Jane Austen s Emma, Madame Chapone s Paradigms Regarding...

What is the ultimate purpose of friendship? What is the desired outcome- status, wealth, amusement, or perhaps, the betterment of morality? In Jane Austen’s Emma, Madame Chapone’s paradigms regarding women mentoring young girls are delineated as a pertinent social guide since both promote the cultivation of inner morality as the pinnacle of mentorship. Chapone accentuates that qualities and traits are cardinal for the assessment of prospective mentors; and we see the calamity unfolding between Emma and Harriet Smith if these criteria are neglected. Austen concurs, and depicts the ideal mentorship through Mr Knightley and Emma. Chapone, although she recommends an older woman as companion, does not dismiss the potential intimacy between†¦show more content†¦Ã¢â‚¬Å"Emma could not resist. Ah! Ma’am but there may be a difficulty. Pardon me- but you will be limited as to number- only three at once†; Emma insults Miss Bates, who is a dear friend, in order to quench her desire for social credit. When Mr Martin’s proposal arrives for Harriet, Emma shakes her head with disdain. Emma has the highest social status, apart from Knightley, and uses this to diminish those of lower class. Chapone asks us to â€Å"Observe her manner to servants and inferiors† and whether she treats â€Å"them always with affability†, but we know, Emma does not. Emma thinks Mr Martin is a â€Å"very inferior creature† and when Harriet asks for advice Emma says â€Å"the letter had much better be all your own† but sneaks in â€Å"You need not to be prompted to write the appearance of sorrow for his disappointment†. Harriet refuses Martin, and Emma proclaims that Harriet, if she accepted, would have been â€Å"confined to the society of the illiterate and vulgar† and â€Å"could not have visited Mrs. Robert Martin† since she deems the lower class as unsophisticated primitives. Emma would have lost her latest amusement and her chance to prove her intelligence. Emma’s subtle manipulations illustrates the absence of inner morality, and is thus, an ill-qualified mentor. A criteria instituted on character is more concrete and practical to determine the legitimacy of a mentor. A trait, such as good

Warnings Against Media Multi-tasking - 2491 Words

Warnings Against Media Multi-tasking: It Appears to Negatively Affect One’s Brain and Social Well Being What is Meant by Media Multi-tasking? One of the rapid, growing phenomenon’s in today’s culture is media multi-tasking. A huge contributor to this rapid growth is the constant flow of new media through different devices. These devices enable media multi-tasking through their ability to stream multiple networks at the same time (Source 1). Other reasons people multi-task are the first-rate, satisfactory feelings it provides them and the belief that they are skilled at it. They feel they are accomplishing quality work more quickly than others. Today’s culture wants tasks to be completed quickly and, without words, emphasizes the importance of multi-tasking. Because of this unspoken demand to do multiple things at once, young adults are increasing the amount of devices they use at a time. A survey done at Stanford University found that â€Å"the average university student is regularly using four different media streams† (Nass, 2010, p. 11). Unfortunately, the positives associated with media multi-tasking are showing to be myths. Multi-tasking seems to have negative affects rather than the positives people have perceived. Research has shown that those who multitask are not good, do not benefit from it, and do not get more done by partaking in it. Instead, they get less done. The reason chronic multi-taskers are ineffective at multi-tasking, is because of the negative affectsShow MoreRelatedFederal Emergency Management Agency ( Fema )1616 Words   |  7 Pageshouses and bridges, provides early warnings on severe weather conditions, organize proper community response to such warnings, mitigation and management of the natural disasters. Information Technology in particular has penetrated into all aspects of daily operations especially our communication systems. 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James Buchanan Essay Example For Students

James Buchanan Essay James BuchananOn April 23, 1791, a great man was born; fifteenth president of the United States, James Buchanan.He was born near Mercersburg, Pennsylvania. His father, James Buchanan, and his mother Elizabeth Speer Buchanan, raised their son a Presbyterian. He grew up in a well to do home, being the eldest of eleven other siblings. His parents cared for them all in their mansion in Pennsylvania. They sent him to Dickinson College. Buchanan graduated in 1809, was admitted to the bar in 1812, and then moved to Lancaster to set up his law practice. His political career was initiated in 1814 with his election to the Pennsylvania House of Representatives; in 1821 he began his first five elective terms in the House of Representatives. President Andrew Jackson appointed James Minister to Russia, upon his return in 1834. Buchanan was in the service of the United States Senate for a decade, and then became a secretary under James K. Polk, and as President Pierce s minister to Great Britain. D uring this Foreign Service, Buchanans name was mentioned as the Democratic Partys for the 1856 Presidential Election. Buchanan had strived for this election in the three previous elections; it had seemed to pass over him. But by 1856, Buchanan was ready to retire from public service and only accepted the nomination out of duty and obligation. Buchanan didnt actively campaign for the presidency, but instead remained quietly at home in Wheatland. Buchanans presidency was characterized by the states rights and slavery issues, which tore our country apart. Following the election of Abraham Lincoln, and by the time Buchanan left office, six states had seceded from the union. When seven of the fifteen stated seceded from the union, in 1860-1861, Buchanan did not force them to stay in the union. He felt that violence would only make more states leave. His policy delayed the Civil War until after Abraham Lincoln took office. So, therefore, Buchanan actually was president during the very beg innings of the Civil War. Being a minister to Great Britain, the Whig party regained the presidency in 1849, and Buchanan retired to Wheatland. He ran for the democratic presidential nomination. Franklin Pierce won the nomination and the election though. He appointed Buchanan minister to Great Britain. In London, Buchanan tried for two years to modify the Clayton-Bulwer treaty of 1850. This treaty provided that neither nation should occupy territory in Central America. After the treaty had been signed, the British claimed that it did not affect possessions that they already held. The Americans replied that they would not have ratified the treaty if they had known this. Buchanan tried to get the British to give up these possessions, but failed. Buchanan was almost sixty-six years of age when he succeeded his fellow democrat, Franklin Pierce. The public respected him for his faithful service in both houses of Congress. People knew him as a warm and friendly man, who could be trusted. His nephew once described him as, Tall- over six feet, broad shouldered, with a portly, dignified bearing his eyes were blue, intelligent, and kindly, with the peculiarity that one was far and the other one near sighted, which resulted in a slight habitual inclination of the head to one sideBuchanan also was president during a large fight over slavery. He wasnt for it; he thought it was very wrong. But as the storm of it gathered more and more, Abolitionist authors aroused New England. The Lincoln-Douglas debates in Illinois focused attention on the moral wrongness of slavery. People became uneasy, wild speculation in the Western lands and railroads brought on an economic panic. Banks, railroads, and factories failed. Thousands of unemployed and hungry people stood in line for free food. .uda6c60604f02d65060b5815a577c920f , .uda6c60604f02d65060b5815a577c920f .postImageUrl , .uda6c60604f02d65060b5815a577c920f .centered-text-area { min-height: 80px; position: relative; } .uda6c60604f02d65060b5815a577c920f , .uda6c60604f02d65060b5815a577c920f:hover , .uda6c60604f02d65060b5815a577c920f:visited , .uda6c60604f02d65060b5815a577c920f:active { border:0!important; } .uda6c60604f02d65060b5815a577c920f .clearfix:after { content: ""; display: table; clear: both; } .uda6c60604f02d65060b5815a577c920f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uda6c60604f02d65060b5815a577c920f:active , .uda6c60604f02d65060b5815a577c920f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uda6c60604f02d65060b5815a577c920f .centered-text-area { width: 100%; position: relative ; } .uda6c60604f02d65060b5815a577c920f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uda6c60604f02d65060b5815a577c920f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uda6c60604f02d65060b5815a577c920f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uda6c60604f02d65060b5815a577c920f:hover .ctaButton { background-color: #34495E!important; } .uda6c60604f02d65060b5815a577c920f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uda6c60604f02d65060b5815a577c920f .uda6c60604f02d65060b5815a577c920f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uda6c60604f02d65060b5815a577c920f:after { content: ""; display: block; clear: both; } READ: Girl Essay

Massage Essays - Manual Therapy, Mindbody Interventions,

Massage My discovery of massage therapy's healing powers resulted directly from trying to break a friend's ribs. I was taking my first kickboxing class, and Hugh, a two-year veteran of the sport, encouraged me to try my roundhouse kick on him "a bit faster and harder." Who could pass up such an invitation? Crouched down, I swivelled my body and, with venom, kicked the punching bag he was holding. It felt good. Next I went for the kill, and connected so high and fast that I ripped my hip muscles. That was sixteen months ago, and while the muscle tears quickly healed, every time I worked out hard or got stressed out, my thigh and back muscles seized up. About eight months ago my chiropractor, concerned at how often my hip was being pulled out of alignment with my spine, suggested massage therapy for giving the muscles a much needed vacation. The healing effects of touch have been celebrated since they were first documented some 2,000 years ago in the ancient Chinese text The Yellow Emperor's Classic of Internal Medicine. Today massage therapy is one of the most popular forms of unconventional medicine in the United States and massage therapists are licensed in roughly half the states. Specific injuries aside, the greatest cause of muscle aches is everyday emotional stress. "What we don't realize is that our tissues have a memory," says Thomas Claire, a trained shiatsu therapist and the author of the massage-therapy book, Bodywork. "Our feelings get lodged in our muscles and tissues, and in turn, pain and discomfort result in disharmony in the body and the mind." This conflict can be seen in both the way muscle pain in one part of the body can aggravate surrounding areas and the effects physical imbalance can have on mind and spirit. Massage therapy aims to return the body to balance and promote health and relaxation. There are more than a hundred varieties of massage practiced in the United States, but they can be divided into roughly two main areas. The first is Western, or Swedish, massage, and it targets the body's muscle and tissue structure. The second, Eastern massage, of which shiatsu and reflexology are the best-known branches, focuses on leveling the body's natural energy.. The Swedish School is named for its nineteenth-century Swedish innovator, Per Heinrik Ling, who sought to relieve the pain he suffered from rheumatoid arthritis. Swedish, or traditional, massage works the muscles to promote relaxation through the release of endorphins and enkephalins. Endorphins and enkephalins are the body's natural painkillers, which are released during strenuous exercise and cause "runner's high". The recipient lay naked on a padded table and a towel or a sheet covers the person. Only the part of the body being worked on is exposed. The practitioner uses a series of five basic strokes, administered by the fingers, hands, forearms and elbows, with the help of massage oils or creams. Muscles are freed up throughout the body, increasing blood flow and helping the body purge toxins and deliver nutrients to cells and tissues. Today many structural-massage therapists have customized the Swedish method with their own techniques. I visited a massage therapist named Arthur Tobias, who specializes in deep-tissue therapeutic massage. The session began with Tobias warming up my back and leg muscles with light hand massage through a towel. Then he focused on the major muscles in my back and shoulders with long, deep strokes of his forearm. The harder he worked my back muscles, the more I whimpered to myself in pain. I then melted into the table, as tension tingled out of my muscles. Aware of the discomfort in my hip, Tobias worked my lower back, butt and upper right leg, pinpointing the muscles that were contorted rock solid. After a one-hour session, my body felt completely relaxed and rubbery. Unlike Swedish massage, shiatsu focuses on not only the physical makeup of the muscles and tissues but also the body's energy system. Yes, energy system. As bizarre as that sounds to those of us firmly rooted in a Western way of thinking about the body, Asian medicine maintains that a life-force energy governs our health (chi in Chinese, ki in Japanese) that regulates the organs and protects the body from disease. According to shiatsu, ki exists in two opposite yet complementary forms, female and male, or yin and yang. Ki runs through twelve lines, or meridians, from head to toe. Each meridian shares the traits and supports the function of the major organ of the body after which it is

What is the Minimum ACT Score for College

What is the Minimum ACT Score for College SAT / ACT Prep Online Guides and Tips There are a lot of numbers and scores associated with your college applications: GPA. Class rank. Maybe some AP Tests. Standardized test scores. It can be a lot to take in. If you’re taking the ACT, you might be worried about how you’ll do. What’s the worst score you could get? What’s the worst score you could get and still have a shot at your dream program? In this article, I’ll break down the lowest possible ACT score, and why you’re not likely to get it. Then I’ll discuss the minimum ACTscore for college admissions, how to choose colleges based on your score (whatever it may be), how to set a score goal based on your colleges of choice, and finally what you can do if you feel like your ACT score is too low for any of your desired schools. What's the Lowest ACT Score You Can Get? The ACT is scored from 1-36 on a composite scale. This means the minimum ACT score you could possibly receive- for example, if you showed up to the testing center and filled in every bubble on your entire scantron sheet- is a 1.The composite score is obtained from taking the average of your 4 section scores and rounding; .5 is rounded up. So to get a composite score of 1, you would have to get either 1 on each section score or three 1s and a 2. The average ACT score is a 21. The 25th percentile score is 16, and the 75th percentile score is a 24. This means that if you got a 16, you would have scored better than 25% of all test-takers. In the 75th percentile, you’ve scored better than 75% of test-takers, and so one. To give you an idea of how rare a score of 1 is, a composite score ranging anywhere from 1 to 11 would put you in the 1st percentile- meaning 99% of test-takers scored higher than 11. For individual sections, 99% of test-takers scored higher than 7 in English, 99% scored higher than 12 in Math, 99% scored higher than 9 in Reading, and 99% scored higher than 11 in Science.Even if you guessed on every question, you’d get a composite score around 11-13.Thus, it is very unlikely that you will get the lowest possible score- or even a score lower than 11- on the ACT. Even this guy got an 11! What’s the Lowest ACT Score You Can Have and Still Get Into College? Since it’s pretty unlikely that you would get the minimum ACT score, you might be more interested in knowing what is the lowest possible score you could have and still have a shot at getting into college. The answer to that question is that it depends- primarily on what colleges you are applying to, but also to a certain extent on your other qualifications. For more selective schools, you’ll need a much higher ACT score to have a shot than for less selective ones. If you’re aiming for an elite institution like University of Chicago or Princeton, you’ll need to score at least 30, and that would be on the low end for one of those schools. By contrast, you might still have a shot at a selective public school like University of Illinois with a 25 or 26. Smaller state schoolslocal to you often accept scores in the 18-22 range. In fact, public universities often have special admissions criteria for residents that allow or compensate for lower standardized test scores. For example, publicly funded Texas universities generally guarantee admission to those in the top 10% of any graduating high school class in Texas, although some have lowered the cap to the top 7 or 8% in recent years due to space concerns. You may still need to submit test scores for these schools, but they won’t keep you from being admitted. Specialized schools like art schools and music conservatories also often have lower standardized test requirements of their students, as a student’s creative work is the primary criteria for admission. Mime school only accepts your test scores if you can silently act them out. The truth is that it’s difficult to give a hard-and-fast rule as to the absolute minimum ACT score for college. Colleges and universities admit candidates along a range of test scores, although the band is narrower at more selective universities. However, you can get a general idea of what is the lowest score you could get and still have even a realistic chance at admission based on a great statistic called â€Å"the middle 50%.† The middle 50% is a statistic that most schools provide on their admissions websites that gives the test score range of the 25th to the 75th percentiles of their own admitted student pool (i.e. 25% of admits had test scores below this range, 50% had test scores in this range, and 25% had test scores above this range). This is a reliable way to figure out the scoring threshold necessary to be a viable candidate for admission. As to the lowest score you can get and still have a shot, I would say to place that mark a little (think around 1 point) below the bottom number of the middle 50%. Of course, if you pick a score that’s just a little below the 25th percentile, that does mean that people with a lower score than your â€Å"low score threshold† probably got in. There are always outliers and exceptions in the college admissions process- people who had other specific qualifications or strengths that the institution thought would be valuable. No doubt you also have unique strengths and talents that you should emphasize in college applications! But you should never assume that you are going to be one of the outliers who gets in with an ACT score at the lowest conceivable end of the admit range. That doesn’t mean don’t apply if your dream school’s middle 50% is 28-32 and you got a 26. Just be realistic that it’s quite areach school for you, and you’ll really need to differentiate yourself in other ways if you want to have a chance.By contrast, if your score is a decent cut above the 75th percentile mark (think 2+ points), you’re in a great position. Here’s a sample chart of some low and high marks as compared to some middle 50% score ranges. Sample Middle 50% Ranges and Low/High Scores Low Score Middle 50% High Score 12 13-16 18 14 15-20 22 20 21-26 28 21 22-28 30 25 26-30 32 27 28-32 34 29 30-34 36 31 32-35 36 So how is this information- about situating your own score relative to a school’s middle 50% of admits- useful? Well, it will help you choose which scores to apply to based on your own ACT score, by aiding you in identifying safety, match, and reach schools. Choosing a college is just like choosing a pumpkin, except completely different. Choosing Schools to Apply to Based on Your ACT Score If you already got your ACT score, you may be wondering how to pick which schools to apply to. In general, you’ll want to apply to some safety schools, some match schools, and some reach schools. A safety school is one where you are more qualified than the typical admitted student, a match school is one where you are as qualified as the typical student, and a reach school is one where you areless qualified than the typical student. This means that in terms of ACT scores, a safety school is one where your score well exceeds the middle 50% range (think 2+ points), a match school is one where you fall in within or just above the middle 50%, and a reach school is one where you fall in the bottom end of or just below the middle 50%. Very selective schools (think the Ivies, MIT, Stanford, University of Chicago, etc.) are a reach for everyone because they are so competitive. Let’s say Jared got a 24 on his ACT. How should we classify the following schools he is interested in: as safety, match, or reach? Northeastern Illinois University – middle 50% range: 16-21 With a score 3 points about NIU’s middle 50%, we can consider this one a safety school. Jared’s scores would put him the top quarter of applicants by a wide margin. Illinois State University – middle 50% range: 21-26 With a score right above the midpoint of ISU’s middle 50%, ISU would be a match school for Jared. Bard College – middle 50% range: 24-30 Because he is at the very bottom of the middle 50% range for Bard, we would consider Bard a reach school. Not a huge or unreasonable reach, but still a reach, as around 75% of applicants had better scores than Jared. He’ll really need for the rest of his application to be stellar. Depaul University – middle 50% range: 23-28 Jared is within the middle 50% at Depaul, but on the lower end (only one point about the bottom of the margin). This is one of those schools that sits right on the border between being a match and a reach. Just so long as you are applying to a variety of schools relative to your own test scores, it’s completely fine if an individual school’s classification seems a little ambiguous. Of course, there are other factors than test scores in choosing safety, match, and reach schools. Schools also usually provide information about the GPA and class ranks of their admitted students, so you’ll want to consider those as a factor as well. If you’re on the low end of the middle 50% in test scores, but way on the high end for GPA and class rank, it could be a match school.Unique talents or other interesting qualifications can also go a long way towards mitigating a test score that’s a little on the low end for a particular school. But what if you already have schools in mind, and you haven’t taken the SAT yet? How should you determine what score to aim for? Want to build the best possible college application? 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. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. He should probably get an arrow if he wants to hit that target. Choosing a Goal ACT Score Based on Your Dream Schools You may already have some schools in mind before you take the ACT. In this case, you can use the middle 50% for those schools to set a target score for the ACT.An ideal target score would be the highest 75th percentile mark of the middle 50% among the schools you are interested in. That way, even if you fall a little short, you’ll still be well-positioned for the other schools on your list. First, make a list of all of the schools you are considering.When you have a complete list, look up the middle 50% range for each school. Then, you’ll note down the top number of the middle 50% - the 75th percentile- for each school. You can do this for total score, by section, or both- whatever is most useful for you. Note that some schools only report composite ACT scores and not section subscores. When you have all the necessary info noted down, find the highest score in the 75th percentile list.That's your target ACT score! Let’s work through an example. Here’s Alicia’s initial list of schools she’s interested in: University of Virginia Emory University Princeton University of Connecticut Syracuse University University of Maryland Johns Hopkins Now we’ll fill out our middle 50% table. An â€Å"n/a† means the school didn’t report the subscore. Sample Target Score Chart - Alicia Name of College/ University ACT English 75th ACT Reading 75th ACT Math 75th ACT Science 75th ACT Composite 25th ACT Composite 75th University of Virginia (n/a) (n/a) (n/a) (n/a) 28 33 Syracuse University (n/a) (n/a) (n/a) (n/a) 24 29 University of Connecticut (n/a) (n/a) (n/a) (n/a) 26 30 Emory University (n/a) (n/a) (n/a) (n/a) 30 34 Princeton (n/a) (n/a) (n/a) (n/a) 32 35 University of Maryland (n/a) (n/a) (n/a) (n/a) 29 33 Johns Hopkins (n/a) (n/a) (n/a) (n/a) 32 34 Target Score: 35 So given the schools she wants to attend, Alicia should be aiming for a 35 on her ACT. She’s got her work cut out for her! You can use the following table to do your own list: Target Score Chart Name of College/ University ACT English 75th ACT Reading 75th ACT Math 75th ACT Science 75th ACT Composite 25th ACT Composite 75th Target Score: By listing your match and reach schools and averaging their 75th percentile admit test scores, you can get a goal ACT score for yourself.But what if once you get your ACT scores back, it looks like every school is a reach? Are you out of luck? Did your four-leaf clover wilt? Based on My ACT Score, Every School I’m Interested in Is a Reach Let’s say you get your scores back. You open your scores. You look at your list of middle 50% ranges for the schools you are interested in. Your stomach drops- your score is at the 25th percentile or below for all of these schools! If your score is low enough that you are concerned about being accepted at any college you’re interested in, there are severalstrategies you might consider to address the issue: Prep for the ACT and Take It Again If at first you don’t succeed, try, try again! If you prepare for your test strategically, you actually can improve your score quite a lot. See our guide to the pros and cons of all prep methods. You might try atargeted, personalized test-prep program like ours, using the best ACT prep books, or tutoring. If you still have a few months left before your deadlines, taking the ACT again is probably your best option. Take the SAT Instead The SAT and the ACT used to be very different animals- enough that students would perform dramatically differently on them. This is less true now that the SAT has been revised, because it's now very similar to the ACT. If you are particularly weak in the Science test on the ACT, the SAT may be better for you; instead of having a dedicated science section it has some chart- and data-interpretation questions throughout. This could help you if you are just hoping for a little boost. Evaluate if You Need Testing Accommodations If you have a medical condition, learning disability, or psychiatric disorder, you may qualify for special testing accommodations for the ACT. If you are on an IEP or a 504 plan at your school, it is especially likely that you are both eligible for and would benefit from test accommodations. Bear in mind that the request process is time-consuming process so you need to start early- months before you are going to take the ACT again! Adjust Your Expectations If you score is too low for all the colleges on your list, look at some less selective colleges. A 26 is too low for Northwestern, but it’s a great score for Ohio State or the University of Iowa. It's likely that you'll be able to find less selective colleges that have the same qualities you are looking for. Some collegiate ivy, outside of the Ivy League. Apply to Schools That Accept Alternate Scores Some schools will accept AP Exam Scores or SAT Subject Test Scores in lieu of more traditional SAT or ACT exam scores. If you’ve already performed well on AP exams or you feel you could do well on particular SAT Subject Tests, this could be a good strategy for you.Examples of schools that accept alternate tests include: Colorado College - Accepts various combinations of AP, IB, and SAT Subject Test scores in lieu of the ACT/SAT. Colby College - Accepts 3 SAT Subject Tests in lieu of ACT/SAT. Middlebury College - Accepts 3 SAT Subject Tests in lieu of ACT/SAT. Hamilton College - Accepts various combinations of AP, IB, and SAT Subject Test scores in lieu of the ACT/SAT. New York University - Accepts various combinations of AP, IB, and SAT Subject Test scores in lieu of the ACT/SAT. See a more comprehensive list of test-optional and test-deemphazised colleges at Fairtest.org. Apply to Test-Optional Schools Still other colleges have implemented test-optional admissions. This means that, while you can send standardized test scores as a bonus or qualification with your application, they are not required. In this case, your GPA, course records, essay, recommendation letters, and other application materials will be the determining factors in your admission- not your test scores. Though a fairly newfangled notion in college admissions, several high-quality schools have implemented test-optional policies. This seems eminently reasonable in light of the fact that there are some courses of study where you may not take hardly any tests, and certainly not many long, grueling, marathon-style standardized ones.Test-optional schools are a particularly good strategy for applicants who are good students but poor standardized test takers. Schools that are test-optional include: Wake-Forest University, NC Bates College, Maine Wesleyan University, CT Bowdoin College, Maine American University, Washington DC Mt. Holyoke College, MA (women’s college) Sarah Lawrence College, NY (women’s college) Bryn Mawr College, Pennsylvania (women’s college) Smith College, MA (women’s college) See a more comprehensive list of test-optional and test-deemphazised colleges at Fairtest.org. Go to Community College If your score is low enough that you are worried about getting accepted to any college, you might consider starting out at community college. Most local community colleges are open to anyone in the area with a high school diploma or GED. You can start taking classes at a community college and then transfer to a 4-year university upon completion of your associate’s degree; your most recent transcripts in this case will be much more important than your standardized test scores. The august facade of Bronx Community College. With these strategies, you’ll be sure to find a college solution that works for you, no matter your ACT score. Key Takeaways The minimumACT score you could receive is a 1, although this is very unlikely to happen.You may be more worried about getting a score high enough to get into college. While it’s difficult to set any specific threshold that is too low for college, the more selective the school, the higher you’ll need to score. You can use a statistic called the middle 50%- the test score range of the 25th-75th percentiles of admitted students for a given school- to choose safety, match, and reach schools for yourself based on your score, or to choose a target ACT score based on schools you are interested in. If you find yourself with a low enough score that you are concerned about getting into colleges you are interested in, you have several options: Prep for the ACT and take it again Take the SAT instead Figure out if you need testing accommodations Adjust your expectations and apply to less selective schools Apply to test-alternate or test-optional schools If your scores are low enough that you are worried about getting into any college, period, you might go to community college. Ultimately, if you want to pursue higher education, there are strategies to make that happen in a way that works for you regardless of your ACT score. You'll find the right rainbow for you! What's Next? Check out our complete, free guides to ACT prep, all gathered in one place.Or maybe you'd like to know how important the ACT is as part of your application, anyways. Need help figuring out your college application timeline? We've got you covered. We'll also help you identify target schools, and figure out how many schools to apply to.

The History of WWI Hospital Ship, the HMHS Britannic

The History of WWI Hospital Ship, the HMHS Britannic In the early 20th century an intense competition existed between British and German shipping companies which saw them battle to build larger and faster ocean liners for use in the Atlantic. The key players including Cunard and White Star from Britain and HAPAG and Norddeutscher Lloyd from Germany. By 1907, White Star had given up the pursuit of the speed title, known as the Blue Riband, to Cunard and began focusing on constructing larger and more luxurious ships. Led by J. Bruce Ismay, White Star approached William J. Pirrie, head of Harland Wolff, and ordered three massive liners which were dubbed the Olympic-class. These were designed by Thomas Andrews and Alexander Carlisle and incorporated the latest technologies. The first two ships of the class, RMS Olympic and RMS Titanic, were laid down in 1908 and 1909 respectively and were built in neighboring shipways in Belfast, Ireland. Following the completion of Olympic and launching of Titanic in 1911, work began on the third vessel, Britannic. This ship was laid down on November 30, 1911. As work moved forward in Belfast, the first two ships proved star-crossed. While Olympic was involved in a collision with the destroyer HMS Hawke in 1911, Titanic, foolishly dubbed unsinkable, sank with a loss of 1,517 on April 15, 1912. Titanics sinking led to dramatic changes in Britannics design and to Olympic returning to the yard for alterations. Design Powered by twenty-nine coal-fired boilers driving three propellers, Britannic possessed a similar profile to its earlier sisters and mounted four large funnels. Three of these were functional, while the fourth was a dummy which served to provide extra ventilation to the ship. Britannic was intended to carry around 3,200 crew and passengers in three different classes. For first class, luxurious accommodations were available along with lavish public spaces. While the second class spaces were quite good, Britannics third class was considered more comfortable than its two predecessors. Assessing the Titanic disaster, it was decided to give Britannic a double hull along with its engine and boiler spaces. This widened the ship by two feet and necessitated the installation of a larger 18,000-horsepower turbine engine in order to maintain its service speed of twenty-one knots. In addition, six of Britannics fifteen watertight bulkheads were raised to B deck to aid in containing flooding if the hull was breached. As a lack of lifeboats had famously contributed to the high loss of life aboard Titanic, Britannic was fitted with additional lifeboats and massive sets of davits. These special davits were capable of reaching lifeboats on both sides of the ship to ensure that all could be launched even if it developed a severe list. Though an effective design, some were blocked from reaching the opposite side of the ship due to the funnels. War Arrives Launched on February 26, 1914, Britannic began fitting out for service in the Atlantic. In August 1914, with work progressing, World War I began in Europe. Due to the need to produce ships for the war effort, materials were diverted from civilian projects. As a result, work on Britannic slowed. By May 1915, the same month as the loss of Lusitania, the new liner began testing its engines. With the war stagnating on the Western Front, the Allied leadership began looking to expand the conflict to the Mediterranean. Efforts to this end began in April 1915, when British troops opened the Gallipoli Campaign at the Dardanelles. To support the campaign, the Royal Navy began requisitioning liners, such as RMS Mauritania and RMS Aquitania, for use as troopships in June. Hospital Ship As casualties at Gallipoli began to mount, the Royal Navy recognized the need to convert several liners to hospital ships. These could act as medical facilities near the battlefield and could transport the more severely wounded back to Britain. In August 1915, Aquitania was converted with its troop transport duties passing to Olympic. On November 15, Britannic was requisitioned to serve as a hospital ship. As suitable facilities were constructed on board, the ship was repainted white with a green stripe and large red crosses. Commissioned at Liverpool on December 12, command of the vessel was given to Captain Charles A. Bartlett. As a hospital ship, Britannic possessed 2,034 berths and 1,035 cots for casualties. To aid the wounded, a medical staff of 52 officers, 101 nurses, and 336 orderlies was embarked. This was supported by a ships crew of 675. Departing Liverpool on December 23, Britannic coaled at Naples, Italy before reaching its new base at Mudros, Lemnos. There around 3,300 casualties were brought on board. Departing, Britannic made port at Southampton on January 9, 1916. After conducting two more voyages to the Mediterranean, Britannic returned to Belfast and was released from war service on June 6. Shortly thereafter, Harland Wolff began converting the ship back into a passenger liner. This was halted in August when the Admiralty recalled Britannic and dispatched it back to Mudros. Carrying members of the Voluntary Aid Detachment, it arrived on October 3. The Loss of the Britannic Returning to Southampton on October 11, Britannic soon departed for another run to Mudros. This fifth voyage saw it return to Britain with around 3,000 wounded. Sailing on November 12 with no passengers, Britannic reached Naples after a five-day run. Briefly detained in Naples due to bad weather, Bartlett took Britannic to sea on the 19th. Entering the Kea Channel on November 21, Britannic was rocked by a large explosion at 8:12 AM which struck the starboard side. It is believed that this was caused by a mine laid by U-73. As the ship began to sink by the bow, Bartlett initiated damage control procedures. Though Britannic had been designed to survive taking heavy damage, the failure of some watertight doors to close due to damage and malfunction ultimately doomed the vessel. This was aided by the fact that many of the lower deck portholes were open in an effort to ventilate the hospital wards. In an effort to save the ship, Bartlett turned to starboard in the hope of beaching Britannic on Kea, approximately three miles away. Seeing that the ship would not make it, he ordered abandon ship at 8:35 AM. As the crew and medical staff took to the lifeboats, they were aided by local fishermen and, later, the arrival of several British warships. Rolling on its starboard side, Britannic slipped beneath the waves. Due to the shallowness of the water, its bow hit the bottom while the stern was still exposed. Bending with the weight of the ship, the bow crumpled and the ship vanished at 9:07 AM. Despite taking similar damage as Titanic, Britannic only managed to remain afloat for fifty-five minutes, approximately one-third the time of its older sister. Conversely, losses from the sinking of Britannic numbered only thirty while 1,036 were rescued. One of those rescued was nurse Violet Jessop. A stewardess before the war, she survived the Olympic-Hawke collision as well as the sinking of Titanic. HMHS Britannic at a Glance Nation:  Great BritainType:  Hospital ShipShipyard:  Harland Wolff (Belfast, Northern Ireland)Laid Down:  November 30, 1911Launched:  February 26, 1914Fate:  Sunk by mine on November 21, 1916 HMHS Britannic  Specifications Displacement:  53,000 tonsLength:  882 ft., 9 in.Beam:  94 ft.Draft:  34 ft. 7 in.Speed:  23 knotsComplement:  675 men Sources WebTitanic: HMHS BritannicHMHS BritannicLost Liners: HMHS Britannic

Management Essay Example | Topics and Well Written Essays - 2000 words - 26

Management - Essay Example Bothma (2010) opined that customers are requiring in-depth information on different service segments, price tags and availability of the booking policies. Customers will be able to select proper service as per their need and requirements which will increase rate of satisfaction of the customers. E-commerce is most emerging technology trend which helps hospitality firms in sharing information; create provisions for online segment and collecting feedback. Hotels are able to check the rate of occupancy of their room and other service segments. In the current study, two peer reviewed journals Beldona, Morrison and O’Leary (2008) and Jeong, Oh and Gregoire (2011) and second and third chapters in the book Fuchs, Ricci and Cantoni (2012) are used to outline impacts of the social media and electronic commerce portals. These sources will be helping the researcher in obtaining the insight on the impacts of E-commerce on the customer satisfaction and loyalty of the UK based hospitality segment. Fuchs, Ricci and Cantoni (2012) in their study have used various research strategies. The key information and statistics are collected to emphasise that E-commerce policies are helping the UK hotel industry client satisfaction and devotion. Moreover, the research aimed to outline impacts of the E-commerce policies on the consumer behaviours (Fuchs, Ricci and Cantoni, 2012). In the research, different philosophy, approaches, design, data collection sources and data techniques are used to obtain most relevant facts on impacts of the E-commerce strategy in increasing the rate satisfaction of the hospitality customers like tourists and business travellers. UK based hospitality is selected by Fuchs, Ricci and Cantoni (2012) to cite the statistics regarding the change in the customer arrivals due to the E-commerce policy. While conducting the research Fuchs, Ricci and Cantoni (2012) observed that there are three types

Frankeinstein book Essay Example | Topics and Well Written Essays - 500 words

Frankeinstein book - Essay Example However, one obvious reading of the character of Victor is viewing Victor as a neglectful parent who abandons his progeny the moment its born. The many apparent examples in the novel point to the same fact and it is the poor â€Å"parenting† of his progeny which lead to his creation’s thirst for the vindication of his unjust life resulting in the most tragic events in the novel. It is also notable that the novelist’s personal child nurturing experiences, about the practice of parenting, have been significant contributor to the relationship between Victor and the creature. The birth of the monster, the â€Å"prestigious† child of Frankenstein does not bring any kind of joy to him, but he is very much thwarted and incredibly repulsed by the disgusting and abnormal physical appearance of his creation. Therefore, the description of the much expected and cherished-for birth of the child, i.e. the monster, reflects the attitude of the parent in Victor. â€Å"I saw the full yellow eye of the creature open: it breathed hard and a convulsive motion agitated its limbs.† (Shelley 1961). Victor escapes from the newborn when it follows him and he admits that the child was a mistake or an accident, abandoning the child completely along with his parental responsibility. Victor neglects and abuses his creation and even expresses his wish that it died. â€Å"I gnashed my teeth, my eyes became inflamed, and I ardently wished to extinguish that life which I had so thoughtlessly bestowed.† (Shelley 1961). The hatred that the monster develops toward the ‘parent’ is the result of the parenthood of Victor who as a neglectful parent abandons his progeny the moment it is born. A. The classic novel Frankenstein by Mary Shelley is particularly noted for the treatment of the advancements in the scientific field and the consequences of man trying to

Rhetorical Strategy Commercial Essay Essay Example for Free

Rhetorical Strategy Commercial Essay Essay Commercials are not always just informative, some convey a message so strong it leaves you thinking about it when it’s over. Most people could care less about watching commercials and would consider them a waste of time, but an opposite handful comes to find them interesting and useful. Many commercials target certain audiences, having the ability to draw the viewers in closer and closer wishing that it were never over. The Guinness Basketball Commercial of 2013 was a top-viewed ad around the nation for it is something that you do not see everyday. When watching this commercial rhetorically, you see things that many normal viewers would not and how well directed this piece of work really is. The Guinness Basketball Commercial exemplifies the aspects of Pathos and Ethos, delivering a inspirational message nationwide through the use of dedication, loyalty, and friendship. This commercial demonstrates dedication, giving up one’s own time to better off a friend that they care about. In the video, nine normal men play wheelchair basketball with their friend who is disabled and cannot enjoy the same experiences they are able to. This is very powerful because you are able to extract the fact that there is not a shot these men would be playing like this if their other friend did not have the ability to walk. Using the rhetoric concept of pathos, the audience is drawn into a state of inspiration and feels what the disabled character has to go through. When they stop playing, the other nine men stand holding the door open for their friend and exit the gym. This makes the audience feel the entitlement of respect for the players who give up their legs just to make their buddy feel included. The disabled man is filled with joy that he has a group of friends who are willing to do anything to make him feel a part of something. This is shown by his positive body language and reactions. The end of the commercial is composed of them going out for a drink after a hard fought, while fun game of basketball. The director is easily able to connect to the focused audience making them want to watch it over and over again, creating more success for the commercial. All in All, through dedication the commercial is titled as one of the most inspiring and most watched ad in 2013. The commercial also delivers a strong message through the use of loyalty for one another. This commercial connected to me especially because I have the type of friends where I know they would do the same for me if I were in a situation like this. While watching this ad, the audience does not know that the other players are able to walk. When finding out, you are given a feeling of happiness and awe not expecting this would be the outcome. This video really captures the element of pathos to make sure the audience stays focused on the commercial with the competitive gameplay and inspiring music in the background. Faithfulness is enticed throughout the entire commercial because even if they were all disabled, it is clear that this group of friends would stick together through any obstacles thrown their way. Even though the commercial does not give away the message of loyalty right away, you can still see glimpses of devotion between the characters and how much they care for each other. After all that is the meaning of being loyal, having someone’s back no matter how bad the outcome looks. This commercial is intended for a more specific audience rather than the general public. Mainly for those who have a good friend that cannot share the things that they are able to do and are willing to help them out. It may even be for those who do have a problem or disability who want to experience activities others can. The possibilities are endless and loyalty is a major characteristic played in the creation of this commercial. Lastly, this commercial is based off the sole purpose of friendship and what it means to be a good friend. While watching you can already tell this group of guys are comfortable with each other and have a strong bond. But when the defining moment comes and you see them stand, the audience is mind blown and friendship becomes an understatement. Sympathy is given to the character in the wheelchair, but at the same time an emotion of jealousy is also exposed towards him for having such a solid gang that cares and loves him. This makes the viewers start to ask themselves, do I have the type of friends that would do the same for me? That one final scene of them sitting around the table and having a beer, defines pathos the most. You see so many other videos and photos of men talking and smiling drinking a beer, it almost acts as a universal definition of the term friendship. The beautiful thing about this commercial is that it is very rare. You don’t hear of everyday situations like this one happening, so it makes it that much more special adding inspiration. And for those that are caught in a situation like this, words cannot even describe how much this ad must have meant to them. Even though many people are not affected or can relate to themselves to this commercial, it gives a sense of hope that there is still good in this world and true friendship still exists. This ad also embeds the rhetoric concept of ethos to tie in credibility along with the amount of pathos that was used. By using a well-known and prestigious beer commercial, the video becomes extremely credible and valid. The audience is put on their feet wondering what will happen next in the commercial which makes it a successful commercial kicking out any previous thoughts they may have had before viewing the short advertisement. You are able to tell that the director put a lot of thought and did a very well job in the creation of this commercial. No one likes watching commercials, but after seeing ones like this, it send chills down your spine making you crave for more. The commercial states, â€Å"The choices we make, reveal the true nature of our character†, and it could not have been said any better with the emphasis on dedication, loyalty, and friendship.

the yellow wallpaper -- essays research papers

How Passivity and Submissiveness lead to madness by Charlette Perkins Gilman and Henrik Ibsen â€Å"He told me all his opinions, so I had the same ones too; or if they were different I hid them, since he wouldn’t have cared for that† (Ibsen 109). As this quote suggests Charlotte Perkins Gilman, in â€Å"The Yellow Wall-Paper† and Henrik Ibsen, in A Doll House dramatize that, for woman, silent passivity and submissiveness can lead to madness.   Ã‚  Ã‚  Ã‚  Ã‚  The narrator of â€Å"The Yellow Wall-Paper† is driven to madness after she withdraws into herself. â€Å"I am alone† (Gilman 44), she tells us. Desperately trying to express her feelings to John, she says â€Å"I told him that I really was not gaining here and that I wish he would take me away†(Gilman 46), but â€Å"I stopped short; for he sat up straight and looked at me with such a stern reproachful look that I could not say another word.† Instead the narrator â€Å"keeps quiet.† She settles into quiet submission: I â€Å"am much more quiet than I was. John is so pleased† (Gilman 48). She is â€Å"afraid† to â€Å"irritate† John or â€Å"to make him uncomfortable† (Gilman42). She makes herself believe that as a â€Å"physician† he knows what’s best for her and, therefore, acts passively, letting John control her even though she gets â€Å"unreasonably angry with† him (Gilman40). Writing in her journal is the only thing that keeps her sane; yet John takes that away from her: â€Å"I must put this away-he hates to have me write† (Gilman 41). The narrator yearns to confess to John how she really feels, but she prefers to keep her feelings bottled up: â€Å"I think sometimes that if I were to write a little it would relieve the pressure of ideas and rest me† (Gilman 42). Instead, she is passive and hides her emotions. â€Å"I cry at nothing and cry most of the time. Of course I don’t when John is here, or anybody else,† only â€Å"when I am alone† (Gilman 44). She tells us that â€Å"John doesn’t know how much I really suffer† (Gilman 41). Even when the narrator tries to communicate with him, he immediately dismisses her: â€Å"I tried to have a real earnest reasonable talk with him,† but â€Å"John wouldn’t hear of it† (Gilman 40). Instead of speaking her mind and standing up for herself, she withdraws and does â€Å"not say another word†(Gilman 47). Convincing herself that John is always â€Å"right,† she obeys whatever â€Å"John says,† which only causes her condition to â€Å"worsen† despite the fact ... ...y Torvald: â€Å"He used to call me his doll-child, and he played with me the way I played with my dolls†¦I went from Papa’s hands into yours. You arranged everything to your own taste, and so I got the same taste as you-or I pretended to†¦ Now when I look back it seems I have lived here like a beggar-just from hand to mouth† (Ibsen 109). Rather than be â€Å"sheltered† (Ibsen 108) by him unlike Gilman’s character, Nora is able to speak up for herself and confront her past.   Ã‚  Ã‚  Ã‚  Ã‚  Both Nora and the narrator of â€Å"The Yellow Wall-Paper† suffer from their silent passivity and submissiveness. Nora Helmer, who nearly â€Å"lost [her] mind† (Ibsen ), is able to save herself by being assertive and speaking out, confronting Torvald, her past, and her need to educate herself in the ways of the world. Unfortunately Gilman’s character keeps her feelings inside, and, as a result withdraws into herself and becomes insane. The narrator asserts her disjunction from reality as she tells John: â€Å"I’ve got out at last†¦in spite of you and Jane...and you can’t put me back† (Gilman 53), sloughing off the person she once was, â€Å"Jane† to become the â€Å"woman† in the paper.   Ã‚  Ã‚  Ã‚  Ã‚  

Love Esaay

24HourAnswers. com Online Homework Focused Exercises for Math SAT Skill Set 17: Sequences Many of the problems in this exercise set came from The College Board, writers of the SAT exam. 1. 7, 15, 31, 63, †¦ The first term in the sequence above is 7, and each term after the first is determined by multiplying the preceding term by m and then adding p. What is the value of m ? (A) (B) (C) (D) (E) 1 2 3 4 9 2. 2, 6, 14, 30, †¦ In the sequence above, the first term is 2. Each number after the first is obtained by adding 1 to the preceding number and then doubling the result.What is the sixth number in the sequence? (A) (B) (C) (D) (E) 122 123 124 125 126 3. 150, 30, 6, †¦ 1f f f In the sequence above, each term after the 1st term is f of the term 5 preceding it. What is the 5th term of this sequence? 4. The first term of a sequence is 20 and the second term is 8. The third term and each term thereafter is the average (arithmetic mean) of the two terms immediately preceding it. What is the value of the first term in the sequence that is not an integer? (A) (B) (C) (D) (E) 22. 6 1. 23 24. 7 12. 5 6. 8 5. a, 3a, †¦The first term in the sequence above is a, and each term after the first is 3 times the preceding term. If the sum of the first 5 terms is 605, what is the value of a ? 6. 8, 17, 26, 35, 44, †¦ The first 5 terms in a sequence are shown above. Each term after the first is found by adding 9 to the term immediately preceding it. Which term in ` a this sequence is equal to 8 ? 26 @ 1 9 ? (A) (B) (C) (D) (E) 7. The 8th The 9th The 25th The 26th The 27th In the repeating decimal 0. 1246812468†¦ where the digits 12468 repeat, which digit is in the 4,000th place to the right of the decimal point? A) (B) (C) (D) (E) 1 2 4 6 8 8. The first term of a sequence of numbers is @ 3 . Each term after the first is obtained by multiplying the preceding term by @ 1 and then subtracting 1. What is the 75th term of the sequence? (A) @ 73 (B) @ 3 (C) 2 (D) 4 (E) 73 9. 3, 5, -5, †¦ The first term in the sequence of numbers shown above is 3. Each even numbered term is 2 more than the previous term and each odd numbered term, after the first, is -1 times the previous term. For example, the second ` a term is 3 + 2, and the third term is @ 1 B 5 . What is the 55th term of the sequence? A) @ 5 (B) @ 3 (C) @ 1 (D) 3 (E) 5 10. The first two numbers of a sequence are 1 and 3, respectively. The third number is 4, and, in general, every number after the second is the sum of the two numbers immediately preceding it. How many of the first 1,000 numbers in this sequence are odd? (A) (B) (C) (D) (E) 333 500 665 666 667 11. @ 1, 0, 1, 2 A sequence is formed by repeating the 4 numbers above in the same order indefinitely. What is the sum of the first 28 terms of the sequence? 12. 1, 2, 1, @ 1, @ 2 , . . . The first five terms of a sequence are shown above.After the second term, each term can be obtained by subtracting from the previous term the term before that. For example, the third term can be obtained by subtracting the first term from the second term. What is the sum of the first 36 terms of the sequence? (A) 0 (B) 4 (C) 12 (D) 24 (E) 30 13. 5. 101001000100001†¦ The decimal number above consists of only 1's and 0's to the right of the decimal point. The first 1 is followed by one 0, the second 1 is followed by two 0's, the third 1 is followed by three 0's, and so on. What is the total number of 0's between the 98th and the 101st 1 in this decimal number? A) (B) (C) (D) (E) 288 291 294 297 300 14. 1,234, †¦ 1,920,21 †¦ ,484,950 The integer above is formed by writing the integers from 1 to 50, in order, next to each other. If the integer is read from left to right, what is the 50th digit from the left? (A) (B) (C) (D) (E) 0 1 2 3 9 15. R Y G W B R Y G Y G W B The figure above shows the remaining pieces of a paper chain from which a section has been removed. The first link of the original chain was re d and the colors of the links formed the repeating pattern of red (R), yellow (Y), green (G), white (W), and blue (B) from left to right.Which of the following could be the number of links in the section that was removed? (A) (B) (C) (D) (E) 60 61 62 63 64 16. The first term of a sequence is @ 3 and every term after the first is 5 more than the term immediately preceding it. What is the value of the 101st term? (A) (B) (C) (D) (E) 505 502 500 497 492 17. 1f f f After the first term, each term in a sequence is 3 greater than f of the 3 preceding term. If t is the first term of the sequence and t ? 0 , what is the ratio of the second term to the first term? t ffff ? 9 ffff fff (A) ffff 3 t ffff ? ff fff f3 (B) ffff 3 ffff ? ff fff f9 (C) ffff 3t t ffff ? ff fff f3 (D) ffff 3t 9fffff @ 2t fffff fffff (E) fffff 3 18. 8, a, 14, b, 20, †¦ The first term of the sequence above is 8. Which of the following could be the formula for finding the nth term of this sequence for any positive i nteger n ? (A) (B) (C) (D) (E) 2n + 6 3n + 5 5n + 3 6n + 2 6n + 5 19. 3, 6, 11, 18, †¦ The first four terms of a sequence are shown above. Which of the following could be the formula that gives the nth term of this sequence for all positive integers n ? (A) (B) (C) (D) (E) 2n 2n + 1 3n n2 ? 1 n2 ? 2

Gardner’s Theory on Seven Intelligences

Gardner’s intelligence theory comes from a book he wrote and published titled Frames of Mind (1983). Gardner’s theory on the seven intelligences was quickly adapted by the educational and training fields to help educators and trainers to understand personalities, intelligence, and learning styles. This has enabled educators and trainers to narrow in on how to teach and grasp the attention of all their students and trainees. Whereas encouraging and motivating them by understanding how they learn and the best way to teach them. Gardner’s theories and concepts are aids to understanding overall personalities and strengths. These theories and concepts are all easily understood and can be incorporated into almost any educational or training situation, to better assist in the education and training process. Sometimes combining more than one intelligence helps in finding the best way to educate and train individuals all over the world. Linguistic Intelligence is the intelligence of language or words, when you learn by writing the information down, or when you absorb information my hearing words this is all a form of Linguistic Intelligence. When you form images in your mind when learning or you have to picture what is being taught in your head this is part of the Spatial Intelligence. When you learn by listening to music or if you absorb information better when music is playing this is the Musical Intelligence. Now when learning comes when you actually do what is being taught, hands on so to speak this is called the Bodily-Kinesthetic Intelligence. Interpersonal Intelligence is happening when a person can learn about a person or situation by the vibe they get from another person in the situation. Also when you learn better through interactions with others like group projects or having a study buddy this can be considered Interpersonal Intelligence. When you rely on self to learn, by understanding your own feelings and interest this is the Intrapersonal Intelligence. People that use Intrapersonal Intelligence are usually independent learners. Now with Logical Mathematical Intelligence you learn by patterns and reasoning, often needing facts to solve problems, also with learning things need to make sense or be logical. Out of the Seven Intelligence Theories produced by Howard Gardner I believe that Linguistic and Bodily- Kinesthetic are the two that are most dominate in my life. When I learn or am trying to absorb information. I have to hear the words and follow along with the written words when possible. So I download audio files of my text books and take good notes, and when I go over my notes I always read them out loud. As with the Bodily- Kinesthetic Intelligence, I see this come through when I write information that I am trying to learn this ties into my Linguistic Intelligence, because I not only need to see and hear my work, I have to physically write it down. The motion of the writing and picturing the words in my mind, I always find it easier to retain information. In studying Gardner’s theories on intelligences I have so much about helping myself to learn more effectively and efficiently.

How Racism Affects Minority Students in Public Schools

How Racism Affects Minority Students in Public Schools Institutional racism doesn’t just affect adults but children in K-12 schools as well. Anecdotes from families, research studies and discrimination lawsuits all reveal that children of color face bias in schools. They’re disciplined more harshly, less likely to be identified as gifted or to have access to quality teachers, to name but a few examples. Racism in schools has serious consequences- from fueling the school-to-prison pipeline to traumatizing children of color. Racial Disparities in Suspensions Persist Even in Preschool Black students are three times more likely to be suspended or expelled than their white peers, according to the U.S. Department of Education. And in the American South, racial disparities in punitive discipline are even greater. A 2016 report from the University of Pennsylvania, Center for the Study of Race and Equity in Education, found that 13 Southern states (Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia) were responsible for 55 percent of the 1.2 million suspensions involving black students nationwide. These states also accounted for 50 percent of expulsions involving black students nationally, according to the report, â€Å"Disproportionate Impact of K-12 School Suspension and Expulsion on Black Students in Southern States.† The finding most indicative of racial bias is that in 84 Southern school districts, 100 percent of students suspended were black. And grade school students aren’t the only black children facing harsh forms of school discipline. Even black preschool students are more likely to be suspended than students of other races, the U.S. Department of Education found. The agency reported that while blacks make up just 18 percent of children in preschool, they represent nearly half of preschool children suspended. â€Å"I think most people would be shocked that those numbers would be true in preschool because we think of 4- and 5-years-olds as being innocent,† Judith Browne Dianis, co-director of think tank the Advancement Project told CBS News about the finding. â€Å"But we do know that schools are using zero-tolerance policies for our youngest also, that while we think our children need a head start, schools are kicking them out instead.† Preschool children sometimes engage in troublesome behavior such as kicking, hitting and biting, but quality preschools have behavior intervention plans in place to counter these forms of acting out. Furthermore, it’s highly unlikely that only black children act out in preschool, a stage in life in which kids are notorious for having temper tantrums. Given how black preschoolers are disproportionately targeted for suspensions, it’s very likely that race plays a role in which children teachers single out for punitive discipline. In fact, a study published in Psychological Science in 2016 suggests that whites begin to perceive black boys as threatening at just 5 years old, associating them with adjectives such as â€Å"violent,† â€Å"dangerous,† â€Å"hostile† and â€Å"aggressive.† The negative racial biases black children face, and the correlated high suspension rates result in African American children missing a great deal of school. This can lead to them falling behind academically, including not reading at grade level by third grade, and eventually dropping out of school. Pushing children out of class increases the chances that they will have contact with the criminal justice system. And a 2015 study published on children and suicide suggested that punitive discipline may be one of the reasons suicides among black boys are rising. Of course, black boys aren’t the only African American children targeted for punitive discipline in school. Black girls are more likely than all other female students (and some groups of boys) to be suspended or expelled as well. Minority Children Less Likely to Be Identified as Gifted Poor children and children from minority groups are not only less likely to be identified as gifted and talented but more likely to be identified as requiring special education services by teachers. A 2016 report published by the American Educational Research Association found that black third graders are half as likely as whites to participate in gifted and talented programs. Authored by Vanderbilt University scholars Jason Grissom and Christopher Redding, the report, â€Å"Discretion and Disproportionality: Explaining the Underrepresentation of High-Achieving Students of Color in Gifted Programs,† also found that Hispanic students were also about half as likely as whites to be involved in gifted programs. Why does this imply that racial bias is at play and those white students aren’t just naturally more gifted than children of color? Because when children of color have teachers of color, the chances are higher that they will be identified as gifted. This indicates that white teachers largely overlook giftedness in black and brown children. Identifying a student as gifted involves a number of considerations. Gifted children may not have the best grades in the class. In fact, they may be bored in class and underachieve as a result. But standardized test scores, portfolios of schoolwork and the ability of such children to tackle complex subjects despite tuning out in class may all be signs of giftedness. When the school district in Broward County, Florida, changed the screening criteria for identifying gifted children, officials found that the number of gifted students in all racial groups rose. Rather than rely on teacher or parent referrals for the gifted program, Broward County used a universal screening process that required that all second graders take a nonverbal test to identify them as gifted. Nonverbal tests are said to be more objective measures of giftedness than verbal tests, especially for English language learners or children who don’t use Standard English. Students who scored well on the test then moved on to I.Q. tests (which also face allegations of bias). Using the nonverbal test in combination with the I.Q. test led to the number of black and Hispanic students in the program tripling from 1 to 3 percent and 2 to 6 percent, respectively. Students of Color Less Likely to Have Qualified Teachers A mountain of research has found that poor black and brown children are the youth least likely to have highly qualified teachers. A study published in 2015 called â€Å"Uneven Playing Field? Assessing the Teacher Quality Gap Between Advantaged and Disadvantaged Students† found that in Washington, black, Hispanic and Native American youth were most likely to have teachers with the least amount of experience, the worst licensure exam scores and the poorest record of improving student test scores. Related research has found that black, Hispanic and Native American youth have less access to honors and advanced placement (AP) classes than white youth do. In particular, they are less likely to enroll in advanced science and math classes. This can reduce their chances of being admitted to a four-year college, many of which require completion of at least one high-level math class for admission. Other Ways Students of Color Face Inequalities Not only are students of color least likely to be identified as gifted and enroll in honors classes, but they are also more likely to attend schools with a greater police presence, increasing the odds that they will enter the criminal justice system. The presence of law enforcement on school campuses also increases the risk of such students being exposed to police violence. Recordings of school police slamming girls of color to the ground during altercations have recently sparked outrage across the nation. Students of color face racial microaggressions in schools as well, such as being criticized by teachers and administrators for wearing their hair in styles that reflect their cultural heritage. Both black students and Native American students have been reprimanded in schools for wearing their hair in its natural state or in braided styles. Worsening matters is that public schools are increasingly segregated, more than they were in the 1970s. Black and brown students are most likely to attend schools with other black and brown students. Poor students are most likely to attend schools with other poor students. As the nation’s racial demographics shift, these disparities pose serious risks to America’s future. Students of color comprise a growing share of public school students. If the United States is to remain a world superpower for generations, it’s incumbent upon Americans to ensure that disadvantaged students and those from ethnic minority groups receive the same standard of education that privileged students do.

Students Dating College Professors

Students Dating College Professors While relationships between students and professors arent unheard of, they can be a source for all kinds of problems. A professor is in a position of authority over a student, whether or not he or she is that students teacher or supervisor, which makes any dating arrangement tricky at best. Ultimately, if the two are consenting adults (theres no scenario where its OK for a high school teacher to date a current student), theres not much anyone can do to prevent them from pursuing a romantic relationship. But expect there to be consequences. Is It OK for College Students and Professors to Date? First things first: A student must be 18 years old to legally be able to consent to a relationship with an adult. Beyond that, some schools have specific rules about what to do if a student and a professor want to pursue a romantic relationship. If thats the case at your institution, know that the answer to your dating question lies in the faculty and/or student handbook. Breaking those rules could jeopardize the professors job and the students status. What to Do If Your School Has No Policy If youre at an institution where there arent official rules about dating, there are most likely some guidelines or unofficial community expectations. Is it frowned upon? Is it OK to date a professor, so long as youre not in one of his or her classes? Be aware that even if youre not breaking any rules, your relationship, and how its perceived could cause problems. Even if the professor isnt the students teacher when the relationship starts, problems could arise if the student ends up in the professors class later on. As a member of the faculty, the professor holds power over the student. Many schools discourage professor/student dating for these reasons. Additionally, other students may perceive a student dating a professor as having an unfair advantage. If youre dating a professor whose classes you take, students may think youre getting special treatment or grades you havent earned, no matter if you actually are. Say your professor/partner tutors you in a subject youre struggling with or helps you figure out which classes to take and get you the classes you need. From your perspective, youre just enjoying the benefits of a nice relationship. But its unfair to other students, who dont have the same access. A student dating a professor should be prepared for tension with peers, as they may envy the inside access to the faculty world. What If It Doesnt Work Out? Dating a professor can have tricky long-term consequences. If you break up, you may still have to see each other regularly around campus or, worse, in class. All those questions about fairness the relationship initially raised will remain, only the student may now be at a disadvantage, with his or her ex having power over grades and reputation with other faculty members. The student could potentially damage the professors reputation as well if he or she shares details of the relationship. Ultimately, you both need to consider the rules and have a discussion about the potential risks of a relationship. Be sure that its worth it because the costs could be severe.

Globalization Assignment Example | Topics and Well Written Essays - 500 words - 3

Globalization - Assignment Example The purpose of this paper is to describe the advantages and disadvantages of the globalization movement. The globalization movement has brought had a positive impact on society. It has tremendously increased the trade to goods and services worldwide. One of the nations that has benefited the most from globalization is China. China is the biggest exporter of goods worldwide. China’s exports totaled $2.057 trillion in 2012 (Mapsofworld, 2014). The prices of goods have dropped down due to globalization. The globalization movement has forced countries to specialize in certain goods in which a nation holds a competitive advantage. For example Japan specializes in technological products, while other nations such as India and China specialize in labor intensive industries such as the textile industry in which companies take advantage of the low labor costs associated with doing business in these nations. Globalization has also had a positive effect on the humanitarian efforts of society. A lot more money is been invested in developing countries such as Africa in order to help these peo ple increase their standard of living. Overall the standard of living of everyone around the world has increased as a direct consequence of globalization. National boundaries have been broken for international commerce due to the many trade agreements that exists around the world such as the NAFTA, European Union, and MERCOSUR. Countries that in the past did not have access to capital have benefited from foreign direct investment (FDI) and from the ability to raise capital through equity markets such as NYSE, NASDAQ, and the London Stock Exchange among others. Despite the many benefits that globalization has had on our society it also has many cons. Globalization has not helped decrease the income disparity in the world. The top 5% richest members of society hold 70% of the global

Make a summary Essay Example | Topics and Well Written Essays - 500 words

Make a summary - Essay Example She narrates how even after a long time writing she would feel empty even after doing research (1). She used would struggle writing, cancel even what seemed sensible at first until when she would decide to write anything after which she would come up with a good write-up. Peter Elbow asserts that the most effective way to improve one’s writing is by doing ‘free writing’ which he explains as the art of writing anything that comes into one’s mind for given period of time a day at least thrice a week nonstop. Though seemingly crazy he says, free writing allows one avoid the extensive editing that writing allows. He challenges readers to consider the many times they have made great speeches even when they had started the speech so poorly. He asserts that this is the principle to powerful writing. He further says that seeking to have a perfectly knitted write up right at the beginning of writing is preparing to kill any possibility of becoming a writer leave alone a great one as it would make one give up on writing The idea brought about by both Elbow and Lamott are a bit new to many of us including me as we have gone through an education system that discourages it as learners are coerced into accepting the existing content without questioning. My experience of trying to use the method in writing school assignments never bore considerable positive fruits. Both Lamott and Elbow agree that the secret to becoming a great writer is simply writing what comes to one’s mind without considerations of whether it is what one wants the readers to see and then editing later. However Lamott unlike Elbow seems to encourage writers to not just write anything about anything but rather to make a coherent line of thoughts. On the other hand, Elbow allows one to write anything including repeating the same word so long as one does not stop writing within the time set for writing. I absolutely agree with the

The Cold War and Civil Rights Essay Example | Topics and Well Written Essays - 1000 words

The Cold War and Civil Rights - Essay Example The treatment of African Americans in United States was seen as benefiting the Soviet Union which used the United States Civil Rights records to their advantage by â€Å"shamelessly distorting† the treatment of the minority groups. The aim of such propaganda by the Soviet Union President’s Commission on Civil Rights notes was â€Å"to create hostility towards us among specific nations, races and religious groups (235).† The leadership in the United States saw treatment of its minority races as presenting a negative picture of the country especially when it aimed at endearing the other countries in the world to its capitalism ideology. African Americans in the US began to demand a change of the way the minority races were treated given that the Soviet Union was using such treatment to claim the United States call for democracy was â€Å"an empty fraud† (Wilson 235). Therefore, in the 1940s, it became clear that for the US to claim to represent democratic pr inciples, it had to eradicate the discriminations against African Americans especially in the areas of employment voting and housing. The 1950s was a decisive period for the Civil Rights Movement given that it is the time many African Americans people won their antidiscrimination cases in the court. Dr. Martin Luther King Jr. became the face of the civil rights movement with his call for peaceful demonstrations against racial discrimination. Although there were some violent protests against the discrimination of African Americans, the nonviolent movement under King Jr. Was more successful in the areas such as education and freedom to use other social amenities such as the transport system. Following the Montgomery incident where Rosa Parks refuse to surrender her seat to a white commuter, Dr. Martin Luther King Jr. led the African American community in a one year Montgomery bus boycott. In his speech, King noted the reason for the gathering as due to the â€Å"love for democracy,â €  there was a need for end of racial discrimination against African Americans and King wanted to see â€Å"democracy transforms from thin paper to thick action.† The civil rights movements saw the Montgomery incidence as a catalyst for the African Americans to begin demanding for change. They were tired of the historical segregation policies that had denied them of their rights American citizens. It was now a time for the people to retaliate and assert themselves and â€Å"get the situation corrected† (Luther 263). The very fact that the rest of the world was watching the civil rights movement in US during the 1950s ensured the reaction of previously reluctant U.S. policymakers to the demands of the African American freedom movement. In alluding to the democratic principles of the American society, King was contrasting the constitutional rights of all the American citizens to the reality of what was being practiced. The US and her allies at the time wanted to sprea d their democratic ideology which had freedom as its important pillar. Civil right activists took advantage of such principles to bring to light the discrimination of African Americans so that they could force a change in the way African

Understanding and Applying the Benefits of Learning Organizations Essay Example for Free

Understanding and Applying the Benefits of Learning Organizations Essay With today’s increasing challenges created by diversity and proliferation of information, organizations are continuously adapting to address these developments and relate these trends with the overall objective of promoting its values and principles. At the same time, there has been a commitment among institutions and organizations to bridge the gap brought about by cultural differences and conflict. It is through this area that they seek to create an environment where active learning and fostering elements of participation take place. Operating on this idea, there is a need towards creating an environment wherein collective responsibility and accountability is fostered. By applying this concept, better appreciation can be deciphered and lead towards greater application of an organization’s overall purpose. In the end, by recognizing the relevance of values, goals and practices and supplementing it with an appropriate leadership style, it can actively facilitate effective interplay of power among members and augment the needed areas for change. Organizational Learning vs. Learning Organizations Prior to dwelling into the analysis of the concept, it is essential to differentiate the term organizational learning with learning organizations. This is important because it can give out the necessary parameters where this term functions and how it can create the viable opportunities for application. Looking at it, the term organizational learning circumvents around the initiative to develop and enhance processes associated to increase effectiveness in both production and output. It operates in such a way that â€Å"organizations have invested much energy in making improvements in company performance using TQM, reengineering, external consultants and a host of other techniques concerned with the continuous improvement processes† (Dar-El, 2000, p. 186). On the other hand, the term learning organizations is a relatively new concept that seeks to create a move towards change in a more holistic setup. â€Å"Learning organizations [are] organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together† (Smith, 2001, p. 1). It is in this area that the people conceptualize on creating a framework that is admissive and responsive to the challenges given. With these given, it can be argued that these two practices have different outlook towards the facilitation of learning and improvement. Though these two ideas may be similar in the promotion of change, it has become divergent on how it can be applied and implemented within an organizational setup. â€Å"The literature on organizational learning has concentrated on the detached collection and analysis of the processes involved in individual and collective learning inside organizations; whereas the learning organizations literature has an action orientation, and is geared toward using specific diagnostic and evaluative methodological tools which can help to identify, promote and evaluate the quality of learning processes inside organizations† (Smith, 2001, p. 1). Application Applying the concepts given in my professional practice as an educator, there have been several facets and elements that can characterize it as a learning organizations. Among these principles that shall be elaborated include: (1) mission and vision, (2) values and principles, (3) communication/dialogue, (4) feedback mechanism, and (5) leadership. These facets have been instrumental towards guiding both my educational institution and as an educator to actively address the challenges of 21st century education and promote an environment wherein not only the student achieves growth but also the organization I work for. Lastly, these components allow active measurements that both coincide with standards and increasing needs of students as far as accountability and responsibility is concerned. Mission and Vision One important aspect that makes my institution be characterized under learning organization is having the effective mission and vision. This element is essential because it serves as a benchmark and foundation of how it can address the needs for improvement. By elaborating on the core values that can impart education to students and allow the institution to grow in the process can guarantee that it is adherent to both standards and change. Likewise, this initiative allows both administrators and educators to take a step closer to transformative education and creating values that is responsive to student objectives and the hurdles associated with the practice (First and Way, 1995). Similarly, under this facet, the incorporation of core values are then utilized and synchronized towards intensifying ways and methods in making the organization evolve and grow in the process of education. It outlines the essential models that will allow such mission and vision to be realized. Seeing the process, â€Å"it encompasses the passions, drives and motivating factors that propel the organization into the future† (E-How, 2004, p. 1). In the end, these actions not only cultivate the needs of the present times but also outline the necessary parameters for future practice in both education and organizational growth. Seeing this, the institution that I am part of considers this importance that is why it has aligned its mission and vision to actively respond to the need of the school to learn and find ways to improve. That is why it has abolished and created new practices that are deemed significant to this overall objective. Values and Specific Objectives Another significant aspect why I consider my organization geared towards learning is having the effective values and principles. Understanding these two concepts, it can be argued that they are the facets that make the mission and vision become applicable in the educational environment. By actively aligning these standards towards organizational learning, it can generate and create educators and students who are responsive to the challenges of 21st century education. â€Å"When the values of the organization are focused on the higher levels of consciousness and employees are focused on the lower levels of consciousness, employees are encouraged to grow and develop† (Barett, 2003, p. 4). Applying this principles in my organization, I can argue that majority of our school’s objectives adheres to the idea of learning organizations. The values and objectives are actively aligned to standards and cultivate the capabilities of educators to provide instruction. At the same time, it provides mechanisms wherein administrators can actively incorporate new values that is considered essential not only on the growth of the students but also on the educational institution. Lastly, it presents several programs and mechanisms that allow these objectives to be realized. By allowing these methods to be applied with considerable consideration on feedback and monitoring, it allows the school to hone its policies which in turn leads to growth and learning. Imparting Communication into Practice Communication is also another crucial element in the practice of learning organizations. This process allows the creation of new patterns and methods that can be beneficial in practice. Such practice can serve as a medium wherein the goals and vision can be administered and facilitated. â€Å"Communication methods that convey the essence of the vision vary from formal meetings, to publication and casual conversation† (E-How, 2004, p. 1). By realizing that these processes are possible, the organization can apply its objectives and advance on the interplay of power using different mediums of interaction and facilitation with an end goal becoming learning organizations (Bamburg, 2000). Such practice makes the overall goal easier and compliments the overall intention of introducing change. Opening up avenues for dialogue and exchange of ideas can also provide the needed boost in facilitating conflict resolutions that affects performance and ability to perform goals and objectives. At the same time, by incorporating a standardized way of engaging with others, individuals and groups realize the essence of what truly matters and deepens their relationship with each other. This then in turn results towards further advancement and learning. â€Å"When people talk and listen to each other this way, they create a field of alignment that produces tremendous power to invent new realities in conversations, and to bring about these new realities in action† (Kofman and Senge, 2006, p. 33). In our educational institution, there had been several ways that the school created to reinforce dialogue not only with teachers but also on other important actors within the community. This process allows each party to rethink and analyze the current strategies at play and formulate new strategies that can be employed which will strengthen and intensify the level of cooperation among groups involved. At the same time, there exist both formal and informal arenas wherein educators, administrators and related parties can point out and further their interests concerning organizational development. In our aspiration to become learning organizations, we had realized that we must use communication and dialogue to further our interests and promote administer our target and expected outcomes. Creating Feedback Mechanisms The inclusion of feedbacks in every organization is another relevant component in attaining continued growth and expansion in learning organizations. By allowing this practice to be incorporated within the framework of every institution, it allows insight on instruments that matter and find new ways to redefine on methods that are considered to be obsolete or ineffective. â€Å"Recognizing success and failures helps create a shared learning within the organization that continues to drive the organization towards becoming a learning organization† (E-How, 2004, p. 1). Under this process involves several strategies that can introduce and incorporate the values and objectives in practice. It can range from documentation towards training which overall outlines the relevant areas that can shift from traditional actions into becoming a group that is holistic, administrative, and encompassing (Szostek, 2002). Likewise, this initiative calls for active and responsible ways of enacting organizational objectives and policies. By allowing feedback to come into play, it ensures that efficient measurements are given to actively gauge both the direction and response an organization has made in achieving its objectives. â€Å"When successful methods are developed, recognizing the importance of modeling those successes throughout the organization creates the paradigm of a learning organization† (E-How, 2004, p. 1). Considering this application in my present organization, I feel that the school provides several instruments that can provide avenues for learning organizations. Not only does it give out measurable objectives but it also caters to increasing chances for all parties to respond to the scheme implemented. In this process, there are available mechanisms that will actively measure the performance of teachers given to administrators and parents. It presents criteria of what things are relevant and important in the classroom. At the organizational level, we teachers are given a feedback form to determine the feasibility of student and school programs and what other issues need to be improved and developed. These methods enable us to continuously adapt not only to student needs but also incorporate on new ways to improve the current system. Realizing the Significance of Leadership Every organization for it to pursue its objectives and goals, it must have an entity that serves as a guide in paving its direction. It must be able to allocate the needed resources and recognize the significance of each actor in the attainment of its vision and mission. Seeing this, as the elements of learning organizations come into place, it requires an important component to strengthen and bind these together; leadership. In such manner â€Å"Learning organizations use shared leadership principles to maximize their resources and develop leadership capacity within individuals† (Kansas State University, 1998, p. 1). At the same time, the application of leadership style does not solely rely on a single approach. Rather, it must be a mixture of several strategies that seek to promote and intensify the practice of learning organizations. These approaches in turn must also take into consideration the background, history, affiliations, and culture of members to become encompassing and facilitative of each actors needs (Dar-El, 2000). By catering into these principles, the leader can now set programs and mechanisms that can establish a firm foundation for learning to take place in different levels. Lastly, the leader must be able to capture the needs of all actors involved in an organization. He/she must outline the issues revolving not only within the institutional arena but also focus action in enhancing group dynamics. This diversity of issues thus requires a myriad of approaches to make it adaptive and resilient to change. â€Å"A comprehensive view of a learning organization is that it is an organization in which learning begins at the level of the individual, proceeds through the level of the team, and is codified and stored at the level of processes and systems† (Kansas State University, 1998, p. 1) In the end, it clearly assumes that the overall process of learning organizations revolve not only on one level but on various dimensions that effective leadership can only control and provide. In applying this tenet in our educational institution, we in the school together share the dimensions of leadership that is mentioned. As an educator, I am not only tasked and responsible for student growth but at the same time I should seek for opportunities wherein I can contribute in the academic and professional realm. I believe that my actions together with other educators can contribute to the overall goal of achieving learning organizations in a collective manner. This form of collaborative setup is what makes our institution dynamic and susceptible to challenges. Also, our educational institution tries to reach out and take into consideration the relevant contribution of group dynamics and other actors in the process of achieving our goals and objectives. Not only shall this outlines further cooperation in enhancing education, it also gives the institution new insights to make facilitation and instruction better; thus creating an effective learning organization. Conclusion The call for learning organizations has increased opportunities for many individuals and groups to maximize and realign their goals to supplement this objective. Due to this, it has allowed the creation of processes and outputs that is more dynamic and effective in practice. Not only does this contribute to a renewed interest in organizational dynamics but also allowed the interplay of dialogue, power and administration be geared towards further growth and development in a holistic manner. References Bamburg, J. D. Learning, Learning Organizations, and Leadership: Implications for the Year 2050. Retrieved April 20, 2009 from, http://www. newhorizons. org/trans/bamburg. htm Barrett, R. (2003) The Importance of Values Alignment. Retrieved April 20, 2009. 1-4 Dar-El, E. (2000) Chapter 9: Learning Organizations in Human Learning. (US; Springer) Retrieved April 20, 2009. 185 – 210. E-How (2004) How to Develop a Learning Organization. Retrieved April 20, 2009 from, http://www. ehow. com/how_2263534_develop-learning-organization. html First, J. A. and Way, W. L. (1995) Parent Education Outcomes: Insights in Transformative Learning in Family Relations. 44 no. 1 Retrieved April 20, 2009. 104-109 Kansas State University (1998) Leadership in a learning organization. Retrieved April 20, 2009 from, http://www. oznet. ksu. edu/leads/FACT%20Sheets/fact9. pdf Kofman, F. and Senge, P. M. (2006) Communities of Commitment: The Heart of Learning Organizations in Learning Organizations: Developing Cultures for Tomorrow’s Workplace. ed. Sharita Shawla and John Renesch. (US; Productivity Press) 15 44 Smith, M. (2001) The learning organization in infed. Retrieved April 20, 2009 from, http://www. infed. org/biblio/learning-organization. htm Szostek, L. (2002) Creating the Learning Organization. Retrieved April 20, 2009 from, http://www. businessknowhow. com/manage/learningorg. htm