4 Career Fears You Need to Face

4 Career Fears You Need to Face Fear. It’s not just the feeling that strikes when you’re home alone watching scary movies and suddenly there’s a  noise outside your window. It can happen in a much more mundane, brightly-lit place: your desk at work. In fact, the office can be a place where all of your self-doubts and worries compound into a big, career-blocking blob. But you’re not alone- millions of people have responded to polls and surveys about their concerns.What are some of the most common work-related fears?1. Losing the jobWhether you’re a rockstar at work or feel like you’ve been making too many mistakes, fear of losing your job has little to do with actual performance and more to do with your own personal need for stability.2. Performance anxietyMaybe your boss wasn’t as enthusiastic as she could have been after your last presentation. Maybe a new performance review process has you feeling uncertain about whether your year was really as productive as you wanted it to be. Any uncertainty or lack of positive feedback can feed this apprehension.3. Not fitting inWhether it’s middle school or the office break room, no one wants to be the uncool kid. We spend most of our waking hours with our coworkers, and universal social anxieties may show up. It can be tempting to try to play a certain character type in meetings or defer to others’ thoughts and ideas instead of your own.4. Being left behindWith social media giving a new platform to everyday triumphs (â€Å"Guess who’s rocking it today?†), it can turn the workday into a competitive exercise. This plays into anxieties about stagnating in your job while the real stars move on to higher titles and bigger paydays.What can we do to move past these?The best way to conquer these fears (or at least tame them into submission before) is to acknowledge that they’re happening, name them, and be clear with yourself about the steps you’re taking to overcome them. That could mean communicating more openly with your colleagues or even just taking small steps forward on a project you’ve been avoiding because it seemed daunting.Embrace the fears that are holding you back, and then step neatly around them on your career path.Read More at Fast Company

An Online Course Review of TestDEN TOEFL

An Online Course Review of TestDEN TOEFL Taking the TOEFL test can be an extremely challenging experience. Most universities have a minimum entrance score of 550. The range of grammar, reading and listening skills required to do well is enormous. One of the biggest challenges for teachers and students is identifying the correct areas to focus on in the limited amount of time available for preparation. In this feature, it is my pleasure to review an online course that specifically addresses this need. TestDEN TOEFL Trainer is an online TOEFL course which invites you to: Join Meg and Max in the TOEFL Trainer. These two, upbeat and friendly personalities will find the areas you need to improve the most and create a special study program just for you! Your virtual trainers will also give you focused practice tests to strengthen your TOEFL skills, and send you daily test-taking tips. The course costs $69 for a 60 day entrance period to the site. During this 60 day period you can take advantage of: personalized study guidesfull-length practice exams16 hours of audioover 7,000 questionsfull explanationse-mail test tips TestDENs TOEFL Trainer credentials are also quite impressive: TestDEN TOEFL Trainer is produced by ACT360 Media, a leading provider of education content. Since 1994, this innovative Vancouver company has been producing quality CD-ROM titles and Internet sites to enhance learning. Among these is the award-winning Digital Education Network and online tutorials for Microsoft Corporation. The only flaw seems to be that: This program has not been reviewed or endorsed by ETS. During my test period, I found all of the above claims to be true. Most importantly, the course is extremely well-planned and helps test takers pinpoint exactly those areas which cause them the most difficulties. Overview The course begins by requiring test takers to take an entire TOEFL examination called the Pre-test Station. This examination is followed by another section entitled Evaluation Station, which requires participants to take further sections of the examination. Both of these steps are required for the test taker to reach the heart of the program. While some people might become impatient with these steps, they are required to help the program assess problem areas. One reservation is that the test is not timed as in an actual TOEFL test. This is a minor point, as students can time themselves. The listening sections are presented using RealAudio. If the Internet connection is slow it can take quite a while to finish sections that require the opening of each listening exercise separately. Once both of the above sections have been finished, the test taker arrives at the Practice Station. This section is by far the most impressive and important section of the program. The Practice Station takes the information gathered in the first two sections and prioritizes a learning program for the individual. The program is divided into three categories: Priority 1, Priority 2 and Priority 3. This section includes exercises as well as explanations and tips for the current task. In this manner, the student can focus on exactly what he/she needs to do well on the exam. The final section is a Post-test Station which gives the participant a final test of his/her improvement over the course of the program. Once this section of the program has been taken there is no going back to the practice section. Summary Lets face it, taking the TOEFL test and doing well can be a long, hard process. The test itself often seems to have little to do with actually being able to communicate in the language. Instead, it can seem like a test that only measures the ability to perform well in an extremely academic setting using very dry and formal English. TestDENs layout does a wonderful job of preparing test takers for the task while keeping the preparation rather enjoyable by its user interface. I would highly recommend TestDEN TOEFL Trainer to any student wanting to take the TOEFL. In fact, to be completely honest, I think this program may do a better job of addressing individual needs than many teachers can! Why is this? Based on in-depth pre-testing and statistical information, the program uses computer technology to find exactly those areas that need to be covered. Unfortunately, teachers are often not able to access student needs so quickly. This program is probably quite sufficient for any high-level English student preparing for the exam. The best solution for lower level students would be a combination of this program and a private teacher. TestDen can help identify and provide practice at home, and a private teacher can go into more detail when working on weak areas.

4 Discussion questions to be answered Essay Example | Topics and Well Written Essays - 500 words

4 Discussion questions to be answered - Essay Example ssessment methods that do not group people based on their physical appearance or origin will go a long way in reducing the possibility of adverse impacts. The method used should also be uniform for all employees. Learning the advanced counseling skills has helped me a lot, as now I am able to apply what I learn in class to real life experiences. According to Smaby and Maddux (2010), a person’s personal characteristics affect their success during counseling training. I always become anxious about my counseling performance. Students are expected to repeat practicing the basic skills in advanced counseling and therefore I have developed more experience in the application of the basic counseling, which has reduced my anxiety. This has made me good at reflecting. I am able to encourage people to continue talking by showing them that I am able to perceive the world as they see it. I think my anxiety is my driving force as it makes me practice often and it makes me a good listener. I will continue working on it as I can see the positive effects it has on everyone around me, myself included. I think that the collection of personal information from unsuspecting web users is both a good marketing strategy and at the same it is an invasion of privacy. I remember the first time I noticed this, I had searched a website from abroad then later I saw the same website being advertised on other websites that I was accessing. It was creepy at first before I realized what was happening. For those companies, it is a good marketing strategy because their products reach their targeted audiences, including new products that are not familiar to an individual. This is possible even without opening the particular website. People on the other hand get hold of information about things that interest them without going the extra mile of actually searching for the product. As much as both the websites and consumers are benefiting, at the end of the day I believe that it is wrong to sell

Joint Military Operations Assignment Example | Topics and Well Written Essays - 2250 words

Joint Military Operations - Assignment Example It was for this reason that it became necessary to use joint military operations, which was largely led by The Union Army of the Tennessee’s Maj. Gen. Ulysses S. Grant. In this paper, there is further analysis of the entire joint military operations to understand the core elements that went into it, including its objectives, the fallouts from it, the centers of gravity, and major lines of operations used. One unique thing about almost all joint military operations is that fact that they are started with very specific strategic aims and objectives in mind. This was no different with the Vicksburg Campaign, which was undertaken with the prime aim of capturing Vicksburg, which was a fortress city that dominated the remaining Confederate-controlled section of the Mississippi River2. To achieve this aim, it was important to ensure that the whole Campaign was guided by specific objectives which defined the actions that needed to be taken. Two specific objectives stand out in the campaign. The first of this was to entrap the Confederate army which was under the control of Lt. Gen. John Pemberton. The second objective was to overwhelm the Confederates early enough so that they could not fully organize their defenses. By executing these two objectives successfully, the ultimate aim was expected to be attained. Primary evidence available shows that the objective of overwhelming the Confederates early enough so they could not fully organize their defenses was implemented by the use of immediate assault against Stockade Redan for May 19.3 This assault was later to go a long way to mark the desired end state. Regrettable for Grant however, the assault, which was the desired end state to bring about the achievement of the ultimate aim, did not succeed as expected. This made historian Shelby Foote record that Grant "did not regret having made the assaults; he only regretted that they had failed†4. The failed desired end state seemed to have been

Lockes Doctrine of Abstraction Essay Example for Free

Lockes Doctrine of Abstraction Essay John Locke and George Berkeley are two famous philosophers whose work found similarities in their proximity of publication, but stark differences in their beliefs. In Locke’s Essay Concerning Human Understanding, he argued passionately for his doctrine of abstract ideas. On the other hand, Berkeley, in his work, Principles of Human Knowledge, he made every effort to reject all of Locke’s claims. Although viciously attacked by Berkeley, Locke’s doctrine of abstraction holds true as a fundamentally sound and practical doctrine for the advancement of knowledge and communication. In Book II of Essay, Locke formulates theories on how knowledge is acquired. Previously in Essay, Locke establishes his position as an empiricist through his discussion of simple and complex ideas. According to Locke, simple ideas come into the mind either through sensation or through reflection. With regards to complex ideas, Locke argues that, although the mind is a â€Å"blank slate† until impressed upon by experience, he acknowledges the power of the mind to be multifaceted. â€Å"The acts of the mind, wherein it exerts its power over simple ideas, are chiefly these three: 1. Combining several simple ideas into one compound one, and thus all complex ideas are made. 2. The second is bringing two ideas, whether simple or complex, together, and setting them by one another so as to take a view of them at once, without uniting them into one, by which it gets all its ideas of relations. 3. The third is separating them from all other ideas that accompany them in their real existence: this is called abstraction, and thus all its general ideas are made. †(Essay 146) This being so, it is apparent that Locke believes in the mind’s ability to manipulate content as it is received. Locke entertains this notion by explaining that the mind subjects simple ideas to various processes such as combining, comparing, and abstraction. The most important of these three abilities is the mind’s ability to form abstract ideas. Further into Book III of Essay, Locke outlines his famous doctrine of abstraction, or rather, doctrine of general terms. Abstract ideas are formed by proceeding with particular ideas (which may either be simple and complex). As established earlier, abstract ideas are a result of the mind’s ability to manipulate. Locke further demonstrates this point by explaining that only particular things exist in the external world and can be determined by the senses. The formation of abstract ideas is reliant on the existence of particular ideas and is therefore derivative of them. General or abstract terms come to fruition as the result of subtracting away particular qualities such as color, height, weight, and size from an idea. however , at the same time, maintaining the general or similar qualities that allow the idea to be paired or grouped with others. Locke illustrates this point in his discussion of general terms. For example, a particular idea would be, as Locke states, Peter, James or Mary. Through the process of abstraction, one subtracts the qualities that are specific to Peter, James, or Mary, and instead retain the characteristics which are common to all three. Thus, the abstract or general term derived from the three, is human beings. (Essay 396) According to Locke the absence of the specific qualities and preservation of similarities is what makes the idea general or relatable to others. Thus forming the process of abstraction, a doctrine that is embraced by Locke, but wholeheartedly rejected by Berkeley. One aspect of George Berkeley that is safe to assume is that he was definitely not a fan of Locke, or Locke’s doctrine of abstraction. This is evident in the sheer fact that Berkeley devoted his introduction of Principles to the refutation of the doctrine of abstraction. However this raises the question: Why did Berkeley feel so strongly? Why does Berkeley feel the need to reject abstraction? The answer to these questions is two-fold. First and foremost, Berkeley sees Locke’s doctrine of abstraction as a detractor from the overall purpose of his philosophical work. â€Å"Philosophy being nothing else but the study of wisdom and truth.. a greater clearness and evidence of knowledge, and be less disturbed by with the doubts and difficulties of other men. yet so it is, we see the illiterate bulk of mankind walk the high-road of plain common sense. † (PHK intro 1) In this example Berkeley establishes himself as the â€Å"no nonsense† defender of common sense . Throughout Principles, Berkeley often mentions his disdain for simply verbal philosophical questions that are ultimately speculative and accomplish nothing. By disproving abstraction, he can avoid what he believes to be useless philosophy. Instead, Berkeley presents himself to be rooted more so in specifics and what can be known. An example of this exists in his discussion of mathematics, arithmetic and the natural sciences and abstraction. In this discussion, Berkeley argues that abstraction plays no part in these concepts. (PHK 118-122) Building on this, abstraction also threatens Berkeleys overarching theme of â€Å"esse este percepi,† Or rather â€Å"to be is to be perceived. † Throughout Principles, Berkeley essentially argues that specific qualities such as color, size, and odor cannot exist unless they are perceived. By this logic, abstract ideas, ideas born absent of perception and stripped of specific qualities, cannot adequately fit into the constraints of hisrequirement   for existence. This being so, Berkeley openly objects to and attacks Locke’s doctrine. Despite this effort, Berkeley is unable to accomplish his intended goal. In his introduction, Berkeley launches a three pronged attack against Locke’s abstractionism. Beginning with the â€Å"inability to abstract† argument, followed by the â€Å"inconsistent and confusing† and ending with â€Å"unnecessary† argument, Berkeley outlines what he believes to be a â€Å"killing blow† to Locke’s doctrine. However, his rejection of abstraction is rather weak. As stated before, Berkeley begins his rejection of abstraction by stating that the human mind is unable to abstract. He illustrates his point through a thought experiment, â€Å"I can consider the hand, the eye, the nose, each by itself abstracted or separated from the rest of the body. but then whatever hand or eye I imagine, it must have some particular shape and color I cannot by any effort of thought conceive the abstract idea above described. And it is impossible for me to form the abstract idea of motion distinct from the body moving. † (PHK intro 10) In this example, Berkeley demonstrates his attempt to form a general idea through the process of abstraction. He concludes that the human mind is unable to accomplish this as it is impossible not to attribute specific and particular qualities to an idea when abstracting it. This being so, when imaging an idea, one cannot view it in general terms, but instead can only view it particularly. This argument doesn’t really develop any strengths or weakness for or against Abstraction. If posed with the same thought experiment, Locke would surely answer that he would be able to form abstract ideas within his mind. Because Locke believes all human minds have the same capabilities, Locke would argue that because he is able to form abstract ideas, Berkeley must also be able to do so, thus rendering the point moot. Berkeley moves on from the psychological inability to form abstract thoughts and onto the argument that the abstraction is inconsistent and therefore inadequate as a doctrine. Holding back no punches, Berkeley directly quotes Locke in his introduction to Principles. â€Å". . does it not require some pains and skill to form the general idea of a triangle . . . for it must be neither oblique, nor rectangle, neither equilateral, equicrural, no scalenon, but all and none of these at once. †(Essay 596) Berkeley is quick to respond to this statement. â€Å"In effect, it is something imperfect that cannot exist, an idea wherein some parts of several different and inconsistent ideas are put together. † (PHK intro 13) In this example, Berkeley criticizes Locke’s doctrine as not only being impossible to achieve, but also inconsistent. In his reading of Locke, Berkeley states that Lockes’ description of the abstraction process as encompassing â€Å"all and none. † Berkeley outlines the contradiction that object or idea cannot posses both all and none of the same qualities. Because there exists a contradiction within Lockes argument, Berkeley asserts, that the doctrine of abstraction is flawed and therefore impossible. However, it is in this example it becomes apparent that Berkeley mis-interprets Locke’s doctrine. Perhaps in angst to defeat abstraction, Berkeley gets tripped up on Locke’s wording. Abstraction only deals with the subtraction of the differences, but keeps the commonalities between ideas. In fact, it appears that Berkeley is the more inconsistent of the two as he accurately describes Locke’s true position on abstraction earlier in the intro, yet discounts it later on. (PHK intro 9). The third and final argument against abstraction Berkeley outlines is the questioning of the necessity for abstraction. Berkeley argues, â€Å"from all which the natural consequence should seem to be, that so difficult a thing as the as the forming abstract ideas was not necessary for communication, which is so easy and familiar to all sorts of men. But we are told, if they seem obvious and easy to grown men. it is only because by constant and familiar use they are made so. † (PHK intro 14) In this example, Berkeley states that general are utterly useless because they fail to appropriately define an idea. Instead, generalizations are adopted because they’re easy and familiar, not because they are useful. Furthermore, according to Locke, the meaning of a general term is an abstract idea. Berkeley refutes this notion and explains that a general term denotes a range of particular ideas. As a result, Berkeley explains that abstraction is not only useless, but also confusing. Again, Berkeley refers to triangles in his description. â€Å"How can we know any proposition to be true of all particular triangles, except we have first seen it demonstrated of the abstract idea of a triangle which equally agrees to all? For, because a property may be demonstrated to agree to some one particular triangle, it will not thence follow that it equally belongs to any other triangle. † (PHK intro 16) In this example, Berkeley demonstrates that abstracted general terms lead to confusion. The abstract term for a triangle cannot adequately encompass the idea of a triangle because it can be attributed to a wide range of triangles. (Right, obtuse, acute etc. ) By using abstraction, Berkeley argues, one could be referring to a range of particular ideas without properly defining one. Simply using the general term â€Å"triangle† does not appropriately account for a triangle because it is impossible tou nderstand exactly what triangle is being talked about. Because of this, Berkeley argues, the lack of specificity in abstract terms allows for confusion which hinders human development of knowledge. While Berkeley has his moments, ultimately, Locke appears to be the more philosophically sound of the two. This is mainly because of the the application of the doctrine of abstraction and its ability to enhance human knowledge and communication. In Book III Locke notes the importance of abstract general ideas to knowledge. He explains that abstract ideas and classification are of central importance to a common understanding and communication of language. â€Å"Words ultimately derived from such as signify sensible ideas. It may also lead us a little towards the original notions how great a dependence our words have on common sensible ideas. † (Essay 388) In this example, Locke explains the purpose of abstraction. With the ability to attach commonly held and general terms to ideas, people are able better communicate ideas to each other because they hold a common understanding. For example if one attempted to explain the qualities of a cat, imagine how tedious it would be under Berkeley’s system of particulars for one to explain every perceivable quality of a cat. In Lockes system, however, ideas can be abstracted and it is commonly known that cats are felines, walk on 4 legs, and are mammals. When someone uses the general term â€Å"cat† others are able to recognize the term and know what is being discussed without further and unnecessary explanation. The ability to make this classification helps the growth of knowledge because it allows all to hold a commonly known concept. Qualities of size, color, etc are irrelevant. General terms attach an efficiency, and the ability for all to understand.

The Second Battel Of Bll Run :: essays research papers

The second battle of bull run   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The year is 1862, during the Civil War. My name is Jack Taurance and I am eighteen years old. I am a soldier that has to fight in the 2nd Battle of Bull Run. The battle is going to take place in my hometown of Manassas, Virginia. I cannot wait. It is going to be so great I have heard that the 1st Battle of Bull Run was hell, but this one won't be. It'll be great because I'm in it and I am fighting for my country and the people of Virginia. I am proud to be a part of the Confederate Army.   Ã‚  Ã‚  Ã‚  Ã‚  August 27, 1862: Today is the first day of the battle. I'm excited beyond imagination; I cannot express my feelings right now. Robert E. Lee, the general of the Confederate Army, has told us to get in our fighting positions. I am next to older men that have fought in other battles, and they tell me not to be so excited for war is a terrible thing. Seeing as this is so new to me I shrug off their words of wisdom and continue with my merry thoughts. The men next to me tell me I need to listen to commands and stay focused at all times, or I will loose my life. We began to march towards the Union Army. On the way, I heard loud explosions all around me; the Union Army was using cannons and mines to defend themselves. The men around me began to shoot their riffles, so I did the same. There was yelling and firing all around, it seemed as though we were surrounded. The noise was so intense I felt it throughout my body. We were in the war; it was nothing as I expected. There was death all around me. I don't think I have ever been more scared in my life. I was not mentally prepared to see what I saw nor was I physically prepared to do what was expected of me. Still I stayed brave, I didn't let any of my emotions pour through, for if I did I would never have been able to continue.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  August 28-30, 1862: The second and third days of this war were complete hell. There was so much action during theses days. I couldn't believe it!! There was more blood, guts and body less appendages just lying around than I could have ever imagined.

Applied Ethics Essay

A False promise means â€Å"a promise that is made with no intention of carrying it out and esp. that is made with intent to deceive or defraud†. Nowadays, making false promises has become ubiquitous in our daily life. Is it a right action or not? Based on Kantian ethic and Utilitarianism, there are different views in making a false promise. Utilitarians’ view in making a false promise For Utilitarianism, it looks at the consequence of an action for all those people affected by the action. If the overall balance of happiness over unhappiness is its consequence, the action is right; unhappiness over happiness, it is wrong.(Chan Chun Fai’ s notes, Moral Theories, p.2) Also, the principle of utility applied to it is generally expressed as â€Å"Always act to produce greatest happiness for the greatest number of people. â€Å" (Chan Chun Fai’s Power Point) For example, Betty has made a false promise to Peter. She borrowed some money from Tom as to travel to Taiwan with her friends and promised him that she would return money to him after one week. So, Tom was glad to lean her money. Betty made a false promise to have enough money travelling with their friends and her friends were so thrilled about that although Tom would feel depressed about it. However, this action produces greatest happiness for the greatest number of people that Betty and her friends felt happy while only Tom felt unhappy. Therefore, it is considered as a right thing to do. But for rule-utilitarianism (RU), it is treated as a wrong action because RU looks at the consequence of a rule and the principle of utility is applied to a rule. Also, if everyone following the rule could produce good consequence, then we should abide by that rule—a right rule. (Chan Chun Fai’s Power Point) In this situation, if everyone made false promises, people would stop believing promises and each other. As this action result in bad consequence, it is not a right action in the concept of rule- utilitarianism. Kantians’ view in making a false promise Kant’s deontology is not about consequence and happiness. It is about to act with a good will (which is an absolute good) is to act out of duty; to act out of duty is to act with moral law. (Chan Chun Fai’s notes, Moral Theories—Kant’s deontology P.1) If we do things just for our desires or feelings, it is not considered as a truly moral action. For example, Peter does some social services only because it benefits him to get into university. In this case, as his social services are based on his desires, they are not done out of duty. So, these actions are not treated as moral actions. Of course, in Betty’s case, she made a false promise to Tom and she acted without a good will. Also, she made a false promise to get what she wants has indicated that she did this only for her desires. Therefore, making a false promise is not a moral action in Kantians’ view. Besides, there is a principle of morality in Kant’s deontology called â€Å"Categorical Imperative†. It is the cardinal principle of morality. â€Å"A categorical imperative is unconditional and independent of any circumstances, goals, or desires.† (Chan Chun Fai’s notes, Moral Theories—Kant’s deontology, P.2) Kant expressed this idea in two formulations called â€Å"universal law† and â€Å"the end in itself†. Base on this two formulas, we can judge an action whether it is right. Refer to the formula of universal law, we need to act only on that maxim whereby we can at the same time will that it should become a universal law. In general, if it is right for you to do something, then it is right for anyone in similar situation to do the same thing and you are required to be consistent—do not make exceptions for anyone, including yourself. Obviously, making a false promise cannot be a universal law as it is impossible for everyone to do the same or for you to will that everyone acts as you do. In fact, most of people must be unwilling to be made a false promise. As making false promises has exception that no one is willing for everyone to follow this rule, it cannot be a universal law. Due to this, it is not a right action. According to â€Å"the end in itself†, it is stated â€Å"Act in such a way that you always treat humanity, whether in your own person or in the person of any other, never simply as a means but always at the same time as an end.† (Chan Chun Fai’s notes, Moral Theories, P.4) That means, we need to treat all rational humans as ends, never merely as a means to an end. Additionally, Kant stated that â€Å"Every man is to be respected as an absolute end in itself; and it is a crime against the dignity that belongs to him as a human being to use him as a mere means for some external purpose.†Hence, it is morally wrong for Betty to make a false promise to him that uses Tom merely as a means to achieve her ends because Tom also has ends of his own. Therefore, making false promises is a wrong action in Kantian’s view as performing this action doesn’t not respect others and use others merely as a means. My point of view over Utilitarianism and Kantian ethics In my opinion, Kantian ethics is better than Utilitarianism as doing things with Kant’s Deontology can enhance harmony in our community. Say, if we do social services out of duty, not of desires or feelings, such kind of behaviors can last longer. If we do social work base on the concept of utilitarianism in order to get some benefits or to satisfy ourselves, we will stop doing social services sooner or later once we have been satisfied. In addition, Kant’s deontology advocates respect of others while utilitarianism is more aggressive and selfish. If everyone does things with the concept of utilitarianism, it can be harmful to our society as all of us only think about ourselves instead of being considerate to others. Conclusion In an aspect of utilitarianism, if making a false promise can produce greatest happiness for the greatest number of people, it is a right action while it is a wrong thing to do in rule-utilitarianism as it result in bad consequence. Moreover, making false promises is with a bad will and for people’s desires that it is not a right thing to do in Kantians’ view as it uses others merely as a means and it will not be a universal law. Personally, I think Kantian’s ethics is more ideal than utilitarianism because of social harmony.

Antarctica and Argentina

Denise Broers Mr. Rodriguez Geography 1 9 september 2009 Argentina Argentina occupies most of the southern part of South America. Uruguay, Brazil, Paraguay, and Bolivia lie on its northern borders. Argentina’s eastern coastline is washed by the Atlantic Ocean. Its southern tip reaches almost to the continent of Antartica. Argentina’s varied geography includes the Perito Moreno glacier in the southern Andes. This is one of the few glaciers in the world still advancing. Argentina has 1,056,640 square miles making it South America’s second largest country, after Brazil.Argentina has a wide variety of landscapes including mountains, forests, plains, and deserts. The Iguacu Falls onareas stretch across northern Argentina. To the west, great forests cover the Gran Chaco. To the east, hot, humid grasslands abound. Farmers raise livestock and grow crops in the fertile soil. The Andes tower over the western part of Argentina. Snow-capped peaks and clear blue lakes draw to urists who come to ski and hike. Mount Aconcagua soars to height of almost 23,000 feet and is the highest mountain in the Western Hemisphere.East of the Andes is a region of rolling hills and desert valleys. Farmers use mountain stream water to grow sugarcane, corn, and grapes. In the center of Argentina are treeless plains know as the Pampa. The Pampa spreads almost 500 miles from the Atlantic coast to the Andes. Argentina’s economy depends of this region’s fertile soil and mild climate. Most of Argentina’s urban areas are here with more than two-thirds of the population living here. Buenos Aires, The capitol and largest city, lies in the area where the Pampa meets the Rio de la Plata.

German Immigration To Midwest Essays - American Culture, Free Essays

German Immigration To Midwest Essays - American Culture, Free Essays German Immigration To Midwest The day I left home, my mother came with me to the railroad station.When we said goodbye, she said it was just like seeing me go into my casket, I never saw her again. So is the story of Julia B. from Germany and many others who left their life and love for a chance of happiness in a new country. This is the story of the German immigrants in 1880-1930 who risked everything on a dream of better things. What caused the German immigration to Ameica between 1870-1930? In this paper I'll answer that question plus: what caused the movement, what happined to them when they arrived, and how did they adapt. I'll also tell some of the more gritty stuff by using intimate and detailed quotes used by many real immigrants who came to America anywhere from 1880 to 1930. As you read this, be prepared to learn what really happened to these immigrants and why the streets were paved with anything but gold. Today, many Germans live throughout the U.S.; especially in the mid-west. More likely then not, they came here in the late 1800's- 1900's. This would be because of the many revolutions in the 1860's and the poverty that almost always follows war. In one 20 year span in the late 1800's Germany went to war at least 7 times taking on neighboring countries such as: Austria, France, Belgium and Russia. Like I said, much money was spent on the war effort in Germany. People were taxed heavily just to buy bullets for the army. Through all this, word was spread like wild fire through Germany that a new country in the west across the water was offering freedom and a promise of happiness for anyone who would make the long journey to the new country: America. So with somewhat heavy hearts, many men and women left their families behind to journey to America in hopes of something greater. For many, the road to America was a hard one. Most of the emigrants were very poor and had to hitchhike or walk the long miles to the coast just to be able to get on the boat to America. Sometimes it would take months just to save up enough money to pay for rides out of Germany, expensive passports, and to pay for the boat fare and it would take weeks just to go to France where they usually only began the long hard trip to their destination. By this time there were steam-ships (a better way to America then just regular ships which took 1-3 months to cross the Atlantic) which took only a merciful two weeks to travel the Atlantic. The bad news for the immigrants was that they were expensive and they had to crowed on to each ship; over 500 people over the limit. Neither cleanliness, decency, nor comfort, is possible... sometimes two or three thousand persons are crowded into a space hardly sufficient to accommodate 1,200. Steerage passengers can not, with any degree of truth or justice, be said to be humanly or properly treated at any stage of their long journey, said one Report of Conditions. After about two weeks of pain and misfortune, the many people on these boats glanced across the water and looked at the best thing they had seen in weeks, the Statue of Liberty. The first time I saw the Statue all the people were rushing to the side of the boat 'look at her, look at her,' and in all kinds of languages. 'There she is, there she is,' like it was somebody who was greeting them, said one women. A few hours after reaching the Statue they were rushed off of the boat into a place they called Ellis Island. Ellis Island was the main immigration depot to America located just off the coast of New York City. It was a place where thousands of people coming from dozens of countries came through every day. To me, it was like a House of Babel. Because there were so many languages and so many people and everybody huddled together. And it was so full of fear, the impression Ellis made on a young women. Immigrants were

The 7 UChicago Essay Prompts How to Write Stellar Responses

The 7 UChicago Essay Prompts How to Write Stellar Responses SAT / ACT Prep Online Guides and Tips The University of Chicago is famous for its unique essay topics. They’re some of the most creative and off-the-wall essay prompts you’ll see when applying to colleges, and it can sometimes be confusing to know how to tackle them. What should you write about in your UChicago essays? How can you show that you’re intelligent, creative, and worthy of a place at their school?Read on to learn all about the UChicago essays, what the admissions team expects to see in your responses, what topics you should write about, and which topics you should avoid.In this guide we also suggest sample essay ideas for each of the 2018/2019 UChicago supplement essay prompts and analyze past University of Chicago essay samples so you can see what a great UChicago essay looks like. What Are the UChicago Essays? Before you can begin figuring out how you’ll write your UChicago essays, you should know which prompts you’ll be seeing and the rules for each one. You’ll need to write two essays, and the UChicago essay prompts you must answer are commonly referred to as Question 1 and Question 2. Question 1: Why UChicago? The Question 1 prompt is the only UChicago supplement essay that stays the same each year, and it’s also the only prompt that all applicants must answer (for Question 2 you’ll have multiple prompts to choose from). For this question, you’ll need to write an essay that explains why you want to attend the University of Chicago and why you think the school is a good fit for you and your goals.UChicago doesn’t have strict word limits for essays, but they suggest a response of around 250-500 words. The prompt: â€Å"How does the University of Chicago, as you know it now, satisfy your desire for a particular kind of learning, community, and future? Please address with some specificity your own wishes and how they relate to UChicago.† Want to get into UChicago or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in. Question 2: Extended Essay For Question 2, you have a choice of six essay prompts, and you’ll choose the one you want to respond to. The essay prompts for this question change every year, and while there are always around six prompts, some years there may be one more or one less to choose from. These are the more unique and offbeat essay prompts that UChicago is known for. Many of them were created by UChicago alumni and current students.UChicago recommends this essay be around 650 words. Below are the essay prompts for the 2018/2019 school year. Essay Option 1: In 2015, the city of Melbourne, Australia created a "tree-mail" service, in which all of the trees in the city received an email address so that residents could report any tree-related issues. As an unexpected result, people began to email their favorite trees sweet and occasionally humorous letters. Imagine this has been expanded to any object (tree or otherwise) in the world, and share with us the letter you’d send to your favorite. Essay Option 2: You’re on a voyage in the thirteenth century, sailing across the tempestuous seas. What if, suddenly, you fell off the edge of the Earth? Essay Option 3: The word floccinaucinihilipilification is the act or habit of describing or regarding something as unimportant or of having no value. It originated in the mid-18th century from the Latin words "floccus," "naucum," "nihilum," and "pilus"- all words meaning â€Å"of little use.† Coin your own word using parts from any language you choose, tell us its meaning, and describe the plausible (if only to you) scenarios in which it would be most appropriately used. Essay Option 4: Lost your keys? Alohomora. Noisy roommate? Quietus. Feel the need to shatter windows for some reason? Finestra. Create your own spell, charm, jinx, or other means for magical mayhem. How is it enacted? Is there an incantation? Does it involve a potion or other magical object? If so, what's in it or what is it? What does it do? Essay Option 5: Imagine you’ve struck a deal with the Dean of Admissions himself, Dean Nondorf. It goes as follows: you’re guaranteed admission to the University of Chicago regardless of any circumstances that arise. This bond is grounded on the condition that you’ll obtain a blank, 8.5 x 11 piece of paper, and draw, write, sketch, shade, stencil, paint etc., anything and everything you want on it; your only limitations will be the boundaries of both sides on the single page. Now the catch†¦ your submission, for the rest of your life, will always be the first thing anyone you meet for the first time will see. Whether it’s at a job interview, a blind date, arrival at your first Humanities class, before you even say, â€Å"hey,† they’ll already have seen your page, and formulated that first impression. Show us your page. What’s on it, and why? If your piece is largely or exclusively visual, please make sure to share a creator's acco mpanying statement of at least 300 words, which we will happily allow to be on its own, separate page. PS: This is a creative thought experiment, and selecting this essay prompt does not guarantee your admission to UChicago. Essay Option 6: In the spirit of adventurous inquiry, pose your own question or choose one of our past prompts. Be original, creative, thought provoking. Draw on your best qualities as a writer, thinker, visionary, social critic, sage, citizen of the world, or future citizen of the University of Chicago; take a little risk, and have fun. The world is your oyster when it comes to answering UChicago essay prompts. How to Answer the University of Chicago Essay Prompts In this section, we explain what UChicago wants to see in your essays, give ideas for topics to write about for each of the essays, and discuss topics you are better off avoiding. Question 1: Why UChicago? For this University of Chicago supplement essay, UChicago wants to know why you want to attend their school, what you hope to get out of attending, and how University of Chicago will help you achieve their goals. Basically, they want to know why you think their school is a better fit for you than all the other schools out there. For more analysis of this essay, check out our in-depth guide to the Why UChicago essay. What Do They Want to See in Your Response? The â€Å"why our school?† is probably the most common essay prompt you’ll see on college applications. Why do schools, including UChicago, ask this question? UChicago wants to first see that you really want to go to their school. Students who love a school are more likely to accept an offer of admission and attend it, and they are more likely to be committed to their studies, participate in extracurriculars, and give back after they graduate. Your passion for UChicago should be shining through in this essay. Next, UChicago wants to see that you’ve done your research on their school and have an idea of what opportunities you want to take advantage of while there. You can do this by mentioning specific things you like about UChicago or that you plan to take advantage of as a student there. Potential things to discuss include professors you admire or are interested in working with, specific classes you want to take, and extracurriculars you want to participate in. Finally, UChicago wants to see that you are a good match for your school. Your essay should explain how you’ll take make the best use of what UChicago offers, how your strengths match the opportunities they provide, and how UChicago will help you reach your goals for the future. Potential Topics to Write About There are many ways you could approach this essay prompt; although since UChicago is best known for its academics (as opposed to killer sports teams, for example), most people will discuss the academic side for at least part of their response. Below is a list of possible topics; most people will discuss one to three topics in their essay. Majors or classes you’re especially interested in UChicago’s core curriculum Professors whose work you admire and whom you’d like to study with or conduct research with Unique events like Scav and Kuviasungnerk/Kangeiko Research opportunities you’d like to have University of Chicago students you’ve met who you admire Volunteer opportunities Financial aid opportunities UChicago offers that make it possible for you to attend Topics to Avoid The key here is to avoid generic topics that could apply to practically any school or any student. You want it to be clear in your response what opportunities the University of Chicago offers you that no other school does and how you’re going to make use of them. Topics that won’t show this include discussing: How pretty the campus is Chicago weather The food on campus Where UChicago places on college ranking lists Discussing your future major and career path without connecting it back to what UChicago offers Bashing other schools Question 2: Extended Essay The extended essay is when you can get especially creative. This question requires you to move outside your comfort zone of typical essay topics and answer one of the prompts in a way that gives readers insight into who you are and what you care about. What Do They Want to See in Your Response? Your response Question 1 is meant to show what about UChicago you liked and how you were going to make the most of the opportunities it offered. Question 2 is less about UChicago and more about you. The admissions team wants to see who you are and what’s important to you. Three main things they’d like to see in your response to this essay are: Your story Your personality Your thirst for knowledge Who are you? What have been the important events in your life? What kind of person are you? What do you love learning about? These are the questions UChicago wants you to answer. They want to know what’s important to you, what events from your past helped shaped you, what kind of person you are now, and what you want to accomplish in the future. UChicago is particularly interested in students who love learning and have a lot of interests in different fields and topics. A mathematician who also does ballet? A creative writing major who started her own business? Bring it on! Make sure to show your love for learning in your essay. Your passions and goals don’t always need to be lofty though; in the second example essay below you can see how the writer took a quirky interest and managed to connect it to larger ideas. If you can connect one of your pet passions to an essay, do so! Potential Topics to Write About The great thing about these UChicago essay prompts is you can write about almost anything you want to since they’re so different from each other and give you lots of chances to be creative. Just remember, you want this essay to give UChicago a good idea of the type of person you are and what’s important to you. Topic 1 This is a pretty broad topic,and as long as you can connect an object to your interests and/or future goals, you can answer this prompt. You could write a letter thanking your business suit for getting you a dream job/internship, a letter to your favorite book and explain how it made you decide you wanted to become an author, or a letter to your piano, which you hated practicing on when you were a kid, but eventually helped you develop your passion for music. For this prompt, make sure to explain why the object is so important to you, and give details and specific instances of when you used it to make your response more unique. Topic 2 This is perhaps the most out there of the topics, and you could really go anywhere with it. Maybe you discover a new world that’s better or worse than ours in a certain way and you use that topic to discuss particular values of yours. Perhaps you have a fear of heights, and falling off the edge of the Earth causes you to remember another instance when you had to face and conquer a fear. Go anywhere this takes you, just remember to connect it back to you and what you find important. Topic 3 Another one of the creative UChicago prompts, a good way to brainstorm for this one is to think of a thing/feeling/situation that you wished a word existed for. The feeling when you’ve checked everything off your to-do list and can now relax? A new word to describe a dream you had that you can’t quite remember but made you feel a certain way when you woke up? Get as specific and creative as you can here. As to which language to use, any one that you have a connection to will work. It could be a language you’re studying, one that’s spoken in a place you want to travel to, the language your ancestors spoke, etc. Topic 4 A good way to tackle this one is to invent a spell to solve a problem you have. It could be a problem that affects primarily you (such as a spell to keep your little siblings from distracting you, or a spell that eliminates the need to sleep for a night so you have time for both your football practices and watercolor painting hobby) or a bigger problem (a spell to remove carbon dioxide from the atmosphere to reduce the effects of climate change). Think of problems you want to fix, and use your essay to come up with a spell to solve one of them. Remember to explain why this problem affects you and how eliminating it would help you/others. Topic 5 This is a great option for more visual people who feel writing isn’t always the best way to get their personality across. For this prompt, you have the chance to explain an important aspect of your personality or history, something you care about, or a way you think you're misunderstood. For example, you’re religious but feel people often misunderstand your religion, your page could be an FAQ where you answer common misconceptions about your religion. If you’re an artist, you can use the paper to show your favorite piece of art you’ve created, then explain what the art means and why it’s important to you. If you’re a ballerina, on one side of your page could be a ballet award you won, and the other side could be a picture of your bruised and bandaged feet to show the hard work you went through to accomplish your goals. Topic 6 If none of the other prompts speak to you, you can always come up with your own and answer it. This is a good option if you have something specific in mind you want to write about but the topic doesn’t fit any of the prompts. When I applied to UChicago, I really wanted to write about a summer I spent on an archaeological team since it was important to me and I felt it showcased my strengths. None of the prompts that year fit, so I made up my own. Topics to Avoid UChicago wants you to be creative here, so there aren’t many topics that are off limits. However, you’re trying to convince them that you’d be a great an interesting student to add to their school, so make sure you use your essay to show who you are and why UChicago would want to admit you. This means you should avoid responses that don’t give readers a good idea of who you are. (For example, if you choose essay option 5, don’t just state that you’d create a spell that blocked out all nearby sound. You’d want to tie it back to yourself and your life by explaining the reasoning. For example, maybe you have a grandparent living with you, and you want them to be able to relax in peace.) Because these prompts are creative, it can be easy to run away with them, but always remember to answer the prompt completely and give UChicago better insight into who you are. Additionally, don’t feel that certain University of Chicago essay prompts are â€Å"better† or more impressive than others. UChicago wouldn’t have chosen these essay topics if they didn’t think applicants could write outstanding responses to them, so please choose the prompt that you can feel you can write the best essay for. University of Chicago Essay Examples In this section are two University of Chicago essay examples, each written by an accepted applicant. Below each UChicago supplement essay we discuss what makes the essay work so well. Question 1 Dear University of Chicago, It fills me up with that gooey sap you feel late at night when I think about things that are really special to me about you. Sometimes I just hunger for more, but I keep that a secret. The mail you send is such a tease; I like to imagine additional words on the page. Words like "you're accepted" or "you're awesome!" or "don't worry, she still loves you!" but I know they're all lies. You never called after that one time, I visited you thrice, but you never come around anymore. Tell me, was I just one in a line of many? Was I just another supple "applicant" to you, looking for a place to live, looking for someone to teach me the ways of the world? The closeness between us was beautiful, it couldn't have been just me that felt it, I know you felt it too. The intimacy was akin to that of scholar and original text, your depth as a person is astounding! To be honest, I must confess I had already dreamt of a rosy future together, one filled with late nights and long discussions over the Got hic era and the ethical stage of Kierkegaard, we would watch the sunset together and spend every Christmas snuggled in blankets. Eventually we would get older, I would become a well-educated corporate lawyer and you would enrich yourself within the domain of human knowledge. Your cup overfloweth with academic genius, pour a little on me. You're legendary for it, they all told me it would never work out between us, but I had hope. I had so much hope; I replied to your adorable letters and put up with your puns. I knew going into it that you would be an expensive one to keep around, I accounted for all that; I understand someone of your caliber and taste. And now you inquire as to my wishes? They're simple, accept me for who I am! Why can't you just love and not ask why? Not ask about my assets or my past? I'm living in the now, I'm waiting for you to catch up, but you're too caught up in my past, I offer us a future together, not a past to dwell upon. Whenever I'm around you, I just get that tingle deep inside me that tells me you're the one; you have that air of brilliance and ingenuity that I crave in a person, you're so mature and sophisticated, originality is really your strongest and most admirable trait. I wish we could be together, I still think in my heart of hearts we were meant to be, but you have to meet me halfway, dear. I'm on one knee here with tears welling up in my eyes, the fireworks are timed and ready to light up the night sky for you, just say 'I accept...you.' Always, Rohan Why Does This Essay Work? Creative take on a standard prompt: The writer chose a very unique angle for this essay: comparing the University of Chicago to a lover. He’s probably the first applicant to answer the essay prompt this way, which definitely makes this a memorable essay. In fact, UChicago loved this essay so much that they mailed it out to thousands of potential applicants (which actually got them a bit of backlash). You absolutely don’t have to take as unique an approach to this essay as the above writer did, but doing so can definitely help your essay stand out. It answers the entire prompt: Even though this is an unusual essay, the writer still manages to answer everything the prompts asks for. He mentions his goal for the future (to become a lawyer), mentions varied interests he has (the Gothic era, the philosopher Kierkegaard), and explains what he likes about UChicago (the brilliance, ingenuity, and originality the school offers). He even manages to mention that he visited campus three times, which shows a serious interest in the school. If you choose to write an especially offbeat essay, it’s key to do what this essay did and still answer the prompt while being creative. Question 2 This essay is from several years ago, so it doesn't use a current prompt, but it's still helpful to read and analyze. Here 's the prompt:Share with us a few of your favorite books, poems, authors, films, plays, pieces of music, musicians, performers, paintings, artists, blogs, magazines, or newspapers. Feel free to touch on one, some, or all of the categories listed, or add a category of your own. The Illuminati changed my life. Three years ago, I found my first ambigram in one of my favorite novels, Angels and Demons by Dan Brown. I turned the page, and there it was: the word â€Å"Illuminati† printed into the exact center of the book. It was styled like a newspaper masthead, exquisite and complex, yet oddly symmetric. Curious, I rotated the book upside-down. Impossibly, the inverted word was still â€Å"Illuminati.† Gazing closer, I realized that the letters, I-L-L-U-M, actually shaped into a flipped I-N-A-T-I. Suddenly, I was reading it in both directions. My eyes waltzed along the broad curves and sharp twists of the calligraphy, striking poses in a glamorous font against a sheet of creamy whiteness, sliding between the dense vertical strokes, peering at the edge of the defined serif as it angled away, then bent boldly toward me. Every line was deliberate, every flourish smiling with purpose, and the whole word balanced on the delicate cord that joined two letters into one. It was unforgettable. Ambigrams are words that can be read from different directions. Actually, â€Å"ambigram† is an umbrella term that encompasses dozens of distinct types of visual wordplay. The most popular ones are rotational, mirror image, and-my personal favorites-symbiotic ambigrams, which can spell two different things when viewed normally and upside-down. Compelled by the striking art, I could not help but try my own hand at designing ambigrams, and slowly I felt the pitiful stick-figure artist inside me shrink away as my inner energetic graphic designer sprang up. Before early volleyball tournaments, I work myself up by filling up pages and pages of experimental letter combinations, gleefully satisfied at the way that a rounded lowercase â€Å"a† was a perfect upside-down lowercase â€Å"e.† In my AP Literature class, I drew â€Å"She’s a witch!† which revealed, when flipped, â€Å"Communist† to reflect Arthur Miller’s contemporary motives for writing The Crucible. On a challenge from a friend, I even drew an ambigram of â€Å"Jay-Z† and â€Å"Beyonce† on a bumpy bus ride back from a leadership retreat. In the last few months, I have also practiced drawing ambigrams as fast as I can. I dream about the day when I can effortlessly write out a message saying â€Å"Hi, how are you today?† normally and â€Å"The password is cherry268† upside-down, without pausing or rotating the paper. I imagine a world in which everyone had this ability, and could literally write two things at once. How would that change communication? Encryption? Trust? My legs swing comfortably from this innovative edge, excited to take a stab at the answers. The best part about the ambigram is that it refuses to define itself as just one thing. It is a linguistic passion, a cryptographic endeavor, an artistic design, and an ironic illusion. I relish the fact that ambigrams force both the artist and the audience to reject first glances and embrace secret identities. This may just be a nerdy obsession, but ambigrams have taught me far more than how to sketch fancy words. Their multidimensional truth implies that my hobbies of both writing Italian sonnets and solving logical riddles are not opposing functions of my left and right brains, but rather, a perfect conglomeration of my passion for creating and solving puzzles. The beauty of the most surprising combinations reminds me to take bold risks in both my life and my designs. Above all else, ambigrams have taught me that I can create the impossible. I can make true and false the same word depending on something as simple as a 180-degree head turn. Victory can be defeat. Open can be closed. Am amateur piano player with an obsession for cryptology can learn how to program iPhone apps and get the game-winning kill at the varsity volleyball championship. A girl with divorced parents can make time for both families, and an inspired teenager from California can write her name into world historyboth normally and upside-down. -Samantha M. Why This Essay Works Shows passion: This essay focuses a pretty unusual and specific topic: ambigrams. While many people may not even know what an ambigram is, the writer is clearly passionate about them. She discusses how much time she spends trying to create different ambigrams, what her goals for ambigram creating are, and some of her favorite ambigrams she’s created. UChicago loves people who are passionate about something, even it’s an unusual or offbeat interest. It makes UChicago believe those students will bring that passion with them onto campus. Gives insight into the writer’s personality: The majority of this essay is about the author’s interest in ambigrams, but she also manages to cleverly slip in multiple other references to her personality and interests. From her essay, we learn that she’s a volleyball player, writes Italian sonnets, and loves solving puzzles. Adding these details gives UChicago a fuller look at what makes her tick. Connects it to a bigger picture: The writer chose to write about a very specific topic: ambigrams, but was still able to connect that to bigger concepts, such communication, truth, and how she’s able to balance her different interests. She’s able to take a quirky topic and show how it influences her worldview. Final Advice: UChicago Essays When answering the University of Chicago essay prompts, keep in mind that the main reason UChicago is reading these essays is to find out who you are as a person and if you’d be a good fit at their school. The University of Chicago wants students who are passionate about learning, creative, are excited to make the most of their time on campus, and have big dreams for themselves, and the UChicago supplement questions are designed to help you show these sides of yourself to the school. For the â€Å"Why UChicago?† prompt, you’ll want to show the school why you want to go there, why you think you’re a good fit for the school, and how UChicago will help you achieve your goals during college and beyond. For the Extended Essay, you can (and should) be more creative. These UChicago essays are more â€Å"out there,† and in your response, you should show your personality and passion for learning. For both University of Chicago essays , remember to show who you are and what you’re passionate about, include details about yourself and the school to help you stand out from other essays, and mention your plans and goals for the future. What's Next? If you want a more in-depth look how to write about Question 1, check out our guide to the Why UChicago Essay, which includes an additional sample essay along with analysis of how to answer this prompt. Are youworking on the Common App essay? Read our breakdown of the Common App prompts and our guide to picking the best prompt for you. If you're planning to take the SAT or ACT one last time, try out some of our famous test prep guides, like "How to Get a Perfect Score on the SAT" and "15 Key ACT Test Day Tips." Want to write the perfect college application essay? Get professional help from PrepScholar. Your dedicated PrepScholar Admissions counselor will craft your perfect college essay, from the ground up. We'll learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay that you'll proudly submit to your top choice colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Does the Color of a House Effect the Inside Temperature Research Paper

Does the Color of a House Effect the Inside Temperature - Research Paper Example Repainting is very clear when you explore the properties of color and light and how it transfers heat into the inside of the house. When you understand these ideas, it seems clear that the color of your house can affect the temperature inside. In some ways, it is incorrect to say that color may affect the inside temperature of a home. Through a strict definition, color is just one way to determine how much energy will be received by a surface compared to another surface. The light from the sun must first pass through the filter of our environment before striking a surface. This surface absorbs some wavelengths and reflects others, which represent color bands to the human eye. These rejected wavelengths become reflected light and our perceived color of an object (Morton, 2006). As a result, color is the aftereffect of light instead of the cause of it. However, color is the way that we make sense of the world around us (Bear, 2006), so it is natural for us to define properties of absorbed light waves in terms of color. â€Å"The most technically accurate definition of color is: ‘Colour is the visual effect that is caused by the spectral composition of the light emitted, transmitted, or reflected by objects’â⠂¬  (Morton, 2006). Accepting the idea that color is the best way for us to predict the light waves that will be reflected off of a surface helps us to predict how much energy that surface will absorb. No matter what color something is, all objects absorb and give off energy based on the level of light it can absorb. According to Konopacki and Akbari of the National Energy Technology Laboratory (2001), the amount of energy absorbed or reflected by an object will depend on the darkness of the object and the material it’s made out of. Darker colors are dark because they absorb most of the energy or light that hits them, reflecting less light.

The Co-Teaching Model Research Paper Example | Topics and Well Written Essays - 1000 words - 1

The Co-Teaching Model - Research Paper Example Co-teaching model keeps the implementation of these policies intact. The discussion contained in this article shall emphasize on the nature of co-teaching, the mode of instructional delivery, and its effectives in general and special education. While there had already been signs of the implementation of co-teaching models during the 1950s, it was only recently that co-teaching models are much more adopted in private and public schools. Several reasons can be counted as substantial in transpiring the employment of co-teaching models in schools: (1) The No Child Left Behind Act, which insisted that educators must guarantee that every student, "including those with disabilities and other special needs", develops competitiveness irrespective of physical circumstances. (2) The Education for All Handicapped Children Act (1975), which required educators to employ educational inclusiveness by providing less restrictive learning environment (LRE) especially for students with serious disabilities. In fact, many strategies have been fashioned to realize these policies including, but not limited to, co-teaching. Over the last few years, co-teaching has "surfaced as a topic of discussion in schools throughout the country" (Cook, 2004). Hence, Marilyn Friend (2008) expresses that with the incrementing prevalence of co-teaching and "implied legislative stimulus for it", educators should go beyond simply knowing that such practice exists; educators must improve their understanding and competence concerning this practice. Generally, according to Cook (2004), co-teaching is an instructional approach that comprises two or more educators or other certified staff contracted to share instructional responsibility, "primarily in a single classroom or workplace and for a specific content". In contrary to the prevalent misconception regarding co-teaching, it is not necessarily collaborative, a team teaching or an inclusion (Cook, 2004). The