HUMS 1000 Study Guide - Final Guide: Tiber, Carians, Latins

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rubysquirrel239

13 Apr 2015

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For the nal examination in this class you must write thorough prose explanations of three passages from virgil"s aeneid. The passages in this study guide are the passages that will be on the examination. Please prepare for the examination by making your notes and outlines, and writing prose explanations of the passages before you enter the examination room. You may take with you into the examination room your copy of the aeneid, but you may not take with you any notes or outlines on separate sheets, or prose paragraphs prepared beforehand. If you have made notes in your copy of the aeneid, these are permissible. But if you have written out a prose explanation of the passages in the margin or endpapers of your copy of the aeneid, i will con scate it, and give it back to you at the end of the examination.

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Literature Review

Words: 500

Article Chosen: THE MAGICAL AGE OF 10

https://link.springer.com/article/10.1023/A:1002006521067

https://tomocarroll.wordpress.com/2013/02/22/the-magical-age-of-10/

Guidelines

Guide only, feel free to organise however else you like to as long as you address the learning outcomes and elements in the rubric.

* Introduction

Introduce the general issue and its importance

Identify key trends or perspectives

Identify the specific focus of this literature review (your identified issue)

Give a brief outline of the structure of the body

* Body

Cluster your literature around common themes or threads of ideas. Structure your writing thematically and not author by author. This allows you to compare, contrast, and make sense of the different authorsâ perspectives on one point./ And if you find there are a lot of authors with some contribution to one point, then maybe that point needs to be teased out into sub-themes

Try not to hide behind what the literature is saying. Remember, it is up to you to interpret it and make sense of it for your reader. Listing what they have found or believe is part of a literature review, but in itself is not enough, you need to clarify what the reader is to take away from this body of research

Never be afraid to narrow your topic. You have a word limit, which is enough to make one meaningful point, but not to include detail for its own sake. It is better to dig deep into a topic rather than be broad and superficial

You may have to limit your question many times before you finalise your draft. Spend time considering your question/topic, because this provides the guidelines for your writing and your research. You need to have clear guidelines so that you can research with purpose and efficiency, even if these guidelines are modified later. Otherwise a lot of time and energy will be wasted, either, looking at irrelevant material, or material that cannot fit into your review

* Conclusion

Summarize the major contributions, evaluating the current position, and pointing out flaws in methodology, gaps in the research, contradictions and areas for further study

Conclude by summing up and identifying the significance of the topic in relation to the literature

* Please ensure that you write succinctly to avoid wasting your word count. Note that unnecessary words weakens your argument. You should keep within +/- 10% of your word count

* Check for spelling and grammatical errors. Loosing marks from errors that could be addressed through editing is not worth it.

* Make sure that all references are correctly referenced using APA style

* Refer to Unit Guide for more information about the unit requirements

We now continue the use of organic chemistry reaction roadmaps. Because of the unique nature of the new reactions presented, we recommend that you make a new
roadmap only for Chapters 20–23.

To make your own roadmap for Chapters 20–23, take a blank sheet of paper and write the following functional groups in the orientations shown. Fill the entire sheet of paper and leave plenty of room between functional groups. Most students find it helpful to use a poster-sized sheet of paper filled out in landscape orientation.

As before, refer to the “Study Guide” section of this chapter. Write the reagents required to bring about each reaction next to the arrows shown. Next, record any regiochemistry or stereochemistry considerations relevant to the reaction.

You should also record any key aspects of the mechanism, such as formation of an important intermediate, as a helpful reminder. You may want to keep track of all reactions that make carbon-carbon bonds, because these help you build large molecules from smaller fragments.

On the above organic chemistry roadmap template, the information for the reaction addition of HX to dienes has been added to help you get started. Appendix 10 contains a series of roadmaps for different sections of the book, but you should use those for reference only after you have completed your own.

taupereindeer291

In the passages below, Darwin and Wallace both clearly define what a species is based on their observations of the natural world. They then provide explanations for how new species arise.

Excerpt from âThe Origin of Species and Genera (S322: 1880), January 1880 issue of Nineteenth Century,â by Alfred R. Wallace ... A species may be defined as a group of individuals of animals or plants which breed together freely and reproduce their like; whence it follows that all the individuals of a species, now living or which have lived, have descended from a few common ancestors, or perhaps from a single pair. Thus all horses, whether Shetland ponies, racers, or cart-horses, form one species, because they freely breed together, and are known to have all descended from a common stock. By the same test the common ass, the kiang, the quagga, and the zebra, are each shown to be distinct species; for though sometimes two of these species will breed together, they do not do so freely, they do not reproduce their like but an intermediate form called a mule, and these mules are not capable of reproducing their kind, as are the offspring of any pairs of a single species.

Excerpt from âOn the Origin of Species,â by Charles Darwin, 1859 ... So with natural species, if we look to forms very distinct, for instance to the horse and tapir, we have no reason to suppose that links ever existed directly intermediate between them, but between each and an unknown common parent. The common parent will have had in its whole organisation much general resemblance to the tapir and to the horse; but in some points of structure may have differed considerably from both, even perhaps more than they differ from each other. Hence in all such cases, we should be unable to recognise the parent-form of any two or more species, even if we closely compared the structure of the parent with that of its modified descendants, unless at the same time we had a nearly perfect chain of the intermediate links. ...

ï¿¼ï¿¼Excerpt from On the Origin of Species, Chapter 4, by Charles Darwin, 1859 ... On the view that each species has been independently created, I can see no explanation of this great fact in the classification of all organic beings; but, to the best of my judgment, it is explained through inheritance and the complex action of natural selection, entailing extinction and divergence of character, as we have seen illustrated in the diagram. ...

Question: From all these readings, is there evidence that both Darwin and Wallace independently formulated the theory of evolution by natural selection? Support your answer.

HUMS 1000 Study Guide - Final Guide: Tiber, Carians, Latins

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