8 a.m. Class When to Worry

8 a.m. Class When to Worry There is often a stigma for incoming college Freshmen that they will have all 8:00 classes. Is that good? Is that bad? Well, the truth is that it completely depends on the person, their major, and how quick they are to sign up for classes. I, a current freshman, have never had an 8:00 a.m. class, but I have had quite a few at 9:00, while I know sophomores and juniors who have 8:00 classes five days a week. First off, whether to fear an 8:00 class depends on each individual student. If you are someone who gets to bed early, wakes up excited about the day, and tends to have a get up and go attitude, I encourage you to take 8:00 classes. Morning classes are an incredible motivator to get the day started and actually lead to healthier choices throughout the day, too. Second, considering your major is an important factor in determining whether you will have to take early morning classes or not. If you are in a very large major, such as Engineering or General Studies, the odds of you always getting the classes and times you want are quite slim. If you are in a smaller major, say Speech and Hearing Sciences, your chances increase. Last but not least, how quickly an individual signs up for classes is often a big determinant in whether they have to take early classes or not. At the University of Illinois, there are ways to get access to early class registration, and thus, nearly always getting the classes and times most desired. Being a student-athlete or a James Scholar (more to come in my next blog post) gets early access and let me tell you, it really is fantastic. All in all, do not fear an early morning class. Embrace it. Early classes force you to be more productive throughout the day, and there will always be time for a power nap somewhere in your schedule. Rachel Class of 2020 I am studying Middle Grades Education with concentrations in Social Sciences and Literacy in the College of Education. Although I now reside in Champaign, I am originally from Vernon Hills, a Northwest suburb of Chicago.

The History of Modern World - 1907 Words

The History of Modern World On August 6 and 9, 1945, the cities of Hiroshima and Nagasaki were destroyed by the first atomic bombs used in warfare, killing over 150,000 Japanese and inflicting radiation poisoning on more still. Five days later on August 14, Japan surrendered. The need to defeat Japan and to end the Second World War is the most commonly held view about dropping the atomic bombs on Hiroshima and Nagasaki. Some argue however that this was not the main reason for dropping these two bombs in 1945. On April 12, 1945, President Franklin D. Roosevelt died and so as Vice President, Harry S. Truman became the thirty-third American President. Roosevelt had failed to inform his vice†¦show more content†¦Benjamin Cohen justified the dropping of the bombs by saying, â€Å"Any weapon that would bring an end to the war and save a million casualties among American boys was justified and we were talking about dealing with the people who hadn’t hesitated at Pearl Harbor to make a sneak attack destroying not only ships but the lives of many America soldiers.† The US government used a lot of propaganda as a way to remind Americans of the attack on Pearl Harbor, this was mostly in the form of posters showing the atrocities of destroyed fleet. Many scientists and historians have questioned whether part of Truman’s decision to drop the bombs was to test this new type of weapon. A previous nuclear test explosion was conducted in a desert in New Mexico however this did not show what the bombs were capable of in a populated area. Scientists did give Truman alternative locations to test the bombs such as uninhabited islands but the president wanted to properly see what the new weapon could do. A secret report sent to President Truman in April 1945 by the scientists who made the bomb said, â€Å" We remind you of the report sent to President Roosevelt in 1940. It spoke of the danger of radiation, which will kill men, women and children for several milesShow MoreRelatedHistory And Evolution Of The Modern World922 Words   |  4 PagesMarinos Western History to 1660 Dr. Smith 2/12/15 Advancement in Western Europe Progression, Enlightenment, and a sophisticated culture refinement are all factors that can portray the ideal civilized society. With all these factors in collaboration, we have a civilization, the highest form of human organization. In an organization, the living biotic creatures are given the ability to sustain and eventually assemble what they consider to be modern life. 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Hamlet by William Shakespeare - 541 Words

William Shakespeare is very well known around the world for his literary work. He has written many different kinds of works. Some comedies, historic and tragic pieces of literary work. One of his works is called Hamlet. This work is about revenge, greed, and murder. Most people of our time now can relate to this tragedy because in our time now, these actions seem to be what people do now a day. Hamlet is still studied centuries later throughout the nation in many different schools for its literary creativity. Some people believe that Hamlet, to some extent, could be a meta-drama. A meta-drama is basically a drama about drama. Or like a play within a play. There are many instances in the play that show this. In the very beginning of the play, Hamlets mother gets married to Claudius, her brother in law and now her husband. Hamlet is very upset about his mothers decision to remarry so quickly because he is still grieving over the loss of his own father. It is important that we as viewer s of this play catch the emotions that Hamlet portrays throughout the play. He is the main character that acts out with his emotions to help us understand what the characters are thinking. From these emotions we can further analyze the characters and grow more of a personal connection with them to help us understand how they justify their actions. A lot of the time our own mind can play a huge part in our decision making even for decisions that have a huge impact on others. So we as viewersShow MoreRelatedHamlet, By William Shakespeare880 Words   |  4 PagesWilliam Shakespeare is praised as the pioneering English poet and playwright whose collection of theatrical works is regarded as the greatest artistic value throughout the history of English literature. Shakespeare delved into the spiritual and mental component of humanity and the consequences that arise from this human spirit when it is disputed. 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Causes of students sleeping in class hours Free Essays

It is a bad habit Of each every one Of us, mostly we experienced it because Of many reasons, and social media is the major reason of our laziness. Social media is not always positive. Students usually multi-task while studying, they check their social media sites while on the process of studying. We will write a custom essay sample on Causes of students sleeping in class hours or any similar topic only for you Order Now Their ability to concentrate on the task at hand is significantly reduced by the distractions in posting comments, tweeting and online gaming. Later on they will be totally distracted by their social media activities thus forget about the subjects that hey should focus on, in the first place. This is one very common problem faced by the students not only in this present era but most likely since the formal education was being taken and introduced. The popularity of social media can caught the attention of many students like us. There’s no doubt that students are energetic and actively engaged in online communities such as: posting comments, tweeting and online gaming. A. Statement of the Problem Laziness occurred because our attention is caught by the social media and we’re not aware that our interest in our studies is now losing. In this kind of search, we prepare some questions about this. What are the contributions of social media to the laziness of the students? Why is it that the social media is the number one cause of the laziness of the students? What can we do to overcome this bad habit? B. Hypothesis In this research, we give some answer on the following questions. This answer would be the possible answer of the students about this. For students, who always feel lazy, bored, not interested and sleepy during class hours. It is because they prefer using computers in useless things. Instead of using it on doing your homework, lessons, and projects. Some students feel lazy during class hours for the reason that they’re lack of sleep and rest. Some of them are still using computers, browsing nonsense things or playing online games even if it is late at night. We can avoid this laziness by having a motivation or a goal. By setting our minds that we should use computers in a good way. Don’t use computers too much in doing our school works, we can still browse some information from a reference book. C. Significance of the Study We all know that we can avoid this kind of activity. This research can change their bad habit. This can help them to stay focus on their studies. This research provides awareness to those students who are always lazy when it comes to study but so energetic when it comes to social networking sites. This can also help them to know and realize that using computers for your school works has a bigger difference than using computers to any useless things. Eke, online gaming and always using social networking sites while studying, that’s why they can’t stay focus on their studies. D. Scope and Delimitation’s of the Study Our research is focused on the contributions of social media activities to the jazziness of the students. Through this research we will have more knowledge and deep understanding about its contribution. The selected students of San Guillemot Academy from grade seven to fourth year are our respondents. Thirty (30) students from grade seven, thirty (30) students from grade eight, thirty (30) students from Third year and ten (10) students from fourth year. For a total of 1 00 respondents. Bored, not interested in class, not interested to the subject and sleepy because you’re lazy and all you want to do is to use computer time to time. Chapter II Theoretical and Conceptual Framework Review of Related Literature Cutting back on sleep for school work is counterproductive Students who Stay up late to cram for a test or finish a project have lower comprehension and worse performance in the classroom as a result, research shows. By Mary Mclean August 22, 2012 Los Angels Times The old aphorism that â€Å"you snooze, you lose† doesn’t apply to students who stay up late to cram for a test or finish a class project. New research shows that sacrificing sleep for school work is a bad trade. Researchers from Class Jane and Terry Semen Institute for Neuroscience and Human Behavior enlisted students from three Los Angels high schools to help them figure out whether academic performance suffered the day after a late night of studying. It turned out their hunch was correct: Lost sleep resulted in less comprehension during class and worse performance on tests, according to their report, published online Tuesday in the journal Child Development. â€Å"Sacrificing sleep for studying seems to be counterproductive,† said Andrew J. Fulfilling, a developmental psychologist at UCLA and the stud’s senior author. The researchers gave 535 teenagers checklists to keep track of their sleep and duty time for three 14-day periods when they were in ninth, 10th and 12th grades. The UCLA team found that regardless Of how much time a high schooled normally spends on homework each day, a student who gives up sleep for extra study time will have trouble the next day understanding material in class and be more likely to struggle with an assignment or test the opposite of the student’s intent. The researchers didn’t quantify the increased risk for academic problems following a longer-than-usual study session, but they said the number of problems was â€Å"surprisingly greater. † The allegations held up no matter how academically ambitious the student was, as measured by the amount of time spent studying on a typical day, and it became stronger as students progressed through high school. The results rang true to Aka Daniels, a college-bound senior at the Los Angels Center for Enriched Studies, a Mid-City magnet school. On occasions when she’s stayed up late to study, she’s had more trouble absorbing material in class, she said. I’d have to retrace myself at night,† she said. The finding â€Å"makes a lot of sense,† said Mona el-Sheikh, a professor of human velveteen and family studies at Auburn University whose research includes sleep. Several new studies are showing that the quantity and the quality of sleep are important for remembering new information and consolidating learning, she said. Students who get too little sleep don’t have enough time to process what they study, she added; even just one night of sleep deprivation can have a negative effect. Parents should do what they can to make sure their children have sufficient and consistent sleep, she said. Fulfilling said he could not disclose which schools took part in the research. The dents varied in ethnic and economic backgrounds, as well as in their level Of academic achievement. Their checklists revealed that study time did not change over the course of high school -? the average was just over an hour per day -? but sleep time decreased by an average of 41. 4 minutes. Ready, willing, and able? Sleep hygiene education, motivational interviewing and cognitive behavior therapy for insomnia in an Australian high school setting Journal Article By Mineral Cain Publication: Education and Health Date: 2012 Cognitive behavior therapy for insomnia is well-regarded as an effective retirement for insomnia in adults. Previous studies also suggest that CB-I can be successfully applied to adolescents experiencing insomnia and other sleep problems, which most commonly involve delayed sleep timing. The recommended treatment involves a combined program of morning bright light therapy, stimulus control therapy, and education about sleep hygiene. Improving sleep pattern regularity by getting up earlier on weekends (I. E. , at a time closer to the weekday wake-up time) can play a particularly important role in increasing total sleep time during the week and decreasing daytime leafiness. Recent research suggests that the school classroom may be a promising arena for the dissemination of sleep interventions for adolescents. However, many of the earlier studies in this area have been plagued by problems such as inappropriate outcome measures, small sample size, lack of control group, and lack of follow-up data. Reporting has also been poor, with a number of studies presented only in abstract form. Results have been mixed: some studies showed improved knowledge about sleep, despite having no data about actual changes in sleep habits or behaviors; another duty measured sleep habits but found no change from pre- to post- treatment. Finally, some studies found changes in sleep habits from pre- to post-treatment, although these results must be interpreted with caution due to the previously mentioned problems of small sample size, lack of control group, and lack of follow-up data. A series oft studies conducted by researchers at Flinders University in Adelaide, Australia, attempted to overcome the limitations of previous research by conducting randomized controlled trials evaluating school-based intervention programs aimed at improving the sleep of adolescents. Full details of these studies can be found in earlier publications; however, an outline of the main findings are presented here, along with recommendations for others planning school-based interventions for adolescent sleep problems. Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior Journal Article By Judith Owens Publication: Arch Pediatrics’s Med Date: 2010 Objective: To examine the impact of a 30-minute delay in school start time on adolescents’ sleep, mood, and behavior. Design: Participants completed the online retrospective Sleep Habits Survey before and after a change in school tart time. Setting: An independent high school in Rhode Island. Participants: Students (n=201) in grades 9 through 12. Intervention: Institution of a delay in school start time from 8 to 8:30 AM. Main Outcome Measures: Sleep patterns and behavior, daytime sleepiness, mood, data from the Health Center, and absences/tardiest. Results: After the start time delay, mean school night sleep duration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% confidence interval, 7-29 minutes [24th=3. 36; PC the percentage of students getting less than 7 hours of sleep decreased by 79. 4%, ND those reporting at least 8 hours of sleep increased from 16. 4% to 54. 7%. Students reported significantly more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. Conclusions: A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents’ sleep needs, circadian rhythm, and developmental stage. Middle School Start Times: The Importance of a Good Night’s Sleep for Young Adolescents Journal Article By Amy R. Wolfs Publication: Behavioral Sleep Medicine Date: 2007 With the onset of adolescence, teenagers require 9. 2 hrs of sleep and experience a delay in the timing of sleep. In the â€Å"real world† with early school start times, however, they report less sleep, striking differences between their school-weekend sleep schedules, and significant daytime sleepiness. Prior studies demonstrated that high coolers with later school starts do not rather delay bedtime but obtain more sleep due to later wake times. This study examined sleep-wake patterns of young adolescents attending urban, public middle schools with early (7:1 5 a. . ) versus late (8:37 a. M. ) start times. Students (N = 205) were assessed at 2 time periods. Students at the late- starting school reported waking up over 1 hrs later on school mornings and obtaining 50 min more sleep each night, less sleepiness, and fewer tardiest than students at the early school. All students reported similar school-night bedtime, sleep hy giene practices, and weekend sleep schedules. Related Studies Sleep Complaints Affecting School Performance at Different Educational Levels By James F. Page and Carol F. Swastikas Published online 2010 November 16. Prepossessed online 201 0 July 21 Abstract The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower Spa’s in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels. Keyset;rods: adolescent, college, sleep, restless legs, school, insomnia, GAP Introduction A growing body of work documents the association between disordered sleep and school performance. Students who report insomnia, inadequate sleep, daytime sleepiness, irregular sleep patterns and/or poor sleep quality do not perform as well in school as others (Blue et al. , 1990; Link and Nicolai- Israel, 1995; Hoffman and Strength, 1 997; Wolfs and Sarandon, 1 998, 2003; Shin et al. , 2003; Mailman,2005). Children enrolled in remedial school programs report significantly more sleep problems (Blunder and Chervil, 2008). Reported abnormalities in sleep including sleep latency [SSL]mini and more than one arousal per night at least two nights/week have shown an association with an increase in school failure rates (Kahn et l. 1989). A large study in the Spanish secondary school system (N=11 55, mean age 14) found a significant correlation between class failure and sleep complaints, and morning sleepiness (Solaced et al. , 2005). Better school performance is associated with more time in bed, better sleep quality, fewer nighttimes arousal, less napping and less difference between weekd ay and weekend sleep times (Link and Nicolai-lesser, 1 995; Hoffman and Strength, 1997; Wolfs and Sarandon, 1998). The association between sleep complaints and poor school performance is supported by in-lab experimental studies that demonstrate negative effects for sleep deprivation, sleep restriction, and sleepiness on laboratory measures of motor skill, memory, attention and problem solving in children and adolescents (Shades et al. , 2002; Teaser et al. , 2002; Sarandon et al. , 2004). Experimental restriction Of sleep in students (ages 6-12) has been shown to lead to academic difficulty in the classroom as well as increased severity of school related attention problems (Fallen et al. 2005). There are suggestions in the literature that sleep variables affecting school performance differ based on age and educational level. In seven year olds, short sleep duration is associated with higher emotional liability (Nixon et al. , 2008). Adolescent aged delayed sleep phase develops at the onset of puberty with the associated daytime sleepiness affecting school performance in the high school aged popul ation (Wolfs and Sarandon, 2003; Mailman, 2005). In a large study of Canadian high school students (N=3,235, mean age 16. ) twenty-three percent of students felt that their grades had dropped in high school because of daytime sleepiness (Gibson et al. ,2006). A similar study in Korean high school students N=3,871 , mean age 16. 8) reported excessive daytime sleepiness (DES) to be present in 15. 9% of students. DES was significantly associated with perceived sleep insufficiency, two or more insomnia symptoms and low school performance (Joy et al. , 2005). The proportion of students reporting insomnia appears to increase with increasing age and higher educational level. Among Japanese adolescents, both difficulty initiating sleep and reported insomnia gradually increase from 7th to 12th grade (Kanata et al. , 2006). Up to 30% of college students report chronic Severe sleep difficulties including both daytime sleepiness and insomnia with 1 1 % meeting criteria for delayed sleep phase syndrome (DADS) (Brown et al. , 2001 , 2006). Sleep disturbances are likely to continue to affect school performance in adults. Cognitive function test scores have been noted to fall in both medical students and residents after sleep deprivation (Wallach et al. 2003). Disordered sleep has also been noted to effect behaviors other than school performance. For example, daytime sleepiness was shown to negatively affect student participation in extracurricular activity (Gibson et al. , 2006). Studies have documented the effect of disordered sleep on the behavioral and emotional performance of elementary’ school children (Meandered et al. , 2006; El-Sheikh et al. ,2007 ). Children with fragmented sleep score lower on tests of neurologically functioning and have increased parent-reported levels of behavior problems (Shades et al. 2002). In adolescent boys reported tiredness and sleepiness associated with lower perceived academic performance is also associated with negative mood states, problematic alcohol use, perceived mistreatment or abuse, antisocial behavior, intention to use or current use of illegal drugs, ND feelings of isolation (O’brien and Mindful, 2005; Anyone et al. , 2007). Treatment protocols proposed and utilized in the treatment of sleep disturbance in students A variety of treatment protocols have been proposed for general application in student populations. The finding that early high school start times are associated with student reports of less sleep and increased sleepiness has led to proposals for changes in school start times (Dexter et al. , 2003; Joy et al. , 2005). In some states and communities school Start times have been changed based on legislation. It is currently unclear hither this approach leads to an improvement in school performance (Liaison et al. , 2002). In elementary students treatment suggestions for sleep complaints include attempts to resolve the marital conflicts (El-Sheikh et al. , 2007). Emphasis on the behavioral basis of daytime sleepiness in high school students has led to the development and application of co-educational programs emphasizing sleep hygiene (Joy et al. , 2005; Gibson et al. , 2006). Melatonin used as a pharmacological treatment for adolescents aged 10-?1 areas in the treatment of DADS has been shown to exult in fewer of these students reporting school difficulties (Ginsberg et al. ,2006). Some studies have suggested, based on data derived from high school studies, that co-educational treatment approaches and delayed class start times be utilized in the treatment of college students (Brown et al. 2006; Gibson et al. , 2006). In the effort to improve school performance at all educational levels, there appears to be a tendency to apply one-size-fits-all programs for the treatment of sleep disturbance based on data from high school studies (Brown et al. , 2006). This study presents data evaluating the association between questionnaire-reported sleep di sturbances and school performance in three separate groups of students extending from grade 6 through college (age range 10-?54). It is the authors’ hypothesis that the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and those affecting college students. If this hypothesis is correct, it becomes increasingly important that future research studies and treatment protocols should clarify the age and educational level association of sleep disorder variables with school performance. Materials and Methods Three samples of students were analyzed for this study: middle school (grades 6-8), high school (grades 9-11) and college students. The first samples were assessed in the science and heath classes at associated middle and high schools in Pueblo, Colorado near the end of the 2005 school year. The college sample was assessed in psychology, nursing and medical classes at the local community colleges as part of an invited presentation on â€Å"Sleep in Young Adults† in 2007. Although all three studies used the same questionnaire instrument, because of differences in the settings, statistical imprisons were made within, but not across the three educational levels. An RIB approved, 18-question frequency-based pediatric sleep disturbance questionnaire, based on validated and indexed questions (Chervil et al. , 2000, 2003; Page et al. , 2007), was used for all three samples. The questionnaire consisted of five ordinal response categories: I-?never; 2=rarely (once a month); 3=sometimes (once a week); 4=occasionally (twice a week); 5=always (every night). In order to simplify interpretation of the data and reduce categories with small numbers of responses, we aggregated the sleep ATA to compare response categories 3-5 to categories 1 and 2. This differentiated those who reported having the sleep problem at least once a week from those who had it less often. Assessment of school performance was based on self reported GAP (Range 2. 0-4. 0), which is a common method for defining academic performance in sleep research (Blue et al. , 1990; Hoffman and Strength, 1997; Wolfs and Sarandon, 1 998; Mailman, 2005). Although questionnaires were distributed to 238 middle and high school students, only 165 (69. %) reported their GAP While only the students porting GAP could be analyzed for this study, chi-square analyses revealed that none of the sleep variables differed significantly between those who provided GAP data and those who did not. In addition, a proportion of post- secondary school students were enrolled in either nursing or medical training programs that did not rate performance based on GAP and therefore could not be included. This study included 98 junior high students (Grades 6-8), 67 high school students (grades 9-11 ) and 64 college students (mean age 27. , range 17-?59). GAP was not normally distributed and therefore was split at the Edwina to form two groups within each educational level: Low GAP and High GAP. Within each of the three educational levels, chi-square analyses, using Fisher-exact one-sided tests, were run to compare each of the sleep disturbance variables by GAP (low or high). Results Table 1 displays descriptive information for demographic and sleep variables for the three groups. Notably, there were more Hispanic students in the two younger groups and more African American and white students in the college group. There were also substantially more males in the college group than the two younger groups. However, within each educational group, there were o significant differences in age, ethnicity or gender by GAP. For all three groups, the most common sleep associated problem was feeling unrepressed/tired in the morning, followed by having trouble waking up in the morning. The least common behaviors were trouble with breathing when sleeping and taking sleep medication. Table 1 Demographic and sleep variables for all three groups. How to cite Causes of students sleeping in class hours, Essays

Willa Cather Essay Example For Students

Willa Cather Essay There are few female authors that have had an impact on literature as great asthat of Willa Cather. Not only was she an exquisite author, but she brokethrough into writing during a time when few female authors were successful. Herlife, which was directly influential to her writing, was of a simple nature. However, she was able to over come a drab, mundane life, and turn herexperiences into stories that would be enjoyed by many generations. WillaSiebert Cather was born in her maternal grandmothers home in 1873 in thewestern region of Virginia (Robinson). Cathers name was originally Willela(after her fathers younger sister who died as a child), but the family alwayscalled her Willie. They did this because as a child Willa alteredher name in the family Bible and insisted that she was named after her uncleWilliam Sibert Boak (Woodress). In the spring of 1883, when Willa was nine, theCathers moved to a farm near Red Cloud, Nebraska. Cather described her thoughtsof this land to an interviewer. She said, As we drove further and furtherout into the country , I felt a good deal as we had come to the end ofeverything. (Cather quoted in Woodress). They came to Nebraska by trainbecause the journey by wagon would have been long and tiring. Cathers firsthome in the state of Nebraska was with her Gr andfather. (Robinson). Itsmost characteristic feature which she described faithfully in My Antonia was abasement kitchen and dining room. (Robinson) However, a year later theCathers left the farm to live in the town of Red Cloud, so the children couldattend school. Red Cloud was a town of 2,500 people. The people of Red Cloudplayed an important part in the life and work of Willa Cather. There were manypeople in the town who inspired her and she sought interesting adultswherever she could find them. (Woodress). Two of Red Clouds doctorsbecame friends with Willa, and sometimes let her come along on their calls. We will write a custom essay on Willa Cather specifically for you for only $16.38 $13.9/page Order now Cather also medically experimented on animals with a set of medical instruments,this upset and disgusted some of the citizens of Red Cloud. (Robinson). In highschool Willa Cather had greatest ambition was to become a doctor, a professionin which few women excelled. Cather graduated from high-school in June of 1890,at the age of sixteen (Woodress). She was the only student of the three whograduated who intended to pursue college. She would enter the University ofNebraska at Lincoln the following September (Robinson). Cather was also inspiredby the actors and actresses who came to perform at the towns Opera House. Thechildren of Red Cloud would put on their own shows where Willa seemed to be anadequate actress, but she always played a boy (Robinson). This was a greatsurprise because at the time, many women did not perform. Rather younger boyswould play the female roles in a play. She expressed a vast dislike for skirtsand dresses (Woodress) and later when she attended the University of Nebraskashe continued to dress in a boyish manner (Daiches). She wore suspenders,starched shirts and insisted while in college to continue trying out for themale roles in college theater (Woodress). Cather went to Lincoln with the intentof studying science. She was very interested in botany, astronomy and chemistry(Woodress). However, the event that changed her heart toward writing occurred inMarch of 1891. A professor of Cathers assigned an essay to be written, and theprofessor was so impressed with Cathers work that without telling her, he sentit to the Journal, the towns paper. He also sent it to a literary magazine forstudents called The Hesperian (Robinson). Cather opened the Sunday paper to findher essay in print and from that time on she forgot about medicine andconcentrated on writing (Woodress). Throughout her college years Cathercontinued to write for the Journal and took any chance to earn money writing forthe paper. Even if that meant putting aside her school work to do it. In the twoyears she wrote for the Journal she produced over 300 pieces, many of which wereessays (Woodress). Cather became the Journals drama critic and she quickly madea name for herself. Her work showed a maturity and poise not expected inso young a critic, and her knowledge of drama and literature, continental andclassic, as well as English was extensive (Robinson). During her last twosemesters at the University, Cather wrote over 100 pieces for the Journal. .u0e58211cd261db11b9f2d67edc358e8a , .u0e58211cd261db11b9f2d67edc358e8a .postImageUrl , .u0e58211cd261db11b9f2d67edc358e8a .centered-text-area { min-height: 80px; position: relative; } .u0e58211cd261db11b9f2d67edc358e8a , .u0e58211cd261db11b9f2d67edc358e8a:hover , .u0e58211cd261db11b9f2d67edc358e8a:visited , .u0e58211cd261db11b9f2d67edc358e8a:active { border:0!important; } .u0e58211cd261db11b9f2d67edc358e8a .clearfix:after { content: ""; display: table; clear: both; } .u0e58211cd261db11b9f2d67edc358e8a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0e58211cd261db11b9f2d67edc358e8a:active , .u0e58211cd261db11b9f2d67edc358e8a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0e58211cd261db11b9f2d67edc358e8a .centered-text-area { width: 100%; position: relative ; } .u0e58211cd261db11b9f2d67edc358e8a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0e58211cd261db11b9f2d67edc358e8a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0e58211cd261db11b9f2d67edc358e8a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0e58211cd261db11b9f2d67edc358e8a:hover .ctaButton { background-color: #34495E!important; } .u0e58211cd261db11b9f2d67edc358e8a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0e58211cd261db11b9f2d67edc358e8a .u0e58211cd261db11b9f2d67edc358e8a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0e58211cd261db11b9f2d67edc358e8a:after { content: ""; display: block; clear: both; } READ: Daniel Juarez (1791 words) EssayA full time reviewer might not have produced much more than she did.(Robinson). In addition to her school work and writing for the paper, Catheralso did some practice teaching during her senior year. By the time Cathergraduated from the University in 1895, she had a great deal of experience in thewriting field (Woodress). Cather returned home to Red Cloud after graduation andbegan to write for the Courier, another local paper (Robinson). However, her bigbreak came when she was offered a job at Home Monthly, a magazine in Pittsburgh. Cather was 22 when she left home to begin the start of her professional careeras a writer. In addition to writing stories for Home Monthly, Cather also helpedwith editing, writing editorials and also some nonfiction work. After a year ofwriting for Home Monthly, Cather was offered a job at the Pittsburgh Leader. Shetook the job, but continued to write for Home Monthly under another name. Atthis time Cather was at an age that marriage was typical of. However, she wastoo independent and out going to be taken in. There is no proof that Cather evercame close to marriage. The men she loved the most were her father and brothers. She simply had no need for heterosexual relationships, she was married toher art. (Woodress). In her book, Willa Cather : The Emerging Voice,Sharon OBrien discusses Cathers sexuality. She dwells mainly on Cathersrelationship with her best friend Louise Pound and says, That Willa Catherwas a lesbian should not be an unexamined assumption, however, but a conclusionreached after considering questions of definition, evidence andinterpretation. Yet, after her affair with Pound ended, Cather foundmore enduring and supportive relationships, (OBrien) with IsabelleMcClung and later with Edith Lewis, yet she never declared publicly that she wasin fact a lesbian. Cathers newspaper career ended in 1901. Her last years atthe Leader produced little work, and when she returned from a visit with herbrother she became a Latin teacher at Central High School in Pittsburgh. Shelater taught English and then transferred to Allegheny High School across theriver where she taught for three years (Woodress). Cather did not have a naturalteaching talent, but her classes were not considered to be boring. In 1903,McClures began nagging Cather for her stories. McClure offered to publish herstories in book form. He told her that he wanted to publish everything she wrote(Robinson). After 5 years of teaching, Cather moved to New York to work fulltime at McClures (Woodress). At that time, McClures was considered the mostsuccessful reforming magazine in America. (Robinson). Cather, whohad no interest in social work of the magazine was involved in the magazinebecause of its literary content. Cather was responsible for reading themanuscripts that came in and also editing articles sent in by semi- literatepeople who knew a lot about the copper mines in the West, but didnt write well(Woodress). During the years that Cather helped to edit the magazine, she hadvery little time to write. During her time at McClures she worked in Boston,Europe and wrote McClures biography (Robinson). Cather worked for M cClures from1906 until 1912 and became the leading magazine editor of her day. Working atthe magazine changed her life, and the experience was important to her. She had been a good editor, as she had been a good critic and a goodteacher. Now she wanted one thing only, to be a writer, a good one.(Robinson). She quit her job as editor in order to devote all her time towriting and in 1912 her first novel, Alexanders Bridge, was published (Daichess). .u1251279340667c4320ca6b65dac04802 , .u1251279340667c4320ca6b65dac04802 .postImageUrl , .u1251279340667c4320ca6b65dac04802 .centered-text-area { min-height: 80px; position: relative; } .u1251279340667c4320ca6b65dac04802 , .u1251279340667c4320ca6b65dac04802:hover , .u1251279340667c4320ca6b65dac04802:visited , .u1251279340667c4320ca6b65dac04802:active { border:0!important; } .u1251279340667c4320ca6b65dac04802 .clearfix:after { content: ""; display: table; clear: both; } .u1251279340667c4320ca6b65dac04802 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1251279340667c4320ca6b65dac04802:active , .u1251279340667c4320ca6b65dac04802:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1251279340667c4320ca6b65dac04802 .centered-text-area { width: 100%; position: relative ; } .u1251279340667c4320ca6b65dac04802 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1251279340667c4320ca6b65dac04802 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1251279340667c4320ca6b65dac04802 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1251279340667c4320ca6b65dac04802:hover .ctaButton { background-color: #34495E!important; } .u1251279340667c4320ca6b65dac04802 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1251279340667c4320ca6b65dac04802 .u1251279340667c4320ca6b65dac04802-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1251279340667c4320ca6b65dac04802:after { content: ""; display: block; clear: both; } READ: National Service Training Program (NSTP) EssayFrom that point on, Willa Cather became a great American author. Willa Catherdied in 1947 at the age of 70. Willa Cathers primary inspiration was her hometown of Red Cloud. Many of her books won her literary awards, as well as theadmiration of authors of every generation. It takes a great writer to take onthe many literary occupations that Cather took on. However, it takes an evengreater writer to raise each of those occupations to an art form. For thesereasons, and many more of which could never be described, are why Willa Catheris one of Americas finest writers. BibliographyDaiches, David. Willa Cather a Critical Introduction. Westport, Ct. :Greenwood Press, 1951. OBrien, Sharon. Willa Cather the Emerging Voice. NewYork : Oxford Up, 1987. Robinson, Phyillis C. Willa : The Life of Willa Cather. New York: Doubleday, 1983. Schroeter, James, ed. Willa Cather and Her Critics. Ithica : Cornell UP, 1967. Woodress, James. Willa Cather Her Life and Art. NewYork : Pegasus, 1970

The Science of Curing Grey Hair

The Science of Curing Grey Hair The current cures for gray hair range from the truly promising to being downright snake oil in nature. The products and procedures that are for real are based on real science and recent research on the causes of gray hair. So recent, that as of this writing any real solutions for reversing gray hair are still pending, however, they are definitely in the works to manifest for the consumer during the next few years. What Causes Grey Hair Each individual hair follicle has pigment-producing cells called melanocytes. As the hair strand is being formed, the melanocytes cells inject pigment (melanin) into cells containing keratin, the protein structures that makes up our hair follicles, skin, and nails. Throughout our lifetime, our melanocytes continue to inject pigment into our hairs keratin, giving it color, however, after a certain amount of years of producing, our melanocytes go on strike so to speak and stop making as much melanin which causes grey hair, or make no melanin at all which causes white hair. When you ask a scientist why this happens, the common answer given us is usually genetics, that our genes regulate the predestined exhaustion of the pigmentation potential of each individual hair follicle. However, there is a more in-depth explanation about what happens when our hair turns gray or white, and understanding the science behind that is leading to innovations that will change the inevitability of having to put up with a loss of hair color. Stem Cell Research: Reversing Grey Hair In 2005, Harvard scientists were the first to propose that a failure of melanocyte stem cells to maintain the production of melanocytes caused the graying of hair. They were correct, and other scientists have expanded on their research. The simplified definition of a stem cell is a cell whose job is to make more cells. Stem cells repair and build our bodies. As explained above in this article, two different types of cell production occur when our bodies produce a non-grey strand of hair. The melanocytes stem ​cells produce the hair color, and other stem cells produce the hair follicle. Scientists have researched this coordinated production between the two different stem cell types, and have discovered a signaling protein called Wnt. Think of Wnt as a type of work foreman that oversees the production of hair and tells each different stem cell type how fast to work. Wnt has everything to do with why our hair turns gray. When our melanocytes stem cells do not have enough Wnt protein, they do not get the signal to produce hair color. Professor Mayumi and a team of researchers at the New York University Medical Center have successfully restored hair color in mice by manipulating the Wnt signaling proteins. Mayumi is confident that the research will lead to solutions of melanocyte related issues both serious and cosmetic in humans, including skin diseases such as melanoma, and of course gray hair. Researchers at the Tokyo University of Science, have also experimented with stem cells in attempts to regrow hair and restore color. The researchers injected a bald and otherwise colorless mouse with stem cells from live hair follicles and were able to grow dark tufts of hair on the injection site. The research is intended to lead to solutions for both baldness and gray hair in humans. LOreal Research: Preventing Grey Hair Doctor Bruno Bernard is the head of hair biology at LOreal in Paris. LOreal, a company known for hair and beauty products, is currently supporting research into innovative methods of preventing hair from turning gray. Bernard and his team have been studying the melanocyte stem cells found in our skin that are responsible for making skin the pigment that it is. The researchers wanted to know why our skin doesnt turn gray with age but our hair does. They discovered an enzyme called TRP-2 that is present in our skin stem cells but is missing in our hair follicle stem cells. They observed that TRP-2 helped protect the melanocyte stem cells in skin from damage, and so helped those stem cells to last longer and function better. The TRP-2 enzyme provided an advantage to our skin cells that the cells involved with hair production do not have. LOreal intends to innovate a topical treatment, such as a shampoo for hair, that will replicate the effect of the TRP-2 enzyme and give the melanocyte stem cells in hair follicles the same advantage that skin stem cells have, thereby preventing and delaying gray hair from happening in the first place. The End of Grey Hair The majority of all people, over three-quarters of the population, will have some gray hair by the age of fifty. Surprisingly, one in ten people over the age of sixty still have no gray hair. For those of us who just dont want the look, hair dye to cover the gray has always been the only option, if you exclude hats. Viable alternatives may be on the horizon.

What Is AP Seminar Should You Take It

What Is AP Seminar Should You Take It SAT / ACT Prep Online Guides and Tips If your school offers AP Seminar, you might be wondering what it's all about. This AP class is great for students who want to challenge themselves and learn more about the independent research process before starting college. In this guide, I'll give you an overview of what AP Seminar entails, a sample course outline, advice on whether you should take the course, and some tips on how to do well in it. What Is AP Seminar? AP Seminar is one of the course requirements for the AP Capstone Diploma and the AP Research and Seminar Certificate, both of which were introduced by the College Board in fall 2014. If you take and pass AP Seminar, AP Research, and four other AP courses and exams, you will earn the AP Capstone Diploma. If you take and pass just AP Seminar and AP Research, you'll earn an AP Research and Seminar Certificate.Both of these actions are impressive accomplishments that demonstrate your ability to successfully manage college-level academic challenges. AP Seminar offers studentsan introduction to conducting independent analysis of complex ideas across various disciplines.It involves reading and understanding advanced source material in the form of texts and other media. You are expected to synthesize information from different sources, and formulate research questions based on these source materials. You'll elaborate on these ideasthrough essays, oral presentations, and team projects.The goal of AP Seminar is to provide students with the tools to evaluate information accurately and make compelling, evidence-based arguments. Your seminar curriculum might be connected to another AP course you take,meaning you'd explore themes that relate to that course when constructing research projects for AP Seminar. For example, your school might offer aclass titled "AP Seminar: American Studies" that is for students who are concurrently enrolled in AP US History. AP Seminar can also function as a stand-alone class. For example, it could be called something like "AP Seminar: Networks" and offer a focus on the impacts of societal networks from various perspectives. AP Seminar: Social Networks. You must write your research paper in the form of a series of tweets. Wait, that actually sounds kinda fun. What Will You Do in AP Seminar? The AP Seminar curriculum is framed around what the College Board callsfive "Big Ideas."These ideas are all pretty buzzword-y (their first letters spell Q.U.E.S.T.- need I say more?), but they cover the main educational goals of the class. Below are the five Big Ideas of AP Seminar and what they mean: Big Idea 1: Question and Explore This idea is about encouraging students to embrace intellectual curiosity and develop their own points of view.Learning to consider issues from different perspectives is also an important part of this. You'll be introduced to the complexity of societal problems and learn how to view them in a larger context. This is where you start to build a strong foundation for the process of coming up with meaningful research questions. Big Idea 2: Understand and Analyze This Big Idea is about learning to read critically and reach the heart of an author’s argument. You'llpractice avoiding oversimplification and generalization when describing the points made by others. You'll alsolearn how successful arguments are formulated as well asthe importance of counterarguments, context, and the ability of an argument to influence behavior. Big Idea 3: Evaluate Multiple Perspectives With this idea, you'll learn that a person’s perspective is heavily informed by his or her background and worldview. You'llalso consider your own biases and how these might impact your reading and interpretation of an argument. Big Idea 4: Synthesize Ideas This is about creating an effective argument from your ideas.You'lllearn how to formulate a clear line of reasoning and how to avoid overgeneralizations. In addition, you'llbe taught how to collect evidence while steering clear of plagiarism. Big Idea 5: Team, Transform, and Transmit This one is about teaching students how to do their best work in a team environment (as you might've guessed from its cringeworthy name). The main focuses here are self-reflection, revision, and developing both good communication and effective presentation skills. Class discussions also play a large role in AP Seminar in the form of debates, group discussions, and reflection on open-ended questions associated with the course material. How These Big Ideas Are Put Into Practice These five Big Ideas manifest in AP Seminar in a series of tasks and lessons, whichinvolve the following: Exploring one or more different themes by making connections across subjects and looking at them from various perspectives Learning to fully appreciate and understand issues by viewing them in different contexts and across different types of sources (writing, performances, broadcasts, etc.) Learning to avoid plagiarism (very important for college!) while using the ideas of others for support in your own work Working collaboratively on a team project to evaluate a real-world issue and present the findings in a written report and presentation Working independently to come up with a research question and to formulate an argument that culminates in a written report and presentation AP Seminar will teach you many core skills that are important for college-level research,and it'll give you the tools you need for the AP Research course (which most students take the following year). In the next section, I'll give you an example of how a real AP Seminar course might be structured. Team, Transform, and Transmit: stage one of a bizarre cult initiation, Big Idea, or both? AP Seminar Sample Course Outline AP Seminar is a class that often weaves through many different subject areas. Since the goal is to gain a better grasp of the complexity of opinions on societal issues and to use your newfound understanding to do more effective, self-driven research, it covers a lot of ground. In this example (which I'm basing off a real syllabus I found online), the AP Seminar course was divided into three units for the first semester: Unit 1: Questioning Modernity This unit's focus is on introducing the main concepts behind AP Seminar. This includes learning about the process of inquiry, understanding complex arguments, and becoming familiar with rules for avoiding plagiarism.This particular unit is graded based on participation, a 250-word reflection paper, and a group presentation. In keeping with the theme of contemporary culture, source materials include the famous T. S. Eliot poem "The Love Song of J. Alfred Prufrock," a book by Steven BesttitledThe Post-Modern Turn, and an article fromForbestitled "Is Facebook Making Us Anti-Social?" Unit 2: Perception- Arguing Money This unit is a continuation of the learning experience in the first one but with a focus on advanced topics related to wealth and poverty. This unit also emphasizes viewing issues from different perspectives. It is assessed based on participation, a 400-word reflection paper, and another group presentation. Source materials for the unit include Adam Smith's Wealth of Nations,The Communist Manifesto,and Andrew Carnegie's essay "The Gospel of Wealth." Unit 3: Mastering Education This final unit in AP Seminarbrings together concepts learned in the previous units to discuss topics in education. It is graded based on participation, a 500-word argumentative paper, a 500-word reflection paper, and another group presentation. Source materials for this unit include the film Waiting for "Superman" and several scholarly articles on The Common Core. "Oh, is that what I'm supposed to be doing?" Education is complex. In the second semester of the class, students will use the skills they learned in the first three units to take on larger challenges in the form of two research projects and the final exam. Each of these assignments makes up a portion of the final AP score. Team Project and Presentation (25% of AP Score) The first assignment is a team project and presentation, worth 25% of the final AP score. Students collaborate in teams of three to six to identify a problem or question they want to research. Each student does research individually and presents his or her findings to the group. The group then works together to compile a written report and an approximately 10-minute class presentation, followed by a defense of their argument based on questions posed by the teacher. Each student will also write a reflection on the project as a whole, detailing their collaborative process and approach to both research and problem-solving. The entire project takes place over the course of about two months. Individual Research-Based Essay and Presentation (35% of AP Score) The second assignment, worth 35% of the AP score, is an individual project. For this part of the course, the College Board releasessource materials on a certain topic or theme that students are expected to use in their research.The final paper must use at least one of these sources. Students are expected to produce a 2,000-word written argument, a six- to eight-minute oral presentation, and a defense of their argument based on two questions posed by the teacher. Students will have around two months to complete this project. Final Exam (40% of AP Score) The final exam for AP Seminar consists of three short-answer and two essay questions. The short-answer questions ask students to analyze an argument from a single source. For one essay question, students must compare arguments from different authors, whereas for the other, they must formulate their own evidence-based argument. Seven sources are given to students for use on the final exam questions. If a featureless white blob creature can do research, so can you. You can see from this outline that AP Seminar stretches across a variety of topics, and there's quite a bit of freedom to choose what you want to research in the second half. Overall,AP Seminar is focused on teaching you how to think critically,which is a big departure from many high school courses that just serve to convey specific information. AP Seminar is clearly a more abstract course- but also potentially a more valuable one. Should You Take AP Seminar? If you hope to earn an AP Research and Seminar Certificate or an AP Capstone Diploma, you need to take AP Seminar.The AP Capstone program culminates in a 5,000-word research paper that is completed in the AP Research class- an impressive accomplishment for a high school student! Even if you don't go on to earn the AP Capstone Diploma, you will learn highly valuablecritical- thinking and research skills in AP Seminar.Students who take itmight place out of introductory college courses or earncollege credits. AP Seminar can also help you avoid academic shock when you get to college.Many high school students have never done in-depth research and therefore don’t know how to begin when they’re tasked with their first big project in college.If you take this AP class, you'll be ahead of the curve in understanding proper research methods and in learning to avoid both unreliable information and plagiarism. Lastly, AP Seminar can be a fun experience because it gives you the opportunity to debate important issues with your classmates and work on a project that interests you.There is a level of independence in the seminar-style classthat is absent in most other high school classes, which might appeal to students who prefer to explore ideas on their own terms. If you're an independent, driven student who ishoping to attend a competitive college, AP Seminar might be a great course for you. AP Seminar will allow you to start forging your own academic path before you even get to college. How to Do Well in AP Seminar: 3 Essential Tips What you'll need to do to succeed in AP Seminardepends partly on the format and subject area of the class since ithas a lot of flexibility in its structure, teaching methods, and topics.Here are some general tips for success: #1: Be Open-Minded AP Seminar mainly deals with analyzing differing perspectives, so try toapproacheach reading with a willingness to listen and think critically about the author’s opinion, even if it doesn’t align with your own.This will enable you to adopt a wider view of issues and appreciate their complexity.These skills are critical if you hope to be successful in your research projects. #2: Participate in Class Class discussions are very important in AP Seminar.Even if you’re not usually big on participation, you should make an effort to contribute to every discussion. Being able to actively engage with your peerswill enhance your understanding of the material and allow you to carry out productive conversations with others in your class who might see things differently. #3: Keep Up With Assignments This is important in any class, but it's especially critical in AP Seminar.Since you’ll be reading and absorbing a lot of material, it’s important not to fall behind the rest of the class.Participation relies on a thoughtful reading of the course material, and it’s hard to do that if you’re trying to play catch up with assignments that were due earlier. Because you’ll be doing research projects both independently and with a team, always stay on top of deadlines to avoid getting overwhelmed or letting down your teammates! Learning how to communicate ideas effectively is a major part of AP Seminar. Conclusion: The Benefits of Taking AP Seminar Critical thinking and the ability to logically evaluate arguments are key skills that'll help you in all aspects of your life. AP Seminar can be a very practical course if you're up for the challenge. You'll have three major assessments: A team research project An independent research project A final exam Throughout the course, you'll be asked to read a variety of source materials and participate in class discussions. You'll learn about proper research methods, argumentative techniques, and the importance of looking at issues from all sides. Students who take AP Seminar can then go on to take AP Research, which offers students even more independence in choosing research topics. AP Seminar is essentially an opportunity for advanced students to get some experience with the types of assignments and expectations that are common in college classes. Take this class and you'll be way ahead in the game! What's Next? Still planning out your schedule? Use this guide to help you decide which AP classes to take. If AP courses seem kind of intimidating, check out this article to learn just how hard they really are- and to decide whether you are up for the challenge. To learn more about creating a class schedule that'll give you the best chance of attending a top college, read this article on what a rigorous course schedule looks like. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: