Bachelor of Science BSc

Probably from $125 to $400 depending on the exact model of BSC. It is...

Birmingham Silver Co.

Brooklyn, NY and Yalesville, CT c. 1957-Present Successor to Goldfeder

Silverware Co.

The best course to study is the one that leads to your overall career goals and objectives. Thus, I would imagine you do not have anything specific at this time. So many individuals enroll in college programs without a specific goal in mind. As such, many become miserable in their work which is not good for them, or their employer. If you want to be successful in your work and personal life, carefully consider the following.

To be successful in your work, you must acquire a vision. A vision is a clearly articulated picture of the future you intend to create for yourself. In other words, it's a dream. However, if the dream does not have direction, it will always remain a dream and will never become a reality for you. That vision should create a passion within you, a love for what you do and the benefit it will bring to others as well as yourself. Make sure the vision is specific, measurable, attainable, realistic, and tangible. Let us look at this closer. When you believe you have chosen an appropriate career goal, look at it in SMART fashion as follows.

• Specific - Make sure your career goal is very specific. For example, "I would like to be a teacher," is not specific. "I would like to be a high school biology teacher in New Jersey (USA) in an urban school by 2012" is.
• Measurable - Make sure you can measure your progress. How will I know I am progressing in the right direction? This is where the development of short-term objectives comes in (discussed below). You will know you are on the right path as you accomplish each short -term objective.
• Achievable - Is the goal achievable considering my current life situation and circumstances?
• Realistic - Is what I want to do really realistic. For example, "I would like to be a middle weight boxing champion, and I am 63 years old." That is not realistic.
• Tangible - What will I - specifically - have at the end? What will I be (exactly)? It must be very specific.

Once you acquire that vision your path will become clear. Still, you will need a mentor, counselor, or coach who will be able to help you develop a road map embedded with short-term objectives leading to your overall career goals and objectives. The achievement of short-term objectives will indicate you are moving in the correct direction, and will also give you energy and excitement to carry on towards your overall career goal. It will take some research, but you most likely have some ideas already. Follow them through, look at the nature of the field, the everyday routine, the required education, the salary, the occupational demand and the related fields. When a career sparks an interest, try to shadow an individual who is actually doing what you think you might like to do. You can pick up valuable information this way. Thus, the following.

• Acquire the will to change circumstances.
• Acquire the vision (dream).
• Develop a road-map embedded with short-term objectives leading to your overall goal and objective.
• Just do it and do not let go until it becomes a reality.

Many individuals start with an associates degree, and transfer to a four year college or university at a later date. However, read the following carefully before making that decision.

Associates (Community College Level) vs. Bachelors (Four Year College or University)

Community College Level

An Associate degree (two year community college) is designed as a two year program of study as a full-time student provided the student takes the degree as prescribed by the college. Evidently it would take longer as a part-time student. Within the United States, the associates typically falls into three main categories; Associates of Arts (AA), Associates of Science (AS), and Associates of Applied Science (AAS). An associates of arts (AA), and associates in science (AS) degrees are typically designed for transfer to a four year college or university. Therefore, these degrees have a strong liberal arts emphasis and include a good balance of humanities, social science, and written communication along with the exact sciences especially in higher level math. They also have the foundational course work needed as prerequisites for the higher level courses at the four year institution. The AAS was typically designed as a terminal degree giving the student all the expertise needed to enter the workforce after completion of the degree. However, today, many AAS degree are transferable to four year institutions, but the student should meet with the transfer counselor for appropriate direction when it comes to the AAS degrees. Depending on the program of study and state mandates, the associates can take anywhere from 60 to 64 credits to complete. Some programs of study (usually within the health related fields) may take a bit more in credits.

Four Year College or University Level

The bachelor's degree (four year college or university)is designed as a four year program of study provided the student takes the degree as prescribed by the college or university. Again, part-time students will take longer to complete the degree. How long it would take depends on the credit load taken per semester. Basically, within the United States there are two common categories; Bachelors of Arts (BA), and Bachelors of Science (BS). It depends on the institution and department within the school as to which focus they prefer.

The BA has a broader scope, with a strong emphasis on the humanities, theoretical and general knowledge in a recognized discipline, interdisciplinary field, or of a professional study.

The BS is more of a focused approach with a science base to include a balance of liberal arts, technological knowledge, math and computer oriented skills, and practical skills needed for a particular discipline within the field.

The number of credits required depends on the program of study. In general, the bachelors can take between 120 and 128 credits to complete. Some programs of study may take more. For example, architecture. The following are some differences between community colleges, and four year colleges and universities.

Community College

Many individuals start at the community college level for a variety of reasons to include:

• Community colleges are less expensive to start out with. You can cut the cost of a four year degree almost in half by starting at a community college first, and then transferring to four year college or university to finish up the last two years.
• There are typically smaller classroom sizes at the community college with a better professor to student ratio, which means more individualized attention.
• Some students do not meet the entrance requirements of the four year college or university, thus they start at the community college first, then transfer later.
• The community colleges are typically more family oriented, with a strong sense of community.
• Some students like to be close to home, thus they start at their home county community college.

Four Year Colleges and Universities

• Four year institutions are usually larger, with a number of activities not offered at the community college level. For example, fraternities, and sororities, college football, etc.
• Some colleges may have top name lecturers, within large lecture halls which are preferred by many students.
• Some individuals like the four year institutions environment (the university atmosphere).
• There are students who can major in special program curriculums not offered by the community college.

In the end, it is a matter of preference. Do you like being a big fish in a little pond, or a little fish in a big pond? Whichever you choose, you must be happy with your school, its offerings, the services provided, and environment. If you're not happy, you will not fair as well.

Creation science From Wikipedia, the free encyclopedia

Legal definition, creation science found not to be science The various state laws prohibiting teaching of evolution were challenged in 1968 at Epperson v. Arkansas which ruled that they were unconstitutional, and the creationist movement turned to promoting creation science as equal to evolutionary theory. In 1981 Arkansas Act 590 mandated that "creation science" be given equal time in public schools with evolution.[20]Creation science was defined as follows: "Creation science means the scientific evidences for creation and inferences from those evidences. Creation science includes the scientific evidences and related inferences that indicate: :# Sudden creation of the universe, energy and life from nothing.

1. The insufficiency of mutation and natural selection in bringing about development of all living kinds from a single organism.
2. Changes only with fixed limits of originally created kinds of plants and animals.
3. Separate ancestry for man and apes.
4. Explanation of the earth's geology by catastrophism, including the occurrence of worldwide flood.
5. A relatively recent inception of the earth and living kinds."

1. It has to be explanatory by reference to nature law;
2. It is testable against the empirical world;
3. Its conclusions are tentative, i.e. are not necessarily the final word; and
4. It is falsifiable.

1. "insufficiency of mutation and natural selection" is an incomplete negative generalization.
2. "changes only within fixed limits of originally created kinds" fails as there is no scientific definition of "kinds", the assertion appears to be an effort to establish outer limits of changes within species but there is no scientific explanation for these limits which is guided by natural law and the limitations, whatever they are, cannot be explained by natural law.
3. "separate ancestry of man and apes" is a bald assertion which explains nothing and refers to no scientific fact or theory.
4. Catastrophism and any kind of Genesis Flood depend upon supernatural intervention, and cannot be explained by natural law.
5. "Relatively recent inception" has no scientific meaning, is not the product of natural law; not explainable by natural law; nor is it tentative.
6. No recognized scientific journal has published an article espousing the creation science theory as described in the Act, and though some witnesses suggested that the scientific community was "close-minded" and so had not accepted the arguments, no witness produced a scientific article for which publication has been refused, and suggestions of censorship were not credible.
7. A scientific theory must be tentative and always subject to revision or abandonment in light of facts that are inconsistent with, or falsify, the theory. A theory that is by its own terms dogmatic, absolutist, and never subject to revision is not a scientific theory.
8. While anybody is free to approach a scientific inquiry in any fashion they choose, they cannot properly describe the methodology as scientific, if they start with the conclusion and refuse to change it regardless of the evidence developed during the course of the investigation. The creationists' methods do not take data, weigh it against the opposing scientific data, and thereafter reach the conclusions stated in [the Act] Instead, they take the literal wording of the Book of Genesis and attempt to find scientific support for it.

The Act took a two-model approach to teaching identical to the approach put forward by the Institute for Creation Research, which assumes only two explanations for the origins of life and existence of man, plants and animals: it was either the work of a creator or it was not. Creationists take this to mean that all scientific evidence which fails to support the theory of evolution is necessarily scientific evidence in support of creationism. The judgement found this to be simply a contrived dualism which has no scientific factual basis or legitimate educational purpose. The judge concluded that "Act 590 is a religious crusade, coupled with a desire to conceal this fact", and that it violated the First amendment's Establishment Clause.[21] The decision was not appealed to a higher court, but had a powerful influence on subsequent rulings.[22] In 1982 Louisiana passed a "Balanced Treatment for Creation-Science and Evolution-Science in Public School Instruction" Act, and the Supreme Court found that it also violated the First amendment in Edwards v. Aguillard, 1987.[23] for more info, see also link "Skeptic's: Intelligent Design" & "Wikipedia; Intelligent Design"

Another View:

Answer It was not "Creation Science" that was rejected by the US District Court, but it was Intelligent Design that was the center of the argument in Kitzmiller v. Dover Area School District. First, creation science is an oxymoron. There is no scientific evidence whatsoever that proves God created life. Christians (and those of some other religions) claim God created life. There is no scientific evidence that says God did not create life, either, and that's important. The bottom line here is that it is intelligent design (ID) that was rejected.

As regards ID, some individuals on the Dover School Board attempted to get the ideas of ID taught in public school. Their manipulative tactics sharply divided their communities, and eventually precipitated a civil suit. That suit ended up in US District Court (Middle District of Pennsylvania), and the petitioners said that ID was not science. They also said that it was just religious creation in disguise, and as religious doctrine, there are Constitutional restrictions on its being presented in public schools. The defendants said that ID has scientific support, and was not rooted in religious teachings. And the trial began.

As the plaintiffs had to make their case, they said that ID did not enjoy the support of credible science. They reeled out a story that would keep anyone who is interested in the subject of evolution (as a supporter or detractor) awake. They also produced documents that were written regarding the presentation of creationism, and (effectively) the "creationism" had been removed and "intelligent design" inserted. That was the smoking gun for many.

The Honorable John E. Jones III (a George W. Bush appointee) ruled that ID cannot be taught in public schools because it violates the Establishment Clause of the First Amendment of the Constitution. He states two things very clearly. The first is that intelligent design is not science. The second is that intelligent design "cannot uncouple itself from its creationist, and thus religious, antecedents." When the gavel fell and the 139 page decision was handed down, we were left where we are today.

Creation and/or creation science cannot be presented in public schools because they are clearly religious doctrine. Intelligent design was shown to be "repackaged" creation science as well as shown to be unscientific, and presenting it in public schools was declared a violation of the Constitution. Links are provided below to check facts and learn more.

Additional Comments:

because creation science is untrue and the government doesn't want to ruin your brain

There are some colleges and universities that offer accelerated programs, however you will have to research them. Read the below.

For colleges and universities within the United States and its territories, you can obtain this information by clicking on the related links section (College Board) indicated at the bottom of this answer section and using the College Board site College MatchMaker search engine. You can research colleges and universities by name, or by programs of study, or by geographical location, size, or combinations of part or all of them. The site will provide you with a list of institutions based on your request. It will give you the schools background, accreditation, degree offerings, programs of study (majors), entrance requirements, tuition and fees, financial assistance, room and board, athletic programs, school activities, etc., and a link to each institutions official web page. Practice navigating this site. It will be well worth the time and effort.

WARNING!!!

When choosing a college or university within the United States, make sure the institution has a regional accreditation. With a regional accreditation you can be assured the coursework and degree you complete will be recognized by all other colleges and universities as well as employers. Below I have listed the six regional accrediting agencies and their geographical areas of responsibility. I am disclosing the below so you do not become a victim of educational scams, institutions that are nothing more than diploma mills, or that do not have the best accreditation, and are eager to take your money for a degree that is worthless. Make sure the institution is accredited by one of following responsible agencies.

Regional Accreditation Agencies

· Middle States Association of Colleges and Schools - Educational institutions in New York, New Jersey, Pennsylvania, Delaware, Maryland, the District of Columbia, Puerto Rico, and the US Virgin Islands, as well as schools for American children in Europe, North Africa, and the Middle East.

· New England Association of Schools and Colleges - Educational institutions in the six New England states (Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont).

· North Central Association of Colleges and Schools - Educational institutions in Arkansas, Arizona, Colorado, Iowa, Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, North Dakota, Nebraska, Ohio, Oklahoma, New Mexico, South Dakota, Wisconsin, West Virginia, and Wyoming.

· Northwest Commission on Colleges and Universities - Postsecondary institutions (colleges and universities) in Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington.

· Western Association of Schools and Colleges - Educational institutions in California, Hawaii, Guam, American Samoa, Micronesia, Palau, and Northern Marianas Islands.

· Southern Association of Colleges and Schools - Educational institutions in Virginia, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Alabama, Tennessee and Texas.