 1863 - American Civil War: Union forces under Maj. Gen. George G. Meade win the Battle of Gettysburg and turn the tide in the East

These Are the Hardest AP Classes and Tests for You

These Are the Hardest AP Classes and Tests for You SAT / ACT Prep Online Guides and Tips Thinking of signing up for AP classes? Want the greatest possible challenge? Or are you trying to avoid biting off more than you can chew? In this post, we’ll explain what makes an AP class hard, list the hardest AP classes, and help you prepare for them. What AP Passing Rates Tell Us You might think that the best way to tell which AP classes are the hardest is to look at the national data about how many students pass each test each year. We’ll start our discussion here, but beware that the passing rates don’t automatically tell you which classes are hardest. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. This a complete list of passing rates on each AP exam with the most recent (2019) data. Exam Name Passing Rate (3+) Studio Art: Drawing 91.1% Spanish Language and Culture 89% Chinese Language and Culture 88.3% Studio Art: 2-D Design 86.4% Calculus BC 81.5% Physics C: Electricity Magnetism 81.1% Seminar 80.7% French Language and Culture 76.7% Research 76.2% Japanese Language and Culture 75% Computer Science Principles 72.7% Spanish Literature 71.9% Physics C: Mechanics 71.1% German Language and Culture 70.5% Studio Art: 3-D Design 70.1% Computer Science A 69.9% Microeconomics 68.4% Gov. and Politics - Comparative 66.2% Biology 64.6% Italian Language and Culture 64.6% Psychology 64.4% Art History 63.9% Physics 2 63.5% Music Theory 63.4% Latin 63.1% Statistics 59.2% European History 58.4% Calculus AB 58.3% Macroeconomics 57.9% World History 56% Gov. and Politics - United States 55.2% English Language and Composition 55.1% Chemistry 54.6% United States History 54.3% English Literature and Composition 50.1% Environmental Science 49.6% Human Geography 49.1% Physics 1 44.6% Source: College Board. For language rates, "Total" includes all students, while "Standard" includes only those students who didn't indicate they speak this language at home or spent more than four weeks studying it abroad. You might be tempted to look at this table and say the tests with the lowest passing rates are hardest, and the ones with the highest passing rates are easiest. After all, if not many students can pass an AP test, doesn’t that mean it’s one of the hardest tests? But when you look at the data, the exams with the highest passing rates (Chinese, Spanish, Calculus BC) are often considered among the hardest. We're not including AP Seminar and the AP Studio Art scores in this assessment, since those grades are all portfolio-based, rather than exam-based. Meanwhile, some of the tests with the lowest passing rates (Human Geography, US Government and Politics, Environmental Science) are often seen as the easiest. So what’s going on here? The truth is, the national passing rates often say more about the students taking the exams rather than the exams themselves. Some of the exams with low passing rates have those low rates because they are often taken in freshman/sophomore year, while some of the exams with high rates have more stringent prerequisites at many high schools. This means that the harder exams tend to have older, better-prepared students taking them, which raises their pass rates. In short, we have to look beyond national passing rates when figuring out which tests are the hardest. A Possibly More Reliable Indicator: 5 Rate Since pass rates don’t actually tell us much, what about the 5 rate? Remember, a 5 is the highest possible AP score (read more about AP scores here). Shouldn’t we be able to find the hardest AP tests by looking at the exams with the lowest 5 rates? Below is a table with all the AP exams, this time ranked by the percentage of test-takers who got a 5. Exam Name 5 Rate Chinese Language and Culture 57.2% Calculus BC 43.2% Japanese Language and Culture 38.2% Physics C: Electricity Magnetism 35.9% Physics C: Mechanics 34.6% Computer Science A 27% Spanish Language and Culture 24.9% Microeconomics 22.2% Gov. and Politics - Comparative 22.2% Studio Art: 2-D Design 21% Music Theory 20.9% Studio Art: Drawing 20.8% Psychology 20.2% Calculus AB 18.9% German Language and Culture 18.4% Macroeconomics 17.6% French Language and Culture 15.5% Statistics 14.5% Computer Science Principles 13.6% Latin 13.1% Gov. and Politics - United States 12.9% Physics 2 12.6% United States History 12.1% Art History 12% Italian Language and Culture 11.8% European History 11.7% Research 10.8% Chemistry 10.7% Human Geography 10.7% English Language and Composition 10.1% Studio Art: 3-D Design 10.1% Environmental Science 9.5% Spanish Literature 9.1% World History 8.7% Biology 7.1% Seminar 6.8% English Literature and Composition 6.2% Physics 1 6.2% Source: College Board. For language rates, "Total" includes all students, while "Standard" includes only those students who didn't indicate they speak this language at home or spent more than four weeks studying it abroad. The 5 rate, in fact, a decent way to spot some difficult exams, including AP English Literature and Biology. They both have very low 5 rates (7.1 for Bio, 6.2 for English Lit). But on the flip side, a relatively easy exam, AP Environmental Science, has a low 5 rate of 9.5%. Furthermore, some decidedly hard exams, like Chinese, Calculus BC, and Physics C, have very high 5 rates- up to 57%+ for Chinese! In other words, just looking at 5 rates doesn’t tell the whole story, though some other articles have assumed that. This is why the best way to find the hardest AP exams is to focus on the ones with the most material to cover- as well as the most conceptually difficult topics, which we will do below. Disclaimer: Take Into Account Your School’s Variation Before we talk about which classes are the hardest, we want to clarify we mean the ones with the most difficult course material and hardest end-of-year exam. There is enormous variation in how the same AP class can be taught at different high schools, so we can't speak to the specific class difficulties at your high school. It may be there is an AP class at your school that is known as the most difficult since the teacher is really tough, even though nationally it might not be considered one of the easiest. Or maybe there is an AP class at your school most students see as a joke, even though the material is still very difficult. Since we can’t report on the specifics at different high schools, we are focusing on which classes have the most/hardest material to cover and have a reputation for difficulty at multiple schools. We’ll discuss below ways to explore how hard AP classes are at your school specifically so you can build an optimal schedule. Any AP class Professor McGonagall teaches would likely be super hard. Okay, Seriously, Which AP Classes Are the Hardest? United States History, Biology, English Literature, Calculus BC, Physics C, and Chemistry are often named as the hardest AP classes and tests. These classes have large curriculums, tough tests, and conceptually difficult material. We put together this list based on personal experience, online chatter, passing rates, 5 rates, and looking at their curricula in depth. We are not ranking these since their difficulty will vary quite a bit based on the student. For example, if you're a math whiz, Calculus BC will likely be easier than AP English Literature. But the opposite could be true for another student. But if you’re considering any of these, be prepared for a tough course! AP US History Even though most students are exposed to American History multiple times, beginning in elementary school, AP US History is still a very tough class. First of all, this is a harder history exam than AP World History or even AP European History, since it covers a narrower span of history and a smaller geographical area, meaning the curriculum is incredibly detailed. This means you can’t rely on general trends and observations like you can sometimes in World History- you have to know specific dates, movements, people, and laws. To take a small example, in a world history class, you might need to know that slavery ended in the United States during the Civil War. For a US history class, you would need to know the dates of the civil war, the exact year of the Emancipation Proclamation, and the dates and content of the 13th, 14th, and 15th amendments. You would also be expected to know about the major leaders and law-makers involved. The more detail you can remember, the better! This is because APUSH is known for having a very difficult multiple-choice section that requires a very detailed knowledge of US History from the pre-Columbian era up to the present day. Also, the more concrete evidence you can include in your free responses, the better essay scores you will get. If you have a knack for history, this class will be easier for you, but most students report it’s very challenging. It’s also likely to be a hard class to pass at many schools because teachers have to assign tons of reading and assignments to get through all the material before the AP test in May. Expect a fast-moving, assignment-heavy course. You can read College Board's full description here. If you think this is a figure from American History, you might want to consider fitting AP US History into your schedule. AP Biology This is a tough class and test, any way you slice it. Even with the redesign back in 2012, which was meant to make AP Biology more accessible and less memorization-heavy, you still have to memorize tons of material for the test, everything from super detailed chemical processes (Krebs Cycle, anyone?) to cell biology to evolution. This means AP Biology teachers have to pack a ton onto their syllabi for this class, including time for experiments. The huge volume of info, coupled with the fact that Biology can be conceptually difficult, makes this a tough AP course. If you have taken a strong prerequisite Intro to Biology course, this test will be more manageable. Check out a full course description here to learn more. AP English Literature Along with AP US History, this is one of the hardest AP courses in the humanities. While AP English Language is also challenging, Literature requires reading texts that are generally more difficult. Compare, say, AP English Literature staple Crime and Punishment to a non-fiction article about the criminal justice system you might read in AP English Language. Crime and Punishment is much more difficult! AP English Literature also tests more specific rhetorical/literary terms and requires you to have a more fine-tuned ability to close read a passage. You’re not just looking for the overall argument or effect like you are in AP English Language. You have to go under the hood and explain in detail how a piece of literature works. Finally, for AP Literature, you have to come prepared to write one of the essays about a book or play you read in class, but you can't actually bring the book or play with you to the exam. This means you have to study what you read in AP Literature very closely. So closely that you could write about a book, and even use quotes from it, without having the book with you! SparkNotes summaries won't cut it. In short, expect a longer and harder reading list, tougher multiple-choice questions, and more accountability for what you read in class. You can read the full College Board description of the test here. AP Chemistry Similar to biology, chemistry has a ton of material, lots of memorization, and requires a solid conceptual understanding of complicated chemical processes. AP Chemistry is known at many high schools for having tons of homework and tough tests- all necessary for students to learn enough to pass the AP exam at the end of the year. Don't attempt AP Chemistry unless you have already taken an introductory chemistry course. It would be impossible to learn everything you need to know about chemistry for the AP exam in just one year. You can read AP’s full course description here. AP Physics C Physics C is especially tough because not only are you learning physics material, which can be hard, you also need to know calculus alongside it. While AP Physics 1 and 2 are algebra-based, both Physics C courses (Electricity Magnetism and Mechanics) are calculus-based, meaning students need to know calculus well enough to apply it in physics. Some consider it â€Å"two classes in one† due to the necessary calculus knowledge. Furthermore, the material tested in Physics C is much more in-depth than Physics 1 or 2 (or the old Physics B). Physics C courses go into a great amount of depth about a few topics, while Physics 1 and 2 cover many topics with less depth. So just as US History is harder than World History, Physics C is tougher than Physics 1 and 2 because you need a greater depth of knowledge. Because of this, you should definitely have a physics prerequisite under your belt before taking Physics C, and you should have either already taken calculus or be taking it at the same time. You can read about Physics C at the course home pages for Electricity and Magnetism and Mechanics. AP Calculus BC Finally, AP Calculus BC is the toughest AP math exam, if not one of the hardest AP exams period. AP Calculus AB is also challenging, but covers less material and moves more slowly. AP Calculus BC often covers everything taught in Calculus AB in just the first semester of school- revealing one reason why it’s so hard: intense pacing. You move fast in Calculus BC, which means you need to be prepared to keep up. There is not a lot of time to be lost in this class. If you struggle with a concept at the beginning of the year, it can make it harder to learn everything after that. In fact, if you find yourself struggling, seek out extra help from the teacher or a tutor as fast as you can so you don't fall behind. In some schools, Calculus BC requires an extra period in the day to fit in all the material before the AP exam. You also get into more conceptually difficult calculus topics than Calculus AB. In short, be prepared to work very hard and be vigilant about keeping up with the course. You can read College Board’s description here. Want to get a perfect 5 on your AP exam and an A in class? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Note on Language AP Exams You may be wondering how hard the AP language tests are- after all, you can take AP tests in languages from Chinese to Spanish to French. The difficulty of these is a bit tougher to quantify, since AP Language exams test multiple years of learning a language, as opposed to one year of material. For students with tons of foreign language knowledge these can be incredibly easy exams. If you’ve lived abroad or are fluent in a language, the AP language test will not pose much of a challenge. (Some students who are native speakers of a language will even take an AP language exam!) But for students who have just been taking a language in school, these exams can be difficult, particularly the listening portions. So if you’re thinking about an AP Language class, think about how many years of past experience you have. For example, if you’ve taken French for four years, you’re probably well-prepared for AP French. But if you’ve only taken it for two years, you will probably struggle. Most schools have pretty stringent prerequisites for AP language classes for this reason. Action Steps If you want to take any of these classes, you need to get info about the class at your school. Although they are all objectively difficult, there can be huge differences in how the classes are taught and graded. Ideally, these classes should be taught by excellent teachers who can not just teach the material clearly, but include plenty of review and AP exam practice. You should also think about your own strengths and weaknesses, and how well a tough AP class will fit into your schedule. Even though all of these AP classes have tough material, the difficulty of the class might vary from school to school. The class itself could be incredibly difficult (lots of assignments, reading, and hard tests)- and you should be prepared for that. However, the class could also be easy (not very many assignments, easy tests), meaning you will have to put in a lot of work on your own to be ready for the AP test. Knowing what the class’s workload is like, and how that prepares you for the exam, is crucial to being prepared once May arrives. If the class is easy and you don't actually learn the material, you could fail the test despite getting good grades in the class. The bottom line here is that you’ll have to work very hard to succeed in any of these classes. But that work could come at the behest of a teacher or from your own willpower. If you don't think you're learning the material well enough in class to pass the test, consider getting a prep book and studying on your own in the second half of the year. Get Info About a Class To get info about an AP class, first talk to your guidance counselor. Ask for the class's syllabus, the class’s passing rate on the AP exam for the last few years, and what other students tend to say about the class. This will give you an idea of how well-taught a class is. Your guidance counselor can also recommend good prerequisite classes and teachers. Next, speak to the teacher if you can, or speak to a teacher you have who teaches the prerequisite class (for example, the Honors Biology teacher if you’re thinking about AP Biology). The teacher can give you a sense of what the workload is like, what they expect of their students, and how much work they expect students to do on their own. Finally, find out what the word of mouth for the class is at your school by talking to older students. Don't rely too much on any one person's opinion, because students can exaggerate, but look for general trends. For example, if everyone says that AP Biology is really hard but they learned a lot and passed the AP exam, that's a sign the class is worth taking. Think About Your Strengths If you tend to do well in a subject, you will likely do well in a corresponding AP class, even if it's one of the hard ones. For example, even though AP Biology is hard, if you’ve done well in previous science classes, have a knack for memorization and critical thinking, you might be better prepared for AP Biology than, say, AP European History, even though that’s not seen as one of the hardest AP classes. On the flipside, if you really struggle with something- like writing or math- you need to be extra careful about taking a tough AP class like AP English Literature or AP Calculus BC. We’re not saying to avoid those classes if you think you might have a hard time. We are saying to be prepared to spend lots of time studying! Think About Your Overall Schedule How well you do in a hard AP class could also depend on your schedule. For example, AP Biology might be more feasible your sophomore or senior year since you won’t be worrying about the ACT/SAT. However, if you take it junior year, you might have a hard time balancing ACT or SAT studying with the AP Biology class. Also consider other classes, your extracurricular commitments, work schedule, and family commitments before signing up for any of these AP classes. You don't want a tough AP class to overload an already busy schedule. Along the same lines, do not feel pressured to overload on AP classes in general. More is not necessarily better, even if there is pressure at your school to take 5 AP classes in one year. It’s better to get two 4s than four 2s! And it's better to take AP classes that are interesting and meaningful to you. What’s Next? Find out about the flipside of this discussion, the easiest AP classes. Also read about how many AP classes you should be taking total. Also studying for the ACT/SAT? Come up with a target ACT or SAT score based on your top schools. When’s the ideal time in your high school career to take the ACT/SAT? Find out here. 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:

Article Review Example | Topics and Well Written Essays - 750 words - 7

Review - Article Example It provides a succinct description defining the features of single-subject research. It also explains the criteria for determining when single-subject results are appropriate for establishing evidence-based practices. Using the Scientific Merit Rating Scale to quantify the study, the writer would assign a rating of two. The study gives participants sufficient description to enable the comparison of characteristics such as disability, age, and gender. The research gives accords operational precision to dependent variables. Collection of data is on reliability and meets IOA levels of minimum standards. For instance, Kappa is 60 percent and IOA is 80 percent (NAC). The research design gives at least three experimental demonstrations at intervals of three points. It also provides replicable precision on baseline conditions. The dependent variables have social importance. The research provides operational precision to dependent variables. A procedure generates a quantifiable index for the measurement of every variable. One can also notice that measurement of dependent variables takes place repeatedly over time (Horner et al., 2005). There is validity of measurement of dependent variables. The writer can use the SMRS to rate the dependent measure at two. The study describes independent variables with replicable precision. Through the control of the experimenter, the study systematically manipulates independent variables. There is high desirability of overt measurement for the independent variable. The measurement relates to the fidelity of implementation of independent variables (NAC). The authors would give the study a SIRS rating of four because of an almost perfect implementation of basic procedures. Single-subject research has a sufficient description of individuals. The existence of few participants enables proper analysis of each one of them. One can compare individuals based on

Phenyl Thiocarbanate (PTC) Polymerase chain reaction (PCR) based Research Paper

Phenyl Thiocarbanate (PTC) Polymerase chain reaction (PCR) based genetic analysis of the PTC genotype using human-specific DNA primers - Research Paper Example Phenylthiocarbamide (PTC) also known as phenylthiorea (PTU) is an organosulfur thiorea that has phenyl ring (Karlsson, Et al., 2001). This chemical has a unique characteristic in that it tastes very bitter to some people or has no taste to other people (Woodings, 2012). PTC tasting is a genetically controlled ability to taste PTC and related substances, these have antithyroid activity (F.D. Kitchin, 1959). The PTC tasting ability is governed by a pair of alleles, dominant T for tasting and recessive t for non-tasting. People who have genotypes TT and Tt are tasters while those with genotype tt are non tasters. PTC tasting is determined by the level of dithiotyrosine in the saliva and this may be correlated to the dislike of plants in the Brassica genus among some people (M. Padmavathi, 2013). PTC is not found naturally, however, the ability to taste PTC correlates with the ability to taste other bitter substances that are found naturally. The PTC gene explains 85% of the total influe nce on whether a person is a taster or a non-taster, other factors such as having a dry mouth, explain the remaining 15% (HHMI, 2015). This explains why some people find some food too bitter to taste while other find this food not bitter at all.PTC has a unique characteristic because it tastes bitter to some people and has no taste to others. . PTC tasting is a genetically controlled ability to taste PTC and related substances that have antithyroid activity. Genotype refers to the genetic makeup or composition of an organism.

Business strategy Essay Example | Topics and Well Written Essays - 1500 words - 1

Business strategy - Essay Example merger of the Tarmac and Lafarge organizations in the UK may have been a noteworthy undertaking, yet this ought to shock no one given the measure of the portfolio and advantages of each company, their joined assets, and the different legacy products or services that they both needed to incorporate into one new organization. From the beginning, uniting the qualities of two of the UKs top and most powerful materials companies – Lafarge (with their quality in concrete items, solid concentrate on R&D and advancement) and Tarmac (with their national foot shaped impression and quality in totals, street contracting, and solid ethic of customer service) – was continually going to be a huge undertaking. According to Graham, Smart & Megginson (2012), merging of two major companies comes with its challenges as well as the benefit. Stahl & Mendenhall (2005) adds that merging is one of the business strategies that any company should consider as a means of improving its operations an d the market share. The joint venture company has established cognitive structures for present and future prosperity. Primarily, the two firms entered the venture to fulfill certain objectives, goals and vision. The daily business of the joint venture is usually mission. The mission for the venture is to be provide incomparable products and services in the construction field that are geared towards promoting safety and sustainable development. The mission motivates the company to provide solutions to various dilemmas experienced in the building and construction sector. In essence, the company’s activities are tailored towards achieving the already established mission. The merging of the two companies gave them an upper hand in the industry. The core competence of the company is a diverse workforce and sufficient infrastructure that facilitates quality production and transportation of materials from the production site to the required destination. That is, the company’s employees are

The Skin and Sensation Physiology

The Skin and Sensation Physiology The Skin and Sensation Physiology Introduction Skin is the largest organ of our body that protects us from microbes and helps to regulate our body temperature. It contains different kinds of sensory receptors that respond to variety of stimuli: mechanical, thermal and chemical. The general receptors of the body react to touch, pressure, temperature, pain and change of the environment. The encapsulated receptors which include free nerve endings may sense pain and temperature; Merkels discs, which sense light pressure and root hair plexuses that sense touch by the movement of the hairs. While the encapsulated receptors are enclosed in a capsule of connective tissue which are the Meisnner’s, Pacinian and Ruffini’s corpuscles. The density of skin receptors is greater in areas that are designed to sense our environment. These receptors convey the information to the CNS thus, any stimulus should be of threshold magnitude in order to detect. The sensory system have a limit of its sensitivity therefore, stimulus below minim um magnitude cannot elicit a response. The cutaneous receptors are scattered throughout the skin and the underlying fascia. These receptors are the mechanoreceptors, thermoreceptors, nocireceptors and proprioreceptors that are sensitive to a certain stimuli. Sensation is defined as a state of awareness of the internal and external environment. There are four criteria to be considered in order for a sensation to occur. First is the stimulus, the change in the environment in which we should be aware of. Next, there should be a receptor- a cell or organ which is sensitive to the stimulus. There must also have an afferent nerve pathway that will carry the signal to the CNS and lastly, there should be sensory cortex where the signals was analyzed and interpreted. Hence, this activity aims to demonstrate the sensation acuity using various models in tactile localization and adaption, to determine relative sensitivity of selected areas of the skin and to be able to understand the different features of sensation in relation to various stimuli, adaptation and after image phenomenon. Methodology Tactile Distribution: Two-point Sensibility Begin the test by asking the subject to close his eye. Using a vernier caliper, test the ability of the subject to differentiate two distinct sensations by setting the vernier caliper at the distance with points close together and gradually increasing one or two points until the subject has reached the sensation when the skin is touch simultaneously at two points. Record the distance in which the subject first felt the two-point threshold and repeat two trials for each body area listed below. Back of the neck or nape area Fingertip Forearm (supine position) Tip of nose Palm of hand Tongue Upper arm Thigh area Leg area Tactile Localization Begin the test by asking the subject to close his eyes. Using a pencil tip, touch the skin of the test subject until it leaves an indentation. Then ask the subject to locate the exact spot using the pencil tips. Measure the error of localization using the vernier caliper and repeat twice for each body location listed below. Observe the localization of improvement. Palm Fingertips Forearm (dorsal side) Forearm (ventral side) Lips Thigh region Touch Receptor Adaptation Begin the test by asking the subject to sit and close its eyes. Place a coin on the forearm (antecubital fossa) of the subject. Record the time of how long it takes until the sensation cease. Once the sensation has ceased, add coins of the same size and record the time of pressure sensation. Repeat the same procedure on the other forearm and compare the observations. Ask the subject to close his eyes. Using a pencil tip, run the tip over the strand of hair and slowly pulling it up until the hair spring away from the tip. Ask the subject in which the sensation is greater when the hair is being bend or when it springs back. Weber’s Law: Sensation Intensity Difference Begin the test by asking the subject to sit on a bench and place his hand on the arm rest with eyes close. Put the 2-inch square cardboard on the distal phalanges of his index and middle finger. Gradually add 10 gram weight in the cardboard and ask the subject if he felt the weight. After the subjects feel the weight, remove the cardboard unto the finger and add additional weight from 1 to 5 grams, until he felt the weight increases and compared it with the initial weight. Record the weight increment that produced an added weight sensation. Test other initial weights at 50, 100 and 200 grams and get the Weber’s fraction. Temperature Adaptation and Negative After-Image Prepare three 1000 ml beakers with ice water, water at room temperature and waterbath at 50oC and assign each container into cold, room temperature and warm water. Ask the subject to immerse each of his hand on the cold and warm water for two minutes. Record which hands adapts faster in the said temperature. Then rapidly immerse both hands in the waterbath. Describe the sensation on each hand. Referred Pain Ask the subject to place his elbow in ice water for 2-3 minutes. Are there any changes in sensation localization? Record your observation. Results Various models in tactile localization and adaptation were used on selected areas of the skin for the demonstration of sensation acuity and relative sensitivity of the skin. Also, various stimuli, adaptation and afterimage phenomenon were also applied to understand different features of sensation. The following tables show the results on each exercises performed in this activity. Table 1. Two-Point Sensibility. The table above displays the results taken from the tactile distribution procedure for the two point sensitivity of different areas of the skin. Each area was applied with tactile stimuli from the caliper tips and the distance was recorded once the person had made a distinction of two-points. For the head portion or medial part of the body, the nape area or the back of the neck, the tip of the nose and the tongue got a threshold of 10mm, 8mm and 4mm, respectively. For the upper extremities, the fingertip, the palm of hand, the forearm in supine position and the upper arm got a threshold of 2mm, 8mm, 31mm, and 34mm, respectively. Lastly, for the lower extremities, the thigh area and the leg area got a threshold of 32mm and 36mm, respectively. Out of the nine different areas of the body where the stimuli was applied, the fingertip is noted to be having the most sensitive area while the leg area is the least among them all. Table 2. Tactile Localization. The table above displays the results taken from the tactile localization procedure of different areas of the skin. Two trials were performed and their difference measures the error of localization on each area. The fingertips and the lips received no error of localization since the subject had pointed the exact location of the indentation twice. This amount of error was followed by the palm having an error of localization of 1mm since the subject had pointed the indentation from a distance of 6mm on the 1st trial and 5mm on the 2nd trial. This was then followed by the thigh area, the dorsal part of the forearm and finally the ventral part of the forearm having an error of localization of 5mm, 6mm and 16mm, respectively. Noticeably, the fingertips and the lips had the least error since it received no error at all as compared to the ventral portion of the forearm that had the most error of them all. Table 3.a. Adaptation of Touch Receptors. The table above displays the results taken from the touch receptors adaptation procedure applied on the right and left forearm. The subject had a coin placed on its forearm with the time recorded once it can’t feel the weight of the coin anymore. The right forearm’s distinction is 5.1 seconds for one coin and 9.3 seconds for doubled while the left forearm’s distinction is 4.5 seconds for one coin and 8.8 seconds for doubled. This shows that the subject’s left forearm adapts faster than its right forearm. The difference of time in distinction was measured through subtracting the seconds felt by the right forearm to the left forearm. Having doubled coin received a less difference of time in distinction than having a single coin since the recorded seconds are 0.5 seconds and 0.6, respectively. It is also noticeable that the sense of pressure is shorter when there is only one coin then, returned but got longer after the addition of coins. Table 3.b. Adaptation of Touch Receptors. (++) = felt most; (+) = slightly felt; (-) = not felt Another adaptation procedure was performed using the subject’s hair and the results are being shown on the table above. Its hair strand was bent and sprung back using a pencil tip. The subject responded that the sensation felt greater when the hair was sprang back and least when it was bent. Table 4. Sensation Intensity Difference. The table above displays the results taken from the sensation intensity difference procedure of the fingers using Weber’s Law. Different initial weights were given to the subject’s two fingers which response was recorded after adding additional weights for the intensity difference. The Weber’s fraction came from the quotient of the two weights as how the formula displays on the table above. It is noticeable that the 10g weight got the most Weber’s fraction of 0.3 as compare to the other three weights – 50g, 100g and 200g – that got the same 0.1 Weber’s fraction. Table 5. Temperature Adaptation and Negative After-Image. (+) = adapts faster; (-) = adapts slowly/not adapting The table above displays the results taken from the temperature adaptation and negative afterimage procedure of the two hands exposed on different temperatures. With hands in each beaker, the hand that is placed on warm water adapts faster than the ones in the cold water. When both hands were transferred onto the third beaker containing room temperature water, the ones exposed on cold water earlier adapts too slow – â€Å"like it had gone numb† as compare to the ones exposed on warm water earlier. Table 6. Referred Pain. (+) = present sensation felt; (-) = no sensation felt The table above displays the results taken from the referred pain procedure applied at the elbow and had affected the sensation of the arm. After the elbow was dipped on an ice water for 2 minutes, the subject responded that the sensation had a change in location. It was then recorded that the location of the sensation is now felt on the upper arm. Discussion Conclusion The skin, the largest organ of the body and its somatosensory system or touch system, allows the human body to perceive the physical sensations of pressure, temperature, pain, experience texture and temperature and perceive the position and movement of the bodys muscles and joints. Using various models and procedures, several accounts were recorded including the lips and fingertips as the most sensitive and the more intense weights and temperature as the slowest to be adapted. These are all due to the receptor cells found in the skin that can be broken down into three functional categories: mechanoreceptors that sense different ranges of pressure and texture, thermoreceptors that sense and detect changes in temperature, and nociceptors that sense pain ranging from acute and easy to tolerate to chronic and intolerable. Literature Cited Boundless. â€Å"Skin and Body Senses: Pressure, Temperature, and Pain.† Boundless Psychology. Boundless, 06 Oct. 2014. Retrieved 16 Jan. 2015 from https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/sensation-and-perception-5/sensory-processes-38/skin-and-body-senses-pressure-temperature-and-pain-165-12700/ Experiencing Sensation and Perception. Chapter 12: Skin Senses. Retrieved from January 17, 2015. Available at: http://psych.hanover.edu/classes/sensation/chapters/Chapter 12.pdf. Touch. Retrieved from January 17, 2015. Available at: http://psychology.jrank.org/pages/634/Touch.html

Key Elements:The story of an hour :: English Literature

Key Elements:The story of an hour  · Plot: Standard plot. A woman who receive the notice of her husband's death, and when she begins to felt freedom her husband appear again and she can't accept it and fall died.  · Characterization: Few characters a. Mrs. Mallard or Louise: Mallard's wife. Was afflicted with hearth trouble. b. Josephine: Mrs.Mallard's sister. She was who told Mrs.Mallard the notice about her husband death. c. Richard: Mr.Mallard's friend. He heard about the notice about his suppose death. d. Brently Mallard: Mrs.Mallard's husband. He was supposed to be dead.  · Setting: The story takes place in Louise's house.  · Theme: I think we can't live in oppression because that doesn't let us be free. We can find themes like the oppression by men, and women rights.  · Point of view: The opinion or purpose of the author is to create inside us a brainstorm, because he doesn't give a direct opinion of the story or situation.  · Diction: It is simple to the reader understanding. The author used an appropriate language for the time the story develop the plot or the action.  · Narrative techniques: He uses narration and dialogue. The author makes use of the irony and the suspense. Also he used auditory for example, the piercing cry. The story of an hour After I read, analyze and find the key elements of this short story I can wrote down a few personal reflections of this great and suspense short story. Firs of all, I like this particular short story because kept me all the way long in suspense. Also because I hate long stories, dramas and poems. I think this story mention a very important point in all marriages of all times. This point or situation is the oppression of men for women

Education for All Essay

Higher Education has left behind the image of an American college population featuring predominantly young men and women from affluent, well connected families. Being a college student myself at age 50, I notice the diversity in student demographics. College represents a new beginning for those who have been affected by the recent economical changes all over the country but mostly in California. The visibility of nontraditional students earning a degree while raising families is commonplace. The availability of financial aid, scholarships, and federal loan programs has opened collegiate doors for students of all income levels and cultural backgrounds. I had many reservations in regards to entering the education arena so many years after graduating high school. I had concerns that I would not be able to pass an entrance exam. In the article â€Å"College Entrance Examination Board† in the Encyclopedia of Education, Second Edition, The College Examination Board is the body that creates the nationally recognized college entrance exam referred to as the Scholastic Assessment Test or SAT which is taken by one million students annually and is required for admission by many four year colleges and universities (372). According to the â€Å"Assessment Requirements† article on the website, California Colleges, most California Community Colleges require a placement assessment test to accurately place students in appropriate classes based on each individual’s level of ability. After taking the placement test for Mt San Jacinto Community College, I was amazed at the simplicity of the test itself. However, my reading and comprehension is still college level and unsurprising to me since I have been out of school since 1979, the test showed that I would require some remedial math and grammar. Since becoming a student in a California college I have become aware of several things. According to the Postsecondary Education Commissions article â€Å"Admission and residency requirements† on the website California Postsecondary Education Commission, by law all California Community Colleges are required to admit any California resident who graduated from high school. In addition, community colleges may admit individuals who have not graduated but are over 18 years old and can benefit from the instruction offered. The Commission article further states California Community Colleges serve 1. million students every year and a California resident may attend any community college campus in the state. According to article â€Å"California High School Exit Examination,† on the website California Department of Education, in California all high school students must pass a test to earn a high school diploma, the test itself is called the CAHSEE. I further investigated this exam, and found another article referring to the CAHSEE called â€Å"Help with the California High School Exit Exam† on the website San Diego County Office of Education. In which the San Diego County Office of Education outlined the components of the CAHSEE exam. I was absolutely amazed. The test covers the curriculum of the courses I was placed in after taking the placement test at Mt San Jacinto Community College. I understand the placement of someone who has been out of school for over 30 years, but what I absolutely do not understand are the amount of students in the same classes as I am who are fresh out of high school. Something is definitely wrong. I have discovered that California Community Colleges are the melting pot for students that didn’t make it in high school and now are taking up space in the largest education system in the state. In fact, with the budget cuts in the State of California affecting class availability in the community colleges, obtaining the necessary classes for every student’s educational goal is challenging. I received an email from Enrollment Services at Mt. San Jacinto Community College, titled â€Å"Policy Changes Effective Summer 2012,† its content disturbed me. Basically, it is limiting the number of times each student can take a class to receive a passing grade. That means that the student can take up to three semesters and receive financial aid, take up desk space, trying to pass a class that before this change, the class could be taken more than three times to achieve a passing grade. This policy was adopted by the Board of Governors of the California Community Colleges to â€Å"ensure that as many students as possible are provided the opportunity to access a postsecondary education†. There is a gap between exiting high school and entering community college. There are Adult Education Centers in every community and these schools should be utilized for those students who don’t have college level reading comprehension skills. There should be a referral source and a retesting arrangement for students that cannot read. This has been the most frustrating element of returning to college. The students that for whatever reason did not finish high school and do not have adequate reading comprehension skills should not take up space in the higher education arena. A bridge needs to be created to assist these individuals to integrate them into college. The assessment placement test places students below 10th grade reading and comprehension abilities in remedial courses. Community colleges are providing classes that are not college level, which takes away classroom availability for students moving towards a degree, or certificate program. Class availability is a twofold problem, the number of student trying to enroll in college that don’t have the college level skills and the students enrolling in college trying to obtain their undergraduate courses to transfer to a four year college or university. The remedial classes I took my first semester back to college did not count towards my college units needed for a degree. However, it was difficult to register for these classes due to the infrequent availability and the number of students trying to register for these same courses. There is a huge benefit to the student taking these classes. Not only does it improve reading comprehension and math skills, but it teaches note taking and encourages better study habits. Ultimately these two things are greatly important to being successful in college. Using the community Adult Education Centers for Basic English, math or English as a Second language is part of the solution. The next would be to change the community college entrance â€Å"Accuplacer Test† to a more sophisticated â€Å"Entrance Exam† geared towards college level ability. Not only would this make more class rooms available at the community college level but increased class availability for the type of classes meeting the specific needs of the student. In the article by David Olson â€Å"Education is key theme of Riverside White House summit† from The Press-Enterprise, the percentage breakdown of persons with a bachelor’s degree is 13 percent Hispanic, 31 percent white and 50 percent are Asians (A1+). Olsen further states that nearly half the Inland area’s residents and 60 percent of its school children are Hispanic and lag far behind their classmates in educational achievement (A1+). This is greatly attributed to the language barrier. English as a second language does not carry college degree units. I believe that students who need this type of instruction could receive it just as well in an Adult Education setting. According to the article by Joanna Lin, â€Å"Expanding access to education,† in The Press-Enterprise, the Riverside Unified School District, introduced a state wide ballot initiative that would give students unrestricted access to publicly funded courses (A1+). This initiative would not limit the access to the courses by Zip code. The courses are known as the A-G requirements, required by California State University and University of California for admission. Having access to these undergraduate courses through the Riverside Virtual School is another solution for the overcrowding at community colleges. Lin further states that access to these courses could be through the student’s high school or through any publicly funded school. The type of classes could be online, classroom based or a blended model of both (A1+). According to the article â€Å"Budget Cuts Affect California Community Colleges† on the website Purpose of Education, a state budget cut is affecting more than 21,000 college students in California. Students that would have enrolled in a California State College are now seeking undergraduate courses at the community college level. Due to the overcrowding in the community colleges this student population is having a difficult time accessing their classes. According to Lin’s article in The Press-Enterprise, the Riverside Virtual School would assist in making undergraduate courses available. Lin further states this initiative calls on the State of California to modify its school financing to funding based on courses completed rather than on average attendance allowing multiple institutions to split funding for the same student (A+). It is my belief that in trying to help students whose educational ability is less than the criteria necessary to achieve success in community college, the Department of Education is denying the caliber of students who have the ability to achieve a degree and give back to society in the fashion that supports higher education. Utilizing Adult Schools is a solution for this problem. Every person has a right to education; California law regarding the right to everyone over 18 years of age can enroll in a community college and receive an education is a proactive and positive contribution to the betterment of society as a whole. My argument lies within the parameters of the assessment process. I believe that all students entering community college should have college level reading comprehension and basic math skills. If a student is not able to read at college level then the student should be referred to the Adult Education Center in his or her community to receive remedial instruction and then referred back to the college for re-assessment testing. This process would allow a greater availability of classes to students that already possess these skills and reduce the overcrowding as well as the financial strain on California Community Colleges as a whole. Those students that are serious about furthering their education will do whatever it takes to accomplish their goal. The demographic of the country is changing, along with it the need of the Department of Education to rise to the challenge. Education is mandatory for success for anyone. It is my belief that with the types of alternate education for undergraduate courses outlined in Lin’s article â€Å"Expanding access to education† and utilizing the community Adult Education Centers for remedial education, any student would be able to successfully obtain a degree. Not only obtain a degree but be able to do it in a more expedited fashion, which would benefit society as a whole.

The Causes of the War of 1812 essays

The Causes of the War of 1812 essays The War of 1812 was not just a battle against an external foe but stemmed from internal problems as well. The external enemy that the United States was facing was Britain, but that was not the most severe dilemma that they faced. The real problem that was occurring during this time was the internal struggle going on in the United States of America. These internal conflicts consisted of matters such as the issue of the north part of the country which was federalist did not want to go into war, but the south part of the states, which were anti-federalist wanted to go into war. Another issue was the war hawks, a group of western and southern leaders that was firmly Republican in their party's loyalty and encouraged war; the war hawks would become a cause for more internal problems facing the United States during the period around the War of 1812. One issue that supports the statement that internal struggle was a factor that led to the War of 1812 is the issue of the dispute between the northern part of the United States; which, being mostly federalist, was loyal to the British, not wanting to go to war and the southern part of the United States, having enough of the British presence on U.S. soil, wanting to go to war. This dispute was over whether or not to go to war; anger and rage flew back and forth during the heated debates about facing Britain in a battle or just backing off. The north wanted to back off and did not want war, while the south craved to get Britain out of the U.S and teach them a lesson. This caused great conflict in Congress and the government as a whole. This conflict grew in size and was one of the major reasons that the U.S. decided to go to war with Britain, without the influence spurred by this conflict, war may have never occurred. The last issue that caused U.S. internal conflict was the presence of the war hawks, a group of southern and western leaders that encouraged war against Britain due to th...

Spanish Phrases Meaning Unless

Spanish Phrases Meaning Unless A menos que and a no ser que are two of the most common ways in Spanish to express the idea behind the English conjunction unless. Because the verb following either one of these phrases refers to something that hasnt happened yet and may never happen, it typically is in the subjunctive mood. In a sense, these phrases are used in making negative conditions, or the opposite of si or if. In other words, these phrases are used to indicate that if a certain event (the one specified by a verb in the subjunctive mood) does not occur, then another event (using a verb in the indicative mood) will (or would, if the conditional tense is used). Here are some examples using a menos que: A menos que tengas pasià ³n en lo que haces, no vas a ser feliz. Unless you have passion about what youre doing, youre not going to be happy. No aprobars a menos que estudies mucho. You wont pass unless you study a lot. A menos que el mundo despierte, la humanidad no tiene futuro. Unless the world wakes up, humanity doesnt have a future. Generalmente no tengo problema a menos que coma alguna comida picante. Generally I dont have a problem unless I eat spicy food. A menos que estuviera muy enojado, llorarà ­a. Unless I were very angry, I would cry. No podemos tener salud a menos que bebamos unos ocho vasos de agua al dà ­a. We cant be healthy unless we drink some eight glasses of water a day. A no ser que is used in the same way and is nearly always interchangeable with a menos que: Va a ser difà ­cil, a no ser que nieve bastante. Its going to be difficult, unless it snows enough. La vida no es buena a no ser que uno tenga dinero. Life isnt good unless one has money. No tendremos à ©xito a no ser que tengamos una visià ³n global. We wont have success unless we have a global vision. La vida no es aceptable a no ser que el cuerpo y el espà ­ritu vivan en armonà ­a. Life isnt acceptable unless the body and spirit live in harmony. These phrases can also be used along with commands instead of a verb in the indicative in the independent clause: No lo haga a menos que comprenda todos los riesgos. Dont do it unless you understand all the risks. Cà ³mpralo, a no ser que tengas dudas. Buy it, unless you have doubts. Spanish also has several other less common phrases that have much the same meaning, as shown in boldface in the sentences below: Un cuerpo permanecer en un estado de reposo o de movimiento uniforme, a menos de que una fuerza externa actà ºe sobre à ©l. A body will remain in a state of rest or steady motion, unless an external force acts on it. Se recomienda no utilizarlo a reserva de que sea claramente necesario. Using it is not recommended unless it is clearly necessary. De no ser que lleves ya una dieta muy bien equilibrada, ser mejor que sigas estes consejos. Unless you follow a very balanced diet, it will be better if you follow this advice. Llegaremos a las nueve salvo que el autobà ºs se retrase. We will arrive at 9 unless the bus is late.

Alcoholism diseases for mankinds Essay Example | Topics and Well Written Essays - 750 words

Alcoholism diseases for mankinds - Essay Example ic, and environmental factors that influences its advancement and manifestation and it is associated with many possible causes and numerous detrimental effects on the alcoholic. Some of the alcoholism diseases of mankind are liver cirrhosis, schizophrenia, and hepatitis C infection. According to MedicineNet (2014), liver cirrhosis is one of the most severe forms of alcoholic related liver diseases especially amongst people drinking excessively. The disease normally see the healthy cells of the liver tissue replaced by scar tissue in the process known as fibrosis thus making the liver tissue to become lumpy and hard instead of smooth. Some of the early symptoms of alcohol induced cirrhosis include loss of appetite, feeling sick and vomiting, itchy skin, and weight loss. However, when the conditions progresses the symptoms may include yellowing of skin, swelling in the abdomen, muscle wasting, bruising and bleeding easily, confused feeling, or having poor memory and sexual changes. It is worth noting that liver always has significant function of processing alcohol one drinks. Conversely, it can only handle a specific amount of alcohol and therefore heavy or regular drinking puts strain and eventually damages the liver. The damage on the liver makes it less able to perform the function of processing chemical substances, which is a risky because the gradual damage on the liver may finally make it stop working properly (MedicineNet, 2014). Many alcoholics have ended up dying because of inappropriate medication or fatal cases of alcohol induced liver cirrhosis. The damage caused on the liver is irreversible although further damage may be stopped if individuals stop drinking. There a number of heavy drinkers who have undergone liver transplant because of their damaged livers. Additionally, the second disease caused by alcoholism is schizophrenia mostly because alcohol is highly abused apart from nicotine. People suffering from schizophrenia consume alcohol for same

Hospital- Acquired Infections Research Paper Example | Topics and Well Written Essays - 750 words

Hospital- Acquired Infections - Research Paper Example Researches have been launched to investigate for probable predisposing factors of HAI as well as the possible mitigation measure that can be put in place to control this disaster. This article will focus on the impact of HAI, its possible causes, and the measures being put in place in an effort to control it. As a result of the increase in cases of HAI, the medical sectors have launched various research programs as a strategy to come up with permanent solutions to solve this problem. Statistical researches have established the extent of occurrence of these Nosocomial infections. The most affected regions include the United States, Italy, France, United Kingdom and Switzerland. For example, in the USA, the center for Diseases control and prevention reported that about 1.7 billion of individuals had contracted this kind of infection (CDC, 2010). Of this number, about one hundred thousand are reported to die each year. According to medical literature, the most common HAI include Pneumonia, urinary tract infections, and bloodstream diseases (Plowman, 1). The most commonly affected individuals include the workers in hospitals, the patients admitted in these hospitals, and visitors who often come to see their inpatients. This has resulted in a large financial burden in the economy of the affected states. The Prevention epicenter program was launched by the Center for Disease and Control Prevention to research on HAI (CDC, 1). This research group has pulled a lot of efforts to establish the predisposing factors and the possible measures that can be implemented to control this calamity through following a scientific research approach. For instance, it has explored the biology of microorganisms that are commonly related to these infections. To kick off this disaster, the first step involves the establishment of the predisposing factors. Predisposing factors refer to