1.1 A hypothesis is always the incorrect out…

Questions

      1.1 A hypоthesis is аlwаys the incоrrect оutcome of the experiment.  [аns1]  (1) 1.2 Fats and oils store energy and provide insulation.  [ans2]  (1) 1.3 An ecosystem is a community of interacting species and their environment.  [ans3]  (1) 1.4 Rickets is a disease caused by a lack of vitamin C.  [ans4] (1) 1.5 Insectivores are insects that only eat meat.  [ans5]  (1) 1.6 Chlorophyll is a substance in leaves that absorbs sunlight and gives leaves their green colour.  [ans6]  (1) 1.7 Iron is the mineral that produces red blood cells.  [ans7] (1) 1.8 Water and fibre are the substances that prevent you from suffering from constipation.  [ans8] (1) 1.9 Eggs provide us with more energy than potatoes.  [ans9] (1) 1.10 The Sun is the original source of energy.  [ans10]  (1)

Use the аrticles "In Prаise оf the F Wоrd" & "Wаnt tо Get Into College? Learn to Fail" to address and answer the prompt in red. Respond to both essays. What is the unifying theme? What is the point/argument? What is Mary Sherry praising? What is Angel Perez advocating?  What is your overall opinion of the subject matter that they are addressing.  Do you agree with their points? Why or Why not?  This requires some depth of thought on your part, so write accordingly. Essay 1: In Praise Of The F Word BY MARY SHERRY ON 5/5/91  Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won't look any different from those awarded their luckier classmates. Their validity will be questioned only when their employers discover that these graduates are semiliterate. Eventually a fortunate few will find their way into educational-repair shops--adult-literacy programs, such as the one where I teach basic grammar and writing. There, high-school graduates and high-school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school. They will also discover they have been cheated by our educational system. As I teach, I learn a lot about our schools. Early in each session I ask my students to write about an unpleasant experience they had in school. No writers' block here! "I wish someone would have had made me stop doing drugs and made me study." "I liked to party and no one seemed to care." "I was a good kid and didn't cause any trouble, so they just passed me along even though I didn't read and couldn't write." And so on. I am your basic do-gooder, and prior to teaching this class I blamed the poor academic skills our kids have today on drugs, divorce and other impediments to concentration necessary for doing well in school. But, as I rediscover each time I walk into the classroom, before a teacher can expect students to concentrate, he has to get their attention, no matter what distractions may be at hand. There are many ways to do this, and they have much to do with teaching style. However, if style alone won't do it, there is another way to show who holds the winning hand in the classroom. That is to reveal the trump card of failure. I will never forget a teacher who played that card to get the attention of one of my children. Our youngest, a worldclass charmer, did little to develop his intellectual talents but always got by. Until Mrs. Stifter. Our son was a high-school senior when he had her for English. "He sits in the back of the room talking to his friends," she told me. "Why don't you move him to the front row?" I urged, believing the embarrassment would get him to settle down. Mrs. Stifter looked at me steely-eyed over her glasses."I don't move seniors," she said. "I flunk them." I was flustered. Our son's academic life flashed before my eyes. No teacher had ever threatened him with that before. I regained my composure and managed to say that I thought she was right. By the time I got home I was feeling pretty good about this. It was a radical approach for these times, but, well, why not? "She's going to flunk you," I told my son. I did not discuss it any further. Suddenly English became a priority in his life. He finished out the semester with an A. I know one example doesn't make a case, but at night I see a parade of students who are angry and resentful for having been passed along until they could no longer even pretend to keep up. Of average intelligence or better, they eventually quit school, concluding they were too dumb to finish. "I should have been held back," is a comment I hear frequently. Even sadder are those students who are high-school graduates who say to me after a few weeks of class, "I don't know how I ever got a high-school diploma." Passing students who have not mastered the work cheats them and the employers who expect graduates to have basic skills. We excuse this dishonest behavior by saying kids can't learn if they come from terrible environments. No one seems to stop to think that--no matter what environments they come from--most kids don't put school first on their list unless they perceive something is at stake. They'd rather be sailing. Many students I see at night could give expert testimony on unemployment, chemical dependency, abusive relationships. In spite of these difficulties, they have decided to make education a priority. They are motivated by the desire for a better job or the need to hang on to the one they've got. They have a healthy fear of failure. People of all ages can rise above their problems, but they need to have a reason to do so. Young people generally don't have the maturity to value education in the same way my adult students value it. But fear of failure, whether economic or academic, can motivate both. Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is--a positive teaching tool. It is an expression of confidence by both teachers and parents that the students have the ability to learn the material presented to them. However, making it work again would take a dedicated, caring conspiracy between teachers and parents. It would mean facing the tough reality that passing kids who haven't learned the material--while it might save them grief for the short term--dooms them to longterm illiteracy. It would mean that teachers would have to follow through on their threats, and parents would have to stand behind them, knowing their children's best interests are indeed at stake. This means no more doing Scott's assignments for him because he might fail. No more passing Jodi because she's such a nice kid. This is a policy that worked in the past and can work today. A wise teacher, with the support of his parents, gave our son the opportunity to succeed--or fail. It's time we return this choice to all students. Essay 2:  Want to Get Into College? Learn to Fail By Angel B. Perez — January 31, 2012   Angel B. Pérez is the vice president and dean of admission and financial aid at Pitzer College, in Claremont, Calif. He teaches in the college-counseling certification program of the University of California, Los Angeles.   I ask every student I interview for admission to my institution, Pitzer College, the same question, “What do you look forward to the most in college?” I was stunned and delighted recently when a student sat across from me at a Starbucks in New York City and replied, “I look forward to the possibility of failure.” Of course, this is not how most students respond to the question when sitting before the person who can make decisions about their academic futures, but this young man took a risk. “You see, my parents have never let me fail,” he said. “When I want to take a chance at something, they remind me it’s not a safe route to take. Taking a more rigorous course or trying an activity I may not succeed in, they tell me, will ruin my chances at college admission. Even the sacrifice of staying up late to do something unrelated to school, they see as a risk to my academic work and college success.”   I wish I could tell you this is an uncommon story, but kids all over the world admit they are under tremendous pressure to be perfect. When I was traveling in China last fall and asked a student what she did for fun, she replied: “I thought I wasn’t supposed to tell you that? I wouldn’t want you to think I am not serious about my work!”   Students are usually in shock when I chuckle and tell them I never expect perfection. In fact, I prefer they not project it in their college applications. Of course, this goes against everything they’ve been told and makes young people uncomfortable. How could a dean of admission at one of America’s most selective institutions not want the best and the brightest? The reality is, perfection doesn’t exist, and we don’t expect to see it in a college application. In fact, admission officers tend to be skeptical of students who present themselves as individuals without flaws. These days, finding imperfections in a college application is like looking for a needle in a haystack. Students try their best to hide factors they perceive to be negative and only tell us things they believe we will find impressive. This is supported by a secondary school culture where teachers are under pressure to give students nothing less than an A, and counselors are told not to report disciplinary infractions to colleges. Education agents in other countries are known to falsify student transcripts, assuming that an outstanding GPA is the ticket to admission. Failure is about growth, learning, overcoming, and moving on." Colleges respond to culture shifts, and admission officers are digging deeper to find out who students really are outside of their trophies, medals, and test scores. We get the most excited when we read an application that seems real. It’s so rare to hear stories of defeat and triumph that when we do, we cheer. If their perspectives are of lessons learned or challenges overcome, these applicants tend to jump to the top of the heap at highly selective colleges. We believe an error in high school should not define the rest of your life, but how you respond could shape you forever. I’ve spent enough time in high schools to know teenagers will never be perfect. They do silly things, mess up, fall down, and lack confidence. The ability to bounce back is a fundamental life skill students have to learn on their own. The lessons of failure can’t be taught in a classroom; they are experienced and reflected upon. During my weekend of interviews, another student told me, “I’m ashamed to admit I failed precalculus, but I decided to take it again and got a B-plus. I’m now taking calculus, and even though I don’t love it, I’m glad I pushed through!” I asked him what he learned from the experience. “I learned to let go of shame,” he said. “I realized that I can’t let a grade define my success. I also learned that if you want anything bad enough, you can achieve it.” I smiled as I wrote his words down on the application-review form. This kid will thrive on my campus. Not only will the faculty love him, but he has the coping skills he needs to adjust to the rigors of life in a residential college setting. Failure is about growth, learning, overcoming, and moving on. Let’s allow young people to fail. Not only will they learn something, it might even get them into college. Respond to both essays. What is the unifying theme? What is the point/argument? What is Mary Sherry praising? What is Angel Perez advocating?  What is your overall opinion of the subject matter that they are addressing.  Do you agree with their points? Why or Why not?  This requires some depth of thought on your part, so write accordingly. 1. Think in terms of paragraphs and a road map.  Do not write one big chunk.  You will lose points. Introduction>Point 1>Point 2>Point3 (if needed or time allows) and > Conclusion Make sure all paragraphs are about the same length devoted to a point or claim. Less time reading means more time typing. Use all the time allowed...submit before it closes. I look at the time you used, as well as that of everyone in the class. If most everyone uses the full amount of time and produces a large well-crafted essay, and you use 22 minutes and produce 1 paragraph, you will lose points. Proper grammar always matters, but it is not the major focus of this assignment.  You  may lose a few points for pesky little grammar issues, but not enough to hurt...unless the grammar is a problem. The usual problems where students lose points are as follows: 1) not enough content (didn't write enough)(did not use all the time) 2) No support/quotation from the article or only 1 point 3) Didn't address or answer question. Usually students dance around the question or aren't specific in their answer or the summarize only. 4)Too many grammatical issues that should already be known.

When аsked why she pаrticipаted with оther students in a prоtest against treatment оf women on hercampus, Kai says that all human beings should have equal rights. According to Kai, the university has rulesthat are unfair to women; and she is morally against such discriminatory practices. Which of the following is most likely Kai's moral level according to Kohlberg Theory of Moral Development?