The Government Expectations Through The Cafe Standards On...

The government expectations through the CAFE standards on consumer cost benefit analysis on purchasing an eco-friendlier car is not realistic to what consumers truly value. If this were the case, then why wouldn’t everyone be purchasing a more economical vehicle? The problem with these governmental standards is that they do not efficiently satisfy the needs of both the consumers and manufacturers within the automobile industry. Although the data suggests that the net benefits certainly outweigh the costs in the long run, what is not seen are the costs incurred to manufacturers over time. Using the economic theories of the Keynesian Model, from â€Å"That which is seen, and that which is not seen†, and supply and demand, we will discuss the implications of these imposed standards and suggest our own recommendations for solving this problem. Supply and demand is the most basic principle of economics. Supply and demand have an inverse relationship to each other for very simple reasons. When demand increases, people buy more of an item, thus lowering supply. If supply increases, then items demand of an item is decreased unless the price is lowered. The way that this case is affected by supply and demand is when the CAFÉ standards are enacted the price of vehicles will go up due to the increased costs of production. The increase in the price will lower the demand of new cars and increase the supply sitting in dealerships. Also the increase in price of new fuel efficientShow MoreRelatedTrends in Hotel Industry13993 Words   |  56 Pagesof receiving and entertaining a guest with goodwill. Hospitality in the commercial context refers to the activity of hotels, restaurants, catering, inn, resorts or clubs who make a vocation of treating tourists. Helped With unique efforts by government and all other stakeholders, including hotel owners, resort managers, tour and travel operators and employees who work in the sector, Indian hospitality industry has gained a level of acceptance world over. It has yet to go miles for recognitionRead MoreU.s. Economy s Economy8463 Words   |  34 Pagesrate is expected to decline at a slow pace keeping consumer confidence low. In the short run, it is not likely that household spending will increase significantly. Industry Analysis The last several years were also tumultuous for the U.S. auto industry. After dominating the market for decades, American automakers had grown complacent about product development. At the same time, rising gas prices and uncertainty about the economy caused consumer preferences to shift from SUVs to more fuel efficientRead MoreHonda Motorbike Vietnam Marketing Strategy8077 Words   |  33 PagesInternational marketing environment | 3 | | | CHAPTER II: CASE STUDY OF HONDA ON VIETNAM MOTORBIKE MARKET | 8 | 2.1. Introduction to Honda | 8 | 2.1.1. Honda Company | 8 | 2.1.2. Honda Motorbike Vietnam | 9 | 2.2. Vietnam environment analysis | 11 | 2.2.1. PEST Analysis | 11 | 2.2.2. Opportunities and Challenges | 14 | 2.3. Honda motorbike strategy | 16 | 2.3.1. The advantage of product | 16 | 2.3.2. Honda’s social campaign achievement | 18 | 2.3.3. More than one symbol | 20 | 2.4. Honda’sRead MoreMm-Chapter 1-3 Dawn Iacobucci17854 Words   |  72 Pagesconcepts together.    MARKETING SOLUTIONS DID WE DO IT? Develop learning solutions based on today’s students and validate through an iterative process to ensure the ideal product mix. MM2 features an integrated marketing management framework, exhibits, and cases. Based on feedback from students there are tear-out reference cards highlighting key concepts and effective case analysis. DO YOU LIKE IT? MKTG5 Principles of Marketing Lamb / Hair / McDaniel ISBN-13: 978-1-111-52809-6 SELL2 ProfessionalRead MoreProject Mgmt296381 Words   |  1186 PagesChapter 1 Modern Project Management Chapter 8 Scheduling resources and cost 1.2 Project defined 1.3 Project management defined 1.4 Projects and programs (.2) 2.1 The project life cycle (.2.3) App. G.1 The project manager App. G.7 Political and social environments F.1 Integration of project management processes [3.1] 6.5.2 Setting a schedule baseline [8.1.4] 6.5.3.1 Setting a resource schedule 6.5.2.4 Resource leveling 7.2 Setting a cost and time baseline schedule (1.3.5) [8.1.3] 6.5.2.3 Critical chainRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesGender Role Perceptions? 166 glOBalization! Chinese Time, North American Time 171 Myth or Science? Creative Decision Making Is a Right-Brain Activity 181 Self-Assessment Library Am I A Deliberate Decision Maker? 183 An Ethical Choice Whose Ethical Standards to Follow? 185 Self-Assessment Library How Creative Am I? 190 Point/Counterpoint Checklists Lead to Better Decisions 191 CONTENTS xi Questions for Review 192 Experiential Exercise Biases in Decision Making 193 Ethical Dilemma Do Unethical

Tui Mkt301 Module 1 Case Free Essays

TUI University MKT 301 Winter 2012 Module 1, Case Assignment High Involvement: Infinity FX35; Low Involvement:  Starbucks Coffee Explain why the first product you chose was a High Involvement purchase and why the second was a Low Involvement purchase. Describe in detail the process you went through in buying each product. Bear in mind that the purpose of the assignment is to demonstrate the depth of your understanding of the teaching materials. We will write a custom essay sample on Tui Mkt301 Module 1 Case or any similar topic only for you Order Now Identify and discuss the differences between the ways you went through the purchase decision processes for the two products. Explain how you might use your understanding of the Model of Consumer Buying Behavior for the two products. High Involvement vs Low Involvement Purchases The purchase of anything is based on the consumer background, lifestyle, and comfort in which is a routine action or something that requires attention. This is generally tied to currency and risk. High Involvement: My recent high involvement purchase was an Infinity FX35. This purchase was a $57000 automobile that required effort and thought to purchase. This vehicle also represents an impact to my debt to income ratio and required a nominal loan that would influence my monthly cash flow over a period of time. High involvement purchase here is linked to high cost, my expression of status and ego. This was also an emotional purchase as I chose to purchase a product that fit my culture, my personal expectations of status and the immediate purchasing power that this represents. I know that a new car would represent a 40% loss of equity within a three year period but this represents a decision that was based on an acceptable level of risk. Recognizing the need for a new car that fit my wants, doing research and test driving multiple vehicles in this class, buying and evaluating post purchase are all solid steps in the purchase decision process (PDP). Actual branding of a luxury sport crossover played the most significant role in classifying this as a high involvement product. Low Involvement: Starbucks Coffee is what I would consider a low involvement product or service. There is not much thought put into this type of purchase and skips many of the PDP stages. This product or service is more about segmentation, habits, and brand loyalty. A low involvement purchase has little to no risk or monetary impact based on the individuals involvement. Starbucks Coffee represents a routine action that provides me with a fragmented conversation, a sense of satisfaction, and need to appease routine habits that is driven by the daily urge for caffeine and social interaction. A cup of coffee requires no evaluation process. The individual purchase decision process was night and day for these two products. The Infinity FX35 was influenced by more than one aspect of my decision making process. I followed more of the Do – Learn – Feel process with this purchase as it ended up representing a form of self-satisfaction to me versus and informed decision. I followed fragmented parts of the PDP. I knew that I needed a vehicle within the next year as I was giving my current car to my daughter. Based on a series of events I moved my purchase timeline to the current week. I knew I needed a car in a condensed timeframe and had the resources to buy anything that I would come across. While driving down a street I pulled into the infinity dealer, was captivated by the vehicle sitting in the center of the show room floor and told the sales person to ring it up. There was no information search or evaluation of alternatives as this was a vehicle that grasped at the superficial aspects of environmental influences and individual differences within me. I knew that Infinity was an upper-scaled Nissan vehicle and that I wanted to buy a vehicle that represented a separate class of society as well a sense of accomplishment for myself. The regular purchase of a Starbucks coffee on a daily basis is habit that is perpetuated with a potential need to feel accepted by myself for some reason. I routinely drive by the corner store and pass up an inexpensive cup of coffee daily as the big green Starbucks sign draws a reaction of wants out of me. I go in every morning to a small and friendly environment that has warm pastries, friendly employees, and regular customers that are typically all from the same class of society. I do not even attempt to order anything outside of a White Chocolate Moca and a walnut muffin while managing to maintain a happy filler conversation with the cheerful staff and routine customers. I do not ever maintain a receipt nor do I care about the impact of such a small routine purchase. In contrast to the vehicle purchase the lack of risk mitigates decision steps. The idea to market an Infinity FX35 is based more on customer driven segmentation. This vehicle is in the same class as the BMW X5, Porsche Cheyanne, and Audi Q7. It is generally out of financial reach and comfort of consumer risk from general population. The targeted approach to dealership placement is in large suburban areas that are user related and focus on the buyer’s characteristics. This class of vehicle additionally targets a very diverse size of the potential market by branding and pricing in-between the middle class and upper class. The available or targeted market is based on life style and snob appeal. Most people that are in this target group are fairly well educated and are in a higher income bracket or place more value on self-worth. The motivation for this purchase is based on a high level of thought that focuses on the informative aspects of the product while actually skipping many sub elements in the information search aspect of the PDP. The buying behavior for an Infinity FX35 tends to key in on the influences that lead to a purchase. Environmental influences are culture, social class, and personal while individual differences focus on attitude, personality, and life style. For these reasons, the PDP has the potential to skip information search and evaluation of alternatives steps based on the buyers fit into the mixed marketing environment and strategy. Infinity its self is marketed as the highest class, lowest priced of Japanese luxury vehicles. This gives them the ability to reach a more diverse segment of the middle class population based on a lower price and class branding. Infinity’s competitive advantage is based on value to the customer over its class of competitors. Starbucks coffee is based more on customer driven segmentation on a much broader scale. This produce is no different from many other similar products but is focused on social and habit forming elements. It is not generally out of financial reach and comfort of consumer risk while maintaining status quo as a high end coffee franchise. The targeted approach to Starbucks franchise placement is in a broad spectrum of suburban and rural areas based on a global footprint. The areas that are user related and focus on the buyer’s habits and culture. This brand of coffee additionally targets a very diverse size and global aspect of the potential market by branding and pricing with upper echelon of lower class and the middle class. There is an age value placed on the target audience from 19-36+ and has a socio-economic, demographic and attitudinal impacts on the consumer break down. Even though Starbucks is at the higher end of price for coffee, the available or targeted market is based on value, life style, and snob appeal. Consumers in this target group are seem to have satisfaction out of feeling as if Starbucks branding and association with a fictions lifestyle could appease individual value on self-worth and group acceptance. The motivation for this purchase is based on a low level of thought that focuses on the affective, habit forming, and self-satisfaction aspects of the product while actually skipping most all aspect of the PDP. Marketing stimulus plays a key role in subdividing these customers in a similar way and have similar needs. The buying behavior for Starbucks branded coffee tends to rely on word of mouth and influences that lead to a purchase. This is not about problem recognition, information search, and skips evaluation of alternatives. This is a direct purchase of a consumer good based on â€Å"FEEL† regardless of satisfaction or dissatisfaction. Environmental influences are culture, social class, and personal â€Å"loyalty branding† while individual differences focus on attitude, personality, and life style. For these reasons, the PDP is affected by the product, price, promotion, and place (4Ps). The target market skips different steps based on the category of consumer and how the consumer fits into the mixed marketing environment or strategy. Starbucks survives thru diversity among segment of the middle class population based on a lower price and branding. Starbucks competitive advantage is based on branding and social acceptance to the customer over its class of competitors. In conclusion, these two products have widely different levels of involvement by the consumer, but the target markets are very similar in nature. These products are associated with a enhanced image of a brand that influences the customer. The PDP and 4Ps may vary, but the target market will always be willing to spend more spend more to maintain self-worth. How to cite Tui Mkt301 Module 1 Case, Papers

Motor Skills Learning in Golf Coaching Lesson

Question: Discuss about three stages of motor learning and applying motor learning stages in coaching athletes. Answer: One of the primary aspects, which need to be analyzed, is that the athletes should respond and does not concentrate much on thinking on various aspects. An effective coach would target in developing the gripping and ripping power of the athletes. Thus, motor learning especially at the early stages plays a crucial role in the lives of the athletes by providing an idea of the movement. Furthermore, it helps in understanding the basic pattern of coordination. For achieving all these objectives, the learner needs to use verbal and cognitive protocols so that the accustomed problems are successfully addressed (Carson, Collins and Richards 2014). From the perspective of Coach, it can be stated that this simple paradigm is extremely helpful for guiding, understanding and thereby accelerating the motor learning protocol. Thus, a complete explanation of all these stages needs to be addressed in order to promote effective coaching impact on the athletes (Jensen et al. 2015). Three Stages of Motor Learning The motor skill acquisition factor is based on three distinct stages, i.e. Cognitive Stage, Associative Stage and the Autonomous Stage. Cognitive Stage For a new athlete, the issue related to the cognitive stage remains in understanding the entire scenario. It is often very difficult for an individual to lean a basic skill without having any knowledge regarding the subject on a before note. Taking an example of butterfly stroke, which is common in swimming practices, a new learner need to learn about the facts regarding the unnatural stroke, which is associated to the movement of arms and the kicks (Lee and Schmidt 2014). A learner would be subjected to numerous challenges if he/she is subjected to butterfly stroke without having a glimpse of the event or inheriting associated knowledge regarding the act. Thus, motor learning initiates with the cognitive stage along with the processing of the basic information regarding the act. Cognitive stage can be considered as the greatest parameter for the athlete as this stage involves the protocol of information processing. This is also known as the verbal motor stage. The stage is found to be involving the factor of conveyance (i.e. the verbal perspective) and acquisition (i.e. cognition perspective) related to the new information. In this stage, the person trying to process the information delivers an attempt to the cognitive in order to understand the basic requirements and the parameters related to the motor movement. In the theory of the new golf learners, cognitive stage plays a very crucial role which need to be analyzed by the coach effective and systematically. The novice learners need to encounter a golf lesson in the beginning of the course. Having never seen a golfer playing the game in a defined style would not trigger the excitement and the eager regarding the game. The coach need to understand that every learner is a mini tabula rasa who is always ready to learn. They need to watch the preceding classes of the golfers and thereby immediately get accustomed to the visual information regarding the same. The next factor, which needs to be analyzed by the golfer, includes the explanation of golf swings before beginning the game (Gredin and Williams 2015). This exercise is mainly based on the verbal interaction regarding the sport with the coach and the learners. Thus, it can be stated that the learners do not simply grow up to be an effective golfer, but should rely on the cognitive approac h at the very primitive stage. The cognitive stage is mainly characterized with large gains in terms of inconsistent performance and effective performances. In this stage, the factors of guidance, video analysis, slow motion drills, basic instructions, augmented feedback and the relating coaching techniques are systematically analyzed. According to the Closed Loop theory, it is important that the learner is provided with the necessary information, guidance, and time to establish sound fundamentals of movement. Similarly, in Schema Theory, it states that, Sometimes making errors and taking a constructivist approach to coaching and learning can be useful. Associative Stage The associative stage of motor learning mainly encompasses the parameters including much less verbal information, conscious performance, disjointed and awkward movement, adjusting making and the long period of time for completion of the task. At thus stage, the athlete mainly tend in developing the movement for adjusting along with stringing together in order to develop minute movement skills. This stage is also marked as the intermediate motor stage as it is found to be entitled to solving problems, which arises in the associated stage (regarding the performance of the skill). Based on the cognitive perspective, it can be clearly analyzed that an athlete attempts in translating the declarative knowledge to procedural knowledge. In other words, it can be stated that the athlete is transformed from what to do to how to do (Duivenvoorden, Kok and van Hilvoorde 2014). A new athlete, who is recently transferred from one program to another need to analyze carefully the reason for transfer. The level of performance needs to be analyzed and thereby the factors of any declination should be thoroughly monitored by the coach. If it is realized that the lack of progress is due to the lack of fundamentals, then the coach need to implement remedial courses of work. The factor of motor acquisition, which is eventually considered as the best approach needs to be explained thoroughly in order to improvise the performance that the person need to change. The changes, which need to be implemented, depend on the factors of old habits and the innovative fundamentals, which should be revised (depending on three motor stages, i.e. the cognitive, the associative and the autonomous) stages (Vine et al. 2013). The relearning protocol aims in acquisition of innovative information (i.e. the cognitive stage) and then following the frustrations related to the associative st age. Getting the athletes for relearning is often considered as a challenging factor for the coaches. Some of the athletes, especially the successful athletes often to comment, Hey, I was high school state champion doing it this way! Why should I change? Besides, the new movement feels awkward. On such situation, it is encounters that an effective coach replies that, Well, you could have won by even more had you done it the new way! Thus, it is very clear from such common statements in the sports field that the athletes feel quite awkward and uncomfortable while trying something new (Hayman et al. 2013). Moreover, they are also found to very reluctant in continuing with the effective change bought by the coach into their practice system, which often results in negative consequences. The verbal information provided in the three stages of the motor learning protocol provides information regarding the new technologies for activating or establishing a learning schema. Moreover, it helps in pr oviding the rationale and the perspective for persevering with the change. Autonomous Stage According to the concept of Fitts and Posner Paradigm, the Autonomous Stage is considered as the final motor acquisition stage, which needs to be handled very sincerely. It is often found to be accustomed to years of training sessions, which tend to arrive effectively in this stage. This stage is basically reserved for the elite athletes which is often found intermingled with the motor performance, It can be stated that the motor performance of the athletes becomes tentatively automatic and the cognitive processing demands are found to be very minimal. The athletes are seen to be capable of attending or processing other relevant information regarding the sport. This includes the position of defensive players, innovative strategies for the game or the other forms (or style) of movement which need to be implemented. This is found to be quite common in various sports, such as ice staking, synchronized swimming and the forms of dancing (Kmmel, Kramer and Gruber 2014). It is the most effe ctive stage where the athlete need to respond and thereby think minimally regarding the gripping factors and looking automatically to react (or enter a state of flow). It can be assumed that both these factors of bad outcomes and good outcomes are effectively associated to the autonomous stages. A significant performance would require much less attention along with cognitive demand regarding the engagement of the performance in the secondary tasks. It is often noted that there are several ineffective outcomes regarding the automatic performance of an athlete, which reinforces them to maintain incorrect movements. This is because the athletes are accustomed to certain level of comfort along with reinforcement, which is mainly associated to automatic performances (Barnett et al. 2015). This is evenly followed even when the approaches adopted by the individual is imperfect or uncontrollable. Thus, as the motor movement can be performed systematically and scientifically, it does not means that the movement is correct and acceptable. An effective coach would not permit the influence of such motor activity. As the athletes stop thinking about the innovat ive movement during the associative and the cognitive stages, then it is quite common that the person would also respond automatically by reverting onto the incorrect and old movement in the performance repertoire. The three stages of the motor learning session are summarized below: Table 1: Summary of Fitts and Posners Three Stages of Motor Learning Stages Process Characteristics Other Name Cognitive Motor Learning Gathering the information Associated to large gains and inconsistent performance of the athletes Verbal Motor Stage Associative Motor Learning Putting the actions all together Small gains are achieved along with the occurrence of disjointed performance and conscious efforts Motor Stage Autonomous Motor Learning Placing much time and practice The performance seems to be unconscious, smooth and automatic Automatic Stage (Source: Charness 2014) Applying Motor learning stages in coaching Athletes The athletes should be provided with detailed information in the early stages of their learning. They should be supplied with correct information, so that they can perform in a correct way. A clear and concise instruction is required in order to deliver the message to the athletes. If in case the athletes will not understand what is taught to them, then they will not perform in a correct way, then in this case the instructor is solely responsible for that action. Hence, a clear communication is required so that they can grasp the concepts easily. The instructor can understand the physics behind the teaching but he/ she should make the athletes understand these concepts in nonprofessional terms. The explanation of the three stages of motor learning and relearning process is necessary for the athletes. Generally, it is more difficult to relearn something than learning it for the first time. This complexity can lead to annoyance and this behavior can act like a hurdle in the learning pr ocess as well as the accomplishment of goal. The instructor should note about the performance of the athletes in all the stages. Proper evaluation will help to analyze the stage/stages in which relearning is required. The instructor needs to gain the trusts of the athletes and assure them that their performance will be enhanced in all the stages leading to a progression in their overall learning process. It is generally observed that some instructors are unsuccessful in fixing the movements. They know how to teach something correctly in the beginning, but not know how to fix a bad habit (Strachan, MacDonald and Ct 2016). Therefore, the understanding of cognitive theory and the approach of cognitive teaching will help them effectively. The instructors also need to be patient with the athletes during the associative stage. The associative stage is involved with the awkward and disjointed movements. Initially, the things do not appear easy because it is a learning process and it need time to understand the things (Kantak and Winstein 2012). If the instructor expects an immediate and smooth performance, then this expectation is useless and leads to disappointment in most of the cases. In this case, there is no need to fear and panic because this act can make the athletes more anxious and will interfere in their learning process. For example, some athletes fear the consequences of losing and the outcome of the result. Due to this, they always remain in a state of dilemmas (Anderson and Campbell 2015). Hence, the instructor needs to remain calm and patient. They need to facilitate learning with more confidence and should boost the morale of the athletes at every stage of the learning. The primary goal of the instructor should revolve around the performance of the athletes. The athletes should perform automatically. Though, it is already known that automaticity leads to the creation of an empty space in the working memory which results in the emergence of negative and unproductive thoughts. Therefore, the instructors should keep the working memory of the athletes with the right stuff (Riveiro et al. 2015). They should learn to monitor their thoughts and remove negativity from their minds. They should engage themselves in positive self-talk and should get motivated at every stage of the learning process in an effective manner. Conclusion Thus, it can be concluded that a coaching learning protocol mainly helps in developing the legitimate area of the enquiry. It is analyzed to be the base of information, which is developed along the serendipitous lines. An effective coach would sincerely target in influencing the personal along with the methodological interest of the scholars. They would not attempt in developing the conceptually oriented along with the consensual research agenda. Often it can be stated that there is a dearth of the research study, which tend to evaluate the content, structure and the provision related to coach learning. The factor relating the implication of such factor on the coaching practitioner needs to be analyzed thoroughly. In respect to this, an effective coach need to be analyze the rigorous examination regarding the content, assessment, delivery along with the impact on the professionals practice and knowledge. Recommendations Based on the above literature study, the following recommendations can be addressed: There are various different ways of understanding and thereby conceptualizing learning abilities Often there are relative absence associated to the empirically informed researches which need to be addressed in the coach learning The factor of theoretical eclecticism is highly preferable. However the parameter of coach learning should be designed in an explicit manner in order to relate to the assumptions and thereby co relate to an understanding regarding the learning and alignment of the objectives in the program The literature provides a little appreciation regarding learning and teaching preferences along with the needs of the coaches across various coaching domains and within the developmental spectrum Mentoring, Reflection and the parameter of Situated Learning are considered an important factor of structure learning. However, these parameters require effort and time in order to develop and thereby get embedded to the coaching learning techniques. An effective golf coach need to link all these changes effectively in the coaching practice in order to boost the magnitude of the training sessions Mentoring by the coach plays a crucial role in addressing the formal and informal learning sessions. It can be experiences as both negative and positive factors for the research evidences in order to identify its impact on the practice. The role of a golf coach is to influence content knowledge more effectively on the entire process and thereby monitor the entire scenario sincerely. References Anderson, R. and Campbell, M.J., 2015. Accelerating Skill Acquisition in Rowing Using Self-Based Observational Learning and Expert Modelling During Performance.International journal of Sports Science Coaching,10(2-3), pp.425-437. Barnett, L.M., Hardy, L.L., Brian, A.S. and Robertson, S., 2015. The development and validation of a golf swing and putt skill assessment for children.Journal of sports science medicine,14(1), p.147. Carson, H.J., Collins, D. and Richards, J., 2014. To hit, or not to hit? Examining the similarity between practice and real swings in golf.International Journal of Golf Science,3(2), pp.103-118. Charness, A.N., 2014. The Role of Practice and Coaching in Entrepreneurial Skill Domains: An International Comparison of LifeSpanChess Skill.The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games. Duivenvoorden, J., Kok, M. and van Hilvoorde, I., 2014. Motor Skill Learning in Groups: Some Proposals for Applying Implicit Learning and Self-Controlled Feedback.[Aprendizaje de habilidades/destrezas motoras en grupos: Propuestas para la Aplicacin de Aprendizaje Implcito, autocontrolado y retroalimentado].RICYDE. Revista Internacional de Ciencias del Deporte. doi: 10.5232/ricyde,11(39), pp.33-47. Gredin, V. and Williams, A.M., 2015. The Relative Effectiveness of Various Instructional Approaches During the Performance and Learning of Motor Skills.Journal of motor behavior, pp.1-12. Hayman, R., Polman, R., Borkoles, E. and Taylor, J., 2013. The Influence of a Deliberate Practice Intervention on the Putting Performance and Subsequent Practice Behaviours of Aspiring Elite Adolescent Golfers.Talent Development Excellence,5(2). Jensen, U., Schmidt, M., Hennig, M., Dassler, F.A., Jaitner, T. and Eskofier, B.M., 2015. An IMU-based mobile system for golf putt analysis.Sports Engineering,18(2), pp.123-133. Kantak, S.S. and Winstein, C.J., 2012. Learningperformance distinction and memory processes for motor skills: A focused review and perspective.Behavioural brain research,228(1), pp.219-231. Kmmel, J., Kramer, A. and Gruber, M., 2014. Robotic guidance induces long-lasting changes in the movement pattern of a novel sport-specific motor task.Human movement science,38, pp.23-33. Lee, T.D. and Schmidt, R.A., 2014. PaR (Plan-act-Review) golf: Motor learning research and improving golf skills.IJGS,3(1). Milne, D. and Morrison, G., 2015. Cognitive behavioural intervention for the golf yips: A single-case design. Perreault, M.E. and French, K.E., 2016. Differences in childrens thinking and learning during attentional focus instruction.Human movement science,45, pp.154-160. Riveiro, M., Dahlbom, A., Knig, R., Johansson, U. and Brattberg, P., 2015. Supporting Golf Coaching and Swing Instruction with Computer-Based Training Systems. InLearning and Collaboration Technologies(pp. 279-290). Springer International Publishing. Robertson, S., Gupta, S., Kremer, P. and Burnett, A.F., 2015. Development and measurement properties of a putting skill test for high-level golf.European journal of sport science,15(2), pp.125-133. Sanli, E.A. and Lee, T.D., 2014. What Roles Do Errors Serve in Motor Skill Learning? An Examination of Two Theoretical Predictions.Journal of motor behavior,46(5), pp.329-337. Strachan, L., MacDonald, D.J. and Ct, J., 2016. Project SCORE! Coaches perceptions of an online tool to promote positive youth development in sport.International journal of Sports Science Coaching,11(1), pp.108-115. Vine, S.J., Moore, L.J., Cooke, A., Ring, C. and Wilson, M.R., 2013. Quiet eye training: A means to implicit motor learning.International Journal of Sport Psychology,44(4), pp.367-386.

Taiwanese Development Model Essays (663 words) - Taiwanese Culture

Taiwanese Development Model According to Thomas Gold Taiwan offers a text book case of an elite-led revolution leading to social transformation. The stability of hard authoritarianism of the Taiwanese government laid the groundwork for Taiwanese development. The KMT's cohesiveness and political domination plus the economic development aid supplied by the United States also helped to provide good conditions for Taiwanese growth in the beginning. Once the KMT gained control of Taiwan they redistributed the land and launched a program of rehabilitation and industrialization. This period was responsible for the nationalization of many businesses formerly owned by the Japanese and the start of industrial production in Taiwan marked by a shift away from agriculture to industry. During the early period of industrialization Taiwan tried to create domestic markets for its goods. During the period from 1960 to 1973 Taiwan pursued export expansion in the area of industrial goods. During this period U.S. aid directed at Taiwan declined as did the islands geopolitical significance. To make up for this decline Taiwan focused on increasing its exports. The growth of the Taiwanese economy during this period according to Gold laid the ground work for the growth of opposition movements and loosening of the KMT"S grip on power. According to Gold this was because the changes in the Taiwanese economy brought about a middle class, a better educated populace, and a dispersion of industry through out the country. The Period from 1973 to 1984 Gold calls the time of industrial upgrading and the emergence of a political opposition. During this period Taiwan faced the oil shock, and increase in export prices due to a labor shortage that doubled workers salaries, a further loss of geopolitical prestige, and the growth of dissent and political opposition. Taiwan industrially during this time improved the quality and quantity of its exports. The Taiwan industrial model was that of a elite run bureaucracy that tightly controlled its nations citizenry in authoritarian ways. This authoritarian government was able to effectively channel the energies of Taiwan toward modernization. This authoritarian government became a victim of its own success because as living and education standards rose the citizenry demanded a shift away from hard authoritarianism. Taiwan is not a very good industrialization model for other countries to use outside of East Asia. This is because many of the factors that allowed Taiwanese industrialization were unique to Taiwan. First, Taiwan was colonized before 1950 by a developmentalist power, Japan to which is had close ties even after 1950. Second, Taiwan was the recipient of financial aid during its critical early years because of a inter-core competition for hegemony between China and the United States. Third, Taiwan benefited by having a implacable foe with a very different vision of development. Fourth, Taiwan was given breathing space following 1949, this enabled Taiwan to revive production and consolidate power without foreign powers interfering. All these factor make Taiwan unique from other nations that would try to copy it. One of the elements that nations should not copy from the Taiwan Model according to Gold is Taiwan's harsh authoritarian government which was much too strictly authoritarian and had a hard time changing as the attitudes of the Taiwanese people changed. (Gold's book was published years before the 1996 democratic elections in Taiwan) But Gold does say that Taiwan's development model does have some lessons that could be copied in other nations seeking to industrialize. These are a official commitment to development, land redistribution, fostering of agriculture, creation of extra-ministerial ministries to guide development, strategic credit allocation, collection and efficient management of data concerning the economy, investment in infrastructure and human capital, and proper allocation of foreign assistance. Taiwan's development model was a combination of an orwellian state and effective ways of industrializing. Taken as a whole the repressiveness of the Taiwanese model makes it undesirable for government to adopt; but other aspects of Taiwan's industrial policy could prove effective for countries outside of the pacific rim.

An ETS Essay Topic - How to Answer Your Reader Questions

An ETS Essay Topic - How to Answer Your Reader QuestionsETS Essay Topics - To answer the question 'How to write an ETS Essay Topic?' is not easy. Here I will explain what it really means and how you will come across better to best answer your reader questions in the submission process.ETS Essay Topics - ETS essay topics are long essays that have been selected as one of the best ETS Essay Topics (EPS). Each eBook series (EPS) has its own set of topics that is selected based on a questionnaire. There are also short, one-paragraph, one-page essays (CE) that are available on the Post website. The essays are drafted by using the ETS software that will help make it easy for you to be guided. The bulk of the material is provided by using the PowerPoint graphics application that was made to help you.ETS Essay Topics - Some of the topics that you have in the ETS eBook series are: Differential Geometry: ETS Geometry by ETS is one of the best books that will help you by reading through the math ematical tools. It will help you in refining your knowledge of differential geometry to know the fundamental of this subject. It will be helpful for you to know the easy ways to do these math operations in your mind.ETS Essay Topics - There are some other good topics that are available on the Post website. These include: Economics: A lot of the topics that are available on ETS are economic subjects such as economics, entrepreneurship, and business planning. This can be a good subject that will help you with your math and analytical skills.ETS Essay Topics - After knowing the number of the topic that you can cover with your ETS Essay topic, the next step is to determine the basic structure that you will write in your text. Here you will be provided with what will be the guidelines that will help you. You will need to ensure that you have a strong question to ask your reader and write the answer that will answer the questions and provide additional depth in your work.ETS Essay Topics - ETS Essay Topics may have the words 'Essay Topic' somewhere in the structure of your essay. You should try to establish a new area of focus and weave your text so that it is not only analytical but it will be making its point in a clear and organized manner. The structure should start with a short introduction and then go on to introduce the main topic of the essay. The introduction should have something that will serve as a call to action to the reader and then the main topic of the essay should be set forth.ETS Essay Topics - The creation of an ETS Essay Topic is a unique experience. It is a great experience for the writer because it is a solid contribution to the publishing process. When you are ready to submit your work, ensure that you are able to provide complete information and that you have just learned about what you will be doing.

Tips for Appealing a College Rejection Decision

Tips for Appealing a College Rejection Decision If youve been rejected from a college, theres a chance that you can and should appeal that rejection letter. In many cases, however, an appeal is really not appropriate and you should respect the colleges decision. If you decide that you do want to attempt an appeal, be sure to consider the suggestions below. A poorly executed appeal is simply a waste of your time and the admissions offices time. Should You Appeal Your Rejection? Its important to begin this article with what is probably a discouraging reality check: In general, you shouldnt challenge a rejection letter. Decisions are nearly always final, and you are most likely wasting your time and the time of the admissions folks if you appeal. Before you decide to appeal, make sure that you have a  legitimate reason to appeal a rejection. Being angry or frustrated or feeling like you were treated unfairly are not reasons to appeal. If, however, you have significant new information that will strengthen your application, or you know of a clerical error that might have hurt your application, an appeal might be appropriate. Tips for Appealing Your Rejection First, try to find out why you were rejected. This can be done with a polite phone call or email message to your admissions representative. When contacting the admissions office, a little humility can be helpful. Dont challenge the admissions decision or suggest that the school made the wrong decision. You are simply trying to learn about any weaknesses the college found in your application.If you find you were rejected for something that hasnt changed- grades, SAT scores, lack of depth in extracurricular activities- thank the admissions officer for his or her time, and move on. An appeal isnt going to be appropriate or helpful.The admissions officers werent wrong in their decision, even if you think they were. Suggesting they were wrong will simply make them defensive, make you appear arrogant, and hurt your cause.If you are appealing because of an administrative error from your high school (grades reported incorrectly, a misdirected letter, miscalculated class rank, etc.), present the error in your letter, and accompany your letter with a letter from your high school counselor to legitimize your claim. Have your school send a new official transcript if appropriate. If you have new information to share, make sure it is significant. If your SAT scores went up 10 points or your GPA climbed .04 points, dont bother appealing. If, on the other hand, you just had your best quarter ever in high school by far, or you got back SAT scores that were 120 points higher, this information is worth sharing.  The same can be said for extracurricular activities and awards. A participation certificate for a spring soccer camp is not going to make the school reverse a rejection decision. Learning that you made the All-American team, however, is worth sharing.  Always be polite and appreciative. Recognize that the admissions officers have a tough job, and that you realize how competitive the process is. At the same time, reaffirm your interest in the school and present your meaningful new information.  An appeal letter need not be long. In fact, it is best to respect the busy schedules of the admissions folks and keep your letter brief and focused. A Final Word on Appealing a College Rejection These sample appeal letters can help guide you as you craft your own letter. Youll find examples of bad and good content for appeal letters. Use these samples wisely and make sure your letter is all your own. A plagiarized appeal letter is not going to make a college reverse its decision. Sample Good Appeal Letter for a College RejectionSample Bad Appeal Letter for a College Rejection Again, be realistic when approaching an appeal. You are unlikely to be successful, and in most cases an appeal is not appropriate. Many schools dont even consider appeals. In some cases, however, an appeal can succeed when your credentials have changed measurably. In cases of a significant procedural or clerical errors, it is worth talking with the admissions office about an appeal even if the school says it doesnt allow them. Most schools will give you a second look if you were hurt by a mistake made by your school or the college.

The Complete AP Biology Review Guide for 2019

The Complete AP Biology Review Guide for 2019 SAT / ACT Prep Online Guides and Tips Reviewing for the AP Biology exam can seem daunting. There's so much material to cover, and much of it is highly complex. However, if you plan your time well and use appropriate study materials and strategies, you can expect a great score on the exam. In this article, I'll give you an overview of what the AP Biology exam is like, what you need to know to ace it, and how you can use your study time effectively before the exam on Monday, May 14, 2018 at 8 am! What's the Format of the AP Biology Exam? The AP Biology Exam is a long test, three hours long to be exact. Like other AP tests, it has two parts, a multiple-choice section and a free-response section (each of which is worth 50 percent of your score), although these sections are divided further into different types of questions. The multiple choice section has 63 actual multiple-choice questions and six grid-in questions, which are essentially short-answer math problems. This section is one hour and 30 minutes total. Each multiple choice question has four choices, down from five in earlier versions of the exam. Even though you technically have more than a minute for each question, I would recommend keeping your time under a minute per multiple-choice question on your first pass through the section. You should also take into account the fact that the grid-in questions may be more time-consuming. There is no guessing penalty, so you should answer every question even if you have no idea which choice is correct (after you've tried to figure it out of course!). The free-response section has eight questions total: six short-response questions and two long-response questions. This section takes up the remaining hour and thirty minutes of time. There is a 10 minute reading period at the beginning of the free response section. You'll need to pace yourself wisely on this section as well. Try to spend no more than five minutes on each short free-response question. Even though they technically come after the long questions, I'd recommend doing the short questions first to get yourself warmed up. If you manage your time well, you'll have at least 20-25 minutes left for each of the long free-response questions. Here's a chart showing the format of the exam. Multiple-Choice Section Free-Response Section Length 90 minutes 90 minutes Number of Questions 63 multiple choice 6 grid-in 6 short response 2 long response Percentage of Total Score 50% 50% The AP Biology exam is a marathon, not a sprint. If it helps, during the test you can think about how lucky you are to be taking a test and not running an actual marathon. What Do Questions Look Like on the AP Biology Exam? Here's an example of a multiple-choice question you might see on the AP Biology exam: You don't necessarily need lots of in-depth biology knowledge to answer this. The answer is A because the total volume of gas wouldn't change (and oxygen consumption would be unmeasurable) unless the carbon dioxide produced by the organisms was removed from the environment. You can see this from the information contained in the question. This question is part of a group of three questions that pertain to the experiment and data chart. You'll see many question clusters like this in the multiple-choice section. Here's an example of a grid-in question: The grid-ins are usually straightforward math problems that relate to biological concepts (the answer to this question is 60). Note that you are allowed to use a calculator on the exam, and you'll get a list of formulas that pertain to the course along with your testing materials. Here's an example of a short free-response question from the 2013 exam: This question requires an understanding of how evolution shapes the formation of new species (one of the "Big Ideas" of AP biology, which I'll talk about in the next section). To get the correct answer, you have to know the facts about evolution, but you also need to be able to apply that knowledge to make inferences about this specific scenario. This is why a deeper understanding of the main topics in AP Biology is so critical- the difference between knowing the facts about something and comprehending how it works can be surprisingly large. Here's an example of a long free-response question: This question is also heavier on analysis than straight up biology knowledge. You need to be able to read and understand the graphs and table so you can use them to inform your answer to the question. Once again, an understanding of evolution and the ability to apply that knowledge to a specific scenario is critical. What Topics Does the AP Biology Exam Cover? The College Board says in its Course Description that AP Biology has changed its focus from the more memorization-based curriculum that defined the course and exam in the past. The goal is for students to gain a deeper conceptual understanding of topics in biology. Reasoning skills and knowledge of the process of scientific inquiry are more important on the current AP Biology test than they have been before. The College Board has tried to structure the exam so that content knowledge and reasoning skills are intertwined. This can be both good and bad: the good is that you won't necessarily have to memorize as many little tidbits of information, the bad is that it can be harder to study for a test like this that covers more abstract forms of knowledge. More on how to manage this in the "How to Review" section! The exam and curriculum as a whole will be centered around your understanding of these four "Big Ideas," which each cover a bunch of different topics. Your success on the exam rests on being able to connect specific concepts with the overarching Big Ideas that define the course. Big Idea 1: The process of evolution drives the diversity and unity of life Includes: Natural selection Hardy-Weinberg Biodiversity and categorization of organisms Charles Darwin married his first cousin. You'd think he would know better. Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis Includes: Molecular biology Biological systems and reactions Photosynthesis Cellular respiration Cell structure Cell membrane properties (diffusion and osmosis, proteins) Thermodynamics/homeostasis Immune response Photosynthesis is way more elegant than eating. Then again, flowers will never taste ice cream, so I kinda feel sorry for them. Big Idea 3: Living systems store, receive, transmit and respond to information essential to life processes Includes: Genes and gene mutations DNA/RNA Cell cycle (mitosis, meiosis) and cell communication Mendel and laws of inheritance Viruses Endocrine system Nervous system Deoxyribonucleic acid: It's DNAmazing!â„ ¢ Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties Includes: Enzymes Plant structure and systems Circulatory system Digestive system Musculoskeletal system Ecological principles Fun digestive system fact: If you eat a watermelon seed, a watermelon will grow inside your stomach. The ideal climate for watermelon growth is 96 degrees and highly acidic. Apart from background knowledge of this content, it's also important to understand your labs and the basic underlying principles that govern scientific experiments. If you know the ins and outs of experimental design, you'll earn a lot of points on the exam. I recommend the CliffsNotes AP Biology 4th Edition review book as a helpful resource for going over labs, but you should also look back at what you did in your class. I'll provide more details on this in the next few sections. Important Lab Topics Include: Artificial Selection Modeling Evolution Comparing DNA Sequences Diffusion and Osmosis Photosynthesis Cellular Respiration Mitosis and Meiosis Bacterial Transformation Restriction Enzyme Analysis of DNA Energy Dynamics Transpiration Animal Behavior Enzyme Catalysis Microscopes show us that the world around us is far creepier and grosser than we ever imagined. AP Biology Review Preview: Important Tips to Keep in Mind In this section, I'll give you some preliminary study tips that will help you get the most out of your AP Biology review time. Tip 1: Plan Out Your Time First of all, you should think about how much time you have left before the AP test. This will affect the structure of your study plan. If you're taking other AP classes or have a lot of commitments in general, you might want to start earlier depending on your confidence with the material. Consider your schedule and the time you're willing to spend on AP Biology. Since there's so much content in this course, I think 20 hours of studying is a reasonable goal. However, if you find that you're already scoring at a high level (a high 4 or anywhere in the 5 range), you might aim for just 10 hours or so. You should balance your time relatively evenly between studying the material and taking practice tests. In AP Biology, you might benefit from devoting a bit more time to practice testing. Since the test is now more targeted towards assessing analytical skills, practicing real AP questions may help you more than memorizing content (although both are still important!). I'll give you more information about how to use practice tests and review materials effectively in the next few sections. Tip 2: Use Appropriate Review Materials The importance of using the right review materials can't be overstated, especially in the case of AP Biology. With the recent changes to the test, it's critical that you don't use old study materials and assume they will give you all the tools you need to succeed in the new format. From reading student feedback on many AP Biology review books, it seems like some prep companies have struggled to adapt their practice questions and review methods to this version of the test. However, there are still resources out there that can help you. Review books that people found most useful include CliffsNotes AP Biology 5th Edition for content review and Sterling AP Biology Practice Questions for practice questions that will give you a good sense of what the new test is like. Pearson's Preparing for the AP Biology Exam book also has some good reviews and may be a nice source of practice free response questions. Strangely enough, the most popular prep companies, like Princeton Review and Barron's, have been less successful in updating their review materials to match the new test. If you get their review books, you should supplement them with practice questions from other sources. Avoid using practice questions that come from exams before the 2013 test, when the changes were implemented. You might still be able to use them to refresh your memory on certain topics, but they won't really prepare you for the more analytical framework of questions on the current test. Tip 3: Memorization Isn't Enough Even though AP Biology still involves a fair amount of memorization, you shouldn't focus exclusively on content knowledge and assume you'll do great on the test. Questions will test your critical thinking skills and logical reasoning abilities along with your knowledge of biology. That's why it's so important to spend a significant amount of time doing practice questions in addition to content review. Don't let the test surprise you! Tip 4: Don't Forget About Labs Revisiting old labs is not super fun (well, it wasn't for me), so you might be tempted to ignore them and just focus on studying content outside of the lab context. Try to avoid this temptation! Go through your labs, and make sure you understand their methodologies and the reasoning behind the results. Understanding the scientific method and the components of a good experiment is absolutely key on the AP Bio exam. The more lab review you do, the more comfortable you'll feel during the test. Remember the lab where you melted down entire trees into a mysterious green serum? No? Well then, you better get studying! How to Review for the AP Biology Exam When you're studying for the exam, follow the five steps below to make sure your AP Bio review is as effective as possible. Step 1: Take a Diagnostic Test The first step of your AP Biology review is to take a practice exam so you can see how much you'll need to study (and which areas need the most work). You should take your first complete practice test no later than the beginning of your second semester. You can use a practice exam from a review book or search online for a practice test. The review books I mentioned in the previous section have some good materials. When you take a practice test, make sure it's the new version of the exam. If you see practice tests that have 100 multiple choice questions in the first section, you're looking at an old version of the AP Biology Exam. You won't be able to rely on your scores on this version to get a clear picture of where you fall on the new test. Step 2: Calculate Your Score and Set a New Goal Once you've taken a diagnostic test, you can calculate your score on the 1-5 AP scale. According to the CliffsNotes review book that I mentioned above, you can calculate your score using the following method: Multiply the number of questions you answered correctly in section 1 (multiple choice and grid-in) by 0.725 Multiply the number of points you earned in section 2 by 1.25 Add those two numbers together to get your raw score Then convert the raw score to an AP score: Raw Composite Score AP Score 60-100 5 50-59 4 41-49 3 33-40 2 0-32 1 For example, if you got 42 questions correct on the multiple choice/grid-in section and earned 25 points on the free response section, your raw score would be (42*.725) + (25*1.25) = 61.7 = just barely made it into the 5 category! This is without taking the curve into account, which is different every year, but it should give you a rough idea of where you stand. Unless you're scoring a really high 5 (90+), you should still put in a bit of study time to make sure you're fully prepared. If you score low (a 1 or a 2), you might make it your goal to raise your score to a 3. Just keep in mind that some schools don't accept 3s for college credit, so you may want to aim higher after you make it to this first milestone. Most colleges consider a 4 to be the standard cutoff for AP credit, so you should try for at least a 4 if you're hoping to get a head start in college. Once you're consistently scoring in the 3 range, you can set a 4 or 5 as your goal. Even if you're already at the 4 or 5 level, you probably still have some room to improve. It's nice to get in some extra practice so that you feel very comfortable on the real test. Depending on how much you need to improve and how long you want to spread out your studying, you might come up with different plans. To improve by one AP score point, you can get away with studying only two months or so in advance. If you're hoping to improve by 2 or more AP score points, you should try to start midway through the school year if you want to avoid cramming. Confidence is key. If you need to wear a business suit to the test to make yourself feel in control, go for it (I am not responsible for the relentless mocking you will endure from your peers). Step 3: Analyze Your Mistakes This is the most critical part of the review process, and it's particularly important for AP Biology. There's a lot of material to learn, and you don't want to waste time going over concepts that you already have down. Comb through your mistakes on the diagnostic test to see where the most errors happened and why. Did your problems center more around lack of knowledge of background information or difficulty analyzing the scenarios presented to you on the test (you knew the information, but you couldn't get the question because it confused you)? You will most likely have a little of each type of problem, but if one is more prevalent than the other, you should take that into account for your studying strategy. For example, it wouldn't be a good idea to keep drilling yourself on basic content knowledge if most of your mistakes came in the form of misinterpreting complex questions or reading diagrams incorrectly. You would want to devote less of your time to reviewing biological terms and more of your time to doing real practice questions. Even in those cases, you'll probably still have at least a few issues with content knowledge. As you go through your mistakes, keep a running list of the ideas you need to revisit in your notes or review book. If you're caught off guard by your unfamiliarity with a certain topic, you should pay special attention to that topic in your studying. You may also notice mistakes due to carelessness or time pressure that aren't directly related to your knowledge of the material or understanding of the question. In this case, you'll need to think about revising your basic test-taking strategies. In the next step, I'll go into more detail on this. Do some practice test detective work! I think this is a detective. Either that or a random guy smoking a pipe and trying to figure out how bad the pimple on his nose looks. Step 4: Fix Your Mistakes There are a few things you can do to revise your strategies for taking the exam and effectively review concepts that you didn't understand. The obvious first step is to go back into your textbook, your notes, or a reliable review book (or even all three!) and brush up on the information you forgot. Sometimes for biology, this is a little overwhelming because of the complexity of the material. If you're trying to understand systems or processes, I'd recommend testing yourself by drawing diagrams of how they work. This will allow you to make connections between dry facts presented in the text and the biological reality of what's happening in the system. It will help you not only in your content knowledge but also in your ability to analyze related scenarios on the test. You can use this strategy for many concepts in AP Biology, and it will make them much simpler to understand. To correct your other mistakes that have more to do with question comprehension, you'll need to focus on doing similar practice questions. I'd recommend getting this book of Sterling AP Biology Practice Questions for some questions that are organized logically by topic area and well-aligned with the new exam format. More practice is also a good remedy for careless errors and time management problems. You can learn how to better identify the key parts of each question and avoid distractions that might throw you off. Underlining the most important parts of the question can be a good strategy if you're prone to careless errors. If time management is a problem, put some thought into why you ran out of time. Did you linger for too long on difficult questions? Remember, it's a smart idea to skip questions that are giving you a lot of trouble (not answerable within a minute) and come back to them later once you've gotten through the whole section. Practice makes perfect. Maybe you can compose an AP Biology song to help you remember stuff. "Now enzymes....BREAK IT DOWN!" Step 5: Take Another Test and Repeat Previous Steps Now that you've analyzed and fixed your mistakes on the diagnostic test and done some more targeted studying, it's time to take another practice test. Score the new test, then repeat steps 3 and 4. You should notice improvements as you continue to repeat this process and gain familiarity with the format and content of the test. If you don't notice positive changes from one test to the next, it may be time to reevaluate your review techniques. Depending on how early you start studying and how much you want to improve, you might go through these steps once, twice, or seven times. You can continue the process until you achieve your score goals or run out of study time! Conclusion The AP Biology test is a long exam, and it covers a wide range of material. Recently, the test was updated to focus less on information recall and more on analytical thinking, which can be good and bad. You won't have to rely on memorization as much, but your score will be highly dependent on your ability to think through complicated scenarios that are presented on the test. In your AP Biology review, you should still go over all of the information you learned in the course. However, you should also devote a significant amount of your time to practice testing so that you can learn to think the way the test wants you to think. If you plan your study time wisely and learn how to solve the types of questions that are most difficult for you, you'll be on your way to a great score! What's Next? Ready to jump into reviewing biology concepts? We have guides to help you review cell theory, enzymes, and homologous and analogous structures, as well as quick looks at parts of the cell (cell membrane and endoplasmic reticulum) and the photosynthesis equation. Wondering exactly how much time you have before your AP tests? Here are the AP test dates and times for 2020. If you're in AP Biology, you should consider taking the Biology SAT Subject Test as well. Find out the difference between AP tests and SAT Subject Tests and which are more important for college. Considering an AP Calculus course? Read this article for some guidance on deciding whether you should take AP Calculus AB or BC. 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: