Smoking and Depression by Dr. Jon Kassel and Dr. Benjamin Hankin Article

Smoking and Depression by Dr. Jon Kassel and Dr. Benjamin Hankin - Article Example Dr. Jon Kassel and Dr. Benjamin Hankin in their article â€Å"Smoking and Depression†  delve in the alcoves and crevices of smoking, the quantities of passings every year, and the various pathways that lead to cigarette smoking. This paper means to assess this specific source so as to guarantee that it holds respectable and dependable substance that can be utilized to the fulfillment of the researcher’s third essay.Dr. Jon Kassel is a partner teacher of brain science at the University of Illinois Chicago.â His essential examination interests are on the better understanding elements that underlie tobacco smoking conduct (UIC n.p.). Dr. Kassel got his doctorate from the University of Pittsburgh in 1995 and from that point forward has become an employee of the University of Illinois Chicago College of Liberal Arts and Science. He is the executive of the Substance Use Research Laboratory and has just wrote in excess of 70 articles and sections. He is likewise a multi-gr anted specialist on substance misuse. He has gotten various acknowledgments including the Ferno Award for Innovative Research on Nicotine and Tobacco and is additionally a beneficiary of the Outstanding Early Career Contributions Award. Dr. Benjamin Hankin is a brain science educator at the University of Denver. His exploration advantages incorporate sadness and temperament issue in youth, formative psychopathology, and the GEM study (University of Denver n.p.). He got his PhD from the University of Wisconsin-Madison. He is an outstanding writer for 95 distributions and has co-altered two books. He was granted with the lofty APA Award for Distinguished Scientific Early Career Contributions to Psychology in 2010.â â

Chinatown (1974) - dir. Roman Polanski Movie Review

Chinatown (1974) - dir. Roman Polanski - Movie Review Example The film’s story line Ladd (Evelyn Mulwray) employs Gittes, a private agent, to lead marriage observation on Hollis Mulwray, Ladd’s spouse. Gittes follows Hollis’ moves, takes pictures of him with a young lady, and hears him restrict the improvement of new supply that makes the title text of the accompanying paper. A lovely lady stands up to Gittes in his office; she professes to be the genuine Evelyn Mulwray and he can envision a claim. He sees it is a set up and Gittes needs to set up the individual behind it and his examinations guides him to Mulwray’s suffocated body. Gittes suspects murder, he explores and understands that consistently, tremendous amounts of water are discharged from the repository, and the land is practically dry. Gittes understands that Hollis was at one time a colleague of Noah Cross (John Huston), his dad. Noah Cross vows to give Gittes an enormous sum on the off chance that he prevails with regards to searching for Hollis’ missing sweetheart. Consummation and curves in the film As Gittes explores the missing of Hollis’ sweetheart, he finds that numerous orange forests have changed their proprietorship in San Fernando. When Gittes visits San Fernando Valley, he is gone up against and beaten by irate landowners who believed that he was from the water office that had been obliterating and harming their water stores to constrain them out of their territory. Gittes discovers that Mulwray was murdered when he realized that the new water tank would be utilized to inundate recently purchased properties. Gittes disentangles a homicide show, which hopes to be connected to the water repositories in San Fernando Valley. The connivance that Gittes disentangles doesn't fit a genuine noir wrongdoing film on the grounds that there is the nonappearance of fast plunder, no diamonds, and gems. Rather, Cross and others are intending to evaporate the San Fernando Valley by moving water to another course so as to b uy the land inexpensively, and afterward re-redirect water once again into the land with the goal that the land gets fruitful, and sell it at a more significant expense. The focal inquiry is the means by which Evelyn Mulwray fits in every one of these exercises and who is this puzzling lady related with Mulwray. Characters in the film include: Jack Nicholson (Jake Gittes), Darrell Zwerling (Hollis Mulwray), Faye Dunaway (Evelyn Mulwray), and John Huston (Noah Cross). The characters in the film are tenable and elegantly composed. These impacts are executed well in that each discussion is significant and all around drafted. For example, the decision of John Huston for playing out the job of Cross was an educated one in that he consummately comprehends his job - an irreverent individual whose positive outlook can't conceal the issue of debasement that tails him in the whole film. From the beginning of the film, Cross is the movie’s lowlife and one of Chinatown hypnotizing inhabi tants. Faye Dunaway accommodates her job in that she plays Evelyn with the perfect measure of enthusiasm and uncertainty, which gives the watchers the feeling that she is the femme fatale. The film had more slow pace than anticipated, yet separated from this little issue, it was faultless. The plot of the film is tremendous, including, and intriguing. The film’s pace, in spite of the fact that not very quick, is worthy since there are scenes and succession that are truly energizing and exceptional. Why the film does well The film is acceptable as in when the plot doesn't get well, Roman Polanski keeps viewers’

Management of Financial Institutions Essay Example | Topics and Well Written Essays - 2000 words

The executives of Financial Institutions - Essay Example Clearly, the national bank is a piece of the budgetary organization. It is the British government's monetary expert for it passes out occasional money assets and furthermore controls the flexibly of credit and holds the stores of different banks while it sells new protections for sake of the British government. The other monetary organizations incorporate, establishments, non-safe money related foundations, trust organizations and others. Numerous organizations utilize the money related foundations in their day by day business exchanges. In this manner, the organizations being overhauled by the monetary foundations above can pick which budgetary establishment to utilize. One of the standards for picking is the administrations that they offer. The accompanying sections talks about the elements influencing budgetary establishment. The logical condition is regularly moved toward covers numerous regions of business. These regions incorporate innovation, the economy, the idea of government, social perspectives and, obviously, serious powers all influence the atmosphere wherein business works. For, the logical condition sets the setting for business to exist and it makes an atmosphere of progress with the five regions referenced here. Innovation. Innovation. New innovative improvements in the money related organizations bring about cutting edge creation forms. Harvey Jones(2006) composed that web based banking had certainly transformed from a minority sport into a standard race at astounding pace. Pretty much every money related foundation, from the greatest as far as resources in the financial division to the littlest neighborhood building society has brought business exchanges between the buyers and the dealers at split second speed. With the appearance of the programmed teller machines, the time expected to move reserves has been diminished. Individuals will simply convey the ATM plastic to pull back cash at 12 PM or during occasions Moreover, one out of each five British resident have their financial exchanges online through the web beginning in the year 2005. This was the finding of Lloyds TSB. The quantity of online financiers have drastically expanded until our present timeframe 2007. Present examinations show that you thful clients between the ages of 45 to 54 years old to carry out their responsibilities through the web serenely and securely. are progressively happy with dealing with their accounts over the web. Overlooked, contributors and individual pulling back cash from the banks would have get a number from bank staff and hold up until their number had been called before storing or pulling back their cash. The approach of the programmed teller machines has permitted bank withdrawals even at 12 PM or the early morning and on Sundays and occasions. On line banking administrations incorporate installment of explanation of records and different bills, getting the bank articulation printout, cash move to someone else extremely far away and the executives of bank charges. Economy. general monetary conditions and trends(Mcrae, 2007) must be considered while thinking about an association's exercises. Mathew Scott(2003) expressed Kevin Cohee, executive and CEO of OneUnited Bank, takes a gander at One Lincoln Street in Boston's money related region, he sees his vision for the eventual fate of dark claimed

Commercials

On TV today we see bunches of ads that show what the world and our companions need us to be. Advertisements likewise show what garments we should wear and what nourishments we ought to eat. There are advertisements that show individuals with solid and fit as a fiddle bodies attempting to get us to eat appropriately in light of the fact that seeing them will make us need to have that sort of body and will make us purchase whatever it is they are selling. So in observing those advertisements consistently, a few of us begin to feel that we are sufficiently bad, and we think we need to put our best self forward to fit in with every other person. The garments you wear will show what your identity is and will show how individuals will Judge you.If an individual is wearing old foul garments at that point individuals may think he is certainly not an exceptionally perfect individual and that he might not have a lot of cash to purchase all the new garments. Presently in the event that you are wearing the most up to date Polo that Just came out, at that point you have cash and individuals will think you are a spotless sharp looking individual. That garments you wear will unquestionably affect what people look like at you. There are on advertisements on TV today with proficient competitors eating certain nourishments and wearing and purchasing certain garments and we take a gander at them and state to ourselves that we need to resemble them.So we will go out and purchase the new garments they have and go eat where they do so we will be as cool as them. Since they are depicted as persuasive individuals on the planet, we see them and state, in the event that I can be that way, at that point I will be cool. There are numerous ads today that show how we ought to eat to get that ideal body that all the super beginnings and the expert competitors have. The men are consistently with delightful ladies, and the ladies are consistently with attractive men. So we proceed to purchase the food they eat so we will that the bodies they have.We likewise go and ay the recordings that make you resemble the enormous football player or the best coach in America. We proceed to purchase these things so we can be acknowledged by our companions. Taking a gander at the advertisements on TV today, we see the vast majority of them demonstrate what we should wear and eat to resemble all the competitors and film starts and purchase seeing that we attempt our best to be however much like them as could reasonably be expected so we will be acknowledged in our general public today. Indicating the lives and groups of big names make us need to purchase the recordings, food, and garments that they purchase, is a decent method to bring in cash and to make us figure every one of these things will make us look great.

Henry Ford :: essays research papers

The Success of a Man      To state that Henry Ford tarried around before at last building up a genuine vehicle organization would be invalid. The multi year elderly person had been procuring significant information in regards to business, motors, the board, and in particular vehicles. Presently the time had come to go out on a limb a.      In 1903 the Ford Motor Company became. Portage, alongside different financial specialists including John and Horace Dodge brought $28,000 and up in the initial 15 months created 1700 Model A vehicles. These vehicles were known for their unwavering quality, yet were still unreasonably costly for the normal American. Throughout the following five years Ford and his specialists created models with the letters B through S, the best of which was the Model N (estimated at $500) , and the most disastrous was the Model K (evaluated at $2500). It was clear from the Model N that the way in to the organizations achievement lay in reasonable vehicles for a mass market. The appropriate response that Ford and the American shopper were searching for was the Model T.      The Model T, a little, strong four-chamber vehicle with an alluring structure and a top speed of 45 mph, hit the market in 1908. It’s achievement originated from it’s alluring cost, at $850, and more than 10,000 were sold in the main year alone. It was anything but difficult to work, keep up, handle on unpleasant streets, and quickly turned into a triumph. Alongside progress came development, and in 1910 he built up another get together plant in Highland Park, Michigan. Through exchangeable parts, standard assembling, and a division work, the interest enormously expanded for the Model T. It was as of now in 1913 that Ford presented the mechanical production system and always changed our economy, our industry, and our way of life.      Ford’s idea of a mechanical production system sprang from the idea that a vehicle could be created a lot faster if every individual did one, single assignment. He applied this in his Highland Park plant, and chop down creation time of one Model T to a part on the time. The painstakingly coordinated pace of a transport line moving the parts along further speeded the procedure. With these new strategies, a manufacturing plant could create 40%-60% more vehicles every month. By late 1913 he had built up get together plants in Canada, Europe, Australia, South America, and Japan. Now, the Ford Motor Company was the biggest maker of vehicles on the planet.

Teaching SEL Is Easier With TeacherVisions New FutureFit Resources

Teaching SEL Is Easier With TeacherVision’s New FutureFit Resources We're helping teachers bring real-world skills into existing curriculum. Future-Ready skills, Social Emotional Learning (SEL), 21st Century Skillsâ€"teachers know these skills are crucial to students’ success in the classroom, community and eventually workplace. But, finding the time and resources to effectively teach these skills is far from easy. That’s why TeacherVision is launching our new FutureFit resources, designed to make teaching future-ready skills easier for teachers. FutureFit is featured on EdSurge! To Develop Future-Ready Students, Project-Based Lessons Teach Real World Skills “Teachers tell us they would love to teach these skills, but they don’t know where the resources are and how to fit them into the curriculum,” explains TeacherVision’s Senior Content Editor Stephen Solomon. “They say it’s not self-evident how you can attach empathy to earthquakes or community engagement to sixth-grade math, for example. And frankly, they don’t have the time to put that together on their own.” However, TeacherVision’s new FutureFit resources are designed to make it as easy as possible for teachers to incorporate skills such as creativity, persistence, problem-solving, collaboration, self-awareness and more into the curriculum. Focused on core subjects including science, social studies, ELA and math for K-12 students, here’s what you’ll find in our new FutureFit resources: A collection of content clearly tagged as FutureFit resources. We’ve made it easy to find and use videos, worksheets, interactive activities, projects, online resources and games, designed to teach specific future-ready skills. New FutureFit projectsâ€"these four-to-five-day lesson plans include a complete lesson plan outline to help you use the collection to foster future-ready skills while reinforcing core subject area concepts. FutureFit extension activitiesâ€"these project-based mini-activities are designed to engage and excite students. Science teacher Stephanie Morris helped design some of the new FutureFit resources, and expects they will make teaching SEL and future-ready skills easier for teachers. “I think especially for those teachers who are in the maths and sciences, this is going to be a big shortcut for themâ€"because they don’t have to spend a lot of time thinking and researching how to incorporate these skills into lessons. They can just see by looking at the activities how to take a social emotional learning (SEL) approach to a lesson.” For example, in a science lesson about biomes and habitats Morris created, students use their knowledge of habitats to create a fun commercial advertising their habitat to a specific animal. As Morris explains, in this activity students think creatively to personify squirrel for example, while also working in groupsâ€"so there’s plenty of collaboration and cooperation. They gather and share material from the internet, using information gathering and critical thinking skills. Throughout the lesson they are also constantly reflecting, ‘Am I doing this correctly? Is this going to be interesting to my class?’ “They’re using all these skills together to do science,” explains Morris. “Normally in a project all these things wouldn’t be specifically spelled out for the teacher. Now the teacher has those things written on paper and he or she can easily see how to incorporate SEL into their lessons. It’s a really neat approach.” TeacherVision’s new FutureFit resources are here! Keep watching our Twitter feed, Facebook page and website for updates and see for yourself how easy it can be to incorporate future-ready skills in your lessons. Want to learn more about the benefits of SEL skills? Solomon suggests checking out The Collaborative for Academic, Social, and Emotional Learning (CASEL). You can find research and information about the benefits and results teachers can expect from incorporating SEL into the classroom. Follow TeacherVision on Instagram, Facebook, Twitter, Pinterest, and Google+. Want to read more from this author? Check out Wendy's posts on this free math project, Genius Hour, and her suggestions for your summer reading list. Author Bio: Wendy McMahon is an education technology writer who has been working and writing in the edtech field for more than 15 years. She currently writes for EdSurge, EdTech Magazine and Pearson. She holds a Journalism Degree from the University of King’s College. Follow her on Twitter at @wendymcmahon.

AP® tests are replacing final exams - and thats not a good thing

A while back, I happened to find myself discussing the AP ® craze with a colleague who teaches AP classes, and at one point, she mentioned offhandedly that with the push toward data collection and continual assessment, schools are increasingly eliminating the type of cumulative final exams that used to be standard in favor of frequent small-scale quizzes and tests that can be easily plotted for administrators’ consumption. I poked around and discovered that some schools have also eliminated cumulative mid-term or final exams because such assessments are insufficiently â€Å"authentic† (read: not fun) or because of concerns about stress, or because so much time is already devoted to state tests. I wasn’t really aware of that shift when I was tutoring various SAT II and AP exams, but it explained some of what I encountered: students had been exposed to key concepts, but they hadn’t been given sufficient practice for those concepts to really sink in. They were learning only what they needed to know for a particular quiz or test and then promptly forgetting the material. Then, because they were never required to retrieve concepts weeks, or even months, after their initial exposure – a key element of learning – in order to understand how they fit into the subject as a whole, they were never able to develop a coherent mental framework. Rather, they ended up with randomly assorted pieces of information and only a fragmentary understanding of how they fit together. And because they lacked practice sifting through large amounts of information and figuring out what was really important, their studying was very inefficient: they spent huge amounts of time obsessing over the details while losing sight of the big picture. If AP exams are viewed in this light, then one aspect of their appeal becomes clear: teachers can at least justify having students take a cumulative exam that includes material covered throughout the year. Superficially, then, AP tests might seem like reasonable substitutes for final exams. Why of course bother to make students sit for what are effectively two finals? That’s an entirely reasonable question, but there is actually a good answer: at least in the humanities (I can’t speak to math or the natural sciences), the problem is that AP exams are increasingly de-emphasizing actual knowledge and focusing more on â€Å"holistic† skills. That might sound lovely in theory (what sort of Luddite would want students to memorize by rote all those dry, useless bits of knowledge that obviously have zero relevance to twenty-first century learning?), but the reality is that students can do quite well while obtaining only a fairly superficial understanding of a subject. This is not an uncommon criticism of the AP program, but in my experience, it plays out in a slightly different way from how it is usually understood. One former AP teacher quoted in  The Atlantic summed up the standard critique nicely: To me, the most serious count against Advanced Placement courses is that the AP curriculum leads to rigid stultification – a kind of mindless genuflection to a prescribed plan of study that squelches creativity and free inquiry. The courses cover too much material and do so too quickly and superficially. In short, AP courses are a forced march through a preordained subject, leaving no time for a high-school teacher to take her or his students down some path of mutual interest. The AP classroom is where intellectual curiosity goes to die. While one could certainly make a substantive argument that a course like APUSH or (especially) AP World History covers too much material too quickly, and in insufficient depth, the situation in other AP classes is exactly the opposite. Both AP English exams (Lit and Language), for example, have a list of â€Å"suggested† readings, but there is no core body of works that is mandated for all students. Zero, zip, zilch, nada. From the AP Lang/Comp Course Description: The College Board does not prescribe specific texts for an AP English Language and Composition course. And my personal favorite: At the heart of an AP English Language and Composition course is the reading of various texts. Because obviously, reading various texts is the hallmark of a college-level English course. Right. It goes on like that for about 40 pages. As an exercise in vagueness and cant, its really quite a masterpiece. There is also no set list of literary/rhetorical terms that students are required to learn, nor is there any prescribed set of authors, time periods, or movements to know. As far as I can tell, the AP Lit test does still include some questions about meter and rhetorical devices, but otherwise, actual subject-specific knowledge is largely beside the point. (Facts bad, skills good.) In fact, the multiple-choice portion of the AP Lang/Comp exam is essentially no more than a reading comprehension test more specifically, the Critical Reading portion of the old SAT. (Interestingly, it is not uncommon for people who were all too happy to bash the old SAT go positively starry-eyed where AP is involved.) A strong reader can easily ace it without having spent a second in a so-called â€Å"AP English† class. In reality, then, the AP designation is all but meaningless a student’s experience in the class is almost entirely dependent on his or her teacher and peers. Theres a good reason that some top suburban districts and private schools dont offer formal AP English classes but still post stellar scores on the exams year after year, whereas some lower-ranked district boast about the number of students enrolled in AP classes but end up with significant percentages of students in the failing range. For a long time, I didnt understand why my high school didnt offer a formal AP English class, when most students took at least one of the English exams. Now, however, I realize that because there was no test-specific content or curriculum to speak of, and because the vast majority of students got 5s anyway, offering a formal AP class would have served no other purpose than to curtail teachers autonomy. Next point: until a few years ago, most foreign-language AP exams required students to complete a series of grammar fill-ins testing verb tenses, prepositions, and idiomatic usage. They weren’t what anyone would have called exciting, but they really did test for mastery. Looking at them now, I’m actually a little shocked at just how hard they are. Any student who could do well on them had a strong foundation in that language and was genuinely prepared to work at around a fifth-semester level, if not higher, in college. But fill-ins have now been eliminated entirely, replaced by more â€Å"holistic,† â€Å"higher-order† assignments. If you look at the AP French course description, for example, you’ll see that the exam covers seven areas, including â€Å"Beauty and Aesthetics,† â€Å"Global Challenges,† â€Å"Personal and Public Identities.† To be sure, it all looks very sophisticated. But in reality, â€Å"Beauty and Aesthetics† could be covered by asking students to, for example, write an email to members of their book club proposing a selection for their next meeting. This is not exactly Proust were talking about here! Essentially, the entire exam is based on the premise that giving students authentic work will somehow result in their magically mastering things like sequence of tenses and the subjunctive. Because what sort of misguided person would want to teach (or learn) those, when everyone knows that its the skills that really count? I mention those two aspects of French because, by the way, because every student I ever tutored had gaping holes in them. There is literally no way to learn them other than to memorize them theyre like formulas, basically and then to practice them over and over again until they become automatic. But with maybe one exception, I never encountered a kid willing to put in the work. I don’t want to suggest the current iteration of the AP exam is easy for most students, its far from it but when it comes to knowing the nuances of the language, it leaves a whole lot more wiggle room than the old one did. Scoring is also extremely generous: I’ve heard from AP teachers that students they were convinced would fail ended up getting 3s. As a result, students have no reason to actually master the details and probably no time, given that a lot of them are probably taking multiple other AP classes. Moreover, their teachers, whose own evaluations may be based on AP pass rates, are often just doing what they need to do to get students to squeak out score above 2. A lot of the time, mastery doesn’t really have a place in the picture. So if the only end-of-the year exam students are taking is the one written by the College Board, they don’t necessarily need to go back and review the nitty-gritty of the subject. If teachers want to ensure that students have truly mastered specific concepts, then they basically have no choice but to test that material themselves. But if teachers aren’t permitted or are just too worn down, or feel too sorry for their students to do so, then the result is often that students don’t really learn the material, even if they get high grades and scores. As one teacher (with a near perfect pass rate, in a public school with 30+ students per class) told me, her AP â€Å"syllabus† basically consists of throwing different things against the wall and hoping they stick. Given the structure of the exam and the number of topics that could be covered, there’s really no other way she can teach. That can be the problem with â€Å"holistic† assessments: if specific knowledge isn’t tested, then it becomes exceedingly difficult to know how or what to study or, for teachers, how to structure a class. Yes, obviously students do need to be able to translate material to the real world (I say this as someone who has studied multiple languages to a high level and lived abroad, so trust me, I’m not knocking the importance of practical application), but sometimes they need things broken down in a coherent way first. If everything gets mushed together from the start, the result can easily be information overload. In addition, a serious and rarely discussed side effect of this approach is that students also don’t learn how to learn systematically; in fact the entire concept of learning step-by-step from the ground up becomes foreign to them. As one of my students so memorably put it, Everythings just stuff. In a previous blog post, I wrote about how curricular chaos produces what look like learning disabilities; at that point, and in fact until recently, I assumed that that kind of incoherence was a deliberate, ideologically-driven choice (namely, the highly questionable notion that structured forms of education are inappropriate for a democratic society). I still think it is, in part. But it also occurred me that pedagogical coherence may not really exist for some teachers, particularly younger ones, in any meaningful way. Having never learned things systematically themselves, they dont really have a concept of what it means to teach a subject that way, or what advantages might be found in doing so. The result is a muddle of good intentions mixed with half-baked ideas about fostering creativity, active learning, and data collection that produces AP students who write sentences like this (real) gem: Completely disregarding the opinion of the people differs from the views of the officials, such as the Thought Police capture people for, is not only abusing the responsibility of the government but create a society that cannot survive and thrive.   This is a particularly egregious example, but most of the paper is written in the same vein. Oh, and did I mention that the student who wrote it had an A- in English at a supposedly tippy-tippy-top suburban school? This state of affairs in turn drives the private tutoring industry, with coherence and access to direct, (traditional) expert instruction effectively being transmuted into luxury goods. Its not that graduates of elite colleges are spurning teaching careers; theyre just going into private practice and charging $250/hr. Quick anecdote: recently, a college acquaintance who works at a major NYC museum told the story of a co-worker who was assigned to come up with a lesson for audiences at a new exhibit. The co-worker proposed a program that presumed a high level of prior knowledge, which general audiences were exceedingly unlikely to have; it literally did not occur to her that audiences needed to be given a foundation in order to understand what was going on. Once my former classmate explained why it was important for visitors to be told the basics, the colleague grasped the idea but as someone who still took the importance of foundational knowledge as common sense, my ex-classmate was pretty wigged out by the experience. Unfortunately, this sort of thing no longer really surprises me. To shift gears again: this is in part why SAT IIs have become so problematic: they still test key pieces of subject knowledge in a very pointed way, and they don’t leave room for things to be fudged. A student with an A+ average and a 4 on an AP exam could easily max out in the low 600s. I witnessed that happen several times, and in every case, the SAT II scores were the more accurate indicator of the student’s actual level. But if colleges don’t require SAT II scores, then admissions officers can conveniently sidestep the extent to which both grades and AP scores are inflated. To reiterate: the point is to help desirable applicants hide their weaknesses, not to obtain an honest assessment of what they actually know. Furthermore, the AP score ranges are so broad that students with significantly different levels of knowledge can obtain the same score. On the APUSH exam, for instance, a student scoring 128/130 and a student scoring 101/130 would both receive a top score 5 even though the latter is only equivalent to C+. That doesn’t usually happen when teachers administer their own finals, even with extra credit. To be honest, though, I’m wondering whether the College Board will find new ways to exploit anti-testing sentiment. It’s already introduced AP Capstone and AP Seminar, and I actually wouldn’t be surprised if sometime in the next few years it begins to introduce more portfolio-based alternatives to specific AP exams. It’ll be interesting to see how things play out. But even now, I think it’s fair to say that colleges are justified in their skepticism of awarding credits for AP tests.