High School Science Curriculum Plan of Study

High School Science Curriculum Plan of Study High school science typically consists of two or three years of required credits along with additionally offered electives. Two of these credits usually require a laboratory component. Following is an overview of suggested required courses along with electives a student might find at a typical high school. Year One: Physical Science The physical science curriculum covers the natural sciences and nonliving systems. Students focus on learning overall concepts and theories to help them understand and explain aspects of nature. Across the country, different states have different opinions on what should be included in physical science. Some include astronomy and earth science while others focus on physics and chemistry. This sample physical science course is integrated and includes basic principles in: PhysicsChemistryEarth scienceAstronomy Year Two: Biology The biology curriculum involves the study of living organisms and their interactions with each other and the environment. The course provides students with laboratories designed to help them understand the nature of living organisms along with their similarities and differences. Topics covered include: Cellular biologyThe lifecycleGeneticsEvolutionClassificationOrganismsAnimalsPlantsEcosystemsAP biology The College Board suggests that students take AP biology one year after they complete biology and a year of chemistry because AP biology is the equivalent of a first-year college introductory course. Some students choose to double up on science and take this their third year or as an elective in their senior year. Year Three: Chemistry The chemistry curriculum covers matter, atomic theory, chemical reactions and interactions, and the laws that govern the study of chemistry. The course includes laboratories that are designed to reinforce these major concepts. Topics covered include: MatterAtomic structureThe periodic tableIonic and covalent bondingChemical reactionsKinetic theoryGas lawsSolutionsChemical kineticsAcids, bases and salts Year Four: Electives Typically, students take their science elective in their senior year. Following are a sampling of typical science electives offered in high schools. Physics or AP physics: Physics is the study of the interactions between matter and energy. Students who have doubled up in previous years and taken basic physics might choose to take AP physics their senior year. Chemistry II or AP chemistry: Students who have taken their first year of chemistry might continue with chemistry II or AP chemistry. This course continues and expands on the topics taught in chemistry I. Marine science: Marine science is the study of the marine environment including the ecology of the seas and the diversity of marine organisms and ecosystems. Astronomy: Many schools do not offer courses in astronomy. However, the study of astronomy is a welcome addition as a science elective. Astronomy includes the study of the planets, stars and sun as well as other astronomical structures. Anatomy and physiology: This subject involves the study of the structures and functions of the human body. Students learn about the skeletal, muscular, endocrine, nervous and other systems in the body. Environmental science: Environmental science is the study of the interaction between humans and the living and nonliving environment around them. Students learn about the effects of human interaction including deforestation, pollution, habitat destruction and issues surrounding the management of the Earths water resources.

Use of Estar and Ser with Adjectives of Marital Status

Use of Estar and Ser with Adjectives of Marital Status If you are learning to speak Spanish, you may be wondering which word describing martial status is correct - soy casada or estoy casada? The quick answer is that theyre both correct! With adjectives of marital status - ones other than casado (married) include soltero (single), divorciado (divorced) and viudo (widowed), along with their feminine equivalents - estar and ser are more or less interchangeable. Difference Between Ser and Ester Although the differences between ser and estar are usually distinct, that just doesnt seem to be so with the adjectives of marital status, where youll often hear the two verbs used with little difference in meaning. In some areas, however, one or the other may be preferred, and estar probably has an edge in everyday speech, at least with casado. Even so, use of estar can suggest (but doesnt always) there has been a change in marital status. Thus, you might ask a new acquaintance  ¿es usted casado? if you see his marital status as part of his identity. But you might ask a friend you havent seen for a while  ¿ests casado? as a way of asking, Have you become married since I saw you last? or Are you still married? Similarities With Other Spanish Adjectives The same is true with very few adjectives, such as gordo (fat) and delgado (thin), that describe personal characteristics. Both es gordo and est gordo can be used to say he is fat, for example. The latter often suggests that there has been a change, while the former may suggest merely a description of the way a person is. So the choice of verb can suggest an attitude - estar may suggest a state of being at the moment, while ser may suggest an inherent characteristic. In fact, that is the safest way to make your verb choice, and estar must be used where indeed there has been a change. But in everyday descriptions, the distinction of meaning isnt always a sharply clear one.

Court Case Essay Example | Topics and Well Written Essays - 500 words - 1

Court Case - Essay Example They say that in this era of economic development private property is now in danger of being transferred to another private owner who according to them will put it into a more productive use. These activists reason and put forward that these actions removes the distinction between private and public property and therefore they dissent. In their article narrating why they dissented, they give us an example of the events that went forth in New London. Petitioners were residents or investors owning homes in the Fort Trumbull neighborhood of New London, Connecticut. They were born and lived there all their lives and this was the place they had always called home. Suddenly the Pfizer Inc. realizes a business opportunity near the Fort Trumbull neighborhood and months later the New London city council grants the New London Development Corporation(NLDC) approval to prepare for the development plan named. Being a private and nonprofit corporation, with a mission of assisting the city council in economic development, NLDC having the mandate grasped the idea of the Pfizer to create jobs, increase tax among other benefits. A question arises, were the effects the development was going to cause on the residents considered? It is not stated in the article that an Environmental Impact Assessment(EIA) was carried out to indicate t he positive and negative effects the Pfizer will have on the people and the environment. This indicates a pure violation of rights and showcasing why the petitioners had to file the case so as to protect their property. They held that the NLDC had no powers to condemn their properties as stated in the Fifth Amendment. They claimed that the NLDC had approved a development plan on their property which was not a public one. According to the law the government cannot take their property for private use of other

The problems associated with the Blockbuster company Essay

The problems associated with the Blockbuster company - Essay Example The firm that is analyzed in the paper is Blockbuster. It was started in the year 1985 in Dallas as a single movie-renting store. With its aggressive growth strategy, the company managed to grow to nearly 7,265 stores in 24 nations around the world. Though the company remained as the world leader in movie rental during 1990s, problems emerged as new technologies developed in the area of entertainment distribution. New technologies that allowed online booking and online delivery of content developed as time passed, but the company management was adamant to give up its basic brick and mortar movie renting stores. As a result, while its competitors like Netflix effectively shifted to, and excelled in, methods like online booking, mail delivery and VOD, Blockbuster went on struggling with the already declining in-store movie renting systems and fell into debts. This resulted in a lot of issues in customer service that again made many existing customers leave the company. Firstly, the num ber of titles on offer declined dramatically, and secondly, popular items often went out-of-stock. Also, the delivery system was too slow as compared to that of its rivals. Thus, the company closed its year 2007 with a net loss of $ 85.1 million. This work looks into the various reasons behind the existing issues and tries to suggest ways for improvement in the future. A look into the performance of Blockbuster proves that once glamorous Blockbuster where everyone stopped to pick up a few movies has become a shadow of its past. There are a number of issues ranging from stiff competition, indifferent and doubtful management, lack of clear objectives, and finally, the continuously changing industry dynamics. Until the end of 1990s, Blockbuster was at the top of the rental business, and it never considered Netflix or any such other companies as consequential competitors. So the company paid little attention towards the emerging technologies and the changing customer preferences. Soon, the company found that its profits were going dramatically down. Thus, the stock price of the company fell from $29 to $2 per share. This was mainly the result of the emergence of other forms of entertainment delivery like rental by mail and video on demand. As these technologies emerged, a significant proportion of customers found them more convenient than in-store renting. It was at that juncture that the company made the most terrible mistake in its history. Instead of adapting itself to the emerging trend, the company decided to strengthen its in-store business. However, as the in-store business was destined to fail as technology allowed more convenient renting options, the effort proved futile. On the other hand, its rivals like Netflix who successfully adopted rental by mail and video on demand technologies found significant improvement in business and profit. As the company found itself in trouble, it started new strategies like kiosks, rental by mail and video on demand. How ever, each of the new strategies had its own defect too. For example, the rental by mail offered by Blockbuster was not as effective as that of Netflix. While Netflix managed to deliver the order in a single day, Blockbuster took one to three days. Also, while Netflix ensured successful delivery in more than 95% of the cases, many of the Blockbuster visitors found their favorite titles out-of-stock. Admittedly, the company has taken beneficial steps that will improve the position of the company in future. First of all, it has widened the product array in its brick and mortar stores by adding electronic appliances and video games. Secondly, it has started VOD though it has not been seriously explored. In fact, most of the problems faced by the company are associated with the lack of a specific objective. The management goes on changing its strategies in very short intervals, and hence, the customers get too puzzled to take a decision. Also, even the company representatives find it

Commandment Relation to Christ-like Love Essay Example for Free

Commandment Relation to Christ-like Love Essay The commandment I choose which displays three types of Christ-like love is the 8th commandment, Thou shall not steal. The first type of Christ-like love that the commandment Thou shall not steal displays is desiring what is the best for others. Stealing is something that is very wrong. For example, if someone is angry at someone, they might express their anger by stealing their belongings. This is not right. Someone can just approach the person they are angry at, and tell them how they feel about the situation. This is much better for others instead of stealing. The second type of Christ-like love that the commandment Thou shall not steal displays is that it is an emotion and decision. Stealing is a decision that is made when people go through various types of emotions. Some emotions include anger, frustration, mad, stressed, etc. When someone feels like this, they might feel like stealing someones belongings . By making the decision not to steal, it will make someone feel a different type of emotion. They will feel proud because they know that they are doing the right decision instead of doing something bad. Nevertheless, this is why the commandment Thou shall not steal is an emotion and decision. The third type of Christ-like love that the commandment Thou shall not steal displays is walking away from harm. Depending on what is stolen, it can be considered a crime. Nevertheless, anytime of stealing is wrong, no matter how valuable the item is. For example, if someone stole a top from The Gap store, it is considered a crime. In addition to this wrong crime, if someone steals a pencil from a teachers desk it is just as wrong. Even though the pencil isnt as valuable as a top, any type of stealing causes harm. When walking away from this, it saves harm for both the stealer and the victim. Both people will not be involved in any type of stealing situation when showing the Christ-like love of walking away from harm.

William Shakespeare :: essays research papers

William Shakespeare William Shakespeare was born in the Hole Trinity Church in Stratford-upon-Avon in Warwickshire on April 23, 1564. He was the first son and third child of John Shakespeare, a leather tanner and a maker of gloves, and Mary Arden Shakespeare. William’s parents were married around 1558 and had a total of eight children, three of which died in childhood.   Ã‚  Ã‚  Ã‚  Ã‚  William’s family had been living in the area of Warwickshire for many years and was respected. William’s father was at one time prosperous and elected to municipal offices. He was a member of the Stratford council in 1557 and appointed mayor in 1568. John was not without fault, though, and four times from 1570 to 1572 he faced prosecution for money lending and illegally buying wool. He fell into hard times financially and stopped buying property, went into dept, and even mortgaged part of his wife’s inheritance.   Ã‚  Ã‚  Ã‚  Ã‚  Despite financial difficulties in the family, the boy William’s education was not neglected, and he went to the local school in Stratford. Some scholars questions whether a single could have written all the great literature attributes to Shakespeare, citing his schooling as proof that he was poorly educated, but their assumption is probable false. ( ) The teachers in school the William had attended had degrees from Oxford, and the education that the boy received was likely very good.   Ã‚  Ã‚  Ã‚  Ã‚  Exactly what young William did after his years of schooling is not really clear, but we do know that during the winter of 1582, at the age of 18, he married Anne Hathaway, the eldest daughter of Richard Hathaway. She was 26, much older than her teenage husband, and pregnant by him. The church announcement of the marriage was waived on November 28, 1582 and less than six months later their first child, Susanna, was baptized in Stratford church on May 26, 1583. Early in 1585, Anne gave birth to twins: Hament, their only son (who died young), and Judith, their second daughter. With a wife and three kids to maintain, and still dependent on his father one of the London acting companies that had been touring in Stratford.   Ã‚  Ã‚  Ã‚  Ã‚  Shakespeare moved to London in 1585, where he was very successful. He was an actor and a writer and even owned his own playhouse. He was very respected man there. He was the first playwright to have his formal biography written and published with his works.   Ã‚  Ã‚  Ã‚  Ã‚  By 1592 William was firmly established in the big city of London.

Research Questions, Objectives and Hypothesis

Research objectives are the goals of the research study. Research objectives specify the reason researchers are conducting research. For example, researchers may want to better understand the difference in pain scale results among subjects with a diagnosis of moderate traumatic brain injury. In this case the research objective would cause researchers to take steps to conduct scientific analysis to determine the variations in pain experienced between a group of individuals without a diagnosis of TBI and a group of individuals with TBI.The research objective is to determine if there is a difference in perceived pain levels among patients with a diagnosis of moderate traumatic brain injury as compared with individuals without a diagnosis of moderate traumatic brain injury. The objective is the reason researchers are conducting the research. Farrugia et al. cites Hayes in saying when formulating a research objective it is essential to know â€Å"where the boundary between current knowle dge and ignorance lies. † (Farrugia 2010).Understanding the missing component among previously conducted research and current observations is a key component when formulating a research objective. Research questions are the questions asked in order to achieve the objective. According to Farrugia et al. , an effective research question should â€Å"specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field† and be compliant with current ethical standards (Farrugia et al. 2010).The study authors further suggest using the FINER criteria in order to develop an effective initial research question. This delineates the research question into several component parts to analyze in detail the efficacy of the research question and if, among all the available or visible possible questions, the question chosen is the most effective research question to guide the stud y. For example, according to Jackson, a research question may state â€Å"do science majors score higher on intelligence tests then students in the general population† (Jackson 2011).This question guides the course of the research study and guides researchers in setting up the study effectively and accurately. It is important, throughout the course of research, to ensure that additional questions do not cloud the initial research question (Farrugia et al. 2010). This requires a focus on the original research question and the ability of researchers to set aside additional questions that may arise for later research studies.A research hypothesis or alternative hypothesis is the hypothesis which researchers â€Å"want to support that predicts a significant difference exists between the two groups being compared† (Jackson 2011). For further description, Farrugia et al. describes the research hypothesis a hypothesis developed â€Å"from the research question and then the m ain elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance† (Farrugia et al.2010).The research hypothesis differs from the null hypothesis and sets the course of the study, the study details and types of measures used during the study. Jackson provides an example of a research hypothesis being derived from an initial research objective when a researcher wants to illustrate that children who attend educationally-based after school programs have higher IQ scores compared to children who do not attend educationally-based after school programs.The alternative hypothesis in this case would be that the researcher wants to prove that children who attend educationally-based after school programs have higher IQ scores. In order to accomplish this, because of the nature of proving and disproving facts and the impossibility of proving the truth of the hypothesis through statistics, the researcher would have to construct a null hypothesis â€Å"the hypothesis predicting that no differences exists between the groups being compares† (Jackson 2011).In this case the null hypotheses would perhaps say that children who attend academically-based after school programs have the same IQ scores as children who do not attend such programs. This would then allow the researcher to attempt to disprove the null hypothesis using inferential statistics to reject the null hypothesis, which in turn would mean the research or alternative hypothesis, is potentially supported by the data gathered by the researcher. Another important consideration is weather the hypothesis will be one-tailed or two-tailed.A one-tailed hypothesis is an hypothesis â€Å"in which the researcher predicts the direction of the expected difference between the groups† (Jackson 2011). A two-tailed hypothesis is â€Å"an al ternative hypothesis in which the researcher predicts that the groups being compared differ but does not predict the direction of the difference. † Whether one-tailed or two tailed (Jackson 2011) the hypothesis gives credence to the research and provides the schema on which researchers build their research study. Research Questions, Objectives and Hypothesis Research objectives are the goals of the research study. Research objectives specify the reason researchers are conducting research. For example, researchers may want to better understand the difference in pain scale results among subjects with a diagnosis of moderate traumatic brain injury. In this case the research objective would cause researchers to take steps to conduct scientific analysis to determine the variations in pain experienced between a group of individuals without a diagnosis of TBI and a group of individuals with TBI.The research objective is to determine if there is a difference in perceived pain levels among patients with a diagnosis of moderate traumatic brain injury as compared with individuals without a diagnosis of moderate traumatic brain injury. The objective is the reason researchers are conducting the research. Farrugia et al. cites Hayes in saying when formulating a research objective it is essential to know â€Å"where the boundary between current knowle dge and ignorance lies. † (Farrugia 2010).Understanding the missing component among previously conducted research and current observations is a key component when formulating a research objective. Research questions are the questions asked in order to achieve the objective. According to Farrugia et al. , an effective research question should â€Å"specify the population of interest, be of interest to the scientific community and potentially to the public, have clinical relevance and further current knowledge in the field† and be compliant with current ethical standards (Farrugia et al. 2010).The study authors further suggest using the FINER criteria in order to develop an effective initial research question. This delineates the research question into several component parts to analyze in detail the efficacy of the research question and if, among all the available or visible possible questions, the question chosen is the most effective research question to guide the stud y. For example, according to Jackson, a research question may state â€Å"do science majors score higher on intelligence tests then students in the general population† (Jackson 2011).This question guides the course of the research study and guides researchers in setting up the study effectively and accurately. It is important, throughout the course of research, to ensure that additional questions do not cloud the initial research question (Farrugia et al. 2010). This requires a focus on the original research question and the ability of researchers to set aside additional questions that may arise for later research studies.A research hypothesis or alternative hypothesis is the hypothesis which researchers â€Å"want to support that predicts a significant difference exists between the two groups being compared† (Jackson 2011). For further description, Farrugia et al. describes the research hypothesis a hypothesis developed â€Å"from the research question and then the m ain elements of the study — sampling strategy, intervention (if applicable), comparison and outcome variables — are summarized in a form that establishes the basis for testing, statistical and ultimately clinical significance† (Farrugia et al.  2010).The research hypothesis differs from the null hypothesis and sets the course of the study, the study details and types of measures used during the study. Jackson provides an example of a research hypothesis being derived from an initial research objective when a researcher wants to illustrate that children who attend educationally-based after school programs have higher IQ scores compared to children who do not attend educationally-based after school programs.The alternative hypothesis in this case would be that the researcher wants to prove that children who attend educationally-based after school programs have higher IQ scores. In order to accomplish this, because of the nature of proving and disproving facts and the impossibility of proving the truth of the hypothesis through statistics, the researcher would have to construct a null hypothesis â€Å"the hypothesis predicting that no differences exists between the groups being compares† (Jackson 2011).In this case the null hypotheses would perhaps say that children who attend academically-based after school programs have the same IQ scores as children who do not attend such programs. This would then allow the researcher to attempt to disprove the null hypothesis using inferential statistics to reject the null hypothesis, which in turn would mean the research or alternative hypothesis, is potentially supported by the data gathered by the researcher. Another important consideration is weather the hypothesis will be one-tailed or two-tailed.A one-tailed hypothesis is an hypothesis â€Å"in which the researcher predicts the direction of the expected difference between the groups† (Jackson 2011). A two-tailed hypothesis is â€Å"a n alternative hypothesis in which the researcher predicts that the groups being compared differ but does not predict the direction of the difference. † Whether one-tailed or two tailed (Jackson 2011) the hypothesis gives credence to the research and provides the schema on which researchers build their research study.