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Dromiceiomimus - Facts and Figures

Dromiceiomimus - Facts and Figures Name: Dromiceiomimus (Greek for emu mimic); pronounced DROE-mih-SAY-oh-MIME-us Habitat: Plains of North America Historical Period: Late Cretaceous (80-65 million years ago) Size and Weight: About 12 feet long and 200 pounds Diet: Probably omnivorous Distinguishing Characteristics: Relatively large eyes and brain; long legs; bipedal posture About Dromiceiomimus A close relative of the North American ornithomimids (bird mimic dinosaurs) Ornithomimus and Struthiomimus, the late Cretaceous Dromiceiomimus may have been the fastest of the bunch, at least according to one analysis of this theropods unusually long legs. At full tilt, Dromiceiomimus may have been capable of hitting speeds of 45 or 50 miles per hour, though it probably stepped on the gas pedal only when it was being pursued by predators or itself in pursuit of small, skittering prey. Dromiceiomimus was also notable for its relatively large eyes (and correspondingly big brain), which matched up oddly with this dinosaurs weak, toothless jaws. As with most ornithomimids, paleontologists speculate that Dromiceiomimus was omnivorous, feeding mostly on insects and vegetation but pouncing on the occasional small lizard or mammal when the opportunity presented itself. Now for the catch: many, if not most, paleontologists believe that Dromiceiomimus was actually a species of Ornithomimus, and not deserving of genus status. When this dinosaur was discovered, in Canadas Alberta province in the early 1920s, it was initially classified as a species of Struthiomimus, until Dale Russell reexamined the remains in the early 1970s and erected the genus Dromiceiomimus (emu mimic). A few years later, though, Russell changed his mind and synonymized Dromiceiomimus with Ornithomimus, arguing that the main feature distinguishing these two genera (the length of their legs) wasnt truly diagnostic. Long story short: while Dromiceiomimus persists in the dinosaur bestiary, this difficult-to-spell dinosaur may soon go the way of Brontosaurus!

The environmental impacts of the Kuwait invasion and the main Term Paper

The environmental impacts of the Kuwait invasion and the main casualties and losses during the seven month long Iraqi occupation of Kuwait - Term Paper Example However, this invasion did not become without negative impact, especially to the local civilians. Some of the outcomes of the Kuwait invasion were environmental. The long term effect includes climatic, vegetation, and biological changes in Kuwait. They experienced high penetration of sun rays due to global warming, poor vegetation, and poor health. The invasion had some effect on air, water, and land. This paper aims at discussing the environmental impacts of the Kuwait invasion. After the United States of America had come to the aid of Kuwait, Sadam Hussein, the then Iraqi president orders his troops to undertake a scorched earth policy which would see to it that all the oil wells in Kuwait were lit on fire before the soldiers retreated from Kuwait (Wilcox 177). The main aim of using the scorched earth policy was aimed at giving them a military advantage by slowing down the USA troops. The scorched earth policy led to the burning of 700 wells in. The Kuwait atmosphere was one of the most affected by the scorched earth policy. When oil is burned in the presence of air there is always the production of carbon dioxide smoke (Austin 101). Carbon dioxide usually has negative effects to the atmosphere. One thing that is obvious is that the massive production of carbon dioxide, smoke led to climatic changes in the region. This means that the ozone layer was highly interfered with lead to an increase in the rate of global warming in Kuwait. During the burning there is definitely some oil that was not completely burnt and found its way to the atmosphere. Such oil led to the formation of invisible droplets in the air. Such droplets led to the formation of oil mist and fog which is believed to have led to the death of many animals and plants. This is because air, with such composition would definitely find themselves in the animals and human lungs whenever it is inhaled

Elements of art Essay Example | Topics and Well Written Essays - 750 words

Elements of art - Essay Example I observe many things as I look at this painting. If for instance, we don’t know the date when this painting was painting, we would notice that it was made during the Renaissance or after that period due to its atmospheric perspective. After the camera was invented in 1839, artists tried to make their paintings look real and as good as they could. William painted this painting almost as perfect as a real photo. If you goggle Porto Venere, you will see some pictures of this place which looks the same as in this painting. Looking at this painting, I feel cool and relaxed since, it gives me that beautiful feeling you have when you walk on the beach and the drizzles from the waves hit you smoothly. In this painting, there is no real texture which appears as brushwork and impasto. However, bold or noticeable texture appears a little bit on the rocks. Value in this painting includes high-key and low-key. High key appears almost in the middle visible horizontal line starting from the middle of the building moving towards its right side. Low key value appears on the waves, the clouds, the rocks and the mountains. Together, the high-key and low-key values make a strong contrast as is visible At first sight of the painting. In this painting, space is obviously noticeable. The front houses overlap the other house and the big mountain behind the house overlaps the other mountain. The rocks as well overlap each other. In addition, the shading in the waves and the clouds indicate space, different sizes, and positions of the buildings, the rocks and the mountains. The perspective of this painting indicates space too as it appears as atmospheric view in this painting. In this painting, colors appear natural. Appearing in this painting, some of the natural colors is blue(on the waves) and green(on the mountain top). Some parts of the waves have a tint of blue making them look lighter than blue whereas, some parts of the waves have

Romanticism and Transcendentalism Essay Example for Free

Romanticism and Transcendentalism Essay 1. After reviewing the Romanticism resource page, list three characteristics of Romanticism. Also, identify three authors of the Romantic period. * Three characteristics of Romanticism are appreciation of nature, idealism and nationalism. Three authors of the Romantic Era: Edgar Allan Poe, William Cullen Bryant and Lord Byron. 2. Using the Transcendentalism resource page, list three characteristics of Transcendentalism * Three characteristic of Transcendentalism are nature, intuition and the thought of God being a part of nature. 3. How did Transcendentalists feel about nature? What did Transcendentalists feel about the inherent nature of human beings (were humans inherently good or evil)? * Transcendentalists had much respect for nature and believed in the best and goodness of humans. 4. Describe two specific things Thoreau learned about life by translating the lines below in your own words: I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I wanted to live deeply and suck out all the marrow of life. (Walden) * Walden wanted to learn more about life in order to understand it completely by living it. I think Walden got to comprehend that some things aren’t necessary in order to live happy and in the right way. He realized that he didn’t really know what life was, until he was to experience things himself. 5. Which two great passive resistance leaders were influenced by the premise of Transcendentalism through the works of Thoreau and Emerson? *

The Bubonic Plague: Crisis in Europe and Asia :: essays research papers

The Bubonic Plague: Crisis in Europe and Asia   Ã‚  Ã‚  Ã‚  Ã‚  There have been many natural disasters throughout history that have caused great damage physically, emotionally and mentally. The Bubonic Plague is considered by most to be the second worst disaster to have occurred throughout history. It all began in October 1348, when Genoese trading ships dropped anchor at the port of Messina, Sicily. The Ships had come from the Black Sea port of Kaffa (Truitt, 2001). The few of the crew members that were left alive carried with them a deadly disease so perilous that it would ultimately lead to death (Douglass, 1996). The sailors became infected when sick rats from Central Asia boarded their ships and the fleas that were feasting on the rats bit the sailors (Truitt, 2001). It was thought that the disease originated from the Far East and was spread along major trade routes. When it became clear that the ships from east carried the plague, Messina closed its port. The Ships were forced to seek harbor elsewhere around the Mediterr anean, which allowed the disease to spread very quickly (Truitt, 2001). This would be the beginning of a very traumatic event that would affect all aspects of European society.   Ã‚  Ã‚  Ã‚  Ã‚  The Bubonic Plague generated from a bacterium called Yersina pestis, which is a one-celled organism that multiplies rapidly once inside its host and produces three types of symptoms, depending on how it is spread (Aberth, 2000). The bacterium that leads to the Bubonic Plague usually is found in the bloodstream of wild black rats. It is then posed to humans by fleas that feed on the blood of rats and then bite humans, in which the bacterium is passed into the human bloodstream (Aberth, 2000). It takes between four and six days for a person infected with the Bubonic Plague to exhibit symptoms (Truitt, 2001). The most common symptom is swellings known as buboes (hence bubonic) that appear in the lymph glands near the initial flea bite (Douglass, 1996). The buboes are red at first, but later turn a dark purple or black they eventually bust open oozing blood and pus (Douglass, 1996). Other symptoms may include a high fever, often causing delirium, violent headaches, su bcutaneous bleeding, and damage to the nervous system caused from the bleeding, which leads to uncontrollable twitching and jerking (Aberth, 2000). There is also a foul odor that is associated with the excrement of blood, pus and sweat of those who are infected (Aberth, 2000).

Harry Harlow

Compare and contrast research by Harry Harlow and Mary Ainsworth on understanding attachment This essay is looking at the similarities of two researchers into attachment. The aim is to present their work so as to compare and contrast the different approaches and techniques used by both Harry Harlow and Mary Ainsworth. Even though they both had their different techniques in carrying out their experiments, the conclusion of their findings was very similar and this essay will be showing these findings by contrast.Both psychologists wanted to find out the underlying mechanics of attachment of mothers and their young. Firstly an American psychologist namely Harry Harlow who almost by accident started the most influential work in understanding attachment, fortunately discovered he was unable to carry out his original study regarding intelligence in rats, so he turned to the abilities of monkeys after seeing strange behaviour portrayed by the monkeys as he cleaned their cages. Subsequently he realised the fuss was being made from the extraction of the soft sanitary towels that were used in lining their cages.With this in mind he set out to prove the affection these monkey had for the sanitary towels was in fact â€Å"contact comfort† seeing as all their other needs were catered for and there was only adverse behaviour on the removal of the towels. He used rhesus macaques a medium sized monkey, which shares 94% DNA with humans â€Å"yet one must not be very careful how one interprets this genetic similarity. We share 50 per cent of our DNA with a banana†(Discovering Psychology, p. 204,2010). Harlow constructed two surrogate mothers for these babies to show affection or need. wire cylinder that provided milk, also in the cage was a structure made of wood covered in foam with a layer of towelling(also known as terry cloth in America). On viewing the action of the baby monkeys Harry Harlow confirmed his theory of â€Å"contact comfort†. He witnessed t he baby clinging on to the terry cloth mother for comfort and only reaching for the wire surrogate for food then returning back to the terry cloth mother. â€Å"In another experiment he showed that the babies treated the terry cloth mother as a â€Å"safe base† (Discovering psychology, p. 07,2010) On displacement of the mothers the only distressing reaction came about on removal of the terry cloth mother with no reaction to the removal of the wire mother which produced food. Upon this observation â€Å"Harlow hypothesised that the tactile qualities of stimuli were more important for infant monkeys bonding then the provision of food†(Discovering psychology, p202,2010) So the previous assumption of the cupboard love theory was superseded by Harlows observation of contact comfort.However this conclusion was reach in monkeys and does not automatically prove the same in humans but does give a basis for the t In looking at Marry Ainswoth's work on attachment it is seen ther e is a great difference in the subject and in the condition surrounding the research. Unlike Harlow who conducted his experiments in the controlled conditions of a laboratory, Ainsworth observed young babies from Ugandan families where she moved with her husband in 1953. Through the observation of the babies over â€Å"two hours every fortnight over a period of nine month†(Discovering Psychology, p. 16,2010) She witnessed that upon the mothers showing comfort to their young, the affection that was shown calmed them and stopped them crying, Ainsworth arrived at the conclusion similar to Harlow that the babies needed tactile stimuli or â€Å"contact comfort† the findings she reached coincided with the work of Harlow. She discovered that the displays witnessed and the validation of contact comfort showed infants became more confident to explore as long as the mothers were present, acting as a safe base in the same way the monkeys reacted to the terry cloth mother.This was shown through Harlows placing the monkey in an unfamiliar playroom, using both surrogate mothers. The positive reaction only came when the terry cloth mother was present, acting as a safe base â€Å"allowing infants to go off and explore or play, but also to rush back to if they felt threatened† (Discovering psychology,p. 207,2010) In comparison to Harlow's work Ainsworth because of ethics could not separate the baby from its mother due to the damage to their emotional and psychological well being.So upon which she used the technique of observation to seemingly reach the same result as Harlow in that attachment is based on â€Å"contact comfort†. Also realising in her study the importance of a â€Å"safe base† to infants, as in the observation research carried out on the Uganda families â€Å"if the mothers were unresponsive and emotionally detached, their infants seem to cry a lot more and often seemed clingy or insecure†(Discovering psychology, p. 216, 2010). We see the advantages of Ainsworh's study in wanting to find out about attachment in humans, by studying humans.As well as showing more credibility into the mechanics of human attachment it also provided Ainsworth with the opportunity to develop a highly influential procedure called the strange situation because of the complexity of humans. This procedure consisted of a series of seven episodes involving three participants, namely mother, baby and a stranger. Page 3 personal identifier: C3257246On completion of the procedure in the highly controlled environment (which limited the amount of emotional upset to the child on encountering and being left alone with the stranger that was constructed in one of the episodes) Ainsworth identified four different types of attachment in the infants used in the observation. While benefiting from the conclusion reached it was only on the basis of a single observation and did not take into account important factors such as the mood of the in fants and how well they slept.The study also produced a further problem when the research was carried out in different countries revealing a great difference in the four types of attachment witnessed in her strange situation. This begs the question of ecological validity and how a controlled observation with a set of episodes is not the same for mothers and infants where these circumstances never arise, as in Japan the strange situation procedure never took place as it seemed to be inappropriate since â€Å"those mothers never left their babies in a room alone with a stranger† (Discovering psychology, p. 20,2010). However Harlow had his advantages too. The behaviour in non-human animals that Harlow used can be easier to interpret and to explain the results as unequivocal. Like Ainsworth Harlow carried out further experiments to strengthen the theory of a safe base now that contact comfort was established. In one of the further experiments â€Å"Harlow found that when the bab ies were placed in a large room full of toys they would curl up in a terrified ball if there was no mother or just the wire surrogate present†(Discovering Psychology, p. 07,2010) So even though we cannot be sure of the degree of findings on non humans and how applicable they are to humans, we see that the findings of at least â€Å"contact comfort† are shared with the observations of Mary Ainsworth. In contrast to the different approaches taken by both the physiologists we understand that ethics plays a major role. In the case of Mary Ainsworth we see the question of ethics need not be approached, even In her later research the strange situation. ll necessary procedures were put in place so not to cause suffering to the infants. The view on ethics taken by Harlow was quite inadequate and became cruel and inhumane which was not a surprising as Harlow did not have too much love for animals. He once said that all he cared about was â€Å"whether a monkey will turn out pro perly I can publish. I don't have any love for them. I never have† (Discovering Psychology, p. 212, 2010)unlike Ainsworth who morally complied and stopped her experiment immediately when the infant showed any sign of distress.Although there was not any ethical guidelines in place upon Harlow carrying out his research, the British psychological society states that â€Å"psychologists must be able to demonstrate that the benefits of a study justify the cost to the animal in terms of suffering†(Discovering Psychology, p. 211,2010) So the influential work carried out by Harlow could be argued â€Å"the suffering was justified because human society benefits greatly from the knowledge†. (Discovering Psychology, p. 212,2010)In conclusion this essay has shown the different approaches both psychologists took, By doing so the essay showed the similarity and differences of both studies. The essay showed that the main underlying issue in the two studies was of ethics and bec ause of this the approaches were very different. However the influential work of Harry Harlow proved that â€Å"contact comfort† was the mechanism for attachment by showing systematically â€Å"that contact comfort was more important than food in the formation of attachment†. Discovering Psychology, p. 206, 2010) This essay also found the similarity in Mary Ainsworth's studies without approaching the question of ethics, and like Harlow came to a similar conclusion of â€Å"contact comfort†,Also appreciating the safe base theory Finally this essay appreciates the discoveries made by both Harry Harlow and Mary Ainsworth on producing relevant information through there respective studies. Word count 1518 References: Brace, n. and Byford, j. (eds)Discovering Psycology(2010), Milton Keynes, The Open University. *

Emerald City

Most people are pursuing a dream. The â€Å"American Dream† is the ideal of freedom and opportunity of achieving success and wealth; the belief that every individual can rise from rags to riches with a little grit, imagination and hard work. A dream could just as well be about personal fulfilment. We might not even need the success and glamour if we meet these personal dreams. Nevertheless we pursue opportunities in desire and expectation of living a better life, a life more glamorous and prosperous than our present. In Emerald City by Jennifer Egan, the main character Rory, an ambitious guy from Chicago, is seeking the â€Å"American Dream†.He has moved to New York in hope of reaching the glitter and success he expects the city to offer. Rory has built up expectations and ideas about New York through reading novels and envisioned the glamorous New York life he might be living even before arriving in the big city. In the beginning of the story Rory appears rather vain a nd irrational. He strives towards fitting into his own idea of the New York jet set, therefore he changes his behaviour: â€Å"†¦But no matter how much Rory ate, he stayed exactly the same. He took up smoking instead, although it burned his throat†1.He is pretending to be someone he is not, believing this change of behaviour will make him successful – â€Å"Fake it till you make it†. To emphasize this, Egan uses the Elmer’s glue as a catalyst to get Rory to reflect on his artificial life: the glue might look more appealing, but it is useless and fake as milk2. In the same manner Rory is misusing himself – he is not true to himself. â€Å"Rory had found this disturbing in a way he still didn’t quite understand†3. On a subconscious level he might be aware of this. Yet, it is not until the end of the story Rory realizes this.As one of the world’s largest cities New York, â€Å"The Big Apple†, is the epitome of a metrop olitan, emanating glory, greatness, opportunities as well as temptations. The immensity and diversity of the city makes the individual seem insignificant. Consequently you tend to get lost in the sea of people, feeling unimportant. New York represents today’s civilization of people trying to fit in. Like Rory and Stacey, everybody is reflecting themselves in other people in hope of being recognized and acknowledged. In addition the role of New York has a great importanceregarding the relationship between Rory and Stacey. â€Å"And it struck him that this was New York: a place that glittered from a distance even when you reached it†4. In this sudden revelation Rory realizes that New York always will be full of temptations and achievable success, and he understands that Stacey for him is the true glittering matter, he has been searching for. â€Å"He searched the dark shopfronts for something, some final thing at the core of everything else, but he found just his own re flection and Stacey’s†5. The relationship between Rory and Stacey seems to be the only deep matter in the story.Rory has the option of choosing one of the successful models. Nevertheless, he chooses Stacey: â€Å"†¦a failing model whom he adored against all reason†6. The narrator is a third-person narrator limited to Rory. As a reader you are not acquainted with Stacey’s feelings for Rory. It is implied that Stacey and Rory do not prioritize getting to know each other deeply. They are both too busy in their search of fulfilling their individual dreams. Yet, this changes in the end where Stacey realizes and accepts that her dream in New York presumably never will come true.Rory believed he had the power to crush Stacey by telling her she was not good enough succeeding as a model: â€Å"†¦ it would take so little, he thought, to crush her†7. But when he tells her this in the end she reveals an inner strength and ability to see new possibilit ies: â€Å"Rory held his breath, watching in alarmed amazement as the slender wand of her body swayed against the yellow sky. She had no trouble balancing [†¦] â€Å"If it doesn’t work†, she said, â€Å"then I’ll see the world some other way†8. Stacey is letting go of her dream, and she is able to see the world from a different angle.She may not know what will happen, but for the first time in the story she is showing heartfelt affection towards Rory: â€Å"She took Rory’s face in her hands and kissed him on the mouth – hard, with the fierce, tender urgency of someone about to board a train†9. This tells the reader that she does have feelings for Rory after all. The title â€Å"Emerald city† could be interpreted in several ways. The reflections in an emerald could represent how the people in New York are mirroring themselves in their unattainable conceptions of what it is like to be successful. That everybody is trying to be someone else, someone more successful.The title could moreover relate to the famous children’s novel â€Å"The wonderful wizard of Oz†, where everyone who enters the beautiful capital â€Å"Emerald City† has to wear green-tinted eyeglasses in order to protect themselves from the glory of the city. The city is not a special city, but the glasses make the city look green, although the city is no greener than every other city. Emerald City would in this allegory be New York, and clarify that New York is like any other big city. This would additionally explain why Rory disappointingly does not feel more successful than other people in New York.In â€Å"Emerald City† Rory and Stacey are pursuing their dreams of making it in New York. It is not until the end they realize that their hopes of succeeding is insignificant, as their dreams of a better life in fact are personal needs of acknowledgement and love. We are taught to believe that being successful will make us feel happier – that is what today’s society tells us. We rarely consider what could happen if our hopes of being successful do not live up to our expectations, if our life of chasing success does not make us happy or if being successful does not make us feel any more special.

Watergate2 essays

Watergate2 essays In June of 1972 an event occurred that changed the course of history. On June 12, 1972 there was a break-in at the Watergate Hotel. When the police arrived they found 5 men equipped with electronic bugging devices and burglary tools at the headquarters for the Democratic National Convention. Two of the individuals were James McCord and G. Gordon Liddy, both members of the committee to re-elect the president. A third suspect was E. Howard Hunt, a former CIA agent and White House aide. When the news broke President Nixon claimed that no one in the White House had any prior knowledge to the burglary. The break-in was part of an elaborate plan by CREEP to sabotage Nixons opposition for re-election. A week after the break in Nixon agreed to cover up the White Houses involvement in the break in. Nixon claimed that any further investigation of the scandal was a threat to national security and needed to cease immediately. This plan seemed to work until early 1973 when the trial for the Watergate break-in began. Nixon had his chance to come clean at this time, but he chose not to. This only made things worse for him Once the trial began his involvement in the cover up became greater, and involved blackmailing by those who were on trial for the The Watergate trial was brief, 5 of the defendant plead guilty and the other 2 were convicted by the jury. Before Judge Sircia sentenced the defendants there was a letter written by McCord read to the court that implicated that higher ups in the White House Administration had prior knowledge of the burglary and had committed perjury. Nixons cover up was beginning to come apart and he told the American public that he had no prior knowledge of the break in or the cover up that followed until March 21, which was a lie. By April 30, 1973 Nixon was under extreme pressure and announced to America the ...

PSAT Test Dates 2016 Full Guide

PSAT Test Dates 2016 Full Guide SAT / ACT Prep Online Guides and Tips Are you planning to take the PSAT in the fall of 2016? This guide will fill you in on the exact test dates, along with some essential tips for achieving a great PSAT score. If you’re a rising junior or taking the PSAT as a younger student, read on to learn how the PSAT will be administered to students nationwide. How Is the PSAT Administered? You don’t get muchchoice when it comes to taking the PSAT. The test is administered across the country on a given date, and the majority of students take it on a weekday at their high school. While you can choose your test dates and testing centers when you sign up for the SAT, you don’t have this same flexibility or chance to register for the PSAT. College Board designates three official testing dates in October or early November. The vast majority of schools use the primary test date, but there are two alternatives in case the main one doesn’t work. So what are the primary and alternative test dates for the PSAT in 2016? What Are the PSAT Test Dates 2016? Here are the 2016 PSAT test dates. Your school will just choose one. Primary PSAT test date: October 19, 2016 (a Wednesday) Alternate PSAT test date: November 2, 2016 (a Wednesday) Saturday PSAT test date: October 15, 2016 (a Saturday) Your high school will register for one of the above test dates (in most cases, the primary test date) and let you know in advance. The alternate test dates, by the way, are only available to accommodate your high school’s schedule. Students can’t choose the alternate or Saturday test date, but instead must take the PSAT on the day that their school chooses. With the PSAT only administered on one day, you might have a concern that comes to mind: what if you’re sick or absent that day? If you're sick on the PSAT test date, don't worry! You will be able to schedule a makeup test. What If You Miss the PSAT? It is possible to make up the PSAT if you miss it. If you’re absent on test day, then you would need to contact the National Merit Scholarship Corporation (NMSC) by March 1 via a written request. According to NMSC’s website, â€Å"The student or a school official must write to NMSC as soon as possible after the PSAT/NMSQT administration to request information about procedures for entry to NMSC competitions by alternate testing. The earlier NMSC receives the written request, the greater the student’s opportunities for meeting alternate entry requirements. To be considered, a request must be postmarked no later than March 1 following the PSAT/NMSQT administration that was missed. NMSC will provide alternate entry materials including an entry form that requires the signature of a school official.† While you can set up a makeup test if you miss the official PSAT date, should you? That all depends on how much you’d benefit from taking the official test and whether or not you’re aiming for National Merit. If you’re a junior who has been prepping for the test with the goal of achieving distinction or a scholarship, then you should certainly set up a makeup test. If you really want the official College Board testing experience before you sit for the SAT, furthermore, then you should also try to reschedule. If you’re not aiming for National Merit, though, then you don’t necessarily have to make up the PSAT. You might just take a PSAT practice test on your own time under simulated testing conditions, score your test, and prepare for the SAT that way. If you miss the PSAT, then you should think about your academic goals and whether it makes sense for you to schedule another test. Assuming you do make your official test date and take the test, when would you get your PSAT scores back? Before you go on winter break, you get an early present: your PSAT score report! When Do You Get 2016 PSAT Scores? While 2015 test-takers had to wait until January for their PSAT, 2016 test-takers should get theirs back in mid-December. College Board hasn’t gotten any more specific about the PSAT score release date yet, but we’ll update as soon as we’ve got the info. At this point, we know that you should be able to access your PSAT scores online through your College Board account a little less than two months after taking the test. Once you get your PSAT scores, how can you make the most of your score report? Read on to learn how your PSAT resultscan help you make steps toward the future. What Should You Do With Your PSAT Scores? Your PSAT score report is important for two main reasons. First, it gives you feedback about how much you need to prep for the SAT. Second, it tells you if you might qualify for National Merit distinction and scholarships. Let’s take a closer look at both of these important functions of your PSAT score report. Your move (once you get your PSAT results). #1: Use Your PSAT Score Report to Prep for the SAT The PSAT and SAT are very similar tests. They share the same content and question types, and they test the same academic and time management skills. How you do on the PSAT can help you figure out your strengths and weaknesses as a test-taker. After some self-reflection, you can use your performance to plan your best approach to prepping for the SAT. Once you get your PSAT score report, take some time to figure out what it’s telling you. Look at your scores in each section, as well as the more specific subscores that give you insight into certain skill areas and question types. Figure out where you did well and where you could use some more practice. As you study for the SAT, target your weak areas so you can improve for next time. You may need to learn new concepts, cut down on careless errors, speed up your efficiency, or work onall three of these areas. Your PSAT score report gives you valuable insight into what you can do to boost your scores when you eventually take the SAT. Did you manage to reach the tasty carrot that is National Merit? #2: Use Your Score Report to See If You Qualify for National Merit When you’re a junior, you’ll take the PSAT/NMSQT, the latter part of which stands for National Merit Scholarship Qualifying Test. Students who score in the top 3 to 4% achieve the distinction of National Merit Commended Scholar, while students who score in the top 1% are named Semifinalists and may even move on to become Finalists and get scholarship money. Achieving such a high score on the PSAT is no small feat, and if National Merit is in your sights, then you’ll probably spend a good amount of time studying and preparing to take the PSAT. Once you take the test and get your score report, you’ll be able to see whether your hard-earned efforts paid off. Since the PSAT was redesigned in 2015, we don’t yet have the exact state-by-state cutoffs to determine National Merit Semifinalist. We do have our state-by-state estimates based on last year’s data, which you can check out in our National Merit Semifinalist guide. If you’re taking the PSAT in 2016, then you’re in luck! NMSC should release the exact state cutoffs in September, so you’ll be able to go into the test with a clear sense of what you need to achieve (give or take a few points to account for year-to-year fluctuations) to qualify for National Merit distinction and a PSAT scholarship. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Whether or not you’re aiming for National Merit, you’d benefit from preparing for the PSAT. You’ll brush up on core academic concepts, boost your scores, and get ready for the SAT. Read on for six key study tips to guide your preparation for the PSAT. No time like the present to get started!According to this clock, the present time has something to do with Leo, Aries, andAquarius. Prepping for the PSAT: 6 Key Tips The PSAT is a challenging test, and studying for it requires you to cover a lot of ground. To pace yourself, you should ideally start studying three to four months in advance of your test date. You might start even earlier, depending on where you start and what score you’re hoping to achieve. Some students take it even earlier than 11th grade for extra practice. Whatever age you are, you’ll benefit from following these six study tips as you get ready for the PSAT. #1: Learn All About the Test Your very first step in prepping for the PSAT is simple: learn about the test. Learn how the exam is formatted, how many sections there are, and how much time you get in each. Once you have a sense of its general structure, look more closely at each individual section to see what concepts eachincludes (for example, algebra, yes; advanced calculus, no) and what types of questions it asks. Here are justa few of the questions you should answer as you acquaint yourself with your new friend, the PSAT: How much time do you get per section? How many questions are in each section? What math concepts does it test? What’s the difference between the Math No Calculator and Math with Calculator sections? What grammar rules do you need to know for the Writing section? What are the different question types in the Reading section? How is the PSAT scored? As you learn about the test, take notes on what concepts you feel confident with and which ones need more review. If something looks completely unfamiliar, definitely make a note of it. You might be able to ask a teacher or friendto go over the concept, get a tutor, or learn it on your own with PSAT prep materials. Learning about the PSAT is a key first step as you prepare for test day. You can begin to figure out your strengths and weaknesses and design your own personal study plan. Find a quiet place to take your practice test, free from distractions. #2: Take and Analyze Practice Tests Once you’ve developed a general understanding of the PSAT, you should take a practice test to diagnose your current scoring level. Use an official College Board practice test, sit in a quiet room with no distractions, and time yourself and take breaks just as you would during the real test. When you finish, take the time to calculate your scores. These scores will give you concrete feedback on your performance in each of the four sections. This diagnostic practice test will give you clear insight into your current scoring level and where you need toimprove to boost your scores. #3: Target Your Weak Areas Once you’ve taken and scored your PSAT practice test, you should comb through the questions and take notes on the ones that were easy, confusing, or difficult. Circle any questions that you made a mistake on or were unsure about, and then try to findthe reason behind your uncertainty. Did you not understand what a word problem was asking? Did you make a mistake with your calculations? Did you miss a grammar rule or not know how to solve a linear function? Did you go too fast and make a careless error or find yourself running out of time? Once you root out the reasons behind your mistakes, you can figure out your weaknesses and target them as you study. Fill in any gaps in knowledge and improve your efficiency as a test-taker. Simply taking PSAT practice tests over and over again isn’t going to help you improve much if you don’t take a targeted approach to your studying. Find strategies that help you work fast while still maintaining accuracy. #4: Practice Time Management Strategies Doing well on the PSAT isn’t just about possessing the requisite academic knowledge. It’s also about managing your time efficiently. Taking a timed test can be tough for a lot of people, but it’s a learned skill like any other. In other words, even if you start out feeling frazzled and rushing, you can learn to better manage your time as you practice. There are several time management strategies you can try, and different approaches work for different students. Some people like to skim the reading comprehension questions before they read the passage, for instance, while others start with a quick read-through. As you prepare, try out various strategies, like process of elimination, and hone in on the tactics that best speed up your test-taking. #5: Use High-Quality Practice Materials The PSAT is an idiosyncratic test, unlike most other tests that you’ll take in high school. As you prepare, make sure that your practice materials accurately reflect what you’ll get on test day. Simply understanding how to solve linear function problems, for example, may not get you very far if you’re unfamiliar with what PSAT linear function problems look like. College Board has released two official â€Å"new† PSAT tests. You can also use eight â€Å"old† official PSAT tests; just make sure to ignore the question types, like sentence completions, that are no longer relevant. You can also use books from test prep companies, like Barron’s. They have high quality, realistic material, though no models can be quite as accurate as what comes from the test makers themselves. Finally, you might use new SAT practice materials to prep for the PSAT. The two tests are very similar, with the SAT featuring slightly more advanced material and a somewhat different scoring scale. College Board offers eight free official SAT practice tests, and Khan Academy has free online SAT practice. Whatever you end up using to supplement the free College Board materials, make sure to be selective and choose books or online questions that will give you an accurate sense of the question types you’ll get on test day. Embracing a growth mindset is like a mental magic trick that helps you improve. #6: Embrace Your Growth Mindset This last tip has to do with your psychology, and it’s something that’s useful forall areas of your life, not just prepping for the PSAT. Having a growth mindset means that you believe you can learn and improve. Even if you can't do something now, you believe that you'll be able to do it with enough practice. It’s all too easy for people to give up on their academic goals with statements like, â€Å"I’m not a good test taker† or â€Å"I’m not a math person.† This line of thinking shows a fixed mindset. It suggests that you exist atone static, constant level and will always stay there. You know what you know, and there’s nothing you can do to add to it. Of course, we’re all constantly changing and developing, so this fixed mindset is little more thana defeatist attitude. The PSAT is a tough test, but taking it is a skill like any other. Anyone can improve with practice and effort. Coincidentally, you’ll probably improve even more if you believe you can improve than you would if you’re skeptical of the learning process. A growth mindset doesn’t just help you show up to your books and put in the effort; it also maximizes the effects of yourefforts. Even if you get discouraged along the way, remind yourself that you can always make progress over time. Where you are today is not where you’ll be tomorrow. Remember these key takeaways as you start down the path of PSAT prep. Taking the PSAT: Key Takeaways Most juniors take the PSAT automatically, and younger students may also ask to take it for extra practice. Your high school will choose your PSATdate from three options given by College Board. In all likelihood, you’ll take the PSAT at your high school on a Wednesday in mid-October. After you take the PSAT, you’ll have to wait until mid-December to see your scores. Your scores can give you valuable insight into how you can prepare for the SAT. If you’re a high scorer, then you’ll also find out whether you might have qualified for National Merit distinction. To make the most of the testing experience and meet your goals, you should set aside some time in the weeks and months before to study. The PSAT is an odd test, and doing well on it requires that you first acquaint yourself with its idiosyncrasies. Not only will prepping for the PSAT help you realize your goals, but it will also aid you when you eventually take the SAT. All of this effort, after all, is ultimately going toward your plans to get into college. What’s Next? Are you aiming to get a high PSAT score? This guide has all the study tips you need to know to achieve a perfect 1520. Is your goal to earn National Merit scholarship money? Check out this article to learn about all the steps toward becoming a National Merit Finalist and winning scholarship money for college. Besides National Merit, what's a good score on the PSAT?Check out this guide to learn about the PSAT score range,what makes for a good score on the PSAT, and how you can evaluate how strong your score is. 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:

Studying Abroad Essay Example | Topics and Well Written Essays - 750 words

Studying Abroad - Essay Example In contrast to other numerous countries, we are uninformed when it comes to the world that exists beyond our borders (Hess 21). Students who study abroad return home with less biased and informed perspectives regarding other people and their cultures. I also conducted a survey in this classroom, where I found that zero of us had ever studied abroad, despite the fact that we have five foreign students studying here that are natives. I totally understand this logic since I never studied abroad myself. Many of us also have a preconceived notion regarding what going abroad for studies entails, and often ignore the opportunity of doing so as they do not seem realistic. The reasons given for not studying abroad include; high costs, delayed graduation dates, going alone, a fear of flying or simply lack interest (DuFon & Eton 22). These logical issues can all be resolved. Additionally, studying abroad at Lynn University will help to expand my worldview, give me an opportunity to break my old academic routine, and will help me learn more about myself. While going abroad for studies seems expensive, it would help us to look at it as a vacation price that includes transportation, books, transport, passports, side trips, airfare and tuition (Loflin 41). Studying at Lynn University will cost approximately $2,800 and one would be here for the summer. When you calculate plans during the summer in the United States, they are much lower than they are here. Additionally, Lynn University offers scholarships, using tens of thousands of dollars every year.

Prison Essay Example | Topics and Well Written Essays - 2500 words

Prison - Essay Example The cynicism about rehabilitation springs from three sets of concerns, all reasonable, up till now all paralyzing if accepted without thought. The first reason for skepticism is the fear that people who have demonstrated their contempt for society's laws may continue to flout them, even after they are better prepared to survive as law-abiding citizens. Preparation cannot change the mind of someone committed to crime. (Mair, 2004) However one might also squabble that without the preparation-educational, emotional, and psychological-to survive without crime, even someone committed to reform will have a hard time changing his life. Preparation is neither a panacea nor a guarantee, but it makes reform possible. A second reason for skepticism is the adversarial environment of the prison. Prisoners are confined involuntarily, and prison staff is the ones keeping them there. The resulting bitterness, resentment, wariness, and contempt would seem to preclude the trust and mutual respect necessary for effective teaching, supervising, or counseling. Yet those who have studied prisons, or other social organizations, know that it is not impossible for opponents to work together for some mutual advantage, even if their mutual suspicion never quite disappears. If programs meant to prepare prisoners for release are beneficial to both staff and prisoners, one might see cooperation begin to develop. An implementation problem, of the kind that political scientists and public policy scholars have studied extensively in the last twenty-five years. Reframing the failures of rehabilitation as implementation failures leads us to see that staff and prisoners base their support for and participation in programs on criteria different from what most policymakers or advocates might believe. Staff and prisoners work with and participate in programs not because of their long-term rehabilitative benefits, but because programs can satisfy their immediate, prison-centered needs. Their interest is in programs that keep prisoners busy and interested, with incentives that are valuable, given the context of a particular prison. They also look for programs that are congruent with the values that staff uses to govern their interaction with prisoners and their understanding of their jobs. Programs are part of a particular style of prison management: one that encourages accommodation between staff and prisoners, as opposed to group loyalty. In prisons where existing patterns of staff interaction embrace this kind of interaction, programs will be welcomed. But in prisons that do not, staff will reject programs or attempt to subvert them. (McGuire, 2002) The prison environment structures the extent to which staff understands policy and both staff and prisoners decide to cooperate with it. Implementing programs successfully, therefore, requires an understanding of how the organizational context of each individual prison will interact with the written policies and provisions that govern rehabilitation programs. This understanding recasts the debate about whether prisoners must first be 'amenable' to