kislayksingh090504

A Controller recently stated: "If I have to disclose oursegments individually, the only people who will gain are ourcompetitors and the only people who will lose are our stockholders"Do you agree?

. Do you ask questions when variances are favorable, or only when variances are unfavorable? If so, why? Who would you hold responsible (or accountable) when each of the following variances are either favorable or unfavorable?

Material price variance - who is responsible, and why?

Material quantity variance - who is responsible, and why?

Who Are You 

Chemistry help thanks

potato-blood-glycerol agar is the recommended culture medium for the recovery of

a. bordetella pertussis, b. cardiobacterium hominis, c. rhodococcus equi, d. brucella suis, e. vibrio vulnifcus

Whooping cough is an infection of the respiratory system caused by a toxin from the bacteria Bordetella pertussis. Explain on a cellular level what is happening?

What is an antibiotic? Which class of antibiotics works best for Bordetella pertussis?

What's the difference between Base unit and derive unit? 

Picking the Brains of the Founding Fathers

Experts Clash Over Whether the District Was Meant to Get a Vote in Congress

By Mary Beth Sheridan
Washington Post Staff Writer
Monday, May 28, 2007

The setting is Congress, the year 2007. But as lawmakers wrangle over the D.C. voting rights bill, they are turning the clock back to the 1700s, furiously debating whether the Founding Fathers intended to deprive District residents of a vote in the national legislature.

On one side: the Bush administration and other critics of the bill, who believe the framers created the current situation intentionally. On the other: supporters of the bill, including Eleanor Holmes Norton (D), the District's nonvoting congressional delegate.

It is "slander," she declared heatedly last week, to suggest that the founders would fight a war over voting rights "and then would turn around and deny representation to the residents of their own capital."

Who's right?

Leading historians say the record on the founders' intentions for the future capital is unclear in some respects. But there is little evidence they sought to deny the vote to what would eventually become hundreds of thousands of D.C. residents, the historians say.

Does it matter what a bunch of bewigged 18th-century revolutionaries thought about the District? It actually matters a lot: Their 200-year-old opinions could affect whether the current voting rights bill is deemed legal. The legislation, which seeks to give the District its first full seat in the House of Representatives, has passed the House and is now before the Senate.

The main argument advanced by the bill's opponents is that the Constitution reserves House membership for representatives from states. And the District is not a state, they note.

Supporters and opponents of the bill are delving into history to try to clarify what the framers intended in 1787, when they inserted 38 words into the Constitution allowing for the creation of a federal government district. The brief clause gives Congress the power "to exercise exclusive legislation" over a future seat of government.

Did the framers mean its residents couldn't vote in Congress?

Absolutely, said John P. Elwood, a Justice Department official who testified at a hearing before the Senate Judiciary Committee last week. "The framers and their contemporaries clearly understood that the Constitution barred congressional representation for District residents," he said.

Nonsense, retorted Richard P. Bress, a former assistant to the U.S. solicitor general. "I can't agree the evidence shows the Founding Fathers intentionally and permanently disenfranchised the people of the District of Columbia," he told the Senate panel.

Historians say early politicians disagreed about the nature of the future federal seat of government, with some wanting a strong, independent enclave and others fearing it would turn into a new imperial Rome. Political maneuvering colored the discussion.

"There is no one Founding Father position," said John Kaminski, a historian at the University of Wisconsin and editor of a 28-volume collection of documents on the ratification of the Constitution.

But several prominent scholars who have studied the period say there appeared to be little debate on whether residents of the new federal enclave would have the vote.

"The Constitutional Convention overlooked it," said Kenneth Bowling, a George Washington University historian and author of "The Creation of Washington, D.C." "The issue was not on their radar screen."

Historians traditionally have traced the District's status to a raucous demonstration in 1783 by unpaid Revolutionary War veterans outside what's now known as Independence Hall in Philadelphia. The federal Congress, which used the building, was not in session at the time; the rioters were aiming their wrath at a meeting of the Pennsylvania state executive council.

But some congressmen who were proponents of a strong central government seized on the incident, saying it underscored the need for a federal enclave under Congress's control, historians say. They got their way when the Constitution was drawn up.

Soon afterward, Alexander Hamilton and a few other politicians realized the Constitution did not provide specifically for congressional representation for residents of the new capital. Hamilton suggested that the first Congress fix the problem, but his amendment went nowhere.

Opponents of the current bill view the Hamilton amendment as a sign that the issue was debated at the time -- and that Hamilton lost.

"It was as controversial then as it is now," Jonathan Turley, a legal scholar from George Washington University, said at last week's Senate hearing.

But Bowling and other historians disagree, saying the young states and the first U.S. Congress were preoccupied with weightier issues -- such as the amendments that became known as the Bill of Rights.

"They had to organize the entire government!" declared Bowling, co-editor of a 22-volume edition of records and letters from the first federal Congress, which met in 1789-91. "They certainly weren't going to pay a lot of attention to the federal district when it didn't even exist yet."

In fact, it was 1790 before the U.S. government decided where to locate the capital -- on land ceded by Maryland and Virginia. Residents of the new district continued to vote in those states until 1801.

But in that year, Congress passed the Organic Act, assuming control of the District of Columbia and providing no provision for its residents to vote for members of Congress or a president.

That would seem a clear enough sign of Congress's intent. But historians caution that that act, too, should be seen in the context of the politics of the time.

It was passed by a lame-duck Congress fearful that the incoming president, Thomas Jefferson, an anti-federalist, would junk their vision of a strong capital, said William diGiacomantonio, a historian who has studied the period.

The outgoing Congress "really did want to preserve the independence of the District. And so they passed this really haphazard thing," he said, referring to the act.

"It's politics," the historian added. "It doesn't have anything to do with principle."

you will read in preparation for the Paideia Seminar. Read the article once, and note below any terms or ideas that you do not understand. Using the internet, try your best to find definitions and understandings for those terms and ideas.Once you have completed your first read of the text, proceed to the next step.

Give 3 Terms/Ideas and What it means

Checkpoint 1

How was Georgetown or Berry Farms gentrified?

Step 1: In the space provided, explain the concept of gentrification IN YOUR OWN WORDS. Include an example of where you can see gentrification happening in today’s DC.

Step 1 Response

Gentrification is

Step 2: Complete the graphic organizer below after reading the article. You will use it to record quotes or facts from the article that demonstrate causes of this neighborhood’s gentrification.

Name of Neighborhood: ____________________________

Cause

(Summarize in your own words)

Evidence from article

(Direct quote from text)

DCHA moving existing residents out to fix up the Farms.

DC has plans to demolish and rehab existing units in Barry Farms.

Step 3: Write a paragraph in response to the question, “How was ____________ gentrified?”. Make sure to include a thesis statement, 2-3 pieces of evidence from the article, and explanation of evidence within your response.

Step 3 Response

Step 1: Your Personal Definition of Revitalization

Revitalization is when . . .

Step 2: Look at the slide show. Choose two different areas of revitalization.  Take notes that answer the questions

Characteristic of Revitalization:

What was changed in the neighborhood that made it better?

Who was in charge of this project, the local government or private companies?

Who benefits from the change?

What is the effect on the community of this project?

Characteristic of Revitalization:

What was changed in the neighborhood that made it better?

Who was in charge of this project, the local government or private companies?

Who benefits from the change?

What is the effect on the community of this project?

CASE STUDY:

Jolinda Hobble had a history of her left knee slipping out of joint since 1998.  She went to see Dr.  Ralph J. Verygood, an orthopedic surgeon who recommended corrective surgery after Jolinda had  a major dislocation of the left kneecap in July of 2000.  As a result of this surgery, Jolinda suffers from  palsy of her left foot, a condition evidenced by numbness in her big toe and three adjoining toes, the numbness extending about half way up her foot on both the top and the bottom.  Jolinda was advised that she might still experience postsurgical knee problems, including inability to walk altogether.  She also says that she was not specifically warned about possible postsurgical numbness to either her left leg or foot. Dr.Verygood says that he did indeed warn Jolinda about this possibility.

The surgery was performed July 31, 2000.  Jolinda was placed under general anesthetic and remained unconscious throughout the operation.  Dr. Verygood performed a surgical procedure which has the effect of realigning the entire mechanism controlling the kneecap in order to correct the knee dislocation.  During the operation a pneumatic tourniquet was applied to Jolinda's leg to help the operation procedure by cutting off the blood supply to the leg to create a dry (bloodless) surgical field.  Following surgery Jolinda's leg was wrapped by Nurse Vicky with a padded dressing consisting of expandable bandage extending from the toes to the top of her leg.  Nurse Vicky is an employee of the hospital. 

Dr. Verygood was scheduled to take a few days vacation after the operation, but he nevertheless checked on Jolinda in the recovery room within one hour of the surgery. He also wrote detailed orders to be followed during his absence.

Jolinda says that she first awakened around dinner time on the day surgery was performed, but that she did not regain full consciousness until the following morning.  At that time she became aware of a throbbing pain in her left leg which was concentrated on the knee and foot. Jolinda first complained about the pain to the hospital nurse, Nicky the morning after surgery. Nothing was done about the pain, however, until she was checked by Dr. Greatman, Dr. Verygood's partner, on the second postoperative day.  Following Dr. Greatman's visit, Jolinda's bandages were cut off in the foot area giving her some relief and after which she experienced a tingling sensation throughout the whole foot.

Jolinda received follow up care from Dr. Verygood after  surgery for about one year and during this time period Jolinda's complaints of pain and numbness in her left foot continued.

1. Here is some more information to consider:  You end up hiring for your expert, Dr. Richard Cutgood, a board certified orthopedic surgeon, who had performed literally thousands of knee surgeries in his medical career.  Dr. Cutgood is of the opinion that the risk of the type of injuries Jolida has following this type of surgery was statistically nonexistent.

   Dr. Cutgood  concluded that the most probable cause of plaintiff's injury was external pressure either from the tourniquet used during surgery or from the application of tight bandages after the operation.  He considered the probability of nerve damage during the actual surgical procedure to be small because the surgical knife "isn't long enough to reach over and cut that nerve."   Regarding the tourniquet, from his experience tourniquet pressure ordinarily does not result damage to the nerves unless "it is incorrectly applied or it is applied over a bony prominence or the tourniquet itself is defective."

   Dr. Cutgood stated that while nothing in the record indicated that defendant did anything wrong during the surgery, he was of the opinion defendant was "below the usual and customary standard of care" as such result "does not generally occur without some untoward action of the surgeon."

   Does the doctrine of Res Ipsa Loquitor apply to this case?  What does this legal term mean?  What are the conditions that need to be present for this doctrine to apply?

based on your additional research, should police departments employ predictive policing to reduce crime with limited resources? Be sure to carefully defend your response with reasons and consider an objection (which you respond to) before you conclude the argument.

My response: I agree that being a part of the white society is like the concept of invisible privilege that has a familiar simile in that it is analogous to an invisible weightless knapsack. This metaphor emphasizes that white privilege, even though it may not be immediately obvious, has considerable advantages and opportunities that may include a lot of benefits and freedom to life. White people benefit from the structures and institutions in which they live. In the same culture, they were trained to be oblivious to their benefits. The undeserved advantages that were created by white people made people of color feel as if they were being oppressed. It is a norm and dominating racial power to be white in this society. For instance, if a white person comes into a new neighborhood, they are fairly certain that the bulk of their neighbors are the same color as them. A person has no idea of the advantages they have until they put themselves in the shoes of other people of color. Peggy McIntosh said that white advantages don't originate from a fault in a single human or from a single individual using them. It is via an inherent fault in the system that white privilege is created. If we wish to effect systemic change, it must occur inside the system. Systems have a major impact on individual behavior in the social world. We may all do our part to hasten the end. McIntosh maintains that white people may see racism in a different way when something gives them an advantage over others, not because it benefits white people. Systemic oppressions have interactive and internalized characteristics. Teaching racism as an act rather than an overall system that advantages the dominant group makes it difficult for white people to see themselves as racists. Embedded systems can't be eliminated, the recognition of them is important. Change won't come from just being dissatisfied with the system. McIntosh's example offers many benefits for comprehending white privilege. There are many advantages to understanding white privilege as the McIntosh example demonstrates. While it is true that 'whiteness' is simply about skin color, the various definitions of race reveal that it is really much more than that. The fact that McIntosh refers to white advantage rather than non-white disadvantage when framing the discussion of race reinforces the overall idea that race should be seen in terms of advantage rather than disadvantage.

include

1. Introduction

-State thesis and summarize argument

-Define any key terms

2. Main Body

-Argument 1, Argument 2, Argument 3

3. Objection

-Response to objection

4. Conclusion

-Restate thesis/summarize your main arguments

How was Georgetown or Berry Farms gentrified?

Step 1: In the space provided, explain the concept of gentrification IN YOUR OWN WORDS. Include an example of where you can see gentrification happening in today’s DC.

Step 1 Response

Gentrification is

Step 2: Complete the graphic organizer below after reading the article. You will use it to record quotes or facts from the article that demonstrate causes of this neighborhood’s gentrification.

Name of Neighborhood: ____________________________

Cause

(Summarize in your own words)

Evidence from article

(Direct quote from text)

DCHA moving existing residents out to fix up the Farms.

DC has plans to demolish and rehab existing units in Barry Farms.

Step 3: Write a paragraph in response to the question, “How was ____________ gentrified?”. Make sure to include a thesis statement, 2-3 pieces of evidence from the article, and explanation of evidence within your response.

Step 3 Response

Step 1: Click here to access the article you will read in preparation for the Paideia Seminar. Read the article once, and note below any terms or ideas that you do not understand. Using the internet, try your best to find definitions and understandings for those terms and ideas.Once you have completed your first read of the text, proceed to the next step.

Terms/Ideas

What it means

----------------------------------------------------------------------------------------------------

Step 2: As you read the text for a second time, complete the Cornell Notes on the next page to identify the different claims* that are presented in the article. Then, summarize the evidence used to support those claims. Include your evaluation of these claims and evidence. Finally, summarize your main conclusions after completing your chart.

*Note that the template below is just to get you started. There may be more or less than three claims in the article. Adjust the template as needed to eliminate or add to the number of claims.

Cornell Notes

Title of article:

Author and Publication:

Date Written:

Claims

Supporting Evidence and Evaluation of Evidence

Claim 1:

Claim 2:

Claim 3:

Evidence for Claim 1:

Evaluation of claim:

Evidence for Claim 2:

Evaluation of claim:

Evidence for Claim 3:

Evaluation of claim:

Summary of learning: What are your conclusions after reading this article?

Step 3: After completing the first two reads of the text, create at least four questions to ask your classmates during the Paideia Seminar. Remember that the central question for this Paideia Seminar is “Should the Founders’ intentions for D.C. still be relevant today?” Click here for tips on starting your questions.

Question #1:

Question #2:

Question #3:

Question #4:

Picking the Brains of the Founding Fathers

Experts Clash Over Whether the District Was Meant to Get a Vote in Congress

By Mary Beth Sheridan
Washington Post Staff Writer
Monday, May 28, 2007

The setting is Congress, the year 2007. But as lawmakers wrangle over the D.C. voting rights bill, they are turning the clock back to the 1700s, furiously debating whether the Founding Fathers intended to deprive District residents of a vote in the national legislature.

On one side: the Bush administration and other critics of the bill, who believe the framers created the current situation intentionally. On the other: supporters of the bill, including Eleanor Holmes Norton (D), the District's nonvoting congressional delegate.

It is "slander," she declared heatedly last week, to suggest that the founders would fight a war over voting rights "and then would turn around and deny representation to the residents of their own capital."

Who's right?

Leading historians say the record on the founders' intentions for the future capital is unclear in some respects. But there is little evidence they sought to deny the vote to what would eventually become hundreds of thousands of D.C. residents, the historians say.

Does it matter what a bunch of bewigged 18th-century revolutionaries thought about the District? It actually matters a lot: Their 200-year-old opinions could affect whether the current voting rights bill is deemed legal. The legislation, which seeks to give the District its first full seat in the House of Representatives, has passed the House and is now before the Senate.

The main argument advanced by the bill's opponents is that the Constitution reserves House membership for representatives from states. And the District is not a state, they note.

Supporters and opponents of the bill are delving into history to try to clarify what the framers intended in 1787, when they inserted 38 words into the Constitution allowing for the creation of a federal government district. The brief clause gives Congress the power "to exercise exclusive legislation" over a future seat of government.

Did the framers mean its residents couldn't vote in Congress?

Absolutely, said John P. Elwood, a Justice Department official who testified at a hearing before the Senate Judiciary Committee last week. "The framers and their contemporaries clearly understood that the Constitution barred congressional representation for District residents," he said.

Nonsense, retorted Richard P. Bress, a former assistant to the U.S. solicitor general. "I can't agree the evidence shows the Founding Fathers intentionally and permanently disenfranchised the people of the District of Columbia," he told the Senate panel.

Historians say early politicians disagreed about the nature of the future federal seat of government, with some wanting a strong, independent enclave and others fearing it would turn into a new imperial Rome. Political maneuvering colored the discussion.

"There is no one Founding Father position," said John Kaminski, a historian at the University of Wisconsin and editor of a 28-volume collection of documents on the ratification of the Constitution.

But several prominent scholars who have studied the period say there appeared to be little debate on whether residents of the new federal enclave would have the vote.

"The Constitutional Convention overlooked it," said Kenneth Bowling, a George Washington University historian and author of "The Creation of Washington, D.C." "The issue was not on their radar screen."

Historians traditionally have traced the District's status to a raucous demonstration in 1783 by unpaid Revolutionary War veterans outside what's now known as Independence Hall in Philadelphia. The federal Congress, which used the building, was not in session at the time; the rioters were aiming their wrath at a meeting of the Pennsylvania state executive council.

But some congressmen who were proponents of a strong central government seized on the incident, saying it underscored the need for a federal enclave under Congress's control, historians say. They got their way when the Constitution was drawn up.

Soon afterward, Alexander Hamilton and a few other politicians realized the Constitution did not provide specifically for congressional representation for residents of the new capital. Hamilton suggested that the first Congress fix the problem, but his amendment went nowhere.

Opponents of the current bill view the Hamilton amendment as a sign that the issue was debated at the time -- and that Hamilton lost.

"It was as controversial then as it is now," Jonathan Turley, a legal scholar from George Washington University, said at last week's Senate hearing.

But Bowling and other historians disagree, saying the young states and the first U.S. Congress were preoccupied with weightier issues -- such as the amendments that became known as the Bill of Rights.

"They had to organize the entire government!" declared Bowling, co-editor of a 22-volume edition of records and letters from the first federal Congress, which met in 1789-91. "They certainly weren't going to pay a lot of attention to the federal district when it didn't even exist yet."

In fact, it was 1790 before the U.S. government decided where to locate the capital -- on land ceded by Maryland and Virginia. Residents of the new district continued to vote in those states until 1801.

But in that year, Congress passed the Organic Act, assuming control of the District of Columbia and providing no provision for its residents to vote for members of Congress or a president.

That would seem a clear enough sign of Congress's intent. But historians caution that that act, too, should be seen in the context of the politics of the time.

It was passed by a lame-duck Congress fearful that the incoming president, Thomas Jefferson, an anti-federalist, would junk their vision of a strong capital, said William diGiacomantonio, a historian who has studied the period.

The outgoing Congress "really did want to preserve the independence of the District. And so they passed this really haphazard thing," he said, referring to the act.

"It's politics," the historian added. "It doesn't have anything to do with principle."

Step 2: As you read the text for a second time, complete the Cornell Notes on the next page to identify the different claims* that are presented in the article. Then, summarize the evidence used to support those claims. Include your evaluation of these claims and evidence. Finally, summarize your main conclusions after completing your chart.

Cornell Notes

Title of article:

Picking the Brains of the Founding Fathers

Experts Clash Over Whether the District Was Meant to Get a Vote in Congress

Author and Publication:

Date Written:

Claims

Supporting Evidence and Evaluation of Evidence

Claim 1:

Claim 2:

Claim 3:

Evidence for Claim 1:

Evaluation of claim:

Evidence for Claim 2:

Evaluation of claim:

Evidence for Claim 3:

Evaluation of claim:

Summary of learning: What are your conclusions after reading this article?

How does the first programming language was created and which one is the first programming language?

1. How long do the Representatives have to vote on this bill?

2. How are they voting on this bill?

3. If the bill passes in the house, what is the next step?

Define organization

How is a key-value mapped in python?

What is python?

Introduction for python ?

chemical bonding 

Describe the importance of feedback inhibition.

Describe the importance of the nasal cavity.

Based on the following information I need a simple conclusion that encounters that:

What contributions will this research have in the field?

Overall strengths

Overall weaknesses

What are next steps for research

Steps could include how to correct weaknesses/ gaps

“Lung cancer is very prominent in todays' society”

“Targeting cancerous tumors benefits surgical and therapeutic efforts”

“Current range of addressable biomarkers is satisfactory”

“Current methods are functional but leave much to be desired”

“Clinical Trials in nanoparticle and heavy metal targeting agents to come”

Pick a nanoparticle you described in a previous assignment. Describe some of the different ways this nanoparticle could be functionalized to accumulate in your diseased tissue of interest. Would it be more beneficial to perform active or passive targeting? If you were to perform active targeting, what are 3 different tissue biomarkers you would try to target, and why? What sorts of targeting molecules would you put on the surface of your nanoparticle? What are your most important considerations when picking targeting molecules (size, charge, affinity, etc)? How do you expect this active targeting to change your overall nanoparticle accumulation in your tissue?how can we use nanoparticles to therapy breast cancer???and use required in above

my topic is Breast Cancer.

Describe some of the different ways that RADIOTHERAPY could be functionalized to accumulate in ORAL CANCER tissue. Would it be more beneficial to perform active or passive targeting? If you were to perform active targeting, what are 3 different tissue biomarkers you would try to target, and why? What sorts of targeting molecules would you put on the surface of Gold nanoparticles ? What are your most important considerations when picking targeting molecules (size, charge, affinity, etc)? How do you expect this active targeting to change your overall nanoparticle accumulation in your tissue? If you were to perform passive targeting, what physical properties of your nanoparticle would you optimize, and why? How do you expect this passive targeting to change your overall nanoparticle accumulation in your tissue?

pick one of these nanoparticals gold particle ,silver,magnetic nanoparticals,nanosponges to answer these questions. describe some of the different ways this nanoparticle could be functionalized to accumulate in cancer tissue? would it be more beneficial to perform active or passive targeting ?if you were to perform active targeting,what are 3 different tissue biomarkers you would try to target and why?what sorts of targeting molecules would you put on the surface of your nanoparticles?
what are your most important consideration when picking targeting molecules such as size ,charge,affinity. ?how do you expect this active targeting to change your overall nanoparticle accumulation in your tissue?if you were to perform passive targeting, what passive properties of your nanoparticle would you optimize and why ? how do you expect this passive targeting to change your overall nanoparticle in your tissue?

What contributions will this research have in the field based on the following information ?

Lung cancer is very prominent in todays' society

Targeting cancerous tumors benefits surgical and therapeutic efforts

Current range of addressable biomarkers is satisfactory

Current methods are functional but leave much to be desired

Clinical Trials in nanoparticle and heavy metal targeting agents to come

You will only receive credit if you answer all of the questions mentioned in paragraph format using a submission with a minimum of 250 words.

Habit helps us conserve energy as we go through our daily lives, but it also blinds us to areas we could change. Make a list of five ways you can incorporate more physical activity into your life by changing a habit, such as walking instead of riding the bus, taking the stairs in a certain building instead of the elevator, and so on. Is it realistic for you to implement some of these in your daily life? If so, do you plan to?

I need a 5 paragraph lab report completed with this information. Asap.

After having studied Circulation/Respiration and Digestion, it will be very important for us to look at and put into practice one important aspect of the thread that ties these three aspects in terms of one of the elements known as the DIVERSITY OF MICROBES.

=>> > As you prepare to complete this lab and ready to write your final report, ensure that you are able to answer the following questions and incorporate your answers/responses in the specific sections of your written lab report

(1) What is aseptic technique?

(2) What are microbes?

(3) What media is being used in the lab?

(4) What inoculum is used in the lab?

(5) Why was a control used for this experiment?

(6) How will you store your agar plates?

First paragraph Must include background information for the lab, objective (s) of the lab relation to the class materials.

Second paragraph is about Relevant materials and methods used, Steps used to carry out the lab, Measurements taken

Third paragraph must have Record of all the results obtained, Tables, graphs, pictures, drawings, Other observations relevant to the label exercise.

Fourth paragraph must Explanation of all results in relation to the objective of the lab, Interpretation of the data lab according to the data collected or observations make or taken during the lab.

Fifth paragraph must be a Summary of your findings and the interpretations of the data in relation to the objectives or aim of the lab and relationship to the class topic, etc. Recommendations, if any.

Instructions: Consider this prompt: “What experiences, attitudes, and perspectives do you bring when considering environmental science issues?” In this Checkpoint, outline your thinking and discuss your ideas with a small group. Consider how you can use key terms and ideas in environmental science as well as details about your experiences in order to describe your environmental outlook.

Before Your Discussion

Prepare Notes

Outline your response to the prompt in the box below. Then, write a few questions to ask your peers to better understand their environmental outlooks.

Set Goals

As you get ready for the discussion, set at least two specific goals for your participation during the discussion. Use the Contributing to Evidence-based Discussions and the Norms/Active Listening rubrics in the Platform to inform your goals.

Sample Goals:

I plan to share at least one piece of information from my Preparation notes during the discussion.

I plan to connect my ideas to something another person says during the discussion.

What is your first goal?:

What is your second goal?:

During Your Discussion

You may take notes in the box below.

After Your Discussion

Next Steps

What ideas came up in the discussion that you can use to add to or refine your My Environmental Outlook Essay?

Self Assessment

Look back at the Contributing to Evidence-based Discussions and the Norms/Active Listening rubrics. How well did you show your skills in this discussion?

Self Evaluation

Skill

Rationale

Contributing to Evidence-based Discussions

Norms/Active Listening

What is one POSITIVE way you contributed to the discussion?

What is one way you could improve when contributing to the discussion?

My Environmental Outlook Essay

Directions: Write 0.5 - 1 page short essay in response to the following prompt. Refer to the rubric for Selection of Evidence as you refine your work.

AP Exam Connection: In addition to content knowledge, this skill is among the most valued skills on AP Environmental Science Free Response Questions. Think about how you can strengthen your use of specific terms or ideas and sufficient details or examples as you push the quality of your writing in this course.

Prompt: What experiences, attitudes, and perspectives do you bring when considering environmental science issues?

Your response:

Every generation has the task of determining how the changes that new technologies bring fit into the culture and society that were inherited from the previous generation. This is a fundamental aspect of the human experience. For this week's journal, answer the following questions:

Using what you've learned in this week's lesson, compare and contrast traditional sports and eSports. Your response should use everything you've learned in the course so far to analyze how technology has an impact upon our perception of traditional activities. Your conclusion should answer the following questions: are eSports really sports? Why or why not? If you think that eSports are not sports, what, if anything, could be done to make them real sports?

The information you're asking me is something I already told you. Am I chatting with a robot?

Need someone to answer this and please make sure it’s not coped off of Google

Project:

Below are the instructions for each section of the project. For this assignment you will follow the steps of the scientific method and develop your own experiment.

You will need to include all of the following information:

Topic: Start by deciding what you would like to investigate. Your topic may be related to biology, the environment around you, or some other topic you are interested in.

 

Observations: Make a number of observations related to your topic. If the topic you chose isn't something you can observe around you then you may conduct research about your topic and record any noteworthy information. Include a paragraph describing your observations in your final submission.

 

Questions: Using your observations or research, think about your topic and ask some questions. Think about how it works or why it may behave a certain way. Come up with two or three questions about your topic.

 

Hypothesis: Use the questions you came up with to develop your hypothesis. This is a prediction of what you think will happen and should be able to be tested. A hypothesis is written in an "if, then" format. If this happens, then this will happen.

 

Experiment: Once you develop a hypothesis, think of how it could be tested in an experiment. What would you be testing? What would you measure? Remember that you need a control group. The purpose of this group is to serve as a reference that can be used to compare your experimental results to. This gives you something to compare with all the experimental groups and monitor any change. Record all of the following information about your experiment.

Independent Variable: This is what you are changing in the experiment.

Dependent Variable: This is what you are measuring.

Control Group: This is the group unaffected by the independent variable.

Experimental Groups: These are the groups affected by the independent variable and there should be multiple replications for each group.

Submission:

Be creative with how you present your information. This can be done in a list, in a chart, in paragraph form, or another way. Be sure to include your topic, observations, questions, hypothesis, and the details of your experiment. Be descriptive with your language in each section and use correct grammar.

 

You will submit a document or presentation with the required information for each part of the scientific method. Label each part and make sure the information is complete. You only need to include the parts of the scientific method included under "Project."

 

Grading Rubric

Task: Using the social research method presented in class, you will create and implement on 8-question interview and prepare a formal case study based on your participants responses.

Find a couple who is in a long term, committed relationship and conduct an interview with one or both parties about how they met.

We will design an 8-question interview together and gather data on: how the couple met, their thoughts and feelings when they first met the other, how they knew they we interested in the person, the qualities that first attracted them to that person, whether they had a preconceived idea of what they were looking for

Additionally, ensure you gather data that will help you determine variables (age, gender, sexual orientation, race/ethnicity etc.)

Make notes on how the interview was administered (were both parties present? This can affect the reliability of your data.
Also, ensure anonymity by just using their first initials, to protect the subjects privacy.

3. Use the research method learned in class to administer your interview and analyze the data you have collected.

To analyze your data, use the family theories on human attraction and coupling to explain the anthropological, social, or psychological factors that may have contributed to their coupling.

4. Prepare your case study to present your findings.
Ensure that you are using the theories and concepts to explain their coupling, and not just explaining the theories.

Submit your assignment in the following order: student designation information, interview questions, anecdotal notes (variables, responses), then present your case study.

presentation in a slide show.

You may type your assignment in a word document or prepare it as a

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