How a December 21 2012 Book Can Explain the Predicted Events of the Future

The earth is said to be nearing its end, specifically, it is said to end in a couple of years' time. A December 21 2012 Book scrutinized and assessed many references and documentations about the events of the future, and people have been trying to find out what these predictions actually mean for earth and mankind. The studies related to this particular concept have been thoroughly investigated, and it was found that many details are consistent in whichever perspective you see it. Different cultures, various scientific methods, and numerous researches have been consistent about certain details that make the upcoming phenomena highly probable events. Some of the many opinions about this matter are the following:

Scientific research has found anomalies in the very nature of the earth, with the current manifestations given by the seemingly inappropriate behavior of the planet. The tidal patterns, the solar flares, typhoons as well as other climate-related events have been rather unpredictable and increasing in their magnitude. The intensity of these processes have risen exponentially that it caused a stir among many specialists. In Newton's second law of thermodynamics, it is stated that the entropy of the world is increasing, meaning it approaches a state of disorder. In a December 21 2012 Book, the evidences that can prove this theory indeed implies that chaos is fast approaching.

In ancient cultures, a vast idea of the earth and the astral bodies that surround it has been studied by astronomers. Many people believe that certain predictions made by the experts during that time, for example those of the Maya people, point to only one direction: that earth is bound to face doomsday by 2012. Reading a December 21 2012 Book might give you an idea of how these conclusions were made, and how they might also be related to the latest discoveries regarding planetary objects and the whole galaxy itself.

When studied closely, most of the ideas that are in line with the concept of the occurrence of catastrophic events on Decemeber 21 2012 are based on the movements of the heavenly bodies in the universe. Regardless whether it is from a current study or an ancient one, many speculations made were based mostly on factual data that are collected in various means. But then, the observations of man might be somewhat limited to what can be accessed with the available resources he has for studying these aspects.

Books that discuss further the implications of the said events and the matters that should be taken in to consideration have been made to let people know about the current situation of our planet. Basically, these explanations cannot really stand on its own, as many other supporting facts are needed to arrive to a definite conclusion. But then, knowing how mankind would be able to survive the upcoming events in the years to come would definitely be essential given that there is a high possibility that the end of the world might occur.

View the original article here

A Quest to Explain What Grades Really Mean

It could be a Zen koan: if everybody in the class gets an A, what does an A mean?

The answer: Not what it should, says Andrew Perrin, a sociologist at the University of North Carolina, Chapel Hill. “An A should mean outstanding work; it should not be the default grade,” Mr. Perrin said. “If everyone gets an A for adequate completion of tasks, it cripples our ability to recognize exemplary scholarship.”

As part of the university’s long effort to clarify what grades really mean, Mr. Perrin now leads a committee that is working with the registrar on plans to add extra information — probably median grades, and perhaps more — to transcripts. In addition, they expect to post further statistics providing context online and give instructors data on how their grading compares with their colleagues’.

“It’s going to be modest and nowhere near enough to correct the problems,” Mr. Perrin said. “But it’s our judgment that it’s the best we can do now.”

With college grades creeping ever higher, a few universities have taken direct action against grade inflation. Most notably, Princeton adopted guidelines in 2004 providing that no more than 35 percent of undergraduate grades should be A’s, a policy that remains controversial on campus.

Others have taken a less direct approach, leaving instructors free to award whatever grades they like but expanding their transcripts to include information giving graduate schools and employers a fuller picture of what the grades mean.

Dartmouth transcripts include median grades, along with the number of courses in which the student exceeded, equaled or came in lower than those medians. Columbia transcripts show the percentage of students in the course who earned an A.

At Reed College, transcripts are accompanied by an explanatory card. Last year’s graduating class had an average G.P.A. of 3.20, it says, and only 10 percent of the class graduated with a G.P.A. of 3.67 or higher.

“We also tell them that in 26 years, only 10 students have graduated with a perfect 4.0 average — and three of them were transfers who didn’t get all those grades at Reed,” said Nora McLaughlin, the registrar at Reed. “We wanted to put the grades at Reed in context to be sure that graduate schools, particularly professional schools where G.P.A. is very much an important factor, understand how capable our students are.”

Especially in hard economic times, students worry that professors who are stingy with the A’s will leave them at a disadvantage in graduate school admissions and employment. No wonder, then, that many students visit Web sites like RateMyProfessors.com when registering, perhaps to help them avoid tough graders.

Cornell’s experience shows the impact — and the unintended consequences — that grading information can bring.

In 1996, Cornell’s faculty adopted a “truth in grading” policy, and median grades were posted online starting in 1998. The policy called for median grades to be shown on transcripts as soon as student-records technology made that possible, but that did not happen until a full decade later.

And while the median grades were available only online, a study by three Cornell economists found a large increase in enrollment in courses with a median grade of A — further driving grade inflation.

“At least when the grades were only online, the main users of the information seemed to be students shopping around for easier classes,” said Talia Bar, one of the three economists.

Ms. Bar said there is no consensus on the right way to grade.

“I might see a course of 200 people with a median grade of A as not right, but others might see it as good,” she said.

But at least in the realm of theory, there is widespread agreement that providing extra context on transcripts is a good thing.

“It’s generally recognized that an A by itself is not very meaningful,” said Barmak Nassirian, associate executive director of the American Association of Collegiate Registrars and Admissions Officers. “Giving statistical context to assist recipients of a transcript in understanding the grades is definitely helpful.”

But as a practical matter, it is not so easy.

View the original article here