fluency hiccups

Vocal warm-up exercises

Physical Relaxation Exercises

Skills training

Public Speaking Anxiety

that low amount

Although race is a social construction, it is also true that race has real consequences because people do perceive race as something real.

The reasons for doubting the biological basis for racial categories suggest that race is more of a social category than a biological one.

human race began thousands and thousands of years ago in sub-Saharan Africa

Emphasis.

However, the rhetorical emphasis on “the potato chip” is somewhat weaker

Words that are placed at the beginning or end of a sentence generally receive the greatest emphasis.

connect ideas across several sentences in order to increase sentence variety and improve writing.

If you read the two sentences aloud, you will notice that moving the adverb changes the rhythm of the sentence and slightly alters its meaning.

She slowly turned the corner and peered into the murky basement. Slowly, she turned the corner and peered into the murky basement.

I have achieved several goals. I have helped increase funding for local schools. I have reduced crime rates in the neighborhood. I have encouraged young people to get involved in their community.

Using a mixture of different sentence structures reduces repetition and adds emphasis to important points in the text.

chimeric organism

For example, a standard problem- solution speech should have a thesis statement that clearly states the problem and the need for a solution. So right now let’s see how dependence on fossil fuels costs you money and how use of ethanol as a supplement will save you money and save the world from energy dependence.

in honor of

Paradigms

artifacts

primary paradigms

premier

terminology

coined

evolved

any real number is always positive

When energy is used to describe the foods you consume, energy is referring to calories.

Dissolved oxygen in a solution increases the intensity of the fluorescence by photochemically inducing oxidation of the fluorescing species.Quenching results from the paramagnetic properties of molecular oxygen that promotes intersystem crossing and converts the excited molecules to triplet state.Paramagnetic species and dissolved oxygen tend to quench fluorescence and quench the triplet state.

The observations or even fears of digital technology-driven or -facilitated error patterns are merely the latest in

First, the assertion that new forms of communication signal the end of the world is nothing new.

Locate the region of the electromagnetic spectrum corresponding to the calculated wavelength.

Locate the region of the electromagnetic spectrum corresponding to the calculated wavelength.

carry the oxidation further

Theme

motifs

fixed meaning.

a word can evoke the senses.

words that serve a special function

attitude writing

onnotation

denotation

am not sure Miss Kenton spoke quite so boldly that day.

lturally significant environment, where traditional and modern values interact.

represents the character's internal development

a physical and psychological complexity that mimics that of the real people

represent a particular idea, human trait, or set of values,

ustrate a different side of the main conflict, or they can highlight the traits of the main characters.

ndergo some sort of significant personal change (for better or worse) as a result of their experiences.

Lastly, scientists make a conclusion regarding whether the data support the hypothesis. In the case of Agent Orange, the data, that mice exposed to TCDD and 2,4,5-T had higher frequencies of cleft palate, matches the prediction. Additionally, veterans exposed to Agent Orange had higher rates of certain diseases, further supporting the hypothesis. We can thus accept the hypothesis that Agent Orange increases the incidence of birth defects and disease.

Finally, the data are collected and the results are analyzed. As described in the Math Blast chapter, statistics can be used to describe the data and summarize data. They also provide a criterion for deciding whether the pattern in the data is strong enough to support the hypothesis.

In an observational study, scientists examine multiple samples with and without the presumed cause. An example would be monitoring the health of veterans who had varying levels of exposure to Agent Orange. Scientific studies contain many replicates. Multiple samples ensure that any observed pattern is due to the treatment rather than naturally occurring differences between individuals. A scientific study should also be repeatable, meaning that if it is conducted again, following the same procedure, it should reproduce the same general results. Additionally, multiple studies will ultimately test the same hypothesis.

In a manipulative experiment, the independent variable is altered by the scientists, who then observe the response. In other words, the scientists apply a treatment. An example would be exposing developing mice to TCDD and comparing the rate of birth defects to a control group. The control group is group of test subjects that are as similar as possible to all other test subjects, with the exception that they don’t receive the experimental treatment (those that do receive it are known as the experimental, treatment, or test group). The purpose of the control group is to establish what the dependent variable would be under normal conditions, in the absence of the experimental treatment. It serves as a baseline to which the test group can be compared. In this example, the control group would contain mice that were not exposed to TCDD but were otherwise handled the same way as the other mice

Next, a scientific study (experiment) is planned to test the hypothesis and determine whether the results match the predictions. Each experiment will have one or more variables. The independent variable is what scientists hypothesize might be causing something else. In a manipulative experiment (see below), the independent variable is manipulated by the scientist. The dependent variable is the response, the variable ultimately measured in the study. Controlled variables (confounding factors) might affect the dependent variable, but they are not the focus of the study. Scientist attempt to standardize the controlled variables so that they do not influence the results. In our previous example, exposure to Agent Orange is the independent variable. It is hypothesized to cause a change in health (likelihood of having children with birth defects or developing a disease), the dependent variable. Many other things could affect health, including diet, exercise, and family history. These are the controlled variables. There are two main types of scientific studies: experimental studies (manipulative experiments) and observational studies.

Hypotheses are tentative explanations and are different from scientific theories. A scientific theory is a widely-accepted, thoroughly tested and confirmed explanation for a set of observations or phenomena. Scientific theory is the foundation of scientific knowledge. In addition, in many scientific disciplines (less so in biology) there are scientific laws, often expressed in mathematical formulas, which describe how elements of nature will behave under certain specific conditions, but they do not offer explanations for why they occur.

Hypotheses and predictions must be testable to ensure that it is valid. For example, a hypothesis that depends on what a bear thinks is not testable, because it can never be known what a bear thinks. It should also be falsifiable, meaning that they have the capacity to be tested and demonstrated to be untrue. An example of an unfalsifiable hypothesis is “Botticelli’s Birth of Venus is beautiful.” There is no experiment that might show this statement to be false. To test a hypothesis, a researcher will conduct one or more experiments designed to eliminate one or more of the hypotheses. This is important. A hypothesis can be disproven, or eliminated, but it can never be proven. Science does not deal in proofs like mathematics. If an experiment fails to disprove a hypothesis, then we find support for that explanation, but this is not to say that down the road a better explanation will not be found, or a more carefully designed experiment will be found to falsify the hypothesis.

Predictions stem from the hypothesis. The prediction explains what results would support hypothesis. The prediction is more specific than the hypothesis because it references the details of the experiment. For example, "If Agent Orange causes health problems, then mice experimentally exposed to TCDD, a contaminant of Agent Orange, during development will have more frequent birth defects than control mice"

The hypothesis is the expected answer to the question. The best hypotheses state the proposed direction of the effect (increases, decreases, etc.) and explain why the hypothesis could be true. OK hypothesis: Agent Orange influences rates of birth defects and disease. Better hypothesis: Agent Orange increases the incidence of birth defects and disease. Best hypothesis: Agent Orange increases the incidence of birth defects and disease because these health problems have been frequently reported by individuals exposed to this herbicide. If two or more hypotheses meet this standard, the simpler one is preferred.

The question step of the scientific method is simply asking, what explains the observed pattern? Multiple questions can stem from a single observation. Scientists and the public began to ask, what is causing the birth defects in Vietnam and diseases in Vietnam veterans? Could it be associated with the widespread military use of the herbicide Agent Orange to clear the forests (figure 2.2.b−c2.2.b−c\PageIndex{b-c}), which helped identify enemies more easily?

Scientific advances begin with observations. This involves noticing a pattern, either directly or indirectly from the literature. An example of a direct observation is noticing that there have been a lot of toads in your yard ever since you turned on the sprinklers, where as an indirect observation would be reading a scientific study reporting high densities of toads in urban areas with watered lawns

During the Vietnam War (figure 2.2.a2.2.a\PageIndex{a}), press reports from North Vietnam documented an increasing rate of birth defects. While this credibility of this information was initially questioned by the U.S., it evoked questions about what could be causing these birth defects. Furthermore, increased incidence of certain cancers and other diseases later emerged in Vietnam veterans who had returned to the U.S. This leads us to the next step of the scientific method, the question.

Conversely, recent research suggests that many college students perceive the cell phone primarily as a leisure device, and most commonly use cell phones for social networking, surfing the Internet, watching videos, and playing games (Lepp, Li, & Barkley, 2015; Lepp, Barkley, Sanders, Rebold, & Gates, 2013). If typically utilized for leisure rather than education, then cell phones may disrupt learning within academic settings (Levine, Waite, & Bowman, 2007).

Popular activities such as playing video games, surfing the Internet, and monitoring social media sites are now all easily accomplished with most cell phones. Researchers have linked each of these activities, independent of cell phone use, to academic performance. For example, heavy video game playing has been associated with lower GPAs (Jackson, von Eye, Fitzgerald, Witt, & Zhao, 2011; Jackson, von Eye, Witt, Zhao, & Fitzgerald, 2011). Also, low levels of Internet use have been associated with improved academic performance (Chen & Peng, 2008).Chen and Tzeng (2010) found that among heavy Internet users information seeking was associated with better academic performance, while video game playing was associated with lower levels of academic performance.

This study assessed the relationship between cell phone use and actual college grade point average (GPA) after controlling for known predictors

Test Yourself

glass beads that they considered valuable, but the English viewed as meaningless. These trinkets circulated amongst the tribes as currency.

Fast-releasing carbohydrates are also known more simply as “sugars.” Fast-releasing carbohydrates are grouped as either monosaccharides

dissacharides. Monosaccharides include glucose, fructose, and galactose, and the dissacharides include, lactose, maltose, and sucrose.

For all organisms from bacteria to plants to animals, glucose is the preferred fuel source.

The chemical formula for glucose is written as C6H12O6C6H12O6C_6H_{12}O_6. Synonymous with the term carbohydrate is the Greek word “saccharide,” which means sugar.

further grouped into the monosaccharides and dissacharides. Slow-releasing carbohydrates are long chains of monosaccharides.

differentiating with respect to a squared quantity rather than a single quantity

overlinetor identity

Last updated Sep 8, 2023 Save as PDF Fundamentals De Broglie thermal wavelength picture_as_pdfFull BookPageDonate /*<![CDATA[*/ window.hypothesisConfig = function () { return { "showHighlights": false }; }; //localStorage.setItem('darkMode', 'false'); window.beelineEnabled = true; document.getElementsByTagName('head')[0].prepend(document.getElementById('mt-screen-css'),document.getElementById('mt-print-css')); //$('head').prepend($('#mt-print-css')); //$('head').prepend($('#mt-screen-css'));/*]]>*/ Page ID346 /*<![CDATA[*/window.addEventListener('load', ()=>LibreTexts.TOC(undefined, undefined, true));/*]]>*/ /*<![CDATA[*/ //CORS override LibreTexts.getKeys().then(()=>{ if(!$.ajaxOld){ $.ajaxOld = $.ajax; $.ajax = (url, options)=> { if(url.url && url.url.includes('.libretexts.org/@api/deki/files')) { let [subdomain, path] = LibreTexts.parseURL(); let token = LibreTexts.getKeys.keys[subdomain]; url.headers = Object.assign(url.headers || {}, {'x-deki-token':token}); } else if (typeof url === 'string' && url.includes('.libretexts.org/@api/deki/files')){ let [subdomain, path] = LibreTexts.parseURL(); let token = LibreTexts.getKeys.keys[subdomain]; options.headers = Object.assign(options.headers || {}, {'x-deki-token':token}); } return $.ajaxOld(url, options); } } });/*]]>*/ \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} }  \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \newcommand{\id}{\mathrm{id}} \newcommand{\Span}{\mathrm{span}} \newcommand{\kernel}{\mathrm{null}\,} \newcommand{\range}{\mathrm{range}\,} \newcommand{\RealPart}{\mathrm{Re}} \newcommand{\ImaginaryPart}{\mathrm{Im}} \newcommand{\Argument}{\mathrm{Arg}} \newcommand{\norm}[1]{\| #1 \|} \newcommand{\inner}[2]{\langle #1, #2 \rangle} \newcommand{\Span}{\mathrm{span}} \newcommand{\id}{\mathrm{id}} \newcommand{\Span}{\mathrm{span}} \newcommand{\kernel}{\mathrm{null}\,} \newcommand{\range}{\mathrm{range}\,} \newcommand{\RealPart}{\mathrm{Re}} \newcommand{\ImaginaryPart}{\mathrm{Im}} \newcommand{\Argument}{\mathrm{Arg}} \newcommand{\norm}[1]{\| #1 \|} \newcommand{\inner}[2]{\langle #1, #2 \rangle} \newcommand{\Span}{\mathrm{span}}\newcommand{\AA}{\unicode[.8,0]{x212B}} Table of contents IntroductionCommon Physical ChangesTextureColorTemperatureShapeChange of StatePhysical PropertiesLusterMalleabilityAbility to be drawn into a thin wireDensityViscosityCommon Chemical ChangesChange in TemperatureChange in ColorNoticeable OdorFormation of a PrecipitateFormation of BubblesExercise 11\PageIndex{1}Exercise 22\PageIndex{2}Exercise 33\PageIndex{3}Exercise 44\PageIndex{4}Exercise 55\PageIndex{5}ReferencesOutside Links

pan

Even if the species are orientated properly, a reaction will not take place unless the particles collide with a certain minimum energy called the activation energy of the reaction. Activation energy is the minimum energy required to make a reaction occur.

It’s important to note that an outline is different from a script. While a script contains everything that will be said, an outline includes the main content

(B1∩A),(B2∩A),(B3∩A)(B1∩A),(B2∩A),(B3∩A)(B_1 \cap A), (B_2 \cap A), (B_3 \cap A) and (B4∩A)(B4∩A)(B_4 \cap A)

The teacher’s view of student writing is but one voice among a chorus of peers.

Each of these three goals presents a helpful perspective on developing authors’ needs. An author’s ability to compose requires skill, understanding, and situational familiarity. None of those goals are met through a letter grade. Grades help label, sort, and rank students; they don’t inform students, target instruction, or encourage self-awareness.

A teacher should help students learn to assess quality fairly, to collaborate professionally, and to identify differences between their own work and model writing they wish to emulate. Writing classrooms can be laboratories in which students develop meaningful, relevant writing skills. If teachers stop grading student writing and instead focus on review and collaboration skills, each classroom would have a team of people qualified to assess the quality of writing. Teachers, then, could grade whether students provide beneficial peer review feedback and collaborate effectively—the meaningful work of writing.

if learning to work as/with peer reviewers provides insights into and feedback about writing performance, then the traditional structure of writing education is backward. If writing helps groups of people get things done, then students need to learn how to form, negotiate, and benefit from those groups. Grades get in the way, and teachers cannot guide students through their own writing, assessing, and reviewing processes if they are too distracted by issuing grades.

With all these systems of peer feedback already available to us, students need to learn to make use of them. Teachers could benefit from saved time and energy if they incorporated peer review systems of various flavors in their classes, reducing their workload and providing a variety of feedback for their students. Students, then, would learn to trust—and derive practical value from—the feedback of a real audience beyond their teacher. Writers who can peer review effectively become purposeful readers, thinking of texts, from classmates’ work to their textbooks, as devices used to achieve goals, rather than as static documents designed only to inform. The mantra that “you can’t believe everything you read on the Internet” makes rational sense but seems to fail us at crucial moments. Thinking critically about the things we read takes longer than clicking Like, retweeting, reblogging, or sharing; the efficiency of social tools discourages complex questioning that challenges and validates claims. In-class peer review helps writers think carefully about the implications of writing and the ways writing can help solve problems.

Instead, we should teach people how to improve their writing through peer review. Variations of peer review help us write in many of our day-to-day situations. We learn what sorts of text messages work best by observing how our friends text and respond to us. We learn what makes an effective email by reading the ones we get and responding or deleting as we see fit. We learn how best to craft Facebook posts by seeing what kinds of content can garner the most likes—at its heart a form of quick (and addictive) peer review. Consider, too, all of the review features available on websites such as Yelp, Amazon, LinkedIn, Angie’s List, and so on. Reviews offer feedback and critique by users/peers.

(1) determining whether students understand a concept well enough to implement it, (2) identifying elements of student writing that need improvement, and (3) helping students learn to better self-assess.

But how exactly does a letter count? How does it fit in with an overall view of a student’s ability? And more importantly, given the complexities of writing, how can one letter reflect the myriad

They learn how to write well by getting feedback from readers and from reading and analyzing examples of similar writing from other authors (such as their peers or professional authors writing the same type of material the students are writing).

Students don’t learn how to write from a grade.

but wouldn’t it be better to help writers develop the ability to independently assess the quality of writing, either theirs or other people’s? By expecting students to write so that teachers can rate, rank, and label them, we implicitly tell students that our satisfaction is more significant than their intrinsic aspirations. Writers should develop the purpose of their writing, rather than having it determined elsewhere. Students must learn that process through experience; grading will not teach them.

It puts the teacher in charge and abolishes the opportunity for students to learn how to evaluate quality. Writing in graded situations becomes writing for a grade, whereas writing in other circumstances seeks effectiveness as a standard. When students write for a grade, they come to see writing as transactional (given to someone in exchange for credit) rather than actionable (created with purpose and designed to achieve a goal).

as different graders notice different things within the same text. But when students have only one teacher in their classroom, and that one teacher’s assessment carries all the weight and authority, students learn to write for the teacher instead of expecting the writing to do anything on its own.

We need to help students become skilled reviewers of other people’s writing, a skill that is much more useful than learning to write to please the teacher.

in this text, grades are a fairly recent invention, in terms of the history of education. It would seem that grades have been imposed upon a system that had been getting along without them for hundreds of years. This imposition is a reductive one, replacing feedback, commentary, suggestions for improvement, and opportunity for discussion with merely a single letter or number. The idea of an A paper and giving numeric or alphabetic grades needs to end. Instead, we need to help students think of writing as adults do—in terms of inciting action and achieving goals.

When was the last time your writing was graded? Odds are, not since you left school. Since then, anything you’ve written had a specific purpose, and you worked on it until it met your goal. Maybe a colleague or manager decided when it was good enough, and maybe they even gave you feedback about what worked well or not, but you didn’t get a score, a letter grade, or have your writing ranked against your colleagues’ work. But for some reason, this scoring/ranking system has become the norm as a method of labeling the relative quality of student writing. The whole arrangement teaches students to write for an arbitrary measurement from an authority figure rather than for a real audience

Some people with racial identities other than white, including people who are multiracial, use the label person/people of color to indicate solidarity among groups, but it is likely that they still prefer a more specific label when referring to an individual or referencing a specific racial group.

If a Southern person thinks their accent is leading others to form unfavorable impressions, they can consciously change their accent with much practice and effort. Once their ability to speak without their Southern accent is honed, they may be able to switch very quickly between their native accent when speaking with friends and family and their modified accent when speaking in professional settings.

In some cases, swearing can be cathartic, allowing a person to release emotions that might otherwise lead to more aggressive or violent actions.

The same can happen with new slang terms. Most slang words also disappear quickly, and their alternative meaning fades into obscurity.

For example, the word calculate comes from the Latin word calculus, which means “pebble.”

the peppered moth had light colored wings that closely matched the color of the bark of the trees. This inherited trait provided camouflage for the moths helping to protect them from predator birds. Although most of the moths had light colored wings, a few each generation had darker wings, but without sufficient camouflage these darker colored moths had been easy prey

The trend toward smaller average bill size ceased and selection for larger beaks and body size resulted in a lasting increase in beak size.

"misprints," mutations. Self-reproduction plus mutation make possible natural selection. Natural selection makes possible evolution." We might even say that given these conditions, natural selection and evolution are not only possible, but inevitable.

Why do we have emotions and why are our emotions so similar to the emotions found in a wide range of other animal species?  Why do we have the capacity to think, why does our thinking take the forms that it does, and why are many of our thinking processes fundamentally similar to the thinking processes found in many other animal species?

example, some experts have argued that humans have an innate disposition to be territorial and to be suspicious and wary of strangers, of outsiders, and perhaps even hostile to those outside of their own group.  Although this may have been an adaptive psychological trait in our ancient Pleistocene past when humans lived in small groups of hunter-gatherers, in today's world these tendencies may dispose us toward prejudice and even dangerous and wasteful wars.

pass one's genes on to the next generation. Natural selection is similar to artificial selection, a process used by animal breeders to enhance characteristics

information overload

Visual aids

Diagrams

Aside from the human resources available in the library, you can also use electronic resources such as library databases

brainstorming

captive audience

One of the first questions you should ask yourself is “Who is my audience?”

________

Having immersed myself in these movies and the technologies that inspire them, it’s clear that, if we want to ensure these trends don’t cause more problems than they resolve, we desperately need the perspectives that movies like Ghost in the Shell and others reveal. The alternative is risking losing our own “ghosts” in the drive to innovate bigger and better, without thinking about the consequences.

Yet as the narrative unfolds, we learn that this is not a person, but an AI developed by US security services that has escaped the leash of its handlers.

In 2012, the South African athlete Oscar Pistorius made history by being the first runner to compete in the Olympic Games with two prosthetic legs. His iconic racing blades came to represent the promise of technological enhancements to overcome human limitations. Yet they stirred up fears of them giving him an unfair advantage that led to him being barred from competing in the previous Olympics. The same year that Pistorius successfully competed in the Olympics, the Canadian researcher Steve Mann was allegedly assaulted because his computer-augmented eye extension offended someone. And in 2015, patient-advocate Hugo Campos discovered he didn’t legally have access to the implanted defibrillator that kept him alive. These are all relatively small examples of the tension that’s growing between conventional thinking and human augmentation. But they illustrate how the angst that Kusanagi feels about her augmented body, and how it defines her, is already part of today’s society. And we’ve barely touched the tip of this particular iceberg.

Throughout Ghost, Major Kusanagi is plagued by doubts of who she is. Do her cybernetic augmentations make her less human, or having less worth? Is her sense of self—her “ghost”—simply an illusion of her machine programming? And what autonomy does she have when she malfunctions, or needs an upgrade? These are questions that are already beginning to tax developers and others in the real world. And as robotic and cyber technologies become increasingly advanced, they are only going to become harder to navigate.

Inspired by the neural laces of Iain M. Banks’ Culture novels, and echoing Ghost, Musk announced on Twitter that, in his opinion, “Creating a neural lace is the thing that really matters for humanity to achieve symbiosis with machines.”

doldrums

When the anime movie Ghost in the Shell was released in 1995, the world wide web was still little more than a novelty, Microsoft was just beginning to find its GUI-feet, and artificial intelligence research was in the

dopamine

suggests the “listener’s lean” demonstrates “ultimate interest.

This is the purpose of ethically appropriate research with careful oversight. The ban does not change the need for discussion. If anything, it brings the debate back to the reality of patients seeking care for diseases that currently have no cure.

These editing therapies will permanently change all the descendants of a couple. In some cases it could rid a family of a genetic disease. In others, the unintended effects may be worse than the disease itself.

The technology is here, but we know so much less about its effects than we should.

These traits are often the product of multiple genes working in tandem. The products of these genes work together throughout our lives, which makes the impact of editing at the embryonic level impossible to predict.

heritable genetic modification

Tertiary

type

Primary type (the one I identify with most closely)

The speaker shares a message with the receiver, having selected a particular method to communicate that message

When we are focused on gaining information whether from a teacher in a classroom setting, or a pastor at church, we are engaging in informational listening

addition, animal cells contain little digestive pouches, called lysosomes and peroxisomes, which break down macromolecules and destroy foreign invaders. All of the organelles are anchored in the cell’s cytoplasm via a cytoskeleton. The cell’s organelles are isolated from the surrounding environment by a plasma membrane.

One cell divides into two, which begins the creation of millions of more cells that ultimately become you. (Public Domain; National Institutes of Health).

The first of those goals is for the materials presented in this text to have clear relevance to you whether you choose to pursue a career in research or not. In addition, you’ll find that equal time and attention has been given to qualitative and quantitative research methods. Because sociological researchers use both types of methodology, it is important that sociology students gain an understanding of both approaches to research. Finally, I hope that you will find this text engaging and readable. Conducting research is a rewarding and exciting activity. Reading about research should be rewarding as well and, if not always exciting, it certainly shouldn’t put you to sleep.

There are many potential jobs out there for people with knowledge about how to conduct research. In fact, one of my very first jobs as a college graduate with a BA in sociology was at an evaluation research firm that hired me specifically because of the knowledge I’d gained in my college research methods class. While there, I worked as a data-collection coordinator, helping in the evaluation of local domestic violence shelters and transitional housing sites by administering satisfaction surveys to residents. I also helped collect data for a study on community member’s thoughts and feelings about where they lived by conducting telephone interviews with a random sample of people who lived in the area. (This last project made me much more sensitive than I’d previously been to survey researchers who do cold-calling.) Without a background in research methods, I would not have been hired for this position.

These findings, that wealth and income shape a child’s educational experiences, are probably not that shocking to any of us, even if we know someone who may be an exception to the rule. Sometimes the patterns that social scientists observe fit our commonly held beliefs about the way the world works. When this happens, we don’t tend to take issue with the fact that patterns don’t necessarily represent all people’s experiences. But what happens when the patterns disrupt our assumptions?

One of the first and most important things to keep in mind about sociology is that sociologists aim to explain patterns in society. Most of the time, a pattern will not explain every single person’s experience, a fact about sociology that is both fascinating and frustrating

Some sociologists take the position that reality is in the eye of the beholder and that our job is to understand others’ view of reality. Other sociologists feel that, while people may differ in their perception of reality, there is only one truereality. These sociologists are likely to aim to discover that true reality in their research rather than discovering a variety of realities.

This friend committed what social scientists refer to as selective observation by noticing only the pattern that she wanted to find at the time. If, on the other hand, your friend’s experience with her boyfriend had been her only experience with any man, then she would have been committing what social scientists refer to as overgeneralization, assuming that broad patterns exist based on very limited observations.

social scientific research methods. Research methods are a systematic process of inquiry applied to learn something about our social world. But before we take a closer look at research methods, let’s consider some of our other sources of knowledge.

DO NOT add more magnesium in case the flame is not completely extinguished.

First impressions are quickly formed, sometimes spontaneous, and involve little to no cognitive effort. Despite the fact that first impressions aren’t formed with much conscious effort, they form the basis of inferences and judgments about a person’s personality

Scientific studies have shown that insufficient sleep increases the risk for heart disease, Type 2 diabetes, obesity, and depression. Abnormal breathing during sleep, a condition called sleep apnea, is also linked to an increased risk for chronic disease[7].

In addition to highly addictive nicotine, these products contain harmful and potentially harmful ingredients such as: ultrafine particles that can damage the lungs flavorings that have been linked to serious health problems heavy metals and volatile organic compounds

In the United States, smoking causes more than four hundred thousand deaths every single year

The HHS reports that there is strong evidence that increased physical activity decreases the risk of early death, heart disease, stroke, Type 2 diabetes, high blood pressure, and certain cancers; prevents weight gain and falls; and improves cognitive function in the elderly

In addition to nutrition, health is affected by genetics, the environment, life cycle, and lifestyle.

. A well established body of research links poor diet and inactivity to a wide range of preventable diseases and premature death.

The Metric and US Customary System

While vitamins, multivitamins, and supplements are a $20 billion industry in the United States, and more than 50 percent of Americans purchase and use them daily, there is no consistent evidence that they are better than food in promoting health and preventing disease.

Nutrient-dense foods are the opposite of “empty-calorie” foods such as carbonated sugary soft drinks, which provide many calories and very little, if any, other nutrients

Vitamin deficiencies can cause severe health problems and even death. For example, a deficiency in niacin causes a disease called pellagra, which was common in the early twentieth century in some parts of America. The common signs and symptoms of pellagra are known as the “4D’s—diarrhea, dermatitis, dementia, and death.” Until scientists discovered that better diets relieved the signs and symptoms of pellagra, many people with the disease ended up hospitalized in insane asylums awaiting death. Other vitamins were also found to prevent certain disorders and diseases such as scurvy (vitamin C), night blindness (vitamin A), and rickets (vitamin D).

Proteins provide the basic structure to bones, muscles and skin, enzymes and hormones and play a role in conducting most of the chemical reactions that take place in the body.

During digestion, the body breaks down digestible complex carbohydrates into simple sugars, mostly glucose. Glucose is then absorbed into the bloodstream and transported to all our cells where it is stored, used to make energy, or used to build macromolecules. Fiber is also a complex carbohydrate, but it cannot be broken down by digestive enzymes in the human intestine. As a result, it passes through the digestive tract undigested unless the bacteria that inhabit the colon or large intestine break it down.

For ease of use, food labels state the amount of energy in food in “calories,” meaning that each calorie is actually multiplied by one thousand to equal a kilocalorie.

detect

56Fe

In short, the enterprise of grading student writing should be replaced by a combination of formative and summative evaluation.

If I don’t submit a letter grade at the end of a semester, I will not have a job. But providing end-of-semester grades doesn’t preclude providing formative assessment that can help students revise a text or project so they will better understand why they might receive an 85% as a final grade

As grades lose their power, the desire to evade punishment or failure can dissolve into the desire to seek knowledge and learn something new.

Formative evaluation—done typically by responding to in-process student writing several times during the semester—replaces the punishment or praise of student learning, typically demonstrated

Grading is a silent, one-way evaluation, where a teacher assigns a letter, rife with a set of socio-cultural significances, to a piece of student writing

Generalized DeMorgans Laws 1.1.25

𝑆

Countably Infinite Union of Events

sample space 𝑆

ℤ

where v0yv0y\displaystyle v_{0y} is the initial velocity of 70.0 m/s

sedentarism

megafauna

Reflect on your responses to the questions above and develop your career vision statement here

hat type of work environment will energize you and give you a sense of purpose?

hat level of responsibility do you desire?

hat kind of work is meaningful to you?

hat will your ideal career look like?

here do you see yourself in the next 20 years…

here do you see yourself in the next 15 years….

here do you see yourself in the next 10 years….

As you begin PHASE 1 of the career exploration process and answer the question “Who Am I?” start thinking about your personal and career vision. Where do you see yourself in the next few years? What accomplishments do you wish to achieve in your personal and professional life? Where do you see yourself in the next 5 years…. Where do you see yourself in the next 10 years…. Where do you see yourself in the next 15 years…. Where do you see yourself in the next 20 years…. What will your ideal career look like? What kind of work is meaningful to you? What level of responsibility do you desire? What type of work environment will energize you and give you a sense of purpose? Reflect on your responses to the questions above and develop your career vision statement here____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Each phase of the career exploration process will help you refine your career vision statement and solidify it by the end of this course. Enjoy the process!

Develop six affirmations related to being successful in your career and life planning. Be sure to state your affirmations in the present and use positive phrases. Make your affirmations personal and meaningful to you.

there are currently very few accurate genetic markers of good health. Rather, there are many more genetic markers for disease. However, science is evolving and nutritional genetics aims to identify what nutrients to eat to “turn on” healthy genes and “turn off” genes that cause disease. Eventually this field will progress so that a person’s diet can be tailored to their genetics. Thus, your DNA will determine your optimal diet.

P

A

p

Pr

(b)

(a)

in a “pudding” of positive charge.

most of the mass and the positive charge of an atom are located in its nucleus

Protons and neutrons are concentrated in a central region

alpha particles,

electron

neutron

proton