Annotated Bibliography Example | Topics and Well Written Essays - 250 words - 12

Annotated Bibliography Example The findings revealed five criteria that define the concept of professional practice. They include: Technical and legal concerns was identified as the most important concern that the students felt should be incorporated in their studies. The results of the study seem to support the effectiveness of the theory of case based learning. Many students feel that they are not being effectively prepared for professional practice. The lack of experience and connection with the professional world are some of the concerns raised by the students. A section of the students felt that creative design is sufficient to prepare them for their field of work. In conclusion, the study identifies the different concerns regarding preparation of students for professional practice. Communication abilities should be part of the higher education program to help students communicate effectively in their professional field. The study recommends further research to determine the effectives of the strategies like case study learning methods. Incorporation of the communication skills and case study learning meth od is likely to equip students with skills needed in professional

Teaching Strategy in the Classroom Essay Example for Free

Teaching Strategy in the Classroom Essay In a classroom, the teacher is the leader. As such, they must take into account which teaching methods would be best to develop their students learning abilities. During my observations at New Hyde Park Memorial High School, I was able to witness a wide array of teaching strategies. For this paper, I will choose specific methods, and discuss how certain teachers used them effectively within the classroom. First, I will discuss how the modeling process was used to enhance student’s abilities to learn. Modeling is a process of teaching through demonstration. Second, I will discuss how mapping, a learning strategy that helps students understand relationships between ideas, was effectively applied in the classroom. I will then discuss how reinforcement, the use of stimulus’s to increase frequency of a specific behavior, was used as a motivational factor. Lastly, I will discuss how gender and culture were or were not addressed in select classrooms. What I intend to show is how each of these strategies can be used to help create a positive classroom environment that promotes learning as a tool and goal. Modeling can be used very effectively if all four parts are consciously applied. The first part, attention, involves a teacher keeping his student’s focus, allowing them to absorb more information. The next component, retention, requires that a teacher utilize methods such as visual or verbal aids to help their students remember a lesson. The third part of modeling is reproduction, which occurs when a student practices what they’ve been taught. Practice allows for a better chance of translating information to long-term memory. The last step in the process of modeling is motivation, which is a teacher’s ability to give their students desire to work harder. All four of these steps, when used effectively, significantly increase student’s abilities to learn and retain information. In each classroom I observed, some components of modeling were applied. However, in three classrooms I was able to see all four steps of the process effectively applied. One example is Mr. John Ferrara’s Public speaking class, which consisted of multiple grades. In his lessons on creating â€Å"How To† posters, he kept attention through verbal directions and jokes. He drew diagrams and made his own poster to help retention. Reproduction was automatically included because the â€Å"How to† posters were the homework assignments. As for motivation, he offered plenty of reinforcement and positively critiqued each of his students in helping them learn what didn’t work and what to continue doing. (Observe class notes 1, 2, 3) Similarly, Ms. Katy Devine, for her twelfth grade advanced English class used modeling in lessons on poetry. She called on multiple students in the class to read the poems to keep attention. To help students retain and reproduce the lesson, she encouraged them to write their own poetry, assigning homework that kept them working with the central ideas of the lesson. She continually motivated her students by praising them for answering, whether correctly or not, and by telling them where this knowledge would get them in the future. Ms. Devine, like Mr. Ferrara, utilized each step of the modeling process effectively in her classroom. (Observe class notes 4, 5) The last classroom in which I observed modeling successfully practiced was in Mr. Laurence Mechanic’s tenth grade English class. In teaching a lesson on essays, he kept attention by consistently calling on various students. He drew diagrams on the board to help explain the â€Å"sandwich† form to an essay. He assigned homework which involved writing a thesis statement. These procedures promoted retention and reproduction. As for motivation, he told his students how rapidly they were improving, encouraging them that they would master the Regents Exams if they kept up their hard work. (Observe class note 6) I will now discuss how I observed mapping at work in the classroom. A concept map is a visual aid and graphic organizer that shows connections between separate ideas. Mapping allows students to organize thoughts and concepts in new ways. Additionally, graphic organizers have been proven to improve learning outcomes in many students. There are many different kinds of graphic organizers that can be used. For the purpose of this paper I will discuss the Venn diagram I observed in Mr. Mechanic’s classroom, and network trees that I observed in Mr. Scott Colvin and Ms. Abbe Katz’s classrooms. A Venn Diagram consist of two large circles with separate topics and an intersecting middle area where the relations between ideas are written. In Mr. Mechanic’s tenth grade English class the circles focused on literary elements contained in two poems. In the middle section, Mr. Mechanic had the students discuss the literary elements that were found in both of these works. The use of this Venn diagram helped the students better understand each individual section, as well as recognize the way certain elements can be used in multiple ways. (Observe class notes 6, 8) Both Mr. Colvin, in his eleventh grade English class, and Ms. Katz, in her ninth grade advanced English class, utilized network trees. In Mr. Colvin’s class, it was used to help examine characteristics of leadership. The tree was organized with a block in the middle, marked â€Å"Leadership,† and four spawned off circles that focused on individual aspects of leadership. Mr. Colvin then had the students answer follow up questions which further allowed them to identify the connections between their idea of a leader and those in the story they were reading in class. (Observe class note 7, Handout 1) Ms. Katz organized her network tree around William Shakespeare’s play, â€Å"Romeo and Juliet. † She assigned the first few scenes as homework, and then showed the first scene of the Baz Luhrmann 1997 movie version in class. She discussed the way the Capulets and Montagues were portrayed in the book and movie. Her students broke into two groups, one concentrating on the specifics of the play and the other on the movie. She led a discussion, putting the network tree on the board at the close of class time. As a result, the student’s better understood the use of family in Shakespeare’s work and were able to recognize differences and similarities between the portrayal of family in the written play and the movie. (Observe class note 9) As aforementioned, motivation is a crucial part of the modeling process. But even individually it is crucial to effective teaching and learning. Reinforcement is one major way to increase motivation. There are two kinds of reinforcement: positive, which occurs when a pleasant stimulus is presented, and negative, which occurs when an undesired stimulus is removed. The presentation and removal of these stimuli at proper times should lead to an increase in frequency of the desired behavior. I will further discuss the use of reinforcement in Mr. Ferrara and Mr. Mechanics classroom, and then discuss how I observed it in Mrs. Anna Carusos classroom as well. For the discussion of Mr. Ferraras public speaking class and Mr. Mechanics tenth grade English class, I will simply elaborate on the way they effectively used the last step of the modeling process. When Mr. Ferraras class had to finally give their How to presentations and Mr. Mechanics class had their thesis statements checked over, continuing motivation became crucial. Both of these teachers used praise and reinforcement excessively after their students presented their work. Mr. Ferrara took class time and cited out at least one positive aspect from each presentation. He told the students how they had cut down on the ums, uhs, likes, focused more on keeping their eyes on the class, and credited each student with doing a superb job. (Observe class notes 1, 2, 3) Similarly, Mr. Mechanic praised almost every students thesis statements. He reminded them how important a skillful opening paragraph is when writing an essay, explaining that a great thesis statement sets up an entire essay. He continued to boost the students confidence in their work, and closed the discussion by reminding each student how well they will do on the Regents by keeping up their hard work. (Observe class note 10) Mrs. Caruso, in her ninth grade English class, used reinforcement consistently to promote class participation. First, she introduced a reward system to the class by creating enlarged photocopied bills with her face in the center that could be used as extra credit on exams. She would positively reinforce participating students during her lectures by giving them a bill for paying attention and contributing to the class discussion. She also used negative reinforcement on one occasion that I observed in her classroom. At one point, when a student asked a question, the answer was on a recent hand out. A few of the students laughed at the stupidity of the question, with one even calling the student a derogatory name. Mrs. Caruso punished the misbehaving students; threatening to call their house next time they disrespected another student. This encouraged the original student to continue asking questions, showing him the disrespectful result would not recur. Like each aforementioned situation, this instance shows how reinforcement was used effectively in the classroom. In doing so, these teachers created a comfortable environment in which their students not only completed the required assignments, but were praised and rewarded for doing so. In each case, the students looked forward to earning more reinforcement by continuing to work hard. (Observe class notes 11, 12) When it comes to culture and diversity, each classroom at New Hyde Park Memorial High School appeared to divide up evenly. By and large, just over half the classroom was Caucasian, with just under half the total being Indian. To fill out the remaining percentage, there were a few Asian, Spanish or Black students. However, the bulk of the room was either Caucasian or Indian. Gender wise, the classes were divided evenly as well. There was usually a 50/50 split between male and female, with very few exceptions. One of these exceptions was in Ms. Devines twelfth grade advanced English class, in which there were only six males out of twenty-one students. However, half female, half male classes were most common. Culture and gender are two important issues to consider when running a classroom. Different backgrounds raise children in different ways, requiring that a certain focus or method may need to be adopted in a classroom. It is also understood that males and females have a tendency to succeed in separate fields of study. Lastly, it is very important, esteem wise, to understand the culture and gender of a student, because self-esteem also varies between sexes and races. However, for each of these classrooms, there was very little emphasis on either race or gender. Most teachers treated their class as though each student was the same sex and race. In some of these classes, this was an effective way to run the class, while in others there should have more focus on the specific situation of certain students. I will once again discuss Mr. Ferraras and Mr. Mechanics classes, as well as Ms. Devines eleventh grade English class for the first time in making my points for these topics. In Mr. Ferraras Public speaking class, there was a cultural breakdown of two-third Caucasian, one-third Indian, one African American and one Chinese student. The genders were evenly split. While the majority of the time there was no specific focus on either gender or culture, there was one occasion that I did observe when a student’s culture was emphasized. On this occasion, the lone African American student was giving her â€Å"How to† speech. In doing so, she used Ebonics. Upon completion of her presentation, Mr. Ferrara joked back to her using Ebonics. This could be a bad idea depending on the relationship between student and teacher. However, due to the environment Mr. Ferrara sustains in his classroom, one of respect and humor, this only invoked laughter from the class as well as the individual. In fact, the student felt more comfortable with the rest of the class afterwards. On this occasion, Mr. Ferrara made it a point to focus on a certain culture, and it worked very well due to the prior establishment of relationship and understanding in his class. Mr. Mechanics tenth grade English class broke down culture wise to about half Caucasian and half Indian, with three Spanish students. Gender wise, the breakdown was 50/50. In one of his classes, Mr. Mechanic attempted to explain and utilize the Socratic method of teaching, in which the class sits in a circle and discussion is openly led by whichever student decides to enter in. Mr. Mechanic called on students of different races and genders to begin the discussion, encouraging all the other students to chime in throughout. In setting up this type of class, he erases gender and culture differences, giving each student equal opportunity to participate in the classroom discussion. As a teacher, consciously disregarding culture and gender as learning components can make it difficult to still effectively run a classroom. However, this is one of the most successful ways to do so and still create and sustain a positive and efficient classroom environment. (Observe class note 13) In Ms. Devines eleventh grade English class, there was a cultural breakdown of half Caucasian students and half Indian students. Gender wise there was again a 50/50 breakdown. In this class, there was no specific focus on gender or culture. However, in this class Ms. Devine should have made more of a conscious effort to include the separate cultures in her class activities. For the reading of Macbeth, she chose certain students to act out each part. However, in doing so, she consistently chose the outgoing Caucasian students; male for male parts, female for female. I feel that this did not place the Indian or soft-spoken Caucasian students on the same plane as those chosen. There should never be a situation in which students of any culture or gender feel barred from classroom activities, but unfortunately in this class this became the case. Unlike the above teachers, Ms. Devine did not do a good job of making the students in her class equal participants, affecting the way certain students learned in her class. (Observe class note 14) In our Education class at Queens College, there were many different instructional activities that we participated in. There are three specific methods that we undertook in class that I observed in the classroom as effective teaching strategies. One of these activities was a Microsoft PowerPoint discussion on Moral Development. The use of PowerPoint allowed the lesson to be put on a larger screen for observation by the full class, helping both note taking ability and overall comprehension. The second activity we used in our class that was very effective was group work. This was at work in many of the classrooms I observed as well, and is successful because it allows diverse thoughts and ideas to come together. Lastly, the ungraded homework assignments were an effective classroom activity. They led to further understanding of the assigned topic and fed the class discussions pertaining to these topics. I saw the first two discussed activities at work in my observations. Computers with Powerpoint capabilities were actually one of the recent additions to every classroom at New Hyde Park Memorial. Ms. Katz, in her ninth grade advanced English class, used PowerPoint lectures for her Romeo and Juliet discussion, and students in Mr. Ferraras public speaking class utilized this feature for their How to presentations. Similarly, group work was involved in a majority of the classes I observed. Mr. Mechanic, Mr. Ferrara, Ms. Katz and Ms. Devine all used group work in the teaching of their lesson, just to name a few. The ungraded homework assignments were not included in any of the classes I observed. However, if applied in the class, ungraded homework would allow students that wish to expand and increase their knowledge to do so, while those who desire only to understand what is being taught in class can spend more time focusing on the work due for other classes. In conclusion, there are many ways to run a successful classroom. In my observations, I was able to see multiple teaching strategies and how they either worked or failed. The ones I decided to focus on for the purposes of this paper are the strategies that I found to be successful most often. I learned that modeling is a very effective teaching process, when each component is taking into account. I learned that mapping is a very effective tool that helps connect ideas and create relationships between previous unrelated ideas. I learned how gender and culture could be either taken into account, or consciously ignored in a classroom, but that one must be careful in choosing to do either. In the classrooms of Mr. John Ferrara, Ms. Katie Devine, Mr. Laurence Mechanic, Ms. Abbe Katz, Mrs. Anna Caruso and Mr. Scott Colvin, there were successful methods at work and very positive environments created as a result. While each teacher had their own unique methods to utilizing a strategy and teaching a lesson, they all did a superb job of making learning an enjoyable, universal, and crucial part of their classroom.

The Holocaust :: European Europe History

Holocaust Throughout the movie, "The Holocaust", the phrase, "I just do my job," was usually the only excuse most people who committed crimes against the Jews could come up with. For example, when Helena and Rudy Weiss were staying in Kiev, the city was bombed. During the bombing, one of the Nazi soldiers, who happened to be Heinz Muller, a friend of Inga's family, was hit by falling debris. Hesitant, Rudy helped Muller escape from the collapsing building, gave him some water, and asked him why he was taking part in the mistreatment of the Jews. "I obey orders," Muller replied, unrepentant about what he did. Also, when Bertha Weiss was sent to the gas chambers in Auschwitz, Dr. Joseph Weiss asked the Kapo what happened to her. The lady bluntly retorted, "Don't blame me, I just take orders." Whether to keep a job, remain loyal to their cause, or just because they had no other excuse, everyone used that phrase to justify what they did wrong against the Jews. Anti-Semitism and unfair grudges are two factors that can cause Genocide. During the movie, Eric Dorf claimed he did not feel bad about Kristallnacht or what happened to the Jews, because he said the Jews provoked it. Even though Kristallnacht was the first major pogrom, a government sponsored attack on the Jews, and was terribly destructive, Eric said that they killed Christ and they deserved what they got (The Holocaust). In addition, Heydrich believed that Germans and the Aryan race was superior to the Jewish race and they had to "isolate the germ carriers" (The Holocaust), so he decided to go through with the plan for Jewish ghettos. The ghettos were intended to hold the Jews in a temporary Jewish community until they could be efficiently exterminated. This demonstrates how Anti-Semitism and grudges can produce Genocide. In the video, "Conversations With Oprah: Elie Wiesel", Wiesel explains that the most important lesson to be learned from what happened during the Holocaust is to not be indifferent, but to still be human in spite of everything that happened. He said he believed that the opposite of love is not hate, but rather indifference, because indifference can not be fought (Conversations). Not being indifferent is important in preventing another Holocaust in the future. "When you have a choice to make and you don't make it, that in itself is a choice," William James once said.

The Twilight Saga 2: New Moon Chapter 10 THE MEADOW

JACOB DIDN'T CALL. The first time I called, Billy answered and told me that Jacob was still in bed. I got nosy, checking to make sure that Billy had taken him to a doctor. Billy said he had, but, for some reason I couldn't nail down, I didn't really believe him. I called again, several times a day, for the next two days, but no one was ever there. Saturday, I decided to go see him, invitation be damned. But the little red house was empty. This frightened mewas Jacob so sick that he'd needed to go to the hospital? I stopped by the hospital on the way back home, but the nurse at the front desk told me neither Jacob or Billy had been in. I made Charlie call Harry Clearwater as soon as he got home from work. I waited, anxious, while Charlie chatted with his old friend; the conversation seemed to go on forever without Jacob even being mentioned. It seemed that Harry had been in the hospital . . some kind of tests for his heart. Charlie's forehead got all pinched together, but Harry joked with him, blowing it off, until Charlie was laughing again. Only then did Charlie ask about Jacob, and now his side of the conversation didn't give me much to work with, just a lot of hmms and yeahs. I drummed my fingers against the counter beside him until he put a hand over mine to stop me. Finally, Charlie hung up the phone and turned to me. â€Å"Harry says there's been some trouble with the phone lines, and that's why you haven't been able to get through. Billy took Jake to the doc down there, and it looks like he has mono. He's real tired, and Billy said no visitors,† he reported. â€Å"No visitors?† I demanded in disbelief. Charlie raised one eyebrow. â€Å"Now don't you go making a pest of yourself, Bells. Billy knows what's best for Jake. He'll be up and around soon enough. Be patient.† I didn't push it. Charlie was too worried about Harry. That was clearly the more important issueit wouldn't be right to bug him with my lesser concerns. Instead, I went straight upstairs and turned on my computer. I found a medical site online and typed â€Å"mononucleosis† into the search box. All I knew about mono was that you were supposed to get it from kissing, which was clearly not the case with Jake. I read through the symptoms quicklythe fever he definitely had, but what about the rest of it? No horrible sore throat, no exhaustion, no headaches, at least not before he'd gone home from the movie; he'd said he felt â€Å"fit as a fiddle.† Did it really come on so fast? The article made it sound like the sore stuff showed up first. I glared at the computer screen and wondered why, exactly, I was doing this. Why did I feel so so suspicious, like I didn't believe Billy's story? Why would Billy lie to Harry? I was being silly, probably. I was just worried, and, to be honest, I was afraid of not being allowed to see Jacobthat made me nervous. I skimmed through the rest of the article, looking for more information. I stopped when I got to the part about how mono could last more than a month. A month? My mouth fell open. But Billy couldn't enforce the no-visitors thing that long. Of course not. Jake would go crazy stuck in bed that long without anyone to talk to. What was Billy afraid of, anyway? The article said that a person with mono needed to avoid physical activity, but there was nothing about visitors. The disease wasn't very infectious. I'd give Billy a week, I decided, before I got pushy. A week was generous. A week was long. By Wednesday, I was sure I wasn't going to live till Saturday. When I'd decided to leave Billy and Jacob alone for a week, I hadn't really believed that Jacob would go along with Billy's rule. Every day when I got home from school, I ran to the phone to check for messages. There never were any. I cheated three times by trying to call him, but the phone lines still weren't working. I was in the house much too much, and much too alone. Without Jacob, and my adrenaline and my distractions, everything I'd been repressing started creeping up on me. The dreams got hard again. I could no longer see the end coming. Just the horrible nothingnesshalf the time in the forest, half the time in the empty fern sea where the white house no longer existed. Sometimes Sam Uley was there in the forest, watching me again. I paid him no attentionthere was no comfort in his presence; it made me feel no less alone. It didn't stop me from screaming myself awake, night after night. The hole in my chest was worse than ever. I'd thought that I'd been getting it under control, but I found myself hunched over, day after day, clutching my sides together and gasping for air. I wasn't handling alone well. I was relieved beyond measure the morning I woke upscreaming, of courseand remembered that it was Saturday. Today I could call Jacob. And if the phone lines still weren't working, then I was going to La Push. One way or another, today would be better than the last lonely week. I dialed, and then waited without high expectations. It caught me off guard when Billy answered on the second ring. â€Å"Hello?† â€Å"Oh, hey, the phone is working again! Hi, Billy. It's Bella. I was just calling to see how Jacob is doing. Is he up for visitors yet? I was thinking about dropping by† â€Å"I'm sorry, Bella,† Billy interrupted, and I wondered if he were watching TV; he sounded distracted. â€Å"He's not in.† â€Å"Oh.† It took me a second. â€Å"So he's feeling better then?† â€Å"Yeah,† Billy hesitated for an instant too long. â€Å"Turns out it wasn't mono after all. Just some other virus.† â€Å"Oh. So where is he?† â€Å"He's giving some friends a ride up to Port AngelesI think they were going to catch a double feature or something. He's gone for the whole day.† â€Å"Well, that's a relief. I've been so worried. I'm glad he felt good enough to get out.† My voice sounded horribly phony as I babbled on. Jacob was better, but not well enough to call me. He was out with friends. I was sitting home, missing him more every hour. I was lonely, worried, bored perforatedand now also desolate as I realized that the week apart had not had the same effect on him. â€Å"Is there anything in particular you wanted?† Billy asked politely. â€Å"No, not really.† â€Å"Well, I'll tell him that you called,† Billy promised. â€Å"Bye, Bella.† â€Å"Bye,† I replied, but he'd already hung up. I stood for a moment with the phone still in my hand. Jacob must have changed his mind, just like I'd feared. He was going to take my advice and not waste any more time on someone who couldn't return his feelings. I felt the blood run out of my face. â€Å"Something wrong?† Charlie asked as he came down the stairs. â€Å"No,† I lied, hanging up the phone. â€Å"Billy says Jacob is feeling better. It wasn't mono. So that's good.† â€Å"Is he coming here, or are you going there?† Charlie asked absentmindedly as he started poking through the fridge. â€Å"Neither,† I admitted. â€Å"He's going out with some other friends.† The tone of my voice finally caught Charlie's attention. He looked up at me with sudden alarm, his hands frozen around a package of cheese slices. â€Å"Isn't it a little early for lunch?† I asked as lightly as I could manage, trying to distract him. â€Å"No, I'm just packing something to take out to the river† â€Å"Oh, fishing today?† â€Å"Well, Harry called and it's not raining.† He was creating a stack of food on the counter as he spoke. Suddenly he looked up again as if he'd just realized something. â€Å"Say, did you want me to stay with you, since Jake's out?† â€Å"That's okay, Dad,† I said, working to sound indifferent. â€Å"The fish bite better when the weather's nice.† He stared at me, indecision clear on his face. I knew that he was worrying, afraid to leave me alone, in case I got â€Å"mopey† again. â€Å"Seriously, Dad. I think I'll call Jessica,† I fibbed quickly. I'd rather be alone than have him watching me all day. â€Å"We have a Calculus test to study for. I could use her help.† That part was true. But I'd have to make do without it. â€Å"That's a good idea. You've been spending so much time with Jacob, your other friends are going to think you've forgotten them.† I smiled and nodded as if I cared what my other friends thought. Charlie started to turn, but then spun back with a worried expression. â€Å"Hey, you'll study here or at Jess's, right?† â€Å"Sure, where else?† â€Å"Well, it's just that I want you to be careful to stay out of the woods, like I told you before.† It took me a minute to understand, distracted as I was. â€Å"More bear trouble?† Charlie nodded, frowning. â€Å"We've got a missing hikerthe rangers found his camp early this morning, but no sign of him. There were some really big animal prints of course those could have come later, smelling the food Anyway, they're setting traps for it now.† â€Å"Oh,† I said vaguely. I wasn't really listening to his warnings; I was much more upset by the situation with Jacob than by the possibility of being eaten by a bear. I was glad that Charlie was in a hurry. He didn't wait for me to call Jessica, so I didn't have to put on that charade. I went through the motions of gathering my school-books on the kitchen table to pack them in my bag; that was probably too much, and if he hadn't been eager to hit the holes, it might have made him suspicious. I was so busy looking busy that the ferociously empty day ahead didn't really crash down on me until after I'd watched him drive away. It only took about two minutes of staring at the silent kitchen phone to decide that I wasn't staying home today. I considered my options. I wasn't going to call Jessica. As far as I could tell, Jessica had crossed over to the dark side. I could drive to La Push and get my motorcyclean appealing thought but for one minor problem: who was going to drive me to the emergency room if I needed it afterward? Or I already had our map and compass in the truck. I was pretty sure I understood the process well enough by now that I wouldn't get lost. Maybe I could eliminate two lines today, putting us ahead of schedule for whenever Jacob decided to honor me with his presence again. I refused to think about how long that might be. Or if it was going to be never. I felt a brief twinge of guilt as I realized how Charlie would feel about this, but I ignored it. I just couldn't stay in the house again today. A few minutes later I was on the familiar dirt road that led to nowhere in particular. I had the windows rolled down and I drove as fast as was healthy for my truck, trying to enjoy the wind against my face. It was cloudy, but almost drya very nice day, for Forks. Getting started took me longer than it would have taken Jacob. After I parked in the usual spot, I had to spend a good fifteen minutes studying the little needle on the compass face and the markings on the now worn map. When I was reasonably certain that I was following the right line of the web, I set off into the woods. The forest was full of life today, all the little creatures enjoying the momentary dryness. Somehow, though, even with the birds chirping and cawing, the insects buzzing noisily around my head, and the occasional scurry of the field mice through the shrubs, the forest seemed creepier today; it reminded me of my most recent nightmare. I knew it was just because I was alone, missing Jacob's carefree whistle and the sound of another pair of feet squishing across the damp ground. The sense of unease grew stronger the deeper I got into the trees. Breathing started to get more difficultnot because of exertion, but because I was having trouble with the stupid hole in my chest again. I kept my arms tight around my torso and tried to banish the ache from my thoughts. I almost turned around, but I hated to waste the effort I'd already expended. The rhythm of my footsteps started to numb my mind and my pain as I trudged on. My breathing evened out eventually, and I was glad I hadn't quit. I was getting better at this bushwhacking thing; I could tell I was faster. I didn't realize quite how much more efficiently I was moving. I thought I'd covered maybe four miles, and I wasn't even starting to look around for it yet. And then, with an abruptness that disoriented me, I stepped through a low arch made by two vine maplespushing past the chest-high fernsinto the meadow. It was the same place, of that I was instantly sure. I'd never seen another clearing so symmetrical. It was as perfectly round as if someone had intentionally created the flawless circle, tearing out the trees but leaving no evidence of that violence in the waving grass. To the east, I could hear the stream bubbling quietly. The place wasn't nearly so stunning without the sunlight, but it was still very beautiful and serene. It was the wrong season for wildflowers; the ground was thick with tall grass that swayed in the light breeze like ripples across a lake. It was the same place but it didn't hold what I had been searching for. The disappointment was nearly as instantaneous as the recognition. I sank down right where I was, kneeling there at the edge of the clearing, beginning to gasp. What was the point of going any farther? Nothing lingered here. Nothing more than the memories that I could have called back whenever I wanted to, if I was ever willing to endure the corresponding painthe pain that had me now, had me cold. There was nothing special about this place without him. I wasn't exactly sure what I'd hoped to feel here, but the meadow was empty of atmosphere, empty of everything, just like everywhere else. Just like my nightmares. My head swirled dizzily. At least I'd come alone. I felt a rush of thankfulness as I realized that. If I'd discovered the meadow with Jacob well, there was no way I could have disguised the abyss I was plunging into now. How could I have explained the way I was fracturing into pieces, the way I had to curl into a ball to keep the empty hole from tearing me apart? It was so much better that I didn't have an audience. And I wouldn't have to explain to anyone why I was in such a hurry to leave, either. Jacob would have assumed, after going to so much trouble to locate the stupid place, I would want to spend more than a few seconds here. But I was already trying to find the strength to get to my feet again, forcing myself out of the ball so that I could escape. There was too much pain in this empty place to bearI would crawl away if I had to. How lucky that I was alone! Alone. I repeated the word with grim satisfaction as I wrenched myself to my feet despite the pain. At precisely that moment, a figure stepped out from the trees to the north, some thirty paces away. A dizzying array of emotions shot through me in a second. The first was surprise; I was far from any trail here, and I didn't expect company. Then, as my eyes focused on the motionless figure, seeing the utter stillness, the pallid skin, a rush of piercing hope rocked through me. I suppressed it viciously, fighting against the equally sharp lash of agony as my eyes continued to the face beneath the black hair, the face that wasn't the one I wanted to see. Next was fear; this was not the face I grieved for, but it was close enough for me to know that the man facing me was no stray hiker. And finally, in the end, recognition. â€Å"Laurent!† I cried in surprised pleasure. It was an irrational response. I probably should have stopped at fear. Laurent had been one of James's coven when we'd first met. He hadn't been involved with the hunt that followedthe hunt where I was the quarrybut that was only because he was afraid; I was protected by a bigger coven than his own. It would have been different if that wasn't the casehe'd had no compunctions, at the time, against making a meal of me. Of course, he must have changed, because he'd gone to Alaska to live with the other civilized coven there, the other family that refused to drink human blood for ethical reasons. The other family like but I couldn't let myself think the name. Yes, fear would have made more sense, but all I felt was an overwhelming satisfaction. The meadow was a magic place again. A darker magic than I'd expected, to be sure, but magic all the same. Here was the connection I'd sought. The proof, however remote, thatsomewhere in the same world where I lived he did exist. It was impossible how exactly the same Laurent looked. I suppose it was very silly and human to expect some kind of change in the last year. But there was something I couldn't quite put my finger on it. â€Å"Bella?† he asked, looking more astonished than I felt. â€Å"You remember.† I smiled. It was ridiculous that I should be so elated because a vampire knew my name. He grinned. â€Å"I didn't expect to see you here.† He strolled toward me, his expression bemused. â€Å"Isn't it the other way around? I do live here. I thought you'd gone to Alaska.† He stopped about ten paces away, cocking his head to the side. His face was the most beautiful face I'd seen in what felt like an eternity. I studied his features with a strangely greedy sense of release. Here was someone I didn't have to pretend forsomeone who already knew everything I could never say. â€Å"You're right,† he agreed. â€Å"I did go to Alaska. Still, I didn't expect When I found the Cullen place empty, I thought they'd moved on.† â€Å"Oh.† I bit my lip as the name set the raw edges of my wound throbbing. It took me a second to compose myself. Laurent waited with curious eyes. â€Å"They did move on,† I finally managed to tell him. â€Å"Hmm,† he murmured. â€Å"I'm surprised they left you behind. Weren't you sort of a pet of theirs?† His eyes were innocent of any intended offense. I smiled wryly. â€Å"Something like that.† â€Å"Hmm,† he said, thoughtful again. At that precise moment, I realized why he looked the sametoo much the same. After Carlisle told us that Laurent had stayed with Tanya's family, I'd begun to picture him, on the rare occasions that I thought of him at all, with the same golden eyes that the CullensI forced the name out, wincinghad. That all good vampires had. I took an involuntary step back, and his curious, dark red eyes followed the movement. â€Å"Do they visit often?† he asked, still casual, but his weight shifted toward me. â€Å"Lie,† the beautiful velvet voice whispered anxiously from my memory. I started at the sound of his voice, but it should not have surprised me. Was I nor in the worst danger imaginable? The motorcycle was safe as kittens next to this. I did what the voice said to do. â€Å"Now and again.† I tried to make my voice light, relaxed. â€Å"The time seems longer to me, I imagine. You know how they get distracted† I was beginning to babble. I had to work to shut myself up. â€Å"Hmm,† he said again. â€Å"The house smelled like it had been vacant for a while† â€Å"You must lie better than that, Bella,† the voice urged. I tried. â€Å"I'll have to mention to Carlisle that you stopped by. He'll be sorry they missed your visit.† I pretended to deliberate for a second. â€Å"But I probably shouldn't mention it to Edward, I suppose† I barely managed to say his name, and it twisted my expression on the way out, ruining my bluff â€Å"he has such a temper well, I'm sure you remember. He's still touchy about the whole James thing.† I rolled my eyes and waved one hand dismissively, like it was all ancient history, but there was an edge of hysteria to my voice. I wondered if he would recognize what it was. â€Å"Is he really?† Laurent asked pleasantly skeptically. I kept my reply short, so that my voice wouldn't betray my panic. â€Å"Mm-hmm.† Laurent took a casual step to the side, gazing around at the little meadow. I didn't miss that the step brought him closer to me. In my head, the voice responded with a low snarl. â€Å"So how are things working out in Denali? Carlisle said you were staying with Tanya?† My voice was too high. The question made him pause. â€Å"I like Tanya very much,† he mused. â€Å"And her sister Irina even more I've never stayed in one place for so long before, and I enjoy the advantages, the novelty of it. But, the restrictions are difficult I'm surprised that any of them can keep it up for long.† He smiled at me conspiratorially. â€Å"Sometimes I cheat.† I couldn't swallow. My foot started to ease back, but I froze when his red eyes flickered down to catch the movement. â€Å"Oh,† I said in a faint voice. â€Å"Jasper has problems with that, too.† â€Å"Don't move,† the voice whispered. I tried to do what he instructed. It was hard; the instinct to take flight was nearly uncontrollable. â€Å"Really?† Laurent seemed interested. â€Å"Is that why they left?† â€Å"No,† I answered honestly. â€Å"Jasper is more careful at home.† â€Å"Yes,† Laurent agreed. â€Å"I am, too.† The step forward he took now was quite deliberate. â€Å"Did Victoria ever find you?† I asked, breathless, desperate to distract him. It was the first question that popped into my head, and I regretted it as soon as the words were spoken. Victoriawho had hunted me with James, and then disappearedwas not someone I wanted to think of at this particular moment. But the question did stop him. â€Å"Yes,† he said, hesitating on that step. â€Å"I actually came here as a favor to her.† He made a face. â€Å"She won't be happy about this.† â€Å"About what?† I said eagerly, inviting him to continue. He was glaring into the trees, away from me. I took advantage of his diversion, taking a furtive step back. He looked back at me and smiledthe expression made him look like a black-haired angel. â€Å"About me killing you,† he answered in a seductive purr. I staggered back another step. The frantic growling in my head made it hard to hear. â€Å"She wanted to save that part for herself,† he went on blithely. â€Å"She's sort of put out with you, Bella.† â€Å"Me?† I squeaked. He shook his head and chuckled. â€Å"I know, it seems a little backward to me, too. But James was her mate, and your Edward killed him.† Even here, on the point of death, his name tore against my unhealed wounds like a serrated edge. Laurent was oblivious to my reaction. â€Å"She thought it more appropriate to kill you than Edwardfair turnabout, mate for mate. She asked me to get the lay of the land for her, so to speak. I didn't imagine you would be so easy to get to. So maybe her plan was flawedapparently it wouldn't be the revenge she imagined, since you must not mean very much to him if he left you here unprotected.† Another blow, another tear through my chest. Laurent's weight shifted slightly, and I stumbled another step back. He frowned. â€Å"I suppose she'll be angry, all the same.† â€Å"Then why not wait for her?† I choked out. A mischievous grin rearranged his features. â€Å"Well, you've caught me at a bad time, Bella. I didn't come to this place on Victoria's missionI was hunting. I'm quite thirsty, and you do smell simply mouthwatering.† Laurent looked at me with approval, as if he meant it as a compliment. â€Å"Threaten him,† the beautiful delusion ordered, his voice distorted with dread. â€Å"He'll know it was you,† I whispered obediently. â€Å"You won't get away with this.† â€Å"And why not?† Laurent's smile widened. He gazed around the small opening in the trees. â€Å"The scent will wash away with the next rain. No one will find your bodyyou'll simply go missing, like so many, many other humans. There's no reason for Edward to think of me, if he cares enough to investigate. This is nothing personal, let me assure you, Bella. Just thirst.† â€Å"Beg,† my hallucination begged. â€Å"Please,† I gasped. Laurent shook his head, his face kind. â€Å"Look at it this way, Bella. You're very lucky I was the one to find you.† â€Å"Am I?† I mouthed, faltering another step back. Laurent followed, lithe and graceful. â€Å"Yes,† he assured me. â€Å"I'll be very quick. You won't feel a thing, I promise. Oh, I'll lie to Victoria about that later, naturally, just to placate her. But if you knew what she had planned for you, Bella† He shook his head with a slow movement, almost as if in disgust. â€Å"I swear you'd be thanking me for this.† I stared at him in horror. He sniffed at the breeze that blew threads of my hair in his direction. â€Å"Mouthwatering,† he repeated, inhaling deeply. I tensed for the spring, my eyes squinting as I cringed away, and the sound of Edward's furious roar echoed distantly in the back of my head. His name burst through all the walls I'd built to contain it. Edward, Edward, Edward. I was going to die. It shouldn't matter if I thought of him now. Edward, I love you. Through my narrowed eyes, I watched as Laurent paused in the act of inhaling and whipped his head abruptly to the left. I was afraid to look away from him, to follow his glance, though he hardly needed a distraction or any other trick to overpower me. I was too amazed to feel relief when he started slowly backing away from me. â€Å"I don't believe it,† he said, his voice so low that I barely heard it. I had to look then. My eyes scanned the meadow, searching for the interruption that had extended my life by a few seconds. At first I saw nothing, and my gaze flickered back to Laurent. He was retreating more quickly now, his eyes boring into the forest. Then I saw it; a huge black shape eased out of the trees, quiet as a shadow, and stalked deliberately toward the vampire. It was enormousas tall as a horse, but thicker, much more muscular. The long muzzle grimaced, revealing a line of dagger-like incisors. A grisly snarl rolled out from between the teeth, rumbling across the clearing like a prolonged crack of thunder. The bear. Only, it wasn't a bear at all. Still, this gigantic black monster had to be the creature causing all the alarm. From a distance, anyone would assume it was a bear. What else could be so vast, so powerfully built? I wished I were lucky enough to see it from a distance. Instead, it padded silently through the grass a mere ten feet from where I stood. â€Å"Don't move an inch,† Edward's voice whispered. I stared at the monstrous creature, my mind boggling as I tried to put a name to it. There was a distinctly canine cast to the shape of it, the way it moved. I could only think of one possibility, locked in horror as I was. Yet I'd never imagined that a wolf could get so big. Another growl rumbled in its throat, and I shuddered away from the sound. Laurent was backing toward the edge of the trees, and, under the freezing terror, confusion swept through me. Why was Laurent retreating? Granted, the wolf was monstrous in size, but it was just an animal. What reason would a vampire have for fearing an animal? And Laurent was afraid. His eyes were wide with horror, just like mine. As if in answer to my question, suddenly the mammoth wolf was not alone. Flanking it on either side, another two gigantic beasts prowled silently into the meadow. One was a deep gray, the other brown, neither one quite as tall as the first. The gray wolf came through the trees only a few feet from me, its eyes locked on Laurent. Before I could even react, two more wolves followed, lined up in a V, like geese flying south. Which meant that the rusty brown monster that shrugged through the brush last was close enough for me to touch. I gave an involuntary gasp and jumped backwhich was the stupidest thing I could have done. I froze again, waiting for the wolves to turn on me, the much weaker of the available prey. I wished briefly that Laurent would get on with it and crush the wolf packit should be so simple for him. I guessed that, between the two choices before me, being eaten by wolves was almost certainly the worse option. The wolf closest to me, the reddish brown one, turned its head slightly at the sound of my gasp. The wolf's eyes were dark, nearly black. It gazed at me for a fraction of a second, the deep eyes seeming too intelligent for a wild animal. As it stared at me, I suddenly thought of Jacobagain, with gratitude. At least I'd come here alone, to this fairytale meadow filled with dark monsters. At least Jacob wasn't going to die, too. At least I wouldn't have his death on my hands. Then another low growl from the leader caused the russet wolf to whip his head around, back toward Laurent. Laurent was staring at the pack of monster wolves with unconcealed shock and fear. The first I could understand. But I was stunned when, without warning, he spun and disappeared into the trees. He ran away. The wolves were after him in a second, sprinting across the open grass with a few powerful bounds, snarling and snapping so loudly that my hands flew up instinctively to cover my ears. The sound faded with surprising swiftness once they disappeared into the woods. And then I was alone again. My knees buckled under me, and I fell onto my hands, sobs building in my throat. I knew I needed to leave, and leave now. How long would the wolves chase Laurent before they doubled back for me? Or would Laurent turn on them? Would he be the one that came looking? I couldn't move at first, though; my arms and legs were shaking, and I didn't know how to get back to my feet. My mind couldn't move past the fear, the horror or the confusion. I didn't understand what I'd just witnessed. A vampire should not have run from overgrown dogs like that. What good would their teeth be against his granite skin? And the wolves should have given Laurent a wide berth. Even if their extraordinary size had taught them to fear nothing, it still made no sense that they would pursue him. I doubted his icy marble skin would smell anything like food. Why would they pass up something warmblooded and weak like me to chase after Laurent? I couldn't make it add up. A cold breeze whipped through the meadow, swaying the grass like something was moving through it. I scrambled to my feet, backing away even though the wind brushed harmlessly past me. Stumbling in panic, I turned and ran headlong into the trees. The next few hours were agony. It took me three times as long to escape the trees as it had to get to the meadow. At first I paid no attention to where I was headed, focused only on what I was running from By the time I collected myself enough to remember the compass, I was deep in the unfamiliar and menacing forest. My hands were shaking so violently that I had to set the compass on the muddy ground to be able to read it. Every few minutes I would stop to put the compass dowr and check that I was still heading northwest, hearingwhen the sounds weren't hidden behind the frantic squelching of my footstepsthe quiet whisper of unseen things moving in the leaves. The call of a jaybird made me leap back and fall into a thick stand of young spruce, scraping up my arms and tangling my hair with sap. The sudden rush of a squirrel up a hemlock made me scream so loud it hurt my own ears. At last there was a break in the trees ahead. I came out onto the empty road a mile or so south of where I'd left the truck. Exhausted as I was, I jogged up the lane until I found it. By the time I pulled myself into the cab, I was sobbing again. I fiercely shoved down both stiff locks before I dug my keys out of my pocket. The roar of the engine was comforting and sane. It helped me control the tears as I sped as fast as my truck would allow toward the main highway. I was calmer, but still a mess when I got home. Charlie's cruiser was in the drivewayI hadn't realized how late it was. The sky was already dusky. â€Å"Bella?† Charlie asked when I slammed the front door behind me and hastily turned the locks. â€Å"Yeah, it's me.† My voice was unsteady. â€Å"Where have you been?† he thundered, appearing through the kitchen doorway with an ominous expression. I hesitated. He'd probably called the Stanleys. I'd better stick to the truth. â€Å"I was hiking,† I admitted. His eyes were tight. â€Å"What happened to going to Jessica's?† â€Å"I didn't feel like Calculus today.† Charlie folded his arms across his chest. â€Å"I thought I asked you to stay out of the forest.† â€Å"Yeah, I know. Don't worry, I won't do it again.† I shuddered. Charlie seemed to really look at me for the first time. I remembered that I had spent some time on the forest floor today; I must be a mess. â€Å"What happened?† Charlie demanded. Again, I decided that the truth, or part of it anyway, was the best option. I was too shaken to pretend that I'd spent an uneventful day with the flora and fauna. â€Å"I saw the bear.† I tried to say it calmly, but my voice was high and shaky. â€Å"It's not a bear, thoughit's some kind of wolf. And there are five of them. A big black one, and gray, and reddish-brown† Charlie's eyes grew round with horror. He strode quickly to me and grabbed the tops of my arms. â€Å"Are you okay?† My head bobbed in a weak nod. â€Å"Tell me what happened.† â€Å"They didn't pay any attention to me. But aftet they were gone, I ran away and I fell down a lot.† He let go of my shoulders and wrapped his arms around me. For a long moment, he didn't say anything. â€Å"Wolves,† he murmured. â€Å"What?† â€Å"The rangers said the tracks were wrong for a bearbut wolves just don't get that big† â€Å"These were huge.† â€Å"How many did you say you saw?† â€Å"Five.† Charlie shook his head, frowning with anxiety, He finally spoke in a tone that allowed no argument. â€Å"No morehiking.† â€Å"No problem,† I promised fervently. Charlie called the station to report what I'd seen. I fudged a little bit about where exactly I'd seen the wolvesclaiming I'd been on the trail that led to the north. I didn't want my dad to know how deep I'd gone into the forest against his wishes, and, more importantly, I didn't want anyone wandering near where Laurent might be searching for me. The thought of it made me feel sick. â€Å"Are you hungry?† he asked me when he hung up the phone. I shook my head, though I must have been starving. I hadn't eaten all day. â€Å"Just tired,† I told him. I turned for the stairs. â€Å"Hey,† Charlie said, his voice suddenly suspicious again. â€Å"Didn't you say Jacob was gone for the day?† â€Å"That's what Billy said,† I told him, confused by his question. He studied my expression for a minute, and seemed satisfied with what he saw there. â€Å"Huh.† â€Å"Why?† I demanded. It sounded like he was implying that I'd been lying to him this morning. About something besides studying with Jessica. â€Å"Well, it's just that when I went to pick up Harry, I saw Jacob out in front of the store down there with some of his friends. I waved hi, but he well, I guess I don't know if he saw me. I think maybe he was arguing with his friends. He looked strange, like he was upset about something. And different. It's like you can watch that kid growing! He gets bigger every time I see him.† â€Å"Billy said Jake and his friends were going up to Port Angeles to see some movies. They were probably just waiting for someone to meet them.† â€Å"Oh.† Charlie nodded and headed for the kitchen. I stood in the hall, thinking about Jacob arguing with his friends. I wondered if he had confronted Embry about the situation with Sam. Maybe that was the reason he'd ditched me todayif it meant he could sort things out with Embry, I was glad he had. I paused to check the locks again before I went to my room. It was a silly thing to do. What difference would a lock make to any of the monsters I'd seen this afternoon? I assumed the handle alone would stymie the wolves, not having opposable thumbs. And if Laurent came here Or Victoria. I lay down on my bed, but I was shaking too hard to hope for sleep. I curled into a cramped ball under my quilt, and faced the horrifying facts. There was nothing I could do. There were no precautions I could take. There was no place I could hide. There was no one who could help me. I realized, with a nauseous roll of my stomach, that the situation was worse than even that. Because all those facts applied to Charlie, too. My father, sleeping one room away from me, was just a hairsbreadth off the heart of the target that was centered on me. My scent would lead them here, whether I was here or not. The tremors rocked me until my teeth chattered. To calm myself, I fantasized the impossible: I imagined the big wolves catching up to Laurent in the woods and massacring the indestructible immortal the way they would any normal person. Despite the absurdity of such a vision, the idea comforted me. If the wolves got him, then he couldn't tell Victoria I was here all alone. If he didn't return, maybe she'd think the Cullens were still protecting me. If only the wolves could win such a fight My good vampires were never coming back; how soothing it was to imagine that the other kind could also disappear. I squeezed my eyes tight together and waited for unconsciousnessalmost eager for my nightmare to start. Better that than the pale, beautiful face that smiled at me now from behind my lids. In my imagination, Victoria's eyes were black with thirst, bright with anticipation, and her lips curled back from her gleaming teeth in pleasure. Her red hair was brilliant as fire; it blew chaotically around her wild face. Laurent's words repeated in my head. If you knew what she had planned for you I pressed my fist against my mouth to keep from screaming.

Loblaw

Implementing the Position Defense strategy by doing the strategic alliance with the Wall-Mart in order to share the information technology system and supply chain management Recommendations The Lobar Companies Limited can use the resource of information technology system, which is Electronic Data Interchange form the Wall-Mart in order to improve the own inventory problem and supply chain management. Vendors can know our sales and in stock levels.The company can know when food that is stocked in the inventory will be expired; they can eliminate the stale-date food. Vendors will get the constant amount of orders from the company and delivery to our company on time. Hence, the company can provide the fresh food to the customers. After the company provide the fresh food with full shelves to customers, the customers will have positive attitudes toward the company that lead the increasing in Labials brand image.Moreover, the two companies, Lobar Companies Limited and Wall-Mart Superstores , can also share the transportations to each other. If the Lobar have to delivery the products from the distribution centers to the stores while the unavailable manufacturers' trucks and own fleets, the company can ask the Wall-Mart Superstores for using their trucks to ship the products. Hence, the company can reduce the opportunity cost of waiting own trucks to ship goods.Strategic Intent To become the market leader domestically and internationally in the supermarket industry Strategic Mission Lobar Companies Limited is manufacturer and distributor of food, non-food, photo shop, dry cleansing, a bank, medical clinic, women's-only fitness center, and gas station (some stores) in supermarket industry by providing one-stop shopping estimation with several services to consumers in Canada.

40 Different Ways to Define What Archaeologists Do

40 Different Ways to Define What Archaeologists Do Archaeology has been defined by many people in many different ways since the formal study began 150 years ago. Of course, some of the differences in those definitions reflect the dynamic nature of the field. If you look at the  history of archaeology, you will notice that the study has become more scientific over time, and more focused on human behavior. But mostly, these definitions are simply subjective, reflecting how individuals look at and feel about archaeology. Archaeologists speak from their varied experiences in the field and in the lab. Non-archaeologists speak from their vision of the archaeology, as filtered by what archaeologists say, and by how popular media presents the study. In my opinion, all of these definitions are valid expressions of what archaeology is. Defining Archaeology Archaeologists work at the excavation site of No. 1 pit of the Qin Shihuang Terracotta Warriors and Horses Museum in Lintong District of Xian, Shaanxi Province, China. (August 2009).   China Photos / Getty Images [Archaeology is] the discipline with the theory and practice for the recovery of unobservable hominid behavior patterns from indirect traces in bad samples. David Clarke. 1973. Archaeology: The Loss of Innocence. Antiquity 47:17. Archaeology is the scientific study of peoples of the past... their culture and their relationship with their environment. The purpose of archaeology is to understand how humans in the past interacted with their environment, and to preserve this history for present and future learning. Larry J. Zimmerman Archaeology is a term which can be interpreted in different ways, given the broad range of research methods, periods and activities that can constitute archaeology and its research. Suzie Thomas. Community archaeology. Key Concepts in Public Archaeology. Ed. Moshenska, Gabriel. London: UCL Press, 2017. 15. Historical archaeology is more than just a treasure hunt. It is a challenging search for clues to the people, events, and places of the past. Society for Historical Archaeology Archaeology is about adventure and discovery, it involves explorations in exotic places (near or far) and it is carried out by digging detectives. Arguably, in popular culture, the research process- archaeology in action- has actually been more important than the actual research results themselves.  Cornelius Holtorf. Archaeology Is a Brand! The Meaning of Archaeology in Contemporary Popular Culture. London: Routledge, 2016. 45 Archaeology is our way of reading that message and understanding how these peoples lived. Archaeologists take the clues left behind by the people of the past, and, like detectives, work to reconstruct how long ago they lived, what they ate, what their tools and homes were like, and what became of them. State Historical Society of South Dakota Archaeology is the scientific study of past cultures and the way people lived based on the things they left behind. Alabama Archaeology Archaeology is not a science because it does not apply any recognised model has no validity: each science studies a different subject and therefore uses, or could use, a different model. Merilee Salmon, quote suggested by Andrea Vianello. A Mind-Numbing Job Archaeologists have the most mind-numbing job on the planet. Bill Watterson. Calvin and Hobbes, 17 June 2009. After all, archeology is fun. Hell, I dont break the soil periodically to reaffirm my status. I do it because archeology is still the most fun you can have with your pants on. Kent V. Flannery. 1982. The golden Marshalltown: A parable for the archeology of the 1980s. American Anthropologist 84:265-278. [Archaeology] seeks to discover how we became human beings endowed with minds and souls before we had learned to write. Grahame Clarke. 1993. A Path to Prehistory. Cited in Brian Fagans Grahame Clark: An Intellectual Biography of an Archaeologist. 2001. Westview Press. Archaeology puts all human societies on an equal footing. Brian Fagan. 1996. Introduction to the Oxford Companion to Archaeology. Oxford University Press, New York. Archeology is the only branch of anthropology where we kill our informants in the process of studying them. Kent Flannery. 1982. The golden Marshalltown: A parable for the archeology of the 1980s. American Anthropologist 84:265-278. The fundamental problem of using statistics in archaeology is quantification, i.e., the reduction of collections of objects to datasets. Clive Orton. Data. A Dictionary of Archaeology. Eds. Shaw, Ian and Robert Jameson. Malden, Massachusetts: Blackwell Publishers, 2002. 194. Archaeology is like life: if youre going to accomplish anything you have to learn to live with regret, learn from mistakes, and get on with it.  Tom King. 2005. Doing Archaeology. Left Coast Press Partaking of the Past Throne Room, Palace of Knossos, Crete, Greece. Ed Freeman / Getty Images The archaeologist partakes of, contributes to, is validated by, and dutifully records present-day social and political structures in the identification of research problems and in the interpretation of findings. It remains for reflective, socio-political research in archaeology to decipher the present while we unearth the past, and to distinguish the two whenever possible. Joan Gero. 1985. Socio-politics and the woman-at-home ideology. American Antiquity 50(2):347 Archaeology is not simply the finite body of artefactual evidence uncovered in excavations. Rather, archaeology is what archaeologists say about that evidence. It is the ongoing process of discussing the past which is, in itself, an ongoing process. Only recently have we begun to realise the complexity of that discourse. ... [T]he discipline of archaeology is a site of disputationa dynamic, fluid, multidimensional engagement of voices bearing upon both past and present. John C. McEnroe. 2002. Cretan Questions: Politics and archaeology 1898-1913. In Labyrinth Revisited: Rethinking Minoan Archaeology, Yannis Hamilakis, editor. Oxbow Books, Oxford Public archaeology is not only a matter of working with communities or providing educational opportunities. It is about management and the construction of knowledge and the concept of heritage. Lorna-Jane Richardson, and Jaime Almansa-Snchez. Do You Even Know What Public Archaeology Is? Trends, Theory, Practice, Ethics. World Archaeology 47.2 (2015): 194-211. Print. [Archaeology] is not what you find, it’s what you find out. David Hurst Thomas. 1989. Archaeology. Holt, Rinehart and Winston. 2nd edition, page 31. I can understand archaeology being attacked on the ground of its excessive realism, but to attack it as pedantic seems to be very much beside the mark. However, to attack it for any reason is foolish; one might just as well speak disrespectfully of the equator. For archaeology, being a science, is neither good nor bad, but a fact simply. Its value depends entirely on how it is used, and only an artist can use it. We look to the archaeologist for the materials, to the artist for the method. Indeed, archaeology is only really delightful when transfused into some form of art. Oscar Wilde. 1891. The Truth of Masks, Intentions (1891), and page 216 in The Works of Oscar Wilde. 1909. Edited by Jules Barbey dAurevilly, Lamb: London. The Search for Fact Tikal - the Rebel Base. Hector Garcia Archaeology is the search for fact, not truth. Indiana Jones. 1989. Indiana Jones and the Last Crusade. Screenplay by Jeff Boam, story by George Lucas and Menno Meyjes. An aware, responsible and engaged global archaeology might be a relevant, positive force which recognizes and celebrates difference, diversity and real multivocality. Under common skies and before divided horizons, exposure to global difference and alterity prompts us all to seek responses and responsibility. Lynn Meskell. 1998. Introduction: Archaeology matters. In Archaeology Under Fire. Lynn Meskell (ed.), Routledge Press, London. p. 5. Archaeology is the study of humanity itself, and unless that attitude towards the subject is kept in mind archaeology will be overwhelmed by impossible theories or a welter of flint chips. Margaret Murray. 1961. First steps in archaeology. Antiquity 35:13 This has become the archaeologists grandiose task: to make dried-up wellsprings bubble forth again, to make the forgotten known again, the dead alive, and to cause to flow once more that historic stream in which we are all encompassed. C. W. Ceram. 1949. Gods, Graves and Scholars. Thanks to Marilyn Johnson for the suggestion. Archaeology is the only discipline that seeks to study human behavior and thought without having any direct contact with either. Bruce G. Trigger. 1991. Archaeology and epistemology: Dialoguing across the Darwinian chasm. American Journal of Archaeology 102:1-34. A Voyage to the Past Archaeology is our voyage to the past, where we discover who we were and therefore who we are. Camille Paglia. 1999. Mummy Dearest: Archaeology is Unfairly Maligned by Trendy Academics. Wall Street Journal, p. A26 [Archaeology is] a vast fiendish jigsaw puzzle invented by the devil as an instrument of tantalizing torture.  Paul Bahn. 1989 Bluff your way through archaeology. Egmont House: London The role of New World archaeology in providing material for the study of aesthetics is not inconsiderable, but is tangential to the main interest and non-significant from the point of view of theory. In short, paraphrasing [Frederic William] Maitlands famous dictum: New World archaeology is anthropology or it is nothing. Philip Phillips. 1955. American archaeology and general anthropological theory. Southwestern Journal of Archaeology 11:246. By and by, anthropology will have the choice between being history and being nothing. Frederic William Maitland. 1911. The Collected Papers of Frederic William Maitland, vol. 3. Edited by H.A.L. Fisher. This feature is part of the About.com Guide to Field Definitions of Archaeology and Related Disciplines. Geoff Carvers Collection of Archaeology Definitions Archaeology is that branch of science which is concerned with past phases of human culture; in practice it is concerned more, but not exclusively, with early and prehistoric phases than with those illustrated by written documents. O.G.S. Crawford, 1960. Archaeology in the Field. Phoenix House, London. [Archaeology] is the method of finding out about the past of the human race in its material aspects, and the study of the products of this past. Kathleen Kenyon, 1956. Beginning in Archaeology. Phoenix House, London. Archaeology Definition: A Few Thousand Years British archaeologist Leonard Woolley (right) and T E Lawrence with a Hittite bas-relief in basalt at the ancient city of Carchemish, Turkey, 1913.   Pierre Perrin / Sygma / Getty Images Archaeology... deals with a period limited to a few thousand years and its subject is not the universe, not even the human race, but modern man. C. Leonard Woolley, 1961. Digging up the Past. Penguin, Harmondsworth. Archaeology is what archaeologists do. David Clarke, 1973 Archaeology: the loss of innocence. Antiquity 47:6-18. Archaeology is, after all, one discipline. David Clarke, 1973 Archaeology: the loss of innocence. Antiquity 47:6-18. Defining Archaeology: The Value of an Object Field Archaeology is the application of scientific method to the excavation of ancient objects, and it is based on the theory that the historical value of an object depends not so much on the nature of the object itself as on its associations, which only scientific excavation can detect... digging consists very largely in observation, recording and interpretation. C. Leonard Woolley, 1961. Digging up the Past. Penguin, Harmondsworth. Archaeology – the knowledge of how man has acquired his present position and powers – is one of the widest studies, best fitted to open the mind, and to produce that type of wide interests and toleration which is the highest result of education. William Flinders Petrie, 1904 Methods and Aims in Archaeology. Macmillan and Co., London. Archaeology Definition: Not Things, But People If there be a connecting theme in the following pages, it is this: an insistence that the archaeologist is digging up, not things, but people. R.E. Mortimer Wheeler, 1954. Archaeology from the Earth. Oxford University Press, Oxford. Field archaeology is, not surprisingly, what archaeologists do in the field. However, it also has a considerable pre-field element and an even more considerable post-field element. Sometimes the term ‘field archaeology’ is used only to refer to techniques, other than excavation, used by archaeologists in the field. ‘Field archaeology’ used in this way refers essentially to the battery of non-destructive field techniques used to locate areas of archaeological interest (sites). Peter L. Drewett, 1999. Field Archaeology: An Introduction. UCL Press, London. We are concerned here with methodical digging for systematic information, not with the upturning of earth in a hunt for the bones of saints and giants or the armoury of heroes, or just plainly for treasure. R.E. Mortimer Wheeler, 1954. Archaeology from the Earth. Oxford University Press, Oxford. The Material Remains of the Human Past Classical Greek terracotta gorgoneion antefix (roof tile), 2nd half of 5th c BC. The Metropolitan Museum, New York The Greeks and Romans, though they were interested in the early development of man and in the status of their barbarian neighbours, did not develop the necessary prerequisites for writing prehistory, namely the collection, excavation, classification, description and analysis of the material remains of the human past. Glyn E. Daniel, 1975. A Hundred and Fifty Years of Archaeology. 2nd ed. Duckworth, London. [Archaeology] researches tending to illustrate the monuments and remains of antiquity. T. J. Pettigrew, 1848. Introductory address. Transactions of the British Archaeological Association 1-15. So lsst sich Archologie bestimmen als die Wissenschaft vom materiellen Erbe der antiken Kulturen des Mittelmeerraumes. German. August Herman Niemeyer, cited in C. Huber and F. X. Schà ¼tz, 2004. Einfà ¼hrung in Archologische Informationssysteme (AIS): Ein Methodenspektrum fà ¼r Schule, Studium und Beruf mit Beispielen auf CD. Philipp von Zabern, Mainz am Rhein.

Beowulf An epic Hero essays

Beowulf An epic Hero essays The epic poem Beowulf describes the most heroic man of the Anglo-Saxon times. The hero, Beowulf, is a seemingly invincible person with all the extraordinary traits required of a hero. He is able to use his super-human physical strength and courage to put his people before himself. He encounters hideous monsters and the most ferocious of beasts but he never fears the threat of death. His leadership skills are superb and he is even able to boast about all his achievements. Beowulf is the ultimate epic hero who risks his life countless times for immortal glory and for the Beowulf is a hero in the eyes of his fellow men through his amazing physical strength. He fought in numerous battles and returned victorious from all but his last. In his argument with Unferth, Beowulf explains the reason he "lost" a simple swimming match with his youthful opponent Brecca. Not only had Beowulf been swimming for seven nights, he had also stopped to kill nine sea creatures in the depths of the ocean. Beowulf is also strong enough to kill the monster Grendel, who has been terrorizing the Danes for twelve years, with his bare hands by ripping off his arm. When Beowulf is fighting Grendel's mother, who is seeking revenge on her son's death, he is able to slay her by slashing the monster's neck with a Giant's sword that can only be lifted by a person as strong as Beowulf. When he chops off her head, he carries it from the ocean with ease, but it takes four men to lift and carry it back to Herot mead-hall. This strength is a key trait of Beowulf's heroism. Another heroic trait of Beowulf is his ability to put his peoples welfare before his own. Beowulf's uncle is king of the Geats so he is sent as an emissary to help rid the Danes of the evil Grendel. Beowulf risks his own life for the Danes, asking help from no one. He realizes the dangers but fears nothing for his own ...

SAT Subject Test Math 1 vs Math 2 Which Should I Take

SAT Subject Test Math 1 vs Math 2 Which Should I Take SAT / ACT Prep Online Guides and Tips If you're considering taking SAT Subject Tests and math is a strong subject for you, you’ll need to decide which SAT Subject Test in math to take. There are two Math SAT Subject Tests: Math 1 and Math 2 (also written as Math Level 1 and Math Level 2, or Math I and Math II). Math 2 is meant for students with more high school math coursework and covers a broader range of topics than Math 1 does. Other than that, the two tests are pretty similar: both have 50 multiple-choice questions and a 60-minute time limit. In this article, I’ll go over what’s covered in Math 1, what’s covered in Math 2, their similarities and differences, whether Math 1 is easier than Math 2, and how to choose which Subject Test to take. Note: This article deals with the two Math SAT Subject Tests, not the Math section on the regular SAT. To learn more about the SAT Math section and how to do well on it, check out our ultimate SAT Math prep guide. What’s Covered on SAT Math 1? SAT Subject Test Math 1 covers the topics you learn in one year of geometry and two years of algebra. Here's what you can expect to see on the test: Topics and Subtopics % of Math 1 SAT Subject Test Approximate # of Questions Number and Operations 10-14% 5-7 Operations, ratio and proportion, complex numbers, counting, elementary number theory, matrices, sequences Algebra and Functions 38-42% 19-21 Expressions, equations, inequalities, representation and modelling, properties of functions (linear, polynomial, rational, exponential) Geometry and Measurement 38-42% 19-21 Plane geometry 18-22% 9-11 Coordinate: Lines, parabolas, circles, symmetry, transformations 8-12% 4-6 Three-dimensional: solids, surface area and volume (cylinders, cones, pyramids, spheres, prisms) 4-6% 2-3 Trigonometry: right triangles and identities 6-8% 3-4 Data Analysis, Statistics, and Probability 8-12% 4-6 Mean, median, mode, range, interquartile range, graphs and plots, least squares regression (linear), probability Source: SAT Subject Tests Student Guide As you can see, most of the questions will be about algebra, functions, or geometry. This means that when you are studying for Math 1, these are the main areas you should focus on. There will also be a few questions (about five) on data analysis/statistics/probability. I’m calling this out because it’s something many students haven’t spent a lot of time on in class. What’s Covered on SAT Math 2? The SAT Subject Test Math 2 covers most of the same topics as Math 1- information that would be covered in one year of geometry and two years of algebra- plus precalculus and trigonometry. However, the geometry concepts learned in a typical geometry class are only assessed indirectly through more advanced geometry topics such as coordinate and three-dimensional geometry. Here is a chart with topics and percentage breakdowns: Topics and Subtopics % of Math 2 SAT Subject Test Approximate # of Questions Number and Operations 10-14% 5-7 Operations, ratio and proportion, complex numbers, counting, elementary number theory, matrices, sequences, series, vectors Algebra and Functions 48-52% 24-26 Expressions, equations, inequalities, representation and modelling, properties of functions (linear, polynomial, rational, exponential, logarithmic, trigonometric, inverse trigonometric, periodic, piecewise, recursive, parametric) Geometry and Measurement 28-32% 14-16 Coordinate: lines, parabolas, circles, ellipses, hyperbolas, symmetry, transformations, polar coordinates 10-14% 5-7 Three-dimensional: solids, surface area and volume (cylinders, cones, pyramids, spheres, prisms), coordinates in three dimensions 4-6% 2-3 Trigonometry: right triangles, identities, radians, law of cosines, law of sines, equations, double angle formula 12-16% 6-8 Data Analysis, Statistics, and Probability 8-12% 4-6 Mean, median, mode, range, interquartile range, standard deviation, graphs and plots, least squares regression (linear, quadratic, exponential), probability Source: SAT Subject Tests Student GuideIt’s worth noting that on the main College Board page for Math 2, they (incorrectly) state that the test is 48-52% geometry. But in the SAT Subject Tests Student Guide, you can see that the actual percentage is 28-32%. Let’s all be glad that the questions on College Board tests are much more closely vetted than what goes on their website! In terms of individual topics, the Math 2 test is, by far, weighted most heavily toward algebra and functions, with about half the questions in this area. You can also expect to see a sizable chunk of trigonometry. Knowing the properties of all different types of functions, including trigonometric functions, is the single most important topic to study for the Math 2 test. If you don’t know all of that backwards and forwards, there will be a lot of questions you simply don’t understand. Your friend, the triangle. SAT Subject Test Math 1 vs Math 2: Similarities and Differences To give you an easy-to-follow overview when you are comparing tests, I’ll quickly go over which topics are covered on both exams and which you can expect to see only on Math 1 and only on Math 2, respectively. Topics on Both Math 1 and Math 2 We'll start by looking at the general topics that are present on both Math Subject Tests. Numbers and Operations Operations: Basic multiplication, division, addition, and subtraction. Remember the proper order of operations! Ratio and Proportion: Value comparisons and relationships between value comparisons. (Think: how many of one thing relative to another thing? Three cows for every two sheep?) Complex Numbers: Numerical expressions that include imaginary numbers. Counting: How many combinations are possible given certain conditions. For example, if there are eight chairs and eight guests, how many orders could the guests sit in? Elementary Number Theory: Properties of integers, factorization, prime factors, etc. Matrices: Basic operations with number grids. Sequences: Number patterns. Geometry Geometry on the coordinate plane, including questions about lines, parabolas, circles (and circle equations), symmetry, and transformations. With the exception of circles, coordinate geometry is less concerned with the actual functions making the figures and more with the properties of figures: is the shape symmetrical? How long is this segment of the line? And so on. Three-dimensional: Calculating the surface area and volume of cylinders, cones, pyramids, spheres, and prisms. Trigonometry: Right triangles and the Pythagorean theorem as well as basic trig identities such as sine, cosine, and tangent. Algebra Expressions: Mathematical phrases with variables, numbers, and operators (like $x+3$ or $2x+9y−4$). You must know how to factor, expand, and manipulate these expressions. Equations: An expression that is set to be equal to something, like $x+3=10$. You’ll need to understand how to solve these. You'll also need to be able to solve systems of equations. Inequalities: Expressions set to be greater or less than a value, like $x+310$. You'll need to know how to solve these, and how to solve systems of inequalities. Representation and Modeling: Creating equations that model a given scenario. You’ll need to know how to create and interpret these. Properties of Functions: You’ll need to be able to identify the following kinds of functions and understand how they work, how they look when graphed, and how to factor them. You should also know how to identify $x$- and $y$-intercepts and any unique characteristics they may have. Linear: Straight-line functions, generally written as $f(x)=mx+b$ or $y=mx+b$ Polynomial: Functions in which variables are elevated to exponential powers. This includes quadratic functions like $y=x^2+2x+2$ as well as functions like $y=x^5+4x$. Rational: Functions in which polynomial expressions appear in the numerator and the denominator of a fraction. For example: $$y=(x^2+4)/(x^3+x^2+9)$$ Exponential: Functions in which $x$ appears as an exponential power. Here's an example: $$y=3^(x+2)$$ Data Analysis, Statistics, and Probability Mean, Median, Mode, Range: Basic properties of data sets. Interquartile Range: A measure of a data set variability based on the range between data quartiles 3 and 1. Graphs and Plots: Creating and interpreting visual representations of data sets. Least Squares Regression (Linear): How closely correlated two variables are, and how much a data set resembles a straight line. Probability: Mathematical determinations of how likely a certain outcome is to occur; you’ll need to be able to create and interpret these. You could also skip standardized testing and go live alone in the desert. Topics on Math 1 Only The only topic on Math 1 that's not directly addressed at all on Math 2 is plane geometry, which is a fairly significant 20% of Math 1. Note that plane geometry concepts are addressed on Math 2 via coordinate and 3-D geometry. Topics on Math 2 Only Math 2 contains a fairly large number of topics that aren't tested on Math 1. Numbers and Operations Series: The sum of a sequence. Vectors: Geometric objects with size (length) and direction; you’ll need to be able to do basic operations with vectors. Geometry Coordinate: Equations and properties of ellipses and hyperbolas in the coordinate plane, and polar coordinates. Three-Dimensional: Plotting lines and determining distances between points in three dimensions. Trigonometry: Radian Measure: An alternative way to measure angles in terms of Ï€. You must know how to convert to and from degrees. Law of Cosines and Law of Sines: Trigonometric formulas that allow you to determine the length of a triangle side when one of the angles and two of the sides are known. You'll need to know the formulas and how to use them. Equations: Know how to identify and solve algebraic equations involving trigonometric identities, like $10=cos(x+8)$. Double Angle Formulas: Formulas that allow you to find information on an angle twice as large as the given angle measure. Algebra Properties of Functions: You’ll need to be able to identify the following kinds of functions and understand how they work, how they look when graphed, and how to factor them. You should also be able to identify $x$- and $y$-intercepts and any unique characteristics they might have. Logarithmic: Functions that involve taking the log of a variable. For example: $f(x)=log(x)$ Trigonometric Functions: Graphs of sine, cosine, tangent, etc. For example: $f(x)=sin(x)$ Inverse Trigonometric Functions: Graphs of the inverse of sine, cosine, tangent, and other trig identities. For example: $f(x)=arcsin(x)$ or $f(x)=sin$-1$(x)$ Periodic: Any function that repeats its values over an interval; trigonometric functions are periodic. Piecewise: A function that is defined by a different equation for different ranges of $x$. Recursive: A function defined in terms of other functions. Parametric: Equations of curves in which x and $y$ are defined via some third variable, normally t. $x=cos(t)$$y=sin(t)$is the equation for the unit circle, a parametric equation. Data Analysis, Statistics and Probability Least Squares Regression (quadratic, exponential): How well the points of a data set correspond to a quadratic or exponential shape. As you can see, there's a lot of overlap between the two Math SAT Subject Tests. However, Math 2 also tests more advanced versions of the topics tested on Math 1. It leaves off directly testing plane Euclidean geometry, though the concepts are indirectly tested through coordinate and 3-D geometry topics. Even with that cut out, Math 2 still covers a much broader swath of topics than Math 1 does. This means that question styles for Math 2 and Math 1 can be pretty different, even though many of the same topics are addressed (see the next section for elaboration on this). A broad swath. Is Math 1 Easier Than Math 2? Given that Math 2 covers more advanced topics than Math 1 does, you might think that Math 1 is going to be the easier exam. But this is not necessarily true. Since Math 1 tests fewer concepts, you can expect more abstract and multi-step problems to test the same core math concepts in a variety of ways. The College Board needs to fill up 50 questions, after all! Below is an example of a tricky question you might see on the Math 1 test. (Note that all practice problems in this article come from the official SAT Subject Tests Student Guide.) The above problem is testing fundamental plane Euclidean geometry concepts but in a way that makes you apply these concepts differently than you might expect to. Let’s walk through it. To figure out the area of the shaded region, we’ll need to subtract the area of the rectangle from the area of the circle. The area of the rectangle is pretty straightforward- $\ov{AB}$ is 5 and side $\ov{BC}$ is 12. So that would be $5*12 = 6$0. Now, we’ll need to find the area of that circle. $Ï€r^2$ is the formula for a circle’s area, but we don’t have the radius or diameter. However, we can find the diameter with the help of our friend, the Pythagorean theorem. We know that $\ov{AC}$ is going to be the same length as the diameter. How do we know this? Since ABCD is an inscribed rectangle, angle ∠ ABC is an inscribed right angle. Therefore, AC, the diameter, is the hypotenuse of right triangle ââ€" ³ABC. The Pythagorean theorem states that $a^2+b^2=c^2$ and we know a and b are 5 and 12, respectively. Therefore, $$5^2+12^2=c^2$$ $$25+144=c^2$$ $$169=c^2$$ $$13=c$$ With a diameter of 13, the radius is 6.5. The area of the circle = $$Ï€(6.5)^2=132.73$$ Area of the circle minus area of the rectangle: $$132.73−60=72.73$$ The answer is C! The above problem didn’t test any difficult concepts, but it did make us combine a few Euclidean geometry concepts (and three formulas!) in interesting ways to make the problem appear tricky. On the other hand, problems on Math II tend to take fewer steps to solve and are more straightforward, high-school-math-test-type questions: identify the concept, plug in, and go. For example, see this pretty straightforward plug-in-and-go 3-D volume/basic algebra question: Let’s walk through it. The volume of a right circular cylinder is $h*Ï€(1/2 d)^2$ We know the volume; we also know that the diameter and height are equal. Since the radius is equal to half the diameter, we can express the radius in terms of the height. This gives us the following equation: $$h*Ï€(1/2 h)^2=2$$ which can be simplified as $$(Ï€h^3)/4=2$$$$(h^3)/4=2/Ï€$$ and then $$h^3=8/Ï€$$ All of a sudden, we’ve got a pretty simple single-variable algebra problem. Plug and go to get 1.37, or answer choice A. The number-crunching in this problem might be a little ugly, but it’s pretty simple conceptually: a single-variable algebra problem that only uses one formula.These two problems showcase the difference between problem types on Math 1 and Math 2. Additionally, the curve is much steeper for Math 1 than it is for Math 2. Getting one question wrong on Math 1 is enough to knock you from that 800, but you can get seven or eight questions wrong and still potentially get an 800 on Math 2. Essentially, Math 1 is the easier exam only if you don’t know the advanced topics tested on Math 2. If you do know the Math 2 concepts, you'll find it easier than Math 1 because the material will be fresher in your mind, the questions are more straightforward, and the curve is kinder. A kind (and mathematical!) curve. How to Decide Which Math Subject Test to Take There are, in general, two factors to consider when deciding between Math 1 and Math 2: (1) what math coursework you have completed and (2) what the colleges you're applying to recommend or require. Which Math Courses Have You Taken? In general, if you're going to take a Math Subject Test, you should take the one that most closely aligns with the math coursework you've completed. If you’ve taken one year of geometry and two years of algebra, go with Math 1. If you’ve taken that plus precalculus and trigonometry (which is taught as one yearlong math class at most high schools), then take Math 2. Down-testing (i.e., taking Math 1 when you have the coursework for Math 2) is likely to backfire due to the fact that the material won't be as fresh for you and the curve for Math 1 is so unforgiving. If you’re in the middle of precalculus/trigonometry, things are a little more complicated. If it’s the beginning or middle of the year, take Math 1. If you try to take Math 2 too early, there will be material on the exam you haven’t covered yet, so you’ll either have to learn it or accept that you won’t get those points (which is a risky move I don’t recommend at all!). If you're close to the end of the year and you'd like to take Math 2, I'd advise you to simply wait to take the test until you’ve completed the requisite coursework. Which Test Do the Colleges You're Applying to Recommend or Require? Though many institutions that recommend or require SAT Subject Tests give you flexibility in what subjects you send, others have more stringent requirements, particularly engineering or medicine-based programs. Some notable programs and institutions that require Math level 2 include the following: Caltech- requires Math 2 from all applicants Harvey Mudd- requires Math 2 from all applicants Northwestern- select programs require Math 2 Most institutions in the University of California system strongly recommend (not require) Math 2 for engineering and science applicants If you know that you have your eye on a program that requires or recommends the Math 2 Subject Test, plan ahead to take the necessary math coursework. Programs that require or prefer the Math 2 Subject Test often have required introductory math coursework for first-year students that necessitates a certain background level in math, which is why they require Math 2. Therefore, try to get in the coursework necessary to be able to take and do well on the Math 2 Subject Test. If you don’t plan ahead, you might end up in a situation in which you are set to go into precalculus your senior year. In this case, you should aim to take precalculus the summer after your junior year and the Math 2 Subject Test in the fall of your senior year. Some high schools don’t offer an advanced enough math track for you to be able to get through precalculus by your senior year. It’s not super fair if you’re in this situation, but you can make up for it by taking a math class over the summer or at a local community college. On the other hand, some engineering programs and schools will accept either Math Subject Test (i.e., they have no preference). If your program accepts Math 1 or Math 2, take them at their word and opt for the test that better aligns with your regular coursework. The reason the College Board offers two levels of math isn’t to suggest that those who take Math 2 are somehow better at math, but rather that they understand not all high schools will offer the same math classes. High schools with fewer resources often do not offer as much advanced math coursework, and the colleges that accept either math exam do so for this exact reason. In fact, the colleges that require Math 2 are unfortunately penalizing underprivileged students, even if they are doing so because their introductory math coursework starts at too high a level to accept a less-advanced Math test. Note: In general, colleges will not accept Math 1 and Math 2 as two separate Subject Tests because there's so much overlap between the material. This doesn’t mean you can’t take both- just that they won’t count as two separate Subject Tests in the eyes of the college you're applying to. What If You Still Can't Decide Which Math Subject Test to Take? If you're still at a loss (or even if you just want to validate your choice before you register for one of the two Math tests), answer some practice questions for each Math Subject Test and compare how you do on them. If you score a lot higher on one test, choose that one. You can find practice questions for both exams in the College Board’s SAT Subject Tests Student Guide. Don’t forget that you can also retake Subject Tests, and there’s no rule that if you take one of the math tests that you can’t then take the other one if you feel as though you didn’t choose the better test for you the first time around. I don’t recommend taking both Math Subject Tests as a first-line strategy because you’ll waste time prepping for both when you don’t need to, and you already have enough to study and prepare for when you apply to college. However, it's something to keep in mind. You should also double-check that you actually have to take a Math Subject Test for the programs you're applying to since many schools will accept a science Subject Test instead. Choose your exam carefully, like this intrepid soul choosing which rocks to step on. SAT Subject Test Math 1 vs Math 2: The Final Word The College Board offers two SAT Subject Tests in math: Math 1 and Math 2. Math 1 is designed for those who've taken two years of algebra and one year of geometry, while Math 2 targets those who've also taken precalculus/trigonometry. Although they cover many of the same topics, Math 1 involves more tricky applications of math concepts since the scope of the exam is narrower. In general, you should take the Math Subject Test that best corresponds to the coursework you've completed. Taking Math 1 when you have the coursework for Math 2 might backfire given Math 1's steeper curve. By contrast, taking Math 2 without the requisite coursework will leave you completely lost for much of the exam. If you're applying to programs that require or strongly recommend Math 2, plan ahead so that you can complete the necessary coursework before you take the exam. And remember, if you end up taking both Math Subject Tests, most programs will only accept one toward your total of required or recommended Subject Tests. What's Next? Ready to test out your ratio and proportions skills? Try calculating how many seconds there are in a day, week, and year, then compare the result to our guide. Planning to take the Math 2 Subject test but a little shaky on your coordinate geometry? Make sure to review our articles on graph quadrants and how to complete the square so that you're not caught unaware on test day. Want some more specific advice on when to take the Math 2 Subject Test? Read our guide to learn how to choose the best test date for you. You might also want to check out our guide to SAT Subject Test scores for the Ivy League to learn how high to aim on test day. If you're taking AP tests and SAT Subject Tests, you might be wondering which exams are more important. In this guide, we explain which tests to prioritize for your college applications. Taking the regular SAT, too? Let us walk you through the format of the SAT Math section. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile 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. Learn more about our Subject Test products below: