Social Studies Sba Outline Essay Example for Free

Social Studies Sba Outline Essay Introduction to CSEC S.B.A. Geographic fieldwork is about the application of geographic concepts and ideas in the investigation of a problem or issue. Instead of gathering information from books, we gather information about the world around from the environment. Geographers first identify an area for research. They ask geographic questions about the issues that have been identified and form hypotheses.. They then conduct a systematic collection of data to test the hypothesis. This is done through the systematic collection of field data through observations, collecting samples, interviews or surveys. The collected information will be analysed and presented in a field report. The Purpose of the School Based Assessment The School Based Assessment (SBA) will help you to understand how geographers build the knowledge that they present to us in textbooks and other publications. In this part of the course you must rely on the information, concepts and understandings that you have collected during your study of Geography. You are expected to design a simple study, collect and present information that is relevant and arrive at a conclusion about your study, using no more than 1500 words in total. Contents of a Geography SBA The Aim (or Aims) of the study ? Methodology Analysis and discussion Location maps Conclusion Bibliography Appendix There is a particular order in which the report must be done for presentation. This is as follows: 1. Title page 2. Strategy sheet 3. Table of contents 4. Location map(s) 5. Aim of the study 6. Method of data collection 7. Presentation of data 8. Conclusion 9. Bibliography 10. Appendix Mark Scheme (1) Table of Contents Details properly sequenced with correct page number 1 MARK (2) Aim of the Study At least ONE aim clearly stated as a direct or implicit question. 2 MARKS Aim is geographical and based on the Syllabus Aim allows collection of primary data. (3) Location of the Study At least two sketch maps: 4 MARKS ONE of the site (showing immediate environs), and ONE (usually of territory) showing its location in relation to other features (for example, roads, rivers, settlements within the parish or region or district); BOTH maps accurately drawn and properly labelled. Between the two maps: (Indication of scale, directional arrow, key or labels, title (1 mark each to maximum 4 marks) (4) Methodology A clear statement on HOW data were collected and an example of the instrument used or a brief outline of how observations were made and tests done. 2 MARKS EITHER A clear statement on HOW the data were collected. 1 MARK OR Little or no mention of HOW the data were collected, but an example of the instrument used is included. 1 MARK (5) Presentation of Data Illustrations: variety, for example, graphs, tables, labelled photographs (at least three illustrations to be used). These should be generated from field observation and tested by candidates and not copied from secondary sources (that is, they should be the candidates’ original work). 4 MARKS Accurate, appropriate, neat, fully labelled, and titled (Excellent presentation) (6) Quality of Data and Illustrations Accurate, appropriate and relevant 4 MARKS (7) Analysis of Data and Discussion of Findings Very well organized, coherent, points well developed, well sequenced and supported by comprehensive data (Excellent) 7 8 MARKS Integration of Illustrations Well integrated discussed and distributed (placed) 2 MARKS (8) Conclusion Is related to the purpose of the study, and provides an appropriate summary and conclusion consistent with the data obtained; may include assessment of methodology. 5 6 MARKS (9) Communication of Information No grammatical errors or flaws (2) and extensive use of appropriate geographical terms (2) 4 MARKS (10) Bibliography Alphabetical order by author with title, publisher, place and date with relevant and up-to-date references 1 MARK (11) Penalty for Exceeding Word Limit (Where the word length exceeds 1650 words, 10% of the candidate’s earned score is deducted.) 4 MARKS Create a free website with

An Analysis of Peter van Inwagen’s The Magnitude, Duration, and Distri

An Analysis of Peter van Inwagen’s The Magnitude, Duration, and Distribution of Evil: a Theodicy In his essay, "The Magnitude, Duration, and Distribution of Evil: a Theodicy," Peter van Inwagen alleges a set of reasons that God may have for allowing evil to exist on earth. Inwagen proposes the following story – throughout which there is an implicit assumption that God is all-good (perfectly benevolent, omnipotent, and omniscient) and deserving of all our love. God created humans in his own likeness and fit for His love. In order to enable humans to return this love, He had to give them the ability to freely choose. That is, Inwagen holds that the ability to love implies free will. By giving humans free will, God was taking a risk. As Inwagen argues, not even an omnipotent being can ensure that "a creature who has a free choice between x and y choose x rather than y" (197)1. (X in Inwagen’s story is ‘to turn its love to God’ and y is ‘to turn its love away from God,’ towards itself or other things.) So it happened that humans did in fact rebel and turn away from God. The first instance of this turning away is referred to as "the Fall." The ruin of the Fall was inherited by all humans to follow and is the source of evil in the world. But God did not leave humans without hope. He has a plan "whose working will one day eventuate in the Atonement (at-one-ment) of His human creatures with Himself," or at least some of His human creatures (198). This plan somehow involves humans realizing the wretchedness of a world without God and turning to God for help. The telling of this story provokes many questions. Why didn’t God, being all-good and benevolent, "immediately restore His fallen creatures to their original union with... ... passage to suggest the essential role natural evils play in this story: "People who do not believe in God do not, of course, see our living to ourselves as a result of a prehistoric separation from God. But they can be aware – and it is a part of God’s plan of Atonement that they should be aware – that something is pretty wrong and that this wrongness is a consequence of the intrinsic inability of human beings to devise a manner of life that is anything but hideous" (203). Nowhere does experience prove this inability of human beings to escape the hideousness of the world more than in the case of natural disasters. They have existed as long as the human race, and though it may be possible for a person to delude him or herself into believing he or she is living a good life in a seemingly good world, no one can deny the horrible dangers that natural disasters present.

Greek Stuff

THE ANCIENT GREEKS NAME ___Harrison Funk_________________________________ To complete this worksheet use the information found on the following website: http://www. mythologyteacher. com/GreekIntro. html GREEK INTRO 1. At roughly what time period was the golden age of ancient Greece? 500 B. C. 2. Who was an ancient Greek writer of fables? Homer 3. Who was a Greek mathematician? Pythrogras 4. Why should Americans study ancient Greece? We oew everything to ancient Greece. GREEK CITY-STATES 5. How is a city-state more than just a city? It had no desire to join a larger country. 6.What term was not in use during the golden age of Greece? Why not? They did not say greece so it was dotted with city-states 7. What is an agora? Assembly of the people/ town meeting THE LIFE OF A GREEK GIRL 8. How were women oppressed in ancient Greece? Treated with disrespect 9. What would happen if a family did not have a male heir? All wealth would go to the closest male relative 10. At what age did most gi rls get married? 14 11. What is a dowry? Money goods estate 12. What was the goal of every Greek wife? To produce male heir 13. When was murder completely legal in ancient Greece?When someone was caught in a affair with a married women. THE LIFE OF A GREEK BOY 14. What is a Greek adage about their newborn children? If its a boy keep it and if its a girl expose it 15. What ceremony did boys go through before becoming men? They cut their hair 16. Boys were sent to do what at the age of eighteen? Left for two years for military purposes. 17. What does the word gymnos mean? Means wearing no clothes 18. How long were men subject to the military draft? Two years 19. What is a lyre? harp 20. What is rhetoric? Is persuasive speaking 21.What was the Greek word for one who participates in sport contests? 22. What was a sophist? 23. What was the most dangerous Greek sport? 24. What is the â€Å"bible of the Greeks†? 25. The gymnasium was the ancient predecessor of what modern institutio n? 26. What were the two tools teachers used to teach reading and writing? 27. When did education end for most boys? 28. Why were Greek men expected to keep their bodies in shape? GREEK RELIGION 29. According to the Greek moral code, what two crimes were capital offenses? 30. Explain how Greece did not have a strict religious code: 31.Spotting what kind of bird during the daytime foretold death? 32. What could priests tell from an animal’s organs? 33. What does fortuitous mean? 34. What is a pantheon? 35. What is augury? 36. What usually occurred after a Greek sacrifice? 37. Where did the Oracle of Delphi sit? 38. Which god or goddess was most honored in Athens? 39. Whom did kings consult to learn their future? GREEK DEMOCRACY 40. How did citizens vote sometimes vote in Athens? 41. What groups were excluded from Athenian citizenship? 42. What type of democracy did Athens have? GREEK OLYMPICS 43. When did the first Olympics occur? 4. What Olympic contest was held at the Olympi an hippodrome? 45. Were the Olympics the only games held in ancient Greece? 46. What was the Heraia? 47. What are the five sports in the pentathlon? SPARTA 48. How were the lives of Spartan women different from the lives of Athenian women? 49. Sparta was one of the few societies to produce no _______. 50. Spartan boys started their training at what age? 51. Spartan boys were yearly flogged for what reason? 52. What did an apprenticeship of a young boy to an older boy accomplish? 53. How were Spartan boys taught stealth? 54.What did the Spartans do with their unwanted children? Toss them of a cliff 55. What story demonstrated the Spartan discipline? 56. What was a Spartan wedding night ritual? 57. What word is a synonym for gorge? 58. Sparta was completely dedicated to the art of what? HIPPOCRATES 59. Hippocrates is often called: 60. How many children died in ancient Greece before the age of ten? 61. What is leeching? 62. Write one line from the Hippocratic Oath: ALEXANDER THE GREAT 63. How old was Alexander the Great when he became the King of Macedon? 64. What did Alexander spread around the world? 65.What empire did Alexander conquer? 66. What did Alexander the great die of? 67. Why was Alexander a successful conqueror? SOCRATES & PLATO 68. How was Socrates different from the sophists? 69. Who were the â€Å"scientists† of ancient Greek? 70. What does philosophy mean in Greek? 71. What poison did Socrates drink? 72. What is the Socratic Method? 73. What was Plato’s Academy named for? 74. What was the charge brought against Socrates? HOMER, THE ILIAD & ODYSSEY 75. How was the dark age of Greece different from the golden age of Greece? 76. What are three rumors concerning Homer the poet? 77.What is an â€Å"epic poem†? 78. What is the plot of the Odyssey? 79. What started the Trojan War? 80. When did the â€Å"real† Trojan War probably occur? 81. Which did the Greeks like better: the Iliad or Odyssey? Why? HERODOTUS 82. Herodotus is often called: 83. What wars did Herodotus write about? 84. What else did Herodotus write about? 85. What is â€Å"western civilization†? GREEK SLAVERY 86. Most Greek households had how many slaves? 87. What does humane mean? 88. What is the rack? 89. What were lawyers allowed to do to slaves in order to get information? 90. What were three jobs a slave might receive? 91.Where did the Greeks obtain their slaves? DEATH & BURIAL 92. Greeks believed your spirit would never be at rest if: 93. What were two capital offenses in ancient Greece? 94. What is a garland? 95. What is a libation? GREEK WARFARE 96. How did one warship defeat another? 97. How did the rowers on a warship keep in time with each other? 98. Sparta was known for its infantry; Athens was known for its ________. 99. What is a hoplite? 100. Where did Sparta and Athens stop King Xerxes’ march into Greece? 101. What is a phalanx? GREEK THEATER 102. How many spectators could be seated in the theatron? 03. What amplified the voices of Greek actors? 104. What are satyrs? 105. What does obscene mean in Greek? 106. What innovation did Sophocles create? 107. What is a chorus? 108. What is catharsis? 109. What theatrical innovation did the playwright Aeschylus come up with? 110. What type of play is a crude parody? 111. What type of play tells the downfall of a noble character? 112. Who was the patron god of the theater? 113. Whose opinion did the chorus represent in Greek plays? 114. Why are modern actors called thespians? 115. Which type of play made fun of daily life in Athens?

Female Athlete Triad Essay - 1955 Words

The female athlete triad is a health condition in which active women experience three inter-related disorders due to unhealthy body weight and eating habits. In the case of the triad, the word active refers to females who display moderate to high intensity levels of performance. The rate of performance must be high in order to counterbalance the decrease in calorie intake. Females who perform at a high intensity are at risk for the triad since they do not take in enough calories to fulfill the amount expended. The three disorders within the female athlete triad are osteoporosis, disordered eating, and menstrual dysfunction. Not all females experience all three of the conditions, however new data has indicated that even having one or†¦show more content†¦Low bone mineral density can result in stress fractures within a female’s body (6). Female athletes with menstrual dysfunction often display low levels of the reproductive hormones estrogen and progesterone. When the levels of these hormones are low, it is difficult for bones to retain calcium which causes a gradual loss of bone mass. It has been proven that when comparing amenorrhic athletes to athletes with regular menstrual cycles, the bone mineral density if reduced by 14% in amenorrhic athletes and 27% in regular athletic women (7). All three conditions result in serious health and body conditions which can decrease a female’s ability to participate in physical activities. The female athlete triad is considered to be a significant health concern. In relation to the female athlete triad, some women are more prone to the condition than others. Sports that emphasize performance based on weight specifications increase the prevalence of the female athlete triad. Women who participate in sports such as ballet, figure skating, gymnastics, diving, and other aesthetic component sports have a higher risk of developing aspects of the female athlete triad in addition to women who part icipate in sports that involve weight classes such as tae kwon do, judo, wrestling, rowing, and equestrian (6). Most female athletes who participate in either high-intensity or endurance exercise have a greater chance of developing the triad. Studies have shown that women whoShow MoreRelatedFemale Athlete Triad : A Condition1359 Words   |  6 PagesBailey Jensen Mrs. Hable College Prep Writing 11 September 2015 Female Athlete Triad Female athlete triad is a condition where bone loss, irregular menstrual cycles, and energy deficiency occur in athletes. Occasionally referred to as the triad, this condition is seen mostly in female athletes, although in rare cases male athletes can suffer from it as well. 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Retrieved October 4, 2012, from http://web.ebscohost.com/ehost/detail?vid=4amp;hid=108amp;sid=31311eaf-b919-4f19-89a3-14bb34d54865%40sessionmgr114amp;bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=rchamp;AN=J0E127639281306 Kimiko Hirai Soldati, a 2004 Olympic diver, remembers exactly when her bulimia started. A college coach in Pennsylvania wanted her to come talk about the importance of healthy eating to his team of female cross-countryRead MoreFemale Athletes And The Female Athlete, By Irene Lambrinoudaki And Dimitra Papadimitriou1063 Words   |  5 Pagesin the female athlete,† by Irene Lambrinoudaki and Dimitra Papadimitriou, written in 2010. My athletic career ended recently, however being a three sport female athlete in high school and participating in two sports in college was extremely important to me. By being so active with sports, this article caught my eye and has made me realize how common it is for women to suffer from this bone loss problem. Reading this has interested me in wanting to learn more about bone loss in female athletes and whatRead MoreLet s Take Football Players1060 Words   |  5 Pagesover the athletes have established bad habits and are carrying excess weight arou nd. Now, on the opposite side of the spectrum, many athletes are not eating enough. Their caloric intake is too low for the amount of physical activity being partaken in. Sports that are known for having problems with this are ballet, distance running, wrestling, cheerleading, and swimming. According to NPR, skinny ballerinas are not the only athletes, we now have to watch. â€Å"Highly committed young female athletes now runRead MoreEating Disorders And Excessive Exercise921 Words   |  4 Pagescause dangerous health repercussions such as the female athlete triad: low energy availability, amenorrhea, and osteoporosis (Laframboise, Borody, Stern, 2013). Perfect Body’s Andie restricts her diet to aid her performance. In doing so, she creates an energy deficit, which leads to stress fractures and fainting. Some female athletes fail to have enough energy for training and competition because they restrict their caloric intake. However, athletes may not be aware of the calories needed to performRead MoreWomen s Lack Of Eating Disorders1488 Words   |  6 Pagesoccur in people under the age of 25.7 In the case of young female athletes in general, it seems that they have a similar risk of developing disordered eating as non-athletes (de Oliveira Coelho, et al, 2014). The prevalence of disordered eating ranges from 0% to 27% in female athletes and ranges from 0% to 21% in the general population. However, athletes suffer from a more serious condition that may lead to dangerous consequences. Female athletes who participate in aesthetic sports like gymnastics, figure