Are AP Courses Worth It (Or Are They Simply Risky)

There are currently 37 AP courses and exams that students can take. But some students are confused and even anxious when it comes to taking AP courses in high school. AP Courses Risky? There are so many questions lurking out there in the minds of parents and students about AP courses! And this is no surprise, considering the cutthroat culture of competition for college admission slots. So will tougher AP courses put your grade point average at risk? Will your chosen college even recognize your AP scores? There is no straightforward answer, because there is no consistent rule when it comes to colleges, AP courses and grades. Some discriminating colleges do look for weighty AP courses on your transcripts, and they expect to see high grades and high exam scores to match. If you are looking at a very discriminating college, you will want to take this into consideration. Officials at these colleges know how to analyze a transcript and they will recognize students who take on a rigorous schedule. They know that some high schools are very demanding and others are not. If youre looking at competitive schools with very high standards, you will want to push yourself and sign up for the most challenging classes. Then there are other colleges. Some colleges—many of these are state universities—do not necessarily look closely at the types of classes you took. They don’t make allowance for the fact that your AP course was tougher than a standard class would have been. They don’t recognize that it is harder to earn a high score in an AP course, and they dont weight classes. They take a (seemingly unfair) straightforward approach to calculating GPAs. For this reason, students may be taking a big risk by overextending themselves with too many rigorous courses. Three A’s and one D in an all-AP schedule is simply three A’s and a D to some university officials. And if you are taking three or four AP courses at one time, there is a good chance that one of them will consume much of your time and leave you with little time for the others. A bad grade or two is likely. AP courses are hard. The requirements are set by the College Board and the courses are fast-paced and intensive. If you sign up for too many AP courses at one time, you are limiting the amount of time you can devote to studying for each exam. So if you aren’t committed to working hard and giving up some of your fun time for each class you sign up for, you should think twice. And What About AP Course Credit? Colleges do not necessarily award credit for AP courses because they may not believe that AP courses are equivalent to their own courses. Before you take an AP course, check the policy of your individual college of choice and see where they stand. You can easily look up the college catalog of any college and check their policies for specific AP scores. Why Would Colleges Refuse to Give Credit? There is concern among many college officials that, by skipping over introductory courses with AP credit, students can plunge themselves into advanced courses that they just can’t handle. That situation can lead to unnecessary struggles and eventual dropout. Colleges consider AP credit very carefully, and may give credit for some AP courses but not others. For example, a college may not credit students with freshman-level English for an AP English Literature and Composition course, because the administration has decided that AP credit is not sufficient preparation for college-level writing. They merely want to ensure that all students start off with a strong writing foundation—so they choose to require all students to take their  college English. On the other hand, that same college may award credit for AP Psychology and Art History. Which AP Courses Are Most Risky? There are a few common reasons that colleges don’t give credit for certain AP courses. You can use this list as a guideline when you research AP requirements at your college of choice. Colleges may require World History as a core area, so students who take American History and European History AP courses and expect credit could be out of luck.Colleges may not award credit for AP lab science courses.Some colleges limit the number of AP credits each student will receive. If you have five 5s you may have to choose two or three that you want to use as credit.Some colleges incorporate state history or state government into their own US history and government courses. For this reason, the US Government and Politics AP class would not include equivalent material. You could end up with elective credit.Some of the courses that are offered as AP courses simply dont appear in a certain colleges curriculum. For example, if Latin Literature is not offered at a college, that college wont necessarily award core credit or graduation credit for that AP test.    So Am I Wasting My Time With AP Courses? You are never wasting your time in a great learning experience. But there may be times when you are doing extra work that isnt going to lead to an earlier graduation date. There are usually two types of course credit awarded as you pursue a college degree. One type is program credit which fits into a degree program curriculum (including the general core). Each time you earn credit that fits into your degree program, you are moving closer to graduation. Some credits don’t really fill a slot in your program. Those courses are called electives. Elective courses are extra courses that take up time but don’t necessarily move you forward to graduation. AP credits sometimes end up as elective credits. For a few reasons, then, taking an AP course can be risky. It is a good idea to plan ahead and study the policies and the curriculum of every college you are considering. Know what courses are likely to earn credit before you sign up for an AP course.

The Cold War And The Soviet Union - 1814 Words

â€Å"Every war is fought three times. First comes the political discussion over whether to start or enter it. Then comes the question of how to fight it. And, finally, there is consideration of what lessons should be learned from it.† -Richard N. Haass. The Cold War was the third major conflict of the 20th century, 1947-1991, and followed just these rules. All three phases can be identified, and all three triggered intense debate. The Cold War was located in the countries of the US, the Soviet Union, Vietnam, Cuba, Greece, and Korea. Throughout this period, the rivalry between the two superpowers, the US and the Soviet Union, unfolded in multiple arenas: military coalitions; ideology, psychology, and espionage; sports; military, industrial, and technological developments, including the space race; costly defense spending; a massive conventional and nuclear Arms race; and many proxy wars. The clash of Capitalist and Communist ideologies between the United States and the Soviet Union was the main cause of the Cold War. Two main lessons that can be learned from the Cold War include: to respect other countries ideologies (agree to disagree) and don t bring nuclear weapons into war conflicts. These lessons can support the claim/thesis in many ways. One of the main lessons learned from the Cold War that can support that the US and the Soviet Union are the main cause of the war, would be that the US and the Soviet Union needed to respect other countries’ ideologies. The reasonShow MoreRelatedThe Cold War And The Soviet Union973 Words   |  4 PagesThe Cold War was a state of economic, diplomatic, and ideological discord among nations without armed conflict. The Cold War was between the United States and the USSR because these were the two major powers after WWII. Basically, the Cold War was a series of proxy wars that had taken place back in time involving surrounding countries. One of the main causes for Cold War was that the Soviet Union was sprea ding communism and the United States didn’t like that so they were trying to contain communismRead MoreThe Cold War And The Soviet Union1233 Words   |  5 PagesThe Cold War is unique among war’s to be not a war between states, but a war between ideologies. The United States and other allies defend social democracy capitalism, as the pinnacle of freedom and equality; and the Soviet Union though communism was the pinnacle of equality. These ideologies manifested themselves through the superpowers, which caused the conflict between them. Both the United States, and the Soviet Union are to blame for the outbreak of the Cold War. The United State’s missionRead MoreThe Cold War And The Soviet Union1697 Words   |  7 PagesThe Cold War, in fact didn’t take place in the winter season, but was just as dangerously cold and unwelcoming, as it focused on two contrasting powers: the U.S. and the Soviet Union. After World War 2, the Cold War influenced capitalist U.S. and communist Soviet Union to engage in disagreements causing many disputes having to use military, economic and humanitarian aid. With different goals, the contrasting powers prove through the Marshall Plan, the Cuban Missile Crisis, and SALT that communismRead MoreThe Cold War And Soviet Union840 Words   |  4 PagesThere are many theories and opinions of how the cold war started. Some believe that the cold war was the result of the belligerence of Joseph Stalin and the insecurity it caused in the United States and the West. Others believe the primary responsibility for the cold war derives from the hardline policies of the United States. (Viewpoints Article: the Soviet Union Start the Cold War) I believe The Cold War was triggered by the theory of two superpower countries in a race for dominance in the worldRead MoreCold War And The Soviet Union859 Words   |  4 PagesAMS2270 Cold War This essay will discuss about cold war, including the background, beginning, progress and ending. As we know, cold war is a struggle between U.S. with NATO and Soviet Union with WTO from 1947 to 1991. It is a significant event in history, and it influence the almost all of world, it directly lead to the radical change of eastern Europe and the breakup of the USSR. In 1946 February, George.F.Kennan wrote a â€Å"Long Telegram†, it clearly said the strategy of containing Soviets and itRead MoreThe Cold War On The Soviet Union1230 Words   |  5 PagesThe Cold War’s effect on the Soviet Union Shortly after the World War 2 ended, the United States and its North Atlantic Treaty Organization allies entered the cold war with the Soviet Union. Germany was divided in half and later, the Berlin Wall was constructed as a physical boundary between the Soviet controlled East Germany and NATO controlled West Germany. This standoff continued until the Soviet Union dissolved in 1991. The cold war had a huge influence on the world stage, but also had a majorRead MoreThe Cold War And The Soviet Union1391 Words   |  6 Pageswake of World War II as the decades-long force of Germany’s reign came to its conclusion, an extensive repositioning of authority among the world’s top powers began. The war wielded devastating consequences for most countries involved and effectively diminished the dominance Britain and France once employed across the globe. Out of this devastation rose the two new dominating forces of the world who were triumphant in the aftermath of the war: the U nited States and the Soviet Union. The United StatesRead MoreThe Cold War And The Soviet Union Essay965 Words   |  4 PagesThe Cold War was a period in world history marked with increased tensions primarily between the United States and the Soviet Union. Both countries desired to expand their ideologies across the globe, the U.S. urging capitalism and democratic elections and the Soviets promoting communism. After the allies had obtained victory in World War II, the Yalta Conference was held. Joseph Stalin, the leader of the Soviet Union, wanted to expand his sphere of influence into Eastern Europe and demanded thatRead MoreThe Cold War And The Soviet Union1343 Words   |  6 PagesAbstract: As one of the most important events in 20th century, the Cold War had a very deep influence for the human-being civilization and it changed the world structure . The United States and the Soviet Union ,the two poles, became enemies from friends after the World War II. They adopt hostile attitude towards each other and criticized the the opponents’ social systems. To find out who provoked the Cold War, the US, the Soviet Union, the United Kingdoms ,Roosevelt, Truman ,Stalin, and ChurchillRead MoreThe Soviet Union And The Cold War1038 Words   |  5 PagesAfter a series of events during the time of World War II, tensions between the United States and the Communists such as the Soviet Union and China, developed into a military and political conflict such as the Cold War. During the Cold War, which went on for 50 years, the Soviet Union and the United States competed to expand their economical and political influence. Although, the United States military has increased in size and it’s strategy. The United States power today is highly supreme when it

Liberilism Vs. Conservatism Essay Example For Students

Liberilism Vs. Conservatism Essay When one thinks of liberals and conservatives it tends to be a comparison of entirely different views concerning every issue. Conservative thinking is regularly associated with the Republican Party while liberal thinking is regularly associated with the Democratic Party. Two such figures that come to mind whose views tend to put them on opposite sides of the political spectrum are presidents Herbert C. Hoover and Harry S. Truman. For example, Hoovers failure to intervene in the private sector of the economy during the infant stages of the Great Depression agrees with the conservative idea of a free market economy. In contrast, Truman continued Roosevelts liberally supported reform measures. One important factor that influences a political figures decision making is his/her morals and beliefs. Conservatives usually have great influence from traditional institutions such as church. As a child, Hoover was raised in a rural Quaker community with a strict belief in the church and the trad itional family. This led to his conservative beliefs and actions. During his presidency, Hoover promised to uphold the prohibition amendment, since drinking was seen as an evil in the Quakers (Encarta). Furthermore, he promised to enforce national laws. This went about with the conservative that that authority is needed to make man resistant to evil. Hoover became a millionaire by the time he was forty with great effort. His conservatism and respect for authority earned him that position. On the other hand, liberalism preached that belief that man has a natural ability to reason out right and wrong. Truman did not introduce any major crime legislation, nor did he believe that much authority was needed for man to reason out right and wrong (Bernstein 93). Concerning the views on the nature of man, Truman and Hoover developed their views in their early years. Truman being a farmer at heart never let go the hardships of farm life. He was a self-taught man, he would read many novels, and American history books in his spare time instead of the usual childhood activities. He believed that man is basically good, and not being a wealthy man himself, he believed that wealth makes man corrupt. Hoover had a typical country childhood, and his Quaker beliefs taught him that man is basically evil (Smith 146). He believed greatly in the church to teach him what to strive for in life and what is right and wrong. These childhoods influenced Hoover and Truman in their conservative and liberal beliefs. Liberals encourage social change such as civil rights. Truman was a great advocate of civil rights. Truman, as a senator, signed an unsuccessful petition to end a filibuster on an anti-poll tax measure, and agreed to investigations of racial discriminati on on war contracts and in the armed services (Encarta). Civil rights leaders saw Trumans Fair Deal legislation useful to African-Americans, it included a full employment act, increased unemployment compensation, and a higher minimum wage. In 1948, Truman asked Congress to enact laws prohibiting Jim Crow laws, and he instructed the Secretary of Defense to end discrimination in the armed services. These and many other measures Truman took to enforce his belief in a rapid social change. Walter White said in 1952 ?No occupant of the White House since the nation was born has taken so frontal or constant a stand against racial discrimination as has Harry S. Truman.? His legacy paved way for the civil rights movements in later years. Hoover, being a conservative, believed in slow very moderate social change built around past traditional values and beliefs. Hoover did not ask congress to pass any new laws, nor did he take any measures concerning social change in the form of welfare and civ il rights (Smith). His beliefs stood in the way of making any social change for the betterment of society. Liberalism in the 20th century has been very active against inequality. The Truman administration started the battle continuing to later generations. Truman, being a southern man, saw the racial discrimination in the South and saw a need for social change. Truman felt that African-Americans wanted to end inequality, but not segregation. As stated above, Truman took many measures to ensure equality for the African-Americans. He also took measures to create the Fair Employment Practices Commission (FEPC). This would create equal opportunity in the workplace for everyone. Truman went by the liberal thought that equal opportunity should be guaranteed by law; therefore, he strived to create the most equal society possible at that time (Bernstein 78). Hoover, on the other hand, never took any measures to ensure equality. He was a self-made millionaire and believed that rights are ear ned, not given. Even during the Great Depression he believed that only loans should be given out, he didnt believe in ?pork barrel? bills, which would give out money to people in need without people paying money back (Encarta). .ub79c043f8da5135bd86ac66d9b393536 , .ub79c043f8da5135bd86ac66d9b393536 .postImageUrl , .ub79c043f8da5135bd86ac66d9b393536 .centered-text-area { min-height: 80px; position: relative; } .ub79c043f8da5135bd86ac66d9b393536 , .ub79c043f8da5135bd86ac66d9b393536:hover , .ub79c043f8da5135bd86ac66d9b393536:visited , .ub79c043f8da5135bd86ac66d9b393536:active { border:0!important; } .ub79c043f8da5135bd86ac66d9b393536 .clearfix:after { content: ""; display: table; clear: both; } .ub79c043f8da5135bd86ac66d9b393536 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub79c043f8da5135bd86ac66d9b393536:active , .ub79c043f8da5135bd86ac66d9b393536:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub79c043f8da5135bd86ac66d9b393536 .centered-text-area { width: 100%; position: relative ; } .ub79c043f8da5135bd86ac66d9b393536 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub79c043f8da5135bd86ac66d9b393536 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub79c043f8da5135bd86ac66d9b393536 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub79c043f8da5135bd86ac66d9b393536:hover .ctaButton { background-color: #34495E!important; } .ub79c043f8da5135bd86ac66d9b393536 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub79c043f8da5135bd86ac66d9b393536 .ub79c043f8da5135bd86ac66d9b393536-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub79c043f8da5135bd86ac66d9b393536:after { content: ""; display: block; clear: both; } READ: Rita Hayworth And Shawshank Redemption EssayIn regards to the views on the concept of democracy, Truman and Hoover were opposites themselves. Hoover was a well-educated engineer and a self-made millionaire. He agreed with the conservative belief that strong leaders and a strong central government are necessary. He believed only a few select individuals should rule the country. Hoover believed that government should be involved to keep order in the state. He used force to strike down the mob of illegal liquor that was circling the country. Hoover believed that force is necessary to keep domestic order. In 1932 he stimulated resentment by ordering out of Washington the bonus army which had come to demand immediate payment of the bonus (Encarta). He called out federal troops under Gen. Douglas MacArthur to burn their camp and restore order. Truman, however, was the only president in history not to have a college education. Although he was a very smart and gifted individual, he was perceived to be a common ?Joe.? He believed that every person is capable of participating in government. Truman also believed that the government should have a great role in correcting societys problems. His Fair Deal legislation, and civil rights measures mentioned above are examples of how he tried to perfect societys ills through government. The economic philosophy of liberals and conservatives are total opposites. Hoover believed that the government should not control the economy. He preached a doctrine of voluntary cooperation by businesses to the needs of the economy suggested by the government. Hoover was an advocate of his ?trickle-down? system. It would give loans to the heads of business, which would help the workers by creating jobs. The loans would be paid back after expansion, and the economy would be restored. In 1932, Hoover urged Congress to create the Reconstruction Finance Corporation to lend money to banks, loan associations, insurance companies, and railroads (Smith). Hoover did not believe in regulation; as a result, the Great Depression went into a poorer state. Truman believed in the regulation of the economy to keep the economy stable in the post-war economy. His expansion of the New Deal legislation, with his Fair Deal, helped to stabilize the economy. He created intelligence agencies which created jobs, but grew made the government a big bureaucracy. In 1947 Congress passed the Taft-Hartley Act over Trumans veto, it made some union practices, like the closed shop and secondary boycotts, illegal (Bernstein 117). It also authorized the president to obtain a court order blocking for up to eighty days any strike that imperiled the ? national health or safety.? This bill gave more power to the businesses and took away power from the unions, which Truman did not believe in. The philosophy of how to acquire and spend money has changed in many ways throughout the years in liberal and conservative minds. Liberals use tax money to finance social programs, and make sure the economy is going smoothly. Conservatives, however, believe that the economy will flourish if it is the government does not tax too heavily, and the revenues that would have gone to the government go back into the economy. This goes back to Hoovers ?trickle-down? system. Truman did finance great welfare programs, military expansion, and intelligence expansion. Conservatives believe mostly spending tax money on the expansion of the armed forces and law enforcement. Keeping all these views in mind, it is concluded that liberals and conservatives tend to always disagree with each other. This, I believe, is vital to ensure that one party does not get an overwhelming amount of power. As long as there are opposite views on every subject, it is ensured that one faction cannot get too much power. Hoover and Truman had different opinions which each thought would better society. Each president was elected at a different time, proving that different views are needed for each individual situation. Political Issues Essays

Multiplication and Division Essay Example

Multiplication and Division Paper Teachers should distinguish between these classes of problems. Also, they should be able to give examples using themes and children’s literature. Research shows that students who are exposed to problem solving on a daily (or almost daily) basis score better on measures of both problem solving and computation (Carpenter, Fennema, Peterson, Chiang, Loef, 1989). Today, elementary math textbooks are gradually incorporating more classes of problems into their series (Smith, 2006). However, the teacher must still be resourceful in writing examples as needed. In his study, Bebout (1990) found that first-grade children learned to write number sentences with the box in the correct place for many of the problem types. After five weeks of direct instruction using this method, it was found that the students were more successful in solving problems regardless of their pretest scores. Some children even learned to generalize the instruction and were able to solve more difficult problems in which the box begins the number sentence. However, not all of the problem types are easy to solve. Teachers recognize that comparison problems are difficult to solve. But the most difficult problems are the number sentences that begin with the box (e. g. Join-Start Unknown and Separate-Start Unknown). To assess the children’s understanding of problem solving, the teachers may chart the kinds of problems the children can solve and the methods they used to solve the problems. Smith (2006) stresses that the best way to determine the strategy the child used in solving the problems is to ask the child how he thought and solved the problem. We will write a custom essay sample on Multiplication and Division specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Multiplication and Division specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Multiplication and Division specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Smith further emphasizes that â€Å"Looking at both the problem types and the level of sophistication in strategy gives primary teachers a powerful assessment guide for future planning†. As with addition and subtraction, there is a wide range of problem types for multiplication or division which teachers can benefit from. Most researchers classify multiplication and division problems into two general categories — asymmetrical and symmetrical (Kouba Franklin, 1993). Asymmetrical problems are problems in which numbers are not interchangeable. Each element of the story problem plays its own role and cannot be interchanged with the other. These elements can be modeled very clearly to children in different situations — grouping situation (2 boxes of 6 cans, not 6 boxes of 2 cans), rate situations (5 pencils at 3 cents, not 3 pencils at 5 cents), and comparison situations (mother rabbit 4 lbs. ) weighs 3 times as much as the baby, not the baby rabbit weighs 3 times as much as the mother) (examples from Smith, 2006). In symmetrical problems, the numbers can be interchanged. It doesn’t matter which one is the multiplier. These problems often make use of charts, arrays, and area models as illustrations. One illustration is area problems. although we define length as the longer side and the width the shorter side, the sides play similar roles: length ? width = width ? length. Another example is selection problem, also called combination or Cartesian product problems. For example, when calculating sandwich combinations: 3 kinds of bread and 4 fillings, each kind of bread can be matcher to one of 4 fillings or each kind of filling to one of 3 kinds of bread. Problem types can also be classified through considering what happens in the problem and observing the strategy students use in solving them. This analysis is just an extension of the work on addition and subtraction in the preceding section. Hendrickson (1986) classified these problems into four general categories — change problems, comparison problems, rate problems, and selection problems. As with the categories in addition and subtraction problems, these categories have subtypes depending on which variable is unknown. To be able to teach children in solving multiplication and division problems, teachers must be familiar with each of these types, their level of difficulty and the strategy used by the children to find a solution. Some are easier than others. As with solving addition and subtraction problems, teachers should evaluate the types of problems their students are able to solve and the strategies they used to solve them. In this paper, we will use the different problem types to find out the level of understanding the children has on the discussion. Each problem will represent one of each type.