The Evistrombus Canarium Essay Example

The Evistrombus Canarium Essay evistrombus canarium (commonly known as the dog conch or by its better-known synonym, Strombus canarium) is a species of edible sea snail, a marine gastropod mollusc in the family Strombidae (true conches). Known from illustrations in books dating from the late 17th century, L. canarium is an Indo-Pacific species occurring from India and Sri Lanka to Melanesia, Australia and southern Japan. The shell of adult individuals is coloured from light yellowish-brown to golden to grey. It has a characteristic inflated body whorl, a flared, thick outer lip and a shallow stromboid notch. The shell is valued as an ornament, and because it is heavy and compact it is also often used as a sinker for fishing nets. The external anatomy of the soft parts of this species is similar to that of other strombid snails. The animal has an elongate snout, thin eyestalks with well-developed eyes and sensory tentacles, and a narrow, strong foot with a sickle-shaped operculum. A molecular analysis conducted in 2006 based on DNA sequences of histone and mitochondrial genes demonstrated that Laevistrombus canarium, Doxander vittatus and Labiostrombus epidromis are closely related species. The dog conch exhibits behaviours common among Strombidae, including burrowing and a characteristic leaping form of locomotion. The former behaviour, however, involves movement sequences unique to this species. Laevistrombus canarium lives on muddy and sandy bottoms, grazing on algae and detritus. It is gonochoristic and sexually dimorphic, depending on internal fertilization for spawning. Larvae of this species spend several days as plankton, undergoing a series of transformations until they reach complete metamorphosis. The maximum life span is 2 to 2.5 years. Predators of this snail include carnivorous gastropods such as cone snails and volutes. It is also a prey species for vertebrates including macaques, and also humans, who consume the soft parts in a wide variety of dishes. We will write a custom essay sample on The Evistrombus Canarium specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Evistrombus Canarium specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Evistrombus Canarium specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

How to Answer ACT Reading Questions 5-Step Guide

How to Answer ACT Reading Questions 5-Step Guide SAT / ACT Prep Online Guides and Tips The ACT Reading section is challenging for many students because of the intense focus required to answer questions accurately in such a short time frame.Quickly getting to the root of each question is tough, but it's definitely a skill that you can learn with practice. This guide will present an example-driven step-by-step process for interpreting ACT Reading questions and give you the inside scoop on some of the sneakiest tricks the Reading section has up its sleeve. What’s in This Guide, and Who Is It For? This guide provides a step-by-step outline of how to approach ACT Reading questions and determine exactly what they’re asking.The steps can also function as tips in isolation.You won’t need to complete all of them for every question (especially because the ACT is so fast-paced and the questions are typically pretty straightforward), but I think understanding this process before the test will help you to get through questions that confuse you at first glance. The second part of the article lists a few tricks the ACT Reading section has up its sleeve. You should learn to spot them so you can avoid making careless mistakes.If you tend to have difficulty with the ACT Reading section (or reading isn't your strong suit in general), I’d recommend taking a look at the steps and tips in this article.They'll give you a nice confidence boost on the test! Step-By-Step: How to Break Down ACT Reading Questions This is a comprehensive step-by-step process that you can use to understand and answer ACT Reading questions.Here’s the question I’ll be using as an example: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? A. Women haven’t until recently been allowed to see the depths in Shakespeare, but nobody bothers to read Shakespeare anyway.B. Women haven’t written as well as men because they’ve been too busy being spouses, but nobody takes time to read women writers anyway.C.Women haven’t written as well as men because they have not had the same educational opportunities, yet there are many great women writers no one reads.D. Women have always had an abundance of Shakespeares, yet have not experienced the kind of education it takes to appreciate Shakespeare. Step 1: Do a Quick Read of the Question (and the Relevant Line Numbers If Applicable) First, read the question to get a more general sense of what it’s asking. On the ACT, many questions are clearly worded, so it’s not necessary to go through all the additional steps to interpret them.This should serve as a checkpoint to gauge the difficulty level of the question and how much time you need to spend dissecting its meaning. If you’re given a line reference number, revisit the line and the paragraph where it occurs to jog your memory about the context.Here’s the paragraph we need to revisit for this question (line 54 is bolded): For the fact is that we can’t have it both ways. Wecan’t simultaneously espouse the line that womenhaven’t until recently been allowed the depth of education and experience to become Shakespeare, while alsoclaiming that we really have an abundance ofShakespeares, if anybody would just take the time toread us. Now that you've grounded yourself with a basic idea of what you’re looking for, you can dig into the meat of the question (ew). This is what I pictured while writing thatlast sentence (and it's also what the expression on my face looked like). Step 2: Underline Important Terms and Phrases Let's start looking at the nitty-gritty of what exactly the question is asking. In this step, we'll underline the most important terms and phrases.These might include: Words and phrases that indicate main idea or detail questions: Summarizes Lists States Paraphrases Main point Primary purpose Point of view [Number] paragraph EXCEPT or LEAST Compare or contrast Words and phrases that indicate inference questions: Can be inferred Suggests Implies Is meant to Represents [Most nearly] means Words and phrases that indicate questions about author/character intention or feelings: Establishes Indicates Illustrates Distinguishes between ([Character] or [author]) feels Could be characterized Agree or disagree Mood and tone For the sample question, these are the parts I would underline: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? We know for this question we’re looking for a description of the contrast between the â€Å"two ways† cited in the passage.The function of the correct answer choice (distinguishing between), the actual subject of the question (â€Å"two ways†), and the reference spot in the passage (line 54) are the key aspects of this question that could be underlined for clarity. Important tip: Don't underline a million things in the question. This step is useless if you're not emphasizing specific parts. In a parallel case, whoever overzealously highlighted this book is going to be extremely frustrated when they try to study later. Step 2.5: Rephrase the Question (If Necessary) This is an optional step that I would suggest taking if you still aren’t completely confident that you understand what the question is asking.Since you’ve underlined the most important parts, you should be able to rephrase it in a way that’s more easily digestible. For the sample question, this might look something like: Which answer choice describes the contrast between the â€Å"two ways† outlined by the author in the 5th paragraph? At this point, you have enough information to start thinking about potential answers. Step 3: Consider Relevant Evidence in the Passage and Make an Answer Prediction Now that we know what the question is asking, it’s time to look back at the passage and see if we can make any predictions about the answer.Look at the surrounding context, not just the specific line or lines mentioned in the question.Once again, here’s the paragraph we need to look at to find the answer to this question: For the fact is that we can’t have it both ways. Wecan’t simultaneously espouse the line that womenhaven’t until recently been allowed the depth of education and experience to become Shakespeare, while alsoclaiming that we really have an abundance ofShakespeares, if anybody would just take the time toread us. The incompatible â€Å"two ways† described in the paragraph are: 1. Women haven’t been given the same educational opportunities as men, and this accounts for the existence of fewer famous female writers. 2. There are just as many female literary greats out there as male, but their works are ignored by society because of gender bias. The answer choice that we’re looking for will present the incompatibility of these two conceptions of the situation. It would be something like: Women don’t produce as many great works of literature as men due to lack of educational opportunity. Vs. Women’s contributions to literature would be considered as great as men if their work was given more exposure. *Writes great work of literature only to realize it's been smudged beyond recognition by absurdly puffy dress sleeves* Step 4: Eliminate Incorrect Answer Choices We know what we’re looking for, so we can move on to ruling out three of the four answer choices: Which of the following most clearly distinguishes between the â€Å"two ways† suggested by the author’s assertion that â€Å"we can’t have it both ways† (line 54)? A. Women haven’t until recently been allowed to see the depths in Shakespeare, but nobody bothers to read Shakespeare anyway.B. Women haven’t written as well as men because they’ve been too busy being spouses, but nobody takes time to read women writers anyway.C. Women haven’t written as well as men because they have not had the same educational opportunities, yet there are many great women writers no one reads.D. Women have always had an abundance of Shakespeares, yet have not experienced the kind of education it takes to appreciate Shakespeare. Let's go through each of these choices based on the information we've learned so far: Choice A can be eliminated because the â€Å"two ways† have nothing to do with Shakespeare’s works specifically.Shakespeare is only mentioned as a stand-in for famous writers in general.Although the first part of the answer is almost in line with one of the issues mentioned (women not having access to education), the second part doesn’t work. Choice B can be eliminated because of the first part of the sentence.The author doesn’t say anything about women being too busy being spouses to craft great works of literature. Choice C looks correct based on our predictions.It checks out both for the first claim (women haven’t written as well because they haven’t had the same educational opportunities as men) and the second claim (there are lots of great women writers out there, but no one gives them a chance). Choice D can be eliminated because it’s too focused on the Shakespeare aspect of the author's statement.As I said earlier, Shakespeare is used simply as a representative for all well-known and well-respected literary talents. How do we know Shakespeare wasn't just a bearded lady? I imagine hair removal was more difficult back then, and this is one pretty dude. Step 5: Commit to a Final Answer Based on our findings in the previous step, it looks like Choice C is the one we want. Before bubbling it in, read over the question and chosen answer one last time to ensure that everything makes sense, and there are no careless mistakes. It's always a good idea to double check the question and answer before you commit so that you don't miss anything! Not So Fast...Look Out for These Tricks If you follow the steps in this article, you shouldn’t fall for the ACT’s tricks, but considering the fast-paced nature of the test, you’re bound to rush through a few questions. If you don’t pay attention to exactly what the question is asking and what the evidence tells you, you could run into trouble.Be wary of: Half-Correct Answers Often when the answer to a question has two or more parts, some of the choices will be partially correct.This can be tricky because you might start reading an answer choice, notice that it lines up with what you predicted for the answer, and bubble it in without noticing that part of it doesn’t make sense. This could have happened on the question we just answered.In Choice A, the first part of the answer made some sense, but we found that the second part was wrong, and Choice C was actually the correct answer.To avoid falling for this trick, read through all parts of every possible answer carefully before committing to your choice. This looks like a nice solid roaaaaaaaahhhhhh (metaphorical representation of what will happen if you don't read carefully) Superfluous Details (or Overly Specific Ones) Sometimes the ACT likes to insert little sneaky incorrect details into answers that look correct at first glance. Take this question, forexample: Choice F is the correct answer even though Choice J may appear more specific and accurate if you don’t look at the details too closely.Choice J mentions numbing the spinal cord, which is a more detailed description of the process than Choice F’s generic â€Å"release of chemicals.†However, its inclusion of the pituitary gland in the second part of the answer makes it incorrect. The chemicals do â€Å"block pain signals in the spinal cord,† but the pituitary gland is only referenced when the passage states that acupoint stimulation sends impulses there.The chemicals don’t prevent signals from being sent to the pituitary gland, so Choice J is wrong-o.To avoid falling for this, use process of elimination to rule out all answers that give even the tiniest extra details that don’t make sense in the context of the passage. I wonder how acupuncture was even discovered in the first place. If I'm trying to get some pain relief, the last thing I think about is stabbing myself with tiny needles. LEAST or EXCEPT Questions Some questions on the ACT will ask you what the answer is NOT. This is perhaps the most classic variety of tricky question. Here's an example: Even though the words "least" and "except" are in all caps, many students miss these key words by not reading carefully enough. If you notice a LEAST or EXCEPT in a question, make that the first thing you underline.As you go through the answer choices, clearly cross out any options that accurately reflect the information in the passage. These questions are generally on the easier side if you don't get confused by the trick! Objective Truths (but Inaccurate Answers) The ACT likes to include answers on the Reading section that might look good to you if you skipped straight to the questions.These answers include real facts or very reasonable assumptions that would look like logical choices if you didn’t consult the passage directly.Here's an example: If you were rushing through this passage and only looked at the question, you might be tempted by almost all of these choices. Choice A includes a specific name, which makes it seem like it's directly related to the passage.Choice B also sounds logical at first glance. People in the 18th century were probably impressed by unusual weather because there wasn’t that much else around for entertainment value.Choice C is kind of weird, so it’s a less likely temptation, but it’s still something that you could think was plausibly true. Here’s the actual section of the passage the question references: Choice D is the correct answer because it accurately explains the purpose of the quote in the context of the author’s larger point.But you can see how the â€Å"truthiness† of the first few choices might confuse you if you didn’t read thoroughly. ALWAYS be vigilant in your search for direct evidence. Just because something is true or logical out of context doesn’t mean it’s the answer you want! Prepare for the best BRAINstorm in memory on the ACT. Conclusion Reading questions on the ACT can be misleading at times, so it's smart to have an effective way of breaking them down before you take the test. Once again, here are the steps you might take to dissect and conquer challenging questions: Step 1: Do a Quick Read of Question (and Relevant Line Numbers if Applicable) Step 2: Underline Important Terms and Phrases Step 2.5: Rephrase the Question Step 3: Consider Relevant Evidence in the Passage and Make an Answer Prediction Step 4: Eliminate Incorrect Answer Choices Step 5: Commit to a Final Answer As you follow these steps, be on the lookout for ACT tricks that might throw you for a loop. Examples include: Half-Correct Answers Superfluous Details (or Overly Specific Ones) LEAST or EXCEPT Questions Objective Truth (but Inaccurate Answer) What's Next? Want more tips? Check out our ultimate prep guide to ACT Reading, which includes every article we've written about this topic. If you're in a time crunch, read this article on how to cram for the ACT and (potentially) raise your score 4 points in 10 days! Practice tests are the most critical study weapons you have in your arsenal. Learn how you can use ACT practice tests to improve your score in just 20 hours. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Demora de petición de ciudadano para sus padres

Demora de peticià ³n de ciudadano para sus padres El tiempo de demora en la tramitacià ³n de esta solicitud puede variar desde apenas 6 meses, para los casos en los que no hay problemas migratorios,   a ms de 10 aà ±os. Incluso a veces es imposible. Solamente los  ciudadanos americanos mayores de 21 aà ±os  pueden pedir la tarjeta de residencia permanente, tambià ©n conocida como green card para su padre y para su madre.   En este artà ­culo se explican las siguientes situaciones, que son las que dan lugar a estas cuatro  diferencias en el tiempo de tramitacià ³n: Padre o madre en Estados Unidos y que puede ajustar su estatusprogenitor en USA pero no puede ajustar estatuspadres fuera del paà ­s sin problemas de inadmisibilidad y padres en otro paà ­s con castigo pendiente. Tambià ©n se explica dà ³nde buscar la à ºltima informacià ³n sobre demoras en la pgina oficial del Servicio de Inmigracià ³n y situaciones especiales como cundo un ciudadano jams puede pedir a sus padres. Demora de peticià ³n de padre o madre en EEUU y que pueden ajustar su estatus En este caso, se envà ­a la peticià ³n I-130 con toda la documentacià ³n adicional y, al mismo tiempo, la I-485, para el ajuste de estatus. Cuando se solicita el ajuste de estatus se puede presentar tambià ©n la peticià ³n de permiso de trabajo y de advance parole que permite viajar fuera del paà ­s, si asà ­ se desea. Es fundamental que una vez que se  inician los trmites   no se salga de Estados Unidos sin ese permiso para viajar. Los tiempos de tramitacià ³n van a ser dos: primero el de aprobacià ³n del I-130, que es la peticià ³n, que va a depender del lugar de tramitacià ³n.ly una vez que se obtiene el OK, se va a proceder  con la solicitud de ajuste de estatus. Es fundamental saber si se puede ajustar el estatus o no. Ahà ­ est la gran diferencia. Si se puede se est ante uno de los tipos de peticià ³n de green card ms rpidos. Si no se puede, es una pesadilla que puede demorarse aà ±os o, incluso, en la prctica resultar imposible porque obliga a la separacià ³n de familias por muchos aà ±os. Antes de enviar los papeles asesorarse con un buen abogado. Demora de peticià ³n de padres en EEUU y que no pueden ajustar estatus Y es que si el pap o la mam para el que se piden los papeles est ilegalmente en el paà ­s y llegà ³ cruzando ilegalmente la frontera, hay un problema grave ya que no se puede ajustar el estatus. En estos casos aunque se apruebe el I-130 se va a tener que salir del paà ­s para acabar el trmite. Esto incluye ir a una entrevista en una embajada o consulado de los Estados Unidos en otro paà ­s y aquà ­ va a surgir un problema por la presencia ilegal al aplicarse el castigo de los 3 y de los 10 aà ±os.   Una vez que se sale de Estados Unidos y se tiene que cumplir ese castigo, en algunos casos se podr pedir con à ©xito un perdà ³n. Lo que sà ­ es importante es entender que si se cruza de nuevo ilegalmente la frontera hacia Estados Unidos se va a tener el castigo de la prohibicià ³n permanente. Por lo tanto, si se est en uno de esos casos, antes de iniciar el proceso entender bien quà © puede ir mal, en particular, verificar si serà ­a posible pedir un perdà ³n provisional por presencia ilegal   en casos de dureza extrema y que se otorga antes de salir de Estados Unidos. Otra solucià ³n, en el caso de   los familiares indocumentados de ciudadanos americanos que sirven en el  Ejà ©rcito,  Guardia Nacional, Reserva o Veteranos, serà ­a verificar si se puede solicitar un  Parole in Place. Si la mam o el pap estn fuera de USA y no hay causa de inadmisiblidad En estos casos hay dos partes muy bien diferenciadas. Primero el Servicio de Inmigracià ³n y Naturalizacià ³n (USCIS, por sus siglas en inglà ©s) tiene que aprobar la peticià ³n I-130. Y una vez que lo hace envà ­a los papeles al Centro Nacional de Visas (NVC, por sus siglas en inglà ©s). A partir de aquà ­ todavà ­a el proceso se va a demorar unos meses ya que hay que ir entregando al NVC documentacià ³n segà ºn la va pidiendo.   Adems, hay que pasar el examen mà ©dico y, finalmente acudir a la entrevista en la Embajada o Consulado. En este punto, algunos son ms rpidos que otros, ya que depende del nà ºmero de aplicaciones que tengan y de la cantidad de cà ³nsules destinados en ese puesto. No vender propiedades ni dejar el trabajo hasta que se tiene la aprobacià ³n de la visa de inmigrante. Una vez que se obtiene la aprobacià ³n, esto es, despuà ©s de la entrevista, se dispondr de seis meses para ingresar a Estados Unidos. Una vez que se llega a un puerto de entrada migratorio (aeropuerto, puerto o frontera terrestre) un oficial de Inmigracià ³n sella el pasaporte y ese sello equivale a una green card hasta que se recibe una tarjeta fà ­sica por correo. Padre o madre fuera de Estados Unidos y hay causa de inadmisibilidad La tarjeta de residencia se puede negar por ms de 40 razones. Es lo que se conoce como causas de inadmisibilidad. En estos casos hay un problema que en ocasiones se podr solucionar dejando pasar el tiempo o pidiendo y obteniendo un perdà ³n y habr casos en los que no ser posible, a pesar de tener un hijo ciudadano. En muchas ocasiones el problema viene ocasionado por estancia ilegal en Estados Unidos que provoca el castigo de los 3 y de los 10 aà ±os   y/o deportacià ³n. En estos casos lo sensato es consultar con un abogado experto y sincero y analizar si se est en condiciones de solicitar con à ©xito un perdà ³n, que en algunos paà ­ses se conoce como permiso o waiver.  ¿Cà ³mo se miran los tiempos de procesamiento del USCIS? En esta pgina oficial se va hasta la parte inferior y se elige el centro de procesamiento que, segà ºn la carta que se recibià ³ del USCIS, es la encargada de decidir sobre el caso.   Elegir el Centro de Servicio correcto (Vermont, Texas, California o Nebraska) y hacer click. Se abre otra pgina y buscar el documento I-130, peticià ³n para pariente extranjero y buscar la opcià ³n adecuada: peticià ³n de un ciudadano de EE.UU para un cà ³nyuge, un padre o un nià ±o menor de 21 aà ±os. Y ahà ­ se ve el tiempo que se est demorando en tramitarse. En la actualidad est en torno a los cinco meses. Despuà ©s, si se ajusta el estatus, se procesa esa parte en otro centro (Oficina de Campo) y se verifica de igual manera cunto se demora en esa misma pgina oficial. Recordar que el documento que hay que buscar es I-485 solicitud para registrar la residencia permanente o para ajustar el estado. Si, por el contrario, es un procedimiento consular, calcular entre otros cinco y siete meses, de media para finalizar el proceso. A dà ­a de hoy, aunque puede haber importantes diferencias segà ºn las oficinas de tramitacià ³n, el proceso de principio a fin deberà ­a tomar menos de un aà ±o. Entre los seis y los doce meses es una estimacià ³n razonable, que va a depender de los lugares de tramitacià ³n. A tener muy en cuenta en peticiones de ciudadanos para sus padres Adems de tener 21 aà ±os, es necesario cumplir todos los dems requisitos para patrocinar, como por ejemplo, tener recursos econà ³micos suficientes. Asimismo, tener presente que en las peticiones del padre o de la madre no se puede incluir a los hermanos del solicitante. Por ejemplo, si un ciudadano pide a su mam, no puede aà ±adir en la misma planilla a un hijo de esa madre de ninguna edad. Para estas personas la solucià ³n es que el ciudadano realice otra peticià ³n para su hermano, que tarda mucho tiempo o que una vez que la mam o el pap se conviertan en residentes, estos realicen una peticià ³n ese hijo/a. Y, finalmente, los ciudadanos americanos que obtuvieron originalmente sus papeles por medio del programa de Inmigrantes Especiales Juveniles no pueden jams pedir los papeles para ninguno de sus padres.   Informacià ³n migratoria confiable Para resolver dudas e inquietudes lo mejor es estar informado directamente por el organismo oficial que lleva un asunto determinado. Para ello se ha recopilado esta lista de telà ©fonos y pginas webs a los que acudir para resolver distintos problemas migratorios. Este es un artà ­culo informativo. No es asesorà ­a legal.

Engineering analysis 2 Speech or Presentation Example | Topics and Well Written Essays - 750 words

Engineering analysis 2 - Speech or Presentation Example This method, of course, introduces error due to the nature of the treatment that is given to the differential curve by division into small steps. This error term keeps on increasing with every step, and does not ensure high accuracy. The Runge-Kutta method however, has a very ingenious modification to this method, which makes it much more powerful by reducing error through RK4 by magnitudes of the order of 105. The modification that is made is to cancel out the error in every last step of the process. This is done by using the trial step just as in the Euler method: The last term is the error term associated with the second step, and it is much lower than the one in Euler Method. This form of Runge-Kutta is known as RK2. To reduce error further, further step error reduction formulae are used, which involve different coefficients of the higher order error terms. These are formulated in RK4 or 4th order RK method as: The table clearly shows how low the error percentage in the RK4 method is. This shows the power of the method, though it is to be made known that this is not the most powerful of all methods. But still, its ease of usage makes it the most common technique and the best choice when very high accuracy is not

Analysis Essay Example | Topics and Well Written Essays - 750 words - 1

Analysis - Essay Example For example, men are depicted as people who do not value women and hence despise their importance. On that prospect, there is a loss of personal identity among the women because of the persistent male domination. This loss of identity is apparent in the marriages of Mrs. Hale, Mrs. Peters and Mrs. Wright. Therefore, when Mrs. Wright who was initially called Minnie murders her husband John Wright, the two women conspire to protect her â€Å"†¦I might have known she needed help! I tell you, it's queer, Mrs. Peters† (Glaspell 17). Another view of marriage depicted by the playwright is that women are making efforts to reclaim their respect and dignity. From the play, Mrs. Hale and Mrs. Peters are seen showing extreme sympathy toward the wife of the victim in a sense of solidarity. In other words, both women make attempts in comprehending the guiding motives that led Minnie to wring the neck of her husband, John Wright. The women decide to settle on this idea because men taske d with the investigations are emotionless and cold with the existing material facts. The suggestions from these acts indicate that women are deemed as nothing in the eyes of the law. Apart from the aforementioned reasons of marriage offered by Susan Glaspell, there is the disregard by the law towards marriage. For example, the county attorney does not find pride in Mrs. Peter because she has been married by a cop. On that note, the attorney remarks she is â€Å"married to the law†¦ (Glaspell 14) meaning she is a person who is dominated by husband. There is also a conduct of timidity displayed among the two women especially when they are conversing. Mrs. Hale and Mrs. Peters are fond of sitting together suggesting a lack of strength among themselves even in their matrimonial homes. Furthermore, it depicts an inferiority complex complimented by the body language when investigation is being conducted concerning the murder of John Wright. Alternatively, the incompetency of men to show compassion for Minnie who is accused of murdering her husband shows a lack of dignity for marriage. Moreover, the death of the bird belonging to Minnie is a symbol of the destruction of women’s fancies in marriages. Another aspect is the men constantly ridiculing the roles played by women from the county attorney who is tasked with investigations to the sheriff. This is exemplified when the sheriff dismisses the fruits that have frozen in the cupboard instead of complimenting the hard work of the women. On the same perspective, views of marriage in, ‘Trifles’ is that of men who are constantly blaming women for their woes. This is apparent when the County attorney disparages the housekeeping skills of Mrs. Wright when they go to conduct investigations. However, in solidarity with her friend, Mrs. Hale comes to her defense by stating that housework is tough on a farm. This leads the County Attorney to minimize his ridicule and continue with other investigative roles inside the home of Mrs. Wright (Glaspell, 2010). Another defense fronted by Mrs. Hale that exposes the desperate attempt by women to defend their marriages is when she confronts the County Attorney. This is concerning the murder of John Wright. She explains to the investigation team that the home of Mrs. Wright was not a cheerful place, but Mrs. Wright had exceptional homemaking skills. However, the County Attorney continues to level blame on Mrs. Wright by claiming it’

Functionalism Presentation Essay Example for Free

Functionalism Presentation Essay Structural Functionalism is simply known as Functionalism; it is defined as a system of parts, all of which serve a function together for an overall effectiveness and efficiency for society. This theory views norms, customs, traditions, and institutions that surround society and society should acknowledge different elements to gain social stability. Failure to do so results in imbalance, negative attitudes, war, and misunderstanding in a community. An example can portray this concept: for instance, the government or state, provides education for the children of the family, which in turn pays taxes on which the state depends to keep itself running. The family is dependent upon the school to help children grow up to have good jobs so that they can raise and support their own families. If it all goes well, parts of the society produce order, stability, and productivity. If it does not go well, parts of the society then must adapt to recapture a new order, stability, and productivity. Functionalists accept the fact that change is sometimes necessary to correct social dysfunctions (the opposite of functions), but it must occur slowly so that people and institutions can adapt without any rapid disorder. A set of theories that differs from Functionalism is the Conflict Theory. Conflict Theory states that society or an organization functions so that each individual participant and its groups struggle to maximize their benefits, which inevitably contributes to social change such as political changes and revolutions (http://www.newworldencyclopedia.org/entry./Conflict_theory). Functionalism makes seven main assumptions which focuses on several level of analysis which are [society, community, individual, social unit (ex. family, organizations, and so forth)]. Functionalism focuses on macro-level (looks at large-scale social institutions like society as a while, government, the labor force, and so forth) (http://structuralfunctionalism.com/). It looks at grand-scale sensation and pays little attention to individual agency and personality development. Though, micro theories like symbolic interactionalism center more on individuals and their everyday interactions with others and small-scale social groups or organizations. There is a metaphor for functionalism which is the human body. Without one or more important organs, the body cannot operate. So saying that functionalists argue: in order for a  society to operate, it has to place and motivate individuals to occupy the necessary positions in the social structure. There are two main ways society does this is through motivation and rewards. A society must instill in the proper individuals the desire (motivation) to fill certain positions. Once the proper individuals are in these positions, society must offer them appropriate (rewards) so that they maintain desire to fulfill their difficult positions (i.e. jobs) (http://structuralfunctionalism.com/). There are two examples that functionalism plays a good role which are education and crime. Structural-functionalists see education as contributing to the smooth functioning of the society. Education helps maintain society by socializing young beings into values of achievement, competition, and equality of opportunity. Education transmits culture such as shared beliefs, values, and train the most qualified individuals for the most socially important positions. It teaches people not only the skills and thinking skills to maximize their potential, but also teaches them to be good citizens and get along with others. They would not see education as  contributing to inequality along with class, race, gender, and so forth but rather as serving the positive function of the overall society. Structural-functionalists view crime as a necessary part of society. Through public outrage and legal punishment, the majority of people in a given society recognize, accept, and adhere to a shared set of moral guidelines and rules. Without crime, there would be no legal system or shared morals in our society. As well as a stable crime rate is a sign of a healthy society. If the crime rates escalate, people will lose trust and solidarity. But, if the rates of crime remain low, people will think that they are living in a state where is no freedom and individuality or no shared moral guidelines that penetrates right, wrong, immoral and moral, normal, and deviance. References Friley, G. (2012). Understanding Human Society . Answers.com http://structuralfunctionalism.com/ http://people.ath.ac.uk/ssxlw/structural%20Functionalism%20lecture%202leah.ppt http://www.historylearningsite.co.uk/functionalsim_education.htm

Asteroids Essay -- essays research papers

Asteroids In our solar system today there are over 30,000 asteroids flying around in all direction colliding with other asteroids and planets, without a care about the destruction they might convey. Our planet Earth is caught right in the middle of all of this action and is liable to entire extinction of any life forms on the planet if a large enough asteroid crosses its path. Any single asteroid has the possibility to erase thousands of years of history and wipeout the human race, as we know it. Asteroids are large or small chunks of rock and metal flying around space up to speeds of 80 000 km/h. These chunks were believed to have formed millions of years ago during the "big bang". These rocks didn’t form any planets and were stuck floating around space on their own or in the gravitation of the asteroid belt. This asteroid belt is approximately 300 million miles from the Sun and it contains thousands of asteroids; some being miles in diameter. Another theory of the formation of asteroids is that a planet between Mars and Jupiter once existed and after many years it exploded into thousands of pieces that are still revolving around the sun in the form of an asteroid belt. Other asteroids are formed when large meteors collide with large asteroids creating more small ones. These meteors can also collide with planets breaking off chunks of the crust into space. Ceres is believed to be the biggest asteroid that was in space at one point in time. Ceres was believed to be 600 miles wide, making up 1/3 of the total mass of all asteroids. Ceres was the first asteroid discovered and was found in 1801. There are two main types of asteroids; the first dominates the outer part of the belt and are found to be rich in carbon, the second group are located in the inside of the belt and are found to be rich in minerals. The average temperature of the surface of an asteroid is approximately -73 degrees C. Many people don’t know that over 50,000 small asteroids called meteors hit the Earth every year. These meteors are the outside layer of larger asteroids that have been chipped off or are the surface of other planets that have detached from their positions when hit with larger asteroids. Asteroids sometimes align with Earth when meteors flying through space collide with other asteroids in the belt causing pieces to break off and head in all directions. ... ... wide and found within 8 million kilometers of Earth. It is very probable that a large asteroid will hit the Earth in the future because of the planet’s past experience with asteroid collisions. Scientists estimate that an asteroid more than 800 m in diameter hits the Earth every million years and a smaller one hits every century. An asteroid bigger than 1 km would mean the end of about 30% of the World’s population. This size of an asteroid would be the equivalent explosion to 2 million Hiroshima bombs. This explosion would cause destruction of all living creatures within a hundred mile radius as well as blocking off the Sun with dust and rock particles for weeks or even months. Asteroids are probably the deadliest force that our solar system can produce, one strike could put man back in the dark ages and would kill almost the entire population of our planet. It is for this reason that scientists should focus more on understanding asteroids and research more into the defense of our planet. At the moment we only know where a fraction of the asteroids out there are. The asteroid that could destroy our planet could only be a year away and we don’t even know it exists.

Governance mechanisms Essay

1). Evidence from empirical studies of short-run cost-output relationships lends support to the: 2). Break-even analysis usually assumes all of the following except: 3). In determining the shape of the cost-output relationship only ____ depreciation is relevant. Answer 4). In the linear breakeven model, the breakeven sales volume (in dollars) can be found by multiplying the breakeven sales volume (in units) by: 5). A firm in pure competition would shut down when: Selected Answer: price is less than average variable cost Correct Answer: price is less than average variable cost 6). Buyers anticipate that the temporary warehouse seller of unbranded computer equipment will Answer 7). An â€Å"experience good† is one that: 8). Experience goods are products or services 9). The demand curve facing the firm in ____ is the same as the industry demand curve. 10). In the electric power industry, residential customers have relatively ____ demand for electricity compared with large industrial users. But contrary to price discrimination, large industrial users generally are charged ____ rates. 11). The practice by telephone companies of charging lower long-distance rates at night than during the day is an example of: 12). Of the following, which is not an economic rationale for public utility regulation? 13). If a cartel seeks to maximize profits, the market share (or quota) for each firm should be set at a level such that the ____ of all firms is identical. 1 4). Which of the following is an example of an oligopolistic market structure? 15). Some market conditions make cartels MORE likely to succeed in collusion. Which of the following will make collusion more successful? 16). Even ideal cartels tend to be unstable because 17). In making promises that are not guaranteed by third parties and in imposing penalties that are not enforced by third parties, all of the following are credibility-enhancing mechanisms except 18). The Prisoner’s Dilemma involves two spies who are held in separate soundproof rooms. But  even if the two spies could communicate, what makes it difficult for them to achieve the cooperative solution (both not confessing)? 19). When airlines post prices on an electronic bulletin board at 8:00 a.m. each morning, the decision-makers are engaged in 20). To trust a potential cooperator until the first defection and then never cooperate thereafter is 21). Vacation tours to Europe invariably package visits to disparate regions: cities, mountains, and the seaside. Bundling, a type of second degree price discrimination, is most profitable when: 22). Firms that have a cover charge for their customers and charge for each item they purchase as well are exhibiting 23). The optimal mark-up is: m = -1/ (E+1). When the mark-up on cookware equals 50%, then demand elasticity (E) for cookware is: 24). Third-degree price discrimination exists whenever: 25). Governance mechanisms are designed 26). Vertical integration may be motivated by all of the following except: 27). Agency problems appear in many settings within a firm. All of the following are examples, except which is NOT a good example of this problem? 28). Reliant assets are always all of the following except: 29). ____ occurs whenever a third party receives or bears costs arising from an economic transaction in which the individual (or group) is not a direct participant. 30). The lower the barriers to entry and exit, the more nearly a market structure fits the ____ market model. 31). The ____ is equal to the some of the squares of the market shares of all the firms in an industry. 32). ____ yields the same results as the theory of perfect competition, but requires substantially fewer assumptions than the perfectly competitive model. 33).In determining the optimal capital budget, one should choose those project’s whose ____ exceeds the firm’s ____ cost of capital. 34). The ____ method assumes that the cash flows over the life of the project are reinvested at the ____. 35). Any current outlay that is expected to yield a flow of benefits beyond one year in the future is 36). Capital expendituresa

Christ above Elijah and Moses Essay

The relation between Jesus and Elijah or between the book of Kings and the New Testament is one of the most controversial issues in modern theology. As a matter of fact this is also one of the crucial issues regarding the divinity of Jesus. It is also one of the main issues that divide Christianity and Judaism. The main problem arises from the actual term Messiah which in literal translation means the â€Å"anointed† one. Therefore many that claim that Jesus was only a human Messiah and not the son of god, put Jesus and Elijah on the same level together with Moses. Even though the transfiguration of Christ in the second Epistle of Peter supposedly puts Christ above Elijah and Moses, the text does not give such clear evidence about Jesus actually being above them or being the son of god. Coming back to the term messiah or the anointed we should remember that in Jewish terminology Messiah could be any prophet including Moses, Elijah or even David. As a matter of fact in first century Judaism it was more likely for the Jews to expect two messiahs; a political and a spiritual one. Therefore it was widely speculated that there is a possibility that Barabbas might actually have been the other Messiah and that the account of that was lost during the years while Christianity was an underground religion. The second biggest problem regarding the identity of Jesus and his relations with other prophets is the metamorphosis (or transfiguration) of both testaments by the Nicaene Creed, it is where Jesus was adapted to become the new god of the Roman Empire as it is said: â€Å"the time when Constantine the Great tricked the Messianic Jews into worshiping the Roman Emperor in disguise. † It is actually by comparing Elijah’s and Jesus’ Messianic deeds that we can see the similarity between the two of them. As a matter of fact if one compares 2 Kings 4:1-44 with the Gospels of the New Testament like Mark 6:30-44, Mark 8:1-9, and John 6:1-13 one can notice striking similarities that are too similar to simply be coincidence. (1) In other words they pretty much perform the same miraculous deeds and seem to act and speak in quite a similar way. Is this the way the 1st century Jews expected their Messiah to act and behave. Both Jesus and Elijah raised people from the dead as well as they provided for the needy on several occasions. (2) (2 Kings 4: 1-44) On the other hand Elijah and Jesus are different to Moses for having gone to heaven while being alive while Moses died as a mortal never rising people from the dead , but the fact that Jesus and Elijah are so similar shows us a precedent in the Old Testament, of a prophet that is so similar to Jesus that it is logical to assume that Jesus is finally only one of the prophets that was god-sent to help his flock in turbulent times and leave a legacy of how one should live her or his life. (3) If one assumes the original Jesus was a Jewish prophet that was not the incarnation of god himself but a very mighty mortal that finally resurrected from the dead and went to heaven then there is no difference between him and Elijah except the resurrection part, which could be explained by a different will of god or by historic misinterpretation. Nevertheless the main differences between Jesus and Elijah are actually some additions to the personality and life of Jesus that were included to the scriptures to satisfy the pagan populations of Constantine’s Rome. Like the Virgin birth (proper of Sun Gods like Horus and Mithras) birth on December 24th (4) (proper of Sun Gods like Horus and Mithras), and the resurrection also proper of Sun Gods like Horus and Mithras. Footnotes: 1. 2 Kings 4: 42 A man came from Baal Shalishah, bringing the man of God twenty loaves of barley bread baked from the first ripe grain, along with some heads of new grain. â€Å"Give it to the people to eat,† Elisha said. 43 â€Å"How can I set this before a hundred men? † his servant asked. But Elisha answered, â€Å"Give it to the people to eat. For this is what the LORD says: ‘They will eat and have some left over. ‘ † 44 Then he set it before them, and they ate and had some left over, according to the word of the LORD. John 6: 10Jesus said, â€Å"Have the people sit down. † There was plenty of grass in that place, and the men sat down, about five thousand of them. 11Jesus then took the loaves, gave thanks, and distributed to those who were seated as much as they wanted. He did the same with the fish. 12When they had all had enough to eat, he said to his disciples, â€Å"Gather the pieces that are left over. Let nothing be wasted. † 13So they gathered them and filled twelve baskets with the pieces of the five barley loaves left over by those who had eaten. Mark 6: 38He saith unto them, How many loaves have ye? go and see. And when they knew, they say, Five, and two fishes. 39And he commanded them to make all sit down by companies upon the green grass. 40And they sat down in ranks, by hundreds, and by fifties. 41And when he had taken the five loaves and the two fishes, he looked up to heaven, and blessed, and brake the loaves, and gave them to his disciples to set before them; and the two fishes divided he among them all. 42And they did all eat, and were filled. 2. 2 Kings 4: 32 When Elisha reached the house, there was the boy lying dead on his couch. 33 He went in, shut the door on the two of them and prayed to the LORD. 34 Then he got on the bed and lay upon the boy, mouth to mouth, eyes to eyes, hands to hands. As he stretched himself out upon him, the boy’s body grew warm. 35 Elisha turned away and walked back and forth in the room and then got on the bed and stretched out upon him once more. The boy sneezed seven times and opened his eyes. 36 Elisha summoned Gehazi and said â€Å"Call the Shunammite. † And he did. When she came, he said, â€Å"Take your son. † 37 She came in, fell at his feet and bowed to the ground. Then she took her son and went out. 3. One of the main points of those who argue the humanity of Jesus is that he is no god incarnate and a direct path to heaven that came to reaffirm the rule of the church. Quite the contrary, his teachings concentrate more on one’s inner struggles in very logical ways rather then the controversial dogma imposed later by the Roman Church. 4. Constantine had to combine the Jewish faith and rituals with Roman sun god faith and rituals in order to make the new religion more understandable to the pagan population of the empire. Therefore the modern Jesus is a mixture of Roman sun God and historic, Jewish Jesus. The Jewish Jesus can raise people from the dead, just like Elijah and can feed many with little food, just like Elijah and finally ascends to heaven alive just like Elijah. On the other hand Jesus is born of a virgin, unlike Elijah but very much like many Sun Gods, he is born on December 24th like many Sun Gods, he dies and is resurrected like all the Sun Gods, finally, modern Christians do not celebrate the Sabbath like Jesus did but Celebrate the Calends (Sunday) as the Romans did when worshiping their Sun God. Works cited: Bible Gateway, KJV, Books of: 2 Kings, Mark, John. Retrieved on March, 3rd 2009, from: http://www. biblegateway. com/passage/? search Davies, Steven L. New Testament Fundamentals, Santa Rosa, Polebridge Press, 1994.

Robert Lynds Essay on the Pleasures of Ignorance

Robert Lynds Essay on the Pleasures of Ignorance Born in Belfast, Robert Lynd moved to London when he was 22 and soon  became a popular and prolific essayist, critic, columnist, and poet. His essays are characterized by humor, precise  observations, and a lively, engaging style. From Ignorance To Discovery Writing under the pseudonym of Y.Y., Lynd contributed a weekly literary essay to the New Statesman magazine from 1913 to 1945. The Pleasures of Ignorance is one of those many essays. Here he offers examples from nature to demonstrate his thesis that out of ignorance we get the constant  pleasure of discovery. The Pleasures of Ignorance by Robert Lynd (1879-1949) 1 It is impossible to take a walk in the country with an average townsman- especially, perhaps, in April or May- without being amazed at the vast continent of his ignorance. It is impossible to take a walk in the country oneself without being amazed at the vast continent of ones own ignorance. Thousands of men and women live and die without knowing the difference between a beech and an elm, between the song of a thrush and the song of a blackbird. Probably in a modern city the man who can distinguish between a thrushs and a blackbirds song is the exception. It is not that we have not seen the birds. It is simply that we have not noticed them. We have been surrounded by birds all our lives, yet so feeble is our observation that many of us could not tell whether or not the chaffinch sings, or the colour of the cuckoo. We argue like small boys as to whether the cuckoo always sings as he flies or sometimes in the branches of a tree- whether [George] Chapman drew on his fancy or his knowl edge of nature in the lines: When in the oaks green arms the cuckoo sings,And first delights men in the lovely springs. Ignorance And Discovery This ignorance, however, is not altogether miserable. Out of it we get the constant pleasure of discovery. Every fact of nature comes to us each spring, if only we are sufficiently ignorant, with the dew still on it. If we have lived half a lifetime without having ever even seen a cuckoo, and know it only as a wandering voice, we are all the more delighted at the spectacle of its runaway flight as it hurries from wood to wood conscious of its crimes, and at the way in which it halts hawk-like in the wind, its long tail quivering, before it dares descend on a hill-side of fir-trees where avenging presences may lurk. It would be absurd to pretend that the naturalist does not also find pleasure in observing the life of the birds, but his is a steady pleasure, almost a sober and plodding occupation, compared to the morning enthusiasm of the man who sees a cuckoo for the first time, and, behold, the world is made new.2  And, as to that, the happiness even of the naturalist depends in so me measure upon his ignorance, which still leaves him new worlds of this kind to conquer. He may have reached the very Z of knowledge in the books, but he still feels half ignorant until he has confirmed each bright particular with his eyes. He wishes with his own eyes to see the female cuckoo- rare spectacle!- as she lays her egg on the ground and takes it in her bill to the nest in which it is destined to breed infanticide. He would sit day after day with a field-glass against his eyes in order personally to endorse or refute the evidence suggesting that the cuckoo does lay on the ground and not in a nest. And, if he is so far fortunate as to discover this most secretive of birds in the very act of laying, there still remain for him other fields to conquer in a multitude of such disputed questions as whether the cuckoos egg is always of the same colour as the other eggs in the nest in which she abandons it. Assuredly the men of science have no reason as yet to weep over their lost ignorance. If they seem to know everything, it is only because you and I know almost nothing. There will always be a fortune of ignorance waiting for them under every fact they turn up. They will never know what song the Sirens sang to Ulysses any more than Sir Thomas Browne did. The Cuckoo Illustration 3  If I have called in the cuckoo to illustrate the ordinary mans ignorance, it is not because I can speak with authority on that bird. It is simply because, passing the spring in a parish that seemed to have been invaded by all the cuckoos of Africa, I realised how exceedingly little I, or anybody else I met, knew about them. But your and my ignorance is not confined to cuckoos. It dabbles in all created things, from the sun and moon down to the names of the flowers. I once heard a clever lady asking whether the new moon always appears on the same day of the week. She added that perhaps it is better not to know, because, if one does not know when or in what part of the sky to expect it, its appearance is always a pleasant surprise. I fancy, however, the new moon always comes as a surprise even to those who are familiar with her time-tables. And it is the same with the coming in of spring and the waves of the flowers. We are not the less delighted to find an early primrose because we are sufficiently learned in the services of the year to look for it in March or April rather than in October. We know, again, that the blossom precedes and not succeeds the fruit of the apple tree, but this does not lessen our amazement at the beautiful holiday of a May orchard. The Pleasure Of Learning 4At the same time there is, perhaps, a special pleasure in re-learning the names of many of the flowers every spring. It is like re-reading a book that one has almost forgotten. Montaigne tells us that he had so bad a memory that he could always read an old book as though he had never read it before. I have myself a capricious and leaking memory. I can read Hamlet itself and The Pickwick Papers as though they were the work of new authors and had come wet from the press, so much of them fades between one reading and another. There are occasions on which a memory of this kind is an affliction, especially if one has a passion for accuracy. But this is only when life has an object beyond entertainment. In respect of mere luxury, it may be doubted whether there is not as much to be said for a bad memory as for a good one. With a bad memory one can go on reading Plutarch and The Arabian Nights all ones life. Little shreds and tags, it is probable, will stick even in the worst memory, just as a succession of sheep cannot leap through a gap in a hedge without leaving a few wisps of wool on the thorns. But the sheep themselves escape, and the great authors leap in the same way out of an idle memory and leave little enough behind. The Pleasure Of Asking Questions 5And, if we can forget books, it is as easy to forget the months and what they showed us, when once they are gone. Just for the moment I tell myself that I know May like the multiplication table and could pass an examination on its flowers, their appearance and their order. Today I can affirm confidently that the buttercup has five petals. (Or is it six? I knew for certain last week.) But next year I shall probably have forgotten my arithmetic, and may have to learn once more not to confuse the buttercup with the celandine. Once more I shall see the world as a garden through the eyes of a stranger, my breath taken away with surprise by the painted fields. I shall find myself wondering whether it is science or ignorance which affirms that the swift (that black exaggeration of the swallow and yet a kinsman of the humming-bird) never settles even on a nest, but disappears at night into the heights of the air. I shall learn with fresh astonishment that it is the male, and not the female, cuckoo that sings. I may have to learn again not to call the campion a wild geranium, and to rediscover whether the ash comes early or late in the etiquette of the trees. A contemporary English novelist was once asked by a foreigner what was the most important crop in England. He answered without a moments hesitation: Rye. Ignorance so complete as this seems to me to be touched with magnificence; but the ignorance even of illiterate persons is enormous. The average man who uses a telephone could not explain how a telephone works. He takes for granted the telephone, the railway train, the linotype, the aeroplane, as our grandfathers took for granted the miracles of the gospels. He neither questions nor understands them. It is as though each of us investigated and made his own only a tiny circle of facts. Knowledge outside the days work is regarded by most men as a gewgaw. Still we are constantly in reaction against our ignorance. We rouse ourselves at intervals and speculate. We rev el in speculations about anything at all- about life after death or about such questions as that which is said to have puzzled Aristotle, why sneezing from noon to midnight was good, but from night to noon unlucky. One of the greatest joys known to man is to take such a flight into ignorance in search of knowledge. The great pleasure of ignorance is, after all, the pleasure of asking questions. The man who has lost this pleasure or exchanged it for the pleasure of dogma, which is the pleasure of answering, is already beginning to stiffen. One envies so inquisitive a man as [Benjamin] Jowett, who sat down to the study of physiology in his sixties. Most of us have lost the sense of our ignorance long before that age. We even become vain of our squirrels hoard of knowledge and regard increasing age itself as a school of omniscience. We forget that Socrates was famed for wisdom not because he was omniscient but because he realised at the age of seventy that he still knew nothing. * Originally appearing in  The New Statesman, The Pleasures of Ignorance by Robert Lynd served as the lead essay in his collection  The Pleasures of Ignorance  (Riverside Press and Charles Scribners Sons, 1921)

How to Write the University of Delaware Essays 2018-2019

The University of Delaware is a large public research institution that offers a high-quality and affordable education to a diverse population of students. In 2013, Kiplinger’s Personal Finance Magazine rated UD as one of the best values in public higher education thanks to a â€Å"high four-year graduation rate, low average student debt at graduation, abundant financial aid, a low sticker price, and overall great value.† The University encourages its students to give back to the community as volunteers, and expand their horizons by studying abroad (UD piloted the United States’ first study-abroad program in 1923, and to this day, 30% of UD students study abroad). Because UD is increasingly recognized as offering high-quality and affordable education at a time when many students are worried about accumulating debt, the University of Delaware is also increasingly competitive. Receiving about 28,000 applicants a year, the university admits around 60% of them. The middle 50% of enrolled students have SAT reading scores from 580 to 660, SAT math scores from 570 to 670, and ACT composite scores between 25 and 29. While all UD students fill out the Common App, the school does have a rather distinctive set of short-response essay questions that can potentially push you into some uncomfortable territory. In order to navigate these questions and help you present your best self, the team at has composed the following guide. While this essay asks you to â€Å"anticipate† what you will be like as a student at UD, that does not mean they are asking for idle speculation. A strong response to this essay will show how your projection connects back to your experiences. Once you start thinking about the question in these terms, then you can use your 200 words to start sharing some things with the admissions committee that they may not have been able to learn from reviewing your grades and test scores. For example, you might say that you will be excited to start participating in small seminar discussions about literature because all throughout high school one of your favorite activities was going to the science fiction and fantasy book club. Nothing makes you happier than getting into an argument about the racial politics of J.R.R. Tolkien’s The Lord of the Rings (are the orcs really bad guys who can be killed with impunity?). Maybe outside the classroom, you will want to continue volunteering as a reading coach at a local elementary school in preparation for your intended career as a teacher. As you talk about what excites you inside and outside the classroom, you will want to try to make sure that those two things are related. In the example I’ve been discussing, there is a common theme: a love of reading . On the whole, you will want to stick to talking about academic and community-service topics. This is not the time to say that you are excited about going to parties and experimenting with alcohol. If the social aspects of college really are part of what quickens your pulse, you can talk about that in a more wholesome manner. Maybe event-planning has always been your passion in high school, and you look forward to organizing student days for UD’s Athletics program. But there is one more part in this question that adds a considerable amount of depth. UD not only wants to know where you will expect to thrive, but also what kinds of challenges you will expect to face. Here, it is okay to be a little bit vulnerable. It can often seem like the college admissions process is asking you to trumpet an endless line of success stories, but this part of the essay wants to see if you are good at recognizing your own limitations and figuring out ways to manage them. Maybe you are really close to your family, and you know you will miss being able to spend time with your brothers around the house. Whenever you talk about areas where you will have to stretch yourself, you will probably also want to offer a sentence softening the blow and saying that, even if you know you will be challenged, you are still looking forward to facing that challenge. If you know you are going to miss your family, you can also say that you are looking forward to sharing your college experiences with your little brothers and encouraging them to attend college as well. Like the previous question, this one is also asking you to be a little bit vulnerable. This question is asking you to both talk about one of your accomplishments at the same time that you talk about a challenge that you encountered. The first thing to recognize is that this question is asking you to dig a little bit deeper than your activities list. The admissions committee probably already knows that you have won your high school’s community service award or made the varsity baseball team in your sophomore year. The trick is to focus on one accomplishment in particular, a challenge where you pushed yourself outside of your comfort zone, even if it does not appear on your activities list. For example, maybe you were already a competent trumpet player, but you decided to learn a new instrument and audition for your district orchestra on the french horn. You might talk about putting in extra hours while practicing in the basement and how you had to muffle your sound, or putting in an extra shift at work on the weekends in order to afford French horn lessons. Maybe you made the district orchestra in the end, in which case you can finish your essay on a happy note. It’s also possible that you didn’t make the district orchestra, but you can still say that you are proud of the time you put into trying something new, and that the extra effort made you a better musician. The point of this prompt is not to add another â€Å"achievement† to your activity list, but rather to give the admissions committee a sense of how you challenge yourself and what you do when things get difficult. One especially important aspect of this prompt is addressing â€Å"who or what you turned to for support.† As you probably recognize, your accomplishments are probably not solely the result of your own individual effort. Maybe you had parents who clothed you, maybe a good teacher offered some especially useful feedback, or maybe your friends were there to commiserate when you faced a setback. One of the most important marks of maturity that this prompt is looking for is this: Do you have the capacity to reach out for help and support when you need it? Submit your essay and we’ll get back to you with helpful edits. This is probably the hardest prompt to address because it can be very easy to sound bitter. Everyone suffers setbacks, and we sometimes need to vent when we are just talking amongst our friends. Also, sometimes â€Å"anger† might be the appropriate response to injustice. As Audre Lorde says, â€Å"Anger is loaded with information and energy.† But as you answer this question, you should try to put the emphasis on what you did after you were denied an opportunity or were treated unfairly. Maybe you were passed over for a promotion at work, and you needed to go home and blow off some steam so that you could come back the next day and continue to do your job. Or maybe you went home, did some research, and found that your workplace had a history of not promoting people who look like you. However, when responding to this prompt, you want to put the emphasis not on the moment of suffering and grievance, but rather on what you did to regain your own sense of agency and dignity in the aftermath. You might also interpret this prompt in a slightly more banal way: Maybe you received a bad grade on a paper. You thought you deserved better, but then at home you took a few moments to really look at your essay and realized that there really were some logical gaps. As with the previous example, you want to put the emphasis on what you did after the moment when you thought you were being treated unfairly. Maybe before handing in your next paper, you made sure to ask a friend to read it, and you offered to read their paper in exchange. At UD, you might talk about how you hope to take advantage of the writing center in order to get a fresh perspective on your paper before you turn it in. It’s also possible that you do not feel like you have ever been treated particularly unfairly. Or maybe you feel like the few moments of unfair treatment you might have received pale in comparison to the injustices suffered by others in your community. If that is the case, you should feel free to talk about the injustice that you see in your own community and what you have done or hope to continue doing to fight it. Only answer if there really are unique circumstances. This is not the place to air your grievances about a chemistry teacher who â€Å"had it out for you† — even if that’s true, you don’t want to draw attention to interpersonal conflicts in your personal essays. An example of situations in which you want to write a response to this question might include: Your grades were unusually low the fall of your sophomore year because you suffered an especially serious illness that made you miss class for three months. Hopefully after you recovered, your grades did as well. Also, note that while you have 500 words to respond to this question, you should not feel compelled to use all of that space if you do not need it to give a straightforward account of your situation. If you only have one grade to explain, and you can do so in two brief sentences, you should stop there. With all of your other essays being less than 200 words, a 500-word essay on the special circumstances that led you to get a C in Spanish 2, but an A in Spanish 1 and Spanish 3 will sound strange. You want to minimize the amount that your admissions officers spend focusing on your lower grades. In this short question, UD is asking you why you would want to attend the school in particular. Though there are only two sentences, you do not want to say something generic like â€Å"I am excited about UD because I will get to learn from experienced professors.† The same could be said for just about any university. One way to approach this question is to focus in on a specific event or club that UD offers. Maybe you are interested in studying urban planning and were excited to learn that the Department of Energy and Environmental Policy recently held a symposium on â€Å" Smart Cities and Sustainable Energy .† Maybe your older brother went to the University of Delaware, and you remember hearing stories about Twilight Induction . Whatever you say in these two sentences, you want to show the admissions committee that you have taken the time to research UD and that you are not just checking the boxes on one more application (even if you really are applying to a number of different schools).

Statement of Interest - Residential Child Care Licensing Investigator Personal

Of Interest - Residential Child Care Licensing Investigator - Personal Statement Example The job opportunity is also in my personal characteristics of providing an opportunity that is relevant to my professional requirements My degree in criminology has prepared me adequately for the understanding of applicable laws related to the career needs. My studies have also prepared me analytically to handle complex situations and analyze people critically in establishing their physical and psychological conditions. While developing my investigative skills, I learned appropriate measures to assume where the need arises for the protection of the welfare of others and, in this case, the children. I have extensive communication skills in Spanish and English with a great interpersonal skill to build healthy working relationships. My personal life is defined and separate from my professional path and engaging in complex and time-consuming activities in varied geographic regions would not be a problem. I like challenging and exceeding my limits and those of my employers in the quality of service delivered. I will use my skills to the best of my ability by working diligently to provide efficient services as required by my roles and obligations. Personally, I hope to increase my presence and activities as an RCCL Investigator while advancing my career in the same. Professionally, I hope to learn from the services of fellow investigators so as to improve my skills in handling cases more efficiently while contributing significantly to the other members of the agency. As an agency, the scope of our responsibilities will be crucial to DFPS where we get to serve a larger segment of the people in need of our